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Diane Ravitch's
The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
Study Guide, prepared by Carol Burris
Chapter 1
1. In chapter 1, the author describes the evolution of her thinking about public schooling. She informs the reader that at a particular point in time, she transitioned from a recorder of history to an active participant in shaping educational history.
What events prompted her entrance into the world of policymaking and why did she re- main in that world? Why did her belief in corporate reform strategies diminish?
2. Diane Ravitch explains the bipartisan appeal of charter schools and other market based reforms. Although the distance between the Democrats and Republicans on many policy issues has expanded, the support for corporate reforms has grown on both sides of the political spectrum. Identify those aspects of corporate reform that appeal to the left and to the right. Continue to add to your analysis as you read further.
3. On page 5, she discusses the revisionist perspective of public schooling. To what extent might revisionist thinking make reforms, such as charter schools, appeal to liberals? On the other hand, how might a revisionist critique what is presently occurring in market based reform? Continue to look for evidence as you continue reading.
5. Ravitch makes the case that the improvement of curriculum and instruction is more effective in improving the quality of schooling than are changes in structure and governance, such as school choice and accountability measures. As you reflect on your own experiences as an educator, to what extent do you agree with the author? Explain your evidence and reasoning. Which position do you think is more apt to be held by the public and why?
Chapter 2
1. Chapter 2 explains how reform via standards gave way to reform via testing. On page 16, Diane Ravitch asserts her belief that tests should follow curriculum rather than determine it. Discuss how the debate over the content standards for history facilitated the movement from standards to testing. In an era of standards based instruction, how is daily teaching informed? How does the content taught change when accountability testing is included?
2. In summing up the shift to accountability as reform, the author wryly observes "whatever could not be measured, did not count." What are the implications for public schooling and curriculum?
Chapter 3
1. Diane Ravitch recounts the story of New York's District 2 as a complicated story in which a variety of initiatives were conflated with demographic change to create a narrative that caught the attention of corporate reformers. Analyze the story. Which District 2 reforms were admirable? Which do you believe were counterproductive?
2. What should be the cautionary tale for today's corporate reformers? If you were to advise them, what parallels would you draw?
Chapter 4
1. At the end of chapter 4, the author asks important questions about school reform. Discuss those question as well as the tension that exists between the measurement of learning by test scores and practices that build good school cultures.
2. Researcher Michael Fullan says that sometimes changes in behavior must precede changes in belief. How can school leaders 'push through' reforms without pushing people over? Is there a middle ground between waiting years for consensus and change through intimidation? How might that be accomplished?
Chapter 5
1. Chapter 5 describes a flurry of changes that took place during the Bloomberg administration. What does the Monday Night Massacre tell us about the mayor's style of educational governance? How did the mayor consolidate his power in the face of parent protest over his policies?
2. Describe how populations shifted when the small high school movement took hold. How would those shift affect the success of large high schools? Smaller high schools?
3. What corporate based reforms emerged under Bloomberg and how did they affect school culture, structures and student achievement.
Chapter 6
1. The author describes NCLB as "measure and punish". To what extent do you agree with that description? What is being measured and who is being punished?
2. According to Diane Ravitch, what accounted for the rise in the test scores of Texas students? What incentives did the testing system create and what were the unintended consequences?
3. What evidence caused the author to lose faith in NCLB? What were the adult interests that were served? In your opinion, what adult interests are being served by Race to the Top?
4. Diane Ravitch identifies the assumptions on which NCLB was built. Are the assumptions of RTTT similar? If so, what outcomes might we expect? Create a different set of assumptions that might lead to improved student learning outcomes.
Chapter 7
1. In chapter 7, the author traces the history of how marketplace, choice reforms evolved. What were their origin? How and why did enthusiasm for vouchers transfer to charter schools? What are the differences and the similarities between the two?
2. What was the original mission of charters as proposed by Al Shanker? How does that differ from their purpose today?
3. Explain the argument for school choice. As you think about the corporate reforms that are in vogue today, how are they connected to Freidman's philosophy that choice will result in better schools? What are the negative consequences for local public schools that result from a choice system?
4. Analyze the evidence of the achievement effects of charter schools. To what factors does the author attribute any positive effects? Which if any, can be replicated by public schools? How does the presence of a charter in a community affect the local public school?
Chapter 8
1. Identify and describe the limitations of standardized tests. Given the limitations, for which purposes should tests be used?
2. Testing experts are concerned with the validity and reliability of tests. Research and develop an understanding of these two terms. Classify each of the author's concerns as a validity or reliability concern.
3. Why and how do high stakes purposes confound the results of student testing? Describe the ways in which schools, charters and public, can influence test results. Discuss the evidence that the author presents regarding systemic gaming of the system. What political purposes does such gaming serve? How are students shortchanged by such gaming?
4. What is Campbell's law? Rephrase it in your own words and explain its implications for testing and for adult accountability. Provide examples from this chapter.
5. Identify and describe the author's suggestions for alternative accountability measures. What end should these measures serve? If you were to develop a positive accountability system, what factors would you include? How would you address inadequate outcomes?
Chapter 9
1. The author begins the chapter with a description of her favorite high school teacher. Based on that anecdote, how would she describe a highly effective teacher? How does her definition differ from the definition currently in vogue?
2. Explain how test score data became a popular measure of teacher effectiveness. List and explain the arguments of its proponents. Do the same for the arguments against measuring effectiveness by test scores.
3. According to the author, what contributions does Teach for America make? In what ways are those contributions limited and insufficient?
4. At the end of the chapter, Diane Ravitch shares her own ideas on how to effectively use test score data in awarding tenure, and on the experiences that principals, who are entrusted to make those decisions, should have. If you were to create an evaluation system for teachers and principals, what would it include? What role, if any, would test scores play?
Chapter 10
1. Diane Ravitch begins chapter 10 with a summary of the Ford Foundation's role in the decentralization of the New York City public schools. Explain the connection with the title of the chapter. How did foundation-sponsored 'reform' change in purpose and method during the past decade?
2. Explain the dangers of 'the conspiracy of silence' in regard to philanthropic organizations.
3. According to the author, why did the Gates Foundation small school reform fail? Following the small school disappointment, how did the foundation redirect its efforts? How did the foundation manage to thwart criticism of its initiatives?
4. How do the initiatives of the big three contributors (Walton, Gates and Broad) intersect and overlap? Analyze the initiatives of Race to the Top for evidence of their influence.
5. Since the 1980s, the preponderance of research has indicated that low-track classes cause students to fall further and further behind and that they are characterized by disruptive student behavior, watered down curricula and uninspired teaching. What does that research tell us about what will occur in public schools as the number of charter schools increase?
Chapter 11
1. Diane Ravitch begins chapter 11 by listing all of the strategies which will not result in school improvement. Reflect on each and discuss how the reverse might serve as suggestions that would improve public schooling.
2. The author believes that the first component of school improvement should be the establishment of a rich, national curriculum. How do the Common Core standards contribute to that effort? How might accountability testing undermine the effort to establish high quality standards?
3. Discuss the difference between standards and curriculum. Why do you think the author recommends common curriculum rather than common standards?
4. The final argument of this chapter is that the present reforms are not only ineffective, they threaten the very existence of public schooling. Connect this final thought to the title of the book. If the present reforms hold the potential for death of public schooling, wherein lies the potential for life?
Epilogue
1. Since the publication of the first edition, the negative consequences of NCLB have continued to unfold. How and in what ways did Race to the Top extend the practices of NCLB?
2. What is the evidence to show that there was no golden age of education 40 years ago? What can we learn from NAEP data about progress during the past four decades?
3. Discuss why the 'three great teachers on a row can close the achievement gap' is a myth.
4. Discuss the setbacks to corporate reform in 2010, especially in New York City and Washington DC. How did they arise? What have we learned about the efficacy of charter schools and merit pay? Despite these setbacks, why, in your opinion, has the corporate reform movement survived?
5.Project ahead based on what you learned from this book. In ten years, if the present trend continues, what will public schools look like? How might the trend be reversed? | <urn:uuid:9a8502aa-e2b3-4424-836b-c9664b4edd2c> | CC-MAIN-2017-13 | http://dianeravitch.com/wordpress/wp-content/uploads/Study-Guide-for-Death-and-Life.pdf | 2017-03-23T14:25:42Z | crawl-data/CC-MAIN-2017-13/segments/1490218187113.46/warc/CC-MAIN-20170322212947-00402-ip-10-233-31-227.ec2.internal.warc.gz | 95,895,348 | 2,162 | eng_Latn | eng_Latn | 0.999005 | eng_Latn | 0.999023 | [
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Hawaii Opae Ula FAQs
1. Do the Opae Ulas live in fresh or salt water?
Opae Ulas live in anchialine ponds which is brackish water. They are quite adaptable and hardy so have managed to survive in a wide range of salinity and temperatures.
2. How do I keep them in brackish water?
We send the Opae Ulas with starter water. If you need to replenish the water or completely change it out, we send an instruction booklet on how to do that. Basically, you can add distilled water to replenish due to evaporation. If you need to fill a container, pet stores sell a salt mixture that you can add to the distilled water.
3. What do I feed them?
In their natural habitat, they eat algae. We send starter food which is spirulina for human consumption. The rocks we send are loaded with algae.They will require very little food if they are near a light source so that the algae can reproduce.
4. From where do these Opae Ulas originate?
These originate in anchialine ponds on private properties in the midst of the jungle in East Hawaii. Since they are still in their natural habitat, they are quite healthy and active.
5. How long do they live?
The Opae Ulas can live as long as 20 years in a sustainable environment.
6. Can I put them in my saltwater aquarium?
If they are acclimated properly, it is very possible they can live in a saltwater
Hawaii Opae Ula Farm and Aquarium, Big Island, Hawaii 877 721-3999 www.hawaii-opaeula.com aquarium. We send instructions on how to test your water for salinity, temperature and gravity. However, if you have fish or larger shrimp in your aquarium, the little Opae Ulas will be eaten by your marine life.
7. What size tank/container do I need?
About 40 Opae Ulas can live in a gallon container, so about 200 for a 5 gallon tank. We send information on how to prepare the tank and water before they arrive.
8. I have seen some of these shrimp in sealed jars. Why don't you sell them that way?
There are several types of environments in which these rare Opae Ulas are sold:
(a) Completely sealed environments which sellers say never require feeding or any maintenance. This is not a long-term sustainable environment for these little animals. They will slowly starve to death without ever breeding.
(b) Traditional aquariums which require more maintenance because it is not selfsustaining. Because of the lighting and filtering of water, algae does not grow well. The shrimp will need to be maintained like aquarium fish.
(c) We promote and sell products for environments that emulate the natural habitat as much as possible. With the live rocks, live water, natural lighting and location in a warm space, these Opae Ulas require little feeding or maintenance. You might have to add water and feed occasionally, but the rest of the time you can enjoy watching them feed and breed.
9. What if I want to keep them at work?
The Opae Ulas can be desktop pets if…
(a) They are in an environment with the live rocks, live water, natural lighting and location in a warm space. They should not have more that 10-12 hours of fluorescent lighting. Natural indirect sunlight is best.
(b) Keep a lid on their environment so it does not accidentally spill on your computer but take the lid off at night to replenish the air.
(c) Keep them away from electronics and areas of high vibrations and noise.
10. How are they shipped?
We put the Opae Ulas in a plastic bag with water or in a plastic jug with water. It is infused with oxygen. Then we put the live rocks in a ziplock with a little water. We ship by overnight express through Fed-Ex or UPS. This will take about two days and someone will need to be available to receive shipment.
11. What if some die during shipping?
It is possible that some of the little Opae Ulas expire during the shipping. Our instruction booklet informs you on how to handle this. Our policy is to send more than you order so that if some die, you will still have the amount you ordered. If more die than the extra we send, we will ask you to immediately send back ALL of the expired Opae Ulas in a ziplock by regular mail. Once we receive them, we will replace them for you or credit you on prorated basis. You can always maintain a credit balance with us to apply to future orders of Opae Ulas or their products. | <urn:uuid:7182a63f-94ed-45be-97ca-e88af3582188> | CC-MAIN-2017-30 | http://www.hawaii-opaeula.com/faqs.PDF | 2017-07-28T06:32:18Z | crawl-data/CC-MAIN-2017-30/segments/1500549448095.6/warc/CC-MAIN-20170728062501-20170728082501-00394.warc.gz | 454,544,162 | 979 | eng_Latn | eng_Latn | 0.997974 | eng_Latn | 0.998333 | [
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Marfan Syndrome Support Group Irl 1 Oakwood Lodge Youghal Road Midleton, Co. Cork EIRE
email@example.com www.marfan.ie
Originally created in the U.S.A.
www.marfan.org
© National Marfan Foundation Used with permission
Cardiovascular Features:
Common Types of Heart and Blood Vessel Problems in People with Marfan Syndrome
Cardiovascular (heart and blood vessel) problems are common in people with Marfan syndrome. In fact, cardiovascular problems affect about 9 out of every 10 people diagnosed with Marfan syndrome.
The most common of these problems affects the aorta (the main blood vessel that carries blood away from the heart). Heart valves can also have problems. Less often, people have problems in blood vessels other than the aorta.
Here is a diagram that shows the main sections of the heart and aorta. As you can see, the aorta has four segments: 1) aortic root and ascending aorta, 2) aortic arch, 3) descending thoracic aorta, and 4) abdominal aorta.
Here are some facts about common types of heart and blood vessel problems in people with Marfan syndrome:
AORTIC DILATION AND AORTIC ANEURYSMS
These are very serious cardiovascular problems because a significantly enlarged aorta is at risk for dissection (tear) or rupture. Aortic dilation (enlarged aorta) and aortic aneurysms (bulging sides of the aorta) can occur along any segment of the aorta. For most people with Marfan syndrome, the problem starts in the aortic root (aortic segment closest to the heart.)
Doctors use a person's age, height, and weight to determine whether the aorta is enlarged. For this reason, people with Marfan syndrome should talk with their doctors about what size aorta is within normal limits for them.
over
AORTIC DISSECTION
This happens when there is a tear between layers of the aorta. Most people know when this happens because of severe pain in the center of their chest, abdomen (stomach), or back. The pain may be "severe", "sharp", "tearing", or "ripping" and may travel from the chest to the back and/or abdomen. Sometimes, the pain is less severe, but a person still has a feeling that "something is very wrong." If a dissection is suspected, a person needs to go to a hospital emergency room right away. There are two types of aortic dissection:
* Dissection of the ascending aorta. This is the most common dissection in Marfan syndrome. It is life-threatening (people can die if not treated right away). If this kind of dissection happens, people need immediate surgery.
* Descending aortic dissection. This can often be managed just with medication and monitoring (watching). People only need surgery if they have serious complications. These include loss of blood flow to vital organs or an aorta that is severely dilated.
MITRAL VALVE PROLAPSE
This is a "billowing" (motion) of the mitral valve when the heart contracts. Symptoms can include irregular or rapid heartbeats and shortness of breath. Some people also have mitral valve regurgitation (leaking of the mitral valve). A small amount of leaking is often not a problem, but a person may need surgery if the mitral valve leaks a lot.
AORTIC REGURGITATION
This is when the aortic valve does not fully close and blood leaks back into the heart. The only symptoms a person may have are forceful heartbeats and shortness of breath during light activity. Aortic regurgitation often happens because of aortic dilation (when the aorta is so enlarged that the valves cannot fully come together).
Cardiovascular problems in people with Marfan syndrome can be very serious. The good news is that there are many ways to help. This includes surgery and medication. New research studies show that many people with Marfan syndrome may live normal life spans. New research is also finding more helpful medications.
Ways to Learn More
* Contact the Marfan Syndrome Support Group Ireland at firstname.lastname@example.org.
* Talk to your doctor. Sometimes it helps to use information like this fact sheet when you speak with the doctor.
* Visit the Marfan Syndrome Support Group website at www.marfan.ie.
July 2007 | <urn:uuid:bcc9902d-0dd8-4331-a5ff-8bced0a9d89a> | CC-MAIN-2017-30 | http://marfan.ie/assets/files/pdf/MFSCardiovascularFeatures.pdf | 2017-07-28T06:51:18Z | crawl-data/CC-MAIN-2017-30/segments/1500549448095.6/warc/CC-MAIN-20170728062501-20170728082501-00398.warc.gz | 207,064,486 | 914 | eng_Latn | eng_Latn | 0.994683 | eng_Latn | 0.997136 | [
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Curriculum & Assessment Policy
Date of Policy:
September 2015
Date of Review:
September 2017
1. Aims
1.1. The curriculum at Thomas Gainsborough School is designed to provide all students with opportunities to pursue personal pathways, suited to their ambitions and developing skills. Decisions on which pathway to follow and subjects to study are taken by parents and students with the school's advice and guidance arrangements at ages 11, 14 and 16.
1.2. Our assessment systems are designed to support outstanding outcomes for all students by recognising achievement, progress and most importantly identifying next steps for improvement.
2. Our curriculum
2.1. On entry to the school in year 7 students and their parents choose from three pathways, Grammar, STEM and Broad. These pathways contain different elements to allow students to develop expertise in a range of subjects. The exact proportion of time spent on each subject changes slightly from year to year, but essentially the Grammar pathway provides more time to develop languages, classics and humanities. The STEM pathway provides more time to develop skills in science and technology. The Broad pathway provides access to a typical secondary school curriculum with breadth through inclusion of discrete Humanities, Arts, MFL and Technology. For a few students a curriculum rich in social and emotional support as well as the development of basic literacy and numeracy skills, known as Access is provided. Each of the main three curriculum pathways contains a number of classes that are grouped by ability, thereby ensuring students of all abilities can follow the curriculum pathway of their choice at an appropriate level.
2.2. All three pathways prepare students to make further choices at age 14. Some students may refine their curriculum at the end of Year 8, depending on the pathway that they are following.
2.3. Choice of pathway is not dependent on prior attainment, although the information advice and guidance provided by school will take prior attainment, and future ambition into account when advising about the appropriateness of a particular pathway for a particular student.
2.4. At age 14 students will then be able to choose from a range of courses to be combined with Maths, English, Triple or Double Science (dependent on teaching group) and PE. Students will also be required to take at least one subject from History, Geography, Computer Science or Modern Foreign Languages.
2.5. Sixth Form: The majority of students in year 12 take three A levels plus EPQ. A small number of very able students are allowed to take four A levels. Some students in Year 12 study a mix of A levels and Level Three Vocational subjects. Some students who have a lower academic profile, study three Level Three Vocational subjects.
2.6. In year 13 the majority of students continue with their three subjects to A level plus EPQ, or A level/Level Three Vocational, or Level Three Vocational combinations. A very small number of students continue with 2 full subjects.
2.7. Year 12 students prepare for the EPQ in July and continue this into Year 13, with most completing their EPQ in the Spring term. Students not studying an EPQ complete a period of relevant Work Experience to support their application Post 18. In year 12 the time after the final AS exam in May is used for UCAS preparation, with most students completing this process during the Autumn term.
2.8. Personal Social Health Education, RE, Citizenship and Careers Education is delivered in a variety of ways:- explicit Philosophy lessons at Key Stage 3; Philosophy & Ethics option at GCSE and A Level; Enrichment Days; Tutor time and assemblies based on a fortnightly theme; regular guest speakers; cross - curricular mapping and the Careers Hub.
3. Assessments
3.1. Annual examinations for each year group are planned in the school's assessment calendar. These include mock exams for students in the school year that they are due to take public GCSE, BTEC and A level examinations.
3.2. Regular assessments are also planned by each subject leader to support preparation for public exams, recognise student achievement, demonstrate progress, provide feedback to students and to assist in planning further learning.
3.3. Assessment for Learning (AfL)
AFL has been identified as the process of seeking and interpreting evidence for use by students and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. AFL forms part of effective planning and assessment opportunities and will be integrated into all Schemes of Work. Teachers will consider prior attainment of all pupils when planning lessons. Teachers will generally share learning objectives and success criteria with pupils as a way of ensuring students are involved in assessment procedures. Further guidance for staff as well as examples are available in the Teaching and Learning Guidance handbook.
4. Feedback
5. Feedback to support further progress is provided by teachers through:
* In class questioning
* Detailed formative marking
* Learning conversations
* Summative grades given for particular pieces of work that will inform regularly collected progress grades Feedback will be sensitive and constructive, reflecting what has been done well and what is needed to be done in order to improve. The Thomas Gainsborough School Learning and Teaching Policy Guidance states that core subjects should be attempting to provide feedback weekly and all other subjects fortnightly. In practice, the minimum expectation for written feedback is every three lessons.
Feedback should also support whole school attempts to improve standards of literacy and written english, through the consistent application of the marking for literacy guidance (see Appendix 2)
In addition, students will be involved in the assessment process by:
* Being asked to respond to marking by completing an additional task/thinking/redrafting/correcting/reflection to ensure that they have understood and taken on board the feedback given.
* This may include peer and self marking activities. Different subject areas will adopt different practice within these broad principles. Teachers will also mark for literacy, using a standard school framework, set out below.
6. Reporting
6.1. Progress is recorded and shared regularly throughout years 7 to 11 using a unified scale showing outcomes at age 16.
6.2. Up to six times each year, on dates set in the school's annual assessment calendar, staff are asked to make a judgement, based on recent assessments of each student's current position and their approach to learning.
6.3. The student's current position is a teacher's judgement based on recent assessments in line with the subjects level descriptors and planned assessments. Planned assessments are reviewed each year with the Assistant Headteacher responsible for the curriculum area.
6.4. This information is shared with students, parents and tutors and forms the basis for conversations on Academic Review Days, during Academic Tutoring Meetings and at Subject Surgery appointments where applicable. These conversations are focussed on students progress and the next steps needed to support further progress.
6.5. Progress for students in the Sixth Form is judged against the outcomes which they are on course to achieve, based on assessments and work completed so far. Comments and next steps for students are recorded at 4 points each year, as identified in the school's annual assessment calendar.
7. Targets
7.1. All students are set targets at the upper end of a range that they might be expected to achieve when compared
to national rates of progress and attainment, to reflect the ambition that the school has for their outcomes at 16 and 18. These are based on a student's prior attainment - the school is ambitious for every student and therefore targets are set at one grade higher than might be expected when compared to national figures between the age of 11 and 16.
7.2. These targets for the end of their qualification are also reviewed each year and used to set targets for the end of each year. There may be some amendment made to these end of year targets to reflect the curriculum pathway that a student is on, especially when there is variation in the number of lessons taught.
7.3. Targets are set using a range of available information including students prior attainment, their recent progress and national standards set out by the Department for Education.
8. Approach to Learning Judgement
8.1. Students approach to learning is judged by each of their teachers to fall into one of five categories and also reported on at each point in the reporting cycle:
Exemplary Always giving of your very best
Positive Working well and trying hard
Inconsistent Improvements needed
Unsatisfactory (parents & tutor aware) Significant improvement required
Unable to comment (attendance) Unable to comment due to attendance
9. Responsibilities
Assistant Headteachers for each of the three main curriculum areas (Modern Arts, Communications and Enterprise) will oversee the application and implementation of this policy through routine line management monitoring and evaluation activities, including work scrutiny, pupil voice and reviewing of progress being made.
9.1. Subject leaders
Setting curriculum in line with the TGS curriculum pathways and to ensure statutory coverage where applicable and reviewing periodically to reflect changes in priorities or methodology.
Setting calendar of assessments in order to inform school assessment cycle
Standardisation of assessments with other relevant members of staff in school and across applicable teams in the Samuel Ward Multi-Academy Trust
Regular work scrutiny to ensure consistent application of this policy in terms of feedback provided to students.
Reporting and planning actions
9.2. Subject teachers
Teaching the curriculum as set out by subject leaders
Ensuring that standardised assessments are carried out, assessed and fed back on in order to inform the school assessment cycle
Ensure that students are afforded regular opportunities to respond to feedback that they have received in order to make further progress.
Contributing to the development of assessment in the subject team(s) they are part of
9.3 Heads of House
Carry out regular work scrutiny for individuals and groups of students as part of the monitoring of achievement and progress
Monitoring achievement and progress through Academic Review Days and regular Academic Tutoring appointments.
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Sample Behavioral Interview Questions
Here is a list of sample behavioral-based interview questions that may help you practice:
* Describe a situation in which you were able to use persuasion to successfully convince someone to see things your way.
* Describe a time when you were faced with a stressful situation that demonstrated your coping skills.
* Give me a specific example of a time when you used good judgment and logic in solving a problem.
* Give me an example of a time when you set a goal and were able to meet or achieve it.
* Tell me about a time when you had to use your presentation skills to influence someone's opinion.
* Give me a specific example of a time when you had to conform to a policy with which you did not agree.
* Please discuss an important written document you were required to complete.
* Tell me about a time when you had to go above and beyond the call of duty in order to get a job done.
* Tell me about a time when you had too many things to do and you were required to prioritize your tasks.
* Give me an example of a time when you had to make a split second decision.
* What is your typical way of dealing with conflict? Give me an example.
* Tell me about a time you were able to successfully deal with another person even when that individual may not have personally liked you (or vice versa).
* Tell me about a difficult decision you've made in the last year.
* Give me an example of a time when something you tried to accomplish and failed.
* Give me an example of when you showed initiative and took the lead.
* Tell me about a recent situation in which you had to deal with a very upset customer or co-worker.
* Give me an example of a time when you motivated others.
* Tell me about a time when you delegated a project effectively.
* Give me an example of a time when you used your fact-finding skills to solve a problem.
* Tell me about a time when you missed an obvious solution to a problem.
* Describe a time when you anticipated potential problems and developed preventative measures.
* Tell me about a time when you were forced to make an unpopular decision.
* Please tell me about a time you had to fire a friend.
* Describe a time when you set your sights too high (or too low).
Please review the STAR/TAR process (shown below) to assist you in answering situational/behavioral based interviewing questions.
STAR Technique
One strategy for preparing for behavioral interviews is to use the STAR Technique, as outlined below. (This technique is often referred to as the SAR and PAR techniques as well.)
| Situation or Task | Describe the situation that you were in or the task that you needed to accomplish. You must describe a specific event or situation, not a generalized description of what you have done in the past. Be sure to give enough detail for the interviewer to understand. This situation can be from a previous job, from a volunteer experience, or any relevant event. |
|---|---|
| Action you took | Describe the action you took and be sure to keep the focus on you. Even if you are discussing a group project or effort, describe what you did -- not the efforts of the team. Don't tell what you might do, tell what you did. |
| Results you achieved | What happened? How did the event end? What did you accomplish? What did you learn? |
Sample Behavioral Interview Questions Grouped by Skill
* Adaptability
* Initiative
* Analytical Skills
* Communication
* Creativity
* Decision Making
* Goal Setting
* Integrity
* Interpersonal Skills
* Leadership
* Planning and Organization
* Teamwork
Adaptability
* Tell me about a situation in which you have had to adjust to changes over which you had no control. How did you handle it?
* Tell me about a time when you had to adjust to a classmate's or colleague's working style in order to complete a project or achieve your objectives.
* How was your transition from high school to college? Did you face any particular problems? How did you handle them?
Analytical Skills / Problem Solving
* Describe the project or situation that best demonstrates your analytical abilities. What was your role?
* Tell me about a time when you had to analyze information and make a recommendation. To whom did you make the recommendation? What was your reasoning? What kind of thought process did you go through? Why? Was the recommendation accepted? If not, why?
* Tell me about a situation where you had to solve a difficult problem. What did you do? What was your thought process? What was the outcome? What do you wish you had done differently?
* What steps do you follow to study a problem before making a decision? Why?
Communication
* Tell me about a recent successful experience in making a speech or presentation? How did you prepare? What obstacles did you face? How did you handle them?
* Have you ever had to "sell" an idea to your classmates or co-workers? How did you do it? Did they accept your idea?
* Give me an example of a time when you were able to successfully communicate with another person even when that individual may not have personally liked you (or vice versa). How did you handle the situation? What obstacles or difficulties did you face? How did you deal with them?
* Tell me about a time in which you had to use your written communication skills in order to get an important point across.
Creativity
* When was the last time you thought "outside the box" and how did you do it? Why?
* Tell me about a problem that you've solved in a unique or unusual way. What was the outcome? Were you happy or satisfied with it? Give me an example of when someone brought you a new idea that was odd or unusual. What did you do?
Decision Making
* Tell me about a time when you had to make a decision without all the information you needed. How did you handle it? Why? Were you happy with the outcome?
* Give me an example of a time when you had to be quick in coming to a decision. What obstacles did you face? What did you do?
* What is the most difficult decision you've had to make? How did you arrive at your decision? What was the result?
Goal Setting
* Give me an example of an important goal which you have set and tell me how you reached it. What steps did you take? What obstacles did you encounter? How did you overcome the obstacles?
* Tell me about a goal that you set that you did not reach. What steps did you take? What obstacles did you encounter? How did it make you feel?
Initiative
* Describe a project or idea (not necessarily your own) that was implemented primarily because of your efforts. What was your role? What was the outcome?
* Describe a situation in which you recognized a potential problem as an opportunity. What did you do? What was the result? What do you wish you had done differently?
* Tell me about a project you initiated. What did you do? Why? What was the outcome? Were you happy with the result?
* Tell me about a time when your initiative caused a change to occur.
* What was the best idea you came up with during your professional or college career? How did you apply it?
Integrity / Honesty
* Discuss a time when your integrity was challenged. How did you handle it?
* Tell me about a time when you experienced a loss for doing what is right. How did you react?
* Tell me about a business situation when you felt honesty was inappropriate. Why? What did you do?
* Give a specific example of a policy you conformed to with which you did not agree. Why?
Interpersonal Skills
* Give an example of when you had to work with someone who was difficult to get along with. How/why was this person difficult? How did you handle it? How did the relationship progress?
* Describe a situation where you found yourself dealing with someone who didn't like you. How did you handle it?
* Describe a recent unpopular decision you made. How was it received? How did you handle it?
* What, in your opinion, are the key ingredients in guiding and maintaining successful business relationships? Give me examples of how you have made these work for you.
* Give me an example of a time when you were able to successfully communicate with another person even when that individual may not have personally liked you (or vice versa). How did you handle the situation?
* Tell me about a time when you had to work on a team with someone you did not get along with. What happened?
* Describe a situation where you had a conflict with another individual, and how you dealt with it. What was the outcome? How did you feel about it?
Leadership
* Tell me about a team project when you had to take the lead or take charge of the project? What did you do? How did you do it? What was the result?
* Describe a leadership role of yours. Why did you commit your time to it? How did you feel about it?
* What is the toughest group that you have had to get cooperation from? What were the obstacles? How did you handle the situation? What were the reactions of the group members? What was the end result?
Planning and Organization / Time Management
* Describe a situation that required you to do a number of things at the same time. How did you handle it? What was the result?
* How do you prioritize projects and tasks when scheduling your time? Give me some examples.
* Tell me about a project that you planned. How did your organize and schedule the tasks? Tell me about your action plan.
Teamwork
* Describe a situation where others you were working with on a project disagreed with your ideas. What did you do?
* Tell me about a time when you worked with a classmate or colleague who was not doing their share of the work. How did you handle it?
* Describe a situation in which you had to arrive at a compromise or help others to compromise. What was your role? What steps did you take? What was the result?
* Tell me about a time when you had to work on a team that did not get along. What happened? What role did you take? What was the result?
Probes / Follow-Up Questions
What steps did you take?
What action did you take?
What happened after that?
What did you say?
How did he/she react?
How did you handle that?
What was your reaction?
How did you feel about that?
What was the outcome/result?
Were you happy with that outcome/result?
What do you wish you had done differently?
What did you learn from that?
How did you resolve that?
What was the outcome of that?
Why did you decide to do that?
What was your logic?
What was your reasoning?
Where were you when this happened?
What time was it?
Who else was involved?
Tell me more about your interaction with that person.
What was your role?
What obstacles did you face?
What were you thinking at that point?
Lead me through your decision process.
How did you prepare for that?
Why? How? When? Where? | <urn:uuid:5a3310b7-c1b1-47fc-a662-6b94cea81d7e> | CC-MAIN-2017-30 | http://martineaurecruiting.com/wp-content/uploads/2016/06/BehavioralInterviewQuestions.pdf | 2017-07-28T06:50:11Z | crawl-data/CC-MAIN-2017-30/segments/1500549448095.6/warc/CC-MAIN-20170728062501-20170728082501-00390.warc.gz | 191,834,255 | 2,303 | eng_Latn | eng_Latn | 0.998211 | eng_Latn | 0.998947 | [
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Digital Citizenship Lesson Plan
Remix
General Topic (as defined in the Digital Literacy Framework)
Creativity and Innovation
a) Specialized and Advanced Skills for Creative Expression
Applicable Grade Range
10-12
Outcome(s) to be Addressed
The student remixes different existing digital content into something new.
Importance / Significance of Lesson
Remixing content is prevalent in today's society. Contemporary singers use a remix of choruses from older songs to make their product recognizable and popular over a vast audience, slideshows use existing media, mashed together, to create new ways to express ideas, news reports mix video, audio and written reports to deliver a message and parody pieces take elements of media and remix them into an entertaining piece. Remixing is something students have likely seen and is a way for them to express their individuality or ideas.
Duration
Numerous sessions will be needed to collect or create media, edit and produce a remix.
Overview
Students will watch a variety of samples of remixes and then choose a topic of study and program to create their own remix.
Please note that the videos used in this lesson are from Youtube channels and so teachers must be cautious of advertisements on the page and the potential for inappropriate comments in the discussion on each video.
Required Resources
Computer hooked up to a projector Class set of laptops/access to the computer lab Set of class accounts for chosen publication software
CIA6
Lesson Plan and Extension Activities
Have students watch the following 'remixes' and note different types of media content that was included in each:
http://www.youtube.com/watch?v=zaSZE194D4I Pitbull – Back in Time video includes footage from the Men in Black 3 movie, elements of Mickey and Sylvia song Lover Boy and new content. (also contains images of drinking, shooting aliens, parties and women in alluring clothes – check for appropriateness)
http://www.youtube.com/watch?v=nGeKSiCQkPw Ultimate Dog Tease – voice over original video
Movie montages: various examples to choose from – depending on age level and interest:
http://www.youtube.com/watch?v=gsxEBelxVug 80's kids movies http://www.youtube.com/watch?v=Doq2p5IZqfs Christmas TV and movie montage http://www.youtube.com/watch?v=JEwHAxUWmXQ Greatest movie montage (there are many to choose from to suit your needs searching Youtube)
Each student will choose a topic of interest to them (could be a video game, a movie, a book that they are reading, a song they've written, etc.) and create their own remix presentation using videos, pictures, audio files and text to tell a story or share their views. A substantial amount of practice may be required to become proficient using a variety of software programs.
When presentations are complete, students can share their remixes with the class.
Adaptations
Younger students will be able to complete this lesson on a smaller scale, perhaps joining pictures, music and audio to create a slideshow or Powerpoint presentation.
Older students will have knowledge and access to a wider variety of media, remix programs and information and will be able to create dynamic and thoughtful remixes.
Additional Resources
Editing software options:
http://audacity.sourceforge.net/
http://mp3.about.com/od/essentialsoftware/tp/bestaudioeditors.htm http://www.techradar.com/news/software/applications/best-free-video-editing-software-9-topprograms-you-should-download-1136264
Presentation program options:
www.slideshare.net www.prezi.com
www.voicethread.com http://cooltoolsforschools.wikispaces.com/Presentation+Tools
http://blog.crazyegg.com/2013/05/28/online-presentation-tools/
Other tools:
Powerpoint
Apple apps:
SonicPix
Camera
Students will likely use programs of their own choosing to develop their own remixes.
Cross-curricular Outcomes Also Addressed
Language Arts – written scripts or poems or other forms of expression
Science or Social Studies or Second Language– presentations on topics of interest using existing content
Fine Arts – sharing finished work in an exciting way, presentations on an artist, composer or actor they admire
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INSTRUCTION MANUAL
Wing Span: 60 in [1524mm]
Wing Area: 340 sq inches [22dm 2 ]
Weight: 12 to 14 oz [340-400g]
Wing loading: 5.1-5.9 oz/sq ft [16-18g/dm 2 ]
Fuse Length: 39-1/2 in [1000mm]
WARRANTY
Great Planes ® Model Manufacturing Co. guarantees this kit to be free from defects in both material and workmanship at the date of purchase. This warranty does not cover any component parts damaged by use or modification. In no case shall Great Planes' liability exceed the original cost of the purchased kit. Further, Great Planes reserves the right to change or modify this warranty without notice.
In that Great Planes has no control over the final assembly or material used for final assembly, no liability shall be assumed nor accepted for any damage resulting from the use by the user of the final user-assembled product. By the act of using the user-assembled product, the user accepts all resulting liability.
If the buyer is not prepared to accept the liability associated with the use of this product, the buyer is advised to return this kit immediately in new and unused condition to the place of purchase.
To make a warranty claim send the defective part or item to Hobby Services at this address:
Hobby Services 3002 N. Apollo Dr., Suite 1 Champaign IL 61822 USA
Include a letter stating your name, return shipping address, as much contact information as possible (daytime telephone number, fax number, e-mail address), a detailed description of the problem and a photocopy of the purchase receipt.Upon receipt of the package the problem will be evaluated as quickly as possible.
READ THROUGH THIS MANUAL BEFORE STARTING CONSTRUCTION.IT CONTAINS IMPORTANT INSTRUCTIONS AND WARNINGS CONCERNING THE ASSEMBLY AND USE OF THIS MODEL.
Champaign, IL (217) 398-8970, Ext. 5 email@example.com
TABLE OF CONTENTS
INTRODUCTION................................................................2
AMA...................................................................................2
2
INTRODUCTION
The Fling DL ™ ARF is a great way to have fun and try your hand at Discuss Launched flight. This style of launching is easy to learn and allows launches into thermals even if the thermal is right above you. The Fling DL has few parts enabling easy and quick assembly and will get you to the flying field fast. Items required for assembly are micro or nano servos, a micro receiver and a micro Rx battery pack. The specific recommended radio gear is listed in the "Radio Equipment" section of the manual. Have a friend get a Fling DL ARF too, and you can have "first up / last down" contests or compete against each other trying to land the Fling DL ARF closest to a certain place...a spot landing! Have fun with your new Fling DL ARF!
For the latest technical updates or manual corrections to the Fling DL ARF visit the Great Planes web site at www.greatplanes.com. Open the "Airplanes" link, then select the Fling DL ARF. If there is new technical information or changes to this model a "tech notice" box will appear in the upper left corner of the page.
AMA
We urge you to join the AMA (Academy of Model Aeronautics) and a local R/C club. The AMA is the governing body of model aviation and membership is required to fly at AMA clubs. Though joining the AMA provides many benefits, one of the primary reasons to join is liability protection. Coverage is not limited to flying at contests or on the club field. It even applies to flying at public demonstrations and air shows. Failure to comply with the Safety Code (excerpts printed in the back of the manual) may endanger insurance coverage. Additionally, training programs and instructors are available at AMA club sites to help you get started the right way. There are over 2,500 AMA chartered clubs across the country. Contact the AMA at the address or toll-free phone number below:
Academy of Model Aeronautics
5151 East Memorial Drive
Muncie, IN 47302
Tele: (800) 435-9262
Fax (765) 741-0057
Or via the Internet at:
http://www.modelaircraft.org
PROTECT YOUR MODEL,YOURSELF & OTHERS...FOLLOW THESE IMPORTANT SAFETY PRECAUTIONS
IMPORTANT!!! Two of the most important things you can do to preserve the radio-controlled aircraft hobby are to avoid flying near full-scale aircraft and avoid flying near or over groups of people.
1. Your Fling DL ARF should not be considered a toy, but rather a sophisticated, working model that functions very much like a full-size airplane. Because of its performance capabilities, the Fling DL ARF, if not assembled and operated correctly, could possibly cause injury to yourself or spectators and damage to property.
2. You must assemble the model according to the instructions. Do not alter or modify the model, as doing so may result in an unsafe or unflyable model. In a few cases the instructions may differ slightly from the photos. In those instances the written instructions should be considered as correct.
3. You must take time to build straight, true and strong.
4. You must correctly install all R/C and other components so that the model operates correctly on the ground and in the air.
5. You must check the operation of the model before every flight to insure that all equipment is operating and that the model has remained structurally sound. Be sure to check clevises or other connectors often and replace them if they show any signs of wear or fatigue.
6. If you are not an experienced pilot or have not flown this type of model before, we recommend that you get the assistance of an experienced pilot in your R/C club for your first flights. If you're not a member of a club, your local hobby shop has information about clubs in your area whose membership includes experienced pilots.
We, as the kit manufacturer, provide you with a top quality, thoroughly tested kit and instructions, but ultimately the quality and flyability of your finished model depends on how you build it; therefore, we cannot in any way guarantee the performance of your completed model, and no representations are expressed or implied as to the performance or safety of your completed model.
Remember:Take your time and follow the instructions to end up with a well-built model that is straight and true.
3
DECISIONS YOU MUST MAKE
This is a partial list of items required to finish the Fling DL ARF that may require planning or decision making before starting to build. Order numbers are provided in parentheses.
Radio Equipment
❏ 4 channel radio
❏ Y-harness (HCAM2500) or two 12” [300mm] extensions (HCAM2100) utilizing a radio with flaperon mixing
❏ Great Planes ElectriFly ™ 4-channel mini receiver w/o crystal (GPML0044 for low band, GPML0045 for high band)
❏ Low band receiver crystal for Great Planes mini receivers (channels 11 to 35, FUTL62**)
❏ High band receiver crystal for Great Planes mini receivers (channels 36 to 60, FUTL63**)
❏ (4) Futaba ® S3108 micro servos (FUTM0042)
❏ Great Planes 4.8V 350 mAh NiMH receiver battery (GPMP0950)
ADDITIONAL ITEMS REQUIRED
Adhesives & Building Supplies
In addition to common household tools and hobby tools, this is the "short list" of the most important items required to build the Fling DL ARF. Great Planes Pro™ CA and Epoxy glue are recommended.
❏ 1/4” [6mm] R/C foam rubber – (HCAQ1000)
❏ 1/2 oz. [15g] Thin Pro CA (GPMR6001)
❏ Pro 30-minute epoxy (GPMR6047)
❏ Plan Protector (GPMR6167) or wax paper
❏ #1 Hobby knife (HCAR0105)
❏ #11 Blades (5-pack, HCAR0211)
❏ 2 oz. [57g] Spray CA activator (GPMR6035)
❏ Mixing cups (GPMR8056)
❏ Epoxy brushes (6, GPMR8060)
❏ Builder’s Triangle Set (HCAR0480)
IMPORTANT BUILDING NOTES
* Whenever the term glue is written you should rely upon your experience to decide what type of glue to use. When a specific type of adhesive works best for that step, the instructions will make a recommendation.
* Whenever just epoxy is specified you may use either 30-minute (or 45-minute) epoxy or 6-minute epoxy. When 30-minute epoxy is specified it is highly recommended that you use only 30-minute (or 45-minute) epoxy, because you will need the working time and/or the additional strength.
* Photos and sketches are placed before the step they refer to. Frequently you can study photos in following steps to get another view of the same parts.
To convert inches to millimeters, multiply inches by 25.4 (25.4mm = 1")
ORDERING REPLACEMENT PARTS
Replacement parts for the Great Planes Fling DL ARF are available using the order numbers in the Replacement Parts List that follows. The fastest, most economical service can be provided by your hobby dealer or mail-order company.
To locate a hobby dealer, visit the Hobbico web site at www.hobbico.com. Choose "Where to Buy" at the bottom of the menu on the left side of the page. Follow the instructions provided on the page to locate a U.S., Canadian or International dealer. If a hobby shop is not available, replacement parts may also be ordered from Tower Hobbies at www.towerhobbies.com, or by calling toll free (800) 637-6050.
Parts may also be ordered directly from Hobby Services by calling (217) 398-0007, or via facsimile at (217) 398-7721, but full retail prices and shipping and handling charges will apply. Illinois and Nevada residents will also be charged sales tax. If ordering via fax, include a Visa ® or MasterCard ® number and expiration date for payment.
Mail parts orders and payments by personal check to:
Hobby Services 3002 N Apollo Drive, Suite 1 Champaign IL 61822
Be certain to specify the order number exactly as listed in the Replacement Parts List. Payment by credit card or personal check only; no C.O.D.
If additional assistance is required for any reason contact Product Support by e-mail at firstname.lastname@example.org, or by telephone at (217) 398-8970.
4
KIT CONTENTS
Before starting to build, take an inventory of this kit to make sure it is complete, and inspect the parts to make sure they are of acceptable quality. If any parts are missing or are not of acceptable quality, or if you need assistance with assembly, contact Product Support. When reporting defective or missing parts, use the part names exactly as they are written in the Kit Contents list.
Great Planes Product Support 3002 N Apollo Drive, Suite 1 Champaign, IL 61822
Telephone: (217) 398-8970, ext. 5
Fax: (217) 398-7721
E-mail: email@example.com
Kit Contents
Parts Photographed
1. Right wing and aileron
2. Left wing and aileron
3. Carbon throwing peg
4. 8-32 nylon wing bolts
5. Aileron servo hatches
6. Wing joiner
7. Horizontal stab and elevator
8. Vertical fin and rudder
9. Fuselage and canopy
Parts Not Photographed
1. Plywood aileron and elevator control horns (3)
2. Plywood rudder control horn
3. 6" [152mm] Aileron pushrods
4. Bag of steel shot
5. 39" [1meter] thin wire
6. Spool of pull/pull string
7. Plastic pull/pull elevator turnaround
8. Decal sheet
5
ASSEMBLE THE WING
Install the Aileron Servos
❏ ❏
1. Cut a 3/16" x 1/2" [4.8 x 13mm] slot in the bottom of the wing centered with the aft end of the hole in the root
rib and 3/16" [4.8mm] from the wing center.
❏ ❏ 2. Slide the aileron servo lead through the wing and out the hole you just made.
❏ ❏ 3. Plug the servos and battery into your receiver. Turn on the transmitter to center the servos.
❏ ❏ 4. Make a one-sided servo arm and position it on the servo as shown in the picture. Make sure that the arm is centered with the radio on and the trim centered.
6
❏ ❏ 5. Clean the side of the servo with alcohol. Lightly coat the inside of the servo opening with medium CA.Press the servo into the center of the servo opening. Use the pushrod and servo cover to position the servo.
NOTE: If the CA is not spread thin enough it might wick into the servo and cause the gears to bind. Do Not Use Thin CA!
❏ ❏ 6. From the 1/16" x 6" [1.6mm x 150mm] pushrod make a pushrod with Z bends on each end that goes from the servo arm to the center of the hinge line.
❏ ❏ 7. Cut the covering from the control horn slot on the bottom of the aileron. Fit the plywood control horn to the pushrod. Fit the control horn in the slot. Make sure that the arm is centered with the radio on and the trim centered. Align the aileron TE and wing TE, then glue the control horn to the aileron with thin CA.
Join the Wing
❏ 1. With the front half of the left wing flat on your workbench and the center joint on wax paper, raise the right wing tip 3-1/8" [79mm] to properly set the dihedral. Block the raised right wing at the desired height and make a mental note of the position needed for it to maintain that dihedral.
❏ 2. Remove the joiner from the wings. Cover the joiner, left and right wing ribs and pockets in the wing panels with a moderate, but not excessive, amount of 30-minute epoxy. Join the wing halves together. Ensure that the left wing remains flat and that the right wing tip is 3-1/8" [79mm] from your work bench and can remain that way undisturbed until the epoxy has hardened. Remove any excess epoxy with a paper towel and denatured alcohol, being careful not to disturb the joint. Hint: Use masking tape to hold the wing together while the epoxy hardens.
7
ASSEMBLE THE FUSELAGE
Canopy Removal
❏ 1. Slide the canopy forward.
❏ 4. To attach the canopy, reverse the previous steps.
Attach the Tail
❏ 1. Mark the fin 1-3/4" [44mm] from the LE and centered on the carbon supports.
❏ 2. Drill a 1/8" [3mm] hole through the fin on the mark you made.
8
❏ 4. Place the plane upside down on a flat work surface. Align the carbon support in the fin with the carbon fuse. Check that the fin is perpendicular to the work surface. If the fin is not perpendicular adjust the fin slot so that it is perpendicular. Glue the fin to the fuse with thin CA. DO NOT remove the covering from the fin.
❏ 5. Drill four 1/16" [1.6mm] holes in the locations shown in the sketch.
❏ 7. Cut an 8" [200mm] piece of pushrod string. Loop it through the forward hole and around the carbon fuse and the elevator turnaround twice. Pull elevator turnaround to the fuse with the string and secure with thin CA.
❏ 8. Pull the remaining string through the rear hole and loop it around the fuse and elevator turnaround as many times as possible. Pull the string tight and secure it with thin CA.
9
Install the Rudder & Elevator Servos
❏ 1. Trim the covering and slide the two sided plywood control horn through the rudder, center it and then glue it with thin CA.
❏ 2. Slide the single sided plywood control horn into the elevator and glue with thin CA.
A. If you will be utilizing flaperon mixing install two 12" [300mm] servo leads.
OR
B. If you will be using the ailerons just as ailerons install a Y-harness.
❏ 4. Mount the servos to the servo tray. Optional: To keep the weight low, use a drop of medium CA through each servo screw hole instead of the servo screws.
5. Hook the 39" [1m] wire to the center of the remaining
❏
pushrod string. Pull the strings back through the left plastic pushrod tube around the rudder and forward through the
right pushrod tube.
❏ 6. Tie the strings to the servo arms and secure with a small drop of thin CA.
10
❏
8. Slide the cut string that is on the right side of the fuse through the elevator turnaround.
❏ 9. Plug the servos and battery into your receiver. Turn on the transmitter to center the rudder and elevator servos.
❏ 10. Tie the cut ends of the string to the elevator control horn. The strings need to have some tension on them and the elevator needs to be aligned with the stab. After you have confirmed that the elevator is straight and moves full throw of the servo secure the knots with a drop of thin CA
FINAL INSTALLATION & CG
Install the Throwing Peg
❏ 1. If you are right handed, remove the covering from the hole in the left wing tip. If you are left handed, remove the covering from the hole in the right wing tip.
❏ 2. Push the 3/16" x 2" [5 x 50mm] carbon throwing peg into the hole in the wing tip. Apply a small amount of epoxy to the peg and twist the peg so that the epoxy goes into the wing and the peg is centered vertically in the wing.
Set the CG
❏ 1. Accurately mark the balance point on the bottom of the wing on both sides of the fuselage. The balance point is located 2-3/8" [60mm] back from the leading edge, at the fuselage. This is the balance point at which your model should balance for your first flights. Later, you may wish to experiment by shifting the balance up to 1/8" [3mm] forward or 1/8" [3mm] back to change the flying characteristics. Moving the C.G. forward will add some stability but it will decrease the overall performance of the sailplane. Moving the balance back makes the model more agile with a lighter and snappier "feel" and improves the sailplane's response to air currents. In any case, please start at the location we recommend and do not at any time balance your model outside the recommended range.
11
❏ 2. Temporarily place the battery and Rx in the fuse, and mount the wing and canopy. Add the necessary weight to make the plane balance at 2-3/8" [60mm]. We found the best way to do this is to mix steel shot with epoxy and then pour the correct amount into the nose. Work in small increments of weight, double checking the CG each time.
❏ 3. Route the antenna outside the fuselage and tape it to the carbon fiber rod.
Apply the Decals
1. Use scissors or a sharp hobby knife to cut the decals from the sheet.
2. Be certain the model is clean and free from oily fingerprints and dust. Prepare a dishpan or small bucket with a mixture of liquid dish soap and warm water—about one teaspoon of soap per gallon of water. Submerse the decal in the soap and water and peel off the paper backing.
Note: Even though the decals have a "sticky-back" and are not the water transfer type, submersing them in soap & water allows accurate positioning and reduces air bubbles underneath.
3. Position the decal on the model where desired. Holding the decal down, use a paper towel to wipe most of the water away.
4. Use a piece of soft balsa or something similar to squeegee remaining water from under the decal. Apply the rest of the decals the same way.
GET THE MODEL READY TO FLY
Check the Control Directions
❏ 1. Turn on the transmitter and receiver and center the trims. If necessary, remove the servo arms from the servos and reposition them so they are centered. Reinstall the screws that hold on the servo arms.
❏ 2. With the transmitter and receiver still on, check all the control surfaces to see if they are centered. If necessary, adjust the clevises on the pushrods to center the control surfaces.
4-CHANNEL
TRANSMITTER
TRANSMITTER
4-CHANNEL
TRANSMITTER
4-CHANNEL
❏ 3. Make certain that the control surfaces respond in the correct direction as shown in the diagram. If any of the controls respond in the wrong direction, use the servo reversing in the transmitter to reverse the servos connected to those controls. Be certain the control surfaces have remained centered. Adjust if necessary.
Set the Control Throws
Use a Great Planes AccuThrow ™ (or a ruler) to accurately measure and set the control throw of each control surface as indicated in the chart that follows.If your radio does not have dual rates, we recommend setting the throws at the high rate setting.
IMPORTANT: The Fling DL ARF has been extensively flown and tested to arrive at the throws at which it flies best. Flying your model at these throws will provide you with the greatest chance for successful first flights. If, after you have become accustomed to the way the Fling DL ARF flies, you would like to change the throws to suit your taste, that is fine. However, too much control throw could make the model difficult to control, so remember, "more is not always better."
Balance the Model Laterally
❏ 1. With the wing level, have an assistant help you lift the model by the tip of the fuse and the bottom of the fin. Do this several times.
❏ 2. If one wing always drops when you lift the model, it means that side is heavy. Balance the airplane by adding weight to the other wing tip. An airplane that has been laterally balanced will track better in loops and other maneuvers.
12
PREFLIGHT
Identify Your Model
No matter if you fly at an AMA sanctioned R/C club site or if you fly somewhere on your own, you should always have your name, address, telephone number and AMA number on or inside your model. It is required at all AMA R/C club flying sites and AMA sanctioned flying events. Fill out the identification tag on the back cover and place it on or inside your model.
Charge the Batteries
Follow the battery charging instructions that came with your radio control system to charge the batteries. You should always charge your transmitter and receiver batteries the night before you go flying, and at other times as recommended by the radio manufacturer.
CAUTION: Unless the instructions that came with your radio system state differently, the initial charge on new transmitter and receiver batteries should be done for 15 hours using the slow-charger that came with the radio system. This will "condition" the batteries so that the next charge may be done using the fast-charger of your choice. If the initial charge is done with a fastcharger, the batteries may not reach their full capacity and you may be flying with batteries that are only partially charged.
Range Check
Ground check the operational range of your radio before the first flight of the day. With the transmitter antenna collapsed and the receiver and transmitter on, you should be able to walk at least 100 feet away from the model and still have control. Have an assistant stand by your model and, while you work the controls, tell you what the control surfaces are doing. If the control surfaces do not respond correctly, do not fly! Find and correct the problem first. Look for loose servo connections or broken wires, corroded wires on old servo connectors, poor solder joints in your battery pack or a defective cell, or a damaged receiver crystal from a previous crash.
AMA SAFETY CODE (EXCERPTS)
General
Read and abide by the following excerpts from the Academy of Model Aeronautics Safety Code. For the complete Safety Code refer to Model Aviation magazine, the AMA web site or the Code that came with your AMA license.
1) I will not fly my model aircraft in sanctioned events, air shows, or model flying demonstrations until it has been proven to be airworthy by having been previously, successfully flight tested.
2) I will not fly my model aircraft higher than approximately 400 feet within 3 miles of an airport without notifying the airport operator. I will give right-of-way and avoid flying in the proximity of full-scale aircraft. Where necessary, an observer shall be utilized to supervise flying to avoid having models fly in the proximity of full-scale aircraft.
3) Where established, I will abide by the safety rules for the flying site I use, and I will not willfully and deliberately fly my models in a careless, reckless and/or dangerous manner.
5) I will not fly my model unless it is identified with my name and address or AMA number, on or in the model. Note: This does not apply to models while being flown indoors.
7) I will not operate models with pyrotechnics (any device that explodes, burns, or propels a projectile of any kind).
Radio Control
1) I will have completed a successful radio equipment ground check before the first flight of a new or repaired model.
2) I will not fly my model aircraft in the presence of spectators until I become a qualified flier, unless assisted by an experienced helper.
3) At all flying sites a straight or curved line(s) must be established in front of which all flying takes place with the other side for spectators. Only personnel involved with flying the aircraft are allowed at or in the front of the flight line. Intentional flying behind the flight line is prohibited.
4) I will operate my model using only radio control frequencies currently allowed by the Federal Communications Commission.
5) I will not knowingly operate my model within three miles of any pre-existing flying site except in accordance with the frequency sharing agreement listed [in the complete AMA Safety Code].
13
CHECK LIST
During the last few moments of preparation your mind may be elsewhere anticipating the excitement of the first flight. Because of this, you may be more likely to overlook certain checks and procedures that should be performed before the model is flown. To help avoid this, a check list is provided to make sure these important areas are not overlooked. Many are covered in the instruction manual, so where appropriate, refer to the manual for complete instructions. Be sure to check the items off as they are completed.
❏ 1. Check the C.G. according to the measurements provided in the manual.
❏ 2. Extend your receiver antenna and make sure it has a strain relief inside the fuselage to keep tension off the solder joint inside the receiver.
❏ 3. Balance your model laterally as explained in the instructions.
❏ 4. Make sure all hinges are securely glued in place.
❏ 5. Confirm that all controls operate in the correct direction and the throws are set up according to the manual.
❏ 6. Make sure any servo extension cords you may have used do not interfere with other systems (servo arms, pushrods, etc.).
❏ 7. Place your name, address, AMA number and telephone number on or inside your model.
❏ 8. Cycle your receiver battery pack (if necessary) and make sure it is fully charged.
❏ 9. If you wish to photograph your model, do so before your first flight.
❏10. Range check your radio when you get to the flying field.
Launching
The launch shown in the diagram and pictures assumes a right handed launch with the wind going from right to left. This launch style is not difficult and with just a little practice launches of over 100 feet are easily achieved.
Stroke
Start position
Transition
Rotation
Release
Recovery
Foot position 4:
This is the second half of the rotation and the section that is most responsible for a good high launch. Do not use too much arm in this section. Just let the rotation of your torso speed the plane up.
Foot position 5:
By this time in the launch the plane will be trying to climb on its own. Just release your fingers and let the plane fly out of your hand. Try to release it directly into the wind.
Foot position 6:
This last step is just to catch your balance and watch your plane climb for the clouds.
The push
The plane will climb between 60 and 80 degrees after release. When the plane has slowed almost to the point of stopping push full down elevator to achieve level flight.When this is done at the right moment the plane will go into horizontal flight with just enough airspeed to maintain level flight.If it is done too early the plane will balloon from horizontal flight. If it is done too late the plane will tail slide.
Your right index finger and middle finger should be wrapped around the peg.
Foot position 1:
Stand with your left shoulder into the wind and the right wing tip on the ground.
Foot position 2:
Take a long step with your left foot pulling the plane up and forward with your right arm.
Foot position 3:
Start rotating to the left keeping the plane flat and your arm extended.
14
THERMAL FLYING
Thermal soaring is one of the most intriguing of all aspects of flying and the Fling DL ARF was designed to excel at thermal soaring even in the hands of a novice. It can be hard for the average person to understand how a plane can fly for hours and gain altitude without a motor!
Facts about Thermals
Thermals are a natural phenomenon that happen outside, by the millions, every single day of the year. Thermals are responsible for many things including forming several types of clouds, creating breezes, and distributing plant seeds and pollen. If you have ever seen a dust devil (which is nothing more than a thermal that has picked up some dust), you have seen a thermal in action. Their swirling action is very similar to that of a tornado but of course much gentler. Most thermals have updrafts rising in the 200 – 700 feet per minute range but they have been known to produce updrafts of over 5,000 feet per minute (that's over 50 miles/hour straight up!) These strong thermals can rip a plane apart or carry the plane out of sight before the pilot can get out of the updraft.
Thermals are formed by the uneven heating of the earth and buildings, etc. by the sun. The darker colored surfaces absorb heat faster than the lighter colors, which reflect a great deal of the sun's energy back into space.These darker areas (plowed fields, asphalt parking lots, tar roofs, etc.) get warmer than the lighter areas (lakes, grassy fields, forests, etc.). This causes the air above the darker areas to be warmer than the air over the lighter areas and the more buoyant warm air rises as the cooler, denser air forces its way underneath the warmer air. As this warm air is forced upward, it contacts the cooler air of the higher altitudes and this larger temperature difference makes the thermal rise quicker. The thermal is gradually cooled by the surrounding cooler air and its strength diminishes. Eventually the thermal stops rising and any moisture contained in the once warm air condenses and forms a puffy cumulus cloud. These clouds, which mark the tops of thermals, are usually between 2000 and 5000 feet high.
Thermal Soaring
It takes a lot of concentration to thermal soar effectively. A sailplane can fly along the edge of a thermal and unless the pilot is carefully watching the model he may not realize the opportunity to gain some altitude. Because most thermals are relatively small (a couple hundred feet in diameter or less at 400'altitude) compared to the rest of the sky, the sailplanes will rarely fly directly into the thermal and start rising. Generally, the sailplane will fly into the edge or near a thermal and the effects the thermal has on the plane may be almost unnoticeable. As the sailplane approaches a thermal, the wing tip that reaches the rising air first will be lifted before the opposite wing tip.This causes the plane to "bank" and turn away from where we would like the plane to go.
15
When you are thermal soaring, try to fly as smoothly and straight as possible. Trim the plane to fly in a straight line and only touch the controls when you have to. Watch the sailplane carefully and it will tell you what it is encountering.
When the sailplane flies directly into a thermal it will either start rising or stop sinking. Either case is reason enough to start circling (especially in a contest where every second counts). Fly straight ahead until you feel like you are in the strongest lift, fly a couple of seconds farther (so your circle will be centered in the strongest lift) and then start circling in a fairly tight but smooth turn. When the sailplane is low the turns have to be tighter to stay in the strongest lift. As the plane gains altitude, the turns can be larger and flatter. The flatter the turn, the more efficient the plane is flying, but don't be afraid to really "crank" it into a steep bank when you are low. If you see the plane falling off on one side of the turn, move your circle over into the stronger lift. Thermals move along with the wind so as you circle you will be swept along with it. Be careful when thermaling, that you don't get so far downwind you can't make it back to the field to land.
If the sailplane is flying along straight and all of a sudden turns, let the plane continue to bank (you may have to give it some rudder to keep it banking) until it has turned 270degrees (3/4 of a full circle). Straighten out the bank and fly into whatever turned the plane. If you encounter lift, and you won't every time, start circling just as you did when flying directly into a thermal.
Thermals are generated all day long, but the strongest thermals are produced when the sun is directly overhead. 10:00 am – 2:00 pm seems to be the best time to get those "killer" thermals. Some of these thermals can be very large and you may find it hard to get out of them. If you find yourself getting too high, don't dive the plane to get out of the lift. Sailplanes are very efficient aircraft and they will build up a lot of speed and could "blow up" in the rough air of a thermal. The easiest way to lose altitude is to apply full rudder and full up elevator.This will put the plane into a tight spin that will not over stress the airframe but it will enable it to lose altitude very quickly. This is especially helpful if the sailplane gets sucked into a cloud or it gets too high to see. The twirling action will give the sun a better chance of flashing off of the wing and catching your attention. When you are high enough and want to leave the thermal, add a little down trim to pick up some speed and fly 90 degrees to the direction of the wind. If you are not real high and want to find another thermal, you may want to look upwind of the last thermal. The same source that generated this thermal is probably producing another. Just watch out for "sink" which is often found behind and between thermals.
As you might expect, with all this air rising, there is also air sinking. This air is the sailplane pilot's nightmare that can really make soaring challenging. "Sink" is usually not as strong as the thermals in the same area, but it can be very strong. Down drafts of many hundreds of feet per minute are common on a good soaring day. These down drafts can make a sailplane look like it is falling out of the air. Because of this, it is important that you do not let the sailplane get too far downwind.
When encountering sink, immediately turn and fly 90 degrees to the direction of the wind (towards you if possible). Apply a little "down elevator" and pick up some speed to get out of the sink as fast as possible. Every second you stay in the sink is precious altitude lost.
Slope Soaring
Slope soaring is a type of flying that is very popular in hilly regions and along the coasts. This type of soaring is possible when the wind is blowing directly up a hill or cliff. As the wind hits the slope it is forced up, producing lift which can be utilized by real sailplanes, hang gliders, birds and even model sailplanes. To be able to slope soar, you need a slope with a smooth piece of land (or water) out in front of it and a breeze blowing pretty close to straight up the slope. The higher and steeper the hill or cliff the better. Also the larger and smoother the land out in front the better. The air flowing along hits the hill, is forced up and can generate a very large area of lift. Behind the hill is a large area of turbulent air that can be very dangerous to try to fly in. The faster the wind is blowing, the stronger the lift and turbulence will be.To fly off a slope, stand near the edge and throw the sailplane (nose down) into the wind. As the sailplane flies out into the "band" of lift it will begin to gain altitude. Turn and fly parallel to the slope and make all of your turns into the wind (especially when you are close to the slope).You will be surprised at the altitude you can gain just from slope lift. Thermals will often be "popped loose" by these slopes. If you catch a thermal and follow it downwind, be very careful to stay high enough to make it back to the slope without flying through the turbulent air behind the slope. If you don't have enough altitude you may want to land a good distance behind the slope if possible to avoid this turbulent air.
Slope Landings
Landings can be very tricky on some slopes. On gentle slopes you can often fly very close to the top of the slope and "slide" into the top of the slope without encountering any turbulent air. On steeper slopes you may have to be a little more aggressive to get the plane out of the lift. In any case it is a good idea to plan your landing before launching your plane.
Have a ball! But always stay in control and fly in a safe manner.
GOOD LUCK AND GREAT FLYING!
COMPLETE THE TAG BELOW AND PUT IT IN YOUR MODEL.
This model belongs to:
Name
Address
City, State Zip
Phone number
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CODE OF CONDUCT
This Code of Conduct is one of the means by which all of the people who work and study at will live up to its mission. The School on the one hand, and individual students on the other, have justifiable expectations of each other, including:
- Students have a right to expect and the School has a responsibility to provide a secure, nurturing environment for learning.
- Student behavior should reflect and contribute to that safe, friendly, environment; the School will not tolerate behavior that undermines it.
RESPECT FOR THE RIGHTS OF OTHERS
Students are expected to respect the rights, needs and feelings of others in order to promote the dignity, health and safety of all. In particular, no one may initiate, nor shall anyone be expected to tolerate:
- Bullying, intimidation, teasing or ostracizing (verbal or physical);
- The use of offensive language; or
-
Offensive use of electronic communication
- Public displays of intimate behavior between students
SANCTIONS RELATED TO MISBEHAVIOUR
Students are accountable for their actions; they are responsible for conducting themselves properly, in a way that upholds the reputation of, and in a manner appropriate to their age and level of maturity. They will be asked to explain any behavior that strays from these guidelines initially to their Class Teacher.
Should any student persist in misbehaving, then he or she will be held accountable. Parents will be informed when appropriate. The School will use discretion when applying sanctions, according to the seriousness of the offence and will take into account such factors as past history of misbehaviors, circumstances under which the misbehavior occurred, the age of the student, and other factors which are perceived to be relevant. Misbehaviors are categorized in four levels. The list below gives examples of misbehavior at each level; this list is not therefore exhaustive
LEVEL 1 INFRACTIONS (three warnings> intervention>one warning> then suspension)
Misbehaviors at this level represent minor infractions of procedures which regulate the orderly operation of, its environment, its users, and the teaching and learning process.
- Showing disrespect for others or for the surrounding environment
- Being deliberately late to school or class
- Littering
- Failure to complete work to a deadline
- Inappropriate personal appearance
- Minor defacing of school property
- Use of offensive language
- Inappropriate use of the internet, intranet or other ICT resources
- Hindering the progress of other students
LEVEL 2 INFRACTIONS (one warning>intervention>warning>suspension)
In this level are included misbehaviors whose frequency or seriousness tends to disrupt the teaching and learning environment of the School.
- Repeats or more serious examples of the kinds of misbehavior at Level 1
- Petty theft
- Seriously disruptive behavior
-
Defiance
- Bullying, intimidation, teasing or ostracizing of other students (verbal or physical)
- Truancy from lessons or leaving the School site or school-related activities without permission
- Cheating or copying another student's work
- Use of obscene language or gestures
- Possession or distribution of offensive material
- Anti-social behavior e.g. minor scuffles
- Inappropriate use of recording devices on school premises
LEVEL 3 INFRACTIONS (warning>intervention>suspension>expulsion)
The consequences of these misbehaviors may have a lasting effect on the individual or may pose a threat to the health, safety and security of others and/or the reputation of Edopia.
- Possession, use or sale of stolen property
- Repeats or more serious examples of the kinds of misbehavior at Levels 1 or 2
- Tampering with devices designed to ensure the health, safety and security of others
- Stealing
- Plagiarism –unauthorized use of another person's work
- Vandalism
- Gambling
- Fighting
- Physically threatening other students
- Inappropriate body contact
- Possession, viewing or distribution of pornographic materials
- Possession, use or sale of tobacco.
- Serious acts of defiance or threatening an employee of the School
- Possession, use or sale of alcohol
- Bringing the school into disrepute through activities on or off-site
- Posting of unauthorized and/or inappropriate electronic or real images in public access locations which are directly or indirectly related to, its employees or students.
LEVEL 4 INFRACTIONS (intervention>suspension>expulsion)
Represented in this level are acts which are clearly criminal or present a direct threat to the welfare of others or may result in violence to persons or damage to property.
- Extortion of other students
- Major vandalism
- Indecent exposure
- Arson
- Serious theft
- Assault
- Possession, consumption or trafficking of illegal drugs
- Possession of a prohibited weapon
- Possession of drug related articles
For any student's misbehavior which infringes on the laws of Pakistan, Edopia may be obliged to inform the relevant authorities.
WITHDRAWAL OF STUDENTS
To help the school to manage our enrolments efficiently, it is absolutely necessary that parents provide the Admissions team at least one semester's written notice of withdrawal. Should one full semester's notice to withdraw not be received by the Admissions team, the deposit refund may not be granted. Edopia reserves the right to withdraw an already registered student when any or all of the following conditions apply:
- The student's learning needs cannot be met given available resources
- The student's behavior is determined to have a detrimental impact on Edopia's community
- The student's presence in the class has an ongoing negative impact on her/his classmates
- The student's attendance record is unacceptable (missing 10% or more of classes in any given semester without reason)
In the event that a student is required to withdraw from Edopia due to any of the above reasons, no tuition refund will be granted for the balance of the semester that the student is not in attendance.
I have read the Code of Conduct and I agree to the above stated terms and conditions.
_______________________________________
Parent's Signature
Student's Name:_____________________________________________________________________________
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Dance Department Student Works
4-1-2016
Why Labanotation Remains
Rie Fukushima Loyola Marymount University, firstname.lastname@example.org
Repository Citation
Fukushima, Rie, "Why Labanotation Remains" (2016). Dance Department Student Works. 12. http://digitalcommons.lmu.edu/dance_students/12
This Article is brought to you for free and open access by the Dance at Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in Dance Department Student Works by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact email@example.com.
Digital Commons@ Loyola Marymount University and Loyola Law School
Dance
Rie Fukushima
Dance Theatre History
Prof. Jill Nunes Jensen
26 April 2016
Why Labanotation Remains
It is widely recognized that Rudolf Laban, who developed his work from 1910 to 1953, was one of the greatest dance artists and theorists in the dance world. By inventing a system of observing, analyzing, describing, prescribing, performing, and interpreting dance and movement, Laban Movement Analysis came to be. One of his contributions to dance, Labanotation, a notation system for analyzing recorded movement, has influenced many people in the world and is still used by historians, movement analysts, and anthropologists. His many protégés, such as Ann Hutchinson Guest, Janos Fügedi and Edward Warburton have been influenced by Laban's work and have developed and expanded upon it. They have extended it into dance education for children and adult dancers, and have used it for historical analysis of dances. How does the dance notation efficiently serve us, help us, and push our understanding of dance further? How does it work in ways that videos alone cannot? This paper will present a discussion of how Rudolf Laban's genius work is still relevant today, despite the prevalence of video and media and why his work is essential for recording and analyzing human movement even in an age of widespread technological discovery. In addition to research about the value of notation in education, the work of three important dance notators, Ann Hutchinson Guest, Edward Warburton, and Janos Fügedi, will be discussed.
The book, Nijinsky's Faune Restored, by Ann Hutchinson Guest is about how the author was able to present a historical reconstruction of a lost dance. She was able to find it and notate. Ann Hutchinson Guest, who is a world-renowned expert in dance notation, has captured one of the lost dances called L'Après-midi d'un Faune, Afternoon of a Faun by Vaslav Nijinsky. Nijinsky choreographed only four ballets and one of his creations, L'Après-midi d'un Faune, has only survived in memory-based versions and in recordings through his own dance notation system, which he never explained to anyone before his passing. According to Nijinsky's Faune Restored, "the method of notation used by Nijinsky in his score of Faune has similarities to the Stepanov system, which is a method of indicating spatial directions for the main parts of the body, and was built on an anatomical movement analysis and used adapted music notes indicate movements" (Hutchinson Guest and Jeschke, 7). This quote indicates that Hutchinson Guest realized how Nijinsky's notation system was practically similar to what she had been studying, so it became more accessible for her. Nijinsky's own documentation of the movements of his first ballet were considered lost to the future generation, because there was no proof that Nijinsky had provided a clarification of the 1915 version of his system of notation.
After Nijinsky passed away in 1950, Hutchinson Guest was asked to assist in translating Nijinsky's original Russian notes that contained the Faune score into English. Carrie Siedman states that "Ann Hutchinson Guest and another notator, Claudia Jeschke 'broke the code' of his notation system, by examining over every line and calculated each symbol, and thus made the choreography he had notated available for revival and translated into the Labanotation" (Seidman, "Recreating of 'Faune'"). This quote exemplifies the start of Hutchinson Guest and Jeschke paving the road to transcribe
Nijinsky's work. Hutchinson Guest and Jeschke kept coming back to the project to figure out Nijinsky's perspective and specific approach in analyzing the movements in Faune. During the process of examining Nijinsky's notation materials, Hutchinson Guest found the key to the movement content of the score in the library of the Paris Opéra. According to Jeschke, "these documents, which employed the same five-line grid that he used to score Faune, were transcriptions of Cecchetti method classroom exercises and reproductions of the poses in figure groupings" (Hutchinson Guest, 8). This discovery made it easier to navigate Nijinsky's notation system and brought Hutchinson Guest and Jeschke closer to translating and reconstructing the dance. Hutchinson Guest and Jeschke were successfully able to decipher Nijinsky's notation system and transcribe his score of Faune into Labanotation symbol by symbol. By figuring out Nijinksy's system and reconstructing it, Hutchinson Guest and Jeschke revived a lost dance and created a cohesive version of his ballet. Hutchinson Guest explains that utilizing a notation system is beneficial to analyze the qualities of phrases because it shows every little detail of the movement. "Notation is considered to be an important means to get closer to the understanding of the movement. It is not just a document, but a means of understanding basic truths and facts" (Hutchinson Guest, 11). This quote articulates how Hutchinson Guest respects and cherishes the importance of notation. She was successfully able to use the method of traditional historical research to recreate and capture a lost dance from a notation system that no one could decipher. She translated it by finding Nijinsky's Cecchetti notes to create a key and put them into her Labanotation. In 1987, the ballet piece, L'Après-midi d'un Faune, was translated into Labanotation and decoded by Ann Hutchinson Guest, making it easier for everybody to access, read and stage the ballet
again. In an excerpt from dance notation by Claudia Jeschke from The Oxford Companion to the Body, the author explains that "this approach of notation is neutral and abstract, featuring movement observation and composition, but not necessarily dance documentation; it allows describing movement beyond historical or stylistic definition of dance" (Jeschke, "dance notation"). This quote exaggerates the fact that notation expands the ability of composing even historically lost ballets like L'Après-midi d'un Faune. Using notation to reconstruct the lost dance has definitely served Ann Hutchinson Guest and Claudia Jeschke well because they were able to revive an important piece of history.
Another notator and important contributor to the history of dance, Edward C. Warburton discovered general motor learning improvement for third graders in an empirical study. In Warburton's article, The Dance on Paper: Effects of Notation-Use on Learning and Development in Dance, he mentions how notation, a highly cognitive process, helps improve physical learning. He invested his research into how "movement notation" can help people learn to dance in the same way they learn a foreign language, and how to read, write and comprehend. He asserts that, "as in the domains of language, music, and geography, it is possible that notation supports understanding in dance through the organization of key concepts in movement. Putting the dance on paper may help young children understand dance better when they see it" (122). Learning a notation system can allow readers to understand the quality of physical movement as well as the concepts of the dance movement, which helps one to apply these qualities and concepts thoroughly. Warburton believes that it is as possible for young children to develop the fluency of learning a symbolic system as it is to develop multiple natural languages for human beings to make and express meaning (122). Children can learn to talk, dance and
write faster and with better comprehension when they study notation. Warburton investigated these ideas in an 8-week instructional period, in which he divided third graders into three groups. These groups included a 'treatment-plus' group, which signified verbal description of movement concepts and notation symbols, and a 'treatment-minus' group, which was simply a verbal description of movement concepts. The last group was the 'control group,' which meant the movement instruction included the labeling of movement but did not include any of the symbolic notations or verbal descriptions that the other groups had. Warburton also implemented dependent variables, which included the ability to "1) distinguish between movement types (differentiation), 2) group movement types (classification), 3) perform individual movements or a series of movements (production), and 4) name movements and state the meaning of movements (expression)" (126). Those primary variables were also examined during the process of testing and collecting information in eight weeks. The children learned five different phrases by the examiners after they first rigorously explained their study and asked for children's participation. The main purpose of this study was to discover fundamental recognition abilities in a large quantity of people and also to investigate how quickly and precisely children could pick up the movement with or without verbal instruction and notation symbols. The course of study incorporated a few lessons and gave the students chances to create their own choreographed productions, which all the groups fully participated in because they were experiencing something new to their body and mind.
The results came after all three of the groups were tested through teaching and learning the movement phrases. The study determined that the young children who were in the treatment-plus group had a higher recognition of the movement compared to
treatment-minus or control groups. In addition to this, the treatment-plus group achieved a higher score on the differentiation and classification of the movement phrases. Warburton stated that, "on average, students in the treatment-plus group have higher recognition scores than either control or treatment-minus groups. The treatment-plus group shows significantly higher average Differentiation scores on Movement Phrase three and five" (133). To add to this statement, there was not much difference between treatment-minus and control groups.
Overall, this study showed that notation use is extremely effective and significant, as it allows children to gain a rich and greater understanding of dance. This is because children that were exposed to movement notation, demonstrated an improved physical embodiment and learning. In Dance: Current Selected Research, the chapter, Constructionist Dance Literacy: Unleashing The Potential of Motif Notation by Teresa L. Heiland, supports the idea that "if all dancers were expected to be capable of communicating with Motif Notation, we, as instructors, dancers, and supporters of our art form could likely frame a more convincing case for dance education for every child due to the cognitive aspects of dance education being clearly more tangible, quantifiable, and testable" (28). Dancers at any level are capable of producing their own effective and creative work when they are exposed to Labanotation. Labanotation provides a tool for analyzing movement into its main features. It allows readers to recognize what happens and what repeats throughout the phrase and allows people to analyze dances by seeing the differentiation of movement through notation. Thus, Labanotation has been largely influential and has given young dancers the opportunity to engage and improve their abilities by engrossing themselves in the language of dance. As stated in the
aforementioned study, young children found it easier to perceive movement perfectly when they were given verbal dance instruction that incorporated movement composition, notation, and exploration.
János Fügedi conducted a research project using video and notation to see how dancers learned movement when using each method. We physically learn a majority of movements, especially when it comes to modifying the body to achieve certain movement skills. We sometimes move our bodies or dance with our consciousness. Fügedi merged the idea of cognitive psychology with our consciousness and researched how the observation and conscious control of movement produces the domain of metacognition. He made a hypothesis in his article, Movement Cognition and Dance Notation, that "on reconstructing dance from notation, the result is more authentic than imitative reconstruction because the stager gets independent from the space and time difficulties during the identification of the movement sample, is disengaged from the effects of movement stereotypes, and recognizes and gets deeper in understanding the structure of movement sequences and gets deeper in understanding" (Fügedi, 400). Because dance notation is a symbolic and an analytic system, it naturally gives the possibility of high level cognitive units of the information of the movement.
Fügedi conducted an experiment in which he compared dance reconstruction from Labanotation and from video. He compared a few interpretive dance performers who learned material from Labanotation, Notation Group, and the same amount of dancers imitating the performance of the same dance material from a video, Video Group. The main task for both groups was to reconstruct a few authentic movement sequences to discover how they would obtain and process the information and perform. This research
was interesting because Notation Group had the movement sequences in notation and could not see the original performance, while Video Group had the same movement sequence on a video to learn from and imitate without notation. In one of the analyses of the reconstruction, Fügedi stated that "investigating the space—time appropriateness of reconstruction it could be stated that Notation Group achieved a significantly better result compared to that of Video Group" (401). As a result, applying dance notation to process the information of the movement sequences clearly led to a greater improvement in learning skills. He also pointed out that "the movement cognition can be developed and an outstanding tool for this development is the dance notion. Therefore the experiment proved the hypothesis" (Fügedi, 406). One of the reasons of why Notation Group had a significantly better result was that the dance notation provided information on the structures of movement and interpretation in a way that triggered one's cognition. In this way, dancers who used reconstruction were able to become self-reliant due to working through the difficulties and frustration of recognizing the movement pattern in space and time.
Dance notation opens up a huge range of possibility in the art of dance. It can preserve dance, which makes in-depth study possible, and helps to reveal dance history and dance tradition. This crucial aspect of dance could not exist today without the notation archives that include a large amount of notated material created over time. It may be that archiving is only important because we have videos and media nowadays, yet, it is hard to observe performance qualities such as breathing and buoyancy in videos because movement quality is not always clear on the screen. Labanotation allows us to understand the phrases of qualities and efforts in dance. This is important now because
videos do not usually give a three-dimensional experience, which leads to overlooked details, performance qualities and efforts. Also, over time, the oral tradition of sharing dance alters from generation to generation, which can easily be retained by notated. Videos can certainly be helpful in some cases, but they do not accurately interpret the subtle movement qualities, which can change the way the movement is seen. Therefore, dance notation has proven to be a beneficial tool for dance research and education in comprehending and analyzing movement.
Currently, Labanotation influences the dancer's training, dance history research, dance criticism, dance analysis, the creative process of choreography making and dance education. While people think notation is useful only for archival purposes, and that media and film has replaced it, notation has several other uses in dance education, such as improving dance technique, providing creative structures for children to make dances, and for dancers to clarify movement and develop specific and significant learning skills. While people think it is like Latin, a dead language, it is more alive than ever due to the interest students have in exploring multiple intelligences in dance to extend the learning in and around dance.
Work Cited
Blakemore, Colin, and Sheila Jennett. "dance notation." The Oxford Companion to the Body. Oxford, UK: Oxford University Press, 2001. Oxford Reference. 2003. Date Accessed 26 Apr. 2016 <http://www.oxfordreference.com/view/10.1093/acref/ 9780198524038.001.0001/acref-9780198524038-e-254>.
Fügedi, János. "Movement Cognition and Dance Notation." Studia Musicologica Academiae Scientiarum Hungaricae 44.3/4 (2003): 393–410. Web http://www.jstor.org/stable/25047390.
Guest, Ann Hutchinson. "Introduction to Nijinsky's Faune to Historical Background." Nijinsky's Faune Restored: A Study of Vaslav Nijinsky's 1915 Dance Score: L'après-midi D'un Faune and His Dance Notation System: Revealed, Translated into Labanotation and Annotated. Ed. Claudia Jeschke. Philadelphia: Gordon and Breach, 1991. 3-11. Print.
Heiland, Teresa L. "Constructionist Dance Literacy: Unleashing The Potential Of Motif Notation." Dance: Current Selected Research. By Lynnette Young Overby and Billie Frances Lepczyk. Vol. 7. New York: AMS, 2009. 27-36. Print.
"Recreating 'Faune.'" Ticket Sarasota. Ed. Carrie Seidman. N.p., 24 Apr. 2015. Web. 25 Apr. 2016. http://ticket.heraldtribune.com/2015/04/24/recreating-faune/.
Seidman, Carrie. "Recreating 'Faune'" Ticket Sarasota. Herald-Tribune Media Group, 24 Apr. 2015. Web. 26 Apr. 2016. http://ticket.heraldtribune.com/2015/04/24/ recreating-faune/.
Warburton, Edward C. "Research in Dance Education." The Dance on Paper: Effect of Notation-Use on Learning and Development in Dance 2000th ser. 1.2 (n.d.): 121-
93. Web. 24 Apr. 2016. http://jashm.press.illinois.edu/13.3/13- 3TheDance_Warburton121-143.pdf. | <urn:uuid:08e14e5a-ae67-4525-a752-385a522548e6> | CC-MAIN-2017-39 | http://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1018&context=dance_students | 2017-09-24T10:30:05Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00365.warc.gz | 94,548,127 | 3,870 | eng_Latn | eng_Latn | 0.919885 | eng_Latn | 0.996457 | [
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The article below is the property of the author. Permission for private use is granted. Distribution, either electronically or on paper is prohibited without her expressed written permission. For permission please contact:
firstname.lastname@example.org
Regarding Role-Playing in Storytelling Eric Miller C. 2016
A storyteller narrates what happened, and also has the option at any moment to jump into, act-out, and speak as, any of the characters in a story.
(Note: It is also possible to perform a combination of narrator and character -- by continuing to speak as the narrator, but having the narrator speak in such a way that she is illuminated by the emotions of a character.)
Choosing when to jump into a character and speak as that character is one of the important types of decisions a storyteller makes.
This is a decision involving editing. Because it usually is quicker and smoother to remain narrating – as narrator one can give a summary of what happened, and gloss over events.
It is often when one speaks as a character that the performer and listeners really "get into" what a character is going through.
Here we really discover -- we can see for ourselves -- what a character is thinking and feeling, step by step, as a conversation or other type of situation develops.
When one first decides to tell a story, one might think about, "What is this story is really about?" -- in terms of
1) the yearnings, motivations, and other emotions the characters are experiencing,
2) the relationships and the other situations they are in, and
3) the possible meanings of the story.
Then one might choose and plan at which times one might go into character. One may choose to do so at the most emotional scenes, at the Turning Points, etc, of a story.
Two ways one can speak as a character are:
1) Speaking words a character says to another character.
2) Speaking words a character says to herself.
When one speaks as a character, one puts one's listeners -- in a playful, fantasy psychological way -- in the position of the character who is being addressed by the character one is enacting.
Especially a listener with whom the storyteller makes eye-contact is put into the position of the character who is being addressed by the character the storyteller
is enacting.
In the course of telling, one often reverses roles, first telling what Character A said to Character B, then telling how Character B responded to Character A, etc.
Being put in the position of one character after another is a big and fun emotional workout for listeners.
Tellers and listeners are often not aware of this type of audience participation. If you the storyteller are aware of it, you can play with it -- and increase the dramatic and participatory effect.
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Partnership for Change Epidemiological Profile
A View of Substance Abuse and Prevention in Northwest Hennepin County
December 2014
Table of Contents
Acknowledgements
We wish to thank members of the Partnership for Change Assessment Workgroup who spent many hours planning and working on this document and other aspects of the coalition's assessment process.
[x] Angelique Cooper-Liberty, Angel Eyes Foundation
[x] Lorry Day, Lifelines for Youth and Families
[x] Ben Harty, New Hope Police Department
[x] Richie Howell, Fairview Maple Grove Medical Center
[x] Teresa Lunt, parent and School District 279 Board Member
We also wish to thank the many people and agencies who provided data used in this report, including:
[x] Kristin Dillon and other staff, Wilder Research
[x] Our law enforcement partners and other staff at the Brooklyn Center, Brooklyn Park, Crystal, Golden Valley, Maple Grove, New Hope, Osseo, Plymouth, and Robbinsdale Police Departments.
[x] Our partners at the Brooklyn Center, Osseo, and Robbinsdale School Districts.
Recommended Citation
North Memorial Medical Center. (2014, September). Partnership for Change Epidemiological Profile: A View of Substance Abuse and Prevention in Northwest Hennepin County. Robbinsdale, MN.
Acronyms and Agencies
About the Strategic Prevention Framework State Incentive Grant (SPF-SIG)
The State of Minnesota, through the Office of the Governor and the Department of Human Services Alcohol and Drug Abuse Division (DHS ADAD), received a $10.5 million Strategic Prevention Framework State Incentive Grant (SPF-SIG) in July of 2009 from the Federal Substance Abuse and Mental Health Services Administration (SAMHSA) Center for Substance Abuse Prevention (CSAP). This initiative supports multi-tiered implementation of the Strategic Prevention Framework (SPF), a model that is built on a community-based approach to prevention and a series of principles that can be used at the Federal, State and community levels. Although the direct recipients of SPF-SIG funds are states, tribes, or territories (herby referred to as States), SAMHSA/CSAP envisions the SPF-SIGs being implemented through partnerships between the states and communities. States are required to distribute 85% of their awards to local communities to carry out the goals of the National SPF-SIG Program, which are to prevent the onset and reduce the progression of substance abuse, including childhood and underage drinking; reduce substance abuse-related problems; and build prevention capacity and infrastructure at the state-, territorial-, tribal-, and community-levels.
DHS ADAD awarded implementation contracts to seven local communities to utilize the SPF to build capacity and address Minnesota's three prevention priorities through a comprehensive and collaborative approach. Grantees are funded to implement the SPF process.
The five steps of the SPF are:
- Assessment
- Capacity Building
- Strategic Planning
- Implementation
-
Evaluation
The two underlying components of the SPF are cultural competency and sustainability; special attention should be given to ensure that these components are incorporated into each of the five steps. The SPF encourages the use of evidence-based strategies to address local prevention needs and reduce substance abuse problems. In addition to evidence-based, the SPF promotes the selection of programs that demonstrate good theoretical and practical fit within each individual community.
Additionally, there are four key principles of the SPF that describe this model.
- The SPF takes a public health approach to prevent substance abuse and related problems.
- The SPF utilizes outcomes-based prevention.
- The SPF is a strategic planning process that helps communities ensure that selected prevention strategies logically impact the underlying causes of substance abuse problems to create change in local communities.
- The SPF is a data-driven process; data is used throughout all five steps to inform decisions.
There is also a strong emphasis on collaborative leadership, which is an inclusive process of group leadership that holds the premise that solutions to community problems exist within the community.
To build collaboration at the State-level, a statewide SPF-SIG Advisory Council was formed in February of 2010 and meets regularly to guide the work of the project. Members of the Minnesota SPF-SIG Advisory Council contributed significantly to the concepts and requirements of the SPF-SIG initiative in Minnesota.
The Advisory Council worked closely with Minnesota's State Epidemiological Outcomes Workgroup (SEOW), a group that has been collecting and monitoring substance abuse related data since 2006, to identify the following statewide priority problems that are the focus of the Minnesota SPF-SIG project for the duration of the SPF-SIG five-year cooperative agreement:
- Past 30-day alcohol use among sixth through twelfth graders
- Recent binge drinking among ninth through twelfth graders
- Recent binge drinking among 18-25 year olds
In August 2011, DHS ADAD released a request for proposals to identify local communities that were interested in implementing the SPF. The Partnership for Change (PFC) Coalition, led by North Memorial Medical Center in Robbinsdale, applied for the grant and received the grant award in January 2012 along with seven other communities. The entities receiving the SPG SIG assessment funding were:
- Community Partnership with Youth and Families (serving Chisago County)
- Fairview Range (serving the City of Hibbing)
- Hopkins School District
- Kanabec County Public Health
- North Memorial (serving the Brooklyn Center, Osseo, and Robbinsdale School Districts)
- Olmsted County Public Health
- Polk County Public Health
- Pope County Public Health
PFC is a local coalition of youth, parents, school, and community groups that work together to reduce drug use among youth in northwest Hennepin County. The focus is changing the community environment that leads to youth substance use by identifying and implementing strategies that will affect community policies, attitudes, perceptions, and norms around alcohol and other drugs.
In the first phase of the SPF-SIG initiative, communities were to undergo an assessment process similar to the state by collecting and analyzing data about alcohol consumption and consequences, community readiness, and prevention infrastructure and capacity.
The first epidemiological profile was completed in November 2012. Since then, additional and updated data has become available. Work on this updated profile began in May 2014. In the new version, more data about marijuana, prescription, and other drugs has been included.
Uses for this Epidemiological Profile:
- Understand the current levels of alcohol use and the conditions that contribute to that use in our communities
- Prioritize needs for prevention efforts and community response
- Build the case for additional resources from other funders
- Eventually, see the outcomes of community prevention efforts.
Partnership for Change Assessment Workgroup
The PFC Assessment Workgroup was created in June 2012 and reconvened in May 2014 to provide guidance during the current assessment phase. The workgroup was to lead PFC staff in determining the scope of data collection, recognize and access potential data sources, create an epidemiological profile to meet the requirements of the SPF-SIG project while also being useful to the coalition and the community, and assist the coalition to interpret the data and use it to guide the work of the coalition.
Membership
[x] Angelique Cooper-Liberty, Angel Eyes Foundation
[x] Lorry Day, Lifelines for Youth and Families
[x] Ben Harty, New Hope Police Department
[x] Richie Howell, Fairview Maple Grove Medical Center
[x] Teresa Lunt, parent and School District 279 Board Member
[x] Sheila Nesbitt, North Memorial PFC staff
[x] Amber Smith, North Memorial PFC staff
Policies, Process, and Procedures for Collecting, Analyzing, and Reporting Data
The Assessment Workgroup primarily relied on the process and guidance provided by ADAD and the SEOW. The SEOW provided a shell for the Epidemiological Profile that included many indicators of alcohol consumption and consequences. The workgroup reviewed the types of data to be collected for those sections, but focused more attention on the Intervening Variable section of the Profile.
In 2012, PFC began with a list of required and optional local conditions under each Intervening Variable that was provided by ADAD. The workgroup determined which local conditions would be collected during this phase. The workgroup held two face-to-face meetings to discuss the conditions and vote on both the importance and ease of collecting data for each local condition. From this process, 72 local conditions were identified.
PFC staff then contacted sources for data on each identified local condition. The required conditions were all drawn from the Minnesota Student Survey or the Young Adult Alcohol Survey. Optional conditions were drawn from local school districts, law enforcement departments, and some primary data collection, including a bar and restaurant assessment and media observation.
In 2014, the Assessment Workgroup reviewed past data collection and determined what would be updated. Although the coalition has conducted much primary data collection in the previous two years that data is not complied in this report, which focuses on archival data.
The Assessment Workgroup and the PFC Steering Committee also determined the process that would be used to analyze the data once it had been collected in order to select priorities. That process is discussed in more detail in the coalition's SPF-SIG Strategic Plan document. Data for the all quantitative local conditions and key findings for qualitative measures are included in the appendix.
About the Community Epidemiological Profile
State Data Sources
The following data sources were used by the State Epidemiological Outcomes Workgroup to prepopulate the Community Epidemiological Profile templates. For more information on each of these data sources, please visit www.sumn.org.
Minnesota Student Survey (MSS)—The MSS is a confidential and anonymous self-administered survey given to 6 th , 9 th and 12 th grade students (5 th , 8 th , 9 th , and 11 th grade students surveyed in 2013) attending Minnesota public, charter and tribal schools. The survey is sponsored by Minnesota schools, the Minnesota Department of Education, the Minnesota Department of Health, the Minnesota Department of Human Services, and the Minnesota Department of Public Safety. The MSS is a census of schools rather than a sample. Data are collected and reported every three years, the most recent being 2013. The survey includes, but is not limited to, questions regarding alcohol, tobacco and other drug use, access, and perceptions of use. Limitations include: questions about binge drinking and some drugs are not asked of sixth graders (now fifth grade), not all schools choose to participate, student participation can vary greatly from school to school, and data are self-reported. Also, because the survey underwent significant changes in 2013, trend data is only available for ninth grade for certain questions.
Minnesota Young Adult Alcohol Survey (YAAS)—The YAAS was created specifically for the Minnesota SPF-SIG project. The confidential survey is mailed by the Invitation Health Institute to a sample of 18- to 25-year-olds in the funded communities using addressed-based sampling from the federally provided Delivery Sequence File—Generation 2. The survey, conducted in 2012 and again in 2015, includes questions on perceptions, beliefs, behaviors, and consequences of substance use among young adults. Minnesota Motor Vehicle Crash Facts and Minnesota Impaired Driving Facts—The Minnesota Office of Traffic safety collects data on motor vehicle crashes, injuries, and deaths, and on impaired driving violations. These data are reported annually at the county- and state-level. A crash is alcohol-related if the driver, pedestrian, or cyclist has a blood alcohol level of 0.01 or higher. In the absence of test data, the reporting officer may classify the incident as alcohol-related if he or she believes the person had been drinking or was under the influence. Law enforcement agencies report impaired driving violations to the Driver and Vehicle Services (DVS) Division of the Department of Public Safety (DPS)—DVS records the incident on the person's driving record. Alcohol-related motor vehicle injuries are less well documented than fatalities.
Minnesota Health Statistics Annual Summary—The Minnesota Department of Health's (MDH) Minnesota Center for Health Statistics (MCHS) provide mortality data annually by primary cause of death. Death certificates, filed with the Office of the State Registrar, are forwarded to MDH. Data included in this Profile include lung, bronchus and trachea cancer deaths, cirrhosis deaths, suicides, and homicides. According to the Centers for Disease Control and Prevention's (CDC) Alcohol-Related Disease
Impact (ARDI), 40% of cirrhosis deaths, 23% of suicides and 47% of homicides can be attributed to alcohol. According to a report from the US Surgeon General, it is estimated that 90% of lung cancer deaths among males and 79% of lung cancer deaths among females in the United States are smokingrelated.
Drug and Alcohol Abuse Normative Evaluation System (DAANES)—The Minnesota Department of Human Services' (DHS) Performance Measurement and Quality Improvement (PMQI) Division provides data on treatment admissions in Minnesota. Data are submitted by chemical dependency treatment providers through the web-based DAANES data entry system. Data on admissions, by primary substance of abuse, are available at the county-, region-, and state-level on www.sumn.org, and are updated annually. These data reflect the number of Minnesotans receiving treatment—not the number in need of treatment.
The Minnesota Department of Education's Data Reports and Analytics page, under 'Student Data', reports statistics annually, by school district, on disciplinary incidents involving alcohol, tobacco, and other drugs. Districts report all disciplinary incidents that result in an out-of-school suspension/removal of one day or longer, and expulsions/exclusions. These data do not reflect the actual number of youth possessing or using alcohol, tobacco, and other drugs—only the number of youth caught and disciplined. The reader is cautioned not to draw conclusions by comparing DIRS data across years. Incidents in the DIRS system are a reflection of many factors, including the quality of data entered, training and capacity of staff to enter data, as well as individual disciplinary policies of and enforcement of policies by each district. To date, MDE has provided minimal on going, consistent technical assistance or training to districts to support entry of data into the DIRS system.
Minnesota Crime Information—The Minnesota Department of Public Safety (DPS) Bureau of Criminal Apprehension (BCA) provides data on arrests and apprehensions for violating state and local narcotics and liquor laws annually at both the county- and state-level. With the exception of drunkenness and driving under the influence, all state or local liquor law violations are placed in this class. Excludes federal violations, includes manufacturing, selling, transporting, and furnishing as in maintaining unlawful drinking places. Bootlegging, operating a still, furnishing liquor to a minor, and the using of a vehicle for illegal transportation of liquor are included. Narcotics violations include adult arrests or juvenile apprehensions for any violation of state or local laws relating to the unlawful possession, sale, use, growing, manufacturing, or making of narcotic drugs. Only the most serious charge is counted for each individual arrested. Measurements involving offenses, clearances, and arrests are subject to reporting biases.
Alcohol Licenses — The Minnesota Department of Public Safety, Alcohol & Gambling Division maintains a database of alcohol licenses for all local license authorities (e.g., cities, counties) in the state. The state database depends on accurate and prompt reporting from City and County Clerks, but is a reliable source for alcohol license information.
Local Data Sources
Local data sources were collected from three public school districts:
[x] Brooklyn Center Schools, ISD 286
[x] Osseo Area Schools, ISD 279
[x] Robbinsdale Area Schools, ISD 281.
The school districts provided data on alcohol- and chemical-related school disciplinary incidents. Two districts record disciplinary incidents under a general chemical-related category, which may also include marijuana and other drugs (not tobacco) and involve use, possession, or distribution. Also, school disciplinary data are categorized under the most serious offense during a particular incident, so incidents reported under other categories may also include alcohol or other drugs.
Data were submitted from nine police departments:
[x] Brooklyn Center
[x] Brooklyn Park
[x] Crystal
[x] Golden Valley
[x] Maple Grove
[x] New Hope
[x] Osseo
[x] Plymouth
[x] Robbinsdale
Law enforcement departments keep records of law enforcement citations, arrests, and other law enforcement calls for service. For this profile, departments were asked to submit citation and arrest data for underage consumption of alcohol, underage possession of alcohol, DUI, and other alcoholrelated offenses. Departments were asked where possible to provide demographic information including gender, age, and race/ethnicity of the offender. Most departments were able to provide this level of detail.
Lastly, this profile includes information about local municipal code which was accessed online at each city's website. These municipal code databases are continually kept up to date.
Definitions and Technical Notes
Binge Drinking
For the purposes of the SPF-SIG binge drinking is defined as having five or more drinks on the same occasion (i.e., at the same time or within a couple of hours of each other) on at least 1 day in the past 30 days. This definition is consistent with that used by the Substance Abuse and Mental Health Services Administration (SAMHSA) and was used in the Young Adult Alcohol Survey (YAAS) included in this report. In the past, the Minnesota Student Survey (MSS) defines binge drinking as 5 or more drinks in a row on one occasion in the past 14 days (for males or females), however it is now measured in the past 30 days, so MSS data on binge-drinking reflects that definition.
Census
A census is an enumeration of people at a particular time. Unlike a sample based survey, a census surveys an entire population. The Minnesota Student Survey (MSS) is a census of all schools in Minnesota. In a census, schools may decline to participate. Because answers to MSS questions were derived from a census of all schools, data is presented both in raw number and in percent terms.
Counts
Some sources of consequence data in this Profile present official count data, such as number of deaths or arrests. These data provide actual raw numbers reported to and collected by various state agencies. Whenever possible, raw numbers are provided along with percentages or rates.
Intervening Variables
Intervening Variables are factors that are shown to be associated with alcohol consumption and consequences. The SPF-SIG focused on five Intervening Variables Retail Access, Social Assess, Enforcement, Promotion and Pricing, Community Norms, and Individual Factors.
Local Conditions
Also known as intervening variable indicators are the more specific ways in which an intervening variable manifests itself, or is measured, at the local level. Examples of local conditions include the alcohol compliance check failure rate and the number and percent of young adults who report that drinking games are popular among people their age.
Rate
Rates are ratios, calculated by dividing the numerator by the denominator. In epidemiology, a rate is the frequency with which a health event occurs in a defined population. The components of the rate are the raw number (numerator) and the population (denominator). In a fraction, the numerator is the number on top—the number which is divided. The denominator is the number on the bottom—the number you are dividing by. In the Profile, rates are presented per 1,000, per 10,000 or per 100,000 of the population and are noted accordingly.
Incidence rates differ from prevalence rates. Incidence refers to the frequency of development of a new illness in a population in a certain period of time, normally one year. Prevalence refers to the current number of people suffering from an illness in a given year; this number includes all those who may have been diagnosed in prior years, as well as in the current year.
A percent is the ratio of a number to 100; percent means "per hundred." Proportions are a part, share, or portion of its relation to a whole often expressed as a percentage. Percentages in this profile based on Minnesota Student Survey data were calculated using a demographic-specific denominator. For example, the percent of 12 th graders in a given county who reported drinking any alcohol in the past 30 days is based on the total number of 12 th graders in that county only who responded to the survey question about 30 day alcohol use (not based on the total number of students in Minnesota who responded to this question.)
Survey Sample
In a sample survey, only part of the total population is approached for information on the topic under study. These data are then 'expanded' or 'weighted' to make inferences about the whole population. The survey sample is the set of observations taken from a subset of the population for the purpose of obtaining information about the entire population. The Minnesota Young Adult Alcohol Survey utilizes a sample to represent the population at large. In cases where data is presented from such studies, the reader is provided with the percent of the population only, not raw number of respondents.
About the Community
The Partnership for Change (PFC) Coalition serves the Brooklyn Center, Osseo, and Robbinsdale School Districts in Northwest Hennepin County, Minnesota. The school district boundaries do not directly follow city boundaries, so the coalition also considers the cities served by those districts part of the PFC region. The three school districts include all or part of nine cities.
- Brooklyn Center
- Brooklyn Park
- Crystal
- Golden Valley
- Maple Grove
- New Hope
- Osseo
- Plymouth
- Robbinsdale
These cities comprise 6.0% of the population of Minnesota.
These cities lie in northwest Hennepin County, the most populous county in Minnesota. Hennepin County also
includes the city of Minneapolis, which borders three PFC cities – Brooklyn Center, Golden Valley, and Robbinsdale. PFC communities are all considered suburbs and include older, first-ring suburbs, recently developed neighborhoods, and undeveloped/agricultural land.
In this report, data that are available at the district level are included as such; data that are available at the city level are included as such. Data available at this local level is noted as "PFC Region" indicating either the three school districts or nine cities.
Source: US Census Bureau 2012
2008 – 2012 American Community Survey 5-Year Estimates NW Hennepin County & MN
Source: US Census Bureau 2012
Alcohol Consumption & Other Substance Use
Students Reporting Any Use of Alcohol in the Past 30 Days (8 th , 9 th , and 11 th Graders)
Alcohol is the most frequently used drug nationally and statewide, and is associated with a number of adverse health consequences. Reported use of alcohol in the past 30 days is a common measure of recent alcohol use.
Up until 2010, the survey was administered to grades 6, 9, and 12; starting in 2013, the survey was administered to grades 5, 8, 9, and 11. Due to this significant change, aggregate data combining all grades are not used to assess trends over time. Instead, only data on 9 th graders (for which wording of the survey question has not changed) is used to look at trends. It is also important to note that the 2013 Minnesota Student Survey of Hennepin County data do not include the Minneapolis School District.
Fewer students in the PFC region report current alcohol use compared to students across Minnesota. There has been a small but steady decline in 9 th graders' alcohol use. Alcohol use among female students is slightly higher than male students. Most students are choosing not to use alcohol, but with 25% of 11 th graders reporting alcohol use in the past 30 days, a problem still exists. Students identifying as American Indian or Hispanic had alcohol use rates slightly higher than other racial/ethnic groups. African American and Asian American students reported the lowest drinking rates among racial/ethnic groups.
Students Reporting Any Use of Alcohol in the Past 30 Days, 2013, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
Source: Minnesota Student Survey
Students Reporting Any Use of Alcohol in the Past 30 Days, 2013, by Location and Race/Ethnicity (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting Alcohol & Other Substance Use in the Past 30 Days (8 th , 9 th , and 11 th Graders)
In 2013, the MSS expanded its questions to survey the past 30 day prescription drug misuse among students. American Indian students reported the highest alcohol (34%) and marijuana (30%) use among all racial/ethnic groups, with students identifying as bi- or multi-racial reporting in the highest
prescription drug misuse (12%). PFC Region 9 th graders reported slightly higher rates of alcohol, marijuana, and prescription drug misuse compared to students across Minnesota (14.1% vs. 14.7%).
Source: 2013 Minnesota Student Survey
Source: 2013 Minnesota Student Survey
Students Reporting Any Use of Marijuana in the Past 30 Days (8 th , 9 th , and 11 th Graders)
Students in the PFC region reported higher marijuana use compared to students across Minnesota (13% vs. 10%). There has been a small but steady decline in 9 th graders marijuana use across Minnesota; however, PFC Region showed an increase from 2010 to 2013. Marijuana use among female students is lower than male students. Most students are choosing not to use marijuana, but with 19% of 11 th graders reporting marijuana use in the past 30 days, a problem still exists. Students identifying as American Indian had marijuana use rates higher than other racial/ethnic groups. Asian American students reported the lowest marijuana use rates among racial/ethnic groups.
Students Reporting Any Use of Marijuana in the Past 30 Days, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
9 th graders not asked in 2001 and 2004
Source: Minnesota Student Survey
Students Reporting Any Marijuana Use in the Past 30 Days, 2013, by Location and Race/Ethnicity (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting Prescription Drug Misuse in the Past 30 Days (8 th , 9 th , and 11 th Graders)
Students in the PFC region reported a slightly higher prescription drug misuse compared to students across Minnesota (6% vs. 5%). Prescription drug misuse among female students is higher than male students of the PFC region (7% vs. 6%). Most students are choosing not to misuse prescription drugs, but with 7% of 11 th graders reporting any misuse of prescription drugs in the past 30 days, a problem still exists.
Students Reporting Any Misuse of Prescription Drugs (Taken Only to Get High) in the Past 30 Days, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting Having 5 or More Drinks in a Row on at Least One Occasion within the Last 30 Days (8 th , 9 th , and 11 th Graders)
Binge drinking has been associated with alcohol-related injuries and deaths, as well as violence and crime. On the Minnesota Student Survey, binge drinking is defined as 5 or more drinks in a row on one occasion in the past 30 days (for males or females).
Binge drinking among PFC students has been below the statewide levels for other grades reporting in the past decade, but for grades 8, 9, and 11, binge drinking rates are currently the same (MN 8%, PFC 8%). The binge drinking rates among genders is similar (male students 8%, female students 7%). Binge drinking rates among racial/ethnic groups are highest among students who identified as American Indian or Hispanic. The lowest binge drinking rates are among African American students, as well as Asian American.
Students Reporting Any Binge Drinking (Having 5 or More Drinks in a Row on One Occasion) in the Past
30 Days, 2013, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting Any Binge Drinking (Having 5 or More Drinks in a Row on One Occasion) in the Past
30 Days, 2013, by Location and Race/Ethnicity (Number and Percent)
Students Reporting That They First Had More than a Few Sips of Alcohol at Age 13 or Younger (9 th and 11 th Graders)
Prevention planners may use data about age of first use as one factor in determining when to initiate prevention programs, policies, and practices. In addition, these data are valuable for reporting purposes. Some grantees are required to report age of first use as one their GPRA measures.
Students Reporting Having Their First Drink of Alcohol, Other Than a Few Sips, by Age 13 or Younger, 2013, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting Having Their First Drink of Alcohol, Other Than a Few Sips, by Age 13 or Younger, 2013, by Location and Race/Ethnicity (Number and Percent)
*Indicates that fewer than 25 students answered the question
Source: 2013 Minnesota Student Survey
Source: Minnesota Student Survey
Students Reporting First Use of Marijuana before Age 13 (9 th and 11 th Graders)
Source: 2013 Minnesota Student Survey
Students Reporting Driving a Motor Vehicle One or More Times After Using Alcohol or Drugs, within the Past 12 Months (9 th and 11 th Graders)
As a depressant, alcohol use interferes with coordination, judgment and reaction time.
Students Reporting Driving a Motor Vehicle After Using Alcohol or Other Drugs within the Past 12 Months, 2013, by Location, Grade, and Gender (Number and Percent)
Source: 2013 Minnesota Student Survey
Source: Minnesota Student Survey
Young Adult Alcohol Consumption (18- to 25-Year-Olds)
Young adults in the PFC region reported similar alcohol use in the past 30 days compared to aggregate data. In the PFC region, any alcohol use in the past 30 days among female young adults is higher than male young adults (70% vs. 59%). Further, any alcohol use in the past 30 days among full-time students was lower than not enrolled and white young adults reported a much higher use of alcohol compared to non-white (66% vs. 29%). Most underage young adults are choosing not to use alcohol, but with 35% of 18-20 year olds reporting any alcohol use in the past 30 days, a problem still exists.
(Source: Young Adult Alcohol Survey)
Adults (Persons Age 18 and Older) Reporting Any Use of Alcohol in the Past 30 Days
State-level data on adult consumption of alcohol are available from three different sources: National Survey on Drug Use and Health (NSDUH), Behavioral Risk Factor Surveillance System (BRFSS) and the Minnesota Survey of Adult Substance Use (MNSASU). These surveys vary with regard to methodology, response rate and findings. NSDUH data are collected via a computer-assisted, self-administered interview conducted in the respondent's home. BRFSS and MNSASU data are collected over the phone.
Source: National Survey on Drug Use and Health (NSDUH)
Source: Behavioral Risk Factor Surveillance System (BRFSS)
Source: Minnesota Survey of Adult Substance Use (MNSASU)
Young Adult Binge Drinking (18- to 25-Year-Olds)
Fewer young adults in the PFC region report binge drinking compared to the aggregate data. The percent of young adults reporting binge drinking is twice as high among those of legal drinking age compared to those 18- to 20-years old. Young adults not enrolled in school are significantly more likely to report binge drinking than young adults enrolled in school full time. White young adults are more likely to binge drink than their non-white peers.
(Source: Young Adult Alcohol Survey)
Adults (Persons Age 18 and Older) Reporting Binge Drinking in the Past 30 Days
Up until 2006, BRFSS defined binge drinking as having 5 or more drinks in a row on one occasion. In 2006, binge drinking was defined as 5 or more drinks for males or 4 or more drinks for females in a row on one occasion. MNSASU used the later definition; both captured binge drinking in the past 30 days. NSDUH defined binge drinking as five or more drinks on the same occasion (i.e., at the same time or within a couple of hours of each other) on at least 1 day in the past 30 days.
Source: National Survey on Drug Use and Health (NSDUH)
Source: Behavioral Risk Factor Surveillance System (BRFSS)
Minnesota Adults Reporting Binge Drinking in the Past 30 Days, 2004/2005, by Gender, Age Group, Race/Ethnicity, and Region (Percent)
Source: Minnesota Survey of Adult Substance Use (MNSASU)
Alcohol Consequences
Impaired Driving
As a depressant, alcohol use interferes with coordination, judgment and reaction time and can have fatal consequences. Driving with a blood alcohol concentration (BAC) of 0.08% or higher (0.04% or higher for drivers operating a commercial vehicle) is a violation of Minnesota Statute 169.A. DWIs, also called DUIs, are entered directly on driver license records maintained by the Minnesota Department of Public Safety. DWIs are also reported to the federal Department of Justice by the Minnesota Bureau of Criminal Apprehension as part of its Uniform Crime Reports (UCR).
Source: Office of Traffic Safety, Minnesota Department of Public Safety; local police departments
Alcohol-Related Motor Vehicle Crashes and Fatalities
As a depressant, alcohol use interferes with coordination, judgment and reaction time and can have fatal consequences. Driving while impaired puts the driver and others at risk.
Alcohol-Related Motor Vehicle Crashes by Geographic Location, 2007-2011 (Number and Percent of All Motor-Vehicle Crashes)
Alcohol-Related Motor Vehicle Fatalities by Geographic Location, 2007-2011 (Number and Rate per
10,000 Population)
Source: Minnesota Crash Facts
Emergency Medical System Response Involving Alcohol
In 2011 in the PFC region, EMS personnel responded to 1,128 calls involving alcohol. These calls were 5% of the total number of EMS calls during the year. The PFC region experienced an average of 3 EMS calls daily that involved alcohol. Of the calls involving alcohol, 24% had alcohol abuse as the primary impression. Primary impression is the EMS personnel's impression of the patient's primary problem or the most significant condition that led to the call for service. This number does not include calls for which alcohol use was a related, but not primary, condition.
Alcohol-Related School Disciplinary Incidents
School disciplinary incidents among kindergarten through twelfth grade students involving alcohol were obtained from the Safe and Healthy Minnesota Students (SAHMS) Portal. Percentages are found by
totaling alcohol-related incidents and dividing them by the total amount of disciplinary incidents. Disciplinary incidents reported by districts to the state are categorized into one of 26 different types. Two of our three districts (Osseo and Robbinsdale) do not separate alcohol from other report chemicalrelated incidents.
School Disciplinary Incidents Involving Alcohol, 2009/2010-2011/2012 (Number and Percent of Total
State-level data for the 2011/2012 school year is not yet available. Safe and Healthy Minnesota Students (SAHMS), ISDs 279, 281, 286
Alcohol-Related Crimes
With the exception of drunkenness and driving under the influence, all state or local liquor law violations that are 100% related to alcohol are placed in the class of Liquor Law violations. Liquor laws include manufacturing, selling, transporting, and furnishing as is maintaining unlawful drinking places. Bootlegging, operating a still, furnishing liquor to a minor, and using a vehicle for illegal transportation of liquor are also included. Many other crimes, including violent and property crimes, may involve alcohol to some extent.
Underage Consumption Citations
No reporting for Crystal & New Hope in 2013
No gender reporting for Golden Valley in 2012
Source: Local law enforcement departments
No reporting for Crystal & New Hope in 2013
No age reporting for Golden Valley in 2012
No age reporting for Maple Grove 2009-2011
Source: Local law enforcement departments
No reporting for New Hope in 2013
No race/ethnicity reporting for Crystal 2011-2012
No race/ethnicity reporting for Golden Valley in 2012
Source: Local law enforcement departments
Alcohol-Related Intervening Variables
Intervening variables are factors that are shown to be associated with alcohol consumption and consequences. The SPF-SIG focused on five Intervening Variables Retail Access, Social Assess, Enforcement, Promotion and Pricing, Community Norms, and Individual Factors. Indicators for measuring each intervening variable are presented in this section and in the Appendix.
Intervening Variables – Retail Access to Alcohol and Social Access to Alcohol
The following table presents the percent of 9 th grade students from the PFC region reporting their sources of alcohol, among students who reported using alcohol in the last 30 days. Students were asked to select all responses that applied.
While it is important to reduce youth access to alcohol from all sources, it is also helpful to note that far more students reported getting alcohol from friends, parents, or parties than any other source of alcohol. The percent of students reporting getting alcohol from licensed sources increased from 2001 to 2010 but slightly declined in 2013. More detailed information about sources of alcohol is reported in the following sections.
Source: 2013 Minnesota Student Survey
Intervening Variable – Retail Access to Alcohol
Retail access to alcohol is the extent to which alcohol is for sale by licensed alcohol vendors in the community and how easy it is to purchase. Retail access includes indicators such as number of licensed alcohol vendors, outlet density, and adherence to age-of-sale laws. Retail access is shown to significantly impact drinking, underage drinking, and alcohol-related consequences.
Source: Young Adult Alcohol Survey
18- to 20-year Olds Reporting Not Being Asked to Show ID
Source: Young Adult Alcohol Survey
21- to 25-year Olds Reporting Likelihood of Over-service to a Drunken Adult
Source: Young Adult Alcohol Survey
No reporting for Crystal
No reporting for Maple Grove & Osseo in 2013
No reporting for New Hope 2008-2011
No reporting for Robbinsdale in 2008 & 2010
Source: Local law enforcement departments
Liquor Licenses Per Capita
Source: MN Dept. of Public Safety, Liquor License Database, April 2012
Municipal Liquor Ordinances
Core components of liquor ordinances in the nine PFC cities were reviewed. State Statute 340A also applies, but cities may be more specific or restrictive than the state statute.
[x] 3 out of 9 cities require at least 1 compliance check per year.
[x] 7 out of 9 cities have detailed penalties for violation written in ordinance.
[x] The look-back period (time during which violations accrue for future violations) ranges from 12 to 36 months. The average is 29 months.
[x] Every city that includes a penalty for a fourth violation lists it as revocation.
Source: City Code accessed at each city website, April 2012. Osseo accessed October 2012.
Intervening Variable – Social Access to Alcohol
Social access to alcohol is the extent to which alcohol is available from any source other than a licensed alcohol vendor in the community. Types of social access may be alcohol being available at a party, getting an older person to purchase alcohol, or taking alcohol without permission from home. Social access to alcohol is closely related to underage and binge drinking both for younger teens and for overconsumption in social settings for older teens and adults.
9 th Graders Reporting Sources of Alcohol
Source: 2013 Minnesota Student Survey
Social Host Ordinances
A Social Host ordinance holds a person accountable for underage drinking that occurs in their home or property. Distinct from alcohol provider laws, social host policies hold the person who provided the venue (e.g., house, apartment, backyard) for a party criminally responsible. Minnesota does not have a state law governing social hosts, but many cities across the state, including in northwest Hennepin County, have adopted local ordinances.
City with social
host ordinance
City without social
host ordinance
Source: City Code accessed at each city website, April 2012. New Hope accessed, October 2012.
Intervening Variable – Enforcement
Enforcement refers to the activities and penalties from law enforcement, schools, or other institutions to identify and hold accountable people not following laws or policies. Local conditions within this Intervening Variable include community perception about enforcement because perceived likelihood and community response to enforcement are closely related to the effectiveness of enforcement actions.
Source: Young Adult Alcohol Survey
Underage Consumption Citations
No reporting for Crystal & New Hope in 2013
Source: Local law enforcement departments
Furnishing Alcohol to a Minor Offenses
No reporting for Crystal & New Hope in 2013
No reporting for Osseo 2009-2010
Source: Local law enforcement departments
Social Host Ordinance Violations
Source: Local law enforcement departments
Driving Under the Influence (DUI) Arrests
No reporting for Crystal 2009-2011 & 2013
No age reporting for Maple Grove 2009-2011
No age reporting for New Hope 2009-2011
No reporting for New Hope in 2013
Source: Local law enforcement departments
Underage Drink and Drive (Not-a-Drop) Offenses
No reporting for Crystal 2009-2011 & 2013
No reporting for New Hope in 2013
Source: Local law enforcement departments
No reporting from Crystal & New Hope
Source: Local law enforcement departments
Intervening Variables – Promotion and Pricing
Promotion and pricing includes information about the marketing practices of alcohol manufacturers, distributors, and retailers. Promotion and pricing of alcohol can affect the type, amount, location, and other behaviors related to alcohol consumption and consequences.
Influence of Drink Specials on Young Adult Drinking Behavior
Source: Young Adult Alcohol Survey
Intervening Variables – Community Norms
Community norms are the actual or perceived attitudes and behaviors common within a community or culture. Research has shown that people are influenced by both perceived and actual community norms about alcohol consumption.
Young Adults Reporting Lack of Support for More DUI Enforcement
Young Adult Acceptance of Underage Drinking
Young Adult Acceptance of Binge Drinking
(Source: Young Adult Alcohol Survey)
Intervening Variables – Individual Factors
Students Reporting Perceived risk of harm from marijuana and prescription drug misuse (5 th , 8 th , 9 th , and 11 th grades)
In 2013, students were asked how much they thought people risked harming themselves physically or in other ways when consuming alcohol or other substances. The statistics presented here show the percent of each grade responding with either "great risk" or "moderate risk" of harm. The other two selection options on the Minnesota Student Survey were "slight risk" and "no risk."
Source: 2013 Minnesota Student Survey
Source: Minnesota Student Survey
Students Reporting They Think People Put Themselves at "Great" or "Moderate" Risk of Harming Themselves Physically or in Other Ways, by Location and Grade (Number and Percent)
Source: 2013 Minnesota Student Survey
Students Reporting the Extent Their Parent/Guardian or Friend Would Disapprove (5 th , 8 th , 9 th , & 11 th Graders)
In 2013, students were asked how they thought their parents or guardians would feel if they drank alcohol, used tobacco or marijuana, or abused prescription drugs. The statistics presented here show the number and percent of students responding that their parents would either "greatly disapprove" or "disapprove." The other two selection options on the Minnesota Student Survey were "would not care at all" and "would approve." Students were also asked about their close friends' approval.
As the reporting grade increases, the disapproval among friends' decreases for alcohol, marijuana, and prescription drug use, while the opposite is true for parent disapproval.
Source: 2013 Minnesota Student Survey
Source: 2013 Minnesota Student Survey
Executive Summary
Fewer students in the PFC Region report current alcohol use compared to students across Minnesota. The changes across PFC Region include:
- Small but steady decline in 9 th grade student alcohol use
- Alcohol use among female students is slightly higher than male students
- Most students are choosing not to use alcohol, but 25% of 11 th graders reporting alcohol use in the past 30 days
- Students identifying as American Indian or Hispanic had alcohol use rates slightly higher than other racial/ethnic groups
- African American and Asian American students reported the lowest drinking rates among racial/ethnic groups
In 2013, the MSS expanded its questions to survey the past 30 day prescription drug misuse among students. The numbers across PFC Region include:
- American Indian students reported the highest alcohol (34%) and marijuana (30%) use among all racial/ethnic groups, with students identifying as bi- or multi-racial reporting in the highest prescription drug misuse (12%)
- Asian American students reported the lowest marijuana use rates among racial/ethnic groups
- PFC Region 9 th graders reported slightly higher rates of alcohol, marijuana, and prescription drug misuse compared to students across Minnesota (14.1% vs. 14.7%)
- Small but steady decline in 9 th graders' marijuana use across Minnesota, however, PFC Region showed an increase from 2010 to 2013
- Marijuana use among female students is lower compared to male students
- Most students are choosing not to use marijuana, but 19% of 11 th graders reporting marijuana use in the past 30 days
- In 2013, about 5% of PFC Region students reported first use of marijuana before age 13
Based on updated data from local law enforcements, underage consumption citations, furnishing alcohol to a minor arrests, driving under the influence arrests, and citations for underage drink and drive (Not-A-Drop) have all decreased over the past year. Social Host Ordinance violations have increased over the past year, possibly due to enforcement.
Appendices
- Appendix A: Local Condition Data Tables
- Appendix B: Bar and Restaurant Assessment
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Solar Learning Lab™ User's Guide
Heliotronics, Inc. 1083 Main Street Hingham, MA 02043 www.heliotronoics.com (781) 749-9593 FAX (781) 749-3406
TABLE OF CONTENTS
INTRODUCTION
The Heliotronics Solar Learning Lab™ allows you to access real-time data from your photovoltaic (PV) system and weather instrumentation. Using the SunViewer software, users can explore how a PV system works, view real-time data displays and access meteorological data.
This manual is written specifically for teachers and museum curators and other educators who want to use the Heliotronics Solar Learning Lab™ as an educational tool. The manual includes background information on PV, an explanation of the data acquisition system (DAS) components, a guide to using the DAS for educational purposes, and a list of activities. For instructions on installing the software, refer to the Heliotronics Software Manual provided with your system.
WHY SOLAR ENERGY?
Solar Energy and other forms of renewable energy provide electricity with minimal environmental degradation. Electricity generated directly from sunlight is generally referred to as Photovoltaic or PV. Energy has substantial impacts on:
* The economy
* Health
* The environment
* National Security
* Geopolitics
More and more, students and teachers are aware of the relevance of energy to so many aspects of their lives. Further they are sensing the urgency of the need for change.
UNDERSTANDING YOUR PV SYSTEM
Before presenting the Solar Learning Lab™ to students or the public, it is important to understand the PV system to which it is connected. PV systems come in a variety of shapes and sizes, from the traditional panels, to shingles to glass laminates. Despite their different appearances, there are a few things that all PV systems have in common.
All PV systems use semiconductor technology to produce electricity from the sun's rays. In fact, the same type of silicon wafers that are used to make computer chips can be used to create electricity. When the sun's rays fall on the PV cell, it increases the energy stored in the atoms of the wafer. That increased energy knocks electrons loose and when conducting wires are attached to the cells, electricity flows. PV cells are
wired together to make a module, and these modules are connected into larger arrays. Solar arrays are usually mounted on rooftops or on a ground mounted structure.
When PV is exposed to sunlight it produces direct current (DC). In order for the electricity to be used to power most household appliances, it must be converted to alternating current (AC). The piece of equipment that accomplishes this conversion is called an inverter. Once the electricity is converted to AC, it flows into the building and is used for lighting, appliances, etc. In most urban or suburban settings, the building is also connected to the electrical grid. In this case, if the PV system is not producing enough electricity for the building, more can be purchased from the utility. On the other hand, if any excess power is generated it can be sold back into the electric grid for use by other electric customers. (In many rural applications, particularly in developing countries, buildings are not hooked up to the electrical grid and no power is available beyond what is produced by the PV system).
SOLAR LEARNING LAB™ COMPONENTS
Solar Learning Lab™ is the term used to describe a PV system integrated with a Heliotronics educational monitoring system. The monitoring system is designed to bring informative data about your PV system to a kiosk or computer display. Students and visitors in your building can view the data and interact with the PV system through this display using the SunViewer™ software. The data being displayed is gathered by a data monitor that is connected to the PV system and a cluster of meteorological instrumentation.
EXPLORING THE DATA DISPLAY
Getting Started
To open the Sunviewer™ software, double-click the Sunviewer™ icon on the desktop of your computer. If the Sunviewer™ icon is not on the desktop of your computer then click on the Start menu, select Programs, and then click on Sunviewer™ in the program list.
Software Map
Below is a basic outline of the pages in the SunViewer™ software.
I. Home Page – Solar Learning Lab™
1. What does it Look Like?
a. Solar Modules
i. Land Use
b. Switch Gear
i. Inverter
ii. AC Disconnect Switch
iii. DC Disconnect Switch
c. Balance of Systems
d. Data Acquisition System
i. Primary Weather Cluster
1. Wind Vane
2. Anemometer
3. Ambient Temperature Sensor
4. Module Temperature Sensor
5. Pyranometer
ii. Secondary Weather Cluster
1. Rain Gauge
2. Barometer
3. Relative Humidity Sensor
iii. Display Computer
iv. Data Monitor
v. Electrical Measurements
1. Power Monitor
2. Energy Meter
2. Why Choose Solar?
a. Avoided Emissions
i. Global Warming
ii. Emissions from Automobiles
iii. Plants and Carbon Sequestration
3. What is it Doing?
a. Monitoring Center
b. Current Weather
c. Plotting
d. Data Capture
4. How Well is it Performing?
a. Inverter Efficiency
b. System Efficiency
c. Array Efficiency
Page-by-Page Details
When you first launch the SunViewer software, you will be taken to the homepage. From here, the software is divided into four major sections.
1. What Does It Look Like?
This section of the software identifies each component of a solar PV system. It is a virtual tour of the solar PV system. Students can discover the inner-workings of PV and data monitoring systems. Click on the buttons to see photos and explanations of the hardware used to harness solar energy and monitor weather.
2. Why Choose Solar?
From this page you can view the Avoided Emissions for your system, investigate the environmental benefits of solar energy, and read about global warming, automobile pollution, and the role of trees in the carbon cycle. PV systems connected to the utility lines are reducing the amount of electricity consumed from large power plants. These large power plants are typically powered by fossil fuels which are known to pollute the environment. Your PV system is essentially displacing "dirty" electricity produced from fossil fuels with "clean" energy produced by photovoltaic panels.
This page shows the amount of pollutants displaced by your PV system. At the bottom of the page are icons that introduce students to global warming, automobile emissions, and carbon sequestration by plants.
3. What Is It Doing?
Click on the button that says "What is it Doing".
The focus of this page is the power meter. This meter shows how many kilowatts of power are being produced at any given time. In the center of the meter you can see the numerical readout for the meter. At the bottom of the meter is a numerical readout showing how many kilowatt-hours of energy have been produced since the system was installed.
The power meter is shaped like a speedometer so that students can better understand the mathematical relationship between power and energy. It's the same relationship as speed and distance.
An Example of Power vs. Energy
For a speedometer the relationship is:
Speed x Time = Distance
A light bulb requires 60 watts of power. If the light bulb is left on for one hour then it has used 60 watthours of energy.
For the power meter the relationship is: Power x Time = Energy
You can see that the energy reading is similar to the odometer reading on a car.
Around the outside of the power meter are icons that show how many watts are used by different appliances, including a hairdryer, electric oven and a computer. Students can click on each appliance to learn more about their energy consumption.
From this page you can link to four other pages: Monitoring Center, Current Weather, Plotting, or Data Capture. From any of these pages you can use the back key or the Home key to return to the homepage.
A. Monitoring Center
This page provides access to all of the real-time data readings for all solar energy and weather instrumentation.
B. Current Weather
This page provides access to all of the real-time data readings for the weather instrumentation.
C. Plotting
On the plotting page, students can view graphs of the solar intensity, energy output power, module temperature and system efficiency for a 24 hour period of time. On the left, select the day you would like to see.
D. Data Capture
The data capture feature allows students to take a "snapshot" of the data that they would like to analyze. Since the data is real-time and constantly changing, it is convenient to use this feature to freeze the data at any given point in time. Select the checkboxes next to each variable that you would like to freeze and then press the Data Snapshot button at the bottom of the page. This is helpful for manual plotting exercises where the students can use the data capture page to obtain data points and then create their own graph.
4. How Well is it Performing?
This section of the SunViewer software displays calculated real-time efficiencies. Users can learn the equation for calculating the efficiency of a system. This page shows a general schematic of the PV system.
A. System Efficiency
Photovoltaic systems convert energy from the sun into usable alternating current (AC) electricity. All technologies that convert one form of energy to another can be rated in terms of efficiency. As the PV system converts sunlight (photons) into AC electricity, not all of the energy from the sunlight is captured. The solar panels themselves do not use the entire spectrum of sunlight energy (in fact they only capture about 10-20% of the energy in sunlight!) Small amounts of energy are also "lost" in the inverter when converting DC electricity to AC electricity. Click on the System Efficiency button to see the mathematical calculation of efficiency for your PV system.
You can also see the efficiency of your PV array and inverter (some systems may not have this functionality). It may be of interest to compare the efficiency of other systems such as an automobile engine or a fuel cell.
EDUCATING WITH SOLAR DATA
The Solar Learning Lab TM provides a source of data that can be used to teach about energy, environmental issues, weather, math, etc. There are several resources available to teachers looking for lesson plans and curriculum ideas.
Curriculum Resources
* www.schoolpowernaturally.org
* www.wattsonschools.com
* www.need.org
* www.eere.energy.gov/roofus/
* www.fsec.ucf.edu/ed/sm/
GLOSSARY OF TERMS
Ambient Temperature - The temperature of outdoor air surrounding the solar modules.
Amps – a unit of measure for electrical current.
Anemometer – sensor used to measure wind speed. Put in a picture
Array – A number of solar panels/modules mounted together in close proximity form a solar array.
Array Efficiency – This is a measure of how much DC power was produced in comparison to the amount of sunlight that was hitting the modules. The array efficiency is equal to the DC current produced by the system divided by the power of the sunlight hitting the modules.
Avoided Emissions – The electricity you purchase from the electrical utility often comes from power plants that burn fossil fuels (namely oil, coal and gas). These power plants release carbon dioxide, nitrous oxides and sulfur oxides into the atmosphere. When you use power from a PV system no pollution is produced. Therefore, you have avoided putting those harmful emissions into the air. The Solar Learning Lab™ calculates the amount of carbon dioxide, nitrous oxides, and sulfur oxides emissions that you have avoided. This formula is based on the national average power supply (do we know percentages?). To learn more about exactly where your power supply comes from, contact your utility company.
Carbon Dioxide (CO2) – Carbon Dioxide is an atmospheric gas. Scientists have noted an increasing amount of Carbon Dioxide in the atmosphere which is likely due to human activities. The burning of fossil fuels for electricity is responsible for approximately one third of all carbon dioxide emissions..
Data Logger – The Heliotronics data logger (a.k.a. Sun Logger) collects signals from all of the sensors and transducers in the monitoring system and sends the information to the personal computer running the SunServer™ software. In the Heliotronics system, the data logger doesn't actually log any data (excluding kilowatt-hours) but rather converts signals into data that is stored on a personal computer.
Data Snapshot – This feature allows the user to capture multiple data points simultaneously. To do so, the user must check off the desired data points and click on the "Snapshot Data" button. The real time column will show the time of capture and the data capture column will show the desired data. To select new data points, the user should press the clear button.
Disconnect Switch – This switch enables service personnel to disconnect the building electric service from the PV system to allow service personnel to work on the electrical service safely.
Inverter - The inverter converts the direct current (DC) coming from the solar array to alternating current (AC) that is used in the electric utility grid. In addition, the inverter performs a variety of safety functions associated with connecting directly to the utility grid.
Irradiance – The power per unit area incident on a surface. In the context of solar energy systems, irradiance refers to the solar power per unit incident on the plane of the solar modules. Solar irradiance is measured with a sensor called a pyranometer.
Kilowatts – A kilowatt (kW) is a measure of power equivalent to 1,000 watts.
Kilowatt-hour – A kilowatt-hour (kWh) is a measure of electricity consumption. One kWh is equivalent to 1,000 watt hours. This is the amount of electricity necessary to run a 100 Watt light bulb for 10 hours.
Load - The load is the amount of electricity that is being used by the building.
Nitrogen Oxides – Nitrous oxides (NOx) are pollutants that are emitted from fossil fuel power plants. NOx contribute to the problem of global warming and are also responsible for the formation of surface level ozone, better known as smog.
Pyranometer – sensor used to measure solar irradiance/solar intensity.
Solar Intensity – the amount of power per unit area of sunlight incident on the plane of the array, measured in watts per square meter.
Solar Modules - A solar module, commonly referred to as a solar panel, is made up of solar cells wired together in series.
Sulfur Oxides - Sulfur oxides (SOx) are pollutants that are emitted from fossil fuel power plants. SOx contribute to the formation of acid rain.
SunServer™ – Heliotronics software that "serves" the data to SunViewer™. Only the system administrator should need access to SunServer™.
SunViewer™ - Heliotronics educational display software. This is where the users can view the data and learn about how the solar photovoltaic system works.
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NAME
CLASS
10 Grammar, Vocabulary, and Pronunciation A
ENGLISH FILE
Intermediate Plus
GRAMMAR
1 Choose the correct form of the verb.
Example: Marcodoesn't haveany sisters.
hasn't doesn't have isn't have
1 ________________ your old friends from school? Do you still see Are you still see Have you still seeing
2 This is the first time ________________ here in ten years.
had we been we've been we're being
3 ________________ to contact them before you left? Do you try Were you tried Had you tried
4AWhat ________________?
BHe's a lawyer.
does your brother does your brother do
does do your brother
5 I was too tired so I ________________ to the cinema after all. didn't go haven't gone wasn't go
6 How many countries do you think ________________ visited? you have you are do you
7 My cousin ________________ her hair dyed different colours. It looks extraordinary. has had will have has done
8 We ________________ get more petrol as the tank's still half full. haven't to aren't having don't have to
9 More e-books than printed books ________________ in the future.
are producing have produced will be produced 10 I ________________ working for this company for about three years now. am have been was
10
2 Complete the sentences with the correct form of the verb in brackets.
Example: The interview went well, and they offered him the job immediately. (go, offer)
1 Jane ________________ Arabic since last year, and ________________ it quite well now. (learn, speak)
2 I ________________ you ________________ to tell them until tomorrow. (think, not ought)
3 We ________________ early yesterday, but we ________________ to catch the last train. (leave, not manage)
4 Dad ________________ me how to drive when I ________________ 17 next year. (teach, be)
5 They ________________ us the tickets ________________ out. (tell, already sell)
6 I ________________ go on the walk yesterday because I ________________ all day. (not can, work)
7 You ________________ better in the exam last week if you ________________ harder. (do, study)
8 My husband ________________ he ________________ me up after work. (promise, pick)
9 The boss ________________ me the files so I ________________ at home. (send, can work)
10 ________________ yet which parts of the US you ________________ next summer? (you decide, visit)
10
Grammar total 20
VOCABULARY
3 Complete the sentences with the words in the box.
cram fail papers take revise multiple pass invigilator marks
Example: It's important to revise properly before an exam!
1 You wouldn't ________ your exams so often if you studied harder.
2 Jane has always done well and manages to ________ exams easily.
3 I was so embarrassed when the ________ caught me talking to a friend.
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
CLASS
10 Grammar, Vocabulary, and Pronunciation
ENGLISH FILE
Intermediate Plus
PRONUNCIATION
5 Underline the stressed syllable.
Example: in|flu|ence
1 e|le|va|tor
2 A|me|ri|can
3 ca|pi|tal
4 pave|ment
5 a|part|ment
5
6 Underline the word with a different sound.
Example: cheatedfailedlearnedarrived
1 grant marks hard cram
2 result exam science written
3 givesrevisespreparesimproves
4 idea degreethesis leave
5 diploma college sorry wrong
5
Pronunciation total
10
Grammar, Vocabulary, and Pronunciation total 50
4 Do you get nervous when you ________ an exam?
5 You can always guess one of the options with ________-choice questions.
6 Ricardo usually gets very good ________ in exams as he studies so hard.
7 Don't try to ________ everything just before an exam. It's never a good idea.
8 Looking at past ________ is one of the best ways to prepare for an exam.
8
4 Write the British words for the American words.
Example: check bill
1 vacation
________
2 cookie
________
3 faucet
________
4 subway
________
5 restroom
________
6 soccer
________
7 garbage
________
8 candy
________
9 sneakers
________
10 cell phone
________
11 movie theater ________
12 stand in line
________
12
Vocabulary total 20
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
10 Reading and Writing
READING
Read the article about the culture of Great Britain. Five sentences have been removed. Choose from the sentences A–G the one which fits each gap (1–5). There is one extra sentence which you do not need to use.
Life in modern Britain
If you find yourself going to any country to study or on business, it's useful to know a little bit about the people before you get there. This could help avoid any embarrassing mistakes. 0 G But remember that no matter what the cultural guides say, you should not assume that all British people you meet will be the same.
The British have always been known for their 'stiff upper lip'. As a nation, the British tend not to use superlatives and may not seem terribly lively when they speak. 1 It's just that they choose not to display them in public. They are generally not keen on showing their feelings, so unless you know someone well, they may not like it if you put your arm around their shoulder. You'll also see that the British prefer to keep a considerable distance between themselves and the person to whom they are speaking.
Privacy is very important to British people. They will probably doors closed. They expect visitors to respect their privacy.
not give you a tour of their home, and, in fact, may keep most 2 Even close friends do not cross the line by enquiring about someone's financial situation or relationships.
There is a proper way to act in most situations and the British do not like to break the rules. Take body language as an example. The British are generally more controlled in their
body language and hand gestures while speaking, than say, North and South Americans and Southern Europeans.
3 Friendships take longer to build, but once established they may last over time and distance.
The British exchange presents between family members and close friends for birthdays and Christmas. The present need not be expensive, but it should demonstrate an attempt to find something related to that person's interests. Also, if you are invited to someone's home, it is normal to take along a box of good quality chocolates, some wine, or flowers.
4
British people enjoy entertaining people in their homes. Although Brits value people being on time, you may arrive 10–15 minutes later than invited to dinner. However, if you are meeting friends at a restaurant, you should not be late. Traditionally, it's considered bad manners to rest your elbows on the table. 5 If invited to a meal at a restaurant, the person who extended the invitation may offer to pay. Remember, it takes time to get to know a country and its people and the best thing to do is keep your eyes and ears open. And above all else, as the British themselves would say, keep calm and carry on!
A For this reason, they may initially seem less open.
B This does not mean that they do not have strong emotions.
WRITING
C This also includes not asking personal questions.
D Younger people, however, are a lot more relaxed about this, especially for less formal dining.
E It's best not to do this in public places.
F And unlike many other cultures, gifts are usually opened when received.
G And nowhere is this more the case than in Britain.
Write an email to a friend who is going to do an important exam next week (140–180 words). Include the following information:
* wish your friend good luck for the exam
* give your friend some advice on things to do on the day of the exam
* ask your friend to let you know how he / she got on in the exam
Writing total
Reading total
English File Intermediate Plus
15
Photocopiable © Oxford University Press 2014
10
Reading and Writing total
25
ENGLISH FILE
Intermediate Plus
10 Listening and Speaking
LISTENING
1 Listen to some advice for students on how to get ready for an important exam. Choose the correct answer.
1 Mark says that students often get ___ wrong.
A the amount of material to be revised
B the length of time needed to revise
C
which material needs to be revised
2 Mark suggests that every day students should revise for ___
A not less than 120 minutes.
B about 60 minutes.
C a minimum of 30 minutes.
3 According to Mark it's best to avoid eating a lot of ___ on the morning of the exam.
A cheese
B
bread
C
eggs
4 Practice tests are useful because ___
A there's no time limit for doing them.
B they allow you to check your answers.
C they are just like the actual exam.
5 Mark reports that last year a student mixed up the ___ of his exam.
2 Listen to five students talking about the differences between school life and university life. Which aspect of university life does each student particularly like?
A There's more opportunity to socialize.
B They can make new friends from faraway places.
C Relationships with the teachers are better.
D The timetable may involve later classes.
E Students are studying subjects they actually want to do.
F The students are seen as adults by the lecturers.
A place
B date
C time
5
Speaker 1 ■
Speaker 2
■
Speaker 3 ■
Speaker 4 ■
Speaker 5 ■
Listening total
10
Photocopiable © Oxford University Press 2014
English File Intermediate Plus
ENGLISH FILE
Intermediate Plus
SPEAKING
1 Make questions and ask your partner.
1 What / people / your country think about learning English?
2 / your country well-known / world for anything? What?
3 / you enjoy school life? Why / Why not?
4 / you think young people / under too much pressure nowadays / succeed / exams? Why / Why not?
5 / you feel / stress before / exam? Why / Why not?
Now answer your partner's questions.
2 Talk about the statement below, saying if you agree or disagree. Give reasons.
'It's not fair to say that all people from a country are the same.'
3 Listen to your partner talking about cultures. Do you agree with him / her?
NAME
CLASS
10 Grammar, Vocabulary, and Pronunciation B
ENGLISH FILE Intermediate Plus
4 Pippa __________________ her hair dyed different
colours. It looks ridiculous.
will have has had has done
5 This is the second time __________________ here in five years.
had we been we've been we're being
6 Many people think that more e-books than printed books __________________ in the future.
have produced are producing will be produced
7 __________________ to contact them before you
left?
Were you tried Do you try Had you tried
8 __________________ your old friends from school?
Have you still seeing Do you still see
Are you still see
9 How many countries do you think __________________ visited?
do you you have you are
10AWhat __________________?
BShe's a teacher.
does your sister does your sister do does do your sister
10
Grammar total 20
VOCABULARY
3 Write the British words for the American words. Example: check bill
1 candy
________
2 restroom ________
3 sneakers
________
4 garbage
________
5 faucet
________
6 cookie
________
7 vacation
________
8 soccer
________
9 subway
________
10 stand in line ________
11 cell phone ________
12 movie theater ________
12
GRAMMAR
1 Complete the sentences with the correct form of the verb in brackets.
Example: The interview went well, and they offered him the job immediately. (go, offer)
1 My manager __________________ me the files so I __________________ at home. (send, can work)
2 You __________________ you
__________________ me up after work. (promise,
pick)
3 I __________________ go to the cinema yesterday because I __________________ until late. (not can, work)
4 __________________ yet which parts of India you __________________ next summer? (you decide, visit)
5 I __________________ you __________________ to
tell them until tomorrow. (think, not ought)
6 We __________________ in good time yesterday, but we __________________ to catch the last train.
(leave, not manage)
7 My father __________________ me how to drive when I __________________ 17 next year. (teach, be)
8 They __________________ us the tickets __________________ out. (tell, already sell)
9 You __________________ better in your final exams last year if you __________________ harder. (do, study)
10 Kate __________________ Spanish since last year, and __________________ it quite well now. (learn, speak)
10
2 Choose the correct form of the verb.
Example: Ben doesn't have any sisters. hasn't doesn't have isn't have
1 I __________________ working at my present company since 2010.
was am have been
2 Anna was too tired so she __________________ to
the restaurant after all.
didn't go haven't gone wasn't go
3 The tank's still half full so we __________________ get more petrol. aren't having haven't to don't have to
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
NAME
CLASS
10 Grammar, Vocabulary, and Pronunciation B
ENGLISH FILE
Intermediate Plus
PRONUNCIATION
5 Underline the word with a different sound. Example: cheatedfailedlearnedarrived
1 thesis idea degreeleave
2 preparesgivesimprovesrevises
3 wrong college diploma sorry
4 cram hard grant marks
5 exam result written science
5
6Underline the stressed syllable.
Example: in|flu|ence
1 pave|ment
2 e|le|va|tor
3 a|part|ment
4 ca|pi|tal
5 A|me|ri|can
5
Pronunciation total
10
Grammar, Vocabulary, and Pronunciation total 50
4 Complete the sentences with the words in the box.
multiple pass papers take marks revise fail invigilator cram
Example: It's important to revise properly before an exam!
1 Stephanie usually gets very good ________ in exams as she studies so hard.
2 Looking at past ________ is one of the best ways to prepare for an exam.
3 You wouldn't ________ your exams so often if you studied harder.
4 It's a bad idea to try to ________ everything the night before an exam.
5 I felt terrible when the ________ caught me talking to a friend.
6 You can always guess one of the options with ________-choice questions.
7 Vincenzo has always done well and manages to ________ exams easily.
8 Do you get nervous when you ________ an exam?
8
Vocabulary total 20
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
CLASS
10 Reading and Writing
READING
Read the article about the culture of Great Britain. Five sentences have been removed. Choose from the sentences A–G the one which fits each gap (1–5). There is one extra sentence which you do not need to use.
Great Britain in a nutshell
If you find yourself going to any country to study or on business, it's useful to know a little bit about the people before you get there. This could help avoid any embarrassing mistakes. 0 G But remember that no matter what the cultural guides say, you should not assume that all British people you meet will be the same.
The British have always been known for their 'stiff upper lip'. As a nation, the British tend not to use superlatives and may not seem terribly lively when they speak. 1 It's just that they choose not to display them in public. They are generally not keen on showing their feelings, so unless you know someone well, they may not like it if you put your arm around their shoulder. You'll also see that the British prefer to keep a considerable distance between themselves and the person to whom they are speaking.
Privacy is very important to British people. They will probably not give you a tour of their home, and, in fact, may keep most doors closed. They expect visitors to respect their privacy. 2 Even close friends do not cross the line by enquiring about someone's financial situation or relationships.
There is a proper way to act in most situations and the British do not like to break the rules. Take body language as an example. The British are generally more controlled in their
body language and hand gestures while speaking, than say, North and South Americans and Southern Europeans.
3 Friendships take longer to build, but once
established they may last over time and distance.
The British exchange presents between family members and close friends for birthdays and Christmas. The present need not be expensive, but it should demonstrate an attempt to find something related to that person's interests. Also, if you are invited to someone's home, it is normal to take along a box of good quality chocolates, some wine, or flowers.
4
British people enjoy entertaining people in their homes. Although Brits value people being on time, you may arrive 10–15 minutes later than invited to dinner. However, if you are meeting friends at a restaurant, you should not be late. Traditionally, it's considered bad manners to rest your elbows on the table. 5 If invited to a meal at a restaurant, the person who extended the invitation may offer to pay. Remember, it takes time to get to know a country and its people and the best thing to do is keep your eyes and ears open. And above all else, as the British themselves would say, keep calm and carry on!
A And people usually open gifts when they receive them, which differs from many other cultures.
B And that also means that you should avoid asking personal questions.
C However, the younger generation is less strict about this, especially for casual dining.
D It's best not to do this in public places.
E So, it may seem that they do not have strong emotions about things, but this is not the case.
F Because of this, people often think they are not very open.
G And nowhere is this more the case than in Britain.
WRITING
Write an email to a friend who is going to do an important exam next week (140–180 words). Include the following information:
* wish your friend good luck for the exam
* give your friend some advice on things to do on the day of the exam
* ask your friend to let you know how he / she got on in the exam
Writing total
10
Reading and Writing total 25
Reading total
English File Intermediate Plus
15
Photocopiable © Oxford University Press 2014
ENGLISH FILE
Intermediate Plus
CLASS
10 Listening and Speaking
LISTENING
1 Listen to some advice for students on how to get ready for an important exam. Choose the correct answer.
1 Mark thinks that students can make mistakes in deciding ___
A how much time they need to revise.
Bwhen they should revise.
C which topics are easier than others.
2 Mark recommends revising for ___ each day.
A about half an hour
B an hour
C at least two hours
3 Mark says that it's not a good idea to have a lot of ___ for breakfast on exam day.
A eggs
B cheese
Cbread
4 Students should do a practice test to ___
A see what the actual exam will be like.
B find out if there's a time limit.
C check other answers to the questions.
5 According to Mark, one student missed his exam because he got the ___ wrong.
A time
B place
C date
5
English File Intermediate Plus
ENGLISH FILE
Intermediate Plus
2 Listen to five students talking about the differences between school life and university life. Which aspect of university life does each student particularly like?
A The quality of the teacher–student relationship is better.
B Students aren't studying subjects they don't like.
C Some classes are timetabled for later in the day.
D There's more time for meeting up with friends.
E They can make new friends from faraway places.
F Teachers do not constantly check what the students are doing.
Speaker 1 ■
Speaker 2 ■
Speaker 3 ■
Speaker 4 ■
Speaker 5 ■
10
Listening total
SPEAKING
1 Make questions and ask your partner.
1 In your country / schoolchildren generally happy? Why / Why not?
2 What / most important exam you / ever / do? Why?
3 In your country is / go / university necessary / have / good future? Why / Why not?
4 Why / people / your country want / learn English?
5 What / your country famous for in / world?
Now answer your partner's questions.
2 Talk about the statement below, saying if you agree or disagree. Give reasons.
'It's true to say that people from a country have the same general characteristics.'
3 Listen to your partner talking about cultures. Do you agree with him / her?
Speaking total 15
Listening and Speaking total 25
Photocopiable © Oxford University Press 2014
Grammar, Vocabulary, and Pronunciation GRAMMAR
1 1 Do you still see
2 we've been
3 Had you tried
4 does your brother do
5 didn't go
6 you have
7 has had
8 don't have to
9 will be produced
10 have been
2 1 has been learning, speaks
2 think, oughtn't
3 left, didn't manage
4 will teach / is going to teach, am / 'm
5 told, had already sold
6 couldn't, was working / worked
7 would have done, had studied
8 promised, would / 'd pick
9 sent, could work
10 Have you decided, are / 're going to / will / 'll visit
VOCABULARY
3 1 fail
2 pass
3 invigilator
4 take
5 multiple
6 marks
7 cram
8 papers
4 1 holiday
2 biscuit
3 tap
4 underground / tube
5 toilet
6 football
7 rubbish
8 sweet(s)
9 trainers
11 cinema
10 mobile phone
12 queue
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
PRONUNCIATION
5 1 e|le|va|tor
3 ca|pi|tal
2 A|me|ri|can
4 pave|ment
5 a|part|ment
6 1 cram
2 science
3 revises
4 idea
5 diploma
Reading and Writing
READING
1 B
2 C
3 A
4 F
5 D
WRITING
Student's own answers.
Grammar: The student uses appropriate structures to achieve the task. Minor errors do not obscure the meaning. (3 marks)
Task completion: The task is fully completed and the answer easy to understand. (4 marks)
Vocabulary: The student uses a sufficient range of words and phrases to communicate the message clearly. (3 marks)
ENGLISH FILE
Intermediate Plus
Listening and Speaking
LISTENING
1 1 B
2 A
3 B
4 C
5 B
2 1 D
2 F
3 C
4 A
5 E
SPEAKING
Interactive communication and oral production:
The student communicates effectively with his / her partner, asking and answering simple questions, and where necessary initiating conversation and responding. The student uses appropriate strategies to complete the task successfully. (5 marks)
Pronunciation: The student's intonation, stress, and articulation of sounds make the message clear and comprehensible. (5 marks)
Grammar and Vocabulary: The student uses a sufficient range of vocabulary and structure to communicate clearly. Minor occasional errors do not impede communication. (5 marks)
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
ENGLISH FILE
Intermediate Plus
Grammar, Vocabulary, and Pronunciation GRAMMAR
1 1 sent, could work
2 promised, would / 'd pick
3 couldn't, was working / worked
4 Have you decided, are / 're going to / will / 'll visit
5 think, oughtn't
6 left, didn't manage
7 will teach / is going to teach, am / 'm
8 told, had already sold
9 would have done, had / 'd studied
PRONUNCIATION
5 1 idea
2 revises
3 diploma
4 cram
5 science
6 1 pave|ment
3 a|part|ment
2 e|le|va|tor
4 ca|pi|tal
5 A|me|ri|can
10 has been learning, speaks
1 have been
2
2 didn't go
Reading and Writing
10 does your sister do
WRITING
VOCABULARY
3 1 sweet(s)
2 toilet
3 trainers
4 rubbish
5 tap
6 biscuit
7 holiday
8 football
9 underground / tube
11 mobile phone
10 queue
12 cinema
1 marks
4
2 papers
3 fail
4 cram
5 invigilator
6 multiple
7 pass
8 take
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
Student's own answers.
Grammar: The student uses appropriate structures to achieve the task. Minor errors do not obscure the meaning. (3 marks)
Task completion: The task is fully completed and the answer easy to understand. (4 marks)
Vocabulary: The student uses a sufficient range of words and phrases to communicate the message clearly. (3 marks)
ENGLISH FILE
Intermediate Plus
Listening and Speaking
LISTENING
1 1 A
2 C
3 C
4 A
5 C
2 1 C
2 F
3 A
4 D
5 B
SPEAKING
Interactive communication and oral production:
The student communicates effectively with his / her partner, asking and answering simple questions, and where necessary initiating conversation and responding. The student uses appropriate strategies to complete the task successfully. (5 marks)
Pronunciation: The student's intonation, stress, and articulation of sounds make the message clear and comprehensible. (5 marks)
Grammar and Vocabulary: The student uses a sufficient range of vocabulary and structure to communicate clearly. Minor occasional errors do not impede communication. (5 marks)
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
ENGLISH FILE
Intermediate Plus
FILE 10
Listening 1
Interviewer Now, exam season starts next month and secondary-school students all over the country will be taking exams that could change their lives forever. We've invited into the studio education specialist Mark Nicholson, to talk about how students can best prepare for this month-long period. Welcome to the programme, Mark.
Interviewer Mark, I'm sure you've got lots of top tips to share with all our students out there. What kind of things do you recommend? Mark Well, one of the most overlooked things is time planning. Many students don't realize just how long it takes to revise all the material they need to before the exam. It's best to make a week-by-week plan to make sure you have time to go over everything, and allow extra time for topics you have a problem with.
Mark Thanks.
Interviewer That makes sense. Now in terms of time, how long should students study for? And what about breaks?
Interviewer That's right. And I imagine lots of students end up staying up late the night before an exam, doing last minute preparation. Mark Big mistake! The brain needs sleep to be able to function well the next day. Students can also help themselves by eating the right foods.
Mark That varies from person to person, actually. It's not realistic to think that you can sit down and study for three or four hours at a time. Try to do at least two hours a day though, and have a short break, say, every 60–90 minutes or so. Everyone needs regular breaks.
Interviewer Oh really? What should they eat?
Interviewer Very interesting. Any other tips, Mark?
Mark On the day of the exam itself, it's important to have a decent breakfast. And by that I mean eating protein. When you have protein, the body breaks it down and the brain then uses a chemical which helps to increase your response time. Basically, you'll be more awake, if that makes sense! So, that's why eggs, which are full of protein, are so popular for breakfast. Cheese is good too. Stay away from too much bread though – that has the opposite effect!
Mark Well, if you can, do a practice test. You should know how long the exam's going to last, and by doing a version of the real thing, you'll get to know what kind of questions may be included in the exam and which parts you need more time for. The whole thing will then be less stressful on the day. Remember that when you've answered the questions, you also need to allow some time for checking your answers too.
Mark And finally, I'd just like to say that students shouldn't forget to check details like the place or the date of the exam. I heard a sad story last year about a guy who missed his A-level maths exam because he was a day late! He turned up at the correct exam hall, for 9.30 sharp, but the students there were all about to sit their A-level geography paper.
Interviewer Good advice there …
Interviewer Unbelievable really! It just shows you what can happen. Well Mark, I'm afraid we'll have to end it there. Thanks so much for passing on these top exam tips. And good luck to all our students out there!
English File Intermediate Plus
Photocopiable © Oxford University Press 2014
FILE 10
Listening 2
1 There are loads of differences, actually. And the one I like best is the schedule! Me and my friends used to hate the 8 a.m. start at school every day – I'm not exactly a morning person! So the great thing now is that three days a week my classes don't start until nearly lunchtime.
3 I love the small study groups we have now. They're just four or five people. We never had that at school. You can have some great discussions about things, really go into detail, and you can get to know your lecturers much better too.
2 Our lecturers treat us as grown-ups, not children. And that's really nice, especially after the school that I went to. There, the teachers were always on at us about something. But here, the lecturers just let us get on with things, without asking questions every five minutes.
4 Apart from all the obvious things – later classes, smaller classes, etc. – I just love the freedom! I can come and go as I please. I don't have to be back by 11 p.m. anymore like I did at home. So obviously I'm making the most of college night life with my friends!
5 At school, I had to study a whole lot of stuff that I wasn't really into and that used to annoy me. Now I'm doing what I want, studying something I'm interested in, I mean! And that's Economics. No more French verbs or boring History for me!
ENGLISH FILE
Intermediate Plus
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Ann Arbor Holistic Health
230 Collingwood Dr. Ste. 150 Ann Arbor, MI 48103 (734) 222-8210 www.annarborholistichealth.com
A Closer Look at Food Allergies: Untangling the Bodies Immune Response to Food
Food allergies can affect us in unexpected ways. Phil, a 63 year old patient at Ann Arbor Holistic Health, had a chronic cough for nearly half his life. He worked with people every day, and the cough interfered with his ability to perform his job. Sometimes he would be forced to leave work early, other times he would wake to the sound of his own wheezing. At the age of 48, he began seeing a pulmonologist. His pulmonologist was extremely knowledgeable. However, the medications that were prescribed only numbed Phil's discomfort. Nothing he tried provided any long term relief. When Phil was recently hospitalized with bronchitis and pneumonia, he accepted that he would live with his cough forever. Frustrated, but still intent on improving his quality of life, Phil began to look into other influencing factors. He started to read more about how food allergies may be affecting his respiratory system. Journal articles and websites continuously highlighted the correlation between the two, and Phil decided to schedule a consultation at Ann Arbor Holistic Health. During his consultation he learned about food allergy testing, and decided to get tested. His results were positive for a significant number of foods. Phil removed these allergens from his diet, and his respiratory symptoms resolved themselves within a month. Phil has been cough-free ever since.
What is an allergy?
An allergy is the immune systems response to a protein usually found in a food, such as peanuts, eggs, wheat or milk that it perceives as a foreign body.
How do I know if I have an allergy?
Just because you don't exhibit obvious signs of a food allergy like hives or digestive problems doesn't mean you are allergy-free. The immune systems response to allergies can appear up to 72 hours after digestion, and in many different places throughout the body, so it is important to watch for these 13 warning signs:
13 Warning Signs:
1. Tiredness, drowsiness, no energy. Feeling out of sorts is often correlated with an unknown food allergy. If your bodies immune system is warding off an allergen, there is less energy left for our busy schedules.
2. Frequent headache or migraines. Digestive inflammation due to an allergen can result in headaches. The headaches may not disappear until the dietary issue is addressed.
3. Stomach bloating, nausea, diarrhea, constipation, flatulence. These symptoms, as well as Irritable Bowel Disease (IBD) including Crohn's Disease and Ulcerative Colitis, and Irritable Bowel Syndrome (IBS), are common reactions to a food allergy.
4. Mouth Ulcers. The trademark sign of a stressed immune system. Since your immune system is busy combatting the allergen, it forgets to protect you from infections and viruses.
5. Chronic cough, bronchitis, asthma, colds and 'flu'. Respiratory conditions are caused by inflammation in the lungs and nasal passages.
6. Eczema, psoriasis, and chronic skin problems. It may be surprising that food can affect our skin, but inflammation from an over-worked immune system can manifest externally, too.
7. Aching joints, backache. The inflammation of our digestive tract can settle in the leg joints or the spine, which causes great pain. Unfortunately, the medicine we take can numb us, but until we address the cause we will never be fully pain free.
8. Gradual weight change. An unrecognized food allergy can affect your thyroid gland which disrupts your metabolism. The thyroid hormones aid in the processing of food into energy or into fat. If the signals are malfunctioning, you may "store" when you should "burn" and vice
Ann Arbor Holistic Health
230 Collingwood Dr. Ste. 150 Ann Arbor, MI 48103 (734) 222-8210 www.annarborholistichealth.com
versa. Some people who can eat whatever they want are simply not processing the food they consume, and therefore not receiving any of the nutritional benefit.
9. Tinea or Yeast (Candida) infections. Fungal infections such as thrush, jock itch, ring worm, athletes foot and yeast infections are signs of food allergies. The immune system is busy fighting an allergen and is not as strong in preventing fungal ailments. If this is you, deal with the Yeast issue first- by ridding your body of Candida (the fungal infection)- then tackle the underlying food intolerance.
10. Clumsiness, lack of coordination. Food allergies can cause inflammation not only in the joints and organs but the nervous system as well. The nervous system controls the bodies muscles, so if an untreated food allergy is affecting us we may become clumsy. This is often noticed among children, but switching to the correct diet can improve their behavior dramatically.
11. Miscarriage, infertility. Unchecked food allergy can interfere with a couples ability to conceive and maintain a healthy pregnancy.
12. Hemorrhoids and Ear pain. These 2 symptoms are often linked to milk allergies.
13. Cravings, addictions. Is there a food you cannot resist? Believe it or not, addictions are another sign of undiagnosed food allergy.
IgE versus IgA or IgG
Phil could not believe how much allergies affect the entire body. He soon learned that allergies weren't just to things like peanuts and bee stings, and that there are actually many different kinds of allergic reactions. There are two main allergic responses that are important for us to understand- IgE, and non-IgE (IgA and IgG).
Causes
Most food allergies are acquired not inherited, and the most common food allergies are IgA or IgG. The causes of these adverse immune reactions are varied. Some develop sensitivities due to repeated exposure especially in large quantities, and others react to pesticides and herbicides combining with the natural chemicals in food.
Ann Arbor Holistic Health
230 Collingwood Dr. Ste. 150
Ann Arbor, MI 48103
(734) 222-8210 www.annarborholistichealth.com
The Immune System in Our Digestive Tract
How can something as seemingly innocuous as food affect us in such startling ways? Interestingly enough, 70% of our immune system is located in our digestive tract. This means our body strategically places its largest defense inside our intestines- the front line is in our gut! Part of this immune defense is our lymphatic system, 50% of which is located in our digestive tract, as well. The lymphatic system is a network whose primary function is to create immune cells, in addition to moving fluid away from our bodies tissue, absorb fat and move fat into the circulatory system. The lymphatic system is similar to the circulatory system, except instead of shuttling blood, it shuttles a clear liquid called lymph which is full of white blood cells. What we breathe and what we drink has not been as threatening to our species survival as the food we ingest. Because of our bodies preemptive and highly developed defense system, even foods that are good for us can be seen as potential threats.
Leaky Gut Syndrome & its affect on food allergies
Food allergens trigger inflammation in the digestive tract which leads to the many symptoms listed above. Leaky gut syndrome refers to digestive disturbances and infections caused by severe inflammation of the intestine. This inflammation creates increased permeability in the walls of the intestines. Partially digested food enters into the blood stream through small openings between the cells in the intestinal lining where it is met by a hostile immune system. The body produces an increasing amount of antibodies to fight the food we eat, and the food bound with the antibody continually pass from the intestine to the blood stream. By removing the allergen, we can heal our "leaky" guts and begin the process of improved health.
What can we do if we suspect we have an allergy?
There is good news. We can successfully eliminate the symptoms by discovering what foods serve as our triggers. By excluding the trigger food from our diet, the intestinal inflammation quickly recedes and the symptoms disappear. But how do we know what foods cause us trouble? Phil began investigating different diagnostic tactics.
1. ELISA
The Enzyme-linked Immunosorbent Assay panel (ELISA) is a blood test that examines 96 of the most common foods. The food categories tested include: animal products, dairy, meat and fowl, grains, nuts, vegetable, seafood and fruits By undergoing the ELISA test, patients are able to measure both IgE, IgA and IgG immune responses. Ann Arbor Holistic Health provides a simple means that combines both tests.
2. Supplements and Vitamins
Vitamin D, essential fatty acids, and probiotics are recommended supplements that help speed up our recovery process. Supplements such as quercetin and curcumin are plantbased herbs that lessen inflammation and ease our symptoms. Once we know what food is causing us problems, we can jump start our healing with some of these natural remedies.
3. RAST
Most doctors offer a IgE blood test called RAST (short for radioallergosorbent test). Though this method is extremely accurate in determining IgE based food allergies, it does not address the issue of non-IgE allergies at all. The ELISA food allergy food allergy test offered at Ann Arbor Holistic Health also tests for IgE food allergies.
4. Elimination Diets
Though elimination diets are accurate and cost-effective, they involve a long and arduous process. Most food intolerances are caused by the following foods: Dairy, wheat, egg, soy, peanuts, shellfish, and tree nuts. Removing one of the above from your diet can theoretically indicate the allergen, but as we have seen with Leaky Gut Syndrome, we often have more
Ann Arbor Holistic Health
230 Collingwood Dr. Ste. 150 Ann Arbor, MI 48103 (734) 222-8210 www.annarborholistichealth.com than one allergen due to years and years of damaging inflammation. Testing for multipleallergens is very difficult to do with this method.
5. Stool Samples
Stool samples are excellent barometers of human health. Since the majority of the body's immune cells are present in the intestinal tract, a stool sample is the best place to search for evidence of food allergies. However, stool samples are messy and unpleasant.
6. Skin Prick Tests
Skin prick tests, one of the most common methods for IgE immune responses, can be painful and do not detect non-IgE food allergies. They can also be inaccurate with a high level of false positives.
Conclusion
It surprised Phil to think maybe a food allergy was affecting his respiratory system, but after further study he understood that food has an enormous influence on our health. After completing the ELISA 96 allergen food panel and RAST test, it was quickly determined that he had food allergies to eggs, dairy and gluten. After avoiding these foods for a month, Phil's cough completely disappeared. Comprehending his body's relationship to food was the key to unlocking true health and wellness.
"You are what you eat. Or, even more accurately, you are what you absorb," says Dr. John Wycoff, an osteopath based out of East Lansing who believes hormonal balance, allergies and diet are integral to health. As reactionary medicine and over-usage of prescribed chemicals fail to alleviate our pain and discomfort, more and more physicians are embracing holistic approaches to healing. Through a deeper understanding of what our bodies do and do not absorb, and how these physiological responses affect us, we can take charge of our wellness and move towards a brighter, more fulfilling future. If you are experiencing any of the listed symptoms, please call us.
Please call 734-222-8210 to schedule a free consultation and evaluation. At Ann Arbor Holistic Health, we are known for providing professional and compassionate care. We strive to guide people towards a comprehensive and holistic healing strategy. Restoring your body to health will restore the quality of your life.
Disclaimer:
I am an acupuncturist and an enzyme nutritionist, not a medical doctor. I do not diagnose, prescribe for, treat or claim to prevent, mitigate or cure any human diseases. I do not prescribe prescription drugs nor do I tell you to discontinue them. I provide acupuncture, enzymes and other dietary supplements to improve digestion and to nourish and support normal function and structure of the body. If you suspect any disease, please consult your physician.
These statements have not been evaluated by the Food and Drug Administration. They are not intended to diagnose, prescribe for, treat or claim to prevent, mitigate or cure any human disease. They are intended for nutritional support only. The FTC requires that we tell you that the results in case notes and testimonials published here are not typical, however, they do show what some people have been able to achieve. Individuals vary, which is why we must always consider the whole person when recommending a course of action. They third party information referred to herein is neither adopted nor endorsed by this web site but is provided for general information purposes. The listing of specified disease terms is based upon medical literature and is not a substitute for competent medical advice If you suspect a medical condition, you should consult a physician. | <urn:uuid:f04db38e-3a66-4312-abf5-77bb54c83b0a> | CC-MAIN-2017-39 | https://static1.squarespace.com/static/5446a90ee4b05987e397afae/t/58c0290315d5db7d6b970e2e/1488988419892/Food+Sensitivities+AAHH+2017.pdf | 2017-09-24T10:13:06Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00363.warc.gz | 748,736,805 | 2,815 | eng_Latn | eng_Latn | 0.998251 | eng_Latn | 0.998405 | [
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English
Reading
* Apply knowledge of morphology & etymology when reading new words
* Reading & discuss a broad range of genres & texts
* Identifying & discussing themes
* Make recommendations to others
* Learn poetry by heart
* Draw inference & make predictions
* Discuss authors' use of language
* Retrieve & present information from non-fiction texts.
* Formal presentations & debates
Grammar
* Use expanded noun phrases
* Use relative clauses
* Use modal & passive verbs
* Use commas for clauses
* Use brackets, dashes & commas for parenthesis
Speaking & Listening
* Give well-structured explanations
* Command of Standard English
* Consider & evaluate different viewpoints
*
Use appropriate register
Mathmatics
Number/Calculation
* Secure place value to 1,000,000
*
Use negative whole numbers in context
*
* Use standard written methods for all four operations
Use Roman numerals to 1000 (M)
* Confidently add & subtract mentally
* Multiply & divide by powers of ten
* Use vocabulary of prime, factor & multiple
* Use square and cube numbers
Fractions & Decimals
* Compare & order fractions
* Multiply fractions by units
* Add & subtract fractions with common denominators, with mixed numbers
*
* Order & round decimal numbers
Write decimals as fractions
* Link percentages to fractions & decimals
Science
Biology
* Life cycles of plants & animals (inc. mammal, insect, bird, amphibian)
* Life processes of reproduction:plants and animals
*
Describe changes as humans develop & mature
Chemistry
* Understand mixtures & solutions
* Classify materials according to a variety of properties
* Know about reversible changes; identify
Physics
irreversible
* Understand location and interaction of Sun,
Earth & Moon • Introduce gravity, resistance, friction & mechanical forces
Wanborough Primary School National Curriculum 2017/18 Overview
Text Types to cover
Art & Design (UKS2)
Writing
* Secure spelling, inc. homophones, prefixes, silent letters, etc.
* Legible, fluent handwriting
* Use a thesaurus
* Plan writing to suit audience & purpose
* Use organisational & presentational features
* Develop character, setting and atmosphere in narrative
* Use consistent appropriate tense
* Proof-reading
* Perform own compositions
* Instructions
* Recounts
* Argument
* Traditional Tales
* Stories from other cultures
* Extended stories/Significant authors
* Myths & Legends
* Older Literatue
* Film Narrative
* Poetry - narrative
* Poetry – Pattern & rhyme
* poetry/Recital – contemporary and classic
PSHE
Using the Jigsaw Scheme of Work for YEAR 5:
* Being Me in My World;
* Celebrating Differences;
* Dreams & Goals;
* Healthy Me;
* Relationships;
* Changing Me (Including Sex Education).
Geometry & Measures
* Convert between different units
* Estimate volume & capacity
* Calculate perimeter of composite shapes & area of rectangles
* Identify 3-d shapes
* Measure & identify angles
* Understand regular polygons
* Reflect & translate shapes
Data
* Interpret tables & line graphs
* Solve questions about line graphs
History
Early British Settlements
World History Study
*undertake an in-depth study about the Anglo-Saxons, understanding how/why they settled in Britain.
*Study The Gold Rush & Native Americans: understanding how it shaped early America.
British History Beyond 1066:
*Undertake an in-depth study about The Tudors & what it was like to live in this period of British History.
To cover:
The Gold Rush and Native Americans
Anglo-Saxons
The Tudors
* Use sketchbooks to collect, record and evaluate ideas
* Improve mastery of techniques such as drawing, painting and sculpture with varied materials
* Learn about great artists, architects & designers
* Matisse
* Hockney
* Dali
* Explore Glass Sculpture
* Fashion Design
Modern Languages (UKS2)
* Listen & engage
* Engage in conversations, expressing opinions
*
* Develop appropriate pronunciation
Speak in simple language & be understood
* Present ideas & information orally
* Adapt known language to create new ideas
* Show understanding in simple reading
* Describe people, places & things
* Understand basic grammar, e.g. gender
Geography (UKS2)
* Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones
*Locate and study the mountain peaks & ranges of the world.
*Locate/identify countries within North America.
*Compare & contrast mountain areas of the world to
The Rockies.
*Study the effect of tourism on the mountainous areas.
*Use 4-figure grid references on OS maps
* Use fieldwork to record & explain areas
To cover:
North America
Mountains
Tourism in the Rockies
Religious Education
Continue to follow locally- agreed syllabus for RE
To cover:
2.1: Why do some people think God exists?
(Christians and non-religious – e.g. Humanists)
2.4: If God is everywhere, why go to a place of worship?
(Christians, Hindus and/or Jewish)
2.6: What does it mean to be a Muslim in Britain today?
Additional unit if all of the above is covered: 2.2: What would Jesus do? (Can we live by the values of Jesus in the twenty-first century?)
To cover:
* Living things and their habitats
* Animals, including humans
* Properties and changes of materials
* Earth and Space
* Forces
Year 5
Computing (UKS2)
* Multimedia & Word Processing
* Digital Media
* Programming
* Communication & Collaboration
* Data
* E-Safety
Follow Year 5 Computing Scheme of Work
Music (UKS2)
Using the Year 5 Charanga Scheme of Work: appraise, sing, create, explore & perform –
* Livin' on a prayer
* Jazz Stage 1
* Make you feel my love
* The Fresh Prince of Bel Air
* Dancin' in the street
* Reflect, Rewind & Replay
* Drumming Teaching
Design & Technology
* Use research& criteria to develop products which are fit for purpose and aimed at specific groups
* Use annotated sketches, cross-section diagrams & computer-aided design
* Analyse & evaluate existing products and improve own work
* Use mechanical & electrical systems in own products, including programming
* Cook savoury dishes for a healthy & varied diet
* Fashion textiles
* Burgers
*
bread
Physical Education (UKS2)
* Use running, jumping, catching and throwing in isolation and in combination
* Develop flexibility & control in gym, dance & athletics
* Play competitive games, applying basic principles
* Take part in Outdoor & Adventurous activities
To cover:
* Compare performances to achieve personal bests
* Dance
*
* Fitness/Circuits
Gymnastics
* Athletics
* Football
* Hockey
* Badminton
* Basketball
* Rounders
* Orienteering | <urn:uuid:cd33f13b-475c-4bdd-afbe-2fbc05ab5f54> | CC-MAIN-2017-39 | http://wanboroughprimary.org/Curriculum/Overviews%202017-18/Year%205%20Wanborough%20Primary%20CURRICULUM%20OVERVIEW%20NC%202017-18.pdf | 2017-09-24T10:21:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00364.warc.gz | 367,083,170 | 1,496 | eng_Latn | eng_Latn | 0.958749 | eng_Latn | 0.958749 | [
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The Annual Report of the Hertfordshire Standing Advisory Council on Religious Education (SACRE) 2013/2014
Cover competition winners for the Hertfordshire Agreed Syllabus of Religious Education 2012-2017
Lola Kingelsey Johnson, aged 5 years Templewood Primary School Welwyn Garden City
Hasina Manzoor, aged 12 years Watford Grammar School for Girls Watford
Hertfordshire SACRE is a member of the National Association of SACREs
HERTFORDSHIRE SACRE ANNUAL REPORT 2013/14
Introduction
The SACRE promotes good standards in RE and advises the Local Authority about matters concerned with collective worship and religious education in accordance with the Hertfordshire Agreed Syllabus.
I am pleased to present to you this, the twenty-third, annual report of the Hertfordshire SACRE.
The period 2013-2014 marked a year of review and change for the Hertfordshire SACRE, membership changed and SACRE agreed and implemented a new constitution.
(Appendix 1)
A subcommittee explored the impact of the 2011 census and representation on SACRE and membership was amended accordingly. I became the new county appointed chairman for the Hertfordshire SACRE in October 2013, our vice chair Carol-Anne Chandler was re elected and new clerking arrangements were provided through Herts for Learning. The newly formed company Herts for Learning (HfL) was commissioned by Hertfordshire County Council (HCC) to deliver the statutory contract for SACRE.
Our work took place against the findings of the Ofsted triennial report on RE 'Realising the Potential' published on 6 th October and the Religious Education Council's RE Review launched on 23 rd October at the House of Commons at the meeting of the APPG for RE.
This report details this period of change and the continued work of the SACRE to monitor standards of religious education in our schools through analysis of public examination results and through our online survey for RE and collective worship. In addition, details of the development of the local faith communities grants, the annual Hertfordshire Holocaust Memorial Day Commemoration event, the recognition of Hertfordshire schools by the RE Quality Mark and the Ambassadors of Faith and belief project are also set out in the report.
The following offers an insight into the working of the Hertfordshire SACRE during the academic year 2013/14 and I recommend it to you.
Councillor Peter Ruffles MBE (Chair Hertfordshire SACRE)
BACKGROUND
The Education Reform Act 1988 required Local Education Authorities to convene a SACRE consisting of members appointed by the Authority to represent:
Group A Christian denominations and other religions and religious denominations
Group B The Church of England
Group C Teachers' Associations
Group D The Authority
After considerable consultation and discussion with interested bodies throughout Hertfordshire to ensure the SACRE would be representative, the Authority appointed the members as required by legislation. Membership is for a period of four years and full members of the SACRE may co-opt nonvoting members to the Council. Mrs Sally Spear, Mr Michael Shaw, Mrs Juliet Lyal, Mrs Ellie Olmer and Mr Pete Bennett have been co-opted. Membership for the period 2013-2014 can be found in Appendix 2. SACRE meetings are open to the public.
The SACRE can advise the Authority upon matters connected with RE and collective worship in County schools, matters such as teaching methods, materials and teacher training are mentioned in the Act. The advice offered by the SACRE carries no statutory force.
SACRE has two particular functions. It can require the LA to review its current Agreed Syllabus, and it may determine, on application by the head teacher, that the requirement for collective worship in county schools to be wholly or mainly of a broadly Christian character shall not apply to the collective worship provided for some or all of the pupils in a particular school. Each SACRE must publish an annual report on its work. This should:
- specify any matters on which it has advised the LA
- broadly describe the nature of the advice
- set out its reasons for offering advice on any matters which were not referred to in the first place by the LA.
Purpose of the Report
The Education Act 1996, Section 391 (6) and (7) requires that each year the Standing Advisory Council for Religious Education (SACRE) of each local education authority will 'publish a report as to the exercise of its functions and any action taken by representative groups on the Council during the last preceding year.'
In particular, the report shall:
(i) specify any matters in respect of which the Council has given advice to the Authority;
(ii) broadly describe the nature of the advice given; and
(iii) where any matter was not referred to the Council by the Authority, give the Council's reason for offering advice on the matter.
This report deals with these matters in summary, for the academic year September 2013 to July 2014.
The Hertfordshire SACRE met three times during the year and considered a diverse range of topics.
Main Findings
1. Promoting improvement in the standards, the quality of teaching and provision in RE
In 2013-2014 the Hertfordshire SACRE issued an online survey to monitor responses from schools to a Religious Education self-evaluation questionnaire. This information is required by SACRE to fulfil its statutory duty to monitor the quality and provision of RE in community schools and foundation and voluntary schools without a religious character. The survey continues an annual cycle in which primary, middle, secondary and special schools receive a questionnaire each year. The evaluation is used to support and promote pupil entitlement.
2. Evaluating the effectiveness of the locally Agreed syllabus
The Hertfordshire Agreed Syllabus for Religious Education 2012-2017 provides statutory requirements for planning, teaching and assessment procedures. Continued professional development sessions are offered to all schools to ensure the effective implementation of the syllabus, training is not well attended by secondary colleagues, however primary colleagues are regularly provided with professional advise through staff meetings and training days.
3. Promoting improvement in the provision and quality of collective worship
The self evaluation monitoring individual school responses highlight that little reference is made by inspection teams to collective worship. Some non-compliant schools were inspected during this year but non-compliance was not highlighted by Ofsted. It has proved difficult for SACRE to follow up monitoring of this situation. Advise and training has been provided in support of pupil entitlement.
4. Managing the SACRE and building the partnership between the SACRE the LA and other key stakeholders
Hertfordshire County Council (HCC) commissioned Herts for Learning (HfL) to deliver the statutory contract for SACRE. The Head of Achievement, Secondary, SSE at HfL provides a link with the Local Authority as a Servicing Officer, in addition an independent RE Adviser ensures that SACRE developments take place when required. County Councillors are pleased to join the Hertfordshire SACRE and supportive of the work. The regular formation of sub committees and self-review all form part of a regular cycle for the Hertfordshire SACRE, as issues are highlighted by the process, they are followed up and inform future priorities for development.
5. Contributing to cohesion across the community and the promotion of social and racial harmony
The SACRE brings together voices from many different communities in Hertfordshire and gives a clear purpose for their effective communication. Diversity is acknowledged and celebrated through the very fabric of the SACRE and in the work undertaken to promote tolerance and understanding of the diverse nature of the county. Faith communities are supported and monitored for their provision of visits and visitors for Hertfordshire pupils in state schools during term time. The Hertfordshire SACRE Holocaust Memorial Day commemoration involves a wide range of Hertfordshire schools and multiethnic local community supporting education about the Holocaust, other contemporary genocides and the nature of prejudice and intolerance. SACRE meetings are regularly held in different places of religious importance.
1. Promoting improvement in the standards, the quality of teaching and provision in RE
1a Provision across the LA - compliance and time allocation
SACRE requested for the second year that schools complete an electronic survey as a Religious Education self evaluation. This data has provided a snapshot which has enabled the Hertfordshire SACRE to report on the standards and quality of provision in RE. (See charts below) In March 2014 the 'survey monkey' package was sent to 498 Hertfordshire schools, 396 primary, 80 secondary, 15 special and 7 education support centres. There were 126 returns for Religious Education, approximately 29% primary and secondary, 20% special schools and ESCs. Compliance, time allocation and quality of RE - Statutory requirements are met in all primary school settings where self - evaluations were returned.
The SEF provides some evidence that primary provision remains strong, teachers report that the Agreed Syllabus is delivered in the majority of primary schools through the non statutory scheme of work for Religious Education.
Secondary schools are not meeting requirements of the Agreed Syllabus for time allocation. Special schools and ESC's provision is according to the nature of the setting.
1b Standards of achievement and Public examination entries
As in1a above, the comments made on standards and achievement are based on the sample of schools returning self-evaluation questionnaires.
Standards and achievement - using categories 'developing', 'established', 'advanced'.
Primary schools judged themselves to be largely 'established' in terms of standards and achievement. Assessment continues to be a key area for development.
The majority of secondary schools sampled judged themselves to be 'advanced' or 'established' and pointed to evidence from rigorous monitoring, evaluation and summative assessments.
Special schools and ESC's self evaluated as established or advanced, identifying some tracking of pupil progress and use of 'P' levels.
Public examination entries
The SACRE uses the SEF to establish how well learners are doing in KS1-3 and is provided with examination entries and standards in secondary schools and how these relate to national figures. Examination statistics were presented to SACRE at the spring term meeting. They were discussed and members noted that Hertfordshire public examination figures are still above national figures but the gap was closing. (Appendix 3)
1c Quality of learning and teaching
In addition to the SEF, information is also gathered during school visits, continuing professional development (CPD) and local teachers' network meetings. Information about national courses and support mechanisms are circulated to schools.
1d Quality of leadership and management including the provision and management of resources
Hertfordshire SACRE is well aware that the quality of leadership and management is of the utmost importance, monitoring of this has been carried out through the sample of schools returning selfevaluations.
Primary schools self evaluated as 'developing' where there were new or recently appointed subject leaders the majority were established. Primary school subject leaders are offered training when they are new to the leadership role.
Secondary schools self evaluated as 'established' with a small number 'developing' and 'advanced'.
Special schools and ESCs graded themselves as at least 'established' in terms of teaching and management of RE, the minority 'developing' and the majority 'advanced'.
Hertfordshire teachers continue to make good use of recommended web-based ideas and resources, including the RE resources on the Hertfordshire Grid for Learning. The non-statutory Hertfordshire primary scheme of work contains links to web-based resources for use from EYFS through to the end of Key Stage 2. Local RE network groups such as SARETT draw on expertise in effective schools to support other schools in the locality.
1e Recruitment and retention of skilled specialist RE staff
Concern remains over the quality of provision in primary schools, RE is being routinely being taught during PPA time and there are a growing number of TA's or HLTA's who are teaching RE, this will continue to be reviewed.
The Hertfordshire SACRE has links with our local initial teacher training provider and they have active representation on SACRE.
1f Relations with academies and other non-LA maintained schools
The SACRE has received information regarding academy conversions and the changing landscape of Hertfordshire schools and recognises this new diversified scenario. SACRE has maintained a channel of communication with academies through representation in group C membership. The SEF returns provide information about the RE situation in a number of academies.
1g Formal complaints concerning RE
A complaint was received from parent by a member Cllr and was discussed, it was not made through a school and therefore was not received as a formal complaint. However, the document referred to in the complaint was agreed by numerous members of SACRE to be inappropriate. The group therefore moved to resolve the issue as a matter of urgency. The material regarding the Jewish practice of circumscision was removed fom the Hertfordshire website and a working party convened to update non-statutory guidance for Key Stage 3 RE.
2. Evaluating the effectiveness of the local Agreed Syllabus
2a The Review process
The locally agreed syllabus is the bedrock on which schools build robust sequences of effective learning experiences in RE. Academies and other non-maintained LA schools are in principle free to choose their own RE syllabus. The SACRE continue to guide these schools to adopt local guidance. The decision to hold back £3000 per year from the annual SACRE budget aims to ensure that the agreed syllabus review and implementation will have £15,000 Financial support in the fifth year of the review cycle. The syllabus is due for review in 2017.
2b The quality of the Agreed Syllabus
SACRE is content that the current agreed syllabus provides a clear framework for expectations of learning in RE. It makes clear the value of RE in school both in terms of learning and wider issues. Any revision required in the light of national curriculum changes and reviews is discussed with members. Hertfordshire SACRE was represented at the RE review launch, Westminster October 2013, members have considered the non-statutory framework for the future agreed syllabus conference.
2c Launching and implementing the agreed syllabus
Clear arrangements are in place for training teachers on implementing the syllabus. The SACRE provides additional guidance and extended training on using the agreed syllabus over the life of the agreed syllabus. Guidance includes the provision of model schemes of work from EYFS - KS3.
3. Promoting improvement in the provision and quality of collective worship
3a Supporting pupil entitlement
Training for collective worship and SMSC development has been provided for primary schools. The 'Faith Communities Directory' is partly designed to support schools by signposting volunteers who are willing to visit schools to help lead collective worship. SACRE members are involved with this aspect, either by providing names of faith community personnel, or offering themselves to schools in this way.
3b Enhancing the quality of provision of collective worship
The Hertfordshire SACRE is responsible for the ongoing monitoring and support of collective worship in Hertfordshire schools. In 2013-2014 the Hertfordshire SACRE electronic 'survey monkey' questionnaire was issued to all schools. The 'survey monkey' self evaluation questionnaire received 140 returns for collective worship allowing monitoring of 28% of Hertfordshire schools. See responses from Hertfordshire schools regarding collective worship (Appendix 4) these comments were shared with schools to provide useful prompts when reviewing their practice in collective worship.
Primary Schools: The vast majority of primary schools who self evaluated are complying with the legal requirements for collective worship. More than half say CW provision is daily and 40% Established
7/101 primary schools identified as not providing daily collective worship, some schools were contacted as a result.
Secondary Schools: Compliance with the requirement to hold a daily act of collective worship continues to be a key issue for the majority of secondary schools, not daily in 9/26 who returned self evaluation.
Special Schools: None of the special schools or ESC's who responded reported any difficulty with compliance.
Some non compliant schools were inspected this year but this was not picked up by Ofsted. 36/101 primary schools, 5/26 secondary schools and 3/13 special schools and ESC had collective worship observed by an inspector in their 2013-2014 inspections, increase on previous years. The monitoring and further support of self evaluating schools is limited by time and budget constraints.
Determinations: There are two Determination orders in place - Chater Infants' School and Chater Junior School, SACRE will review these determination orders 2015.
There have been no official complaints concerning collective worship in 2013/14.
4. Managing the SACRE and building the partnership between the SACRE the LA and other key stakeholders
4a SACRE meetings
There were three full SACRE meetings in the academic year 2013/14.
Wednesday 10
th
Thursday 13 th February 2014 - The Diocesan Office, Hollywell Lodge, St Albans
October 2013 - County Hall, Hertford.
th
Thursday 26
June 2014 - St Albans Masorti Synagogue, Campfield Road, St Albans
Meetings are well attended. The following key matters were discussed.
- SACRE members revised and implemented a new constitution under legal advice from Hertfordshire County Council, a copy is attached to this report (Appendix 1)
- SACRE considered an application for membership from the British Humanist Association members voted for a Humanist member to be co-opted
- The length of membership to SACRE is in line with the County Council cycle of elections and membership must be renewed every 4 years. Each Member required to provide a new endorsement from the body/group they represent. Each group elected a leader for their group to enable voting to take place
- A sub committee monitored the results of the RE and collective worship self evaluation survey
- A profile for a SACRE representative was created and accepted by members to assist in recruitment
- Faith community grants were awarded to religious communities actively involved with Hertfordshire community schools. £10,000 was allocated and distributed
- A Holocaust Memorial Day event was planned with support from a SACRE sub committee and took place on 30th January 2014. It took place at Edwinstree Middle School, Buntingford. Faith communities represented in Hertfordshire attended and pupils and teachers from Key Stages 2-5, took an active part in the event
- The Religious Education Quality Mark was introduced and Watford Grammar School for Girls reported on achieving their Gold Award
- Updates were received and discussions took place related to several national conferences, meetings and papers
4b SACRE Membership and training
During the year a revised constitution for SACRE was drawn up. The new document reflects the change in the demography of the county between the census in 2001 and the one in 2011. In particular, the number of representatives from faith groups in Committee A was adjusted to reflect the new census data. (Appendix 2)
The census and membership subcommittee recommended the inclusion of an additional member in Group A to represent the Free Churches and two new co-opted members, one to represent the Hindu community and one the Muslim community. Vacancies for a Catholic and Church of England representative were filled. Hertfordshire SACRE approved the application for the co-option of a Humanist representative. The Infant teacher vacancy was filled by a previously co-opted member and a holocaust educator was co-opted. We said goodbye to our longstanding member representing the Sikh religion on Group A, Mr Gulzar Sahota. Induction training was provided for all new members in February 2014.
4c Improvement/development planning
As a result of undertaking a self-evaluation a development plan has been constructed. This is linked to the local authority plan and budget requirements. The requirements will be discussed with the local authority.
4d Professional and financial support
The Hertfordshire SACRE is supported by two servicing officers, an independent RE Adviser and an LA officer. The meetings have administrative support from a named person who is the central point of contact. The clerking of meetings from the Governance team ended and a new clerk from Herts for Learning joined the SACRE team. In 2013-2014 SACRE had a budget of £21,164
Financial Report SACRE members were informed that HCC funding would now be provided to cover the statutory duties/functions only. In 2013-2014 SLA money was also being used for non-statutory work. Additional work such as HMD commemoration event, Afab and REQM needs to paid for by generated income. SACRE convened a finance working party to consider which activities they would like to prioritise to fund.
4e Information and advice
A senior LA representative is the joint servicing officer for the SACRE and is involved in attending and presenting at meetings, receiving minutes and all papers and giving advice when required. An additional independent RE adviser also supports SACRE as a servicing officer. The independent adviser visits schools and places of worship, leads CPD and, where necessary, publishes advice. Published advice is always considered by SACRE and appears in SACRE's name.
4f Partnerships with key stakeholders
Hertfordshire continues to offer a comprehensive training course programme. In 2013-2014 the following CPD was offered in response to local and national priorities:-
Leading RE for the First Time
REleasing rhinos - REenergising primary humanities
Developing SMSC through quality collective worship
InspiRE - developing Key Stage 2 RE
Help! I'm teaching RE
Creative RE - putting Christianity in the picture
Active and engaging RE
In addition, Making progress in secondary RE: deeper thinking, better RE was cancelled due to low numbers.
5. Contributing to cohesion across the community and the promotion of social and racial harmony
5a Representative nature of SACRE
The SACRE is representative of all the main religious groupings in Hertfordshire (Appendix 3). In 2013/14 SACRE invited Hindu and Muslim representatives for co-option. Despite meeting attendance by a Hindu representative, there remain two co-option vacancies.
5b Knowledge and understanding of the local religious, cultural and ethnic minority
Hertfordshire SACRE regularly holds its meetings in schools or faith community buildings. In 2013/14 the summer term meeting was held at a newly opened Masorti Synagogue in St Albans. At the beginning of such meetings there is always an informative guided tour, leading to greater levels of understanding and respect for cultural and religious difference. Several members of SACRE belong to multi-faith forums.
In 2013/14 a grant of £10,000 was distributed amongst those faith communities who work with Hertfordshire pupils. The SACRE monitored work by all faith communities in receipt of funding.
5c Understanding the intrinsic contribution that RE can make to social, racial and religious harmony and to community
SACRE members promoted 'Ambassadors of Faith and Belief' scheme from Redbridge and welcomed members to schools in St Albans for a successful trial of the scheme. Funding was committed to develop the AfaB project across Hertfordshire, starting from September 2014.
Holocaust Memorial Day Commemoration 2014
The Hertfordshire SACRE HMD commemoration involves a wide range of Hertfordshire schools and multi-ethnic local community. In response to a lack of expressions of interest from East Hertfordshire schools, the SACRE provided fully funded staff training, resources and support to give Hertfordshire students in East Hertfordshire schools the opportunity to learn about the Holocaust and other contemporary genocides to explore the nature of prejudice and intolerance.
Hertfordshire SACRE (Standing Advisory Council on Religious Education) were proud to deliver our 9 th successful Holocaust Memorial Commemoration Day. After almost five months in the planning, the 230 strong audience was well represented by students, adults, faith representatives and local dignitaries. Held in Buntingford at Edwinstree C of E Middle School on Thursday 30 th January, the programme incorporated powerful presentations from participating schools including primary, middle and secondary and powerful guest speaker Sir Erich Reich (child of the Kindertransport).
Faith Communities in Hertfordshire
The Local Authority continues to provide faith communities grant funding to support the following work with Hertfordshire pupils in state schools:
1. The faith community must make available its services or place of worship for school visits during school term time
2. The faith community should provide speakers/guides who are knowledgeable about their faith, have some understanding of the Religious Education curriculum in Hertfordshire schools and are able to enthuse pupils
3. The amount of any monies given to the faith community will be determined in the main by the usage made of the service by Hertfordshire schools
4. The faith community must provide an annual summary to the Hertfordshire SACRE outlining the schools that have used the services, the number of pupils involved and any feedback from those schools
5. The fund is not designed to support salaries but rather to devise new initiatives and support existing ones.
In 2013-2014 funds were allocated to the following establishments;
Bridge Builders Christian Trust, Church of St Francis of Assisi, ISKON Education Service, Northwood Holocaust Memorial Day Events, Ramgaria Gurdwara Society, St Albans and Harpenden Education Project (STEP), St Benedict's Church and Stevenage Muslim Community Centre, SARETT.
The Hertfordshire SACRE is grateful to our faith communities for their work in enriching the RE curriculum and collective worship provision in schools. SACRE undertakes monitoring and provides feedback to support the services provided
Appendix 1: SACRE Constitution
HERTFORDSHIRE STANDING ADVISORY COUNCIL ON RELIGIOUS EDUCATION
(SACRE)
CONSTITUTION
(Revision 05/13)
1. PREAMBLE
1.1 The legislative authority for a Standing Advisory Council on Religious Education is detailed in Chapter III of Part V of the Education Act 1996 (as amended). Other responsibilities of SACRE's are outlined in, but are not limited to, the Religious Education in English Schools; Non-statutory guidance 2009, SACRE and Self Evaluation: A guide to OFSTED 2005 and Circular 1/94 Religious Education and collective worship.
2. NAME
2.1 The name of the Council is the 'Standing Advisory Council on Religious Education' (SACRE) and is established by Hertfordshire County Council (the "Local Authority") under the provisions of section 390 of the Education Act 1996.
3. MEMBERSHIP
3.1 .* SACRE will consist of the members appointed by the Local Authority to represent respectively:
a. Christian dominations (other than the Church of England) and other religions and denominations as in the opinion of the Local Authority reflect the principal religious traditions in Hertfordshire. The number of representatives approved under the category shall, so far as consistent with the efficient discharge of this group's functions, reflect broadly the proportionate strength of that denomination or religion in the area.
b.
The Church of England.
c.
Associations representing teachers.
d.
The Local Authority.
3.2 The list attached as Appendix 1 outlines the composition of SACRE in Hertfordshire. The Servicing Officer will review Appendix 1 in accordance with census data and will update SACRE at the annual constitution review if any changes need to be made.
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3.3 The length of membership as determined by the Local Authority is 4 years following the County Council cycle.
3.4 Each constituent group must elect a leader. That leader will normally represent the group on SACRE working parties which require one representative from each group.
3.5* Meetings of the full SACRE will be open to members of the public except when items of a confidential nature are to be discussed.
4. DUTIES
4.1. The broad role of SACRE is to develop a supportive partnership with schools within Hertfordshire in order to raise standards and achievement in Religious Education (RE) and collective worship. The Local Authority will work with its SACRE to review existing provision for RE and collective worship and consider any action which might be taken.
4.2 The functions of SACRE are:
a. To advise the Local Authority on such matters connected with RE and collective worship in Hertfordshire community schools and foundation schools without a religious character;
b. To monitor the provision and quality of RE taught according to its Agreed Syllabus together with the overall effectiveness of the syllabus;
c. To provide advice and support on the effective teaching of the Agreed Syllabus;
d. To provide advice to the Local Authority and its schools on methods of teaching, the choice of teaching material and the provision of teacher training;
e. *To require the Local Authority to set up a statutory conference to review the Agreed Syllabus if, in the opinion of the SACRE, this becomes necessary. The Agreed Syllabus must be reviewed and updated every five years but a majority of representative groups on the SACRE, other than that consisting of persons chosen to represent the Local Authority (Group D), may at any time require a review of the Agreed Syllabus which is currently being used by the Local Authority ;
f. In partnership with the Local Authority, consider whether any changes need to be made to the Agreed Syllabus or in the support offered to schools in the implementation of the Agreed Syllabus, to improve the quality of RE and the learning of pupils;
g. Offer schools and the Local Authority advice concerning how an existing syllabus can be interpreted so as to fit in with wider changes in education;
h. To receive and determine whether applications from head teachers, that the requirement for collective worship in community or foundation schools to be wholly or mainly of a broadly Christian character shall not apply to the collective worship provided for some or all of the pupils at that particular school. SACRE will give the head teacher written notification of their decision on the application, the determination order;
i. *To publish an annual report on its work and on actions taken by its representative groups, specifying any matters on which it has advised the Local Authority, broadly describing the nature of that advice, and setting reasons for offering advice on matters which were not referred to it by the Local Authority. This report will be presented to the Local Authority's County Councilor's, schools, MPs in Hertfordshire and neighboring Local Authorities and is to be delivered to the National Association for SACREs. This report will also be made available to the public. Responsibility for the production of the annual report will be the Servicing Officers', who may delegate the task to an Independent Advisor.
j. SACRE is encouraged to develop its own role working with inter-religious bodies to demonstrate that the study of religion and belief can be an important contribution to community cohesion and to the combating of religious prejudice and discrimination;
k. The SACRE may offer advice to the Local Authority on any matters related to its function as it sees fit.
4.3.* SACRE can also advise the Local Authority upon matters concerned with collective worship in community and foundation schools and RE to be given in accordance with an agreed syllabus. These matters (which the Education Act 1996 provides can include teaching methods, teaching materials and teacher training) can be referred by the Local Authority or may be determined by SACRE. The advice offered by SACRE carries no statutory force, but the Local Authority should give careful consideration to advice offered. The Education Act 1996 requires a SACRE to send a copy of any advice on RE to any grant maintained school within its area which is required to use an agreed syllabus of RE.
4.4. SACRE can also exercise its powers to discuss any matter related to its functions as it sees fit including and not limited to the provision of RE in Academies and Free Schools and any other matters that may be referred to it.
5. FREQUENCY OF MEETINGS
5.1 SACRE will meet as a full body each term. The dates of these meetings will be decided at the summer meeting.
5.2 Meetings may be called by the Local Authority, the Chair or by the agreement of members of SACRE by way of vote. Special meetings may be further meetings of the full SACRE, representative groups or sub – committees.
5.3 Details of the business to be considered by the meeting, which will be included in the agenda, must be received by the Clerk no later than 15 school days before the meeting.
5.4 The Clerk will, no later than 5 school days before the meeting, circulate the agenda and supporting papers to the members.
5.5 The Clerk will, no later than 15 school days following the meeting, circulate a copy of the minutes of the meeting to the members of SACRE.
6. QUORUM
6.1 In order for the SACRE to be a quorate a minimum of one-third of the representatives from each constituent group must be in attendance at the meeting.
7. VOTING
7.1.* On any questions to be decided by SACRE, only the representative groups listed in Appendix 1 have a vote and each such group has a single vote.
7.2 Decisions within a group about how that vote is to be cast do not require unanimity. Each group is to regulate its own proceedings.
7.3 Representatives of the Local Authority appointed under group 3.1 (d) above cannot vote on the question of whether to require the County Council to review the Agreed Syllabus.
7.4 In the event of an equality of votes on any issue the Chair will have a casting vote. In the absence of the Chair, the ViceChair will have a casting vote.
7.5 Any motion or amendment which would have the same effect as any motion that has been rejected at a meeting of SACRE within the previous calendar year may not be brought before SACRE.
CHAIR AND VICE-CHAIR
8.1.* The Local Authority will appoint the Chair of SACRE whose term of office will be for a period of 4 years.
8.2 The Chair is eligible for re-election at the discretion of the Local Authority.
8.3 The Vice-Chair of SACRE, whose term will be for a period of 4 years, will be appointed by SACRE by way of a vote. The vote will be determined by a simple majority with each representative group being assigned one vote. In the event that the Vice-Chair wishes to resign within the period of their tenure, they should give at least a terms' written notice so that a new Vice-Chair may be elected.
8.4 The Vice-Chair is eligible for re-election by a vote of a simple majority with each representative group being assigned one vote.
8.5 In the absence of both the Chair and the Vice-Chair at any meeting SACRE shall elect one of its members to act as the Chair for that meeting.
8.6 The Chair will be responsible for:
a. the management of meetings;
b. representing the SACRE to other bodies;
c. such other duties as the County Council or SACRE considers appropriate.
8.7 The Vice-Chair will be responsible for:
a. deputising for the Chair as required;
b. representing SACRE to other bodies in the absence of the Chair or in agreement with the Chair;
c. such other duties as SACRE considers appropriate.
9. CO-OPTED MEMBERS
9.1* Full members of SACRE may, if they wish, co-opt persons on to SACRE.
9.2 SACRE will decide co-options following nominations from members of SACRE or representative groups. In making their decision SACRE should give consideration to the contribution co-option would bring to professional expertise, and/or breadth of representation of the community and religious and beliefs perspectives.
9.3 Co-opted members will have no voting rights.
9.4 Co-opted members shall hold office on such terms as may be determined at the time of co-option by the representative members and shall hold office at the pleasure of, and may be removed at any time by, the representative members, through a vote.
10. END OF MEMBERSHIP
10.1 A member shall be removed from SACRE if:
a. they write to SACRE or the Clerk and tender their resignation;
b. they reach the end of their term of office and have not been re-nominated by their representative group;
c. they were appointed by virtue of holding a particular office and they no longer hold that office;
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d. they are absent for 3 or more consecutive meetings for any reason not acceptable to the Local Authority or SACRE and if they failed to send an appropriate representative. In this situation it shall be deemed that there is a vacancy to be filled by the Group responsible.
e. their representative group states, in writing that the member should no longer act as one of its representatives on SACRE, where the member was nominated by the representative group;
f. in the opinion of the Local Authority they cease to be representative of the denomination or association they were appointed to represent;
g. in the opinion of the Local Authority, on reasonable grounds, the member is unable, unwilling or an unsuitable person to continue these duties.
10.2 A sub-group shall be removed from SACRE if in the opinion of the Local Authority they cease to be representative of the religious or cultural structure of Hertfordshire.
10.3 If SACRE have concerns regarding the Servicing Officer or the Independent Advisor then SACRE may raise these concerns with the Commissioner of Schools Services.
11 GENERAL
11.1 The Local Authority will service SACRE through an appropriate Servicing Officer or representative.
11.2 In addition to the Clerk other Local Authority Officers may attend SACRE meetings at the discretion of the Director of Education and Early Intervention, the Servicing Officer and/or SACRE. These persons may speak but can not vote.
11.3* The validity of proceedings of SACRE or of the members of SACRE of any particular category shall not be affected:
a. by a vacancy in the office of any member of SACRE; or
b. on the grounds that a member of SACRE appointed to represent any denomination or association does not at the time of the proceedings represent the denomination or association in question.
12. THE CONSTITUTION
12.1 This Constitution will be reviewed annually by SACRE at a normal or special meeting.
12.2 Any member of SACRE may contribute to the review under 12.1 above and submit a proposal for change to the Constitution for consideration by the Local Authority. Any such proposal must be in accordance with the statutory provisions that apply to SACRE.
13. STANDARDS
Members of SACRE shall comply with any code of conduct which is applicable to their professional body and/or the organisation that they represent.
NB: Those items marked * are required by statue
2013
Appendix 2: SACRE Membership 2013-14
Appendix 2: SACRE Meeting Attendance 2013-2014
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Appendix 3: Public Examinations in Religious Education
Hertfordshire RE Examination Results 2005 - 2014
Full GCSE Results 2005 - 2014
National Results 2014:
A*- A: 29%
A*- C: 72%
Short GCSE Results 2005 - 2014
National Results 2014:
A* - A: n/a
A*- C: n/a%
A Level Results 2005 - 2014
The new A* grade was introduced in 2010
A*- A replaces A*- E from 2012
National Results 2014:
A*- A: 22%
A*- C: 78%
*New point scoring system introduced in 2004 (Section 96)
AS Level Results 2005 - 2014
National Results 2014:
A*-A: 11%
A-C: 49%
Appendix 4: Hertfordshire Collective Worship Monitoring Evidence of good practice 2014
The self evaluation form for collective worship provides a snapshot of good practice for collective worship in Hertfordshire schools, the following evidence has been provided by schools completing our 2014 survey.
Primary School comments
-
Promotes SMSC development of learners
- Learners take part and are actively engaged
- Offers rich variety of experiences
- Weekly staff memo makes it clear what the theme of the week is and the links to the collective worship work they can do. Collective worship is done in assembly and links to a moral development tying it in with our SMSC
- Collective Woprship policy has recently been reviewed and is published on school website
- Annual overview of themes and record of collective worship kept centrally
- Robust planning, termly, weekly, daily reviewed by Governance
- Collective worship around multi faiths, values and behaviour for the whole school, core values and friendships is focus.
- The school year has been divided into half termly themes which encompass religious festivals, known national or international events, a focus on developing the social and emotional dispositions required to promote good working and learning within our community and aspects taken from the school calendar. Staff leading worship can then plan around the themes and a development of ideas can build up.
- Monitoring quality of collective worship
- Encompasses key events from all religions
- Staff and pupil response, SIAS inspection report, Governors' monitoring
- Planned themes for weeks include visitors and regular opportunities for reflection. Learners are involved with the delivery and occasionally the planning of collective worship. There is a wide range of experiences including singing, drama, story, pupil challenge, celebration of achievement, reflection and community involvement
- Visitors are invited, these include leaders of other religions, key speakers or children including those from other local primary schools (eg.Year 6 presenting to KS1)
- Visitors from each faith to come in and speak to the whole school
- Learners participate in reflection time, children reflect on their own spiritual development and think about how they can deepen this.
- School values are reflected and referenced
- Songs are taken from a variety of cultures and types. The words are considered carefully to make this a reflective and responsive experience
- SMSC lead monitors assemblies and provides staff CPD session based on observations
- Celebration of positive role models and achievement
- Opportunities for quiet reflection are sometimes provided by music at beginning and ends of Collective worship and encouragement to reflect offered in moments of stillness or use of the words of Christian prayers where children are given the opportunity to participate if they desire
- Children are involved, reflective and engrossed in the range of collective worship offered. Behaviour problems are minimal in these sessions
- Visual reminders / prompts for reflection eg. question words displayed
- Pupils interact with the speaker, they are able to be quiet and prayerful at the appropriate times, and they are also able to be joyful, to laugh and have fun at appropriate times also. They learn that worship includes awe and wonder
- Parents are positive about our collective worship.
- Although parents have the right to withdrawal from collective worship, there are no families who have requested this because we have made it so inclusive
Middle School – exemplar comment
'An act of collective worship is provided for all learners every day as set out in the rota and includes opportunities for pupils as year groups, Key Stages and as the whole school each week. A record is kept which documents the Social, Moral, Spiritual, Cultural aspects of the provision as well as whether it was staff led, included visiting speakers and if pupils were involved in leading it. The monitoring sheet of daily collective worship provides evidence of a rich variety of experiences offered to pupils. These experiences are well planned and enhance the school ethos. In addition, the school provides a significant number of opportunities across the curriculum and through unique themed days, for example, a day in which pupils work across year groups to focus on a theme such as 'Forgiveness'. Visitors are welcomed to promote SMSC development of learners.'
Secondary Schools
- Assembly rota of collective worship in place
- All assembly content shared with all colleagues
- Planned programme of delivery by senior leaders, directors of learning and both internal and external speakers throughout the year
- Student led, but linked to our assembly themes
- Shared content following SMSC guidance. Reflection opportunities in every assembly
- Celebration of World religions and religious festivals
- Active Christian Union, Jewish club and Muslim club and opportunities for all students to use non denominational Reflection Room
- Visitors are monitored for quality assurance with evaluations of outcome - there is monitoring of provision by senior leaders to ensure high quality and consistency of messages/values.
- Students provide feedback on assemblies.
- Students are always provided with the opportunity to reflect and make sense of the act of collective worship. There is a rich range of experiences provided for the students.
- Students are increasing involved directly in the planning and delivery of the collective worship and any related follow up work.
- Collective worship strengthens the school community and is supporting the ethos of the school. We regularly refer to the core values of Respect, Responsibility and Relationships – the 3Rs in our themes of the week
- Daily Assemblies by year group and tutorials
- Guest speakers to speak to every KS once a term this is mainly Christian in character
- Weekly briefing includes collective worship guidance for learning managers to use in ATM (form); this is broadly Christian, but involves other faiths as well
- Most worship is via reflection, thoughts for the week and students devised 'parts' of assemblies
- Assemblies and Thought For The Day quotes for Tutor Groups, he Daily Thought For The Day is e-mailed to all students and staff
- Student voice is incorporated
- Assemblies are engaging, thoughtful, varied, pluralistic and spiritual
- Assemblies are delivered by a range of Staff. They often link to the religious year or awareness days
- Citizenship and Religious Studies classes re-enforce, discuss and embed these message
Appendix 5: Glossary of Educational Terms
CPD
Continuing professional development - staff training
DfE
Department for Education
Differentiation
The organisation of teaching programmes and methods specifically to suit the age, ability and aptitudes of individual children
E Bacc
English Baccalaureate: a new performance measure for good GCSE or accredited Certificate passes in English, mathematics, history or geography, two sciences (including computing science) and an ancient or modern foreign language
ESL
English as a second language
EYFS
Early years foundation stage
Foundation Special schools
Name now given to former Grant Maintained Special schools
Foundation schools
New Category of schools, usually former Grant Maintained schools
GCSE
General Certificate of Secondary Education
Group Work
A way of organising pupils where the teacher assigns tasks to groups of children, to be undertaken collectively, although the work is completed on an individual basis
GTP
Graduate Teacher Programme
HCC
HfL
Hertfordshire County Council
Herts for Learning
HLTA
HMD
Higher Level Teaching Assistant
Holocaust Memorial Day
HMI
Her Majesty's Inspector
I(C)T
Information (and Communication) Technology
IEP
Individual Education Plan for pupils with special educational needs
INSET
In-Service Education and Training – courses for practicing teachers
KS1-4
Key Stages – the four stages of the National Curriculum: KS1 for pupils aged 5-7; KS2 for 7-11; KS3 for11-14; KS4 for 14-16
LA
Local Authority
LSA
Learning Support Assistant
Mixed ability
A teaching group in which children of all abilities are taught together
NAHT
National Association of Headteachers
NASACRE
National Association of SACREs
NAS/UWT
National Association of Schoolmasters/Union of Women Teachers
National Curriculum
This was established by the 1988 Education Reform Act to ensure that all pupils receive a broad and balanced education which is relevant to their needs
NLE
National Leader Of Education
NQT
Newly Qualified Teacher
NUT
National Union of Teachers
OFSTED
Office of Standards in Education. The body which arranges and sets standards for school inspections
PAT
Professional Association of Teachers
PGCE
Post-Graduate Certificate of Education. A teaching qualification which includes a period of practical teaching experience
PPA
Planning preparation and assessment
Programme of Study (PoS)
The subject matter, skills and processes which must be taught to pupils during each Key Stage in order that they may meet the objectives set out in attainment targets
QCDA
Qualifications and Curriculum Development Authority
QTS
Qualified teacher status: usually attained by completing a Post graduate Certificate in Education (PGCE) or a Bachelor of Education (Bed) degree or a Bachelor of Arts/Science degree with Qualified teacher status (BA / BSc(QTS)) or the Graduate teacher programme (GTP)
RE
Religious Education
REC
REQM
Religious Education Council for England and Wales
Religious Education Quality Mark
SACRE
Standing Advisory Council on Religious Education. Local statutory body which advises on religious education and collective worship
SARETT
St Albans RE teachers together
SEF
Self Evaluation Form
SEND
Special Educational Needs and Disability. Learning difficulties for which special educational provision has to be made. May include children with physical disabilities or emotional and behaviour disorders
Setting
A system of organising pupils into ability groups for particular subjects
SHA
Secondary Heads Association
Short Course
A course in a National Curriculum Foundation subject, such as RE, which is worth half a full GCSE
SIP
School Improvement Partner
SLE
Specialist Leader in Education
SMSC
Social moral spiritual and cultural
Special School
A school for children whose special educational needs cannot be met within a mainstream school
SSE
Standards and School Effectiveness
Streaming
Placing pupils in classes according to their ability
TA
Teaching assistant
TDA
Teacher Development agency
VA
Voluntary Aided. School maintained by the LA except for some particular aspects, such as paying 15% towards some building costs. Usually a denominational school in which the governors have particular religious rights and also responsibilities
Value Added
When pupils are enabled to achieve above their assessed performance levels; the additional benefits accruing from, eg a school's ethos or extra-curricular activities
VC
Voluntary Controlled. A denominational school wholly maintained by the LA but with certain residual rights regarding religious worship
VLE
Virtual Learning Environment | <urn:uuid:215d1b53-6ba2-4e7a-b043-0e10a7300d68> | CC-MAIN-2017-39 | http://nasacre.org.uk/file/nasacre/2013-14-hertfordshire.pdf | 2017-09-24T10:14:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00364.warc.gz | 241,006,648 | 10,579 | eng_Latn | eng_Latn | 0.953625 | eng_Latn | 0.997142 | [
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Reavis High School
Curriculum Snapshot/Cover Page for Bilingual US History
Unit 1: Early America (prehistory-1492)
5 days
7 days
Students will explain how the first people may have reached the Americas. Students will discuss how the first people may have lived in the Americas. Students will identify the different types of Native American civilizations. Students will describe the reasons Europeans came to the Americas. Students will learn how to read a timeline. Students will use materials and references in the Polish language.
Unit 2: Colonies Are Settled (1519-1733)
Students will explain the defeat of the Aztec Empire by Spanish conquerors. Students will identify reasons for Spanish and French settlements in the Americas. Students will describe the English colonies at Jamestown, Plymouth, and Massachusetts Bay. Students will identify the colonies in the New England, Middle, and Southern regions. Students will explore how colonial medicine affected the colonists' lives. Students will use materials and references in the Polish language.
Unit 3: Growth of Colonial Society (1630-1760)
7 days
Students will identify the economy of each colonial region and explain the triangular trade. Students will describe a colonial town and discuss how cities grew from towns. Students will explain how new ideas about political and economic rights changed the colonists. Students will explore a young girl's view of life in colonial Boston. Students will use materials and references in the Polish language.
Unit 4: The Struggle for Freedom (1754-1783)
10 days
Students will identify the causes of the French and Indian War and explain how Great Britain gained control of most French lands in North America. Students will identify British laws that angered the colonists and identify the events leading to the War for Independence. Students will explore how Thomas Jefferson wrote the Declaration of Independence. Students will use materials and references in the Polish language.
Unit 5: Building a New Government (1780-1800)
5 days
Students will discuss the purpose of the Articles of Confederation and analyze the weaknesses of the Articles of Confederation. Students will explain how the Constitution was created and discuss the Bill of Rights. Students will identify the problems facing the first leaders of the nation. Students will learn to read a main idea and details chart. Students will use materials and references in the Polish language.
Unit 6: Economy and Expansion (1800-1830)
10 days
Students will explain how the United States grew in the early nineteenth century. Students will describe the events that led to the War of 1812. Students will discuss how the Industrial Revolution affected the economies in the North and South. Students will explore how the cotton gin changed the economy of the South. Students will use materials and references in the Polish language.
Unit 7: The Changing United States (1820-1850)
10 days
Students will explain how Andrew Jackson was different from other presidents. Students will identify ways people traveled west and why people moved west. Students will discuss the reasons for and the results of the war with Mexico. Students will discuss how the discovery of gold led to California becoming a state. Students will explore the point of view of a Choctaw district chief. Students will use materials and references in the Polish language.
Unit 8: Newcomers and New Ideas (1820-1860)
5 days
Students will discuss reasons that cities grew between 1820 and 1860. Students will identify the main immigrant groups who came to the United States in the mid-1800s. Students will describe the struggle of women for equal rights and discuss the movement to reform US society. Students will explore Elizabeth Cady Stanton's views on raising young girls. Students will use materials and references in the Polish language.
Unit 9: North and South Disagree (1820-1861)
5 days
Students will describe how lawmakers tried to settle slavery issues and identify reasons why slavery divided the country. Students will explain how abolitionists worked to end slavery. Students will discuss how Abraham Lincoln's election in 1860 affected the Union. Students will learn how to read a map. Students will use materials and references in the Polish language.
Unit 10: The Civil War (1861-1865)
10 days
Students will identify the strengths of the North and the South. Students will identify the important battles of the early war years and describe life at home during the war. Students will discuss how the war ended. Students will explore how new technology made the Civil War the first modern war. Students will use materials and references in the Polish language.
Unit 11: Rebuilding a Divided Nation (1865-1877)
5 days
Students will compare the plans of President Lincoln, President Johnson, and Congress for rebuilding the South. Students will identify the Thirteenth, Fourteenth, and Fifteenth Amendments. Students will discuss the impeachment trial of Andrew Johnson. Students will identify how the lives of African-Americans changed after the Civil War and explore the feelings of a freed slave after the Civil War. Students will use materials and references in the Polish language.
Unit 12: Americans Move West (1860-1890)
5 days
Students will discuss reasons for the first transcontinental railroad and describe how railroads impacted the West. They will identify events that forced Native Americans onto reservations. Students will describe what life was like in mining towns and identify the ways that groups of farmers helped one another. Students will distinguish fact from opinion. Students will use materials and references in the Polish language.
Unit 13: The Growth of Industry (1860-1900)
7 days
Students will explain how new inventions changed the lives of Americans and explain how the steel and oil industries became so powerful. They will identify ways that powerful business leaders controlled the lives of workers. Students will describe how the rise of industries affected workers and explore the ideas of Andrew Carnegie. Students will use materials and references in the Polish language.
Unit 14: Cities and Immigration (1880-1920)
7 days
Students will explain reasons for immigration to the United States in the late 1800s. They will identify problems and advantages of city life. Students will explain reasons for Asian and Latin American immigration and describe why some native-born Americans disliked the new immigrants. They will discuss why many AfricanAmericans moved to the North and explore ways that technology changed U.S. cities. Students will use materials and references in the Polish language.
Unit 15: The Reformers (1870-1920)
Students will describe early reforms in business and government. They will identify the goals of the Progressive movement and explain how muckrakers brought change to government, business, and society. Students will describe reforms passed under Presidents Roosevelt, Taft, and Wilson. They will discuss the struggle for women's suffrage and identify cause and effect. Students will use materials and references in the Polish language.
5 days
5 days
7 days
7 days
Unit 16: Expansion Overseas (1890-1914)
Students will discuss how the United States became involved in Asia and explain why the United States needed a port in the Pacific. They will discuss the role of the United States in the Spanish-American War and describe Theodore Roosevelt's foreign policy. Students will explain why the Panama Canal was built and explore the political views of Jose Marti. Students will use materials and references in the Polish language.
Unit 17: World War I (1914-1920)
Students will describe the cause of World War I and identify the events that led the United States to enter the war. They will discuss how the war changed the lives of Americans at home and explain how the United States helped the Allies win the war. Students will describe the Treaty of Versailles and explore how propaganda is used. Students will use materials and references in the Polish language.
Unit 18: The Great Depression (1929-1934)
Students will explain the causes of the Great Depression and describe how it changed the lives of Americans. They will discuss the hardships suffered by farmers, African-Americans, and MexicanAmericans during the Great Depression. Students will explain President Hoover's approach to helping Americans during the Great Depression and explore how the Dust Bowl affected Americans. Students will use materials and references in the Polish language.
5 days
5 days
7 days
Unit 19: The New Deal (1933-1941)
Students will describe the steps that Franklin D. Roosevelt took to end the Great Depression and identify the programs developed during the New Deal. They will explain why some people were against the New Deal and describe how the New Deal affected the lives of Americans. Students will identify how Americans spent their free time during the 1930s and explore how Franklin D. Roosevelt's speeches brought hope to a nation. Students will use materials and references in the Polish language.
Unit 20: Leading Up to War (1922-1941)
Students will discuss the rise of dictators in Europe and describe how Japan expanded during the 1930s. They will explain how Americans felt about becoming involved in another world war and describe why the United States was drawn into war. Students will identify ways to recognize a point of view. Students will use materials and references in the Polish language.
Unit 21: A World at War (1941-1945)
Students will explain the Allies' plan for winning World War II and discuss ways in which the U.S. government controlled the economy during the war. Students will describe how the war affected women, African-Americans, and Latinos. They will describe the effect of the Holocaust and explain how the United States forced Japan to surrender. Students will explore the life of a Japanese family during the war. Students will use materials and references in the Polish language.
7 days
Unit 22: The Cold War (1945-1960)
5 days
Students will describe how communism spread in Eastern Europe and explain attempts to stop the spread of communism. They will also explain how communism spread in Asia and describe the reason why the United States was drawn into the arms race. Students will explore how the United Nations began. Students will use materials and references in the Polish language.
Unit 23: The Struggle for Equality (1947-1965)
5 days
Students will explain the importance of the integration of the armed forces. They will discuss the Supreme Court decision in Brown v. Board of Education of Topeka and discuss the ways in which the federal government took steps to integrate southern schools. Students will identify the events that led to the passing of the Civil Rights Act of 1964 and explain how Americans used nonviolence to end segregation. Students will explore the views of Dr. Martin Luther King, Jr., on social protest. Students will use materials and references in the Polish language.
Unit 24: The Vietnam War (1960-1973)
Students will explain the political situation in Vietnam during the 1960s and discuss how the United States became involved in Vietnam. Students will identify the reasons why many Americans were against the war and discuss President Richard Nixon's actions during the war. They will identify the events that led to the end of the Vietnam War and explore the rise of protest music during the Vietnam years. Students will use materials and references in the Polish language. | <urn:uuid:09bf786b-bddf-401e-8ce0-2d92d020e937> | CC-MAIN-2017-30 | http://www.reavisd220.org/sites/default/files/CurriculumSnapshots/CurriculumofESL-Bilingual/BilingualUSHistorySnapshot.pdf | 2017-07-28T06:35:09Z | crawl-data/CC-MAIN-2017-30/segments/1500549448095.6/warc/CC-MAIN-20170728062501-20170728082501-00399.warc.gz | 532,882,027 | 2,280 | eng_Latn | eng_Latn | 0.996784 | eng_Latn | 0.996914 | [
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End of Year Expectations for Year 2
(Maths, Reading, Writing & Science)
This booklet provides information for parents and carers on the end of year expectations for learners in our school. These expectations are based on the New National Curriculum and the age expected standards for the year group.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your child to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child, please talk to your child's year group staff.
Maths
* Compare and order numbers up to 100. Read and write all numbers to 100 in digits and words.
* Say 10 more/less than any number to 100.
* Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forwards and backwards.
* Recall and use multiplication and division facts for 2, 5 and 10 tables.
* Recall and use addition and subtraction facts to 20. Derive and use related facts to 100.
* Recognise place value of any 2-digit number.
* Add and subtract: 2-digit numbers and ones, 2-digit numbers and tens, two 2-digit numbers and three 1-digit numbers. Recognise and use the inverse.
* Recognise, find, name and write: 1/3, 1/4, 2/4, 3/4.
* Calculate and write multiplication and division calculations using multiplication tables. Recognise and use the inverse.
* Recognise equivalence of simple fractions.
* Tell time to five minutes, including quarter past/to.
* Recognise and use the symbols for pounds (£) and pence (p). Find different combinations of coins that equal the same amounts of money.
* Identify and describe the properties of 2-D and 3-D shapes, including the number of sides, lines of symmetry, number of edges, vertices and faces.
* Draw pictograms, tally charts, block graphs and simple tables.
Reading
* Reads ahead to help with fluency and expression.
* Recounts main themes and events.
* Comments on plot, setting and characters in familiar and unfamiliar stories.
* Comments on structure of the text.
* Read aloud with expression and intonation.
* Use commas, question marks and exclamation marks to vary expression.
* Recognises speech marks and contractions.
* Identify past/present tense.
* Use content and index to locate information.
Writing
* Write different kinds of sentence: statement, question, exclamation, command.
* Use expanded noun phrases to add description and specification.
* Write using subordination (when, if, that, because).
* Correct and consistent use of present tense and past tense.
* Correct use of verb tenses.
* Correct and consistent use of capital letters, full stops, question marks and exclamation marks.
* Commas in a list.
* Apostrophe (omission).
* Introduction of speech marks.
* Write under headings (as introduction to paragraphs).
* Evidence of diagonal and horizontal strokes to join.
Science
All Living Things and their Habitiats
* Explore and compare the differences between things that are living, dead, and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
* Identify and name a variety of plants and animals in their habitats, including micro-habitats
* Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Plants
* Observe and describe how seeds and bulbs grow into mature plants
Animals, including Humans
* Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
* Notice that animals, including humans, have offspring which grow into adults
* Find out about and describe the basic needs of animals, including humans, for survival (water, food and air)
* Describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.
Uses of Everyday Materials
* Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses
* Find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. | <urn:uuid:83bdb630-2a1a-4929-8416-6edb70b986ee> | CC-MAIN-2017-39 | http://lakeside.derby.sch.uk/wp-content/uploads/End-of-Year-Expectations-for-Year-2.pdf | 2017-09-24T10:33:22Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00371.warc.gz | 198,205,595 | 948 | eng_Latn | eng_Latn | 0.995894 | eng_Latn | 0.997478 | [
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COVENANT UNIVERSITY T U TO R I A L K I T
PROGRAMME: MASS. COM M
DISCLAIMER
The contents of this document are intended for practice and learning purposes at the undergraduate level. The materials are from different sources including the internet and the contributors do not in any way claim authorship or ownership of them. The materials are also not to be used for any commercial purpose.
List of Contents
COVENANT UNIVERSITY
CANAANLAND, KM 10, IDIROKO ROAD P.M.B 1023, OTA, OGUN STATE, NIGERIA
TITLE OF EXAMINATION: B.Sc.
COLLEGE: Business and Social Sciences
SCHOOL: Social Sciences
DEPARTMENT: Mass Communication
SESSION: 2014/2015 SEMESTER: ALPHA
COURSE CODE: PRE 312CREDIT UNIT: 2
COURSE TITLE: Advertising Creative Strategy & Tactics
INSTRUCTION: Answer Question 1 and two others
TIME: 2 Hours.
Tip: Orderly and mature presentation will be rewarded.
1a. List out and explain ten pertinent questions that you must ask yourself before you begin to craft a copy for an online, print or broadcast advertisement. (20 marks)
1b. What are the criteria for writing a good advertising copy? (10 marks)
2. What is Copy Platform? Describe the elements of a Copy Platform. (20 marks)
3. Distinguish between logical and emotional approaches to advertising. Which would you use for professors and music lovers (20 marks).
4. Explain each of the following in not more than five paragraphs:
a. Creativity in advertising (5 marks)
c. How to determine a positioning strategy (8 marks)
b. USP (7 marks)
5. Explain convincingly the functions that an advertising agency performs with respect to a product or service. (20 marks)
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc. COLLEGE: CDS
DEPARTMENT: Mass Communication SESSION: 2011/2012 SEMESTER: Alpha
COURSE CODE: PRE 312 COURSE TITLE: Advertising Creative Strategy & Tactics
MARKING GUIDE
Instruction: Answer Question 1 and two others.
Time Allowed: Two Hours
Tip: Orderly and mature presentation will be rewarded
1a. List out and explain ten pertinent questions that you must ask yourself before you begin to craft a copy for an online, print or broadcast advertisement. (20 marks)
1b. What are the criteria for writing a good advertising copy? (10 marks)
1a. The following 10 questions should be explained as answers to Q1a. The answer must start with the definition of a copy.
a. What are my objectives?
b. Who are my audiences and what do they want?
c. What do I want to say?
d. What are the benefits in the copy for my target audience?
e. Will my copy be believed?
f. Will I be able to communicate in the language of the audience?
g. Can I K.I.S.S?
h. What is the relevance of my copy to the target audience?
i. Is my copy outstanding and memorable?
j. Do I enjoy producing the copy?
k. Will my copy be personal to the member of the mass audience?
1b. The following are the criteria (not fewer than five)
Creativity, Curiosity, Optimism, Imagination and deep thinking, confidence in writing, Passion, etc. Each of these criteria must be explained by the student.
2. What is Copy Platform? Describe the elements of a Copy Platform. (20 marks)
A copy platform is a document that describes the elements of the creative strategy of a campaign. The following are the basic elements:
a. What are the basic problem that the advertising campaign must address?
b. Advertising and communication objectives
c. Description of the target audience
d. The major selling idea and the benefits to communicate
e. The creative strategy statement
f. Other elements that may be necessary.
3. Distinguish between logical and emotional approaches to advertising. Which would you use for professors and music lovers (20 marks).
This question has three parts. Student will explain rational approach to advertising and explain its characteristics. Secondly, the emotional approach and its characteristics are also explained. Rational approach is based on logic, which means that the advertiser bases the marketing to the product on the intrinsic qualities and characteristics of the product. He stresses the dominant trails of the product, comparing with other products, price gain, information, and other information that will make the prospective buyer take rational decision. Emotional approach evokes emotions in terms of affection, arousal, comfort, fear, happiness, pleasure, sorrow, and those extraneous parameters that are external to the product. Student can then explain that both approaches are good and are used in the Nigerian environment. People are emotional while a good number will need the proper information in order to take rational decision.
Professors, because of the academic orientation will tend toward logic presentation while music lovers would likely prefer emotional approach. This should be thoroughly thrashed by the student.
4. Explain each of the following in not more than five paragraphs:
b. USP (7 marks)
a. Creativity in advertising (5 marks)
c. How to determine a positioning strategy (8 marks)
a. Creativity means a great idea that solves a advertising, communication problem with proof
– sale, attention, goodwill etc. – to show.
b. USP
- You must make a proposition
- Unique Selling Proposition or USP is an advertising system which enables an advertiser, through his agent, to communicate the strongest value of a brand or product in a way that makes preponderant over the competition, thereby attracting attention, sale and goodwill from the target audience. It has four characteristics
- The proposition must be such that cannot be matched by the competition
- The proposition must be sustainable.
- The proposition must be strong enough to move a mass audience.
c. The following are the ways to determine positioning strategy after "positioning has been defined by the student.
- Identify competitors and do an assessment of target audience's perception of competition
- Determine competitors position
- Make the positioning decision
- Monitor the position
5. Explain convincingly the functions that an advertising agency performs with respect to a product or service. (20 marks)
-
- Functions of an advertising agency
- Students must define what advertising agency and give examples both Nigeria and foreign.
- The main job of ad agency is to create goodwill for a product or service. This goodwill translates into several dimensions:
a. Creating, planning, preparing and deploying adverts in media and other media outlets available for the product. This is a loaded function of an agency.
b. Conducting research on the marketability of the product.
c. Sales promotion
d. Find buyers or clients for the product.
e. Corporate and public relations.
f. Advisory services.
g. Product image improvement
h. Make the buyers buy the product.
i. Build a brand and sustain it for the product in such a manner that creates loyalty for the product.
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc. COLLEGE: CBSS
DEPARTMENT: Mass Communication SESSION: 2015/2015 SEMESTER: Alpha
COURSE CODE: MAC 311 COURSE TITLE: Newspaper Management and Production
Instruction: Answer Question 1 and two others.
Tip: Orderly and mature presentation will be rewarded
Time Allowed: Two Hours
1a. Describe 14 layout tools in Adobe PageMaker and their functions. You must illustrate your answer. (21 marks)
1.b Adobe PageMaker is old layout software but some local newspapers in Nigeria still use it. Why? (9 marks)
2A. Define a newspaper and describe four formats that you know. (10 marks)
2B. List and explain the contents of a newspaper and describe the importance of each. (10 marks)
3. Online newspapers are better than hardcopy newspapers. Discuss. (20 marks)
4. Describe the steps involved in establishing a newspaper. Explain the significance of each step. (20 marks).
5. Discuss the types of statutory registration for a newspaper publication. (20 marks)
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc. COLLEGE: CBSS
DEPARTMENT: Mass Communication SESSION: 2015/2015 SEMESTER: Alpha
COURSE CODE: MAC 311 COURSE TITLE: Newspaper Management and Production
MARKING GUIDE
Instruction: Answer Question 1 and two others.
Time Allowed: Two Hours
Tip: Orderly and mature presentation will be rewarded
1a. Describe 14 layout tools in Adobe PageMaker and their uses. You must illustrate your answer (21 marks)
1.b Adobe PageMaker is an old layout software but some local newspapers in Nigeria still use it. Why? (9 marks)
1a. Text tool for imputing text, pick tool for highlighting object, rotate tool for rotating tool, line tool for drawing lines, polygon tool for drawing polygon, polygon text tool for drawing polygon that will contain text or other objects, rectangle tool for drawing rectangle and square, crop tool for cutting images to size, circle tool for circles and ovals, move too for moving objects, zoom tool for view. Illustration with thumbnails will attract more marks.
1b. PageMaker is still in use in Nigeria because of the following:
- The software is free to obtain on the internet.
- Unlike other software which uses one window for both text and layout, it uses one for text editing and one for layout.
- You can flow in text on virtually any number of pages you want to publish.
- It does not tolerate excessive graphics which may take a lot of time to create.
- It is easy to use.
2A. Define a newspaper and describe four formats that you know (10 marks)
2B. List and explain the contents of a newspaper and describe the importance of each. (10 marks)
2A. A newspaper is mechanically-produced, loosely bound periodical for disseminating news and information to an audience. It can be published daily, weekly and on-line. Definition of a newspaper with some characteristics. The formats include broadsheets, Midi, Tabloids, and online.
- 2B. Contents are: News, feature stories, editorials (reflecting the views of the newspaper itself and other opinion writers), Letters to the editor, advertisements, cartoons, photographers, reviews and art.
3. Online newspapers are better than hardcopy newspapers. Discuss
Here the student will list and explain the characteristics both and then go ahead to make a case for the online newspaper.
Online Newspapers
- News gets to audience faster.
- Saves time, money and energy
- News has the benefits of multimedia presentation
- Online can compete with broadcast journalism
- Globally, laws are still a bit more relaxed when compared to the hardcopy newspapers
- Online newspapers have more or can easily create more pages thus brightening the chances for more items including advertisements.
- Future generally brighter than hardcopy papers
- Cheaper advertising, wider reach.
Hardcopy newspapers
- Intellectual property rights are easier to track in hard copy newspapers
- Legal experts opine that hardcopy newspapers still serve as better evidence in courts
- Content analysts in Africa seem to prefer doing research with hardcopy rather than online.
- No Electricity issue which computers have to deal with in online, especially in some parts of Africa.
The edge that online has over hardcopy actually lies in the future of both. The world is tending towards ICT and global village which hardcopy newspapers seem not to popularly support
- Even though online newspapers exist, Nigerians seem to prefer hardcopy newspapers for now.
4. Describe the steps involved in establishing a newspaper. Explain the importance of each step. (20 marks).
The steps (10 marks) are the following:
- Doing a feasibility study on all areas – audience, funds, vendors, etc.
- Name formation and registration of newspaper titles with the appropriate authority.
- Constituting the Editorial Board
- Editorial Board's determination of newspaper philosophy, mission and policy
- Budgeting and sourcing for initial funding
- Securing office space
- Staff recruitment
- Production facilities and equipment procuring
- Print pretests
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5. Discuss the types of statutory registration for a newspaper publication. (20 marks)
- Registration of the publishing company with CAC (federal ministry of Commerce)
- Registration with National Library for the statutory submission of three copies.
- Registration with National Library (for ISSN)
- Registration with various bodies NPAN, Nigerian Press Council, etc.
The registration process involved in each case should be discussed.
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc. COLLEGE: CBSS
DEPARTMENT: Mass Communication SESSION: 2015/2015 SEMESTER: Alpha
COURSE CODE: MAC 312 COURSE TITLE: Photojournalism
Instruction: Answer Question 1 and two others.
Time Allowed: Two Hours
Tip: Orderly and mature presentation will be rewarded.
1A. Describe the basic shots in photography (15 marks).
1B. Illustrate how Standard Lens, Wide Angled Lens and Telephoto Lens work (15 marks).
2. The coverage of court proceedings by a photojournalist requires more tact and decorum than entertainment. Discuss (20 marks).
-
3. Write briefly on the following in not more than four paragraphs each. (20 marks)
- The importance of Light to photography
- Focal length
- Perspective
-
Shutter
- Stringer
4. You are a roving photojournalist and a road accident occurs one kilometer away. How are you going to undertake the coverage? (20 marks)
5. List out the types of sports assignments you know and describe their coverage. (20 marks)
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc. COLLEGE: CBSS
DEPARTMENT: Mass Communication SESSION: 2015/2015 SEMESTER: Alpha
COURSE CODE: MAC 312 COURSE TITLE: Photojournalism
Instruction: Answer Question 1 and two others.
Time Allowed: Two Hours
Tip: Orderly and mature presentation will be rewarded
MARKING GUIDE
1A. Describe basic shots in photography (15 marks).
The shots are Extreme Close Up, Close Up, Medium, Long, and Extreme Long Shot. Each of this short should be explained in one long paragraph or two modest paragraphs.
1B. Illustrate how Standard Lens, Wide Angled Lens and Telephoto Lens work (15 marks).
Ordinarily, light is what makes us see. But with regards to the photography, light is the visible part of radiation (rays) that is transmitted, reflected, emitted or absolved by objects and it is what a camera manipulates in order to produce an image. Student can also take time to explain how a camera manipulates lights to form an image. Light passes through a lens to form an image. There are a total of 5 marks to earn here.
- Standard Lens is a lens that provides the view like that of one human eye. The human eye forms an image at angle of 50 degrees just like the standard lens. This means that any object outside 50 degrees cannot be captured by a standard lens. With the standard lens picture taken appear normal in size relative to the size of the photograph.
- The WAL can see beyond one human eye as objects you cannot see with a standard lens are brought into the view finder. Field is more than 90 degrees. When a long shot needs to be taken, what you need is a WAL.
- Telephoto Lens: This is also called narrow angled lens. This is what you need to get a minute details of shot. Photojournalists use this lens a lot.
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2. The coverage of court proceedings by a photojournalist requires more tact and decorum than entertainment. Discuss (20 marks).
-
- Answer should start with the difference in the two types of coverage. One of the things to talk about here is that unlike entertainment where journalists are usually invited to cover the event, it is the journalist that craves to cover the courts. Also, Unlike entertainment where reporting is naturally part of the trade, law courts will not need the input of a journalist to deliver justice, unless the journalist is involved in the case. Therefore, if a journalist is allowed in a court by a judge it is a real privilege for the journalist. Coverage of courts is silent while that of entertainment is usually loud. This is the first part of the question which carries half of the marks.
Legal proceedings usually in court of law, tribunal, or arbitration panel requires more tact and decorum:
- You are supposed to be in one location through the proceedings. Gallivanting will earn you the wrath of the judge.
- You must use a silent camera. The snap noise of the camera is not permitted in court. There are special cameras for covering such an event.
- Because you may be far from the location of the judge, the plaintiffs and the respondents, you will have to carry telephoto lens as one of the tools you will need in the court.
- Shots are center around the three foregoing listed actors.
- Check in advance with court registrars the cause list to know when your assignment is due.
- It is in your interest to follow the rules of the court. The judge can jail you straightaway if you mess up unlike in the entertainment where the long process of calling the police holds sway.
- Extra useful comments by the student can earn one or two marks.
-
3. Write briefly about the following in not more than four paragraphs each. (20 marks)
- The important of Light to photography
- Focal length
- Perspective
- Shutter
- Stringer
-
- The importance of light to photography
In an ordinary language, the light is what makes us see. There is a whole lot of connection between the human eye and light. Light is extremely instrumental to seeing. Light is the visible part of radiation, without light eye cannot function i.e. without light we cannot see.
Therefore, light is an indispensable to the working of a camera. Light can be transmitted, reflected, emitted or absolved by objects we see around us. It may also chemically affect the objects on which it falls. If rays of light coming from a particular object are carefully processed, those rays of light are capable of forming an image of the object on the material on which they fall on.
- Focal Length
When rays of light are coming from an object to a camera, the fall on the lens and then proceed to the back of the camera to form an image. The distance between the lens and the image formed at the back of the camera is called the focal length. The greater the focal length, the larger the size of the image created. The focal length in telephoto lenses is greater and larger than other lens in a camera.
There are three major colors that are present, red, blue and green. Any light that you see is an equal mixture of the three. Any light that you see is a combination of colors in proportion e.g. light color that are combined to give fluorescent light.
- Perspective
Perspective is the special arrangement of depth and distance in a photograph is such a manner that object which are far away are presented as being smaller than those that one in front or near. A good photographer must have knowledge of the perspectives in order to take good photographs. For instance, when you pick in your viewfinder, in a setting full of chairs, the chair in front will be bigger than those in the back profile.
It is the particular part of an image you have taken/snapped, e.g. if you want to take a picture of a man's face but you need only the side of the man's face, that part is your profile. Profile is focusing on a particular aspect and area.
- Shutter
The shutter is the device that allows lights to enter the camera. The action is something like the quick opening or closing of a window-blind. The shutter is a rotating element that observes the lights in the optical part of a motion picture mechanism.. At a pre- determined interval. The shutter is usually located behind the lens. It opens when the shutter release button is pressed and closely quickly, after the correct amount of light has been let in to register on the film. This means that the longer the film is exposed to light. Most cameras have adjustable shutter speeds. Shutter can therefore promote exposures ranging from se4veral seconds to several minute seconds. There are different types of shutter but two are well known, they are (i) lead shutter and (ii) focal plane shutter.
Stringer
The stringer is a cross breed between a staffer and a freelancer. A stringer is a freelancer who primarily provides photos to one source, more as a contract photographer. The advantage is you have a good outlet to sell your work where the pay is pretty steady. Most of the other aspects are as a freelancer, but you know that if you go shoot an event, there will be a buyer for the photos for you
4. You are a roving photojournalist and a road accident occurs one kilometer away. How are you going to undertake this assignment? (20 marks)
-
- The photojournalist has to situate this assignment as spot news assignment and a spot news assignment has its own protocol of coverage. Spot news assignments are those that are generally unplanned but which the photographer has been trained to prepare for. They are such that little advance planning is possible. Therefore, the photographs that will be taken will be about something particularly new.
- Coverage
- Take first rapid shots. These are quick, hurried shots in no particular order. What you are trying to do is have a first hand account of the accident. Here your camera is roaring.
- Next take the overall shot. This shot shows the reader the area and location where the accident has occurred. A high angle shot is necessary here. You will need a WAL to shoot.
- Next take the psychological shot. Where people are sobbing and sighing or showing concern about what has just happened.
- Take the economic angle shot. Letting us know the damage done.
- Take the rescue efforts shot
- Take the environmental shot. Lets know the impact of the accident on the environment.
- Take the opportunistic shot. Let's see the people that taking advantage of the situation.
- Take aftermath shot. What happens after - whether at the scene or someplace else but has got something to do with the accident.
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5. List out the types of sports assignment you know and describe its coverage (20 marks)
There are three major types of sports assignment: Sport news, sport action and sport feature. The first deals with news aspects – press of conferences, transfers, loan, sign-on activities, etc. Second deals with actions on the pitch (between opponents/players) while the third deals with actions out of the sport action – spectators, ticket frauds and other actions that will entail an investigation before they can be punished. They are usually in-depth.
COLLEGE:
Business and Social Sciences
SESSION: 2014/2015
COURSE CODE: MAC 319
Broadcasting
Units:
2
INSTRUCTIONS: ANSWER THREE QUESTIONS. QUESTION 1 IS COMPULSORY
TIME:
2 hours
1 a) What is public service broadcasting (8 marks)
c) Explain three principles of public service broadcasting (15 marks)
b) What is the core difference between public service and public affairs broadcasting (7 marks)
2 a) Explain two similarities between community and public service broadcasting. (8 marks)
b) Explain any three of their differences (12 marks)
3 a) What do you understand by programme objective (5 marks)
b) Explain how you can use a specific programme to make young people go back to agriculture
4. Design a public service programme of your choice. Explain the basic steps involved in its production. (10 marks)
5. Write short notes on the following terms:
b) Public service announcement (7 marks)
a) Graveyard slot (7 marks)
c) Governance (6 marks)
DEPARTMENT: Mass Communication
SEMESTER: Alpha Semester Exam
COURSE TITLE: Public Affairs
MARKING GUIDE (MAC 319)
1 a) Public service broadcasting is broadcasting made, financed and controlled by the public for the public benefit. It is neither commercial nor state-owned, free from political interference and pressure from commercial forces. (8 marks)
b) Public service and public affairs broadcasting are related but not exactly the same. Public affairs broadcasting deals with informing listeners and viewers about on going events and activities going on in the government that impact on their daily lives. It focuses on matters of politics and public policy. It keeps the people informed as citizens and keeps our institutions, public and private, focused on the public good.
(7 marks). Public service broadcasting is non-commercial broadcasting that aims to inform, educate and entertain the audience on issues of public concern.
c) Principles of public service broadcasting include the following:
-Universal accessibility (geographic)
-Universal appeal (general tastes and interests)
-Particular attention to minorities
-Contribution to a sense of national identity and community
-Distance from vested interests
-Direct funding and universality of payment
-Competition in good programming rather than numbers
-Guidelines that liberate rather than restrict programme-makers (15 marks)
2 a) Explain two similarities between community and public service broadcasting. Both are noncommercial broadcasting. Making profit is not the motive. They address issues that commercial broadcasters may ignore. (8 marks)
A community radio is community specific; is limited to a community of interest; produces and airs programmes that interests its audience. The listeners may even produce them by themselves. Public service broadcasting is far more wider than these and is totally professional.(12 marks)
b) Their differences include:
3 a) The programme objective is the reason or the aim of producing a specific programme. It is what the producer has at the back of hs mind to achieve. (5 marks)
b) Students are expected to explain how they can use a specific programme to make young people go back to agriculture, for example, telling them that agriculture is profitable investment etc.
4. Students are expected to design a public service programme of their choice, explaining the basic steps involved in production. These steps are the pre-production, production and post- production steps (10 marks)
5. Short notes:
a) Graveyard slot- This is not a prime time slot. It is the time when most listeners or viewers may not be tuned to a radio/television station (7 marks)
b) Public service announcement- These are public pronouncement or statement about what is happening, has happened or will happen that may have implications for the public. (7 marks)
c) Governance – This is the act of ruling or taking decisions by the government. (6 marks)
Covenant University
College: Business and Social Sciences Department: Mass Communication
Session: 2014/2015 Semester: Omega
Course title: MASS MEDIA AND SOCIETY
Course code: MAC 314
Answer THREE questions (1 is COMPULSORY) Time allowed 2hrs.
1. Select three media theories of your choice and discuss in depth how the theories you select help our understanding of media and society. (30marks)
2. Is the media the fourth estate of the realm or the wreck of the Nigerian Sociocultural development? Discuss and evaluate. (20marks)
3. Think about yourself, and discuss six effects that's you exhibit that can be regarded as media effect. (20marks)
4. The media's role in serving as an interface between the government and society at large is of major significance in framing, depicting and analysing issues of national concern. Identify and discuss in depth ONE major issue/crisis that has dominated the news and how the media handled your choice among several issues/crises. (20marks)
5. Culture is central to our understanding of society at large. In a multi-cultural society such as the Federal Republic of Nigeria how has the movie industry handled its treatment of culture? Be specific in choices of examples, and show how the examples you use enhance or not, appreciation of the diverse cultural make up of Nigerian society. (20marks)
MARKING GUIDE FOR QUESTION 1
Each media theory = 10marks x 3 = (30 marks)
Find below the details of the 10 marks allotted to each theory
1. Brief background/Introduction of each theory: This must capture definition of key concepts in each theory. (1 mark)
2. Clearly stated and identifiable purpose/objective based on the requirements of the question (1mark)
3. Development of sub-topics used to amplify and discuss the purpose/objective of the question (1mark)
4. Organization of content to achieve coherent reading. (0.5marks)
5. Analytical skills:
- Use of theory/theories and/or relevant constructs;
- Support for arguments – use of examples, statistics; research studies; use of credible sources;
- Crediting sources within the text.
(5marks)
6. Syntax (0.5 mark)
7. Style – sentence structure; punctuation; citations. (0.5mark)
8. Clearly stated conclusion (0.5mark)
MARKING GUIDE FOR QUESTION 2-5
Brief background/Introduction: This must capture definition of key terms in each question. (2 marks)
Clearly stated and identifiable purpose/objective based on the requirements of the question (2marks)
Development of sub-topics used to amplify and discuss the purpose/objective of each question (2marks)
Organization of content to achieve coherent reading. (2marks)
Analytical skills:
Use of theory/theories and/or relevant constructs;
Support for arguments – use of examples, statistics; research studies; use of credible sources;
Crediting sources within the text (8marks)
Syntax
(1 mark)
Style – sentence structure; punctuation; citations. (1mark)
Clearly stated conclusion (1mark)
Recommendations (1mark)
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Covenant University
College: Business and Social Sciences Department: Mass Communication
Session: 2014/2015 Semester: Alpha
Course title: INTERNATIONAL COMMUNICATION Course code: MAC 310
Answer THREE questions (1 is COMPULSORY) Time allowed 2hrs
1. An important construct established at the beginning of the semester as background to the course was "the rhetorical construction of the African" by Europeans and Americans. This construct continues to manifest itself in several aspects of African life. Discuss in full the components of the construct, and implications on international communication. (30marks)
2. List five international news agencies and discuss how they are partly responsible for:
- The reduction of the world to a "global village",
- Cultural imperialism
- Media imperialism
- Media dependency
- Global agenda-setting
- And the imbalance in world information order.
2b. After discussions above, what can Africans do and what is in place to turn the table: A Rebirth? Re-generation? Or a Re-discovery
(20marks)
3. Considering six key issues in the NWICO debate discuss the politics that play in international communication. (20marks)
4. Discuss in details the four controversies surrounding the global news flow and using a current news line-up of any international news media indicate how each news flow controversy is represented in the news line-up. (Write out the news line-up being used in your exam booklet) (20marks)
5. In an in-depth discussion, explain why the New World Information and Communication Order is deemed a pre-mature child. And prescribe four ways forward. (20marks)
MARKING GUIDE FOR QUESTION 1
An adequate discussion of the components (i.e. barbarism, laziness, dirtiness, poverty, etc) of "the rhetorical construction of the African" by Europeans and Americans would earn the student 15mks maximum. Ability to discuss implications of the construct for Mass Communication earns the student 10mks maximum. 5mks is given for good style and syntax. (30marks)
MARKING GUIDE FOR QUESTION 2- 5
1. Brief background/Introduction: This must capture definition of key terms in each question. (2 marks)
2. Clearly stated and identifiable purpose/objective based on the requirements of the question (2marks)
3. Development of sub-topics used to amplify and discuss the purpose/objective of each question (2marks)
4. Organization of content to achieve coherent reading. (2marks)
5. Analytical skills:
- Use of theory/theories and/or relevant constructs;
- Support for arguments – use of examples, statistics; research studies; use of credible sources;
- Crediting sources within the text. (8marks)
6. Syntax (1 mark)
7. Style – sentence structure; punctuation; citations. (1mark)
8. Clearly stated conclusion (1mark)
9. Recommendations (1mark)
Covenant University
College: Business and Social Sciences Department: Mass Communication
Session: 2014/2015 Semester: Alpha
Course title: CITIZEN JOURNALISM
Course code: MAC 335
Answer THREE questions (1 is COMPULSORY) Time allowed 2hrs
1. With the systems in the computer lab,
a. Identify a story on Sahara Reporters that is related your assigned beats,
b. Rewrite the same story with a slant contrary to Sahara Reporter's position (using the inverted pyramid style and striking verbs),
c. Link Sahara readers to your story on beheard.com.ng.
d. Upload your story on www.beheard.com.ng
e. Make sure you provide on your answer script the link to the story on Sahara web page and the link to your story on beheard.com.ng. (30marks)
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2. List and Discuss with examples platforms for citizens' intervention in societal issues (20marks)
3. Discuss the 7 benefits of digital technology to citizen journalistic activities (20marks)
4. Highlight with examples, how an ordinary citizens can contribute as journalist to news on the Main stream media? (20marks)
5. Who is a citizen journalist? Discuss
MARKING GUIDE
Q1
Candidates must display grounded knowledge in expressing their differing news writing and uploading news online.
Q2
(A) Folk Media is participatory, community specific, interactive and minimal in expenditure. It requires least formal training. Yet its vibrancy in communicating message to the audience and involving them instantly is exemplary. It is dynamic media as the communicator need not be stationed in one place but can go on spreading the message from place to place.
(B)Print media comprises newspapers, magazines, books, leaflets and brochures. Newspaper and magazines are the media of journalism. We discussed above on how an ordinary citizen contributes to a mainstream newspaper/magazine or in web versions of newspapers/periodicals etc.
(C) Radio has long been used in different ways. Citizen activists utilized it for spreading their messages in small groups. Ham Radio is ideal for such non-commercial efforts. It was utilized by citizens who perfected its operation. Such ham radio operations are almost as old as that of AM (Amplitude Modulated) radio and earlier than the FM (Frequency Modulated) radio.
(D) Television offers lot of opportunities to a citizen journalist. We often get video clippings in television news which are captured and sent by citizens. The cheap handycams have revolutionized capturing moments and events by the common man. Anyone going on a tour can capture video along with audio, and if interested send the same to a television channel along with a written backgrounder. Such acts of CJ help channels in many ways. However quality of low resolution camera captures are not accepted by many channels.
(E) New Media has given huge popularity to the concept of citizen journalism. If anyone has a computer and connectivity along with camera, videocam and transfer cable, he/she has all the capability of contributing as a citizen journalist. New media services of message exchange and dissemination are many and evolving.
Q3
(i) Digital technology gives browser the ease of handling, creating, cut and paste, storage of information, and utilizing information from anywhere on the internet.
(ii) Browser need not depend on others for information sourcing, report preparation, editing and distribution in new media platform.
(iii) It gives browser the freedom to see any news at any time and in any place. So citizens can be involved at their own ease.
(iv) Compression of data has enabled the citizen journalist on the net to send as much data as possible. It has also enabled the journalist to store huge information in a compressed form.
(v) The citizen journalist can change the message received and forward to others. He/she can combine selected data from different sources and different media to prepare multimedia message.
(vi) The network nature of new media has given citizen journalists the scope to work together from different corners of the world for a single topic.
(vii) Dynamic nature of internet based databases has made these useful as reference library. The technology of search in databases has enabled fast search by anyone.
(viii) Automatic application software has given advantage of bringing down the time of different tasks related to journalistic activity.
(ix) Interactivity of different degrees enables citizen journalists to use new media platform for involving more and more browsers in meaningful discourse of news or opinions.
(x) Instantaneity of new media messaging offer excitation to citizen journalists who are mostly amateurs in the trade and tricks of journalism.
Q4
A) Letters to the Editor: Letters to the Editor are the traditional and oldest of citizen's contribution in journalism. Almost every newspapers/magazines/periodicals have this section which enables the common person to respond or give feedback to any news, editorial or article which might have appeared in the newspaper. It is important for a citizen to be alert and articulate for prompting
responding to articles or news in a newspaper/magazine etc. Many citizens who write letters to the editor can develop themselves into actual citizen journalists.
B) Many newspapers in different parts of the country give mail addresses of the reporters at the end of the story. This enables citizens to give feedback to these stories. There are also possibilities of the citizens giving ratings to a particular news story. Through this, newspaper/magazines can get feedback or gauge the popularity of the article of the author. An advantage of providing space for readers' comments is that it could bring up points which could have been missed by the journalist.
C) Another way in which inter-participatory journalism can be enhanced if media organization in their web-version facilitates citizen's contribution to stories written by staff journalists. However, this trend of citizen add-on approach to a news story may not be possible for every story. But wherever possible, it can help in more in-depth and wider coverage than a story written by a single journalist.
D) There can be another form of collaboration between a professional journalist and the readers on a particular story. For instance, readers can be invited to contribute their expertise on a particular topic. Or they could even be invited to do some actual reporting which could be included in the final journalistic product. This form of collaboration is often termed as open-source reporting. However, in all these types of collaboration the professional journalist is expected to double-check the information provided by the reader/citizen.
E) Reader's panel could be another area which can fit in the category of citizen journalism. Many newspapers/magazines develop databases of volunteer citizens who could be contacted for interviews by reporters. The database can be created for different characteristics and issues.
F) The web version of newspapers: The web version of newspapers like The Dibrugarh Post can involve citizens like Rukmini by simply inviting them to blog for it. There are several approaches to it. Newspapers like Dibrugarh Post can simply invite anyone who could be interested in starting a blog. There can be a long list of blogs of citizens; these can be listed by categories in the contents page. The main citizen's blog postings can highlight new posts to the various blogs as they are published. The site editors of the newspaper could constantly watch the citizen blog postings and from amongst them select the best that could be highlighted on the main blog page.
G) Yet another model of citizen's involvement which The Dibrugarh Post news site can adopt is to be selective. The newspaper being published locally could invite some prominent local citizens and even
some important personalities of the North-East to start blogging under its brand name. This will not only enhance the image of the news site but also facilitate some quality writings. In case the news site adopts the model of selectivity, it could work out the topics that the blogs could cover. Some news sites strategize to have the citizen blogs that could complement what professional journalists could write. Citizen blogs can cover issues and areas not covered by the news staff.
H) The Citizen-journalism site: These types of stand-alone sites are separate from core news sites like that of Dibrugarh Post. Such news-oriented sites comprise news and features contributed completely by ordinary citizens. Many of these stand-alone citizen sites focus primarily on local news. For instance our site, www.beheard.com.ng could have news and features mainly from the north-east.
I) Hybrid sites: It is important at this juncture to cite the example of a South Korean site, www.ohmynews.com. This organization combines citizen journalism with the work of professional journalism. Citizen reporters account for about 70 per cent of the site's content. Professional reporters create the rest of the content. "Ohmynews" represents a hybrid- a professional and citizen journalism initiative.
J) WikiNews represents a new category of citizen journalism initiative where readers are the editors. It is a spinoff of the famed Wikipedia public encyclopaedia. It allows anyone to write and post a news story and anyone to edit a story that has been posted.
CANAANLAND, KM 10, IDIROKO ROAD P.M.B 1023, OTA, OGUN STATE, NIGERIA
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc
COLLEGE: Business & Social Sciences
SCHOOL: Social Sciences
DEPARTMENT: Mass Communication
SESSION: 2014/2015
SEMESTER: ALPHA
COURSE CODE: MAC315
CREDIT UNIT: 2
COURSE TITLE: Broadcast Management & Programming
INSTRUCTION: Answer question 1(compulsory) and any two other questions.
TIME: 2hours
1. Steve Jobs in his perspective on management, emphasised teamwork and leadership as key to Apple's success story. With reference to this perspective, discuss six qualities of a leader in a broadcast organisation. (30mks)
2. Discuss with appropriate illustrations the approaches to the study of broadcast management. (20mks)
3. The NBC Code stipulates that programming for a network must ensure 100 per cent local content. Discuss four processes in network programming you will engage in order to ensure compliance. (20mks)
4. Discuss with illustrations the following functions of management:
(20mks)
a. Control
b. Organising/ Co-ordination
c. Staffing
d. Planning
5. State and explain in details the character of a network as contained in Section 10, Subsection 10.1 of the NBC Code. (20mks)
MAC315 Marking Guide
1. Steve Jobs in his perspective on management, emphasised teamwork and leadership as key to Apple's success story. With reference to this perspective, discuss six qualities of a leader in a broadcast organisation. (30mks)
- Ten qualities were discussed in class, but the candidates are required to discuss only six. Each of the points discussed will attract 5mks.
1. Ability to inspire liking and respect: It is very important to note that you earn respect as leader and not command respect. A good leader is one who is liked by his followers and earns their respect in all quarters.
2. Loyalty: A good leader must be loyal to those ahead of him in the organisation. For instance if he is a manager, he will definately have a boss over him. If he is not loyal to his immediate boss, there is no way he will earn the loyalty of his followers or subordiantes.
3. Fairness: Its important to point out that there is no perfect system anywhere, so we cannot imagine that there will be leaders that will attain complete impartiality in their dealings with their followers or subordinates. However, it is expected that the leader should strive to always create a level playing ground for all his subordiantes and favouritism should be dealt with to the bearest minimum.
4. Intelligence: Most followers will like to work with a leader who is smart and intelligent. The leader should be able to think deeply, clearly and rapidly. It is expected that when his subordinates bring challenges to him, he/she should take a few moment to think and then come up with possible solutions.
5. Integrity: This is the most viable social currency that a leader can ever possess, and it is the moral quality of leadership. The followers expect the leader's yea to be yea and his nay be nay. It is this quality that makes it impossible for the leader to engage in practices such as double crossing, under-cutting, back biting and lying.
6. Kindness: A leader has to be kind to all his followers especially when they are workers under his supervision. This will encourage them to work efficiently and dedicatively for the organisation. However, the leader must be able to balance when he/she is to be lenient, and to be strict and disciplined. This is because most workers might likely take the leader for a ride if he is to kind and lenient to a fault.
7. Judgement: A leader must have a good sense of judement especially when he can quickly choose between several number of courses of action, most especially the only one that result in high yield at a lower cost of production. Another good example is the story of King Solomon and the two harlots who quarrelled over a child (Ikg 3:16-28).
8. Health: This quality though looks ridiculous, however it is the pivot on which other qualities hinge. If a leader is not in good health condition, he/she cannot cope with the demands of leadership.
9. Firmness/ Discipline: A leader should be firm and disciplined in taking decisions that affect the subordinates and organisation. He/she must be able to say yes or no and be firm or disciplined to maintain such decision. Without this quality he/she will never earn the respect of his subordinates.
10. Knowledge of work to be done: No successful leader will be able to perform his responsibilities if he does not 'know his onions.' He/she must be highly knowledgeable of every work to be done in a bid to achieve the team's or organisational goals. The leader is also expected to have adequate knowledge of the responsibility he/she is saddled with.
11. Forcefulness: A leader must know where and when to apply force on his subordinates where other approaches have failed in a bid to achieve organisational goals. As a manager, he/she can query, demote and dismiss workers. In a nutshell, he/she must know how to apply the 'carrot and stick' approach to effective management.
12. Good communication skills: An ideal leader must be able to communicate effectively with his boss and subordinates alike. It is expected of him/her to have a good command of English which is the official language, and overall he/she must be able to use effectively both verbal and non-verbal means of communication to integrate and intimate his/her subordinates of the organisational vision, goals, culture and success strategies. He/she must also be able to develop a good line of communication and as well create avenues for feedback from his/her subordiantes.
2. Discuss with appropriate illustrations the approaches to the study of broadcast management. (20mks)
- The candidates are required to mention and discuss the four approaches to the study of management and relate it to broadcast management. Each of the points discussed attract 5mks.
a. The Classical approach: Also known as the classical theory, it became popular after the first World War due to industralisation, and the society was becoming complex. This theory concerns itself with efficient utilisation of resources, and it was centred on three main concepts: planning, organising and control. As long as the organisation was progressing and expanding, the needs and desires of the employees were not taken into consideration. This became a major pitfall to this approach.
b. Behavioural approach: This became an improvement on the classical approach, because the behavioural approach laid emphasis on the inter-relationship between management and employees towards achieving set goals and objectives. In this context employees are regarded as assets to the organisation, and should be developed. Therefore, issues such as motivation, communication, leadership, work-group formation, team-work, etc became prominent.
c. The Systems approach: This approach examines the operational context of an organisation. The proponents are of the opinion that an organisation operates in system having both the internal and external systems which are very vital to the survival of the organisation. The internal system has members of staff, equipment, etc as key factors, while the external system has regulatory bodies (e.g. NBC, BON, etc), government, advertisers, etc.
d. Contigency approach: The proponents of this approach believe that there is no single approach to effective management, rather managers must find a suitable approach in different situations. They also insist that there is no one way to manage employees, because they are dynamic.
3. The NBC Code stipulates that programming for a network must ensure 100 per cent local content. Discuss four processes in network programming you will engage in order to ensure compliance. (20mks)
- Seven processes were discussed in class, but the candidates are required to discuss four out of the seven.
a. Research: as a network programmer or manager of network programmes it is important that you or your organisation conduct audience research ocassionally to find out programme acceptability by the audience(s), by ascertaining how many people listen to or watch network programmes, what the audience(s) like or dislike in the programmes and possible areas for improvement, so that the quality of network programmes could be enhanced.
b. Planning: it is imperative to note that network programmes have to be properly planned and articulated likewise the development of the human capital and material resources that will ensure the success of the network programming objectives. The contributing stations to any programme have to be properly briefed and such briefing should be done well ahead of transmission of such programmes.
c. Development: this is improvement on existing programmes or programming concepts as a result of research. When possible researches are conducted, grey areas needing improvement are detected and worked on.
d. Production: this involves the production of programmes or acquisition of programmes for the network. The director as a creative personna of a programme production has to harness the material and human resources at his disposal to produce quality programmes for the network or advice the network programmes manager on good and quality programmes to be acquired from independent television producers.
e. Scheduling: the programmer has to allot good programmes to the right time belts whereby the audience(s) will not miss the transmission. He/she for instance should allocate children's programmes to specific time belts (between 4:00pm and 7:00pm) when they will be easily attracted or their attention can be gotten.
-
f. Marketing: this is the means by which programmes are promoted to both sponsors and audience(s). The promotion may be done in the broadcast media as well as in the print media. Marketing is vital, because patronage must be achieved for a programme to succeed.
g. Evaluation: evaluation of network programmes is made possible through audience feedback. This is achieved through phone-ins, letters to producers and audience research. Evaluation allows for the assessment of programme objectives and its realisation.
4. Discuss with illustrations the following functions of management:
(20mks)
a. Control
b. Organising/ Co-ordination
c. Staffing
d. Planning
a. Control: The management is expected to from time to time measure and compare actual performance of employees with the organisational set standards and correct deviation in line with the realistic performance standard. Indeed, standards are criteria for measuring performance. Control is essential in every business to ensure that plans are accomplished to achieve expected results. Control exists in three steps: (5mks)
i. Measuring and correcting employees and organisational performances to enusre that events conform to plans.
ii. Measuring performance against goals and plans, showing where deviation from standard exists and helping to correct them. Plans guide managers on the use of resources to accomplish specific goals, then activities are checked to determine whether they conform to the plans.
iii. Controlling activities generally relate to the measurement of achievement. Some means of controlling are budgeting for expenses, inspection of products and record of labour hours lost, etc.
b. Organising/Co-ordination: In order to ensure efficiency in the organisation, it is the responsibility of the management to organise all the resources(human, material, financial, etc) in the organisation towards achieving set goals and objectives. People working in groups to achieve organisational goals, must all have some roles to play because it enhances team work and organisational cohesion. In terms of coordination, management is to ensure proper harmonisation of organisational activities in order to ensure stability and efficiency. (5mks)
c. Staffing: This simply means the recruitment, training of staff and maintenance of good working condition for workers. The management is expected to give proper job
descriptions to staff for every task required of them after they have been duly recruited and inducted into the organisation. Staffing also includes activities such as training and development, compensation, appraisal of employee welfare and industrial relations. Staffing procedure strives to maintain optimum workforce since excess labour will increase cost of production and inadequate work force can reduce efficiency. (5mks)
d. Planning: There is no doubt that planning is a very important aspect of living life, so also the successful existence of an organisation hinges on the proper planning and execution of same by the management. Planning is the primary task of managers and it is the beginning of the management process. It involves setting objectives, determining strategies and selecting alternative courses. (5mks)
5. State and explain in details the character of a network as contained in Section 10, Subsection 10.1 of the NBC Code. (20mks)
The candidates are required to state and explain in details the underlisted points, and each of them carries 4mks.
a. The grant of a Network licence shall be through a bidding process.
b. The process of bidding for a Network licence shall be determined by the Commission.
c. For reasons of national interest, unity, cohesion and integration, broadcast on a Network shall be spread across the nation or region.
d. A Network licence applicant shall demonstrate adequate financial, professional and technical profile and capaability.
e. A Network programming profile shall comprise content that fosters national unity, cohesion, stability and respect local sensitivities.
CANAANLAND, KM 10, IDIROKO ROAD
COVENANT UNIVERSITY
P.M.B 1023, OTA, OGUN STATE, NIGERIA
TIME
TITLE OF EXAMINATION: B.Sc
COLLEGE: Business & Social Sciences
SCHOOL: Social Sciences
DEPARTMENT: Mass Communication
SESSION: 2014/2015
SEMESTER: ALPHA
COURSE CODE: MAC316
CREDIT UNIT: 2
COURSE TITLE: Studio Practicals and Production
INSTRUCTION: Answer one question only from section A(compulsory) and questions two and
three.
: Four weeks
Section A: Write a script and produce a 30-minute television magazine programme in any of the following formats: (30mks)
1. Public Affairs magazine programme
2. Religious magazine programme
3. Sports magazine programme
4. Entertainment magazine programme
5. Produce a two-minute radio feature on any two of the following topics: (20mks)
a. 2015 general elections: Matters arising. (10mks)
b. Nollywood and the need for quality film productions. (10mks)
c. Adopting efficient ways to enhance waste management in Ota community. (10mks)
6. Produce a 25-minute radio interview programme with the theme, "Nigeria's centenary celebration: Was there any reason to celebrate?" You are to create the topic(s) for your programme from the theme provided. (20mks)
Marking Guide
Section A: Write a script and produce a 30-minute television magazine programme of any of the following formats: (30mks)
1. Public Affairs magazine programme
2. Religious magazine programme
3. Sports magazine programme
4. Entertainment magazine programme
The candidates will choose one of the four listed magazine programme formats and produce it. A magazine programme is a programme type that has several segments in one package. For instance, a magazine programme will have a central theme with different segments such as the interview, news highlights, musicals, etc. For any of the magazine programme formats chosen, the following will be graded:
i. The script- 10mks (Format of presentation- 5mks, and Grammar- 5mks)
ii. The production- 20mks (The content- 10mks, and style of presentation- 10mks)
1. Produce a two-minute radio feature on any two of the following topics: (20mks)
a. 2015 general elections: Matters arising. (10mks)
b. Nollywood and the need for quality film productions. (10mks)
c. Adopting efficient ways to enhance waste management in Ota community. (10mks)
The candidates will choose two topics and produce a 2mins radio feature. Basically two things will be graded:
i. The content- 5mks
ii. The presentation- 5mks
Each feature carries a total of 10mks, and the two will be 20mks.
2. Produce a 25-minute radio interview programme with the theme, "Nigeria's centenary celebration: Was there any reason to celebrate?" You are to create the topic(s) for your programme from the theme provided. (20mks)
The candidates will produce a 25-minute radio talk programme with the theme, "Nigeria's centenary celebration: Was there any reason to celebrate?" They will be expected to produce their programmes, using their own topics that will be derived from the theme provided.
i. The script- 10mks (Format of presentation- 5mks, and Grammar- 5mks)
ii. Programme style of presentation and packaging- 10mks
CANAANLAND, KM 10, IDIROKO ROAD P.M.B 1023, OTA, OGUN STATE, NIGERIA
COVENANT UNIVERSITY
TITLE OF EXAMINATION: B.Sc
COLLEGE: Business & Social Sciences
SCHOOL: Social Sciences
DEPARTMENT: Mass Communication
SESSION: 2014/2015
SEMESTER: OMEGA
COURSE CODE: MAC343
CREDIT UNIT: 2
COURSE TITLE: Broadcast Commentary and Critical Writing
INSTRUCTION Answer question one (compulsory) and any other two. Question one will be produced before the exam but will be submitted on the day of the exam in the hall.
TIME: 2hours
5. Write a script and produce a maximum of 5mins broadcast commentary, choosing any of the following topics: (30mks)
7. 2015 General Elections: Lessons to be learnt (Politics & Governance)
8. Tackling unemployment through SMEs (Economy)
9. 2015 African Cup of Nations: Why the Nigerian team was missing in action (Sports)
10. Nollywood: In pursuit of global relevance (Entertainment)
6. State and explain the theories that contextualise persuasion as an important art of broadcast commentary and critical writing. (20mks)
7. Explain with examples the four basic rules that a critic will take into consideration when writing broadcast criticisms. (20mks)
8. Discuss the principles of persuasion that are relevant to broadcast commentary and critical writing. (20mks)
9. Highlight the four types of opinion that a broadcaster can use when writing a broadcast commentary. (20mks)
Marking Guide (MAC343)
1. Write a script and produce a maximum of 5mins broadcast commentary, choosing any of the following topics: (30mks)
a. 2015 General Elections: Lessons to be learnt (Politics & Governance)
b. Tackling unemployment through SMEs (Economy)
c. 2015 African Cup of Nations: Why the Nigerian team was missing in action (Sports)
d. Nollywood: In pursuit of global relevance (Entertainment)
The candidates will choose one of the four listed topics and produce a broadcast commentary. They are also required to do a critical analysis of the topic giving all sides to their presentations. For any of the topics selected, the following will be graded:
iii. The script- 10mks (Format of presentation- 5mks, and Grammar- 5mks)
iv. The production- 20mks (The content- 15mks, and style of presentation- 5mks)
2. State and explain the theories that contextualise persuasion as an important art of broadcast commentary and critical writing. (20mks)
i. The Psychodynamic Model: This model is based on the Individual Differences perspective, and it states that for a persuasive message to be considered effective, it must first succeed in altering the psychological functioning of the audience in such a way that they will respond accordingly with models of behaviour as suggested or desired by the communicator. (5mks)
ii. The Socio-cultural Model: The model seeks to explain the ways in which variables such as organisational membership, work roles, reference groups, cultural norms and primary group norms exercise control, and help shape and channel people's overt actions in ways that depart from their own internal psychological dispositions. Messages are presented in such a way as to make recipients believe that these are the socially acceptable models of behaviour with reference to the given situation. (5mks)
iii. Value Change Theory: This theory employs the technique of 'Comparative Feedback' to induce attitudinal and behavioural change. In this case rather than simply inform people about the harmful or beneficial effects of certain kinds of behaviour, methods based on this theory challenge people to test their own values against those of others, which are presumed to be socially more acceptable. (5mks)
iv. Cognitive Dissonance Theory: This theory is concerned with the processes that a person goes through in justifying or rationalising his or her behaviour after a decision or commitment has been made. (5mks)
3. Explain with examples the four basic rules that a critic will take into consideration when writing broadcast criticisms. (20mks)
The four basic rules attract 5marks each, and they are :
a. Critical comments should be supported: Many aspiring critics make criticisms against an author without substantiating them. It is not enough to say a book is good or bad, the reviewer must say why and give substansive examples. (5mks)
b. An opinion piece should be a reading experience: A reviewer or a critic should learn not to use 'critical words' throughtout his review, but should employ graphic and expressive words to evaluate the work he or she is reviewing. (5mks)
c. The word criticism does not mean casting aspersions alone: A reviewer should learn to balance criticism with praise. Only few works are entirely good or bad. One aspect will ususally overweight the other, but only in rare instances, will there be no opportunity for the critic to be both positive and negative. (5mks)
d. A critical review article must be a properly coordinated piece: The sentences and paragraphs must be linked that the reader or listener will have s distinct experience of following a connected line from the first sentence to the last. (5mks)
4. Discuss the principles of persuasion that are relevant to broadcast commentary and critical writing. (20mks)
The principles of persuasion are discussed as folllows and each point carries 4marks :
1. Know your facts: The key to being a credible commentator is for you to master your facts. Be able to document any claims you make, because you have researched the evidence, others should know what it says. (4mks)
2. Know your audience: How many audience members are there? What kinds of people are they? What is their current opinion on the issue? What is the basis for their opinion? Where do they get their information? What are their own needs and interests? What arguments are most likely to persuade them? (4mks)
3. Express the similarities between you and your audience: Bring out your common values, beliefs, and experiences, because similarity between communicator and audience increases persuasiveness. For instance, we all want good leadership and governance; a country free from terrorists, etc. (4mks)
4. Utilise opinion leaders, it will give your commentary the desired credibility: Even if you have mastered your facts and expressed your similarities, you may not be as credible a communicator as others who have more visibility or stature in your community. These opinion leaders may be ministers, politicians, business executives, newspaper columnists, school principals, agency directors, club presidents, neighborhood activists, coaches, or others without specific titles. (4mks)
5. In addition to opinion leaders, use models: Models, in this sense, are people who have taken the desired action, have benefited from it, and are willing to say so publicly. An effective model need not be an opinion leader; he/she can be a family member, a coworker, a neighbour down the street, or anyone else the audience know, like, and respect. Models are peers working with you to influence your target audience. If that model publicly performs the desired action, or says that he/she has gained from it, that is likely to have positive persuasive impact. (4mks)
5. Highlight the four types of opinion that a broadcaster can use when writing a broadcast commentary. (20mks)
The four types of opinion are:
1. Expert opinion: In this context, the person giving the opinion is a professional and he is speaking from a professional point of view. Most times, the person's opinion cannot be disputed, because it comes years of professional practice in field of endeavour or empirical studies. These experts cut across various disciplines, especially from institutions of higher learning. (5mks)
2. Selected opinion: In this case the journalist selects from his/her perspective, fairly educated people or citizens who are not necessarily experts, but are articulate enough to express their opinions concerning an issue of public interest. There voices are heard most of the times because they are always available and accessible. (5mks)
3. Popular opinion: These can be simply put as the voices of the majority (masses). This group of people is reckoned with in terms of catering for the interest of all. Their opinions are usually sort when government want to know how its policies are accepted by the people. Atimes their opinions are based on emotions not expertise or professionalism. (5mks)
4. Broadcast opinion: The society and even government many atimes reckon with broadcast opinion because the media are regarded as the 'fourth estate of the realm'. Therefore, they play a significant role in even shaping the opinions of the other three groups we discussed earlier. The opinion of the broadcast media is usually sort on specialised issues, and public and private interests. (5mks)
CANAANLAND, KM 10, IDIROKO ROAD P.M.B 1023, OTA, OGUN STATE, NIGERIA
COVENANT UNIVERSITY
TITLE OF EXAMINATION:
B.Sc
COLLEGE: Business & Social Sciences
SCHOOL: Social Sciences
DEPARTMENT: Mass Communication
SESSION: 2014/2015
SEMESTER: OMEGA
COURSE CODE: MAC344
CREDIT UNIT: 2
COURSE TITLE: Film and Video Production
INSTRUCTION: Choose only one type of film to produce from the three listed.
TIME: 4weeks
Write a script and produce any one of the following types of films:
1. A short drama on any area of interest to you
2. A music video of any stage or recording artist in Covenant University
3. A short documentary on any subject matter in your immediate environment that is of interest to you
First, your video production must not exceed 15mins. Second, upload the video on YouTube, Facebook or your blog and get people to watch and comment on your video.
(70mks)
You are expected to submit the following items for grading:
a. The video production (15mks)
b.
The script
(10mks)
c. Production schedule (10mks)
d. Budget sheet for the film (5mks)
e. The storyboard showing the sketch of your shots (10mks)
f. The floor plan of your production
(10mks)
g. Print out the uploaded video with comments and submit
(10mks)
Marking Guide (MAC344)
Write a script and produce any one of the following types of films:
1. A short drama on any area of interest to you
2. A music video of any stage or recording artist in Covenant University
3. A short documentary on any subject matter in your immediate environment that is of interest to you
First, your video production must not exceed 15mins. Second, upload the video on YouTube, Facebook or your blog and get people to watch and comment on your video.
(70mks)
The candidates are expected to submit the following for grading:
a. The video production (The content of the storyline as produced and packaged in the final production is what will be graded ) (15mks)
b. The script (The format of scripting for film and grammar will be graded ) (10mks)
c. Production schedule (The timetable that shows the days, time and location for the entire production) (10mks)
d. Budget (The expenses for the entire production ) (5mks)
e. The storyboard showing the sketch of the shots (The storyboard is a collection of drawings that help the director of a video production visualise the different scenes, especially the most important. The director is also able to point out the vital shots that will be relevant to the production ). (10mks)
f. The floor plan of the production (The floor plan captures the axis of action, and the camera placements during the shoot ) (10mks)
g. Print out of the uploaded video with comments (The print out must show photo of the uploaded video and thread of comments beneath the video. A candidate that has ten comments and above will be rewarded with two marks extra ) (10mks)
COVENANT UNIVERSITY
CANAANLAND, KM 10, IDIROKO ROAD P.M.B 1023, OTA, OGUN STATE, NIGERIA
TITLE OF EXAMINATION: B.Sc
COLLEGE: Business and Social Sciences
SCHOOL:
Social Sciences
DEPARTMENT: Mass Communication
SESSION:
2014/2015 SEMESTER: OMEGA
COURSE CODE: MAC 340 CREDIT UNIT: 2
COURSE TITLE: Precision Journalism
INSTRUCTION: Answer question 1 and two others
TIME: 2Hours
1. Write a four-paragraph news story from each of the attached tables 1 and 2. You may reconstruct the tables to make them more meaningful. (30 marks)
2. Your class carried out a survey research during the semester. Answer the following questions based on the study:
b) What were the research objectives?
a) What were the challenges you faced on the field?
(20 marks)
3. Think of a researchable topic and construct a 15-item questionnaire on it.
(20 marks)
4. a) What is the importance of research to a journalist?
b) In what ways is the application of social scientific tools to routine reportorial activities different from hardcore research activities? (20 marks)
5. What is the difference between percent and valid percent. Explain with an example, how the percentage of missing system is arrived at. (20 marks)
Table 1
What is the major determinant of your choice of party
Table 2
Who do you consider as the best candidate for the gubernatorial election
DEPARTMENT OF MASS COMMUNICATION
SESSION: 2014/2015
SEMESTER: OMEGA
MAC 340: PRECISION JOURNALISM
MARKING GUIDE
6. Write a four-paragraph news story from each of the attached tables 1 and 2. You may reconstruct the tables to make them more meaningful. (30 marks)
Students are expected to:
- Write a news story each, following the inverted pyramid style.
- Reduce each table to two columns. This is to make the table easy for the reader to interprete.
7. Your class carried out a survey research during the semester. Answer the following questions based on the study:
b) What were the research objectives?
b) What were the challenges you faced on the field?
(20 marks)
Students are expected to:
- State the objectives of the research, from which they constructed the questionnaire they took to the field.
- Describe the challenges they faced during the course of questionnaire administration on the field.
8. Think of a researchable topic and construct a 15-item questionnaire on it.
Students are expected to:
(20 marks)
- Write out a researchable topic
- The questionnaire is expected to contain both the questions that address the research objectives and the demographic questions.
- Construct questionnaire, according to how they were taught in class.
9. a) What is the importance of research to a journalist?
b) In what ways is the application of social scientific tools to routine reportorial activities different from hardcore research activities? (20 marks)
students are expected to:
- First state if research is important to a journalist or not.
- Explain in their own words how the application of social scientific tools to reportorial activities is different from hard core research.
- Explain with reasons, why they think it is important.
- State what purpose each is meant to serve.
- State the audience for each and the kind of language to employ in discussing each of the activities.
10. What is the difference between percent and valid percent. Explain with an example, how the percentage of missing system is arrived at. (20 marks)
Students are expected to:
- Explain that percent and valid percent are columns in frequency tables. And that percent contains the missing system (that is, number of people who did not respond to the question the table is explaining), while valid percent does not contain that number and deals with only those who responded to that question.
- Draw a frequency table that contains the frequency, percent and valid percent columns.
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Movin'
On
Songs for Transition Times by Kim Price Olsen
Produced by Del Casher in conjunction with Educational Activities, Inc.
INTRODUCTION
These are pleasant songs that help young children learn new words as they transition from one activity to another.
4. Colors
Music is a powerful learning tool. These songs help each child:
* Follow simple directions.
* Learn basic concepts
* Use common English phrases
* Increase receptive and expressive language comprehension through repetition, movement and role-play.
* Enjoy their natural desire to move, explore, discover and experience.
* Feel secure and comfortable by establishing familiar routines.
* Understand expected social behaviors.
* The songs are designed to promote learning as well as make learning a joyous experience!
____________________________
Credits
Original Lyrics – Kim Price Olsen, M.Ed.
Vocals – Tony Oliver
Producer and Arranger – Del Casher
Mixer
–
David Walsh
Engineer – Brian Miller
Cover Design – Denise Caparatta
1. Hello, Hi
Vocabulary:Greetings; hello, hi, how are you, good morning, good afternoon, classmate's names.
Action: Participants wave hello with one hand and sway side-to-side. In verses two through four the teacher should point to a child while everyone sings their name when the triangle chimes.
Ex: Hello, hi. How is ____________________ today? (Insert student's name)
2. Center Time
Vocabulary:
Center time, fun, learning, step, quietly, choose, red, blue, girl, boy
Action: Listen, sing and follow directions. Participant decides what area of the classroom to work and moves to the area when the song directs them to do so.
3. Our Flag
Vocabulary:Flag, red, white, blue, march, you and me
Materials: Small flag on a stick or an instrument for each child. (Flags can be student made, see directions for handmade instru ments)
Action: Participants march with their flags held high or while playing an instrument and singing.
Vocabulary: Red, blue, green, I am wearing Action: During the verse about the color red they stand if they are wearing mostly red. Repeat for the colors blue and green.
Variation: Participants can hold up a colored paper/card when they hear the color they are given. The color word can be printed on the paper.
5. Clean-Up
Vocabulary:
Clean-up, children, now, other areas of the classroom.
gather, blocks, playhouse,
Purpose: Participants know to stop working/ playing and put away materials when they hear this pleasant song. This song also directs the children to move to an area by the teacher, such as the circle-time area.
Action: Participants sing-a-long while cleaning up their workspace and moving to the next activity. In verses 3 and 4 the teacher should sing the name of a spe cific center or work area when the triangle chimes.
Ex:
Children in the __________________
won't you clean-up now? (insert name of center or work area)
6. Wash Your Hands
Vocabulary: Wash, hands, scrub, clean, dirt, germs, gently, drain
Purpose: This song signals children to know that it is time to wash their hands for snack or lunch. Also, a good lead into a discussion about "why" we wash our hands.
Action: Participants pretend to scrub their hands free of dirt and germs while a few children at a time are excused to go to the sink and wash their hands.
7. Please and Thank You
Vocabulary:Please, thank you, you're welcome, nice, words
Purpose: Introduces courtesy phrases and reinforces the use of polite manners.
Action: This song can be sung as the children transition to snack/ lunch gatherings. Notice and encourage the use of this language throughout the day.
8. Rest Time
Vocabulary:Tiptoe, softly, rest, close, eyes, lay down, mat, flat, body, happy, wake-up
Action: The children know that it is time to move to the area where the class will rest when they hear this song. Some classrooms have "mats" to lie participants entire bodies on and others prefer to simply have "mats" to rest their heads upon. Play this song quietly as the participants move to the rest area while singing along.
Songs for Transition Times by Kim Price Olsen
Movin'
On
Produced by Del Casher
in conjunction with Educational Activities, Inc.
9. Sharing and Caring
12. Good-Bye Children
Vocabulary:Sharing, caring, helping, talking, laughing, sitting, working, playing, napkins
Purpose: To emphasize the importance of appropriate social behav iors, cooperation and respect for others.
Action: Invite students to pretend as they sing along.
Vocabulary: Provide props to use as the children role-play, such as napkins, snacks, etc.
10. Line-Up
Vocabulary:Line-up, stop, children, now, go, names of destinations.
Action: Participants sing-a-long as they move to the area designated for lining up. The teacher should sing the name of the place where the children are going when the triangle chimes.
Ex:Stop what you are doing and line up now.
It's time to go to _____________________.
(insert name of destination, such as lunch.)
11. Going Inside
Vocabulary:Go, inside, work, learn, play
Materials: Portable CD player (optional)
Action: The teacher should play and/or sing this song when outdoor playtime is over. As the first few children approach the teacher she/he should invite them to sing and clap along as they wait for their peers. Variation: This song can be learned in advance using the CD, and then used outdoors without the aid of the recorded music as she/he walks around the play area gathering children to join the growing line of participants who are headed indoors.
Educational Activities, Inc.
Send for FREE complete catalog
P.O.Box 87, Baldwin NY 11510 Call Toll Free 1-800-797-3223 www.edact.com
Vocabulary:Good-bye, children, glad, today, play.
Purpose: Learn appropriate leave-takings and create a nurturing atmosphere.
Action: Dramatize appropriate leave-taking gestures with the familiar wave as the group sings.
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ISSUE 17
Celebrating 150 Years!
June 8 th , 2017
PRINCIPAL: Matt Currie
ASSISTANT PRINCIPAL: Amanda Hetherton
CURRICULUM DAY TOMORROW – NO STUDENTS AT SCHOOL!!!! QUEENS BIRTHDAY HOLIDAY MONDAY - SCHOOL CLOSED
2017 CALENDAR
- Everyone admitted to getting nervous before the assessment and one person in particular (me!) didn't listen to all the instructions very well.
- Some of the questions in both literacy and numeracy were tricky.
Friday 9 th
Monday 12 th
Wednesday 14 th
Friday 16 th
Thursday 22
nd
Thursday 22 nd
June
Student Free Day – Report Writing
Queen's Birthday Holiday
Maffra Secondary College Mini Transition Day
Pie Drive Orders due back at school.
Pie Drive orders to be collected from the hall (time to be advised)
Parents & Friends meeting 7pm
Monday 26 th
Wednesday 28
th
Thursday 29 th
Friday 30 th
Monday 17 th
Tuesday 18 th
150
th
Planning Meeting
Student reports distributed.
Fun Food Day
Last Day of Term 2 – Dismiss at
2.30pm
July
Curriculum Day – no students
First day of Term 3
Principal News
School Council completes a Naplan Assessment
On Tuesday night, I was part of a very nervous group of School Councillors who completed a Naplan Assessment run by Mrs Heatherton to experience what our Grade 3 and 5 students go through every year.
What we discovered was: - You have to read the questions carefully because as adults there were some that we found tricky to understand.
- It is hard to identify some spelling mistakes in some sentences; we had to re-read the sentences a lot.
- You noticed when people around the room finished the test and you were still going.
- None of us liked handing in the assessment with no immediate feedback on how we went.
Whilst we were doing it having a bit of fun, it was terrific to experience what our students must go through for a week. We did it for 15 minutes and that was enough!
George Telford Visit
On Tuesday afternoon, George Telford came to talk to the staff about growth mindset. George is a leading presenter in Australia on this area so we were very lucky to get him to Maffra Primary. George was particularly vocal on the idea of giving students 'false praise' or a 'false mindset'.
Our students need to learn that behind every success is a lot of effort, perseverance, mistakes and practice. As adults, we need to model this and talk about this with children as their image of successful people is very driven by what they see on TV and Internet. Famous sportspeople spend hours and hours practising their skills, they just did not wake up one morning being successful. Our students learning journeys are very similar; to be successful in maths, literacy, art or music takes effort and ongoing learning.
Student Reports
Teachers have spent a lot of time learning about the new reporting system and curriculum for the upcoming reports. Tomorrow is a student free day, with teachers using this day to complete comments on students before they are presented to families later in the Term.
Matt Currie – Principal
Bendigo Bank Visit at Assembly
Harri, Max and Ella receive a cheque from the Bendigo Bank, which was third prize for our Maffra Mardi Gras Float entry.
Pie Drive Orders due to the office by Friday June 16 th .
Orders to be picked up from the hall on Thursday June 22 nd (time to be advised).
Mathletics Awards:
Gold – Max Mott, Charli Cameron.
Silver - Evie Raine, Ruby Baxter, Jack Dowsett, Will Missen, Paul East.
Students of the week:
Evie Humphris – 8 out of 8 Friday Spelling 'extension words' for May.
Willow Cameron – being a whiz with addition. Well done Willow!
Jack Dowsett – always having a positive attitude and meeting each new challenge with a smile!
Phoebe Martin – having a fabulous, positive attitude in class. Great work Phoebe.
Heidi Ikin – fantastic story writing!
Kody Jonkers – showing great learning during his extreme weather project. Keep up the fantastic learning Kody!
Darcy Cater – really stepping up this week and trying his hardest!
Bianca McDonough – working really hard in maths and making great improvement.
Sierra Roberts – using her imagination and creating a fantastic unicorn puppet!
Patrick Midson – attentively listening to constructive feedback and using it to improve his learning!
Otto Humphris – being a great mathematician.
Keith Vearing – stepping up by showing improvement in the choices that he makes in the classroom.
Head Lice
We have had several cases of head lice reported to the school. Please take time to check your child's hair and treat if required.
Friday 9 th June Student Free Day – Report Writing Monday 12 th June Queen's Birthday Holiday Friday 30 th June Last day of term 2 – 2.30pm dismiss Tuesday 18 th July First day of Term 3
Our Meet & Greet this week is
Chloe Lenehan – Grade 56T
Favourite home cooked meal is chicken carbonara.
Favourite Colour is purple.
One thing I have really improved this year is BODMAS.
My favourite Footy Team is Geelong!
My learning goal at the moment is to be more fluent in reading.
On the weekend I like to play hockey.
If I could have any animal in the world, I would have a dolphin.
Grade 3 / 4 R have been writing about our Aquarium Animals.
Logger Head Sea Turtle.
Location.
The habitat of the Logger head sea turtle is around costal airs.
Where in the world do you find the Logger Head Sea Turtle?
The Pacific, Atlantic and Indian oceans. By Alex Giles.
Gentoo Penguins Interesting facts
Gentoo Penguins moult once a year, so that means they lose all their feathers at once.
They have to eat a lot of food to put on fat before they moult.
When Gentoo Penguins are moulting all of their feathers are non-water proof, which means they can't go swimming and catch their prey for two weeks.
Gentoo Penguins are the fastest underwater swimming birds. They can go as fast as 38 kilometres per hour and dive 200 metres deep. By Evie Humphris
Loggerhead Sea Turtles
Size: Loggerhead Sea Turtles can weigh from 75220 Kg. They can grow from 75-1m.
Appearance: The Loggerhead Sea Turtle has the largest head of any shelled turtle in the world. It has an upper shell is reddish brown and underneath is yellow.
Features: The Loggerhead Sea Turtle has front flippers that are short and thick with two claws. The rear flippers can have two or 3 claws head shaped like a lizard. By Leila Hunt
Blue Ringed Octopus
Mating
How old: After the male and female mate the male soon dies after they mate and the female looks after the eggs. After one or two months because he dies of not eating.
How many: The female Blue Ringed Octopus lays up to fifty to one hundred eggs.
Gestation period: Blue Ringed Octopuses eggs take up to a couple of months to hatch.
By Alivia Leighton
Elephant Shark
The Elephant Shark average size is 1.5m. The world record is 2.5m long!
Appearance: Four big fins and a huge tail with a tall trunk.
Distinctive Features: The Elephant Shark has a long bone going from tail to its nose protecting from predators.
Did you know? The world record for the largest Elephant Shark was caught off a small town in South Australia!
By Henry Noble
Were going on a bear hunt Grade 1/2 Excursion Tuesday 6 th June
"I liked it when the little brother squirted everyone. And Tarlow got a butterfly and Mackenna got it because he did not want it ." Charlotte 1/2A
"Me and my classroom went to see a play. The play was fantastic because the actors were good at their job. And the bear was fantastic." Bella C 1/2A
"We went to see we're going on a bear hunt. Have you seen it? Hmmm let me think who were the characters… Oh I remember the Dad, the Girl and the Boy." 1/2A Bonnie
"It was raining a little bit on the way. We watched were going on a bear hunt. It was fantastic when the snowstorm came down. I thought we will not get wet at all. When they got to the river we got wet. I liked the bear. He didn't look mean to anyone. After when it was finished it rained again on the way to the bus." 1/2 Annabelle B
Maffra Primary School Lunch Order List 2017
Lunch orders are available on Mondays & Fridays
Fruit Salad (small container) $3.50
Please write child's NAME, ORDER and ROOM NUMBER clearly on a paper bag with CORRECT MONEY securely enclosed
(remember to check your additions).
Please do not order any item that is not on the price list, as Jo Jo's will be unable to supply it! THANKYOU ☺
Drinks
Fruit Box - orange $2.00
- apple
- blackcurrant
Flavoured Milk
- chocolate $2.00
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SRJIS/BIMONTHLY
/
DR. MRS. PARVEEN RANI
A VIEW ON TEACHER'S MANAGEMENT STYLE OF STUDENTS
Mrs. Parveen Rani, Ph. D.
Principal, Baba Kundan Rural College of Education Ludhiana
Scholarly Research Journal's is licensed Based on a work at www.srjis.com
Teaching is best characterized as the creation of learning opportunities through the management of interaction. Teacher's management style has always been an important part of education because teacher's personality traits, their educational experiences, research, instruction knowledge and teaching methodologies mainly determine their management styles. Teacher's management styles are so important that they can not only affect the development of learners in all affective, cognitive and psychomotor dimension and flourish their potential talents in particular but also they can cause the development or underdevelopment of human societies in general, because it is he classroom and the formal educational setting where the educators work formally, rationally and scientifically.
Teacher's management style refers to the wide variety of skills and techniques that teachers use to keep the students organized, focused, attentive and academically productive. While managing the student, teachers minimize the behaviour that impede the learning of students and maximize the behaviours that facilitated, assist and enhance learning. Wolfgang and Glickman (1980, 1986) support three management styles-
Non-interventionist style (low control of classroom management or students centred style)
o It presupposes that the child has an inner drive that needs to find its expression in the real world.
Interventionist style (high control of classroom management or teacher centred style)
o It emphasizes on what the outer environment of people and objects do to the human organism to cause it to develop it in particular way.
Integrationists style (moderate control of classroom management or teacher – student centred style)
o It focuses on what the individual does to modify the external environments, as well as what the environments does to shape the individual.
SRJIS/BIMONTHLY/ DR. MRS. PARVEEN RANI (3069-3074)
Management of learners extends to everything the teachers may do to facilitates and improve student learning which would include such factors as following:
- Behaviour
- A positive attitude, happy facial expression, encouraging statements, the respectful and fair treatment of student, etc.
- Environment
- For example, a welcoming well lit classroom filled with intellectually stimulating learning materials to support specific learning activities.
- Expectations
- The quality of work that teacher expects students to produce the ways that teachers expect student to behave toward other students, the agreements that teacher make with their students.
- Materials
- The typeof texts, equipment, and other learning resources that teacher use.
- Activities
- .The kind of learning experiences, that teachers design to engage student interest, passion and intellectual curiosity.
How students learn and how teachers teach are complicated process which are difficult to understand and even harder to master. It is not surprising that professor of many years experience feel they have never quite got it right, and are amazed and gratified when the will to learn and the desire to teach come together in a few moments of excitement, pleasure, and joyful discovery (Schwartz 1980). While teaches cannot make students learn, they can promote learning by helping students become motivated to learn, handle information and experience, develop knowledge, attitude, and skills, and transfer their learning from the classroom to the real world (McLagan, 1978). In addition to the general role of the teacher as human relation specialist, as facilitator, and as motivator. Each role is a key to promoting student's learning.
Knowledge about how children learn, and understanding about what constitutes effective teaching and classroom management has increased considerably over the past decades. School and teacher can dramatically influences the extent and quality of learning from all students. The emphasis must be on success, rather than on fallings and shortcomings. To make this possible, a learning environments need to be created in which all children feel safe and understood, and can reach their potential. Effective teachers have learnt and
SRJIS/BIMONTHLY/ DR. MRS. PARVEEN RANI (3069-3074)
experienced that behaviour problems are relatively rare in classrooms where children are actively involved and interested, and in which they are appreciated for who they are, where they come from and what they are able to contribute. Effective teachers have also learnt that they need to know their student's background to be able to understand non-academic factors that they may impact their learning, participation and behaviour.
It is obvious that not all children learn at the same pace or in the same way. Schools and teachers may have to consider the extent to which education policies and practices lead to the labelling of children or to promoting the view that learning capacities are either limited or fixed. Educating the whole person is an important goal of education in itself and teachers play their part in the process, by taking into account and responding to individual difference in development and learning needs in each classroom.
How a teacher perceives management depends on how he sees his job as a teacher and to what extent he believes that all children can learn. Learning outcomes and behaviour are aspect of education which are very much influenced by teaching quality. A teacher has control over many factor that influence motivation, achievement and behaviour of students. Factors such as a classroom's physical environment, a child's level of emotional comfort and the quality of communication between teacher and students are important factor that enable or disable optional learning of individual children.
To be able to manage problems of students requires insight into where these difficulties may come from and why and when they arise. A teacher has to care for many different students, including those from poor, disadvantages families, students who may have to work before or after school, children from different ethnic, religion or languages minority groups and those with a variety of learning difficulties or disabilities. Children may come to school hungry or tired; they may not have been able to do home-work because of lack of electricity or parents who are illiterate and not able to help them with their school assignments. It is important from a teacher to know a child's socio-economic and family background to be able to understand these non-academic learning and behaviour. These factors cannot directly to altered, but understanding them will enable a teacher to place a student's "learning failure" or "misbehaviour" in perspective and create learning environments that reduce rather than increases the effects of such.
When seeking explanations for lack of achievements or for behaviour problems, a teacher needs to be prepared to consider inadequacies in the learning content, process and environment rather than inadequacies in the child. He needs to reflect on what he teachers and hoe he teaches. What does he say and do in the classroom to develop understanding?
SRJIS/BIMONTHLY/ DR. MRS. PARVEEN RANI (3069-3074)
How does he introduce new topic? Does he spend enough time explaining purpose and relationship to previously taught information and skills to enhance developmental learning? A teacher must however not only look at social backgrounds, but also at what happens inside the classroom. How student behave is often a reaction to factor within the school. A teachers needs to reflect on the learning environment he has created and weather this engages all children actively and meaningfully. It is important for a teacher to investigate how his style of teaching can affect progress and behaviour of different students. Timing of teaching-learning interaction is an essential part of classroom management and many behaviours problems can be avoided by improved management of the classroom environment and timing of school activities.
Effective teachers and classrooms managers address the need of children both in terms of what they teach and how they teach. Though teaching is generally a group activity, learning is very individual. Effective teachers are sensitive to these differences and take actions to accommodate these so that, ideally, each child is provided an optimal learning experiences. Teachers for examples decide where children sit in the classroom. This may appears an unimportant decision, but it is not. The seating arrangement in a classroom can enable or disable interaction, as well as impact student behaviour and attitudes. Thus, it is important to decide who will sit where and during which activity, based on the teacher's knowledge of his/her students.
Apart from imparting knowledge and skills, teachers also help children to define who they are. From daily interaction with teachers, children learn whether they are important or insignificant, bright or slow, liked or disliked. Teachers transmit these messages by the way they speak to children, their facial expressions and gestures, and by the amount of time they devote to each individual learner. Often teachers point out student's deficiencies more than praising them for their efforts and small improvements. For many children this is very discouraging and may result in feelings of inferiority and failure. A teacher need to realize this. Teachers need to reflect on their assumptions and expectations by asking children for feedback on the teaching-learning process on what happens in the classroom in general. Teachers can learn from students. It is important for teachers to know what make a good teacher in the eyes of his students. Such characteristics of quality teachers almost always have to do with a teacher's ability tolerate a student as individuals in a positive way, treating them with respect, making lessons interesting and varied, providing encouragement and telling them to believe in themselves and their own abilities. This means that positive teacherstudents relation and classroom climate must be important factors influencing how children experience school.
Motivation to learn and to behave is contingent on interest. If a teacher teaching can harness the curiosity of children, he can also elicit a willingness of students to learn and behave. Interest-satisfying teaching motivates children far more effectively than concern in them into tasks they consider irrelevant and boring. However, despite such efforts to practice positive interaction, behaviour problems may occur. A teacher needs to be prepared for this with techniques ranging from a counselling approach, focusing on understanding and mutually solving a problem to behaviour modification or ignoring in appropriate and reinforcing appropriate behaviour. Management is an integral part of effective teaching as it helps to prevent behaviour problems through improved planning, organizing and managing of classroom activities, better presentational of instructional material and better teacherstudent interaction, aiming at maximize student's involvement and cooperation in learning.
Effective behaviour management is essential for achieving a productive classroom environment. Wubbles(2009) has discussed six approaches for managing students that focused on external control of behaviour, on internal control, on classroom ecology, on discourse, on curriculum and on interpersonal relationships. Classroom management usually has two distinct purposes : it seeks to establish an orderly environment so that students can engage in meaningful academic learning and it aims to enhance student's social and moral growth.
In order to have a positive effort on students, the management educator must apply the principles of active learning to the practical setting of the classrooms. Auster and Wylie (2006) suggest that four dimensions are necessary to create a systematic approach to promote active learning in the classroom: context setting, class preparation, class delivery and continuous improvement. Context setting refers to creating an open and relaxed atmosphere of learning in the classroom. Class preparation involve thought, planning and creativity before the class session. Class delivery refers to the implementation of the planned lesson in the classroom. Continuous improvement entails seeking and using feedback concerning the teaching approach.
The teacher must be well trained, must focus and monitor the educational process, be dedicated and responsive to his or her students, and be inspirational. The content must be accurate, timely, stimulating and pertinent to the student's current and future needs. The method or process must be inventive, encouraging, interesting, beneficial and provide tolls that can be applied to the student's real life. The environment to be accessible, safe positive,
SRJIS/BIMONTHLY/ DR. MRS. PARVEEN RANI (3069-3074)
personalized as such as possible, and empowering. Motivation is optimized when students are exposed to a large number of these motivating experiences and variables on a regular basis.
Teacher's manage classroom to facilitate the intellectual engagement of students. Teacher create an environment conducive to intellectual engagement when students perceives : (a) that there are opportunities for them to succeed, (b) that flexible avenue exist through which learning can occur, and (c) they are respected as learners because teachers convey the belief that students are capable of learning. When teacher purposefully manage classrooms so that these elements inspect optimally, students perceives that they are known and valued. Furthermore, opportunities for success, flexibility and respect generally are presents when teachers challenge their students at appropriate level provide academic support, use instructional techniques that convey excitement for the content and making learning relevant.
REFRENCES
Auster, E.R., & Wylie, K.K.(2006). Creating active learning in the classroom: A systematic approach. Journal of Management Education, 30(2), 333-354.
Bahman Yasbologhi Sharahi (2009). A comparative study of learning outcomes of postgraduate students of India and Iran in relation to their teacher's management style, gender and attitude towards network technologies.
Whitman, Spendlove, and Clark (1984). What is the relationship between teaching and learning? ASHE-ERIC Higher Education Report, 15(4), 1-7.
Wolfgang, C.H., & Glickman, C.D. (1986). Solving discipline problems: Strategies for classroom teachers.
Wubbles, Theo (2009).An international perspectives on classroom management: what should prospective teacher learn? Teaching Education,22(2), 113-131. | <urn:uuid:b59c86c3-df33-4773-b1ac-c2431987731d> | CC-MAIN-2017-39 | http://www.srjis.com/pages/pdfFiles/149224445747.%20A%20VIEW%20ON%20TEACHER%20forth%20article.pdf | 2017-09-24T10:20:58Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00371.warc.gz | 569,947,392 | 2,818 | eng_Latn | eng_Latn | 0.994638 | eng_Latn | 0.997275 | [
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NUTRITION & HEALTHY LIFESTYLE TIPS FOR CHILDREN 2-5 YEARS OLD
WHAT CAN I EXPECT MY PRESCHOOLER TO DO AS HE GROWS?
- Pour liquids from a small pitcher
- Request a favorite food
- Enjoy foods in various shapes and colors
- Enjoy imitating the cook and helping to prepare food
- May be influenced by TV
- Able to use a knife and fork by 4 years
- More interested in talking than eating
- Continue to have food pickiness (when she only wants to eat a particular food)
- Influenced by his peers or siblings
HOW CAN I TEACH MY PRESCHOOLER HEALTHY EATING BEHAVIORS?
- Make one "family" meal, but offer several "side" dishes that your child may chose from (bread, yogurt, fruit, cheese sticks, etc.). Serve an unfamiliar food with a familiar food. Don't cater to your child's finicky appetite by making him a "special" meal; this just makes him even more finicky!
- Offer fruits and vegetables at every meal – we want kids to love fruits and veggies as snacks just as much (or more) as they love their crackers.
- Continue to limit milk consumption to 12 to 16 oz. per day. The milk should be 1% or skim. Offer water for thirst. Discourage juice and pop. Vitamin D intake should be 600 IU per day.
- Involve your preschooler in meal planning and preparation. Children are more likely to try a food they have helped to prepare. Even young children can help stir, mash, pour and measure.
- Offer a new food multiple times… don't give up. Many young children must be offered a food 8 to 10 times before they find they like it.
- Imitation is a powerful learning tool, so be a role model. If you want your child to drink milk or eat fruits and vegetables, make sure he sees you drinking milk and eating fruits and vegetables!
WHO IS RESPONSIBLE FOR WHAT?
- Establish eating and mealtime responsibilities: It is your responsibility as a parent to determine when meals and snacks will be served, and what foods will be served. It is your child's responsibility to decide what to eat and if to eat at all!
HOW CAN I MAKE MEALTIMES MORE ENJOYABLE?
- Avoid mealtime power struggles. Do not force your child to clean his plate before leaving the table.
- Create a relaxed setting for meals. Cut down on distractions. Turn screens off.
- Let your child leave the table when he has finished eating.
- Praise your preschooler for trying new foods and for practicing appropriate behavior at the table.
- "A taste is just a taste" or the "One Bite Rule": your child must at least taste a new food, but let her decide the amount to try, even if it's a very, very small bite.
The Daily 5-2-1-0
5
servings of fruits & vegetables
NM 07/2017
2 hour limit on screen time (TV, computer, & video games)
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Digital Commons @ Butler University
Scholarship and Professional Work – Education
College of Education
2014
Using PhotoVoice to empower K-12 teachers and students through authentic literacy engagements
Susan R. Adams Butler University, email@example.com
Kathryn Brooks Butler University, firstname.lastname@example.org
Follow this and additional works at: http://digitalcommons.butler.edu/coe_papers Part of the Teacher Education and Professional Development Commons
Recommended Citation
Adams, Susan R. and Brooks, Kathryn, "Using PhotoVoice to empower K-12 teachers and students through authentic literacy engagements" (2014). Scholarship and Professional Work – Education. 16.
http://digitalcommons.butler.edu/coe_papers/16
This Article is brought to you for free and open access by the College of Education at Digital Commons @ Butler University. It has been accepted for inclusion in Scholarship and Professional Work – Education by an authorized administrator of Digital Commons @ Butler University. For more information, please contact email@example.com.
Running Head: USING PHOTOVOICE TO EMPOWER K-12 TEACHERS AND STUDENTS
Using PhotoVoice to Empower K-12 Teachers and Students
through Authentic Literacy Engagements
Katie Brooks
Susan R. Adams
Michelle C.S. Greene
Contact Information:
Susan R. Adams College of Education, Butler University 4600 Sunset Avenue Indianapolis, IN 46208 (317) 940-8985 firstname.lastname@example.org
A draft manuscript submitted for consideration in the
Special Topic Issue in
Children's Writing: Perspectives on Teaching and Learning (Winter 2014)
Sheryl V. Taylor, Ph.D., Editor
Selected Submission Category: Reflections on Practice A mid-length referenced discussion of practices relating to the teaching and learning of writing by children
Overview
PhotoVoice is a community and participatory action research method developed by Wang and Burris (1994). Rooted in grassroots empowerment education, critical feminist theory, and documentary photography, it aims to enable people with little money, power, or status to communicate needed changes to policymakers. Examples of PhotoVoice projects can be found in fields outside of education, focusing on a range of social issues including homelessness, physical ailments, mental and psychological illness, and gender discrimination. Only a handful of studies in the United States have demonstrated use of PhotoVoice with adolescents in out-ofschool educational settings (Chio & Fandt, 2007; Strack, Magill, & McDonagh, 2004; Wilson, et al., 2007; Zenkov & Harmon, 2009). Similarly, an organization called The Viewfinder Project ("The Viewfinder Project," 2010) uses methods that run parallel to PhotoVoice, and provides its curriculum to those who are interested in initiating a group project in their community. The current research focus on out-of-school use of PhotoVoice-like approaches creates a gap in the research regarding the in-school literacy development opportunities inherent in PhotoVoice methods. As knowledgeable and capable community ethnographers, K-12 students, particularly historically marginalized and disempowered student populations, can use photo images and PhotoVoice methods to create powerful, visual representations that identify and elevate the significance of the local social issues to transform existing conditions in their communities.
Literature Review
PhotoVoice draws upon a critical feminist framework which provides a firm foundation for approaching youth participatory action research (YPAR) with historically marginalized youth. In YPAR projects, the Freirian (Freire, 2008) concept of praxis – critical reflection and action – is a central component for students in studying their social contexts. Feminist approaches to YPAR feature elements of critical pedagogy, but also historically have called specific attention to the voices of silenced or unheard women, to the social and historical construction of gender roles, and to dominant notions of sexuality and heteronormativity.
Several research studies have contributed to understanding how a critical feminist lens can inform YPAR. For example, educator Cathie Bell's (1996) project, Gender Bias and the Middle School Experience, examines gender issues within her school community. In response to student surveys in which female students admitted to being sexually harassed at school, but did not feel they had the power or the right to report it, the school decided to implement 'Girl Talk, a forum which allowed the participants to develop trust and to discuss sexual harassment and incidents of homosexuality and homophobia they had experienced or witnessed. The students raised awareness by posting signs with photos throughout the school protesting sexism, and signs to demonstrate "what makes girls angry about the way the world views them" (p. 25). These thought-provoking displays encouraged teachers to react more definitively to sexual slurs overheard in the hallways, and to revise the curriculum to provide more balanced, representative, and equitable materials. The participating girls stated that as a result of these changes, they encountered less resistance to reporting sexual harassment. Inspired by Girl Talk, a group of male students at the school also initiated their own survey to examine sexual harassment attitudes.
In addition, Wilson, Dasho, Martin, Wallerstein,Wang, and Minkler (2007) adopted PhotoVoice for use with a group of early adolescents in an after-school program called YES!, Youth Empowerment Strategies. Students were given cameras and invited to take pictures of their world as an impetus for critically analyzing the images' meanings and social
representations. After organizing their photos into categories of 'assets' and 'issues' in their community, written reflections accompanied each of the students' selected photographs to describe their significance. One project, entitled "Writing on the Walls" featured photographs of derogatory bathroom graffiti, an issue that historically provoked numerous fights at school. One photograph displayed the message, "________ is the uglyes gir in the school! (sic)." In response to these startling images, students first raised concerns about (dis)respecting others. Later a group wrote and performed a skit, "Fighting and Bathroom Wall Writing," at school assemblies, resulting in the circulation of a petition. In response, the school district painted over the graffiti and installed a new, more secure door.
David Schaafsma (1998) drew from the thinking of feminist researcher Patti Lather (1991) to frame a YPAR project with students in an inner-city, middle-school summer writing program. Students conducted oral history interviews with community members as inspiration for writing critical fiction (Mariani,1991), which involves "the interrogation of unitary narratives, the naming of manifold identities, the exploration of multiple subjectivities, and the incorporation of ambivalence and ambiguity as elements of resistance" (p. 12). One student, for example, used the information she had gathered from interviewing community activist, Rose Bell, who started a local volunteer service for unwed mothers. The student then interwove the factual aspects of Ms. Bell's life into a realistic-fictional storyline about a pregnant teenager. Students also de-constructed and re-constructed stories using critical narratology (McLaren, 1993), a composition that "encourage[s] the oppressed to contest the stories that have been fabricated for them by 'outsiders' and to construct counterstories that give shape and direction to the practice of hope and the struggle for an emancipatory politics of everyday life" (p. 218). From a critical feminist perspective, the students' stories, grounded in the traditional method of oral history collection, served as tools for community connections, personal empowerment and social activism.
While these aforementioned studies certainly lend guidance for the implementation of PhotoVoice in schools, particularly in after-school settings, there is a decided lack of research conducted on the impact of PhotoVoice in K-12 classrooms. With an eye toward future research possibilities, this reflection on practice discussion will feature narratives provided by K-12 teachers, many of whom utilized PhotoVoice to stimulate and support English language and literacy development for immigrant English language learners (ELLs).
Process
In 2012, a group of 15 K-12 educators gathered to participate in a week-long summer intensive workshop hosted by Butler University, where Brooks and Adams (two of the authors of this manuscript) are professors of education. This PhotoVoice workshop was co-facilitated by Brooks and Greene, who is the third author on this manuscript. Workshop participants were invited to join a larger research study already in progress, were provided background information on the larger study, and signed informed consent forms indicating their willingness to be included in the study. This reflection on practice is a strand pulled out of the overarching study due to the rigorous engagement and continuing interest of the PhotoVoice participants. In alignment with Adams' (2013) research on creating meaningful professional development for educators, the workshop participants were provided collegial and collaborative time and space in which to experience PhotoVoice first as learners in a safe, supportive space, which empowered the participants to return to their classrooms ready to teach PhotoVoice to their K-12 students. The majority of the workshop participants are licensed English as New Language/English as
Second Language (ESL) teachers whose classrooms are inhabited by ELLs from many countries of the world and who routinely have felt excluded, marginalized, or misunderstood by the larger school community due to racial, linguistic, economic, and social class differences. In addition, some of the ELLs self-identify as undocumented immigrants-a risky and severely marginalized identity to embody given current political and legal policies.
Setting the stage. We started our PhotoVoice project by searching for and closely examining examples of projects that we found readily available on line. Our favorite PhotoVoice websites include:
www.PhotoVoice.org/
www.PhotoVoiceworldwide.com http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf
www.PhotoVoicewyoming.com/
After we looked at and discussed a few PhotoVoice projects, we read about how others have implemented these projects in their schools and communities. We practiced using content area reading strategies to analyze and discuss these articles. In this case, we selected the 4 A's protocol (School Reform Initiative) to engage in this discussion because we wanted participants to explore the assumptions of the researchers, what they agreed with, what they wanted to argue with, and what they aspired to in the articles. 1 Other content reading strategies such as Save the Last Word for Me, Text Rendering, or Coding the Text would also work well to generate this kind of discussion and analysis of existing projects as exemplars.
In this phase of the project, it is important for participants to learn about what PhotoVoice is, see how people have used it, and ask any questions that they have about how to engage in this kind of project.
Developing our questions. Sometimes, the teacher chooses a question for students to research.
Other times, participants choose their own research question. In our summer workshop, we asked our teachers to develop the research questions for our project. We used a Microlabs protocol (www.schoolreforminitiative.org/protocol-alphabetical-list-2) to discuss in small groups the following three questions:
If I could change the world, what would I do?
If I could change my community, what would I do?
If I could change my school, what would I do?
After discussing and debriefing the Microlabs activity, we listed the themes that emerged from the small group discussions.
Since we were engaging in collaborative research, we chose the themes from the list that spoke most deeply to our own experiences. Next, we used an Affinity Mapping process (www.schoolreforminitiative.org/protocol-alphabetical-list-2) to group our discussion themes into overarching themes. In looking at our overarching themes, we decided after much discussion that we wanted policymakers to understand was what made workshop participants feel empowered and disempowered as educators.
1 For more information on the 4 A's protocol, please visit the School Reform Initiative website at www.schoolreforminitiative.org
Taking and sharing photographs. In the next phase of the project, we took photographs that represented how we were conceptualizing answers to our research questions. We spent time together talking about the research questions and brainstorming possible images that could represent our answers. Then we went out into the schools, community, and our homes to gather images that either concretely or abstractly represented out answers. We brought our photographs to the next session and shared stories about the images. Carolyn Wang (1994; 1997) , who developed PhotoVoice, indicates that she asks her participants to discuss their photographs with the following questions in mind:
What do you see happening here?
What is really happening?
How does this relate to our lives?
Why does this problem/condition/asset exist?
How could this image educate the community/policymakers, etc.?
What can we do about it?
After we discussed our photographs in light of these guiding questions, many new ideas for photographs were generated, inspiring a second round of images. This second round of images pushed us to go deeper in an understanding of our research questions.
Writing about our stories. In the final phases of our project, we wrote narrative text about our photographs and how the photographs represent our answers to the research questions. From these writings, we developed descriptive photograph captions that captured the essence of our understandings.
Sharing our stories. After writing, we grouped the photos thematically and negotiated ways to display for our photos for an exhibition. We mounted the photos and the captions on black cardstock. Then we visited the exhibition space and decided how best to display our themes and photograph. The exhibition was viewed and experienced by teacher participants from other workshop sections.
How Workshop Participants Have Used PhotoVoice in Their Classrooms
Following the conclusion of the summer workshop, teacher participants were encouraged to stay in communication with us as they adopted the use of PhotoVoice in their individual classroom settings. Next we have included representative excerpts from several teacher participants to demonstrate the power and impact of PhotoVoice as an approach for not only developing literacy skills, but also to empower marginalized students to impact their communities. All teacher participants' names and any identifying school markers have been replaced with pseudonyms and general descriptions 2 . To allow the participants to tell their stories in their own voices, as much as possible, the teachers' narratives have been only minimally edited for clarity or to preserve the anonymity of the teachers' and the schools' identities. Two of the authors (Michelle and Katie) of this article also share their stories here to demonstrate how their authentic K-12 classroom use of PhotoVoice method provided a successful and manageable literacy engagement for language learners.
Monica's Story. This semester I am using PhotoVoice as a framework for a German conversation course. This one credit course was created after several students expressed concerns about their ability to start and sustain natural conversations. PhotoVoice is the ideal
2 Note: This research project has been approved by the _______ University Institutional Review Board.
platform to facilitate these conversations—our weekly "Kaffeestunde" is brought in to focus with the pictures we share with each other. On the first day of class, I guided our discussion to uncover why we have all chosen to study German and what we love about German-speaking countries and cultures—"Warum Deutsch?" From that I established a weekly schedule of topics. In my personal reflections on this process, I have learned that my students all have very personal reasons for choosing German. I have been allowed to see all of these students as individuals with their own stories, fears, and hopes, and we have all been able to practice expressing them in German.
Michelle's Story. I served as a co-teacher of this summer intensive PhotoVoice workshop. I provided for the participants an example of how I had already used PhotoVoice in my middle school ESL classroom. As a teacher-researcher, I was interested in using images as an invitation to engage students in critical dialogue and authentic, content-based language development. In one of my ESL classes, the students and I embarked on a curricular unit of inquiry called, "A Picture Speaks?"
In the first literacy activity, students were asked to select an image that held significance for them – either a photograph, magazine picture, or drawing. Each student then placed their selected image on their desktop alongside a blank piece of paper. In a gallery-walk activity, each student rotated around to examine other students' images, and then write questions about the images. For example, a photograph of a horse incited questions such as, "Where did you see this horse?", "Did you ride the hors? [sic]", and "Why is the horse important to you?" These questions, then, served as prompts for writing the story of the image. More concretely, students were instructed to write what happened before, during, and/or after the moment depicted in the image. Students wrote, revised, and shared the stories of their images.
Though it was not a requirement of the assignment, all the students chose to write narratives about themselves and their families. As an example, the picture of the horse inspired the student to tell the story of how much he missed his mother, who lives in the Dominican Republic; they had been separated from one another for over a year, but his mother promised that he could ride this horse the next time he came back to the D.R. This assignment served as an introduction to the use of image as an invitation to using narrative voice, dialogue about personally-relevant issues, and as a meditational tool for language development.
Next, I showed students examples of image-based projects in which other students had participated. Examples included samples of Wendy Ewald's (2006) work, and projects from The Viewfinder Project ("The Viewfinder Project," 2010) in which two groups of students - one from the state of Indiana in the United States and one from Cape Town, South Africa - took pictures around the dichotomist theme "What is beautiful? What is ugly?" It is this latter project that captured my students' attention and acted as a catalyst for brainstorming a theme for our class' focus of image-selection. I facilitated student discussions about issues of concern to them; a frequent and recurring topic was immigration reform.
Guided by student interest, I suggested we read the personal narratives of my former students who authored Different Worlds: Stories of Immigrant Youth by Immigrant Youth (Author 3, 2009). Concurrently, I encouraged students to look for other forms of related literature to read and share with the class. The term "literature" was explicitly defined for students as not only traditional texts, but also books that their younger siblings have at home, pop culture magazines or websites, handwritten notes or email communications, music lyrics, advertisements, television shows, or posts found on social networking sites. The goal was to
engage readings from a critical and self-reflective stance, and to question the communicative forms and their potential implications.
Students brought in newspaper articles they had seen or read, but often didn't fully understand; they relayed anecdotes of interactions they'd witnessed in their home communities; they shared Facebook posts and messages whose racial content evoked an emotional response. Through guided discussion of these readings, the students decided upon the theme to frame their image selection: "What feels safe? What feels unsafe?"
While a wide array of images were selected throughout the process, when it was time to choose two images to write about – one that represented each of our research questions, "What feels safe? and What feels unsafe?" – most students wrote about immigration and immigration reform. Emergent themes from the students' collection of images and writing revealed the following categories: representations of inducing fear and representations of empowerment (advocacy, activism, pride).
One student wrote, "I want for the congress to see that there are a lot of Mexicans that want to live here because they have a good life in the US…[they] have to see how illegal people are treated and it does hurt…" Another shared, "…the government sometimes doesn't say what it means about freedom. I want to work hard at school and so to go to college but I don't know if I can get the monies to go because of my papers." Students who had otherwise been described as struggling readers and writers, as determined by standardized testing, demonstrated deep interest in reading and writing, a desire to think critically about current events, and a conviction to write with persuasive purpose.
Katie's Story. As one of the authors of this article and as the lead teacher of this summer intensive PhotoVoice workshop, I modeled the process for participants by showing and telling the story of how I had used PhotoVoice in my own middle school ESL classroom in Urban City Schools. One year, when I was teaching at Westside Middle School, the Smithsonian Institute sponsored a photography exhibition on Latino life in the United States called the Americanos Photo Exhibition. The exhibit traveled to several cities across the country. When the exhibit came to our city, it was housed at a local museum. They sponsored a photography competition for students in local schools.
I decided to turn this student photography exhibition into a class project. My students used disposable cameras to take photographs of life in their homes and neighborhoods. Their photographs were displayed at the museum with the Smithsonian exhibition. I used this opportunity to encourage my students to tell their stories and write. I was amazed that all of my students, even the reluctant writers, were deeply interested and engaged in their projects. I got more high-quality writing out of the project than I had from any other project that I had done with my students. An additional benefit of this project was that the students and I all learned more about each other and we had a stronger sense of classroom community. This experience inspired me to engage my students in telling their stories through writing and photography every year.
Nadezhda's Story. Where do I begin? That is a question I often ask myself as an ENL teacher. How do I make learning content-based and relevant? How do I make it comprehensible? How do I get to know my students who do not speak English language? After having participated in a PhotoVoice Project this summer, I was interested in trying it with my level one upper elementary EL students.
I began with myself as a model, posing the question to my newcomers: "Who is Mrs. N?" and then asked them to learn later about themselves by asking, "Who is __?" We embarked on a journey of getting to know about each other while learning the language. I do not recollect my students ever getting more excited than when they were sharing their memories. They were engrossed into writing and got tricked into applying and using all of the vocabulary, grammar, and sentence frames learned to tell their own stories. And, most importantly, they felt pride in using their primary language which is such a significant part of who they are.
Upon reflection of the three lessons that my students and I spent writing our stories about our family experiences while improving language skills and learning how to build grammatically correct sentences, I realize again and again the importance of not only teaching but learning from and with our students. It never fails to amaze me as a teacher and a people observer how any students' eyes light up when they hear words, or just a word, in their native language or a mentioning of a familiar dish, holiday, or a tradition that they enjoy with their families. This helped me to refocus and continue not only teaching building our learning community.
Monica's Story. This semester I am using PhotoVoice as a framework for a German conversation course. This one credit course was created after several students expressed concerns about their ability to start and sustain natural conversations. PhotoVoice is the ideal platform to facilitate these conversations—our weekly "Kaffeestunde" is brought in to focus with the pictures we share with each other. On the first day of class, I guided our discussion to uncover why we have all chosen to study German and what we love about German-speaking countries and cultures—"Warum Deutsch?" From that I established a weekly schedule of topics. In my personal reflections on this process, I have learned that my students all have very personal reasons for choosing German. I have been allowed to see all of these students as individuals with their own stories, fears, and hopes and we have all been able to practice expressing them in German.
Miljenka's Story. PhotoVoice is an empowering method of combining photography and storytelling with the purpose of enhancing cultural understanding, voicing opinions and beliefs, but most importantly concerning this project, it is a powerful tool for engaging students to write and learn. Children love stories and they love picture books. They love taking picture walks and deciphering meaning through matching illustrations and words. Children love creating and telling their own stories.
At Northside Elementary, Project PhotoVoice equipped the ENL students at Language Proficiency Level 4 from 5th grade with the tools (digital Cameras and their own final published work) to illustrate their own thinking which developed strong connections between writing and their own daily, and academic life. Working through PhotoVoice helped students understand and develop key concepts in global learning and international mindedness. With a specific task in mind, the students took pictures of objects, settings, and events that illustrated examples of the task. Then they wrote paragraphs accompanying their photographs, explaining the settings and events. As a culminating experience of this project we published a grade Anthology/Photobook
recognizing each author. We collected the best piece of writing from each student and included it in the grade anthology bound in a real book format.
Students became actively engaged in the writing process while being introduced to a lifelong learning technique of observation and desire to express themselves. Active involvement is critical for sharing thoughts and experiences while building bridges through cross-cultural communication. This means we not only worked toward enhancing the language proficiency of our English Language Learners, but we worked toward students at Proficiency Level 4 reaching Fluent Proficiency Level 5 by the middle of January.
Conclusion
As the participant narratives demonstrate, K-12 students, including beginning language learners, not only enjoy and engage in PhotoVoice projects, but also make significant progress in developing academic language proficiency in their writing. In addition, these students, many of whom have previously experienced marginalization or limited agency to have an impact on their schools and communities, find that communicating through PhotoVoice provides an opportunity to express themselves in sophisticated and empowering ways. In addition, the workshop participants were able to successfully implement the use of PhotoVoice in their various classroom settings, regardless of the age of the learners or even the stage of English acquisition, because they had first experienced PhotoVoice as learners in a collegial and collaborative setting.
As Michelle points out, when they were provided mentor texts and photos as exemplars, students were able to tackle complex the impact of personal and political realities in their lives in order to question existing structures and to imagine alternative futures. Thus PhotoVoice offers an accessible, motivating, and technologically rich entry point for young writers and their teachers an authentic and empowering forum in which to share their photos, their writing, and their stories with the school and with the broader community. As schools and classrooms continue to become increasingly technology rich, PhotoVoice has the potential to evolve and develop to adapt readily to new uses and to expand its repertoire for future classroom instructional use.
References
Author 2, (2013). The meaning of race-based professional development: A critical feminist ethnography. Indiana University. Retrieved from Proquest Dissertations and Theses: http://search.proquest.com/docview/1324465698?accountid=9807 (1324465698).
Author 3, (2009). (Ed.). (2009). Different Worlds: Stories of immigrant youth by immigrant youth. Indianapolis: Lulu Publishing.
Chio, C.M., & Fandt, P, M. (2007). PhotoVoice in the Diversity Classroom: Engagement, Voice, and the "Eye/I" of the Camera, Journal of Management Education, 31, 484-504.
Ewald, W. (2006). Toward a promised land. London: Artantel.
Freire, P. (2008). Pedagogy of the oppressed: 30th Anniversary edition. (M.B. Ramos, Trans.) New York: The Continuum International Publishing Group.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge .
Palibroda, B., Krieg, B., Murdock, L., & Havelock, J. (2009). A practical guide to PhotoVoice: Sharing pictures, telling stories, and changing communities. Prairie Women's Health Centre of Excellence, Winnipeg, Manitoba, Canada. This is project #157 of the Prairie Women's Health Centre of Excellence, ISBN: 978-1-897250-19-8. Retrieved from http://www.pwhce.ca/photovoice/pdf/Photovoice_Manual.pdf
PhotoVoice. (2013). Retrieved from www.PhotoVoice.org/
PhotoVoice Worldwide (2013). Retrieved from www.PhotoVoiceworldwide.com
PhotoVoice Wyoming. (n.d.). Retrieved from www.PhotoVoicewyoming.com/
School Reform Initiative. (n.d.). Retrieved from www.schoolreforminitiative.org
Strack, R. W., Magill, C., & McDonough, K. (2004). Engaging youth through PhotoVoice. Health Promotion Practice, 5(1), 49-58.
The Viewfinder Project (2010). 2010, from http://theviewfinderproject.com/
Wang, C., & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21, 71-186.
Wang, C., & Burris, M. (1997). PhotoVoice: Concept, methodology, and use for participatory needs assessment. Health Education and Behavior, 24, 369-387.
Wilson, N., Dasho, S., Martin, A. C., Wallerstein, N., Wang, C. C., & Minkler, M. (2007). Engaging young adolescents in social action through PhotoVoice. Journal of Early Adolescence, 27(2), 241-243.
Zenkov, K. & Harmon, J. (2009). Picturing a writing process: PhotoVoice and teaching writing to urban youth. Journal of Adolescent & Adult Literacy, 52(7), 575-584. | <urn:uuid:d7714ed7-b7cb-465d-9821-843a594ab4cb> | CC-MAIN-2017-39 | http://digitalcommons.butler.edu/cgi/viewcontent.cgi?article=1015&context=coe_papers | 2017-09-24T10:35:52Z | crawl-data/CC-MAIN-2017-39/segments/1505818689975.36/warc/CC-MAIN-20170924100541-20170924120541-00375.warc.gz | 94,521,624 | 6,372 | eng_Latn | eng_Latn | 0.935213 | eng_Latn | 0.997791 | [
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Ultrathin, flexible photovoltaic cells
26 February 2016, by David L. Chandler
The MIT team has achieved the thinnest and lightest complete solar cells ever made, they say. To demonstrate just how thin and lightweight the cells are, the researchers draped a working cell on top of a soap bubble, without popping the bubble. Credit: Joel Jean and Anna Osherov
Imagine solar cells so thin, flexible, and lightweight that they could be placed on almost any material or surface, including your hat, shirt, or smartphone, or even on a sheet of paper or a helium balloon.
Researchers at MIT have now demonstrated just such a technology: the thinnest, lightest solar cells ever produced. Though it may take years to develop into a commercial product, the laboratory proof-of-concept shows a new approach to making solar cells that could help power the next generation of portable electronic devices.
The new process is described in a paper by MIT professor Vladimir Bulovi?, research scientist Annie Wang, and doctoral student Joel Jean, in the journal Organic Electronics.
Bulovi?, MIT's associate dean for innovation and the Fariborz Maseeh (1990) Professor of Emerging Technology, says the key to the new approach is to make the solar cell, the substrate that supports it, and a protective overcoating to shield it from the environment, all in one process. The substrate is made in place and never needs to be handled, cleaned, or removed from the vacuum during fabrication, thus minimizing exposure to dust or other contaminants that could degrade the cell's performance.
"The innovative step is the realization that you can grow the substrate at the same time as you grow the device," Bulovi? says.
In this initial proof-of-concept experiment, the team used a common flexible polymer called parylene as both the substrate and the overcoating, and an organic material called DBP as the primary lightabsorbing layer. Parylene is a commercially available plastic coating used widely to protect implanted biomedical devices and printed circuit boards from environmental damage. The entire process takes place in a vacuum chamber at room temperature and without the use of any solvents, unlike conventional solar-cell manufacturing, which requires high temperatures and harsh chemicals. In this case, both the substrate and the solar cell are "grown" using established vapor deposition techniques.
One process, many materials
The team emphasizes that these particular choices of materials were just examples, and that it is the inline substrate manufacturing process that is the key innovation. Different materials could be used for the substrate and encapsulation layers, and different types of thin-film solar cell materials, including quantum dots or perovskites, could be substituted for the organic layers used in initial tests.
But already, the team has achieved the thinnest and lightest complete solar cells ever made, they say. To demonstrate just how thin and lightweight the cells are, the researchers draped a working cell on top of a soap bubble, without popping the bubble. The researchers acknowledge that this cell may be too thin to be practical—"If you breathe too
1 / 3
hard, you might blow it away," says Jean—but parylene films of thicknesses of up to 80 microns can be deposited easily using commercial equipment, without losing the other benefits of inline substrate formation.
produce about 15 watts of power per kilogram of weight, the new cells have already demonstrated an output of 6 watts per gram—about 400 times higher.
A flexible parylene film, similar to kitchen cling-wrap but only one-tenth as thick, is first deposited on a sturdier carrier material – in this case, glass. Figuring out how to cleanly separate the thin material from the glass was a key challenge, explains Wang, who has spent many years working with parylene.
"It could be so light that you don't even know it's there, on your shirt or on your notebook," Bulovi? says. "These cells could simply be an add-on to existing structures."
Still, this is early, laboratory-scale work, and developing it into a manufacturable product will take time, the team says. Yet while commercial success in the short term may be uncertain, this work could open up new applications for solar power in the long term. "We have a proof-ofconcept that works," Bulovi? says. The next question is, "How many miracles does it take to make it scalable? We think it's a lot of hard work ahead, but likely no miracles needed."
"This demonstration by the MIT team is almost an
The researchers lift the entire parylene/solar cell/parylene stack off the carrier after the fabrication process is complete, using a frame made of flexible film. The final ultra-thin, flexible solar cells, including substrate and overcoating, are just one-fiftieth of the thickness of a human hair and one-thousandth of the thickness of equivalent cells on glass substrates—about two micrometers thick—yet they convert sunlight into electricity just as efficiently as their glass-based counterparts.
order of magnitude thinner and lighter" than the
No miracles needed
"We put our carrier in a vacuum system, then we deposit everything else on top of it, and then peel the whole thing off," explains Wang. Bulovi? says that like most new inventions, it all sounds very simple—once it's been done. But actually developing the techniques to make the process work required years of effort.
previous record holder, says Max Shtein, an associate professor of materials science and engineering, chemical engineering, and applied physics, at the University of Michigan, who was not involved in this work. As a result, he says, it "has tremendous implications for maximizing power-toweight (important for aerospace applications, for example), and for the ability to simply laminate photovoltaic cells onto existing structures."
While they used a glass carrier for their solar cells, Jean says "it could be something else. You could use almost any material," since the processing takes place under such benign conditions. The substrate and solar cell could be deposited directly on fabric or paper, for example.
While the solar cell in this demonstration device is not especially efficient, because of its low weight, its power-to-weight ratio is among the highest ever achieved. That's important for applications where weight is important, such as on spacecraft or on high-altitude helium balloons used for research. Whereas a typical silicon-based solar module, whose weight is dominated by a glass cover, may
"This is very high quality work," Shtein adds, with a "creative concept, careful experimental set-up, very well written paper, and lots of good contextual information." And, he says, "The overall recipe is simple enough that I could see scale-up as possible."
More information: Joel Jean et al. In situ vapordeposited parylene substrates for ultra-thin, lightweight organic solar cells, Organic Electronics (2016). DOI: 10.1016/j.orgel.2016.01.022
This story is republished courtesy of MIT News (web.mit.edu/newsoffice/), a popular site that covers news about MIT research, innovation and teaching.
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What's Inside
- Growing African violets
- Gardening workshop February 19
- Growing and caring for amaryllis
- Master Gardener news
- Gardening tips for February
- Upcoming events
Jennifer Schutter University of Missouri Extension Horticulture Specialist 660-665-9866 firstname.lastname@example.org
If you need this newsletter in alternative format, please contact Jennifer Schutter at the Adair County Extension Center.
Garden Talk!
for the Heartland Garden Enthusiast http://extension.missouri.edu/adair/gardentalk.aspx
February 2016
STARTING SEEDS INDOORS
Starting your own seeds indoors can be an enjoyable experience for some gardeners. It is a relatively inexpensive way to grow a wide variety of plants that you might not otherwise find in garden centers. Seeds can be purchased from a number of sources including garden centers, hardware stores and mail order catalogs. Seeds can range greatly in price. The newest hybrids command higher prices, as do seeds of rare, heirloom or unusual plants, as well as certified organic seed.
To get started you will need a soilless seed starting mix, which is sterile and weed-free, and containers. Cell flats work best for starting seedlings. Place potting mix into your cell flats and wet the soil before planting the seed. The potting mix will settle and more will have to be added and watered again until the cells are almost full.
Follow the package directions and sow one seed per cell in the containers. If using old seed, plant two seeds per cell, as only one or neither may germinate. The directions will tell you how deep to plant the seeds. When finished, label each container with the name of the plant and the date planted.
Flower seed to start in February includes snapdragons, pansies, violas, geraniums, coleus, impatiens and wax begonia. In Missouri, snap dragons and pansies can be planted outdoors usually by the end of March. They tolerate the cool days of spring. Cool-season vegetables that should be sown in February include broccoli, cauliflower, cabbage, kohlrabi, Brussels sprouts, and head lettuce. These vegetables like cool weather and can usually be planted by the end of March in north Missouri.
Light is important for seedlings once they have germinated. A window sill is not an ideal location for starting seeds. It's much better to grow seedlings under fluorescent lights than to rely solely on natural light, even in a greenhouse. Some brands of lights are sold as "grow lights," designed to provide light in specific ranges required by plants, but standard fixtures with two "cool white" fluorescent tubes per fixture also give plants adequate light and are inexpensive. A combination of cool white and natural daylight tubes would provide good light for plants that is more appealing to people. Hang the lights from chains to ease raising them as the plants grow. Keep lights no more than 4 inches above the tops of your seedlings: as close as 2 inches is ideal. Lack of light is the major cause of elongated, skinny stems. Plants need 12
(Continued on page 2)
(Continued from page 1)
to16 hours of light daily, but don't leave the lights on continuously, as many plants need some dark period each night to develop properly. A simple timer can be part of the set-up.
Most seeds need consistently warm soil to germinate and produce strong roots. Providing a constant bottom heat can be very beneficial to seedlings. Bottom heat can help prevent damping off and death of seedlings due to pathogens at the soil surface. Keep the soil moist, not wet. Do not fertilize seedlings until they have several sets of true leaves. Only fertilize once a week with a general purpose water-soluble fertilizer.
Slowly harden plants off by exposing them to cooler outdoor temperatures for a week or two. Gradually increase the time they are outdoors. Plants not hardened off will be exposed to full sun, wind, and fluctuating temperatures and may be scorched, wilt and die. Transplant seedlings when they outgrow the cell packs and are hardened off properly. Make sure the plant is able to withstand the cool or cold temperatures if you are planting them in late March. Most of the cole crops like cabbage and broccoli tolerate cool weather.
GARDEN WORKSHOP FEBRUARY 19
University of Missouri Extension-Adair County, along with the Northeast Missouri Community Action Agency, will host a garden workshop on Friday, February 19 from 1-4 pm at the Missouri Department of Conservation office in Kirksville. Topics include: Getting Started Growing A Garden (things you need to know to grow your own gardensoil preparation, what to grow, growing in raised beds, containers and directly in the garden); Starting Seeds (includes hands-on seed planting and everyone takes home packets of seeds); and Food Preparation (now that I've grown it, how do I prepare it, recipes will be given out). Horticulture Specialist Jennifer Schutter and Nutrition and Health Specialist Margo Myers, will teach the workshop. There is no cost to attend. Supplies for the workshop are sponsored by Northeast Missouri Community Action Agency. Please pre-register by calling the Adair County Extension Center at 660-665-9866.
GROWING AFRICAN VIOLETS
By: Donna Aufdenberg, horticulture specialist, MU Extension
African Violets come in many colors and varieties. They are very adaptable to most growing conditions which makes them a wise choice for novice and beginning gardeners.
They grow best when placed in bright, indirect light from a southeast or west facing window. While you can expect reasonable success if you grow African Violets in natural light, artificial light provides better growing conditions. The most common cause of bloom failure is insufficient light. Thin, dark green leaves with long petioles indicates too little light whereas stunted plants with short petioles and small leathery leaves indicates too much light.
Violets grow best between 65 to 70 degrees F night temperature with a 10 degree increase during the day. Keep them away from chilly windows. Cold with cause them to turn dark, appear water soaked, and withered. If plants are placed in temperatures above 80 degrees F and sunrays are strong, leaves can scorch. Humidity is beneficial for growth.
Proper watering is one of the most important requirements for growing beautiful plants. Over watering can cause root rot and crown rot. Under watering can cause withering, browning and death. Watering methods differ from gardener to gardener. The main thing is to water thoroughly and allow the soil to dry slightly between waterings. Avoid getting water on the leaves and crowns.
Most people water violets from the bottom because they believe water damages the leaves. It is not the water itself but the temperature of the water that causes the damage. If you water with luke-warm water, there is no danger of damaging the leaves. Regardless of how you water, allow the plant to sit in the water of the saucer for no longer than 30 minutes to an hour...or however long it takes for the soil to completely moisten. Discard excess water that remains in the saucer.
It is recommended to feed plants with a dilute fertilizer solution at each watering, however, over fertilization tends to be a problem with African Violets. A well balanced formula such as 20-20-20 is adequate for most growing conditions if the plants are actively growing.
GROWING AND CARING FOR AMARYLLIS
The amaryllis is a popular plant grown during the winter. People often receive these as gifts with little knowledge of how to care for them. Although red and scarlet are the most popular colors, the flowers may be pink, white, salmon, apricot, rose, bicolor or picotee (petals with a different edge color) and in both single and double forms. Because they can produce flowers in mid-winter, they are prized for the color they add to indoor landscapes.
balanced houseplant fertilizer monthly to build up nutrients for flower production the next year.
Amaryllis plants should be kept out of direct sunlight while they are in flower to prolong the life of the flowers. The secret to successfully growing amaryllis is to keep the plants actively growing after they have finished blooming. After the flowers have faded, cut them off to prevent seed formation. Do not remove the flower stalk until it has turned yellow; it will help manufacture food that will be stored in the bulb.
If the bulb does not produce a flowering stalk the next blooming period, it has not stored enough nutrients during the post-blooming period. It is important that amaryllis receive plenty of bright sunlight after they have finished blooming so place it in the brightest possible location indoors. Water the plant from the top of the container thoroughly whenever the top 2 inches of the soil is dry to the touch. Empty any excess water that drains from the pot as wet soil will promote root and bulb rot. Continue to fertilize the plant regularly.
Amaryllis plants should be brought indoors before the first frost in the fall. Amaryllis do not require a resting period and will bloom if kept evergreen. However, blooming time can be controlled by allowing the bulb to go through a resting period. After bringing the potted plants indoors, store them in a dark place like a basement or cool closet (above freezing) and do not water. Do not remove the foliage until it has become dry and shriveled. The bulbs can be forced into bloom again after resting for 8 to 12 weeks. Inspect the bulbs periodically and bring them into light if new growth appears. If no new growth appears, they can be forced to bloom by bringing them into bright light and watering the soil thoroughly. Usually one or more flower stalks appear first, but occasionally they are preceded by leaves. Flowers usually develop in about 4-6 weeks from dormant bulbs, so they can be timed to flower at Christmas or for Valentine's Day.
When all danger of frost is past, acclimate the plant to the outdoors by first placing it in shade or indirect light. Gradually move it to a bright garden or bed where it will receive full sun for at least 6 hours daily. Sink the pot into the soil and fertilize with a
Amaryllis plants bloom best when they are potbound so they will require repotting only every 3 or 4 years. The best time to repot them is after they have gone through a dormant period, and you are bringing them up from the basement to reflower. Follow the same potting procedure as with a newly purchased bulb. Amaryllis require some care and attention throughout the year, but those beautiful trumpet shaped flowers are a great reward in the long months of winter.
Source: University of Minnesota Extension, http:// www.extension.umn.edu/garden/yard-garden/ flowers/growing-and-caring-for-amaryllis/
Master Gardener News
Left: At the December meeting of the Salt River Master Gardeners, president Janet Miller presented Carol Rees from the Trees for
Tomorrow program in Quincy, Illinois, a check for $280.00 to purchase a tree to replace one lost in their July 13 windstorm.
Right: A check for $200.00 was also presented to Becky
Taylor from the Heritage Seekers for landscaping at the Gardner House and Museum in Palmyra, MO.
GARDENING TIPS FOR FEBRUARY
Ornamentals
- Inspect summer bulbs in storage for rot and dryness.
- Water evergreens if the soil is dry and unfrozen.
- Winter aconite (Eranthis sp.) and snowdrops (Galanthus sp.) are hardy bulbs that frequently push up through snow to bloom now.
- Sow seeds of larkspur, sweet peas, Shirley poppies and snapdragons where they are to grow outdoors. To bloom best, these plants must sprout and begin growth well before warm weather arrives.
- Take geranium cuttings now. Keep the foliage dry to avoid leaf and stem diseases.
- Seeds of slow-growing annuals like ageratum, verbena, petunias, geraniums, coleus, impatiens and salvia may be started indoors now.
- Dormant sprays can be applied to ornamental trees and shrubs now. Do this on a mild day while temperatures are above freezing.
- Start tuberous begonias indoors. "Non-stop" varieties perform well in this climate.
Fruit
- Collect scion wood now for grafting of fruit trees later in spring. Wrap bundled scions with plastic and store them in the refrigerator.
- Inspect fruit trees for tent caterpillar egg masses. Eggs appear as dark brown or gray collars that encircle small twigs. Destroy by pruning or scratching off with your thumbnail.
- When pruning diseased branches, sterilize tools with a one part bleach, nine parts water solution in between cuts. Dry your tools at day's end and rub them lightly with oil to prevent rusting.
- Grapes and bramble fruits may be pruned now.
- Begin pruning fruit trees. Start with apples and pears first. Peaches and nectarines should be pruned just before they bloom.
- Established fruit trees can be fertilized once frost leaves the ground. Use about one-half pound of 12-12-12 per tree, per year of age, up to a maximum of 10 pounds fertilizer per tree. Broadcast fertilizers over the root zone staying at least one foot from the tree trunk.
Vegetables
- Season extending devices such as cold frames, hot beds, cloches and floating row covers will allow for an early start to the growing season.
- Run a germination test on seeds stored from previous years to see if they will still sprout. Start onion seeds indoors now.
- If soil conditions allow, sow peas, lettuce, spinach and radish.
- Sow seeds of broccoli, cauliflower, Brussels sprouts and cabbage indoors now for transplanting into the garden later this spring.
Miscellaneous
- Repot root-bound house plants now before vigorous growth occurs. Choose a new container that is only 1 or 2 inches larger in diameter.
- When sowing seeds indoors, be sure to use sterile soil mediums to prevent diseases. As soon as seeds sprout, provide ample light to encourage stocky growth.
- To avoid injury to lawns, keep foot traffic to a minimum .
- Branches of pussy willow, quince, crabapple, forsythia, pear and flowering cherry may be forced indoors. Place cut stems in a vase of water and change the water every 4 days.
-Missouri Botanical Garden-
UPCOMING EVENTS
February 2: Salt River Master Gardener meeting, 7:00, Hannibal History Museum, 200 N. Main St., Hannibal. Lisa Marks (aka Molly Brown) from the museum will give an informational tour of the museum and discuss flowers grown during Mark Twain's childhood. For information, please contact Janet Miller, 573-784-2584. Everyone welcome and please bring friends.
February 19: Gardening workshop, See page 2 for details. February 20: Beginning Beekeeping workshop, 9am-5pm, Macon High School. Sponsored by the North Central Missouri Beekeepers Association. Cost is $40 and includes lunch, materials. Call Crooked Hill Beekeeping, 660-2140132 to register. Seating limited.
March 4: Soil Health Work-
shop, Missouri Department of Conservation, Kirksville. Landowners/ farmers 9-12; homeowners/home gardeners 1-4 pm. Afternoon topics include: good homeowner and household practices for water and soil quality--what you put down your sink and toilet or set out on the curb, etc., good practices for managing landscapes, lawns, wells, septic systems, household trash and waste, home and yard chemicals, etc. To register call the Adair County Extension Center at 660665-9866. No cost to attend. Sponsored by Adair County Soil and Water Conservation District. | <urn:uuid:17825e3e-fcf1-4393-84f6-8ce7c674b23f> | CC-MAIN-2019-22 | http://extension.missouri.edu/adair/documents/GardenTalk/Feb2016GTNL.pdf | 2019-05-20T08:53:14Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00180.warc.gz | 67,817,128 | 3,349 | eng_Latn | eng_Latn | 0.997185 | eng_Latn | 0.997772 | [
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Soft drinks contain high levels of acid (H + ) (as well as sugar) which decreases the pH of the oral environment. This can lead to tooth erosion where the enamel of the teeth is weakened. Calcium (Ca 2 ) and Phosphate (PO 3- ) will dissolve from the tooth. Acidic drinks like fizzy drinks, fruit juices, sports and energy drinks can weaken the structure of the enamel and may speed up the wear of the tooth and increase the risk of cavities and sensitivity. 4
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Comprehension Questions Newspaper Article
Comprehension Questions Newspaper Article
Frindle. By Andrew Clements. Grades 4-7; Genre - Fiction; GRL R. Nick is in the fifth grade and comes up with a new word. This begins a battle with his language arts teacher as he tries to get everyone in his school to say it.
Comprehension Questions- Frindle | Rise To Reading
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2nd Grade Reading Comprehension Printables
Questions 1 through 7 refer to the following passage: In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first expedition to sail around the world.
Reading Comprehension Practice Test 1 - Test Prep Review
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A question is an utterance which typically functions as a request for information. Questions can thus be understood as a kind of illocutionary act in the field of pragmatics or as special kinds of propositions in frameworks of formal semantics such as alternative semantics or inquisitive semantics.The information requested is expected to be provided in the form of an answer.
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Test and improve your knowledge of TEAS Test: Passage Comprehension with fun multiple choice exams you can take online with Study.com
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There is a danger of putting students off reading newspapers if articles are used in the same way as
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If a young student is to grow up and read "Ulysses" or "War and Peace," they must be experts at fiction comprehension. Eudcation.com provides an assorted mix of comprehension tools in the Resource Library to sharpen students' reading skills. With the resource center's range of teacher ...
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Reading is the complex cognitive process of decoding symbols to derive meaning. It is a form of language processing.. Success in this process is measured as reading comprehension.Reading is a means for language acquisition, communication, and sharing information and ideas. The symbols are typically visual (written or printed) but may be tactile ().Like all languages, it is a complex ...
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A racist governor, sensationalized headlines and Jim Crow laws sparked rage in a mob of white men who randomly beat and killed black men in Atlanta. Historian Cliff Kuhn and Carole Merritt, director of Herndon Home, examine the causes and consequences of the Race Riot of 1906.
The Race Riot of 1906 | Georgia Public Broadcasting
The Times-News Newspaper in Education program provides print and electronic replica editions (eeditions) of the newspaper at a reduced rate for use in Alamance County (N.C.) area classrooms.
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What does this resource include? The fourth text contained in this Twist the Text collection is a newspaper article written by 'junior correspondent' Pinocchio. The article tells the story of Little Red Riding Hood from a detached, formal perspective and includes quotes from key characters as well as some additions to the 'local community', such as Goldilocks.
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Great reading comprehension worksheets for teachers. Totally free and in a variety of formats. ereadingworksheets.com is the best!
Reading Comprehension Worksheets | Ereading Worksheets
How to Read Faster. Are you keen to become a faster reader? Reading faster isn't about plowing through books or texts without comprehending or enjoyment; it's about learning to pick up the speed and still take in the information in an...
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SOLVED OBJECTIVE PROBLEMS
Problem 1. A metal bar of length L and area of cross-section A is rigidly clamped between two walls. The Young's modulus of its material is Y and the coefficient of linear expansion is . The bar is heated so that its temperature increases by º C . Then the force exerted at the ends of the bar is given by :
(a) YL
(b) / YL A
(c) YA
(d) / Y LA .
Ans.
(c)
Solution:
The coefficient of linear expansion is defined as
$$increse in length original length temp. rise l L Increase in length l L . Now FL Y Al or YAl YA L F YA L L $$
Problem 2. When a force is applied at one end of an elastic wire, it produces a strain in the wire. If Y is the Young's modulus of the material of the wire, the amount of energy stored per unit volume of the wire is given by :
(a) Y
$$(b) 1 2 Y $$
(c) 2 Y
(d) 2 1 2 Y
.
Ans.
(d)
Solution: 2
Energy stored per unit volume 1 (stress × strain). But stress = Young's modulus × strain.
Therefore energy stored per unit volume 2 1 2 Y .
Problem 3. Two springs of equal lengths and equal cross-sectional areas are made of materials whose Young's modulii are in the ratio of 2:3. They are suspended and loaded with the same mass. When stretched and released, they will oscillate with time periods in the ratio of :
(a) 3 : 2
(b) 3 : 2
(c) 3 3 : 2 2
(d) 9 : 4.
Ans.
(a)
Solution:
Young's modulus . F L Y A l
Force constant F YA k l L
Where l is the extension in the spring of original length L and cross-sectional area A when a force F Mg is applied. Now, the time period of vertical oscillations is given by :
Ans. Solution:
Problem 6.
Ans. Solution:
Hence the correct choice is (a).
Problem 4. A cubical block of steel of each side equal to l is floating on mercury in a vessel. The densities of steel and mercury are S and m . The height of the block above the mercury level is given by:
.
Ans. Solution:
(b)
Volume of block 3 l . Let h be the height of the block above the surface of mercury. Volume of mercury displace = 2 ( ) l h l .
Weight of mercury displaced
(
)
2
m
l
h l
g
.
This is equal to the weight of the block which is 3 s l g .
which gives
Problem 5. A cube of wood supporting a mass of 200 g just floats in water. When the mass is removed, the cube rises by 2 cm. What is the size of the cube ?
(a) 6 cm
(b) 8 cm
(c) 10 cm
(d) 12 cm.
(c)
Let the side of the cube be l cm . The volume of the cube above the surface of water = volume of water displaced due to mass of 200 g. Therefore mass of displaced water is 200 g, its volume is 200 cm 3 . Hence 2 200 l l or 10 l cm. Hence the correct choice is (c).
Two identical cylindrical vessels, each of base area A , have their bases at the same horizontal level. They contain a liquid of density . In one vessel the height of the liquid is 1 h and in the other 2 1 h h . When the two vessels are connected, the work done by gravity in equalizing the levels is :
(d)
After the levels in the two vessels become equal, the increase in height of the liquid in one vessel is 1 2 2 1 ( ) h h with the same decrease in height in the other. Thus, effectively a slab of liquid
2 1 1 ( ) 2 h h in thickness falls a vertical distance equal to its thickness under the action of gravity.
Therefore,
Work done by the gravity is
Problem7.
Ans. Solution:
Problem 8.
Ans. Solution:
Ans. Solution:
where mass of the slab m is given by
A soap bubble of radius r is blown up to form a bubble of radius 2 r under isothermal conditions. If is the surface tension of soap solution, the energy spent in doing so is :
(a) 2 3 r
(b) 2 6 r
(c) 2 12 r
(d) 2 24 r
.
(d)
Surface area of bubble of radius 2 4 r r . Surface area of bubble of radius 2 2 2 4 (2 ) 16 r r r . Therefore, increase in surface area = 2 2 2 16 4 12 r r r . Since a bubble has two surfaces, the total increase in surface area 2 24 r .
Energy spent = work done = 24 r
2
The time period of a simple pendulum is T . The pendulum is oscillated with its bob immersed in a liquid of density . If the density of the bob is and viscous effect is neglected, the time period of the pendulum will be :
(a)
The net downward force acting on the bob is
This is the effective acceleration due to gravity.
Problem 9. A concrete sphere of radius R has a cavity of radius r which is packed with sawdust. The relative densities of concrete and sawdust are 2.4 and 0.3 respectively. For this sphere to float with its entire volume submerged under water, the ratio of the mass of concrete to the mass of sawdust will be :
(a) 8
(b) 4
(c) 3
(d) zero.
(b)
Let m be the mass of concrete and its density and let ' m be the mass of sawdust and ' its density. Then'
Ans. Solution:
Since the entire volume 3 4 3 V R of the sphere is submerged under water, we have, from the principle of floatation,
Weight of concrete + weight of sawdust = weight of volume V water displaced
where 0 is the density of water. Thus or
where 0 / d and 0 ' '/ d are the relative densities of concrete and sawdust respectively. Equation (ii), on simplification, gives or
Using (iii) in (i) and noting that ' ' d d , we have
Problem 10. A closed compartment containing liquid is moving with some acceleration in horizontal direction. Neglect the effect of gravity. Then the pressure in the compartment is :
(a) same everywhere
(b) lower in the front side
(c) lower in the rear side
(d) lower in the upper side.
Ans. Solution:
(b)
Due to frictional force (which acts in a direction opposite to the direction of acceleration) on the rear face, the pressure in the rear side will be increased. Hence the pressure in the front side will be lowered.
Problem 11. A vessel contains oil (density 0.8 g cm -3 ) over mercury (density 13.6 g cm -3 ). A homogeneous sphere floats with half volume immersed in mercury and the other half in oil. The density of the material of the sphere in g cm -3 is
(a) 3.3
(b) 6.4
(c) 7.2
(d) 12.8.
(c)
Weight of sphere = weight of mercury displaced + weight of oil displaced
Problem 12. Two rain drops of radii 1 r and 2 r reaching the ground with terminal velocities have their linear momenta p and 32 p . The ratio 2 1 / r r will be
(a) 2 : 1
(b) 1 : 2
(c) 2 : 3
(d) 3 : 2.
(a)
The terminal velocity 2 v r and the mass of the drop 3 m r . Hence the momentum 5 p mv r .
Ans.
Solution:
Ans.
Solution:
Ans.
Solution:
Problem 13. Two parallel glass plates are held vertically at a small separation d and dipped in a liquid of surface tension T , angle of contact 0 and density . The height of water that climbs up in the gap between the plates is given by
(a) 2 / T d g
(b) / 2 T d g
(c) / T d g
(d) None of these.
(a)
Upward force due to surface tension is balanced by the weight of the liquid which rises in the gap, so
where, b width of the plates.
Alternative Method:
The meniscus between the plates has cylindrical shape with radius 2 d r . The pressure just inside the meniscus is
Problem 14. An air bubble rises uniformly through a liquid column of density . At some instant it is at a depth h below the free surface of water and its radius r . If T be the surface tension of the liquid, the pressure of enclosed air in the bubble exceeds the atmospheric pressure by an amount
(a)
2
T
r
(c) h g
(b)
Pressure outside the bubble, 0 atm p p h g
Pressure inside the bubble
(b) 2T h g r
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Digital Technology Policy
1.0 Introduction
West Moreton Anglican College recognises that the rapid advances in technology will continue to develop and create new and exciting opportunities for our students. This policy focuses on the wise and ethical use of technology for educational purposes. The College recognises the importance of students engaging with technological devices; however, emphasises the need for students being present and disconnecting themselves from technology and engaging in meaningful relationships.
This policy distinguishes the clear difference between using technology for educational purposes compared to social use. Additionally, the policy provides clear expectations of the use of digital devices whilst on College grounds.
2.0 Scope
This policy provides guidelines as to student use of mobile learning devices, mobile phones, smart devices and other mobile entertainment devices at the College.
3.0 Mobile Learning Devices
Mobile phones and other smart devices, such as smart watches or similar technological devices are not considered a learning device.
Examples of mobile learning devices include laptops, tablets, netbooks and iPads. Students are allowed to bring mobile learning devices to the College for educational purposes; however, the following guidelines need to be adhered to by students, when using mobile learning devices at the College.
- The College accepts no responsibility for the loss, theft or damage to student supplied devices.
-
The use of mobile learning devices during class time is at the discretion of the teacher.
- Student supplied mobile learning devices will operate in accordance with the College's rules regarding the responsible use of technology.
- Access to the College Wi-Fi network is a privilege and can be revoked at any time.
JUNIOR SCHOOL
- Junior School students are allowed to use mobile learning devices only in the circumstances of prior permission from the Head of Junior School. Use will only be permitted within the classroom learning context.
4.0 Mobile Phones and Smart Devices
The College prefers that students do not bring mobile phones and/or smart devices to school. If an emergency occurs within school hours, parents/guardians can contact their child/student through the various sub-schools. Students will be notified in a timely manner of such an emergency. Alternatively, if a student requires to make a call to a parent and/or guardian during school hours they must do so by requesting to use a phone in their sub-school reception area.
If a student brings a mobile phone and/or smart device to school the following guidelines must be adhered to:
- Upon entering College grounds and before the commencement of the school day, mobile phones and/or smart devices are not to be used and must be deposited in a locked locker. For Junior School students mobile phones and/or smart devices must be handed into the Junior School office.
- Mobile phones or smart devices are not to be carried, worn or accessed during school hours.
- At the completion of Lesson 5, students are permitted to remove their mobile phones and/or smart devices from their locker or collect from the Junior School office. These devices must be used in an appropriate manner.
- Connecting to the internet using data services and/or hot spotting from a mobile phone or smart device is prohibited.
- Proxied, VPNed, or other encrypted tunnelled connections to the internet are not to be used.
- Disciplinary action will be taken against any student who is found to use a mobile phone and/or smart device in a threatening or inappropriate manner. This includes the sending of inappropriate text messages, images and/or other content.
- Mobile phones and/or smart devices are not permitted on College camps, excursions and/or other College events.
- The College accepts no responsibility for the loss, theft or damage to student supplied mobile phones and/or smart devices.
- Failure to follow the guidelines of this policy will result in consequences based on the repeated behaviour. Action taken by the College will include one or more of the following consequences: confiscation of the device, detention, suspension and/or probationary enrolment.
5.0 Mobile Devices – Music Players
This policy refers to mobile phones, smart devices, iPods, MP3 players, portable DVD players and/or other mobile streaming devices.
The use of mobile music devices on College grounds is not allowed during school hours (8.00am-3.00pm) and includes the following conditions:
- Students are not permitted to listen to music on a mobile music device during school hours including break times or moving between classes.
- The use of mobile music devices is not permitted in the classroom.
- The only exception to using mobile music devices is in Dance, Drama or Music where music is required. These devices will be supplied by the College and directed by teachers.
- The College accepts no responsibility for the loss, theft or damage to student supplied mobile music devices.
6.0 Mobile Devices – Gaming Consoles
This policy refers to games/applications played on mobile phones, smart devices, iPods, iPads, Notebooks, laptops, portable gaming devices and other mobile gaming devices.
The use of mobile gaming consoles on College grounds is not permitted during school hours.
7.0 General
- Students are responsible for the safety of their own mobile phone and smart device and need to ensure that their device is stored in a locked locker whilst on College grounds. For Junior School students mobile phones and/or smart devices must be handed into the Junior School office.
- The College accepts no responsibility for the loss, theft or damage to student supplied mobile phones and/or smart devices.
8.0 Consequences
Infringements to this policy by students will be referred to the appropriate Head of School.
10.2 Digital Technology Policy last amended 2018.09.21.docx
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English
Theme: 'Beast Creator'
Class Novel: Charlotte's Web by E B White.
Spoken language: Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Writing: Select appropriate vocabulary and grammar to write their own version of 'A Bug's Life' using visual Literacy and to create their own adverts for a 'Minibeast Hotel'. In Learning Journey children will be transferring their writing skills of proof reading and checking spelling and punctuation to create Non-Chronological Reports about the worlds deadliest Minibeasts as well as describing their habitats.
Reading: Retrieve, record and present information from fictional and non fictional texts.
At home: Read a variety of texts relating to Minibeasts, possibly by visiting the library, to support learning and to explore their own interests relating to the topic.
Summer 1 2019 Curriculum Overview — YEAR 5
Creative Curriculum
Paths
Theme: 'Beast Creator'
The children will be:
Going on a Minibeast Hunt then using scientific skills record their findings.
Learning to make detailed drawings of Minibeasts.
Match Minibeasts to their habitats.
Locate where the deadliest Minibeasts are located around the world.
Topic: Beast Creator
Maths
Theme: 'Measurements/Geometry
The children will learn to:
Find fractions/decimals and percentages of measurements.
Apply their knowledge of measurements to problems. Identify types of angles.
Estimate and compare angles on a straight line.
Investigate angles on a point.
Find missing angles.
Investigate the properties of angles in triangles.
Investigate the properties of angles in quadrilaterals
Apply angles knowledge in context.
Compare and classify 2D shapes.
Compare, describe and classify 3D shapes. .
Music
Theme– 'Dancing in the Street'
The children will learn about:
Children will listen to and appraise various artists from this period of music.
Children will study rhythm and pitch of songs.
Children will compose their own music from this era.
Theme: Feelings in Relationships
Exploring feelings between peers and between adults and children.
Applying problem solving to complex feelings and situations.
Feelings about school and having goals, effort and outcome and building resilience.
RE
Theme-Choice
Children will learn about:
What influences behaviour?
How does religion help you to respond to things that make you angry?
Can others depend on you?
French
The children will be learning:
Revision of numbers
Colours
PE
Theme: Sporting Skills
Children will learn to:
Use running, jumping, throwing and catching in isolation and in combination
Play competitive games, modified where appropriate [and apply basic principles suitable for attacking and defending
Develop flexibility, strength, technique, control and balance, through athletics and gymnastics
Science
Theme: 'Life Cycles '
In this unit children will learn that plants and animals have life cycles and that reproduction is a part of this cycle. They will recognise that each life cycle has distinct stages but that these can vary between species, for example they may describe and contrast the stages of the human life cycle with three and four stage metamorphosis in insects and amphibians. They will understand the importance of reproduction for the survival of a species. Children will have the opportunity to undertake an educational visit to a botanic garden, zoological garden or a similar site to experience field study related to life cycles.
Working Scientifically, children will plan and carry out investigations and observe, measure and record the growth of animals and/or plants over time. They will use secondary research to develop their understanding of life cycles in different species. They will draw conclusions from their investigations, and present their conclusions in a variety of ways including written and oral presentations.
Computing
Theme: 'We are artists'
The children will learn how to:
develop an appreciation of the links between geometry and art become familiar with the tools and techniques of a vector graphics package
develop an understanding of turtle graphics experiment with the tools available, refining and developing their work as they apply their own criteria to evaluate it and receive feedback from their peers
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Combustion Reactions Worksheet
Combustion is the burning of a fuel with the production of energy or heat. Examples of combustion reactions 1. Cellular respiration. Cellular respiration is the process whereby cells in our bodies obtain energy.
Combustion - Chemical Formula
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Combustion - burning fuels by tessbamber | Teaching Resources
Redox reactions are among the most common and most important chemical reactions in everyday life. The great majority of those reactions can be classified on the basis of how rapidly they occur. Combustion is an example of a redox reaction that occurs so rapidly that noticeable heat and light are produced. Corrosion, decay, and various biological processes are examples of oxidation that occurs ...
Redox Balancing Worksheet - Strongsville City Schools
2 It is important to note that the balancing of an equation is accomplished by placing numbers in front of the proper atoms or molecules and not as subscripts.
I. THE MEANING OF A CHEMICAL EQUATION - chymist.com
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Combustion by maeganluv | Teaching Resources
What is combustion? Combustion is a self-sustaining chemical reaction in which heat is produced by the burning of a fuel with oxygen. Note: In Senior Chemistry fuels can be burnt in other substances like chlorine.
Balancing combustion equations - Chemical Formula
I hope all these self-assessment quizzes and work sheets will prove useful, whatever course you are doing. Scroll down to see what's on offer and F/H means differentiation for UK GCSE/IGCSE foundation/higher level tier quizzes (it basically means easier on limited knowledge and harder on wider ranging questions).
GCSE/IGCSE chemistry multiple choice quizzes revision ...
Learn how to write electrode half-reactions for cathodes and anodes. Discover how to calculate cell voltage potential when given a table of...
Cathode and Anode Half-Cell Reactions - Video & Lesson ...
Tweet. This site has many resources that are useful for students and teachers of Chemistry 11 in BC as well as any introductory high school chemistry course in the US or anywhere else in the world.
Chemistry 11 Website - D Colgur
AUS-e-TUTE is a science education website providing notes, quizzes, tests, exams, games, drills, worksheets, and syllabus study guides for high school science students and teachers.
AUS-e-TUTE for astute science students
Chemical reactions usually involve the exchange of energy in some form. In this lesson, you will learn about a type of reaction known as an endothermic reaction.
Endothermic Reaction: Definition & Example - Video ...
Calendar Updates. I post calendar updates frequently. I try to keep at least two weeks, and often
1 / 3
much more, ahead of where we are at in the curriculum.
Chemistry Calendar - ScienceGeek.net Homepage
Types of Enthalpy reaction. Types of Enthalpy reaction are listed below:-(i) Enthalpy of Formation. It may be defined as, "The quantity of heat evolved or absorbed when one mole of the compound is formed from its elements".
Types of Enthalpy reaction - Science HQ
Stoichiometry - COMBINATIONS OF ELEMENTS AND THEIR REACTIONS: Study chemical reactions by reading sections on stoichiometry in chemistry text books and demonstrating them with laboratory experiments.
Stoichiometry - 101science.com
Here is a collection of study cards for my AP and General Chemistry classes. There are four cards per page. Each set of cards is saved as an Adobe Acrobat® file.
Chemistry Study Cards - chemmybear.com
Chemistry. Index . Absorption spectroscopy Acids and bases(junior science)
Chemistry-Index - dynamicscience.com.au
Did you know that everything is made out of chemicals? Chemistry is the study of matter: its composition, properties, and reactivity. This material roughly covers a first-year high school or college course, and a good understanding of algebra is helpful.
Chemistry | Science | Khan Academy
COURSE OUTLINE SAFETY CONTRACT BLOG: Monday, June 15 - Final Exam (8:30-10:00 a.m. in Rm. 304) Friday, June 12 - Exam Review Thurs., June 11 - Exam Review
SNC2P - Mrs. Ashley
Exercise 41. Sketch the galvanic cells based on the following half-reactions. Show the direction of electron flow, show the direction of ion migration through the salt bridge, and identify the cathode and anode.
2 / 3
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Newsletter
Key Stage One Summer Term
We would like to welcome you back to school after what we hope was a lovely Easter break.
Author of the term
This term our topic is 'The Circle of Life' which we hope will become as inspiring as last terms topic. During this topic the children will be given the opportunity to explore the life cycles of animals, including humans and plants and will have the opportunity to explore the geographic features of the local area as well as studying diversity in our local and wider environments. Initially we will be focusing on the diversity of plants and habitats as well as learning to identify unique features of our local area.
In English this term the children will be developing reading and comprehensions skills, using a variety of information resources to answer questions and carry out research. In writing, we are focusing on developing our understanding of sentence types and punctuation and develop greater consistency in using these skills across different genres. We will continue to develop our use of noun phrases, adjectives and conjunctions in order to develop our independent writing skills.
We will not be using a specific author in our English sessions but will be looking at the author 'Nick Butterworth' who wrote the Percy the Park Keeper collection which will support our role play.
In Maths we will be continuing to focus on number work with a focus on problem solving and applying knowledge through simple and 2-step calculations. We will also be developing our knowledge of fractions, money, time, shape and measure.
Geography – This term we are learning about the features and names of different environments and habitats, with a focus on our local area. We will also continue developing our compass and map work skills.
Science – We will be identifying, naming and classifying the key features of different plants, as well and learning how to sort them into their correct animal group. We will also be learning about the life cycles of different living things.
Design and Technology – The children will be making and designing seed packets and studying the work of a famous designer.
Art – Children will be studying the work of Andy Warhol and developing sketching skills by studying different plants, seeds and fruits.
Computing – We will be focussing on developing basic communication skills using programs such as email and working with data for simple research.
Homework
Please listen, read and share stories as often as you can with your children, talking about events from the story and identifying any new or tricky words. We will continue to reward frequent readers with house points so please encourage your child to swap their books when they are ready to do so. Please ensure your child brings their Reading Folder to school every day.
P.E
We will have P.E twice a week on a Monday and Tuesday. One of these will be outside so please ensure your child has suitable labelled outdoor clothing, ie: joggers/leggings, t-shirt, hoody and trainers. We encourage that children should leave PE kits in school all week, in case of a change of plan and to prevent forgotten kit on PE days.
And a final plea…
Name Labelling
Now the weather is getting warmer, PLEASE ensure that all your children's belongings, especially coats and jumpers etc, are clearly labelled.
Show and Tell
Children may bring in objects, books, pictures or drawings linked to the topic. We also enjoy hearing about special achievements and rewards from out of school activities.
Spare Clothing
If anyone has spare clothing (pants, socks and trousers) to fit 5, 6 and 7 year olds, we would appreciate them to use, in case of accidents.
Sun cream and hats
As the weather warms up, sun cream can be sent to school for the children to apply themselves at lunch time. Hats may also be worn. – please ensure both the cream and hat are clearly labelled.
Upcoming Dates for your diary – details to follow
Homework, targeted at your child's ability will be sent home on a Friday. This will include spellings and either a Maths, English or Topic piece of work. Remember to practise the 100 / 200 key words and the weekly spellings, spellings will continue to be tested on a Friday. Please return homework by the following Thursday.
Apr 30 th and May 2 nd – Parent Evening
May – Y2 SATs
May – Local artist visit
June 10 th -14 th - Y1 phonics screening
TBC – summer topic trip
*Please see school newsletter for general dates this term*
We look forward to another exciting term
Thank you for your continued support
From the Key Stage One Team | <urn:uuid:9e75bdd9-cd2f-494a-920e-7f63efe604a9> | CC-MAIN-2019-22 | https://www.burtonjoyce.notts.sch.uk/attachments/download.asp?file=2022&type=pdf | 2019-05-20T09:19:48Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00186.warc.gz | 714,526,226 | 932 | eng_Latn | eng_Latn | 0.998711 | eng_Latn | 0.998906 | [
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President's Message
By Jeanne Bénéteau
The summer always begins with the promise of fair weather. There is much to do, and I want to do it all. It is busy with flower gardens, vegetable gardens, boating, canoeing, camping, hiking, and the list continues. But what I enjoy the most is what nature has to offer. I have enjoyed the lovely flowers throughout the summer, my vegetable garden and especially my tomato plants which supplied the family with huge beefsteak tomatoes. One slice of these beauties made the perfect bacon and tomato sandwich! The little hummingbirds are still lingering as they continue to visit the scarlet runner beans which are twisted around the spindles of my deck. I have enjoyed white sulfur butterflies all summer. Had it not been for them, my summer would have been practically butterfly-less. Lastly, there was the singing of the crickets and the cicadas. The summer would not be complete without them.
Now fall is here and my gardens are looking tired. I start to think about the new season and its activities. I find that this gives me renewed energy and excitement: the colourful leaves, a new year at university for my daughter, Zumba classes, cooler nights and . . . YSN meetings!
This new season will be interesting for our club. Here are some of the YSN activities happening this fall.
O
THE HERON
FALL 2016
Newsletter of the York-Simcoe Naturalists
First, we have exciting guests speakers lined up. We started the new season with an entertaining limnologist, Brian Ginn, who spoke to us about our Lake Simcoe. For October, we will have a representative from START (Saving Turtles At Risk). In November, Michele Williamson from the Ministry of Environment and Climate Change will be speaking on the decline of Ontario's hardwood trees.
Ongoing, there will be nature walks with Doug Jagger at various nature parks. For September, Doug has already brought a small group along a section of the Oak Ridges Moraine Trail through the King Campus of Seneca College.
Exciting news is that the money the club had collected last year for our special project has been used to send one of our very own members to Ontario Nature's Youth Summit. Lindsay van Vught spent the weekend of Sept. 23, 24 and 25 with other youths from Ontario. She will be sharing her experience with us at the October meeting. This year, for our special project, we will be collecting donations for Shades of Hope Wildlife Refuge. We will have a small presentation about this important organization at some point in the near future.
One last item to report is that Ontario Nature conducted a periwinkle pull at the Cawthra Mulock Nature Reserve on Sept. 24. They also planted native plants in the areas where the periwinkle has been removed. This complements our efforts in the control of the invasive plant.
So, as we have started the new season, I realize that there is a lot to do and to attend. I am excited and looking forward to our new adventures and not too sad about summer's waning. Having said this, however, I do plan on having one last swim in the warm waters of Lake Simcoe!
Fall 2016 Meetings
Tues. Oct. 11
Saving Turtles At Risk Today (START)
Tues. Nov. 8
Michele Williamson on The Decline of Ontario's Hardwood Trees
Tues. Dec. 13
7:30 p.m., River Drive Park Community Centre 20 Oak Avenue, north of Queensville Sideroad River Drive Park, East Gwillimbury
YSN Membership
Club News
Why I Am a Member
By Sheila Gick
Following the September meeting, the YSN Club has received 21 membership renewals as well as 1 new membership.
This club year we are promoting the theme "Membership Matters". We would like to have members fill out a short satisfaction survey at one of our meetings, probably November. These completed surveys will give us a picture of you, our current members, and your views of the club. We will use them to make sure we do our best to keep our loyal current members and also to plan how to attract a diversity of new members.
Membership fees are the same as last year, $25 per Single Membership and $30 for a Family Membership. We have not increased our fees in years and this encourages people to give a small donation when they can toward our Special Project for that year.
This past year was a bonanza! We collected $350 to send a teen to the Ontario Youth Summit on the weekend of Sept. 23-25. Lindsay van Vught, daughter of family member Carol Gordon, was chosen to attend and will speak to us in October about her experience. In fact, members collectively donated $568! We will be topping up the surplus $218 with $132 from our reserves to send another candidate in September 2017. It is never too early to promote this opportunity to a teen you know and get a name in to the executive.
This year, we are sponsoring the Shades of Hope Wildlife Refuge in Pefferlaw, Georgina and their director will do a short presentation at our November or December meeting. The donation can sits on the membership desk and every bit of change adds up. There is also a wish list of items they need, so take the list and bring in any of the items you may wish to donate. I will make a trip to Shades of Hope once we have a number of items collected.
Over the summer break, members of the club participated in three Farmers' Markets --- East Gwillimbury, Bradford and Newmarket. Members also worked on projects at the Cawthra Mulock Nature Reserve and you can read about those activities elsewhere in this newsletter.
I hope everyone enjoyed some nature adventures this summer and you are all eager to start a new club year.
In closing, let's all do our best to give our best and also to be on the lookout for more people like us --interested/curious/adventurous --- to introduce to our club. In the words of Charles Dickens' insatiable character, Oliver Twist, "Please, sir, I want some more." Yes, we do.
A new regular feature of The Heron
By Sheila Gick
I have been a member of YSN since its founding in 1999, with a lapse of a few years from 2010-2014 when there was no time. I was happy to return! I was encouraged to join by Nancy Colefield, a colleague of mine at Pickering College. She was one of the founders of the club and at the time owned The Backyard Birder store on Main Street in Newmarket. I had moved from New Brunswick in 1994 and wanted to make new friends who enjoyed the outdoors. I was an emptynester who missed hiking with my sons. Also, early in my working life, I had been a high school biology teacher who loved field trips to both shore and forest in the Maritimes.
Over the 12 or so years I have been a member, I have served on the executive as both recording and membership secretary and in the volunteer positions of advertising, archives and refreshments. Some years I have just attended general meetings and activities without a particular responsibility and that way I have never burnt out or tired of the club.
I do think that taking a position makes you more friends and exposes you to all the environmental issues in a way that general membership does not. But everyone in a club contributes something --- friendship, knowledge, laughter, expertise, support, organizational skills, whatever. The whole is so much greater than its parts. I hope you feel this way too.
Every newsletter this column will appear, written by a different member each time. Will you be the next to share?
Your Executive for 2016 – 2018
Elected Positions
Jeanne Bénéteau, President
(vacant), Vice President
Doug Jagger, Past President
Rick Berry, Recording Secretary
Sheila Gick, Membership Secretary
Linda Gilkes, Treasurer
Appointed Volunteer Positions
Sylvia Bowman, Conservation Director, Speakers
Linda Gilkes, Archives
Jay Gutteridge, Internet Director
Judy Ritchie, Executive at large
Melissa Rosato, Advertising Director
Flo Sparling, Refreshments
Janet Thompson, Newsletter Editor
Mike van den Tillaart
, Stewardship Liaison to Ontario
Nature
Nature Walks
Story and photos by Doug Jagger
Cawthra Mulock Nature Reserve
Since the last newsletter, the club has conducted three nature walks. On June 16, five people did the morning walk in the Cawthra Mulock Nature Reserve. Despite the time of year, the insects were tolerable. We were blessed with good weather as well. There was much to observe, including various butterflies, flowers, dragonflies and spiders. Most species we could not identify. However, we did comment on Canada Yew, the Cataba Tree and Eastern Hemlock. Everyone had a good view of Bobolink in the field. We saw an additional 14 species of birds.
There was no walk in July, but on Aug. 17 we spent the morning along trails in the Bendor Greaves Tract of the York Regional Forest. Birds were scarce, with only Hairy Woodpecker and Black-capped Chickadee seen and Pileated Woodpecker heard. The three of us on the walk commented on the beauty of the forest and terrain, including magnificent Tamarack and the many forest ferns.
Bluestem Goldenrod
On Sept. 14, four of us walked along the Oak Ridges Moraine Trail from Dufferin Street to the viewing platform overlooking Seneca Lake. We stopped to see various flowers, including Bluestem Goldenrod (pictured above) and Blue Bead Lily, and seven Trumpeter Swans on the lake. We were able to identify seven bird species in total, which was fewer than anticipated in view of the timing of fall migration. The massive extent of periwinkle, the numerous dead or dying Ash, and large Maple and Black Cherry trees caught our attention.
It is our plan to continue the nature walk program. Check your e-mail for details, usually posted several weeks in advance. Hopefully more members can join us.
Cawthra Mulock Nature Reserve
By Sylvia Bowman
Ontario Nature held a number of events this summer at our local nature reserve, Cawthra Mulock.
Periwinkle Pull Sept. 24
Butterfly ID Workshop July 9
Mike attended this event led by James Kamstra. There were 15-20 attendees and they hiked the fields in the southern part of the reserve. There were relatively low butterfly sightings that day, but a lot of people were new to butterflies so it was good to have them introduced. See the Ontario Nature blog online at http://www.ontarionature.org/connect/blog/trackingpollinators-and-salamanders/.
Nature Day Event July 24
Donna Lewis and I attended. I was particularly interested to see where the salamander boards were located. However by lunchtime it was pouring rain so the afternoon part was cancelled. They had about 70 people registered for the event but only about 30 showed up, probably because the weather was so threatening even early in the day.
Donor Appreciation Event Sept. 10
There was a walk in the morning to the pollinator planted area and a wonderful lunch prepared by Carolyn Schultz, ON executive director. In the afternoon we viewed one of the salamander board areas thanks to Donna Lewis. This time the rain held off, although it was again threatening weather. Unfortunately we didn't see any salamanders and the ground under the boards was very dry.
.
Conservation News
By Sylvia Bowman
Maskinonge River Recovery Project
The "Up the River with a Paddle" event was held on Sept. 10. It highlighted over 20 projects completed on riverfront properties along the Maskinonge River in the past three years. People were able to paddle up the river and see that there is less duckweed in the river this year. River otters have been seen, also a sign of improved health in the river. The federal funding for this project ends in March 2017, but the committee is exploring ways to continue the work.
Ontario Nature
Proposed new regulations for hunting of the Algonquin wolf (formerly called the eastern wolf)
Scientists have determined that the Algonquin wolf is threatened with extinction. Yet the Ontario government intends to strip this species of the legal protection normally afforded under Ontario's Endangered Species Act (ESA). Astoundingly, the government is proposing to allow the hunting and trapping of this threatened species in many areas where it occurs. It is still protected within Algonquin Park, but often moves outside the park where it is not protected.
Ontario Nature believes this proposal must not go forward for the following four reasons.
1. Hunting and trapping are the primary threats to Algonquin wolves.
2. Algonquin wolves have been confirmed in many places where hunting and trapping occur.
3. Ontario has a global responsibility to protect this species. Approximately 65% of the mature Algonquin wolf population resides in this province.
4. The proposal is contrary to the very purpose and intent of the ESA, which is to protect and recover species at risk. To recover, Algonquin wolves must safely be able to disperse to find mates and raise their young.
This was a follow-up to the periwinkle pull we organized in April, and again Rick helped to organize the event. Rick, Jeanne, Sheila, and Bob and Linda Hansen attended, along with Stephanie Muckle and Smera Sukumar of Ontario Nature and other volunteers.
A total of 12 participants removed 96 kg of plant material. If you add in the plants removed in April, we've pulled a cumulative total of 447 kg! As well as removing invasive plants, we planted 160 new wildflowers, grasses and shrubs in and around the cleared areas.
*********************
Ontario Nature and 622 others sent letters to the Honourable Kathryn McGarry, Minister of Natural Resources and Forestry, and the Public Input Coordinator of the Species at Risk Policy Division calling on the government to maintain existing protections for the threatened Algonquin wolf. Ontario Nature will continue to advocate on behalf of the Algonquin wolf and other species at risk.
You may be interested in the following Internet links:
- a guest blog about threats facing the fewer than 500 Algonquin (formerly called "eastern") wolves left in Ontario.
- the listeners guide to wolf howls published in ON Nature magazine;
Huronia Regional Meeting
The next Huronia Regional Meeting of Ontario Nature is on Sat. Oct. 22 at 10:00 a.m. at the Marchmont Baptist Church, 3839 Town Line, RR #2 Orillia. It will be hosted by the Orillia Field Naturalists.
2015 Provincial Land Use Planning Review
The deadline for comment has been extended to Mon. Oct. 31. The collaborative group of Ontario Nature, Earthroots, Eco-Spark and Save the Oak Ridges Moraine Coalition (STORM) will be doing a final submission. The Ontario Greenbelt Alliance (OGA) is also doing a submission.
One of the areas of concern is the number of applications submitted requesting over 650 areas to be removed from the Greenbelt. In October, the OGA released a map highlighting these areas, shown at right. In their press release, titled "New map reveals 'death by a thousand cuts' strategy by developers to destroy Ontario's Greenbelt", they wrote:
The map pinpoints just one-third of the 650 requests made by developers, land speculators and municipalities to remove protected lands from the Greenbelt. Just a fraction of the total requests, the portion mapped is almost 11,000 hectares (27,000 acres). The map also shows existing towns and villages in the Greenbelt that could be ringed with more sprawl subdivisions if developers get their way . . .
While most communities are embracing Smart Growth and the Greenbelt, more than two thirds of all removal requests come from one region --- York Region, where land speculators and municipalities are seeking to remove roughly 7,500 ha of land from the Greenbelt, including prime farmland, natural areas along highway corridors and sensitive areas around the headwaters of important creeks and rivers, including the Rouge and Don which flow to Lake Ontario, a source of drinking water for millions in southern Ontario.
Requests to Remove Land from Ontario's Greenbelt
Requests within York Region
*********************
Goldfinch eating seeds of woodland sunflower in my garden Photo by Janet Thompson
Field Notes
Ladybugs Story and photo by Karen Stephenson
Attracting Ladybugs to Your Garden
The ladybug is one of our most beloved insects. North America has over 450 native species of ladybugs, ranging in colour from red to orange, and under optimum conditions they can live up to three years. The number of spots on a ladybug's back depends on the species, not the age of the insect. For instance, if you count 12 spots you are looking at a convergent ladybug, whereas if it doesn't have any spots it is a polished ladybug.
Interestingly, ladybugs are born black and they develop their beautiful bright colouring and distinctive black spots in the first few weeks of life. As they age their spots begin to fade. Their colouring is not only beautiful but also protects them because bright colours such as blue, red and yellow usually signal that the insect or animal bearing the colour is poisonous. In addition to their bright colouring, ladybugs are able to defend themselves when attacked by playing dead and secreting a substance from behind their leg joints that will cause them to smell horrible to their predators.
A female ladybug will lay hundreds of eggs at one time. She will lay these eggs inside colonies of aphids or near other plant-eating insects. Within three to five days of hatching, the young are hungry and begin looking for food, which is why the female lays her eggs at a food source. On average it will take one week for a juvenile ladybug to reach adulthood.
Ladybugs do not migrate. They hibernate in warm, dry places throughout the winter months. Because they are cold blooded, they require a place where they can stay warm for the winter, and often this is inside buildings. Ladybugs will scour buildings in search of cracks and holes through which they can get inside. However, this is not a good location for them, because buildings lack a suitable food source to sustain them until they begin their hibernation. During hibernation, ladybugs rely on their fat reserves to last them until the spring.
While aphids are their favourite food, the ladybug diet also requires pollen. There are specific types of pollen that ladybugs are especially attracted to. The most popular pollen comes from plants that have umbel-shaped flowers such as dill, cilantro, caraway, fennel, angelica, tansy, wild carrot and yarrow. Other plants that attract ladybugs include coreopsis, dandelions and scented geraniums. Keeping beneficial insects in your garden eliminates the need for insecticides.
Invasive Ladybug Species
Multicoloured Asian lady beetles, a ladybug species native to Japan, were introduced to North America in the 1970s to help native ladybugs control aphids that were damaging crops. Unfortunately, this created an infestation that is resulting in declines in the populations of our native species. Asian ladybugs have a faster reproductive cycle and are also able to withstand colder winters, which means fewer deaths during hibernation. These two factors combined have resulted in the Asian ladybug taking over as the predominant ladybug species in Canada.
The Asian ladybug is slightly larger than Canada's native ladybug species and varies slightly in colour. The invasive species typically ranges in size from six to ten millimetres long and ranges in colour from a mustard yellow to a dark, reddish orange. They do not have a consistent number of black spots on their wing covers like our native species, and some may not have any spots at all. Due to their bright colouring, birds and other animals are often reluctant to eat them.
Can Two Different Species Mate to Produce a New Species?
Ladybugs are typically "species specific". That means that they can only reproduce successfully with members of their same species. The male and female reproduction parts are termed "lock and key", which means that the male's aedeagus will only "fit" with the female of his same species.
What Animals and Insects Prey upon the Ladybug?
Some insect-eating birds such as martins, swallows, swifts and crows will eat ladybugs. Dragonflies, assassin bugs, parasitic wasps, and ants will also eat ladybugs. Other predators including tree frogs, anoles, parasites, fungus and mites also give ladybugs reason to run.
Other Interesting Facts
- These insects clean themselves after a meal.
- A female ladybug can lay up to 1,000 eggs in its lifetime.
- Ladybugs are actually beetles and are sometimes referred to as being Lady Beetles. | <urn:uuid:bf4609ad-9997-4854-88b5-6329a094bf14> | CC-MAIN-2019-22 | http://ysnatureclub.com/ysnnewsletterfall2016.pdf | 2019-05-20T08:55:47Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00187.warc.gz | 374,861,758 | 4,396 | eng_Latn | eng_Latn | 0.998723 | eng_Latn | 0.998987 | [
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FAQs
Frequently Asked Questions
1. Who is Nelson Mandela?
See his biography page
2. Can you supply a brief history of Mr Nelson Mandela's life?
See our
Chronology page
3. How can I contact Nelson Mandela?
Nelson Mandela retired from public life in 2004. You can, however, send him a message through the Nelson Mandela Centre of Memory on firstname.lastname@example.org
4. When is Nelson Mandela's birthday?
18 July
5. How old is Nelson Mandela?
Mr Mandela turned 95 on 18 July 2013
6. What were the names of Nelson Mandela's parents?
His father was Nkosi (Chief) Mphakanyiswa Mandela and his mother was Nosekeni Mandela
7. When did Nelson Mandela's parents die?
His father died in 1930 when Mr Mandela was 12 and his mother died in 1968 when he was in prison
8. What does the name 'Madiba' mean?
Madiba is the name of the Thembu clan to which Mr Mandela belongs. It gets its name from a 19 century chief. All the members of this clan can be called Madiba. Mr Mandela is called Madiba as a sign of both respect and affection th
9. How many brothers and sisters does Nelson Mandela have?
Mr Mandela's father had four wives and a total of 13 children. With Mr Mandela's mother he had four children, Mr Mandela and three
daughters. Mr Mandela had three full sisters, three half brothers and six half-sisters.
10. How tall is Nelson Mandela?
1.84m
11. Who are Nelson Mandela's biological family?
Mr Mandela has a big family. He has two daughters and two sons with his first wife, Evelyn Mase, and two daughters with his second wife, Nomzamo Winnie Madikizela. Only three of his children are still alive, his daughters Makaziwe, Zenani and Zindzi. He also has 17 grandchildren and 12 surviving great-grandchildren. He has four step-children from his marriage to Graca Machel
12. How many marriages has Nelson Mandela had and to whom?
Mr Mandela has been married three times. He was first married to Evelyn Ntoko Mase in 1944. They separated in 1955 and divorced in 1958. She died in 2004. They had two daughters and two sons. Their baby daughter Makaziwe, died at the age of nine months. Their eldest son, Madiba Thembekile (Thembi), was killed at the age of 24, in a car accident in 1969 while Mr Mandela was in prison. He was not allowed to attend the funeral. Their second son, Makgatho Lewanika, died of an AIDS-related illness in 2005. In March 1958 Mr Mandela and his wife divorced. In June 1958 Mr Mandela married Nomzamo Winifred Zanyiwe Madikizela. They had two daughters, Zenani and Zindziswa. They divorced in 1996. On his 80th birthday in 1998 Mr Mandela married Graca Machel who brought two children and two step-children into the marriage.
13. What was apartheid?
Apartheid was the official policy of the National Party which became the governing party of South Africa in 1948. Apartheid which means 'separateness' was the practice of official racial segregation in every aspect of life. Under apartheid, everyone in South Africa had to be classified according to a particular racial group. This classification determined where someone could be born, where they could live, where they could go to school, where they could work, where they could be treated if they were sick and where they could be buried if they died. Only white people could vote and they had the best opportunities and the most money was spent on their facilities. Apartheid made others live in poverty. Black South Africans lives were strictly controlled. Many thousands of people died in the struggle to end apartheid.
14. What was Nelson Mandela's vision during the apartheid era?
Mr Mandela vision during the apartheid era was for the eradication of racism and for the establishment of a constitutional democracy. He envisioned a South Africa in which all its citizens had equal rights and where every adult would have the right to vote for the government of his or her choice
15. What beliefs and actions influenced Nelson Mandela as a leader?
Mr Mandela was driven by an unshakeable belief in the equality of all people and his determination to overthrow the system of apartheid in South Africa. He helped to organize and to lead many peaceful campaigns, but after violent disruptions by the state and its outlawing of the opposition organisations, it became clear to him and his comrades that peaceful protest was impossible. In 1961 they decided to turn to an armed struggle and established Umkhonto we Sizwe (Spear of the Nation), also known as MK – as an army for freedom fighters.
16. Which organisations did Nelson Mandela establish?
Mr Mandela helped to found the African National Congress Youth League in 1944. He also helped in 1961 to establish Umkhonto we Sizwe, the armed wing of the African National Congress and was its first Commander-in-Chief. When he was President of South Africa he started the Nelson Mandela Children's Fund and donated one-third of his salary every month to the organisation. In 1999 after he stepped down as President he stated the Nelson Mandela Foundation as a post-presidential office and charity to assist in various causes. In 2003 he founded the Mandela Rhodes Foundation to assist post-graduates students from throughout Africa to further their studies. He also established the Mandela Institute for Education and Rural Development
17. What were the details of Nelson Mandela's prison time?
Mr Mandela was arrested on several occasions and stood trial four times. On 30 July 1952, he and 19 of his comrades were arrested for their role in the Defiance Campaign. They stood trial and were found guilty on 2 December 1952 of 'statutory Communism', which the apartheid regime used against people who opposed its laws. You did not have to be a Communist to be convicted of 'statutory communism'. They were sentenced to nine months in prison with hard labour, suspended for five years.
On 5 December 1956 Mr Mandela and scores of others were arrested on charges of High Treason. They were released on bail about two weeks later. At the end of the four-and-a-half year trial, the last 28 remaining accused were acquitted.
During the Treason Trial the African National Congress was outlawed and at the end of the trial Mr Mandela began operating secretly. Later that year, Umkhonto we Sizwe, the armed wing of the ANC was formed with Mr Mandela as its commander-in-chief. He left the country secretly at the beginning of 1962 for military training and to gather support for the armed struggle. He was arrested in South Africa on 5 August 1962 about two weeks after he returned to the country. He was charged for leaving the country without a passport and inciting workers to strike. He was convicted and sentenced on 7 November 1962 to five years in prison. He started serving his sentence in Pretoria Local Prison but was sent to Robben Island on 27 May 1963. He was transferred back to Pretoria about two weeks later. On 9 October 1963 he was brought to stand trial for sabotage in what became known as the Rivonia Trial. Most of the accused in that trial had been arrested at Liliesleaf farm in Johannesburg on 11 July 1963. On 11 June 1964 eight of the nine remaining accused were convicted of sabotage and the next day they were sentenced to life imprisonment.
18. On what day was Nelson Mandela sentenced to life imprisonment?
12 June 1964
19. On what day was Nelson Mandela released from prison?
11 February 1990
20. Where can I find quotes by Nelson Mandela?
Contact the Nelson Mandela Centre of Memory at email@example.com for authenticated quotations. You will also find his speeches in the database section of our website. They are searchable by word
21. Is the quote about 'your deepest fear' something Nelson Mandela said?
No. This is a quote by the American author Marianne Williamson and it has been incorrectly attributed to Mr Mandela.
22. How do you pronounce Graca Machel?
Gra-ss-ah Ma-shell
23. Who is the head of the Nelson Mandela Centre of Memory?
The Chief Executive of the Nelson Mandela Centre of Memory is Mr Sello Hatang
24. How many people did Nelson Mandela free?
The liberation movements freed all the people of South Africa
25. How many awards has Nelson Mandela received?
Mr Mandela has received more than 1 000 awards, including the Nobel Peace Prize and the US Congressional Medal. He also has scores of honorary degrees, honorary citizenships and honorary memberships of organisations. Many streets and buildings have been named after him.
26. How many streets, boulevards, avenues, bridges and highways have been named after Nelson Mandela? More than 125
27. How many stadiums, squares, plazas, parks, gardens, trails and areas have been named after Nelson Mandela?
More than 83
28. How many halls, buildings, housing developments and structures have been named after Nelson Mandela? More than 41
29. How many schools, universities and other educational institutions have been named after Nelson Mandela? More than 43
30. How many bursaries, scholarships and foundations have been named after Nelson Mandela? More than 15
31. How many awards and events have been named after Nelson Mandela? More than 38
32. How many sports-related honours and awards have been given to Nelson Mandela? More than 43
33. How many student union honours and awards have been given to Nelson Mandela? More than 8
34. How many honorary degrees have been conferred on Nelson Mandela? More than 138
35. How many civic honours, freedoms of cities/towns, and honorary citizenships have been given to Nelson Mandela?
More than 170
36. How many musical and theatre tributes have been conferred on Nelson Mandela or have been dedicated to him?
More than 33
37. How many statues, sculptures, art works and monuments have been given to, or dedicated to Nelson Mandela?
More than 101
38. How many patronages are held by Nelson Mandela?
More than 91
39. In total, how many tributes and awards has Nelson Mandela received?
More than 1 340
40. What books about Nelson Mandela are suitable for children?
The Illustrated Long Walk to Freedom
Long Walk to Freedom (Children's Version) abridged by Chris Van Wyk
Nelson Mandela: The Authorised Comic Book available in English, American English, French and Dutch
41. How many books has Nelson Mandela authored?
Three. His autobiography Long Walk to Freedom published in 1994; Conversations with Myself published in 2010 and Nelson Mandela By Himself: The Authorised Book of Quotations published in 2011
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Making a Diff erence
An Educators' Guide to Child and Youth Mental Health Problems
Fourth Edition, September 2011
Developed by the Student Support Leadership Initiative, Hamilton District Team
In partnership with the Off ord Centre for Child Studies, McMaster University, the Evidence-Based Education and Services Team (E-BEST) at the HamiltonWentworth District School Board, and the Ontario Centre of Excellence for Child and Youth Mental Health.
Written by Don Buchanan, Patricia Colton, and Kristen Chamberlain with contributions from FORCE Society for Kids Mental Health and the Children's Hospital of Eastern Ontario
This publication is intended to provide general information to help educators understand mental health problems in children and youth; it does not replace professional consultation. The information is general in nature and may not apply to a particular child or youth.
This publication is available in printed copy, and electronically. All versions of the document are the property of the Child and Youth Mental Health Information Network. You may fi nd the most current version of this document at www.cymhin.ca.
All of the material in this document is based on current information and practice, and is specifi c to a particular province (Ontario) and a particular school board. The Child and Youth Mental Health Information Network is willing to adapt this information to other provinces and school boards or districts. For further information on this process, or for permission to reproduce this material according to the terms of the Creative Commons License, please contact Don Buchanan, (905) 521-2100, ext. 77061 or firstname.lastname@example.org.
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Acknowledgements
This guide has been piloted and improved through the Student Support Leadership Initiative, Hamilton District Team. We would especially like to acknowledge the work of our partner organizations, the HamiltonWentworth Catholic District School Board, the Hamilton-Wentworth District School Board, Child and Adolescent Services of the Hamilton Public Health Department, Lynwood Hall, Charlton Hall, Woodview Children's Centre, and Contact Hamilton. The support and wisdom of their staff have made this a better document. We would also like to thank the teachers and educators who have shared their thoughts and suggestions on how we could improve this guide.
Mental Health in the Classroom
You may notice that students in your classroom are struggling. They may be acting out, or they may be withdrawn and not communicating. Whatever the cause, these behaviours are interfering with students' achievement at school, and preventing them from learning.
Sometimes, these issues are indicative of mental health problems. When mental health problems interfere with a students' ability to learn and achieve, their success in school suff ers. Schools play an important role in identifying students who may be having mental health problems, and in connecting them with services that can help. In Ontario, schools' part in this process is outlined in the Ministry of Education's "Shared Solutions" document, available at: www.edu.gov.on.ca/eng/general/elemsec/speced/shared.pdf.
Teachers have busy work lives, and many competing priorities. While teachers cannot be expected to be experts in child and youth mental health problems, they have an important role to play. Teachers can ensure that their classrooms are safe and healthy environments for all students, they can recognize the signs that a student is struggling with mental health problems, and they can feel confi dent that they understand the next steps to take in seeking help for that student.
This guide is designed to help teachers understand more about mental health problems in children and youth, to outline the steps they can and should take to help those students, and to give them some ideas on how they can talk about mental health problems in their classrooms.
What are child and youth mental health problems?
Children and youth can experience mental health problems that range from mild to serious. For instance, some students in your class may have a little anxiety when they are facing a test, while others may be very anxious about the same test. When a problem lasts for more than a few weeks, and interferes with the student's daily life, then it becomes a concern that requires further help.
How common are child and youth mental health problems?
In a classroom of 30 students, about fi ve to six students will be facing a mental health problem, and three to four of them will have a problem that interferes with their daily life.
Ontario Child Health Study, 1985, Waddell and Shepperd, 2002
What causes child and youth mental health problems?
Mental health problems are believed to result from a combination of factors, including: problems in the brain's 'wiring' process during early development, genetic infl uences, chemical imbalances, brain trauma, and severe life stress.
Mental health problems can be triggered by the stress of schoolwork, relations with peers, confl icts within the family, and diffi culties adapting to the structure of school. Whatever the immediate trigger, mental health problems are usually sustained by a number of diff erent factors. This is why it is important to work together with the school, the family, and the community.
What are the educational implications of child and youth mental health problems?
When mental health problems occur in childhood, the child may have diffi culty maintaining regular progress at school. Children with severe mental disorders often struggle in school and may need special attention guided by an individualized education plan (IEP).
Educational programs for children with mental health challenges should include attention to developing social skills and to increasing the self-awareness, self-control, and self-esteem they need in order to succeed academically. While these skills are important to all students, mental health problems often hinder children from developing these skills at the same pace as other their peers.
Students with developmental problems, physical disabilities, and learning problems may also be at higher risk for mental health problems. These young people often need special support and remediation to build social and interpersonal skills.
Alertness to indications that a child may be struggling with a mental health problem can aid greatly in early intervention and minimize further disruptions to the child's schoolwork and social development. Information in this resource will help you to become more attuned to signs of mental health concerns and what you, as their teacher, can do to help students.
"My daughter's teacher created a positive journal for her, so when something in school was bothering her she can get out her journal, write that negative thing down, and beside it she writes 6 things that happened that day that were positive so she can see visually there is much more to be positive about than to worry about the negative. It has really helped calm her down when she begins to worry."
Parent of an 11-year-old girl
Basic facts about childhood mental health problems
Approximately 1 in 5 children and youth have a mental health problem, which includes anxiety and depression (Waddell & Sheppard, 2002).
Mental health problems can seriously impair children's ability to be successful at school and in their relationships with their peers.
These children are not bad kids nor are their parents bad parents.
Mental health problems are treatable. Early prevention is important.
Treatment can assist in reducing symptoms but does not provide a cure – the child will still need understanding and support.
When should I be concerned?
Signs that children may be struggling with mental health problems include the following:
They exhibit behaviours or moods that are not age-appropriate;
Their behaviours are much more dramatic than in their peers or
Their behaviours continue for longer than usual
These behaviours would indicate a need for closer monitoring.
Mental health is a continuum from healthy to unhealthy, and problematic behaviours are not 'proof' that a student has a mental health problem. Consider three things if you are concerned that one of your students may be struggling with a mental health problem:
Frequency: how often does the student exhibit the behaviours of concern?
Duration: how long do the behaviours last?
Intensity: to what extent do the behaviours interfere with the child's activities?
Understanding the frequency, duration, and intensity of the behaviours will help to determine how serious the problem is.
What can I do?
A fi rst step may be simply documenting the frequency, duration, and intensity of the behaviours that are causing you concern. We have included a sample form in Appendix 2 that may help you record this information. Your school board may have their own form to record this information as well.
Once you have gathered several observations of the behaviours that are causing you concern, you will want to share these observations with others who can help you develop a plan to manage the behaviours.
Who else should be involved?
Teachers play an important role in the identifi cation of possible mental health problems, but they are not alone. A team approach, that involves parent(s)/guardian, other staff in your school, and sometimes, specialists from your Board and community, is important to solving these problems.
Each school and school board may have diff erent procedures for what comes next. Turning to your school's Learning Resource Teacher (LRT), School Resource Teacher (SRT), counselor or principal may be the next step in identifying the problem and developing solutions. All schools are required to have a team that reviews students who are not achieving as expected.
Parents are important in helping to solve these problems as well. Speak to your principal or colleagues about the particular procedures for requesting additional help with a mental health problem in the classroom.
How do I know what mental health problem I'm dealing with?
Mental health problems in children and youth are often complex and overlapping. There is often no simple test or procedure to accurately diagnose mental health problems. As you will see in the following pages, many behaviours or symptoms that you observe in the classroom may be indicators for several diff erent mental health problems.
In Ontario (under the Health Professionals Act), the only professionals who are qualifi ed to diagnose mental health problems are physicians (including psychiatrists) and psychologists. Teachers have an important role in this process, though, as they can provide observations on the child's or youth's behaviour that may not be seen by the parent or in the professional's offi ce.
Your school board may have professionals on staff who can make these sorts of diagnoses, but in most communities, a referral to children's mental health services is necessary. In Ontario, these services are funded by the Ministry of Children and Youth Services, and delivered by independent organizations. Many of these organizations are members of Children's Mental Health Ontario, which maintains a listing by geographic area on their web site, www.kidsmentalhealth.ca.
What else can teachers do?
Teachers can also (with the appropriate consent from the parent(s) or guardian) provide valuable observations on whether treatments are working in the school environment. The most eff ective treatment is delivered when the student, the parent(s)/guardian, the mental health professionals, and the school team are all working together to solve the same problem, using similar approaches.
Teachers also have a unique opportunity to infl uence all students' perceptions and understanding of mental health problems. Children, young people, and adults all agree that one of the major barriers to seeking help for mental health problems is stigma.
For further information on school-based programs that combat stigma about mental health problems, visit the web sites of the Mental Health Commission of Canada, www.mentalhealthcommission.ca or the Provincial Centre of Excellence for Child and Youth Mental Health, www.onthepoint.ca.
"Stigma is a mark of disgrace or discredit that sets a person apart from others. It involves negative stereotypes and prejudice. Stigma results from fear and mistrust of diff erences. It builds on repeated exposure to misinformation reinforcing negative perceptions and false beliefs that are intensely held and enduring. Stigma leads to social exclusion and discrimination. Discrimination, which is unfair treatment of a person or group on the basis of prejudice, aff ects people in many areas including employment, housing, health care, policy and funding neglect, coercive treatment and denial of basic human rights."
Mental Health Commission of Canada
Signs your student may be experiencing a mental health problem
Emotional/Behavioural signs
Overly withdrawn, quiet or doesn't engage
Low self-esteem, feelings of failure or worthlessness
Increased irritability, which can appear as disobedience or aggression
Feeling hopeless or overwhelmed
Unstable moods, such that teachers and other students don't know what to expect from them
A short fuse and lashing out when frustrated
Extreme worries or fears that interfere with friendships, schoolwork, or play
Severe mood swings aff ecting relationships with others
Drastic change in personality or behaviour
Extreme sadness lasting two weeks or more
Refusal to go to school on a regular basis
Academic signs
Fidgeting, constantly moving around or seems 'always on the go'
Despite best eff orts, poor grades poor grades in school despite trying very hard or a noticeable decline in classroom participation
Poor attention to detail and careless mistakes in schoolwork
Does not appear to listen when spoken to directly
Does not follow instructions or fi nish tasks
Easily distracted
Forgetful in daily activities
Diffi culty staying focused on one thing
Bores easily
Loses or forgets things often
Diffi culty attending to individual work or class activity
Dreamy or unable to pay attention
Afraid to participate in class or answer questions
Diffi culty managing during recess and free time, while unsupervised, and in larger groups
Signs your student may be experiencing a mental health problem, continued
Communication/Social Skills signs
Spends most of their time alone
Goes on and on about a subject and takes over a conversation
Acts 'silly' in a group to get attention but doesn't fi t in
Plays too roughly in the playground and hurts other children
Poor motor skills (e.g. can't catch or throw a ball)
Other children may feel their schoolmate is being bossy or too rough
Damages toys, etc. without meaning to
Speaks without thinking
Barges into games
Where to fi nd further information about child and youth mental health problems
Centre of Knowledge on Healthy Child Development
www.knowledge.off ordcentre.com
Developed by the Off ord Centre for Child Studies, the site has evidence-based information about child and youth mental health problems.
Caring for Kids
www.caringforkids.cps.ca
Developed by the Canadian Paediatric Society, this site has health information for parents, about a number of child and teen health issues
Canadian Mental Health Association
www.cmha.ca/bins/content_page.asp?cid=2-29&lang=1 Some information about children's mental health problems.
Teen Mental Health
www.teenmentalhealth.org
Teen Mental Health has been developed by Dr. Stan Kutcher, at Dalhousie University, Halifax. The site contains information about teen mental health problems, and is directed towards youth, their parents, and others interested in young people.
When Something's Wrong Handbook: Ideas for Teachers
www.cprf.ca/publication/handbook_pdf.html
Developed by the Canadian Psychiatric Foundation, this guide helps teachers recognize and deal with mental health problems in the classroom.
Provincial Centre of Excellence for Child and Youth Mental Health
www.onthepoint.ca/index_e.htm
The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO, along with other leaders, is working towards an integrated system that truly meets the mental health care needs of children, youth, and their parents and caregivers.
Anxiety Problems
Teachers may notice that a student seems nervous or fearful. These feelings may be related to a stressful event, such as performing in a school play or writing an exam. In such situations it is normal for a child to worry or feel nervous; these emotions can even help children memorize their lines or study longer for a test.
Children or teenagers may have a problem, however, if they are frequently nervous or worried and fi nd it hard to cope with any new situation or challenge. Rather than being just 'nervous', the way they feel is better described as being 'anxious'. Anxiety is defi ned as a feeling of worry or unease.
When the level of anxiety is great enough to interfere with a child's or young person's everyday activities, we call this an Anxiety Disorder. Anxiety disorder is a psychiatric condition that may require medical or psychological treatment.
How common are anxiety disorders?
Roughly 6% of children and youth have an anxiety disorder that is serious enough to require treatment.
How long do they last?
Without treatment, some of the anxiety disorders that begin in childhood can last a lifetime, although they may come and go.
What causes anxiety disorders?
Anxiety disorders have multiple, complex origins. It is likely that genes play a role in causing anxiety. However, the home, the neighbourhood, school, and other settings can also contribute to anxiety.
For example, some babies or young children who live with too much stress can become anxious. Other children may 'learn' to respond in an anxious way to new situations because a parent or other caregiver shows anxiety. In most children and young people, a mix of these causes leads to an anxiety disorder.
What's normal and what's not?
Being nervous about a single event, such as writing an exam, is normal. Trying to avoid any situation that causes anxiety is not normal, and may mean that the child or teen has an anxiety disorder.
Many young people with this disorder are quiet and not disruptive in the classroom, so it can be easy to miss signs they are struggling with anxiety. Children may not be able to identify or label their feelings as anxiety, which can make it even more diffi cult to recognize that it may be the problem.
In some situations, anxiety may be normal for a younger child, but not an older one. One common example is a young child who becomes upset when left at school for the fi rst time. This separation anxiety is a normal reaction for a young child, but would not be normal for an older child. When the symptoms begin in later childhood or adolescence and continue for several weeks, then it may be time to seek professional help.
Some of the more common signs a child may be struggling with anxiety
Frequent absences
Refusal to join in school social activities
Decline in grades or unable to work to expectations
Often spends time alone, has few friends, or has great diffi culty making friends
Physical complaints that are not attributable to a health problem
Excessive worrying about homework or grades
Frequent bouts of tears
Easily frustrated
Fear of new situations
Educational implications
Anxiety can often be a primary contributing factor in poor school performance. Students who have an anxiety disorder can become easily frustrated and have diffi culty completing their work; or they may simply refuse to do the work because they feel they won't do it right.
In classroom situations, these children may appear to be shy: they may be reluctant to do group work or speak out in class. Fears of being embarrassed or failing may result in refusal to go to school. Other children with anxiety at school may act out with troublesome behaviours. Obviously, the disruptive behaviour is not helpful in solving the problem, but in the moment, it is an alternative to the dreadful anxious feelings.
Children with perfectionist tendencies set impossibly high standards for themselves. They may show extreme anxiety over not achieving this perfection and dissatisfaction with their school performance. These expectations hinder completing an assignment or even attempting schoolwork (because there is 'always room for improvement').
Children who are perfectionists are consumed by fears, especially of social or academic failure. Perfectionism can have a crippling infl uence when coupled with a young child's immaturity and limited skills.
The irony is that those high standards can actually get in the way of peak performance; all of that trying to be perfect becomes an obstacle instead of a means of achieving a goal.
Anxiety Disorders: Suggestions for Supporting Your Student in School
Slow steps are absolutely the key to sustaining progress. Avoid 'buying into' the anxiety, but on the other hand, don't push too hard.
Reward brave, nonanxious behaviour: Catch them being brave doing something they normally wouldn't. Make a big deal about it. Label the action as fi ghting fear. Seeing they can fi ght fear will help build their self-confi dence and make them feel better about themselves.
By avoiding feared situations, children learn they are not able to cope with the situation or their worry. Encourage them to take little steps toward accomplishing the feared task.
Check in with student at the beginning of the day.
Learn what situations the student can handle and how you can respond when they are unable to cope.
For school refusal, formulate a plan for when the student fi rst arrives at school, such as providing an immediate reward for coming.
Have the student check with the teacher or the teacher check with the student to make sure that assignments have been written down correctly.
Reduce school workload or homework when necessary.
Keep as much of the child's regular schedule as possible.
To prevent absences, consider modifying the child's class schedule or reducing the time spent at school.
Ask your student's parents what works at home to relieve their child's anxiety.
Recognize and reward small improvements, e.g. fi nishing a task on time without continual erasing to make it perfect.
Provide a learning environment where mistakes are viewed as a natural part of the learning process.
Encourage and reward all positive steps in fi ghting anxiety.
Provide advance warning of changes in routine.
More information
Websites
Anxiety Disorders Association of America www.adaa.org/GettingHelp/FocusOn/Children&Adolescents.asp
Canadian Paediatric Society
http://www.caringforkids.cps.ca/behaviourparenting/Fears.htm
National Institute of Mental Health
www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml
Books for Teachers
School Phobia, Panic Attacks, and Anxiety in Children
Marianna Csoti, Jessica Kingsley Publishers (2003) ISBN: 1843100916
Your Anxious Child: How Parents and Teachers Can Relieve Anxiety in Children
John S. Dacey, Jossey-Bass (2001) ISBN: 0787960403
Books for Young People
I Don't Want to Go to School: Helping Children Cope with Separation Anxiety
Nancy Pando, New Horizon Press (2005) ISBN: 0882822543
The Anxiety & Phobia Workbook, Fourth Edition
Edmund J. Bourne, New Harbinger Publications (2005) ISBN:1572244135
Behaviour Problems
Diffi culties in behaviour are often the most visible sign or symptom that a student is struggling. Sometimes there is an obvious reason for the diffi cult behaviour, such as frustration with an assignment, confl ict with another student, or tiredness or irritability. At other times, the diffi cult behaviour is hard to understand, and may not have any reason that is apparent to others (or the student).
Almost every person has some episode of diffi cult behaviour in their childhood. Infants may cry and fuss if they are wet or hungry. This behaviour signals their parent/caregiver to change or feed them, and is an early way in which we all use our behaviour to communicate a message.
As children grow older, they learn better ways to communicate their thoughts, their desires, and their feelings. When they don't learn better ways, or revert to more childlike ways of behaving, we identify this as a behaviour problem. Since a behaviour that may be diffi cult at one age may be perfectly normal for another age, understanding child development is an important part of understanding behaviour problems.
Just as children learn language and motor skills by listening, observing, and practicing these skills, they require practice and encouragement to develop social skills, self-control, and good behaviour. Defi cits in any of these skills may be due to lack of practice, limited opportunities to observe other children's behaviour, or insuffi cient encouragement.
Teachers working in early primary settings are familiar with the wide range of social skills, self-control skills, and behaviours that students arrive with when they fi rst enroll. If kindergarten is a child's fi rst opportunity to observe, practice, and develop these skills, they may lag behind others who have had the chance to work on these skills in day care or play settings.
C2
As with other skills, not all children learn new skills at the same rate. Children and young people with developmental disabilities may learn these skills at a slower rate, or may never learn some of the more subtle and sophisticated social skills. Learning diffi culties may impact acquiring these skills, as well as academic skills. It is easy to see how a child who arrives for the fi rst day of school with learning problems, behaviour that is less mature than their peers, and a diffi cult home situation can quickly fall behind in so many areas.
Some other problems can also compound behaviour diffi culties. Children and young people with Autism have great diffi culty understanding social cues and behaviours; those with physical disabilities or chronic illnesses may have less exposure to social situations in which they can observe and model age-appropriate behaviour. Other mental health challenges such as substance abuse, attention problems, anxiety, and mood problems may also contribute to behaviour diffi culties.
Many behaviour diffi culties are short-lived, and may be the result of a particular situation or problem the student is facing. It is important to remember that all of us 'regress' to behaviours we learned earlier in life when we are tired, or stressed, or because our more sophisticated 'mature' behaviours don't seem to be eff ective. Often we communicate with behaviour when our words don't seem to make a diff erence!
When students who usually behave well begin to have behaviour problems, it is helpful to gather some information, and to try to understand what the student is trying to achieve with the behaviour. You might want to note what was happening in the classroom when the behaviour became problematic, and what the result of the behaviour was.
For instance, if a student becomes disruptive whenever a particular activity is scheduled, and the result of the disruption is that they don't participate in the activity, then it might be reasonable to conclude that they are avoiding that activity. They may not be able to express the desire to avoid the activity for a number of reasons, but their behaviour has the desired eff ect.
In addition to noting what was happening before the behaviour problem (the antecedent), and what the result was (the consequence), it is also useful to note how frequently the problem occurs, how severe the problem is, and how long the behaviour lasts. If, after gathering this information, you still don't understand how to deal with the behaviour, it may be helpful to discuss it with someone else. Depending on your school and your Board, this might be another teacher whom you trust and respect, the school principal, or perhaps a behaviour consultant, Learning Resource Teacher or Special Resource Teacher.
Signs a child may be struggling with a behaviour problem
Most all children and young people misbehave at some time when they are growing up. Some children, however, have more serious behaviour problems that may require additional help. The signs to look for include:
The child continues to behave badly for several months or longer, is repeatedly disobedient, talks back, or is physically aggressive.
The behaviour is out of the ordinary, and seriously breaks the rules accepted in their family and community.
The behaviour is much more than childish mischief, or adolescent rebelliousness.
What are Behaviour Disorders?
When a behaviour problem becomes severe and chronic, it may become a behaviour disorder. This is a serious mental health problem, and that diagnosis should only be made by someone who has a good deal of experience in assessing young people. Behaviour disorders aff ect about 3.3% of Canadian young people (Waddell, Shepherd, 2002) so the chances are high that you will have at least one student with a behaviour disorder in your classroom.
There are two main types of disruptive behaviour disorders — Oppositional Defi ant Disorder (ODD) and Conduct Disorder (CD). A child who has a lot of temper tantrums, or is disobedient or argues with adults or peers on a regular basis, may have Oppositional Defi ant Disorder (ODD). More serious problems like frequent physical aggression, stealing or bullying may be a sign of Conduct Disorder (CD).
Children with Conduct Disorder often have trouble understanding how other people think. They may have trouble talking to others. They may think that other people are being mean to them or wish them harm when that isn't the case at all. Their language skills may be impaired, which means they have trouble using words and may act out instead. They may not know how to make friends with other children, and may feel sad, frustrated, and angry as a result.
Children with this condition are aggressive all the time in a way that causes problems for them and their family. They may threaten or actually harm people or animals, or they may damage or destroy property. They may steal or shoplift, or even be involved in breaking and entering. They often lie or try to 'con' other people. They frequently skip school.
Types of Behaviour Disorders
Oppositional Defiant Disorder (ODD)
Oppositional Defi ant Disorder (ODD) is a type of behaviour problem in which children are openly hostile, uncooperative, and irritable. They lose their tempers and are mean and spiteful towards others. They often do things to deliberately annoy other people. Most of their defi ant behaviour is directed at authority fi gures, but they also sometimes behave the same way towards their siblings, playmates, or classmates. Their home life, school life, and peer relationships are seriously negatively aff ected because of the way they think and behave.
Conduct Disorder (CD)
Conduct Disorder (CD) is sometimes a later, more serious, phase of Oppositional Defi ant Disorder (ODD). A child with CD is not just a child being 'bad'; CD is a serious psychiatric disorder that requires professional help.
What's normal and what's not?
It is important to understand that children can start acting out when there are other stresses in their lives. It may be that there has been a death in the family, or their parents are having arguments, or they are being bullied at school. Reassuring the child and providing extra care may help to get them through these stressful times. But if the child doesn't feel better and their behaviour doesn't improve, it is important to seek professional help, particularly if the problems are severe and last many months.
What causes behaviour problems?
Many children with Oppositional Defi ant Disorder ((ODD) have other mental health problems like depression, anxiety, or Attention Defi cit/Hyperactivity Disorder (AD/HD). Their diffi cult behaviours are often a reaction to the symptoms of these conditions.
Children with ODD are more likely than other children to have a family history of behaviour problems, mood problems, or substance abuse. Sometimes if caregiving is poor, supervision is lacking, or there is family discord or exposure to violence, children will respond by developing the symptoms of ODD. Having a mother with untreated depression also makes children more likely to have ODD. Both ODD and CD are associated with harsh parenting practices.
How common are they?
Disruptive behaviour disorders appear to be more common in boys than in girls, and they are more common in urban than in rural areas. It is diffi cult for everyone to agree on how to measure behaviour problems, but between 5% and 15% of school-aged children have Oppositional Defi ant Disorder (ODD). A little over 4% of school-aged children are diagnosed with Conduct Disorder (CD).
How long do they last?
Behaviours that may signal the beginnings of ODD or CD can be identifi ed in preschoolers. Some children with ODD may eventually mature and gain better control of their symptoms, but some do not. Some may go on to develop CD. Children and adolescents with CD whose symptoms are not treated early are more likely to fail at school and have diffi culty holding a job later in life. They are also more likely to commit crimes as young people and as adults.
Educational implications
Behaviour problems can disrupt the education of both the student with the problem, and of other students in the classroom. Time spent out of the classroom because of behaviour problems may mean that a student misses instructional time.
Students who have trouble understanding or following the behavioural expectations in the class may also be having learning problems. Students who are struggling to understand their schoolwork may be frustrated and irritable, and have a lower tolerance for events that other students could ignore.
Conversely, these students may fi nd it more acceptable to 'act out' behaviourally, rather than acknowledge that they don't understand their schoolwork. This behaviour can irritate and alienate other students in the classroom, and make them less likely to provide help with the schoolwork.
Behaviour Problems: Suggestions for Supporting Your Student in School
Focusing: Be sure you have everyone's attention before you start your lesson.
Direct Instruction: Begin by telling the students exactly what will be happening.
Monitoring: Get up and go around the classroom to ensure that everyone has started, and is on the right page.
Modelling: Model the quiet respectful behaviour you want from your student.
Non-verbal Cuing: Try hand gestures, facial expressions, or other signals that can let a student know their behaviour is not acceptable, without involving the entire classroom.
Environmental Control: Think about how you can make your classroom a warm and inviting environment. Some students may need a quieter corner with fewer distractions.
Low-Profi le Intervention: Many major problems start out as minor problems that escalate. Ensure that students are not rewarded for misbehaviour by becoming the centre of attention.
Assertive Discipline: Ensure you communicate the expectations and enforce them consistently.
Personalize Expectations: Use clear statements when confronting students. "I expect you to…" or "I want you to…"
Positive behavioural expectation: Use rules that describe the behaviour you want, not the behaviour you are discouraging. Instead of "no fi ghting", use "settle confl icts appropriately".
Adapted from Discipline by Design www.honorlevel.com
More information
Books
The Difficult Child
Stanley Turecki, Bantam; 2nd Rev. Ed. (2000) ISBN: 0553380362
Your Defiant Child: Eight Steps to Better Behavior
Russell Barkley, Guilford Press (1998) ISBN:1572303212
Responding to Problem Behavior in Schools: The Behavior Education Program
Deanne A. Crone, The Guilford Press; (2003) ISBN-13: 978-1572309401
Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings
Lynette K. Chandler, Prentice Hall; (2009) ISBN-13: 978-0138126926
School-Based Interventions for Students with Behavior Problems
William R. Jenson Springer; (2003) ISBN-13: 978-0306481147
Websites
American Academy of Child and Adolescent Psychiatry www.aacap.org/cs/root/facts_for_families/facts_for_families
Canadian Paediatric Society www.caringforkids.cps.ca/behaviourparenting/Misbehaves.htm
Mood Problems
Mood problems aff ect a person's thoughts, how they feel about themselves and the way they think about things. The most common mood problem is depression. Even very small children can experience depression, although the way they express the feeling may not be the same as an adult.
Very young children show that they are depressed by the way they behave. They may not be able to tell people how they feel. Instead, they will say they have a stomachache, a headache, or other aches and pains.
In teenagers, a certain amount of moodiness is to be expected. Sometimes, though, teenagers can become seriously depressed.
Children and adolescents who are depressed may seem as though they are not paying attention in class, or that they are ignoring what their parents say. These behaviours, if combined with others, like feeling sad all the time or crying easily, are often symptoms of depression.
Other symptoms of depression include irritability and loss of interest in activities the child used to enjoy, like sports or going out with friends. Anxiety is often present, too.
Depressed teens are at high risk for suicide. It is very important that parents, other caregivers, and teachers are aware of the symptoms of depression in children and adolescents. Depression that is not treated can also lead to long-term health problems.
How common are mood problems?
Roughly 3.5% of children and youth have an mood disorder that is serious enough to require treatment.
How long do they last?
While some mood problems may go away on their own, untreated mood problems can become a life-long struggle. There are eff ective treatments available for mood problems, including medication and therapies.
What causes mood problems?
A number of things may lead to symptoms of depression in children and adolescents: they can be triggered by a sad or painful event like a death in the family, can develop in children who observe constant fi ghting between their parents, and can also result from parental neglect or abuse. However, the tendency toward more serious kinds of mood problems can also be passed along genetically, likely because chemicals in the brain that help regulate mood are not working properly. The combination of a genetic pre-disposition and a triggering event may bring about the depression.
What's normal and what's not?
There is a diff erence between feeling sad and being depressed. Sadness tends to be felt over a short period of time and is related to a specifi c event; it has milder eff ects on one's day-to-day life.
Some of the more common signs a child or youth may be struggling with depression
Prolonged sadness that persists for weeks or months
Avoids interacting with other children
Low energy and loss of interest in activities
Low self-esteem
Isolated, quiet
Irritable
Defi ant or disruptive
Fidgety or restless, distracting other students
Negative talk about self, the world, or the future
Excessive crying over relatively small things
Frequent complaints of aches and pains
Social isolation/diffi culty sustaining friendships
Diffi culty thinking, concentrating or remembering
Diffi culty getting things done, such as homework
Diffi culty commencing tasks, staying on task or refusal to attempt tasks
Sits in the back of the classroom and does not participate
Refusal to do schoolwork, and general noncompliance with rules
Responds with, "I don't know", "It's not important", or "No one cares, anyway" when asked about incomplete work
Showing up late or skipping school
Frequent absence from school
Drop in grades
Educational implications:
Children and youth who are experiencing a mood disorder may have diffi culty focusing in the classroom, and in completing assignments. They may be easily frustrated by tasks that they have previously completed without diffi culty. This can aff ect their school performance, and lead to further diffi culties with mood.
In the classroom they may appear sad or withdrawn. They may avoid other students at break, and in the playground, may complain of feeling tired, or of not having any energy.
Students who are experiencing mood problems also may not enjoy activities they enjoyed in the past. They say things like, "What's the use?" or "It just doesn't matter anyway."
While all students may express some of these thoughts, when this is a change from their usual mood, and when it lasts for several weeks, it may be time to share your observations and concerns with others.
Depression: Suggestions for Supporting Your Student in School
Being successful and accomplishing tasks increases self-esteem, so fi nd ways to ensure the student has chances to achieve, even with his/her lower energy level and reduced ability to concentrate.
Eliminate less important work until the student is in recovery.
Make positive statements that refl ect his/her own past successes.
Make a special contact with the student each day – maybe a specifi c greeting at the door followed by a question about something that has been of interest to the student.
Give more time, break assignments into smaller pieces, off er extra help in setting up schedules or study habits, or pair the student with others who express an interest in helping.
Depression impairs students' ability to learn and concentrate; they may work more slowly than other students. Shorten assignments or allow more time for them to be completed.
Children and adolescents who are depressed are more sensitive to criticism. Corrections should be accompanied by plenty of praise and support.
Depressed students often feel as if they have little to contribute. It is helpful to show confi dence, respect, and faith in the student's abilities.
Ask open-ended questions in class. With no clearly correct answers, these kinds of questions minimize any chances for embarrassment.
Check your Board's procedures for dealing with students who are expressing suicidal thoughts. Seek direction from your principal if you have questions about what to do.
More information
Websites
American Academy of Child and Adolescent Psychiatry
www.aacap.org/cs/root/facts_for_families/the_depressed_child
National Institute of Mental Health www.nimh.nih.gov/health/topics/depression/depression-in-children-and-adolescents.shtml
Mood Disorders Canada
www.mooddisorderscanada.ca
Books
More Than Moody: Recognizing and Treating Adolescent Depression
Harold Koplewicz, G.P. Putnam's Sons (2002) ISBN-13: 978-0399529122
Lonely, Sad and Angry: How to help your unhappy child
Barabara Ingersoll and Sam Goldstein, Specialty Press/A.D.D. Warehouse (2001) ISBN-13: 9781886941458
Books for Young People
What's Your Mood: A Good Day, Bad Day, In-Between Day Book
Kimberly Potts, Adams Media Corporation (2004) ISBN-13: 978-1593372170
Attention Problems
Children can seem not to be paying attention when they should because they are daydreaming or are distracted by something going on in their life. They may run around simply because they have a lot of energy to burn.
Some children may appear not to have attention problems in some settings. In other settings, especially those in which it is more important to pay attention, such as school, they may have diffi culty.
There is a small group of children, however, who continually have diffi culty paying attention and staying still. Their behaviour gets them into trouble at home, at school, and in the neighborhood. It can aff ect their social skills and make it diffi cult for them to make and keep friends. As a result, they can experience sadness and feelings of rejection. Their impulsive behaviour and lack of judgment may also bring them into confl ict with the law. These young people need to be seen by a health professional to fi nd out whether or not they have Attention Defi cit Hyperactivity Disorder (ADHD).
Children with ADHD are at high risk of school failure. Many also have other psychiatric conditions. They may suff er from anxiety, mood problems, oppositional defi ant disorder (uncooperative and defiant behaviour) and conduct disorder (seriously aggressive behaviour that can include theft, bullying, and vandalism). They also have higher rates of alcohol, nicotine, and other drug abuse in adolescence, especially if their emotional and behavioural problems are not addressed.
What's normal and what's not?
All children can get very excited at times. They may make lots of noise and run around. Children also daydream and may ignore requests – to do their homework or make their bed, for instance. This is normal. What's not normal is regularly being unable to sit still for any length of time, running into the road without thinking, or having problems paying attention at all. These behaviours may or may not indicate ADHD, but they are a sign that the child should be seen by a health professional.
There is no test that can say with certainty that a child has a serious attention problem. A diagnosis of ADHD is usually made based on the health professional's own observations as well as reports from parents, teachers, and others who know the child.
How common is ADHD?
About 5% of school children have ADHD. More boys than girls have the condition.
How long does ADHD last?
About 80% of children with ADHD will still have symptoms when they are in high school. About half of those teens will still have symptoms as adults.
What causes ADHD?
Studies of twins have shown that there is likely a genetic basis for ADHD. Genes that actually cause the disorder have yet to be identifi ed, although many possibilities have been proposed. ADHD does tend to run in families: about 25% of parents whose children have ADHD also have, or have had, ADHD or another condition such as depression.
As teachers, we know that you usually have more than one student in your class with ADHD, and that can be very challenging. It is important to remember that ADHD is a mental health issue.
Signs of hyperactivity
Not being able to sit still; fi dgets
Talking non-stop
Leaving seat when sitting is expected/instructed
Diffi culty playing quietly
Signs of inattention
Easily distracted
Failing to pay attention to details and making careless mistakes
Forgetting things such as pencils, that are needed to complete a task
Rarely following directions completely or properly
Not listening to what is being said
Avoiding or showing strong dislike for schoolwork or homework that requires sustained mental eff ort
Signs of impulsivity
Inability to suppress impulses such as making inappropriate comments
Shouting out answers before a question is fi nished
Hitting other people
Diffi culty waiting for their turn
Low boiling point for frustration
Poor judgment
Educational implications
Attention problems have a major impact on educational achievement. Students who have diffi culty focusing their attention may not hear important instructions in the classroom, may have diffi culty concentrating on the task before them, and often have diffi culty completing tasks.
While some students with attention problems are very intelligent, about half of students with attention problems also have a diagnosable learning problem (you can be very intelligent and have a learning problem). It is often diffi cult to sort out which problem is causing a specifi c diffi culty the student is experiencing, so the classroom teacher will need to focus on both the learning problem and the attention problem.
Students with attention problems do best in structured settings, with predictable routines. For suggestions on managing students with ADHD in the classroom, see Teach ADHD at www.teachadhd.ca.
ADHD: Suggestions for Supporting Your Student in School
Students with ADHD:
Respond best to immediate rewards and consequences.
Are visual learners
Will do best in classrooms with well-defi ned rules, posted schedules, reduced stimulation (away from windows, doors), but without isolation. Without guidance, they may get lost in thoughts.
How you can help your student succeed in the classroom:
Find out what they love – tap into the 'emotional side of learning.'
Break goals down into many smaller goals.
Record each day's homework in a journal.
Provide encouragement such as stars or small, frequently-changing rewards.
Use checklists.
Provide a specifi c, organized 'place' for all activities.
Create a self-monitoring system, like counting the number of times out of seat, in seat, etc.
Give smaller assignments, less homework.
Break down task or assignment into manageable parts.
Record each day's homework in a journal or notebook for the student to take home.
Write the assignment and rewards on the board and repeat the assignment aloud. Appealing to multiple senses works well for children with ADHD.
More information
Websites
Teach ADHD
www.teachadhd.ca
Centre for ADHD/ADD Advocacy, Canada www.caddac.ca
Children with Attention Deficit Disorder www.chadd.org
National Institute of Mental Health http://www.nimh.nih.gov/health/topics/attention-defi cit-hyperactivity-disorder-adhd/index.shtml
Books
ADD/ADHD Behaviour Change Resource Kit: Ready-to-Use Strategies & Activities for Helping Children with Attention Deficit Disorder
Grad L. Flick, Jossey-Bass (2002) ISBN: 0876281447
How to Reach and Teach Children With ADD/ADHD
Sandra F. Rief, Jossey-Bass (2005) ISBN: 0787972959
Taking Charge of ADHD
Russell A. Barkley, Guilford Press (2000) ISBN:1572305606
Academic Success Strategies for Adolescents with Learning Disabilities and ADHD
Esther Minskoff & David Allsop (2003). Paul Brookes Pub. ISBN-13: 978-1557666253
Teaching Teens With ADD and ADHD: A Quick Reference Guide for Teachers and Parents
Chris Zeigler-Dendy Woodbine House (2000) ISBN-13: 978-1890627201
Books for Young People
The Survival Guide for Kids with ADD or ADHD
John F. Taylor Free Spirit Publishing (2006) ISBN-13: 978-1575421957
More information, continued
Cory Stories: A Kid's Book About Living With ADHD
Jeanne Kraus, Magination Press; (2004) ISBN-13: 978-1591471547
The "Putting on the Brakes" Activity Book for Young People With ADHD
Patricia O. Quinn, Judith M. Stern Magination Press; (1993) ISBN-13: 978-0945354574
Books for Teens
A Bird's-Eye View of Life with ADD and ADHD: Advice from Young Survivors
Chris A. Zeigler Dendy Cherish the Children (2003) ISBN-13: 978-0967991139
Does Everyone Have ADHD?: A Teen's Guide to Diagnosis And Treatment
Christine Petersen Children's Press(CT) (2007) ISBN-13: 978-0531179758
Drug and Alcohol Problems
There are many reasons why teenagers might use drugs. Some do it as a form of rebellion against authority. Others may be trying to fi t in with a group of friends who use drugs. They may do it out of curiosity, because it feels good, or because it provides relief from unpleasant emotions and makes them feel better.
Teens, and even older children, may use 'legal' substances like tobacco, alcohol, glue, gasoline, diet pills, over-thecounter cold remedies, or prescription pain killers (like OxyContin®). Some may then go on to use illegal drugs like marijuana, LSD, cocaine, crack cocaine, heroin, PCP, amphetamines, methamphetamine, or Ecstasy.
Substance use becomes substance abuse when a person continues to use drugs or other substances even when it may lead to serious personal consequences, including: family problems, losing friends, expulsion from school, losing a job, or getting into trouble with the law. Some people continue to use drugs because they want to. Others become psychologically or physically dependent on them.
Dependence (also called "addiction") is considered by some researchers to be a kind of brain disorder in which chemical changes in the brain that occur at the onset of drug use then make further use diffi cult to resist. As the dependence worsens, not using the substance can cause severe withdrawal symptoms like restlessness, inability to sleep, or nausea. People who are dependent on drugs can even feel driven to engage in criminal acts to get money for their next dose. Property crimes like break and enter, theft from family members, shoplifting, or even armed robbery are often related to drug abuse.
There have been many reports of teens being injured or dying when swimming or driving after drinking or using other drugs. Injecting drugs can lead to hepatitis (a serious liver disease), HIV-AIDS, tetanus (a potentially fatal disease that causes serious muscle spasms), or blood poisoning. Inhaled drugs like cocaine can 'burn' a hole inside the nose, or cause heart attacks or strokes.
Marijuana may cause some vulnerable teenagers to become psychotic. Being psychotic involves having hallucinations (hearing voices or seeing things that aren't there), having trouble thinking clearly, or having thoughts that don't make sense to other people. So, even though it may not seem as 'toxic' as other drugs, for some people, marijuana use can lead to serious conditions that will require long-term treatment.
In the past few years, teens have begun using an extremely addictive synthetic drug called "crystal meth." Methamphetamine is a prescribed stimulant medication that is used legitimately to treat attention defi cit disorder or the sleep disorder narcolepsy. Crystal meth is a type of methamphetamine that is 'cooked up' using toxic and volatile substances like paint thinner, drain cleaner, or the lithium from batteries. When smoked or inhaled, crystal meth has serious physical and mental consequences that may not get better over time. Irregular heartbeat, damage to brain blood vessels that can cause strokes, severe depression, or symptoms of Parkinson's Disease related to brain damage can occur. Withdrawal is very diffi cult for the addicted individual and relapse is frequent. Another distinct feature of crystal meth use is the number of children who are neglected or abused by their addicted parents. Crystal meth use is a growing problem in North America, but in comparison to other drugs, its use is still fairly rare.
However, alcohol and tobacco, both legal substances that are readily available and widely used, can cause even greater harm to physical health and social development than many illegal substances. Cigarette smoking is a primary contributing factor in death from heart disease, stroke, cancer, and lung disease in adults. The addiction to cigarettes often starts in adolescence, or in some people, even in late childhood. Early, continued use is associated with depression and anxiety during adolescence, and with poor academic and social-emotional outcomes in adulthood. Nicotine is a highly addictive substance and quitting is very diffi cult.
Teens who binge drink (have more than fi ve drinks one after another) are more likely than teens who don't binge to do badly at school, be victims of dating violence, attempt suicide, or do other things that put their health at risk, like having unprotected sex.
Substance abuse results in lost opportunities not only for those directly involved, but for society as a whole, in terms of lowered productivity, higher crime rates, and growing numbers of homeless people on our streets.
What's normal and what's not?
It's not unusual for a teenager to try alcohol, tobacco, or other drugs occasionally. However, if the drug use is chronic and causes personal or family problems, it can be a sign of something more serious, including a psychiatric disorder.
How common is substance use?
Overall, nearly 6 in 10 students in grades 7 to 12 report using alcohol in the prior year. The number of students reporting that they use alcohol rises from 23% in Grade 7 to 83% by Grade 12. Nearly half (48%) of Grade 12 students report they had fi ve or more drinks on at least one occasion in the past year.
Like alcohol use, reported cannabis use in the prior year increases as students move through the grades. Only 1 in 1000 (0.1%) of Grade 7 students report using cannabis in the past year, while 45.6% of Grade 12 students report they have used cannabis in the past year.
Other substances that students reported using include opioid pain relievers (17.8%), cigarettes (11.7%) and solvents (5.3%). These numbers are from the Ontario Student Drug Use and Health Survey conducted in 2009. Complete results are available at: www.camh.ca/Research/osdus.html
What causes substance abuse?
Children and adolescents with disruptive behaviour disorders (Attention Defi cit Hyperactivity Disorder, Oppositional Defi ant Disorders, or Conduct Disorder) are most likely to use drugs or sniff gasoline or glue. Teens using substances may have other mental health problems, including depression or anxiety disorders, such as a fear of social situations. Some have post-traumatic stress disorder – a type of anxiety disorder caused by serious trauma, usually related to early history or current experience of physical or sexual abuse. Substance use is also frequently seen in adolescents with bulimia (an eating disorder) or with schizophrenia, a very serious mental health disorder.
Drug use and mental health problems seem to go together, but no one knows which comes fi rst. Some kids who are anxious or depressed use drugs to try to make themselves feel better. On the other hand, it is possible that using drugs brings about these feelings. When teens feel bad about themselves and feel they don't fi t in anywhere, they may fi nd a like-minded group of friends who use drugs. Not knowing how to resist peer pressure, or choosing not to resist it, increases the likelihood of engaging in substance abuse. Teens who were lonely and without friends during middle childhood also seem to be more likely to abuse drugs or other substances during adolescence.
There are also environmental and social factors that increase the likelihood that a child or teen will engage in substance abuse. Some have a family history of alcoholism or drug abuse, and are exposed to drinking and drugs in the home. Others come from low income/low education families, from families who are involved in domestic violence, or where there are parental mental health problems. Peers' infl uence can be just as strong as the family's. Children and teens who befriend substance-using peers are more likely to use drugs and other substances themselves. Growing up in a poor or crime-ridden neighbourhoods also contributes to high rates of substance abuse in children and teens.
Signs of a Possible Substance Abuse Problem
Change in personality or baseline mood
Drop in grades and classroom performance
Increase in absences from school or classes
Dropping old friends and getting 'new' friends
Loss of interest in sports or other extra-curricular activities
Deterioration of personal grooming habits
Forgetfulness or diffi culty paying attention
Sudden aggressive behaviour, irritability, nervousness, or giddiness
Increased secretiveness or heightened sensitivity to inquiry
How long do substance use problems last?
Some older children and teens try illicit drugs only once or, at most, a few times. A smaller group may go on to become chronic users, becoming addicted to cocaine, heroin, tobacco, or alcohol, and may need long-term treatment. Substance abuse that begins in late childhood or early adolescence tends to persist and be more severe in adulthood. Tobacco use that begins in adolescence is associated with poor outcomes in adulthood, including depression, poor physical health, reduced income compared to nonsmoking peers, and fewer years of education.
What treatment is eff ective?
First of all, prevention is the ideal way to deal with the problem of substance abuse. It is also important to know that some treatments, like group therapy with other young people who have been engaged in criminal activity, may do more harm than good by causing more drug use or antisocial behaviour.
Comprehensive programs have, however, been found to work best to treat established substance abuse problems. These programs include all or some of the following components:
Medications or cognitive behavioural therapy (CBT) that address underlying mental health problems have shown promise in the treatment for substance abuse.
Family therapy should be used in addition to other treatments to reduce family confl ict.
Interventions that help increase motivation may help teens stay in recovery.
Long-term follow up of any treatment is recommended because substance use is a chronic disorder.
Educational implications
Students who are having problems with abusing alcohol or other substances may have diffi culty focusing on classroom activities, or may behave in inappropriate ways. They may also have increased absences from school, and fall behind in their schoolwork. They may present a safety hazard in courses that involve using machinery or require good judgment.
Check your Board's procedures for dealing with students who appear to be intoxicated or under the infl uence of drugs. Seek direction from your principal if you have questions about what to do.
Substance Abuse: What Teachers Can Do
Teachers have a unique opportunity to provide preventive education, by providing children with the substance use/abuse knowledge and skills they need to make healthy lifestyle choices.
Incorporate lessons about alcohol and other drugs into the curriculum.
Talk to students about why people may use drugs and alternative things they could do.
Examine personal values and beliefs related to substance use and abuse.
Refl ect on personal or familial experiences with alcohol and other drugs.
Be a strong role model for students by modeling positive behavours, providing guidance and support, and helping student to make smart decisions.
Know the general signs or symptoms indicating that a young person may have a substance use problem and/or a mental health concern.
More information
Website
The Centre for Addictions and Mental Health
The Centre for Addictions and Mental Health has many helpful resources for teachers on mental illness and substance use problems. Visit their website at www.camh.net.
Books
Preventing Addiction
John C. Fleming, CrossHouse Publishing, ISBN-13: 978-0929292458
Drinking and Drugs in My Family: A Child's Workbook About Substance Abuse in the Family
Wendy Deaton, Hunter House, ISBN-13: 978-0897931526
Parenting 911: How to Safeguard and Rescue Your 10- to 15- Year-Old from Substance Abuse, Sexual Encounters, Violence, Failure in School, Danger on the Internet, and Other Risky Situations
Charlene C. Giannetti, Broadway, ISBN-13: 978-0767903219
Adolescent Drug & Alcohol Abuse: How to Spot It, Stop It, and Get Help for Your Family
Nikki Babbit, Patient Centered Guides, ISBN-13: 978-1565927551
Drug Abuse: A Family Guide to Detection, Treatment & Education
A. James Giannini, Practice Mgt Information Corp, ISBN-13: 978-1885987112
A Teen's Guide To Living Drug-Free
Bettie B. Youngs, HCI Teens, ISBN-13: 978-0757300417
Addiction: An Information Guide
Centre for Addition and Mental Health, ISBN-13 978-0-88868-483-7
Self-harm (or the offi cial term, non-suicidal self-harm) is the deliberate attempt to harm oneself and in most cases, is done without conscious intent to commit suicide.
The most common type of non-suicidal self-harm behaviour is self-injury, which is the deliberate damaging of one's body.
Although cutting is the most common type of self-harm, the behaviour can also include self-poisoning, burning, scalding, and self-infl icted hitting. Young people engage in self-harm as a way of coping with problems and emotional distress.
What's normal and what's not?
Very little is known about self-harm behaviour, especially in young people. Many young people who harm themselves report that it provides a way to manage intolerable feelings such sadness, anxiety, or emotional numbness. Once the behaviour is started, the endorphins – natural pain relieving substances produced in our bodies – can provide an additional stimulus to continue the behaviour.
How common is self-harm?
On average, self-injury behaviours start at age 15, and are most commonly seen in teenagers and young adults. In one study of Canadian youth aged 14-21, 17% were shown to have self-harmed, and the behaviour is twice as common in females (21%) than in males (8.7%)
Many adults worry that adolescents engage in self-injurious behaviour because of a positive social status connected with self-harm. Most young people report that they started the behaviour on their own, and had neither read nor known about self-harm behaviour before they started.
What causes self-harm problems
It is believed the people self-harm in order to cope or deal with some stress. Some of the underlying reasons given include:
Getting relief from painful or distressing feelings
Dealing with feelings of numbness
Communicating pain or distress to others
All of these underlying reasons are actually quite healthy; it is just that the self-harm is an unhealthy way to achieve these goals.
G2
Risk Factors Include:
Eating disorders
Physical, emotional, or sexual trauma or abuse
Depression, paranoia, or obsessive-compulsive disorder
Low self-esteem and self-worth
Bullying
Feelings of shame, humiliation, and rage
Signs of Possible Self-Harm
Self-injury is often kept secret, making it diffi cult to detect. The young person often feels so ashamed, guilty, or bad that they can't face talking about it.
Refusal to wear short sleeves or to remove clothing for sports
Numerous unexplained scars, burns, or cuts
May voice concerns that others do not listen and that they feel patronized
Self-Harm
Self Harm: How Teachers Can Help
Prevention eff orts include helping students to express and identify their feelings, while also developing healthy behavioural coping skills.
Simply being available, whenever possible, to talk to a child who self-harms can make all the diff erence, as feelings of isolation are often part of the problem.
Consult with your school counsellor.
Let the young person know that self-harm is common and that they are by no means alone.
Make sure that they know who they can go to in your local area for professional help.
Encourage the young person to think about what changes they would like in their life and environment in order to stop harming themselves.
Support the young person in understanding triggers of self-harm and techniques they can use if they feel the urge to hurt themselves.
Encourage students to let you know if someone in their group is in trouble, upset or shows signs of harming themselves. Help them to understand that, if their friend is in danger of seriously harming themselves, it's okay to tell someone.
Self-harm is generally an attempt to cope with a stress, and is distinct from actual attempts to end one's life.
Self-harm behaviours can continue over time if the underlying stresses are not adequately dealt with, and, in some cases, can even progress to active thoughts of suicide. The presence of self-harm behaviours should, therefore, lead to a more in-depth professional assessment to look for suicidal thoughts.
If you have any concerns that a student may be self-harming, you should discuss them with the resource staff or your principal. Professional help to deal with this problem will likely be required.
Bipolar Disorder
In bipolar disorder, episodes of depression alternate with episodes of mania. These periods of depression and mania may last for months, or they may 'cycle' more rapidly, with moods changing from high to low over weeks or days.
Many of the symptoms are similar to those seen with ADHD. Careful assessment and diagnosis is needed to ensure that the child gets the help they need.
Bipolar disorder and depression are often classed together as "mood disorders". Most young people will experience a depressed episode fi rst, with the fi rst manic episode appearing months or even years later. There is considerable controversy about how rapidly these moods can cycle.
What's normal and what's not?
Many students will experience occasional periods of sadness and distress. Similarly, many students will feel in a very good mood for some extended periods of time. When the periods of sadness last for more than eight weeks, further help should be sought.
Manic periods may include some symptoms that go well beyond a 'good mood'. The student may speak rapidly, as though they can't get their thoughts out quickly enough. They may have grandiose ideas; for instance, that they are about to become a movie star or a famous musician. They may insist that they know more about a subject than an expert on the topic.
All of these behaviours can be diffi cult for other students to understand and manage. Setting appropriate limits to the conversation and seeking additional help may help limit the social consequences for both the aff ected student and their peers.
How common is bipolar disorder?
It is estimated that between 3% and 5% of adults have bipolar disorder. Because it may not occur as often, or not be accurately diagnosed until several cycles have been seen, the rate of diagnosis in children and teens is lower.
How long does bipolar disorder last?
Bipolar disorder is a major mental illness, with lifelong consequences. Students with a diagnosis of bipolar disorder will most likely, or should be, under the care of a doctor or mental health professional.
What causes bipolar disorder?
Bipolar disorder is a disorder that runs in families, but has a complex pattern of inheritance. If one identical twin has a bipolar disorder, the other twin has a 43% chance of also having the disorder. If they are fraternal twins, the chances drop to 6%. If one parent has bipolar disorder, about one quarter of their children will have a mood disorder. These mood disorders will be split about 50-50 between bipolar disorder and depression.
Some of the more common signs a child may be struggling with bipolar disorder
Rapidly changing moods lasting a few minutes to a few days
Separation anxiety
Crying for no apparent reason
Strong and frequent cravings, often for carbohydrates and sweets
Hyperactivity, agitation, and distractibility
Depression
Expansive or irritable mood
Excessive involvement in multiple projects and activities
Impaired judgment, impulsivity, racing thoughts, and pressure to keep talking
Impulsive, talkative, distractible, withdrawn, unmotivated, or diffi cult to engage
Grandiose belief in personal abilities that defy logic (ability to fl y, knows more than the teacher)
Explosive, lengthy, and often destructive rages
Defi ance of authority
'Dare devil' behaviours
Even when moods are stable, the condition often causes cognitive defi cits, including the ability to:
Pay attention
Remember and recall information
Use problem-solving skills
Think critically; categorize and organize information
Quickly coordinate eye-hand movements
Educational implications
Students with bipolar disorder may fl uctuate considerably in their ability to attend school, concentrate in the classroom, and complete assignments. During depressive episodes, they may appear sad or withdrawn. They may avoid other students at break, and in the playground. They may complain of feeling tired, or of not having any energy. During manic episodes, they may have a great deal of energy, have diffi culty focusing on the task at hand, and make grandiose plans.
This fl uctuation in mood can alienate other students and lead to interpersonal confl icts and social isolation.
If you have any concerns that a student may be suff ering from a bipolar disorder, you should discuss those concerns with the resource staff or your principal. Professional help to deal with this problem will likely be required.
Bipolar Disorder: Suggestions for Supporting Your Student in School
Check in on arrival to see if the child can succeed in certain classes that day. Where possible, provide alternatives to stressful activities on diffi cult days.
Schedule classes later in the day when the student may be more alert and better able to learn.
Allow more time to complete certain types of assignments.
Adjust the homework load to prevent the child from becoming overwhelmed.
Adjust expectations until symptoms improve. Helping set more attainable goals when symptoms are more severe is important, so that the child can have the positive experience of success.
Set up a procedure that allows the child to quickly and safely exit from an overwhelming situation.
Ask about their medications and side eff ects.
Learning and cognitive diffi culties can vary in severity from day to day. Despite normal or high intelligence, many children with bipolar disorder have processing and communication defi cits that hinder learning and create frustration.
Because transitions may be particularly diffi cult for these children, allow extra time for moving to another activity or location. When a child with bipolar disorder refuses to follow directions or to shift to the next task, schools and families should remember that anxiety is likely the cause of this behaviour, and that it is not intentional.
Use strategies at school that are consistent with those used at home.
Encourage the child to help develop interventions. Enlisting the child will lead to more successful strategies and will develop the child's problem-solving ability.
More Information
National Institute of Mental Health www.nimh.nih.gov/health/topics/bipolar-disorder/index.shtml
Eating Problems
Eating is a basic human activity that everyone must undertake for energy and nutrition. When young people, especially young women, become so concerned with what they are eating that it interferes with their schooling, their social life, and their health, there is the possibility that they may have an eating disorder. Eating disorders are life-threatening conditions that should be assessed by an experienced mental health professional.
Eating disorders centre around a preoccupation with food, weight, and personal body image; they include anorexia nervosa and bulimia nervosa. Both are serious mental health disorders that can have lifethreatening consequences. Understanding the 'warning signs' helps teachers to support early intervention for students at risk for eating disorders. Young people who have an eating disorder require medical and emotional support.
An excellent resource for teachers on eating disorders is available to read or download through the BC Ministry of Education website at www.bced.gov.bc.ca/specialed/edi/welcome.htm.
Types of Eating Disorders
Anorexia nervosa is self-starvation. Young people with this disorder intentionally deprive themselves of food, even though they may be very thin. They have an intense and overpowering fear of body fat and weight gain.
Bulimia nervosa is characterized by cycles of binge eating and purging, either by vomiting or taking laxatives or diuretics (water pills). The young person has a fear of body fat even though their size and weight may be normal.
Overexercising is exercising compulsively for long periods of time as a way to burn calories from food that has just been eaten.
Binge eating involves eating large amounts of food in a short period of time, usually alone. The eating is often accompanied by feeling out of control and followed by feelings of depression, guilt, or disgust.
What's normal and what's not?
Many students, especially young women, report that they are concerned about their weight, and may purge or binge eat from time to time.
How common are eating disorders?
Eating disorders are more common in females (about 90-95% of those diagnosed), but not unknown in males. About 8% of females suff er from either anorexia nervosa or bulimia nervosa, and 27% of young women ages 12-18 are reported to be engaged in severely problematic food and weight behaviour.
What causes eating disorders?
Eating disorders are likely the result of a complex interaction between psychological, biological, and social factors. There is evidence that genetics contributes to the development of eating disorders. Other psychological factors such as perfectionism, poor self-esteem, impulsive behaviour, anger management diffi culties, and family confl icts may also contribute to the development of eating disorders.
All of these disorders can have serious and life threatening consequences. Many young people with eating disorders don't believe there is anything wrong, and, therefore, don't acknowledge the problem and seek the help they need. Continued support and encouragement to seek help is often needed.
Warning signs of an eating disorder
A marked increase or decrease in weight
Development of extreme or unusual eating habits such as severe dieting, withdrawn or ritualized behaviour at mealtime, or secretive binging
An intense preoccupation with weight and body
Engaging in compulsive or excessive exercising
Self-induced vomiting, periods of fasting, or abuse of laxatives, diet pills, or diuretics
Low self-esteem
Evidence of shakiness, dizziness, or feeling faint
Frequent trips to the toilet to purge
Mood changes such as irritability, anxiety, or depression
Decline in concentration, memory, or academic performance
Withdrawal from social contact, interests, and hobbies
Diffi culty completing tasks or assignments because of need for 'perfectionism'
Short attention span and poor concentration
Lack of energy and drive to complete assignments or homework
Absences from school for treatment of health problems
Lethargy, forgetfulness, and poor judgment as a result of malnutrition
Educational implications
Students with eating disorders may have diffi culty concentrating, and may complain of not having any energy to participate in activities. Absences from school may result in students falling behind.
Eating Disorders: What Teachers Can Do
Encourage class discussions about positive self-image.
Avoid lessons that focus solely on eating and dieting, as these can reinforce negative body images.
Referral to school counsellor if you suspect a student has an eating disorder.
Encouragement, caring, and persistence, as well as information about the dangers of eating disorders, may be needed to convince the young person to get help and stay in treatment.
More information
Canadian Paediatric Society www.caringforkids.cps.ca/teenhealth/DietingInfo.htm
National Eating Disorders Information Centre www.nedic.ca
National Institute of Mental Health www.nimh.nih.gov/health/topics/eating-disorders/index.shtml
Psychosis
Psychosis is a serious medical condition in which a person has trouble telling the diff erence between what is real and what is not; symptoms such as delusions and/or hallucinations (see below) can signify this struggle. Initially, psychosis may also present with more subtle changes in behaviour, such that a person 'just doesn't seem to be acting like their normal self'.
Psychotic symptoms, such as hallucinations and delusions, commonly occur in men in their late teens and early 20s, and in women, in their mid-20s to early 30s; they rarely occur before puberty or after age 45.
First episode psychosis refers to the fi rst time that a person outwardly shows symptoms of psychosis. These symptoms may be very distressing for both the individual and their family. Symptoms which can result in bizarre or unusual behaviour include:
Delusions: fi xed, false beliefs, which do not have a basis in reality. There are many types of delusions, some quite bizzare. Paranoid delusions are one common type, where a person may become suspicious of others and afraid of being spied on, followed, or harmed by others.
Hallucinations: seeing things (visual hallucinations) or hearing things (auditory hallucinations) that aren't there.
How common is psychosis?
There are many medical causes of psychosis. About 3-5% of the population will experience some form of psychosis in their lifetime (World Health Organization). A small proportion of people experiencing psychosis will go on to have longer-term problems with psychosis and may acquire a diagnosis of schizophrenia. According to Health Canada, about 0.1% of children and youth have schizophrenia. In the general population, it is generally accepted that 1% has the diagnosis of schizophrenia.
How long do they last?
Without treatment, psychotic disorders can last a lifetime. Even with eff ective treatment, psychotic disorders can have lifelong impact.
What causes psychotic disorders?
Psychotic disorders result from abnormalities in the brain, particularly at the level of the chemical messenger systems, such as dopamine and serotonin. The exact cause of psychotic disorders is not known. A family history of psychosis increases the risk that a young person will experience a psychotic disorder.
The young person may not understand what is happening to them, and symptoms can be very disturbing and distressing. It is easy to mistake signs of psychosis as just normal challenges that many young people go through. Psychosis is a serious illness, however, and early intervention is needed. With treatment and support, most young people will recover from psychosis.
Early warning signs of psychosis
Emotional signs, such as irritability, suspiciousness, or paranoia, anxiety, depression
Loss of motivation, diffi culty concentrating, mood swings
Noticeable change in activity level; school performance deteriorates
Severe problems making and keeping friends
Vivid and bizarre thoughts and ideas
Perceptual changes – the feeling that things around them have changed or are somehow diff erent; their thoughts are sped up or slowed down.
Educational implications
Students who are experiencing a psychosis may have great diffi culty managing classroom settings and day-to-day social interactions. The may have diffi culty focusing on tasks, completing assignments, and getting along with other students. Their peers may have diffi culty understanding their erratic behaviour, and, as a result, they may be isolated. Once the psychosis has been treated, it may be very diffi cult for the student to regain the friendships they once had.
Psychosis: Suggestions for Supporting Your Student in School
Help to create a non-stigmatizing environment by raising awareness about mental health issues and encouraging other students to be supportive.
Teach students about the brain and disorders like psychosis.
Be aware that changes in a student may be signs of impending psychosis.
Refer students who show early warning signs to school counsellors.
Understand that a student dealing with psychosis may require modifi cations in their school program.
Be aware that symptoms can fl uctuate.
Capitalize on a student's strengths to enhance their learning; educational testing may help to clarify these strengths.
Break down tasks into smaller pieces; minimize distractions; have a plan to redirect the student to help him/her return to the task at hand.
Assist the student with planning and organizational skills.
Give short, concise directions.
More information
Canadian Mental Health Association: www.cmha.ca
Information on psychosis and early intervention psychosis treatment
Canadian Schizophrenia Association: www.schizophrenia.ca
Information on psychosis and substance abuse
Prevention and Early Intervention Program for Psychosis: www.pepp.ca
Information on early psychosis intervention programs
Talking about Mental Health Problems
Teachers are the contact point for students, for parents, and often, for other professionals involved in students' lives. Communicating with parents and other professionals can be diffi cult and confusing. Sometimes, parents don't agree with your understanding of their child's problems. Professionals may use language and terms that are unfamiliar to you as a teacher. Even students can raise questions and concerns that are diffi cult to deal with.
The aim of this section is to make you feel more comfortable with talking to students, their parents, and your in-school team about mental health problems.
Your Board will have policies and procedures that outline the process for talking with parents and professionals. There are likely clear guidelines for some conversations, such as talking about suicide threats, pregnancy, or abuse. This guide is not meant to replace those guidelines, or change them. You should seek help from your principal or colleagues if you are unclear about your Board's guidelines, policies, or procedures in these areas.
Informing and Supporting Parents
The Teacher's Unique Point of View
As a teacher, the amount of time you spend with your students helps you to distinguish typical ageappropriate behaviour from atypical behaviour that is disruptive or impairing a child or adolescent's development and learning. You encounter a range of behaviours that helps you compare a particular student to others their age. Parents may not have regular contact with other young people, and may not recognize that their child's behaviour is diff erent.
Stress resulting from academic work, peer relations, and the general structure of school can trigger behaviours and problems that may not have been noticeable prior to beginning school or at home. Parents may not be aware of the diffi culties their child is experiencing in school.
If you have an opportunity to fi rst discuss the things that the student is doing well, these positives can build trust with the parent that helps in further conversations.
Talking to parents about their child's problems can be a diffi cult and tense experience. Many teachers report that this is one of the most stressful parts of their job. You may fi nd that other teachers and/or your principal can help you practice these discussions.
You could say something like:
"I've noticed that Susan is having a hard time settling in class. She is easily distracted and often has diffi culty focusing. I'm wondering if you've noticed this at home?"
Or, you could say something like:
"Alison seems very quiet in class, and fi nds it diffi cult to answer questions when I call on her, even though she knows the answer. Have other teachers mentioned this before?"
Both of these questions ask about a specifi c behaviour you have noticed, without making a judgment about what the cause of the behaviour might be. If the parent agrees that the student may show the behaviour at home or in other settings, then you have started the discussion of how you can work together to solve the problem.
If the parent says that they never see the behaviour at home or in other settings, then you can follow up with a question like:
"I see this behaviour often in class, and it's aff ecting Alice's learning. Do you have any suggestions on what we can do to help Alice manage this behaviour?"
Again, you have recruited the parent as your partner in solving the problem, and avoided an argument about whether the problem exists.
It can be diffi cult for parents to hear that their child is struggling with a possible mental health problem. As a teacher, it can be a challenge to have to tell a parent about your observations. It is often helpful to speak with your school counsellor, principal, or vice-principal about ways to talk with parents about these kinds of situations.
Sometimes, parents know that their child has a problem, and may not reveal this to the teacher or school, for fear that it will aff ect the way their child is treated or change the expectations for their child. Many parents report that they feel 'blamed and shamed' for having a child with a mental health problem.
School transitions can be triggers for stress
School entry to JK or SK, with the introduction of new routines and social interaction
Senior Kindergarten to Grade 1, when less time is spent on play
Starting to rotate classes and classrooms during the day (usually Grades 7 to 9)
Elementary or Middle School to High School
Talking with students about mental health problems
Teachers are important people in the lives of their students; They may be the best, most supportive adults that they know. This can sometimes mean that they turn to teachers when they have a personal problem with which they need help. Teachers may feel uncomfortable talking about personal problems that their students are having. There may be a reason the student has chosen to speak to you, and you can help them fi nd someone else they can talk to.
There are certain conversations with students that must happen. If a student tells you that they are being physically, emotionally, or sexually abused, or they are being neglected, then you have an obligation under the law to report that conversation. Your School Board should have a policy and procedure that will guide you on how to report this.
Similarly, if a student reports that they are pregnant, or that they are thinking about harming themselves or another person, your Board should have a policy and procedure that will guide you on the next steps you must take. Links to these policies and procedures can be found in Appendix 1 of this guide.
Suggestions for talking to students
Use everyday language that students will understand.
Remind students that there is a continuum of problems. Not every problem is a disaster!
You may want to start the conversation by letting them know there are limits to what you can keep confi dential.
Privacy is important for talking about sensitive topics.
Hallways and classrooms full of students are not good places for these conversations.
Offi ces and meeting rooms are probably available in your school, and may make it easier for the student to talk, and for you to hear them.
Other conversations about personal problems and/or mental health problems may be more diffi cult. Each individual teacher will set their own boundaries around what they are and are not comfortable discussing with a student.
Sometimes, students raise issues that you don't know anything about, and you won't want to answer their questions until you know more about the problem. Talking with your colleagues, a resource teacher, a public health nurse, or a school counsellor may help you learn more. You may want to suggest that the student speak directly with that person, or you may want to set-up a three-way conversation.
Other times, the student may raise issues that are 'too close to home' for an individual to feel they can talk about. Like all members of society, teachers struggle from time to time with maintaining their own good mental health. Redirecting that student to another person in your school with whom the student agrees they are comfortable speaking may be the best course of action.
What about when you suspect a mental health problem, especially in older students? Again, you can say something like:
"James, I've noticed that you seem quieter and more withdrawn than usual. Is this only happening in this class, or are you having similar diffi culties in other classes?"
Or something like:
"Alice, you've been blurting things out in class, and are having diffi culty paying attention since you came into this class last semester. Do you have this diffi culty in other classes?"
Both of these statements focus on the behaviour you have noticed, and invite the student to refl ect on whether they have this problem in other settings.
If the student acknowledges they are experiencing a problem, then you may want to arrange a meeting with the student, their parents, and school resources that can help them with that problem.
Sometimes a student may acknowledge they have a problem, and are already seeing a counsellor or therapist about it. You might want to ask something like:
"Charles, what sort of things can we do in the classroom to help you manage this behaviour?"
Sharing Information
Sharing information about health problems is governed by a diff erent set of rules than sharing information about educational matters. When a student has a mental health problem that aff ects their schoolwork, then the rules around sharing information can be quite complex.
Often it is helpful to have a conversation about the limits of confi dentiality, before you get into the conversation. You might want to say something like this:
"I can keep this conversation confi dential, unless you share information that you are pregnant, are being abused, or are likely to harm yourself or someone else. In those cases, I will have to share what you tell me to ensure your safety and the safety of others."
There are diff erent rules about confi dentiality, depending on to whom the young person is talking. If a young person identifi es that they have a mental health problem that they don't want their parent(s)/ guardian to know about, the rules will be diff erent depending on the professional they approach.
For instance, if they go to a hospital or family physician, and request that their problem not be shared with their parents, that request will be honoured. A young person has the right to seek health services without their parents' knowledge or permission at any age, if they are judged to be competent to make that decision. Most health professionals will discuss the value of including parents in solving problems, but ultimately, it is the young person's decision.
If that young person turns to a CAS worker or a children's mental health agency about that same problem, then a diff erent set of rules apply. A young person age 12 years and older may seek counselling services from a child or family agency funded under the Child and Family Services Act, without their parents' knowledge or permission. These include children's mental health centres, child welfare agencies, and family service organizations. Again, most of these agencies will discuss the value of involving parents to solve problems.
Finally, if they bring that same problem to an educator or other member of the school team, another set of rules may apply. Young persons under the age of 18 must have their parents' permission to seek counselling services, psychological assessment, or communication services from a Board of Education. The exception to this is if that young person has signed a declaration that they are no longer under the control of their parents.
All of these professionals have the same duty and obligation to report concerns about abuse or potential for harm to the young person or others.
Many Boards have established protocols with community organizations that spell out the circumstances and legislation that govern information sharing. An example of these protocols is included in Appendix One.
Talking about Mental Health Problems in the Classroom
In spite of the fact that mental health problems aff ect one in fi ve young people, less than 15% of those young people ever receive any help. Many parents and young people say that stigma about mental health problems is the main reason they don't seek help.
Teachers can play an important part in reducing the stigma of mental health problems. The Mental Health Commission of Canada recognizes this, and has made anti-stigma programs aimed at children and youth one of their two priority areas. They are working with a number of groups to develop eff ective programs, some of which are designed to be delivered in the classroom.
Teachers can help reduce the stigma about mental health problems by discussing them in class, and helping students to fi nd and use high-quality information about these problems. You will fi nd a list of these resources in Section L, "Provincial and National Resources".
Promoting Good Mental Health in the Classroom
Mental health is a continuum. When we talk about physical health, we understand that good physical health is not just the absence of disease. Good health includes eating well, exercising regularly, and getting enough sleep. These habits all combine to make us physically healthy, and better able to resist illness and disease.
In a similar way, we understand that good mental health is not simply the absence of mental illness. We can work to improve our mental health through constructive thoughts and actions, including building supportive social networks, involvement in meaningful activities, and management of stress and confl ict in our lives.
Just as nutrition, exercise, and sleep don't guarantee good physical health, friends, personal interests, and managing emotions don't automatically lead to good mental health. They will, however, increase the odds in your favour.
So, how do we promote good mental health in the classroom, and how do we teach the social and emotional skills that help students develop and maintain good mental health? We need to focus on class-wide strategies that improve classroom climate and on teaching students the social and emotional skills that will help them to get along and form relationships with others.
Classroom Climate
Classroom climate is a broad concept that is aff ected by many diff erent factors. We know that individual traits of students, relationships and social interaction between students, and relationships and social interaction between students and teachers all impact classroom climate.
A caring and safe school is a place where all partners – students, staff , parents, and community members – treat others fairly, respectfully, and kindly, and act in a socially responsible way towards all members of the school community, including students with special education needs. For more resources on this kind of positive school environment, look at "Safe and Caring Schools in Ontario" at http://ww.edu.gov.on.ca/eng/general/elemsec/speced/Caring_Safe_School.pdf
It is generally agreed that a positive classroom climate exists in a classroom where students co-operate with the teacher and with each other, where there are orderly working conditions, where students feel an emotional bond with their class and their school, and where students and teachers are treated respectfully.
Several measures have been developed to gauge classroom climate, and these consider a combination of factors. The more important factors include: cooperative learning, teacher academic support, teacher emotional support, student academic support, student personal support, achieving for social approval, and alienation.
School climate can impact classroom climate, and classroom climate can also impact school climate. Teachers have the greatest ability to impact the climate in their classroom, and principals have the responsibility to positively impact school climate. Establishing classroom (and school) climate does not happen automatically; it is a skill that educators must develop.
Why is classroom climate important?
Extensive research has shown links between positive classroom climate and academic achievement. Poor classroom climate reduces academic achievement in all students, but has a proportionally larger impact on students who are already struggling academically.
There is also evidence that poor classroom climate increases the likelihood of mental health problems, especially behaviour problems. As well, students who are having diffi culty managing their behaviour can have a negative impact on classroom climate.
What can teachers do to positively impact classroom climate?
The Ontario Ministry of Education has created a document, "Caring and Safe Schools in Ontario", that presents ideas for improving school climate, background information on understanding student behaviour, and specifi c strategies, tools, and resources. An easy-to-use guide to the document has also been developed and can be found at: http://caringandsafeschools.commons.hwdsb.on.ca
There are also a number of interventions that teachers can use, which evidence suggests are eff ective in improving classroom climate. A listing of these programs, along with the level of evidence supporting their use, is available at the Offi ce for Juvenile Justice and Delinquency Prevention website at: http:// www.ojjdp.gov/mpg/progTypesSchoolClassroom.aspx
Many of these programs feature common elements or practices that seem to be the active ingredients that bring about the desired changes in classroom climate. These ingredients include:
High academic expectations. All students are expected to learn and achieve.
Engaging students in the academic work of the classroom. This may include academic skills enhancement for students who are developing their skills at diff erent rates than their classmates.
Establishing clear and consistent behavioural expectations. These expectations change as students become older and more able to manage their own behaviour. Addressing bullying and violence are vital steps in establishing behavioural "norms".
Praising good behaviour. Noticing good behaviour can be a diffi cult skill to develop when you feel like you are surrounded by poor behaviour. Start by trying to fi nd one good behaviour to acknowledge each day, and soon, you will see good behaviour increase.
Behaviour-specifi c praise. Saying "good job" isn't nearly as eff ective as saying "Good job sitting still, Michael", or "Excellent work showing how you solved that fraction problem, Julie."
Engaging parents and the community. Parents and community members can support positive classroom and school climate through volunteering, mentoring, and by simply modelling expected behaviour. Ensuring committed involvement requires training and support for volunteers – it goes beyond making photocopies or fund-raising.
Social and emotional learning
As Robert Fulghum wrote in his essay, "All I Really Needed to Know I learned in Kindergarten", learning to share, to get along with others, and to take turns are important lifelong lessons.
For some children, their fi rst opportunity to learn these skills comes when they start school; they may not have had the chance to interact with other children. Early childhood education, playgroups, and child care centres all provide avenues for children to interact and to learn how to get along.
Children learn these skills more easily if they have consistent rules for behaviour, and consistent consequences when they misbehave. Some children do not have this experience, and may arrive at school without these skills.
Some children may simply have more diffi culty understanding and acquiring social skills and behaviour, just as some children struggle more than others when learning to read.
Whatever the cause, young children who arrive at school without the social and behavioural skills to manage a brand-new, complex social environment may have diffi culty adapting; their behaviour may refl ect this struggle.
As students grow and mature, their understanding of emotions and social skills may not keep pace with their grasp of reading and mathematics. While the behaviours students exhibit may change, problem behaviour can still be a good indication that they don't understand how to behave, or haven't had the practice necessary to develop and integrate those skills.
We provide explicit instruction, practice, and feedback to build literacy and numeracy skills. This same approach works for teaching social and emotional skills as well. While instruction in social and emotional learning is seldom covered in education programs, there is clear evidence that social and emotional learning can improve academic outcomes.
Teaching social and emotional learning
A number of programs have been developed to teach social and emotional skills. Because these skills change as students grow and mature, it is important to match the program with the developmental ages and stages of your students.
Many of these programs are designed to be used by a classroom teacher for all students in their class. Some are designed to be delivered by a classroom teacher and a specially trained professional, such as a social worker, psychologist, or behaviour therapist. For any of these programs to be eff ective, it is vital that the classroom teacher be involved in the program.
Social and emotional learning programs can be built into the regular curriculum, or off ered as "standalone" programs. They range from 8-10 sessions over a few weeks, to year-long programs that happen several times a week. For a listing of programs with good evidence of eff ectiveness, see the Coalition for Academic, Social, and Emotional Learning (http://casel.org/). You can also fi nd a brief overview of the eff ectiveness of these programs at http://10.148.32.115/e-best/wp-content/uploads/2011/03/RIB-SocialEmotional-Learning.pdf
Many school boards are already delivering social and emotional learning initiatives; "Roots of Empathy" and "Tribes" are two of the more commonly off ered programs. In order to be eff ective, these programs require training for educators, and a well thought-out plan for implementing them. Programs which are implemented poorly are not as successful as those that are implemented well.
Some educators feel their role is to teach academic subjects, and not to "waste" classroom instructional time with non-academic programs such as social and emotional learning. Other educators may not feel comfortable talking about emotions and social rules, as these are subjects that may depend on individual values and beliefs. Research clearly shows, however, that teaching social and emotional skills will improve academic achievement, as well as reduce behaviour problems in the classroom and improve class climate.
Additional Resources
School Climate
Transforming School Climate and Learning: Beyond Bullying and Compliance
W. Prebble & R. Gordon, Corwin Press (2011), pp. 184. ISBN: 978-1412992688
Classroom Climate
The New Teacher's Survival Guide to Behaviour (2nd Ed.)
S. Roff ey, Sage Publications (2011), pp. 160. ISBN: 978-1849207447
Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support (3rd Ed.)
Rogers, B., Sage Publications (2011), pp. 280. ISBN: 978-0857021670
School Discipline and Self-Discipline: A Practical Guide to Promoting Prosocial Student Behaviour
G.G. Bear, New York: Guilford Press (2010), pp. 256. ISBN: 978-1606236819.
Understanding Pupil Behaviour: Classroom Management Techniques for Teachers
R. Lewis, David Fulton Pub. (2009), pp. 184. ISBN: 978-0415483537
Bullying Prevention: Creating A Positive School Climate and Developing Social Competence
P. Orpinas & A.M. Horne, Washington D.C.: APA Books (2005), pp. 293. ISBN: 978-1591472827
Additional Resources, continued
Social and Emotional Learning
Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success
K.W. Merrell & B.A. Gueldner, New York: The Guilford Press (2010), pp. 192. ISBN: 978-1606235508.
Strong Start/Strong Kids, K. W. Merrell, Baltimore Md: Brookes Publishing (2007)
Strong Start (Pre K) pp. 160 ISBN: 978-1557669889
Strong Start (K-2) pp. 132 ISBN: 978-1557669292
Strong Kids (grades 3-5) pp. 176 ISBN: 978-1557669308
Strong Kids (grades 6-8) pp. 192 ISBN: 978-1557669315
Strong Teens (grades 9-12) pp. 176 ISBN: 978-1557669322
Safe & Caring Schools: Skills for School, Skills for Life, K. Petersen, Champaign Ill: Research Press (2005)
Pre K-Grade 2 pp. 142 ISBN: 978-0976146704
Grades 3-5 pp. 159 ISBN: 978-0976146711
Grades 6-8 pp. 189 ISBN: 978-0976146728
National and Provincial Resources on Mental Health for Young People and Parents
For young people
Kids Help Phone 1-800-668-6868
www.kidshelpphone.ca
On the phone, Kids Help Phone provides immediate, bilingual, professional counselling to kids 24-hours a day. We receive calls from young people between the ages of fi ve and 20 who call from almost 3,000 Canadian communities every year.
On the web, Kids Help Phone provides counselling to young people in the "Ask a Counsellor" section. Kids can also get help through our online "Help Yourself" services: reading questions from other kids in the "Ask a Counsellor" section and benefi ting from the counsellors' responses; visiting the "Express Yourself" section; and visiting the informational topic library.
Mind Your Mind
www.mindyourmind.ca
mindyourmind.ca is an award-winning site for youth, by youth. This is a place where you can get information, resources, and tools to help you manage stress, crisis, and mental health problems. Share what you live and what you know with your friends. That's what we're about.
For parents and educators
Caring for Kids
www.caringforkids.cps.ca
Caring for Kids is designed to provide parents with information about their child's health and well-being. Because the site is developed by the Canadian Paediatric Society—the voice of Canada's 2,000+ paediatricians—you can be sure the information is reliable.
Most documents on Caring for Kids are based on CPS position statements, which are created by our expert committees and approved by our Board of Directors. Position statements are reviewed each year to ensure they are up-to-date.
Other documents are developed and reviewed by the CPS Public Education Subcommittee, which is made up of practicing paediatricians from across Canada.
Centre of Knowledge on Healthy Child Development
www.knowledge.offordcentre.com
The Centre of Knowledge on Healthy Child Development gives readers access to important and up-to-date information that is based on the best scientifi c research currently available. It's designed to sift through all the confl icting information about what promotes, and what hinders, healthy child development so better choices that will result in better outcomes for children can be made by parents and professionals.
The Centre of Knowledge on Healthy Child Development was designed by the Off ord Centre for Child Studies to focus on certain disorders, behaviour problems, and life circumstances that can have a signifi cant impact on children's health and well-being.
Children's Mental Health Ontario
www.kidsmentalhealth.ca
Children's Mental Health Ontario (CMHO) works to improve the mental health and well-being of children and youth and their families.
We represent and support the providers of child and youth mental health treatment services throughout Ontario.
Our website includes links to member organizations who provide child and youth mental health services in Ontario, as well as useful information for parents and others interested in children's mental health.
eMentalHealth.ca
www.ementalhealth.ca
Looking for mental health help? Looking for mental health events like workshops and conferences? Looking for information about mental health topics like depression and anxiety? We'll help you fi nd it...
eMentalHealth.ca is a non-profi t initiative providing information about mental health services and resources to Canadians of all ages. We provide online anonymous, confi dential information, 24 hours a day, 365 days a year.
We help families and professionals with the Where, When, and What of mental health:
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What: information about various mental health topics and conditions.
Provincial Centre of Excellence for Child and Youth Mental Health www.onthepoint.ca
The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO, along with other leaders, is working towards an integrated system that truly meets the mental health care needs of children, youth, and their parents and caregivers.
The Centre:
Facilitates and engages in partnerships, networks and collaboration.
Funds new research and new research partnerships through a comprehensive grants and awards program.
Provides consulting services to encourage more organizations to conduct research and to support their use of research to improve services.
Fosters the development of the next generation of mental health professionals by targeting grants and awards to students at all levels and in relevant fi elds.
Builds, synthesizes, and mobilizes credible child and youth mental health evidence.
Generates opportunities for knowledge exchange to promote evidence-informed practice and community mobilization.
Supports the critical role of youth engagement through partnerships, project funding, youthspecifi c grants and awards, and youth representation on its advisory committees.
Glossary of terms and abbreviations
Acute Treatment
Most of these terms don't appear in Making a Diff erence: An Educators Guide to Child and Youth Mental Health Problems, because we have tried to avoid the technical language that is often used by child and youth mental health professionals. This glossary is included to help you understand reports and discussions with mental health professionals.
Acquired Brain Injury (ABI)
A permanent brain injury that results in impairment to an individual's physical, cognitive (ability to think and reason), behavioural or emotional functioning. The injury may be caused by accident, infection, disease, overuse of alcohol, stroke, brain tumour or other medical illnesses.
Acquired brain injury is not a mental illness and requires very diff erent specialist skills from those off ered by mental health services. However, people with acquired brain injury can also suff er from a mental illness.
Activities of Daily Living (ADL)
Term referring to measures of independence in ability to perform personal care and other basic daily tasks; for example: eating, washing, dressing, getting in and out of bed, climbing stairs, etc. The assessment of the extent of a person's physical impairment or disability is often undertaken using scales based on these activities.
Acute Mental Illness
Acute mental illness is characterised by signifi cant and distressing symptoms of a mental illness requiring immediate treatment. This may be the person's fi rst experience of mental illness, a repeat episode or the worsening of symptoms of an often continuing mental illness. The onset is sudden or rapid, and the symptoms usually respond to treatment.
The intensive treatment provided to the person who is experiencing acute mental illness. Depending on the person's needs, acute treatment can be off ered in the person's own environment or by a psychiatric inpatient service. Depending on the severity of symptoms, the distress involved for the person, and the risk of harm to self or others, acute treatment may be provided in the community by a crisis outreach and support team, by a community mental health centre or in a psychiatric inpatient service.
Advocate
An advocate is someone who helps people express their point of view in diffi cult situations where they might feel vulnerable or overwhelmed.
Aff ect
This word is used to describe observable behaviour that represents the expression of a subjectively experienced feeling state (emotion). Common examples of aff ect are sadness, fear, joy, and anger. The normal range of expressed aff ect varies considerably between diff erent cultures and even within the same culture. Types of aff ect include: euthymic, irritable, constricted, blunted, fl at, inappropriate, and labile.
Agitation/Agitated
Restless, repeated activity arising from a person's anxiety or frustration. For example, the person may be unable to stand or sit still, and may be noticeably upset. It is important to note that a side eff ect of antipsychotic medication is physical restlessness, usually fi rst noticed as shaking in the arms and legs, which can mimic agitated behaviour.
Agoraphobia
Anxiety about being in places or situations in which escape might be diffi cult or embarrassing, or in which help may not be available should a panic attack occur. The fears typically relate to venturing into the open, of leaving the familiar setting of one's home, or of being in a crowd, standing in line, or travelling in a car or train. Although agoraphobia usually occurs as a part of panic disorder, agoraphobia without a history of panic disorder has described.
Antidepressant Medication
Medication used for the treatment of depression.
Antipsychotic Medication
Medication for the treatment of psychoses such as schizophrenia. These drugs tend to reduce delusions and hallucinations, and have a calming eff ect.
Anxiety
The apprehensive anticipation of future danger or misfortune accompanied by a feeling of uncomfortable mood or somatic symptoms of tension. The focus of anticipated danger may be internal or external. Anxiety is often distinguished from fear in that fear is a more appropriate word to use when there exists threat or danger in the real world. Anxiety is refl ective more of a threat that is not apparent or imminent in the real world, at least not to the experienced degree.
Anxiety Disorder
A mental disorder characterized by feelings of unease, tension, and distress, with an exaggerated fear of possible danger or misfortune, and often associated with signifi cant disruption to a person's life, such as inability to hold down a job or use public transport. Examples of such disorders may include, phobias, panic attacks, and obsessive compulsive disorder.
Apathy
A lack of feeling, emotion, interest, or concern.
Asperger's Syndrome
Asperger's syndrome or Asperger disorder is an autism spectrum disorder that is characterized by signifi cant diffi culties in social interaction, along with restricted and repetitive patterns of behaviour and interests.
It diff ers from other autism spectrum disorders by its relative preservation of linguistic and cognitive development.
Attention
The ability to focus in a sustained manner on a particular stimulus or activity. A disturbance in attention may be manifested by easy distractibility, diffi culty in fi nishing tasks or in concentrating on work.
Attention Defi cit Hyperactivity Disorder (ADHD, ADD)
Attention Defi cit Hyperactivity Disorder is a medical diagnosis disorder of executive functioning or the inability to plan ahead or consider consequences, which can aff ect the ability to concentrate and learn. It is characterized by impulsivity, inattention, and hyperactivity in various combinations.
Auditory hallucination
A hallucination involving the perception of sound, most commonly of voices.
Autism Spectrum Disorder (ASD)
Austism Spectrum Disorder (or Autism) is a spectrum of psychological conditions characterized by widespread abnormalities of social interactions and communication, as well as restricted interests and repetitive behaviours.
Bi-Polar Aff ective/Mood Disorder
Bipolar disorder or manic–depressive disorder, also referred to as bipolar aff ective disorder or manic depression, is a psychiatric diagnosis that describes a category of mood disorders defi ned by the presence of one or more episodes of abnormally elevated energy levels, cognition, and mood with or without one or more depressive episodes.
The elevated moods are clinically referred to as mania or, if milder, hypomania. Individuals who experience manic episodes also commonly experience depressive episodes, or symptoms, or a mixed state in which features of both mania and depression are present at the same time. These events are usually separated by periods of "normal" mood; but, in some individuals, depression and mania may rapidly alternate, which is known as rapid cycling.
Blunted aff ect
An aff ect type that represents signifi cant reduction in the intensity of emotional expression.
Borderline Personality Disorder
A specifi c type of personality disorder which is characterised by a lifelong pattern of behaviour which may include unclear and disturbed self-image, brief psychotic episodes, involvement in intense, unstable relationships, repeated emotional crises, fear of abandonment, and a series of suicidal threats or acts of selfharm without apparent cause.
Case Management
Case management is a process which aims to ensure the client receives the best possible treatment and support through the identifi cation of needs, planning individual goals and strategies, and linking to appropriate services to meet these needs.
Case Manager
A mental health professional employed by a mental health service who is primarily responsible for case management of a particular client. The client's case manager may be a social worker, psychiatric nurse, psychiatrist, occupational therapist, physician or psychologist.
Child and Adolescent Mental Health Services (CAMHS)
Specialist public mental health assessment and treatment services provided for children and adolescents up to 18 years of age. These are provided by community-based, multi-disciplinary services and psychiatric inpatient services.
Child and Youth Workers
Professionals who have received training in child and youth development and child and youth mental health problems, usually at a community-college. In Ontario, they may be members of the Ontario Associatioon of Child and Youth Counsellors.
Cognitive
Pertaining to thoughts or thinking. Cognitive disorders are disorders of thinking; for example, schizophrenia.
Continuity of Care
Provision of mental health services to a client in a way that ensures care is continued when there is a change of service or case manager. An example is when a person leaves a psychiatric inpatient service and his/her care is transferred to the community mental health centre, or when the client moves to a new area.
Comorbidity
The simultaneous appearance of two or more illnesses, such as the co-occurrence of schizophrenia and substance abuse, or of alcohol dependence and depression. The association may refl ect a causal relationship between one disorder and another, or an underlying vulnerability to both disorders. Also, the appearance of the illnesses may be unrelated to any common cause or vulnerability.
Compulsion
Repetitive ritualistic behaviour such as hand washing or ordering, or a mental act such as praying or repeating words silently that aims to prevent or reduce distress or prevent some dreaded event or situation. The person feels driven to perform such actions in response to an obsession or according to rules that must be applied rigidly, even though the behaviours are recognized to be excessive or unreasonable.
Concrete thinking
Thinking characterized by immediate experience, rather than abstractions. It may occur as a primary, developmental defect, or it may develop secondary to organic brain disease or schizophrenia.
Conduct Disorder (CD)
Conduct disorder is a mental illness marked by a pattern of repetitive behaviour wherein the rights of others or social norms are violated. Symptoms include, verbal and physical aggression, cruel behaviour toward people and pets, destructive behaviour, lying, truancy, vandalism, and stealing.
Cognitive Behavioural Therapy (CBT)
Cognitive behavioural therapy is a psychotherapeutic approach, a type of talking therapy that aims to solve problems concerning dysfunctional emotions, behaviours, and cognitions through a goal-oriented, systematic procedure. CBT is used in individual therapy as well as group settings, and the techniques are often adapted for selfhelp applications. CBT was primarily developed through a merging of behaviour therapy with cognitive therapy. While rooted in rather diff erent theories, these two traditions found common ground in focusing on the "here and now", and on alleviating symptoms.
Coping mechanisms
Ways of adjusting to environmental stress without altering one's goals or purposes; includes both conscious and unconscious mechanisms.
Constricted aff ect
Aff ect type that represents mild reduction in the range and intensity of emotional expression.
Crisis Outreach and Support Team (COAST)
These services provide urgent assessment and short term intervention throughout the community to people in crisis due to a mental illness. Availability of these services varies in each community.
Cultural competency
The understanding of the social, linguistic, ethnic, and behavioural characteristics of a community or population, and the ability to translate systematically that knowledge into appropriate practices in the delivery of behavioural health services; assessment includes network providers' policies and readiness to address the cultural needs of members
Delusions
Delusions are psychotic symptoms of particular types of mental illness, such as schizophrenia. They are fi rmly held beliefs which are not held by other members of the person's social group. Those who experience delusions may off er bizarre explanations for experiences or circumstances. For example, they may believe they are being spied upon, followed, poisoned or that they possess great unrecognised talent.
Depression
A lowering of mood which includes feelings of sadness, despair, and discouragement, ranging from mild to severe, and is sustained over a period of time. Mild depression is an emotional state that many people experience during their life. Severe depression is a serious mental illness producing symptoms such as slowness of movement, loss of interest or pleasure in most activities, sleep and appetite changes, and agitation. People experiencing severe depression will have intense feelings of worthlessness and may experience delusions; for example, a person may believe they are the cause of the world's problems. Severe depression can lead to suicidal ideas and actual suicidal actions.
Diagnosis
A medical term meaning the identifi cation of symptoms which are consistent with a particular illness or disorder. Specifi c tests and a medical examination can sometimes prove that physical illness is present. Diagnosis of a mental illness, however, is based on interviews with the client and others who know them, and on clinical observations. In Ontario, a mental health diagnosis may only be made by a physician or psychologist.
Disinhibition
Freedom to act according to one's inner drives or feelings, with less regard for restraints imposed by cultural norms; removal of an inhibitory, constraining, or limiting infl uence, as in the escape from higher cortical control in neurologic injury, or in uncontrolled fi ring of impulses, as when a drug interferes with the usual limiting or inhibiting action of GABA within the central nervous system.
Disorientation
A symptom of some illnesses which aff ects the person's ability to know where he/she is, have some idea of time of day, date, and year, and remember familiar people.
Distractibility
The inability to maintain attention; that is, the shifting from one area or topic to another with minimal provocation, or attention being drawn too frequently to unimportant or irrelevant external stimuli.
Drug Induced Psychosis
A mental illness involving distorted or imaginary sensations caused by the one-off or repeated use of a drug (such as marijuana or amphetamines), or the use of a drug over a long period of time. The symptoms of a drug induced psychosis will usually appear quickly and can last for up to four weeks until the eff ects of the drug wear off .
Dysphoric mood
Dysphoria is an unpleasant or uncomfortable mood, such as sadness (depressed mood), anxiety, irritability, or restlessness. It is the opposite of euphoria.
Dysthymia
A mood disorder characterized by chronic mild depression.
Elevated mood
An exaggerated feeling of well-being, or euphoria or elation. A person with elevated mood may describe feeling "high," "ecstatic," "on top of the world," or "up in the clouds."
Epilepsy
A disorder of the brain characterised by periodic and temporary loss of consciousness with or without involuntary muscle movements (seizures). Epilepsy is not a mental illness, and requires very diff erent specialist skills from those off ered by mental health services. However, people with epilepsy can also suff er from a mental illness.
Euthymic
Mood in the "normal" range, which implies the absence of depressed or elevated mood.
Exceptional student
The Ontario Education Act defi nes an exceptional student as "a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program…". Students are identifi ed according to the categories and defi nitions of exceptionalities provided by the Ministry of Education.
Expansive mood
Lack of restraint in expressing one's feelings, frequently with an overvaluation of one's signifi cance or importance. Those aff ected may be irritable and easily annoyed or angered.
Extraversion
A state in which attention and energies are largely directed outward from the self as opposed to inward toward the self, as in introversion.
Fantasy
An imagined sequence of events or mental images (e.g. daydreams) that serves to express unconscious confl icts, to gratify unconscious wishes, or to prepare for anticipated future events.
Flashback
A recurrence of a memory, feeling, or perceptual experience from the past.
Flat aff ect
An aff ect type that indicates the absence of signs of affective expression.
Flight of ideas
A nearly continuous fl ow of accelerated speech with abrupt changes from topic to topic that are usually based on understandable associations, distracting stimuli, or plays on words. When severe, speech may be disorganized and incoherent.
Grandiose delusion
A delusion of infl ated worth, power, knowledge, identity, or special relationship to a deity or famous person.
Grandiosity
An infl ated appraisal of one's worth, power, knowledge, importance, or identity. When extreme, grandiosity may be of delusional proportions.
Hallucination
A sensory perception that has the compelling sense of reality of a true perception but that occurs without external stimulation of the relevant sensory organ. Hallucinations should be distinguished from illusions, in which an actual external stimulus is misperceived or misinterpreted. The person may or may not have insight into the fact that he or she is having a hallucination. One person with auditory hallucinations may recognize that he or she is having a false sensory experience, whereas another may be convinced that the source of the sensory experience has an independent physical reality. Transient hallucinatory experiences may occur in people without a mental disorder.
Inappropriate aff ect
An aff ect type that represents an unusual aff ective expression that does not match with the content of what is being said or thought.
Incoherence
Speech or thinking that is essentially incomprehensible to others because words or phrases are joined together without a logical or meaningful connection. This disturbance occurs within clauses, in contrast to derailment, in which the disturbance is between clauses. This has sometimes been referred to as "word salad" to convey the degree of linguistic disorganization. Mildly ungrammatical constructions or idiomatic usages characteristic of particular regional or cultural backgrounds, lack of education, or low intelligence should not be considered incoherence.
IEP (Individual Education Plan)
A written plan describing the special education program and/or services required by a particular student, based on a thorough assessment of the student's strengths and needs. Every student who is deemed an exceptional student will have an Individualized Education Plan.
IPRC (Identifi cation, Placement, and Review Committee)
In Ontario, the Education Act requires all school boards to setup Identifi cation, Placement and Review committees. The purpose of the committee is to determine if a student should be identifi ed as an exceptional pupil, and states the exceptionality and the appropriate special education placement that will best meet the student's needs.
The Committee is composed of at least three people. One member will be either a supervisory offi cer or principal who acts as chairperson. Two or more members could include another principal, a vice-principal, a Learning Resource Teacher (LRT), a classroom teacher, or a Special Education Consultant. After the initial meeting, the identifi cation and placement are reviewed by an IPRC at least once yearly.
Informed Consent
In the context of mental health, this means that the client provides permission for a specifi c exchange of information, assessment, or treatment to occur based on their understanding of the nature of the procedure, the risks involved, the consequences of withholding permission, and their knowledge of available alternative treatments.
Insomnia
A subjective complaint of diffi culty falling or staying asleep or poor sleep quality.
Intake Assessment
The process which occurs when a person fi rst becomes a client of a mental health service. The person will have an initial psychiatric assessment in order to determine the nature of their psychiatric problem, their treatment needs, and the most appropriate service required.
Integration of Services
Coordination and linkage between services to ensure clients receive continuity of care.
Intellectual Disability
People with intellectual disabilities have learning diffi culties and develop at a slower than normal rate. The condition is usually identifi ed at birth or in early childhood. Intellectual disability is not a mental illness and requires very diff erent specialist skills from those offered by mental health services. However, people with intellectual disabilities can also experience a mental illness. Formerly called "mental retardation".
Intellectualization
A mental mechanism in which the person engages in excessive abstract thinking to avoid confrontation with confl icts or disturbing feelings.
Intervention
A planned action taken by a mental health worker which occurs in the context of treatment. Examples are: counselling, intensive support, referral or prescribing medication.
Introversion
Preoccupation with oneself and accompanying reduction of interest in the outside world. Contrast to extraversion.
Involuntary Admission
Admission, without the person's consent, to a psychiatric inpatient service for the treatment of a severe mental illness. For an involuntary admission to occur, a person must meet all of the specifi c criteria set out in the Mental Health Act and be admitted under the procedures set out in the Act.
Learning Resource Teacher (LRT or SRT)
A special education teacher assigned to a school or schools to provide special education resource support.
Least Restrictive Environment/Setting
The principle of treating a client in the least restrictive environment/setting possible recognises that all clients of public mental health services should be treated in an environment and manner that respects each client's individual worth, dignity, and privacy, and enhances their personal autonomy.
Labile aff ect
An aff ect type that indicates abnormally sudden and rapid shifts in aff ect.
Long-term memory
The fi nal phase of memory, in which information storage may last from hours to a lifetime.
Loosening of associations
A disturbance of thinking shown by speech in which ideas shift from one subject to another that is unrelated or minimally related to the fi rst. Statements that lack a meaningful relationship may be juxtaposed, or speech may shift suddenly from one frame of reference to another. The speaker gives no indication of being aware of the disconnectedness, contradictions, or illogicality of speech.
Major Depressive Disorder (MDD)
Major depressive disorder (MDD) (also known as recurrent depressive disorder, clinical depression, major depression, unipolar depression, or unipolar disorder) is a mental disorder characterized by an all-encompassing low mood accompanied by low self-esteem, and by loss of interest or pleasure in normally enjoyable activities. The term "depression" is ambiguous. It is often used to denote this syndrome, but may refer to other mood disorders or to lower mood states lacking clinical signifi cance. Major depressive disorder is a disabling condition which adversely aff ects a person's family, work or school life, sleeping and eating habits, and general health.
Magical thinking
A conviction that thinking equates with doing. Occurs in dreams in children, in primitive peoples, and in patients under a variety of conditions. Characterized by lack of realistic relationship between cause and eff ect.
Manic Episode
A state of elevated mood which is out of keeping with a person's normal behaviour, and may vary from cheerfulness to almost uncontrollable excitement or irritation. It typically results in overactivity, rapid speech, decreased need for sleep, being easily distracted, and a loss of social inhibitions. A person may embark on extravagant schemes, spend money recklessly, become aggressive or fl irtatious, or believe they possess extraordinary powers.
Medical Sedation
The prescribing and administration of medication that has a tranquilising, calming eff ect.
Memory consolidation
The physical and psychological changes that take place as the brain organizes and restructures information that may become a permanent part of memory.
Mental Health
Describes the capacity of an individual to interact with other people and with his or her environment in ways that promote the person's sense of well-being, enhance his or her personal development, and allow the person to achieve his or her life goals.
Mental Health Professional
Staff of mental health services with professional training and qualifi cations, and experience in working with clients who have a mental illness. Mental health professionals include: social workers, psychiatric nurses, child and youth workers, psychiatrists, occupational therapists, and psychologists.
Mental Illness
A mental disorder or mental illness is a psychological or behavioural pattern generally associated with subjective distress or disability that occurs in an individual, and which is not a part of normal development or culture. Such a disorder may consist of a combination of aff ective, behavioural, cognitive, and perceptual components.
Mental retardation
See Intellectual Disability
Middle insomnia
Awakening in the middle of the night followed by eventually falling back to sleep, but with diffi culty.
Mood
A mood is a relatively long-lasting emotional state. Moods diff er from emotions in that they are less specifi c, less intense, and less likely to be triggered by a particular stimulus or event. Common examples of mood include: depression, elation, anger, and anxiety. In contrast to aff ect, which refers to more fl uctuating changes in emotional "weather," mood refers to a more pervasive and sustained emotional "climate." Types of mood include: dysphoric, elevated, euthymic, expansive, irritable.
Mood Disorder
Mood disorder is the term designating a group of diagnoses where a disturbance in the person's mood is hypothesized to be the main underlying feature.
Two groups of mood disorders are broadly recognized: there are depressive disorders, of which the best known and most researched is major depressive disorder (MDD), commonly called clinical depression or major depression, and bipolar disorder (BD), formerly known as manic depression, and characterized by intermittent episodes of mania or hypomania, usually interlaced with depressive episodes.
Multidisciplinary Team
Mental health professionals employed by a public mental health service who work together to provide treatment and care for people with mental illness. They include: social workers, psychiatric nurses, psychiatrists, child and youth workers, occupational therapists, and psychologists.
Nervous Breakdown
A lay term commonly used to describe an emotional disturbance or mental illness. This term is not used by mental health professionals.
Neuroleptics
This term is frequently used to refer to antipsychotic medication.
Neuroses/Neurotic Disorders
Mental disorders commonly associated with distressing symptoms of anxiety and depression. Neurotic disorders are diff erent from psychotic disorders in that the person does not experience a loss of reality. Neuroses/Neurotic disorders has been largely replaced by more specifi c terms such as anxiety disorders and mood disorders.
Obsessive Compulsive Disorder (OCD)
A disorder in which the person may experience strong impulses to perform certain acts over and over again, even though they realise this is illogical. They are the result of recurrent and persistent thoughts and urges that cannot be easily controlled or ignored. This can cause great distress to the individual and interfere with their ability to perform life activities. For example, a person may continually wash their hands or check to see if the door is locked.
Obsession
Recurrent and persistent thought, impulse, or image experienced as intrusive and distressing. Recognized as being excessive and unreasonable even though it is the product of one's mind. This thought, impulse, or image cannot be expunged by logic or reasoning.
Occupational Therapists
Occupational therapists are health professionals who work in community mental health services and psychiatric inpatient services. They are part of the multidisciplinary team and their role is to help people to develop confi dence and skills in daily living using a variety of techniques, such as creative therapies and training in practical tasks.
Oppositional Defi ant Disorder (ODD)
Oppositional defi ant disorder is a diagnosis described as an ongoing pattern of disobedient, hostile, and defi ant behaviour toward authority fi gures which goes beyond the bounds of normal childhood behaviour. Those aff ected may appear very stubborn and angry. Common features of Oppositional Defi ant Disorder (ODD) include excessive, often persistent, anger, frequent temper tantrums or angry outbursts, and disregard for authority.
Children and adolescents with this disorder often annoy others on purpose, blame others for their mistakes, and are easily annoyed. Parents often observe more rigid and defi ant behaviours than in siblings. In addition, these young people may appear resentful of others, and when someone does something they don't like, they often take revenge on them.
Panic attacks
Discrete periods of sudden onset of intense apprehension, fearfulness, or terror, often associated with feelings of impending doom. During these attacks there are symptoms such as: shortness of breath or smothering sensations; palpitations, pounding heart, or accelerated heart rate; chest pain or discomfort; choking; and fear of going crazy or losing control.
Panic attacks may be unexpected (uncued), in which the onset of the attack is not associated with a situational trigger and instead occurs "out of the blue"; situationally bound, in which the panic attack almost invariably occurs immediately on exposure to, or in anticipation of, a situational trigger ("cue"); and situationally predisposed, in which the panic attack is more likely to occur on exposure to a situational trigger but is not invariably associated with it.
Paranoia/Paranoid State
In common use, this term means suspicion or mistrust of others. Mental health professionals use the term paranoia to describe persecutory ideas held by a person which are not quite as intense as delusions. For example, a person may believe someone close to them is poisoning their food.
Persecutory delusion
A delusion in which the central theme is that one (or someone to whom one is close) is being attacked, harassed, cheated, persecuted, or conspired against.
Perseveration
Tendency to emit the same verbal or motor response again and again to varied stimuli.
Personality Disorder
A group of disorders characterised by patterns of disruptive and dysfunctional behaviour well-established by early adulthood, and continuing throughout a person's life. The person with a personality disorder typically has marked problems and frequent crises in personal and social relationships, including threatened or actual selfi njury. People with this disorder often have a history of inadequate or abusive parenting. See also: borderline personality disorder; severe personality disorder.
Phobia
A persistent and unreasonable fear of specifi c places, events or objects which leads to avoidance of that situation and signifi cantly impacts upon a person's life; for example: fear of crowds, public places, public speaking, insects or blood.
Pressured speech
Speech that is increased in amount, accelerated, and diffi cult or impossible to interrupt. Usually, it is also loud and emphatic. Frequently, the person talks without any social stimulation and may continue to talk even though no one is listening.
Prevalence
Frequency of a disorder, used particularly in epidemiology to denote the total number of cases existing within a unit of population at a given time or over a specifi ed period.
Prodrome
An early or premonitory sign or symptom of a disorder.
Prognosis
The predicted course of a person's mental illness or their interpersonal, emotional or social functioning, based on specialised psychiatric knowledge, assessment of the client's current mental state, and an understanding of his her personal circumstances and environment.
Psychiatric Assessment
A thorough assessment of a client by a mental health professional which includes identifying a person's current mental state, personal and social history, social situation, and any relevant past psychiatric history. The psychiatric assessment enables selection of the most appropriate form of treatment for the client. See also, intake assessment.
Psychiatric Crisis
Psychiatric crisis describes the situation in which a person with a mental illness or severe mental disorder experiences thoughts, feelings or behaviours which cause severe distress to him/her and those around him/her requiring immediate psychiatric treatment to assess and manage risk and alleviate distress. The acute stage of a mental illness is characterised by infrequent yet severely distressing symptoms that require immediate treatment. This may be the person's fi rst experience of mental illness, a repeat episode or the worsening of symptoms of an often continuing mental illness.
Psychiatric Disability
The eff ects of mental illness that severely impair functioning in diff erent aspects of a person's life, such as the ability to live independently, maintain friendships or maintain employment.
Psychiatric Inpatient Admission
A voluntary or involuntary hospital admission for the treatment and management of a person who has a severe mental illness.
Psychiatric Inpatient Service
Publicly funded psychiatric hospitals and psychiatric units of general hospitals able to admit involuntary and security patient, as well as voluntary patients.
Psychiatric Nurse
A psychiatric nurse is a registered nurse who specialises in the nursing care and treatment of people with mental illness. Psychiatric nurses work in community mental health services and psychiatric inpatient services. Their role includes: administration of medication, counselling, and long-term support, and may involve psychological therapies.
Psychiatrist
A psychiatrist is a physician who specializes in the diagnosis and treatment of mental disorders. All psychiatrists are trained in diagnostic evaluation and in psychotherapy. Some psychiatrists receive additional training to specialize in child and adolescent psychiatry.
Psychologist
A psychologist is a professional designation identifying persons with advanced training in psychology. They may be clinical psychologists who work with patients in a variety of therapeutic contexts. They may also be scientists conducting psychological research or teaching psychology in a college or university. In Canada, they must be registered with their Provincial Psychological Association.
Psychomotor agitation
Excessive motor activity associated with a feeling of inner tension. When severe, agitation may involve shouting and loud complaining. The activity is usually nonproductive and repetitious, and consists of such behaviour as pacing, wringing of hands, and inability to sit still.
Psychomotor retardation
Visible generalized slowing of movements and speech.
Psychosocial Assessment
An assessment procedure that is used to identify a person's abilities and diffi culties in his/her personal, domestic and social functioning, and that assists in the development of his/her individual service plan.
Psychosocial Rehabilitation
A range of interventions aimed at improving a client's personal, domestic, and social functioning, so that they can live independently in the community.
Psychotic
A term used to describe a condition in which a person is unable to tell what is real from what is imagined, as occurs with the experience of hallucinations or delusions. The condition may also include features of thought disorder, disorientation or confusion.
Psychotropic medication
Medication that aff ects thought processes or feeling states.
Schizophrenia/Schizophrenic Disorder
A group of mental illnesses of which the essential and most obvious features is the presence of psychotic symptoms during the active phase of the illness. There may also be a loss in the person's ability to perform some life tasks, such as relating to others, maintaining employment, and domestic duties.
Separation anxiety disorder
A disorder with onset before the age of 18 consisting of inappropriate anxiety concerning separation from home or from persons to whom the child is attached. Symptoms may include: unrealistic concern about harm befalling or loss of a major attachment fi gure; refusal to go to school (school phobia) in order to stay at home and maintain contact with this fi gure; refusal to go to sleep unless close to this person; clinging; nightmares about the theme of separation; and development of physical symptoms or mood changes (apathy, depression) when separation occurs or is anticipated.
Severe Mental Illness
A mental illness in which a person's ability to think, communicate, and behave appropriately is so impaired that it interferes with the person's ability to deal with ordinary demands of life. Without eff ective treatment and support, the outcome for the person may be signifi cant impairment, disability, and/or disadvantage.
Severe Personality Disorder
A term frequently used to describe a serious form of personality disorder. See also: borderline personality disorder.
Social Workers
Social workers are health professionals who have a qualifi cation in social work and may have specialised in mental health. They form part of the multidisciplinary team and typical functions include: counselling, advocacy, family work, and social and community development. Social workers in Ontario must be registered with their Provincial College.
Stereotyped movements
Repetitive, seemingly driven, and nonfunctional motor behaviour (e.g. hand shaking or waving, body rocking, head banging, mouthing of objects, self-biting, picking at skin or body orifi ces, hitting one's own body).
Substance Related Disorders
Changes to a person's physical health and behaviour associated with the overuse of alcohol or drugs. For example, there may be an inability to perform their job or household duties, problems in personal and social relationships, and faulty memory. There may also be frequent legal problems, such as drunk driving or disorderly conduct.
Substance related disorder is not a mental illness and requires very diff erent specialist skills from those offered by mental health services. However, people with a substance related disorder often also suff er from a mental illness, and others with longstanding substance abuse can develop symptoms of a mental illness.
Suicidal
A person is regarded as suicidal when they have given strong indications or have intentions of taking their own life.
Symptom
Changes in a person's mind or body that indicate they may be suff ering from a particular illness. Symptoms are reported by the aff ected individual rather than observed by the examiner.
Syndrome
A grouping of signs and symptoms, based on their frequent co-occurrence, that may suggest a common underlying pathogenesis, course, familial pattern, or treatment selection.
Tactile hallucination
A hallucination involving the perception of being touched or of something being under one's skin. The most common tactile hallucinations are the sensation of electric shocks and formication (the sensation of something creeping or crawling on or under the skin).
Temperament
An individual's constitutional predisposition to react in a particular way to stimuli.
Tic
An involuntary, sudden, rapid, recurrent, nonrhythmic, stereotyped motor movement or vocalization.
Thought Disorder
A symptom most often seen in schizophrenia and other psychoses. It describes a disturbance in a person's thought patterns and is usually shown in abnormal speech. For example, a person may jump from topic to topic in conversation, their answers may be quite unrelated to a question or they may use strikingly unusual words or phrases.
Treatment
The use of professional knowledge and skill to bring about an improvement in a person's mental illness or to lessen the ill eff ects of a mental illness, and the distress end suff ering that may accompany it.
Trichotillomania
The pulling out of one's own hair to the point that it is noticeable and causing signifi cant distress or impairment.
Visual hallucination
A hallucination involving sight, which may consist of formed images, such as of people, or of unformed images, such as fl ashes of light. Visual hallucinations should be distinguished from illusions, which are misperceptions of real external stimuli.
Voluntary Admission
A voluntary patient who consents to treatment from a psychiatric inpatient service and is accepted for treatment with the approval of the authorised psychiatrist or other health care professional.
Developed with thanks to:
www.wikipedia.org/ www.abess.com/glossary.html www.health.vic.gov.au/mentalhealth/termnlgy.htm
Feedback Form
This guide is designed to be changed and updated regularly. We welcome your suggestions and ideas for improving the guide and for making it more useful to educators. Most revisions are made during July and August, with new editions released in early September. You may e-mail your comments or fi ll out this form and mail your comments to:
Don Buchanan Patterson Building - CH Off ord Centre for Child Studies 1280 Main St. West Hamilton, ON L8S 4K1 e-mail: email@example.com
1. What is your role in using this guide?
Educator in the classroom
Mental health professional working in schools
Trainer of educators or mental health workers
Other
2. Have you used this guide in your work?
Yes
No
3. What parts of the guide are most useful?
4. What parts of the guide could be improved?
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Follow these instructions to find parts for your Magnetonomic Adjacency Detector. Whenever you find a part, mark its location on the map provided. Each location should fall on a vertex of the grid. Take only one copy of each part.
Location 1
1. Your journey begins in Lobby 7.
2. Standing at the entrance from the street, find the word with the most V's and walk under it.
3. Walking directly forwards, proceed as straight as possible until you have gone up exactly 40 stairs.
5. Go through the door and to the left until you find a pipe with the two colors you noted.
6. Follow the pipe in the direction that it goes further.
7. Let n be the smallest positive digit ( ) in the number of the room closest to the end of the pipe.
8. Go down n flights of stairs, then proceed down the hallway until you encounter a vending machine.
9. Purchase the item with the most calories.
10. The location of your first Magnetonomic Adjacency Detector part is given by the % DV of carbohydrates followed by the number of g of carbohydrates in your item.
4. Two signs in front of you have white text. Note the colors ( , ) of the backgrounds of these two signs.
Location 2
1. Put your hand on the wall in front of you and follow it either to your right or left ( ) whichever brings you to the alphabetically later lecture hall (by last name).
2. Go down a floor.
3. Follow the pipes in the direction they go further until they disappear into a wall.
4. Dispose of the item you purchased earlier in the appropriate receptacle, either the one on the right or the one on the left ( ).
5. Continue down the hallway, taking your first right and continuing until you reach a plaque with names on it.
6. In the first and fourth steps of this section you produced either the letter R or L. Reading down the plaque in chronological order, find the first name on the plaque that contains both of these letters in the correct order (not necessarily consecutively).
7. Find the next person on the plaque with the same middle initial.
8. The building number of your next location is the largest power of 2 among the digits to the right of this name. The room number is a permutation of the rest of the digits.
Location 3
1. Proceed towards the anthropology display.
2. Note the color ( ) present furthest to the left in the main portion of this display.
3. Take the stairs ahead of you up to the next floor whose color scheme matches this color.
4. Walk down the hallway until you find a door that is numbered incorrectly.
5. Take the full number of that door. To find the room number of your next location, read the first occurrence of each digit. To find the building number, square the middle digit.
Location 4
1. Proceed to your left down the corridor until you reach a vending machine.
2. Calculate the fewest number ( ) of drinks needed to make a combination which has exactly 5 cal/oz in total.
3. Take the elevator to the floor whose number is the same as the number you calculated above.
4. Exit the lobby you are in through the exit pointed to by the higher arrow.
5. Walk in that direction until you encounter an office.
6. Find the first name listed on this office.
7. Your next location is this person's other office.
Location 5
1. Proceed to your right, entering the first classroom that you see.
2. Let n be the number of seats ( ) in the first row of this classroom.
3. Exit the classroom and continue walking in the same direction.
4. Once you encounter a map of MIT, count down to the nth entry in the first column under the map.
5. Your next location is this office.
Location 6
1. Walk to your left until you find a set of black rubber gloves.
2. Note the number of rubber gloves ( ) you see.
3. Continue down the corridor in the same direction until you find a pair of graphs titled "Model Validation of the Transition Rate and Magnetization". Note the approximate value of T1 in us ( ).
4. The room number of your next location is given by the number you noted in step two followed by the number you noted in step three. To find the building number, continue down the hallway.
5. The building number of your next location is given by the room number ( ) of a room which, if it had existed, would directly face the first fire pull station you encounter.
Location 7
1. Note the color ( ) of the door frame in front of you.
2. Let n be the number of tiles ( ) of that color at your feet.
3. Go down the hall, stopping at the first door on your right.
4. Take the nth name on the card beside the door, and note the middle letter ( ) of that person's full name.
5. Proceed down the hall to a foyer.
6. Let m ( ) be the size of the smallest connected rectangle of tiles of the color you noted above.
7. Enter the elevator and proceed to the mth floor.
8. Note the full number of the room directly in front of you.
9. To find your next location, take that room number. First, divide the building number by n, then insert the letter you noted in step four into the number.
Location 8
1. To your right is a set of posters advertising events.
2. Note the day of month ( ) of the most recent event.
3. Continue down the hallway until you find another event on the same wall occurring on the same day of the month.
4. Your next location is the location of this event (lower entrance).
Final Location
Take the provided map, with the locations of your Magnetonomic Adjacency Detector parts marked. Exactly one of your parts will fit on the map with its vertices on some of the locations you marked. Your final location is found at the center of mass of this part, which will also fall on a vertex of the grid. | <urn:uuid:33e77f79-af42-458f-9a80-8e5b71e25611> | CC-MAIN-2019-22 | http://web.mit.edu/puzzle/www/2015/puzzle/workshop_meta_meta/N1+yDOJkt4LHVqJZ.pdf | 2019-05-20T08:31:55Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00189.warc.gz | 215,303,281 | 1,341 | eng_Latn | eng_Latn | 0.998282 | eng_Latn | 0.998282 | [
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Roman Trail App Script
STOP ONE
Military Life and Religion in the Ranks – Statue of Constantine, York Minster
Welcome to "Walking with the Romans: Daily Life in Eboracum" I'm Jonathan Cowap and I'll be your guide. The trail begins next to the south door of the York Minster in front of the statue of the Roman Emperor Constantine.
Stop One.
Military Life and Religion in the Ranks - Statue of Constantine, York Minster
The Roman army arrived in York in AD71. It established a fortress here named Eboracum, built to be the home of an army legion, which was made up of soldiers drawn from provinces across the Roman Empire. This fortress became the focus of the town that grew up here, and you are now standing right at its very heart: the headquarters building, the principia, lies right beneath your feet and spreads out underneath the Minster.
Recruited from Spain, from France, from Africa and beyond the soldiers who came to live and work in York ate food and used objects produced throughout the Roman world, perhaps reminding them of faraway homes. Besides their training and guard duties, many soldiers would have practised trades such as carpentry and blacksmithing to make the garrison more self-sufficient and perhaps to break the monotony of army life. Although only more senior officers were officially allowed to marry whilst on active service, many regular soldiers would have had families or girlfriends in the adjacent town. As the army was made up of a great mix of people from different places and cultures, its religious practices could be quite diverse but the army's official religion was the Imperial cult, the worship of the Emperors.
Compulsory religious ceremonies would have taken place to honour previous Imperial rulers in a building known as the Basilica.
The Basilica was part of the headquarters complex. Where you're now standing is where the basilica stood; one of its columns was found in excavations and reerected opposite the statue of Constantine. If you look at the screen on your device you can see just a few of the many excavated objects held in the Yorkshire Museum. These belonged to the soldiers who served here and range from their tombstones to the pottery they used.
STOP TWO
Civilian Life in Eboracum – Roman Bath Pub
Standing in St Sampson's square you should look for the Roman Bath Pub.
Outside the walls of the fortress, the civilian settlement that grew up stretched down towards the river, and then across to the bank beyond. Eboracum was a cosmopolitan place, home to people from all walks of life; the settlement was established to meet the needs of the soldiers who lived in their fortress, supplying them with food, goods, and a place to socialise. It would have been a busy, noisy, smelly and crowded place to live.
Romans generally divided their day into sections, rising at dawn and spending the first part of the morning meeting friends, after which they began work. Those engaged in trade and small-scale industry usually lived above or behind their shop, so the streets of Roman York would have hummed and buzzed with people making, buying and selling their goods. Later in the day people might pay a visit to a temple, to pray for their own health or prosperity, or to put a curse on someone else. Then they might have taken a siesta or visited the bath house.
The Roman Bath Pub right in front of you stands on the remains of the legionary bath-house, just one of Eboracum's many bath houses. Everyone, no matter what their social standing, visited a place of communal bathing, but the baths were as much about socialising, meeting people and gossiping, as they were about keeping clean.
The last part of the day was given over to food. The Roman diet consisted largely of meat, supplemented by olive oil, bread, and other cereals. The majority of citizens would have visited their local tavern for dinner, but the very rich stayed at home and entertained their guests, frequently eating food such as figs and grapes imported from abroad. The buildings in which regular people lived were often subdivided and cramped. Unlike the regimented barracks in the fortress, the civilian settlement grew up in a disorganised fashion, and houses would have been small and roads between them narrow.
STOP THREE
Production and Consumption – Overlooking the River Ouse, by the City Screen
You should go down the alleyway off Coney Street alongside the church of St Martins to the river
Some of the wealthier inhabitants of Eboracum had access to exotic products from across the empire, but many of the things people ate, drank, and used were produced much closer to home. Food staples like meat and grain were grown in the fields surrounding the town and brought in to market. Not far from where you're standing now there once stood a large warehouse for storing this grain; it would have been brought into York by boat; excavations here revealed the existence of storage pits and large quantities of charred barley and rye, as well as the remains of millions of grain beetles, a hungry pest which devoured the crops. Just across the river archaeologists also found the remains of an animal butchers, preparing meat for people's tables. The by-products of butchery also played an important role in the local economy: York would have had a tannery, and amongst the Roman collections in the Yorkshire Museum is a well-preserved child's leather shoe.
Eboracum would have been a town alive with craft activity: the streets filled with sounds of clanking hammers and the air thick with the smoke of craftsman's hearths. Networks of transportation meant that a careful and clever entrepreneur might profit from manufacture and trade. Some of the craft products fashioned in
York included metalwork, pottery, and jewellery made from famous Whitby jet. Many beautiful objects crafted from this smooth black gemstone have been found in the town, a selection is displayed at the Yorkshire Museum and you can find some pictures of them on your screen.
STOP FOUR
Trade and Exchange – Foss Bridge, Fossgate
Stand near the small stone bridge that carries the road over the River Foss
People who lived in Eboracum were integrated into a network of trade and transportation that linked them to all parts of Europe, and even Africa and Asia. They could obtain goods from all of these places; especially popular was fashionable pottery known as Samian Ware, from Gaul (roughly the area of modern day France). If properly preserved and stored, even food and drink could be imported from far away. Although people who lived here ate much that was grown or raised in the areas surrounding Eboracum, other parts of their diet had to be brought into the city over long distances.
Three products above all others, were not native to York - wine, olive oil, and a special fish sauce known as garum. These were not extensively produced in Britain and had to be shipped here in large quantities to satisfy the appetites of the Romans. Most of the wine drunk by the people of Eboracum was grown in the Rhone Valley; olive oil was produced in southern Spain; and garum was manufactured in large quantities all along the Mediterranean coast.
Carried in the hulls of sailing ships, these foods arrived in Eboracum in pottery storage vessels known as amphorae which could be up to six feet tall. Pieces of amphorae are often found in excavations, and some are displayed in the Yorkshire Museum and on your screen. Goods were brought up the English coast and came into York along the town's two rivers, the Ouse and the Foss.
Upriver, from where you are standing now (archaeologists working in the 1950s) found an extensive harbour with channels for docking ships and stone bases for cranes to load and unload the wares. Today the Foss is no longer used for shipping, but in Roman times the harbour would have been bustling with boat traffic that connected Roman York with the rest of the known world.
STOP FIVE
Slavery – Micklegate Bar
After climbing up Micklegate stop when you reach the Bar, the old Medieval stone gate into the city
Mickelgate Bar, the main medieval gateway to the city, probably stands on top of an older Roman gate into Eboracum. Through this gate came a diverse range of visitors to the Roman town. But the crucial invisible props that kept the Roman Empire functioning were the slaves who would have been brought here and put to work. It's impossible to estimate the size of York's slave population because given their low social status their existence was rarely documented.
As the property of their owners, slaves could be beaten, raped, and killed by their masters with impunity but it seems these extremes of treatment were not representative of their daily lives. Young male slaves might work in bath houses like the legionary bath house; whilst women might be sold to take care of their masters' children as nursemaids or teachers. More fortunate slaves might have worked in craft or industry, learning a trade that might be able to support them if they got a chance to earn or buy their freedom.
On display in the Yorkshire museum is an inscription that tells of a slave goldsmith from nearby Malton, and another describes a musician slave freed by his master. Slaves could also win their freedom in the arena.
Out beyond the city gates lay a large sprawling cemetery; between 2004 and 2005 eighty-four bodies were excavated, all males who died relatively young. Many of them had suffered unusually violent injuries, including decapitation. Some believe these men were gladiators, brought to York to fight to the death for the entertainment of the crowds at the amphitheatre. We're pretty sure that gladiators came to York in Roman times because a good luck charm in the form of a bone plaque was found beneath York's railway station, it's inscribed with the words "Lord Victor may you have a lucky win". The lives of slaves were often short and hard, but they play a crucial role in this city's Roman story.
Looking out of the city, climb the steps on the right and set off along the walls in the direction of the minster.
STOP SIX
Death and Burial – Museum Gardens, by the Sarcophagi in St. Mary's Ruins
Descend from the city walls, cross the bridge and enter the museum gardens on your left. Walk past the museum in the direction of the abbey ruins and look away to your right where you'll find two rows of Roman stone coffins
Romans buried their dead away from the places in which they lived. Cemeteries were arranged along main roads approaching towns and settlements so that those travellers passing by could pay their respects to the dead. The stone coffins, known as sarcophagi, that you see here were excavated from several different sites around York, many of them coming from the burial grounds that lie beneath the modern railway station. Early in the Roman period the dead were cremated; archaeological evidence suggests that bodies were burned either in a dedicated area or at the graveside, with the ashes collected in pots and buried in the ground. The pots that held the ashes of the deceased were sometimes in the shape of a human head: examples can be seen on display in the Yorkshire Museum. Cremation was replaced gradually by burial into the ground, and by 250AD most people were interred. Poor people seem to have been buried together in large pits, and frequently new graves cut and intercut older burials. By contrast the sarcophagi you see here were reserved for the very wealthy: with elaborate stone carving and expensive embellishment. Other unusual forms of burial have been found in York: some people had their bodies coated with gypsum, a kind of plaster that has a preservative effect. Romans had an average lifespan of about forty years, but this average figure is low because of high levels of infant mortality, so people could and did live into an old age. Look closely at the sarcophagi in front of you: you may notice some of them have the letters D M carved onto them. This stands for 'Dis Manibus', Latin for 'To the Spirits of the Departed'. The Romans believed that the dead would be taken care of in the next world by those spirits, so they asked for them to protect their loved ones in the life beyond.
Romans often buried the dead with objects or artefacts that adorned and accompanied the body: ear-rings, necklaces, brooches, and hairpins, or bottles of perfume and food and drink. Some of these may have been the possessions of the deceased, others the final gifts of friends or family. One of the most lavishly adorned of York's burials, the so-called 'Ivory Bangle Lady', is of a young woman from North Africa who was buried with bangles of white ivory and of black Whitby jet. She is an evocative symbol of Eboracum itself, a cosmopolitan city where local and global met. There are some pictures of her on the app but she's much better experienced in the flesh at The Yorkshire Museum. | <urn:uuid:0139c6a9-4e82-40df-b985-2bdab0cf5178> | CC-MAIN-2019-22 | https://historyworks-media-01.s3.amazonaws.com/media/uploads/roman_trail_app_script.pdf | 2019-05-20T08:33:55Z | crawl-data/CC-MAIN-2019-22/segments/1558232255837.21/warc/CC-MAIN-20190520081942-20190520103942-00188.warc.gz | 533,898,118 | 2,704 | eng_Latn | eng_Latn | 0.999196 | eng_Latn | 0.999303 | [
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Deal Borough School District
K-8 Instructional Crosswalk
Holocaust Curricular Goal: Promote Holocaust/Genocide and awareness across the K-12 continuum.
Amistad Curricular Goal: Ensure that African American history, contributions and experiences are adequately taught across the k-12 continuum.
Asian American, Pacific Islander Curricular Goal: experiences, achievements, and perspectives of Asian Americans and Pacific Islanders across U.S. history.
K SS Units - Citizenship, Respect Week, Pilgrims and Native Americans, Holidays Around the World, MLK, President's Day, DR. Seuss Week, Memorial Day/Flag Day Focused lessons on acceptance of others, kindness and belonging. (Example: during Dr. Seuss week text - Sneetches = Holocaust; Respect week - Chrysanthemum = Bullying)
1 SS Units - Rules and Laws, Where People Live, We love Our Country, Our Changing World, Meeting People, The Marketplace; Focused lessons on understanding the importance of tolerance, acceptance, and inclusion as it relates to family and cultural differences. Everyone in this country is important. (Example: Sneetches = Holocaust; Citizenship -Back to School Rules; Culture - Let's Celebrate Thanksgiving; Diversity and Equal Rights -Martin's Big Words (MLK) Ruby's Wish, Suki's Kimono, Eyes That Kiss in the Corners=Asian/Pacific Islander
2 SS Units -Governing the People, Citizenship, The World Around Us, Using Our Resources, People Long Ago, A World of Many People, People in the Marketplace Focused lessons on fairness, equality, and the common good; how regional differences impact cultures (Example: Biography segments on Martin Luther King Jr., Susan B Anthony = Equal Rights ; Citizenship texts= following rules, honesty; Bullying =Juice Box Bully; Diversity= Uncle Willie and the soup kitchen, Asian American= Binny's Diwali)
Asian American and Pacific Islander History- Celebrating cultures through "Holidays Around the World" social studies unit; (visiting Asia to celebrate Diwali and the Japanese New Year)
3 SS Units - Physical Geography, Human Geography, Citizenship and Government, Communities - sizes, overtime, first communities, American Culture, World Cultures, Working in the Community, Saving and Spending Focused lessons on liberty, justice, equality, and the common good and how they influence new laws, the importance of diverse cultures coming
SS Units - Physical Geography, Human Geography, Citizenship and Government, Communities - sizes, overtime, first communities, American Culture, World Cultures, Working in the Community, Saving and Spending; Focused lessons on liberty, justice, equality, and the common good and how they influence new laws, the importance of diverse cultures coming together to solve problems, understanding the perspectives of other cultures.
together to solve problems, understanding the perspectives of other cultures.
(Examples - The Peace Book, It's Ok To Be Different, The Invisible Boy, Juice Box Bully,The Recess Queen, Enemy Pie, A Pig is Moving In, The Name Jar, Bringing In The New Year).
4
Contributions of African Americans in building our country and how change was influenced during their lifetime and for future generations.(Examples - A Place Called Freedom, Becoming A Citizen Just Like Me, The Peace Book, Biography segments -Cesar Chavez, Maya Lin, Madame CJ Walker)
SS Units - Geography of the USA, Patriotism, Government, Regions -Northeast, Southeast, Midwest, Southwest, West and their histories, Black History Month, NJ Unit; Focused lessons on government and laws created at different levels to protect the people, the importance of different cultural perspectives over time and today in an interconnected world, experiences and events may be interpreted differently by people with different cultural or individual perspectives. (Examples The Bill of Rights, Who was Anne Frank, Benno and the Night of Broken Glass, "I Survived" - books of topic, Biography segments - Benjamin Banneker, Francis Scott Key, Sequoyah, Thurgood Marshall, Wilma Mankiller)
SS Units - Geography of the USA, Patriotism, Government, Regions -Northeast, Southeast, Midwest, Southwest, West and their histories, Black History Month, NJ Unit; Focused lessons on government and laws created at different levels to protect the people, the importance of different cultural perspectives over time and today in an interconnected world, experiences and events may be interpreted differently by people with different cultural or individual perspectives (Examples - The Bill of Rights, When I grow up- Abe Lincoln, A River Runs Wild, Tanya's Reunion Biography segments - Benjamin Banneker, Francis Scott Key, Sequoyah, Thurgood Marshall, Wilma Mankiller ELA cross-curricular - Henry's Freedom Box)
5 SS Units - Nation's Geography, Exploration, Colonies and Slavery, Revolution, Government, Westward Expansion, Sectionalism and Civil War, Reconstruction, Industrial Revolution, Usa and the
SS Units - Geography of the USA, Patriotism, Government, Regions -Northeast, Southeast, Midwest, Southwest, West and their histories, Asian American Month, NJ Unit; Focused lessons on government and laws created at different levels to protect the people, the importance of different cultural perspectives over time and today in an interconnected world, experiences and events may be interpreted differently by people with different cultural or individual perspectives (Examples - "Where the Mountain Meets the Moon" "The Name Jar" "Last Stop on Market Street" "The Year of the Dog" "Front Desk")
SS Units - Nation's Geography, Exploration, Colonies and Slavery, Revolution, Government, Westward Expansion, Sectionalism and Civil War, Reconstruction, Industrial Revolution, USA and the World World Wars and Holocaust;
SS Units - Nation's Geography, Exploration, Colonies and Slavery, Revolution, Government, Westward Expansion, Sectionalism and Civil War, Reconstruction, Industrial Revolution, USA and the World World Wars and Holocaust;
6
World - World Wars and Holocaust; Focused lessons on how the struggle for equal rights is an important part of American history, how the rights of equality are guaranteed under the laws of the Constitution, people of different cultures need to compromise to reach goals, WWll and the Holocaust (Examples - A Long Way to Go, Who was Anne Frank, Benno and the Night of Broken Glass, "I Survived" - books of topic, Hidden)
SS Units - Mesopotamia, Egypt, Ancient India, Ancient China, The Hebrews, Ancient Greece, The Romans, Islam, Middle Ages, Christianity, Science and Exploration; Focused lessons on religious diversity, how religion unified and divided people; Analyze the role of religion and economics in shaping social hierarchies and the impact of the hierarchies on various groups of people. Understanding the evolution of societies enables students to make informed decisions as 21st century learners (Examples - Biography segments - Asoka, Socrates, Plato and Aristotle, Mansa Musa, Anne Frank; Jr Scholastic Magazine - selected articles; ELA cross-curricular - Lilly's Cupboard, Number the Stars)
Focused lessons on the struggle for equal rights is an important part of American history, how the rights of equality are guaranteed under the laws of the Constitution, people of different cultures need to compromise to reach goals, African American history before and after the Civil War (Examples - A Good Night for Freedom, Unspoken A story of the Underground Railroad, When I grow Up Abe Lincoln, Biography segment - Harriet Tubman, Jane Addams, MLK, ELA crosscurricular - The Other Side of Segregation)
SS Units - Mesopotamia, Egypt, Ancient India, Ancient China, The Hebrews, Ancient Greece, The Romans, Islam, Middle Ages, Christianity, Science and Exploration Focused lessons on Understanding the evolution of societies enables students to make informed decisions as 21st century learners; The development of language and writing leads to expression, creation of cultural identity, complex social structures; The role of slavery in ancient civilizations v American slavery (Examples -Biography segments - Shi Huangdi, Pizarro, Mansa Musa, Jr. Scholastic Magazine - selected articles; ELA cross-curricular Grandmama's Pride, Harvesting Hope - Cesar Chavez)
Focused lessons on the struggle for equal rights is an important part of American history, how the rights of equality are guaranteed under the laws of the Constitution, people of different cultures need to compromise to reach goals, Asian American and Pacific Islander history before the Civil War (Examples: "The Year of the Dog" "Front Desk" AAPI Heritage Month Brainpop, Lunar New Year Brainpop )
SS Units - Mesopotamia, Egypt, Ancient India, Ancient China, The Hebrews, Ancient Greece, The Romans, Islam, Middle Ages, Christianity, Science and Exploration Focused lessons on Understanding the evolution of societies enables students to make informed decisions as 21st century learners; The development of language and writing leads to expression, creation of cultural identity, complex social structures; The role of colonization specifically impacted Asian communities and Pacific Islanders
(Examples: Jr Scholastic Magazine - selected articles, "The Year of the Dog" "Front Desk" AAPI Heritage Month Brainpop, Lunar New Year Brainpop, Ancient Hawaii Brainpop,)
8
SS Units - Foundations of Government, Branches of government, US Constitution and the Bill of Rights and Citizenship, Focused lessons on civil liberties, including religious freedom and the protection offered under the US Constitution, the holocaust and WWll, minorities have not always been treated equally or had the same rights, prejudice is a reflection of time and place not always color or class, people must learn from tragedy or history will repeat itself (Examples -Jr Scholastic Magazineselected articles ELA cross-curricular -Devil's Arithmetic, Rose Blanche)
SS Units - Build up to the Civil War, Abraham Lincoln Assassination, Reconstruction and 13th Amendment, Westward Expansion, Second Industrial Revolution, Focus lessons on liberties and freedoms, man's inhumanity to man, the rise of totalitarian governments and the suffering of the people, genocide, global tragedies bring out the worst and best in humanity, people must learn from tragedy or history will repeat itself
(Examples-Excerpts from Diary of Anne Frank, Night
SS Units - Foundations of
Government, Branches of government, US Constitution and the Bill of Rights and Citizenship, Focused lessons on civil liberties, including religious freedom and the protection offered under the US Constitution; Focused lessons on the development of slavery in the Americas from the colonial era to the American Civil War, the differing perspectives of people based on region of the country, the hypocrisy of the Dec. of Indep., the earliest attempts to end slavery and abolitionist leaders, the abolitionist and women's suffrage movement, the 13th amendment and Reconstruction amendments, MLK, the first African American president (Examples - Jr Scholastic Magazine - selected articles ELA cross-curricular- Marion Anderson My Lord What a Morning, When Marion Anderson Voices that Changed a Nation)
SS Units - SS Units - Build up to the Civil War, Abraham Lincoln Assassination, Reconstruction and 13th Amendment, Westward Expansion, Second Industrial Revolution, Focus lessons on liberties and freedoms, man's inhumanity to man, the rise of totalitarian governments and the suffering of the people, genocide, global tragedies bring out the worst and best in humanity, people must learn from tragedy or history will repeat itself. Focus lessons on slavery and the South's economy, the impact of slavery on American views, The Reconstruction Amendments, the effects of reforms of the 1800's and 1900's on former
SS Units - SS Units - Foundations of Government, Branches of government, US Constitution and the Bill of Rights and Citizenship, Focused lessons on civil liberties, including religious freedom and the protection offered under the US Constitution; Focused lessons on the development of slavery in the Americas from the colonial era to the American Civil War, the differing perspectives of people based on region of the country, the hypocrisy of the Dec. of Indep., specifically focusing on the negative impact on Asian Americans sand Pacific Islanders
(Examples: Jr Scholastic Magazine - selected articles, "The Year of the Dog" "Front Desk" AAPI Heritage Month Brainpop, Lunar New Year Brainpop, Ancient Hawaii Brainpop,)
SS Units - Build up to the Civil War, Abraham Lincoln Assassination, Reconstruction and 13th Amendment, Westward Expansion, Second Industrial Revolution, Focus lessons on liberties and freedoms, man's inhumanity to man, the rise of totalitarian governments and the suffering of the people, genocide, global tragedies bring out the worst and best in humanity, people must learn from tragedy or history will repeat itself, focusing specifically focusing on the negative impact on Asian Americans sand Pacific Islanders
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Project
Education of
Roma Children
in Europe
Council
of Europe
Conseil
de l´Europe
second migration
4.0
Second Migration
compiled by the editors
Migration Routes of the Vlax-Roma l Arrival in Western Europe l The Americas l The Wanderers' Reception in the Target Countries
In the mid-19 th century, a second migratory movement took place, which changed the Roma population worldwide. Kalderaš, Lovara and other Roma groups from Central and South-Eastern Europe moved east- and westward and even reached America and Australia. This second migration, so-called after the first wave of Roma migration in Europe around 1400, was caused by far-reaching social changes, particularly the abolition of slavery in Wallachia and Moldavia, and emerging industrialisation.
introduction
In 1857, one year after slavery had been completely abolished, there were 33,267 now free Roma families in Wallachia; 6,241 of them had been slaves of the state, and 12,081 slaves of the Church. 14,945 families had belonged to the nobility. In Moldavia, there were an estimated 20,000 families. If every family consisted of an average of five people, then approximately 250,000 Roma lived in the two principalities. In the whole of Central and South-Eastern Europe, there was a Roma population of considerable strength.
USA & Canada
switzer-
land
GERMANY
FRANCE
Italy
Spain
england
sweden
finland
Denmark
Estonia
Latvia
Lithuania
Belarus
Ukraine
Poland
Luxembourg
Bulgaria
Croatia
Albania
belgium
Slovakia
MACE
-
DONIA
MAIN ROUTES OF THE 2
nd
MIGRATION
Ill. 1
Areas of origin:
america
australia
south africa
RUssia
the
Nether-
lands
czech
republic
slovenia
Bosnia
herz.
Austria-Hungary
Transylvania
moldavia
SERBIA
greece
turkey
Wallachia
Mainly, the Roma emigrated from the border areas of Moldavia and Wallachia, as well as from the neighbouring regions of Bessarabia, Western Transylvania, Banat and North-Eastern Serbia. Later on, there is evidence of the Roma's emigration from almost the whole Balkan Peninsula, and, consequently, from
Hungary and from Slovakia. Mainly Vlax-Roma, but also Roma from other groups moved eastward to Russia, and northward to Scandinavia, to Western Europe, Northern and Southern America, and even to Australia. [Ill. 2]
Political, economic and social revolutions caused emigration from that region from around 1850 onwards. National emancipatory movements, wars, the industrial revolution as well as the increasing attractiveness of target countries like the United States were the reasons for people of all ethnic groups to leave their areas of settlement. The Roma were not more "willing to emigrate" than other population groups. But the abolition of slavery in Moldavia and Wallachia opened up new territories in their urgent search for new economic niches. [Ill. 2]
Migration Routes of the Vlax-Roma
Arrival in Western Europe
The Americas
The Wanderers' Reception in the Target Countries
"Vlax"-Roma
The term "vlax" (pronounced: vlach) has been used since the 20 th century for Roma whose language shows a strong Wallachian (Romanian) influence. The Vlax-Roma comprise, among others, the Kalderaš, Lovara, Gurbet and Džambaz-Roma. The Vlax-Roma are considered as triggers and upholders of the Second Migration. In many target countries, they kept themselves apart from the already settled Roma and made up a new stratum within the Roma population.
Science, as well as the VlaxRoma's self-image, often considers them as more "traditional", archaic groups than those which maintained a predominantly INdo-Aryan language and culture. Angus Fraser, the British Roma historian, however, has drawn our attention to the fact that these assumptions cannot be considered proven.
Ill. 2
Migration Routes of the Vlax-Roma
The Romanian Kalderaš are considered as the most mobile group of Roma. As slaves, they belonged to the state, that is, they had already been (partly) nomadic and had exercised their profession by roaming certain regions. The Kalderaš left the area on two main routes. One led them northward, the other to the Balkans, particularly to today's Serbia; from there, many Roma moved farther west. The migration of the Kalderaš and other groups in the Balkans is not documented, particularly as far as its beginnings are concerned. Most probably it took place relatively late towards the end of the 19 th century. There is, however, a lot of evidence for the northbound route.
In 1860, the first Kalderaš reached Krakow, which at the time was on the territory of Austria-Hungary. Being Austrian citizens, many Roma from
Johan Dimitri-Taikon's Way to Sweden
"Carl Herman Tillhagen can tell about the origin of the Swedish Taikoni, the family of the great story teller Johan Dimitri-Taikon:
Up until the year 1906, Taikon or Milosch, his Gypsy name, seems to have stayed mainly in Russia, which he knows from Baku in the southeast to Archangelsk in the northwest. In the same year, he travelled on to the Balkans, and to Poland and Finland. He seems to have been, in passing, also in Italy, Austria, Czechoslovakia and Germany. A few years before World War I he visited Sweden, where he travelled about for many years. He spent the last 30 years in Sweden exclusively, where he earned his and his family's living as coppersmith, fairground artist and musician. Since 1942 he and his entourage have stayed in Sweden every year during the winter."
Ill. 4 (translated from Vossen 1983, p. 61)
Transylvania and Banat had Austrian travel documents at their disposal. The Russian Romani specialist, Lev Tcherenkov, mentions that the Kalderaš are still being called "Ostrijaki" (Austrians) by the settled Polska-Roma today. Some new immigrants in Poland tried to achieve a dominant position among the already settled Roma; the Kwiek family even founded a dynasty of "kings".
they must have stayed in Russia before. [Ill. 4]
In the mid-19 th century, the Lovara settled within today's Hungarian borders, in Transylvania and Banat. In a first wave of migration, in 1860-70, the Lovara moved from Hungary to Czechia and Slovakia, and then on to Germany. Some of them followed the army in the Austro-Prussian war and settled in Czechia before they eventually came to Austria. Others went to Poland and later to Russia. The wanderings of the various Lovara groups came to an end only in 1914, after the outbreak of World War I; it was a temporary end, because already during the Hungarian Uprising in 1956, numerous Lovara came to Austria again.
Many Kalderaš and Čurara moved on towards Scandinavia. Consequently, Išvan Demeter's relatives settled not only in France, Italy and Germany, but also in Sweden. The family names also prove that many Scandinavian immigrants had stayed in Russia first.
Many Kalderaš and Čurara moved on from Poland to Russia and Scandinavia. Išvan Demeter, one of the first Roma immigrants in Russia, said decades later that his family emigrated mainly because of the high dowries for women. The Demeters travelled through Russia, reached Manchuria and later stayed in Central Russia. Išvan's father and his family even reached Algiers. Išvan Demeter's group was no isolated case. Most Kalderaš in France, for instance, had not arrived before 1870, but immigrated later from Russia. Their dialect shows words from Russian colloquial speech, which is a clear sign that
Praised Dexterity, Grandiose Prices
"While they were in Britain they brought a touch of oriental splendour to drab city waste-grounds. The women, with gold coins woven into their hair-plaits and strung around their necks and bosoms, presented a formidable spectacle, quite different from that of their English counterparts in their finery […]; and the men, in baggy trousers tucked into top-boots, brightly coloured shirts, and coats and waistcoats with rows of huge buttons of silver (some as large as a hen's egg) were just as resplendent. Much of the men's time was spent in seeking out copper vessels to repair in factories, breweries, hotels, restaurants, and the like: their dexterity and workmanship were widely praised; their grandiose prices were just as widely deprecated."
Ill. 5 (from Fraser 1992, p. 231 ff.)
Arrival in Western Europe
Some Roma came with Austrian passports, probably from Transylvania, via Germany and Belgium to France in 1866, but they were soon deported back to Belgium. In 1867 the Kalderaš travelled around France in groups of 30, 40 and even 150 people in open horse carriages. [Ill. 4]
In 1868 the Kalderaš reached England. They set up their tents in the London suburbs, but were not received in a friendly way by the English Roma. In the same year, Kalderaš-coppersmit-
THE AmericaS
Only a few Roma who reached Great Britain stayed there. Most of them went to America, being a part of the great European wave of emigration. The Roma second migration
4.0
Immigration to Colombia
In 1998, a Colombian Rom gave an account of his predecessors' immigration:
"The European Roma emigrated to Central America, from Central America they emigrated to Southern America, they came to Peru, they came to Brazil, they came to Colombia. [...] They emigrated via Panama, from Panama they crossed the Atrato and they started in Antioquia [...] in the plains of Bogotá, on the coasts, in different parts. According to the Colombian Roma, those born here in Colombia, 150 to 160 years have passed since then. Because my grandfather died at the age of 75, he had already been born in Colombia, my grandmother, deceased, too, had also been born there."
Ill. 7 (translated from Deman, Katharina (2005) Untersuchung zur Grammatik der Romani-Varietät der Kumpanja in Bogotá/Kolumbien. Graz (Phil. Diss), p. 11)
hs appeared in the Netherlands. Their tents and wagons, as well as the contrast between their poor clothes and the openly shown silver and gold, left a great impression on the population. In their thousands, they flocked to the tent camps, and the Roma could even demand an entry fee. In the early 1870s Roma came to France from Italy and Germany – via the Balkans or Russia. They also attracted masses of visitors. In Germany, in 1867, and in the Netherlands in 1868, bear trainers appeared for the first time; they were Ursari-Roma of the Gulabavich, Lazarovich or Mitrovich families. In 1886, 99 Kalderaš arrived in Liverpool. They came from Greece, the European parts of Turkey, from Serbia, Bulgaria and Romania. The following year they left the country again. In 1885-7 and 1907-8 the Ursari stayed in Southern Scotland and Northern England. In particular, however, it was the Lovara who, via Germany, reached England at that time. The media and the police led campaigns against the Roma with German passports. Similar actions were taken in France, Germany, or Switzerland. Between 1911 and 1913, Kalderaš-families called Choron, Kirpach, Demeter or Maximoff travelled about in Britain in trains with their tents, which attracted great attention. [Ills. 3, 5, 6]
who had been deported there in the 16 th and 17 th centuries had left almost no traces. The new arrivals, however, caused countries like Argentine or the USA to issue entry bans for Roma in the 1880s.
In the beginning, from 1850 onwards, it was mainly British "Romanichels" who moved to the United
States. In time, a new group emerged, standing apart from the rest of the population, which specialised in itinerant trades like horse dealing, copper smithing or basket weaving. In the 1880s, the immigration into Northern and Southern America changed drastically. More and more Southern and
Central Europeans came to the US, coming from the Austro-Hungarian Empire, from Italy, Turkey, Greece, Russia and Romania. Among them were numerous Roma, such as Rudari from Bulgaria in 1882 and groups of Hungarian-Slovakian musicians in 1883; the latter formed the core of the "Bashaldé", today known as musicians in the whole of the USA. The Rudari were circus performers, artists
The Wanderers' Reception in the Target Countries
In most Western European countries silence had reigned concerning the Roma. This changed abruptly with the new arrivals and eventually led to problems also for the well-established, settled Roma. The Netherlands' authorities, for instance, began searching feverishly for ways to get rid of the immigrated Roma, which became more and more difficult in view of the increasingly rigorous immigration regulations in the neighbouring countries, particularly Germany. The local Sinti oftentimes suffered from the increasingly hostile climate.
Conclusion
The second migratory wave of Roma drastically changed the Roma population in many countries. In Latin America and animal trainers with monkeys and bears. They declared themselves Austrians, Serbs or Turks, which virtually included the whole Balkan area in the understanding of that time. Also, a Roma group from the Serbian Mačva, today called the "Mačvaja", reached the States. Many Roma came to the States via Cuba, Canada, Mexico or Southern America, from where it was easier to immigrate. [Ill. 6]
In the 1850s, more rigorous anti-"Gypsy" laws were also passed in Bavaria. At the end of the century this caused the settled Roma – mainly Sinti – to disappear almost completely from public consciousness, while travelling groups, who were mainly considered Hungarians or homeless Germans, grew more and more suspect. It was generally believed that they used horse dealing and music as a disguise for begging, stealing and other crimes.
In Austria-Hungary, just like in the German Empire, the migration caused substantial changes in the "Gypsy policy". The immigration was seen as an "invasion" by the authorities, which again led to a step-by-step intensifica- or Australia the Roma population was only founded by this very migration wave. Even though the winding paths of emigration could be reconstructed for several groups and many single families,
second migration
4.0
The Roma population of Latin America counts approximately 2.5 million people today, and almost perfectly mirrors the migratory movements since 1850. The biggest groups are again the Kalderaš and Lovara, as well as the formerly Spanish Calé. Sinti living on the continent are an evidence of immigration between the world wars, and prove that the Roma's migration had only temporarily come to an end in 1914.
tion of laws. Massive restrictions on their travellings, stronger regulation of their professions and first attempts to register the Roma took away their basis for livelihood, which pre-programmed troubles with the rest of the population.
In England, there were several draft bills which were to put the Roma's lives under the state's control for educational purposes. However, parliament rejected these laws in their intended, rigorous form. In Serbia, "nomadising" was prohibited, in France, "Gypsies" were registered as early as in 1907, in Sweden a general ban on Roma immigration was ordained, Argentina had already done so in 1884, followed by the USA in 1885.
and even though the migration's main route could be traced, we are far from adequately portraying this complex migratory movement. Its interconnecting, complete history is yet to be explored.
Bibliography
Crowe, David M. (1995) A History of the Gypsies of Eastern Europe and Russia. London / New York: I. B. Tauris Publishers | Fraser, Angus (1992) The Gypsies. Oxford / Cambridge: Blackwell | Marushiakova, Elena / Popov, Veselin (2001) Gypsies in the Ottoman Empire. A contribution to the history of the Balkans. Hatfield: University of Hertfordshire Press. | Salo, Matt T. / Salo, Sheila (1986) Gypsy Immigration to the United States. In: Papers from the Sixth and Seventh Annual Meetings, Gypsy Lore Society, North American Chapter. New York, pp. 85-96 | Tcherenkov, Lev / Laederich, Stéphane (2004) The Rroma. Volume 1. History, Language and Groups. Basel: Schwabe Verlag | Vossen, Rüdiger (1983) Zigeuner. Roma, Sinti, Gitanos, Gypsies zwischen Verfolgung und Romantisierung. Frankfurt am Main: Ullstein
project Education of
Roma Children in Europe http://www.coe.int/education/roma
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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education
For Examiner's Use
1
2
3
4
5
6
7
8
9
Total
BIOLOGY
0610/22 May/June 2010 1 hour 15 minutes
Paper 2 Core
Candidates answer on the Question Paper.
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DONOTWRITE IN ANY BARCODES.
Answer all questions.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This document consists of 15 printed pages and 1 blank page.
1 Fig.1.1 shows the shells of five molluscs.
Use the key to identify each of the molluscs which normally live inside the shells. Write the name of each mollusc in the correct box of Table 1.1.
As you work through the key, tick () the boxes in Table 1.1 to show how you identified each mollusc.
Key
Table 1.1
[4]
[Total: 4]
For
Examiner's
2 (a) Humans need a supply of mineral salts, such as calcium and iron, in their diet.
(i) State a role of calcium ions in the human body.
[1]
(ii) State a role of iron ions in the human body.
[1]
(b) Fertilisers are used by farmers to increase the growth of crop plants.
The fertilisers contain a mixture of mineral salts.
(i) State a use of magnesium ions in a plant.
[1]
(ii) State a use of nitrate ions in a plant.
[1]
(c) A factory that produces fertilisers is located next to a small river. At the end of each week its machinery is washed out and the contaminated water is released into the river.
Suggest what effects this action could have on the plants and animals living in the river.
[4]
[Total: 8]
For
Examiner's
3 A species of plant has white-flowered plants and blue-flowered plants.
If a homozygous white-flowered plant was crossed with a blue-flowered plant, all the seeds produced plants with only blue flowers.
(a) State which flower colour is controlled by the dominant allele and explain your reason for this answer.
[1]
(b) Use the symbols, B and b, to represent the two alleles for flower colours.
(i) State the genotype of each parent plant.
blue-flowered plant white-flowered plant
[2]
(ii) State the genotype of the offspring.
[1]
(iii) Draw a genetic diagram to predict the likely results of a cross between one of the blue-flowered offspring and a white-flowered plant.
Question 3 continues on Page 6
(c) Fig. 3.1 shows a cob of a maize plant.
Fig. 3.2 shows the length of the cobs formed by a number of different maize plants.
All the plants were grown from seeds from one original cob.
(i) Explain the evidence visible in Fig. 3.2, that shows that this is continuous variation.
[1]
(ii) Suggest three environmental factors that might affect the length of the maize cobs.
1.
2.
3. [3]
(iii) Explain how the type of variation shown by the maize cobs differs from that shown by the blue and white flowers.
[1]
[Total 13]
For
Examiner's
4 In the Arctic, snowy owls are predators of lemmings. The lemmings eat arctic plants.
(a) Draw the food chain for this arctic ecosystem.
[1]
(b) Fig. 4.1 shows changes in the populations of snowy owls and lemmings over a three year period.
10
9
8
7
6
5
4
3
2
1
0
5
4
3
2
1
0
year 1
year 2
year 3
hundreds of lemmings per km
2
number
of owls
per km
2
lemmings
snowy owls
Fig. 4.1
(i) During the first 10 months of year 1 the lemming population increases slowly at first and then more rapidly. Suggest why the rate of increase becomes greater.
[1]
(ii) Using information in Fig. 4.1, suggest why the lemming population falls during year 2.
[2]
(iii) Using information in Fig. 4.1, describe and explain how changes in the lemming population affect the snowy owl population.
[3]
(iv) If all the snowy owls were removed from the arctic ecosystem, suggest and explain what effect this would have on the lemming population in the following years.
[3]
(c) Lemmings and snowy owls get their energy from the food they eat.
(i) What is the original source of all the energy in this ecosystem?
[1]
(ii) Name the process that first traps this energy.
[1]
[Total 12]
0610/22/M/J/10
For
Examiner's
5 (a) Fig. 5.1 shows the concentration of alcohol in the blood of a person over a number of hours. During this time the person had several alcoholic drinks while eating a meal.
time
/
hours
Fig. 5.1
In Britain it is illegal for a person to drive a vehicle with more than 80 mg of alcohol per cm 3 of blood.
(i) What is the highest concentration of alcohol in the person's blood?
mg of alcohol per cm
3
of blood.
[1]
(ii) The alcohol in the blood is steadily broken down.
Name the organ of the body that breaks down alcohol.
[1]
(iii) The alcohol continues to be broken down at the same rate as between X and Y. Complete the graph, by extending the line, until there is no alcohol in the person's blood. [1]
(iv) Use the graph to predict when the person would be able to legally drive a vehicle again.
[1]
For
Examiner's
(b) (i) Alcohol is a depressant drug. Explain how this could affect the ability of a person to drive a vehicle.
[2]
(ii) State a long−term effect alcohol can have on two named organs.
organ 1
effect
organ 2
effect
[2]
(iii) Describe two social problems that can happen if a person becomes addicted to alcohol.
1.
2.
[2]
[Total: 10]
For
Examiner's
strawberry
flower
strawberry
pip containing
a seed
6 (a) Define asexual reproduction.
[2]
(b) Fig. 6.1 shows a strawberry plant that can reproduce both asexually and sexually.
strawberry flower
strawberry
pip containing
a seed
Fig. 6.1
(i) Name the type of cell division that happens only during sexual reproduction.
[1]
(ii) A farmer decided to increase the number of strawberry plants by asexual rather than sexual reproduction.
Suggest a biological reason why the farmer may have decided this.
[1]
For
Examiner's
(c) The strawberry flower has five large, white petals. Explain the importance of these petals in the process of reproduction.
[3]
(d) Seeds are often found inside brightly coloured, fleshy fruits. Describe the advantage of fruits being coloured and fleshy.
[2]
[Total: 9]
For
Examiner's
7 (a) (i) Name the term that is used to describe the maintenance of a constant internal environment.
[1]
(ii) State two advantages to a mammal of maintaining a constant body temperature.
1.
2.
[2]
(b) Fig. 7.1 shows changes in a person's body temperature before, during and after a period of exercise.
exercise begins ends
time
40
39
38
37
36
35
34
33
body
temperature
/ °C
Fig. 7.1
(i) Using information from Fig. 7.1, state the normal body temperature of this person.
ºC.
[1]
(ii) Explain what is meant by the term vasodilation.
[1]
(iii) On Fig. 7.1, label with an X a point when vasodilation is having an effect on the person's body temperature. [1]
For
Examiner's
(iv) Explain how vasodilation affects body temperature.
[4]
[Total: 10]
8 (a) (i) Name the organ that makes bile.
[1]
(ii) State where bile is stored until it is released into the small intestine.
[1]
(iii) Name the organ that produces lipase and is joined to the small intestine.
[1]
(b) Describe the roles of bile and of lipase in the digestion of fats.
[3]
[Total: 6]
Question 9 is on the next page.
9 (a) The air which is inhaled is different from that which is exhaled.
For
Examiner's
Complete the following sentences about these differences.
(i) Inhaled air has more than exhaled air. [1]
(ii) Exhaled air has more and than inhaled air. [2]
(iii) Inhaled air usually has a temperature than exhaled air [1]
(b) One of the gases present in inhaled and exhaled air is carbon dioxide.
Describe how you could test exhaled air for carbon dioxide and describe the result if carbon dioxide is present.
test
result
[2]
(c) Gases enter and leave the blood by diffusion. Define diffusion.
[2]
[Total: 8]
Use
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
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Foundation Stage 2 English Overview
Communication and language is at the heart of all that we do. Central to this is daily sharing of stories and rhymes and the development and enrichment of vocabulary both planned through topic work and spontaneously as we work and play together. Children can be at very different stages in their understanding and use of language and we aim to tailor our provision to meet their needs whatever their starting point through skilful modelling and scaffolding
I will have opportunities for mark making for a purpose across the curriculum I will develop my pencil skills and letter formation including the letters in my name and the sounds that I have learned in phonics.
Spring A Off we go
Spring B From Tiny Seeds
Language and Communication (All term)
greater detail
I will talk about favourite stories and retell them in
Look at and talk about non-fiction books
Ask questions for myself
Learn rhymes and songs including Poetry basket T2
Express ideas and thoughts more fully and in longer phrases – adding details and my interests.
Develop my vocabulary based around the topics
Literacy
phonological development
I will read books matched to my stage of
I will continue to learn RWI set one sounds (more able start on set 2)
I will practice my skills in segmenting for spelling and write cvc words and begin to write captions in my writing and mark making for a purpose across the curriculum
I will continue to practice oral blending and reading cvc words and begin to read simple phrases and captions
I will continue to practice my pencil skills and letter formation of all letters
Summer A Farmyard Fun
Summer B Near and far
Communication and Language
Listening in large and small groups
I will develop my skills in
Listening to longer stories
Engaging in extended conversations with peers
Using non-fiction texts to gather information and familiar or unfamiliar adults
Literacy
I will develop my confidence in expressing ideas, opinions and explanations using new vocabulary (including story language) spontaneously in longer phrases and full sentences
I will read books matched to my stage of
I will continue to learn RWI set one and set 2
phonological development sounds (more able start on set 3)
Christmas stories - 'There's an Elf in my Book', 'Arthur's Christmas Countdown', 'Santa Needs a Wee', Ten Tiny Gingerbread Men', 'Santa's Christmas Munch', 'Sam's Snowflake', 'The Best Christmas Present Ever', 'Santa Selfie', 'When I Dream of Christmas
Key texts
The train ride (June Crebbin)
Spring A
The journey home from Grandpa's
Duck in a truck
Mr Gumpy's Outing, Oi Get off our train, Mrs Armitage on Wheels Non-fiction – transport
Spring B Key texts The Tiny Seed, Jack and the Beanstalk, Titch Dora's eggs/Dora's chicks We're going on an egg hunt
Other stories
Jasper's Beanstalk, Super Tato stories, Oliver's Vegetables/Fruit salad, Titch Dora's Eggs, Dora's chicks Non fiction egg to chicken
Summer A
Farmyard Hullabaloo
Key texts
What the ladybird heard
Little Red Hen
Farmer Duck
Other farm stories Rosie's Walk, Cheer Up Chicken, Little Red Hen, What the Ladybird Heard Next, The Farmer's Away! Baa! Neigh!, Say Hello to the Animals, I love Animals, I Love Animals, Mummy do you Love me?, The Pig in the Pond, Little Pink Pig, A Spot of Bother, Wake up Time on Bumble Farm, Hibernation for winter- Snow Bears, Bear
I will continue to practice oral blending and read cvc words, simple phrases, captions and sentences I will practice my skills in segmenting for spelling and write cvc words, captions and sentences in my writing for a purpose across the curriculum and begin to use full stops and capital letters I will continue to practice my pencil skills and letter formation of all letters
Snores On) The Bad tempered Ladybird, Spot on the farm (good for learning baby animal names), Oh Dear, Oliver's Milkshake
Summer B Key texts Atinuke Splash Anna Hibiscus, Baby goes to Market, Lima's red hot chilli Stories that reflect the different communities within the year group | <urn:uuid:fbeea1e8-07a7-44a1-9b54-ea08d223b887> | CC-MAIN-2025-08 | https://www.redwoodprimary.com/attachments/download.asp?file=279&type=pdf | 2025-02-14T02:56:32+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951838.90/warc/CC-MAIN-20250214002606-20250214032606-00799.warc.gz | 873,725,763 | 885 | eng_Latn | eng_Latn | 0.996419 | eng_Latn | 0.99667 | [
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French II
The second year of French presents the student with the challenge of more extensive conversation with emphasis on the idiomatic expressions needed to sustain an adequate level of fluency for simple conversation. The students will work to build vocabulary, strengthen concepts of grammar, and become familiar with the highlights of French culture, history, and the country itself.
Subject Title
French II-Unit 1
In this preliminary unit, students will be reviewing topics learned in their first year of French including, but no limited to: question formation, adjectives, contractions, object pronouns, articles, irregular verbs avoir/être and regular verbs.
French II, Page # 2
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Recognize that there are often multiple ways to express an idea in the target language.
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Strategies/Modes (examples)
Materials/Resources (examples)
Assessments (examples)
- Whole class instruction,
- Pair and group work
- Reciprocal teaching
- Differentiation
- Overhead projector
- Text
- DVDs
- Supplemental workbook
- Workbook
- Supplemental worksheets
Subject Title
French II-Unit 2
- Test
- Quizzes
- Homework
- Dialogues
In this unit, French II students will continue to review basic topics from French I, including, but not limited to: formality when addressing someone, question formation, adjectives that precede nouns, and contractions. Students will also learn about furniture and rooms in a home, places in town, and travel.
Subject Title
French II-Unit 3
In this unit French II students will be reviewing but also be introduced to new material related to shopping, dining in restaurants, and at home.
New grammar topics involve higher-order thinking skills, such as proper placement of object pronouns, indirect and direct object pronouns, and partitive articles with the corresponding replacement pronoun en.
French II, Page # 5
Subject Title
French II-Unit 4
In this unit, French II students will learn about themes related to travel, including but not limited to: making suggestions where they want to go; emphasizing their preferences; using reflexive verbs to talk about themselves and others; and tell how often that they do certain activities.
Grade:
10
Subject:
French II
CSDE
Standard
Communication
Interpersonal mode; Presentational mode; Interpretive mode
Subject Title French II-Unit 5
In this unit, French II students will express concern and sympathy for others; give excuses for themselves or others; congratulate and reprimand someone; talk about their school day, and relate past events.
Subject Title
French II-Unit 6
In this unit French II students will be expressing their opinions-both positive and negative; asking for information, and expressing disbelief and doubt about what is told to them. The will also describe what activities they participated in over the past weekend.
French II, Page # 11
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
- Use information acquired from other school subjects to complete activities in the world language classroom.
- Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
- Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
.
- Recognize that there are often multiple ways to express an idea in the target language
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Subject Title
French II-Unit 7
In this unit French II students will be expressing concern for others, especially for an illness or injury; offering encouragement to recover; and giving advice to have better short or long-term health. They will learn health expressions, parts of the body, and healthy eating habits. They will also see the relationship between sports and injury.
Content Standard:
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
- Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
- Recognize that there are often multiple ways to express an idea in the target language
- Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
- Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.
- Use information acquired from other school subjects to complete activities in the world language classroom.
- Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home stay.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Subject Title
French II-Unit 8
In this unit French II students will express their sadness about missing someone in their past; reminiscing about their childhood; reassuring and giving comfort to someone; and inquiring about past events. They will also describe places that they have been to with adjectives of description and describe childhood activities and playmates.
French II, Page # 15
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Recognize that there are often multiple ways to express an idea in the target language
- Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
- Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.
- Use information acquired from other school subjects to complete activities in the world language classroom.
- Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home stay.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Subject Title
French II-Unit 9
In this unit French II students will continue to express sentiments about their childhood and tell personal stories based on fictional and/or actual events. They will express interest, express belief or doubt when hearing others' stories. They will learn expressions on how to begin, continue, or end a story. They will also compare the two tenses of l'imparfait and passé composé, both which express the past tense have different usages.
Content Standard:
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
- Recognize that there are often multiple ways to express an idea in the target language
- Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
- Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.
- Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Use information acquired from other school subjects to complete activities in the world language classroom.
- Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home stay.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Subject Title
French II-Unit 10
In this unit French II students will continue to show emotions with others-sympathy, regret, sorrow, etc. The will also share confidences; ask for and give advice; ask for and grant a favor; make excuses; apologize and reproach someone. They will learn vocabulary for preparing for a party. They will also learn placement of object pronouns with all of the previously learned verb tenses.
Content Standard:
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
- Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past
- Exchange thoughts about people, activities and events in their personal lives or communities.
- Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
- Recognize that there are often multiple ways to express an idea in the target language
- Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
- Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English.
- Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- Use appropriate gestures, when necessary, to make their messages comprehensible.
- Use information acquired from other school subjects to complete activities in the world language classroom.
- Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with home stay.
- Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
- How do I use my understanding of culture to communicate and function appropriately in another culture?
- How do I use another language to communicate with others?
- How do I demonstrate an understanding of the similarities, differences and interactions across languages?
- How do I present information, concepts and ideas in another language in a way that is understood?
Subject Title French II-Geography and Culture
In this unit on culture and geography, students should gain the skill to analyze the culture, evaluate it within its context, compare it to their culture, and develop the ability to function comfortably in that culture.
Skill and practice in the analysis of cultural phenomena equip students to enter a cultural situation, assess it, create strategies for dealing with it, and accepting it as a natural part of the people. The philosophy is to reduce the "we vs. they" approach to culture. If students are encouraged to accept and appreciate the diversity of other cultures, they will be able to develop the risk-taking strategies necessary to learn a language and to interact with people of different cultures.
Although there are many ways to approach teaching culture, two effective means are questioning-in which the teacher encourages the students to be more observant of the world around them, e.g.-realia, food, television, movies, etc. The other is by associating words with images, explaining the cultural connotation with picture and/or themes.
The countries, cities, and areas of study include, but not limited to:
- France
- Côte d'Ivoire
- Martinique
- Paris
- La Touraine
- La Provence
The topics of culture include, but not limited to:
- Traveling abroad
- Ethnic restaurants
- Houses abroad
- Neighborhood stores
- Notre-Dame de Chartres
- Typical meals in the Francophone world
- Flora and fauna
- The Euro
- The Créole language and Carnaval
- Types of châteaux
- School life in France
- Pharmacies
- Histoires marseillaises
- Village life in Africa
- Roman ruins in Provence
French II, Page # 22
Seymour Public Schools Curriculum
Standard:
Performance Expectations (Student outcomes)
Seymour Public Schools Curriculum
musical instruments and typical foods.
- Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.
- Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing of the target culture.
- Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions of the target culture.
- Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture.
- Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture
- Observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the target culture.
- Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs and rhymes.
- Investigate and report on cultural traditions and celebrations, such as holidays, birthdays, "coming of age" celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist across cultures.
- Use new and evolving information and perspectives to demonstrate understanding of the similarities and differences across cultures.
- Analyze how other cultures view the role of the United States in the world arena.
- Use new and evolving information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
- In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communication.
- In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
Strategies/Modes (example
Materials/Resources (examples)
- Small group work
- Word Study: developing content vocabulary
- Differentiation
- Homework
- Whole class instruction
- Realia demonstrations
- Stories
- Songs
- Films-Jean de Florette/Manon des Sources
- Video clips
- Poetry
- Text
- Worksheets
Assessments (examples)
- Quizzes
- Puzzles
- Map quizzes
- Games
- Worksheets
- Homework
- Film group work
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4. A TRULY BEAUTIFUL MIND
The story of Einstein tries to show him as a human being, a fairly ordinary person who had his likes and dislikes, his streaks of rebellion, and his problems. The class can think about how a 'great person' was perceived before being recognised as 'great': it is not as though great people are born with a special sign that allows us to recognise them instantly! What qualities in a person, then, make them a genius or a great person?
You can take the help of a science teacher to explain Einstein's Theory of Relativity, to talk about Einstein, and build inter-subject cooperation.
The exercise of matching headings to paragraphs in the lesson is useful for finding the topic sentence or to scan a paragraph for specific information. Students may be asked to provide a different heading if they feel some other point is equally important.
Students should be guided to write a newspaper report. Note the points given below. Illustrate them by bringing examples from newspapers into the class, and ask students to bring their own examples.
* A report should have:
1. A headline
2. Name of the reporter e.g. 'By a Staff Reporter', etc.
3. Place, date, source (the source may also be given at the end of the report).
* The beginning is usually an expansion of the headline. The middle paragraph gives the details. It is followed by the conclusion or the summing up.
* The report should be brief, but the headline and the style should be eye-catching.
* Sometimes important points are given in a box in the centre of the report.
* Regarding the language of the reports:
1. passives for past action (for example: It is found ..., ... has been unearthed.)
2. present tense for statements (The document contains…, The manuscript describes…)
This unit has a passage for dictation, an anecdote. Dictation is an exercise that requires the individual participation of each student. It fosters unconscious thinking, and draws attention to language form. Students can also be given opportunities for self or peer correction after the dictation.
* Students should first read the passage silently, noticing the use of punctuation marks.
* The passage to be dictated should be read aloud twice in the class with proper intonation, and pauses between meaningful phrases.
* The passage is read a third time for students to check through.
5. THE SNAKE AND THE MIRROR
'The Snake and the Mirror' is a complex story of self-discovery that is humorously told. The narrator is a vain and foolish young man who in a moment of crisis realises that he is "poor, foolish and stupid". The questions are designed to help the students notice the humour in the narration.
This unit has a formal, expository passage for dictation. Students should be encouraged to learn the spellings of unfamiliar words beforehand. The dictation of such passages also encourages the development of grammar in the students' minds, as they recall complex language.
The Writing task is based on a sketch from a photograph that tells a story. Encourage the students to read the words given alongside the sketch. Let the students form pairs or groups to talk freely about the sketch before they start writing.
A new kind of activity introduced in this lesson is to compare two translations of the beginning of a story. This activity suggests to the students that language is not 'fixed'; there are different ways of experiencing an idea, which also lead to small changes in the idea that is expressed. This activity should be done as a fun activity.
6. MY CHILDHOOD
The autobiographical account of childhood embodies the themes of harmony and prejudice, tradition and change. The questions guide the children to identify the instances of the themes.
A map reading activity is given in this unit. Students will find out the geographical location of Dhanushkodi and Rameswaram, and the languages spoken at that time by different communities. This
will develop a critical understanding of how life and society in the deep south changed and developed over the years. Dhanuskodi and Rameswaram are on an island, the Pamban Island, off the Tamil Nadu coast.
The dictionary work encourages children to identify the contexts, literal and metaphorical, in which the given words occur. You may find other such words to add to the exercise.
The dictation exercise in this unit requires the rearrangement of jumbled paragraphs. Ideally this kind of dictation should be carried out with passages that the students have not seen before.
The teacher dictates the three parts of the given passage, in random order, one to each group in class, for example part two first, then part three, and finally part one. The class has to share information in order to put the text together in the right order. This can be a class activity directed by the teacher.
The Speaking exercise includes an activity requiring students to ask other people for their opinion on the topic.
7. PACKING
This is a humorous story about the confusion and mess made by inexperienced packing. Draw the attention of the students to the antics of Montmorency, the dog. Help students to find humorous elements in the story such as Jerome finding his toothbrush inside the shoe and Harris squashing the tomatoes. Draw their attention to humour in the narration, such as "Montmorency's ambition in life is to get in the way and be sworn at," or the beginning of the narration "Packing is one of those many things that I feel I know more about than any other person living.(It surprises me myself, sometimes, how many such things there are.)"
An activity in this unit is to collect examples of instructions and directions such as those given in pamphlets for different products. An example has been provided of a pamphlet with instructions in different foreign languages. The purpose is to encourage students to find other such pamphlets as a fun activity.
4. A T 4. A Truly Beautiful Mind ruly Beautiful Mind
BEFORE YOU READ
* Who do you think of, when you hear the word 'genius'? Who is a genius — what qualities do you think a genius has?
* We shall now read about a young German civil servant who took the world by storm about a hundred years ago. In the summer of 1905, the 26-year-old published in quick succession four ground-breaking papers: about light, the motion of particles, the electrodynamics of moving bodies, and energy. His work took up only a few pages in scientific journals, but changed forever our understanding of space, time and the entire cosmos — and transformed the name 'Einstein' into a synonym for genius.
* Fifty years after his death, Albert Einstein's genius still reigns.
1. ALBERT Einstein was born on 14 March 1879 in the German city of Ulm, without any indication that he was destined for greatness. On the contrary, his mother thought Albert was a freak. To her, his head seemed much too large.
2. At the age of two-and-a-half, Einstein still wasn't talking. When he finally did learn to speak, he uttered everything twice. Einstein did not know what to do with other children, and his playmates called him "Brother Boring." So the youngster played by himself
freak: a word used disapprovingly to talk about a person who is unusual and doesn't behave, look or think like others
Otto Neugebauer, the historian of ancient mathematics, told a story about the boy Einstein that he characterises as a "legend", but that seems fairly authentic. As he was a late talker, his parents were worried. At last, at the supper table one night, he broke his silence to say, "The soup is too hot." Greatly relieved, his parents asked why he had never said a word before. Albert replied, "Because up to now everything was in order."
much of the time. He especially loved mechanical toys. Looking at his newborn sister, Maja, he is said to have said: "Fine, but where are her wheels?"
3. A headmaster once told his father that what Einstein chose as a profession wouldn't matter, because "he'll never make a success at anything." Einstein began learning to play the violin at the age of six, because his mother wanted him to; he later became a gifted amateur violinist, maintaining this skill throughout his life.
4. But Albert Einstein was not a bad pupil. He went to high school in Munich, where Einstein's family had moved when he was 15 months old, and scored good marks in almost every subject. Einstein hated the school's regimentation, and often clashed with his teachers. At the age of 15, Einstein felt so stifled there that he left the school for good.
5. The previous year, Albert's parents had moved to Milan, and left their son with relatives. After prolonged discussion, Einstein got his wish to continue his education in German-speaking Switzerland, in a city which was more liberal than Munich.
6. Einstein was highly gifted in mathematics and interested in physics, and after finishing school, he decided to study at a university in Zurich. But science wasn't the only thing that appealed to the dashing young man with the walrus moustache.
Einstein in 1955 as we remember him now
A Truly Beautiful Mind / 47
2020-21
amateur: doing something for personal enjoyment rather than as a profession
regimentation: order or discipline taken to an extreme
stifled: unable to
breathe; suffocated
liberal: willing to understand and respect others' opinions
7. He also felt a special interest in a fellow student, Mileva Maric, whom he found to be a "clever creature." This young Serb had come to Switzerland because the University in Zurich was one of the few in Europe where women could get degrees. Einstein saw in her an ally against the "philistines"— those people in his family and at the university with whom he was constantly at odds. The couple fell in love. Letters survive in which they put their affection into words, mixing science with tenderness. Wrote Einstein: "How happy and proud I shall be when we both have brought our work on relativity to a victorious conclusion."
8. In 1900, at the age of 21, Albert Einstein was a university graduate and unemployed. He worked as a teaching assistant, gave private lessons and finally secured a job in 1902 as a technical expert in the patent office in Bern. While he was supposed to be assessing other people's inventions, Einstein was actually developing his own ideas in secret. He is said to have jokingly called his desk drawer at work the "bureau of theoretical physics."
9. One of the famous papers of 1905 was Einstein's Special Theory of Relativity, according to which time and distance are not absolute. Indeed, two perfectly accurate clocks will not continue to show the same time if they come together again after a journey if one of them has been moving very fast relative to the other. From this followed the world's most famous formula which describes the relationship between mass and energy:
E = mc 2
(In this mathematical equation, E stands for energy, m for mass and c for the speed of the light in a vacuum (about 300,000 km/s).
When you sit with a nice girl for two hours, it seems like two minutes. When you sit on a hot stove for two minutes, it seems like two hours —that's relativity. – ALBERT EINSTEIN
* * *
2020-21
ally: a friend or an associate philistines: a word used disapprovingly to talk about people who do not like art, literature or music
patent: a document which gives the rights of an invention to an inventor absolute: measured in itself, not in relation to anything else
10. While Einstein was solving the most difficult problems in physics, his private life was unravelling. Albert had wanted to marry Mileva right after finishing his studies, but his mother was against it. She thought Mileva, who was three years older than her son, was too old for him. She was also bothered by Mileva's intelligence. "She is a book like you," his mother said. Einstein put the wedding off.
11. The pair finally married in January 1903, and had two sons. But a few years later, the marriage faltered. Mileva, meanwhile, was losing her intellectual ambition and becoming an unhappy housewife. After years of constant fighting, the couple finally divorced in 1919. Einstein married his cousin Elsa the same year.
* * *
12.Einstein's new personal chapter coincided with his rise to world fame. In 1915, he had published his General Theory of Relativity, which provided a new interpretation of gravity. An eclipse of the sun in 1919 brought proof that it was accurate. Einstein had correctly calculated in advance the extent to which the light from fixed stars would be deflected through the sun's gravitational field. The newspapers proclaimed his work as "a scientific revolution."
13. Einstein received the Nobel Prize for Physics in 1921. He was showered with honours and invitations from all over the world, and lauded by the press.
* * *
14. When the Nazis came to power in Germany in 1933, Einstein emigrated to the United States. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. Many of them had fled from Fascism, just as Einstein had, and now they were afraid the Nazis could build and use an atomic bomb.
in an uproar: very upset
A Truly Beautiful Mind / 49
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unravelling: starting to fail faltered: became weak
deflected: changed direction because it hit something
15. At the urging of a colleague, Einstein wrote a letter to the American President, Franklin D. Roosevelt, on 2 August 1939, in which he warned: "A single bomb of this type . . . exploded in a port, might very well destroy the whole port together with some of the surrounding territory." His words did not fail to have an effect. The Americans developed the atomic bomb in a secret project of their own, and dropped it on the Japanese cities of Hiroshima and Nagasaki in August 1945.
16. Einstein was deeply shaken by the extent of the destruction. This time he wrote a public missive to the United Nations. In it he proposed the formation of a world government. Unlike the letter to Roosevelt, this one made no impact. But over the next decade, Einstein got ever more involved in politics — agitating for an end to the arms buildup and using his popularity to campaign for peace and democracy.
17. When Einstein died in 1955 at the age of 76, he was celebrated as a visionary and world citizen as much as a scientific genius.
missive: letter, especially long and official visionary: a person who can think about the future in an original and intelligent way
Thinking about the T Thinking about the Textxtxtxtxt
1. Here are some headings for paragraphs in the text. Write the number(s) of the paragraph(s) for each title against the heading. The first one is done for you.
(i) Einstein's equation
(ii) Einstein meets his future wife
(iii) The making of a violinist (iv) Mileva and Einstein's mother
(v) A letter that launched the arms race
(vi) A desk drawer full of ideas
(vii) Marriage and divorce
9
50 / Beehive
2. Who had these opinions about Einstein?
(i) He was boring.
(ii) He was stupid and would never succeed in life.
(iii) He was a freak.
3. Explain what the reasons for the following are.
(i) Einstein leaving the school in Munich for good.
(ii) Einstein wanting to study in Switzerland rather than in Munich.
(iii) Einstein seeing in Mileva an ally.
(iv) What do these tell you about Einstein?
4. What did Einstein call his desk drawer at the patent office? Why?
5. Why did Einstein write a letter to Franklin Roosevelt?
6. How did Einstein react to the bombing of Hiroshima and Nagasaki?
7. Why does the world remember Einstein as a "world citizen"?
8. Here are some facts from Einstein's life. Arrange them in chronological order.
[ ] Einstein publishes his special theory of relativity.
[ ] He is awarded the Nobel Prize in Physics.
[ ] Einstein writes a letter to U.S. President, Franklin D. Roosevelt, and warns against Germany's building of an atomic bomb.
[ ] Einstein attends a high school in Munich.
[ ] Einstein's family moves to Milan.
[ ] Einstein is born in the German city of Ulm.
[ ] Einstein joins a university in Zurich, where he meets Mileva.
[ ] Einstein dies.
[ ] He provides a new interpretation of gravity.
[ ] Tired of the school's regimentation, Einstein withdraws from school.
[ ] He works in a patent office as a technical expert.
[ ] When Hitler comes to power, Einstein leaves Germany for the United States.
Thinking about Language
I. Here are some sentences from the story. Choose the word from the brackets which can be substituted for the italicised words in the sentences.
1. A few years later, the marriage faltered. (failed, broke, became weak).
2. Einstein was constantly at odds with people at the university. (on bad terms, in disagreement, unhappy)
3. The newspapers proclaimed his work as "a scientific revolution." (declared, praised, showed)
A Truly Beautiful Mind / 51
4. Einstein got ever more involved in politics, agitating for an end to the arms buildup. (campaigning, fighting, supporting)
5. At the age of 15, Einstein felt so stifled that he left the school for good. (permanently, for his benefit, for a short time)
6. Five years later, the discovery of nuclear fission in Berlin had American physicists in an uproar. (in a state of commotion, full of criticism, in a desperate state)
7. Science wasn't the only thing that appealed to the dashing young man with the walrus moustache. (interested, challenged, worried)
II. Study the following sentences.
* Einstein became a gifted amateur violinist, maintaining this skill throughout his life.
* Letters survive in which they put their affection into words, mixing science with tenderness.
The parts in italics in the above sentences begin with –ing verbs, and are called participial phrases. Participial phrases say something more about the person or thing talked about or the idea expressed by the sentence as a whole. For example:
– Einstein became a gifted amateur violinist. He maintained this skill throughout his life.
Complete the sentences below by filling in the blanks with suitable participial clauses. The information that has to be used in the phrases is provided as a sentence in brackets.
1. , the firefighters finally put out the fire. (They worked round the clock.)
2. She watched the sunset above the mountain, (She noticed the colours blending softly into one another.)
3. The excited horse pawed the ground rapidly, (While it neighed continually.)
4. , I found myself in Bangalore, instead of Benaras. (I had taken the wrong train.)
5. , I was desperate to get to the bathroom. (I had not bathed for two days)
6. The stone steps, needed to be replaced. (They were worn down).
7. The actor received hundreds of letters from his fans, (They asked him to send them his photograph.)
Writing Newspaper Reports riting Newspaper Reports
Here are some notes which you could use to write a report.
21 August 2005 — original handwritten manuscript of Albert Einstein unearthed — by student Rowdy Boeynik in the University of the Netherlands — Boeynik researching papers — papers belonging to an old friend of Einstein — fingerprints of Einstein on these papers — 16-page document dated 1924 — Einstein's work on this last theory — behaviour of atoms at low temperature — now known as the Bose-Einstein condensation — the manuscript to be kept at Leyden University where Einstein got the Nobel Prize.
Write a report which has four paragraphs, one each on:
* What was unearthed.
* Who unearthed it and when.
* What the document contained.
* Where it will be kept.
Your report could begin like this:
Student Unearths Einstein Manuscript
21 AUGUST 2005. An original handwritten Albert Einstein manuscript has been unearthed at a university in the Netherlands ...
Dictation
Your teacher will dictate these paragraphs to you. Write down the paragraphs with correct punctuation marks.
In 1931 Charlie Chaplin invited Albert Einstein, who was visiting Hollywood, to a private screening of his new film, City Lights. As the two men drove into town together, passersby waved and cheered. Chaplin turned to his guest and explained: "The people are applauding you because none of them understands you and applauding me because everybody understands me."
One of Einstein's colleagues asked him for his telephone number one day. Einstein reached for a telephone directory and looked it up. "You don't remember your own number?" the man asked, startled.
"No," Einstein answered. "Why should I memorise something I can so easily get from a book?" (In fact, Einstein claimed never to memorise anything which could be looked up in less than two minutes.)
A Truly Beautiful Mind
/ 53
The L The Lak ak ake Isle of Innisfree e Isle of Innisfree
This well known poem explores the poet's longing for the peace and tranquillity of Innisfree, a place where he spent a lot of time as a boy. This poem is a lyric.
I will arise and go now, and go to Innisfree, And a small cabin build there, of clay and wattles made: Nine bean-rows will I have there, a hive for the honeybee, And live alone in the bee-loud glade.
And I shall have some peace there, for peace comes dropping slow Dropping from the veils of the morning to where the cricket sings; There midnight's all a glimmer, and noon a purple glow, And evenings full of the linnet's wings.
I will arise and go now, for always night and day I hear the lake water lapping with low sounds by the shore; While I stand on the roadway, or on the pavements grey, I hear it in the deep heart's core.
WILLIAM BUTLER YEATS
GLOSSARY
wattles: twisted sticks for making fences, walls
glade: clearing; open space
linnet: a small brown and grey bird with a short beak
Thinking about the Poem
I. 1. What kind of place is Innisfree? Think about:
(i) the three things the poet wants to do when he goes back there (stanza I);
(ii) what he hears and sees there and its effect on him (stanza II);
(iii) what he hears in his "heart's core" even when he is far away from Innisfree (stanza III).
2. By now you may have concluded that Innisfree is a simple, natural place, full of beauty and peace. How does the poet contrast it with where he now stands? (Read stanza III.)
3. Do you think Innisfree is only a place, or a state of mind? Does the poet actually miss the place of his boyhood days?
II. 1. Look at the words the poet uses to describe what he sees and hears at Innisfree
(i) bee-loud glade
(ii) evenings full of the linnet's wings
(iii) lake water lapping with low sounds
What pictures do these words create in your mind?
2. Look at these words;
... peace comes dropping slow
Dropping from the veils of the morning to where the cricket sings What do these words mean to you? What do you think "comes dropping slow...from the veils of the morning"? What does "to where the cricket sings" mean?
Health is the greatest gift, contentment the greatest wealth, faithfulness the best relationship.
GAUTAMA BUDDHA
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SunSafe Reading List
Here are some children's books about (or relating to) the Sun or SunSafety issues. Most will be available at your library, or can be ordered through your local bookstore. These books can be used to supplement SunSafe curricular activities in the classroom or at home.
(Please Note: This list is by no means comprehensive -- there are many many wonderful children's books on these subjects. This just a place to start!)
Picture Books For Preschoolers & Young Children
About the Sun: What It Is & What It Does
Brown Cow, Green Grass, Mellow Yellow Sun by Ellen Jackson, Hyperion 1997,
How milk is made from grass by the cow with the help of the Sun. For very young children with bright "claymation" illustrations.
ISBN 0-7868-1162-5, paperback $4.95
Like Butter on Pancakes by Jonathan London, Viking 1995, ISBN 0-670-851302, hardcover $13.99
Written by a poet in a lilting cadence, this simple story celebrates the role of the sun as it wakes us and follows us through the day until bedtime.
Now I Know Stars by Roy Wandelmaier, Troll Associates 1985, ISBN 0-81670442-2, paperback $3.50
VERY simple information about the Sun as a star for young preschoolers.
The Sun's Asleep Behind the Hill By Mirra Ginsburg, Greenwillow Books/Wm.
The sun, animals, and child rest at the end of the day.
Morrow, New York, 1982, ISBN 0-688-00824-0, hardcover $16.00
Sun Song
, by Jean Marzollo, Harper Collins 1995, ISBN 0-06-020787-6,
Lovely, simple picture book. Radiant illustrations. Follows the sun as it wakes the world, greeting everything. Shows how sunshine affects natural world. Great for very young children.
hardcover, $14.95
Sun Up, Sun Down by Gail Gibbons, Harcourt Brace Jovanovich, 1987, ISBN 0-
Describes how the sun affects everyday life. Points out that shadows are short when the sun is high overhead.
15-282782-x, paperback $6.00
What is the Sun? by Reeve Lindbergh, Candlewick 1996, ISBN 1-56402-609-4, paperback $4.99
Will be a classic someday. Sweet, softly illustrated, rhyming story for the very young child about the rhythms of the day. Good way to ease into
Animals Under the Sun
Who Likes it Hot? By May Garelick, Four Winds Press, New York, 1972 (this book is out of print -- check local libraries)
Rhymes for the young tell which animals like hot weather and which don't.
Hats
Aunt Flossie's Hats (And Crab Cakes Later) by Elizabeth Fitzgerald Howard, Houghton Mifflin 1991, paperback $5.95
Vividly illustrated with oil paintings, follows the story of Great Great Aunt Flossie's life as she looks through a box of old hats and reminisces about the momentous occasions at which she wore each.
Caps for Sale: A Tale of a Peddler, Some Monkeys, and Their Monkey Business, by Esphyr Slobodkina, Harper 1940, ISBN 0-694-70004-5, paperback $4.95
Classic children's tale of a tree full of monkeys and the peddler who stops to take a rest. (Features lots of hats!)
Casey's New Hat, by Tricia Gardella, 1997, 0-395-72035-4, hardcover $14.95 Casey, a young ranch hand, tries on many broad-brimmed hats before she finds just the right one!
The Five Hundred Hats of Bartholomew Cubbins by Dr. Seuss, Random House, New York, 1938, ISBN 0-394-84484-x, hardcover $14.00
A Dr. Seuss story about a boy who keeps trying unsuccessfully to take off his hat for the King.
Madeline and the Bad Hat by Ludwig Bemelmans, Puffin Books/Viking Penguin 1988, ISBN 0-14-050206-8, paperback $4.99
What does the mischievous Pepito have under his hat? (It is he who is "bad", not his hat!)
Miz Frannie Mae's Fine New Easter Hat by Melissa Milich, Little Brown 1997, ISBN 0-316-57159-8, hardcover $14.95
Sweet, old-fashioned story about a surprise new Easter hat. Set in the days of horse and buggies.
The Purple Hat by Tracey Campbell Pearson, Farrar Straus Giroux 1997, ISBN 0374-36153-3, hardcover $16.00
Annie gets a new purple hat which she loves, wears to school, and then,
horror of horrors, loses. The whole town turns out to help her find it.
Summertime & the Beach
At the Beach By Anne & Harlow Rockwell, Simon & Schuster, 1991, ISBN 0-68971494-7, paperback $4.95
A child uses her sunscreen and beach umbrella during an enjoyable day at the beach.
Bugs Bunny and His Sunburned Ears by Gina Ingogla, Golden Books, New York,
Recommended by nursery school teacher participating in the SunSafe program.
1990 (may out of print -- check libraries)
Harry by the Sea By Gene Zion, Harper & Row, New York, 1976, ISBN 0-06443010-3, paperback $5.95
Harry the dog loses his family while trying to avoid the hot sun at the seaside. He has trouble finding them again as all the families are using beach umbrellas, sun hats, sunglasses, & sunscreen. Strong SunSafe message conveyed through delightful illustrations. A classic!
On the Edge of the Sea by Betty Paraskevas, Dial/Penguin Books 1992, ISBN 08037-1130-1, hardcover $14.00
Dream-like story with sparkling images and fun illustrations. A little boy imagines a perfect day at the beach (complete with giant-sized sand castle). Lots of umbrellas, hats, etc.
Paddington at the Seaside By Michael Bond & Fred Banbery, Random House, New York, 1978 (this book is out of print -- check local libraries)
Paddington & his people visit the seaside, bringing their beach umbrella. Paddington wears his hat.
Simon in Summer by Giles Tibo, Tundra Books 1991, ISBN 0-88776-280-8, paperback $4.95
Simon wears his hat, shirt and long shorts as he rambles around in the summer. Simple, brief story with soft illustrations. Good for very young children.
Sun Folk Tales
The Children of the Morning Light told by Manitonquat, Simon & Schuster,
The story "Maushop and Grandfather Sun" talks about how the sun comes back and we have seasons.
1994, ISBN 0-02-765905-4, hardcover $16.95
The Echidna and the Shade Tree told by Mona Green, retold by Pamela Lofts, Slawson Communications, 1985, ISBN 0-915391-05-8, paperback $3.95 Uses a parable to relate the importance of shade trees.
Raven told by Gerald McDermott, Harcourt Brace Jovanovich, New York, 1993,
Raven steals the sun and brings light to the world.
ISBN 0-15-265661-8, hardcover $14.95
When the Snake Bites the Sun told by David Mowaljarlai, retold by Pamela Lofts, Slawson Communications 1985, ISBN 0-915391-06-6, paperback $3.95 Talks about how the sun can be too hot and burn the earth, and about the importance of having day and night.
Why the Sun and Moon Live in the Sky by Nicki Daly, Lothrop/Wm. Morrow
Beautifully illustrated with Renaissance-inspired drawings. Simple folk tale based on the Eastern Nigerian creation myth. Written by a South African writer.
1995, ISBN 0-688-13331-2, hardcover $15.00
Winter-Telling Stories Compiled by Alice Marriott, Thomas Y. Crowell Company, New York, 1947 (this book is out of print -- check your local library) In the story "How Saynday Got the Sun" animals & Native American hero steal the sun and find a place for it. Talks about how the sun can be too bright.
Sun Poetry
Sing to the Sun by Ashley Bryan, Harper Trophy 1992, ISBN 0-06-443437-0, paperback $4.95
Poems in celebration of life, and about the gifts of the sun in particular.
Under the Sun and the Moon, and Other Poems by Margaret Wise Brown, Hyperion 1993, ISBN 0-7868-1035-1, paperback $4.95
Fresh images of the farmyard, the pond, the woods, celebrating the joys of nature from one of the most best-loved writers of literature for children.
Trees
The Gift of the Tree by Alvin Tresselt, Lothrop/Wm. Morrow 1992, ISBN 0-68810684-6, hardcover $14.00
Lovely depiction of the life-cycle of a tree. Beautifully illustrated; shows what goes on under the shade of a big old tree in the deep woods.
The Seasons of Arnold's Apple Tree by Gail Gibbons, Harcourt Brace Jovanovich, 1988, ISBN 0-15-271245-3, paperback $5.00
Arnold enjoys his apple tree, including the shade it provides in summer.
The Tremendous Tree Book by May Garelick and Barbara Brenner, Four Winds Press/Scholastic, New York, 1979, ISBN 0-590-07590-x, hardcover $10.95 Celebrates the different functions of trees, including their cool shade.
Beginning Readers (fiction & non-fiction)
Abe Lincoln's Hat by Martha Brenner, Random House 1994, ISBN 0-679-849777, paperback $3.99
Lincoln's stove pipe hat is famous, but what else did he do with it besides wear it? A true story. Historical, shows how important to daily life hats once were.
Around and About the Sky Above Us by Kate Perry, Barron's 1993, ISBN 0-
Harry and Ralph the Dog explore some of the layers of atmosphere just above the earth from their hot air balloon. Good introduction to the ozone layer, etc.
8120-1234-8, paperback $5.95
Sunshine Moonshine by Jennifer Armstrong, 1997 ISBN 0-679-86442-3,
Early Beginning Reader (Preschool/K). Rhyming story follows the progress of the Sun through the course of the day.
paperback $3.99
Wake up Sun by David Harrison, Random House, 1986, ISBN 0-394-88256-3, paperback $3.99
Early Beginning Reader (Preschool/ Grade 1). Silly story of how the farm animals search for the missing sun in the middle of the night.
Uncle Foster's Hat Tree by Doug Cushman, Puffin Books 1988, ISBN 0-14-
Beginning reader with "chapters". Each of Uncle Foster's hats reminds him of an adventure he had while wearing it...
037995-9, paperback $3.50
Books for Older Children
Geography
The Desert is Theirs by Byrd Baylor, Simon & Schuster, 1987, ISBN 0-68971105-0, paperback $5.95
Simple prose explains how the desert people and animals hide from the sun and wait for the rain.
Under the Sun By Ellen Kandoian, Dodd, Mead, & Co., New York, 1987 (this book is out of print -- check your local libraries)
A little girl learns about all the places the sun goes after she goes to sleep at night .
Skin
Janice VanCleave's The Human Body for Every Kid: Easy Activities That Make Learning Science Fun by Janice VanCleave, John Wiley & Sons 1995, ISBN 0-471-02408-2, paperback $11.95
Excellent science series for older children. Good hands-on experiments and activities, easy to do. Has a chapter on the skin and how it works.
Your Skin and Mine (A Let's-Read-and-Find-Out Science Book)
by Paul
Simple science for young readers about how the skin works. Describes
Showers, Harper Trophy 1991, ISBN 0-06-445102-x, paperback $4.95
how melanin turns the skin darker.
Summertime
Summer's End by Maribeth Boelts, Houghton Mifflin Company, Boston, 1995, ISBN 0-395-70559-2, hardcover $14.95
The wistful memories of summer give way to a promising new school year.
Sun Science
Finding Out About Sun, Moon and Planets by Lynn Myring, Usborne Hayes/ EDC 1982, ISBN 0-86020-580-0, paperback $4.50
Fun, cartoon-like illustrations; lots happening on the page.
How We Learned the Earth is Round by Patricia Lauber, Harper Collins, 1992, ISBN 0-06-445109-7, paperback $4.95
Explains how mankind changed its mind about the shape of the earth.
7
Hyperspace by David A. Adler, The Viking Press, New York, 1982 (this book is out of print -- check your local library)
Facts, puzzles, riddles, & games about the Sun and other aspects of outer space. Warns that the sun's light can be dangerous.
The Kingfisher Science Encyclopedia
Kingfisher 1991, ISBN 1-85697-842-7,
Good general science encyclopedia. Brief entries with clear illustrations. Sections on the Sun, seasons, etc.
hardcover $39.95
Magic School Bus Lost in the Solar System by Joanna Cole, Scholastic 1990,
Another in the popular Magic School Bus series, this little book makes learning about the solar system fun.
ISBN 0-590-41429-1, paperback $4.95
National Audubon Society Pocket Guide: The Sun and the Moon
Random
Dazzling color photographs -- remarkable close-ups of the Sun's surface, sunspots, etc. Pocket-sized. Handy reference tool; covers all aspects of the sun.
House 1995, ISBN 0-679-76056-3 paperback $7.99
101 Questions and Answers about the Universe by Roy A. Gallant, Simon &
An introduction to astronomy using questions actually asked by
Schuster, 1984, ISBN 0-02-736750-9, hardcover $15.00
children.
The Oxford Children's Book of Science by Charles Taylor and Stephen Pople,
Good one-volume encyclopedia. Clear illustrations. Covers the many topics
Oxford University Press 1995, ISBN 1-19-521165-0, hardcover $24.95
related to SunSafety.
The Planets in Our Solar System (A Let's-Read-and-Find-Out Science Book) by Franklyn M. Branley, Harper Trophy 1981, ISBN 0-06-445064-3, paperback $4.95 Good, clear presentation of the workings of the solar system with handy, interesting facts about the Sun.
Sunshine Makes the Seasons (A Let's-Read-and-Find-Out Science Book) by Franklyn M. Branley, Harper Trophy 1986, ISBN 0-06-445019-8, paperback $4.95 Good introduction to what makes the seasons, the rotation of the Earth around the Sun, etc.
What Makes Day and Night by Franklyn M. Branley, Harper Collins, 1986, ISBN 0-06-445050-3, paperback $4.95
A child-friendly explanation of how the turning of the earth causes day and night.
Window on the Universe: Our Planet Earth Barron's 1994, ISBN 0-81201741-2, paperback $6.95
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Reading Bingo
Search for "summer" on the Lightbox Learning platform. Pick a book about summer to read.
Search for the My Cat or Fantastic Cats series. Pick a book about your favorite type of cat.
Choose a human body system, such as the skeletal or circulatory system, to read a book about.
Read a book about a land habitat, such as a forest, desert, mountain, or grassland.
Search for the Sea Life or Creatures of the Sea series to read about a sea animal.
Read a book about your favorite reptile.
Choose a book to read that has "dog" in its title.
Read a book about a water habitat, such as a lake, river, wetland, or ocean.
Search for the All about Clouds series. Read a book about one of the three main types of clouds.
Explore a new language. Pick a World Languages title to read, and then read it in a second language.
Select a fiction title of your choosing to read.
Choose a sport, such as soccer or cheerleading, and read a book about it.
Pick a biography title to read, such as Taylor Swift or Stephen Hawking.
Read a book about a holiday that you are looking forward to.
Read a book about an object in space, such as the Sun, the Moon, the stars, or any planet.
Search for "Aesop's Theater" and select one of Aesop's fables to read.
Select a book about your favorite National Football League (NFL) team to read.
Read about an animal that lives in Africa. Search for the African Safari or Animals of Africa series.
Search for "dinosaur" and pick a book about dinosaurs to read.
Read a book about a country or continent of your choosing.
Read a book about a mythical creature in the Legends and Fairytales series.
Select a title in the Origami series to read.
Read a book about a musical instrument or your favorite type of music.
Choose a book about a sports championship, such as the Super Bowl or Stanley Cup, to read.
Create Your Own Reading Bingo
Have your students explore the books available in their Lightbox Learning platform. Then, help them create their own Reading Bingo cards. These can be completed indiviudally or in groups. Students can even have contests with their classmates!
Directions
* Step 1: Get Your Supplies Ready Gather all the materials you need. Print the blank Reading Bingo cards (enclosure I). If necessary, provide your students with pencils, pens, or markers.
* Step 2: Create a List of Books
With your students, come up with a list of 25 to 30 types of books they could read. These could be books on the Lightbox Learning platform, books available in your school library, or a combination of the two. For example, bingo entries could include:
– 'Read a book about _______ .' (your favourite pet) (chemistry) (sports)
– 'Search for a book with "_______" in the title.' (summer) (football) (music)
– 'Read a book in the _______ series.' (All about Space) (Coding) (Origami)
* Step 3: Fill in the Grid
In each square of their grid, have students write down a different item from the list. When they are done, there should be 24 unique squares. The center square of the grid is a Free Space that can be crossed off without reading a specific book. Bonus Challenge: Have the students fill in their grids in a random order.
* Step 4: Start Reading!
Once the bingo cards are complete, it is time for the students to start reading. As they complete each reading challenge, they can mark off the corresponding square on their card. One way to do this would be to glue a bingo chip (enclosure J).
* (Optional) Step 5: Interesting Facts
Have students write down an interesting fact they learned from each book they read. Alternatively, they can write down a question they have. These can then be shared with the rest of the class.
* Step 6: Bingo!
Completing the full grid could be the final challenge for the most motivated readers.
Students should try to complete a row, column, or diagonal on their bingo card. Find a way to celebrate their reading achievements! Bonus Challenge: Award students for each completed row, column, and diagonal.
Reading Bingo
Reading Bingo
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Near decomposability of complex networks based on Simon's theory of complexity architecture: conceptions, approaches and an application i
Jianmei Yang
School of Business Administration, South China University of Technology, Guangzhou 510640
Abstract
Based on Simon's theory of complexity architecture, we investigate the near decomposability of complex networks, including network near decomposable hierarchy (NDH) and near decomposability in behavior and properties (NDBP): the related conceptions and approaches are given and illustrated with an example. Different from existing researches, we emphasize the network NDBP; and follow Simon's generation mechanism of complex things to find the network NDH; In addition, based on Simon's theory that most things in the real world are complex systems with the NDH; and the situation that the approach for analyzing the NDH of a simple room system in Simon's example requires that the system adjacency matrix be in the near block diagonal form, which is often not the case for the adjacency matrices of complex systems in the real world, we propose an approach for analyzing the NDH of complex networks (complex systems) by splitting network adjacency matrices, which is suitable for solving real-world problems faced rather than for scientific discovery. The near decomposability of complex networks, due to the advantages of network language, can provide a more convenient and effective way than the near decomposability of complex systems for understanding and dealing with the problems of complex things.
Keywords: Complexity architecture; Complex networks; Nearly decomposable hierarchy; Near decomposability in behavior and properties; Input-Output
1. Introduction
Complex things may have various generation mechanisms. In the theory of complexity architecture [1-2], H. A. Simon, Nobel laureate in economics and one of the founders of Complexity Science, Artificial Intelligence and other disciplines, reveals one generation mechanism of complex things and pointes out that complex things often have a property based on the mechanism : near decomposability (see Section 2). The near decomposability of complex things can be divided into two parts: the nearly decomposable hierarchy (NDH) of the structure and the near decomposability in behavior and properties (NDBP). The NDBP is concerned with the characteristics and differences in the short- and long-run behavior and properties of complex things.
Complex networks [3-6] and complex systems are both models of complex things, while the former uses the language of networks and the latter uses the language of systems. Since complex things have the near decomposability, their models should also have the near decomposability. Simon has proposed the near decomposability of complex systems by modeling complex things with complex systems. In this paper, we investigate the near decomposability of complex networks (including the NDH and NDBP of networks). The related conceptions and approaches are given and illustrated with an example of Input-Output complex network.
In the Network Era, investigating the near decomposability of complex networks is very necessary and important. This is because (1) network models are increasingly used than system models to analyze the problems of real-world complex things; (2) the near decomposability of complex networks, not only like the near decomposability of complex systems, can lead us to "see" the whole and the parts of a complex
1
thing and thus understand it, but also can leads us to "see" the specific interactions between these parts to better understand it (see Section 5.1).
Although we have not seen the researches related to the NDBP of networks, there have been a number of researches related to the NDH of complex networks. Meunier et al. [7-8] based on functional magnetic resonance imaging measurements in 18 healthy volunteers, by using a multi-level method [9] find that human brain functional networks have a hierarchical modular organization; Ravasz et al. [10-11] use a hierarchical clustering algorithm [12] to analyze the metabolic networks of 43 distinct organisms and find that two features (the "scale-free" and "high degree of clustering) of many complex networks are the result of hierarchical organization; Clauset et al. [13] detect the hierarchical structure of networks by fiting the hierarchical model to observed network data by using the tools of statistical inference, combining a maximum-likelihood approach with a Monte Carlo sampling algorithm; Song et al. [14] use a box-covering technique to coarse-grain complex networks, resulting in the network hierarchy; Communities of complex networks are seen as groups of vertices within which connections are dense, but between which connections are sparser [15-16], so the community detection can give a nearly decomposable structure of a complex network. The methods for community detection are the basis of a number of methods for analyzing network hierarchies [7-8]. Some community detection methods are related to methods of hierarchical clustering [17], in which the GN algorithm [15] and the fast algorithm [18] identify communities based on a hierarchical tree composed of different sizes of communities.
Below, the possible scientific contributions of this paper are given in an overall comparison with the related researches mentioned above ( a one-to-one comparison with them is given in Section 5.2).
(1) Unlike related researches, we investigate the near decomposability of complex networks based on Simon's complexity architecture theory, that is, we not only focus on analyzing the network's NDBP in Simon's sence, i.e., analyzing the change laws of the network's short- and long-run behaviors and properties, but also analyze the network's NDH in accordance with Simon's generation mechanism of complex things (see Section 2). This provides a new idea to the current research on hierarchical organization of complex networks.
(2) We develop a new approach for analyzing the NDH of complex networks. The novelty of this approach is that the adjacency matrix of a network is first split into several matrices of the same order as the adjacency matrix according to the order of magnitude (OOM) of vertex interactions, and then these split matrices are analyzed separately using methods of graph theory, and finally the results of the analyses are synthesized to obtain the NDH of the network; whereas the related approaches, by using quantitative methods based on graph theory, statistics and numerical simulations, etc., directly analyze the entire adjacency matrix to obtain the the NDH of the network. However, it is important to note that the meaning of OOM (which should be in quotes) here is not exactly the same as that in pure mathematics and the OOM differences refers to "qualitative" differences. The criteria for dividing the "qualitative" (OOM) differences of some property of a complex thing in real world are not usually determined mathematically, but rather qualitatively, based on the knowledge of the discipline to which the property belongs and the required solution accuracy of the problem faced, so the approach is more suitable for application-oriented disciplines (focus on solving the problems faced, not on scientific discoveries). We believe that a predominantly quantitative approach with some qualitative analysis is a good approach for application-oriented disciplines, as long as the qualitative analysis is empirically or academically based and the approach solves the problem satisfactorily. For example, using our approach, the example in this paper satisfactorily analyzes a chain price increasing (CPI), so it can be said that our approach is a good one.
(3) We extend Simon's approach for analyzing the NDH of 2-level simple systems to complex systems (complex networks). First, the approach for analyzing the NDH of complex systems consists of two parts: the method of dividing the NDH levels and the method of finding subsystems. Simon has given an approach for the NDH analysis of a room system (see Section 3.3.1), which is essentially a method for finding subsystems. Since the adjacency matrix of the system (Fig. 2(a)) has 2 diagonal blocks (the value of elements can be divided into 2 different clusters), which implies that the NDH of the system has only 2 levels, therefore after finding the subsystems by Simon's method, the NDH of the system is also found. But since a real complex system is made up of a large number of parts that have many interactions (see Section 2), the adjacency matrix is usually not of the block diagonal form, much less this form with two blocks, so Simon's approach is just a way to analyze the NDH of 2- level simple systems rather than complex systems, for complex systems it is only the method for finding subsystems . We split the adjacency matrix of a complex system according to the OOMs of the interactions into several matrices (matrix 1 ,2...N, see Section 3.3.1), each with its own near block diagonal form, which not only gives a method for dividing the NDH levels, but also creates the conditions for continuing to use Simon's method to find subsystems at each level, thus extending the approach of Simon's NDH analysis to complex systems with non-block diagonal adjacency matrices. Second, Simon did not detail how to compute the various interactions of an aggregative vertex from a subnetwork (AV) which are also explored in this paper.
(4) We reveal the law of CPI of industries of an actual Input-Output complex network and give a specific analysis approach for the NDH and NDBP of general Input-Output complex networks
2. Theoretical foundation
Simon's theory of complexity architecture is the theoretical foundation of this paper and the relevant contents are reviewed below.
Simon's generation mechanism and the near decomposability of complex things: Simon argues that just like matter at the microscopic level (elementary particles, atoms, molecules, macromolecules), complex things are often generated in a hierarchical and aggregate manner from bottom to top, according to the order from strongest to weakest of the OOM of interactions; and this generation mechanism determines that complex things often have the near decomposability (including the NDH and NDBP of complex things).
The near decomposability of complex systems: This is a formulation of the near decomposability of complex things in the language of systems by Simon. The near decomposability of complex systems includes the NDH and NDBP of systems. By a complex system, Simon means one made up of a large number of parts that have many interactions; in such systems, given the properties of the parts and the laws of their interactions, it is not a trivial matter to infer the properties of the whole [2, p. 183].
The NDH of complex systems means (1) A complex system is hierarchical: the system is composed of interrelated subsystems, each of latter being in turn hierarchic in structure until we reach some lowest level of elementary subsystem [2, p. 184]. (2) A complex system is nearly decomposable: the interactions among subsystems at different levels are of different OOMs and the further down the hierarchy, the stronger the interactions. In other words, at each level, the interactions between subsystems are weaker to negligible than the interactions within each subsystem, but still need to be embodied in an aggregate way in the upper levels. Simon further tells us by a watchmaker's parable [2, p. 188] that complex systems often have the NDH because it is the NDH among the possible complex forms that allow them to have the time needed for evolution. Fig. 1(a) shows the NDH of a room system (although the room system is not made up of a large number of parts, it also has the near decomposability) to illustrate the meaning of the NDH of
complex systems.
Simon also states the meaning of the NDBP of systems through the heat exchange behavior of the room system [2, p. 198]: (1) the short-run behavior ("behavior" used by Simon includes properties) of each of the component subsystems (e.g. A, B and C in Fig. 1(a)) is approximately independent of the short-run behavior of the other components. (2) In the long run, the behavior of any one of the components depends in only an aggregate way on the behavior of the other components.
Epistemological significance of complexity architecture theory: First, the near decomposability of complex things in this theory gives us confidence to understand complex things. This is because it lets us know that although the NDH makes them fill the world; the NDBP makes most of them only weakly connected to each other, so we only need to find a tiny fraction of all possible interactions of a complex thing with other things to understand it. Second, the near decomposability of complex systems in this theory, using the language of systems, provides us with an approach to find and consider the tiny fraction.
3. Near decomposability of complex networks: a network formulation of the near decomposability of complex things
3.1. Constructing complex network models of complex things and features of the models
Constructing: first, it needs to be noted that a specific complex thing often has several types of interactions, so it often has more than one complex network model. However, when faced with a real-world problem, only one network model for this complex thing needs to be constructed based on only one type of interactions relevant to the problem.
The elementary parts of a complex thing are regarded as vertices; if there is some type of interactions that we are concerned about between two elementary parts, an edge is connected between the corresponding vertices; and the intensity of such interaction is used as the edge weight. In this way, a weighted complex network model of this complex thing for the problem is obtained. The interactions may be directed or undirected, so the corresponding network model (short for network) may be directed or undirected. And if the network vertices are represented by the sequence numbers of their vertex sets, and aij denotes the weight of the directed edge from vertex i to j, then the elements of the adjacency matrix of the network are aij ( i, j=1, 2…n). Imitating this definition, the room network of the room building is shown in Fig. 1(b).
Features: the complex network models of complex things have three features. First, such networks are formed by the interaction relationship, excluding other relationships. Of course, the networks formed by other interactions (e.g. similarity relationships) may also be transformed into networks of interactions with some additional definitions. Second, such networks must be weighted networks, since the near decomposability of complex networks is based on the intensity of vertex interactions. Third, the undirected graph corresponding to such a network must be connected, because its any vertex represents an elementary part of a complex thing that must interact with at least one other elementary part of the thing to enter the thing, i.e., there must be a path between any vertex of the network and its other vertices.
3.2. Conceptions of the near decomposability of complex networks
We propose following conceptions of the NDH and NDBP of complex networks. Because "subnetworks" replace "subsystems", these conceptions of complex networks are very different from those conceptions of complex systems.
3.2.1. Conception of the NDH of complex networks
The NDH of complex networks has two meanings. (1) A complex network is composed of some subnetworks, each of the latter is in turn hierarchic in structure until we reach some lowest level of elementary subnetwork. Here, according to Simon's generation mechanism, a subnetwork at any level is defined as a connected component consisting of some single vertices (original vertices), or some single vertices and AVs of the network, which are linked by the interactions having the OOM corresponding to this level. The interactions among vertices within any subnetwork at each level are much weaker than those within any subnetwork at its next level. The interactions among vertices within any subnetwork at different levels often are of different OOMs. The lower the level of a subnetwork is, the stronger and earlier the interactions among its vertices are. Note: the NDH of a directed- weighted complex network has two types of displays: NDH not showing directions and weights and NDH showing directions and weights. The former only shows the presence or absence of interactions between vertices, and the subnetworks at all levels are the simplest networks: no direction, no edge weights and no loop (loop: denoting self-to-self interaction). But the two displays essentially correspond to the same NDH, with only the difference between showing and not showing the directions and weights. While for undirected-weighted complex networks there are two displays of the NDH: showing and not showing the weights (2) The actual generation process of the NDH of a complex network is from bottom to top: The single vertices of the network having strongest interactions (OOM 1) first compose some level-1 (lowest-level) subnetworks; and then, some of level-1 subnetworks, each as an AV, are linked to each other or to a number of other single vertices by the weaker interactions (OOM 2) to compose some level-2 subnetworks, some other level-1 subnetworks as AVs may enter higher-level subnetworks; This process continues until one highest-level subnetwork is composed by the weakest interactions (OOM N). The emergence of one highest-level subnetwork means that all single vertices of the network will directly or indirectly enter final one AV. Note: according to Simon's generation mechanism, the stronger the interaction the earlier it occurs, which higher level an AV formed by a lower-level subnetwork will enter depends on the corresponding OOM of the maximum value of the aggregative interactions of this subnetwork to all external vertices; while the aggregative interaction of one subnetwork (i.e., the interaction of its AV) to an external vertex is defined as the maximum value of the one-to-one interactions of all internal vertices of this subnetwork to this external vertex.
The NDH of the room network (not showing weights) is shown in Fig. 1(c). It is obviously different from the NDH of the room system (Fig. 1(a)). Although they both have three levels, the former can be decomposed into one level-2 and three level-1 subnetwork while the latter into three level-2 and eight level-1 subsystems. Fig. 1(d) shows the generation process of the room network. First, the vertices A1, A2 and A3; B1 and B2; C1, C2 and C3 are respectively linked by the strong heat diffusion to compose three level-1 subnetworks. Then, these level-1 subnetworks each as a AV (A, B and C) are linked by the weak heat diffusion to compose one level-2 subnetwork, which means that A1, A2 and A3; B1 and B2; C1, C2 and C3 will all indirectly enter AV N.
Fig. 1. Various schematics of the room building
3.2.2. Conception of the NDBP of complex networks
The NDBP of complex networks includes the near decomposability in behavior and properties of networks. The near decomposability in behavior of networks: For each level of the NDH, in the shorter run, all subnetworks are approximately independent of each other in terms of the interaction OOM at that level, but there are interactions having this OOM among the vertices within any subnetwork; in the longer run,
the interaction between two vertices belonging to different subnetworks at that level are embodied in an aggregate way by the interaction between their respective corresponding AVs at some higher level. Take the room network as an example. In the short run, its three level-1 subnetworks are approximately independent of each other in terms of the OOM-1 interactions, the OOM-1 interactions only occur among the vertices within each level-1 subnetwork. In the long run, the OOM-2 interactions occur among the vertices A, B, and C of the level-2 subnetwork. A, B and C are three AVs formed respectively by one level-1 subnetwork. The reason for A, B and C having OOM-2 interactions is that there are originally weak OOM-2 interactions between the vertices of different level-1 subnetworks, such as between A1 and B1, however, due to the strong OOM-1 interactions make A1, A2 and A3; B1 and B2; C1, C2 and C3 form rapidly an AV (A, B and C) respectively, the original weak OOM-2 interactions between those vertices of different level-1 subnetworks can only be embodied by the interactions among their AVs.
,
The near decomposability in properties of networks: We argue that from the near decomposability in a certain behavior, the near decomposability in the property directly related to that behavior can be derived: In the shorter run, the properties of the vertices within each level-1 subnetwork will first reach an equilibrium state, independent of the other level-1 subnetworks and vertices; In the longer run, the properties of the vertices within each level-2 subnetwork will reach an equilibrium state in the same way, and so on to the higher levels. Here, the property of an AV of a higher-level subnetwork is the aggregative property of all vertices of the lower-level subnetwork which form the AV. For example, from the near decomposability in heat diffusion behavior, the near decomposability in the temperature of the room network can be derived: In the short run, the vertices within each level-1 subnetwork, such as A1, A2 and A3 will reach a state of thermal equilibrium, independent of other level-1 subnetworks and vertices. In the long run, when there is an almost uniform temperature throughout the room network, the AVs A, B and C within the level- 2 subnetwork will reach this equilibrium state.
3.3. Approaches for analyzing the near decomposability of complex networks
3.3.1. Approach for analyzing the NDH of complex networks
First we review the approach for analyzing the NDH of complex systems. We already know that the approach for analyzing the system NDH consists of two parts, and for complex systems Simon's approach for analyzing the room system only details how to find subsystems. We introduced Simon's theory about the architecture of complexity to the study of industry systems [19]. In ref. [19], according to Simon's theory and with reference to the practice in the economics community we summarized a division method of the hierarchy levels of industry systems and then proposed an approach for analyzing the NDH of industry systems by splitting a system adjacency matrix which does not have the near block diagonal form [19]. This work of ours was affirmed by Simon (see Supplementary Material I), and referred by scholars to as a reducing space approach for dealing with complexity [20].
In this paper, we develop the idea of splitting matrices to complex networks, and according to the conception of NDH of complex networks in Section 3.2.1 proposes the following approach (including logical steps and general methods) for analyzing the NDH of complex networks by splitting network adjacency matrices. Note that this approach is better understood in combination with the NDH analysis process of the room network in Fig. 2. The reason why the process of the room network is used as an example is that the network is small enough to show the data of the analysis process directly, thus providing a clearer illustration of the approach. However, more details of this approach need to be shown with the example of the input-output complex network in Section 4.
(1) Splitting the adjacency matrix of a network. The adjacency matrix of the complex network model of
a real-world problem often does not have a near block diagonal form, and we need to split the adjacency matrix of the network. First, According to the knowledge of the discipline to which the problem faced belongs and the required solution accuracy, the elements of the adjacency matrix are arranged into N categories in order from largest to smallest: category 1, 2… N. Category 1, 2… N are intensity criteria of the vertex interactions of OOM 1, 2…N, respectively. Note: There are N OOMs of vertex interaction intensity, which determine that the network can be decomposed into N levels; The OOM 1, 2…N represent the interaction intensity of vertices within each subnetwork at level 1, 2…N (from bottom to top), respectively. Moreover, the determining the criteria is a trial-and-error process: the number of the categories and the range of element values for each category should be tested several times until the resulting NDH provides satisfactory insight into the problem faced. Second, according to above N categories of elements, the network adjacency matrix is split into N matrices of the same order: matrix 1, 2...N. The element values of matrix 1 (including diagonal elements) either are in the range of category 1 or are 0, the element values of matrix 2 are in the range of category 2 or are 0, etc. Note: matrix 1, and matrix 2...N (after aggregations, see Section (3)), which show the the presence or absence, direction and intensity of vertex interactions of OOM 1, 2 … N, respectively, all have block diagonal forms.
(2) Writing the interaction matrices of OOM 1, 2…N. The non-zero elements in matrix 1, 2...N are changed to 1 and the Boolean matrices at each OOM of interactions will be obtained. These Boolean matrices are called the interaction matrices of OOM 1, 2…N, respectively. The interaction matries of OOM 1, 2…N differ from matrix 1, 2...N in that they do not show the intensities of interactions and are 0-1 matrices.
(3) Finding subnetworks at each level of the NDH not showing directions and weights. First, to clarify a few points: according to the conception of the NDH, a subnetwork at any level is a connected component whose vertices are linked by the interactions having the OOM at that level (excluding self-to-self interactions), two vertices are connected regardless of who has the interaction OOM at that level on whom, so the connected components of a directed network are the connected components obtained by regarding it as an undirected network. We call the matrices of the undirected networks corresponding to the interaction matrices of OOM 1, 2…N their respective symmetric matrices. These symmetric matrices differ from the interaction matrices in that they do not show the directions of interactions and are symmetric matrices. The subnetworks at each level are obtained by calculating the connected components of the symmetric matrix of the interaction matrix (or the interaction matrix after aggregations, see below) corresponding to that level and the number of subnetworks is equal to the number of calculated connected components. Second, the specific finding process is as follows: The level-1 subnetworks are obtained by calculating the connected components of the symmetric matrix of the OOM-1 interaction matrix. According to the conception of the near decomposability in behavior of networks (see Section 3.2.2), the OOM-2 interactions between the vertices which belong to different level-1 subnetworks are embodied in an aggregate way by the interactions between their AVs. Therefore, different from the finding level-1 subnetworks, before finding level-2 subnetworks, in the symmetric matrices of interaction matrices from OOM 2 to OOM N, the name of each level-1 subnetwork (which is also the name of the AV formed by it, the same below), should be used respectively to replace the vertex sequence numbers contained by this subnetwork. In this way, we get the symmetric matrices of the interaction matrices from OOM 2 to OOM N after first aggregation. Then, by finding the connected components of the symmetric matrix of the OOM-2 interaction matrix after first aggregation, all level-2 subnetworks are obtained. Similarly, before finding level-3 subnetworks, first, in the symmetric matrices of OOM-3 to OOM-N interaction matrices after first aggregation, the name of each level-2 subnetwork should be used respectively to replace the
vertex sequence numbers and the names of the AVs which are contained by this level-2 subnetwork; and the symmetric matrices of OOM-3 to OOM-N interaction matrices after second aggregation are obtained. Then by finding the connected components of the the symmetric matrix of OOM-3 interaction matrix after second aggregation, the level-3 subnetworks are obtained, and so on. Based on the symmetric matrix of OOM-N interaction matrix after the (N-1)th aggregation, one level-N subnetwork will be found and all single vertices are contained directly or indirectly by the subnetwork.
(4) By arranging these subnetworks from 1evel 1 to level N in the order from the lowest to the highest level, the NDH not showing directions and weights of the complex network is obtained.
(5) For a directed-weighted complex network, its NDH showing directions and weights can be obtained by labeling the directions and weights of edges to the above NDH not showing directions and weights, the data of these directions and weights can be taken from the matrix 1, 2,...N in step (1). In addition, the NDH showing directions and weights also can be obtained by directly calculating the connected components of the matrix 1,and matrix 2...N after aggregations; moreover, in this way, the NDH expressed in other form subnetworks, such as subnetworks with loops, also can be obtained.
Fig. 2. The process of analyzing the room network NDH
3.3.2. Approach for analyzing the NDBP of complex networks
After obtaining the NDH of a complex network, it is possible to analyze the NDBP of the network. However, unlike the NDH, there are no common logical steps to analyze the NDBP. And in general methods, there are the following common points. (1) If the network is a directed-weighted network, in order to analyze its NDBP we should use the subnetworks of its NDH showing directions and weights. (2) The interaction of an AV to an external vertex is defined as the maximum of the one-to-one interaction of all vertices within the subnetwork forming this AV to this external vertex. Moreover, the aggregative properties of these internal vertices are the properties of this AV. Other specific methods for analyzing the NDBP depend on the discipline knowledge to which the behavior and properties belong. For example, when analyzing the near decomposability in heat diffusion behavior and temperature of the room network, the methods of heat diffusion coefficients of thermodynamics and temperature measurement should be adopted; whereas to analyze the near decomposability in input behavior and prices of an Input-Output network, the methods of direct consumption coefficients [21] and price transmission of Input-Output economics should be adopted (see Section 4.3).
4. An application
The industry sectors of Guangdong province (GD for short) is a complex thing, and we focus on its Input-Output interactions in the year X. Based on GD Input-Output direct consumption coefficient table of 139 sectors (industries), we first construct an Input-Output complex network model of the complex thing, and then analyze the NDH and NDBP of the complex network.
4.1. Constructing the Input-Output complex network model of GD industry sectors
The Input-Output complex network model of GD industry sectors, referred to as GDIO network, is shown schematically in Fig. 4(a). The network is a connected and directed network with double weights and loops. In the network, there are 139 vertices (each vertex is called a single-industry vertex) representing 139 industries. A directed edge eij of the network indicates there is an Input-Output interaction between Industries i and j, and the arrow points to the inputted Industry j. The Input-Output direct consumption coefficient aij (i, j= 1, 2 …139) is chosen as the weight of edge eij, i.e., the input intensity of Industry i to j. In this way, the direct consumption coefficient matrix of 139 industries is the adjacency
8
matrix of the network. In the adjacency matrix, the vertex representing certain industry is denoted by the sequence number of the industry in the Input-Output table. The rationale for choosing the direct consumption coefficients as the weights of the directed edges of the network is that, according to Input-Output economics, the direct consumption coefficient aij represents the input quantity of Industry i to Industry j for one unit output of Industry j, so the aij is relatively ideal means that measures the input intensity of Industry i to Industry j.
4.2. The NDH of GDIO network
Process of analysis: First, splitting the adjacency matrix of GDIO network. After several trials, finally the direct consumption coefficients aij are arranged into five categories. 1> aij≥0.3 are of category 1; 0.3> aij ≥ 0.19 — category 2; 0.19> aij ≥ 0.1 — category 3; 0.1> aij≥ 0.06 — category 4; 0.06> aij > 0 — category 5. Categories 1 to 5 are input intensity criteria of OOM 1 to 5, respectively. Thus, the adjacency matrix of the network is split into 5 matrices of the same order. The network can be decomposed into 5 levels and OOM 1 to 5 are the input OOMs at level 1 to level 5 respectively. Next, follow the remaining steps in Section 3.3.1 to find the subnetworks at each level to obtain the NDH of GDIO network. We use Gephi software (https://gephi.org/) to calculate the connected components [22] of the input matrices. Before using this software to enter network edge data, according to the meaning of the subnetwork, we removed the "loops", and only the one with the largest edge weight is retained when there are double edges between a pair of vertices.
Results of analysis: GDIO network is a directed-weighted network, so its NDH has two types of displays. For the clarity, only the NDH not showing directions and weights is shown (Fig. 3). For comparison, we show in Appendix I the NDH of GD industry system.
Because the input has five OOMs, the network can be decomposed five levels. First, from top to bottom, at level 5, GDIO network is composed of one level-5 subnetwork "5sn" (purple), it is a complete graph having five vertices. At level 4, subnetwork 5sn is decomposed into one level-4 subnetwork "4sn" (orange) and four single-industry vertices which are isolated vertices because they do not have OOM-4 input with any vertex. At level 3, subnetwork 4sn is decomposed into seven level-3 subnetworks from "3sn1" to "3sn7" (blue), one level-1 subnetwork "1sn9" (red) and several single-industry vertices. At level 2, subnetwork 3sn1 is decomposed into seven level-2 subnetworks "2sn1", "2sn2", etc (brown), three level-1 subnetworks "1sn5", "1sn8", "1sn10" (red) and several single-industry vertices; subnetworks 3sn2 to 3sn5 are decomposed into one level-2 subnetwork each and several single-industry vertices; subnetworks 3sn6 and 3sn7 are decomposed into two single-industry vertices respectively. At level 1, 11 level 2 subnetworks are decomposed into 11 level-1 subnetworks (excluding 1sn9) and a number of single-industry vertices. Note that the sum of the numbers of single-industry vertices at level 4, 3, 2 and the number of single-industry vertices of all level-1 subnetworks is equal to the number of total industries —139.
Second, from bottom to top, as the result of OOM-1 input, some industry vertices of 139 industries compose respectively 12 level-1 subnetworks. As the result of OOM-2 input, the eight level-1 subnetworks, each as one AV and some single-industry vertices compose respectively six level-2 subnetworks; the other five Level-2 subnetworks are each composed by a number of single-industry vertices. As the result of OOM-3 input, all the level-2 subnetworks, three level-1 subnetworks, each as one AV, and some single-industry vertices compose a total of five level-3 subnetworks; other two level-3 subnetworks are each composed by a number of single-industry vertices. As the result of OOM-4 input, all level-3 subnetworks and level-1 subnetwork 1sn9, each as one AV, and some single-industry vertices compose one level-4 subnetwork 4sn. Finally, as the result of OOM-5 input, level-4 subnetwork 4sn, as one AV, and four
single-industry vertices compose one level-5 subnetwork 5sn, which means that all the single-industry vertices of the network will directly or indirectly enter final one AV. In the generation process of GDIO network, the sum of the numbers of single-industry vertices sucked into the subnetworks at level 1 to 5 is also equal to the number of total industries —139.
Fig. 3. The NDH (not showing directions and weights) of GDIO network
4.3. The NDBP of GDIO network
Since GDIO network is a directed-weighted network, we use its NDH showing directions and weights to analyze its NDBP, where behavior and properties refer to the input behavior and prices of the industries.
4.3.1. The near decomposability in input behavior of GDIO network
In terms of the input OOM at each level, the subnetworks at that level are independent of each other. That is, the input with the OOM corresponding to each level occurs only among the vertices (industries) within every subnetwork at that level: the OOM-1 (strongest) input occurs only among the vertices within each of the 12 level-1 subnetworks, the OOM-2 (stronger) input occurs only among the vertices within each of the 11 level-2 subnetworks and so on. Here, the vertices of a subnetwork at level 2 and above often contain one or more AVs. It is easy to derive that the input behavior of other Input-Output networks also has the near decomposability in input behavior similar to that of GDIO network.
4.3.2. The near decomposability in prices of GDIO network
The industry prices are the property directly related to their input behavior, so the near decomposability in the input behavior will lead to the near decomposability in prices of GDIO network: If some reason causes price fluctuations in the industry vertices of the network, first, in the shorter run, the vertex prices within each of the 12 level-1 subnetworks will reach an equilibrium state, independent of the other level-1 subnetworks and vertices; then, in the longer run, the vertex prices within each of the 11 level-2 subnetworks will reach an equilibrium state in the same way, and so on up to the highest level.
4.3.3. The CPI in GDIO network
Other conditions being equal, the price increase of an industry has the knock-on effects on the prices of the relevant industries due to the increases of the costs. The process and characteristics of the CPI in an industry network is the reflection of the near decomposability in prices of the network. The following is a theoretical analysis of the CPI triggered by industry 1 (agricultural products) in GDIO network (Fig. 4(a)) based on Section 4.3.2.
(1) Methods of analysis: Round-by-round calculation. The CPI within any subnetwork of GDIO network is calculated round by round. Taking a level-1 subnetwork as an example, in round 1, we compute only the price increases of the vertices directly inputted by the original-price-increase industry; in round 2, we compute only the price increases of the vertices directly inputted by the industries whose prices have increased in round 1, and so on, until the CPI in this subnetwork is over. Equilibrium condition: Assume that an industry vertex is considered to be in a state of price equilibrium (no more price increase) if its single-round price increase is less than 0.1%; and when every industry vertex of a subnetwork is in this state, the subnetwork can be said in the state of price equilibrium. Aggregative interaction: The maximum value of the direct consumption coefficients of an external vertex to all vertices within a subnetwork is taken as the aggregative interaction of the subnetwork to that external vertex, which is the input coefficient of the AV formed by the subnetwork to that external vertex. Aggregative property: The arithmetic average
of the price increases of all vertices of a subnetwork is taken as the aggregative property of the subnetwork, which is the price increase of the AV. Calculation of price change: According to the economics literature [23], if only the price of Industry i changes by Δpi (%), aij is the direct consumption coefficient of Industry j to i, then the price of Industry j will show a cost-push change, and the price change of Industry j directly caused by the price change of Industry i is Δpj (%) = Δpi (%)* aij.
(2) Process of analysis: If the price of Industry 1 increases by 10%, this will first (implying a short time interval from the price increase of industry 1, i.e., a short run) affect the other six industry vertices within the level-1 subnetwork 1sn2 where it is located, due to the OOM-1 input to them of Industry 1 (Fig. 4(b)). We can calculate that among the six industry vertices, the 1 st - round price increases of Industries 12, 13, 14, 15, 3 and 16 are 4.61%, 4.82%, 3.85%, 3.06%, 2.06% and 0.95%, respectively. Since Industry 14 has the internal input with a direct consumption coefficient of 0.3467 (Industry 14 has no input to other industries), its 1 st -round price increase of 3.85% will in turn cause its own 2 nd -round price increase of 1.34% (3.85%*0.3467), and its 2 nd -round price increase will in turn cause its own 3 rd -round price increase of 0.46% (3.85%*0.3467 2 ), and so on. The common ratio 0.3467 is less than 1, the geometrical sequence of single-round price increases of Industry 14 will converge to 0, and after several rounds the price increase of Industry 14 will be very small. When the equilibrium is reached (it takes some time, implying a longer time interval from the price increase of industry 1, i.e., longer run), we can calculate that in the CPI, the price increase of Industry 14 is 5.81% of the sum of the first four rounds (its 5 th -round increase is 0.056%< 0.1%), while other industries still maintain own 1 st -round price increases; and the arithmetic average of the increases of the seven vertices of subnetwork 1sn2 is 4.47%. The 4.47% as the aggregative property of subnetwork 1sn2 is the price increase of AV 1sn2 (formed by subnetwork 1sn2) of level-2 subnetwork 2sn2. Next, the 4.47% price increase of AV 1sn2 will spread to other vertices within subnetwork 2sn2, due to its OOM-2 input to these vertices. From Fig. 4 (c), we can see that AV 1sn2 not only has OOM-2 input to other vertices within subnetwork 2sn2, but also has an internal input with a direct consumption coefficient 0.2839 (caused by Industry 15 aggregated by AV 1sn2). Therefore, after the 1 st -round price increases of vertices 5, 28, 127, AVs 1sn6 and 1sn2 caused by the initial increase 4.47% of AV 1sn2, the 1 st -round increase of AV 1sn2 itself will cause the 2 nd -round price increase of other vertices and itself. Similarly, the 2 nd -round increase of AV 1sn2 will continue to cause their 3 rd -round price increase, and so on. When all industry vertices within subnetwork 2sn2 are in equilibrium, we calculate that the arithmetic average of the increases of these industries of subnetwork 2sn2 is 2.51%. The 2.51% is the price increase of AV 2sn2 of level-3 subnetwork 3sn1 (Fig. 4 (d)). Again, due to the OOM-3 input, the 2.51% price increase of AV 2sn2 will spread to some vertices within the subnetwork 3sn1. The same method can be used to calculate that the price increase of AV 3sn1 of level-4 subnetwork 4sn (Fig. 4 (e)) is 0.124%. We know that the direct consumption coefficients corresponding to the OOM-4 inputs are all less than 0.1, so within the subnetwork 4sn, the price increases of other vertices caused by the 0.124% increase of AV 3sn1 are much smaller than 0.1%, and this mean the CPI is over before it reaches subnetwork 4sn, far from reaching subnetwork 5sn (Fig. 4 (f)). So far, we know that from bottom to top, through the interactions of OOMs 1, 2, and 3, which industries are affected directly or indirectly (through AV) by the 10% price increase of industry 1, and the magnitude of their respective price increases.
(3) Characteristics: From the above price increase process triggered by Industry 1, we can draw the following characteristics of the CPI. Minority: the price increase of Industry 1 only affects 18 single-industry vertices (including Industry 1), while this industry network has 139 single-industry vertices. Stage by stage: Temporally, the CPI occurs in stages and sequentially within a relevant subnetwork at level 1 to level 3. Batch by batch: from a "spatial" perspective, the CPI in each stage affects a group of vertices
within a subnetwork associated with that stage, so the CPI occurs in batches. Aggregate way: Except for the CPI in the level-1 subnetwork in stage 1, which is directly triggered by the original price increase single-industry, the CPI in the level-2 or higher subnetwork in other stages is caused by one AV associated with that stage, respectively. Moreover, the input of each AV to any industry is the aggregative input of its corresponding subnetwork, and the magnitude of AV price increases reflects the aggregative property of its corresponding subnetwork.
Note: For GDIO network, the block diagonal form of the symmetric matrix of OOM-1 interaction matrix (139*139) is shown in Fig. (1) o Appendix II, from which it can be seen that 41 out of the 139 industry vertices are divided into 12 (OOM-1) blocks; the block diagonal forms of the OOM-1 interaction matrix itself and matrix 1 (see Section 3.3.1) are also given (Fig. (2), (3) in Appendix II); moreover, the symmetric matrix of OOM-2 interaction matrix after aggregation can be divided into 11 OOM-2 blocks involving 8 level-1 subnetworks, each as one AV, with 24 single-industry vertices (blocks 1 to 11: 1sn 1, 81, 85, 87, 92, 93; 1sn2, 5, 28, 127, 1sn6; 1sn3, 44, 49; 1sn7, 1sn12, 110; 36, 37, 133; 2, 34; 9, 1sn4; 26, 29; 54,102; 116, 118; 1sn11, 95), etc..
Fig. 4. GDIO network and the CPI triggered by Industry 1 in this network
5. Discussion
5.1. Comparison of the near decomposability of complex networks and complex systems based on the example
We know that Simon discovers the near decomposability of complex things and has revealed it by the near decomposability of complex systems. So, what are the advantages of the near decomposability of complex networks such that it needs to be studied? First, since the network language can indicate the presence or absence, direction and intensity of one-to-one interactions between parts of complex things, while the system language cannot, the NDH of complex networks gives us a more detailed and deeper but also more intuitive and convenient understanding of the structure of complex things than the NDH of complex systems. Second, when dealing with one specific problem of a complex thing, the NDBP of either its complex system or complex network tells us that it is often necessary to focus on the behavior and properties of only one level-1 subsystem or subnetwork in the shorter run, and only in the longer run, the behavior and properties of one related level-2 subsystem or subnetwork, etc. However the NDBP of its complex system cannot point out directly which interactions need to be focused on, but can only tell which parts of the complex thing these interactions are in; whereas the NDBP of its complex network can directly point out what the specific interactions to be focused on are due to the network language, which allows us to understand the behavior and properties of complex things more quickly, and thus act more effectively to deal with specific problems.
Take GDIO network as an example. The NDH of GDIO network (Fig. 3) not only shows that GD industry sectors as a complex thing can be decomposed into 5 levels, which subnetworks each level has, the industry vertices (including the AVs) contained in each subnetwork and the input interactions and intensities among these industry vertices (showed by the NDH showing directions and weights); while the NDH of GD industry system (see Appendix I), on the other hand, shows that it has 5 levels, how many subsystems are in each level, and which industries are within each subsystem, but does not have any information on the input interactions and intensities within these subsystems. Moreover, the NDBP of GDIO network states: in the shorter run, when the price of industry 1 has just increased, just based on Fig. 4(b) to analyze the six weighted directed edges and one loop within level-1 subnetwork 1sn2 that have the
strongest direct or indirect input interactions with industry 1, we can obtain the industries most affected by the price increase of industry 1 and the magnitude of their price increases. In the longer run, just based on Fig. 4(c) to analyze the four weighted directed edges and one loop in the level-2 subnetwork 2sn2 that have the next strongest input interactions with AV 1sn2, we can get the industries that are next most affected by the price increase of industry 1 and the magnitude of the respective price increases of these industries, etc. However, this is not possible through the subsystems 1ss2 (corresponding to 1sn2) and 2ss2 (corresponding to 2sn2) of GD industry system (see Appendix I) because there is no information about the interactions in 1ss2 or 2ss2.
5.2. One-to-one comparison of our NDH with related researches of complex networks
The purpose of the one-to-one comparison is mainly to show how our NDH differs from related researches of complex networks.
(1) The module-based complex network hierarchy of Meunier et al. or Ravasz et al. This is the most relevant research to our NDH. First, we study the hierarchy of general complex networks, Meunier et al. [7-8] and Ravasz et al. [10-11] study the hierarchy of specific complex networks. Our hierarchy consists of nested subnetworks, whereas the brain network hierarchy of Meunier et al. consists of nested submodules and the metabolic network hierarchy of Ravasz et al. consists of nested topologic modules. The building blocks of our hierarchy are subnetworks, those of Meunier et al. are submodules, and those of Ravasz et al. are topologic modules; and the subnetworks are formed by vertices that are reachable at the same OOM of interactions, the submodules are often made up of anatomically neighboring and/or functionally related cortical regions, and the topologic modules are composed of cellular components that are spatially or chemically isolated. From the above, we can see that the "complex network", "hierarchy" and "building blocks" in our NDH all have a much broader meaning. Second, our hierarchy is generated strictly according to Simon's generation mechanism. Meunier et al. state that their hierarchy analysis is related to the near decomposability of complex systems, but do not give a specific connection to Simon's generation mechanism. And Ravasz et al. state that the biological network with hierarchical topology may emerge by copying and reusing existing modules or motifs. Nevertheless, we think the approaches they actually use to find modules and the hierarchy show that their hierarchy analysis follow Simon's generation mechanism (i.e., based on the OOM of interactions and in an aggregate way), because for biological organizations, the intensity of interactions is reflected in spatially distances or chemical reactions [2, p. 187); and modules also imply aggregate way. Finally, to obtain the the NDH of a network, our approach requires first splitting the adjacency matrix of the network and then analyzing these split matrices separately with methods of graph theory; whereas Meunier et al. ( with the multi-level method) and Ravasz et al. (with the hierarchical clustering algorithm) directly analyze the entire adjacency matrix.
(2) The research of Clauset et al. The approach proposed by Clauset et al. to detect network hierarchy is based on statistics and computer simulation, while our approach is based on Simon's generation mechanism and graph theory.
(3) Coarse-graining of complex networks of Song et.al. In the process of coarse-graining of a complex network by the box-covering technique, at each level, a complex network is tiled with a minimum number of boxes, and finally the coarse-grained vertices of each level and a hierarchy of the complex network is obtained. Since the size of the box used at every level is constant implying the OOM of the interactions within a coarse grain at different levels is the same, the concept of the coarse grain is different from that of our subnetwork and the hierarchy of Song et al. is different from our NDH.
(4) Community detection: First, the conception of communities and subnetworks are similar, but
communities are only similar to the level-1 subnetworks because the vertices of each community contain only the original vertices of a network, and no Avs. Second, the community structure is also a complex network nearly decomposable structure, but, unlike our NDH, this structure has only one level. Third, weighted or unweighted complex networks formed by any relationship have the communities, while weighted complex networks formed only by interaction relationship have the subnetworks. Fourth, from the GN algorithm and the fast algorithm, we can know the hierarchical tree in these algorithms is also a network hierarchy, but its each level corresponds to all original vertices, only different levels correspond to different community divisions for those vertices, so it is different from our NDH, and just a tool to perform the network community detection.
5.3. Limitations and further work
Limitations: (1) Our approach for analyzing the NDH of networks by splitting network adjacency matrices is somewhat subjective because it requires qualitatively determining the criteria for dividing OOMs of interactions. However, since this "qualitative determination" is based on the knowledge of the discipline to which the problem faced belongs, and since the determined criteria must also be tested and improved, according to the satisfactory degree of problem solving, it remains essentially objective. (2) Our approach for analyzing the NDH is used to solve problems, and therefore it is more suitable for application-oriented rather than scientific discovery disciplines. (3) When analyzing the near decomposability in properties of complex networks for real-world problems, the calculation results are approximate. For example, in our research of the CPI in GDIO network, the calculated price increases of affected industries are approximate, although the degree of approximation is high and the calculation process is very simple.
Further work: (1) We intend to do an empirical research on the near decomposability in prices of GDIO network. The brief idea is: First, the dynamic data which include the timing and magnitude of price increases for each industry in a real CPI triggered by one original-price-increase industry will be collected. Second, the collected data will be statistically analyzed to see whether the actual CPI is characterized by the Minority, Stage by stage, Batch by batch and In aggregate way. Third, the actual and theoretical data of the CPI are compared in order to improve our proposed analysis methods, focusing on the methods of determining the criteria of input OOMs and the calculation of price increase of AVs. (2) We will to do more example analysis of other real-world problems. (3) We plan to explore the connection between the generation mechanism of the hierarchical topology of Ravasz et al. and Simon's mechanism, as well as the connection between our approach for analyzing NDH and that of Meunier et al. and Ravasz et al.
Acknowledgements
The work was supported by the National Natural Science Foundation of China (Project No.71273093). The author thanks Xiangrong Liu for providing and Jingyi Zhang for pre-processing the Input-Output data used in the example; and Ruiqiu Ou and Quan Chen for discussions about economics.
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(a) The NDH of a room system under heat exchange interactions: S denotes the room system. A, B and C denote large rooms and the rest of the letters denote small rooms. The arrows point to the lower subsystem. (b) The network model of the room building: The vertices represent small rooms, an edge represents there is heat diffusion between two small rooms, and the thickness of the edge indicates the intensity of the heat diffusion. (c) The NDH of the room network (not showing weights): It is composed of one level-2 subnetwork and the level-2 subnetwork can be decomposed into three level-1 subnetworks. (d) Generation process of the room network.
15
Note: SAM: Splitting the adjacency matrix. WIM: Writing the interaction matrices. CCC: calculating the connected components. ASN: Arranging subnetworks.
(a) GDIO network: The vertices in the Figure are represented by blue circles, and the green numbers in the circles are the sequence numbers of the industries. The edges are represented by blue lines and the edge thicknesses indicate the edge weights. (b) The CPI in level-1 subnetwork 1sn2. (c) The CPI in level-2 subnetwork 2sn2. (d) The CPI in level-3 subnetwork 3sn1. (e) The CPI in level-4 subnetwork 4sn. (f) The CPI in level-5 subnetwork 5sn. For clarity, the loop weights are not shown in the Figure. The relevant loop weights are: 0.3467 for vertex 14 in a; 0.2839 for AV 1sn2 in b; 0.1841 for AV 2sn2 in c.
Appendix I. The NDH of GD industry system
Appendix II: Block diagonal form of several OOM-1 matrices of GDIO network
Fig. (1): Block diagonal form of the symmetric matrix of OOM-1 interaction matrix of GDIO network, a 0-1, symmetric matrix with all 0 diagonal elements. It just shows the non-zero part of the 139*139 matrix, the first row and column are the sequence number of the industry vertices (the same below).
107
39
7
41
45
38
62
63
82
59
94 131
43
48
60
65 109
86
77
69
91
90
89
88
16
3
13
1
14
12
15
17
4
40
6
61
96
75
76
79
73
107
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
39
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
7
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
41
0
1
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
45
0
0
0
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Fig. (2): Block diagonal form of OOM-1 interaction matrix of GDIO network, a 0-1, non-symmetric matrix with not all 0 diagonal elements.
i The first version of this paper was submitted to journals such as Nature Communications beginning in May 2021, and this is a revised version ready for submission to other journals. | <urn:uuid:6c11b87b-7c74-4ffe-b3bd-366380486952> | CC-MAIN-2025-08 | https://export.arxiv.org/pdf/2501.12748 | 2025-02-14T03:09:07+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951838.90/warc/CC-MAIN-20250214002606-20250214032606-00808.warc.gz | 211,845,226 | 20,898 | eng_Latn | eng_Latn | 0.913216 | eng_Latn | 0.99658 | [
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2D EMERGENCY RESCUE SQUADRON
"Mission Improbable" by Colonel Bill Helmantoler
In 1944 the Pacific War was moving west and north toward the Philippines and Japan. As an operations officer in 13th Air Force headquarters I was about to become involved in the most significant bombing missions I would ever personally touch.
The targets were the oil refineries in a place called Balikpapan on the faraway island of Borneo. The Japanese armed forces depended greatly on those refineries to fuel their ships and airplanes. Nobody I knew doubted the strategic importance of the targets; almost everybody I knew doubted that our B-24's could reach the targets and return to base. The missions would be hundreds of miles longer than we had ever flown before.
I knew many of the pilots and operations officers who would make the flights. I watched those brave, skilled airwarriors plan the missions that several of them believed would be their last. Some of them were clearly scared. I felt for them. Their hope for success rested almost entirely on recommendations put forth by Charles A. Lindbergh, once the most famous pilot in the world. In 1944 he was flying missions with some of the fighter groups in the Pacific. My friend and classmate Dick Lake told me how Lindbergh had shown his group how to extend the range of their P-47s.
Lindbergh's idea was to lean the fuel mixture as much as possible. "Just give the engine another drop of gasoline whenever it threatens to quit," he was quoted as saying. Pilots who had tried it called the setting "automatic rough."
The procedure reduced engine power and aircraft speed in addition to causing the engines to operate at exceedingly high temperatures. The high temperatures caused excessive wear and tear and frequent engine failure. The procedure departed significantly from the way the pilots had been taught to fly; but it, at least, gave them some hope of making it to Balikpapan and back.
After several days of preparation and testing, the first of some fifty B-24s began its take-off run from Noemfoor Island at two o'clock in the morning. Those lumbering fourengine bombers were "loaded to the gills" with fuel and bombs. I watched with my heart in my throat as the first airplane failed to get airborne and rolled off the end of the runway into the ocean. Crash trucks and boats went into action to save the crew.
The second B-24 in line also failed to get off, but it stopped short of the water. I stood on the tarmac with the generals and colonels and wondered what the pilot of the third airplane was thinking and feeling.
Regardless of what he was thinking and feeling, he applied full power and released his brakes. Cheers of victory went up from the on-lookers as that forlorn bomber lifted off and climbed slowly into the dark sky. The darkness of the night hid the tears of joy on our cheeks.
Several hours later when the bombers reached Balikpapan, they found the targets obscured by broken clouds. The leader courageously made a wide circle, waiting for a hole to open over the target area.
This maneuver increased the time they were exposed to heavy anti-aircraft fire. Many of the airplanes were hit, and some went down. Losses were heavy, but those brave aircrews delivered their bombs on the refineries and oil wells below. Some of the airplanes were in the air for an incredible 17 hours from take-off to landing. Some ditched at sea. Some crash-landed on an unfinished airstrip on
Morotai Island.
After a few days of intensive recovery efforts another strike was scheduled. Fear-induced illnesses hit some of the aircrews. Some turned in their wings because they didn't believe they could function. Pilots and navigators who normally filled staff positions were pressed into combat roles. Losses again were heavy as the B-24s fought through fierce flak to deliver their bombs.
Before a third strike could be mounted, our reconnaissance aircraft reported a newly scraped-off airfield with 350 Japanese fighter aircraft on it. Not only would the B-24s have to fly too far, too long, and through devastating anti-aircraft fire; but now they would also be attacked by hundreds of fighters. Morale plummeted into the pits.
Lt. Col. Charles Pierce led the third mission. The first burst of flak seen that day exploded inside his open bomb bay. His wingman told me how the airplane disintegrated. I was one of Charlie Pierce's chief admirers. I felt bad that I hadn't flown on his "mission improbable." | <urn:uuid:e9797cd7-b30a-435f-8bb3-06252b67ca48> | CC-MAIN-2025-08 | https://www.pbyrescue.com/Stories/helmantoler/mission%20improbable.pdf | 2025-02-14T02:09:08+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951838.90/warc/CC-MAIN-20250214002606-20250214032606-00807.warc.gz | 833,064,670 | 984 | eng_Latn | eng_Latn | 0.999706 | eng_Latn | 0.999712 | [
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Poland's Important Role in World War II
Lesson 3
Atrocities and Genocide: The Remaining Years (1942-1945) Hitler's Mass Murder of Poles, Polish Jews, and Roma; Stalin's Mass Murder of Poles
Hitler's and Stalin's Genocide of Poles (1942-45)
Hitler's Genocidal Actions against Poles:
* Over 800 villages destroyed; up to 20,000 villagers murdered
* Thousands of Poles died in these concentration camps Neuengamme – 17,000; Dachau – 10,000; Stutthof – 65,000 Ravensbrück – 17,000 Polish women
* 1944 Warsaw Uprising – 185,000 civilians killed; 17,000 Home Army soldiers killed
```
Auschwitz – 75,000; Gusen – 50,000; Sachsenhausen – 20,000; Gross-Rosen – 40,000
```
Stalin's Genocidal Actions against Poles:
* 1.5 million Poles were deported to Soviet slave labor camps; up to half died from starvation, disease, and physical exhaustion.
* Mass shootings of 22,000 Polish officers at Katyn Forest in the Soviet Union
Hitler's Genocidal Actions Against Polish and European Jews
Hundreds of thousands died in the extermination camps.
```
* Camps established specifically for Polish Jews ("Operation Reinhard"): Belzec – 434,500 Sobibor – 170,000 Treblinka – 870,000 • Camps established for European Jews: Auschwitz-Birkenau – 960,000 Majdanek – 72,000 Chelmno – 152,000
```
1943 Warsaw Ghetto Uprising – 56,000 eventually killed.
Hitler's Genocide of Europe's Roma
An estimated 1.5 million of Europe's 2 million Roma were killed.
Countries that aided Hitler in eliminating European Roma:
* Croatia, Slovakia, Finland, France, Czech Protectorate, Romania, Hungary, Italy
Of Poland's estimated 50,000 Roma, 8,000 were killed.
Roma prisoners at Belzec labor camp
4 Monument to Roma killed by Germans in Polish village of Borzęcin
The Five Acts of Genocide
The term "genocide" was created during World War II in 1944 by Rafal Lemkin.
In 1948, the United Nations defined genocide as any of these five actions committed against a national, ethnic, racial, or religious group, in whole or in part:
1. Kill group members;
2. Forcibly transfer a group's children to another group;
3. Prevent births within the group;
4. Cause serious bodily or mental harm to group members;
5. Impose living conditions that cause physical destruction of the group.
Genocide of Poles, Jews, and Roma -
1. Kill group members, in whole or in part.
[x] Hitler's mass gassings of Polish Jews and Polish Roma.
[x] Hitler's mass shootings of Poles and Polish Jews.
[x] Stalin's mass shootings of Polish Officers at Katyn.
2. Forcibly transfer a group's children to another group.
[x] Up to 200,000 Polish children were kidnapped for Germanization under Hitler's Lebensborn program. (Jewish and Romany children were not kidnapped.)
3. Prevent births within a group.
[x] Newborns in Auschwitz were drowned or starved.
[x] Polish women slave laborers in Germany were forced to have abortions.
4. Cause serious bodily or mental harm to group members.
[x] Medical experiments on Polish women prisoners at Ravensbrück and Polish priests at Dachau.
[x] Medical experiments on Polish Jews and Polish Roma at Auschwitz.
5. Impose living conditions that cause physical destruction of the group.
[x] Deaths of Polish Jews and other European Jews in German-established ghettos.
[x] Deaths of Poles, Polish Jews, and Polish Roma in concentration and extermination camps.
Examples
Genocide and its Toll in Human Lives
Hitler's Policy for Jews and Roma: Comprehensive genocide
Hitler's Policy for Poles: Comprehensive genocide over a longer period of time • Polish slave laborers were needed to support Germany's wartime industry.
Genocidal Toll of Lives:
* Polish Jews – 2.9 million (by Hitler)
* Poles – 2.8 million (by Hitler and Stalin)
* Poland's total deaths – 5.7 million (by Hitler and Stalin)
* For Poland, Hitler's and Stalin's murders were a double holocaust.
* Other European Jews – about 3 million (by Hitler)
* European Roma – 1.5 million (by Hitler) | <urn:uuid:eca27029-3e65-4f39-a827-0cbde259895b> | CC-MAIN-2025-08 | https://pasi-edu.org/wp-content/uploads/2023/02/Slide-Set-Lesson-3.pdf | 2025-02-14T02:24:58+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951838.90/warc/CC-MAIN-20250214002606-20250214032606-00808.warc.gz | 409,607,267 | 989 | eng_Latn | eng_Latn | 0.93374 | eng_Latn | 0.97991 | [
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For Membership as a MirandaNet Fellow
The creative spark and grind of technology in education
Jon Audain
Senior Lecturer in Primary ICT and Music | Department for Teacher Development | Faculty of Education, Health and Social Care | University of Winchester | Winchester SO22 4NR
The spark and the grind
Just look at this mess! EdTech, Information and Communications Technology (ICT), Computing, Information Technology (IT), Computer Science (CS), Digital Literacy. It is the odd sock syndrome again, where the pairs should line up together in the drawer, but this simplicity has often been lost. Naace members will be aware of all the conflicting definitions. I have to support our university students as they try to pick their way through the minefield.
Technology when used acutely and accurately in the classroom can have a positive impact on children's learning. But the use of ICT has grown in schools at an incredible rate, which has led to teachers having to acquire different ICT skills and widen their awareness of the different classroom technologies out there. Often the training lags behind.
With the rise of the internet, interactive whiteboards, computers and mobile technology so small the connected world can fit in your pocket, it is no surprise teachers are struck by the rate of change of technology in schools. Along with its ability to change the way we think, interpret and express ourselves, its ability to impact on learning is also staggering. While you are reading this article, cast your mind back to the technology that was available to you in your childhood. Perhaps the video recorder, the Walkman with tapes, or the vinyl record which you bought from the shop before eagerly walking home and lifting the delicate arm and needle of the record player to hear the music.
Technology evokes strong memories for many people who use it. It is a BIG deal. It can be compared to the ideals of the fashion industry, the glitz, glamour and anticipation of what is going to be the next big thing to get our hands on. These things will enter our homes, the family environment and will be used by our children. Ultimately, they will also change the way we educate ourselves and learn.
Yet in some areas of education, we are forgetting the power technology provides. When teachers employ their use of digital technologies to different activties, these can generate these powerful memories for the pupils we teach. Erik Wahl's text 'The Spark and the Grind: Ignite the power of descipline creativities' raises some interesting questions between the relationships between technology; the teacher, and then learner. Wahl (2017) proposes the point that creativity in any activity consist of two elements: the 'spark' and the 'grind'.
Both should coexist side by side. The 'grind', refering to learning the routinue and craft of the activity you are involved in; the mandatory process of just fullfilling the mudane requirements of the tasks provided as part of the course of a normal working pattern. Where as the 'spark' signifies the generation of newness – new ideas, different activities against the norm and in essence, the multiple generation of these sparks in order to trigger a creativity out of the daily grind. Not all sparks catch light, but all it takes is one to make a difference to the teaching and therefore in learning more about the subject.
The student perspective
In the face of the variety of digital technologies, I both struggle and am excited by the rate of change Computing can deliver. Throughout my teaching career, I acclimatised to the speed of new initiatives and was left to discover how these could change the culture of my classroom.
I was talking to some undergraduate students once about what it is like to grow up using Snapchat/Facebook/Instagram and be constantly in the public eye of everyone. I asked them why they made the choice to be on there. Here are some of their answers:
* It's a photographic record of fun times and events. Just as people used to print off their photos and put them in an album, this is our way of doing that;
* It's my main way of communicating with friends;
* My friends use it to help me get organised;
* We use it to collaborate and keep ourselves on-task.
I was once teaching a young person and we were working on performing a piece of music together. I asked her to listen to another performer playing the piece. I explained that it was on YouTube and why it was a great example to listen to. She responded by explaining that she couldn't go on YouTube at home because her dad had blocked it, but it was OK because she would have a look on her phone!
My point is that technology is all around young people and there are a variety of different ways of accessing it. If we are not careful, considered and open about the way young people use technology then we begin to mistake our reservations and anxieties for safeguarding.The barrier the adult had placed in the way did not phase this girl at all. She is growing up with technology and it is forming part of her culture: it is her background. The young will always find a way around in secret if we do not engage in the process with them.
Somehow and somewhere along the line, the UK Computing curriculum became heavily weighted towards computer science and in the process of focusing on algorithms, debugging and coding we forgot the most fundmental point made within the National Curriculum (2014), that primary children should, select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
They should have the sparks lit so they understand more about the grind but so they can also demonstrate innovation in their digital skills. It fosters the notion of a different technology-based background from the experience of our own and this is important as it helps shapes children ability to interact in a global space.
Early experiences matter. In April 2012, The National Trust launched a campaign entitled, '50 things to do before you're 11¾' 1 The campaign sets out 50 challenges for children and families to complete together which enable children to have outdoor experiences creating exciting childhood memories. Bravo! If children were to complete these tasks, then they would indeed add many fond childhood memories and rightly so. Technology also adds to the background of a person. Look below at some of the technology introduced over the decades. How much of the technology below shaped your childhood experiences?
How ICT motivates children
Technology has always had an effect on its user. Whether it buzzes, flashes, emits a sound or illuminates, it inherently beckons its user to do something. It is important to remember that all technology has an ON/OFF switch and throughout children's development they need adults to be their filter and help them to moderate their use.
Regardless of the time they spend on the computer, ICT has the potential to motivate children in a number of different ways:
* Trial, error and review – by far one of the best processes to come out of using technology, is the fact that computers allow us to change our work and minds in unlimited ways. What is interesting about this is that it changes the way we complete a task, read our work and continue try to improve it until it is finished;
* Reward with goals – computers can make a large task achievable. They can be programmed to reward progress at different stages and can keep a user
1 www.50things.org.uk.
achieving. This is particularly useful for mental maths and other activities which require repetitive stages and rewards. Imagine trying to combine the web, video and text tools available so that you can learn a new skill or demonstrate your knowledge. At the end of their learning they rewarded with the satisfaction of a piece of work;
* Problem solving – ICT can present problems in different ways to children. The combination of adding video, text and websites can open up new potential for presenting investigation work. For example, use your interactive whiteboard software to present a maths investigation. The children can then move objects around the screen. The ability to be able to use the 'undo' command in this situation makes it easier for children to explore different answers on a trial and error basis.
From a teaching point of view, using digital tools and drama can add an interesting twist to the beginning of a lesson or, at certain points, to progress the learning. For example, when teaching the children to write a newspaper report, use an introductory film clip you have created to introduce the topic. Put yourself in the role of a newspaper editor. Don't worry about it being polished, your children won't mind. I would always tell the children that it was my super clever brother, which always raised a chuckle! You could also make shorter 'helpful hint' clips to embed throughout the lesson to remind the children to include certain features or editor challenges to stretch your most able children.
* Creative freedom – children can use ICT to create anything they wish to communicate. Art tools, web tool and different platforms all allow children to use the medium of technology to express their ideas. Mobile technology is making the educational 'grind' of learning much easier for children to create, comsume and capture theie thoughts. The ability to redo, undo, resize and replace anything and everything on the page helps the user to tailor an idea until they are truly happy with the look as well as the content.
A challenge for you
Digital technologies can have a poor press from time to time as people take its uses to extremes. Anything digital, used in excess, can risk compressing other areas of life. Part of our nurturing adult role is to encourage children to grow up in a broad and balanced way while encouraging the interests of the individual. All of this is still possible with the introduction of technology. If fact, technology helps individuals to develop 'awe and wonder', and to try out concepts in a virtual world before committing to real-life situations, as well as capturing moments and preserving their memory.
Children will overtake the majority of adults with the speed in which they are able to work out and use technology. However, we as adults have the experience to educate children in the responsible use of the technology and to set boundaries for how they use it. It does not have to be 'the Big Bad Wolf' if it is used as a tool to strengthen and enrich learning. We also need to be able to show children how technology is not just about digital developments, game playing and the internet, but that technology has enriched other areas of the world from travel to medicine. The introduction of new technologies such as mobile technology, augmented and virtual reality should offer any teacher great sparks of imagination against the implementation of how we are testing and assessing children at the moment. Deepening the learning encourages children to question what they are seeing. Deepening the learning through the use of digital innovation widens children's view of the connected multimodal global world we now live in.
To that extent I am proposing a challenge to widen this perception. Earlier in this article, I referred to the National Trust's '50 Things to do before you're 11¾ '. The same could be applied to digital and technological activities. What else would you also include?
'Digital and technological' things to do before you're 11 ¾
Awe and wonder
Experience a planetarium space display.
Use a digital video recorder to record a family member or friend's event.
Take a digital photograph of the most amazing sight in your eyes.
Travel to a place you have not seen in virtual reality. Stand under the Eiffel Tower or Colosseum wonder at how they were created.
Learn a skill using YouTube.
Watch a 3D movie.
Read/experience an interactive book.
Interact with a talking robot.
Go on a digital scavenger hunt.
Use augmented reality to interact with information. Use Blippar to see a butterfly transform and move.
Practical with adult help
Change a light bulb.
Cook a cake using a microwave.
Learn how to re-wire a plug safely.
Use the internet.
Object related
Play with a remote-controlled toy.
Use a touch screen tablet.
Use an interactive whiteboard.
Experience using a green screen (this effect is used in the Superman films and you too can become just like Superman flying through the air).
Software related
Create your own computer game using basic programming.
Create a short movie.
Create a word cloud using Wordle.
Use a different computer operating system.
Create a piece of artwork using Tagxedo.
Create an animated movie using Lego characters.
Learn how to use social media responsibly within a learning context and for
connecting with other learners.
Do Tweet or email me your ideas to share with my students:
@jonaudain firstname.lastname@example.org
References
Department for Education, (2014) The national curriculum for England. Available at: www.gov.uk/government/collections/national-curriculum [Accessed 25 July 2017]
Wahl, E. (2017) The spark and the grind: Ignite the power of disciplined creativity. New York: Penguin.
Jon's latest books are:
- Jumpstart! Apps https://www.routledge.com/products/9781138940161
- The Ultimate to ICT for Primary Teachers - http://www.bloomsbury.com/uk/theultimate-guide-to-using-ict-across-the-curriculum-9781441144003/
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Duration: 30 min. for each stop
Field Practical Test
Field kit: Hammer, dilute hydrochloric acid, and magnifying glass
STOP 1. Identification of minerals and rock at the top of Mt. Biseul
Q1) Select ALL the geological characteristics you can observe in this stop. (Circle your choices.)
a. It is a rock made of multiple minerals.
f. It has cross-bedding.
b. It has bedding.
c. It has a micro-crystalline structure.
d. It is a rock made of one mineral.
g. It has fine-grained crystals (invisible to the naked eye).
h. It has minerals aligned in a specific direction.
e. It has a crystalline structure.
i. The minerals are randomly oriented.
Q2) Based on your observations, what can you conclude about the nature of the rock here? (Circle your choice. Only one answer.)
a. It is a marine sedimentary rock.
b. It is a continental sedimentary rock.
e. It is a rock formed by regional metamorphism.
c. It is an intrusive igneous rock (plutonic)
f. It is a rock formed by thermal
d. It is an extrusive igneous rock (volcanic)
metamorphism.
Q3) Using your field kit, identify ALL the minerals listed below that likely make up the rock here. (Circle your choices.)
a. Calcite
f. K-feldspar
Q4) Using your field kit, identify the rock here. (Circle your choice. Only one answer.)
a. Asphalt
i. Quartzite
b. Basalt
c. Chert
d. Clay
e. Dolomite
f. Gabbro
g. Gneiss
h. Granite
j. Limestone
k. Marl
l. Schist
m. Porphyritic rock
n. Obsidian
o. Sandstone
Date: August 30, 2019
STOP 2. Rock structure near the top of Mt. Biseul
Q1) Which type of joint is dominant (most common) in this outcrop? (Circle your choice.)
a. Columnar joint
b. Sheet joint
c. Radial joint
d. Extension joint
e. Shear joint
Q2) Choose ALL the physical changes required to form the dominant joint type in this outcrop.
(Circle your choices.)
a. Unloading
b. Compression
c. Expansion
d. Heating
e. Shearing
Q3) Which processes of the rock cycle are demonstrated by the phenomenon here? (Circle ALL possible processes.)
a. Melting
b. Only slow cooling
c. Eruption
d. Intrusion
e. Only fast cooling
f. Slow cooling followed by fast cooling
g. Uplifting
h. Mechanical erosion
i. Weathering
j. Transportation
k. Sedimentation
l. Lithification
m. Burial
n. Regional metamorphism
Q4) Chronologically order ONLY those processes that you marked for Q3 above. Write the corresponding letters inside the boxes.
Note: The number of boxes does not indicate the number of correct processes!
a
Oldest
Youngest
STOP 3. Formation of big boulders and soil near the Azalea Hotel
Q1) This question pertains to the formation of the boulders. (Circle your choice.)
The spheroidal exfoliation (onion-skin structure) developed in the boulder formed by _________. (Circle the correct answer.)
a. regional metamorphism
b. thermal metamorphism
c. mechanical weathering
d. fast cooling of magma
e. slow cooling of magma
f. chemical weathering
Q2) Which geological process was responsible for the formation of clay minerals in the soil around the boulders? (Circle your choice.)
a. Oxidation of quartz
b. Reduction of pyrite
c. Hydration of feldspar
d. Dissolution of calcite
e. All of the above processes
Q3) The boulder and the soil here resulted from a SEQUENTIAL combination of some of the geological processes. What processes led to formation of the boulder and the soil after rock formation?
First, circle ALL the possible geological processes; Next, write the corresponding letters inside the box in a CHRONOLOGICAL order.
Note: The number of boxes does not indicate the number of correct processes.
a. Melting
b. Intrusion
c. Volcanic eruption
d. Fast cooling
e. Slow cooling
f. Uplifting
g. Mechanical weathering
h. Chemical weathering
i. Sedimentation
j. Lithification
k. Regional metamorphism
l. Thermal metamorphism
Oldest
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Published on Highland Park Public Library (https://www.hplibrary.org)
Home > For Kids > Great Reads > New Book Reviews
New Book Reviews for Kids
New Book Reviews
Reading Level:
BabiesPreschoolersKindergarteners1st Grade2nd Grade3rd Grade4th Grade5th Grade6th Grade7th Grade8th GradeHigh SchoolersAdults
Genre:
AdventureAnimals--RealAnimals--TalkingAward WinnersBiographiesBooks for BoysBooks for GirlsChick LitCrime and PunishmentDon't Miss TheseDystopiasFamilyFantasyFolktalesFriends Historical FictionThe HolocaustHorrorHumorIn Other LandsLGBTMisfitsMysteriesMythological Non-FictionNon-ProsePhoneticRead-AlikesRead-AloudsRealistic FictionRebusRelationships SchoolScience FictionSelf ImageShort StoriesSocial IssuesSpiesSportsSupernaturalSurvival Time TravelVampiresWerewolves
Collection:
J FictionJ Graphic NovelsJ Non-FictionJ SeriesJP FictionJP Non-FictionJP SeriesJY Fiction JY Graphic NovelsJY Non-FictionPicture BooksSpanish Picturebook
Reviewer:
ABCHDJJLJSMBPCRRSHSJSThe GerbilsEFLWHG
The Always War
by Margaret Peterson Haddix
Reading Level:
Grades 5 - 8
For as long as anyone alive can remember Eastam and Westam have been at war; battling for control of The Center. Life is dreary in Waterford City. Everything revolves around the war effort. The best and brightest children are sent to military school at the age of eight. Everyone else's work somehow connects to the war too whether it is making weapons, delivering weapons, or recycling scrapped weapons. But when local war hero Gideon returns to town he and his former neighbor, Tessa, will accidentally discover the truth about the never-ending war.
Check availability of this book
More books by Margaret Peterson Haddix
Reading Level: 5th Grade,6th Grade,7th Grade,8th Grade Subjects: Adventure, Dystopias,
Science Fiction Location: JY Fiction
Reviewer:
SH
Storybound
by Marissa Burt
Reading Level: Grades 4-6
12-year-old Una flits through her school days alone, barely noticed by her teachers or fellow students. Home is the same. Her foster mother never talks or even looks at her. Una's one pleasure is the library where she can sit for hours and lose herself in a book. She never meant to get lost for good.
Check availability of this book
Books byMarissa Burt
Other tales of stories come to life include:
Inkheart by Cornelia Caroline Funke
Knights of the Kitchen Table by Jon Scieszka and
Magic By the Book by Nina Berenstein
Location: J Fiction
Reviewer:
SJS
Zita the Spacegirl: Book 1: Far from Home
by Ben Hatke
Reading Level: Grades 3-5
If you found a hole out in the grass while exploring, and inside the hole was a meteoroid, and poking out of the meteoroid was a button, you'd probably push it, wouldn't you? (I would. Zita did.)
You'd probably freak out when your best friend Joseph got sucked into into this weird vortex thing after you pushed the botton... and then when you pushed the button again, YOU got sucked in, plopping out onto an alien planet. (I would. Zita kind of did.)
Zita's best friend Joseph has been kidnapped by a cult of aliens who believe the world is about to end... and the button that brought both her and Joseph to this alien world is crushed accidentally by a huge alien named Strong-Strong.
So now Zita's totally stuck on an alien planet that apparently is about to come to an end, her best friend has been kidnapped, AND she has no way to get home.
Check availability of this book.
More books by Ben Hatke.
Reading Level: 3rd Grade,4th Grade,5th Grade Subjects: Adventure, Friends, In Other Lands, Science Fiction, Survival Location: J Graphic Novels
EF
Reviewer:
Croak
by Gina Damico
Reading Level: Grades 8+
16-year-old Lex Bartleby was the perfect daughter, friend and student until she entered middle school. Almost over night she became an angry, disrespectful, violent teenager. Her desperate parents have tried everything...talking, grounding, counseling but nothing has worked. When she is finally expelled from high school, her parents make one desperate effort to save her. Lex is exiled to her mysterious Uncle Mort's farm where she will spend the summer milking cows and feeding pigs...or so her parents think.
When the terrifying biker guy accosts her at the isolated rural bus stop, Lex gets ready to fight for her life and then he calls her name. THIS is Uncle Mort? He is not a farmer but he is a harvester...a harvester of human souls. And he wants Lex to join the family business.
Check availability of this book
Books by Gina Damico
Other tales about death and reapers include:
Meridian by Amber Kizer
Mort by Terry Pratchett and
Shadowland by Meg Cabot
Reading Level: 8th Grade,High Schoolers Subjects: Family, Fantasy, Misfits, Supernatural
Location: JY Fiction
Reviewer:
SJS
Bramble and Maggie
by Jessie Haas
Reading Level: Grades 2 - 3
Bramble is a horse at a riding school, but she finds going around in circles all the time boring so she starts to act up. Finally the owner of the school decides to sell Bramble, but a horse as clever as Bramble isn't going to accept just ANY new owner.
Check availability of this book
More books by Jessie Haas
More books by Alison Friend
Illustrator: Alison Friend Reading Level: 2nd Grade,3rd Grade Subjects: Animals--Real,
Humor Location: JP Fiction
Reviewer:
SH
The Humming Room
by Ellen Potter
Reading Level: Grade 4-6
An unwanted orphan girl...an unhappy man...a forbidding estate...a secret...a neglected garden. Is this a description of Burnett's Sercet Garden? No, but it is a literary reflection of that beloved classic.
Check availability of this book
More books by Ellen Potter
Other tales of orphan girls include:
A Little Princess by Frances Hodgson Burnett
Maggie & Oliver, or, A Bone of One's Own by Valerie Hobbs
Liesl & Po by Lauren Oliver and
Listening for Lions by Gloria Whelan
Reading Level: 4th Grade,5th Grade,6th Grade
Subjects: Adventure, Family, Misfits, Mysteries
Reviewer:
, Realistic Fiction
Location: J Fiction
SJS
Bigger Than a Bread Box
by Laurel Snyder
Reading Level:
Grades 4 - 6
Rebecca's life is turned upside down when her mother, without warning, takes Rebecca and her little brother away from their father and home and moves them in with their grandmother. Upset when she learns that this is not a short trip, but a permanent relocation Rebecca goes to the attic to sulk and finds a magic bread box. If she wishes for something that is real AND which will fit inside the bread box, the box will give it to her. But magic, no matter how harmless it seems at the time, always comes with a price.
Check availability of this book
More books by Laurel Snyder
Reading Level: 4th Grade,5th Grade,6th Grade
Reviewer:
Fantasy, Friends, Self Image
Location: J Fiction
SH
Subjects: Adventure, Books for Girls, Family,
Zombie Mommy: A Pals in Peril Tale
by M.T. Anderson
Reading Level: Grades 3 - 6
When Lily's mother realizes that the mothers in novels for children her daughter's age all die horrible deaths she becomes obsessed with avoiding that fate, especially since Lily has now been a main character in four Pals in Peril novels. Unfortunately in her desperate attempt to avoid anything that might endager her life, she throws herself quite literally right into the arms of zombies, ghosts and vampires. Can the Pals rescue her before it is too late and she becomes just another fictional mother statistic?
Check availability of this book
More books by M.T. Anderson
Reading Level: 3rd Grade,4th Grade,5th Grade,6th Grade Subjects: Adventure, Books for Boys , Books for Girls, Family, Fantasy, Friends, Horror, Humor, Mysteries, Supernatural, Vampires Location: J Fiction
SH
Reviewer:
Z is for Moose
by Kelly Bingham
Reading Level: Ages 3 - 6
Moose literally cannot wait for M to come up in this alphabet book so that he can have his turn to shine. Moose should meet Mo Willems' Pigeon.
Check availability of this book
More books by Kelly Bingham
More books by Paul O. Zelinsky
Illustrator: Paul O. Zelinsky Reading Level: Kindergarteners,1st Grade,2nd Grade
Animals--Talking, Humor Location: Picture Books
Reviewer:
SH
Subjects:
Oh No, George!
by Chris Haughton
Reading Level: Ages 2 - 8
George really wants to be a good dog when he is left home alone, but some things, like a cake and a cat are just too tempting.
Check availability of this book
More books by Chris Haughton
Reading Level: Preschoolers,Kindergarteners,1st Grade,2nd Grade Subjects: Animals--Talking
, Humor Location: Picture Books
Reviewer:
SH
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Shellfish Safety Guideline for Boaters and Commercial Harvesters
What You Need to Know
Marine Sanitation Control Measures
The various hazards associated with consumption of raw shellfish require that adequate control measures be in place to protect consumers. Some controls, such as those required by the National Shellfish Sanitation Program (NSSP) are administered by federal and state shellfish authorities. Other controls are practiced by individual harvesters.
Sewage from boats is a source of pollution that can degrade coastal water quality leading to closure of shellfish beds. The key to controlling boat sewage is proper maintenance and use of on-board toilets and proper disposal of waste.
It is illegal to discharge raw sewage from a vessel anywhere in Maryland waters. If a vessel has an installed toilet, it must be equipped with an operable marine sanitation device (MSD). Vessels 65 feet and under must have a Type I, II or III MSD. Vessels over 65 feet must have a Type II or III MSD. All Type I and II MSDs (that treat and discharge sewage) must have a certification label affixed by the manufacturer.
Vessels with Type I and II MSDs can legally discharge waste into coastal waters unless the waters are designated as a No Discharge Zone. Discharge of untreated sewage is only permitted in ocean waters more than 3 miles from shore. Portable toilets should never be emptied overboard. They should be emptied at shore side dump stations. Holding tanks should be pumped out at shore side pumpout stations.
Although a "Y" valve is permitted, when operating in Maryland waters it must be secured to prevent the discharge of raw sewage. The use of a non-reusable wire tie, or padlock, or removing the valve handle are acceptable ways to secure the "Y" valve.
To help reduce the impacts of vessel generated sewage:
* Never discharge raw sewage into the water; use appropriate shore side disposal facilities.
* Never empty portable toilets overboard. Overboard dumping of potentially infected feces could cause illness and/or closure of shellfish waters.
* Never discharge in a No Discharge Zone
* Avoid discharging in shallow estuarine waters, since they are poorly flushed by tides and/or currents.
* When at the dock, use restrooms rather than your MSD.
* Pumpout facilities for sewage disposal may be found at many marinas and boat docking facilities. For information about the location of facilities in Maryland call the Department of Natural Resources (DNR) at 410-260-8770 or visit their web site at www.dnr.state.md.us.
Shellfish Safety Guideline for Boaters and Commercial Harvesters
What You Need to Know
Diseases Associated with Shellfish Consumption
There are several diseases that are caused by the transfer of fecal bacteria or viruses from infected humans to raw shellfish. These diseases often result from poorly functioning on-board disposal units (MSDs) or overboard disposal of raw human waste. While these diseases do not directly infect the shellfish, clams and other shellfish filter the disease-causing organisms out of the water and can accumulate enough of them to make consumers of raw or partially cooked shellfish ill.
Norwalk and Norwalk-like virus – The main reservoir for this virus is man. Symptoms include nausea, vomiting, diarrhea, abdominal cramps, and fever. The disease is usually self-limiting.
Hepatitis A virus – This virus causes weakness, fever, abdominal pain and yellow jaundice. It may result in damage to the liver. Although death is rare, it may occur among those with underlying diseases.
Shigella –This bacterium causes symptoms very similar to Salmonella. Shigella is found only in the human intestinal tract and is not a result of contamination by animal species.
Escherichia coli – Also known as E. coli, this bacterium is one of the fecal coliforms. Most types of E. coli are essential inhabitants of the human intestinal tract and are needed for proper digestion and processing of foods. Pathogenic forms can cause abdominal cramps, diarrhea, fever, nausea and vomiting. Death may occur among the very young, the elderly, or immuno-compromised individuals.
Salmonella – Several species of Salmonella are naturally found in the intestines of mammals, birds, amphibians, and reptiles. Salmonella can be transferred to shellfish by sewage pollution of coastal waters. Salmonella infections cause nausea, vomiting, abdominal cramps, and fever. One species causes typhoid fever.
Campylobacter jejuni – This bacteria is widely distributed in the intestinal tract of poultry, livestock, and warmblooded domestic animals. In humans, it causes diarrhea, abdominal pain, headache, weakness, and fever.
Contact Information
For more information about Maryland's shellfish safety call:
Maryland Department of the Environment Water and Science Administration Field Investigations and Environmental Response Program (410) 537-3818 https://mde.maryland.gov | <urn:uuid:f6b4ab5a-f5e3-4646-afaf-003fc3dcd22e> | CC-MAIN-2022-49 | https://mde.maryland.gov/programs/Marylander/fishandshellfish/Documents/ShellfishSafetyforBoatersCommericalHarvestors.pdf | 2022-12-02T13:29:47+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710902.80/warc/CC-MAIN-20221202114800-20221202144800-00632.warc.gz | 423,580,860 | 1,010 | eng_Latn | eng_Latn | 0.994418 | eng_Latn | 0.994618 | [
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COPPER EXPOSURE TEST
DESCRIPTION
Copper is an important mineral that is incorporated by the body into enzymes. These enzymes are used for the regulation of iron metabolism, the proper functioning of organs, specifically the nervous system, the production of melanin which provides color in the body, the formation of connective tissue and energy production. Copper is easily obtained through a normal diet and can be found in nuts, chocolate, dried fruits, shellfish, liver, whole grains and mushrooms. Copper is sometimes absorbed by copper pipes and copper cookware, then deposited in drinking water or in food cooked or served in the cookware. Normally the body regulates the amount of copper in the body removing the excess through the liver and through urine.
Although copper is important for critical bodily functions, extremely high levels can be dangerous and can lead to copper poisoning. Excess copper can be caused by a rare condition called Wilson disease, an inherited disorder, which causes the body to retain too much copper or by conditions that block or prevent copper metabolism or liver disease. Overexposure to copper can occur through environmental exposure to extremely high copper in drinking water or the consumption of copper salts. Low levels can also be dangerous and is associated with seizures, delayed development and abnormal artery development in the brain. Copper deficiencies can be caused by malabsorption or a genetic condition carried on the X-chromosome, Menkes kinky hair syndrome that causes copper deficiencies in infants.
WHY DO I NEED THIS TEST?
Copper poisoning can be fatal. Excess copper can cause tissue damage and should be treated immediately. Symptoms include anemia, nausea and abdominal pain, jaundice, fatigue, behavioral changes, tremors, difficulty walking or swallowing and persistent muscle contractions that cause limb twisting and repetitive motions (dystonia). If you think you have been exposed to excess amounts of copper and are vomiting or have diarrhea you should be tested immediately. Copper poisoning can cause long term damage to the liver and/or kidney. Symptoms of copper deficiency include osteoporosis and anemia .
AM I REQUIRED TO FAST FOR THIS PANEL OF LAB TESTS?
No. You are not required to fast for this test.
WRITTEN BY:
EKAN ESSIEN, MD, MPH MEDICAL DIRECTOR
Ekan Essien, MD, MPH, a native Georgian, received his BA from Duke University. Dr. Essien continued his education at Florida A&M University where he received his Masters of Public Health in Epidemiology; received his medical degree from Meharry Medical College in Nashville, Tennessee; and obtained training in general and trauma surgery at Grady Memorial Hospital at Morehouse School of Medicine. He is a candidate in the post graduate fellowship in anti-aging and regenerative medicine from the American Academy of Anti-Aging Medicine. | <urn:uuid:ffe28da1-e732-4c84-8b12-0c73ddd884fb> | CC-MAIN-2022-49 | https://www.anylabtestnow.com/wp-content/uploads/2018/09/COPPER-EXPOSURE-TEST.pdf | 2022-12-02T13:55:33+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710902.80/warc/CC-MAIN-20221202114800-20221202144800-00635.warc.gz | 694,785,806 | 591 | eng_Latn | eng_Latn | 0.996605 | eng_Latn | 0.996605 | [
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Parts of the Plant cell
Label the parts of the plant cell below.
Cytoplasm
Word Bank
Chloroplast
The Golgi
Apparatus
Vacuoles
Druse Crystal
Amyloplasts
Central Vacuole
Cell Wall
Cell Membrane
Nucleus
Nucleolus
Smooth Endoplasmic
Reticulum
Mitochondrion
Endoplasmic
Reticulum
Rough Endoplasmic
Reticulum
It is a series of
flattened sacs that help
sort proteins
synthesized in the
rough endoplastic
reticulum.
It breaks down sugar
(from the chloroplast) into
energy that the cell can
use. It is also called the
"powerhouse" of the cell.
It is a thick liquid that
fills spaces in the cell
to help retain its
form.
This ER helps in the
production and quality
control of proteins. It also
has millions of ribosomes.
Through
photosynthesis, this
organelle makes sugar
for the cell.
It stores waste,
water, and nutrients.
Most plants only
have one vacuole.
Found inside the cell wall, it controls what materials go in and out of the cell.
It is the cell's outer
cover. It protects and
gives shape to the
cell.
It is where protein
synthesis takes
place.
This ER helps in the
production and synthesis
of lipids. Unlike rough ER,
it does NOT have
ribosomes.
It creates and
transports materials
into different parts of
the cell.
It stores excess calcium,
called calcium oxalate, in
plants. High amounts of
this calcium makes a
plant poisonus to
humans.
It serves as starch
storage for plants.
It gives instructions
for different
activities in the
cell.
It is the "brain" of the
nucleus. It helps in the
synthesis and
production of
ribosomes.
Parts of the Plant cell
Answer Key
CENTRAL VACUOLE
It stores waste, water, and nutrients. Most plants only
It is a thick liquid that fills
It serves as starch storage
It stores excess calcium, called calcium oxalate, in plants. High
amounts of this calcium makes a
It is a series of flattened sacs
that help sort proteins
synthesized in the rough
endoplastic reticulum.
GOLGI APPARATUS
AMYLOPLAST
DRUSE CRYSTAL
It breaks down sugar (from the
chloroplast) into energy that the
cell can use. It is also called the
"powerhouse" of the cell.
Mitochondrion
spaces in the cell to help
retain its form.
SMOOTH Endoplastic
reticulum
ROUGH Endoplastic
reticulum
ribosomes
NUCLEUS
nucleolus
cell wall
cell membrane
CHLOROPLAST
CYTOPLASM
This ER helps in the production and
quality control of proteins. It also
has millions of ribosomes.
Through photosynthesis, this
organelle makes sugar for the
have one vacuole.
Found inside the cell wall, it
controls what materials go
in and out of the cell.
It is the cell's outer cover. It
protects and gives shape to
the cell.
It is where protein synthesis
takes place.
This ER helps in the production and
synthesis of lipids. Unlike rough ER, it
does NOT have ribosomes.
Endoplastic reticulum
(ER)
It creates and transports
materials into different parts
of the cell.
plant poisonus to humans.
for plants.
It gives instructions for
different activities in the
cell.
It is the "brain" of the nucleus. It
helps in the synthesis and
production of ribosomes.
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Literacy
Key Text: Rumble in the Jungle by Giles Andrea Purpose for writing: Poem (to entertain) and Setting description (to entertain).
Writing: Children will identify the language used in different poems around jungle animals and will use this to write their own poem of a different jungle animal. They will use expanded noun phrases, similes, verbs and adverbs to create a poem with ambitious vocabulary. They will then learn to write a setting description based on the landscape of a jungle. During this, they will explore the use of their sense to describe. They will begin to focus on the word classes and begin to discuss the impact of their word choice. They will embed correctly punctuating a sentence and begin to vary the beginning of their sentence. They will use these skills to write a setting description of a jungle during the night.
Grammar: Children will embed their knowledge of different word classes (nouns, verbs and adjectives, adverbs). They will focus on punctuating a sentence correctly (finger spaces, capital letters, full stops, comma in a list.
Word reading/Comprehension: The children will focus on inferring from a text. They will make and justify inferences using clues and evidence from the text. They will also explore the meaning of new words, the sequence of events and how to make informed predictions based on what they have read. They will explain their preferences on text and learn to recite poems.
Geography
Focus: Place knowledge - Kenya.
The children will start by learning about the seven continents and five seas. We will use a range of sources to deepen our understanding of Africa; finding out about the different countries, human and physical features and life in the villages, towns and cities. We will create a case study of one rural location in Kenya. The children will be able to describe the features of the rural village and reflect upon what it might be like to live there. They will then identify similarities and differences to our town, Burton Latimer.
Art
Focus: Drawing and Painting—African Landscapes
Children will create landscapes by experimenting with making different shades of colour, through adding black to create the shade. The children will also focus on how to keep paint within the lines and stop contamination of colours.
Year 1/2
Autumn 1
Computing
Focus: Online safety, exploring Purple Mash and Unit 2.5 effective searching.
Going on safari
Focus: Kenya, Africa
Music
Unit: Hey you
Focus: How pulse, rhythm and pitch
PE
Focus: Agility, co-ordination and balance.
PSHE
Focus: Health and well-being. The children will explore :What is being healthy? Who will keep us safe? They will also begin to recognize and discuss emotions.
Maths
Key Facts: count forwards and backwards to 20/100; recognize the +, - and = symbol; number bonds to 10. Place Value: Year 1 children will consolidate their knowledge of numbers to 20, learning to represent numbers in many ways. They will begin writing numbers as words and will be introduced to using the <, > and = signs to compare numbers. Year 2 children will be given opportunities to consolidate their place value skills from Year 1, before applying their knowledge to larger numbers, focusing on numbers within 100. Addition and Subtraction: Year 1 will be introduced to a partpart-whole model as a way of representing addition and subtraction problems. They will focus on learning number bonds to 10, adding by counting more and subtracting by finding how many left. Year 2 will recap their learning of number bonds and apply this to number bonds to 20 and 100. They will learn an array of different methods to solve increasingly complex addition and subtraction problems.
Science
Biology: Living things and their habitats.
Throughout the unit, the children will explore different habitats in Africa, including deserts, oceans, grasslands and rainforests. They will focus in particular on the animals and plants that live in the Sahara Desert, the Atlantic Ocean, the Savannah grasslands and the Congo Rainforest. The children will explore how animals and plants have adapted to suit their environment and understand that fundamental things a habitat needs. Following this, the children will then explore microhabitats in the surrounding environment and microhabitats found in Africa, along the coast and in the rainforest.
RE
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Red giant star Betelgeuse is mysteriously shrinking
10 June 2009
UC Berkeley physicist Charles Townes, who won the 1964 Nobel Prize in Physics for invention of the laser, cleans one of the large mirrors of the Infrared Spatial Interferometer. The ISI is on the top of Mt. Wilson in Southern California. Credit: Cristina Ryan (2008)
The red supergiant star Betelgeuse, the bright reddish star in the constellation Orion, has steadily shrunk over the past 15 years, according to University of California, Berkeley, researchers.
Long-term monitoring by UC Berkeley's Infrared Spatial Interferometer (ISI) on the top of Mt. Wilson in Southern California shows that Betelgeuse (bet' el juz), which is so big that in our solar system it would reach to the orbit of Jupiter, has shrunk in diameter by more than 15 percent since 1993.
Since Betelgeuse's radius is about five astronomical units, or five times the radius of Earth's orbit, that means the star's radius has shrunk by a distance equal to the orbit of Venus.
"To see this change is very striking," said Charles Townes, a UC Berkeley professor emeritus of physics who won the 1964 Nobel Prize in Physics for inventing the laser and the maser, a microwave laser. "We will be watching it carefully over the next few years to see if it will keep contracting or will go back up in size."
Townes and his colleague, Edward Wishnow, a research physicist at UC Berkeley's Space Sciences Laboratory, will discuss their findings at a 12:40 p.m. PDT press conference on Tuesday, June 9, during the Pasadena meeting of the American Astronomical Society (AAS). The results were published June 1 in The Astrophysical Journal Letters.
Despite Betelgeuse's diminished size, Wishnow pointed out that its visible brightness, or magnitude, which is monitored regularly by members of the American Association of Variable Star Observers, has shown no significant dimming over the past 15 years.
The ISI has been focusing on Betelgeuse for more than 15 years in an attempt to learn more about these giant massive stars and to discern features on the star's surface, Wishnow said. He speculated that the measurements may be affected by giant convection cells on the star's surface that are like convection granules on the sun, but so large that they bulge out of the surface. Townes and former graduate student Ken Tatebe observed a bright spot on the surface of Betelgeuse in recent years, although at the moment, the star appears spherically symmetrical.
"But we do not know why the star is shrinking," Wishnow said. "Considering all that we know about galaxies and the distant universe, there are still lots of things we don't know about stars, including what happens as red giants near the ends of their lives."
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Betelgeuse was the first star ever to have its size measured, and even today is one of only a handful of stars that appears through the Hubble Space Telescope as a disk rather than a point of light. In1921, Francis G. Pease and Albert Michelson used optical interferometry to estimate its diameter was equivalent to the orbit of Mars. Last year, new measurements of the distance to Betelgeuse raised it from 430 light years to 640, which increased the star's diameter from about 3.7 to about 5.5 AU.
"Since the 1921 measurement, its size has been remeasured by many different interferometer systems over a range of wavelengths where the diameter measured varies by about 30 percent," Wishnow said. "At a given wavelength, however, the star has not varied in size much beyond the measurement uncertainties."
The measurements cannot be compared anyway, because the star's size depends on the wavelength of light used to measure it, Townes said. This is because the tenuous gas in the outer regions of the star emits light as well as absorbs it, which makes it difficult to determine the edge of the star.
The ISI that Townes and his colleagues first built in the early 1990s sidesteps these confounding emission and absorption lines by observing in the mid-infrared with a narrow bandwidth that can be tuned between spectral lines. The ISI consists of three 5.4-foot (1.65-meter) diameter mirrors separated by distances that vary from 12 to 230 feet (4-70 meters), said Townes. Using a laser as a common frequency standard, the ISI interferometer combines signals from telescope pairs in order to determine path length differences between light that originates at the star's center and light that originates at the star's edge. The technique of stellar interferometry is highlighted in the June 2009 issue of Physics Today magazine.
"We observe around 11 microns, the mid-infrared, where this long wavelength penetrates the dust and the narrow bandwidth avoids any spectral lines, and so we see the star relatively undistorted," said Townes. "We have also had the good fortune to have an instrument that has operated in a very similar manner for some 15 years, providing a long and consistent series of measurements that no one else has. The first measurements showed a size quite close to Michelson's result, but over 15 years, it has decreased in size about 15 percent, changing smoothly, but faster as the years progressed."
Townes, who turns 94 in July, plans to continue monitoring Betelgeuse in hopes of finding a pattern in the changing diameter, and to improve the ISI's capabilities by adding a spectrometer to the interferometer.
"Whenever you look at things with more precision, you are going to find some surprises and uncover very fundamental and important new things," he said.
Source: University of California - Berkeley (news : web)
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BIOTECH Basics
Agricultural Genomics:
Improving crops through genomic research
What you need to know:
Plant genomes
* Plants, like other living organisms, rely on the instructions contained in DNA
* Changes in the DNA recipe infl uence many agriculturally important traits
* Genomics helps scientists identify these DNA changes
* Plant breeders use this information to develop higher-yielding, more fl avorful or disease-resistant crops
Most of the topics traditionally covered in this series discuss genetics and genomics from a human perspective – understanding how changes in the DNA recipe impact traits such as eye color, personality and health. However, DNA is a universal code and studying the genome (the entire set of genetic instructions found in a cell) of other organisms provides important insight into all life on Earth. This edition of Biotech Basics focuses on genomic research in plants, with an emphasis on crops critical to our food supply.
* These genetically informed varieties strengthen our planet's food security
References:
* G. P. Morris, P. Ramu, S. P. Deshpande, et al. Population genomic and genome-wide association studies of agroclimatic traits in sorghum. Proceedings of the National Academy of Sciences, 2012; DOI: 10.1073/ pnas.1215985110
* C. Saintenac, W. Zhang, A. Salcedo, et al. Identifi cation of Wheat Gene Sr35 That Confers Resistance to Ug99 Stem Rust Race Group. Science, 2013 DOI: 10.1126/science.1239022
* L. G. Maron, C. T. Guimaraes, M. Kirst, et al. Aluminum tolerance in maize is associated with higher MATE1 gene copy number. Proceedings of the National Academy of Sciences, 2013; DOI: 10.1073/pnas.1220766110
* H. Huo, P. Dahal, K. Kunusoth, et al. Expression of 9-cis-Epoxycarotenoid Dioxygenase4 Is Essential for Thermoinhibition of Lettuce Seed Germination but Not for Seed Development or Stress Tolerance. The Plant Cell, 2013; DOI:10.1105/ tpc.112.108902
* J. C Motamayor, K. Mockaitis, J. Schmutz, et al. The genome sequence of the most widely cultivated cacao type and its use to identify candidate genes regulating pod color. Genome Biology, 2013; 14 (6): R53 DOI: 10.1186/ gb-2013-14-6-r53
Eighty percent of human caloric intake is derived from fewer than a dozen of the approximately 50,000 edible species of plants. Rice, corn and wheat account for two-thirds of consumption. The plants commonly used for agricultural purposes are genetically "exclusive" strains – obtained from centuries of cross breeding for larger yields, easier cultivation and effi cient harvesting. Essentially, farmers cross-pollinate two strains of a plant in hopes of producing an offspring with the best qualities from both. Imagine working with Canadian farmers to developing a new strain of sweet corn that sprouts while the ground is still cold. This could involve crossing an existing variety of late growing supersweet corn with one that germinates in cool soil but tastes relatively starchy. The goal is to bring together the early sprouting DNA change from the germination gene with the high sugar version of the sweetness gene. This is a laborious process - multiple crosses are usually required and the correct combination can only be identifi ed when the corn has grown and the ears are ripe.
As modern strains generally cross only a handful of genetic changes, the vast majority of genetic variation at the molecular level remains unexplored. Thanks to technological advances during the last decade, scientists and plant breeders are unearthing this genetic information and identifying new DNA changes associated with agriculturally important traits. These studies have given rise to the fi eld of agricultural genomics.
Like most organisms, plants rely on DNA – composed of four chemical building blocks (abbreviated A, T, G and C), assembled into long strands with the familiar double-helix structure. These strands are tightly wrapped around various proteins and condensed into structures known as chromosomes. Specifi c stretches of the DNA contain instructions (genes). The majority of plant genomic sequence does not code for genes, but contains highly repetitive sequences of unknown function. Genome sizes vary widely in plants and total chromosome number ranges from 2 to nearly 600. For comparison, consider the human genome with 46 chromosomes. Genome characteristics for several common crops are displayed in table 1.
Modern DNA-based techniques are paving the way for greater understanding of gene function, the impact of genetic variation and their potential applications for crop improvement. The genomes of se veral key plants have been deciphered in the past few years. Much of this work has taken place in the HudsonAlpha Genome Sequencing Center (www.hagsc. org).
Mining the diversity of seed banks
Having a reference genome is a critical fi rst step to better understanding each gene's function. However, as mentioned earlier, genetic variation exists among different strains of the same plant. Studying this variation links DNA change to distinguishing features of the plant. Working together, farmers and scientists have gathered seeds from domesticated crops, heirloom strains no longer commercially grown and wild relatives of crops. These are stored in seed banks throughout the globe. Such collections are valuable resources for classifying genetic variation across key crops. This includes:
Sorghum:
A particularly drought-tolerant grain fi rst domesticated in Africa some 10,000 years ago, sorghum is a critical component of sub-Saharan diets. Scientists have cataloged the genetic variation present in 971 strains gathered
4
from global seed banks. Of particular interest were DNA changes associated with the panicle, the part of the plant where the grains form and grow. Dense rows of grain maximize crop yield, but looser spacing allows the grains to dry more effi ciently, reducing crop loss from moisture-associated diseases.
Corn:
In the tropics and subtropics where corn is a primary food crop, plants are often grown in acidic soils. These soil types dissolve aluminum from the clays within the ground. This is toxic to growing roots, stunting the growth and development of the plant. Aluminum toxicity is a major threat to food security in food-producing tropical regions. A few corn varieties have been identifi ed that tolerate aluminum-rich soils. A genomic comparison between aluminum-tolerant and susceptible corn strains uncovered key differences at the MATE1 gene. When aluminum is present, this gene is activated, expressing a protein that exports citric acid from root tip cells out into the soil. The citric acid binds to aluminum, limiting its toxicity. Intriguingly, aluminum-tolerant strains have three copies of the MATE1 gene, compared to a single copy for the susceptible lines. The extra copies encode more protein, which exports additional citric acid into the soil to provide greater protection to the roots. A study of 126 corn strains identifi ed the triplicated gene in only three lines, all of which originated in the acidic soils of South America.
Exploring family trees
The wild relatives of modern crops, while agriculturally less productive than their domesticated cousins, have survived thousands of years of extreme environmental conditions. Often this success is due to subtle changes in genetic code. Genomic approaches locate and characterize these changes. Conventional plant breeding techniques incorporate these genetic traits into modern crops.
Wheat:
Over a third of the global population depends on bread wheat for survival. Bread wheat is part of a larger family of plants tracing ancestry back to an ancient strain of wild wheat. Over thousands of years, this strain was domesticated, crossed with other grainlike plants and cultivated to express specifi c characteristics and traits leading to the many types of wheat present today.
Genomics is making it easier to untangle this complex family tree. The genomes of related wheat strains and ancestral plants have recently been sequenced. This information is proving especially useful for identifying genes that confer disease resistance. For example, wheat stem rust is a devastating disease that can quickly turn a healthy fi eld of wheat into a blackened mass of twisted stems and shriveled grain. Caused by a fungus, the stem rust is carried on the wind, allowing it to spread rapidly from fi eld to fi eld. Fifty years ago, the introduction of rust-resistant wheat strains helped reduce the global incidence of famine. Unfortunately, the fungal DNA frequently mutates and some of these random changes allow it to infect what were previously resistant strains of wheat. One mutated version, known as Ug99, currently threatens the wheat growing regions of Africa and Central Asia.
As a fi rst step to developing new strains of bread wheat, scientists analyzed the genome of an ancestral wheat species resistant to Ug99. A gene called Sr35 appears to confer this immunity. When the genomes of modern and ancestral wheat were compared, the Sr35 gene was found to be missing in bread wheat and other modern varieties. Initial studies suggest that transferring this gene into bread wheat will confer effective resistance to Ug99, preventing this devastating form of wheat rust.
Lettuce:
A similar comparative approach identifi ed a genetic control for lettuce seed germination. Commercial varieties of lettuce, predominantly grown in California and Arizona, do not sprout in hot weather. During the summer months, lettuce growers must pre-chill either the seeds or the soil to improve yields. A wild ancestor of lettuce germinates across a wide range of temperatures. Genomic studies
Table 1: Comparing the genomes of various crops
comparing DNA sequences detected a genetic regulator of a plant hormone that inhibits hot weather germination. The gene is silent in the wild ancestor, but active in modern varieties. This information can be used to develop warm-germinating varieties of lettuce.
Improving selection effi ciency
Recognizing a specifi c trait-based DNA change allows the inheritance of that trait to be tracked. Hundreds of seedlings can be rapidly screened for the presence of genetic markers that confer drought or disease resistance, increase the size of fruit or improve the fl avor profi le. This identifi es the desirable plants long before they reach maturity, offering a considerable cost and time savings over traditional methods that require direct analysis of the plant's fruit or grain.
Cacao:
The beans of the cacao tree are harvested and processed to produce chocolate. Although not a key agricultural crop from a nutritional perspective, millions around the world would rank chocolate near the top of their "must have" list. There are several varieties of the Cacao tree, ranging in yield and fl avor profi le. A popular variety of the Cacao tree was recently sequenced by HudsonAlpha's Genome Sequencing Center as part of a collaborative project with Mars Incorporated. Identifying the combination of genetic changes associated with high yield and pleasing fl avor speeds the selection and breeding process, resulting in productive trees that produce high quality cocoa.
The challenges ahead
The demand for crop production is rising due to increased human population, greater worldwide meat and dairy consumption and the expanding role of biofuels. Studies suggest that agricultural production must double between 2005 and 2050 to meet this growing need.
Developing new, high-yield seeds adapted for present and future environmental conditions is a cornerstone of increased food production. This begins with the ability to locate and characterize agriculturally important versions of specifi c genes. These discoveries can then be shared with farmers and commercial plant breeders who are developing new varieties of crops. Such a collaborative approach blends the emerging fi eld of genomics with the ancient practice of agriculture, increasing yields and strengthening global food security.
- Neil Lamb, Ph.D.
director of educational outreach HudsonAlpha Institute for Biotechnology
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Butterknowle Primary School English Policy
1 Aims and Objectives
1.1 The study of English develops children's abilities to write and speak fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Reading allows pupils to develop culturally, emotionally, intellectually, socially and spiritually. It also enables children to acquire knowledge and to build on what they already know
1.2 The aims of English are to ensure that all pupils:
* read easily, fluently and with good understanding
* develop the habit of reading widely and often, both for pleasure and information
* acquire a wide vocabulary, an understanding of English grammar, punctuation, spelling and knowledge of linguistic conventions for reading, writing and spoken language
* appreciate our rich and varied literacy 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.
2 Teaching and learning styles
2.1 At Butterknowle Primary School we use a variety of teaching and learning styles in English lessons. Our principal aim is to develop children's abilities in reading, writing, grammar and speaking fluently. We do this by a daily Literacy lesson, guided by the principals of the National Curriculum (2014).
Children have the opportunity to experience a wide range of texts and to use a range of resources to support their work. Children use ICT where it enhances their learning, as in
drafting their work and using multimedia to study how words and images are combined to convey meaning. We also encourage children to use and apply their learning in other areas of the curriculum.
2.2 There are children of differing ability and Year Groups in the three classes at Butterknowle Primary School, which are separated into EYFS, Key Stage 1 and Key Stage 2. We therefore provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this by providing differentiated work and including challenges for higher ability children. We also use teaching assistants to enable us to fully meet the needs of individual pupils.
3 English curriculum planning
3.1 We use the New National Curriculum (2014) as the basis for implementing the statutory requirements of the programme of study.
3.2 We carry out the curriculum planning in English in three phases (long-term, mediumterm and short-term). The planning is related to a Creative Curriculum and, at Key Stage Two, the planning for each term is linked to a particular text as a starting point. Our yearly teaching programme identifies the range covered.
3.3 Our medium-term plans detail the main teaching objectives for each term. The plans define what we teach and ensure an appropriate balance and distribution of work across each term.
3.4 Class teachers complete a weekly (short-term) plan for the teaching of English. This details the specific learning objectives and activities for each lesson, allowing an element of flexibility to enable us to take into account ideas and initiatives led by the children.
4 The Foundation Stage, Key Stage 1 and Key Stage 2
In the Early Years Foundation Stage (EYFS) (Pre-school and Reception), children are given opportunities to speak, listen and represent ideas in their activities. They use communication, language and literacy in every part of the curriculum. They become immersed in an environment rich in print and with opportunities to communicate.
In pre-school our children focus on phonological awareness. Through a balance of adultdirected and child-initiated opportunities children learn about different sounds and begin to discriminate between them. Many are also able to hear initial sounds in words and begin to have some awareness of phoneme-grapheme correspondence, particularly in relationship to familiar words, e.g. their own name.
In Reception children have daily discreet phonics lessons following the RWI synthetic phonics approach. Set 1 and Set 2 Sounds are taught in Reception. Guided reading sessions are based around RWI Ditty and Reading Scheme Books and consolidate and support phonics for both reading and writing. Children have opportunities to develop their communication, language and literacy skills on a daily basis, both adult led and through child
initiated activities. Children in the Foundation Stage take home a book from school and parents are encouraged to read the book with their child and then record which book they have read and to add any comments. We encourage teacher/parent communication.
Handwriting: Reception children are taught to form capitals letters and lower-case letters in print form (precursive). We use the RWI writing mantras (e.g. 'round the apple and down the leaf') to help children form their letters correctly. Joining letters to form digraphs and trigraphs may be taught to children who have mastered the correct handwriting formations and have sufficient fine motor control.
Key Stage 1
In Key Stage 1 daily discreet phonics lessons based on Read Write Inc. continue. In principle Year 1 pupils revise Set 2 and are taught Set 3. Guided reading and writing tasks are based around RWI Ditty and Reading Scheme Books and consolidate and support phonics for both reading and writing.
Handwriting: Pupils revise and practise correct letter formation frequently. They are taught to write with a joined style (cursive) as soon as they can form letters securely with the correct orientation.
Children take part in both guided and individual reading session (e.g. with teacher's, TA's and volunteers) and have a regular story time to develop a love of reading. Literacy skills are developed across the curriculum. Provision is made for children who have additional needs through intervention programmes, differentiated class teaching and differentiated phonics.
Key Stage 2
Guided Reading sessions are taught as a discreet Literacy lesson at least once a week; allowing time for discussion and interpretation of the text, as well as encouraging independent reading and comprehension exercises. The school has invested in Accelerated reader to encourage enjoyment of stimulating and varied texts. A range of higher level reading skills books are ordered each term from Durham Learning resources, to enable stretch and challenge. The children have a 'home/school' reading book, at a stage appropriate to their reading level and they are encouraged to read aloud at home for a minimum of three times each week. The child's progress through the scheme, to more challenging books, is monitored by the teacher and additional support is provided where necessary. A volunteer provides additional support to the children's learning one afternoon every week, by listening to children read aloud and encouraging discussion around the text. Library books are also available for the children to borrow. The pleasure and enjoyment of reading is encouraged; a class novel is ongoing and the teacher regularly reads fiction and poetry aloud to the children. In addition, we celebrate World Book day with a variety of activities and arrange trips to stimulate and inspire e.g. to the 'Seven Stories' in Newcastle. We also invite the local library to visit the school to tell the children about the opportunities that a library provides.
Children are encouraged and supported in continuing to apply phonic knowledge skills from Key Stage 1. In Key Stage 2 they are taught to apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet.
Children are taught Grammar, Punctuation and Spelling each week as part of their daily Literacy lesson and the principles are embedded as part of normal classroom routine. Class displays also reinforce the rules of Grammar and spellings are displayed in the classroom.
Children increase the legibility, consistency and quality of their handwriting, by using the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined (cursive and continuous cursive).
Children are taught to plan, draft and to evaluate and edit their writing across Key Stage 2 and they have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. Their writing is, where possible, linked to the class text and/or to the topic which is set for the Creative Curriculum. The children are encouraged to write for a purpose, as in the annual BBC Short Story competition and other local competitions.
Children are inspired through music, visual artefacts and imaginative texts. In addition, the children complete an 'extended' piece of writing on a weekly basis. They are encouraged to expand their vocabulary by exploring new words from a thesaurus, playing word games and by communication through 'thought showers'.
5 Contribution of English to teaching in other curriculum areas
5.1 The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children's skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work in school.
5.2 Mathematics
English contributes significantly to the teaching of mathematics in our school. Children in the Foundation stage develop their understanding of number, pattern, shape and space by talking about these topics with adults and other children. Children in Key Stage 1 meet stories and rhymes that rely on counting and sequencing. Children in Key Stage 2 are encouraged to read and interpret problems in order to identify the mathematics involved. They explain and present their work to others and they communicate mathematically through the developing use of precise mathematical language.
5.3 Computing
The use of ICT enables children to use and apply their developing skills in English in a variety of ways. Younger children use computers as a source of information and as a way of enabling them to present their completed work effectively. Older children use the internet when carrying out research, or when using software to produce different texts e.g. a
newspaper report. Children also learn how to write a simple computer programme, using the software 'KODU' which also encourages problem solving and independent thinking.
5.4 Spiritual, Moral, Social and Cultural Education (SMSC)
English contributes to the teaching of Spiritual, Moral, Social and Cultural Education, in particular, by enabling and allowing children to express their opinions and thoughts on sensitive issues. We encourage younger children to take part in class and group discussions on topical issues.
6 Teaching English to children with Special Educational needs
6.1 Through our English teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child's different needs. Assessment against the National Curriculum 2014 allows us to consider each child's attainment and progress.
6.2 When progress falls significantly outside the expected age-related range, we look at a range of factors-classroom organisation, teaching materials, teaching style, differentiationso that we can take additional or different actions to enable the child to learn more effectively. In the first instance, a 'Short Note' will be produced, in consultation with the school's SENCO (Special Educational Needs Co-ordinator).
6.3 We enable pupils to have access to the full range of activities involved in learning English. Where children are to participate in activities outside the classroom, for example a theatre trip, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
6.4 Teachers provide help with communication and literacy through:
* using texts that children can read and understand;
* using visual and written materials in different formats;
* using ICT and other technological aids
* using alternative communication, such as signs and symbols
* using translators and amanuenses, where appropriate.
7 Assessment and recording
7.1 Teachers make formative, short term assessments to help them to adjust their daily and weekly plans to fit with the needs of the children. They use medium term assessments to help them to plan for the next unit of work. Teachers make termly assessments in Speaking and Listening, Spelling, Reading, Writing and Grammar to ensure that regular progress is being maintained. Teachers use long term assessments towards the end of the school year and these are used to assess progress against school and national targets. With the help of these long-term assessments, teachers are able to set targets for the next school year and summarise the progress of each child before discussing it with the child's parents or carers.
At the end of Year 1 all pupils complete the 'Phonics Screening Test' to assess their phonic knowledge. Pupils failing to reach the pass mark are required to re take the test in Year 2.
Children currently sit 'SATS' tests at the end of Key Stage 1(Year 2) and also at the end of Key Stage 2 (Year 6). At the end of Year 6, writing is assessed by the teacher, based on work carried out by the child over the year.
7.2 Samples of children's work are kept in a portfolio. This demonstrates what the expected standard is in English in each year of the school. Teachers meet termly to review individual examples of work.
Every child completes a sample of writing each half term in their 'Writing Assessment' book. This allows the teacher and also the child, to see the progress made and to highlight areas where further support may be necessary.
8 Resources
8.1 There is a range of resources to support the teaching of English across the school. Dictionaries, thesauruses and age-appropriate small apparatus is available in the classrooms. The school has a selection of fiction and non-fiction texts. Children have access to the internet. The school has a dedicated ICT suite, for use by a whole class. The library contains a range of books to support children's individual research and reading.
Our reading scheme for the younger children is Oxford reading tree which tracks children's reading ability allowing for staff to identify which can be matched to the ARE.
Accelerated reader is used from Y1 – Y6 to track the ZPD of individual children.
Lexia core 5 is used throughout the school from YR-Y6 to track and consolidate the children's learning. This allows staff to see at what level the children are working compared to their ARE and provide appropriate interventions.
9 Monitoring and review
9.1 Monitoring of the standards of the children's work and of the quality of teaching in English is the responsibility of the Literacy subject leader. The role of the subject leader also involves supporting colleagues in the teaching of English, being informed about current developments in the subject, and providing strategic lead and direction for the subject in the school. The subject leader undertakes regular observations of English teaching across the school. The named governor responsible for Literacy meets regularly with the subject leader in order to review progress.
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FACE MASK DETECTION AND ALERTING THE PERSON
PNS Sowmya Bharadwaj, Dr. V Akila Information Technology Gokaraju Rangaraju Institute of Engineering and Technology Hyderabad: email@example.com ; firstname.lastname@example.org A.Kavitha, Vel Tech Rangarajan Dr.Sangunthala R&D Institute of Science and Technology Chennai, Tamil Nadu : email@example.com
Machikuri Santoshi Kumari Computer Science Engineering Gokaraju Rangaraju Institute of Engineering and Technology Hyderabad : firstname.lastname@example.org
Abstract— Covid 19 is the vastest and worsely spreading disease till date all over the world and still continuing. The main reason for the spread is lack of awareness and not following rules properly though awared. To stop the spread many governments have imposed lockdowns. Mainly in our India though we had lockdowns we failed in feeding the poor due to which lockdowns were removed but couldn't control the spread.
Many kinds of vaccinations have been invented namely covaxin, covishield, sputnik V, etc. and people are being vaccinated in two doses all over India and the only way to stop the spread is to wear a face mask and maintain social distance.
Already some projects exist which detects face mask of a person by using many algorithms such as CNN, YOLO V4, MOBILE NET V2 using machine learning and deep learning. We are proposing a method to alert the person in a mall who is either violating the rule of wearing a face mask by focusing a red light on the person with a small announcement as wear your mask properly.
The Person who is violating the rules is alerted along with that others also get aware and try to follow the rules of wearing the mask in proper way. We are using an algorithm of deep neural network as CNN (Convolution Neural Network) to detect the face mask and python libraries as tensorflow, imutils, tinker, PIL, playsound and prtsc to focus the light, announce the announcement and take the screenshot of screen when a person is not wearing the mask using the camera that scans the view and it has a red light that is focused on the person and as soon as the light is focused the announcement is heard as wear your mask properly.
Keywords— Face Mask Detection, Machine Learning, Deep Learning.
I. INTRODUCTION
Corona Virus is the most spread disease that everyone is aware of. In Wuhan, a city in China, the first corona virus case was identified in December 2019. This spreaded throughout the world.
Covid 19 causes coughing, headaches, tiredness, trouble breathing, and a loss of smell and taste. Symptoms can appear anywhere from one to fourteen days following viral contact. Infected people do not show any signs immediately away. Those who develop symptoms are characterized as having mild to moderate symptoms in 81 percent of cases, severe symptoms in 14 percent of cases, and critical symptoms in 5 percent of cases. People in their later years are more likely to acquire severe symptoms. Even after months of recuperation and organ damage, some people continue to suffer greatly.
COVID-19 mainly spreads when people breathe contaminated air by droplets and small airborne particles that contains virus. When people are close together, the risk of breathing is greatest. Physical contact with contaminated fluids through the eyes, nose, or mouth, as well as contaminated surfaces, can result in transmission. People should be isolated for a minimum of fourteen days.
Covid can be detected utilizing a nasopharyngeal swab and a conventional diagnostic procedure such as TMA (Transcription-Mediated Amplification), rRT-PCR (real-Time Reverse Transcription Polymerase Chain Reaction), or Reverse Transcription Loop-Mediated Isothermal Amplification (RTLAMP).
Some of the vaccines developed for COVID-19 are BNT162b2/COMIRNATY Tozinameran, mRNA-1273, Ad26.COV2. S, AZD1222, SARS-CoV-2 Vaccine, Inactivated, Covishield approved by World Health Organization and Vaccines have been distributed in a number of nations that have begun widespread vaccination programmes. In our India Covishield, Covaxin and Sputnik V vaccines are
ISSN : 2347-7180 Vol-12 Issue-09 No. 02 September 2022
available. Separation in terms of distance Other precautions include hand washing and keeping unclean hands away from the face, quarantining, ventilation of indoor spaces, cough and sneeze covers, hand washing, and keeping dirty hands away from the face.
Recently, many machine learning algorithms have been developed for image pattern recognition that can be used in almost all the fields. Face mask recognition, which may be used to detect a person's face mask in a crowd, has improved with the continued development of medical imaging technology, resulting in an increase in the accuracy and reliability of medical diagnosis. Deep learning, in particular, has showed promise in automated classifications, as Convolution Neural Network technique. CNNs were created primarily to speed up the processing of images and to do image classification.
Using a Convolution Neural Network to detect the face mask and some Python libraries like tensorflow, imutils, tinker, PIL, and playsound to focus the light and announce this is done using a camera that scans the view and has a red light focused on the person and as soon as the light is focused the announcement is heard by everyone as long as you wear your mask properly.
II. RELATED STUDY
In past few months, the number of people suffering from covid-19 increased and due to lack of awareness among people, many are still suffering from the disease. And now maximum number of the people are awared but are not following the basic rules of covid such as maintaining social distance, wearing a mask and sanitizing their hands frequently. To atleast detect the mask and make people not to remove a mask, many algorithms have been developed to detect the mask of a person such as CNN, YOLO V4, MobileNetV2, etc.
Samuel Ady Sanjaya, Suryo Adi Rakhhmawan, et al. proposed image classification method named as-MobibeNetV2 machine learning algorithm. Collecting data, pre-processing it, separating the data, testing the model, and applying it were some of the procedures they took to construct a model. The researchers have implemented this model and got accurate results of detecting the face mask of the person. This technique was used to create anonymized statistical data that will aid authorities in predicting future covid-19 outbreaks.
Arjya Das, Mohammad Wasif Ansari, Rohini Basak, et al. used Machine learning tools such as TensorFlow, Keras, OpenCV, and Scikit-Learn can accurately detect and mask a person's face. They scored 95.77 percent for detecting a person's face and 94.58 percent for detecting a person's mask.
Mohammad Marufur Rahman, Md. Motaleb Hossen Manik, Md. Milon Islam, Safuddin Mahmud, Jong-Hoon Kim, et al. proposed a strategy to control COVID-19 proliferation in smart cities by monitoring people with closed-circuit television (CCTV) cameras. They used deep learning architecture to distinguish people wearing and not wearing mask by achieving 98.7% accuracy.
Susanto, Febri Alwan Putra, Riska Analia, Ika Karlina Laila Nur, et al. used a real-time application, the YOLO V4 (You Only Look Once) method is used to check the face with precision and speed. The YOLO V4 is a deep learning system that recognizes items accurately. This device is used in a real-time application at Politenik Batam to prevent the spread of covid by distinguishing between people who are wearing masks and those who are not. This device assists the guard and makes his job easier by indicating whether or not a person is wearing a mask.
Suresh, Palangappa, Bhuvan, et sl. used CNN machine learning algorithm to find the face mask of a person and they notified the individuals personally by a text message and also notify police and higher authorities so that they can easily identify the person not wearing a mask and they will also have victims photo to identify.
S. Balaji, B. Balamurugan, T. Ananth Kumar, R. Rajmohan, P. Praveen kumar, et sl. used AI, Dl and ML and keras, tensor-flow and opencv python libraries to find mask of a person on his face using a toll-way gate and it will allow the person only if he wears a mask and detect a green light when the person is having a mask and if not then red light.
Shilpa Sethi, Mamta Kathuria, Trilok Kaushik, et al. used 1-stage and 2-stage detectors to detect the mask by adding a bounding box transformation using three baseline models named as ResNet50, AlexNet and MobileNet among which MobileNet gave the highest accuracy of 98.2% with 6.44% recall and 11.07% precision.
Saini Pooja, Saini Preeti. Et al. used a simple implementation of a surveillance system to locate a person's face mask in public, using revolutionary neural network methods such as the ML, DL, and DL frameworks.
G. Jignesh Chowdary, Narinder Singh Punn, Sanjay Kumar Sonbhadra, Sonali Agarwal, et al. used an automation process to identify people without mask. They developed a fine-tuning pre-trained stateof-the-art deep learning model called Inception V3 and used an image augmentation technique to improve model training and testing, achieving 99.9% and 100% accuracy.
III. CONVOLUTION NEURAL NETWORK
Our work is implemented using built-in python libraries namely tensorflow, imutils which internally uses Convolution Neural Network.
CNN is one of the DL neural network that is used to process the structured arrays like images. CNN takes image as input in matrix form. This uses three colours as red, green and blue panels and it enables a bit as 1 if picture is enabled and -1 if picture is not enabled for each panel. The input is read in matrix form using filters and each matrix is filter based on the features.
In figure 1, Convolution layer, pooling layer, flattening layer, and fully connected layer are the four layers in CNN along with the input and output layers.
In convolution layer, depending on character we select filter. There are three types of convolution as one-dimensional, two-dimensional and three-dimensional that are used to process inputs as text, grayscale image and color images respectively. There are four operations in convolution layer as filter/kernal, stride, padding and number of filters. Filter/kernel is a weight matrix, stride is the number of steps (pixels) the filter is to be moved horizontally or vertically over the input matrix, if stride is 1, we move the filter 1 step at a time, if stride is 2, we move the filter 2 steps at a time, etc., padding is the process of padding the input matrix with zeros, and number of filters is only for 3D input.
In pooling layer, we reduce each feature map by factor of 2 suppose the input is of size is 4x4 then after applying pooling operation then size of output will be 2x2.
In flattening layer, the matrix is converted into a vector i.e. the output of before layer is flattened and turned into single vector that is sent as input to next stage.
In fully connected layer, the vector is passed into the hidden layer using an activation function called ReLU, and we retrieve the output from this layer.
Any project can be executed based on a dataset. For out project its name is detection of face mask.
The detection of face mask dataset contains 1900 images without mask.
To detect the face and mask of a person the dataset should include the images with mask, so to create the images with mask, we have used the concept of computer vision and deep learning.
To begin, an artificial dataset is created by capturing regular images of faces and using a python script for computer vision to add masks to them.
To create the artificial dataset, i.e. to add masks to face, applied facial landmarks on eyes, eyebrows, nose, mouth, jawline, this creates a box around the face. Now from these landmarks, we are able to localize the eyes, nose, mouth, etc. and then added an image of mask on face that covers the landmarks as nose, mouth and surrounding parts.
This created face mask detection dataset.
IV. IMPLEMENTATION
A GUI window is created using Tkinter a python library that can be used for creating a GUI, where an image is displayed which has 2 people wearing a mask and a message is displayed as stay safe and wear a mask. Along with that a button is created, which on click will direct to a window where the video is streamed using imutils python library that contains Video Stream function is used to stream the video. Our dataset is loaded from the disk then trained a model and then I have serialized face detector model to the disk. The video stream is initialized and the video stream will continuously scan the view and
detects the person first then the face of the person and finally checks for a mask based on a trained model.
When the face is detected, it displays a square box around the face of the person with a red or green colour based on that information and if person is not wearing a mask or wearing a mask respectively. It also displays the mask percentage as how much it is weared properly or not weared properly using a confidence (confidence is the probability threshold that is set to override 50% to filter detection of weak faces).
This is calculated using a formula label = "{}: {:.2f} %". format (label, max (mask, withoutMask) * 100)
(1)
If the mask is detected by the camera, the person's face is encircled by a green colored box, with the percentage of the person wearing a mask displayed above the box, and the camera continues to scan the view.
If the mask is not found, the person's face is encircled by a red colored box, with the percentage of not wearing a mask above the box, and an announcement is played as wear your mask properly, which we have given as an audio to the code using the playsound python library's playsound function.
It also takes a screenshot of the screen using the prtsc function from prtsc python library when the person is found without a mask and saves those screenshots into the local file directory specified along with the name as first image will be saved as filename.png and the others as filename1.png, filename2.png, and so on.
V.
RESULTS
In figure 2, this is the screen that appears first. It is the pop up window that appears with a button names Mask Detector.
When we click on that button, a screen is opened. That screen is a live video stream where the person, then the face and the mask is detected.
It scans the view, first it checks for the person, then the face and then it detects the mask.
It continues scanning the view if the mask is visible by showing the percentage of wearing the mask. Once the person mask is not detected, can be seen the percentage of not wearing the mask.
Along with percentage of not wearing the mask, an announcement as Wear Your Mask Properly is announced.
When mask is not detected a screenshot is taken to check people wearing mask or not. These are the screenshots.
Figure 3 shows two people, one of them is wearing a mask and the other is not, as well as the percentages: face mask found is 100.00 percent and mask not found is also 100.00 percent.
Figure 4 shows one person who is not wearing a mask, coupled with the proportion of 100.00 percent.
VI. COMPARISON OF VARIOUS TECHNIQUES TO DETECT FACE MASK
An alerting system has included along with an image capturing system that can be used by higher authority people to punish the person for not wearing a mask for more number of times.
The following is the comparison between the accuracy values of different papers with our work that I have used in this references.
[2]: COVID-19 Face mask detection using tensorflow, keras and opencv.
[3]: An automated system to limit COVID-19 using facial mask detection in smart city network
[7]: Face mask detection using deep learning: An approach to reduce risk of corona virus spread.
[9]: Face mask detection using transfer learning of inceptionV3.
This Paper: Face mask detection and alerting the person.
To compare this research with other researches we have used four reference papers along with this paper, all their accuracy scores and the algorithms and the python libraries used. To display the accuracy scores we have used a pie chart as shown in Fig 5 and to display the algorithms and python libraries, a tabular comparison as shown in Table 1.
COVID-19 Face mask detection using tensorflow, keras, and opencv, An automated system to limit COVID-19 using facial mask detection in smart city networks, Face mask detection using deep learning: An approach to reduce risk of corona virus spread, Face mask detection using transfer learning of inceptionV3, and Face mask detection and alerting the person are the research papers we used for comparison.
COVID-19 Face mask detection utilizing tensorflow, keras, and OpenCV has 95.77 percent accuracy, and each research article has 95.77 percent accuracy. Face mask detection using deep learning: An strategy to reduce the danger of corona virus propagation has 98.2 percent, Face mask detection using transfer learning of inceptionV3 has 99.9 percent, and Face mask detection and notifying the individual has 97.5 percent.
Using python matplotlib library we have plotted a piechart that displays the percentages along with the research paper number as shown in fig 5.
TABLE 1.
Tabular Comparison of Above Graph
In COVID-19 Face mask detection using tensorflow, keras and OpenCV research paper, the researchers have used tesnsorflow, keras, OpenCV and scikit-learn python libraries, in An automated system to limit COVID-19 using facial mask detection in smart city network research paper, the researchers have used Convolution Neural Network algorithm and a monitoring system, in face mask detection using deep learning: An approach to reduce risk of corona virus spread research paper, the researchers have used ResNet50, AlexNet and MobileNet algorithms, in Face mask detection using transfer learning of inceptionV3 research paper, the researchers have used inception V3 algorithm and in face mask detection and alerting the person research paper we have used Tensorflow, Imutils, Tinker, PIL, Playsound and PrtSc python libraries that internally uses convolution neural network.
In our research the accuracy scored is 97.5% and we have implemented a method to focus a red light and an announcement is heard whenever the person without mask is detected as wear your mask properly also a screenshot of the screen is captured to know who exactly is not wearing the mask.
VII. CONCLUSION AND FUTURE ENHANCEMENTS
In own work, we have used deep learning techniques and python libraries to identify the person then identifies the face and then detects the mask of the person using a live camera. Whenever the camera finds a person not wearing the mask, it is gives an announcement as to wear mask properly and captures a screenshot of that screen.
It is implemented using a web camera of a laptop but can be implemented in a mall or any supermarket where people try to reach many things and try to remove their masks and feel as no one is seeing. It can also be implemented in schools and colleges to make students remind of wearing a mask properly as it is very crucial to use them in this pandemic. It can be further used in traffic where people usually neglect to wear a mask as they are in their own vehicle.
VIII.REFERENCES
[1] Samuel Ady Sanjaya, Suryo Adi Rakhhmawan, "Face mask detection using mobilenetv2 in the era of covid-19 pandemic".
[2] 2. Arjya Das, Mohammad Wasif Ansari, Rohini Basak, "COVID-19 Face mask detection using tensorflow, keras and opencv".
[3] 3. Mohammad Marufur Rahman, Md. Motaleb Hossen Manik, Md. Milon Islam, Safuddin Mahmud, Jong-Hoon Kim, I."
[4] 4. Susanto, Febri Alwan Putra, Riska Analia, Ika Karlina Laila Nur, "The face mask detection for preventing the spread of COVID-19 at Politeknik Negeri Batam".
[5] 5. Suresh, Palangappa, Bhuvan, "Face mask detection by using optimistic convolutional neural network".
[6] 6. S.Balaji, B. Balamurugan, T. Ananth Kumar, R. Rajmohan, P. Praveen kumar, "A brief survey on AI based face mask detection system for public places".
[7] 7. Shilpa Sethi, Mamta Kathuria, Trilok Kaushik, "Face mask detection using deep learning: An approach to reduce risk of corona virus spread".
[8] 8. Saini Pooja, Saini Preeti, "Face mask detection using AI".
[9] 9. G. Jignesh Chowdary, Narinder Singh Punn, Sanjay Kumar Sonbhadra, Sonali Agarwal, "Face mask detection using transfer learning of inceptionV3".
[10] 10. Mohamed Loey, Gunasekaran Manogaran, Mohamed Hamed N. Taha, Nour Eldeen M. Khalifa, "A hybrid deep transfer learning model with machine learning methods for face mask detection in the era of the COVID-19 pandemic".
[11] 11. Preeti Nagrath, Rachna Jain, Agam Madan, Rohan Arora, Piyush Kataria, Jude Hemanth, "SSDMNV2: A real time DNN-based face mask detection system using single shot multibox detector and MobileNetV2".
[12] 12. Mingjie Jiang, Xinqi Fan, Hong Yan, Retina "Mask: A face mask detector".
[13] 13. Samuel Ady Sanjaya, Suryo Adi Rakhmawan, "Face mask detection using mobilenetv2 in the era of COVID-19 pandemic".
[14] 14. Isunuri B Venkateswarlu, Jagadeesh Kakarla, Shree Prakash, "Face mask detection using mobilenet and global pooling block".
[15] 15. Mohamed Loey, Gunasekaran Manogaran, Mohamed Hamed N. Taha, Nour Eldeen M. Khalifa, "Fighting against COVID-19: A novel deep learning model based on YOLO-v2 with ResNet-50 for medical face mask detection".
[16] 16. Yuzhen Chen, Menghan Hu, Chunjun Hua, Guangtao Zhai, Jian Zhang, Qingli Li, Simon X. Yang, "Face mask assistant: Detection of face mask service stage based on mobile phone". | <urn:uuid:7c98e9ae-22a8-4dd7-b7cc-65a6d1dd18c4> | CC-MAIN-2022-49 | https://journal-dogorangsang.in/no_2_Online_22/14_sep.pdf | 2022-12-02T12:38:26+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710902.80/warc/CC-MAIN-20221202114800-20221202144800-00640.warc.gz | 368,753,453 | 4,899 | eng_Latn | eng_Latn | 0.968473 | eng_Latn | 0.997272 | [
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HISTORY AND PHILOSOPHY OF INDEPENDENT LIVING
Adapted from an April 12, 2004 Webcast by Independent Living Research Utilization, presented by Paul K. Longmore and Julia Sain, and "History of Independent Living" by Gina McDonald and Mike Oxford.
The Independent Living (IL) philosophy is based on the assumption that people with disabilities should have the same civil rights, options, and control over choices in their own lives, as do people without disabilities.
The IL movement and the IL philosophy were created as a result of small changes in society's views concerning people with disabilities, which occurred over many, many years, beginning in the early 1800's. The civil rights struggles of the 1950's and 1960's gave way to numerous other changes in how people think of themselves and others. The IL movement and philosophy is one result of those changes of thought.
The Beginnings of the Movement
Ed Roberts is often considered "the father" of the Independent Living movement. He grew up in Burlingame, California. At age 14, Ed had not been particularly interested in school, but was very interested in athletics. In fact, during the off season, he would help Billy Martin, of the New York Yankees, by catching balls at practices. But in 1953, the 14 year old contracted polio, which was not an uncommon disease about that time in our country's history, often paralyzing a few or many of a person's muscles. He went on to spend 20 months in hospitals, returning home to an 800-pound iron lung, in which he was helped to breath.
Ed's mother, Zona Roberts, was a labor union organizer, and believed that anybody can do anything. She believed that a "no" answer meant you had to ask a better question, or ask another person until someone says, "Yes." Thus, self-advocacy became a central piece of the IL philosophy.
Ed attended classes from his iron lung, via telephone. His attitude about school began to change as he realized that, to make a difference in the world, he had to do it from the neck up and not through his physical abilities. As affordable ventilation machines and other devices came along, Ed was able to physically go back to school by his senior year of high school. He remembered arriving at school, and seeing a lot of people watching, gawking, and staring. Looking back, he thought he should have been embarrassed, but it was the same kind of reaction Elvis Presley often received, so he just thought, "Elvis and I have a lot of in common."
He completed his senior year in high school, but the school didn't want to give him a diploma since he hadn't completed the driver's education or physical education requirements. His mom went to the school board and on up the ladder until his driver's education requirement was waived, since, at that that point in history, he wasn't expected
to be able to drive with his disability. His mother also convinced the school to give Ed physical education credit for his physical therapy sessions.
Following high school, Ed began to pursue a college education. Some of the colleges at that time had been made accessible, as a result of the returning World War II veterans with disabilities. The colleges wanted veterans to be able to finish their education, but there weren't many colleges working on accessibility. Ed applied for financial assistance from the California Department of Rehabilitation, and was initially rejected because it was decided he was "too disabled" to work. One week after Ed's rejection was made public, he was approved for financial aid.
After earning a two-year degree from another college, Ed applied to UC Berkley, where he hoped to earn his four-year degree. Though he was initially accepted, his acceptance was withdrawn when college staff met with Ed in person. The Dean said they had tried "cripple people" there before, but it just didn't work. Perhaps it was because the school wasn't accessible.
That response didn't stop Ed, however. He went around for the next year meeting people on the campus, finding routes to get from one place to another, and making connections with people who were willing to have Ed attend the college. The next year, in 1962, Ed applied again, and was accepted as a student, since he had a history of attendance, and knew how to get from one place to the other. Ed was given space in the college infirmary as his dormitory room, since that was the only place that could hold Ed's 800-pound iron lung. He received attendant services by individuals who were hired, trained and fired by Ed. Consumer control became another piece of the growing IL philosophy.
The day that Ed started attending Berkeley, the headline in the paper said, "Helpless Cripple Goes to School." UC Berkley staff soon began seeing the possibilities of accessibility, they began accepting other students with disabilities, particularly with physical disabilities. However, they were all living in the infirmary. Though they did not all require iron lungs, but the college thought it was best to keep all of the students with disabilities together. This institutionalization of people with disabilities was a common attitude of the time. By 1967 there were twelve people who used wheelchairs living in the infirmary, and known as the Rolling Quads.
In 1970, Ed, John Hessler, Hale Zukas, and other students with disabilities founded the Physically Disabled Students Program (PDSP). When we think of Berkeley in the 1960's, we think of the protests for the Vietnam War, campaigning for the rights of minorities, women's rights and so forth. Ed said that he spent a lot of time in what used to be called "rap sessions" - sitting around talking about things that were important to people. Ed would hear someone who was black say, "I can't get this job because of who I am; because of what I am." Ed would say, "I can't get that job because of what I am either." And a woman would say, "I can't get this job just because of my body." Then Ed would say, "Well, I can't get a job because of my body, either." He began to feel he had much
in common with other groups of people who felt excluded, and that was when the ideas began to come to him that eventually created the political force known as the Independent Living movement.
The Berkley students with disabilities began doing things on and off campus. There was a need to become "deinstitutionalized" and gain access to more of the community. When it was learned that a shopping mall was going to be built in the town of Berkeley, the Rolling Quads went to the zoning board meeting to ask whether curb cuts were being planned so they would be able to go to the mall and spend their money there. Over the course of those discussions, the city pledged $50,000 a year to ramp the city streets with curb cuts. These events were some of the early systems advocacy activities – another piece of the IL philosophy.
When Ed passed away in 1995, Senator Tom Harkin, from Iowa said, "When other leaders of oppressed minority groups pass away, there are statues and memorials and plaques to remember them, but Ed passed away, and there aren't statues - there aren't plaques and there aren't memorials, but every curb cut in the country is its own memorial to Ed Roberts."
Eventually, UC Berkley began accepting more students with disabilities – not only those using wheelchairs, but students who were deaf. As the number of students hanging out in the infirmary grew, Ed and some of the others in the group were nearing graduation. The head of the infirmary said, "You've got to get out of here, you know. You're disrupting our flow, and you need to be having these meetings someplace else." The college soon provided other space on campus so that students with disabilities could meet. It became such a popular place for people to learn from one another that people from the city of Berkeley, who were not students, began coming there to talk about issues concerning their disabilities, and how they might change society's views concerning people with disabilities. Another piece of the IL philosophy was coming into being – peer mentoring.
In the early 1970's, the University complained about traffic flow problems being created by the disabilities group, and the PDSP was told to find a location to meet off campus. Ed contacted Judy Heumann, another disability activist, from New York, and encouraged her to join him and other advocates in their efforts. By 1972, sufficient grants and other funding were obtained to open a storefront in Berkeley, moving their peer-counseling and advocacy group into the community. The title they gave to their new location was The Center for Independent Living.
In 1975, the Governor of California, Jerry Brown, visited Berkley's Center for Independent Living. He decided to offer Ed Roberts the job of heading California's Division of Vocational Rehabilitation – where he would, ironically, direct the agency that previously told him he would never be able to work! Governor Brown was so impressed with what was happening at the CIL, and particularly in their concept of peer mentoring, that he put
funds for Independent Living services in his budget. That led to the growth of new CILs up and down the State.
What was happening through the collective efforts of a group of students with disabilities at UC Berkley was not an isolated event. Over the years, and across the nation, other people with disabilities were beginning to think through the same types of issues about the segregation, exclusion, marginalization and forced institutionalization of people with disabilities. Independently, groups in Houston and in Boston were undergoing transformations, and addressing many of the same kinds of problems as the students from Berkley. The Houston Cooperative Living Residential Project was established the same year as the Berkley Center for Independent Living, and in 1974, the Boston Center for Independent Living was founded. That same year, the first convention of People First was held in Salem, Oregon, becoming the largest U.S. organization composed of and led by people with cognitive disabilities. The activities of people in these various groups would eventually emerge as the Independent Living movement.
The Philosophy of Independent Living Takes Shape
As the Independent Living movement became a reality, ideas began to be formed about the rights of and attitudes toward people with disabilities. Accessibility, self and systems advocacy, peer mentoring and consumer control already formed the foundation of the IL philosophy, many other ideas began to be added. Many of these ideas grew from the civil rights movements of African Americans, as well as other groups.
"Normalization" was just one of the ideas added to the IL philosophy - the idea from which we get the concept of deinstitutionalization. The idea of normalization was developed by a Canadian sociologist, Wolf Wolfensberger, as he considered people with developmental disabilities. He believed that people with disabilities should live in the most "normal" setting possible if they are expected to behave normally. Wade Blank, founder of the disability advocacy group, ADAPT, was just one of the individuals involved in developing models for community-based, consumer controlled, independent living, which gave formerly institutionalized individuals an option to live "normally". The Atlantis Community was one of these early models.
The idea of normalization also led to a new definition of the nature of disability itself. Rather than viewing people with disabilities as abnormal, people began to realize that there are great varieties of abilities and disabilities among people in society. Expecting that a "standardized" environment will fit everyone is unrealistic. The barriers that hinder people with disabilities from participation in society began to be viewed, not as problems caused by an individuals disability, but by society's structures and attitudes. This change in thinking was highlighted by Gerben DeJong, in 1979, as a shift away from a Medical Model, where the person with the disability needs to be fixed, to an IL Model, where the environment, systems and attitudes of society need to be changed.
In particular, the IL Movement addressed the need for reforms in the rehabilitation and social service systems. Viewing people with disabilities as "normal" led to different kinds of solutions than had been traditionally pursued by medical and vocational rehabilitation professionals. It led to different objectives and different outcomes. For example, the rehabilitation system had focused on physical self-sufficiency, and the individual's capacity to provide for their own accommodations for employment and social participation. When accommodations such as personal services assistance or assistive technology were provided by an employer, they were viewed as a "charitable" benefit. The IL movement encouraged organizations, social groups, etc. to change. Society needed to begin accepting responsibility for creating environments without physical or attitudinal barriers that excluded people with disabilities.
IL movement activist also questioned the meaning of independence. Who is more independent – a person who can get dressed over a period of two hours without any assistance, or a person who uses an assistant to get dressed in only 15 minutes? The IL Movement would not say that independence means doing things alone, without any assistance from others – instead it means being able to make independent decisions about how something will be done. It is a process that does not depend on someone else's choices for the individual. The term self-determination became central to the IL philosophy.
Self-determination also entitles a person to "the dignity of risk" or the possibility of failure. True independence does not exist when all options that risk failure are removed.
A third aspect of self-determination is that choice should be based on available and understandable options – thus informed choice was added to the IL philosophy. This need for information was promoted outside the disability arena by Ralph Nader's consumer movement, which empowered consumers, and encouraged accountability.
It shouldn't be surprising that espousing these principles and pursuing these goals meant the IL Movement often found itself in conflict with medical and rehabilitation professionals. The Movement saw a power differential between those with disabilities and medical or rehabilitation professions. Power was often tilted to the professional's side, rather than toward the individual. Additionally, it was believed that providers of professional services often protected their own personal and financial interests, rather than those of consumers. It was because of these conflicting interests and disparities of power that Centers for Independent Living established systems advocacy departments, and trained individuals with disabilities in self-advocacy.
Issues, such as the right of an individual to refuse treatment, began to take shape as the demedicalization, consumer, and self-help movements got under way. The demedicalization and self-help movements demystified historically "professional" domains, and provided alternatives to professional human service agencies as peer counseling and support began to be offered.
The IL movement paralleled many other movements throughout the 1960's and 70's. Out of these various movements, and out of the experience of people with disabilities, the IL movement promoted distinct perspectives on disability rights.
Collectively, the new philosophy rising from the Independent Living movement included self-determination, personal responsibility, informed choice with the opportunity to succeed or fail, peer mentoring, inclusion, accessibility, and the need for systems change.
The Beginnings of National Systems Change through Legislation
The first real piece of civil rights legislation for people with disabilities is something that people actually didn't fight for until it was almost taken away.
In 1972, Congress passed a rehabilitation bill that independent living activists cheered. Universities, municipalities, public airports and other entities receiving federal monies raised complaints about the cost they would incur if they were expected to adhere to 41 words in Section 504., which said, "No otherwise qualified handicapped individual in the United States shall, solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance." Considerable pressure was put on President Nixon, and he vetoed the Rehabilitation Act.
People with disabilities may not have gone out and fought for Section 504 to be included in the Rehabilitation Act, but once they found out what they were about to lose, huge protests sprang up across the country. On what had been the snowiest day in Washington, D.C., people stormed to the Capitol to meet with their legislators. The view expresses was that, if tax dollars were going to be provided, Americans with disabilities deserved equal inclusion in the provided programs and services.
Judy Heumann, who was later very influential in the Clinton administration's Department of Education, Office of Special Education and Rehabilitation Services, organized one of the protests. They had planned to take over the Federal Building in Manhattan, but when they got to the building, they found that it was located well away from busy areas where public attention could be gained. Instead, they went into town and lay down in the streets to stop Manhattan traffic. Eighty activists blocked two streets around Madison Avenue. Reporters thought they were protesting the war in Vietnam, rather than the Rehabilitation Act. The Rehabilitation Act wasn't on most people's radar at that point, but Congress took notice and overturned the presidential veto. President Nixon was forced to sign the Rehabilitation Act into law on September the 23 rd , 1973.
No piece of legislation is worth anything until it is regulated or appropriated, however. Regulation describes how something will be done, and appropriation tells where the funding will come from.
In 1977, two days after President Jimmy Carter put his administration into place, fifteen people with disabilities met with Joseph Califano, the Secretary of Health, Education and Welfare. They offered to help develop the regulation for the Rehabilitation Act, so that the law would actually protect the civil rights of people with disabilities. There were many delays, with the new administration taking time to review the law. People with disabilities kept going to what seemed like endless meetings, feeling a bit more frustrated as time went by. Eventually, people with disabilities participating in the process gave a deadline of April 4 th of 1977 to have the regulations in place.
When the April 4 th deadline rolled around with no regulations or word from Califano, the network of supporters that developed during the 1973 Section 504 protests kicked into gear once again. Sit-ins were coordinated at federal office buildings in nine cities across the country. Some of those protests lasted a few hours, but the people in California came through once again.
In San Francisco, around 150 people with various types of disabilities were involved in the protest. Telephones were cut off to disrupt communication between protestors on various floors of the Federal Building, but because of the cross-disability nature of the protest, communication continued. Protesters who were deaf were able to get interpreters that would stand on the street and relay information to people who were deaf, who were posted in the windows. Ideas would spring up on one floor, and the interpreter could relay it to someone on another floor. The sit-in lasted 28 days – which was the longest takeover of a federal building in U.S. history. They stayed until the regulations were written, reviewed, and they approved of them.
The appropriations process still took some time, and didn't kick in until Title VII of the Rehabilitation Act Amendments of 1978 established the first federal funding for Independent Living. People across the country started banning together to create nonprofit organizations, and Centers for Independent Living began to spring up all over the country.
There were two problems with the Act at that time. First, the terminology was rather vague. What is advocacy? What is grass roots? What is peer counseling? Various entities, well meaning or not, would take the funding and call themselves a Center for Independent Living (CIL). Some set up segregated housing or single service centers, such as those serving only people who used wheelchairs, or only those who were blind, etc. The other problem was that there was no direct funding to the CILs – the funds went through the Vocational Rehabilitation system. That was really the only mechanism that our government had for getting money down to this grass root movement, which was not really a government controlled program.
By the 1980's, it was not uncommon for states to receive the federal funds approved for CILs, and yet individual states might not want to release the funds. Some of the struggle
between the IL movement and some states may have been justifiable, since states did not know how much accountability they were going to have for the funds, and may have been uneasy about passing the funds along to a bunch of grass root advocates.
In 1982, a group of what could be called the dinosaurs of the movement - people with disabilities, advocates, CIL directors, CIL staff, CIL board members – came together to plan for the reauthorization of the Rehabilitation Act. They needed Congress to understand and respect the IL service delivery system. For that to happen, there needed to be more guidelines and regulations in the system. Terminology in the law needed to be specific, cross-disability inclusion needed to be a requirement, and funding needed to go directly to CILs. The result of the gathering of IL advocates was the founding of the National Council on Independent Living (NCIL) to spearhead for the advocacy needed to accomplish these regulation changes. The advocacy that took place through NCIL resulted in some improvements in the Act during its reauthorization.
It was not until 1992 that major improvements in the Rehabilitation Act came into being, however. Terminology and regulations were included to specify what a CIL needed to do. CIL Standards and Assurances were developed. This created more consistency between CILs, enhancing the ability of people to refer consumers to other CILs across the country. Prior to that, networking was limited, since it was hard to tell if a CIL in another state was single service oriented, had the same philosophy of service, or was actually a high-rise assisted living, as opposed to a true Center for Independent Living.
When the CIL Standards and Assurances were developed, the federal government did an audit of existing CILs to determine whether they would be able to comply with the new rules, and many "CILs" that did not meet the regulations closed at that time, because they did not fit the definition of a true CIL. They were going to have to start from scratch because they had veered so far away from the philosophy and the history of IL services.
Originally, the funds going to CILs were intended to be a 3-year allocation, only. The thought was that the funding was only to be a jump-start for the CILs, and within three years CILs would develop their own funding. An amendment was passed, allowing CILs receiving federal allocations to maintain them, as long as they remained compliant with the Standards and Assurances. CILs who did meet the criteria had a bigger and more stable pool of funding available to them as a result. The first allocation of federal funding directly to CILs was for 2 million dollars. Each of ten CILs received $200,000. In 1992, there still weren't significant numbers of people trained in the IL philosophy or prepared to undertake grass root advocacy.
The 1992 reauthorization of the Rehabilitation Act not only applied some IL funding directly to CILs, but also established State Independent Living Councils (SILCs) across the nation. SILCs, which are consumer controlled entities, focus the broader statewide issues of advocacy and planning, rather than the local direct service focus of CILs.
In the grand scheme of things, the program of Independent Living falls within the Department of Education - the Secretary of Education. Within that department is the Office of Special Education and Rehabilitation Services (OSERS, which oversees the Rehabilitation Services Administration (RSA). A special project of RSA is the Independent Living Program. Further, the nation is organized into ten federal regions, which RSA has the responsibility to monitor.
CILs that are directly funding by the federal government answer directly to a regional RSA representative, who answers to an OSERS representative, who answers to the Secretary of Education.
The Ongoing Struggles of the Independent Living Movement
As the years progressed, Centers for Independent Living and those involved in the Independent Living movement have had to wrestle with a variety of issues that sometimes threaten the purity of the IL philosophy, and the original design for CILs.
The voice and role of people with disabilities in CILs and in the IL movement has been an ongoing struggle, often taking place at a political level. In a 1985 interview in The Disability Rag , Ed Roberts addressed this matter. He said that the role of the Independent Living centers was to be heavily political as well as service oriented. In the beginning, the philosophy had been that all management level jobs in a CIL would be run by people with disabilities - people would get the skills they needed at CILs, then move out and work at other places, whether it be transit departments, housing agencies, or whatever. The vision was that CILs would be places where people could learn skills needed to move on, taking the IL philosophy with them, as advocates. The notion was that individuals espousing the IL philosophy could change the attitudes of "charity" organizations by becoming involved in them. There was also a desire to change the message of pathos presented in most disability telethons, which enhanced the idea that people with disabilities are broken, and need to be fixed. Not only would individuals learn life and advocacy skills from CIL staff, but CIL staff would learn valuable lessons to take with them into other endeavors. CILs would develop leaders, which is a key to the ongoing work of the IL movement today. Some IL advocates, however, feel that certain historical events led to a decline in IL advocacy activities - advocacy being the traditional IL training ground for leadership.
In his 1985 interview, Ed Roberts commented on two related issues he saw as significant. First, he discussed the fact that a lot of programs around the country at that time were saying they could find qualified people with disabilities to work in CILs. "That's a kind of cop out," he said. "A really thorough outreach can find people with disabilities who are experienced." Secondly, Ed noted that, in the last year of the Carter administration, because of the attacks from political opponents of the disability rights movement, threats to funding led people to begin to back pedal. Some IL activists recall that, in the 1980's, a letter was sent out to the IL community with intimidating verbiage about using federal
dollars to lobby against any federal program. That frightened many of the CILs, mainly because of naivety about the specifics of lobbying vs. advocacy, and a lack of understanding about the importance of the role of consumers, as independent citizens, in carrying the message of the IL movement to legislators. Many CILs backed off on advocacy at that time, switching their focus more heavily to direct services. Those historical events have caused systems advocacy to wane, unnecessarily. While advocacy has returned as a priority in some CILs, there are many still hesitant to engage heavily in advocacy, thus fewer IL advocacy leaders have been trained.
With heavier focuses on direct services, the desire to enhance funding for CILs grew. The focus on funding, as well as some of the understandable social realities of CILs are additional issues that can, and have, derailed some CILs from their primary mission. Many early CIL leaders believed that the goal of a Center for Independent Living was to make itself unnecessary. They viewed CILs as transitional. If the whole world became accessible through the efforts of the IL movement, and everyone with a disability knew how to be their own advocate, CILs would no longer be needed. Individuals receiving services from a CIL would learn how to be independent, and would no longer need the CIL's services. CIL administrators who forget that theory can easily begin accepting sources of funding and delivering types of services that ultimately keep people dependent on the government or on a CIL for the rest of their lives. In addition, the nature of CILs is to bring people with disabilities together, yet for some, the commonality and understanding they feel when they encounter a CIL environment can lead to a dependence on the CIL for personal security. At a CIL, a person may feel like part of a community, perhaps for the first time in their life, as they become acquainted with other individuals with disabilities, build friendships, and share information. However, CILs that have not discovered ways to encourage individuals to learn and then integrate into the greater society and their local communities have often struggled to help their consumers achieve the larger goals of independence. This is another reason why an emphasis on people with disabilities getting training to exercise leadership, or at least to begin participating in the variety of organizations that make up their communities is so important to individual independence.
One of the things that historically has helped CILs overcome the issue of becoming a comfort zone for individuals with disabilities is the encouragement of consumers to initiate other kinds of organizations as off-shoots of CIL activities. Development of recreational and artistic organizations, that include all people, but are run by people with disabilities, is an example of how community activities can grow up around CILs. Disability social networks that have grown up around CILs, such as travel groups for people with disabilities, have created a degree of controversy in the Movement. Some view these types of groups as a means of building a community of people with disabilities, and supporting a structure from which greater advocacy may develop. However, others believe that, though there may be a need for various kinds of supports that are only available through a disability agency, the IL philosophy is best served when people with disabilities actively participate in the greater community, viewing themselves as equal to their nondisabled peers, rather than establishing a separate disability community.
Oregon SILC's History and Philosophy of Independent Living Page 10 of 12
Going back to one of the features of the sit-in around Section 504 of the Rehabilitation Act, we can see another important facet of IL philosophy that CILs have had to struggle with. That struggle involves the cross-disability nature of the IL movement. The San Francisco Section 504 sit-in was successful, in part, due to participation of individual with varied disabilities – the use of interpreters by people who were deaf, for example. Yet, it is sometimes true that even individuals with disabilities can develop prejudices, and fail to understand people with differing disabilities. At times, those with hidden disabilities, such as dyslexia, have complained that their disabilities are not seen as legitimate in the same way as more noticeable disabilities, such as mobility disabilities, blindness, or deafness. CILs have an important role in providing awareness of the variety of disabilities, and the varied barriers experienced by those with different disabilities. It is often easy for disability-specific organizations to become self-conscious, especially when it comes to competition for money or competition over the importance of their own legislative issues. Some feel this sense of competition may cause groups to portray themselves as the most needy, or the most entitled, undermining the perspective of people with disabilities as peer citizens. The cross-disability, rather than disability specific, identity that emerged from the IL movement enhanced a spirit of commonality among people, and drove efforts that build integration and inclusion for all people with disabilities.
Today, there is a huge challenge to keeping the Independent Living movement alive. Losing the soul of the Independent Living movement would cause CILs to become just another of the social service organizations. Second and third generation individuals, who have benefited from the work of previous generations of IL advocates, but have not experienced as much discrimination as their ancestors who had to fight to go to school, to work, etc., may not understand what all the IL fuss is about. Though they may become associated with CILs, if they fail to understand the history, it would be easy to fall into the pitfalls that have traditionally caused IL organizations to lose their focus. It is important to get back to the roots of IL in order to continue to advocate for the public policy changes that enhance the independence, inclusion, and equality of people with disabilities.
Many of the individuals with disabilities who are experiencing the result of the inclusion efforts of Independent Living's pioneers have never even heard of the Independent Living movement, of the IL philosophy, of Centers for Independent Living, or of the individuals who gave so much to break down existing barriers that prevented people with disabilities from exercising their full rights and responsibilities of citizenship.
A key function of the IL movement today is education and the development of new "experts" in IL philosophy and services. There are a number of educational materials that are useful in understanding and sharing IL philosophy and history. The Web site of the University of California at Berkeley, the Bancroft library, the regional oral history office, has been doing a project of oral history interviews for a number of years on the disability rights movement in Berkeley, which they are now expanding to the whole United States. They have posted some oral history interviews they did, including Ed Roberts and Zona
Oregon SILC's History and Philosophy of Independent Living Page 11 of 12
Roberts, and other people who were a part of the early movement in Berkeley on their Web site - http://bancroft.berkeley.edu/collections/drilm/collection/alphabetical.html. There is also a book called, "Why I Burned My Book and Other Essays on Disability, written by Paul Longmore, and published by Temple University Press, which includes information on the 504 sit-ins of 1977 and on the Independent Living Movement.
It has been said that, "A significant social movement becomes possible when there is a revision of the manner in which a substantial group of people looking at some misfortune see it no longer as a misfortune warranting charitable consideration, but as an injustice which is intolerable in society." That's the nature of the mental transformation that began to grow in the middle of the 20 th Century - the transformation in perspective that underlies the Independent Living movement.
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The Process of Addiction
LESSON OBJECTIVES
* students will become aware of the process of addiction
* students will become aware that developing an addiction is a process that happens over time
* students will identify resources in the community
CONTENT AND TIME (40-MINUTE LESSON)
1.1 Introduction: The Process of Addiction (15 minutes)
1.2 Activity: Levels of Use (15 minutes)
1.3 Activity: List of Resources (10 minutes)
REQUIRED MATERIALS
HANDOUT 1.1
: Levels of Use
HANDOUT 1.2: List of Resources
657A-V3 (November 2019) Provincial Addiction Prevention, Addiction & Mental Health
1.1 Introduction: The Process of Addiction
(15 minutes)
The progression of an addiction reflects movement along a spectrum of substance use or gambling behaviors, meaning that people use substances or gamble for different reasons and at varying levels. People may use different substances or gamble at different levels of the spectrum at different times in their life. It is also important to note that some people choose not to use substances or gamble at all.
No use
There is no use of substances or gambling. People have their own reasons for this, including religious beliefs, their age, or health risks in their family.
Beneficial use
Use that has positive health, social or spiritual effects (e.g., medicines, coffee/tea, ceremonial or sacred use of a substance, gambling for entertainment).
Casual/Non-problematic use
Using substances or gambling occasionally with no negative consequences (e.g., drinking a glass of wine with a meal). For young people, this might include experimental use.
Problematic use
Use that begins to have negative consequences such as health problems, conflict with friends and family or impaired driving charges.
Chronic dependence
Compulsive use of substances or gambling despite negative consequences in major life areas.
Adapted from: BC Ministry of Health (2004). Every door is the right door: A British Columbia planning framework to address problematic substance use and addiction. Retrieved from http://www.health.gov. bc.ca/library/publications/year/2004/framework_for_substance_use_and_addiction.pdf.
HANDOUT 1.1
Levels of Use
Check the behaviours you see in yourself then circle the level of use you think you are at:
List of Resources
The Process of Addiction
If you are concerned about your own or somebody else's (a friend or family member's) use of alcohol, other drugs or gambling, it is important to know where to go for help. On your own, or in small groups, identify the places and people in your community that could help you.
Local Addiction Counselling Office
Self-Help Groups (AA, NA, Alanon, etc.)
Counsellors
Crisis Centres
Detox Centres or Hospitals
Doctors
Teachers
Family
Friends
Others
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Weekly Lesson Guide to follow step by step!
* 4 days/week, 10-30 min/day or at your own pace.
* 24 Weeks of lessons for grades 5-6 and 7-8.
* 30 Weeks of lessons for grades 3-4.
* Students do a variety of listening, speaking, reading, and writing games and activities appropriate for their age/grade level in school.
* Provided as PDF download. Print 1 to 3 pages per week.
* Available in an OPTIONAL preprinted workbook too.
Scroll down to see Fiestas Lesson Guide samples for grades 3-4, 5-6, and 7-8 below.
New Vocabulary – Lección 2 Vocabulario and mandatos p. 9
New Common Words and Phrases - see p. iii in Spanish for You! book ¿De dónde es él/ella? Es de...
Try using the Common Words and Phrases listed above in your daily life. You can listen to these on the audio. Make flashcards if it helps you.
Day 1:
* Read Lección 2 p. 9 with audio.
* Read about Day of the Dead p. xii in your book.
* Do Learning Your New Vocabulary p. 9.
* Quick review I and we verb flashcards from Lección 1.
* *Optional: Play Frío y caliente. See Games and Activities section in your book.
* *Optional: Play a game of verb tic tac toe. See below. Cover the tic tac toe answers.
* Review Lección 2 p. 9 with audio.
Day 2:
* Do Lección 2 Vocabulario nuevo G3-4 worksheet.
Day 3:
* Quick review some Lección 1 vocabulary flashcards. Have someone read some to you, and you write them in Spanish. Then check your spelling.
* Quick review Lección 2 flashcards.
* Do Using Your New Vocabulary p. 10 with audio. (You will do again tomorrow.)
* Do Lección 2 Vocabulario y mandatos G3-4 worksheet.
Day 4:
* Do Using Your New Vocabulary p. 10 with audio.
* Quick review Lección 2 flashcards.
* Do Interactive Use of Vocabulary p. 10.
Verbs Tic Tac To
Answers
New Vocabulary – Gramática Possessive Adjectives p. 15
New Common Words and Phrases - see p. iii in Spanish for You! book - ¿De dónde es él/ella?, Es de___.
**Keep practicing your Common Words and Phrases!
Day 1:
* Review Spanish Alphabet p. ii with audio.
* Do Learning Your New Verbs p. 11 for poner and hacer.
* Try spelling some Lección 2 vocabulary words out loud using the Spanish letters.
1. this sweet bread
* Write these in Spanish:
2. that sweet bread
5. these flowers
3. this flower
6. those flowers
4. that flower
7. these children
Day 2:
8. those children
* Read Los verbos p. 11 with audio.
* Do Lección 2 Más verbos G5-6 worksheet.
* Do Using Your New Verbs p. 12 with audio.
Day 3:
* Do Lección 2 Conjugo los verbos G5-6 worksheet.
* Review your Lección 2 Verbos flashcards. Group them in the "I", "you", "he/she/you formal", "we", "you all (Spain)", and "they/you all" groups
Day 4:
* Do Interactive Use of Verbs p. 13-14 with audio. Follow these instructions:
* Do Lección 2 Using Your New Verbs G5-6 worksheet.
* Read p. 13 without the audio.
* Next, check your answers against the column of possible answers in the book.
* Think about what the questions mean and write answers for some of them.
* What is important is that you have the correct form of the verb when you answer.
* Repeat these steps for the second part p. 13-14.
* Now, do Interactive Use of Verbs p. 13 with audio. Pause the audio after each question if you need time to think, OR, use the answers you wrote for help.
* *Optional: Play the Envelope Card Game to practice the "I" and "we" forms of poner, hacer, comer, hablar, cantar, abrir, regresar, and celebrar. Go to www.spanish-foryou.net, Curriculum Activities login page for instructions. Fun for 2 or more people.
Day 1 Answers:
1. este pan dulce 2. ese pan dulce 3. esta flor 4. esa flor 5. estas flores 6. esas flores 7. estos niños 8. esos niños
New Vocabulary – Gramática - Possessive Adjectives p. 15
New Common Words and Phrases - see p. iii in Spanish for You! book - ¿De dónde es él/ella?, Es de___.
**Keep practicing your Common Words and Phrases!
Day 1:
* Do Using Your New Grammar p. 15 with audio.
* Read Gramática p. 15 with audio.
* Do Lección 2 Gramática Possessive Adjectives G7-8 worksheet.
* Do Using Your New Verbs p. 12 with audio.
* Review Lección 2 Verb flashcards.
Day 2:
* Do Lecciones 1 y 2 Los verbos G7-8 worksheet.
* Review Verb flashcards from Lecciones 1 and 2.
* Write the following in Spanish:
Day 3:
* 1. my pictures 2. your flowers 3. his toys 4. my cake 5. your present
* Quick review vocabulary flashcards for Lecciones 1 and 2.
* *Optional: Play the Envelope Card Game to practice the "I" and "we" forms of poner, hacer, comer, hablar, cantar, abrir, regresar, and celebrar. Go to www.spanish-foryou.net, Curriculum Activities for instructions. Fun for 2 or more people.
* Do Lección 2 Verbos y vocabulario G7-8 worksheet.
* For extra challenge you can practice all the forms of the verbs with the Envelope Card Game.
* Review Gramática p. 15 with audio.
Day 4:
* Do Lección 2 Gramática y verbos G7-8 worksheet.
* Do Interactive Use of Verbs p. 13-14 with audio.
Day 2 Answers:
5. tu regalo or su regalo
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"Without publicity there can be no public support, and without public support every nation must decay."
Benjamin Disraeli (1804 – 1881), British Prime Minister
1. Public Relations Discussion
1. What do you know about public relations? What does it involve and why is it necessary?
2. Which companies do you think have a good public image? Why do they have this image?
3. What kind of things can damage a company's reputation? Which companies have a bad image? Why is this?
4. What can companies do to improve their image?
5. Why is it important to have a good image?
6. How would you rate the image of your company? How could it improve its image?
7. How could social media be used to improve a company's image? How could social media damage a company's image?
8. Has your company ever appeared in the news? If so, why?
2. Public Relations Vocabulary
- public relations / PR (noun) – a strategy of controlled information with the intention of creating a favourable view of a person or organisation.
- publicity (noun) – uncontrolled information or attention in the media given to a person or organisation.
- PR disaster (noun) – publicity which causes serious damage to the reputation of a person or organisation.
- PR stunt (noun) – a planned event as part of a PR campaign to attract attention to a person or organisation, sometimes said as a criticism or accusation that something is not genuine.
- (to) spin (verb, noun) – to interpret, or an interpretation of, events or situations in a certain way in order to influence the way people perceive the event or situation, often by bending (spinning) the truth.
- all publicity is good publicity / there is no such thing as bad publicity (saying) – it is always preferable to have any kind of attention than no attention at all.
Using the vocabulary words above, complete the following sentences (remember to use the correct form of the word, e.g. verb conjugation or plural noun)
1. Despite having the highest number of virus deaths in the world, government suggested they actually have the lowest in the world.
2. Animal rights protesters were accused of staging an irresponsible when they covered the entrance of the town hall with pig's blood.
3. Elon Musk suffered a when demonstrating the shatter-proof windows on the new Tesla model. The window smashed when he threw a metal ball at it.
4. The announcement of a car fully powered by solar energy has generated a lot of .
5. After the devastating oil spill in the Gulf of Mexico, BP hired a team to improve its image.
6. Ryan Air was heavily criticised after announcing they were going to begin charging passengers €1 to use the toilet during flights, but as a result of this negative publicity, attention was drawn to their cheap prices and they actually saw an increase in sales. As they say, .
Public Relations vocabulary comprehension questions
1. How does your company manage PR?
2. Which companies have received a lot of publicity recently?
3. Can you think of any PR disasters?
4. Can you think of any PR stunts?
5. Can you think of a time a company or a government put a spin on events?
6. Do you agree that all publicity is good publicity? Why or why not?
3. Video: Successful Public Relations
You are going to watch a TEDx Talk by Jerry Silfwer called "A Recipe for PR Success".
Watch the video here: https://yourenglishpal.com/blog/business-english-conversation-lesson-plan-public-relations/
Watch the video and after, discuss the following questions
1. Why does PR have a bad reputation?
2. Is PR just a form of lying?
3. Can you think of a 'stupid majority' that were proved wrong about something by a company?
4. What is the difference between advertising and PR?
5. Some people say advertising is what you pay for and publicity is what you pray for. Do you agree?
6. What is more effective, advertising or good publicity? What are the advantages and disadvantages of each?
4. Public Relations Conversation Questions
1. What can do companies do to get in the news?
2. Why is it beneficial for a company to appear in the news?
3. How could a newspaper or magazine editor be convinced to write a positive story about your company?
4. Which recent news stories or events could relate to your company?
5. What has your company done recently that could be considered newsworthy?
6. How can PR help a company in times of crisis? Can you think of any examples of this?
7. Do all companies need a PR team or PR strategy? Why or why not?
8. How do you think public relations will be different in the future?
5. Public Relations Writing Task
Write an outline of your proposed PR strategy for the company where you work. Try to use some of the vocabulary you learned earlier in this lesson. In your answer, include the following topics:
- Why the company needs a PR strategy.
- How social media could be used as part of this strategy.
- How your company could get its name in the papers.
6. Public Relations Answers
2. Vocabulary
1. spin
2. PR stunt
3. PR disaster
4. publicity
5. public relations / PR
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How Computers Work How It Works
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How Cybersecurity Really Works - Sam Grubb 2021-06-15 Cybersecurity for Beginners is an engaging introduction to the field of cybersecurity. You'll learn how attackers operate, as well as how to defend yourself and organizations against online attacks. You don't need a technical background to understand core cybersecurity concepts and their practical applications – all you need is this book. It covers all the important stuff and leaves out the jargon, giving you a broad view of how specific attacks work and common methods used by online adversaries, as well as the controls and strategies you can use to defend against them. Each chapter tackles a new topic from the ground up, such as malware or social engineering, with easy-to-grasp explanations of the technology at play and relatable, real-world examples. Hands-on exercises then turn the conceptual knowledge you've gained into cyber-savvy skills that will make you safer at work and at home. You'll explore various types of
authentication (and how they can be broken), ways to prevent infections from different types of malware, like worms and viruses, and methods for protecting your cloud accounts from adversaries who target web apps. You'll also learn how to: • Use command-line tools to see information about your computer and network • Analyze email headers to detect phishing attempts • Open potentially malicious documents in a sandbox to safely see what they do • Set up your operating system accounts, firewalls, and router to protect your network • Perform a SQL injection attack by targeting an intentionally vulnerable website • Encrypt and hash your files In addition, you'll get an inside look at the roles and responsibilities of security professionals, see how an attack works from a cybercriminal's viewpoint, and get first-hand experience implementing sophisticated cybersecurity measures on your own devices. The Computer Science Activity
Book - Christine Liu
2018-11-13 A hands-on introduction to computer science concepts for non-technical readers. Activities include word searches, mazes, "Find the Bug!" hunts, matching games, "Color by Boolean" (a twist on the classic Paint by Numbers), and more. The Computer Science Activity Book is the perfect companion for curious youngsters -- or grown-ups who think they'll never understand some of the basics of how computers work. Work through this brief, coloring book-like collection of fun and innovative hands-on exercises and learn some basic programming concepts and computer terminology that form the foundation of a STEM education. You'll learn a bit about historical figures like Charles Babbage, Ada Lovelace, Grace Hopper, and Alan Turing; how computers store data and run programs; and how the parts of a computer work together (like the hard drive, RAM, and CPU). Draw a garden of flowers using
loops, create creatures with conditional statements, and just have a bit of fun.
How Computers Work - Ron White 2008
Explains the structure and functions of microprocessors, hard drives, disk drives, tape drives, keyboards, CD-ROM, multimedia sound and video, serial ports, mice, modems, scanners, LANs, and printers. The Secret Life of Programs Jonathan E. Steinhart 2019-08-06 A primer on the underlying technologies that allow computer programs to work. Covers topics like computer hardware, combinatorial logic, sequential logic, computer architecture, computer anatomy, and Input/Output. Many coders are unfamiliar with the underlying technologies that make their programs run. But why should you care when your code appears to work? Because you want it to run well and not be riddled with hard-to-find bugs. You don't want to be in the news because your code had a security problem. Lots of
technical detail is available online but it's not organized or collected into a convenient place. In The Secret Life of Programs, veteran engineer Jonathan E. Steinhart explores-in depth--the foundational concepts that underlie the machine. Subjects like computer hardware, how software behaves on hardware, as well as how people have solved problems using technology over time. You'll learn: How the real world is converted into a form that computers understand, like bits, logic, numbers, text, and colors The fundamental building blocks that make up a computer including logic gates, adders, decoders, registers, and memory Why designing programs to match computer hardware, especially memory, improves performance How programs are converted into machine language that computers understand How software building blocks are combined to create programs like web browsers Clever tricks for making programs more efficient, like loop invariance,
strength reduction, and recursive subdivision The fundamentals of computer security and machine intelligence Project design, documentation, scheduling, portability, maintenance, and other practical programming realities. Learn what really happens when your code runs on the machine and you'll learn to craft better, more efficient code.
Look Inside How Computers Work - Alex Frith 2016-06-20 Find out what goes on behind the screen, beneath the keyboard and inside the electronic "brain" of a computer.
Learning Computer
Architecture with Raspberry Pi
- Eben Upton 2016-09-13 Use your Raspberry Pi to get smart about computing fundamentals In the 1980s, the tech revolution was kickstarted by a flood of relatively inexpensive, highly programmable computers like the Commodore. Now, a second revolution in computing is beginning with the Raspberry Pi. Learning
Computer Architecture with the Raspberry Pi is the premier guide to understanding the components of the most exciting tech product available. Thanks to this book, every Raspberry Pi owner can understand how the computer works and how to access all of its hardware and software capabilities. Now, students, hackers, and casual users alike can discover how computers work with Learning Computer Architecture with the Raspberry Pi. This book explains what each and every hardware component does, how they relate to one another, and how they correspond to the components of other computing systems. You'll also learn how programming works and how the operating system relates to the Raspberry Pi's physical components. Coauthored by Eben Upton, one of the creators of the Raspberry Pi, this is a companion volume to the Raspberry Pi User Guide An affordable solution for learning about computer system design considerations and
experimenting with low-level programming Understandable descriptions of the functions of memory storage, Ethernet, cameras, processors, and more Gain knowledge of computer design and operation in general by exploring the basic structure of the Raspberry Pi The Raspberry Pi was created to bring forth a new generation of computer scientists, developers, and architects who understand the inner workings of the computers that have become essential to our daily lives. Learning Computer Architecture with the Raspberry Pi is your gateway to the world of computer system design. Mindstorms - Seymour A.
Papert 2020-10-06 In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist
Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible. How Computers Work - Ron White 2014-12-08 Explains the structure and functions of microprocessors, hard drives, disk drives, tape drives, keyboards, CD-ROM, multimedia sound and video,
serial ports, mice, modems, scanners, LANs, and printers. Geek Sublime - Vikram Chandra 2014-09-02 The nonfiction debut from the author of the international bestseller Sacred Games about the surprising overlap between writing and computer coding Vikram Chandra has been a computer programmer for almost as long as he has been a novelist. In this extraordinary new book, his first work of nonfiction, he searches for the connections between the worlds of art and technology. Coders are obsessed with elegance and style, just as writers are, but do the words mean the same thing to both? Can we ascribe beauty to the craft of writing code? Exploring such varied topics as logic gates and literary modernism, the machismo of tech geeks, the omnipresence of an "Indian Mafia" in Silicon Valley, and the writings of the eleventhcentury Kashmiri thinker Abhinavagupta, Geek Sublime is both an idiosyncratic history of coding and a fascinating meditation on the writer's art.
Part literary essay, part technology story, and part memoir, it is an engrossing, original, and heady book of sweeping ideas. How Software Works - V. Anton Spraul 2015-08-01 We use software every day to perform all kinds of magical, powerful tasks. It's the force behind stunning CGI graphics, safe online shopping, and speedy Google searches. Software drives the modern world, but its inner workings remain a mystery to many. How Software Works explains how computers perform common-yet-amazing tasks that we take for granted every day. Inside you'll learn: –How data is encrypted –How passwords are used and protected –How computer graphics are created –How video is compressed for streaming and storage –How data is searched (and found) in huge databases –How programs can work together on the same problem without conflict –How data travels over the Internet How Software Works breaks down these processes with patient
explanations and intuitive diagrams so that anyone can understand—no technical background is required, and you won't be reading through any code. In plain English, you'll examine the intricate logic behind the technologies you constantly use but never understood. If you've ever wondered what really goes on behind your computer screen, How Software Works will give you fascinating look into the software all around you.
The Elements of Computing Systems - Noam Nisan 2008 This title gives students an integrated and rigorous picture of applied computer science, as it comes to play in the construction of a simple yet powerful computer system. The Digital Hand - James W. Cortada 2005-11-03 The Digital Hand, Volume 2, is a historical survey of how computers and telecommunications have been deployed in over a dozen industries in the financial, telecommunications, media and entertainment sectors over the past half century. It is past of a sweeping three-volume
description of how management in some forty industries embraced the computer and changed the American economy. Computers have fundamentally changed the nature of work in America. However it is difficult to grasp the full extent of these changes and their implications for the future of business. To begin the long process of understanding the effects of computing in American business, we need to know the history of how computers were first used, by whom and why. In this, the second volume of The Digital Hand, James W. Cortada combines detailed analysis with narrative history to provide a broad overview of computing's and telecomunications' role in over a dozen industries, ranging from Old Economy sectors like finance and publishing to New Economy sectors like digital photography and video games. He also devotes considerable attention to the rapidly changing media and entertainment industries which are now some of the
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most technologically advanced in the American economy. Beginning in 1950, when commercial applications of digital technology began to appear, Cortada examines the ways different industries adopted new technologies, as well as the ways their innovative applications influenced other industries and the US economy as a whole. He builds on the surveys presented in the first volume of the series, which examined sixteen manufacturing, process, transportation, wholesale and retail industries. In addition to this account, of computers' impact on industries, Cortada also demonstrates how industries themselves influenced the nature of digital technology. Managers, historians and others interested in the history of modern business will appreciate this historical analysis of digital technology's many roles and future possibilities in an wide array of industries. The Digital Hand provides a detailed picture of what the infrastructure of the
Information Age really looks like and how we got there.
How Computers Work - Ron White 1999
Includes Pentium III and MMX processors, fingerprint and voice recognition, notebook and palm computers, MP3 music and digital audio ..." Code - 1999
Designing Embedded Hardware - John Catsoulis 2002
Intelligent readers who want to build their own embedded computer systems-- installed in everything from cell phones to cars to handheld organizers to refrigerators-- will find this book to be the most in-depth, practical, and up-to-date guide on the market. Designing Embedded Hardware carefully steers between the practical and philosophical aspects, so developers can both create their own devices and gadgets and customize and extend offthe-shelf systems. There are hundreds of books to choose from if you need to learn programming, but only a few are available if you want to
learn to create hardware.
Designing Embedded Hardware provides software and hardware engineers with no prior experience in embedded systems with the necessary conceptual and design building blocks to understand the architectures of embedded systems. Written to provide the depth of coverage and real-world examples developers need, Designing Embedded Hardware also provides a road-map to the pitfalls and traps to avoid in designing embedded systems. Designing Embedded Hardware covers such essential topics as: The principles of developing computer hardware Core hardware designs Assembly language concepts Parallel I/O Analog-digital conversion Timers (internal and external) UART Serial Peripheral Interface Inter-Integrated Circuit Bus Controller Area Network (CAN) Data Converter Interface (DCI) Low-power operation This invaluable and eminently useful book gives you the practical tools and skills to develop, build, and program your own applicationspecific computers.
Dancing with Qubits - Robert S. Sutor 2019-11-28 Explore the principles and practicalities of quantum computing Key FeaturesDiscover how quantum computing works and delve into the math behind it with this quantum computing textbookLearn how it may become the most important new computer technology of the centuryExplore the inner workings of quantum computing technology to quickly process complex cloud data and solve problemsBook Description Quantum computing is making us change the way we think about computers. Quantum bits, a.k.a. qubits, can make it possible to solve problems that would otherwise be intractable with current computing technology. Dancing with Qubits is a quantum computing textbook that starts with an overview of why quantum computing is so different from classical computing and
describes several industry use cases where it can have a major impact. From there it moves on to a fuller description of classical computing and the mathematical underpinnings necessary to understand such concepts as superposition, entanglement, and interference. Next up is circuits and algorithms, both basic and more sophisticated. It then nicely moves on to provide a survey of the physics and engineering ideas behind how quantum computing hardware is built. Finally, the book looks to the future and gives you guidance on understanding how further developments will affect you. Really understanding quantum computing requires a lot of math, and this book doesn't shy away from the necessary math concepts you'll need. Each topic is introduced and explained thoroughly, in clear English with helpful examples. What you will learnSee how quantum computing works, delve into the math behind it, what makes it different, and why it is so powerful with this
quantum computing textbookDiscover the complex, mind-bending mechanics that underpin quantum systemsUnderstand the necessary concepts behind classical and quantum computingRefresh and extend your grasp of essential mathematics, computing, and quantum theoryExplore the main applications of quantum computing to the fields of scientific computing, AI, and elsewhereExamine a detailed overview of qubits, quantum circuits, and quantum algorithmWho this book is for Dancing with Qubits is a quantum computing textbook for those who want to deeply explore the inner workings of quantum computing. This entails some sophisticated mathematical exposition and is therefore best suited for those with a healthy interest in mathematics, physics, engineering, and computer science.
Creating Augmented and Virtual Realities - Erin
Pangilinan 2019-03-18 Despite popular forays into
augmented and virtual reality in recent years, spatial computing still sits on the cusp of mainstream use. Developers, artists, and designers looking to enter this field today have few places to turn for expert guidance. In this book, Erin Pangilinan, Steve Lukas, and Vasanth Mohan examine the AR and VR development pipeline and provide hands-on practice to help you hone your skills. Through step-by-step tutorials, you'll learn how to build practical applications and experiences grounded in theory and backed by industry use cases. In each section of the book, industry specialists, including Timoni West, Victor Prisacariu, and Nicolas Meuleau, join the authors to explain the technology behind spatial computing. In three parts, this book covers: Art and design: Explore spatial computing and design interactions, human-centered interaction and sensory design, and content creation tools for digital art Technical development: Examine differences between ARKit,
ARCore, and spatial mappingbased systems; learn approaches to cross-platform development on head-mounted displays Use cases: Learn how data and machine learning visualization and AI work in spatial computing, training, sports, health, and other enterprise applications
How Computers Work -
Roger Young 2009-04-17 Computers are the most complex machines that have ever been created. This book will tell you how they work, and no technical knowledge is required. It explains in great detail the operation of a simple but functional computer. Although transistors are mentioned, relays are used in the example circuitry for simplicity. Did you ever wonder what a bit, a pixel, a latch, a word (of memory), a data bus, an address bus, a memory, a register, a processor, a timing diagram, a clock (of a processor), an instruction, or machine code is? Unlike most explanations of how computers work which are a lot of analogies or require a
background in electrical engineering, this book will tell you precisely what each of them is and how each of them works without requiring any previous knowledge of computers, programming, or electronics. This book starts out very simple and gets more complex as it goes along, but everything is explained. The processor and memory are mainly covered.
How Computers Work - Ron White 2006
Explains the structure and functions of microprocessors, hard drives, disk drives, tape drives, keyboards, CD-ROM, multimedia sound and video, serial ports, mice, modems, scanners, LANs, and printers.
How Computers Work - Steffi Cavell-Clarke 2018-07-15 How many different parts does a computer have? Where do computers get their power? Questions such as these and more answered in this engaging book about how computers function. Readers learn about crucial computer skills and concepts within this concise text, which is necessary in today's technological landscape. Colorful illustrations, instructional diagrams, informative fact boxes, and helpful graphic organizers are included to provide extra insight and enrich readers' understanding of this essential topic. Basic facts are presented in a creative way that's sure to keep readers entertained as they learn.
How the Internet Really
Works - Article 19 2020-12-08 An accessible, comic book-like, illustrated introduction to how the internet works under the hood, designed to give people a basic understanding of the technical aspects of the Internet that they need in order to advocate for digital rights. The internet has profoundly changed interpersonal communication, but most of us don't really understand how it works. What enables information to travel across the internet? Can we really be anonymous and private online? Who controls the internet, and why is that important? And... what's with
all the cats? How the Internet Really Works answers these questions and more. Using clear language and whimsical illustrations, the authors translate highly technical topics into accessible, engaging prose that demystifies the world's most intricately linked computer network. Alongside a feline guide named Catnip, you'll learn about: • The "How-WhatWhy" of nodes, packets, and internet protocols • Cryptographic techniques to ensure the secrecy and integrity of your data •
Censorship, ways to monitor it, and means for circumventing it
* Cybernetics, algorithms, and how computers make decisions
* Centralization of internet power, its impact on democracy, and how it hurts human rights • Internet governance, and ways to get involved This book is also a call to action, laying out a roadmap for using your newfound knowledge to influence the evolution of digitally inclusive, rights-respecting internet laws and policies. Whether you're a
citizen concerned about staying safe online, a civil servant seeking to address censorship, an advocate addressing worldwide freedom of expression issues, or simply someone with a cat-like curiosity about network infrastructure, you will be delighted -- and enlightened -by Catnip's felicitously fun guide to understanding how the internet really works!
How Technology Works - DK 2019-04-09
Have you ever asked yourself how the inventions, gadgets, and devices that surround us actually work? Discover the hidden workings of everyday technology with this graphic guide. How Technology Works demystifies the machinery that keeps the modern world going, from simple objects such as zip fasteners and can openers to the latest, most sophisticated devices of the information age, including smartwatches, personal digital assistants, and driverless cars. It includes inventions that have changed the course of history, like the internal combustion engine, as
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well as technologies that might hold the key to our future survival, including solar cells and new kinds of farming to feed a growing population. Throughout the book, step-bystep explanations are supported by simple and original graphics that take devices apart and show you how they work. The opening chapter explains principles that underpin lots of devices, from basic mechanics to electricity to digital technology. From there, devices are grouped by application--such as the home, transportation, and computing-making them easy to find and placing similar devices side by side. How Technology Works is perfect for anyone who didn't have training in STEM subjects at school or is simply curious about how the modern world works.
How Computers Really Work
- Matthew Justice 2020-12-29 An approachable, hands-on guide to understanding how computers work, from low-level circuits to high-level code. How Computers Really Work is a hands-on guide to the computing ecosystem:
everything from circuits to memory and clock signals, machine code, programming languages, operating systems, and the internet. But you won't just read about these concepts, you'll test your knowledge with exercises, and practice what you learn with 41 optional hands-on projects. Build digital circuits, craft a guessing game, convert decimal numbers to binary, examine virtual memory usage, run your own web server, and more. Explore concepts like how to: • Think like a software engineer as you use data to describe a real world concept • Use Ohm's and Kirchhoff's laws to analyze an electrical circuit • Think like a computer as you practice binary addition and execute a program in your mind, step-bystep The book's projects will have you translate your learning into action, as you: • Learn how to use a multimeter to measure resistance, current, and voltage • Build a half adder to see how logical operations in hardware can be combined to perform useful
functions • Write a program in assembly language, then examine the resulting machine code • Learn to use a debugger, disassemble code, and hack a program to change its behavior without changing the source code • Use a port scanner to see which internet ports your computer has open
* Run your own server and get a solid crash course on how the web works And since a picture is worth a thousand bytes, chapters are filled with detailed diagrams and illustrations to help clarify technical complexities. Requirements: The projects require a variety of hardware electronics projects need a breadboard, power supply, and various circuit components; software projects are performed on a Raspberry Pi. Appendix B contains a complete list. Even if you skip the projects, the book's major concepts are clearly presented in the main text.
How Computers Work - Ron White 1995 The updated edition of this award-winning, national
bestseller contains information on the latest technologies including multimedia and the Internet. This colorfully illustrated computer anatomy book is filled with basic and insightful information on the workings of a computer and the advanced technology that is making the computer a part of everyday life.
How Computers Work - Ben Hubbard 2017-05-04 Introduces basic computer functions and components, and discusses how they communicate with humans and other computers.
The Internet Book - Douglas E. Comer 2018-09-03 The Internet Book, Fifth Edition explains how computers communicate, what the Internet is, how the Internet works, and what services the Internet offers. It is designed for readers who do not have a strong technical background — early chapters clearly explain the terminology and concepts needed to understand all the services. It helps the reader to understand the technology behind the
Internet, appreciate how the
Internet can be used, and discover why people find it so exciting. In addition, it explains the origins of the Internet and shows the reader how rapidly it has grown. It also provides information on how to avoid scams and exaggerated marketing claims. The first section of the book introduces communication system concepts and terminology. The second section reviews the history of the Internet and its incredible growth. It documents the rate at which the digital revolution occurred, and provides background that will help readers appreciate the significance of the underlying design. The third section describes basic Internet technology and capabilities. It examines how Internet hardware is organized and how software provides communication. This section provides the foundation for later chapters, and will help readers ask good questions and make better decisions when salespeople offer Internet products and services. The final section describes
application services currently available on the Internet. For each service, the book explains both what the service offers and how the service works. About the Author Dr. Douglas Comer is a Distinguished Professor at Purdue University in the departments of Computer Science and Electrical and Computer Engineering. He has created and enjoys teaching undergraduate and graduate courses on computer networks and Internets, operating systems, computer architecture, and computer software. One of the researchers who contributed to the Internet as it was being formed in the late 1970s and 1980s, he has served as a member of the Internet Architecture Board, the group responsible for guiding the Internet's development. Prof. Comer is an internationally recognized expert on computer networking, the TCP/IP protocols, and the Internet, who presents lectures to a wide range of audiences. In addition
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to research articles, he has written a series of textbooks that describe the technical details of the Internet. Prof. Comer's books have been translated into many languages, and are used in industry as well as computer science, engineering, and business departments around the world. Prof. Comer joined the Internet project in the late 1970s, and has had a highspeed Internet connection to his home since 1981. He wrote this book as a response to everyone who has asked him for an explanation of the Internet that is both technically correct and easily understood by anyone. An Internet enthusiast, Comer displays INTRNET on the license plate of his car.
Artificial Unintelligence -
Meredith Broussard 2019-01-29
A guide to understanding the inner workings and outer limits of technology and why we should never assume that computers always get it right. In Artificial Unintelligence, Meredith Broussard argues that our collective enthusiasm for applying computer technology to every aspect of life has resulted in a tremendous amount of poorly designed systems. We are so eager to do everything digitally—hiring, driving, paying bills, even choosing romantic partners—that we have stopped demanding that our technology actually work. Broussard, a software developer and journalist, reminds us that there are fundamental limits to what we can (and should) do with technology. With this book, she offers a guide to understanding the inner workings and outer limits of technology—and issues a warning that we should never assume that computers always get things right. Making a case against technochauvinism—the belief that technology is always the solution—Broussard argues that it's just not true that social problems would inevitably retreat before a digitally enabled Utopia. To prove her point, she undertakes a series of adventures in computer
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programming. She goes for an alarming ride in a driverless car, concluding "the cyborg future is not coming any time soon"; uses artificial intelligence to investigate why students can't pass standardized tests; deploys machine learning to predict which passengers survived the Titanic disaster; and attempts to repair the U.S. campaign finance system by building AI software. If we understand the limits of what we can do with technology, Broussard tells us, we can make better choices about what we should do with it to make the world better for everyone.
How Computers Work - Ron White 1994
Think you know your computer? You've only scratched the surface until you've experienced this CDROM-equipped version of PC/Computing's How Computers Work. One of the bestselling computer books of all time, it features two valuable educational and entertainment resources in one affordable package--a CD-ROM
and a colorfully illustrated book.
The Social Design of Technical Systems - Brian Whitworth 2014-05-01 Hundreds of millions of people use social technologies like Wikipedia, Facebook and YouTube every day, but what makes them work? And what is the next step? The Social Design of Technical Systems explores the path from computing revolution to social evolution. Based on the assumption that it is essential to consider social as well as technological requirements, as we move to create the systems of the future, this book explores the ways in which technology fits, or fails to fit, into the social reality of the modern world. Important performance criteria for social systems, such as fairness, synergy, transparency, order and freedom, are clearly explained for the first time from within a comprehensive systems framework, making this book invaluable for anyone interested in socio-technical systems, especially those
planning to build social software. This book reveals the social dilemmas that destroy communities, exposes the myth that computers are smart, analyses social errors like the credit meltdown, proposes online rights standards and suggests community-based business models. If you believe that our future depends on merging social virtue and technology power, you should read this book.
How a Computer Works -
Camboard Technology
2016-04-08
How a Computer Works is a guide and reference book. Packed with stunning graphics this guide brings the inside of a Windows PC to life. A fascinating and absorbing overview of what's happening inside a computer. Useful to students or those wishing to learn the mysterious operation of how a computer works. The book delves into the operation of the key components of a personal computer. The computers key processes are described in short form. Includes clear diagrams of the main computer parts. The
heart of any computer is the CPU the book explains with clear diagrams the internal operation of an Intel Pentium processor. Includes comprehensive guides to the main components of a windows PC. Explains the technologies that make up a computer. Explains where all the connections on the back go to. Includes 28 chapters that explain the mystery of these technologies: - Motherboard, PCI Bus, The power on selftest, BOOT Up process, Intel Pentium CPU, Memory, Hard Drive, CD-ROM/DVD, Modem, Printer, Interrupts, FireWire, Expansion Cards, Serial and Parallel Ports, BIOS, Plug and Play, Mouse, Keyboard, Floppy Disk, USB, Scanner, Sound, MIDI, SCSI, Monitor. How Computers Work - Nancy Dickmann 2019-12-15 Computers are everywhere. Even a smartphone is a mini computer. With digital technologies so prevalent in today's world, it's important for young learners to know how they work. This book
introduces kids to the design and function of the hardware and networks that digitally connect us. Utilizing colorful infographics and simple language, this book discusses the history of the first computers, different types of computers, and the important parts that make a computer run. It makes learning about computers easy for young readers, and it will inspire your budding engineers.
What Is Coding? - Steffi CavellClarke 2018-07-15
Young readers are exposed to the exciting world of coding. They will be given an introduction to the basics of key computer programming markup languages, such as HTML and CSS. In learning about these essential computer skills and subjects, readers will improve their problem-solving skills and prepare to make their own website or even pursue a career in coding. In addition to the age-appropriate text, there are informative diagrams, helpful fact boxes, instructional graphic organizers, and eye-catching illustrations, which make this topic to make even more interesting and engaging for young readers.
But how Do it Know? - J. Clark Scott 2009
This book thoroughly explains how computers work. It starts by fully examining a NAND gate, then goes on to build every piece and part of a small, fully operational computer. The necessity and use of codes is presented in parallel with the apprioriate pieces of hardware. The book can be easily understood by anyone whether they have a technical background or not. It could be used as a textbook.
DK Eyewitness Books:
Computer - DK 2011-06-20 Eyewitness Computer gives readers an up-close look at the machines that have come to define the modern world. From laptops to supercomputers, this book uses clear, crisp photography and engaging text to explain how computers work, the functions they serve, and what they might do in the future.
The Pattern On The Stone - W.
Daniel Hillis 2014-12-09
Most people are baffled by how computers work and assume that they will never understand them. What they don't realize—and what Daniel Hillis's short book brilliantly demonstrates—is that computers' seemingly complex operations can be broken down into a few simple parts that perform the same simple procedures over and over again. Computer wizard Hillis offers an easy-to-follow explanation of how data is processed that makes the operations of a computer seem as straightforward as those of a bicycle.Avoiding technobabble or discussions of advanced hardware, the lucid explanations and colorful anecdotes in The Pattern on the Stone go straight to the heart of what computers really do. Hillis proceeds from an outline of basic logic to clear descriptions of programming languages, algorithms, and memory. He then takes readers in simple steps up to the most exciting developments in computing today—quantum computing, parallel computing, neural networks, and selforganizing systems.Written clearly and succinctly by one of the world's leading computer scientists, The Pattern on the Stone is an indispensable guide to understanding the workings of that most ubiquitous and important of machines: the computer.
Infotech Teacher's Book -
Santiago Remacha Esteras 1999-07-15
Infotech, second edition, is a comprehensive course for intermediate level learners who need to be able to understand the English of computing for study and work. Thoroughly revised by the same author it offers up to date material on this fast moving area. The course does not require a specialist knowledge of computers on either the part of the student or the teacher. The 30 units are organized into seven thematically linked sections and cover a range of subject matter, from Input/output devices for the disabled to Multimedia and Internet issues. Key features of
the Teacher's Book: exhausative support for the teacher, with technical help where needed - a photocopiable extra activities section - answer key and tapescripts
How Computers Work - Ron White 1997-01-01 Explains the structure and functions of microchips, hard drives, CD-ROMs, magnetooptical drives, tape drives, keyboards, serial ports, mice, modems, scanners, LANs, and printers
Automate the Boring Stuff with Python, 2nd Edition - Al
Sweigart 2019-11-12 The second edition of this bestselling Python book (over 500,000 copies sold!) uses Python 3 to teach even the technically uninclined how to write programs that do in minutes what would take hours to do by hand. There is no prior programming experience required and the book is loved by liberal arts majors and geeks alike. If you've ever spent hours renaming files or updating hundreds of spreadsheet cells, you know how tedious tasks like these
can be. But what if you could have your computer do them for you? In this fully revised second edition of the bestselling classic Automate the Boring Stuff with Python, you'll learn how to use Python to write programs that do in minutes what would take you hours to do by hand--no prior programming experience required. You'll learn the basics of Python and explore Python's rich library of modules for performing specific tasks, like scraping data off websites, reading PDF and Word documents, and automating clicking and typing tasks. The second edition of this international fan favorite includes a brand-new chapter on input validation, as well as tutorials on automating Gmail and Google Sheets, plus tips on automatically updating CSV files. You'll learn how to create programs that effortlessly perform useful feats of automation to: • Search for text in a file or across multiple files • Create, update, move, and rename files and folders •
Search the Web and download online content • Update and format data in Excel spreadsheets of any size • Split, merge, watermark, and encrypt PDFs • Send email responses and text notifications
* Fill out online forms Step-bystep instructions walk you through each program, and updated practice projects at the end of each chapter challenge you to improve those programs and use your newfound skills to automate similar tasks. Don't spend your time doing work a well-trained monkey could do. Even if you've never written a line of code, you can make your computer do the grunt work. Learn how in Automate the Boring Stuff with Python, 2nd Edition.
How Computers Work and What to Do When They Don't - Matthew R. Baker 2019-02
Computers are great-when they work. When they don't, it's an inconvenience at best and a nightmare at worst.How Computers Work and What to Do When They Don't explains, in simple English, how the
computer you use every day operates and what you can do when it's not operating the way you want it to.Inside, you will learn about the basic components of computer hardware and software, the Seven Principles of Solving Problems that you can use to solve any computer conundrum, and what you can do today to prevent problems from happening in the first place.You will also learn how to solve many existing issues, including sluggish performance and virus infections. When it's time to buy a new computer, this book explains the different options available and helps you determine what's best for your needs and within your budget.How Computers Work and What to Do When They Don't includes over 30 highresolution images to explain computer parts, software, and how-to procedures. It also contains two appendices with guides for resolving many common technical issues and trustworthy resources for resolving additional
problems.This book is written for users like you! Whether you want to save money by solving your own tech issues, rejuvenate a lethargic computer, or simply learn more about how computers function, How Computers Work and What to Do When They Don't is an invaluable resource for all things technology! Stuff You Should Know - Josh Clark 2020-11-24 From the duo behind the massively successful and award-winning podcast Stuff You Should Know comes an unexpected look at things you thought you knew. Josh Clark and Chuck Bryant started the podcast Stuff You Should Know back in 2008 because they were curious—curious about the world around them, curious about what they might have missed in their formal educations, and curious to dig deeper on stuff they thought they understood. As it turns out, they aren't the only curious ones. They've since amassed a rabid fan base, making Stuff You Should Know one of the most popular
podcasts in the world. Armed with their inquisitive natures and a passion for sharing, they uncover the weird, fascinating, delightful, or unexpected elements of a wide variety of topics. The pair have now taken their near-boundless "whys" and "hows" from your earbuds to the pages of a book for the first time—featuring a completely new array of subjects that they've long wondered about and wanted to explore. Each chapter is further embellished with snappy visual material to allow for rabbit-hole tangents and digressions—including charts, illustrations, sidebars, and footnotes. Follow along as the two dig into the underlying stories of everything from the origin of Murphy beds, to the history of facial hair, to the psychology of being lost. Have you ever wondered about the world around you, and wished to see the magic in everyday things? Come get curious with Stuff You Should Know. With Josh and Chuck as your guide, there's something interesting about everything (...except
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Parent Handbook 2022-2023
5783
115 Park Avenue Hoboken, New Jersey 07030-3703 201-653-8666
firstname.lastname@example.org Rachelle Grossman, Director
This document can also be found online at http://www.kaplancooperativepreschool.org
Like us on Facebook
Follow us on Instagram: @kaplanpreschool
NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS.
The Kaplan Preschool admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, disability or sexual orientation in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.
Mission Statement
Where the love of learning and the joy of Judaism begin.
The Kaplan Cooperative Preschool is committed to creating a nurturing and inclusive community for preschoolers and their families. Each child is empowered to develop at his or her own pace in an integrated Jewish and secular curriculum.
Each family member is welcomed into the school community through our parent cooperative program. Each teacher is supported in his or her professional development.
The Kaplan Cooperative Preschool is part of the United Synagogue of Hoboken's mission to welcome young families into the Jewish community.
Philosophy
The United Synagogue of Hoboken offers a unique program of early childhood education. Complementing a developmental secular curriculum, the Jewish curriculum celebrates Shabbat and the beauty of the Jewish experience.
Through the Jewish Curriculum our students :
* Live the Jewish calendar through Shabbat and holiday activities and celebrations
* Discover Jewish values in a school setting
* Gain a sense of spirituality and gratitude
* Participate in an environment that is conducive to Jewish observance
* Become involved with the Jewish community
The Kaplan Cooperative Preschool strives to help each child develop a healthy lifelong curiosity about all learning. We focus on each child's developmental needs and promote a positive, secure and accepting environment. Our flexible curriculum enables each child to grow at their pace. Classrooms are designed with a variety of learning centers, each with a hierarchy of materials. These areas include fine and gross motor, language, math, science, imaginative play, and creative arts.
We lead with a social emotional learning and learning through purposeful play philosophy. All developmental academic early childhood skills are woven into this style of learning.
Our students:
* Learn about self and others
* Regulate own behavior
* Manage own feelings
* Respond to others' feelings with growing empathy
* Play with other children
* Learn to be a member of a group
* Demonstrates basic gross motor skills
* Demonstrates basic fine motor skills
* Sustains attention
* Understands how objects are used
* Participates in conversations.
* Shows an awareness of letters, writing and sounds
* Shows number awareness and early math concepts
Our program emphasizes:
* Safety
* Social emotional learning
* Learning through play
* Jewish values
* Parental involvement
* A loving, nurturing environment
* School as a fun place
* Community
* Friendship
* Exploring the world
* Thematic, child-centered, developmentally appropriate curriculum
* Experiential, hands-on learning
* Close bonds between teachers, parents, and friends
Our philosophy:
* Is based on accepted theories of child development.
* Is individualized to meet the needs of every child.
* Encourages family members to participate in our program.
* Offers an environment that is safe, healthy
* Contains a variety of materials that are stimulating and engaging.
* Respects our students and families
* Creates a nurturing environment
4
Preschool Ages and Hours
The Kaplan Cooperative Preschool is a Jewish preschool open to children of all faiths. The school is licensed by the State of New Jersey, Department of Children and Families, Office of Licensing, to serve children 2 ½ to 6 years of age. School is in session Monday through Friday; 8:00-6:00 pm Kaplan allows flexible scheduling. All students can attend our early drop off, enrichment and after care programs if they are current Kaplan students. Students can use these programs on a regular or drop in basis. Contact the office if you are interested.
The school has an exemption from our license to operate a 2 hour drop off class for 2 year olds; our Gan Katan class. This class meets Monday - Friday from 9:00-11:00. Children may attend 2, 3 or 5 days a week.
Children may increase the number of days they attend school at any time during the school year if there is space in the class. Discuss this with the Director if you are interested in changing the days/times your child attends school. There are no make-up days.
Add-on Programs
Children can add the early drop-off, lunch bunch, afternoon enrichment or after-care program at any time during the school year if space allows once they are 2 ½ years old.
Early Drop-off Monday - Friday 8:00 to 9:00 am.
* Families can sign up in advance or pay by the day.
* Students may bring a dairy breakfast.
* At 8:50 the students are brought to their classrooms.
* Parents may drop students off at early morning drop-off until 8:50 am.
Lunch at Kaplan Monday – Friday 12:00-1:00 pm
* Students can sign up for the school year or stay for lunch on a drop in basis.
* Students may start the lunch program at any time during the school year. Rates are prorated for a later start.
Afternoon Enrichment Programs Monday –Friday 12:00-3:00
* You may enroll your child in the enrichment program at any time during the school year if space allows. If you decide to add a day after the school year has begun, your fee will be prorated.
* If space allows, students can attend our enrichment programs on a per day basis for a fee of $ 21. per hour.
* Students in the Pre-K 2's and 3's nap for about 1 hour .
o Send a crib sized sheet, blanket and a rest toy. These items will stay at the school and will be sent home each Friday to be washed. Return on Monday morning or the next day your child attends school.
o We have cushioned resting mats at the school.
o Parents can adjust the time their child naps directly with their teacher
* Students bring lunch from home or may purchase school lunch. See the food section for more information.
o Note: Kaplan follows Jewish dietary Kosher laws.
* Students in our Pre-K 4's classes do not have nap/rest time but have quiet time after lunch. Students can rest/nap at parent request.
* The afternoon enrichment program includes additional outside play, creative activities and social time.
After-Care Monday - Friday 3:00-6:00 pm
* Any Kaplan student can use the after-care program at Kaplan
* The cost per day is $ 21. per hour/ or part of the hour for occasional use.
* Contact the office to register for regular attendance. The tuition will be prorated.
* Notify your child's teacher if your child is staying later than his/her regular pick up.
* If you are late picking up your child, he/she will be brought to the after-care room.
* If you are late picking up your child, he/she will be brought to the after-care room.
.
Arrival Procedures
Students are greeted at the front door to the school by one of the school administrators and classroom teachers.
Students that need additional support should contact the director to work out a separation plan.
Early drop off students can be dropped off prior to 8:45am. At that time we close the door and all early drop off students will be brought to their classrooms. The school doors will reopen again at 8:55. We ask for your patience as we take in small groups of children at a time.
* You may leave a stroller at the school during the day. It will be parked outside and inside our gated area
* We will make our best effort to cover the strollers during inclement weather
* Kaplan Preschool is not responsible for anything left in your stroller.
* Strollers should be labeled with your child's name. We provide stroller tags
Parking at Kaplan
Please follow these procedures out of respect for our neighbors on Park Avenue and for safety reasons—emergency vehicles must be able to easily pass by the building.
* DO NOT PARK DIRECTLY ACROSS THE STREET FROM THE SYNAGOGUE OR SCHOOL. THESE SPACES BLOCK DRIVEWAYS.
* At all times: LEAVE ROOM FOR AN EMERGENCY VEHICLE TO PASS.
* There is no double parking in front of the synagogue or school building along Park Avenue.
Options
* Walk your child to school or take a bus or the Hop
* If you are driving to school, either:
* Pull into one of the spaces in front of the school, on the yellow line area, and walk your child to the front door entrance or the ramp. When pulling into one of these spaces, remember to leave room for other cars. If you will be staying longer than a few minutes, find a legal parking space. This is the quick drop-off zone.
* Find a legal parking space around the school area—there are meters on First Street.
Notify the office at email@example.com if your child is going to be late or absent for the day.
Dismissal Procedures
Class is dismissed at 12 noon, 3:00 pm and again during After Care hours. If you need to pick your child up early or late, notify the teacher and the school at firstname.lastname@example.org
Students will be dismissed from the front door of the school building. Notify the guard or ring the school bell so school staff can bring your child to the door.
The school administrators monitor this email address throughout the day.
* Children will only be released to their parents or authorized individuals as directed in writing by their parents.
* If a non-custodial parent has been denied access or granted limited access to a child by court order, it is the obligation of the parent that has secured the order to provide the school with the order and revised orders as soon as revised orders are entered so that the school may comply with the terms of the court order.
* If someone other than an individual listed on your dismissal form is picking up your child, you must call the school or email us at email@example.com
* All children must be picked up by someone 18 or older.
If you are having trouble finding a parking space or you have a sleeping baby in the car, you can call the office and we will walk your child to your car, if we have staff available. Remember there is no double parking around the school
As per State policy on the Release of Children, if a student is not picked up by an authorized individual and staff members have attempted to contact those individuals authorized by the parents and an hour has passed, the preschool can call the New Jersey Division of Youth and Family Services 24 hour Child Abuse Hotline to seek assistance in caring for the child until the parent is able to pick-up the child. Parents who are chronically late in picking up their child may be fined. Children do not like being the last one picked up at school.
School Policies
Babysitting
Teachers and staff members of the Kaplan Cooperative Preschool are not permitted to provide babysitting or other family services for Kaplan families. This includes transporting students to and from school. Our reasons include conflict of interest, blurring of the roles of teacher and caretaker and favoritism.
Backpack
Your child should come to school each day with a backpack, clearly labeled with your child's name. Backpacks are necessary to carry your child's precious art work and to hold your child's possessions- including gloves, hats, etc.
Birthday Celebrations
Children are welcome to celebrate their birthdays during snack time.
Parents may provide a celebration treat but no favors or other party items may be brought in. This includes birthday paper plates, napkins, etc. Parents may join the class for this celebration. The teacher should be notified of your intentions a few days prior to the event. All food must be purchased at a synagogue-approved bakery or must have a "U" or "K" marking if purchased in a supermarket. Because of Kosher food regulations, items baked at home are not permitted. If you have a kosher home, and want to prepare food to be served at the school, you can do this with Rabbi's approval.
The Kaplan teachers cannot distribute birthday cards, gifts or thank you notes from birthday parties that happen outside of school.
PLEASE NOTE: March 5, 2023 is the Kaplan Family Purim Party from 10:00-2:00. This is a fun event for the whole community. Please do not schedule a birthday party that day.
CLASS PLACEMENT
The Director is responsible for classroom placement and makes the final decision.
Class placement decisions are made using a team approach. The director consults with teachers, parents and other school administrators during this process. Some factors that go into class placement are age, hours of attendance, space, child's needs, etc.
If you have a concern about the placement of a child in your class, you should communicate the concern to the Director immediately for discussion. The Director will observe and assess the child and make recommendations based on these observations.
We take a team approach to managing children in the class and if a child is having difficulty working as a member of the class, a plan will be developed and implemented with assistance of the teacher, parents, and school administration. Progress will be monitored and adjustments will be made as the Director sees necessary.
If a parent is concerned about the developmental growth of their child, we recommend you discuss these concerns with your child's teacher. In collaboration, they will decide if it is appropriate to seek additional professional advice.
Once the school year has started, the Director may recommend that a student be moved to a different class. The Director will consult with the parents.
Clothing
Please dress your child in play clothes and sneakers or other rubber-soled shoes. We will be using paints, glue and other "messy" materials on a daily basis, so please do not send your child to school in "good" clothes. Children should be comfortable with their clothing: not too loose or too restrictive.
All clothing should be labeled with your child's name. Each child will need a full change of clothing at the school. This includes underwear, shoes and socks.
Please remember to change it as your child grows and the seasons change. If your child wears diapers or pull ups, you will need a supply at the school.
We will take the children outside to play every day, even in the winter or when there is light rain. Your child should come to school prepared for the weather. Outside play is an integral part of our program.
Conferences
A Parent/Teacher conference is scheduled in the Fall. This is the time for you to fully discuss your child's progress in school. Any questions or concerns you have should be presented to the teacher at this time. However, you may always feel free to contact the teacher and request time to meet. Please understand that the teacher is not available to meet with you during your school visits or at drop off and pick up. If you have something to share with the teacher you can use our communication app: Remini and send a private message. Email is also an excellent way to let teachers know you would like to set up a meeting or you have a question. Don't hesitate to contact your child's teacher
with questions you have about your child, the curriculum or general early childhood development questions.
Discipline Policy
The State of New Jersey's Division of Youth and Family Services requires that we provide a brief explanation of our philosophy of discipline. This explanation is signed by all teachers and parents and kept in your file at school. This policy is to aid in your child's social/emotional growth. All the teachers at Kaplan have training in Early Childhood Education and developmentally appropriate practices.
It is our philosophy that discipline is not punishment. At all times, we strive to teach our students to make positive social choices that help them be dynamic members of our community. We work on skills that support the development of positive self-esteem, good communication skills and self-discipline. We always expect kindness and consideration for others and want to instill pride and good feelings in every child.
At Kaplan Preschool you can expect that we WILL
* create a positive "yes" environment for children by ensuring that our guidance is developmentally and age appropriate and focused on promoting positive behaviors
* use a respectful tone when speaking to children and our language is used to praise, encourage and explain and to provide appropriate words to help children solve conflict and express their emotions
* model appropriate behavior for children and provide opportunities for child choice, decision-making and problem-solving. We provide alternatives and redirect children to appropriate behaviors.
At Kaplan Preschool you can expect that we will NOT
* use an inappropriate tone or language to shame, humiliate, threaten or intimidate children. We refrain from name-calling and labeling.
* use corporal punishment or any physical contact as a means of showing disapproval or punishment. (This would include but is not limited to spanking, pushing, pulling, biting, grabbing.)
* use food as a reward or a punishment in any way, nor will we force or withhold sleep.
* withhold or force physical activity.
This policy is to aid your child's social/emotional growth. All the teachers at Kaplan have training in Early Childhood Education and developmentally appropriate practices.
Emergencies at School
Parents sign a medical release form allowing the Preschool to seek emergency medical care for any enrolled child. In the event of an emergency, the Director, or her designee, will take immediate action to get medical attention for your child. We will then contact you or your authorized emergency contact.
We might attempt to contact your pediatrician, if time allows; otherwise prompt medical attention will be secured for your child at Hoboken University Hospital or through the Center of Family Health at 122-32 Clinton Street, Hoboken. 201 418-3110.
If there is an emergency situation concerning the school or the synagogue building, we have 2 emergency places available to us: Across the street at 120 and 130 Park Avenue and also at Stevens Cooperative School, 301 Garden Street. We will send a message through our communication app, Remini, notifying the parents that we have moved to our emergency site. We will also place a sign on the Kaplan school entrance door. Parents are asked to pick up their child as soon as possible from the emergency site.
Expulsion Policy
The Expulsion Policy detailed and signed in your Student Contract states The Board of Trustees of the Synagogue may terminate this contract upon written notice in the event of any of the following events:
A. The Faculty recommends that your child be withdrawn; or
B. The parent(s) or guardian(s) do not fulfill all their duties; or
C. Any tuition payment is unpaid for thirty (30) days following the due date.
It is our goal to always work and support the families in our community. Our program strives to meet the needs of all our students. In rare circumstances this
is not possible. In the event a child is struggling in the class we would proceed as follows:
1. Meet with parents
2. Create and enact a plan for support
3. Have a meeting with parents to review the plan. This plan may include recommendations for outside professional help.
4. Continue attempts to build in support with revised plan
Immediate expulsion could be warranted by safety concerns or potentially dangerous behavior conducted by a student or parent.
We will not expel a child based solely on the child's parent making a complaint to the Bureau of Licensing regarding a center's alleged violations of the licensing regulations or questioning a center directly regarding policies and procedures.
Field Trips
The students will not be leaving the school building unless the parent is notified and gives permission.
At times a class will organize a trip somewhere in the neighborhood. Parents will be informed through our email group and will be asked to email back to us with permission.
Whenever more involved trips are planned, a separate form will be issued in advance indicating the destination and method of transportation. Only children whose signed permission slips are on file will be able to take part in these activities. We often need parents to join us as chaperones and drivers.
Each Friday we enter the USH sanctuary on the second floor for a Shabbat sing a long led by Rabbi Scheinberg. This is considered a field trip within the school.
Fire Drills
Fire drills are conducted monthly as required by the Hoboken Fire Department and our licensing agency. The alarm is sounded and the entire school must evacuate and meet at our pre-arranged meeting space. Fire drills are conducted at different days and times so all students and teachers have practice evacuating our building.
Food
Our food policy is designed with Jewish dietary laws in mind. We are a KOSHER school. All food that is served to the class must be Kosher. This includes snacks, birthday celebrations, and school sponsored events. Parents are not permitted to bring in baked goods that are made at home unless they have a Kosher kitchen.
Kaplan is also PEANUT-FREE.
* Parents provide food for their children each day.
- Snack eaten mid morning
- Lunch eaten at noon
- Snack eaten at 3:00
- Water bottle - we will refill with spring water during the day
- Label all snack and lunch bags and your child's water bottle
* This food must be dairy, vegetarian or pareve and peanut free. Fish is allowed (except shellfish). Ideas for lunches or snacks can include bagels, nut butter (except peanut) sandwiches, pasta, pizza, cheese sandwiches
* Children's snacks and lunches are not shared with the other students.
* Students can bring other nuts or nut butters for snack or lunch
* We have a microwave in each classroom to heat up lunches
* If your child is bringing meat substitutes for lunch we appreciate it if you put a note in the lunch box so we know
Kosher Catered lunch available
* A Kosher catered meat lunch is available Monday- Friday
* The cost is $9.25 per lunch.
* Food is catered by Naturally Kosher
* Prior to the beginning of each month you will receive a lunch order and payment form
* The office places the order on Thursday morning for the following week. All orders must be in prior to Thursday at 10:00 am
Kaplan Preschool policy requires that you check with the teachers before giving a child, other than your own, any food.
Forms
* We use a digital program called Guidestar(Formsite) for school related forms. The office will send you the link to register your child.
* You can update your child's page at any time if you move or other information changes.
* New addresses, emergency contacts, cell phone numbers, nanny changes, dismissal authorizations, medical conditions should be updated immediately if they change during the year.
* We need paper forms for your child's annual medical exam and immunization record. Drop off at the office or scan to firstname.lastname@example.org
* Students cannot start school until all forms are complete.
Within Guidestar we include links to our annual forms such as:
* Information to Parents Document
* Policy on the Release of Children
* Policy Guidance and Discipline Policy
* Policy on Methods of Parent Notification
* Policy on Communicable Disease Management
* Expulsion Policy
* Policy on the Use of Technology and Social Media
* Permission for Emergency Treatment
* Dismissal Authorization Form
* Permission For Neighborhood Walking Trips
* Child Health Record and Immunizations
* School contract
Health and Attendance Policies
Each child enrolled in our school must have had a health examination performed by a health care provider within one year prior to admission and recorded on the Universal Child Health Record or equivalent and updated annually.
Children attending school need to be in good health both for their own benefit and the protection of classmates and teachers. Please keep your child home if he or she is ill or uncomfortable. A child who does not feel well cannot effectively participate in the school program. Parents should call the school if a child is ill and unable to attend that day. Please note our separate Covid19 updated policy.
Parents are asked to keep their child home when the following conditions exist:
* Fever – 100 degrees or above Children should be fever free for 24 hours before returning to school
* Diarrhea
* Ear pain
* Vomiting
* Persistent cough
* A green or thick white nasal discharge
* Sore throat and/or strep throat
* Flu-like aches and pains, weakness or general lethargy
* Unexplained rashes
* Chicken pox
* Head lice
* Reddened eyes
* Herpes mouth sore
Don't be surprised when your child first starts school if he/she gets sick more than in the past. It is important that your child remain at home if he/she has fever, diarrhea, a persistent cough, nasal discharge or other contagious condition. Otherwise it is difficult to keep everyone in the classroom healthy!
Children must be fever free for 24 hours before returning to school.
Children must be on antibiotics for 24 hours before returning to school.
Children who come to school are expected to partake in all activities, including going out-of-doors. If you feel that your child is not up to being part of the entire program, please keep him/her home until he is totally recovered.
Should your child become ill in school, he/she will be separated from the group. You will be contacted and expected to take your child home within one half-hour after the call has been made. If you are not available, emergency contacts will be called. It is important that the school is aware of local emergency contacts.
During the school year, if your child develops any conditions or specific needs that may require special accommodations, please notify the Preschool Director.
Contagious Conditions
To help protect all children, we require that any contagious conditions be reported to the Director immediately. The school administration will notify the child's class using our communication app- Remini- informing you of an illness or exposure. Confidentiality will be maintained.
A doctor's note stating that the student may return to school is necessary for any contagious disease, including:
* Covid
* Head Lice
* Chicken Pox
* Strep throat
* Coxsackie virus
* Herpes
* Conjunctivitis
* Whooping cough
* Mumps
* Flu
As of August 2022, Covid is considered one of the contagious conditions that your child may be exposed to. The Kaplan Cooperative Preschool follows the guidelines recommended by the CDC.
Immunization Requirements
Our licensing requires that we have a copy of the child's immunization records on file. All students are required to submit documentation that they received the flu vaccine by November 15, 2022.
* All children who attend Kaplan must be fully vaccinated according to the NJ Department of Health Requirements
* We do not accept religious exemptions
* Medical exemptions must be signed by a physician and will need to be reviewed and approved by the Kaplan Cooperative Preschool Medical Director
* Kaplan does not require the Covid vaccine for students at this time.
Incident/Illness/Accident Reporting
Teachers complete an incident/illness/accident report under the following circumstances.
* An accident occurs and the child hits his/her head
* An accident occurs and the child has a mark on his/her body as a result
* There is a biting or aggressive incident between students
* First aid is applied
* A child does not feel well or becomes sick during the school day
* The teacher suspects abuse or neglect
Parents will be informed verbally under the following circumstances:
* A child is bitten and the skin is broken
* A child sustains a head injury
* A child falls from a height greater than the height of the child
* An injury requiring professional medical care occurs
* A child is ill and needs to be picked up
Medications
If your child has a chronic medical condition and needs to take medication in order to attend school we can work out a system to administer the medication.
Prescription Medication will be administered by the school administrators under the following conditions:
o Written parent or guardian consent is on file
o The medication is in the original container labeled by a pharmacist with the child's name, medication name, dosage and strength of medication
o The date the prescription was filled
o The name of the health provider who wrote the prescription
o The medication expiration date
o Administration, storage and disposal instructions
* Nonprescription Medication will be administered by the school administrators under the following conditions:
o Parents or legal guardians will provide the medication in the original container.
o the medication will be labeled with the child's first and last names;
o specific, legible instructions for administration and storage supplied by the manufacturer.
A health care provider may state that a certain medication may be given for a recurring problem, emergency situation, or chronic condition or prevention. Example: sun screen, acetaminophen, Epi-pen.
* A list of your child's allergies to medications, other substances and/ or foods should be kept strictly up to date in Guidestar. This includes any special considerations you want the school to be aware of. This information is posted in all classrooms.
Holidays
* Our school celebrates all of the Jewish Holidays.
* We do not celebrate :Christmas, Easter, Halloween and Valentine's Day
* Please respect the school's policy by not sending your child to school in a Halloween costume or send in Valentine's Day cards or candy for the class.
* We learn about Thanksgiving, and of course we honor parents on Mother's Day and Father's Day.
Parent Participation
Parent participation is an essential component of our preschool. Our participatory environment encourages the development of a strong sense of community. Parents are given the opportunity to visit their child's classroom and to help with committee participation.
Our Parent Cooperative is run by a Parent Cooperative Team. The team members lead committees that run various fundraising and social events at the school and also arrange parent nights out and other family meet ups for class.
This group also acts as an advisory board for the Director. The Chairpersons are selected by the Director.
PARENT VISIT DAYS
Every Kaplan family is given the opportunity to visit their child's classroom. This time is set aside for you to be with your child.
* Parents are invited to visit the class for their child's birthday celebration.
o Arrange the day and time with your child's teacher
* Parents are invited to visit their child's class in the Fall and the Spring
* Each visit will be one hour (this could be during the class outdoor time and could also include bringing a book to read to the class. )
* Parents will be notified how to sign up to visit
* There may be other times throughout the year when parents are invited to visit the class/school.
PARENT VOLUNTEER OPPORTUNITIES
At the beginning of the school year the Parent Chairpersons will send out an email asking parents to join committees.
* Class Parents
* Social committee leaders
* Fundraising
* Family event help
- Sukkot party
- Hanukkah party
- Purim Carnival
- Family Shabbat
* Back to School Night set up
* Open House parent representatives
* Lunch on Thursdays ( LOTS lunch) help is needed to bring the donated lunches to the shelter
* Holiday drive presents and gently used donated items. Assistance is needed gathering items and transporting them
We are very grateful for parent volunteerism. This helps to create a more meaningful school experience for your child and our community.
Gift Policy
The United Synagogue Board of Trustees approved this policy in April 2013 in an effort to help parents show appreciation to teachers in a manner that would be equitable and would make everyone in our community feel comfortable.
Twice a year, at Hanukkah and the end of the school year, the parent association will collect cash/Venmo contributions towards teacher's gifts. Participation in this collection is strictly voluntary and anonymous. The money collected is shared with the entire school staff . These gifts are greatly appreciated by the staff
PICTURES
* Family members or caregivers are only allowed to take pictures or videos of their own child. You are responsible for making sure that no other child besides your own is seen in any picture or video that you take while at school.
* Parents, relatives and caregivers are prohibited from posting photos or videos of any child other than their own that are taken at school.
* Kaplan schedules a School Picture Day in early spring. Individual and Class taken and are offered to parents to purchase directly from the company.
SCHOOL COMMUNICATION
Email: email@example.com
This email address is checked throughout the day and is the best way to communicate with the school. The director and program managers monitor this email address
Communicating with your child's teachers
Teachers can be contacted about how their child is doing in class. We suggest the following approach
* Send a note in Remini
* Email your child's teacher
* Email the office
Back to School Night
The School will hold at least one parent meeting in the fall—Back to School Night—so that parents can meet with classroom teachers and review curriculum and class plans. There may be other parent meetings during the school year, as necessary. This year Back to School Night is on Monday September 19, 2022 at 7:00 pm. There will be a parent social and parent coop team information earlier that evening at 6:00 pm.
School Directory, Class Email Groups, School Website, What's App groups, Remini - the school communication tool
The school will distribute class lists with address and telephone numbers, and create class email groups for communication among families. Let us know if you are not receiving emails from the school.
Each class will have a What's App group run by the Parent Association. Please do not use this forum as a gripe session. If you have questions or concerns contact the director at firstname.lastname@example.org
The directory is the property of the Kaplan Cooperative Preschool and is published and distributed as a service to Kaplan families and staff. The use of the directory or email groups for commercial or other non Kaplan purposes without the express consent of the Director is prohibited.
Remini
The school uses a secure family communication and documentation application called Remini.
* Each class has a school issued Ipad loaded with the Remini application to be used by the teachers for attendance logs, to take photos of the children and their work and for communication between teachers and parents,
* The teacher will send a Shabbat note every Friday to talk about class happenings the week that passed and to let you know about upcoming class news.
* Pictures of your child will appear in the weekly newsletters
* The director will send a Shabbat note every Friday to share about school news and upcoming events.
* The office uses Remini for emergency notification
* Download the app - "Remini- schools & ecc in the App Store or Google Play.
* The office will send you an invitation to join before the new year starts.
Social Media Policy
This policy includes (but is not limited to) the following technologies: Social networking sites (ie. Facebook, Twitter, Instagram,) Blogs, Discussions forums, Collaborative online spaces, Media Sharing services (e.g. YouTube), Kaplan Cooperative Preschool Website
Kaplan will post pictures of students on Instagram of students engaged in activities at the school. This is part of our outreach effort to let the community know about our school.
Kaplan Cooperative Preschool aims to ensure that our school, students, educators, or families are not compromised on any form of social networking or related website. However, we acknowledge that social media can play an important role in maintaining communication with families and the local community in today's current society.
The Kaplan Cooperative Preschool Instagram and Facebook pages may be used as an additional means of communication between our school and the community. The following conditions are put in place to ensure the privacy, dignity and rights of the preschool, our students, staff and families.
* Only use first names on our page
* Respect the rights and confidentiality of others
* Do not impersonate or falsely represent another person
Parents and Staff
The posting of confidential and identifying information about the children, parents, or staff at KPS on social media (e.g. Facebook, Twitter, Instagram etc.) is strictly prohibited. In no way does KPS wish to abridge the rights of its employees to engage in critical commentary and observations that may relate to KPS and its operations; however, when such commentary and observations occur within a public forum and contain confidential information, it may result in disciplinary action for the employee.
Kaplan website: http://www.kaplancooperativepreschool.org
Like us on Facebook:
https://www.facebook.com/kaplancooperativepreschool
Instagram: @kaplanpreschool
Security
Security at Kaplan is a critical concern of ours. We have a security guard at the front door whenever students are in the building and at our off site events.
We have detailed security policies and procedures in place as well as security cameras and other systems that can be activated if needed.
* THERE IS ONLY ONE ENTRANCE TO THE SCHOOL BUILDING.
* DO NOT LET ANYONE INTO THE BUILDING WITH YOU IF YOU ARE BUZZED INTO THE SCHOOL.
* All faculty receive training on our security policies and procedures. They also receive training in our lock down and building evacuation procedures.
* We ask you to cooperate with our security personnel at all times.
Lockdown drills
* At least twice during the school year we will practice with the students "going to our hiding places in the classroom".
Separation Guidelines
Separation anxiety is common for children at this age.
The Kaplan staff is committed to helping each child through this process. We are confident that in a short amount of time every child will adjust to our school.
If your child needs extra time or attention to enter the school building we will work with you to make the transition as comfortable as possible.
Here are some helpful strategies:
* A week or two before school begins, talk to your child about the fun that he/she will have at school. Gently inform them that you will not be there with them.
* Read to your child about separation and the exciting aspects of school. Owl Babies and The Kissing Hand are two books that deal with this subject.
* Some children like to bring a comfort object from home—a stuffed animal or special blanket—even a picture of your family may be helpful.
* Review the schedule with your child and remind him/her when you will return to pick him up.
* It's helpful to have a fun activity planned for after school so your child has something to look forward to.
We're so excited that your family is going to be part of the Kaplan family. We strive to provide a wonderful, nurturing environment. Rest assured that all children adjust in their own time. We're looking forward to seeing you at school and working together with your family.
Show and Tell
Your child is welcome to bring an interesting object to school to share with their classmates. It should be something either connected to the curriculum or unusual and interesting. We cannot guarantee the item will be returned home!
Snacks
Please send in a snack each day for your child and a reusable water bottle.
Students eat a snack at mid morning and full day students eat a snack at 3:00 every day.
Snow Days and School Closings
The Kaplan Cooperative Preschool follows the Hoboken Public School System closings on snow days or bad weather days. In addition, our Preschool will close for Jewish holidays as noted on our calendar. School will also be closed at the Director's discretion should there be concern about weather, road or building conditions. You will receive notification through the Remini communication app if school will be closed or we have a delayed opening. There will be no refunds for days missed due to weather.
Solicitation
Solicitation of Kaplan families is not permitted, on or off the school property. Class lists and email lists are the property of the Kaplan Cooperative Preschool. Use of these lists for non-school related events is strictly prohibited.
Summer Camp
Summer Camp is in session for 7 weeks. The camp meets Monday through Friday from 8:00 to 6:00 pm. The camp admission priority is: current Kaplan students, synagogue members, students who have been accepted for admission September 2023, siblings of current Kaplan and LC students, and current Shalom Chaverim/ Mini Holiday students. If we still have space we open to the community.
Technology and Screen Viewing
The Kaplan Cooperative Preschool provides an activity-focused early learning environment. We believe children learn best through active participation, hands-on experiences, interactive conversation, and exploration.
We follow the recommendations established by the American Academy of Pediatrics, which has found that too much television and screen viewing has been linked to poor performance in school and interferes with brain development.
In keeping with the recommendation, children at Kaplan Cooperative Preschool will not have access to screen time while at school. This includes watching videos, DVDs, playing with video games, and using the computer.
School issued iPads may be used occasionally by the teacher to research a question that arises during the classroom discussion or for visual materials to enhance the curriculum. Only the school assigned iPads will be used for all pictures taken of the students and their work.
Toileting
* Students do not need to be toilet trained to attend Kaplan.
* Diapers are changed on an "as needed" basis. If children are staying for any enrichment or after care hours they are changed prior to joining the new group.
* Kaplan teachers will help you with toilet training. Discuss with your teacher and send extra clothing
* If students are not toilet trained before the start of the Pre-K 4's class, the director will meet with the parents to develop a plan.
Toys in School
As a rule, children are discouraged from bringing personal playthings to class due to possible loss, damage or class disruption. At the beginning of the school year, some children find it necessary to bring something from home as a transitional aid. As the year progresses, however, we encourage your child to say goodbye to his/her toy before they leave home or the car. If it is impossible, try to keep the item in your child's backpack or cubby for safekeeping during class.
Tzedakah (charity) and LOTS (lunch on Thursdays)
Each Thursday we ask that you bring a bag lunch to school that is donated to the Hoboken Shelter. The lunch should include a sandwich, drink, fruit and treat. The lunch should be brought at arrival and placed in the LOTS basket in the foyer.
At other times during the school year we collect gently used clothing, books or new baby items for local Hoboken organizations.
Unsafe Children's Product Information
In keeping with New Jersey's child care center licensing requirements, we are obliged to provide you, as the parents of a child enrolled at our center, with this informational statement.
As per the Department of Law and Public Safety (DLPS), Division of Consumer Affairs' (DCA), Kaplan Cooperative Preschool routinely reviews the list of unsafe children's products and there are no unsafe products in our facility. For your reference, this list can be accessed online at www.state.nj.us/lps/ca/recall/recalls.htm
THE JEWISH HOLIDAYS
United Synagogue of Hoboken is a place for the Jewish community to gather and celebrate Jewish festivals and holidays together. At the Kaplan Cooperative Preschool we introduce each holiday with stories, music, art, food, family and more. The holidays are full of concrete symbols, exciting rituals and important values that carry over in our daily life.
At Kaplan, we welcome children and families of all religious backgrounds and observance. Here is a brief description of the Jewish holidays we learn about and celebrate at Kaplan. We hope you enjoy learning and celebrating along with your child.
* Before we eat we recite the Hamotzi- and English and Hebrew prayer of thanks to God for our food.
SHABBAT
Shabbat is the holiest day of the week. From sundown Friday until an hour after sundown on Saturday, Jews are blessed with a day of rest, a day of reflection and rejuvenation. In six days God created the entire world: light, darkness, day , night, plants, birds and fish, animals and human beings. By the seventh day, God finished the work of creating the world and rested. Although Shabbat starts at sundown on Friday and ends at sundown on Saturday, we celebrate in school during our snack time on Friday
We celebrate Shabbat with challah (twisted egg bread) and grape juice. All classes light the Shabbat candles and recite the traditional blessings. We join together in the sanctuary with Rabbi Scheinberg and he leads us in song welcoming Shabbat.
ROSH HASHANAH
The Jewish New Year is called Rosh Hashanah because in Hebrew "rosh" means head and "shana" means year. Rosh Hashanah is the head, or beginning, of the Jewish New Year. On Rosh Hashanah, we blow the shofar in the synagogue to announce the new beginning of the Jewish year. On Rosh Hashanah, the children will eat sliced apples, and other fruits of the season dipped in honey, signifying the hope that we will all enjoy a sweet New Year.
YOM KIPPUR
Yom Kippur is the Day of Atonement – a day of self reflection and seeking forgiveness. On this day adults fast ( no food or drink) - from sundown to sunset- 25 hours in total. In school we focus on the things that we can do for others to be kind and helpful. In our prayers, we say we're sorry for our mistakes.
SUKKOT
Five days after Yom Kippur, we celebrate Sukkot for a whole week. We begin by building a hut in our yard. The hut, is called a sukkah. It reminds us of the flimsy houses the Jews lived in after their escape from Egypt while they were in the desert. We cover the roof of the sukkah with palm branches and corn stalks. The children colorful artwork from the roof of the sukkah. We eat snacks and lunch in the sukkah. During Sukkot we express our thanks for the food that comes from the earth by reciting a special blessing over the plants and fruits of the autumn harvest season. The blessing is done by holding an Etrog, a fruit that looks like a large lemon and has a sweet, pungent fragrance, and a Lulav, which is a tall palm branch with myrtle and willow branches attached to it, and shaking them in all directions to show that God is all around us.
SIMCHAT TORAH
The Torah contains the first five books of the Bible. It takes one whole year to finish reading the Torah from beginning to end. The day on which we read the last portion and begin reading the first portion again is called Simchat Torah, which means "being happy with the Torah." To show how happy we are, we take all the Torahs out of the ark and parade around the sanctuary with them. The children in school join a parade, waving homemade flags, singing and dancing and having a wonderful time.
HANUKKAH
Every year at Hanukkah we remember the Maccabees and their heroic deeds. The Maccabees saved the Jewish people from the Syrians, who ruled over Palestine 2,000 years ago. When the Syrians ruled Palestine, they didn't let the Jews practice their religion. The Syrians removed the menorah that had always burned in the Temple in Jerusalem and placed idols in the Temple instead. After the Maccabees defeated the Syrians and chased them out of Jerusalem, the Jews wanted to light the Temple menorah again but all they could find was a small jug of pure oil, just enough to keep the menorah burning for one day. But, alas, a miracle happened. The oil continued to burn for eight days and this is why
we light candles on a special menorah called a Hanukiyah on each of the eight nights of Hanukkah-to remind us of a great miracle that happened long ago.
On Hanukkah we eat potato pancakes called latkes, and play games with family and friends. In one of the games we use a dreidel, a spinning top with four sides. Each side has a different Hebrew letter on it nun, gimmel, heh and shin. These are the first letters of four words: nes gadol haya sham, meaning, "A great miracle happened there (in ancient Israel)." That great miracle is that the little bit of oil kept burning for eight days.
TU B'SHVAT
When the Hebrew month of Shvat arrives, we know that winter will soon be over. The trees will start growing again so we celebrate the renewal, or birthday of the trees. Trees are the symbol of life, a symbol of the Jewish people.
PURIM
At Purim we read the scroll of Esther, called the Megillah. The Megillah tells us that about 2,500 years ago in ancient Persia, where Iran is today, the king's wife, Vashti, would not obey him. The king decided to find someone else to be the queen and held a beauty contest. The contest was won by a girl named Esther. In the Purim story, Haman was a wicked man who wanted to chase all the Jews out of Persia. Queen Esther and her cousin, Mordacai, were able to stop him and save all the Jews of Persia.
In school we dress up in costumes on Purim. To remind us of Haman and his evil plan, we eat tasty pastries called Hamantaschen, in the shape of a triangle, just like the hat Haman used to wear. In school we will make groggers (noise makers) to shake and drown out the name of Haman whenever it is mentioned in the Megillah. We will also exchange Mishloach Manot bags – treats for friends.
PASSOVER
When winter is over, we know that soon we will celebrate Passover. We all help to clean the house very carefully to prepare for this beautiful holiday. On Passover, we have a Seder. At the Seder we read the Haggadah, a book that tells the story of the first Passover and how the Jews escaped from Egypt and became a free people. We read the Haggadah, sing songs and eat a festive meal so that we will not forget our redemption from Egypt.
On Passover, we eat matzoh instead of bread to remind us that when the children of Israel were freed from slavery in Egypt, they had to leave in a hurry. The ancient Egyptians were afraid that more plagues would come to them if the Israelites did not depart from Egypt quickly. So the Israelites packed up their bread dough before it had time to rise. They took the dough, along with their other belongings, and fled Egypt. Later the Israelites baked the dough in the
desert sun. The bread was flat and looked very much like the matzoh we eat today.
In school the children will make lovely crafts for your Seder table and a Haggadah.
SHAVUOT
Seven weeks after Passover, we are ready to celebrate the holiday of Shavuot. Many years ago in the springtime, God gave the Ten Commandments to Moses on Mount Sinai. The children of Israel waited at the foot of the mountain for Moses to come down with this precious gift. We will learn about the ten 'Good Rules."
YOM HA'ATMAUT
Yom Ha Atzmaut is Israel's Independence Day. The history of Israel and its people is an important part of our curriculum. Throughout the year we talk about the Jewish Homeland: the language, culture, weather, terrain, cities, kibbutz life, food, music, major religious sites and importance for many religions.
=============================================================
Financial Policies
Application and Initial Payment Fees
* There is a $ 75. 00 Application Fee
* A non refundable deposit of $ 1800. is needed to hold a space for your child.
* For Fall 2022 - Tuition payments being on July 1, 2022
* We cannot hold spaces for students that have not given the deposit or do not start tuition payments on July 1.
Payment Options
* Payments may be made by cash, e-check, personal check or credit card (3% charge).
* Families can arrange for recurring fees to be automatically taken from their checking accounts.
* Payment in full by July 1, 2022 : 2 % discount
* Semi-annual payments
o Half remaining tuition due on July 1, 2022
o The balance due on Jan 2, 2023
* Monthly payments
o July, August, September, October, November. December, January.
o This option carries an additional $10.00 service charge per month.
o You may instruct us to automatically charge your credit card every month.
Late Payments
* $20.00 per payment received after the 10 th of the month. You will be invoiced this additional charge.
* Failure to be up to date in payments may result in action, up to and including suspension of your child, as determined by the Board of Trustees of USH.
Withdrawal
When a child withdraws from KPS, no refund is given for deposits or tuition already paid.
The application fee, deposits or tuition are non-refundable, and may not be used to pay other USH obligations, including dues or Learning Center tuition.
Important Telephone Numbers
Kaplan Cooperative Preschool 201 653-8666 Fax 201 659-2614
United Synagogue of Hoboken 201 659-4000
Rachelle Grossman, Director 201 910-6056 cell
email@example.com
Rabbi Rob Scheinberg
201 855-6696 office
201 892-2083 cell
firstname.lastname@example.org
School email address
email@example.com
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"Six-year-old
Sachiko and her family suffered greatly after the atomic bombing of Nagasaki, and in the years that followed, the miraculous survival of a ceramic bowl became a key part of Sachiko's journey toward peace"-- At turns surprising, funny, and gutwrenching, this is the hopeful story of the ordinary yet extraordinary people who have figured out how to build lasting peace in their communities The word "peacebuilding" evokes a story we've all heard over and over: violence breaks out, foreign nations are scandalized, peacekeepers and million-dollar donors come
rushing in, warring parties sign a peace agreement and, sadly, within months the situation is back to where it started-sometimes worse. But what strategies have worked to build lasting peace in conflict zones, particularly for ordinary citizens on the ground? And why should other ordinary citizens, thousands of miles away, care? In The Frontlines of Peace, Severine Autesserre, awardwinning researcher and peacebuilder, examines the wellintentioned but inherently flawed peace industry. With examples drawn from across the globe, she reveals that peace can grow in the most unlikely
circumstances. Contrary to what most politicians preach, building peace doesn't require billions in aid or massive international interventions. Real, lasting peace requires giving power to local citizens. The Frontlines of Peace tells the stories of the ordinary yet extraordinary individuals and organizations that are confronting violence in their communities effectively. One thing is clear: successful examples of peacebuilding around the world, in countries at war or at peace, have involved innovative grassroots initiatives led by local people, at times supported by
foreigners, often employing methods shunned by the international elite. By narrating success stories of this kind, Autesserre shows the radical changes we must take in our approach if we hope to build lasting peace around us--whether we live in Congo, the United States, or elsewhere. As a young girl growing up in Kenya, Wangari was surrounded by trees. But years later when she returns home, she is shocked to see whole forests being cut down, and she knows that soon all the trees will be destroyed. So Wangari decides to do something—and starts by planting nine seedlings in
her own backyard. And as they grow, so do her plans. . . . This true story of Wangari Maathai, environmentalist and winner of the Nobel Peace Prize, is a shining example of how one woman's passion, vision, and determination inspired great change. Includes an author's note. This book was printed on 100% recycled paper with 50% postconsumer waste. The stunning companion to the National Book Award finalist--from a four-time Newbery Honor winning author Twelve-year-old Lonnie is finally feeling at home with his foster family. But because he's living apart from his little
sister, Lili, he decides it's his job to be the "rememberer"—and write down everything that happens while they're growing up. Lonnie's musings are bittersweet; he's happy that he and Lili have new families, but though his new family brings him joy, it also brings new worries. With a foster brother in the army, concepts like Peace have new meaning for Lonnie.Told through letters from Lonnie to Lili, this thoughtprovoking companion to Jacqueline Woodson's National Book Award finalist Locomotion tackles important issues in captivating, lyrical language. Lonnie's
reflections on family, loss, love and peace will strike a note with readers of all ages. In the book of Philippians we are told to be anxious over nothing, and yet we are anxious over everything. We worry that our students will be "behind," that they won't score well on the SAT, get into a good college, or read enough of the Great Books. Our souls are restless, anxiously wondering if something else out there might be just a little bit better -if maybe there is another way or another curriculum that might prove to be superior to what we are doing now. God doesn't call us to this work and then turn away to
tend to other, more important matters. He promises to stay with us. He assures us that if we rely on Him alone, then He will provide all that we need. What that means on a practical level is that we have to stop fretting over every little detail. We need to stop comparing. We've got to drop the selfinflated view that we are the be-allend-all of whether the education we are offering our students is going to be as successful as we hope it is. After all, our job is not to be successful -success itself is entirely beside the point. It's faithfulness that He wants. An American coming-of-age tale during a period when the entire country was losing its innocence to the second world war Set at a boys' boarding school in New England during the early years of World War II, A Separate Peace is a harrowing and luminous parable of the dark side of adolescence. Gene is a lonely, introverted intellectual. Phineas is a handsome, taunting, daredevil athlete. What happens between the two friends one summer, like the war itself, banishes the innocence of these boys and their world. Miss Fox is tired of hearing her young students quarrel. So she announces Peace Week—no
more squabbling for one whole week! The children chime in with their own rules: no fighting, don't say mean things, and help others. Throughout the week each of the little animals gets a chance to practice this new behavior. When Polecat teases Bunny for wearing a bright yellow sweater, instead of poking fun back at Polecat, Bunny admires his sweater. Soon, to their surprise, the animals are finding that it's easy to help others, take turns, and say nice things, even when someone is grumpy to them. Wouldn't it be nice, Squirrel says, if every week could be Peace Week? Conflict abounds in the church of Jesus
Christ.
Reconciliation within the body, however, will not happen with the right 'method' or 'set of principles.' In Making Peace, readers are challenged to place their church and all of its dissension under the Lordship of Jesus Christ. Peace is making new friends.Peace is helping your neighbor. Peace is a growing a garden. Peace is being who you are. The Peace Book delivers positive and hopeful messages of peace in an accessible, child-friendly format featuring Todd Parr's trademark bold, bright colors and silly scenes. Perfect for the youngest readers, this book delivers a timely and timeless message about the importance of friendship, caring, and acceptance. Yeny and her family have escaped from the violence in their mountain village in Colombia to live in the city. But danger remains all around her -- from groups of armed men who have kidnapped her uncle to a scary bully at school. Yeny feels powerless until her new friends decide to organize a peace carnival. Before long, the peace movement has attracted young people from across the country, and they decide to hold a national vote for peace. Inspired by the Colombian Children's Movement for Peace. On October
25, 1996, millions of kids throughout Colombia held a vote that resulted in one full day with no bombs, shootings, or kidnappings. The group has been nominated every year since for the Nobel Peace Prize. A foolish knight is certain that his side of the wall is the safe side in this clever, amusingly meta picture book by the acclaimed creator of It's Only Stanley There's a wall in the middle of the book, and our hero--a young knight--is sure that the wall protects his side of the book from the dangers of the other side--like an angry tiger and giant rhino, and worst of all, an ogre who would gobble him up in a second! But our knight
doesn't seem to notice the crocodile and growing sea of water that are emerging on his side. When he's almost over his head and calling for help, who will come to his rescue? An individual who isn't as dangerous as the knight thought-from a side of the book that might just have some positive things to offer after all! The Callery pear tree standing at the base of the World Trade Center is almost destroyed on September 11, but it is pulled from the rubble, coaxed back to life, and replanted as part of the 9/11 memorial. Fulfill statemandated objectives and national guidelines AND spark student learning with
Prestwick Activity
Packs. Providing a wide variety of activities such as role-playing, completing maps and charts, comparing authors' styles, and drawing from an arr The youngest ever Nobel Prize laureate, Pakistani women's rights activist Malala Yousafzai, is the 26th hero in the New York Times bestselling picture book biography series for ages 5 to 8. Malala Yousafzai won the Nobel Peace Prize at the age of 17 for speaking out against injustice even when it was terrifying to do so. She was an ordinary Muslim girl who wanted to attend school, and she refused to stop protesting for her rights even after being attacked by a powerful group in Pakistan who wanted women to remain in the shadows. She continues to fight for women's rights and free education for children all over the world. This friendly, fun biography series inspired the PBS Kids TV show Xavier Riddle and the Secret Museum. One great role model at a time, these books encourage kids to dream big. Included in each book are: • A timeline of key events in the hero's history • Photos that bring the story more fully to life • Comic-book-style illustrations that are irresistibly adorable •
Childhood moments that influenced the hero • Facts that make great conversationstarters • A character trait that made the person heroic and that readers can aspire to You'll want to collect each book in this dynamic, informative series! "From saying hello and pronouncing your friend's name correctly to giving more than you take and saying I'm sorry, this simple concept book explores definitions of peace and actions small and big that foster it"-Now in paperback! Soccer fan or not, the call of The Field is irresistible. A Junior Library Guild Selection Winner of the Sonia Lynn Sadler Award «
"Irresistible fun."—
Kirkus Reviews, Starred Review? « "A wonderful depiction of a joyful pastime . . . and a reminder of some of the ways we are more alike than different."—Booklis t, Starred Review Kirkus Reviews Best Picture Book of 2018? School Library Journal Best Book of 2018? The Horn Book Fanfare 2018? Shelf Awareness Best Children's Book of the Year Bank Street Best Children's Book of the Year "Vini! Come! The field calls!" cries a girl as she and her younger brother rouse their community—family, friends, and the local fruit vendor—for a pickup soccer (futbol)
game. Boys and girls, young and old, players and spectators come running—bringing balls, shoes, goals, and a love of the sport. "Friends versus friends" teams are formed, the field is cleared of cows, and the game begins! But will a tropical rainstorm threaten their plans? The world's most popular and inclusive sport has?found its spirited and authentic voice in Baptiste Paul's debut picture book— highlighting the joys of the game along with its universal themes: teamwork, leadership, diversity, and acceptance. Creole words (as spoken in Saint Lucia, the
author's birthplace island in the Caribbean) add spice to the story and are a strong reminder of the sport's world fame. Bright and brilliant illustrations by debut children's book illustrator Jacqueline Alcántara— winner of the We Need Diverse Books Illustration Mentorship award— capture the grit and glory of the game and the beauty of the island setting that inspired this particular field. Drawing on insights and techniques from Buddhism, Taoism, and Western meditation traditions, "Discover Inner Peace" offers more than 25 specially devised exercises
for controlling emotions, maintaining positive thinking, and attaining mental clarity. 100 color illustrations. Imagine a peaceable place of learning, where the total focus is on teaching and helping students learn. From superintendents to classroom teachers, this is what all education professionals want for their schools. Making School a Place of Peace gives you details on how to make nonviolence and peaceable behavior the norm in your school. The authors have included reallife examples and forms for assessing the culture and values of the school. They have
included practical ways you can incorporate lessons about peace into the curriculum, such as using examples from children's literature. Particularly useful are the resources for helping to promote peace as a way of life, not just at school but at home and in the community as well. Involvement of parents, teachers, and children is stressed as a key factor in bringing about these changes. Jill Murphy's bestselling classic Peace at Last has delighted young children for almost forty years, and is equally beloved by tired parents who are all too familiar with the plight of
poor Mr Bear. With a snoring Mrs Bear, an excitable Baby Bear and a house full of tapping and dripping and ticking, peace is hard to come by – will Mr Bear ever get a decent night's sleep? The familiar noises, repetition and beautiful illustrations make Jill Murphy's delightful Peace at Last an all-time favourite bedtime story with children and adults everywhere. Peace. What does that word really mean? Ask children from around the world, and this is what they say.... Educating for a Culture of Peace is a tool for meaningful and lasting social change toward a genuine culture of
peace. This popular guide offers a wealth of innovative, research-based strategies for making K–12 classrooms the best learning environments they can be. Easy-toimplement best practices are presented for establishing a classroom management plan, organizing procedures and materials, building a respectful community, fostering peer collaboration, and engaging students in interactive learning. Each of the 50 strategies includes step-bystep instructions, the amount of time needed to implement, and the recommended
grade level. In a large-size format for easy photocopying, the book features ready-to-use reproducibles. How do you teach children to value peace and appreciate diversity? One way is to provide them with books with themes that promote these ideas. The Parent / Teacher Guide to Children's Books on Peace and Tolerance offers readers a wide variety of awardwinning titles along with annotations and grade level recommendations. The book is divided into the following sections: Preschool - grade three Grades 4 - 6 Middle school, and High school. Each section has over
100 listings. Topics include civil rights, the Holocaust, slavery, Native Americans, bullying, war, child abuse, bigotry, cooperation, acceptance, apartheid, family relationships, Arab/Israeli conflict, controlling anger, the Civil War, the Vietnam War, WWII, gays and lesbians, and other social issues. Many of these books are the recipients of the following awards and honors: Newbery Award, School Library Journal (starred review), Caldecott Award, Boston Globe Horn Book Award, American Library Association Notable Book, Jane Addams Children's
Book Award,
American Bookseller - Pick of the List, Kirkus Reviews (starred review), Publishers Weekly (starred review), Booklist (starred review), Coretta Scott King Award, VOYA Top Picks, National Book Award, and the Michael L. Printz Award. This guide is an excellent resource for parents who would like their children to become peace-loving, accepting adults. Teachers who are looking for books to supplement their curriculum will find the suggested titles to be among the best written works in the designated areas. For example, one would be hard pressed to find a better written book on the Holocaust
for middle and high school students than I Have Lived One Thousand Years. The author has done a great service by providing parents and teachers with a list of books that cannot be found anywhere else. Offering clear strategies rooted in research and expert recommendations, First Aid for Teacher Burnout empowers teachers to prevent and recover from burnout while finding success at work. Each chapter explores a different common cause of teacher burnout and provides takeaway strategies and realistic tips. Chapter coverage includes fighting low morale, diminishing stress,
streamlining grading, reducing workload, leveraging collaboration, avoiding monotony, using technology to your advantage, managing classroom behavior, advocating for support from your administration, securing the help of parents and community, and more. Full of reflection exercises, confessions from real teachers, and veteran teacher tips, this accessible book provides easyto-implement steps for alleviating burnout problems so you can enjoy peace and success in your teaching. A warm, comforting poem about finding peace in a community of neighbors Peace is
an offering. A muffin or a peach. A birthday invitation. A trip to the beach. Join this group of neighborhood children as they find love in everyday things—in sunlight shining through the leaves and cookies shared with friends—and learn that peace is all around, if you just look for it. With rhyming verse and soft illustrations, this book will help families and teachers look for the light moments when tragedy strikes and remind readers of the calm and happiness they find in their own community every day. When the world feels chaotic, find peace within through an accessible
mindfulness practice from the bestselling picturebook dream team that brought us I Am Yoga. Express emotions through direct speech. Find empathy through imagination. Connect with the earth. Wonder at the beauty of the natural world. Breathe, taste, smell, touch, and be present. Perfect for the classroom or for bedtime, Susan Verde's gentle, concrete narration and Peter H. Reynolds's expressive watercolor illustrations bring the tenets of mindfulness to a kid-friendly level. Featuring an author's note about the importance of mindfulness and a guided meditation for children, I Am Peace will help readers of all ages feel grounded and restored. This book is a guide for college students exploring career options who are interested in working to promote peacebuilding and the resolution of conflict. High school students, particularly those starting to consider college and careers, can also benefit from this book. A major feature of the book is 30 stories from young professionals, most recently graduated from college, who are working in the field. These profiles provide readers with insight as to strategies they might use to advance their
peacebuilding careers. The book speaks directly to the Millennial generation, recognizing that launching a career is a major focus, and that careers in the peace field have not always been easy to identify. As such, the book takes the approach that most any career can be a peacebuilding career provided one is willing to apply creativity and passion to their work.
ENDORSEMENTS: The 30 profiles and other examples of career options across disciplines in Peace Jobs should be a required resource for all high school and college career offices. Packed with valuable realistic examples of how
students, from a wide array of backgrounds, connected their passion with a paid career, it answers the ever present question "but what job can I get in peacebuilding"? Jennifer Batton CoChair, Peace Education Working Group and Chair, North America, Global Partnership for the Prevention of Armed Conflict Coordinator, International Conference on Conflict Resolution Education If changing the world is your calling, David Smith offers the guiding framework to channel passions and talents into meaningful employment. In Peace Jobs, millennials and
others can discover ways to apply their social conscience to traditional and transformative career opportunities. Tony Jenkins, PhD Director, Peace Education Initiative, The University of Toledo Managing Director, International Institute on Peace Education Coordinator, Global Campaign for Peace Education As a young girl in Kenya, Wangari was taught to respect nature. She grew up loving the land, plants, and animals that surrounded her-from the giant mugumo trees her people, the Kikuyu, revered to the tiny tadpoles that swam in the river. Although most
Kenyan girls were not educated, Wangari, curious and hardworking, was allowed to go to school. There, her mind sprouted like a seed. She excelled at science and went on to study in the United States. After returning home, Wangari blazed a trail across Kenya, using her knowledge and compassion to promote the rights of her countrywomen and to help save the land, one tree at a time. "His ideas will help anyone who has the courage to understand that a real education must go beyond filling in circles on a standardized test form." —Rafe Esquith, New York Times-bestselling
author of Teach
Like Your Hair's on Fire Can playing a game lead to world peace? If it's John Hunter's World Peace Game, it just might. In Hunter's classroom, students take on the roles of presidents, tribal leaders, diplomats, and military commanders. Through battles and negotiations, standoffs and summits, they strive to resolve a sequence of manylayered, interconnected scenarios, from nuclear proliferation to tribal warfare. Now, Hunter shares inspiring stories from over thirty years of teaching the World Peace Game, revealing the principles of successful collaboration that
people of any age can apply. He offers not only a forwardthinking report from the frontlines of American education, but also a generous blueprint for a world that bends toward cooperation rather than conflict. In this deeply hopeful book, a visionary educator shows us what the future of education can be. "The World Peace Game devised by fourthgrade teacher Hunter has spread from a classroom in 1978 to a documentary, a TED Talk, the Pentagon, and now finally a book, in which he describes the ways his students have solved political and ecological crises that still loom large
in the world of adults . . . Hunter's optimism is infectious." —Publishers Weekly "Inspired, breath-of-fresh-air reading." — Kirkus Reviews "Hunter proves the value of 'slow teaching' in this important, fascinating, highly readable resource for educators and parents alike." — Booklist Teacher Guide for the 36week, 4th-6th grade social studies course! The vital resource for grading all assignments from the Elementary Geography & Cultures course, which includes: Information on the design of ecosystems and biomes, great civilizations, and discoveries found around the world, as well as details of God's amazing design of our worldUnique insights into Christian history makers and amazing landmarks, as well as global recipes.
OVERVIEW: Children will travel the world in comfort of their own homes. Through this Elementary Geography & Cultures course, students experience a wondrous global journey within the pages of two Godhonoring books, encountering places and people from around the world. Children will gain knowledge of intriguing facts about countries, including their capital cities, maps,
flags, populations, and religions. It glorifies God, explores His creation, and honors His followers around the world. Included are outline maps and facts regarding the seven continents, as well as detailed maps and data of the featured countries. The comprehensive information provided for each focus country will bring to light their culture and traditions, holidays, exploration, legal system, and economic industries, as well as missionary accounts and other material to help children connect to people from regions around the globe. FEATURES: The calendar provides lesson planning with clear objectives, and the worksheets and quizzes are all based on the readings from the two main books.
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Children Of Peace Teachers
Guide
E BOOK Peace Like A River Teacher Guide
Peace
The Peace Book
The Frontlines Of Peace
Teaching From Rest
I Am Peace
A Parent Teacher Guide To Childrens Books On Peace And Tolerance
Wangaris Trees Of Peace
The Field
First Aid For Teacher Burnout
Peace Week In Miss Foxs Class
A Teachers Guide To A Peaceful
Classroom
Id Rather Teach Peace
A Separate Peace
World Peace
And Other 4th
Grade
Achievements
Yeny And The Children For Peace
Seeds Of Change
Building Bridges
Win Win
Peace Is An Offering
TIME For Kids Nonfiction Readers Advanced Plus Teachers Guide
I Am Malala Yousafzai
Peace Jobs
Survivor Tree
Elementary Geography Cultures Teacher
Guide
Peace Locomotion
Making Peace
A Bowl Full Of Peace
Educating For A Culture Of Peace
Peace At Last
Resources In Education
A Separate
Peace
The Effective Teachers Guide Second Edition
The Wall In The Middle Of The Book
Tarbells Teachers Guide To The International
Sunday school Lessons For 1907
Discover Inner Peace
Making School A Place Of Peace
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AP ENVIRONMENTAL SCIENCE
Summer 2020
Thank you for your interest in AP Environmental Science (APES) and choosing to accept the exciting challenges presented in this course.
Your summer assignment is…GO OUTSIDE !!! Spend time outside with your family, your friends, or even by yourself. Research supports that time spent outside is good for your health. So, fight the heat, the mosquitoes, the creepy crawlies, and enjoy some good times out of doors. Enjoy the water at a beach, a lake, or a pool. Take a boat ride down the river or kayak in the creeks. Enjoy a walk through the forest, a stroll on the beach, or a hike in the mountains. Enjoy time around a campfire or a grill. Catch lightning bugs, crawdads, June bugs, or fish. Observe wildlife and clouds. Enjoy a concert on
Market Square or a concert of cicadas. Visit the zoo or Ijams. Enjoy some time on the porch in a rocker or porch swing and watch it rain. Meditate while watching a beautiful sunrise or sunset. Spend time with your grandparents and other family. Enjoy your hammock. Make homemade ice cream. You may bring the outdoors inside and help with canning and preserving the fruits and vegetables of summer's bounty. Prepare a meal using fresh vegetables. Take some time this summer to unplug and enjoy nature.
You need to report to class with a "VIRTUAL SCRAPBOOK" of 10 ACTIVITIES you completed OUTSIDE THIS SUMMER . (not last summer, not 2 years ago, it should be this summer)
* Your "virtual scrapbook" may be a PowerPoint presentation, Google Slides presentation, Prezi presentation, movie, or any other multimedia presentation viewable using our class A/V materials. You may share via google, YouTube, email, or flash drive.
* Your 10 activities are completely up to you. Do things you enjoy and share with your classmates via your presentation. The above ramble was not a requirement list. You may choose activities you want to do. Again , the activities must be from this summer .
* NOTE: DO NOT use bikini or swimsuit photos in your presentation.
* If you have any questions or concerns, feel free to email me at: email@example.com I will try to respond in a timely manner, but hopefully I will be unplugged and outside! | <urn:uuid:c3fab897-11ab-4391-bd69-be1dbcb2163e> | CC-MAIN-2023-14 | https://www.knoxschools.org/cms/lib/TN01917079/Centricity/Domain/5240/W.%20Roberts%20-%20APES%20-%20Summer%20Project%20-%202020.pdf | 2023-03-26T18:13:25+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00448.warc.gz | 956,659,900 | 527 | eng_Latn | eng_Latn | 0.996743 | eng_Latn | 0.996743 | [
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1
2014 Military Children's Scholarship Handbook
Published by Military Handbooks, FREE Military Handbooks and Guides Since 2001
________________________________________________________________________
Copyright © 2001-2014. Military Handbooks, 7200 NW 86th Street, Kansas City, MO 64153. Military Handbooks Web site: http://www.militaryhandbooks.com. All rights reserved. No part of this book may be reproduced in any form or by any means without prior written permission from the Publisher. Printed in the U.S.A.
"This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is published with the understanding that the publisher is not engaged in rendering legal, accounting or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought."– From a Declaration of Principles jointly adopted by a committee of the American Bar Association and a committee of publishers and associations.
Go to http://www.militaryhandbooks.com to sign up for your FREE Military Handbooks today!
Contents
2
The Best PSAT/NMSQT Tools ………………………………………………………………………….
19
SAT
……………………………………………………………………………………………………
20
3
What if You Decide You Want a Paper Application?
………………………………………………..
What You Need to Fill Out the Free Application for Federal Student Aid ………………………………
45
45
When Do You Apply? …………………………………………………………………………………..
45
61
4
5
Introduction
College as an Investment
A college education is a big investment of time, money, and effort. It's also a great investment, one that pays off financially, socially, and personally. Financially, the average college graduate can expect to earn a million dollars more during his or her career than the average high school graduate. Invested wisely, that huge extra amount of discretionary income can mean an enormous difference in quality of life. It means a bigger house in a better neighborhood, better schools for your children, and financial independence: the freedom to do what you want.
And, of course, college pays off in ways ultimately more important than financial. Education beyond high school can give you choices that may not otherwise be possible, open doors to better paying positions, and give you the opportunity to do the things you enjoy most. By advancing your education, you can expand your possibilities and increase your career choices. A university education prepares you to get more out of life. Mastering the ability to learn about all but the most complex subjects allows you to make better, wiser decisions. The intellectual growth you make in college allows you to more fully appreciate almost every aspect of your life.
It has been said that the man who knows how will always have a job -- working for the man who knows why. College –if you take advantage of it – lets you become the person who knows why, the individual with deeper insight into reality. College is one of the most wonderful opportunities in life that exist for personal growth. Socially, it is great too, because you get to associate with other people who are trying to prepare themselves for a richer, fuller, more exciting and satisfying life. In college, many people form their greatest friendships, relationships that last for life.
But as great as college is, let's be honest, it is expensive. Often, the hardest part of the equation is figuring out how to pay for it – without putting yourself (or your parents) in the poor house. This Military Handbook was published to help you put the pieces of the puzzle together – and to help you find the funding you need to pursue your goals for college – and beyond.
As young men and women seem to grow-up faster and faster every year, there is a great temptation to move from high school directly to the workplace. Indeed, it's hard to stay in school if you think you need to be working to earn money. But college really is an investment that pays great dividends – for the rest of your life. College gives you a wider variety of jobs to choose from, and – most importantly – you'll earn significantly more money over your lifetime with a college degree in hand. Just check out the earnings and unemployment rates for people with different levels of education:
(Verified on 10/27/13): To view the latest stats, visit http://www.bls.gov/emp/ep_chart_001.htm
The old tagline was that "college isn't for everyone." But that's no longer strictly true. Whether you want to go fulltime, part-time, days or nights, or even get your degree from an "online" university – you can make it happen. And you can study a greater breadth of courses, topics and majors than ever before. This is truly an extraordinary time for those seeking a college degree.
We hope that you find this Military Handbook helpful and we wish you the best of luck in your pursuit of your college degree. And remember to study hard, work hard, and most importantly – enjoy your future.
– The Military Handbook Staff
7
Preparing for College
If you want to make college a success, you can't just wander onto campus expecting the experience to change your life. If you want a different and better life, you are the one who is going to have to create it.
All that college will do is to provide you a place among a community of learners and given access to resources that empower learning. Study in college is different from study in high school. Your professors are going to expect you to be motivated and to be capable of independent study and learning. They are going to present challenging material and expect you to master it. They are going to give you assignments that measure your intellectual growth, but they are not going to hold your hand and see that you DO the assignment.
Your future in college and after college is really up to you. So, right now, your watchword should be taken from the Boy Scouts:
Be prepared!
You can get a great college education anywhere you go to school. What makes all the difference; is you, your motivation, and your preparation.
College Preparation Schedule
Here is what the ideal college preparation schedule looks like. It assumes that while you are still in elementary school, your parents are wise enough to begin to take steps to get you truly prepared for college. Of course, such perfect planning is the exception, rather than the rule, so in the following section, we'll outline a more realistic program for the rest of us relatively late bloomers.
Still, with enough time available, you would do the following:
Pre-High School
* Take challenging classes in English, mathematics, science, history, geography, the arts, and a foreign language.
* Start writing a journal.
* Develop strong study skills and habits.
* Start thinking about which high school classes will best prepare you for college.
o Further your academic and career interests
* If you have an opportunity to choose among high schools, or among different programs within one high school, investigate the options and determine which ones will help you:
o Open doors to many future options
o Buy a U.S. Savings Bond
* Start saving for college if you haven't already. Investigate different ways to save:
o Open a savings account in a bank
o Invest in mutual funds
High School: 9th Grade
* Take challenging classes in English, mathematics, science, history, geography, a foreign language, government, civics, economics, and the arts.
* Get to know your career counselor or guidance counselor and other college resources available in your school. • Talk to adults in a variety of professions to determine what they like and dislike about their jobs, and what kind of education is needed for each kind of job.
* Focus on building your skills as a writer. Good writers are almost invariably good learners.
* Continue to save for college.
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High School: 10th Grade
* Take challenging classes in English, mathematics, science, history, geography, a foreign language, government, civics, economics, and the arts.
* Become involved in school or community based extracurricular activities that interest you and/or enable you to explore career interests.
* Talk to adults in a variety of professions to determine what they like and dislike about their jobs, and what kind of education is needed for each kind of job.
* Meet with your career counselor or guidance counselor to discuss colleges and their requirements.
* Take advantage of opportunities to visit colleges and talk to students.
* Take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). You must register early. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver.
* Continue to save for college.
High School: 11th Grade
* Take challenging classes in English, mathematics, science, history, geography, a foreign language, government, civics, economics and the arts.
* Continue involvement in school or community based extracurricular activities.
* Meet with your career or guidance counselor to discuss colleges and their requirements.
* Decide which colleges most interest you. Contact them to request information and an application for admission. Ask about special admissions requirements, financial aid and deadlines.
* Visit colleges and talk to students.
* Talk to college representatives at college fairs.
* Consider people to ask for recommendations – teachers, counselors, employers, etc.
* Investigate the availability of scholarships provided by organizations such as corporations, labor unions, professional associations, religious organizations, and credit unions.
* Investigate the availability of financial aid from federal, state, local, and private sources. Talk to your guidance counselor for more information.
* If applicable, go to the library and look for directories of scholarships for women, minorities, and disabled students.
* Continue to save for college.
* Register for and take the SAT I, the ACT, SAT II Subject Tests or any other exams required for admission to the colleges you might want to attend. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver.
High School: 12th Grade
* Take challenging classes in English, mathematics, science, history, geography, a foreign language, government, civics, economics, the arts, and advanced technologies.
* Complete all necessary financial aid forms, especially the Free Application for Federal Student Aid (FAFSA). Apply online at: www.fafsa.ed.gov.
* Meet with your counselor early in the year to discuss your plans.
* Write colleges to request information and applications for admission. Ask about financial aid, admissions requirements, and deadlines.
* Register for and take the SAT I, ACT Assessment, SAT II Subject Tests or any other exams required for admission to the colleges to which you are applying. If you have difficulty paying the registration fee, see your guidance counselor about getting a fee waiver.
* If possible, visit the colleges that most interest you.
* Prepare your application carefully. Follow the instructions, and PAY CLOSE ATTENTION TO DEADLINES! Be sure to ask your counselor and teachers at least two weeks before your application deadlines to submit the necessary documents to colleges (your transcript, letters of recommendation, etc.).
But what do you do if you're through high school and you Didn't do all of the things necessary to prepare yourself for college? There's still hope! It's going to mean playing some catch up, but you can do it. Amazing progress has been
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made in the past decade in our understanding of the human brain, how it works, and how to help it do its job efficiently. The first step is to find out where you are. This requires some honest and realistic assessment of your current study skills.
Study Skills Assessment
Here is a simple survey that can give you a snapshot of where you are on the spectrum of study skills.
Read the following 34 statements and put a check mark by the ones that apply to you. (For now, disregard the symbols following each sentence.)
Do this quickly. Be honest but don't agonize over your response.
1. I listen to music or TV when I study@
3. I rarely review for tests***
2. My mind wanders in class*
4. I cram late the night before@
6. I don't seem to write down the right things in class NT
5. I try to write down everything the instructor says NT
7. I often forget important assignments and test dates@
9. I read at the same speed and in the same way**
8. I write papers the week before they're due ORG
10. I usually remember little of a chapter I just read*
12. I have trouble finishing reading assignments on time OR
11. I feel overwhelmed by the amount of homework@
13. I often don't finish all my homework on time ORG
15. I often can't find the information I need on the Internet CMP
14. I want to be able to read faster**
16. I get very anxious before tests and do worse than I could***
18. My mind tends to wander when I read**
17. I must reread entire passages two or three times before I understand**
19. I need to study longer than I do*
21. I have trouble understanding my notes NT
20. I hate to read**
22. I hate to write RT
24. I study for some tests but forget what I studied***
23. I don't use a calendar to schedule study@
25. I find myself daydreaming in class* CN
27. I almost never look at my class notes OR
26. I have trouble identifying the important points in what I read**
28. I can't understand my class notes when I do look at them NT
30. My essays get marked down because of lack of organization OR
29. After about 15 minutes of study, I am bored *
31. I don't have enough time for both a social life and study@
33. A social life deserves higher priority than homework AT
32. I don't understand how to outline OR
34. Teachers talk so fast I miss important points NT
Analysis
Count check marks. If you marked more than 9, you have plenty of room to grow in your ability to handle information. If you do not set out to improve your study skills, you are going to be held back by a lack of ability to handle college level work. But, don't worry! No one was born knowing how to study. And anyone can learn to be a good student.
Next, notice the letters and symbols at the end of each statement. Count how many you have of each kind. If you have two or more of a particular mark, this is a skills area that would benefit from extra attention and effort.
* = work on concentration
*** = text prep and anxiety
** = reading and comprehension skills
@ = lack of organization
CMP = improved computer skills
OR = lack of proper research and organizational skills
NT = better system for note taking
A = work on attitude
No matter where you are, don't be discouraged. Remember that awareness of ignorance is the beginning of wisdom. You have to have the courage and honesty to face your current limits before you can hope to expand your abilities.
Just remember that all of these are learnable skills. You CAN get make huge improvements in all of these areas. To further refine your list of the skills you need most to develop, conduct the following brief survey.
Using the Results
Look over the survey carefully. Identify those areas which need work. A good way to start learning how to grow in that area is to simply do an online search. Choose a term like "library skills" and just Google it. Click through the top twenty or thirty or more results. Go to amazon.com and search the same term. Read reviews and excerpts. You'll almost certainly find helpful resources.
Of course, the fundamental intellectual skill is reading. No matter how well you read right now, you can become a better reader. Few things will pay off more in your intellectual growth than learning to read effectively. Remember, that doesn't necessarily mean fast. It means really understanding what you are reading. One of the things that large amounts of experience reading a variety of text from simple to complex gives you, is a sense of adapting your reading speed to the material at hand. Simple narrative text can be read rapidly, but dense and intricately woven passages require slowing down and making sure you understand everything. If you don't understand something, mark the text! Read other material on the same topic; ask fellow students or the teacher.
The real touchstone in reading is the ability to paraphrase. Read a passage and then tell yourself what it means in your own words. If you cannot do this, you do not understand it. It is not your own intellectual possession until you can explain it in your own words as simply and clearly as possible.
This is a good place to observe that in the world of academia, you are going to run into a great many intellectual frauds. These bogus scholars pretend to know more than they do. They use words not to clarify and illuminate but to obfuscate and hide behind.
Be aware that if you are having great difficulty in understanding something, it might not be your fault at all, but the fault of a fraud who hides his ignorance by making things seem more complicated instead of expressing ideas as simply as possible.
A complete treatment of the entire arsenal of study skills is well beyond the scope of this book. However, we CAN provide some helpful tips, tools, and techniques that should help you unlock the golden door of the temple of knowledge. Here's the shortest, best lesson we can offer:
The Golden Key to Learning
Some years ago, a study conducted at Stanford University revealed one of the most important secrets of learning. It was a simple study with a powerful lesson.
The researchers randomly divided Stanford undergraduates into three groups and assigned them to study a chapter. The first group was asked to read the chapter. The second group was told to read the chapter and go back over it underlining what they thought were important points. The third group read the chapter, underlined important points, and then wrote notes about the chapter, essentially writing a short summary.
They then tested the three groups of students on their mastery of the material.
Do you think there was a significant difference among the three groups?
You bet! The first group – those who read the chapter – made a "C". The second group – those who read it and underlined it – made a "B". And the third group – who read it, underlined it, and took notes on it – made an "A."
The lesson is unmistakable: if you really want to master a topic, you must read it; re-read it, underlining important points; and then take notes on it. Especially crucial is note taking. You need to take notes even if you never even look at them again!
Something magical happens when you take notes; by putting the ideas into your own words, they become part of your intellectual possessions. You own the idea and retain it instead of merely borrowing temporary understanding.
Repetition is out of fashion among most educators today. Many theorists sneer at the use of drills, but there is one powerful argument for going over material and making sure you pound it into your brain: it works.
One final note on notes: it is not enough to copy text verbatim. The idea is not to repeat parrot-like but to paraphrase: put it into your own words, rewrite the text. One old professorial saw goes this way: "If you can't say it in plain English, you don't understand it." One could paraphrase this, this way: "If you are unable to explain something in your own words, you just don't get it."
The Vital Skill: Reading
Reading is the key intellectual skill. Most of what you learn in college comes from reading. Reading has three essential components: speed, comprehension and recall. Speed is less important than the related skills of comprehension and recall. (In fact, no speed reading course claiming to teach reading speeds of 1,000 words a minute has ever been shown scientifically to be of real value.) What counts is not speed but understanding. You CAN learn to be a better reader.
Just running your eyes over the text is not reading. It's like hearing without listening. Reading takes mental focus. Incidentally, one of the great benefits of learning to read well is that it helps you learn to write. By reading the best thoughts of the best minds, you almost osmotically absorb their genius. You experience great writing and great thinking, and if you do enough of it, it sinks in and you unconsciously imitate them. All great art begins with imitation. This is why you see student painters standing before easels in museums imitating the great masters. This is why you need to learn to love reading and immerse yourself in the artistry of the great writers as well as the not so great artistry of ordinary writers.
How to Read a Text
A good place to begin is by studying the table of contents. Some of them are rich with information: they list every major point or topic. The preface can be a useful description of what you will find in the book. The introduction often gives in detail a complete overview of the book, a chapter by chapter summary.
If the book is about a subject requiring mastery of a whole new vocabulary, there is likely to be a glossary, essentially a short dictionary defining new terms.
The bibliography lists the books the author used in his research. One of the most useful tools is the last thing in the book: the index, an alphabetical list of every important topic and term with its page number.
Use Other Resources
Often ignored by students, because it seems like extra work instead of a huge time saver is the use of other books. But these can be extremely useful, unlocking incomprehensible mysteries.
The fact is that most college textbooks are not written by professional authors. The authors may be world class experts in their field, but they are unlikely to be wonderfully clear writers. Experts understand their own field so well that they tend to appreciate how little others grasp their subjects. This is why so many great experts make dreadful teachers!
So, if you find a passage, section, or entire chapter impossible to understand, go find another book on the same subject. One of the biggest secrets of top notch students is the use of really "dumbed down" books to understand a topic. So if you're having trouble in college level physics or chemistry, go to the library and get a book or two on the 8 th grade level; these are written to be easy to understand. Use these as guides to the important ideas that make up a given area of study. Once you've gotten a good overall grasp of a subject from a more elementary book, look for a more readable book than the textbook assigned for your class. Many students struggle and sweat and even give up, because they do not realize that it is not their fault they do not understand, it is the fault of the author who failed to write a book that explains clearly the terms and ideas it should.
Dissecting Each Chapter
The first thing to do with an assigned chapter is to give it a quick overview. Before you start reading, study all of the following clues built into the chapter. Look at the chapter title and all bold-faced sub headings. Go over it first reading only these and italicized words. If the author is competent, this should give you an understanding of the structure of the chapter and give you a framework on which to hang all the ideas.
Too many students simply leap into the chapter at the front and read it to the end. This is a strategy that is bound to give poor results. First, get a grasp of what it is all about. This will help you understand the relationship of one idea to another; how everything ties together.
Next, pay careful attention to both the start and end of the chapter. There you will find in well written books short introductions and excellent summaries. Understanding of what the writer is driving at will help you assemble the building blocks he is using.
Pay attention to charts, graphs, tables, maps and illustrations. If there are questions at the end of the chapter, read these before you read the text.
We study in order to learn. But first we must learn to study!
Successful students are not necessarily any more brilliant than their less successful peers, but have simply mastered the art of efficient learning. Oddly enough, many people with brilliant minds are not great students. They have naturally great intellects but allow them to remain untrained.
Learning is utterly natural. We are meant to be learners. Our society – all societies – exists because we are learners. Almost everything that surrounds us that is meaningful and wonderful exists because of a huge amount of learning achieved by a huge amount of people over a vast stretch of time.
If you hate reading and writing and studying, it is only because you have not yet learned how to do it well. None of us likes to do anything that we do not do well, and as natural as it is for us to learn, first of all, we have to learn how to do it!
Probably the most important thing to have in setting out to become an effective learner is the right attitude. We need to adopt the attitude of a smart student. This attitude is composed of a love of learning, a willingness to learn, and the knowledge that no one teaches you better than you teach yourself because we all learn in different ways, and only we know how we learn best.
Making Good Grades
There is a difference between being a smart person and a smart student. Attitude alone is not enough to succeed in school if you do not know all the rules.
School is a game, but it is an extremely important game. One of the most obvious, and most denied, rules of the game is that there is nothing more subjective and biased than grading.
Grades can even be determined by how a student dresses, where a student sits, and -- especially -- the teacher's personal opinion of a student. Important in establishing a reputation as a "good student," is making a good impression early in the course. Dress well, sit near the front of the class, work extra hard on the first few assignments.
Actively involve yourself in what you are reading, keep the main themes in mind, and connect the major ideas. Ask yourself questions. Ask the book questions. And key to understanding and internalizing information is 'translating' what you have learned into your own personalized every day language. Put it in "your own words."
You Can Learn Anything
The most exciting thing you will learn is that you can master anything you want to learn. Whether it's your high school diploma, college career program, university degree courses, sales training seminar, or professional licensing exam, there is no limit. You can learn anything you want if you unlock the genius hidden inside you. The possibilities and potential are extraordinarily exciting.
Believe it or not, you are already an incredibly efficient learner. Acquiring a language and walking are two of the most complex activities in which humans engage. Despite the exploding knowledge revolution it is still not yet possible to get enough computing power to synthesize these basic human achievements. It takes a very sophisticated learning capability to achieve language and walking. Just driving a car takes a great deal more brain power than piloting the lunar excursion module that landed on the moon.
It's all about maximizing efficiency by relaxing, focusing, and using time wisely. Making goals and uniting all the intelligences. It's simple, but effective.
Some observers believe that the rate of new information is doubling every six months and that most of what you learn today will be obsolete in two years. If you're worried about keeping up, bewildered and stressed and feeling overwhelmed by the information explosion, relax. Literally! It can mean the difference between success and failure. You cannot dance when you're locked into a karate crouch. Neither can you think creatively when stress, fear, and anxiety dominate you.
One of the new insights emerging from the field is the importance of the right psychological techniques for better studying. In essence, the optimum psychological state for studying involves getting into a "relaxed intensity" state of mind. To enter in such a state, one must continually and patiently practice studying at the same time and location. One must also practice clearing both internal and external psychological distractions. Of course, it also takes some fundamental study techniques such as note taking, listening, and asking better questions.
Capturing lost time
Some of the best time to learn is during the day. Build the habit of reclaiming bits of time that would otherwise be wasted and you can double your rate of learning. One of the most powerful learning tools is the ordinary flash card. Make up flash cards for things you are learning – vocabulary, math formulae, terminology, and historical dates – and carry them with you. They'll slip into a pocket or purse. Haul them out and review them when you're eating breakfast, waiting for a bus, waiting in line, waiting for the teacher to start a lecture. Over a period of months, these brief study moments will add up to hours and hours of valuable study time. Don't waste these bits of golden learning opportunities.
Other especially valuable times are those five minutes right after class. Use these to review your notes, maybe ask another student about something you didn't quite get. Going over your notes for just five minutes after class can easily double the amount that you retain! The key is to do it right now, immediately after class is dismissed. That's when you still have floating around in your head, information that can easily be transferred to long term memory before it dissipates into the ether.
A good book on study skills is 'Getting Straight A's, by Dr. Gordon W. Green. It presents a simple approach that can be used for any subject. It is so simple, in fact, that one reader suggests that you don't even need the book if you just put into practice the advice given on the back cover:
1. Plan a course of study
3. Never miss a class
2. Choose your instructor
4. Sit in the front row
6. Take extensive notes
5. Complete your reading assignment before class
7. Rewrite your notes before the next class
9. Make yourself test-wise
8. Start reviewing your notes one week before a test
10. Show your instructor what you have learned
Most people fail to become top students simply because they do not know that they can do it, that what it takes to be super successful can be learned. You have to believe you can do it before you even try. The Roman emperor Marcus Aurelius said it well "Do not think that what is hard for you to master is impossible, but if a thing is possible and proper to man, deem it attainable by you." In other words, attitude is all important.
Education after High School – The Basics
Questions to ask when considering a college:
1. Does the school offer the program and courses that I'm interested in?
3. Does the school offer a quality education at a reasonable price?
2. Do I meet the admissions requirements?
4. Does the school offer the services I need and activities I'm interested in?
6. What is the school's accreditation, licensing?
5. What are the job placement rates for students who have recently graduated?
7. What is the student loan default rate?
9. What type of financial aid is available from the school? Federal, state, local, private and institutional financial aid programs?
8. What type of security does the school have and is a copy of the most recent campus security report available?
a. How does the school determine my financial aid need?
c. When will I receive any financial aid that I'm awarded?
b. How are financial aid recipients selected?
10. What are the percentage of a graduating class that completes the school's program and the percentage of those students who transfer out of the school?
12. What is the demographic breakdown of the most recent class to be admitted?
11. What is the size of the student body?
13. What are the graduation rates?
Types of Higher Education
There are many types of institutions that offer higher education. You will need to determine which type of school is best for you:
* Liberal Arts Colleges: focus on the humanities, social sciences and sciences
* Community or Junior Colleges: Usually involve 2 years of full-time study for technical programs
* Universities: typically offer a greater number of majors and extensive research facilities
* Agricultural, Technical or Specialized Colleges: Usually prepare you for a specific career choice in art/ music, business, health science, or teaching.
You will also need to decide if you want to go to public school or private school. Public schools typically get most of their funding from the state or local government, while private institutions rely on endowments, tuitions and private contributions.
Resources for finding the right college:
* College fairs
* Online college fairs/Internet
* High school guidance office
* Public Library
Entrance Exams
Most colleges require college entrance exams to measure and compare the student's ability to complete college-level work with other students from different schools. College exams are not the only criteria the school looks at for admission. They also look at the student's academic performance, submitted application with essays and recommendations, and the student's outside activities.
However, the college entrance exam is a key measurement; so students should prepare thoroughly so that they can perform well. There are two major college exams: the SAT and the ACT. You must check with your college to learn which exam it requires. Scoring high on college entrance exams is quite different from earning straight A's in school. You don't need to try to learn everything there is to know about algebra or science reasoning–only the strategies and information you'll need to get your highest score.
PSAT/NMSQT
The PSAT/NMSQT is a practice exam for the SAT that students usually take during their junior year of high school. PSAT stands for Preliminary SAT and NMSQT stands for the National Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT Reasoning Test. It also gives you a chance to enter National Merit Scholarship Corporation (NMSC) scholarship programs. The PSAT/MMSQT is offered every year in the middle of October at high schools throughout the country. Homeschoolers can sign up there to take the test, which is given on the days set by the College Board and can be found at http://www.collegeboard.com/student/testing/psat/ reg/dates.html along with fees and other information.
The PSAT/NMSQT measures:
* critical reading skills
* writing skills
* math problem-solving skills
You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes. The most common reasons for taking the PSAT/NMSQT are:
* To receive feedback on your strengths and weaknesses on skills necessary for college study. You can then focus your preparation on those areas that could most benefit from additional study or practice.
* To enter the competition for scholarships from the National Merit Scholarship Corporation (grade 11).
* To see how your performance on an admissions test might compare with that of others applying to college.
* To help prepare for the SAT. You can become familiar with the kinds of questions and the exact directions you will see on the SAT.
* To receive information from colleges when you check "yes" to Student Search Service.
The PSAT/NMSQT is worth preparing for.
The best way to get ready for the PSAT/NMSQT is to spend your school years taking challenging academic courses and reading widely. However, it is well established that you can boost your performance on the PSAT/NMSQT – and the SAT – through careful preparation. Specific suggestions appear below. First, a quick overview of the PSAT/ NMSQT:
Critical Reading
[x] Sentence Completion questions measure your knowledge of the meanings of words and ability to understand how the different parts of a sentence logically fit together.
[x] Passage-Based Reading questions measure your ability to read and think carefully about a single reading passage or a pair of related passages.
Math
The math section of the PSAT/NMSQT requires a basic knowledge of numbers and operations; algebra and functions (though not content covered in third-year math classes--content that will appear on the new SAT); geometry and measurement; and data analysis, statistics, and probability. You can use a calculator to answer math questions, but no question on the test requires a calculator.
[x] Multiple Choice questions ask you to decide which answer is the best of the choices given.
[x] Grid-ins, or student-produced response questions; require you to solve a problem and enter your answer.
Writing Skills
The multiple-choice questions on writing skills measure your ability to express ideas effectively in standard-written English, to recognize faults in usage and structure, and to use language with sensitivity to meaning.
[x] Identifying Sentence Errors questions test your knowledge of grammar, usage, word choice, and idiom. You are required to find errors in sentences or indicate that there is no error.
[x] Improving Paragraphs questions require you to make choices about improving the logic, coherence, or organization in a flawed passage.
[x] Improving Sentences questions ask you to choose the best, most effective form of an underlined portion of a given sentence.
You can find practice questions for the different types of questions listed above at http://www.collegeboard.com/ student/testing/psat/prep.html.
Preparing for the PSAT/NMSQT
There are two approaches to preparing for the PSAT/NMSQT: long-term and short-term. Ideally, it's best to do both.
Long-Term Preparation
* Take a good selection of solid academic courses, read widely, and work hard at your studies.
* Get involved in problem-solving activities through clubs, sports, hobbies, part-time jobs, etc.
* Enroll in the most challenging courses you can handle in English, mathematics, science, social studies, foreign languages, and fine arts.
Short-Term Approaches and Strategies
* Take the practice test in the Official Student Guide to the PSAT/NMSQT
* Study one of the many available books on PSAT/NMSQT preparation
* Take a PSAT/NMSQT preparation course*
* Learn the directions for each type of math and critical reading question.
* Earn as many points as you can on easy questions.
* Try sample questions from past tests at http://www.collegeboard.com/student/testing/psat/prep.html.
* Read all the answer choices before marking your answer sheet.
* Don't feel you have to answer every question.
* Do your scratch work in the test book.
* Work steadily -- don't waste time on hard questions. You can always go back to them later.
* Write your answers to grid-ins in the boxes above the ovals.
* Check your answer sheet regularly to make sure you're in the right place.
* Try educated guessing when you can eliminate at least one answer to a multiple-choice question. Be sure you understand the difference between educated and random guessing.
* Take a calculator to the test with you.
About Guessing
Educated guessing: means guessing an answer whenever you are able to eliminate one or more of the choices as definitely wrong. Educated guessing may help you.
*
* Random guessing probably won't help you because of the way the test is scored. Random guessing means that you have no idea which answer choice is correct. Don't waste time on that kind of question. Move on to the next one.
*Note: The following precautions are recommended if you receive unsolicited calls from persons identifying themselves as belonging to a test-preparation company:
* Never provide credit card information.
* Get the company's contact information and the name of the caller; ask for a callback number.
* Don't commit to a purchase regardless of the caller's high-pressure tactics.
* Contact your local consumer affairs office, your local Better Business Bureau and/or the Federal Trade Commission (FTC) if the company continues to make unsolicited phone calls.
The Best PSAT/NMSQT Prep Tools
One of the most cost-effective tools to help you prepare for the PSAT/NMSQT are books. If you buy the books and practice on your own, and master some of the test taking techniques -- like eliminate and guess -- you can improve your score without paying around $1,000 for a course. Search "PSAT/NMSQT" on the Amazon.com Website and you'll find that for around $10 you can buy a used PSAT/NMSQT prep book.
One good book is Cracking the PSAT/NMSQT: 2014 Edition by The Princeton Review. It promises to bring you proven techniques from the test prep experts. This edition includes 2 full-length practice tests and strategies that will help you score higher. The effort in Cracking the PSAT/NMSQT is to teach you how to think like the test writers. This will let you:
[x] Eliminate answer choices that look right but are planted to fool you.
[x] Crack even the toughest subjects: geometry, vocabulary, algebra, grammar, and more.
[x] Master the most important PSAT/NMSQT vocabulary words.
[x] Ace the math and short critical reading questions.
Plus, the practice questions are like those on the actual PSAT/NMSQT—but with detailed answers and explanations for every question.
Another good book is Kaplan PSAT NMSQT Premier 2014. It includes:
[x] 3 full-length practice tests with detailed answer explanations
[x] Effective strategies for every section of the PSAT/NMSQT exam
[x] A full-length diagnostic test to assess your strengths
[x] Additional instruction and tips online
[x] Mobile version of book
Your best PSAT/NMSQT score boosting strategy is to buy a book like one of these two, plus practice tests and invest the time in taking the tests. Time yourself as you do this, so you develop a strong sense of how to allocate your time. Getting yourself ready to do well on the PSAT/NMSQT is a great investment. A good score can earn you a nice scholarship, plus when you prep for the PSAT/NMSQT, you are also prepping yourself for the SAT as this highly important test uses the same kind of questions.
SAT
The SAT is a globally recognized college admission test that lets you show colleges what you know and how well you can apply that knowledge. It tests your knowledge of reading, writing and math — subjects that are taught every day in high school classrooms. Most students take the SAT during their junior or senior year of high school, and almost all colleges and universities use the SAT to make admission decisions.
Taking the SAT is the first step in finding the right college for you — the place where you can further develop your skills and pursue your passions. But SAT scores are just one of many factors that colleges consider when making their admission decisions. High school grades are also very important. In fact, the combination of high school grades and SAT scores is the best predictor of your academic success in college.
Subject Tests
The SAT doesn't test logic or abstract reasoning. It tests the skills you're learning in school: reading, writing and math. Your knowledge and skills in these subjects are important for success in college and throughout your life.
* The critical reading section includes reading passages and sentence completions.
* The mathematics section includes questions on arithmetic operations, algebra, geometry, statistics and probability.
* The writing section includes a short essay and multiple-choice questions on identifying errors and improving grammar and usage.
SAT Prep
The Official SAT Study Guide with DVD or The Official SAT Online Course is available from the College Board website. The study guide includes 10 official practice tests, a bonus test on DVD, math problem-solving videos and more. The online course allows you to get immediate access to personalized interactive, online SAT practice. You can also find the study guide on many of the book websites including Amazon.com and Barnes & Noble.
Another decent book is Barron's SAT Test Preparation Manual. It provides a diagnostic test and five full-length practice SATs, all of which reflect the new SAT in length, question types, and degree of difficulty. This manual offers an overview of the SAT and its scoring method, and then present extensive subject reviews in critical reading, grammar and usage, and math. It also offers detailed guidance for preparing and composing the test's required student-written essay. The diagnostic test lets you determine your strengths and weaknesses and devise a personal study plan for success. You can also visit http://barronstestprep.com/sat/ for more information on taking the course online.
ACT
Why take the ACT?
* The ACT is generally accepted for college admission.
* The ACT is more than a test. The ACT also provides test takers with a unique interest inventory that provides valuable information for career and educational planning and a student profile section that provides a comprehensive profile of a student's work in high school and his or her future plans.
* The ACT is curriculum-based. The ACT is not an aptitude or an IQ test. Instead, the questions on the ACT are directly related to what students have learned in high school courses in English, mathematics, and science. Because the ACT tests are based on what is taught in the high school curriculum, students are generally more comfortable with the ACT than they are with traditional aptitude tests or tests with narrower content.
About the ACT
The ACT test assesses high school students' general educational development and their ability to complete collegelevel work.
* The multiple-choice tests cover four skill areas: English, mathematics, reading, and science.
* The ACT Plus Writing includes the four multiple choice tests and a writing test and is optional.
There are a total of 215 questions to be answered:
English: 75
Math: 60
Reading: 40
Science: 40
The test takes just over 4 hours without the Writing Test, including administration instructions and breaks. Actual testing time is 2 hours and 55 minutes, broken down as follows:
English: 45 minutes
Math: 60 minutes
Reading: 35 minutes
Science: 35 minutes
The ACT Plus Writing Test adds 30 minutes to the testing time and includes 1 prompt.
Across the United States, the ACT is administered on six national test dates: in September, October, December, February, April, and June.
Students may take the ACT no more than 12 times total. Many students take the test twice, once as a junior and again as a senior. There is solid evidence that you are likely to improve your score by retaking it. ACT research shows that of the students who took the ACT more than once:
* 57% increased their composite score on the retest
* 22% decreased their composite score on the retest
* 21% had no change in their composite score on the retest
In short, you are over twice as likely to improve your ACT score by retaking it as to score lower. This suggests the desirability of studying for the ACT and taking practice tests.
ACT Preparation
You can take a free practice ACT online at http://www.actstudent.org/sampletest/index.html.
A good book to study is The Real ACT Prep Guide, the only ACT guide actually written by the test makers. It includes 5 practice used in previous test administrations ACTs, provides advice for students who want to ace the new, optional essay test, and reviews essential English, math, reading, and science topics.
Another good book is Cracking the ACT by the Princeton Review. In Cracking the ACT, you learn how to:
[x] Use test-taking techniques to raise your score
[x] Ace the English Test by learning how to spot errors in sentence structure, grammar, and punctuation
[x] Test your knowledge with review questions for each topic covered
[x] Turn complex algebra into simple arithmetic
[x] Employ preparation strategies to write a strong essay on the ACT Plus Writing Test
[x] Score higher on reading comprehension and science reasoning problems by learning to zero in on main ideas, topic sentences, and key words
This book includes 3 full-length ACT practice exams. All of the practice questions are just like those you'll see on the actual exam, and the book explains how to answer every question.
For the latest in ACT preparation, we also recommend viewing the 2013/2014 handbook: http://media.act.org/ documents/preparing.pdf
Getting the Most from Your Education Dollar
Next to buying a house, paying for a college degree is probably the biggest investment you'll ever make. So, it only makes good sense to be well prepared to do it wisely. This requires financial literacy - a clear understanding of what it takes to soundly manage personal finances. Financial literacy is an essential part of planning and paying for postsecondary education. Everyone needs to understand the options with respect to the vast array of financial products, services and providers in order to make sound financial decisions.
Unfortunately, few students are well prepared for this task. It takes having really mastered the essentials of such topics as budgeting, credit management, saving and investing, financial planning, paying for education beyond high school and managing loan obligations.
Even more troubling is the fact that youths from low - and moderate-income areas lack the knowledge, understanding, skills and habits needed to realize their full potential: to be empowered managers of their personal finances, informed and aware of traps that may impede their earnings, and well-versed in financial services and products that can aid in their success. Growth in financial literacy can help youngsters achieve smarter management of debt, learn how to save and invest, avoid the use of costly services like check cashing and payday lending outlets, and ultimately move from renting to owning homes, while building financial independence.
An excellent source of help is the U.S. government site: MyMoney.gov. This site is an excellent guide to the basics of financial education. You will find valuable information on topics such as - budgeting, credit management, saving and investing, financial planning, paying for education beyond high school and managing loan obligations. On the site you can order a useful free "My Money" Tool Kit package which includes a number of publications on saving, investing, protecting and getting the most for your money. You'll also find links to Web sites that provide information on money management, handling credit and debt, and information on consumer protection.
Avoiding Scholarship Scams
Every year, millions of high school graduates seek creative ways to finance the costs of a college education. With fouryear college education costs rising faster than the rate of inflation, many parents are understandably concerned about how to pay those costs without saddling themselves or their children with heavy debt.
Scam artists prey on those concerns. Every year, several hundred thousand students and parents are defrauded by scholarship scams. The victims of these scams lose more than $100 million annually. Scam operations often imitate legitimate government agencies, grantgiving foundations, education lenders and scholarship matching services, using officialsounding names containing words like "National," "Federal," "Foundation," or "Administration."
You need to know how to identify these rip-offs, how to distinguish between legitimate and fraudulent organizations, how to protect yourself from scholarship scams, and what to do if you fall victim to a scam.
In general, be on your guard against offers of scholarships which have an application fee, scholarship matching services who guarantee success, advancefee loan scams and high-pressure sales pitches disguised as financial aid "seminars".
The FTC cautions students to look for tell tale lines:
* "The scholarship is guaranteed or your money back."
* "I just need your credit card or bank account number to hold this scholarship."
* "You can't get this information anywhere else."
* "We'll do all the work."
* "The scholarship will cost some money."
* "You've been selected by a 'national foundation' to receive a scholarship" or "You're a finalist" in a contest you never entered.
The single best piece of advice we can give you is that if you have to pay money to get money, it's almost certainly a scam.
Seven Major Scholarship Scams
According to www.finaid.org fraud takes many forms and this is true of scholarship con games. Seven of the most common kinds are discussed here. If you receive an offer that uses any of these tactics, be on your guard! Some of these scams have been around for years, but people keep falling for them. Sadly, most people even when they discover they've been cheated, fail to file a complaint.
1. The Vanishing Scholarship: Many scams ask for money up front, but provide nothing in exchange. Most victims just write it off, thinking that they just didn't win the scholarship.
3. The AdvanceFee Loan: This scam promises you a great student loan, one with unusually lowinterest. The problem is that to get the educational loan, you must first pay a fee. But guess what? After you pay the money, nothing happens. The promised loan never materializes. Legitimate educational loans may charge a fee, but invariably they deduct the fee from the loan check. Real loan programs never ever require an upfront fee when you submit the application. A good tip off is that if the loan is not issued by a bank or other recognized lender, it is probably a scam. Show the offer to your local bank manager and ask for their advice.
2. Scholarships for Profit: This scam looks just like a real scholarship program, but requires an application fee. The typical scam receives 5,000 to 10,000 applications and charges fees of $5 to $35. They take in hundreds of thousands of dollars, then pay out a couple of $1,000 scholarship and pocket the difference as a huge profit. Some award no scholarships at all. You are more likely to win the lottery than one of these scholarships. No legitimate scholarship program ever requires an application fee.
4. The Scholarship Prize: Good news! This scam tells you that you've won a college scholarship worth thousands of dollars. The only catch is that you have to pay a "disbursement" or "redemption" fee or the taxes before they can release your prize. If someone says you've won a prize and you don't remember entering the contest or submitting an application, be suspicious.
6. Investment Required for Federal Loans: Insurance companies and brokerage firms sometimes offer free financial aid seminars that are actually sales pitches for insurance, annuity and investment products. When a sales pitch implies that purchasing such a product is a prerequisite to receiving federal student aid, it violates federal regulations and state insurance laws.
5. The Guaranteed Scholarship: Watch out for scholarship matching services that guarantee you'll win a scholarship or they'll refund your money. They may simply pocket your money and disappear, or if they do send you a report of matching scholarships, you'll find it extremely difficult to qualify for a refund.
7. Free Seminar: You may receive a letter advertising a free financial aid seminar or "interviews" for financial assistance. Sometimes, the seminars do provide some useful information, but more often they are cleverly disguised, very convincing sales pitches for financial aid consulting services. Attending these "free" seminars can be very expensive. You'll end up shelling out money for promised help with maximizing your eligibility for financial aid, dubious investment products, bogus scholarship matching services and overpriced student loans.
Don't Get Cheated
To avoid being victimized by a scholarship scam, follow these seven simple guidelines:
1. If you have to pay money to get money, it's probably a scam.
3. Invest the time, not the money.
2. If it sounds too good to be true, it isn't true.
4. Never invest more than a postage stamp to get information about scholarships.
6. Legitimate scholarship programs never charge application fees.
5. A legitimate scholarship guarantee does not exist.
7. Respect your own intuition. If it sounds fishy, it probably is.
How to Spot a Scholarship Scam
According to www.finaid.org all scholarship scams have certain telltale signs. A single sign does not prove fraud with 100% accuracy. But if an organization exhibits more than one, grab your wallet and run.
1. Application fees: Simply walk away from any scholarship which demands an application fee, even a low one like $2 or $3. Forget the bogus claims that the fee is needed to cover administrative expenses or to ensure that only serious candidates apply. Don't let your intense need for financial help sway your thinking or those applicants who do not receive any money "may" be entitled to a refund. Remember, legitimate scholarship sponsors never require an application fee.
3. Other fees: If you must pay to get information about an award, apply for the award or receive the award, toss the offer. The most you should ever spend to get information about scholarships and loans is a postage stamp.
2. Loan fees: If they ask you to pay an up-front fee to get an educational loan, run. No matter what they call it: an "application fee", "processing fee", "origination fee", "guarantee fee", "default fee" or "insurance fee"; if it has to be paid up front, it's almost certainly a scam. Authentic educational loans always deduct the origination and default fees from the disbursement check. They never ever ask for an upfront fee with the application.
4. Guaranteed winnings: No legitimate scholarship sponsor will guarantee you'll win an award. No scholarship matching services can guarantee that you'll win any scholarships either, as they have no control over the decisions made by the scholarship sponsors. Also, when such "guarantees" are made, they often come with hidden conditions that make them hard to redeem or worth less than they seem.
6. The unclaimed aid myth: You may be told that millions or billions of dollars of scholarships go unused each year because students don't know where to apply. This is nonsense. In fact, most financial aid programs are highly competitive. No scholarship matching service has ever substantiated this myth with a verifiable list of unclaimed scholarship awards. There are no unclaimed scholarships.
5. Everybody is eligible: All legitimate scholarship sponsors are looking for candidates who best match certain criteria. While some do not demand academic merit, athletic prowess or being a minority, but invariably some kind of restrictions apply. No scholarship sponsor hands out money to students just for being alive.
The most common version of this myth, that "$6.6 billion went unclaimed last year", is based on a 197677 academic year study by the National Institute of Work and Learning. The study estimated that a total of $7 billion was potentially available from employer tuition assistance programs, but that only about $300 million to $400 million was being used. This is a 20yearold estimate that has never been substantiated. Furthermore, the money in question is not available to the general public, only to certain employees enrolled in eligible programs of study whose employers offer tuition assistance. This money goes unused because it can't be used. Popular variations on this myth include the figures $2.7 billion, $2 billion, $1 billion and $135 million.
7. We apply on your behalf: Forget this nonsense. To win a scholarship, you must submit your own applications, write your own essays and solicit your own letters of recommendation. There is simply no way to avoid doing this work for you.
9. High success rates: Overstated claims of effectiveness are a good tipoff to a scam. The sad truth is that less than 1% of students who use feebased scholarship matching services ever win an award.
8. Claims of influence with scholarship sponsors: Scholarship matching services do not have any control over the awarding of scholarships by third parties.
10. Excessive hype: If the brochure or advertisement uses a lot of hyperbole (e.g., "free money", "win your fair share", "guaranteed", "first come, first served" and "everybody is eligible"), be careful. Also be wary of letters and postcards that talk about "recent additions to our file", "immediate confirmation" and "invitation number".
12. No telephone number: Most legitimate scholarship programs include a telephone number for inquiries with their application materials.
11. Unusual requests for personal information: If the application asks you to disclose bank account numbers, credit card numbers, calling card numbers or social security numbers, you can count on it being a scam. If they call and ask you for personal information to "confirm your eligibility", "verify your identity" or as a "sign of good will", hang up immediately. They can use this information, in conjunction with your date of birth and the names of your parents, to commit identity theft and apply for new credit cards in your name. They can also use the numbers on the bottom of your checks (the bank routing number and the account number) to withdraw money from your bank account using a "demand draft". A demand draft works very much like a check, but does not require your signature.
13. Mail drop for a return address: If the return address is a mail drop (e.g., a box number) or a residential address, it is probably a scam. (To verify whether an address is using a mail drop, use this mail drop search form.)
15. Claims of university, government, Chamber of Commerce or Better Business Bureau approval: Be wary of claims of endorsement and membership, especially if the recommendation is made by an organization with a name similar to that of a wellknown private or government group. The federal government, US Department of Education and the US Chamber of Commerce does not endorse or recommend private businesses.
14. Masquerading as a federal agency: If you receive an offer from an organization with an officialsounding name, check whether there really is a federal agency with that name. Don't trust an organization just because it has an officiallooking "governmental" seal as its logo or has a prestigiousseeming Washington, DC return address.
If a financial aid "seminar" is held in a local college classroom or meeting facility, don't assume that it is university sanctioned. Call the school's financial aid office to find out whether it is a university approved or sponsored event.
16. Suggesting that they are a nonprofit, charitable organization when they are not: Don't assume from an organization's name that it has a charitable purpose. Although it is illegal in most states to use a misleading business name, enforcement of the law is lax. For example, an organization with "Fund" or "Foundation" in its name is not necessarily a charitable foundation and may even be a forprofit business.
18. Failure to Substantiate Awards: If the organization can't prove that its scholarships are actually awarded and disbursed, be cautious.
17. Unsolicited opportunities: Most scholarship sponsors will only contact you in response to your inquiry. If you've never heard of the organization before, it's probably a scam.
19. Typing and spelling errors: Application materials that contain typing and spelling errors or lack an overall professional appearance may be an indication of a scam.
21. Notification by phone: If you have won a scholarship, you will receive written notification by mail, not by phone.
20. Time Pressure: If you must respond quickly and won't hear about the results for several months, it might be a scam. A scholarship scam might say that grants are handed out on a "first come, first served" basis and urge you to act quickly. Few, if any, legitimate scholarship sponsors make awards on a rolling basis. Take the time you need to carefully consider their offer.
22. Disguised advertising: Don't believe everything you read or hear, especially if you see it online. Unless you personally know the person praising a product or service, don't believe the recommendation. One scam set up its own fake BBB and used it as a reference. Another offered a forged certificate of merit from the local BBB. Yet another distributed a paid advertisement as though it were an article written by the newspaper. A Ponzi scheme gave out a few scholarships initially as "sugar money" to help attract victims.
24. Gives you a runaround or nonspecific information: Demand concrete answers that directly respond to your questions. If they repeat the same lines again and again, the caller is probably reading a standard pitch from a boilerplate script.
23. A newlyformed company: Most philanthropic foundations have been established for many years. If a company was formed recently, ask for references.
25. Abusive treatment: If the caller swears at you or becomes abusive when you ask questions, rejoice. You have just avoided being victimized.
26. A Florida or California address: A disproportionate number of scams seem to originate from Florida and California addresses.
For more information, visit the FTC's scholarship scams section, which includes FTC Consumer Alerts about scholarship scams and free grants. For warnings about scholarship matching services, see the Evaluating Scholarship Matching Services and the Information about Scholarship Scams published by the US Department of Education. If you fall victim to a scholarship scam, file a complaint! To file a complaint or to get free information on consumer issues, visit www.ftc.gov or call toll-free, 1-877-FTC-HELP (1-877-382-4357).
Taking the First Step
Before enrolling, make appointments to visit the colleges or career schools you're considering. Bring a list of questions to ask school representatives. Your education is a major investment, so find out as much information as you can before you enroll.
Important Information to Know
Ask about the school's accreditation, licensing, student loan default rate, and campus security:
* Talk to high school counselors, local employers, and your state higher education agency. You can also see if any complaints about the school have been filed with the local Better Business Bureau or the consumer protection division of the state attorney general's office.
* Find out the school's loan default rate (the percentage of students who attended the school, took out federal student loans, and later failed to repay their loans on time). You might not be able to get aid from some programs at a school that has a high default rate.
Find out the school's job placement rates (the percentage of students who are placed in jobs relevant to their courses of study):
* If the school advertises its job placement rates, it must also publish the most recent employment statistics, graduation statistics, and any other information necessary to back up its claims. This information must be available at or before the time you apply for admission to the school. Also, check with local employers to see whether they have hired graduates from the school.
Find out about financial aid at the school:
You have the right to receive the following information from the school:
* The location, hours, and counseling procedures for the school's financial aid office;
* The procedures and deadlines for submitting applications for each available financial aid program;
* The financial assistance available, including federal, state, local, private, and institutional financial aid programs;
* The school's criteria for selecting financial aid recipients;
* The method and timing of aid payments to you;
* The school's process for determining your financial need and the type and amount of assistance in your financial aid package;
* The school's basis for determining whether you're making satisfactory academic progress, and what happens if you're not (whether you continue to receive federal financial aid depends, in part, on whether you make satisfactory academic progress); and
* If you're offered a Federal Work-Study job, the nature of the job, the hours you must work, your duties, the pay, and the method and timing of payment to you.
Find out about the school's refund policy:
* If you enroll but never begin classes, you should get most of your money back. If you begin attending classes but leave before completing your course work, you might be able to get part of your money back.
Find out about the school's return-of-aid policy:
* If you receive federal student aid from any program mentioned in this publication (except for Federal WorkStudy), and you withdraw from school, some of that money might have to be returned by you or by your
school. Even if you don't finish your course work, you'll have to repay the loan funds you received, less any amount your school has returned to your lender.
Find out the school's completion and transfer-out rates:
* If many students withdraw from a school, it might indicate a problem with the school. A school is required to disclose to current and prospective students the percentage of its students who complete the school's programs and the percentage of students who transfer out of the school.
Make sure you get the information you need and check out all your options as you prepare for education after high school—and don't wait until the last minute to get started! Know what to expect from the schools you're considering and submit your Free Application for Federal Student Aid (FAFSA) early in the award year to see if you qualify for federal student aid.
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34 Ways to Reduce College Costs
According to George Jefferson, an Education Specialist with CompleteSchools.com, and his article entitled 34 Ways to Reduce College Costs provides helpful tips to lower your college costs.
1. Most colleges and universities offer merit or non-need-based scholarships to academically talented students. Students should check with each school in which they're interested for the criteria for merit scholarships.
3. Many states offer scholarship assistance to academically talented students. Students should obtain the eligibility criteria from their state's education office.
2. The National Merit Scholarship Program awards scholarships to students based upon academic merit. The awards can be applied to any college or university to meet educational expenses at that school.
4. Many schools offer scholarships to athletically talented students. Parents and students should be careful, however, to weigh the benefits of an athletic scholarship against the demands of this type of award.
6. A state college or university charges lower fees to state residents. Since public institutions are subsidized by state revenues, their tuition costs tend to be lower than private schools' costs. The college selection process should include consideration of a state school. Although cost should be a consideration, students should not base their choice of a school only on cost.
5. Some colleges and universities offer special grants or scholarships to students with particular talents. Music, journalism, and drama are a few categories for which these awards are made.
7. Some students choose to attend a community college for 1 or 2 years, and then transfer to a 4-year school. Tuition costs are substantially lower at community colleges than at 4-year institutions.
9. Commuting is another way for students to reduce college costs. A student living at home can save as much as $6,000 per year.
8. Some parents may be financially able to purchase a house while their child is in school. If other students rent rooms in the house, the income may offset monthly mortgage payments. Families should make certain, however, that the property they purchase meets all of the requirements of rental property. If you have any questions, consult a tax professional.
10. Many schools provide lists of housing opportunities that provide free room and board to students in exchange for a certain number of hours of work each week.
12. Another way to reduce college costs is to take fewer credits. Students should find out their school's policy regarding the Advanced Placement Program (APP), the College-Level Examination Program (CLEP), and the Provenience Examination Program (PEP). Under these programs, a student takes an examination in a particular subject and, if the score is high enough, receives college credit.
11. Cooperative education programs allow students to alternate between working full time and studying full time. This type of employment program is not based upon financial need, and students can earn as much as $7,000 per year.
13. Some colleges give credit for life experiences, thereby reducing the number of credits needed for graduation. Students should check with the college for further information. You can also write to: Distance Education and Training Council at 1601 18th Street, NW, Washington, DC 20009, or call (202) 234-5100.
15. In many cases, summer college courses can be taken at a less expensive school and the credits transferred to the full-time school. Students should check with their academic advisor, however, to be certain that any course taken at another school is transferable.
14. Most schools charge one price for a specific number of credits taken in a semester. If academically possible, students should take the maximum number of credits allowed. This strategy reduces the amount of time needed to graduate.
16. Most schools have placement offices that help students find employment, and all schools have personnel offices that hire students to work on campus. These employment programs are not based upon financial need, and working is an excellent way to meet college expenses.
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17. Most colleges and universities offer their employees a tuition reduction plan or tuition waiver program. Under this type of arrangement, the school employee and family members can attend classes at a reduced
cost or no cost at all. This type of program is based not upon financial need, but rather on college employment.
19. The Reserve Officers Training Corps (ROTC) Scholarship Program pays all tuition fees, and textbook costs, as well as providing a monthly living stipend. Students should be certain, however, that they want this type of program before signing up because there is a service commitment after graduation.
18. Most colleges and universities sponsor resident advisor programs that offer financial assistance to students in the form of reduced tuition or reduced room and board costs in exchange for work in resident halls.
20. Service Academy Scholarships are offered each year to qualified students to attend the U.S. Military Academy, the U.S. Air Force Academy, the U.S. Naval Academy, the U.S. Merchant Marine Academy, or the U.S. Coast Guard Academy. The scholarships are competitive and are based upon a number of factors, including high school grades, SAT or ACT scores, leadership qualities, and athletic ability. Students receive their undergraduate education at one of the service academies. They pay no tuition or fees, but there is a service commitment after graduation.
22. Some schools offer combined degree programs or 3-year programs that allow students to take all of the courses needed for graduation in 3 years, instead of 4, thereby eliminating a year of educational expenses.
21. One of the most obvious ways of reducing college costs is to attend a low-cost school, either public or private. There are many colleges and universities with affordable tuition and generous financial assistance. Students should investigate all schools that meet their academic and financial needs.
23. Partial tuition remission for the children of alumni is a common practice. Parents and students should investigate their alma mater's tuition discount policy for graduates.
25. Some colleges and universities offer discounts to enrolled students if they recruit another student.
24. Some colleges and universities offer special discounts if more than one child from the same family is enrolled.
26. Some schools offer a tuition discount to student government leaders or to the editors of college newspapers or yearbooks.
28. Some colleges and universities convert non-federal school loans into non-federal grants if the student remains in school and graduates.
27. Some colleges offer bargain tuition rates to older students.
29. Some schools will pay a student's loan origination fees.
31. Some colleges and universities have special funds set aside for families who do not qualify for federal or state funding.
30. Some schools offer reduced tuition rates to families if the major wage earner is unemployed.
32. Some private colleges will match the tuition of out-of-state institutions for certain students. Check with your college to determine whether you qualify for this option.
34. Students should try to buy used textbooks.
33. Some companies offer tuition assistance to the children of employees. Parents and students should check with the personnel office for information.
Looking for Student Aid
The largest source of student aid in the United States comes from the Federal Student Aid (FSA) programs. These programs provide more than $100 billion a year in grants, loans and work-study assistance (more on these programs later in this publication).
When looking for student aid, make sure you look at all available sources including Federal and State.
Should you pay someone to help you find or apply for student financial aid?
The quick answer is: Free help is available, whether you're looking for sources of student aid or completing the Free Application for Federal Student Aid (FAFSA). If there's a fee involved, be sure you know what you're paying for.
Where can you get free information about student aid?
The following sources usually have information about aid from the federal government and your state government; most can tell you about funds from your local community and private sources as well.
* A college or career school financial aid office: Talk to the financial aid administrator at the school you plan to attend. Be sure to ask about "institutional aid" – money the school itself awards students. The school's catalog or Web site is also a good source of information about aid available at the school.
* A local or college library: Relevant materials are usually listed under "student aid" or "financial aid." If you need help, ask the reference librarian.
* The Internet: Search using the key words "student aid" or "financial aid." Remember that many scams operate over the Internet, so if an Internet service charges a fee, research it carefully. Better yet, use one of the many free Internet search services or aid information sites including www.studentaid.ed.gov.
* A high school counselor's office: Many counselors have a large selection of materials, know what recent graduates have received, and can guide you to free online information.
The major source of student financial aid is the U.S. Department of Education. The U.S. Department of Education awards about $150 billion a year in grants, work-study funds, and low interest loans to more than 14 million students.
Free materials available in the financial aid office at your college or career school or the guidance office at your high school include the Free Application for Federal Student Aid (FAFSA).
Most federal student aid is awarded based on financial need rather than scholastic achievement. For instance, most grants are targeted to low-income students. However, you do not have to show financial need to receive certain federal student loans.
You may apply for federal student aid at no cost by filing a paper FAFSA or applying electronically with FAFSA on the Web, the online application for federal student aid. All you need for FAFSA on the Web is a computer that supports a Department-approved browser. FAFSA on the Web is at www.fafsa.ed.gov.
Who else awards aid to students?
Student aid may also be available from foundations, community organizations, and organizations related to your field of interest (for example, the American Medical Association or American Bar Association). Contact the organizations directly for detailed information. Check with your parents' employers to see whether they award scholarships or have tuition payment plans. Although funds from these sources make up a small percentage of the total aid awarded each year, it's worth doing the research – you never know what you might find.
Scholarship Search Services
A number of privately operated scholarship search services charge fees that can range from $50 to well over $1000. It is important to understand what information scholarship search services can provide. Some can be helpful in identifying sources of aid for students who meet certain criteria, such as academic achievement, religious affiliation, ethnic or racial heritage, artistic talents, athletic ability, career plans, or proposed field of study. However, bear in mind that funds from these sources are usually limited and not all applicants will receive awards.
Listed below are some of the services you might reasonably expect from a private scholarship search service:
* Most scholarship search services provide a list of sources of financial assistance you may apply for. After studying the list, you then send a separate application to each source that interests you. The scholarship search service does not apply on your behalf or pay any additional application fees that may be required.
* Many search services offer to refund your fee if you do not receive any award. However, some services require you to provide a rejection letter from every source on the list to claim your refund. You should be aware that many scholarship sources do not routinely send rejection letters. Make sure you get the scholarship search service's refund policy in writing before paying any money.
What are some questionable tactics you should watch out for?
* Some services will tell you that millions of dollars in student aid go unclaimed every year. The large figures you may hear or read about usually represent an estimated national total of employee benefits or member benefits. Usually, such benefits are available only to the employees (and their families) of a specific company, or to the members of a specific union or other organization.
* Others request your credit card or bank account number to hold student financial aid for you. Search services do not, in most cases, provide any awards directly to applicants, apply on behalf of applicants, or act as a disbursing agent for financial aid providers. You should never give out a credit card or bank account numbers unless you know the company or organization you are giving it to is legitimate.
* Some claim that you can't get the same information anywhere else. Many services make you pay to get information you could have received for free from a college financial aid office, state education agency, local library, the U.S. Department of Education, or the Internet. Remember that you can find out about student aid without paying a fee to a search service.
* Others try to get you to send them money by claiming that you are a finalist in a scholarship contest. Most sources of financial aid have application deadlines and eligibility criteria; they do not, generally, operate like a sweepstakes.
* Scholarship seminars frequently end with one-on-one meetings in which a salesperson pressures the student to "buy now or lose out on this opportunity." Legitimate services don't use such pressure tactics.
If you choose to disregard this advice and attend a seminar on financial aid or scholarships, at least follow these steps:
* Take your time. Don't be rushed into paying at the seminar. Avoid high-pressure sales pitches that require you to buy now or risk losing out on the opportunity. Solid opportunities are not sold through nerve-racking tactics.
* Be wary of "success stories" or testimonials of extraordinary success - the seminar operation may have paid "shills" to give glowing stories. Instead, ask for a list of at least three local families who've used the services in the last year. Ask each if they're satisfied with the products and services received.
* Investigate the organization you're considering paying for help. Talk to a guidance counselor or financial aid advisor before spending your money. You may be able to get the same help for free.
* Be cautious about purchasing from seminar representatives who are reluctant to answer questions or who give evasive answers to your questions. Legitimate business people are more than willing to give you information about their service.
* Ask how much money is charged for the service, the services that will be performed and the company's refund policy. Get this information in writing. Keep in mind that you may never recoup the money you give to an unscrupulous operator, despite stated refund policies.
Each year, the U.S. Department of Education receives numerous complaints from students and parents who did not receive the information they expected from a search service. The Department does not evaluate private scholarship search services. If you decide to use one of these services, you should check its reputation by contacting the Better Business Bureau (www.bbb.com), a school guidance counselor, or a state attorney general's office.
Additionally, investigate the organization yourself before making a commitment:
* Ask for names of three or four local families who have used its services recently.
* Find out about the service's refund policy.
* Ask how many students have used the service and how many of them received scholarships as a result.
* Get everything in writing.
* Read all the fine print before signing anything.
The Scholarship Fraud Prevention Act created a fraud-awareness partnership between the U.S. Department of Education and the Federal Trade Commission (FTC). For more information about scholarship scams or to report a scam, call the FTC toll free at 1-877-FTC-HELP (1-877-382-4357) or go to http://www.consumer.ftc.gov/articles/ 0082-scholarship-and-financial-aid-scams.
Most of the information private scholarship search services provide can be obtained for free elsewhere. Before you pay any company or organization to find student financial aid for you, make sure you're not paying for free information. Also make sure you know what you're getting for your money. Searching for student aid on your own can prevent you from wasting your money. You just need to know where to look.
8
Free Student Aid Information and Sources
Check out these other great resources for federal or non-federal student aid:
* Financial Aid Administrator
Talk to the aid administrator (or his or her staff) at each school you're interested in to find out about the school's aid programs and total cost of attendance.
* State Higher Education Agency
This agency in your home state can give you information about state aid—including aid from the Leveraging Educational Assistance Partnership (LEAP) Program, funded jointly by states and by us.
* Public Libraries/Internet
These are excellent sources of information on state and private forms of aid. When using either source, search using keywords like "financial aid," "student aid," "scholarships," etc.
* AmeriCorps
This program provides full-time educational awards in return for work in community service. You can work before, during, or after your postsecondary education, and you can use the funds either to pay current educational expenses or to repay federal student loans. For more information, call 1-202-606-5000. The TTY number is 1-800-833-3722. Information is also available at http://www.nationalservice.gov/programs/ americorps.
* Robert C. Byrd Honors Scholarship Program (Byrd Program)
To receive aid, you must demonstrate outstanding academic achievement and show promise of continued academic excellence. For more information, call their toll-free number: 1-800-4-FED-AID (1-800-433-3243) or visit www.ed.gov/programs/iduesbyrd/index.html.
* Companies and Labor Unions
Check with your parents' places of work. They might have programs to help pay the cost of postsecondary education for employees and their children.
* Organizations, Foundations, Etc.
Foundations, religious organizations, fraternities or sororities, and town or city clubs often offer financial assistance. Include in your search community organizations and civic groups such as the American Legion, YMCA, 4-H Club, Elks, Kiwanis, Jaycees, and the Girl or Boy Scouts. Organizations connected with your field of interest can be helpful—for example, the American Medical Association and the American Bar Association are good sources for students seeking specialization in those fields.
* U.S. Armed Forces
The Armed Forces also offer financial aid opportunities. For more information on recruitment incentives, visit the U.S. Department of Defense Web site at www.todaysmilitary.com. Click on "Benefits" at the top of the site. Then go to "Education Support." You can also contact your local recruiter.
* U.S. Department of Veterans Affairs
If you (or your spouse) are a veteran or you're the dependent of a veteran, veterans' educational benefits may be available. Information is also available through the Internet at www.gibill.va.gov or call 1-888-GIBILL-1 (1-888-442-4551).
* Internal Revenue Service (IRS)
The IRS offers two federal income tax credits (dollar-for-dollar reductions in tax liability) for higher education expenses.
o The Hope tax credit, worth up to $1,500 per student, is available for first- and second-year students enrolled at least half time.
o The Lifetime Learning tax credit is a tax benefit equal to 20 percent of a family's tuition expenses, up to $10,000. The credit can be used for virtually any postsecondary education and training, including graduate and professional schools, and even for less-than-half-time study
For more information on the Hope and Lifetime Learning tax credits, and other tax benefits for postsecondary students, go to www.irs.gov. IRS Publication 970, Tax Benefits for Higher Education, which explains these credits and other tax benefits, is available online. Or, call the IRS at 1-800-829-1040. TTY callers can call 1-800-829-4059.
How to Find Scholarships
Hit the books
Doing research can help you find scholarships you may not have otherwise known about. Most public and campus libraries carry scholarship guides. Ask your librarian or guidance counselor for help. Also do a Google search for "financial aid," "student aid," and "scholarships."
Check with the colleges you're applying to
Most college-sponsored scholarships don't require additional applications beyond their standard admission and financial aid applications. Just be sure to complete and file the applications on time!
Some colleges offer special scholarships (for certain major fields or for certain talents) that you can apply for in addition to any that are open to all applicants.
Ask employers
Your parents might already be aware if scholarships are provided for children of employees. If not, the human resource department is usually the place to check to find out what is available. The staff there should be able to provide applications, deadlines, and any other information you'll need.
If you are employed, check with your employer to see if scholarships are available. Be sure to get any application forms and information about deadlines and complete the process on time.
Check local scholarships
Many community organizations, churches, and clubs offer scholarships. Your high school guidance counselor should be able to provide information about most of them, and can refer you to sponsors who can provide applications and information.
Search the Net
Using keywords like those mentioned earlier, you can find a wealth of free scholarship information on the World Wide Web. Some sites even allow you to apply online for scholarships. But, be careful . . .
What Does It Take to Get a Scholarship?
Many students assume that they have to be brilliant, or athletically talented, or gifted musically, to earn a scholarship for college. What they don't realize is that sometimes they just need to be persistent!
Be persistent in getting good grades. Many schools award scholarships to students with significant financial need in the accepted applicant group — a grant that you don't need to repay, just for making the cut and getting admitted.
Good grades won't hurt if you hope to get a scholarship, even if your family doesn't demonstrate financial need. When scholarships are awarded on the basis of academic merit, without regard for need, students who have worked hard and achieved results in high school will be the winners.
You should also be persistent in seeking out other scholarship sources. Sometimes all it takes to get a scholarship is to find out who in your area is offering them: your church, your employer, your parents' employers, local civic organizations. You'll just need to fill out any required applications or interviews on time in order to be considered.
How Do You Apply for a Scholarship?
The most important thing to do to apply for scholarships is to get accurate information up front:
* What are the qualifications for applicants?
* Are additional interviews or references required?
* Where do you get forms and how do you apply (online, by mail, etc.)?
* What are the deadlines?
Once you have the information in hand, you can make a chart of what's due and when (use the Scholarship Checklist below) and then, follow through. Taking small steps throughout the process will help ensure you will meet all the requirements on time. Then, you get to sit back while the sponsors make their decisions.
Remember, most scholarship funding comes directly from the colleges themselves, so focus on making your college applications as strong as possible.
Scholarship Checklist
Institutional Scholarships
* Special application forms required?
* Application deadline?
* Interview required?
Special Talent Scholarships
* Art, Music, Theater
o Interview, audition, or portfolio required?
o Special application forms required?
o Application deadline?
o Special application forms required?
* Athletics
o Interview, highlight tape required?
* Leadership
o Application deadline?
o Special application forms required?
o Application deadline?
o Interview required?
* Science/Engineering
o Interview required?
o Special application forms required?
o Application deadline?
*
Other________________________
o Interview required?
o Special application forms required?
o Application deadline?
Employer-Sponsored Scholarships
* Parents' Employer(s)
o Interview required?
o Special application forms required?
o Application deadline?
o Special application forms required?
* Student's Employer
o Interview required?
o Application deadline?
Local/Community Scholarships
* Organization____________________
o Special application forms required?
o Interview required?
o Application deadline?
* Organization____________________
o Special application forms required?
o Interview required?
o Application deadline?
Information for Borrowers
When you take out a student loan, you have certain responsibilities. Here are some important ones:
Think About How Much You're Borrowing
Think about what your repayment obligation means before you take out a loan. If you don't repay your loan on time or according to the terms in your promissory note, you might go into default, which has serious consequences and will affect your credit rating. You don't have to borrow the maximum amount you're allowed. Borrow only what you really need to pay for school.
Agree to Repay the Loan
When you sign a promissory note, you're agreeing to repay the loan according to the terms of the note. The note states that except in cases of loan discharge (cancellation), you must repay the loan, even if you don't complete your education (unless you couldn't for a valid reason—because the school closed, for example). Also, you must repay your loan even if you can't get a job after you complete the program, or you don't like the education you paid for.
Make Payments Regardless of Receiving Billing Notices
You must make payments on your loan even if you don't receive a bill or repayment notice. Billing statements (or coupon books) are sent to you as a convenience, but you're obligated to make payments even if you don't receive any reminders. Also, you must make monthly payments in the full amount your repayment plan has established. Partial payments do not fulfill your obligation.
Continue to Pay While Waiting for Deferment, Forbearance or Discharge Approval
If you apply for a deferment or forbearance or a loan discharge, you must continue to make payments until you're notified your request has been granted. If you don't, you might end up in default. You should keep a copy of any request form you submit, and make sure you document all contacts with the organization that holds your loan.
Keep in Touch with Your Loan Provider
You must notify your loan provider when you graduate; withdraw from school; drop below half-time status; change your name, address, or Social Security number; or transfer to another school.
Receive Entrance and Exit Counseling
For Direct or FFEL Stafford Loans, you must receive entrance counseling before you're given your first loan disbursement, unless you've previously received a Stafford Loan. No matter what type of federal student loan you have, you must receive exit counseling before you leave school. Your school will provide the counseling and important information about your loan. Your lender will give you additional information.
What You Must Know
You have certain rights as a borrower. Listed below are some of them.
Before the First Loan Disbursement
Before your school makes your first loan disbursement, you must receive the following information about your loan from your school, lender, or the Direct Loan Servicing Center:
* the full amount of the loan and the interest rate;
* the date you must start repayment;
* information about the yearly and total amounts you can borrow;
* a complete list of any charges you must pay (loan fees) and information on how those charges are collected;
* information about the maximum repayment periods and the minimum payment amount;
* an explanation of available options for consolidating your loans and a statement that you can prepay your loan(s) without penalty at any time.
* an explanation of default and its consequences; and
Before You Leave School
Before you leave school, you will receive the following information about your loan (as part of exit counseling) from your school, lender, or the Direct Loan Servicing Center:
* a current description of your loans, including average anticipated monthly payments;
* if you have FFEL (Federal) Stafford Loans, the name of the lender or agency that holds your loans, where to send your payments, and where to write or call if you have questions;
* the amount of your total debt (principal and estimated interest), your interest rate, and the total interest charges on your loan;
* if you have Direct Stafford Loans, the address and telephone number of the Direct Loan Servicing Center ;
* a reminder of available options for loan consolidation and a reminder that you can prepay your loan without penalty at any time;
* an explanation of the fees you might be charged during the repayment period, such as late charges and collection or litigation costs if you're delinquent or in default;
* a description of applicable deferment, forbearance, and discharge (cancellation) provisions;
*
* notification that you must provide your expected permanent address and the name and address of your expected employer. You must also provide any corrections to your school's records concerning your name, Social Security number, references, and driver's license number (if you have one).
repayment options and advice about debt management that will help you in making your payments; and
Grace Period
You have the right to a grace period before your repayment period begins. (Your parents do not receive a grace period for a PLUS Loan.) Your grace period will be six or nine months depending on the type of loan you have.
Loan Repayment Schedule
Your school, lender, or the Direct Loan Servicing Center, as appropriate, must give you a loan repayment schedule that states when your first payment is due, the number and frequency of payments, and the amount of each payment.
Sale of Loan
If you or your parents borrow under the FFEL Program, you (or your parents, for a PLUS Loan) must be notified when the loan is sold if the sale results in making payments to a new lender or agency. You must be given the identity of the new lender or agency holding the loan, the address to which you must make payments, and the telephone numbers of both the old and new lenders.
Federal Student Aid
The Federal Student Aid Gateway
One of the best new sources of information is the Federal Student Aid Gateway. This online source provides free information, guidance and tools for federal student assistance. Sponsored by the U.S. Department of Education's office of Federal Student Aid, the site can make your quest for financial aid information easier. To access the Federal Student Aid Gateway, visit the U.S. Department of Education's Web site at:
http://studentaid.ed.gov/redirects/federal-student-aid-ed-gov
Who can get federal student aid?
Eligibility for federal student aid is based on financial need and on several other factors. Your eligibility is determined by the information you provide on the Free Application for Federal Student Aid (FAFSA) — see later section in this guide.
Here are the basic requirements you must meet:
* demonstrate financial need (for most programs);
* have a valid Social Security number (with the exception of students from the Republic of the Marshall Islands, Federated States of Micronesia, or the Republic of Palau);
* be a U.S. citizen or an eligible noncitizen;
* be registered with Selective Service, if you're a male (you must register between the ages of 18 and 25);
* be enrolled at least half-time to be eligible for Direct Loan Program funds;
* be enrolled or accepted for enrollment as a regular student in an eligible degree or certificate program;
* maintain satisfactory academic progress in college or career school;
o you are not in default on a federal student loan and do not owe money on a federal student grant and
* sign statements on the Free Application for Federal Student Aid (FAFSA SM ) stating that
o you will use federal student aid only for educational purposes; and
o having a high school diploma or a recognized equivalent such as a General Educational Development (GED) certificate or
* show you're qualified to obtain a college or career school education by
o completing a high school education in a homeschool setting approved under state law.
You might not be able to receive federal student aid if you've been convicted under federal or state law of selling or possessing illegal drugs. If you have a conviction for these offenses, contact the Federal Student Aid Information Center to find out your status. Even if you're ineligible for federal aid, you should still complete the federal student aid application (the FAFSA): Many schools and states use the FAFSA to determine eligibility for aid they offer.
If you have a question about your citizenship status, contact the financial aid office at the college or career school you plan to attend.
What about the financial need requirement?
Aid from most programs is awarded based on financial need (except for unsubsidized Stafford Loans and PLUS Loans).
Your financial need is calculated according to a formula established by law. Most use an Expected Family Contribution (EFC) number when your need is determined. The EFC is a measure of your family's financial strength and is calculated from the information you report on the Free Application for Federal Student Aid (FAFSA). Your EFC will appear on your Student Aid Report (SAR) you receive.
To be eligible for a Federal Pell Grant, your EFC must be below a certain number, which can vary from year to year. To determine your financial need for other federal student aid programs (unless you receive an unsubsidized Stafford Loan), your school will subtract from your cost of attendance the following: the EFC, any Federal Pell Grant amount you're eligible for, and other financial aid you'll receive. If anything is left over, you're considered to have financial need for additional federal student aid.
How much aid you can get?
Because the Expected Family Contribution formula must be applied to each family's financial information, we can't tell you here whether you'll be eligible for federal student aid or estimate how much aid you might get. That's why you need to apply to find out. For more information about your eligibility status after you get your application results, contact the financial aid office(s) at the school(s) you're considering.
Special circumstances in determining financial need
In some cases, a school's financial aid administrator might adjust your cost of attendance or the information used to calculate your EFC to take into account special circumstances you might have. These circumstances could include your family's unusual medical expenses, tuition expenses, or unemployment. The aid administrator decides whether to make an adjustment, however; his or her decision is final and cannot be appealed.
Federal Student Aid Summary
The following is a summary of the U.S. Department of Education's Federal Student Aid (FSA) programs that will help you pay for school. Check with your school to find out which programs your school participates in.
Applying for Federal Student Aid
How do you apply?
Complete the Free Application for Federal Student Aid (FAFSA). Applying is FREE.
All you need for federal student aid is an application, referred to as the FAFSA. You might have to complete an additional application to be considered for school or state aid, but many schools and states use FAFSA information for this purpose.
Can you apply online?
Yes; in fact, it's faster and easier than using a paper FAFSA. You can complete our online application, FAFSA on the Web, from your home computer or from a computer at a central location like your high school, your local public library, or your local educational opportunity center. Go to www.fafsa.ed.gov to apply.
What if you decide you want a paper application?
You can get a paper FAFSA—in English or Spanish—from your local library or high school, the college or career school you plan to attend, or our Federal Student Aid Information Center.
Just mail your FAFSA in the pre-addressed envelope that's in your FAFSA packet. Or, before mailing it, you could check to see if your school, or a school that interests you, offers the option of submitting your FAFSA data electronically.
When do you apply?
You can apply beginning Jan. 1 of your senior year in high school.
You can apply online at: https://fafsa.ed.gov/FAFSA/app/fafsa?locale=en_US or ask your school for more information.
What do you need before you fill out the Free Application for Federal Student Aid (FAFSA)?
* You need to have a Social Security Number (SSN)
Your SSN is used to verify your information and locate your federal student aid records. If you don't have an SSN yet, you should apply for one at your local Social Security office. You can find out more about applying at www.ssa.gov.
* It's not a requirement, but you should have a PIN
If you use our online FAFSA on the Web to apply for aid, having a PIN (a personal identification number) before you apply lets you "sign" your FAFSA electronically at the time you submit it. That way, the student aid process can be completed quickly and totally online, and you'll get your results faster.
You request a PIN at www.pin.ed.gov. Don't wait until you apply to request a PIN. You can get one anytime. You'll receive your PIN either through regular mail or e-mail, if you provide your e-mail address.
Even if you fill out a paper FAFSA, you should still request a PIN because you can use it to:
o Look up your processed FAFSA data online;
o Make online corrections to your application information;
o Complete your Renewal FAFSA online; and
o Access all your applicant data records online. For example, you can check your student loan history.
* You'll need to have the right documents and information to complete your FAFSA accurately
1
2 3 Because aid awards are based on financial need, you'll need to report certain financial information on the FAFSA. For example, if you're considered dependent on your parents—see "Dependency Status" below— you'll need your parents' W-2 forms and other records of money earned, as well as their U.S. income tax returns. You'll need your own forms as well. Referring to the tax forms while you complete the FAFSA makes it easier to answer the questions. The FAFSA requires specific information from specific lines on the U.S. income tax forms from the year prior to the award year (2012 tax return information for the 2013-2014 award year, for example).
If tax forms aren't completed by the time you apply, you can complete the FAFSA with estimates of your financial information. Later, you must go back and correct your answers.
Read the instructions carefully when you fill out the FAFSA! Most mistakes are made because applicants don't follow instructions. Pay special attention to questions on income; most errors occur in that area.
Save the documents you use when completing the FAFSA. You might need them later if your school asks you to verify your FAFSA information. If the information is incorrect, you won't get federal student aid until you make corrections. It's a good idea to keep a photocopy of your completed FAFSA or a printout of your application from FAFSA on the Web.
Help with Completing Your Application
* You can also contact the Federal Student Aid Information Center with questions about either the paper or online FAFSA.
4 5 • If you apply using our online FAFSA on the Web, help is built into the program while you're completing the form. You can also "chat" live online with someone if you have questions.
* You can also talk to the financial aid staff at the school you plan to attend.
* You can get the help you need for free from any of these sources; you don't have to pay for assistance.
Checking the Status of Your Application
If you applied through FAFSA on the Web, you'll get a confirmation notice after you click on "Submit My FAFSA Now." Your FAFSA will be processed in a few days.
6 7 8 If you file a paper FAFSA, along with it you should mail the postcard that comes with the FAFSA packet. Your FAFSA will be processed within four weeks of the date you mail it.
How do the schools you're interested in get your FAFSA information?
You can list up to six schools on your FAFSA. Those schools will receive your FAFSA results electronically. If you later want to make changes to that list, you can do so online using your PIN or you can contact the Federal Student Aid Information Center.
Dependency Status
When you apply for federal student aid, you report certain financial information to determine your financial need. Financial need affects whether you receive most types of federal student aid and—if you're eligible—how much you'll receive. You'll need to know whose financial information to report on your application—yours or yours and your parents' information.
Note: Your answers to the questions in Step 3 of the FAFSA (or in Step 2 of the online FAFSA, FAFSA on the Web) determine whether you're considered a "dependent" or an "independent" student.
* Dependent students must report their parents' income and assets as well as their own on the FAFSA. Programs are based on the concept that a dependent student's parents have the primary responsibility for their child's education.
* Independent students report only their own income and assets (and those of a spouse, if married). Note that not living with your parents or not being claimed by them on the tax form does not necessarily qualify you as independent.
Although you may not be applying for federal student aid in the academic year, let's assume you are. For the 2012-13 academic year, you would be considered an independent student ONLY IF at least one of the following criteria applied to you:
* You were born before January 1, 1989.
* You're married as of the day you apply (or, you're separated but not divorced).
* You are or will be enrolled in a master's or doctorate program (beyond a bachelor's degree) at the beginning of the 2013-2014 school year.
* You have children who receive more than half their support from you.
* Both of your parents are deceased, or you are (since you turned 13) a ward or dependent of the court.
* You have dependents (other than your children or spouse) who live with you and who receive more than half their support from you, at the time you apply and through June 30, 2014.
* You are currently serving on active duty in the U.S. Armed Forces for purposes other than training.
* It been determined by a court in your state of legal residence that you are an emancipated minor or that you are in a legal guardianship.
* You're a veteran of the U.S. Armed Forces. (A "veteran" includes students who attended a U.S. service academy and who were released under a condition other than dishonorable. For more detail on who is considered a veteran, see the explanatory notes on the FAFSA.)
* At any time on or after July 1, 2011, were you determined to be an unaccompanied youth who was homeless, as determined by (a) your high school or district homeless liaison or (b) the director of an emergency shelter or transitional housing program funded by the U.S. Department of Housing and Urban Development?**
* At any time on or after July 1, 2011, did the director of a runaway or homeless youth basic center or transitional living program determine that you were an unaccompanied youth who was homeless or were selfsupporting and at risk of being homeless?**
**If you do not have a determination that you are homeless, but you believe you are an unaccompanied youth who is homeless or self-supporting and at risk of being homeless, answer "No" to the FAFSA questions concerning being homeless. Then contact your financial aid office to explain your situation.
If you're considered a dependent student at the time you apply, but your parents are divorced or separated, whose information would you report on the FAFSA?
You report information about the parent you lived with for the greater amount of time during the 12 months preceding the date of application. If you didn't live with either parent, or if you lived with each parent an equal number of days,
you would use information about the parent who provided the greater amount of financial support during the 12 months preceding the date of application. If you didn't receive any parental financial support during that time, you must report information about the parent who most recently provided the greater amount of parental support.
If the parent you receive financial support from was a single parent who is now married, or the parent was divorced or widowed but has remarried, your stepparent's financial information is required on the FAFSA. This does not mean your stepparent is obligated to give financial assistance to you, but his or her income and assets represent significant information about the family's resources. Including this information on the FAFSA helps us form an accurate picture of your family's total financial strength.
When it's time to apply, you'll be considered a dependent student, but you have no contact with your parents. What do you do about reporting their income?
In unusual cases, an aid administrator can determine that a student who doesn't meet the independent student criteria above should nevertheless be treated as an independent student. The financial aid administrator can change your dependency status from dependent to independent based on adequate documentation of your special circumstances. You must provide this documentation. But, the aid administrator won't automatically change your status. That decision is based on the aid administrator's judgment and is final — you can't appeal that decision.
The Student Aid Report (SAR)
After you apply, you'll get the results of your Free Application for Federal Student Aid (FAFSA). Your results are contained in a document called the Student Aid Report (SAR). If you provided an e-mail address when you applied, you'll get an e-mail (within a few days) containing a secure link so you can access your SAR online. If you didn't provide an e-mail address, it will take a few weeks to receive a paper SAR.
What do you do with your SAR?
Review it carefully to make sure it's correct and complete: If it is, and your SAR contains your Expected Family Contribution (EFC) the schools you're interested in will use your SAR to determine your eligibility for federal, and possibly nonfederal, student aid funds.
If you need to make corrections:
* you can use your PIN to make them online at the FAFSA Web site, even if you didn't apply online, or
* you can usually make changes to a paper SAR, if that's what you received. Then, sign it, and mail it back. Make sure you keep a photocopy of your SAR containing the corrections. Note that correcting a paper SAR is a slower process than making corrections online.
If you misplace your SAR, you can request a duplicate by calling the Federal Student Aid Information Center.
Once your SAR is correct and complete, how do you find out if you're eligible and what aid you'll receive?
Contact the financial aid offices of the school(s) you're interested in. If you're eligible for federal student aid, each school will send you an award letter telling you the types of aid it will offer, and how much you can receive. This combination of aid is known as your "financial aid package." Review the award letters carefully and compare how much aid you can receive at each school.
Types of Federal Student Aid
There are three types of federal student aid:
* Grants are financial aid that doesn't have to be repaid (unless, for example, you withdraw from school and owe a refund).
* Loans allow you to borrow money for school. You must repay your loans, with interest.
* Work-study allows you to earn money for your education.
You apply for all three types of aid by filling out just one application: the Free Application for Federal Student Aid (FAFSA).
Grants
* There are two types of grants: Federal Pell Grants and Federal Supplemental Educational Opportunity Grants (FSEOGs).
* You can be enrolled full time or part time.
* Generally, to receive a grant, you must be an undergraduate student (someone who hasn't earned a bachelor's or graduate degree).
How much can you get?
Federal Pell Grants
Award amounts can change yearly. The maximum award for the 2013-14 award year (July 1, 2013 to June 30, 2014) is $5,645. The amount you get, though, will depend not only on your financial need, but also on your costs to attend school, your status as a full-time or part-time student, and your plans to attend school for a full academic year or less.
Federal Supplemental Educational Opportunity Grants (FSEOGs)
Awards range from $100 to $4,000 a year. FSEOGs are awarded to undergraduate students with exceptional financial need—those with the lowest Expected Family Contribution (EFC) numbers. Federal Pell Grant recipients receive priority for FSEOG awards.
What's the difference between these grants?
If you're eligible for a Federal Pell Grant, you'll receive the full amount you qualify for—each school participating in the program receives enough funds to pay the Pell amounts for all its eligible students. The amount of other student aid you might qualify for does not affect the amount of your Pell Grant.
Receiving other aid might reduce the amount of your FSEOG award. Also, each school participating in the FSEOG program receives a certain amount of FSEOG funds each year from the U.S. Department of Education. The school's financial aid office decides how best to award those funds. When all FSEOG funds are used for that award year, no more FSEOG awards can be made for that year—that's why not everyone who qualifies for an FSEOG might get one.
How will you be paid?
Your school can credit your grant funds to your school account, pay you directly (usually by check), or combine these methods. Also, with your permission, schools can credit your bank account. Schools must disburse funds at least once per term (semester, trimester, or quarter). Schools that don't use formally defined, traditional terms must disburse funds at least twice per academic year.
Federal Work-Study
* Provides part-time jobs allowing you to earn money to help pay for school;
* Is available to undergraduate and graduate students; and
* Encourages community service work and work related to your course of study, whenever possible;
* Is available to full-time and part-time students.
How much can you make?
You'll be paid at least the minimum wage, but you might receive more, depending on the type of work you do. You'll be paid by the hour or you might receive a salary. Your school must pay you directly at least once a month.
Can you work as many hours as you want?
No. The amount you earn can't exceed your total Federal Work-Study award. Also, when assigning work hours, your employer or financial aid administrator will consider your class schedule and your academic progress. Just as is true with the FSEOG program mentioned earlier, each school participating in the Federal Work-Study program receives a certain amount of Work-Study funds each year from the U.S. Department of Education. When all Work-Study funds are used for that award year, no more Federal Work-Study awards can be made for that year. So, you might receive fewer funds than you qualify for.
Where are the jobs located?
You can work either on or off campus. If you work on campus, you'll usually work for your school. If you work off campus, your employer will usually be a private nonprofit organization or a public agency, and the work performed must be in the public interest.
Your school might have agreements with private for-profit employers for Federal Work-Study jobs. If so, your job must be as relevant as possible to your course of study. If you attend a career school, there might be further restrictions on the jobs you can be assigned.
Loans
* Loans are borrowed money you must repay, with interest.
* For some loans, you don't have to demonstrate financial need.
* Both undergraduate and graduate students can receive loans.
* The amounts you can borrow depend in part on your grade level in school.
Federal Perkins Loans
These loans are offered to students who demonstrate the greatest financial need; Federal Pell Grant recipients get top priority. You can be enrolled full time or part time. Each school participating in the program receives a certain amount of Perkins funds each year from the U.S. Department of Education. When all those funds are used for that award year, no more Perkins Loans can be made for that year. You repay these loans to your school.
Stafford Loans
These loans are for undergraduate or graduate and professional students and are made through one of two U.S. Department of Education programs:
* William D. Ford Federal Direct Student Loan Program — referred to as Direct Loans or Direct Stafford Loans. Funds for Direct Loans come from the U.S. Department of Education and are delivered to you through your school. You repay these loans to the Department.
* Federal Family Education Loan (FFEL) Program — referred to as FFEL Stafford Loans or Federal Stafford Loans. Funds will come from a bank, credit union, or other lender that participates in the program. You repay these loans to your lender or its servicing agent.
Whether you borrow a Direct or a FFEL Stafford Loan depends on which program the school you attend participates in. Most schools participate in one or the other, although some schools participate in both. It's possible for you to receive FFEL and Direct Stafford Loans, but not both types for the same period of enrollment at the same school.
For both types of Stafford Loans, you must be enrolled at least half time. You don't have to demonstrate financial need but, if you do, the government will pay the interest on your loan during certain periods.
PLUS Loans
These are loans parents can take out for their dependent undergraduate children who are enrolled as at least half-time students. The loans are made through the Direct Loan and FFEL programs mentioned above and are known either as Direct PLUS Loans or FFEL (or Federal) PLUS Loans.
What are the differences in these loan programs?
See the chart below for a quick comparison.
Student Loan Comparison Chart
How do you apply for a Perkins or Stafford Loan?
You just need to complete the Free Application for Federal Student Aid (FAFSA). But, you will need to sign a promissory note, a binding legal document that says you agree to repay your loan according to the terms of the note. Read this note carefully and save it.
How much money can you get?
* Perkins Loans — See the chart above.
* FFEL or Direct Stafford Loans — See the chart below.
Note: You can't borrow more than your cost of attendance minus the amount of any Federal Pell Grant you're eligible for and minus any other financial aid you'll get. So, you might receive less than the annual maximum amounts given in the chart. Note that there are no minimum award amounts.
When you look at the chart, you'll see that your loan limits also depend on whether you receive "subsidized" or "unsubsidized" Stafford Loans.
Subsidized Stafford Loan
If you demonstrate financial need, you can receive a subsidized Stafford Loan to cover some or all of that need. If you get a subsidized loan, the U.S. Department of Education pays the interest while you're enrolled in school at least half time, for the first six months after you leave school, and during a period of deferment—a postponement of loan payments.
The amount of your subsidized loan can't exceed your financial need.
Unsubsidized Stafford Loan
You might be able to receive loan funds beyond your subsidized loan limit or even if you don't have demonstrated financial need. In that case, you'd receive an unsubsidized loan. For this type of Stafford Loan, you're responsible for the interest from the time the loan is disbursed to you until it's paid in full. The government does not pay your interest.
Talk with the school(s) you're interested in to find out what kind of Stafford Loan you can get and how much you qualify for.
How will you get your loan funds?
* Perkins — Your school will either pay you directly (usually by check) or credit your account. Generally, you'll receive the loan in at least two payments during the academic year.
* Stafford — Your school will disburse your loan in at least two installments; no installment will be greater than half the amount of your loan. If you're a first-year undergraduate student and a first-time borrower, your first disbursement can't be made until 30 days after the first day of your enrollment period.
Your Perkins or Stafford Loan money must first be used to pay for your tuition, fees, and room and board. If loan funds remain, you'll receive them by check or in cash, unless you give the school written permission to hold the funds until later in the enrollment period.
How much can I borrow?
Your school determines the loan type(s), if any, and the actual loan amount you are eligible to receive each academic year. However, there are limits on the amount in subsidized and unsubsidized loans that you may be eligible to receive each academic year (annual loan limits) and the total amounts that you may borrow for undergraduate and graduate study (aggregate loan limits). The actual loan amount you are eligible to receive each academic year may be less than the annual loan limit. These limits vary depending on what year you are in school and whether you are a dependent or independent student.
If you are a dependent student whose parents are ineligible for a Direct PLUS Loan, you may be able to receive additional Direct Unsubsidized Loan funds.
If the total loan amount you receive over the course of your education reaches the aggregate loan limit, you are not eligible to receive additional loans. However, if you repay some of your loans to bring your outstanding loan debt
below the aggregate loan limit, you could then borrow again, up to the amount of your remaining eligibility under the aggregate loan limit.
The following chart shows the annual and aggregate limits for subsidized and unsubsidized loans.
Maximum Annual Loan Limits for Subsidized and Unsubsidized Direct and FFEL (Federal) Stafford Loans
Notes:
* The aggregate loan limits include any Subsidized Federal Stafford Loans or Unsubsidized Federal Stafford Loans you may have previously received under the Federal Family Education Loan (FFEL) Program. As a result of legislation that took effect July 1, 2010, no further loans are being made under the FFEL
* Effective for periods of enrollment beginning on or after July 1, 2012, graduate and professional students are no longer eligible to receive Direct Subsidized Loans. The $65,500 subsidized aggregate loan limit for graduate or professional students includes subsidized loans that a graduate or professional student may have received for periods of enrollment that began before July 1, 2012, or for prior undergraduate study.
Program.
Graduate and professional students enrolled in certain health profession programs may receive additional Direct Unsubsidized Loan amounts each academic year beyond those shown above. For these students, there is also a higher aggregate limit on Direct Unsubsidized Loans. If you are enrolled in a health profession program, talk to the financial aid office at your school for information about annual and aggregate limits.
What are the current interest rates?
Here are the interest rates for loans first disbursed between July 1, 2013, and June 30, 2014.
Got other questions about interest?
* Prior federal loans and financial aid history—If you already have federal student loans and would like to check the interest rate, servicer information, and other financial aid history, go to the National Student Loan Data System.
* Information for military members: If you are a member of the military, you may be eligible for special interest benefits relating to your federal student loans.
* Understanding interest rates and fees: Find out how interest is calculated.
Other than interest, is there any charge associated with these loans?
* Federal Perkins Loans — No. However, if you skip a payment, if your payment is late, or is you make less than a full payment, you might have to pay a late charge plus any collection costs.
* Direct and FFEL Stafford Loans — Yes, there is a 1.051% loan fee on all Direct Subsidized Loans and Direct Unsubsidized Loans. The loan fee will be proportionately deducted from each loan disbursement.
What additional steps must I take to receive my loan?
If your financial aid package includes federal student loans, your school will tell you how to accept the loan. If it is your first time receiving a Direct Loan, you will be required to:
* complete entrance counseling, a tool to ensure you understand your obligation to repay the loan; and
* sign a Master Promissory Note (MPN), agreeing to the terms of the loan.
Contact the financial aid office at the school you are planning to attend for details regarding the process for receiving a loan at your school.
When do you start repaying your loans?
After you graduate, leave school, or drop below half-time status, you must begin repayment. You have a period of time, however, called a grace period, before you must start making payments.
* Federal Perkins Loans — If you are attending school at least half-time, you have nine months after you graduate, leave school, or drop below half-time status before you must begin repayment. If you are attending less than half-time, check with your college or career school to find out how long your grace period will be.
* Direct or FFEL (Federal) Stafford Loans — When you receive your first Direct Loan, you will be contacted by your loan servicer (you repay your loan to the loan servicer). Your loan servicer will provide regular updates on the status of your Direct Loan, and any additional Direct Loans that you receive. After you graduate, leave school, or drop below half-time enrollment, you will have a six-month grace period before you are required to begin repayment. During this period, you'll receive repayment information from your loan servicer, and you'll be notified of your first payment due date. Payments are usually due monthly.
How much time do you have to repay?
* Federal Perkins Loans — Up to 10 years
* Direct and FFEL Stafford Loans — Your repayment period varies from 10 to 25 years depending on whether the loan is a FFEL or a Direct Stafford Loan and depending on which repayment plan you choose. When it comes time to repay, you can pick the plan that's right for you.
Choices of Repayment Plan
The choices are:
You'll get more information about repayment choices before you leave school and, later, from the holder of your loan.
What if you have trouble repaying your loan?
Under certain circumstances, you can receive a deferment or forbearance on your loan.
* Deferment: Your payments are postponed. Interest does not accumulate unless you have an unsubsidized Stafford Loan. If you have an unsubsidized Stafford Loan, you must pay the interest. You must meet specific conditions to qualify for a deferment. For example, you can receive a deferment while you're enrolled in school at least half time. You'll receive more information before you leave your college or career school, and you'll also get information from the holder of your loan.
* Forbearance: Your payments are postponed or reduced. Interest continues to accumulate, however, and you are responsible for paying it, no matter what kind of loan you have. Your lender usually grants forbearance if you don't qualify for a deferment.
Deferment and forbearance periods don't count toward the amount of time you have to repay.
You must apply to the holder of your loan for either deferment or forbearance. Note that you must continue to make payments until you're notified your request has been granted. If you don't, you might end up in default.
What is default?
Default occurs when you don't repay your loan according to the terms you agreed to when you signed the promissory note for your loan. Defaulting on a student loan has very serious consequences. Listed below are some of them:
* You'll be ineligible for additional federal student aid.
* Your credit record will be damaged, which can interfere with buying what you need, like a car.
* You'll be ineligible for deferment or forbearance on your loan.
* You might have trouble getting a job.
* Legal action can be taken against you to recover what you owe.
The last thing you want to do is default! If you ever have trouble making payments, contact the holder of your loan right away to discuss options to help you out.
Are there any situations where your loan could be canceled?
Your loan can be canceled for certain specific circumstances, such as your death or total and permanent disability. You also might qualify to have your loan canceled because of the work you do once you leave school (teaching in a lowincome school, for example). You'll receive more information on cancellation provisions before you leave your college or career school.
Note that your loans can't be canceled because you're having financial problems. Also, they can't be canceled because you didn't complete the program of study at your school (unless you couldn't complete the program for a valid reason —because the school closed, for example). Cancellation is not possible because you didn't like your school or program of study, or you didn't obtain employment after you finished your program.
PLUS Loans
What are PLUS Loans?
PLUS loans are federal loans that graduate or professional degree students and parents of dependent undergraduate students can use to help pay education expenses. The U.S. Department of Education makes Direct PLUS Loans to eligible borrowers through schools participating in the Direct Loan Program.
How do I apply to get a loan?
In order to receive a Direct PLUS loan, you (or your child, in the case of parent borrowers) must complete the Free Application for Federal Student Aid (FAFSA SM ). The school's financial aid office will provide instructions about their process for requesting a Direct PLUS Loan.
To receive a Direct PLUS Loan, you must
* Be a graduate or professional degree student enrolled at least half-time at an eligible school in a program leading to a degree or certificate, or be the parent (biological, adoptive, or in some cases, stepparent) of a dependent undergraduate student enrolled at least half-time at a participating school; and
* Meet the general eligibility requirements for federal student aid. If you are borrowing on behalf of your child, your child must also meet these requirements.
How will I receive my loan?
The school will first apply Direct PLUS Loan funds to the school account to pay for tuition, fees, room and board, and other school charges. If any loan funds remain, your school will give them to you to help pay other education expenses.
When do I have to start paying the loan back?
Your Direct PLUS Loan enters repayment once your loan is fully disbursed (paid out).
However, if you are a graduate or professional student, your loan will be placed into deferment while you are enrolled at least half-time and for an additional six months after you cease to be enrolled at least half-time.
If you are a parent borrower, you may contact your loan servicer to request a deferment:
* while you or your child are enrolled at least half-time and
* for an additional six months after your child ceases to be enrolled at least half-time.
If your loan is deferred, interest will accrue on the loan during the deferment. You may choose to pay the accrued interest or allow the interest to capitalize when the deferment period ends. Your loan servicer will notify you when your first payment is due.
Loan Repayment
This section will give you basic information on loan repayment. For specific information, contact the holder of your loan.
When do you start paying back your student loans?
If you're attending school at least half time, you have a period of time after you graduate, leave school, or drop below half-time status before you must begin repayment. This period of time is called a "grace period".
* Federal Perkins Loans: the grace period is nine months (If you're attending less than half time, check with your financial aid administrator to determine your grace period.)
* Subsidized loan: during the grace period, you don't have to pay any principal, and you won't be charged interest.
* Direct Stafford Loans or Federal Family Education Loan (FFEL) Stafford Loans: the grace period is six months
* Unsubsidized loan: you don't have to pay any principal, but you will be charged interest. You can either pay the interest as you go along or it will be capitalized (added to the principal loan balance) later.
Those on active duty with the military might have longer grace periods than those mentioned here and will have additional options to postpone repayment. Contact the holder of the loan for more information.
Your lender will send you information about repayment, and you'll be notified of the date repayment begins. However, you're responsible for beginning repayment on time, even if you don't receive this information. Failing to make payments on your loan can lead to default.
When do I or my parents begin repaying a PLUS Loan?
Your Direct PLUS Loan enters repayment once your loan is fully disbursed (paid out).
However, if you are a graduate or professional student, your loan will be placed into deferment while you are enrolled at least half-time and for an additional six months after you cease to be enrolled at least half-time.
If you are a parent borrower, you may contact your loan servicer to request a deferment:
* while you or your child are enrolled at least half-time and
* for an additional six months after your child ceases to be enrolled at least half-time.
If your loan is deferred, interest will accrue on the loan during the deferment. You may choose to pay the accrued interest or allow the interest to capitalize when the deferment period ends. Your loan servicer will notify you when your first payment is due.
How much will you have to repay and how often do you repay?
Usually, you'll pay monthly. Your repayment amount will depend on the size of your debt and the length of your repayment period. If you have a FFEL or Direct Stafford Loan, the amount you'll pay also depends on the repayment plan you choose. Federal Perkins Loans do not have different repayment plans.
Perkins Loans
* You'll make payments to the school that made you the loan.
* You'll have up to 10 years to repay your loan.
The table below shows typical monthly payments and total interest charges for three different 5-percent loans over a 10-year period.
Examples of Typical Perkins Loan Repayments
Direct and FFEL Stafford Loans
* Direct Loan — You'll make payments to us (the U.S. Department of Education) through our Direct Loan Servicing Center. Direct Loan borrowers can view and pay their bills online, using their PIN, through the Servicing Center Web site: https://www.myedaccount.com/
* FFEL Stafford Loan — You'll repay the private lender that made you the loan or the lender's servicing agent.
The repayment periods for Stafford Loans vary from 10 to 25 years depending on whether the loan is a FFEL or a Direct Stafford Loan and depending on which repayment plan you choose. When it comes time to repay, you can pick a repayment plan that's right for you:
* A 10-year Standard Plan with a minimum monthly payment of $50;
* A Graduated Plan with a monthly payment that starts out low and then increases gradually during the repayment period; or
* An Extended Plan that allows you to repay your loan over a longer period;
* A plan that bases the monthly payment amount on how much money you make. Under FFEL, this plan is called the Income-Sensitive Repayment Plan; under Direct, the plan is called the Income-Contingent Repayment Plan. The terms of these plans vary slightly.
You'll get more information about repayment choices before you leave school and, later, from the holder of your loan. You can also get more details about these repayment plans from Repaying Your Student Loans.
How do I or my parents pay back their PLUS Loan?
When you receive your Direct PLUS Loan, you will be contacted by your loan servicer. Your loan servicer will provide regular updates on the status of your Direct PLUS Loan and will provide you with information on how and when to repay your loan. Find more information about your loan servicer.
Are there any tax incentives available for paying back student loans?
Yes, for certain higher education expenses, including a deduction for student loan interest for certain borrowers. This benefit applies to all loans used to pay for postsecondary education costs, including PLUS Loans. The maximum deduction is $2,500 a year. IRS Publication 970, Tax Benefits for Higher Education, explains these credits and other tax benefits. You can find out more at www.irs.gov or by calling the IRS at 1-800-829-1040. TTY callers can call 1-800-829-4059.
Deferment and Forbearance (Postponing Loan Repayment)
Under certain circumstances, you can receive periods of deferment or forbearance that allow you to postpone loan repayment. These periods don't count toward the length of time you have to repay your loan. You can't get a deferment or forbearance for a loan in default.
Deferment
A deferment is a period of time during which no payments are required and interest does not accrue (accumulate), unless you have an unsubsidized Stafford Loan. In that case, you must pay the interest.
How do you qualify for a deferment?
The most typical loan deferment conditions are enrollment in school at least half time, inability to find full-time employment (for up to three years), and economic hardship (for up to three years). Other deferment conditions are loan specific.
Can I or my parents defer repayment of their PLUS Loan?
Yes, as long as the loan isn't in default. Generally, the same deferment provisions that apply to Stafford Loans apply to PLUS Loans. Because PLUS Loans are unsubsidized, however, you or your parents will be charged interest during periods of deferment. If they don't pay the interest as it accrues, it will be capitalized making the principal go up in the long run.
Forbearance
If you temporarily can't meet your repayment schedule but you don't meet the requirements for a deferment, your lender might grant you forbearance. During forbearance, your loan payments are postponed or reduced. Interest continues to accrue (accumulate), however, and you are responsible for paying it, no matter what kind of loan you have.
Generally, you can receive forbearance for periods of up to 12 months. You'll have to provide documentation to the holder of your loan to show why you should be granted forbearance.
You or your parents might also receive forbearance on their PLUS loan.
Applying for Deferment or Forbearance
Receiving deferment or forbearance is not automatic. You or your parents must apply for it.
* Federal Perkins Loan—contact the school that made you the loan or the school's servicing agent.
* FFEL Loans (includes FFEL PLUS Loans)—contact the lender or agency holding the loan.
* Direct Loans (includes Direct PLUS Loans)—contact the Direct Loan Servicing Center.
Loan Discharge (Cancellation)
Is it ever possible to have a federal student loan discharged (canceled)?
Yes, but only under specific circumstances and as long as you're not in default on the loan. A discharge releases you from all obligations to repay the loan.
What qualifies my loan for discharge?
Two examples are your death or your total and permanent disability. Also, your loan might be discharged because of the type of work you do: teaching in a designated low-income school, for example.
Other cancellations are loan specific. For a complete list of cancellation provisions for Perkins Loans and Stafford Loans, contact the holder of your loan.
Your loan can't be canceled because you didn't complete the program of study at your school (unless you couldn't complete the program for a valid reason—because the school closed, for example). Also, cancellation isn't possible because you didn't like the school or program of study, or you didn't obtain employment afterwards.
Can I or my parents ever have their PLUS Loan discharged?
Generally, if a cancellation condition applies to you, your parents can have their FFEL or Direct PLUS Loan discharged.
For more information, if you or your parents have a Direct PLUS Loan, you or your parents should contact the Direct Loan Servicing Center at 1-800-848-0979, or they can go to https://www.myedaccount.com/. If you or your parents have a FFEL PLUS Loan, they should contact the lender or agency holding the loan.
How do you find out if you can get a discharge?
After reviewing the cancellation conditions, if you think you qualify, you must apply to the holder of your loan.
* Federal Perkins Loans: check with the school that made you the loan or with the school's servicing agent.
* FFEL Stafford Loans: contact your lender or its servicing agent.
* Direct Stafford Loans: contact the Direct Loan Servicing Center.
Loan Consolidation
What is loan consolidation?
You can consolidate (combine) multiple federal student loans with various repayment schedules into one loan called a Direct Consolidation Loan. Then, you can make just one monthly repayment.
With a direct consolidation loan, your payments might be significantly lower, and you can take a longer time to repay (up to 30 years). Also, you might pay a lower interest rate than you would on one or more of your existing loans.
Private education loans are not eligible for consolidation. If you are in default, you must meet certain requirements before you can consolidate your loans.
A PLUS loan made to the parent of a dependent student cannot be transferred to the student through consolidation. Therefore, a student who is applying for loan consolidation cannot include the PLUS loan the parent took out for the dependent student's education.
For a complete list of the federal student loans eligible for consolidation, contact the Direct Loan Consolidation Center by calling 1-800-557-7392 or go to www.loanconsolidation.ed.gov. TTY users may call 1-800-557-7395.
What kinds of loans can be consolidated?
Most federal student loans, including the following, are eligible for consolidation:
* Direct Subsidized Loans
* Subsidized Federal Stafford Loans
* Direct Unsubsidized Loans
* Unsubsidized Federal Stafford Loans
* PLUS loans from the Federal Family Education Loan (FFEL) Program
* Direct PLUS Loans
* Supplemental Loans for Students (SLS)
* Federal Nursing Loans
* Federal Perkins Loans
* Health Education Assistance Loans
* Some existing consolidation loans
When can you consolidate your loans?
Generally, you are eligible to consolidate after you graduate, leave school, or drop below half-time enrollment.
How do you get a consolidation loan?
* You must have at least one Direct Loan or FFEL Program loan that is in a grace period or in repayment.
* Generally, you cannot consolidate an existing consolidation loan again unless you include an additional Direct Loan or FFEL Program loan in the consolidation. However, under certain circumstances you may reconsolidate an existing FFEL Consolidation Loan without including any additional loans. For additional details, go to www.loanconsolidation.ed.gov.
* If you want to consolidate a defaulted loan, you must either make satisfactory repayment arrangements on the loan with your current loan servicer before you consolidate, or you must agree to repay your new Direct Consolidation Loan under the Income-Contingent Repayment Plan or the Income-Based Repayment Plan.
There are no application fees for a Direct Consolidation Loan, and you may prepay your loan at any time without penalty.
*
What's the interest rate on a consolidation loan?
A Direct Consolidation Loan has a fixed interest rate for the life of the loan. The fixed rate is based on the weighted average of the interest rates on the loans being consolidated, rounded up to the nearest one-eighth of 1%. However, the rate will not exceed 8.25%.
Are there any disadvantages to getting a consolidation loan?
Yes, there could be. For example, consolidation significantly increases the total cost of repaying your loans. Because you can have a longer period of time to repay, you'll pay more interest. In fact, consolidation can double total interest expense. So, compare the cost of repaying your unconsolidated loans with the cost of repaying a consolidation loan.
Where can you get more information on consolidation loans?
You'll be given more information about loan consolidation during entrance and exit counseling sessions you'll receive from your school. You can also contact the holder of your loans. For additional details, go to www.loanconsolidation.ed.gov.
U.S. Armed Forces
Military Options
1. You can attend one of the military academies. These are four year colleges that are tuition free and offer bachelor's degrees and a commission in the military after graduation
3. Join the Armed Forces before you go to college and take advantage of Tuition Assistance and the Montgomery GI Bill, which provides financial support to those who attend school after serving in the military.
2. Enroll in Reserve Officer Training Corps (ROTC), which will pay for your tuition, fees and books and provide you with a monthly allowance.
You should contact your local military recruiter for more information on these programs.
ROTC
Leadership, Extracurricular and Athletic Activities
ROTC Scholarship winners are usually well-rounded, active students with good grades and above average potential. More than half of them have held an office either in one of their classes or the student body. Most are National Honor Society members, and a few are editors of school publications. Many are members of clubs (at school or private organizations), and others are varsity letter winners and varsity team captains. As you can see, they look for achievers with broad interests, leadership ability, and a demonstrated willingness to take on challenges and overcome them.
Army ROTC
The Army ROTC provides college-trained officers for the Army, Army Reserve and Army National Guard. The Army ROTC program is offered at more than 600 colleges and universities throughout the nation. As the largest single source of Army officers, the ROTC program fulfills a vital role in providing mature young men and women for leadership and management positions in an increasingly technical Army. For more information visit College Army ROTC or call 1-800-USA-ROTC (1-800-872-7682).
Naval Reserve Officers Training Corps (NROTC)
The NROTC Program was established to educate and train qualified young men and women for service as commissioned officers in the unrestricted line Naval Reserve or Marine Corps Reserve. As the largest single source of Navy and Marine Corps officers, the NROTC Scholarship Program plays an important role in preparing mature young men and women for leadership and management positions in an increasingly technical Navy and Marine Corps. For program requirements and scholarship information visit http://www.nrotc.navy.mil/faq.aspx or call 1-800-NAVROTC (1-800-628-7682).
U.S. Air Force ROTC
Air Force ROTC is a college program offered at over 1,000 colleges and universities across the U.S. that prepares you to become an Air Force officer. It means the opportunity to get the money you need for college, making the most out of your college experience and your life, and the chance to earn a college degree while working toward becoming an officer in the United States Air Force. For program requirements visit http://www.afrotc.com/learn-about/programs/ or call 1-866-4-AFROTC (1-866-423-7862).
ROTC Profile
The following data gives an average leadership, extracurricular and athletic activities profile for a scholarship winner for recent school years:
Rank in Class/College Board Scores
Most ROTC scholarship winners fall in the top 25% of their class. Most score between 920-1600 on the SAT and 19-35 on the ACT. In recent years, the average SAT was 1242 and 28 ACT.
The APFT will be given to all scholarship winners when they enroll in college in the fall. Scholarship benefits will not begin until you have successfully passed the APFT. This fitness test consists of repetitive push-ups and sit-ups and a two-mile run.
* A male between 17 and 21 years old should arrive at college able to do 42 push-ups, a female 18 push-ups.
* A good time for the two mile run for a male would be 16 minutes and for a female 19 minutes.
* A male needs to be able to do 52 sit-ups and a female 50 sit-ups.
* Good physical conditioning is critical and prior physical conditioning and muscle toning is essential.
State Higher Education Agencies
These agencies provide information on state education programs, colleges and universities, student aid assistance programs, grants, scholarships, continuing education programs, career opportunities, and some guaranty agencies.
For a listing of the complete contact information for each State Higher Education Agency, visit: http:// wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_ID=SHE.
Important Federal Aid Terms
Academic Year
This is the amount of the academic work you must complete each year as defined by your school. For example, your school's academic year may be made up of a fall and spring semester during which a full-time undergraduate student must complete at least 24 semester hours, usually called credits or credit hours. Academic years change from school to school and even from educational program to educational program at the same school.
For purposes of the Teacher Loan Forgiveness Program, an academic year is defined as one complete school year at the same school, or two complete and consecutive half years at different schools, or two complete and consecutive half years from different school years (at either the same school or different schools). Half years exclude summer sessions and generally fall within a 12-month period. For schools that have a year-round program of instruction, 9 months is considered an academic year.
The total amount it will cost you to go to school—usually stated as a yearly figure. COA includes tuition and fees; on-campus room and board (or a housing and food allowance for off-campus students); and allowances for books, supplies, transportation, loan fees, and dependent care. It also includes miscellaneous and personal expenses, including an allowance for the rental or purchase of a personal computer; costs related to a disability; and reasonable costs for eligible study-abroad programs. For students attending less than half-time, the COA includes tuition and fees and an allowance for books, supplies, transportation, and dependent care expenses, and can also include room and board for up to three semesters or the equivalent at the institution. But no more than two of those semesters, or the equivalent, may be consecutive. Contact the financial aid administrator at the school you're planning to attend if you have any unusual expenses that might affect your COA.
Failure to repay a loan according to the terms agreed to when you signed a promissory note. For the FFEL and Direct Loan programs, default is more specific—it occurs if you fail to make a payment for 270 days if you repay monthly (or 330 days if your payments are due less frequently). The consequences of default are severe. Your school, the lender or agency that holds your loan, the state, and the federal government may all take action to recover the money, including notifying national credit bureaus of your default. This affects your credit rating for a long time. For example, you might find it very difficult to borrow money from a bank to buy a car or a house. In addition, the Internal Revenue Service can withhold your U.S. individual income tax refund and apply it to the amount you owe, or the agency holding your loan might ask your employer to deduct payments from your paycheck. Also, you're liable for loan collection expenses. If you return to school, you're not entitled to receive additional federal student aid. Legal action also might be taken against you. In many cases, default can be avoided by submitting a request for a deferment, forbearance, or discharge (cancellation) and by providing the required documentation.
Cost of Attendance (COA)
Default
Eligible Noncitizen
Eligible Program
You must be one of the following to receive federal student aid:
* U.S. citizen
* U.S. permanent resident who has an I-151, I-551, or I-551C (Alien Registration Receipt Card)
* U.S. national (includes natives of American Samoa or Swain's Island)
If you're not in one of these categories, you must be an eligible noncitizen, and you must have an Arrival-Departure Record (I-94) from U.S. Citizenship and Immigration Services (USCIS) showing one of the following designations:
* "Refugee"
* "Cuban-Haitian Entrant, (Status Pending)"
* "Asylum Granted"
* "Conditional Entrant" (valid only if issued before April 1, 1980)
* "Parollee" (You must be paroled into the United States for at least one year, and you must be able to provide evidence from the USCIS that you are in the United States for other than a temporary purpose and intend to become a citizen or permanent resident.)
* Victims of human trafficking, T-visa (T-2, T-3, or T-4, etc.) holder
If you have only a Notice of Approval to Apply for Permanent Residence (I-171 or I-464), you aren't eligible for federal student aid.
If you're in the United States on certain visas, including an F1 or F2 student visa, or a J1 or J2 exchange visitor visa, you're not eligible for federal student aid.
Also, persons with G series visas (pertaining to international organizations) are not eligible. For more information about other types of visas that are not acceptable, check with your school's financial aid office.
Citizens and eligible noncitizens may receive loans from the FFEL Program at participating foreign schools. Citizens of the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau are eligible only for Federal Pell Grants, Federal Supplemental Educational Opportunity Grants, or Federal Work-Study. These applicants should check with their schools' financial aid offices for more information. A program of organized instruction or study that leads to an academic, professional, or vocational degree or certificate, or other recognized educational credential. To receive federal student aid, you must be enrolled in an eligible program, with two exceptions:
* If a school has told you that you must take certain course work to qualify for admission into one of its eligible programs, you can get a Stafford Loan for up to 12 consecutive months while you're completing that preparatory course work. You must be enrolled at least half time, and you must meet the usual student aid eligibility requirements.
* If you're enrolled at least half time in a program to obtain a professional credential or certification required by a state for employment as an elementary or secondary school teacher, you can get a Federal Work-Study, Federal Perkins Loan, a Stafford Loan, or you and your parents can get a PLUS Loan, while you're enrolled in that program.
Notes: | <urn:uuid:718e7f84-8ccc-47e7-9522-f27a01ada893> | CC-MAIN-2023-14 | https://imperialcounty.org/wp-content/uploads/2020/05/2014_Military_Childrens_Scholarship-copy.pdf | 2023-03-26T19:12:16+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00445.warc.gz | 366,145,883 | 33,057 | eng_Latn | eng_Latn | 0.96346 | eng_Latn | 0.999022 | [
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The Impact of Development on Trees
When does construction damage a tree?
Trees are damaged by construction activities through the physical wounding of the roots, trunk and limbs, or through changes in the site and the tree's environment. Once trees are damaged it is difficult, and often not possible, to correct the damage. Wilting, browning or shedding of leaves may be a tree's immediate reaction, but more often symptoms of damage will show up months and even years later in the form of reduced shoot growth, twig and crown dieback and insect and disease infestations.
COMMON EXAMPLES OF DAMAGING PRACTICES:
Roots
Trunk
* Crushing of roots by driving or parking equipment on the roots.
* Soil excavation or trenching for utility line installation.
* Wounds (crushing wounds without bark removal and those that remove the bark and expose wood).
* Soil backfill over tree roots.
Crown
* Improper pruning.
* Wounding or breaking limbs.
* Excessive heat from fires, equipment exhaust pipes, etc.
* Tearing or ripping of roots.
* Excessive heat from fires, equipment exhaust pipes, etc.
Trees, when wounded, cannot heal themselves. They can seal off the damage and continue to grow around it, but damage almost always leads to infection by fungi, bacteria or insects, decline in tree health and finally loss of strength and a greater risk of failure. To keep a tree healthy and safe, the roots and soil within the critical root zone and within 3 feet of the surface must be protected in addition to the entire aboveground portion of the tree.
Some species of trees are more tolerant than others to physical damage or changes in their environment. Oaks, hickories, and conifers are particularly sensitive. Healthy trees can take more damage than trees already under stress. Older trees are more sensitive to damage and changes in their environment than young, vigorously growing trees.
Learn more and leave comments at DecaturNEXT.com
The Impact of Development on Trees
Development Stats for Decatur:
* Within the City, 85% of properties are residential, and 15% are commercial.
* There were 44 demolition permits issued in the 6 months between July 1, 2013 and December 4, 2013. In fiscal year 2013 (July 1, 2012-June 30, 2013) there were 55 demolition permits issued.
o *Prior to 2012, demolitions were combined with SFD building permit and demolitions were counted during fiscal year.
* Since 1993, single family developments have averaged 40 units per year, and townhomes have averaged 18 units per year. The number of total building permits, single-family building permits, and townhouse building permits are shown in the following chart.
* Generally, Building Permits are 12% new construction, 25% large renovations, 30% small renovations and 33% accessory buildings, fences and hardscape projects.
* From January 1, 2013 – December 4, 2013
Learn more and leave comments at DecaturNEXT.com | <urn:uuid:db42fd7b-f238-4415-b68e-ba7d2dfa6414> | CC-MAIN-2023-14 | https://decaturish.com/wp-content/uploads/2014/05/Development-Impact-on-Trees.pdf | 2023-03-26T19:30:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296946445.46/warc/CC-MAIN-20230326173112-20230326203112-00445.warc.gz | 239,495,699 | 643 | eng_Latn | eng_Latn | 0.998007 | eng_Latn | 0.998691 | [
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Try out some of our recommended comic and animation creators this July! You may discover your inner artist and your students can express themselves in unique ways! All of these comic creators are free! Be Funky--Change a photo into a cartoon or add other cool effects.
http://www.befunky.com/
Comic Master--Create a comic strip with superheroes and captions. You must login to save. http://www.comicmaster.org.uk/
Funny Time Cartoon Playground--Your cartoons can be created and then shared via social networking sites
http://www.funnytimes.com/playground/#.Ucrv5D54blk
Make Belief Comics can be written in English, French, German, Spanish, etc. Perfect for foreign language or ESL classes.
http://www.makebeliefscomix.com/
ReadWriteThink Comic Creator is for younger students. They may print their cartoons or save them as a PDF.
http://www.readwritethink.org/files/resources/interactives/comic/index.html
Super Action Comic Maker—Create a superhero comic and save to their gallery. http://www.artisancam.org.uk/flashapps/superactioncomicmaker/comicmaker.php?PHPSESSID=f5c3b9a9df3b7450ff4dd808674235af
Witty Comics
—You can join and save your comics for free.
http://www.wittycomics.com/
Write Comics—Create your own comic strip and you can save it as a web page or image. http://writecomics.com/
Unleash your inner creativity!
Infotopia Comic Creators Page—Choose from a number of additional comic creators on our comic strip creation page. http://www.infotopia.info/comic_strip_creation_tools.html
We are working on a new web site for librarians. Stay tuned for its debut. Please send us your requests and ideas!
Infotopia Newsletter
July Events
JulyEvents
http://www.surfnetkids.com/calendar/july
Independence Day (The United States) http://www.infoplease.com/us/july41776.html
The First Day of Ramadan http://www.infoplease.com/spot/ramadan1.html
This Day in History-Find out what happened on this day in history….
http://www.history.com/this-day-in-history
Do you need a set of flashcards to practice mathematics, vocabulary, languages or other subjects or topics? FlashcardExchange.com, has a web-based flashcard maker to create, share, export and print flashcards for your studying convenience. You can also find apps (free and paid) that synch with FlashcardExchange and work with iPhone, iPad, Android, Windows, and Blackberry devices.
http://www.flashcardexchange.com
DropBox
Have you used dropbox yet? Dropbox is a free service that lets you save your photos, docs, and videos anywhere and share them easily. Never email yourself a file again! We use it every day!
https://www.dropbox.com/
If you want to subscribe to our Infotopia newsletters, just send us an email.
firstname.lastname@example.org
Dr. Michael Bell and Carole Bell (Retired) Librarians/Teachers
http://www.infotopia.info http://www.kidtopia.info http://www.teachertopia.info http://www.virtuallrc.com http://www.academicindex.net
Please share Infotopia and Kidtopia with your teachers and colleagues. These PDF newsletters are always available online at: http://www.infotopia.info/newsletter.html
Send us suggestions or research topics that need to be added to Infotopia or Kidtopia.
Note that we are adding new web sites from Australia, New Zealand, Canada and the United Kingdom to our resource pages as well as our search engines. It is our goal that our search engines/web resources include quality worldwide resources that are recommended by librarians and teachers. If you know of any excellent resources that we need to add, let us know by sending us an email at email@example.com.
Welcome!
Welcome to the students, teachers, and
librarians ofWinnipeg, Manitoba!
We're happy you are using
Infotopia.info for your research needs! | <urn:uuid:8a20e12f-e6a9-4b20-b7f4-54e1fb638e6c> | CC-MAIN-2017-13 | http://www.infotopia.info/newsletters/JulyInfotopia2013.pdf | 2017-03-27T10:45:35Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00497-ip-10-233-31-227.ec2.internal.warc.gz | 546,193,223 | 908 | eng_Latn | eng_Latn | 0.990574 | eng_Latn | 0.991592 | [
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Using Random Samples of Real Data
Chapter 3
Second Edition: published in the UK in 2009 by
The Royal Statistical Society Centre for Statistical Education The University of Plymouth Plymouth PL4 8AA UK
© 2009 The Royal Statistical Society Centre for Statistical Education
All rights reserved. No part of this booklet may be reprinted or reproduced or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or in any information storage and retrieval system without permission in writing from the copyright holders, or a licence permitting restricted copying.
The advice and information in this booklet are believed to be true and accurate at the date of printing, but neither the authors, nor the publisher can accept any legal responsibility or liability for errors or omissions.
We would like to thank the many contributors to this book. These include: Doreen Connor, Neville Davies, John Marriott, Alan Catley (Chapter 4) and Mark Crowley (Chapter 6) and those who reviewed and helped in it's production including Alison Davies, Claire Webster, Peter Holmes & Elizabeth Gibson.
This booklet is aimed at all secondary level teachers: there are hints and tips that we hope will be useful to support the teaching and learning of statistics and data handling. We hope that you find the material useful. Please email or write to us with suggestions for improvements. We will try to respond to all communications.
Doreen Connor
The Royal Statistical Society Centre for Statistical Education The University of Plymouth 2009
email email@example.com www.censusatschool.org.uk
www.rsscse.org.uk
Chapter 3
Using Random Samples of Real Data
Once you have your own learners' data you may well want to compare this to other comparable data in order for your learners to be able to compare themselves with others. In this chapter we go through the steps needed to both take and use random samples of real data from the CensusAtSchool website. In addition we offer some ideas to allow learners to use samples of real data in their data handling and statistics lessons.
The process of obtaining and using the samples can be done equally well at home or in school. All you need is a computer and access to a spreadsheet.
Step 1 Access the random data selector page
Go to the CensusAtSchool random data selector (RDS) web page (currently http://rds.censusatschool.org.uk/ and fill in your email address, name, institution and complete the security question. The RDS can also be found by linking through the 'get data' section of CensusAtSchool.
Step 2 Choose your sample – country, phase, size
Begin by clicking the flag to select the country you are interested in. The international button provides you with answers to the 11 questions asked in 2007/8 which were the same across NZ, Australia, the UK and Canada. After this you need to select the correct phase and the size of sample you require. This is usually up to 200.
Step 3 Get supporting documents
Before viewing your sample you will have the opportunity to download the appropriate coding sheet and questionnaire for the data you have selected. This is because abbreviations are sometimes used in the spreadsheets so will help you digest the numbers easily.
Step 4 Get data
By clicking the 'get data' button the sampled data will download immediately (NB: many computers will have security which will mean you need to click on the top information bar to allow the computer to download the file).
The standard format is a comma separated variable (CSV) file. This will take place immediately and there are more options to download located further down the web page if you run into any problems or wish to directly download an Excel version of the file.
Step 5 Store the returned data file
You will need to save the file to a convenient folder on your computer. This can be done by right clicking on the .CSV file and saving to a folder in the usual way. Alternatively, as long as you have Excel installed, by double left-clicking on the .CSV file, the file will open in it and will appear similar to the following image.
The column containing the Date of Birth variable may have to be widened to be able to view its contents (one or more of the symbols #### may appear in it as default). Save the file as a .XLS extension type so that it will automatically reopen in Excel and be amenable to all Excel facilities.
Discussion
There is some evidence that, although the UK schools that take part in the CensusAtSchool project volunteer to do so and may therefore produce selfselection bias, the responses collected from the children are representative of all UK school children. You could discuss this with your learners:
What do you think are the limitations, or otherwise, of using a sample of 200 in your statistical investigation? What could you do to overcome any problems you identify with your sample?
If you needed to take a random sample of 400 from the UK database, discuss why combining 2 separate samples of size 200 may not be a trustworthy thing to do. If you did create a sample of 400 in this way, what precautions would you take before proceeding with analysis?
Try taking a random sample of 200 responses from the Queensland database and find the most popular jobs done at home by male and female learners.
Taking random samples from within CensusAtSchool data files
Even though the file downloaded already contains a random sample from our databases, it is a useful exercise to learn how to take random samples from within that file.
In the following steps we use a file of 500 random responses from the South African database. Our objective will be to take a random sample of the height (cm) and foot size variables.
Step 1 Open the sample file of data and generate some random numbers
There are several ways of taking a random sample. You can number the whole list and then use random numbers to select specific samples, or you can allocate each entry a random number, which is the method we use. Then sorting within a group allows you to take the first n as a random sample of size n. Download a file of 500 random responses from the South African country database choosing all variables. Open the data file within Excel and create a set of reference random numbers in a new column by highlighting the first column A, Region, then Insert > Columns.
A new empty column A will be added to the worksheet.
Click on cell A1 and type in Rand no to label the column.
Click on cell
A2
and type
=rand()
followed by the
Enter key.
Copy the formula in cell A2 in the usual way all the way down to row 501.
Column A now contains 500 random numbers between 0 and 1. A fresh set of random numbers can be created in this column by pressing the F9 key. More importantly, because rand() is a function it will recalculate anytime the spreadsheet does any calculation. The following image shows part of a spreadsheet with the generated random numbers in column A.
You will first need to freeze the generated random numbers, so that they do not change every time you change something in the worksheet. There are two ways to do this:
Either
Tools > Options click on the Calculation tab and choose Manual.
Highlight all entries in column A from row 2 to row 501. Click Edit > Copy > Edit > Paste Special > Values > OK. Press the Esc key to remove the active dots round column A Or
The 500 random numbers in column A are now fixed.
Click anywhere in the table, then Data > Sort and in the Sort by box ensure the variable Rand no is selected and the radio button against Ascending is activated. Then click OK.
Discussion
The Rand no column will be sorted from lowest to highest and the corresponding rows in the other columns will be automatically moved to match. Rows 2 to 51, or indeed any consecutive 50 rows of all the variables, including height (cm) and foot size, will comprise a random sample of 50 responses. It is a good idea to copy these into a new worksheet for separate analysis. This may be done as follows.
Right click on the label tab CSVFile*** at the bottom of the worksheet, where *** will be a number, such as 187.
Click Insert > OK and a blank worksheet, Sheet1, will be inserted in the file before the CSVFile*** worksheet.
Now highlight rows 1 to 51 of the two variables you want, in this case height (cm) and Foot Size, in the CSVFile*** worksheet and copy and paste them into columns A, B,… of the new Sheet1 worksheet. If the two columns you want are not next to each other, press Ctrl whilst highlighting the second column. You can rename Sheet1 by right clicking on the name, choosing Rename and typing in the new name.
More complex samples can be generated by using Excel's Sort facility. For example we can generate a random sample of heights of 20 male and 20 female students from each year group. This can be achieved by using the sequential sorting facilities within the Sort function in Excel.
Click Data > Sort and in the Sort by box select Grade no, in the first Then by box select Gender, and in the second Then by box select Rand no, and click OK.
The data now come in the order grade 3 females, grade 3 males, grade 4 females and so on. The final Rand no sorting variable has randomised all the responses in each of the previous two categories. So the first 25 responses in the variable height (cm) matching to the variable Gender having a cell entry of F and the variable Grade no having a cell entry 3 will be a random sample of female heights from children in grade 3.
Can you plot a scatter graph of height (cm) against foot size for a random sample of 20 South African 15 year olds?
Activities to do with your class: Using Random Samples.
One of the easiest ways to enable your class to learn a lot about variation and statistics is to allow each learner to download their own random sample from the same database. You can give them all the same tasks and activities to do on their random sample but you will need to ensure they share their results with each other either by working in pairs or groups or by asking individuals what results they got in a class discussion. Because they are each working with a random sample from a large database their statistics will show the natural variation that exists between samples. This can very easily lead to thinking through the concepts of the central limit theorem and confidence intervals although this terminology is best not used until the learners really understand what is happening.
Another important question to get your learners to discuss is regarding the size of the sample that is needed in order to make any conclusions or findings reliable. Many learners put far too great a level of importance on a finding or conclusion reached from either a single sample or one that is not large enough.
Example Activities
For the following activities we will investigate the average height of a year 7 (aged 11/12) from the CensusAtSchool phase 7 database. As we do have access to the full database we do actually know in this case what the averages from the entire database of 3576 yr 7 learners are
Mean = 152.14 cm
Median =152 cm
Mode = 150 cm
Investigation 1
Investigate what effect the size of a single sample has:
Take a number of single random samples of varying sizes and compare the findings.
This is the results of what we found when doing this investigation: (all figures in cm's)
Investigation 2
Investigate one single sample of 200 compared to 10 repeat samples of 20 and 10 repeat samples of 200
Will a single sample of 200, 10 repeated samples of 20 or 10 repeated samples of 200 give the most accurate and reliable results? What are the advantages and disadvantages of each method?
This can be illustrated very simply using random samples from our databases.
Single sample of 200
The average height in cm of a year 7 learner was:
Averages found:
One sample taken of size 200
Mean =152.8377 cm
Median =153 cm
Mode =154 cm
Ten samples of 20 (all figures in cm's)
Ten samples of 200 (all figures in cm's)
Why is there an N/A for the mode in sample 6 of the second table?
Can you explain how we worked out the average of average figures?
Would taking even more samples help or not?
Discuss the advantages and disadvantages of each method
– which seems to give the most accurate results?
– which is the most work to do? | <urn:uuid:ad1d0af5-e479-4244-9612-be8cfa17a33e> | CC-MAIN-2017-13 | http://censusatschool.com/resources/engagingstats/engagingstats-chapter3.pdf | 2017-03-27T10:43:09Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00495-ip-10-233-31-227.ec2.internal.warc.gz | 58,407,908 | 2,607 | eng_Latn | eng_Latn | 0.997417 | eng_Latn | 0.998498 | [
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Chris
Robinson
Literary Analysis/ 6
Leviathan: the Beast From Below
A whaling boat, a crew of shipmates, and a harpoon to take on the storm; the monstrous waves, and a ferocious creature of epic proportions, in a battle of strength and pride. Perhaps, a battle of inner struggles? A battle in life? Moby Dick captures universal battles, and shows the struggle of one man, on the journey to fight such struggle without fear, and with determination.
The album Leviathan by Mastodon is a concept album based upon the book Moby Dick by Herman Melville. In the story, the book describes a pursuit that defines one man's life, and the battle to capture a monstrous white whale, which is a symbol of the constant struggle between good and evil, what lies beneath, or an end goal something to strive for.
Meanwhile, the album captures the essence of being at sea, fighting for the catch, and other various elements of the story. With the mixture of whaling themed lyrics, ocean sounds, heavy vocals and instrumental parts, and a seathemed vibe to the songs, the music captures key details of Melville's story.
One song in particular, "Iron Tusk", explains the story of the sailors trying to capture the whale. The song title likely refers to the harpoon used to capture the whale.
"Straight line. Feel it burst liver and lung"
1
This line seems to describe the harpoon being thrown into the whale, and feeling it sink in. This is a powerful opening line, as it gives a feeling for the intensity of the scene right off the bat. The song then follows:
"Long and strong. 'Til she spills the back blood"
This, again, seems to describe the intensity of the battle, as well as the commitment to capturing this behemoth. It could also be intended to portray the will to survive and the internal fight the whale is battling.
"Center down. Vast the head, body, and tail"
This is a description of the sheer size of the mammal. The term "center down" means to be steady or concentrated. This line could refer to the focus needed to take such a massive creature on.
This song is played with a lot of vigor, aggression, and speed, as though the situation would be, with adrenaline pumping through the veins of the whaler as he tries with all his might to capture the sea beast. The words chosen are those that would suit an expedition such as this. The band chooses a slew from the text, mostly referring to the whale, the tools used, and water (lines such as "left to recess a watery grave" and "rolling over, falling into jaws", from the song Megalodon). These come together to construct the songs, and create a piece that brings out power through the melody, and intensify that feeling through the lyrics.
"Iron Tusk" is just one example, but there are other songs on this album that relate to whaling. Another song that contains lyrics just as powerful is "Blood and Thunder". In this, there is described a much harder struggle to capture the whale.
"No man of the flesh could ever stop me. The fight for this fish is a fight to the death!"
This line shows the determination of the sailor as he tackles this beast. This could also allude to the struggle of life, and man's inclination to take on large tasks. There is a true sense of determination, and you can practically feel the struggle through the intense growling of the lyrics, and the immense sound of the guitar, backed up by a Naval invasionlike force of rhythm from the bass and drums.
"Split your lungs with blood and thunder. When you see the white whale"
This paints a picture of a massive battle in the middle of a vast, angry ocean, with grey clouds overhead, casting down lightning, and in the dead center of it all, a ship, bearing a crew bent on capturing the beast, restoring pride, fulfilling fate, and vanquishing evil. The sound of thunder and waves crashing cracks in the ears while trying to remain focused on the task at hand: fulfilling their destiny by catching the whale.
"This ivory leg is what propels me. Harpoons thrust in the sky. Aim directly for his crooked brow, and look him straight in the eye"
This is the last verse in the song. It contains perhaps the most power and emotion in the whole song, and really gives you a feel for the kind of mindset this crew has. They're determined to end this whale's life, and making it known to the universe that they won, thereby avenging the taking of Ahab's leg.
There are many factors that make these songs "work". Such factors include word choice, genre, and symbolism, as well as some of the thematic sounds in the song,
including regular use of waves crashing and thunder roaring. All of these factors add up to create intense, aggressive, and powerful songs.
The words used in this album all relate to Moby Dick in some way or another. There are several small connections, such as referring to the water and sailing, and there are a number of outright references, such as the line "Dear Mr. Queequeg…" in the song "Seabeast". This is an underlying factor, as you can only understand parts of the lyrics without looking them up, due to the harsh metal vocals. Regardless, these are still in the mix, and they add to the overall theme of the album, which is fighting a battle of good versus evil, and the life struggle that accompanies the battle.
In the album, there are many themes surfacing in the lyrics. There are plenty of issues to overcome in the situations portrayed in the songs. There are mental struggles, such as building up the courage to face such a beast twice. Building up such courage would be very difficult considering the whale's size and the weather conditions described in the music. Additionally, there is overcoming the challenge of facing other men, or in this case, a monstrous white whale. There's an ultimate end goal of defeating and demeaning Moby Dick, and the crew will stop at nothing, mentally or physically, to achieve this.
The reason that heavy metal portrays this work best is because it has more aggression than any other genre, and, as one could imagine in a situation like this, there would have been quite a bit of aggression. Thus, heavy metal is a much more suitable genre than, say, bluegrass. However, I feel there's more to it than just heavy metal, because the progressive elements in the music are what make all the difference. More
emotion can be shown through progressive metal than any "regular" metal, as progressive metal generally varies in many ways within one song, including tempo, velocity, key signatures, and with it, the feeling of the song changes to either feel faster, more aggressive, or euphoria.
There is quite a bit of symbolism contained in the music. The whale, it seems, holds the spot of a rather difficult obstacle or adversity in life. The crew symbolizes the people surrounding you to help out along the way. The boat and the harpoon are the tools used to conquer the task at hand, and the sailor, captain Ahab, is the conflicted individual.
Mastodon, the American metal band, does incredible work in every album they produce. This album was no exception, and even went above and beyond in some aspects, such as references and themes, and tying sound effects into said themes. As for the symbolism of the album, I feel it connects to my current life situation, and also serves as motivation to get through the struggle, whether it be school, work, or my own personal adversities. "No man of the flesh could ever stop me". | <urn:uuid:13072b35-ff01-4be4-a2d6-e3985b99a120> | CC-MAIN-2017-13 | http://highlandtech.org/documents/student_work/LiteraryAnalysisofMastodon.pdf | 2017-03-27T10:43:24Z | crawl-data/CC-MAIN-2017-13/segments/1490218189471.55/warc/CC-MAIN-20170322212949-00496-ip-10-233-31-227.ec2.internal.warc.gz | 154,072,070 | 2,969 | eng_Latn | eng_Latn | 0.99891 | eng_Latn | 0.999112 | [
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These are our 'Top Tips' to help you enjoy your child's journey of learning together…
Take an interest in the things your child has discovered. Try to answer any questions your child asks. If you don't know the answer, show how you could find one, by asking other people, using books, the internet or the library.
Share your own interests and knowledge with your child – about sports and hobbies, work together or tasks such as cooking, repairs or gardening.
Talk to your child about your 'job' as the children enjoy knowing, talking and speculating about what their Mummy and Daddy do.
Ask questions to encourage your child to talk about why certain things happen. For example, what happens to the raindrops on a window? After it rains, why is there always a puddle on that bit of the pavement?
Let your child become familiar with and use, when safe, ordinary pieces of equipment around the house. They can learn what tools are used for what jobs and how to use them safely and effectively.
Children can learn to use technology such as computers and tablets, from a young age. Sitting with your child, he or she can begin to learn how to use equipment under your guidance, to explore software and apps, such as drawing programs, interactive story telling etc. Show your children how technology can be a good source of information and connection with others.
Young children can start to explore technology through supporting your child to co-ordinate their actions for example to explore push button toys, open and close flaps in books and make a call on a telephone.
Support your child in playing with blocks or construction toys. Don't tell them what to make but ask questions to expand on what they are doing.
Spend time talking about the adults in their lives who are important to them. It is great to use family photographs to share. Use the photographs of the family to talk about 'past' events and begin to talk about the 'future' of now and next. Use photos or memories to help them think about their own life span.
Talk about family traditions, festivals such as birthdays and anniversaries and any foods special to your family.
When you are out, help your child to recognise familiar features in the area such as trees and rivers, schools, libraries and the doctors surgery. You might also look at features that are less desirable, such as litter and what we should do with it.
The Early Years Foundation Stage recognises 7 different areas of learning. Understanding the World is one of the 4 Specific Areas.
Science is about making and testing hypotheses. This is what infants do all the time! They are continually experimenting and asking "What if" in actions rather than words. The first time a baby knocks a cup from the highchair, it's an accident. Next time, it's on purpose to check if the falling cup will cause the same intriguing splash on the floor and the same exciting noise from mum!
As long as these little investigators are surrounded by interesting things and as long as they feel secure, they will continue to investigate and learn. Their active brains have a lot to process. No wonder they sleep so soundly at the end of the day.
The Early Learning Goals:
(This is the level of attainment which children should be expected to attain at the end of the foundation stage, age 5.)
More information about the Early Years Foundation Stage is available from the foundation years website: www.foundationyears.org.uk.
Other useful websites:
http://www.nurseryrhymes4u.com http://www.familylearning.org.uk
http://www.sesamestreet.org/
http://nrich.maths.org/early-years is | <urn:uuid:5b6b7ef3-15f8-440b-b5cc-62c10ae9a782> | CC-MAIN-2017-51 | http://yellowdotnursery.co.uk/top_tips/Top%20Tips%206%20Understanding%20the%20world.pdf | 2017-12-11T03:47:28Z | crawl-data/CC-MAIN-2017-51/segments/1512948512121.15/warc/CC-MAIN-20171211033436-20171211053436-00259.warc.gz | 490,475,210 | 740 | eng_Latn | eng_Latn | 0.999188 | eng_Latn | 0.999314 | [
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Modern Research Studies:
An International Journal of Humanities and Social Sciences
EFL Teachers' Perception and Practice of Question Types in High School Speaking Classes
DO MINH HUNG*
Dong Thap University, Vietnam
Email:
firstname.lastname@example.org&
HUYNH THI ANH NGOC
Can Tho University, Vietnam
*Corresponding author
Abstract
Teachers' questioning, an instructional tool, plays a pivotal role in teaching and learning process. Thus, EFL teachers are expected to understand positive effects of questioning inside classroom, especially in speaking sessions for better learning outcomes. This study was conducted through questionnaire and audio-recording partaken by high school English teachers from a rural province of South Vietnam. The obtained results show that most teachers recognize effective roles of questioning as well as questioning strategies. Low-level thinking questions for knowledge and comprehension dominate in comparision with higher-level question types, i.e. application, analysis, synthesis and evaluation. Meanwhile, rephrasing and repeating questions are major teachniques used in questioning by most teachers. Thereby, it ends up with some pedagogical implications.
Keywords
: EFL, English teacher, question, questioning, speaking
© Dept. of Humanities & Social Sciences, NIT Agartala, India http://www.modernresearch.in Vol.4. Issue 3 / September 2017
INTRODUCTION
With the advent of globalization, English has been considered as a common language for communication and its vital role has been confirmed in most social fields, especially in education. Also, teaching and learning EFL have gained more and more consideration, especially in Vietnam. According to Richards (2005), success in language learning can be certainly evaluated through how well learners feel they have improved in their language speaking proficiency. Hence, a majority of teachers and textbooks focus on specific features of oral interaction such as topic management, turn–taking, and particularly questioning strategies to create conditions for oral interaction. Moreover, Lee (2006) claims that one extensive strategy used for interaction in language classroom is teacher questioning, a form of teacher talk. Obviously, among various factors effecting language classroom, teacher questions are essential to foster learner speaking ability. Thus, this requires EFL teachers know how to offer interactive learning environments in which learners have more opportunities for language use through responding and expanding questions in classroom activities.
However, in current Vietnam situation, particularly in some high schools in the Mekong Delta of rural areas, it appears that the implementation of questions by many teachers is limited or questions have not been properly used in EFL classrooms, especially in speaking classes, which require more interaction between teachers and students or students and students. For example, questions cannot foster interaction between the teacher and students or questions only focus on factual information that can be memorized rather than ask for deeper understanding. Consequently, the limitation of questions or ineffective questions causes both missing opportunities to encourage students to use the target language and students' difficulties in responding, which discourages students to interact and communicate. Although, there have been a number of previous studies on types and functions of questions during instruction, there is still little research on teacher perceptions and implementation of question types in EFL speaking classes, especially in Vietnam. For this reason, the current study was conducted to raise awareness of teachers' questions use in educational aspects.
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: ISSN 2349-2147
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Research aims
The current study aims to gain insights into high school teacher perceptions of roles of question types in their EFL speaking classes. Also, it aims to investigate what question types they actually use in classroom activities. As such, the research results will help raise teachers' awareness of roles of question types, and in one way or another consciously improve their questioning techniques for better learning outcomes.
LITERATURE REVIEW
What is a question?
It is generally known that questions are the most familiar form of interaction between teachers and students in instructional settings. There has been a variety of pedagogical research conducted to acknowledge questions as a critical part of classroom interaction. Thus, the concept of question is defined in various ways. According to Lynch (1991), a question is characterized as an utterance with a particular illocutionary force such as inquiring, ordering or asserting to seek information. A question is likely to be a linguistic expression used to ask for information in the form of a request and search for someone's information in the form of a response. Furthermore, Richards (1996) and Crowe and Stanford (2010) support that teacher questions tend to be all types and structures of utterances which are considered as one of the instructional tools for not only eliciting learner responses but also checking comprehension and developing their new ideas before, during and after instruction. Generally, teacher questions inside classroom may be an effective strategy in order to stimulate learner interest, encourage their thinking, participation, learning, and so forth.
Types and functions of questions
The research on display/close-ended and referential/open-ended questions is implemented by Hargreaves (1984), Brock (1986), Tsui (1995), Roth (1996), Nunn (1999), Lee (2006), etc. For display/closeended questions, they assume that display questions refer to questions whose answers have already been known by the teacher and its primary purpose is to allow the students to call for the information or display their knowledge of language in the form of short and simple responses.
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This type of questions has formed at least the parameters for student answers and is likely to be one of the features of teacher talk in classroom instruction. Referential/open-ended questions, by contrast, are genuine questions for which the answer has not been known by the teacher in advance. Also, these questions demand more thoughts, reasoning and judgment from learners.
Bloom's Taxonomy (1956) is believed to be one of the most popular systems for classifying questions. Bloom's Taxonomy has six levels of cognitive processing including knowledge, comprehension, application, analysis, synthesis, and evaluation. According to Marzano (1993), the categories in Bloom's Taxonomy are ordered from simple to complex and from concrete to abstract or it is best to divide Bloom's Taxonomy into lower-order and higher-order questioning in which lower-order questions derive from knowledge and comprehension levels asking students for factual information, while the other levels belong to higher-order questions requiring students to use their higher order thinking or reasoning skills. With higher order questions, moreover, students use their knowledge and understanding to solve, to analyze, and to evaluate. Thus, it has been assumed that the Taxonomy represents a cumulative hierarchical framework; that is, mastery of complex category is based on mastery of simpler prior ones (Krathwohl, 2002).
Most educators readily agree that effective questioning can be used as a pedagogical tool to improve language teaching and learning. Particularly, Nunan (1999) emphasizes that learners should be given the maximum number of chance for language use in meaningful contexts and situation through interaction between teacher and learners or among learners. Fortunately, Brown (1994) assumes that questions, especially effective questions, can contribute to stimulating students' interaction in language classroom where students do not have a great number of tools or materials. Thus, some questioning techniques or strategies include (i) prepare questions carefully before class; (ii) phrase questions clearly and specifically; (iii) ask questions regarding their level of proficiency and the topics; (iv) provide students with sufficient time after each question; (v) vary the person who responds to the questions; (vi) give feedback for each student's answer and correct errors; (vii) use
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questions that encourage wide student participation; (viii) encourage students to make questions.
Previous studies related
Albergaria-Almeida (2010) investigated classroom questioning in terms of teacher perception and practice. The participants included 3 secondary school teachers and 45 students in grade 8. To explore teacher questions use, a two-month course about classroom questioning was developed and implemented. Teachers were interviewed and asked to audio-record their own class before and after the course. The study focused on three themes: classroom discourse pattern, cognitive level of teachers' and students' questions, wait time. The result study showed that teachers lacked awareness and knowledge of the way they structured and processed their questioning. In particular, most questions used were at the lower-level of Bloom's taxonomy. It was teachers who dominated in questioning rather than students and did not spend enough time waiting for students' responses.
Toni and Parse (2013) conducted a study investigating classroom interactions between the teacher and six EFL students at the age of 13 and 14 in Tehran. The research aimed to discover what types of questions teachers use to engage students and the frequency of questions posed in classroom through randomly recording and transcribing three sessions. The research was based on questions categorized by Bloom's taxonomy. The results indicated that lowerlevel questions are a great help in consolidating learners' understanding, guiding them toward brainstorming, thinking about subject matter and drawing conclusions.
The study by Yuhui and Sen (2015) aimed to investigate and analyze (1) what types of questioning and feedback teachers use inside classroom, (2) which types of questions students prefer, and (3) how they affect students' self-confidence and anxiety in a university in China through in-class observation, recording and questionnaires. The result shows that display questions (lower-level questions) and referential questions (higher-level questions) are the two most frequently used by teachers which can improve the quality of classroom teaching and interactional activities, as well as to develop students' communicative competence.
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Meanwhile, Ngan (2016) conducted a study exploring teachers' perceptions and practice of using questions to promote critical thinking skills. This study involved 20 teachers teaching in two schools in Vietnam. The data was collected through questionnaire, audio-recording and interview. The result reveals that most teachers perceived the crucial role of question types stimulating learners' critical thinking skills. However, their practice was not correlated with their perceptions.
Clearly, a number of previous studies have been done to investigate the impacts of types and functions of questions in enhancing learners' learning outcomes, but more evidence in the field from various areas should be provided. Therefore, the current study was conducted to find out more about what teachers perceive the benefits of questions, what types of questions are used, and the frequencies of questions in speaking classes in high schools in Dong Thap Province, a rural area in South Vietnam.
METHODS
Research instruments
Questionnaire
The questionnaire (see Appendix) was based on theoretical framework and the results of previous studies on positive effects of questions during classroom instruction. It was divided into three main clusters with 22 questions: ten items (from 1 to 10) in the first cluster aiming at investigating teacher perceptions of question roles, the next ten items (from 11 to 20) to find out their perceptions of effective questioning in speaking classes, and the last two questions (21, 22) to discover how teachers implement question types.
The questionnaire was first reviewed by several experienced colleagues and then piloted with 15 EFL teachers in 2 high schools in Dong Thap Province through email within a week. The result was computed to confirm the reliability of the questionnaire through the aid of Statistics Package for the Social Science (SPSS 22.0 for Windows); the Reliability Analysis on 20 items of two first clusters was acceptable (α = .705).
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Audio-recording
Audio-recording was applied to collect the data for the implementation of questions in classes. Ten speaking sessions of grade 10 taught by 5 high school EFL teachers were randomly tape recorded; each session lasted 40 to 45 minutes (see Appendix 2 for one sample recording transcription). The current textbook used throughout Vietnam for grade 10 (high school) is Tieng Anh 10 (Hoang et al., 2015). To assert that the interaction between the teacher and students could be as natural as possible, students were not aware of being recorded. This instrument aimed to gain further information than the data from the questionnaire. Especially, transcription results could be considered as a precise evidence for how teachers practice questioning in their actual teaching including teachers' use of question types and frequencies. As soon as the transcription was completed, it was sent to the class teacher (i.e. who taught the class at the time) for back-checking.
Procedure of data collection
To collect data, questionnaire copies were originally delivered to 150 teachers of EFL, but only 101 of them from 14 high schools in Dong Thap Province, Vietnam sent back the completed questionnaires, and only five of them agreed to join the session recordings. All the participants shared similar background knowledge (Vietnamesespeaking teachers of high school EFL, aged 30–45 years, with more than 5 years' teaching experience) and highly evaluate the positive impacts of questions in teaching and learning process.
It was conducted within 12 weeks (from December 26 th , 2016 to March 20 th , 2017) as follows:
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FINDINGS AND DISCUSSIONS
Questionnaire findings
Teachers' perceptions of question roles
Table 1. Mean score on question roles
The results from Descriptive Statistic Test demonstrated that teachers had positive attitudes towards question roles. Also, The One sample t-test was run to test whether or not their mean was significantly different from 4.0. The sample mean (M=4.28) was significantly different from 4.0, (t=8.575, df =100, p=.000). The result supports the conclusion that teachers' perceptions towards question roles are positive.
Teachers' perception of effective questioning
Teachers' perception of effective questioning was also analyzed by the Descriptive Statistic Test and the One Sample t- Test. The results of the Descriptive Statistic Test are represented in table 2.
Table 2. Mean score on effective questioning
From Table 2, it can be seen that the mean score was high (M=4.1), and was significantly different from the average score of the study (M=3) through the result of One Sample t- Test (t=-4.047, df=100, p=.000). Therefore, it could be concluded that the participants highly perceived effective questioning.
Question types used by teachers
Question 21 indicates how often teachers used question types in speaking classes. Based on the frequency scales, their options were coded in the frequency range from 1 (hardly ever), 2 (occasionally), 3
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(sometimes), 4 (often), 5 (normally) to 6 (usually). The results of the Descriptive Statistic Test-frequency are displayed in table 3.
Table 3. Mean score on six types of questions used
As shown in table 3, the frequency of question types in speaking classes was not the same. Of all the question types, knowledge questions were usually used (M=5.83) just followed by comprehension questions (M=4.02). The rest of question types (M below 3) were only sometimes or occasionally used.
Teachers' perception of questioning strategies
Based on the descriptive statistics right above, questioning strategies such as rephrasing, complete repetition and partly repetition were applied more often than other strategies. In particular, nearly 35% teachers noted that they usually rephrased the questions and completely repeated the questions which their students did not catch up with. Meanwhile, sometimes translating partly was also high with more than
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45%. On the contrary, complete translation and changing were not considered as teachers' questioning strategies in regular use. Especially, 63.4% teachers hardly ever changed the questions and more than 30% only occasionally translated the question completely.
To sum up, the questionnaire results reveal that most EFL high school teachers highly perceived the effective roles and functions of questions in teaching speaking. Regarding question types, a majority tended to use lower-level questions rather than higher-level ones. And to help students understand their questions well, most teachers emphasized some questioning strategies such as rephrasing, repeating questions completely or partly.
Audio-recording findings
As mentioned above, after collecting the data from the questionnaire, the researchers were allowed to audio-record randomly ten speaking periods of five classes of grade 10 by five EFL teachers (voluntarily), two males and three females teaching in three high schools in Dong Thap Province, Vietnam. The recording aimed to gain further information than the data from the questionnaire and could be used as: an actual evidence for what types of questions teachers used and the frequency of these question types as well as the target of teacher's questioning in speaking sessions.
Question types used
Questions in audio-recording were counted and multiple-coded (except questions for management and confirmation). For example, "what is a new kind of zoo?" or "When was the first world cup held?" can be considered as Knowledge questions; "Could you describe a new kind of zoo in your country?" as a Comprehension question; "What do you think about the ocean today?" or "why do you think ....?" as Analysis; "What is your idea?" or "Do you agree/ disagree" as Evaluation; "How can we do to protect the ocean?" as Application. The result of the data analysis of question types and their frequency is displayed in table 4.
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Table 4. Frequencies of question types used
Table 4 shows that, during instruction, all six types of question were raised by 5 joint teachers in 10 speaking sessions. However, it is clear that the frequency of these question types was not equivalent. The number of questions at lower-level such as knowledge questions (46 out of 128), and comprehension (45 out of 128) surpassed higher-level questions.
Among questions, knowledge questions were found to be the most frequently posed in the target classroom (35.9%). This question type frequently appeared at the beginning of the lesson with the purpose of recalling the facts such as "What did we learn last period?"; getting students' attention and their interest like "Do you enjoy watching movies?" or "what kinds of film do you often watch?"; brainstorming students' knowledge like "How many kinds of music do you know?" or "How many kinds of film have you seen?"; building up their knowledge and leading to the new topic or subject matter with "List some actions which we should do or shouldn't do to protect the ocean", etc.
Comprehension question type ranked second (35.2%). This question type aimed to check students' understanding the middle and final speaking stages, such as "How about you?" - "which do you prefer, cartoon films or horror ones?" or "what did we learn today?" etc. Application, evaluation, and analysis questions ranked third, fourth, and fifth respectively. Synthesis questions were found to be the least posed in EFL speaking classes.
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Subject-target questions
Table 5. Frequencies of subject-target questions
In terms of subject-target questioning, as can be seen from Table 5, there was no quite difference of question frequencies for the whole class, pairs/ groups or individual. Expectedly, although questions for the whole class often appeared at the beginning of the lesson, questions for individual dominated during the lesson, taking up 39.8%. Besides getting all students' attention to the instruction through general questions, teachers assumed that interaction between a teacher and a student was effectively initiated through specific questions or higher level questions, which explained for the reason why the number of questions raised for individuals was higher than those for pairs/ groups or the whole class during instruction. For example:
Teacher: Do you think animals may develop, feel happier in this kind of zoo?
Class: ... yeah....
Teacher: Could you tell me the reason?... Phuc, please.
Individual:...the reason is that...animals can live in their natural habitat.
Questioning strategies
In most speaking sessions, general questions or complex questions were rephrased and changed into specific or simple ones when teachers did not receive the answers from students after repeating the question. In other words, rephrasing was one of the questioning strategies frequently used to help students understand and respond, for example:
Teacher: What do you think about the ocean today?
Students: ???
Teacher:
What do you think about the ocean?... Is the ocean clean or polluted?
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Students: polluted.
Teacher: Good. And what makes the ocean polluted?
Students: People
Teacher: Uhm ... What makes the ocean polluted?...Rubbish? ... yes or no?
Students: Yeah, rubbish.
Teacher: Rubbish and what else?
Students: waste....
Moreover, it is found out that translating (into Vietnamese) was also a tool for clarifying questions when repeating or rephrasing was unsuccessful, for example:
Teacher: What is a new kind of zoo?
Students: ..............
Teacher: What is a new kind of zoo, class? What do you know about a new kind of zoo?
Students: ............
Teacher: Tram, please. Have you ever heard about a new kind of zoo?
Student (Tram): a new kind of zoo???
Teacher: Yeah.., a new kind of zoo....loại hình sở thú mới...
As we can see from the above example, the first question was slowly repeated and rephrased by using another form but the question could not receive an answer from the whole class or a specific student. Hence, the teacher decided to translate some new words into Vietnamese to make sure that all students could understand the question. This is also considered one of the positive ways for clarifying when the teacher realizes that the matter is too new for students to answer. In general, modification techniques are proved helpful in keeping the instruction interactive and if teachers know enough about the strategies and techniques of modification, he or she will be able to cope with non-responded questions more effectively.
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CONCLUSION AND IMPLICATION
Findings from the questionnaire and audio-recording show that most teachers highly value the significance of the roles and functions of questioning as well as questioning strategies in teaching and learning process. Moreover, in the audio-recording, questions are often raised for the whole class rather than for pairs/groups or individuals. Besides, in questionnaire, teachers assume that it is prerequisite to plan questions with specific purposes and questioning must require both low and high critical thinking level. In actual practice, however, it is obvious that most questions were used in the form of lower critical thinking level, including knowledge and comprehension questions for the whole class while there were only some questions in form of higher level critical thinking for individuals. This is in line with such previous studies as Albergaria-Almeida (2010), Toni and Parse (2013), and Ngan (2016). The reasons for this can be that knowledge and comprehension questions are accordant with most high school students' EFL proficiency and that these question types are considered to be one of the effective tools for providing comprehensible input, building up students' knowledge and generating interaction between the teacher and students in EFL classes. Besides, for questioning strategies, teachers attempt to make students understand questions well through repeating, rephrasing before translating when repeating or rephrasing was found ineffective, which has been not addressed in the previous studies. In other words, this is another major contribution of the current study.
Although questioning forms only one part of good teaching, it is also the most commonly used instructional strategy in classroom, especially in EFL speaking classes. Therefore, for students to reap maximum benefits from questioning, teachers require to develop awareness of ways of enhancing questioning techniques. First, teachers ought to think about how questions can be constructed and implemented to develop students' learning outcomes. Second, low-level questions may come first as a foundation for higher-level ones, i.e. the former should not be an end in questioning techniques. Third, the latter should be used in one way or another for making students get used to beneficial challenges, which they might face in real life. It is worth mentioning that in almost all classes, some students can answer higherlevel questions as long as they are properly formed. Finally, teachers are
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recommended to plan, pose, and repair questions to ensure that questions are sufficiently understandable and increase student-teacher and student-student interaction.
References:
Albergaria-Almeida, P. (2010). Classroom questioning: teachers' perceptions and practices. Procedia-Social and Behavioral Sciences, 2(2), 305-309.
Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
Brock, C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quarterly, 20(1), 47-59.
Brown, H. D. (1994). Teaching by principles: An interactive approach to learning pedagogy. Englewood Cliffs, N.J.: Prentice Hall Regents.
Crowe, M., & Stanford, P. (2010). Questioning for quality. Delta Kappa Gamma Bulletin, 76(4), 36-44.
Hargreaves, D. H. (1984). Teachers' questions: open, closed and half ‐ open. Educational Research, 26(1), 46-51.
Hoang, V., Hoang, X.H., Do, T.M., Nguyen, T.P. & Nguyen, Q.T. (2015). Tieng Anh 10 (Textbook). Hanoi: Education Publisher.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Lee, Y. A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691713.
Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45(3), 201-210.
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Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory into Practice, 32(3), 154-160.
Ngan, T. K. (2016). Teachers' perceptions and practices of using questions to promote critical thinking skills for learners, Unpublished MA thesis, Can Tho University.
Nunan, D. (1999). Second language teaching & learning. Washington, DC: ERIC.
Nunn, R. (1999). The purposes of language teachers' questions. IRALInternational Review of Applied Linguistics in Language Teaching, 37(1), 23-42.
Richards, J. C. (1996). Teachers' maxims in language teaching. TESOL Quarterly, 30(2), 281-296.
.
Richards, J. C. (2005). Communicative language teaching today SEAMEO Regional Language Centre.
Roth, W. M. (1996). Teacher questioning in an open ‐ inquiry learning environment: Interactions of context, content, and student responses. Journal of Research in Science Teaching, 33(7), 709736.
Toni, A., & Parse, F. (2013). The status of teacher's questions and students' responses: The case of an EFL class. Journal of Language Teaching and Research, 4(3), 564-569.
Tsui, A. (1995). Introducing language interaction. London: Penguin.
Yuhui, L., & Shen, D. (2015). The influence of teachers' questioning and feedback on students' affect in the interaction of EFL classroom. International Journal of Arts & Sciences, 8(8): 467– 480.
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APPENDIX 1
QUESTIONNAIRE
Section A: For each of the following statements, please answer by putting a tick ( ) in a box. According to the following scale: SA (strongly agree), A (agree), N (neutral – Neither agree nor disagree), D (disagree), SD (strongly disagree).
(1) Your perception of the role and the frequency of questions in speaking classes
(2) Your perceptions of effective questioning in speaking classes
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Section B: Your perceptions of types and functions of questions in speaking classes
21. Which types of questions do you often use in speaking classes? Put all of these types of questions listed below in the order of priority from 1(most) to 6 (least).
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22. What should teachers do when students do not understand the question? Put all of these types of questions listed below in the order of priority from 1(most) to 6 (least).
Partly translate the question into Vietnamese ____
Completely translate the question into Vietnamese ____
Completely repeat the question ____
Rephrase the question ____
Partly repeat the question ____
Change the question ____
-
Other(s)_______________________________________________________
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APPENDIX 2
TRANSCRIPTION OF ONE AUDIO-RECORDING (FIRST SESSION)
Session 1: Teacher A/ class 10A...
Date: 07-2-2017
Unit 9: UNDERSEA WORLD (pp.94-97, Textbook: Ti ế ng Anh 10, Hoang , 2015)
1. Teacher (T): What do you think about the ocean today?
Class: ...........(silent)
2. T: Is the ocean clean or polluted? And why?
Class: polluted
3- T: Yeah...polluted and what makes the ocean polluted?
Class: people
T: People?.... what makes the ocean polluted?
Class: ............
T: Điều gì làm đại dương bị ô nhiểm?
Class: rubbish
4. T: rubbish and what else?
Class: waste
5. T: Yeah...In your opinion, what should we do to protect our ocean?
Class: ...........
T: Theo các em, chúng ta nên làm gì để bảo vệ địa dương của chúng ta?.............Tram, please?
Individual(Tram): We should play rubbish and plastic bags in dustbins (from textbook)
6- T: good...and what shouldn't we do to protect the ocean?.... another person, please? Individual (Khanh): We shouldn't fish for species....
T: Good, we shouldn't fish for species that are limited, threatened or endangered.
Thank you. ...
7. T: Huynh, please.... Could you list some activities for protecting our ocean?
Individual (Huynh): .....
T: Sit down Huynh..........Who volunteers?
Individual (Duy): we should use water sparingly and shouldn't pollute it.
T: Excellent, now...look at your book on page 97...task 1...these are some actions for protecting our oceans.
8. T: What does "dispose of" mean?
Class: loại bỏ
9. T:
What is meant by
"pesticide"?
Class:....
T: pesticide is a chemical which is used to kill insects.
Class: thuốc trừ sâu.
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10. T: Good, I would like you to work in pairs and number the activities for protecting the oceans in task 1 in order to the priority or importance....five minutes for you.
(after five minutes for discussion)
11. T: what is your answer, Tin and Hoa? What is the most important activity for protecting the ocean?
Pair: our answer is: 1-a; 2-b; 3-e......
12. T. good, thanks for your answer...and Do you agree with your friends' ideas, Giang?
Individual: Yes, but I think "activity C" is the most important
13. T. Ok, thanks for your opinion....now...Could you tell me some threats to the health of the oceans?
Class: ...........
14 T. Could you offer some problems which our oceans are facing?
Class:.........
T. Duy, please.
Individual: I think people make the oceans full of garbage and endangered species are over-hunted.
15 T. Good job. Similar to your ideas, in task 2...there are four threats to the health of the oceans. Work in groups of four, discuss and find out the consequences that might occur and offer some possible solutions.
T: So, tell me what you are going to do in group?...Minh...
Individual: We are going to find the consequences and offer solutions for the threats.
T: Yes, thanks. Let's start...ten minutes for you.
(after ten minutes)
16. T: Group 1, please. What is your idea about the consequence and the solution for threat number 1?
Group 1: We think this makes the ocean polluted and sea plants and animals are at risk.
T: good, and how about the solution for this threat?
Group 1: I think we should clean beaches and tell other people not to litter them.
T: Thanks group 1. What else?... another group....Do you have other ideas?
Class: no...
T: Ok, continue the second situation....group 2, please. Tell me what you have discussed.
Group 2:................
(The teacher encourage all groups to give ideas)
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17. T: Now all of us have talked about the consequences and solutions for protecting the ocean. Look at again, you have two minutes to prepare and then report to the class what your group has discussed.
T: Who volunteers? Group 4, please....well come group 4, class.
Group 4: we think...........
T: your report has enough information we need. Thanks group 4.
18. T: So, tell me what we can learn from the lesson today?
Individual: We know that our oceans are polluted and sea plants and animals are in danger. Also, we find out some solutions for the problems.
.............
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REVIEWED: SEPTEMBER 2017
NEXT REVIEW DATE: AUTUMN 2018
REVIEWED BY: ASSISTANT HEAD, WITH RESPONSIBILITY FOR EARLY YEARS
RATIFIED BY: COMPLIANCE COMMITTEE
CURRICULUM POLICY FOR THE EARLY YEARS FOUNDATION STAGE
Our EYFS Department
The Early Years Foundation Stage (EYFS) is the statutory guidance for all children from birth to age five. As we have our entire EYFS department on one site this enables a seamless transition from one year group to the next and allows continuity of learning and teaching.
How we help children learn
Children start to learn about the world around them from the moment they are born. The care and education offered by our EYFS department helps children to continue to learn by providing interesting activities that are appropriate for their age and stage of development.
Learning and development
'Children are born ready, able and eager to learn. They actively reach out to interact with other people, and the world around them. Development is not an automatic process however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments'. Development Matters 2012
The unique child is central to our curriculum. We observe the children's development and learning; assess their progress and plan for next steps. We support each child to form positive relationships with their key person, who responds to their needs in a sensitive and consistent way. We provide an environment in which the child can participate in rich learning opportunities through play and playful teaching. These three elements together ensure optimum opportunities for learning and development.
The characteristics of effective learning
We aim to ensure that the three characteristics of effective learning and teaching; playing and exploring, active learning and creating and thinking critically are embedded into our practice. We encourage every child to enjoy their achievements and develop their own ideas. We seek to encourage children's natural curiosity by providing plenty of opportunities to investigate and explore inside and outside. We encourage our children to 'have a go' at every activity and to persevere to a satisfying conclusion.
Learning through play
Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. We provide the opportunities for planned purposeful play through a mix of adult led and child initiated activity in the seven areas of learning which make up the EYFS. Adult led activity becomes more predominant as the children move into Oak Reception. The staff plan and provide a range of play and playful activities which help children make progress in each of the areas of learning and development.
The Curriculum
For each area of learning the practice guidance sets out the Early Learning Goals. These goals state what it is expected the children will know and be able to do by the end of Oak Reception year and we work towards, and in the case of our able children, beyond the Early Learning Goals. We use the Statutory Framework for the EYFS and the 'Development Matters' guidance to plan the learning for our children.
Curriculum Enhancement
To further enhance our curriculum, we have specialist teaching sessions and specific focus weeks. Robins, Skylarks and Oak Reception have weekly music and PE session. Skylarks and Oak Reception have weekly swimming and we introduce weekly French lessons in Oak Reception. Throughout the year we have enhancement weeks, e.g. Health & Safety Week, to further extend the children's experiences and learning.
Assessment
Formative assessment is embedded into our curriculum. We assess how the children are learning and developing by observing them frequently. We use the information we gain from observations, photographs and samples of their work. Parents are encouraged to contribute by sharing information about their children. Observations of what each child can do are used to identify where they are on their own development pathway. Staff record their observations and photographs in a 'learning journey' (Nursery) or profile (Oak Reception). This helps us to plan for ways in which to strengthen and deepen the child's current learning and development.
We have a tracking system in place which measures each child's development against the 'Development Matters' guidance. Progress can then be measured and areas for support and extension highlighted. At each of the two parents meetings parents are provided with information on how their child is progressing, and with a formal written report at the end of each year detailing their child's progress and next steps to progress their learning further. We ensure all children receive 2-year-old developmental checks and this is shared with parents. At the end of the EYFS (in Oak Reception) the children are assessed against the Early Learning Goals. Children are judged to be emerging, expected or exceeding in each Early Learning Goal. The results are moderated by Surrey local authority and shared with the parents and the Year 1 teachers.
Areas in which the child's learning needs to be challenged and extended are identified and planned for using the appropriate higher age band in the 'Development Matters' guidance. In the case of an able Oak Reception child, aspects of the Year 1 curriculum are introduced. Areas in which the child needs support and consolidation are pinpointed. Support is given and an ISP is actioned in consultation with the SENCO if necessary. Similarly if a child is judged to be gifted and talented they are highlighted on the gifted and talented register and extension is provided for them on an individual basis.
Prime and Specific Areas of Development
The EYFS Curriculum is split into 3 Prime Areas and 4 Specific Areas:
Prime Areas
- Communication & Language
- Personal, Social & Emotional Development
- Physical Development
Specific Areas
- Literacy
- Understanding the World
Maths
Expressive Arts & Design
Early Learning Goals
Making
Children play co-operatively, taking turns with others. They
Exceeding Early Learning Goals
This Policy was ratified by the Compliance Committee: 10th November 2017 | <urn:uuid:3993ae5e-99ee-4914-834a-da278b33607b> | CC-MAIN-2017-51 | http://www.hazelwoodnursery.org.uk/lib/policies/eyfs%20curriculum%20policy%20next%20review%20autumn%202018.pdf | 2017-12-11T03:54:08Z | crawl-data/CC-MAIN-2017-51/segments/1512948512121.15/warc/CC-MAIN-20171211033436-20171211053436-00269.warc.gz | 382,782,349 | 1,212 | eng_Latn | eng_Latn | 0.985414 | eng_Latn | 0.996724 | [
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Diabetes and Sugar
If you have diabetes, it doesn't mean you will never have birthday cake or pumpkin pie again. With a little planning, you can have a small serving of your favorite dessert. It's best to save the sweets for special occasions so you don't miss out on the more nutritious foods your body needs. You may also be interested in our book, The Big Book of Diabetic Desserts. But don't worry, you can include sweet treats on special occasions and still manage your diabetes well.
- See also Artificial Sweeteners
The Hype About Sugar
The myth that sugar causes diabetes is commonly accepted by many people. Research has shown that it isn't true. Eating sugar has nothing to do with developing type 1 diabetes.
The biggest dietary risk factor for developing type 2 diabetes is simply eating too much and being overweight — your body doesn't care if the extra food comes from cookies or beef, it is gaining weight that is the culprit.
In the past, people with diabetes were told to completely avoid sugar. Experts thought that eating sugar would raise blood glucose levels very high.
Research around this issue has shown that while the type of carbohydrate can affect how quickly blood glucose levels rise, the total amount of carbohydrate you eat affects blood glucose levels more than the type. Now experts agree that you can substitute small amounts of sugar for other carbohydrate containing foods into your meal plan and still keep your blood glucose levels on track.
That doesn't mean you can eat all the sugar you may want. Most sweets contain a large amount of carbohydrate in a very small serving. So you need to be sure to have a small serving.
Saving sweets for a special occasion is the most healthful way to eat so you focus your meal plan on the most nutrient dense foods such as vegetables, beans, whole grains, fruit, non-fat dairy, fish and lean meats.
If you tend to overeat on sweets, don't buy them. Instead, plan to have dessert when you are away from home. Split the dessert with a friend to keep yourself on track.
Including Sweets into Your Meal Plan
Most sweeteners have calories and carbohydrates. Examples are:
- Table sugar (also called white sugar or sucrose)
- Raw sugar
- Cane sugar
- Sugar cane syrup
- Beet sugar
- Honey
- Brown sugar
- Molasses
- Fructose
- Maple syrup
- Cane sugar
- Agave nectar
- Confectioners sugar
- Powdered sugar
- turbinado
- high fructose corn syrup (also called corn sugar)
- rice syrup or brown rice syrup
The key to keeping your blood glucose levels on target is to substitute small portions of sweets and sweeteners for other carb-containing foods in your meals and snacks.
Carb-containing foods include (but are not limited to):
- bread
- tortillas
- rice
- crackers
- cereal
- fruit
- juice
- milk
- yogurt
- potatoes
- corn
- peas.
For many people, having about 45 to 60 grams at meals is about right. Serving sizes make a difference. To include sweets in your meal, you can cut back on the other carb-containing foods at the same meal.
For example, if you'd like to have cookies with your lunch, you need to substitute for another carb-containing food. If your lunch is a turkey sandwich with two slices of bread, here are the steps you would take to make the substitution:
1. Your first step is to identify the carb foods in your meal. Bread is a carb.
2. You decide to swap two slices of regular bread for two slices of low-calorie bread (with ½ the carbohydrate) and have the cookies—it's an even trade.
3. Your total amount of carbohydrate remains the same for the meal.
Using the Nutrition Facts Label
You can also use the Nutrition Facts Label on foods to guide you. The first thing to check is the serving size. The second is the total carbohydrate. The total carbohydrate tells you how much carbohydrate is in one serving of the food.
Label claims
Foods labeled as sugar-free, no sugar added, reduced sugar, and dietetic may still contain carbohydrate. Sugar is only one type of carbohydrate that affects blood glucose levels. To get the complete amount of carbohydrate, look at theNutrition Facts Panel instead of relying on claims on the front of the box.
Sugar on the label
Sugar is listed under the Total Carbohydrate on the Nutrition Facts Label. Keep in mind that it includes both added sugars and naturally occurring sugars, such as the natural sugar in raisins.
Sugar listed on the label does not include sugar alcohols that are in the product. It is voluntary for food manufacturers to list sugar alcohols on the label. (Total carbohydrate does include sugar alcohols in the total.) Some manufacturers list sugar alcohols on the label and some do not. If a food doesn't list sugar alcohols on the label, you can look for it in the ingredient list. Look for ingredients that end in "ol" like maltitol or sorbitol.
The Most Important Thing to Look For
If you don't have a lot of time when reading labels, simply look at the total carbohydrate in a food. The total carbohydrate includes starch, fiber, sugar, and sugar alcohols. Using the amount of total carbohydrate will give you a pretty good number to use for carbohydrate counting.
It is more helpful to check the total carbohydrate because it includes both sugar and starch. If you only look at the sugar content, you are not accounting for the starch in a food.
Source: http://www.diabetes.org/food-and-fitness/food/what-can-i-eat/sweeteners-and-desserts.html | <urn:uuid:ecfef9b8-20a1-47ac-8989-49bf734529f6> | CC-MAIN-2017-51 | http://guamdiabetes.org/pdf/Diabetes_and_Sugar_September_10_2012.pdf | 2017-12-11T04:12:16Z | crawl-data/CC-MAIN-2017-51/segments/1512948512121.15/warc/CC-MAIN-20171211033436-20171211053436-00272.warc.gz | 123,982,573 | 1,170 | eng_Latn | eng_Latn | 0.999308 | eng_Latn | 0.999273 | [
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Laer Meisieskool
La Rochelle
Girls' Primary School
Religious policy
Revised on 24 January 2017
Introduction
At La Rochelle Girls' Primary, we strive for holistic education within a diverse environment. We recognise the "particular value of the rich and religious heritage of our country" and therefore promote the role of religion in education.
The La Rochelle Girls' Primary School's Religious Policy is based on the Department of Education's "Policy on Religion and Education" of September 2003. This policy for the role of religion in education is driven by the dual mandate of celebrating diversity and building unity at our school, as well in our country.
To achieve the goals of the Department of Education in terms of religion and education, the relationship between religion and education must be guided by the following principles:
- In all aspects of the relationship between religion and education, the practice must flow directly from the constitutional values of citizenship, human rights, equality, freedom from discrimination, and freedom of conscience, religion, thought, belief, opinion.
- All public institutions have a responsibility to teach about religion and religions in ways that reflect a profound appreciation of the spiritual, non-material aspects of life, but which are different from the religious education, religious instruction, or religious nurture provided by the home, family, and religious community.
- Religion Education should contribute to creating an integrated and informed community that affirms unity in diversity.
Religion education
Religion Education includes teaching and learning about religion, religions, and religious diversity in South Africa and the world. The teaching of Religion Education is encapsulated in the relevant outcome and assessment standards of the Life Orientation Learning Area curriculum, which is offered from Grades 4-7.
Learning Outcome 2 of the Life Orientation Learning Area requires that:
"The learner will be able to demonstrate an understanding of and commitment to constitutional rights and responsibilities and to show an understanding of diverse cultures and religions".
It is expected of all educators to be impartial, irrespective of their own beliefs, when conveying information relating to religion.
Religious holidays
The annual school calendar allows for religious holidays. Religious observation may not exceed 3 (three) working days per annum for educators [Circular 19/2004 Annexure J 1(a) (iii)].
The school will, as far as possible, take religious holidays into consideration when the assessment programme is drawn up.
Religious observances during assemblies
A Religious Observance may form part of the school assembly. However, as a matter of priority, the topics discussed during Assemblies should focus on shared, universal values.
Appropriate and equitable means of acknowledging the multi-religious nature of the school community may include the following:
- Selected readings from various texts emanating from different religions;
- The use of a universal prayer.
In this way, Religious Observances are used as a system for the transmission of core values (equity, tolerance, openness, accountability, social honour, justice, mercy, love, care, commitment, compassion, co-operation, etc).
At La Rochelle Girls' Primary, we ensure and protect the equal rights of all learners and educators at the school. Furthermore, we appreciate the right of all learners and educators to have their religious views recognised and respected. Therefore, no learner or staff member will be discriminated against in any way, based on their religious beliefs. | <urn:uuid:bb61f6dd-1a22-42ab-94bc-f037c71fb39d> | CC-MAIN-2017-51 | http://enavant.co.za/pdf/religion.pdf | 2017-12-11T03:38:55Z | crawl-data/CC-MAIN-2017-51/segments/1512948512121.15/warc/CC-MAIN-20171211033436-20171211053436-00270.warc.gz | 89,877,825 | 680 | eng_Latn | eng_Latn | 0.993904 | eng_Latn | 0.994099 | [
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Amputation and diabetes: How to protect your feet
Good diabetes management and regular foot care help prevent severe foot sores that are difficult to treat and may require amputation.
By Mayo Clinic staff
Diabetes complications include nerve damage and poor blood circulation. These problems make the feet vulnerable to skin sores (ulcers) that can worsen quickly and are difficult to treat. Proper diabetes management and careful foot care can help prevent foot ulcers.
When foot ulcers do develop, it's important to get prompt care. A nonhealing ulcer that causes severe damage to tissues and bone may require surgical removal (amputation) of a toe, foot or part of a leg.
Here's what you need to know to keep your feet healthy, and what happens if amputation is necessary.
Preventing foot ulcers
The best strategy for preventing complications of diabetes — including foot ulcers — is proper diabetes management with a healthy diet, regular exercise, blood sugar monitoring and adherence to a prescribed medication regimen.
Proper foot care will help prevent problems with your feet and ensure prompt medical care when problems occur. Tips for proper foot care include the following:
- Inspect your feet daily. Check your feet once a day for blisters, cuts, cracks, sores, redness, tenderness or swelling. If you have trouble reaching your feet, use a hand mirror to see the bottoms of your feet, place the mirror on the floor if it's too difficult to hold, or ask someone to help you.
- Wash your feet daily. Wash your feet in lukewarm water once a day. Dry them gently, especially between the toes. Use a pumice stone to gently rub the skin where calluses easily form. Sprinkle talcum powder or cornstarch between your toes to keep the skin dry. Use a moisturizing cream or lotion on the tops and bottoms of your feet to keep the skin soft.
- Don't remove calluses or other foot lesions yourself. To avoid injury to your skin, don't use a nail file, nail clipper or scissors on calluses, corns, bunions or warts. Don't use chemical wart removers. See your doctor or foot specialist (podiatrist) for removal of any of these lesions.
- Trim your toenails carefully. Trim your nails straight across. Carefully file sharp ends with an emery board. Ask for assistance from a caregiver if you are unable to trim your nails yourself.
- Don't go barefoot. To prevent injury to your feet, don't go barefoot, even around the house.
- Wear clean, dry socks. Wear socks made of fibers that pull (wick) sweat away from your skin, such as cotton and special acrylic fibers — not nylon. Avoid socks with tight elastic bands that reduce circulation, as well as thick bulky socks that often fit poorly and irritate your skin.
- Buy shoes that fit properly. Buy comfortable shoes that do not fit tightly and that provide support and cushioning for the heel, arch and ball of the foot. Avoid high heels or narrow shoes that crowd your toes. If one foot is bigger than the other, buy shoes in the larger size. Your doctor may recommend specially designed shoes (orthopedic shoes) that fit the exact shape of your feet, cushion your feet and evenly distribute weight on your feet.
- Don't smoke. Smoking impairs circulation and reduces the amount of oxygen in the blood. These circulatory problems can result in more severe wounds and poor healing. Talk to your doctor if you need help to quit smoking.
- Schedule regular foot checkups. Your doctor or podiatrist can inspect your feet for early signs of nerve damage, poor circulation or other foot problems. Schedule foot exams at least once a year or more often if recommended by your doctor.
- Take foot injuries seriously. Contact your doctor if you have a foot sore that doesn't begin to heal within a few days or other persistent problems with your feet. Your doctor will inspect your foot to make a diagnosis and prescribe the appropriate course of treatment.
continued:
Amputation and diabetes: How to protect your feet
What if amputation is the only option?
Treatments for foot ulcers vary depending on the severity of the wound. In general, the treatment employs methods to remove dead tissues or debris, keep the wound clean, and promote healing. When the condition results in a severe loss of tissue or a life-threatening infection, an amputation may be the only option.
A surgeon removes the damaged tissue and preserves as much healthy tissue as possible. After surgery, you'll be monitored in the hospital for a number of days. It may take four to eight weeks for your wound to heal completely.
In addition to your primary care doctor and surgeon, other medical professionals involved in your treatment plan may include:
- Endocrinologist, a physician who specializes in the treatment of diabetes or other hormone-related disorders
- Physical therapist, who will help you regain strength, balance and coordination and teach you how to use an artificial (prosthetic) limb, wheelchair or other devices to improve your mobility
- Occupational therapist, who specializes in therapy to improve everyday skills and to use adaptive products that help with everyday activities
- Mental health provider, such as a psychologist or psychiatrist, who can help you address your own feelings or expectations related to the amputation or to cope with the reaction of other people
- Social worker, who can assist with accessing services and planning for changes in care
Even after amputation, it's important to follow your diabetes treatment plan. Eating healthy foods, exercising regularly, controlling your blood sugar level and avoiding tobacco can help you prevent additional diabetes complications.
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Publications Writing
Mr. Ryan McCallum • Room A-210 • 682-8162 email@example.com • www.bhs.cc
Philosophy:
Publications Writing is a hands-on opportunity for you to learn responsible habits while producing the yearbook; a historical written and pictorial reference which chronicles the events of the school year. The end result includes not only a quality product, but also allows you the opportunity to learn and grow through this hands-on process. You will learn more than yearbook fundamentals; you'll learn to manage time, become selfstarters, delegate responsibility, demonstrate knowledge, share resources, manage money and receipts, and motivate co-workers, much like in the business and journalistic world.
Goals:
The goal of Publications Writing is to create a yearbook which adheres to strict journalistic guidelines. In order to achieve this goal, the course requires several weeks of intensive training with the remainder of the year to be used as a lab for yearbook production. Some objectives will take longer to master, while students with journalistic or yearbook background may only need a review. The course content includes but is not limited to: layout construction, article and body copy development, use of graphic designs, time management, business procedures, publisher requirements, and photo appreciation.
Performance Objectives:
Anatomy of a Yearbook
The student will:
* Learn the five functions of a yearbook and know how this current book will serve those functions
* Develop an awareness of the history of yearbooks and yearbook production
* Become familiar with printing terms and concepts as they relate to yearbook production.
* Understand the purpose of each part of the yearbook and how the parts are assembled.
Theme Development
The student will:
* Recognize how a theme provides continuity and creates a unique personality for the yearbook
* Engage in brainstorming and apply this strategy to creative endeavors.
* Learn how a yearbook theme is developed
Coverage and Content
The student will:
* Understand the terms coverage and content
* Improve the quality of writing by reporting on people and events in different and unusual ways.
* Learn ways of making content more interesting and techniques for structuring that content
Layout
The student will:
* Create an organized design in the layout
* Learn about the elements involved in creating a layout and know the importance of designing doublepage spreads.
* Arrange design elements in a creative orderly fashion.
* Recognize layout and column styles that can be used to create consistency throughout a section.
Copy Writing
The student will:
* Understand the importance of solid copy writing
* Learn the difference between news and feature writing styles
* Recognize captions and headlines as important parts of yearbook copy
* Conduct interviews and create surveys and polls to gather material
* Prepare interview questions and material
* Learn how to organize information gathered in an interview in preparation for writing a story.
Writing the Story
The student will:
* Define various types of leads and write a lead appropriate to the story
* Recognize the three basic types of quotes in a story
* Memorize the characteristics of well-written copy
* Understand the placement and headline design.
* Use the rules of headline writing
The Caption
The student will
* Understand how complete captions make the yearbook an accurate record of the year
* Write and design captions that are informative.
* Work with photographers to collect the information needed to write complete captions
Proofreading and Editing:
The student will:
* Understand the purpose and value of proofreading yearbook copy
* Learn the proofreading guidelines and tools and know how to use them.
Typography
The student will:
* Develop and awareness of the role typography plays in the presentation of yearbook content
* Learn primary kinds of type and how they are classified
* Learn how type is measured
* Demonstrate understanding of how to use typography effectively.
Photography
The student will:
* Recognize the value of quality pictures in the yearbook
* Recognize the rule of photographic composition
* Prepare a photograph for submission using Adobe PhotoShop CS3
* Recognize common photographic problems
* Understand how cropping can improve pictures composition.
Computer Preparation
The student will:
* Understand the purpose of copy fitting the variables affecting copy depth and adjust their stories to fit in created layout spreads
* Learn how to use the Adobe InDesign CS3 program to prepare copy for submission
* Learn the steps used in fitting yearbook texts, preparing layouts, adding photos, and digital submission.
Grading:
1/3 of your grade is based on points earned on quizzes and tests, homework, and in-class assignments. 2/3 of your grade is based on your deadline assignments, which consists of:
* Research and preparation
* First draft
* Revisions
* Attitude
In order for me to grade you on the specifics listed above, you will complete a "Deadline Evaluation Rubric." This packet of questions will allow you to convince me of the grade you think you deserve. You will collect all of your "proof" in a two-pocket folder, which you will hand in with your "Deadline Evaluation Rubric." I repeat, ALL of your work will go into your deadline folder:
* All drafts (revisions, final draft)
* Proof of photos taken
* A tally of situations in which you helped others.
* Polls/Interview questions
A notebook • One three-ring binder (for all handouts) • Two two-pocket folders (one is for a Deadline Folder)
Materials Needed:
Respect:
The way you treat others dictates how you are treated. At all times during this class, you are expected to treat your teacher and classmates respectfully. It is your responsibility to ensure that learning is taking place by helping everyone feel safe and comfortable. Be courteous to others who use this classroom and to those who clean and maintain it by keeping it as clean as possible.
Challenge ideas, but never criticize your classmates.
Responsibility:
Please keep in mind the following specific rules:
* Please be in your seat when the bell rings to start class, and do not line up by the door at the end of class.
* Please do not bring headphones, radios, CD players, telephones, or electronic games, to class
* Please do not bring food or drink to class. (Only water in clear containers is allowed.)
* Please actively participate in class. You will be asked to leave the room if your head is on the table or if you are found sleeping. Take care of yourself and assure that you are sleeping well each night.
* Do not leave the room without signing out and taking a pass.
Online: bhs.cc
There are numerous online tools that you will be expected to use as a part of the class. The course website, located at bhs.cc, also contains detailed summaries of each day of class – including copies of handouts, notes, and other materials. If you are absent, you will be expected to visit the website to learn what you missed. You will be required to make at least 20 posts per term on the class Forums (or Message Board). To qualify for credit, your posts must begin or contribute to discussion. Posting your work for critique or offering critique on the work of classmates is the most valuable thing you can do on the Forum. You will also contribute work to the BHS Wiki Project and hoofprint.net. Students will use Google Docs and Google Talk through bhs.cc. This part of the class is not optional or secondary. All students will be expected and required to use these tools. More instructions will be available when the class begins using these tools.
Publications Writing Attendance and Class Rules Contract
As you will soon find out, this class will lead you out of the classroom to hunt down information and resources. Even though you will be leaving for specific yearbook assignments, I must know where you are going. The idea of strapping tracking devises crossed my mind, but I figured that the only reasonable way to keep tabs on everyone's destination is to use passes and a sign out clipboard. I know that by insisting on this rule I make your quick trip to the library or office a little less quick, but trust me, there's nothing that annoys me more than trying to find one of my students during the class period.
When you are absent, I will give you a "When you were gone…"half sheet of paper describing what you missed and I will attach all handouts to it. School policy states that you will be given a maximum of two days for each day missed to complete make-up work. This policy works for me.
Late work earns credit at my discretion. Please keep in mind, however, that once I have handed corrected papers back to the class, I cannot accept late work for points. Late drafts and stories are absolutely unacceptable.
As you may already know, BHS is striving to gain better records of absences and tardies. Therefore, if you are not in class when the period begins, I will mark you absent. If you are a few minutes late to class, just sign the clipboard by the door and clip your pass to the board. This will help me remember to mark you tardy instead of absent in SASI. With two unexcused tardies, I will start to wonder where this class is on your priority list and you will have to make you time with me before school, after school, or during AAA. With this consequence, I don't anticipate any more tardies, but if you insist on rolling in without a pink pass again, I will not hesitate to call home.
From past experience, I have learned that the very beginning and very end of class can be some of the most product time or the most wasteful time spent in the classroom. I have a few requests: At the start of the class period, please allow me to take attendance and make announcements without disruption. Disruption means asking me questions that I could have answered before the class started and/or behavior that distracts me from getting initial procedures out of the way. Additionally, please stay seated and/or working until the bell rings at the end of the block. If I find you standing at the door waiting for the bell, it will indicate to me that you don not have enough work to do.
There may be many times during some class periods where you feel like you have "nothing to do." Resist the urge to accept this feeling, for when you are a part of a group process you always have "something to do." When in doubt, see your editor. Chances are somebody will have something for you to do.
This class requires that we, as individuals, practice respect for each other and our differences. I expect respect when I am in front of the room, which means I need you to be quiet while I am speaking. I refuse to talk above 30 students' voices. All I ask is that you listen.
Also, you must respect the fact that this class requires hard work. At some point you will probably be asked to do something over. Don't complain, and please don't whine. I assure you that our "product" will be worth all of your efforts.
Yes, I have read the rules and reminders for the publications writing course.
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Family Hurricane Planning Checklist: Things to Do
Throughout the year:
❒ Assess need for and complete major preparedness projects such as hurricane shutters, a generator, roof repairs, etc. Put away emergency cash Accumulate a spare two week supply of usual prescription medications for all family members Update vaccinations for all pets in case of need for kenneling or evacuation Watch for bargains on hurricane supplies and equipment Learn about disaster plans at family members' schools and workplaces
Reassess and update homeowner's or renter's insurance annually
❒ ❒ ❒ ❒ ❒
At the start of hurricane season:
❒ Evaluate evacuation routes, closest shelters, triggers for evacuation ❒ Register with shelters if pre-registration program is available. Include considerations for petfriendly shelters. ❒ Designate long-distance emergency phone contact ❒ Review school and workplace disaster plans ❒ Gather copies of important documents and originals if necessary. Keep documents together in a portable format (paper or electronic). o Mortgage, leases o Insurance policies (home, medical, vehicle, life) o Account numbers (credit cards, bank accounts, utilities, etc) o Identification documents (birth certificates, passports, etc) o Emergency contact information o Important medical records, including doctors' phone numbers o Copies of medication lists and prescriptions, including glasses, contact lenses, etc.
Review family disaster plan with family members. Update as needed.
o Recent photos of all family members
o Photo inventory of home and most important belongings
o Phone numbers, websites of commonly used repair/maintenance services
o Blank checks, envelopes, stamps
o Serial numbers of important equipment, including medical equipment
Keep emergency cash reserve with important papers
Complete needed home and vehicle repairs
EMERGE INSURANCE AGENCY
firstname.lastname@example.org www.emergeinsurance.com
904-677-5884
5991 Chester Avenue Jacksonville, FL 32217 ❒
❒ Inventory, rotate and stock non-medical hurricane supplies ❒ Inventory, stock, and repair emergency and back-up medical supplies and durable equipment. Assure the availability of prescription medications. Perform generator maintenance as specified in owner's manual Back-up computer hard drives Identify storm information resources (websites, preferred television stations, local emergency management contacts) When an active storm threatens:
Have trees trimmed and clean up the yard
❒ ❒ ❒
❒
Review plan with all family members. Inform extended family (especially your long-distance contact) and others of your family's immediate plans.
❒
If evacuating, do so as early as possible. Consider making hotel reservations outside the threat area if you can't stay with outside family/friends.
If evacuating, turn off water and gas mains
email@example.com www.emergeinsurance.com
904-677-5884
EMERGE INSURANCE AGENCY 5991 Chester Avenue Jacksonville, FL 32217 AUTO – HOME – RENTERS – COMMERCIAL – LIFE & HEALTH ❒ Move emergency equipment and basic supplies to home "safe space". ❒ Gas up all vehicles. Safely store limited quantities of fuel for generator. ❒ Fill LP gas tanks for grills or generators as needed ❒ Top off emergency supplies if necessary ❒ Charge all rechargeable batteries (cell, cameras, etc) ❒ Assure that important documents (see above) and cash reserve are stored safely (consider a portable fire safe). Take documents and cash with you if you evacuate. ❒ Deal with pets as per your disaster plan ❒ Refill prescriptions if possible ❒ Secure protective measures such as storm shutters. Secure garbage and loose objects in yard, on balconies, etc. ❒ Test all battery-powered equipment ❒ Turn refrigerators and freezers to coldest settings ❒ Freeze drinking water in clean partially-filled milk/juice/soda jugs and bottles ❒ Sanitize bathtubs/sinks with bleach. Seal drains and fill with water if there's any question about water supply after a major storm. ❒ Catch up on laundry ❒ Unplug major electrical appliances, including computers ❒ If riding out a storm, make sure all family members are adequately clothed (with shoes!) in case of the need to leave the home emergently during the storm. All family members should have some form of ID.
After the storm:
❒
Assess immediate surroundings for safety hazards. Leave the area if possible if there are serious safety issues.
❒
Be alert for newly evolving hazards such as flooding
❒ Make critical emergency repairs as soon as it's safely possible ❒ Be aware that most injuries occur after a storm passes. Supervise children at all times and do not allow them to get into hazardous situations during the assessment and recovery phases. ❒ Be very cautious if using a generator. ❒ Use open flames only for cooking, never for lighting. An adult must always be present when open flames are being used. Keep a fire extinguisher at hand. ❒ Keep all chemicals and fuels out of reach of children. Use clearly marked containers. ❒ Communicate with family and friends when possible but do not make unnecessary calls that may burden an overwhelmed communication system Observe family members (including children) for signs of stress. Encourage them to express their feelings. Answer children's questions as honestly as possible. Maintain family routines whenever possible Replace used disaster supplies as soon as it's practical Safely and properly dispose of any waste chemicals such as generator oil, gas, kerosene, etc. Evaluate and revise your disaster plan as needed. Share what you've learned!
Access the media for situation reports
Document damage as soon as it's safely possible to do so
❒
❒
❒
❒
❒
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44 Victoria St., Suite 502 Toronto, ON M5C 1Y2
Tel: (416) 367-3313
Fax: (416) 367-2844
E-mail: firstname.lastname@example.org www.opha.on.ca
President
Karen Ellis-Scharfenberg E-mail: email@example.com
Executive Director
Pegeen Walsh E-mail: firstname.lastname@example.org
Constituent Societies
Alliance for Healthier Communities
Association of Public Health Epidemiologists in Ontario (APHEO)
Association of Supervisors of Public Health Inspectors of Ontario (ASPHIO)
Canadian Institute of Public Health Inspectors (Ontario Branch) (CIPHIO)
Community Health Nurses' Initiatives Group (RNAO)
Health Promotion Ontario (HPO)
Ontario Association of Public Health Dentistry (OAPHD)
Ontario Association of Public Health Nursing Leaders, (OAPHNL)
Ontario Dietitians in Public Health (ODPH)
Ontario Society of Physical Activity Promoters in Public Health (OSPAPPH)
Charitable Registration Number 11924 8771 RR0001
Nathaniel Aguda Environmental Policy Branch 40 St. Clair Avenue West 10th floor Toronto ON M4V 1M2 Canada
Dear Mr. Aguda,
Re: EBR# 013-4208 – Ontario's Environment Plan
The Ontario Public Health Association (OPHA) is a member-based, nonprofit, non-partisan organization which has been providing an independent voice for public health for nearly 70 years. We bring together a broad spectrum of individuals and groups from various backgrounds and sectors, such as public health, health care, academia, voluntary and private sector, which are all committed to promoting health and wellbeing through health promotion, protection and prevention.
OPHA appreciates the opportunity to provide comments on Ontario's Environment Plan. As articulated in the subtitle – "Preserving and Protecting our Environment for Future Generations" – there is the potential for the Environment Plan to achieve its vision and to protect Ontarians from the health impacts of climate change and other environmental impacts with effective policies and timely implementation of actions. The Plan's guiding principles: Clear Rules and Strong Enforcement; Trust and Transparency; and Resilient Communities and Local Solutions, can ensure that actions result in positive health, environmental and economic outcomes.
OPHA believes that strong policy, effective programs and a financial commitment is needed to protect the health of all Ontarians from the impacts of climate change, both today and in the future. Recent events such as the extreme temperatures that Ontario has experienced in the past year, the increasing number and extent of forest fires, tornadoes and other wind events, toxic Blue Green algae in surface water, and damage from heavy rainfall and
January 28, 2019
flood events illustrate the widespread impact climate change can have on our health, our environment and our economy.
The 2018 United Nations' Intergovernmental Panel on Climate Change Special Report on Global Warming of 1.5˚C, stressed the critical need to reduce carbon emissions, noting that "rapid and farreaching transitions in energy, land, urban and infrastructure (including transport and buildings), and industrial systems" is required to avoid the substantial risks anticipated for global temperatures rising above 1.5˚C. Furthermore, the Special Report also noted that increases in temperature above 1.5˚C to 2˚C would increase the risk to human health from vector borne diseases and extreme heat.
Scientific evidence is increasingly drawing links between climate change and health impacts, such as cardiovascular disease, respiratory disease and negative mental health outcomes, to name a few. Climate change has contributed to increased heat-related mortality and expanded the range of vectorborne diseases. Forest fires have significant impact on air quality and human health. Costs to the health care system from these and other climate related health impacts will continue to increase unless action is taken to mitigate and adapt to climate change.
OPHA strongly urges the Ontario Government to consider our comments and recommendations, outlined in Appendix A, developed in response to the actions proposed in your ministry's Environment Plan. Our detailed comments and recommendations correspond with and follow the relevant proposed actions and sections of the Environment Plan. Below we have highlighted the key points from our submission:
- Climate change is one of the greatest public health challenges of our time and it is imperative to act now. Taking action to mitigate and adapt to climate change can result in multiple cobenefits to our health, improve our air quality, protect our environment and strengthen our economy. Strong climate change policy, putting in place strong emission reduction targets, investing in research on impacts and climate change solutions, and supporting vulnerable populations will ensure that Ontarians are prepared for climate change today and in the future.
- Improving air quality continues to be an important public health issue. With an estimated 560 cancer cases attributed to exposure to fine particulate matter in outdoor air every year in Ontario, it is important to maintain and strengthen legislation and incentives to reduce emissions of air pollutants, and to expand research on sources of exposure such as high traffic corridors and industrial emissions. The Toxics Reduction Act is one tool that, with full implementation can result in real emission reductions and spur innovation to clean technology.
- Access to safe and adequate water supplies is under threat from climate change, from increasing development, from industrial operations and from excessive unregulated watertaking. Strong plans and policies are needed to protect source water, to monitor toxins and other harmful in our lakes and waterways, and to promote water conservation as we experience more extreme rainfall events and droughts due to climate change.
- Promoting and supporting efforts by municipalities and the private sector to reduce waste and to evaluate their purchasing and waste disposal decisions can help address some of the
environmental health challenges we face including impacts to air quality, water quality, soil contamination and greenhouse gas emissions.
- Strong environmental assessment legislation is needed to ensure that any development proposal, whether an industrial facility, a municipal operation, a transportation project or waste disposal facilities does not negatively impact human health and the environment.
- Priority must be given to ecosystem protection and consideration of environmental impacts so that development, climate change and other forces do not cause irreparable harm to natural systems that are are vital to human health. The integrity and health of these ecosystems is under threat from climate change and extreme weather events.
OPHA is pleased to see that the Ontario Government is committed to measuring and reporting on the progress made to environmental health protection through the Environment Plan. As noted in the Plan's guiding principles, the government is committed to trust and transparency. It is vitally important that all Ontarians are aware of and understand what actions are being taken to address climate change and ensure healthy environments, where we are doing well and where we need to improve. OPHA looks forward to seeing the details on action areas and key indicators that will be developed to ensure transparency in reporting on progress. OPHA welcomes the opportunity to work with your ministry on actions that will further environmental protection, healthy environments and healthy people today and for future generations.
Sincerely,
Pegeen Walsh Executive Director
Appendix A: OPHA's Comments and Recommendations regarding EBR# 013-4208 – Ontario's Environment Plan.
Outlined below are OPHA's comments and recommendations for each section of Ontario's Environment Plan.
Protecting our Air, Lakes and Rivers
Ontario's Environment Plan Proposed Actions: Clean Air
Improve air quality in communities by creating unique solutions to their individual challenges
- Focus on parts of the province that continue to experience air quality challenges due to pollution from transportation, industry and other sources.
- Work in partnership with municipalities, industry, public health units, other community stakeholders and Indigenous communities to address local air quality concerns and achieve clean air objectives.
Reduce emissions from heavy-duty vehicles
- Redesign the emissions testing program for heavy-duty vehicles (e.g. commercial transport trucks) and strengthen on-road enforcement of emissions standards.
Improve understanding of different sources of air pollution and their impact
- Monitor pollutants to evaluate long-term trends so we can gather the information we need to take action on air pollution.
- Increase road-side monitoring of traffic pollution and expand road-side monitoring of pollutants beyond the Greater Toronto Area to other heavily urbanized communities such as Sarnia, Sudbury and Hamilton.
OPHA Response:
OPHA supports the Ontario's Government's actions to improve air quality, increase road-side monitoring of traffic pollution, improve our understanding of sources of air pollutants and their impacts, and work with partners including public health units to address local air quality concerns.
Poor air quality continues to have significant health impacts on Ontarians. According to a 2016 report "an estimated 560 cancer cases (specifically, lung cancer cases) per year are attributable to environmental exposure to PM 2.5 (fine particulate matter) via inhaling outdoor air in Ontario". 1 While overall air quality has improved across Ontario, those living in close proximity to high traffic
1 Cancer Care Ontario, Ontario Agency for Health Protection and Promotion (Public Health Ontario). Environmental Burden of Cancer in Ontario, Toronto: Queen's Printer for Ontario: 2016
corridors or industrial facilities experience higher exposure to air pollutants. As recognized by many researchers and noted in the Environmental Burden of Cancer report, "actions to reduce exposure to PM 2.5 include reduction in burning of carbon-based fuels, tighter emission standards, and increasing the separation distance between areas of elevated combustion emissions (e.g., around major roads or some industrial sites) and residences."
OPHA urges the Ontario Government to increase funding for research into the health impacts of air pollution, climate change and other environmental contaminants as this work is vital to helping Ontarians and policy makers prioritize action to improve the health of all Ontarians. The Ministry of Health and Long Term Care, Public Health Ontario, local public health units and academic institutions can collectively contribute to, and benefit from this research.
As acknowledged in Ontario's Environment Plan parts of the province are impacted by air pollution from a number of sources, including industry. One solution to tackle this is the Toxics Reduction Act which requires industry to not only report on the use, creation and release of toxics substances but also to develop toxic reduction plans and to make this information publicly available. With proper oversight and enforcement, this Act has the potential to reduce emissions of air pollutants and to encourage innovative, sustainable and cost-effective practices for industry. OPHA urges the Ontario Government to reconsider repealing the Toxics Reduction Act (Schedule 5 of Bill 66) and to include additional actions on toxics reduction within the Environment Plan.
OPHA appreciates that the Environment Plan includes an action to reduce emissions from heavy duty vehicles. When the Ontario Government cancelled the Drive Clean program in September it announced that it would be redesigning the program to focus on emissions from heavy duty vehicles noting that "heavy duty vehicles remain a significant source of nitrogen oxides, a smog forming pollutant, and fine particulate matter, a carcinogen that causes heart and lung disease." It is important that the Government remains focused on reducing emissions from heavy duty vehicles through some form of emission testing program and enforcement.
Ontario's Environment Plan Proposed Actions: Clean Water
Continue work to restore and protect our Great Lakes
- Build on previous successes and continue efforts to protect water quality and ecosystems of the Great Lakes. This includes keeping coastlines and beaches clean, protecting native species and safeguarding against invasive species such as Asian carp or Phragmites, and reducing harmful algae by continuing partnerships and negotiations with the federal government under agreements and plans such as the Canada-Ontario Great Lakes Agreement (COA) and the Canada- Ontario Lake Erie Action Plan.
- Review and update Ontario's Great Lakes Strategy to continue to protect fish, parks, beaches, coastal wetlands and water by reducing plastic litter, excess algae and contaminants along our shorelines, and reducing salt entering waterways to protect our aquatic ecosystems.
Continue to protect and identify vulnerable waterways and inland waters
- Build on previous successes and continue to implement the Lake Simcoe Protection Plan to protect and restore important natural areas and features of the lake. Ontario has invested annually in the implementation of the Lake Simcoe Protection Plan.
- Protect the quality of the Lake of the Woods by continuing to work with partners on reducing phosphorus that, in excessive quantities, can cause toxic blue-green algae.
- Build on the ministry's monitoring and drinking water source protection activities to ensure that environmental impacts from road salt use are minimized. Work with municipalities, conservation authorities, the private sector and other partners to promote best management practices, certification and road salt alternatives.
Ensure sustainable water use and water security for future generations
- Thoroughly review the province's water taking policies, programs and science tools to ensure that vital water resources are adequately protected and sustainably used.
- Enhance how we manage water takings to ensure we have sustainable water resources in the face of a changing climate and continued population growth. We will do this by examining approaches to assessing and managing multiple water takings, establishing priorities for different water uses, and preparing and responding to drought conditions.
- Ensure the knowledge gained through the drinking water source protection program helps inform our water management programs.
Help people conserve water and save money
- Promote the use of technologies and practices to ensure water is used more efficiently. This includes water conservation planning; water use tracking and reporting; improving standards for household fixtures and appliances, such as dishwashers or washing machines; and profiling provincial and broader public sector leadership in this area.
OPHA Response:
OPHA agrees with strong action to protect our water supplies and judiciously manage permits to take water to ensure we do not deplete or contaminate our valuable water resource that helps to maintain health and life for Ontarians. OPHA also supports water conservation and low-impact development that saves both money and the environment. OPHA recommends that the Ontario Government continue to support municipalities in these efforts.
With climate change we can expect a greater potential for negative impacts to our water resources. Whether it is from droughts or extreme rainfall events, reductions in water quality or water quantity, we face severe threats to our water security. We can also face threats from development or land use
practices, especially in areas of vulnerable and sensitive aquifers. Provisions in the Clean Water Act and associated regulations require a rapid response to "imminent drinking water health hazards" but it is more cost effective and health protective to prevent contamination of water supplies through strong source water protection plans rather than having to respond to discharges of contaminants. OPHA is encouraged that the Ontario Government has announced that it will not move forward with Schedule 10 of Bill 66 and will thereby maintain provisions in the Clean Water Act and the Planning Act that protect water supplies .
OPHA supports the Ontario's Government's actions to protect water quality and ecosystems of the Great Lakes, inland waters and waterways across the province. The impact of climate change, the growth of toxic Blue-Green algae, urban and agricultural run-off, and new chemicals all present growing challenges to our precious water resources in Ontario. OPHA actively supports action to reduce toxics and other harmful pollutants in our Great Lakes and waterways, and is represented on the Great Lakes St Lawrence Collaborative, an independent, stakeholder-driven process to propose new and innovative ways to tackle some of the most challenging and imminent threats to the Great Lakes and St. Lawrence region. Public health units across Ontario monitor and report on beach water quality and promote actions to reduce contamination of both surface water and groundwater.
OPHA believes that monitoring of water quality, protecting source water through enforcement of source water protection plans and promoting action to keep our water clean, are all important components of ensuring Ontarians have access to safe water for drinking and recreational uses. OPHA is pleased to see that the Ontario Government plans to build on its source water protection activities but feels that it should go beyond the impacts of road salt to address all contaminants of concern to our water supplies. OPHA is pleased that the Ontario Government has reconsidered changes to the Planning Act (Schedule 10 of Bill 66) such that protection of source water is maintained under the Clean Water Act and Source Water Protection Plans.
Addressing Climate Change
OPHA Response (General):
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Ontario's Environment Plan acknowledges that people across the province are feeling the impacts of climate change and paying for the costs associated with these impacts. While the Plan provides some examples of specific impacts and costs, OPHA recommends that your ministry put greater emphasis on drawing attention to the human health impacts and health costs of climate change As noted in the 2016 Ontario Climate Change and Health Modelling Study, humans are at increased risk of climate-related adverse health outcomes such as heat-related illness, respiratory and cardiovascular disorders due to increasing temperatures and reduced air quality, Lyme disease and West Nile virus, aggravation of allergy symptoms, food and waterborne illnesses, and injury, illness or loss of life from extreme weather events. Climate change may also increase health inequities among our most vulnerable populations.
http://www.health.gov.on.ca/en/common/ministry/publications/reports/climate_change_toolkit/climat e_change_health_modelling_study.pdf
Research has shown that framing climate change as a public health issue rather than an environmental issue has the potential to better engage the public to protect themselves and their family and to take action on climate change. OPHA is pleased to be leading collaboration with other health and environmental organizations to highlight the important links between human health and climate change. Key preliminary findings as we begin to develop this health-focused climate communication strategy can be found here: http://taf.ca/publications/health-focused-communication-strategy-climate/
The Ontario Environment Plan indicates that this chapter – Addressing Climate Change - acts as Ontario's climate change plan, and that the plan is the Ontario Government's alternative to a carbon tax. OPHA would like to reiterate our comments from our 2018 submission on the Government's plan to cancel the Cap and Trade Act. There is broad global consensus that some form of carbon pricing is the most effective way to reduce greenhouse gas emissions and at the same time, drive a clean productive economy. This conclusion was reinforced by the awarding last year of the Nobel Prize for Economics to William Nordhaus for his decades long work on climate change and the value of using price to reduce carbon emissions. OPHA urges the Ontario Government to consider some mechanism for carbon pricing to address climate change.
Ontario's Environment Plan Proposed Actions: Building Resilience – Helping Families and Communities Prepare
Improve our understanding of how climate change will impact Ontario
- Undertake a provincial impact assessment to identify where and how climate change is likely to impact Ontario's communities, critical infrastructure, economies and natural environment. The assessment would provide risk-based evidence to government, municipalities, businesses, Indigenous communities and Ontarians and guide future decision making.
- Undertake impact and vulnerability assessments for key sectors, such as transportation, water, agriculture and energy distribution.
Help Ontarians understand the impacts of climate change
- Develop a user-friendly online tool that makes practical climate change impact information available for the public and private sectors. This tool will help developers, planners, educators, homeowners and others understand the potential impacts of climate change in their communities.
- Work closely with climate science modelling experts, researchers, Indigenous communities, and existing climate service providers to identify and create adaptation solutions.
- Support communities by demonstrating how climate science can be applied in decision making to improve resilience.
Update government policies and build partnerships to improve local climate resilience
- Modernize the Building Code to better equip homes and buildings to be better able to withstand extreme weather events.
- Consult on tax policy options to support homeowners in adopting measures to protect their homes against extreme weather events, such as ice and wind storms and home flooding.
- Review land use planning policies and laws to update policy direction on climate resilience.
- Build resilience in the province's critical infrastructure, through better technology as well as backup generation and energy storage options, so that our vital services and infrastructure, such as hospitals, can better withstand and remain operational during extreme weather events.
- Continue to support programs and partnerships intended to make the agriculture and food sectors more resilient to current and future climate impacts.
OPHA Response (On Actions in the Environment Plan)
:
OPHA applauds the proposal by the Ontario Government to undertake a provincial climate change impact assessment. It is important that the provincial assessment includes an assessment of population health impacts. With the support of the Ministry of Health and Long Term Care and research by Public Health Ontario and Health Canada, this assessment can go a long way to identifying and prioritizing action to protect human health, and specifically our most vulnerable populations. While some health units are currently undertaking local climate change health impacts assessment, many find it challenging due to the lack of adequate resources.
In addition to transportation, water, agriculture and energy distribution, other key sectors for which vulnerability assessments are needed include the healthcare sector and the social services sector. These sectors are on the front lines when extreme weather events such tornadoes, wind and ice storms, power outages, and both extreme heat and extreme cold events.
OPHA is encouraged to see the Ontario Government's commitment to provide resources and on-line tools that will enable individuals and interested stakeholders to identify their vulnerabilities and prepare for the impacts of climate change using scientific evidence. Public health units across Ontario assessing local health impacts of climate change have benefited from health and climate data and climate modelling provided by various levels of government, academia and the private sector. Having an on-line system for use by various sectors will allow for better coordination and collaboration that can ultimately result in solutions for climate adaptation based on the best climate science.
OPHA supports policies to improve climate resiliency. Stronger building code standards for climateresilient homes and buildings (shade for protection from extreme heat and solar radiation, stronger materials to withstand extreme weather events such as wind and ice storms, and low impact development to enhance flood protection) can protect Ontarians from the health impacts of climate change and lessen the cost of maintenance and repairs resulting from extreme weather events.
Considering tax policy options or rebates for improving climate resiliency and energy efficiency of homes, especially for persons on low income is a welcome measure.
Damage to public infrastructure, homes, buildings, properties and natural resources has caused huge economic losses to individuals, businesses and government. The severe rainstorm in July 2013 has been described as the most expensive natural disaster in Ontario's history with an estimated flood and property damage of $940 million in Toronto alone. A large percentage of municipal sewage treatment plants are not designed to handle heavy rainfall events resulting in untreated water being discharged into our lakes and rivers impacting drinking water and recreational beaches.
Corporations, small businesses, and municipalities are increasingly recognizing potential liabilities and the costs of inaction. The National Round Table on the Environment and the Economy estimated that the economic costs of climate change in Canada will rise from about $5 billion annually in 2020 to between $21 and $43 billion by 2050.
OPHA supports a review of land use planning policies to strengthen climate resiliency measures and targets. The Provincial Policy Statement 2 , the Planning Act and municipal official plans across Ontario already contain climate resiliency measures but it is important that these are reviewed and strengthened as we continue to experience climate change impacts and, at the same time, identify best practices to increase resiliency. The Ministry of Municipal Affairs and Housing's Info Sheet on Planning for Climate Change 3 outlines some of the land use planning tools that municipalities can use to strengthen climate resiliency.
One example is the tools developed by municipalities, conservation authorities and government agencies to support low impact development. 4 Low impact development incorporates measures such as permeable pavements, green infrastructure and rain gardens to reduce surface run-off after extreme rainfall events.
OPHA also supports programs and partnerships to enhance resiliency of our food and agricultural sector. Local food production is an adaptation and mitigation measure. It can address food security and ensure that Ontarians can rely on local, affordable and sustainable food supplies, it relies less on imported foods that will increase in cost as a result of global climatic changes, and it reduces greenhouse gases associated with the long range transportation of imported foods.
Ontario's Environment Plan Proposed Actions: Continuing to do our share: Achieving the Paris Agreement Target
Ontario will reduce its emissions by 30% below 2005 levels by 2030.
2 http://www.mah.gov.on.ca/AssetFactory.aspx?did=10463 Provincial Policy Statement, 2014 (Ontario)
4 https://cvc.ca/low-impact-development/low-impact-development-support/stormwater-management-lidguidance-documents/low-impact-development-stormwater-management-planning-and-design-guide/ Low Impact Development Guidance Documents, Credit Valley Conservation Authority
3 http://www.mah.gov.on.ca/AssetFactory.aspx?did=7035 Info Sheet on Planning for Climate Change, Ministry of Municipal Affairs and Housing, 2009 (Ontario)
According to the Plan: "This target aligns Ontario with Canada's 2030 target under the Paris Agreement."
This is Ontario's proposed target for the reduction of greenhouse gas emissions, which fulfills our commitment under the Cap and Trade Cancellation Act, 2018."
Planned Emission Reductions in 2030 by Sector [percentage of total planned reductions]:
- The Low Carbon Vehicles uptake portion refers primarily to electric vehicle adoption in Ontario and in small part to the expansion of compressed natural gas in trucking. [16%]
- Industry Performance Standards refer to our proposed approach to regulate large emitters of greenhouse gas emissions, as described later in this plan. The final impact of this approach will depend on consultation with industry partners. [15%]
- Clean Fuels refer to increasing the ethanol content of gasoline to 15% as early as 2025 and encouraging uptake of renewable natural gas and the use of lower carbon fuels. [19%]
- The Federal Clean Fuel Standard is an estimate of the additional impact of the proposed federal standards, which could expand the use of a broad range of low-carbon fuels, energy sources and technologies, such as ethanol, renewable natural gas, greener diesel, electricity, and renewable hydrogen. [7%]
- The Natural Gas Conservation action reflects programs that are well established in Ontario to conserve energy and save people money. This case assumes a gradual expansion of programs delivered by utilities, which would be subject to discussions with the Ontario Energy Board. [18%]
- The Ontario Carbon Trust is an emission reduction fund that will use public funds to leverage private investment in clean technologies that are commercially viable. For this action we estimate a fund of $350 million will be used to leverage private capital at a 4:1 ratio. Estimates will depend on the final design and mandate of the trust. The estimates also include the potential emission reductions associated with a $50 million Ontario Reverse Auction designed to attract lowest-cost greenhouse gas emission reduction projects. [4%]
- Other policies include the emission reductions associated with investments in public transit, and our commitment to improve diversion of food and organic waste from landfills, as described later in this plan. [6%]
- Innovation includes potential advancements in energy storage and cost-effective fuel switching from high intensive fuels in buildings to electricity and lower carbon fuels. [15%]
As part of our commitment to transparency, the government is committed to updating and reporting on these estimates once program details are finalized to ensure we are making progress to the 2030 targets.
As stated in the Plan: In coming months we will consult on the development of an economy wide carbon intensity target as a complementary metric to our absolute emissions target.
OPHA Response:
OPHA urges the government to set stronger targets than those outlined in the Plan, to help limit global warming. As noted in the Plan, Ontario's GHG emissions have dropped by 22% since 2005, in large part because of the closure of coal fired power plants. Through other initiatives, those mentioned above and others including support for renewable energy generation and an across the board carbon pricing mechanism, Ontario can achieve much more than just another 8% reductions. And for the sake of our citizens and our planet, we have no choice. This can also be a positive step towards a healthy, clean economy supporting innovative and a healthy, productive workforce.
Canada's commitment under the Paris Agreement was to keep warming well under 2 degrees. Scientists are telling us that Canada's emission reduction targets will not meet this commitment. As noted in the recent IPCC report, we need to take unprecedented action to limit warming to 1.5 degrees in order to prevent devasting impacts to human health and the planet. Ontario has made significant reductions in GHG emissions, and at the same time reduced health impacts associated with poor air quality, through the closure of coal fired power plants across the province. To realize substantial cobenefits in terms of improved health, a growing economy and a healthier environment, OPHA recommends that your ministry set a target that limits emissions to 112.9MT by 2030 rather than the 143 MT outlined in the Plan.
The Ontario Environment Plan provides some information on specific sectors where emissions reductions are expected because of actions in this plan and where the Government sees the potential to enhance these actions – low carbon vehicles; industry performance standards; clean fuels; Federal clean fuel standard; natural gas conservation; Ontario Carbon Trust; other policies and innovation. OPHA understands that emission reductions in these areas are estimates and that they will be finalized based on feedback from businesses and communities. OPHA urges the Government to act quickly to finalize and report on these actions so that Ontarians can feel confident that targets will be met, and that we can individually and collectively plan for the changes needed on climate mitigation and climate adaptation. The Ontario Government has also committed to consulting on an economy wide carbon intensity target. While this may complement the absolute target, it is important to recognize that emissions may increase in many sectors if we rely on intensity targets. For example, in the transportation sector, fuel standards may improve but more vehicles on the road could counteract these savings. OPHA urges the government to focus on absolute emission reduction targets to achieve real reductions.
Ontario's Environment Plan Proposed Actions: Make Polluters Accountable
Implement emission performance standards for large emitters
- We will create and establish emission performance standards to achieve greenhouse gas emissions reductions from large emitters. Each large industrial emitter will be required to demonstrate compliance on a regular basis. The program may include compliance flexibility mechanisms such as offset credits and/or payment of an amount to achieve compliance. An emissions performance standard establishes emission levels that industrial facilities are required to meet and is tied to their level of output or production.
OPHA Response:
The Environment Plan proposes emission standards that are tied to industrial facilities "level of output or production." The Plan would also allow exceptions for industries of particular concern like the auto sector. OPHA is concerned that 'emission performance standards' approach could see emissions actually increase depending on level of production at a facility. OPHA understands the desire for economic growth but believes that growth in the green economy is where the Government should provide incentives. OPHA is also concerned that certain sectors such as the auto industry may be exempt 'across the board'.
Ontario's Environment Plan Proposed Actions: Activate the Private Sector
Launch an emission reduction fund –The Ontario Carbon Trust – and a reverse auction to encourage private investment in clean technology solutions
- Ontario will commit to ensuring funding of $400 million over four years. These funds will complement penalties paid into The Ontario Carbon Trust by polluters. This will ensure that over the next four years, The Ontario Carbon Trust should be able to leverage over $400 million to unlock over $1 billion of private capital.
- It will use public funds to leverage private investment in clean technologies that are commercially viable and will have a widespread presence.
- It will also seek to reduce energy costs for ratepayers, stimulate private sector investment and economic activity, and accelerate the transition to a low-carbon economy.
- The Ontario Carbon Trust could consider investing in cost-effective projects from various sectors, such as transportation, industry, residential, business and municipal.
Encourage private investments in clean technologies and green infrastructure
- Ontario will parallel federal changes to the Accelerated Capital Cost Allowance, which will make technology investments in clean energy generation and energy conservation equipment more attractive.
- Consider tax policy options to encourage the creation of clean technology manufacturing jobs in Ontario.
OPHA Response:
OPHA would like to see more details on how the Ontario Carbon Trust would operate. OPHA supports using the funds to help reduce energy costs for homeowners, to invest in clean technology and to accelerate Ontario's transition to a low-carbon economy. The funds can also be used in other ways to support families, persons on low-income and other vulnerable populations that are disproportionately impacted by climate change – energy efficiency upgrades, tax rebates. OPHA recommends that a firmer commitment be made by the Ontario Government to invest these funds in
climate change mitigation and adaptation efforts, and to report on emission reductions achieved through these investments.
OPHA supports investment in clean technologies and green infrastructure. OPHA urges the government to make investments in renewable energy generation projects such as wind and solar. Investing in renewable energy such as co-generation projects can support emissions reduction and energy security.
Ontario Environment Plan Proposed Actions: Use Energy and Resources Wisely
Conserve energy in homes and buildings to cut costs and reduce emissions
- Increase the availability and accessibility of information on energy and water consumption so that households, businesses and governments understand their energy use (e.g. collection of data related to electric vehicles, household-level energy and water consumption data).
- Work with the Ontario Real Estate Association to encourage the voluntary display of home energy efficiency information on real estate listings to better inform buyers and encourage energyefficiency measures.
- Review the Building Code and support the adoption of cost effective energy efficiency measures that can lower the cost of electricity and natural gas needed to operate buildings. Ontario is currently a leading jurisdiction in Canada when it comes to energy efficiency standards in its Building Code. Today, Ontario's Building Code ensures new homes built after 2017 use 50% less energy to heat and cool than houses built before 2005, resulting in a much lower carbon footprint than older homes.
- Work with the Ontario Energy Board and natural gas utilities to increase the cost-effective conservation of natural gas to simultaneously reduce emissions and lower energy bills.
- Ensure Ontario's energy-efficiency standards for appliances and equipment continue to be among the highest in North America.
Increase access to clean and affordable energy for families
- Continue to support connecting Indigenous communities in Northern Ontario to Ontario's clean electricity grid, to replace local diesel and other types of electricity generation.
- Increase the renewable content requirement (e.g. ethanol) in gasoline to 15% as early as 2025 through the Greener Gasoline regulation, and reduce emissions without increasing the price at the pump, based on current ethanol and gasoline prices.
- Encourage the use of heat pumps for space and water heating where it makes sense, as well as innovative community-based systems like district energy.
- Require natural gas utilities to implement a voluntary renewable natural gas option for customers. We will also consult on the appropriateness of clean content requirements in this space.
- Consult on tax policy options to make it easier for homeowners to increase energy efficiency and save money.
- Streamline and prioritize environmental approvals for businesses that use low-carbon technology, while maintaining high standards for environmental protection.
- Support the integration of emerging smart grid technologies and distributed resources – including energy storage – to harness and make best use of Ontario's clean electricity.
- Improve rules and remove regulatory barriers that block private investors from deploying lowcarbon refueling infrastructure that will help increase the uptake of electric, hydrogen, propane, autonomous and other low-carbon vehicles without government subsidies.
- Collaborate with the private sector to remove barriers to expanding 24/7 compressed natural gas refueling stations for trucks along the 400-series highways, and maintain the existing tax exemption (gasoline and fuel tax) on natural gas as a transportation fuel. This will provide heavyduty vehicles (such as transport trucks) with a cost-effective path to lower on-road transportation emissions.
OPHA Response:
OPHA supports actions that improve energy efficiency of homes and buildings, reduce energy costs and reduce emissions. All Ontarians should have access to clean energy. OPHA urges the Ontario Government to invest in renewable energy generation like wind and solar and co-generation or district energy at the community level. OPHA supports stronger requirements in the Ontario Building Code to make buildings for energy efficient and more resilient to the impacts of climate change. OPHA appreciates that the Ontario Government is considering tax policy options to help homeowners increase energy efficiency. OPHA urges the Ontario Government to introduce tax policy options and other mechanisms such as rebates not only for home energy efficiency but also for fuel efficient, hybrid and electric vehicles.
Ontario's Environment Plan Proposed Actions: Doing Our Part: Government Leadership
Make climate change a cross-government priority
- Improve our ability to consider climate change when we make decisions about government policies and operations; establish clear responsibilities and requirements for ministries to track and report on climate change measures
- Consider climate change when we purchase goods and services across government where it is cost effective.
- Develop tools to help decision makers understand the climate impacts of government activities.
Empower effective local leadership on climate change
- Work with municipalities to develop climate and energy plans and initiatives to support building climate resilience and transformation to the low-carbon future.
- Support the efforts of Indigenous communities to integrate climate action into local plans and initiatives for community power, economic development, health and sustainability.
- Encourage local leadership by forming stronger partnerships and sharing best practices with community groups and business associations.
Improve public transportation to expand commuter choices and support communities
- Establish a public education and awareness program to make people more aware of the environmental, financial and health impacts of their transportation choices.
Support green infrastructure projects
- Work with federal and municipal governments through the green stream of the Investing in Canada Infrastructure Program to invest up to $7 billion in federal, provincial and municipal funding over the next 10 years. Funding could be for projects that lower greenhouse gas emissions, reduce pollution, and help make community infrastructure more resilient. Example investments could include improvements to transit and transportation infrastructure and improved local water, wastewater and stormwater systems.
OPHA Response:
OPHA is pleased to see that climate change will be a cross-government priority, ministries will report on climate change measures, tools will be developed to help government decision makers understand the climate impact of their activities, and climate change will be considered in government purchases and services. While cost understandably needs to be a priority, OPHA recommends that additional criteria be considered when making purchasing decisions. Many municipalities and organizations have developed Green Procurement Policies that are good for human health and the environment, and that make good business sense. A variety of green procurement resources are available on The Clean Air Partnership website at: https://cleanairpartnership.org/cac/declarations/
OPHA is supportive of education and communication initiatives that increase public awareness, engagement and behaviour change on important environmental public health issues. The link between transportation options, climate change and human health is one issue where public health agencies across the province have developed programs and campaigns to increase public awareness. The multiple health benefits of active and sustainable transportation – reduced emissions of greenhouse gases, reduced exposure to traffic-related air pollutants, increased physical activity and reduced stress support health promotion and awareness in this area. OPHA's Health-Focused Climate Communication Campaign will include these topics and we would be pleased to work with the Ontario government and other agencies on a provincial communication campaign on climate change solutions that would include sustainable and active transportation.
OPHA is encouraged to see that support for green infrastructure projects and climate resilience measures at the community level are included in the Environment Plan. OPHA would like to see more details on how the Ontario government will support these programs.
Reducing Litter and Waste in Our Communities & Keeping our Land and Soil Clean
Ontario's Environment Plan Proposed Actions: Reduce Litter and Waste
Reduce and divert food and organic waste from households and businesses
- Expand green bin or similar collection systems in large cities and to relevant businesses.
- Develop a proposal to ban food waste from landfill and consult with key partners such as municipalities, businesses and the waste industry.
- Educate the public and business about reducing and diverting food and organic waste.
- Develop best practices for safe food donation.
Reduce plastic waste
- Work with other provinces, territories and the federal government to develop a plastics strategy to reduce plastic waste and limit micro-plastics that can end up in our lakes and rivers.
- Seek federal commitment to implement national standards that address recyclability and labelling for plastic products and packaging to reduce the cost of recycling in Ontario.
- Work to ensure the Great Lakes and other inland waters are included in national and international agreements, charters and strategies that deal with plastic waste in the environment.
Reduce litter in our neighbourhoods and parks
- Work with municipal partners to take strong action against those who illegally dump waste or litter in our neighbourhoods, parks and coastal areas.
- Develop future conservation leaders through supporting programs that will actively clean up litter in Ontario's green spaces, including provincial parks, conservation areas and municipalities.
- Connect students with recognized organizations that encourage environmental stewardship so they could earn volunteer hours by cleaning up parks, planting trees and participating in other conservation initiatives.
Increase opportunities for Ontarians to participate in waste reduction efforts
- Work with municipalities and producers to provide more consistency across the province regarding what can and cannot be accepted in the Blue Box program.
- Explore additional opportunities to reduce and recycle waste in our businesses and institutions.
Make producers responsible for the waste generated from their products and packaging
- Move Ontario's existing waste diversion programs to the producer responsibility model. This will provide relief for taxpayers and make producers of packaging and products more efficient by better connecting them with the markets that recycle what they produce.
Explore opportunities to recover the value of resources in waste
- Investigate options to recover resources from waste, such as chemical recycling or thermal treatment, which have an important role – along with reduction, reuse and recycling – in ensuring that the valuable resources in waste do not end up in landfills.
- Encourage increased recycling and new projects or technologies that recover the value of waste (such as hard to recycle materials).
Provide clear rules for compostable products and packaging
- Ensure new compostable packaging materials in Ontario are accepted by existing and emerging green bin programs across the province, by working with municipalities and private composting facilities to build a consensus around requirements for emerging compostable materials.
- Consider making producers responsible for the end of life management of their products and packaging.
- We will work to support businesses that are trying to do the right thing and with leading municipalities that are working to reduce waste going to landfills. This will include working with industry and municipal partners to help ensure contamination of the Blue Box and green bin programs is minimized and that the public is provided with accurate information on how to properly manage compostable products and packaging
Support competitive and sustainable end-markets for Ontario's waste
- Cut regulatory red tape and modernize environmental approvals to support sustainable end markets for waste and new waste processing infrastructure.
- Provide municipalities and the communities they represent with a say in landfill siting approvals. While we work to reduce the amount of waste we produce, it is recognized that there will be a need for landfills in the future. The province will look for opportunities to enhance municipal say while continuing to ensure that proposals for new and expanded landfills are subject to rigorous assessment processes and strict requirements for design, operation, closure, post-closure care and financial assurance.
OPHA Response:
OPHA agrees that we need to reduce the amount of waste that is produced in Ontario and drastically reduce the amount that goes to landfill and incineration. As with other key areas in the Environment Plan, waste reduction is an area that requires broad public awareness efforts. It starts with increasing awareness about how our purchasing practices impact the environment, climate change and ultimately, human health. While production of 'goods' is tied to economic growth, the delivery of 'services' also stimulates economic growth. When services are relating to repairing, reusing, redesigning or recycling items, or re-thinking what we do with them, we get more value from the item, reduce our carbon footprint, save money and save the planet. OPHA urges the Ontario Government to promote and support efforts by municipalities, community groups, NGOs and the private sector to reduce waste by rethinking their purchasing choices ("new is not always
better!") and their disposal decisions ("maybe someone else can use this!"). Some municipalities such as York Region promote waste reduction through campaigns such as Curbside Giveaway Days, Repair Cafés or the Good Food Campaign.
When it comes to packaging, OPHA urges the Ontario Government and private sector to make greater efforts to move towards 100% recyclable packaging. Better education is needed about what is recyclable and efforts are needed to ensure consistency across jurisdictions. Ontarians find it confusing to know what is recyclable and what is not as rules are different from one municipality to the next. When it comes to hazardous waste such as batteries and light bulbs, it should be easier for residents to dispose of these at the curb.
To ensure transparency, the Ontario government should compel municipalities to report on how waste in all streams is disposed. If residents use the blue bins, but the material ends up in land fill or incinerated because the municipality doesn't have the capacity to process these materials or have a buyer for the material, they should be required to disclose this to the public. In some cases, the public is misled in believing that everything they recycle, whether at their home or at a municipal building or private facility, actually gets recycled, when in fact it is disposed as waste.
OPHA urges the government to ensure full accounting of the cost and environmental health impacts of various waste options. For example, while thermal treatment or incineration may allow for recovery of some materials, there are significant emissions of air pollutants from this type of waste treatment that should be compared to recycling costs or costs of campaigns to reduce waste production.
OPHA also urges the government not to weaken environmental assessments and approvals to allow for waste processing or waste disposal facilities where they should not be sited.
Environmental assessments are based on scientific evidence. We must maintain the highest level of health and environmental protection in protecting our land, water and air from contaminants contained in waste materials.
Ontario's Environment Plan Proposed Actions: Clean Soil
Increase the redevelopment and clean-up of contaminated lands in Ontario to put land back into good use
- Revise the brownfields regulation and the record of site condition guide to reduce barriers to redevelop and revitalize historically contaminated lands, putting vacant prime land back to good use.
Make it easier and safer to reuse excess soil
- Recognize that excess soil is often a resource that can be reused. Set clear rules to allow industry to reduce construction costs, limit soil being sent to landfill and lower greenhouse gas emissions from trucking by supporting beneficial reuses of safe soils.
- Work with municipalities, conservation authorities, other law enforcement agencies and stakeholders to increase enforcement on illegal dumping of excess soil.
Improve management of hauled sewage
- Consider approaches for the management and spreading of hauled sewage to better protect human health and the environment (including land and waterways) from the impacts of nutrients and pathogens.
OPHA Response:
Similar to our comments in the previous section, OPHA urges the Ontario Government not to weaken environmental assessments and approvals to allow for redevelopment on contaminated sites that have not been remediated to safe levels. Discovering contamination after a brownfield site has been redeveloped can result in costly remediation for businesses, municipalities, and residents. Strong regulations on brownfields and environmental assessments can support the profitability of future businesses.
The Ontario Government must also strengthen enforcement of the Environmental Protection Act and brownfields regulation to ensure that proponents that make false claims on records of site condition are prosecuted. Soil quality standards set out in the Act and regulations are based on scientific research on the human health and environmental impacts of contaminants in soil, water and air. These standards need to be regularly reviewed by the ministry to ensure they reflect the most recent research on the health and environmental impacts. As noted in the Environment Plan, redevelopment of brownfields "provides an opportunity to clean up historical contamination and put vacant prime land back into good use." OPHA supports redevelopment of brownfields, as they can reduce urban sprawl and help in addressing climate change. However, it cannot be at the cost of human health and environmental impacts.
For the same reasons as cited in the paragraph above, OPHA supports the safe reuse of excess soil. The health and environmental cost of living with contaminated sites is long term – impacts to our water, land and air. The cost of remediating sites where there has been illegal disposal of contaminated soil far outweighs the cost of proper oversight to prevent this practice. Standards and guidelines must be enforced, with stiffer penalties, to deter the disposal of contaminated soil and materials. OPHA agrees that where soil can be safely used locally it can reduce the GHG emissions associated with trucking soil to another location. However, rules governing this use must be based on the soil standards set to minimize health and environmental impacts.
Conserving Land and Greenspace
Ontario's Environment Proposed Plan Actions:
Improve the resilience of natural ecosystems
- Collaborate with partners to conserve and restore natural ecosystems such as wetlands and ensure that climate change impacts are considered when developing plans for their protection.
- Protect against wildland fire incidents through the ongoing development of Community Wildfire Protection Plans and update technical guidance to protect people and property from flooding and water-related hazards
- Work with leaders in land and water conservation, like Ducks Unlimited Canada and the Nature Conservancy of Canada, to preserve areas of significant environmental and ecological importance.
Support resilience of natural ecosystems
- Work in collaboration with municipalities and stakeholders to ensure that conservation authorities focus and deliver on their core mandate of protecting people and property from flooding and other natural hazards and conserving natural resources.
- Look to modernize Ontario's environmental assessment process, which dates back to the 1970s, to address duplication, streamline processes, improve service standards to reduce delays, and better recognize other planning processes.
- Protect vulnerable or sensitive natural areas such as wetlands and other important habitats through good policy, strong science, stewardship and partnerships.
- Improve coordination of land use planning and environmental approval processes by updating ministry guidelines to help municipalities avoid the impacts of conflicting land uses.
Promote parks and increase recreational opportunities
- Support the creation of new trails across the province
- Provide Ontario families with more opportunities to enjoy provincial parks and increase the number of Ontarians taking advantage of parks by 10% or approximately one million more visitors while protecting the natural environment
- Look for opportunities to expand access to parks throughout the province but ensure Ontario Parks has the tools it needs to conduct its business and create a world-class parks experience
- Promote the link between nature and human health by supporting the worldwide movement for Healthy Parks Healthy People through Ontario Parks' events, education and the development of a discussion paper to engage the public.
- Share the responsibility of conserving Ontario's protected lands by continuing to partner with municipalities, conservation authorities, Indigenous communities, conservation organizations and other community groups such as trail groups.
Sustainable Forest Management
- Work with Indigenous organizations, the forestry industry and communities involved in managing Ontario's forests under sustainable forest management plans. Ontario will support forest managers to further reduce emissions and increase carbon storage in forests and harvested wood products. Ontario's sustainable forest management provides for the long-term health of Ontario's forests by providing potential opportunities to reduce and store greenhouse gases as trees capture and store carbon dioxide.
- Promote the use of renewable forest biomass, for example, in the steel industry and as heating fuel for northern, rural and Indigenous communities.
- Improve data and information, informed by Indigenous Traditional Knowledge where offered, on greenhouse gas emissions and carbon storage from forests, the changing landscape and permafrost.
- Increase the use of Ontario timber in building, construction and renovation to reduce emissions and increase long-term carbon storage.
Protect species at risk and respond to invasive species
- Reaffirm our commitment to protect species at risk and their habitats, as we mark the 10th anniversary of Ontario's Endangered Species Act. We are committed to ensuring that the legislation provides stringent protections for species at risk, while continuing to work with stakeholders to improve the effectiveness of the program.
- Protect our natural environment from invasive species by working with partners and other governments and using tools to prevent, detect and respond to invasions.
OPHA Response:
OPHA supports efforts to improve and support the resilience of natural ecosystems, promote parks and increase recreational opportunities, sustainable forest management, protection of species at risk and response to invasive species. As an active member of EcoHealth Ontario, OPHA understands the vital role that ecosystems provide for Ontarians.
OPHA is pleased to see the Ontario Government's commitment to promote the importance of healthy natural spaces for future generations. As noted in the Environment Plan, natural spaces purify our air and water, protect biodiversity, provide recreational opportunities and support Indigenous traditional practices. Healthy natural spaces also play a vital role in mitigating and adapting to climate change and support physical and mental health.
The integrity and health of the ecosystems on which all species rely is under threat from climate change and extreme weather events. A 2017 report prepared by EcoHealth Ontario for the Ontario Biodiversity Council describes conserving biodiversity as a public health imperative and the impacts of biological diversity, climate change and social change on human health and well-being. Climate change and biodiversity are inextricably linked – climate change threatens Ontario's biodiversity while biodiversity improves Ontario's resilience and adaptability to climate change.
As identified in the Environment Plan's actions under Supporting Resilience of Natural Ecosystems, it is important to conserve natural resources and protect people and property from flooding and natural hazards. For this reason, OPHA urges the Ontario Government not to weaken environmental assessment requirements. OPHA agrees with efforts to coordinate land use planning
and EA approval processes, and to help municipalities avoid the impacts of conflicting land use. Healthy people rely on healthy ecosystems, so the priority must be on ecosystem protection and consideration of environmental impacts so that development does not cause irreparable harm to natural systems.
OPHA is pleased to see the Environment Plan's action to promote the link between nature and human health by supporting the Healthy Parks - Healthy People movement and developing a discussion paper to engage the public. OPHA requests that these health promotion initiatives also include the environmental health linkages that support health – how parks and greenspace clean air and water, and help address climate change (e.g. mitigation through carbon sequestration and adaptation through shade to protect from extreme heat and ultraviolet radiation). As a partner with the EcoHealth Ontario Collaborative, OPHA is also developing communications materials to increase awareness of human health and ecosystem linkages. We would welcome the opportunity to work with the Ontario Government on these efforts.
OPHA supports the Ontario Government's efforts to partner with municipalities, CAs, Indigenous communities and other groups to conserve Ontario's protected lands. OPHA recommends that the Ontario Government also involve academia and the Centre for Applied Science in Ontario's Protected Areas. Several academic institutions across Ontario and internationally are conducting research in this area and would be a great resource to identify the best scientific evidence to ensure conservation of protected areas across Ontario.
OPHA supports efforts to ensure the long-term health of Ontario's forests. Forests are an important ally in our efforts to not only mitigate climate change (e.g. through carbon sequestration) but also to adapt to climate change by providing shade and regulating surface temperatures to protect Ontarians during extreme heat events.
OPHA also wants to acknowledge the potential impact of forest fires on human health. As noted in the Environment Plan, there was a dramatic increase in forest fires in Ontario in 2018. This is another important consideration and rationale for the need for aggressive and urgent action to mitigate climate change. As the Plan states: "… it is difficult to connect any given forest fire to the effects of climate change, most research suggests that Ontario will experience more fires and longer fire seasons in the years ahead." These fires posed not only a threat to public safety and infrastructure, they also posed a serious public health threat through deterioration of air quality from forest fire smoke.
Next Steps
Ontario's Environment Plan Proposed Actions:
As part of our work on this plan, we are also undertaking several important steps to finalize our environment actions for Ontario. Over the coming months, we will:
Continue to consult with the public and engage with Indigenous communities
- Throughout the environment plan we have identified areas of action and key initiatives. These are areas where we are engaging with stakeholders and Indigenous communities to develop new approaches that support our common goals for environmental and climate leadership.
Establish an advisory panel on climate change
- An advisory panel on climate change will be established to provide advice to the Minister on implementation and further development of actions and activities in our plan specific to climate change.
Begin implementing priority initiatives
- In the plan we have identified a number of priority initiatives. Some of these initiatives are already underway and we will begin implementation of the remaining initiatives following consultation.
Measure and report on progress
- We want Ontarians to see how our plan is helping them save money and improve the quality of their lives and communities.
- We are committed to reporting regularly on the progress we make on our plan and to developing key indicators of progress because we believe that transparency is important to the success of this plan.
- We are also committed to reviewing the environment plan every four years.
OPHA Response:
OPHA is pleased to see that the Ontario Government is committed to continuing to consult with the public and engage with Indigenous communities. There are a number of actions in this plan that can result in very positive human health outcomes but there are also some areas where there could be serious negative health outcomes if the proper regulations and oversights are not maintained to ensure healthy environments for today and future generations. OPHA is encouraged to see that the Ontario Government will be creating an advisory panel on climate change. OPHA requests that representatives from our organization be considered for membership in this climate change advisory panel. Through the expertise of our members and their participation in various provincial environmental initiatives, we could provide valuable insight to ensure Ontario can be a leader in addressing climate change.
OPHA is pleased to see that the Ontario Government is committed to measuring and reporting on the progress made to environmental health protection through the Environment Plan. As noted in the Plan's guiding principles, the government is committed to trust and transparency. It is vitally important that all Ontarians are aware of and understand what actions are being taken to address climate change and ensure healthy environments, where we are doing well and where we need to improve. OPHA looks forward to seeing the details on action areas and key indicators that will be developed to ensure transparency in reporting on progress. We are very willing to work with the
Ontario Government to ensure environmental protection, healthy environments and healthy people, today and for future generations.
More about the Ontario Public Health Association
OPHA is a member-based charity that has been advancing the public health agenda since 1949. OPHA provides leadership on issues affecting the public's health and strengthens the impact of those who are active in public and community health throughout Ontario. OPHA does this through a variety of means including promoting public dialogue and education on healthy public policy, capacity building, and research and knowledge exchange. Our membership brings together many different disciplines and sectors working together to achieve our shared vision of optimal health for all. | <urn:uuid:f939112e-124d-4f57-b18d-c147d074ded3> | CC-MAIN-2019-35 | https://opha.on.ca/getattachment/51504cbf-6b00-488e-b3bc-682cdb177b51/OPHA-Response-Environment-Plan-Final-Jan-28-2019.pdf.aspx?ext=.pdf | 2019-08-25T02:19:11Z | crawl-data/CC-MAIN-2019-35/segments/1566027322160.92/warc/CC-MAIN-20190825000550-20190825022550-00290.warc.gz | 580,959,862 | 12,154 | eng_Latn | eng_Latn | 0.993306 | eng_Latn | 0.995667 | [
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Quigley Elementary Student-Parent Handbook
2018-2019
www.qge.sd23.bc.ca 250-870-5134 705 Kitch Road Kelowna, BC V1X 5V8
QGE's Mission in partnership with our community, is to encourage and challenge our students within a safe and positive environment to achieve their potential as lifelong learners and responsible citizens.
Central Okanagan Public Schools' Mission is to educate students in a safe, inspirational learning environment where each student develops the knowledge and skills to be a lifelong learner and healthy productive member of our global society.
QGE's Values – Belief Statements
- The ability for learners to see connections between the formal learning environment and the wider environment and society is important for learning. The "authentic learning" this promotes fosters deeper understanding.
- The learning environment must recognize learners as the core participants, and encourage students to construct their learning through engagement and active exploration.
- Complex knowledge must be scaffolded to allow learners to construct understanding over time.
- Learners are the central players in the learning environment and therefore activities must center on their cognition and growth.
- Learning calls for a mix of pedagogies, which include guided and action approaches, as well as co-operative, inquiry-based, and service learning.
- Emotions are integral to learning. Learning professionals must be highly attuned to the learners' motivations.
Central Okanagan Public Schools' Cultural Values
Honesty is the building block for relationships and is the basis for trust. It is the absence of falsehood and the action of full disclosure. It is the ultimate test of moral strength. When honesty is present, integrity will also be apparent.
Responsibility is being accountable for our actions and their consequences. When we demonstrate responsibility, we are doing our best to meet the expectations of ourselves and others.
Respect is "to consider worthy of high regard". Being respectful is an attitude of honouring people and caring about their rights.
Empathy is a feeling of concern, compassion and understanding of another's situation or feelings. While recognizing individual situations and differences, Fairness is ensuring impartiality where everyone plays by the same rules.
Central Okanagan Public Schools' Attributes of a Learner in the 21 st Century
A Learner is one who is engaged, resilient, and seeks to understand through:
* Literacy, Numeracy, and Subject Competencies
* Information, Media, and Technology Literacy
* Self-Direction, Work Ethic and Accountability
* Healthy Lifestyle
* Financial Literacy
A Thinker is one who analyzes, makes connections, inferences, asks questions, and transfers knowledge through:
* Critical Thinking and Problem Solving
* Open Mindedness and Reflection
* Flexibility and Adaptability
An Innovator is one who sees possibilities and generates original ideas with value and through:
* Curiosity and Imagination
* Creativity, Design and Performance
* Initiative and Entrepreneurship
A Collaborator is one who excels at working with others to create new understanding through:
* Appreciating Diversity
* Effective Communication
* Interdependence
* Relationship Building
A Contributor is one who excels at working with others to create new understanding through:
* Finding, Following, and Sharing Passions
* Respect, Empathy, and Kindness
* Integrity and Ethical Behavior
* Civic and Environmental Responsibility
* Embracing Diverse Cultures and Lifestyles
QGE School Inquiry / Focus for 2019-2020
How can we better communicate student learning to students and parents?
Articulate and develop our communicating student learning (CSL) process (2018-2022).
a) Continue to collect feedback after each reporting period and further refine our process.
b) Further refine the use of student portfolios and the explicit link of student work to the core competencies and growth mindset.
How can we help our students develop a growth mindset around number sense?
Explicitly instruct growth mindset and integrate this approach to learning into the design of numeracy lessons and assessment practices (2017 – 2022).
a) Develop assessment tools to collect data on the impact of growth mindset on numeracy achievement and share this data with the QGE school community.
b) Ensure that at least 33% of instructional time is invested in open, rich tasks when working on the math curriculum.
c) Ensure that at least 10% of instructional time is invested in open, rich tasks when working on other curriculum areas.
d) All classes access and utilize the STEAM room for at least 2 hours per month.
e) All classes access and utilize the Maker Space for at least 2 hours per month.
How can we build student capacity to use effective strategies to improve self-regulation and executive functioning?
Introduce Play is the Way to all students to reinforce Zones of Regulation, Growth Mindset and 7 Habits of Effective Students.
a) Pre-survey student perspectives on how well they feel they regulate and organize themselves compared to post-PITW training and implementation.
b) Improved report card data concerning Self-Regulation/Work Habits.
c) Send a team of teachers to training on self-regulation (Heart-Mind Conference).
d) Train entire staff on Play is the Way.
QGE RESPECTFUL LEARNING ENVIRONMENT
The students and staff in our school deserve to learn and work in the best environment we can provide. Students and staff in our school have the right to:
- Be treated with kindness and care. You have the RESPONSIBILITY to treat others the same way.
- Learn and work in a disruption free environment. You have the RESPONSIBILITY to listen, to ask questions, and to learn and work without disrupting.
- Know what is expected of them at all times in every area of the school. You have the RESPONSIBILITY to follow all expectations and enhance the image of the school.
- To work and learn in an environment free from physical harm. You have the RESPONSIBILITY not to physically harm yourself or others.
- To be treated with dignity, worth and respect.. You have the RESPONSIBILITY to treat others with dignity, worth and respect.
- Have their positive behaviour recognized. You have the RESPONSIBILITY to praise and acknowledge others for appropriate behaviour.
- Have their personal property protected. You have the RESPONSIBILITY to respect the personal property of others and to accept their right to privacy.
At QGE, we believe student behavior is the responsibility of all members of the school community: students, teachers, staff, administrators, and parents. We believe that every person has the ability to learn, change, and ultimately interact in ways that foster the academic environment that QGE requires. Of paramount importance to all of us is the safety of the students: physical, emotional, and social. As such we expect every member of our school community to demonstrate respect for yourself and others, respect for learning, and respect for property and the environment.
QGE values and encourages individual differences. The school promotes values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law prohibiting discrimination based on race, colour, ancestry, place of origin, age, political belief, religion, marital status, family status, physical or mental disability, criminal conviction unrelated to employment, sex or sexual orientation - in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment.
Student Conduct - PBIS
We use a Positive Behaviour Intervention Support (PBIS) model at QGE. Within this model, a behavior expectation matrix is displayed throughout the school and reviewed regularly with students. The matrix outlines the appropriate behaviors and expectations in different areas and situations throughout the school. The model encourages teaching and rewarding positive behaviours, rather than focusing on negative behaviours.
Quigley Elementary Behaviour Matrix
Classr oom
Gymna
sium
Computer Lab
Hallw ays
Librar
y
Playgro und
Fiel d Trip s
Eati ng Tim e
Washr oom
Assem bly
Modeling appropriate behavior is the best method for teaching expectations. When student behavior is inappropriate, we always seek first to listen to the student and try to understand his/her
behavior. Every behavior issue is an opportunity for both teaching and learning. We are firm, but fair; and recognize that fair does not always mean the same for every student. Disciplinary decisions made by teachers and administrators are determined after a due and fair process taking into consideration the developmental stage, history, needs of the student, the seriousness of the infraction, and school safety. Students should always be treated with respect and dealt within a caring context of how to help/support. At the same time, it is important for consistent, fair, and logical consequences to be implemented when students violate the code of conduct (rights and responsibilities / behavior matrix). It goes without saying that corporal punishment is an inappropriate intervention.
The school may choose to use meetings, written reflections, action plans, restitution plans, detention, suspension, and the temporary suspension of rights as ways to discipline students who abuse their rights and responsibilities. Major infractions of rights and responsibilities (bullying, substance abuse, fighting, vandalism, carrying weapons, theft, threats, and chronic misbehavior) will be dealt with in a serious manner. Prior to being categorized as major, chronic misbehavior will have been given due process: intervention from the teacher, counselor, administrator, and/or parents. Consequences for major infractions may include suspension and/or indefinite suspension. In addition to our school based guidelines and expectations, students and parents at QGE will be made aware that more serious violations of the Code of Conduct will be dealt with in accordance with Central Okanagan Public Schools discipline regulations (Policy Reg. 5600). Parents will be informed of all serious issues and the process used for establishing appropriate consequences; they will be expected to support the school's decision with respect to those consequences.
Restitution is an important component in the process of resolving issues and building our sense of community. Restitution requires the student to restore the relationships affected by his/her actions. Sometimes this means acknowledging the effects of the infraction, accepting responsibility for the behavior, investing time in rebuilding relationships, and compensating for damages done by the behavior. An important stage in the restitution process includes reflection.
In order to systematically 'catch students behaving appropriately', we use 'Starbucks'. Starbucks is an incentive coupon that is presented by teachers, staff, and special guests to a student in recognition of their positive behaviour.
Safety
Togetherness
Achievement
Respect
Every week we draw names of students who have received Starbucks and the winners' names are announced on the PA. The winners get to claim a prize from the treasure chest.
Conduct on Field Trips
A field trip is a carefully planned excursion by the classroom teacher to support the school curriculum through an alternative to the classroom experience. Students are expected to abide by the same behaviour guidelines as they would in their classroom (see matrix). Further, students represent the school when they are in the larger community and are therefore expected to conduct themselves appropriately and in a manner which brings pride to the school. Students unable to follow behaviour guidelines at school or on field trips may lose the privilege of participating in future field experience and will instead remain under supervision at school. Parents will be informed if this situation occurs. This also applies to sports events held at other schools.
Conduct on Inside Days – Bad Weather
Students will be allowed to remain indoors during lunch and/or recess as determined by the principal. On Indoor Days, students will be expected to:
- Follow normal Lunch Eating expectations
- Remain in their classrooms, unless supervised in another area of the school
- Play or work quietly, remembering our rules of respect for others, themselves and the environment.
Conduct at Lunch Time
In keeping with Central Okanagan Public Schools Healthy Foods guidelines, it is recommended that all students bring a nutritious snack. Please be aware of school-wide and classroom alerts concerning food allergies. While eating in their classrooms, students are expected to:
- Sit at their own desk
- Speak with their 'quiet' voice
- Raise their hand if needing to get a drink or use the washroom
- Clean up their own desk area and wipe off their desk when the bell rings.
Students who repeatedly violate lunchtime expectations will be removed from the class to eat in an alternate area. Student monitors will be utilized in K-3 classrooms, in addition to adult student supervisors.
Wheels on Campus: Bikes, Blades, Scooters, Wheelies, Skate Boards, Long Boards, etc... Helmets are mandatory. Students must have a good locking device to lock up a bike in the cage. ALL students and adults are to dismount and walk or carry their bike, roller blades or skateboards on the school property. Shoes with "wheelies" fall into this category, and are not to be used on the school grounds or in the school. Thank you for reinforcing these safety measures with your child.
Dress Code
Our appearance reflects our good judgment and our respect for self and others. We ask our students to keep in mind that school is a "workplace" and that our attitude toward school is reflected in the way we dress. Following are the guidelines for dress at QGE:
- Clothing should be conducive to learning, not distracting from or disruptive to the learning process, intimidating to others, or make any other student/adult uncomfortable;
- Clothing, jewelry or head-gear with words or symbols which distract from the educational climate is not acceptable (e.g., messages related to alcohol, drugs, violence, racism, sexism, or hatred towards others, etc.);
- Proper footwear (no flip-flops) must be worn for health and safety reasons. Students need one pair of indoor runners.
Students, staff or visitors who do not meet the dress code will be respectfully required to change into more appropriate attire or asked to leave the property.
STUDENT SUPPORT AND SERVICES
We have a variety of resources available to support learners in the classroom.
School-Based Team
The school-based team (SBT) is a support and referral committee consisting of the learning assistance teachers, administrator, counselor, resource teacher, additional district staff as appropriate and the parents or guardians and teacher of the referred student when appropriate.
The SBT is guided by the following principles:
- All learners can learn.
- Differentiated instruction and formative assessment are essential to good teaching.
- Learners need to be engaged in fun, meaningful learning activities.
- Collaboration and teamwork are essential to support teachers.
- We must establish a safe and trusting environment in order to build a student's confidence and sense of value.
- Every student should be considered a valuable member of class. An inclusive environment is rich in social and emotional benefits for everyone involved.
- Members of the SBT have the responsibility to help teachers appreciate a student's needs and build relationships.
- Members of the SBT have a responsibility to act as an advocate for teachers and students.
- Parents can be a pivotal member of our team.
Learning Assistance Program
The Learning Assistance Teacher (LAT) provides direct support to students who have been diagnosed with a learning disability, but also works closely with teachers to support all learners. Supporting the teachers can be in the form of guidance or advice on resources, working with small groups of students in or out of class, working with the whole class, and/or providing initial screening assessments and subsequent referrals.
Student Support Teacher
Students with severe learning and physical challenges will be managed by the Student Support Teacher (SST). The SST works with teachers, CEA's, and parents to develop Individual Educatoin Plans (IEP's) for each designated student. The SST is a resource to assist both in and out of the classroom.
School Counselor
The School Counselor is available to offer support to students with social, emotional and behavioural concerns. The counselor will consult with the parent and teacher, observe the child, and potentially offer site-based support to the family. The counselor is only permitted to provide short-term direct counseling support to students and families, but is an excellent resource with respect to referring families to the appropriate outside agencies.
Standardized Assessment
In alignment with District protocol teachers are responsible for a number of assessments throughout the year to ensure that students are progressing according to broader defined norms. Students in Kindergarten through grade 3 participate in the Early Learning Profile (ELP) assessment which ensures each student has the readiness skills for literacy and numeracy. Students in grades 3 - 5 participate in the School Wide Writes (SWW) which measures a students written ability relative to students across the district. Students in grades 4 - 5 participate in the Whole Class Reading Assessment (WCRA) which measures a students reading ability relative to students across the country. Finally, grade 4 students participate in the Foundational Skills Assessment (FSA) which measures a students readiness skills in literacy and numeracy relative
to students from across the province. We use all of these different measures to ensure your child is receiving the right types of support and services as they progress on the learning journey.
HEALTH AND SAFETY
Safety at QGE
Creating and maintaining a safe and caring environment at QGE is our number one priority. The responsibility for this lies with every member of our school community. Please immediately communicate any concerns you observe, but also take immediate action when there is imminent danger to ensure all of our community members are safe. Common sense should always be the guiding principle.
Medical Treatment of Students
Emergency Action
Parents are required to report their children's health problems to the school if the problem will impact the learning of the child or the learning of others. Where necessary, the public health nurse ensures a medic alert form is prepared listing the steps to be taken in case of an emergency.
In a serious emergency, a school employee may call for an ambulance or transport the student by taxi or private car if an ambulance is not available. The student's parent/guardian(s) must be notified immediately. The parents/guardians pay for the cost of the ambulance.
Medication
If parents require a staff member to administer medication at school, the following steps should be taken:
- It is the parent's responsibility to have a Request for Administration of Medication at School form 5710(1) completed and returned to school. This form must either be signed by the physician or have attached to it a copy of the pharmacy label.
- A child's medication must be provided in a container carrying the prescription label provided by the pharmacist and stored in the office.
- A log containing the name of the child and the schedule of self-administration shall be kept in the school office.
Under no circumstances can a staff member supply a student with any prescription or nonprescription medication (eg. aspirin, cough syrup).
Minor Incidents
It is very common for students to get bumps and bruises while playing with their friends on the playground. We care about every student and will make sure they are okay; usually they just need a little TLC, band-aid or ice pack. If it is a more serious injury or they really need to talk with a parent in order to calm down, we will definitely chat with you. In every case of serious accidents, including any head or dental injury, we will notify you as soon as possible so you are aware of the situation.
Fire, Earthquake and Lockdown Drills
We hope we never have to use our safety drills, but to be prepared we practice three fire drills, one earthquake and one lockdown drill every fall and spring. In the event of a real emergency, we will send out information to parents as soon as possible through our email and SMS system. Please try not to call the school as this may 'jam' our communication system and make it very difficult for us to call out of the building to get the support we may need. In the event we need to evacuate the school and property, our off-site emergency gathering spot is just down the road at the Hollywood Road Education Services and Board Office building.
OTHER VALUABLE INFORMATION
Assessment Philosophy
At Quigley Elementary, we believe it is important to embed the core competencies (communication, creative and critical thinking, personal and social awareness) into our daily work, to instill a growth mindset in our learners (never give up, make the most of their mistakes, embrace challenges), and to communicate learner growth in meaningful ways.
When it comes to communicating student learning, teachers determine where a child is at and develop a game plan for learning. Each student does not necessarily do the same thing because we recognize that students are unique individuals who start at different places, progress at different rates, and learn in different ways.
Rather than using a traditional mastery scale (not yet meeting, approaching, meeting, exceeding), we use strengths-based evaluation criteria that highlights the level of effort and independence displayed by the learner:
Acquiring: Student requires teacher direction and support to acquire skills. (I am just getting started. I learn best with help.)
Developing: Student is learning to practice and apply skills with some teacher guidance. (I get some of it. I am beginning to do more and more on my own.)
Refining: Student is refining skills with increasing consistency and independence. (I get most of it. I can do most of it on my own.)
Mastering: Student consistently and independently demonstrates competency in applying skills. (I get it. I can do it on my own every time.)
Extending: Student takes ownership and self-initiates innovative use of skills. (I use what I know to create something new or that impacts others.)
This scale is not an equivalent to traditional letter grades.
More importantly, our assessment focus is on providing descriptive feedback that supports growth. Descriptive feedback guides learners to improving outcomes by developing next steps in the learning journey. Research indicates descriptive feedback raises student achievement, while letter grades do not. Further, experts suggest grades tend to diminish students' interest in whatever they are learning, reduce the quality of student's' thinking, and create a preference for the easiest possible task. This is why we do not focus on letter grades or numerical marks. Our mid-year Interim and June Final reports will continue to use strengths-based language that our community values. We want our students to be intrinsically motivated, not measuring themselves by percentages but by their growth as learners. We will not issue letter grades, unless specifically requested by a parent of an intermediate student at the end of the year or when a student leaves our school community.
Classroom teachers will formally welcome parents into the learning partnership between studentteacher-parent during the first quarter of the school year through a Student-Led Open House for communicating student learning. At the Open House parents will get a chance to meet the teacher, learn about classroom routines and expectations, explore the curriculum and core competencies, and work collaboratively with the student and teacher to develop personalized learning goals for their child. These goals will play a part in guiding the learning journey for their child throughout the school year.
Portfolios play a significant role in highlighting student growth. Each portfolio is a purposeful collection of a child's work showcasing their learning. It is not a display of random work, but rather a carefully chosen selection documenting the learning journey and highlighting the growth of each child as a learner. The portfolio is utilized as a communication tool between student-teacherparent, and the reflective nature of self-assessment is an integral component of the portfolio and learning journey for each student. The portfolio will include student goals established by the student-teacher-parent team, samples of student work demonstrating both growth and mastery over the course of the school year, and self-assessments with respect to the goals, student growth, and core competencies. The actual format of the portfolio (digital or paper-based) and sharing of the portfolio through student-led conferences will vary depending upon the grade and teacher. Student-led conferences will occur once in the first half of the year and once in the latter half of the year.
The mid-year Interim report card will include anecdotal feedback concerning the student's strengths, contributions, and relationships with others, and outline how the child approaches the learning process; strengths-based feedback on the curricular competencies for literacy, numeracy; and a student generated reflection on progress towards goals and learning growth.
The end of year Final report card will include anecdotal feedback concerning the student's strengths, areas for further growth, and ways to support further learning; strengths-based feedback on the curricular competencies for all subjects; and a student generated reflection on progress towards goals and learning growth.
Our teachers encourage communication between home and school throughout the year and are available to discuss a child's learning progress as needed. In addition to the formal reporting periods outlined above, our teachers try to communicate on a regular and ongoing basis through email, newsletters, or social media platforms. We believe it truly takes a village to raise a child and only by working together can we help every child develop to their full potential.
*adapted from Norma Rose Point Elementary and KLO Middle School
Attendance
If students are not at school they will be missing out on valuable learning opportunities. We need them here in order to learn. There is a very high correlation between a child's attendance at elementary school and their attendance at high school and in the work world beyond public education. Getting to school on time every day is an important life skill. Please make sure your child arrives on time every day.
Teachers do attendance first thing in the morning and report all absences to the office. Our automated Safe Arrival system then begins making phone calls home to make sure absent children are actually safe at home and not lost enroute. As you can imagine, this can be a very time consuming and stressful situation, especially if a child is missing! Please help us out by using the School Messenger app to report absences in advance (see the school website for details). After the 8:30 am bell, all students arriving late are required to sign in at the office.
If your child needs to leave school early one day, a parent or guardian is required to sign the child out from the office.
Awards
QGE issues recognition awards for intermediate students who meet the following criteria:
Academic – mastering or extending in every core academic subjects on the final report card; Citizenship – participates in a number of clubs/teams during the term and demonstrates a willingness to support school initiatives or offer service to the school;
Work Ethic – mastering or extending in all work ethic / self-regulation area on the final report card;
Most Improved - demonstrates the most growth in an area of teacher choice over the course of the school year.
All grade 5 students receive a certificate of completion at the end of year assembly.
Bell Schedule
BOARD OF SCHOOL TRUSTEES
Board Policies
All Board of Education policies are available on the District website ( www.sd23.bc.ca ), but two specific policies concerning the appeals process and financial hardship are also available on the school's website.
Calendar
Calendars are produced and approved annually by the Ministry and School District. The QGE Calendar is available on our website and kept current with events which impact the majority of the school. We also email home a weekly Week At A Glance (WAAG) with more details.
Communication
At QGE we encourage open and honest communication. We believe parents, teachers, and students are an integral part of the school community, and as such we endeavor to keep all stakeholders informed about the school. We use a variety of tools for communication, such as:
School Newsletters: A school newsletter with a calendar is published at the beginning of each month. Newsletters are sent home by e-mail to parents that have registered an email with the school. Families that do not have computer access may obtain a hard copy of the newsletter from the office.
Class Newsletters: Teachers are encouraged to send home class notices about classroom activities, opportunities for parent volunteers, special events and themes. Please provide a copy of any information that you send home to parents to the principal.
Week At a Glance (WAAG): A WAAG featuring a calendar and news for the next week is prepared before the end of the day on Fridays.
Communication Chain
The best tool for resolving issues is communication – seek first to understand, before trying to be understood. Direct communication between the significant parties, with respect to issues, should always be utilized first. If a parent, teacher, or student brings a concern about another member of the school community, the administration will always endeavor to redirect the concern first and foremost to the party involved. If the issue cannot be resolved through direct communication, then the concern should be brought to the attention of the administration who will endeavor to mediate the situation.
Fees and Supplies
We try to minimize costs at QGE for all families. Our PAC does an amazing job of raising funds to cover the costs of most field trips, so we rarely requests parents to pay for outings. We only asks families to support the school financially through the district cultural fee ($10) and student supplies ($35). The cultural fee provides students with four different cultural experiences through the school year in our QGE gymnasium. The student supplies fee provides students with all the school supplies they will need for the entire school year. If a parent would like to purchase their own supplies, a school supply list is available on the website, but from our experience it is much faster and cheaper for parents to purchase through the school. Both the cultural fee and school supplies may be paid online via the school website (https://centralokanagan.schoolcashonline.com/ ).
Homework Policy
Homework is an important part of the academic program and has several purposes:
- to complete work not completed in class
- to check, review, and practice students' understanding of material taught in class
- to prepare for future lessons
- to complete a long term project
- to increase reading practice
The important fact is that students who complete homework on a regular basis develop sound work habits and tend to be successful. The amount of homework given per day is dependent upon many factors, and ideally is customized to the individual needs of the student. However, research suggests some general guidelines (up to 10 minutes per grade):
K – 1: 5-10 minutes of reading per night (parent reading to the child or child reading to parent when appropriate)
Gr 2 – 3: 10 – 30 minutes per night, including daily reading at night
Gr 4 – 5: 20 – 50 minutes per night, including daily reading at night
Parent Advisory Council (PAC)
We have a very active and fun PAC. We encourage all parents to get involved in our school community. The PAC meets monthly in the school library to discuss upcoming events, school policies and pressing issues. The PAC is also organizes a number of fundraising events such as hot lunches, craft fairs, movie nights and a variety of product sales. We always need volunteers to support the wide range of PAC initiatives. Please get involved! Visit the PAC website at http://www.qge.sd23.bc.ca/Parents/PAC/Pages/default.aspx .
Technology in the Classroom
As per Policy 486 "Student Use of Electronic and Social Media Communication", student use of personal electronic devices during instructional time is up to the discretion of the classroom teacher. If the teacher chooses to allow the use of electronic personal devices, it should be for educational purposes. Outside of instructional time, it is the policy of QGE that students are not
permitted to use personal electronic devices. If brought to school, students must keep them in their backpacks while on campus. QGE is not responsible for lost, stolen or damaged devices.
Telephones
Students must obtain permission from the classroom teacher before using the phone. Calls are to be of an emergency nature only. After school visits and extracurricular activities are not considered emergency circumstances. If a need arises for the student to go home, the teacher or secretary at the request of the teacher must make the call.
Volunteers Criminal Record Check
All parent/guest volunteers are required to complete a School District Criminal Record Check application form. Any parent/guest volunteer driving students must complete a Criminal Record Check and a Drivers Declaration Form. These forms are at the office. Guests must sign in at the office. | <urn:uuid:762bd8be-293c-4246-ba9d-ab3dee6e8576> | CC-MAIN-2019-35 | http://qge.sd23.bc.ca/_layouts/15/download.aspx?SourceUrl=/Publications/QGE%20Parent%20and%20Student%20Handbook%202019-20.docx.pdf | 2019-08-25T01:30:47Z | crawl-data/CC-MAIN-2019-35/segments/1566027322160.92/warc/CC-MAIN-20190825000550-20190825022550-00294.warc.gz | 163,385,303 | 6,671 | eng_Latn | eng_Latn | 0.994768 | eng_Latn | 0.998262 | [
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Welcome
History – We will be focussing on WW1 Life in the past 100 years and famous people.
Science – This term we will be studying forces.
Design and Technology - The children will develop their skills using recycled materials to make a new toy.
Geography – We will develop our knowledge of Europe.
Art – The children will focus on the artists Picasso and Monet and look at Cubism.
ICT- The children will develop their word processing skills. They will use I pads particularly for Numeracy and research. We will also study internet safety and multi- media.
Music- In our lessons the children will find out about famous composers and develop their singing, listening and composing skills. We will learn some World War 1 songs.
PE The focus will be on developing ball skills through simple rugby and football games.
R E- We will focus on the question What makes Jesus an inspiration to some people?
PSCHE This term we will be having metacognition lessons which focus on how we can improve our learning. Literacy- This term we will be focussing on realistic fiction and writing newspaper reports, poetry, instructions and letters. Spellings to learn at home will be given out on Mondays with a test the following Monday..
Reading We are aiming for your child to have a love of books and reading. It is very important that children read and share their reading at home and we hope that you enjoy this special time together. Please encourage your child to de-code new words using their knowledge of phonics and look and say words. To help your child to understand more about a book, challenge their understanding by using questions eg. What do you think the main character was thinking? What would you do if you were in this story? What could happen next? Why do you think the character felt like that? Think of questions based around
Who,Why,What,When,Where? If Please sign your child's reading record book to show that they have read and remind them to change their reading book when it is finished. We will be expecting the children to take responsibility for changing their books.
We do plan to have a special Homework Challenge. We will send out another letter about by 9 th October and the children will have 5 weeks to complete the challenge.
Numeracy
Some of the basic requirements that the children need to know this term and you could help them with include the following :-
Represent numbers to 1000 in Year 3 and 10 000 in Year 4
Recognise the place value of each digit in 3 and 4 digit numbers.
Count in 25s, 50s, 100s and 1000s
Find 10 or 100 more or less than a given number.
Add and subtract numbers mentally including 3 and 4 digit numbers.
Use formal written methods of column addition and subtraction.
Year 3 children will learn the 3, 4 and 8 times tables and Year 4 children will learn the 6, 7 and 9 times tables.
To develop strategies for reasoning to solve problems. | <urn:uuid:05def3ab-d49d-4aa5-ac41-d03e23395832> | CC-MAIN-2019-35 | http://www.hookstonechaseprimary.co.uk/seecmsfile/?id=1732 | 2019-08-25T02:07:10Z | crawl-data/CC-MAIN-2019-35/segments/1566027322160.92/warc/CC-MAIN-20190825000550-20190825022550-00302.warc.gz | 255,479,722 | 628 | eng_Latn | eng_Latn | 0.998832 | eng_Latn | 0.998832 | [
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Preventing and Tackling Bullying Policy
Important Note
Unless otherwise stated, all Policies of St Hilda's School apply to the school in its entirety. This comprises all staff and pupils in the Early Years Foundation Stage (EYFS), the Junior School (Key Stage 1) and the Senior School (Key Stage 2).
REVIEW DATE: May 2019
REVIEWED BY: Dan Sayers (Headmaster)
DATED: 10.05.19
SIGNED:
AIMS
St Hilda's School encourages and values the good relationships that are promoted in its aims:
* To achieve the highest standard of education in a happy, purposeful working environment
* To strive to nurture every girl's individuality, developing talent and ability to the full
* To instil in all pupils a love of learning, independent thinking and good manners
Concerns relating to pupils are discussed at staff meetings and minuted. Clear lines of communication with parents are maintained via parents evening, emails and telephone conversations all of which are recorded and put on pupils files.
Any allegation of bullying is taken seriously. We acknowledge the negative psychological effects that bullying can have on individuals and the learning environment, and that bullying can cause in extreme cases, suicide. We strive to create an environment free from fear. Bullying is unacceptable in St Hilda's School and will not be tolerated in any form.
The school also recognises that it must take note of bullying perpetrated outside of the school that spills over into the school. The school does what is reasonably practicable to eliminate any such bullying.
DEFINITION
The Preventing & Tackling Bullying Policy of St Hilda's School has been drawn up with regard to 'Safe to Learn: Embedding Anti-Bullying Work in Schools' (2007 DCSF) and DfE guidance 'Preventing and Tackling Bullying (2017).
"Bullying may be defined as: Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group, either physically or emotionally". Safe to Learn: Embedding anti-bullying work in schools (see references).
Bullying is the intentional hurting, harming or humiliating of another person by physical (including sexual), verbal (including email, chat room and SMS messages), and emotional means (by excluding, tormenting or spreading malicious rumours). It can involve manipulating a third party to tease or torment someone. It can involve complicity that falls short of direct participation. Bullying is often hidden and subtle. It can also be overt and intimidatory.
Pupils, staff and parents may be perpetrators or victims of bullying. The school defines bullying as deliberately hurtful behaviour, whether physical or psychological, repeated over a period of time where it is difficult for those being bullied to defend themselves.
It may include but is not necessarily restricted to, the following:
* Physical (e.g. pushing, hitting, kicking, theft of or hiding belongings, invasion of personal space)
* Verbal (e.g. name calling, teasing, insulting remarks for example on race, sexual orientation, religions, cultural differences or gender, unkind notes)
* Social or psychological (e.g. spreading nasty stories, exclusion from a group, staring in an intimidating manner)
* Visual (e.g. texting, phone calls, e-mails, MSN or similar service for social networking, blue tooth, videoing, photography, mobile phones)
* Inter-relationship bullying between classes/groups
* Peer on peer (e.g. banter, sexting, cyberbullying)
AIMS AND OBJECTIVES OF THIS POLICY
The school's policy on anti-bullying is designed to help staff and pupils to recognise and deal with bullying when it occurs but, even more importantly, to 'prevent' it from occurring wherever possible. The policy follows Keeping Children Safe in Education (KCSIE) 2018 guidance.
* To demonstrate that the school takes bullying seriously and that it will not be tolerated
Preventing and Tackling Bullying Policy (Standard 3, Section No. 1 and Standard 6, Section No. 6) 2
* To take measures to prevent all forms of bullying in the school and in off-site activities.
* To support all staff and pupils in any action that identifies and protects those who might be bullied
* To demonstrate that the safety and happiness of pupils is enhanced by dealing positively with bullying
* To promote self esteem and positive attitudes in pupils so that they feel better equipped to challenge bullying behaviour
* To promote an environment where pupils are encouraged to report bullying and where they feel safe and confident telling someone about bullying
In order to deliver the aims stated above, St Hilda's undertakes to:
* Deliver an anti-bullying programme as part of the PSHCE curriculum, Circle Time and pastoral sessions and assemblies, to raise awareness, promote self esteem and refer to the anti bullying policy in age appropriate terms
* Encourage teaching staff to take opportunities as appropriate in the course of their teaching to highlight issues that relate to bullying. Examples may include elements of projects, drama, stories, literature, historical events, current affairs as well as other subject areas
* Use Form times to explore these issues
* Encourage pupils to keep a record of any bullying via text, e-mail or messaging services.
* Challenge racist or homophobic language, acknowledging diversity and difference
* Avoid drawing undue attention to differences of SEN pupils
* Create relevant displays
* Discuss these issues at School Council Meetings if appropriate
* Hold regular school assemblies to address the issue, including National Bullying Week.
* Discourage any exclusive or unfriendly behaviour by staff or pupils
* Pay attention to the results of pupil questionnaires
* Ensure that the Designated Senior Person (the Headmaster) reports annually to the nominated Governor for Safeguarding/ Child Protection
* Provide support to Form Teachers and other staff in order to raise awareness, and to enable action to be taken to reduce the risk of bullying at times and in places where it is deemed most likely
SPECIFIC TYPES OF BULLYING
Racist Bullying
This type of bullying is when an individual is targeted for representing a group based on colour, background, culture or religion. This type of bullying can take the following form: name calling, racist jokes, graffiti, offensive mimicry, physical threats/attacks, provocative use of badges, racist literature, inciting others to be racist and refusing to co-operate in lessons or extra curricular activities with others.
Homophobic Bullying
Pupils do not necessarily have to be lesbian, gay or bisexual to experience bullying around sexual orientation. This type of bullying can take the form of any of the aforementioned behaviour.
Special Educational Needs and Disability Bullying
This type of bullying can take the form of any of the aforementioned behaviour.
Cyberbullying
Mr Bill Belsey, the creator of the web site: http://www.cyberbullying.org/ defined this unpleasant and particularly intrusive phenomenon in the following terms:
"Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others."
Cyberbullying can involve Social Networking Sites, like Bebo, Facebook, Instagram and Myspace, emails and mobile phones, used for SMS messages and as cameras.
Peer on Peer Abuse
Peer on peer abuse will be taken seriously and acted upon. It will not be dismissed as "banter" as "growing up" or as "just having a laugh". These issues will be part of the PSHCE lessons and discussions. Victims will be fully supported by the School. Any hate crime / incident will be reported through the usual Safeguarding channels.
SIGNS OF BULLYING
Pupils who are being bullied may show changes in behaviour, e.g. becoming shy and nervous, withdrawn, feigning illness/genuine illness, taking unusual absences or clinging to adults. There may be changes in work patterns, a lack of concentration, or truancy, lateness, lost belongings, isolation, under-achievement
PROCEDURES TO DEAL WITH BULLYING
All reported incidents will be treated seriously and investigated fully; all parties will be heard and given appropriate support.
What staff should do
If any member of staff or School Helper witnesses overt bullying, the incident should immediately be reported to the Form Teacher, who should then inform a senior member of staff. The senior member of staff will speak with the pupils involved and take written notes of the incident. If the incident is of a serious nature, the Headmaster will be informed immediately. Any incidents involving members of staff should be reported directly to the Headmaster. If the incident involves the
Headmaster/SMT it would be reported directly to the Governors for immediate action. Written logs of all such incidents are kept on the pupil's file.
What pupils should do
If a pupil witnesses or experiences bullying, the incident should immediately be reported to any member of staff. Pupils are encouraged to confide in Form Teachers, Classroom Assistants, Mentors or Senior Staff. Pupils will be encouraged to keep a record of any bullying via text, e-mail or messaging services. All reported incidents will be treated seriously and fully investigated; all parties will be heard and given appropriate support.
What Parents Should Do
If a parent is aware that their child is being bullied, he or she should:
* Provide an open, non-judgemental environment and listen to the child while she talks about her problem
* Tell them they have been understood and support will be given. Remind them they have the right to feel safe
* Suggest they speak to a member of staff, such as their mentor, with whom they feel comfortable and safe
* If the problem seems particularly serious, or ongoing, the parent should contact the Form teacher or Headmaster immediately
* Try to avoid an angry or emotional response
* Contact the school straight away if the issue continues to be unresolved
* Recognise that actions such as phoning the parent of the bully and discussing the matter with other parents can inflame the situation
* Trust the school to carry through actions that will solve the problem
When bullying is found to have occurred, appropriate action will be taken to:
* Ensure the immediate safety and well being of those involved
* Provide ongoing support and counselling for the individual being bullied
* Inform the individual who has been responsible for the bullying that this behaviour is unacceptable
* Counsel the individual to understand the implications of bullying
* Advise the individual of the consequences of further bullying
* Establish whether further support and/or counselling are required to rectify behaviour
* Discipline the offender as appropriate
* Follow up with the individuals to provide any necessary support
* Inform the parents
* All reports are placed in a sealed confidential envelope and kept on the pupil's file
CYBERBULLYING – PREVENTATIVE MEASURES
In addition to the preventative measures described above, St Hilda's School:
* Expects all pupils to adhere to its charter for the safe use of the internet. Certain sites are blocked by our filtering system and our IT Department monitors pupils' use
* Issues all pupils with their own personal school email address
* May impose sanctions for the misuse, or attempted misuse of the internet
* Adheres to the BECTA guidelines regarding E-teaching and the internet
* Offers guidance on keeping names, addresses, passwords, mobile phone numbers and other personal details safe
* Offers guidance on the safe use of social networking sites and cyberbullying in PSHCE lessons, which covers blocking and removing contacts
* Does not permit mobile phones in school.
DISCIPLINARY MEASURES
Usually parents will be invited into the school and appropriate action will be taken. This may include a disciplinary hearing. Disciplinary sanctions may include a formal warning and contract of good behaviour, suspension, removal of privileges or specific supervision and there may also be a requirement that the bully has specialist counselling. In serious or repeated incidents the outcome of the disciplinary hearing may require removal or expulsion.
In all cases, both the victim and the offender will be monitored until such a time as both parties are confident that the situation is resolved to the school's satisfaction. In all instances both victim and offender will receive support, the former to ensure the restoration of self-confidence and the latter to ensure a fuller understanding of the impact of her behaviour.
MONITORING AND REVIEW
The school's Preventing and Tackling Bullying policy is the responsibility of the Board of Governors. The policy's effectiveness and implementation is reviewed annually by the Headmaster.
(Information on specific responsibilities of Governors is available on the School website.)
This policy will be reviewed annually, by the Senior Management Team, in line with the school's review schedule for policies.
INCIDENT/CONCERN FORM
(New Form to be Completed at Each Stage)
Incident / Concern Procedure
STAGE 1: Incident / concern investigated by Teacher / Mentor / Form Tutor
(if not resolved move to Stage 2)
STAGE 2: Incident / concern details passed to Headmaster / Deputy Headmaster for consideration
(if not resolved move to Stage 2)
STAGE 3: Information passed to Board of Governors or other authority.
Date:
Date:
Date:
NATURE OF INCIDENT/CONCERN:
PUPILS / ADULTS INVOLVED:
WHO IS MAKING REPORT:
SIGNATURE:
DATE:
DETAILS OF THE INCIDENT / CONCERN: (continue overleaf if necessary)
ACTION TAKEN and by whom:
INCIDENT/CONCERN CLOSED / REFERED TO NEXT STAGE
INCIDENT/ CONCERN REFERRED TO:
(if appropriate)
ASSOCIATED PAPERWORK: (attached)
FILE CLOSED:
Guidance Notes
- The purpose of this form is to gather as much information about all alleged incidents of inappropriate behaviour or bullying that are brought to our attention – this form should therefore be completed every time an incident is reported.
- This form can also be used to record a cyber bullying case that was instigated outside of our school premises but which affects another pupil within our school.
- This form should be completed in partnership with the complainant, agreeing the type and theme of the incident.
- More than one type and theme can be ticked – for example a racist incident may have included both verbal and physical inappropriate behaviour or bullying.
- The large text box enables you to add in the details of the incident – please use to clearly describe what happened, including times, witnesses, and any immediate responses that were given before this reporting form was completed e.g. Jenny was excluded from playing a game of Tag by a group of 3 children (Sarah, Charlotte and Olivia) during lunchtime (approx 12.30pm). When Jenny asked if she could join in Olivia replied "No because we don't play with weirdos". The other children laughed and ran away. Jenny went to the lunchtime supervisor and told them what had happened. The lunchtime supervisor replied "Don't be silly they were just joking. Go and play with someone else and ignore them".
- More than one action/support can be ticked – for example a class discussion occurred talking about inappropriate behaviour or bullying generally and staff monitored class pupils' behaviour as a result of this awareness raising strategy.
- Follow up is required to ensure all people involved feel the case has been resolved, checking their individual level of satisfaction with the school's procedures – this also reiterates the message that when an incident is reported, we will respond and monitor to check that the inappropriate behaviour or bullying has ceased.
- Whilst more than one child that displayed inappropriate or bullying behaviours can be recorded using the one form each incident needs to be recorded individually. You may therefore have a number of incident forms for a child who is experiencing inappropriate behaviour or bullying in our school.
- We will periodically monitor the content of all incident forms to inform the review of our anti-bullying policy and action plan (linked to the school's development plan). | <urn:uuid:1a0422cb-7f30-4735-8ef7-99abf76fd4f7> | CC-MAIN-2019-43 | https://www.sthildasharpenden.co.uk/wp-content/uploads/2019/08/STANDARD-3-NO-1-PREVENTING-AND-TACKLING-BULLYING-POLICY-May-2019.pdf | 2019-10-18T18:28:47Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00109.warc.gz | 1,119,928,987 | 3,294 | eng_Latn | eng_Latn | 0.932438 | eng_Latn | 0.99788 | [
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March 2017
Albany County School District #1 Title I
Practice fairness Develop your youngster's sense of fair play with routines that encourage taking turns. To pick a board game, write family members' choices on separate slips of paper, shake in a paper bag, and draw one. Next time, draw another slip. Or assign each person a different day of the week to choose the bedtime story. BITS
Make music together
Hold a family music night as an excuse to create a little noise together. You could play toy xylophones, tap oatmeal canisters with wooden spoons, or sing silly new words to favorite songs. You'll build memories while boosting your child's imagination and sense of rhythm.
Rub-a-dub
Bathing a doll or another washable toy is more than good clean fun. Soaping up a washcloth, rinsing out shampoo, and drying the doll will build skills your little one needs to bathe herself. Sneak in some bath-time safety, too. ("Check the water temperature to make sure it's not too hot before you put your doll in the tub.")
Worth quoting
"Somewhere, something incredible is waiting to be known." Carl Sagan
Just for fun
Q: What two things can you never eat for breakfast?
A: Lunch and dinner.
© 2017 Resources for Educators, a division of CCH Incorporated
Trying new things
Some children are fearless in the face of new experiences. Others, not so much. When your youngster seems hesitant to step out of his comfort zone, consider these tips.
Rehearse first
Role-play to give your child a stress-free way to prepare for something new. Perhaps he's shy about meeting the youngster who just moved in next door. Together, practice what to do and say. He could walk up to you and say, "Hi, my name is Andy. Do you want to play?" This will also help him get comfortable introducing himself to new classmates or other children in afterschool activities.
Take small steps
Use a familiar experience your child enjoys as a stepping-stone to try a new one. For example, if the big playground slide seems too scary, he could try the small slide first. Next, an older sibling may offer to slide down the big one before
Paint-palooza!
Painting without a brush stretches your little artist's creativity and strengthens her hand muscles. Offer tools like these.
* Plastic spoon. She could dab finger paints on paper and swirl with the back of the spoon or paint with the handle.
* Cotton swabs.
Have her use swabs with watercolors to paint in coloring books.
him. After that, you might stand by the bottom of the slide while he goes down on his own. Each small accomplishment will build his confidence.
Present choices
Your little one will be more inclined to embrace something different if he has options. Say you want him to try new vegetables or other foods. Tell him you're thinking of making either broccoli or kale with tonight's dinner— which would he prefer? Giving your youngster some control allows him to feel safe to make his own choices.♥
* Eye dropper. Mix food coloring in water, and let your child decorate an empty shoebox or egg carton, one drip at a time.
* Sponges. Cut sponges into shapes. Your youngster can dip them into paint and stamp onto poster board.
* Spray bottle. Fill a spray bottle with water, and head outside together to "spray paint" pictures on the side of your house or on a fence or sidewalk.♥
Write your name (and mine, too)
"J-e-n-n-a, that's my name! How do you spell your name?" Learning to print names is an exciting early writing experience for your child—and an introduction to the idea that letters form words. Explore the names of people she knows with these activities.
Skywriting. Have your youngster pick a name to write—say, Abby for her big sister. As you call out each letter, she can
ACTIVITY
CORNER
"write" it in the air with her finger. Remind her to use a capital A for the first letter and lowercase letters for the others.
Name puzzles. Cut bookmarksized strips of papers, and help your child print a different name on each strip. Have her cut the names into pieces to make personalized puzzles for her family members or friends to put together.
Be a weather reporter
The changing season is a perfect time to introduce your youngster to meteorology— the study of weather.
Together, watch or read the weather report. Encourage him to notice the current temperature and conditions, as well as tomorrow's forecast. Then, have your child track the weather himself.
On a sheet of paper or a whiteboard, help him make seven columns and write the days of the week on top.
Photo book. Gather photos of friends and relatives. Let your youngster paste each one on a separate sheet of paper and write the person's name. Staple the pages together to make her own picture book of names. Then, she could read her "name book" to you.♥
Let me think…
Asking how, what, and why develops your child's ability to reason and think logically or creatively. Here are ways to use questions to help him put on his thinking cap.
Request advice. When you play or do projects together, ask your youngster for instructions. "How can we get this tent to stay up?"
Pose follow-up questions, too. "What should we set up next at our campsite?"
Spark imagination. Inspire thinking—and a few giggles—with questions about silly scenarios. Examples: "Where would cats want to go if they could fly?" or "How would you get your teacher's attention if you were invisible?"
Seek explanations. Go beyond yes-and-no answers with questions that ask why. If your child names orange as his favorite color, encourage him to tell you why. Or if he says Joey is lucky because he's the big brother, ask, "But why are you lucky to be the little brother?"♥
Encourage dads to volunteer
When I first started volunteering
at my daughter Audrey's school, I noticed mostly moms in the classroom. I knew other fathers would enjoy spending time making time to volunteer. We do things like read to the kids, lead games on the playground, or help out with crafts. Last month, one dad brought in his plumbing tools and demonstrated how he fixes
at school, too, so I invited Audrey's best friend's dad to volunteer with me. He was surprised by how great he felt helping out—and how excited his daughter was to see him there.
The word spread, and now more dads are leaky faucets at his job.
And next month, I'm going to lead potato sack races at field day.
Audrey is proud to see me at her school, and her friends feel the same way when their dads—or moms—volunteer.♥
Every morning, let him check the weather outside and record it. On a bright day, he might draw a sun and write "Sunny" underneath. On a rainy one, he can outline raindrops and write "Rain." As your youngster makes new weather charts each week, he'll get a sense of weather patterns—and he may even be able to predict tomorrow's weather!♥
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To provide busy parents with practical ways to promote school readiness, parent involvement, and more effective parenting.
Resources for Educators, a division of CCH Incorporated
128 N. Royal Avenue • Front Royal, VA 22630
540-636-4280 • firstname.lastname@example.org www.rfeonline.com ISSN 1540-5567
© 2017 Resources for Educators, a division of CCH Incorporated | <urn:uuid:9a2851d6-4e30-4b36-882d-112f0ca74360> | CC-MAIN-2019-43 | https://www.acsd1.org/lab/wp-content/uploads/sites/22/2017/02/Early-Years-March-2017-English.pdf | 2019-10-18T18:41:50Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00113.warc.gz | 759,492,402 | 1,615 | eng_Latn | eng_Latn | 0.998902 | eng_Latn | 0.998916 | [
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Clippings
A weekly column about plants, yards & gardens
By: Margaret Murphy, Horticulture Educator, Lyon-O'Brien-Osceola-Sioux Counties ISU Extension & Outreach
Gardening in Straw
Have you ever thought about creating a vegetable garden in a bale of straw? Well, it's not as crazy as it may sound. It even comes with certain advantages. No digging is required as the bales are placed right on the ground. They can also be placed on a patio or rocky surface. Straw bale gardening actually has much in common with traditional raised bed gardening. It allows you to garden in areas of the yard that have poor soil conditions. For those with limited mobility, the height of the bales makes it easier to tend the plants. Plus, there are generally less pests and diseases to deal with. An added bonus is that after the growing season, the bales can be recycled. Use them for compost or work them into the soil to add organic matter.
If using fresh straw bales, they first need to be conditioned. Conditioning helps get the decomposition process going inside the bale. Fresh straw bales must be allowed to decompose for a few weeks before planting since during this time the bales will get hot. This heat can damage seeds or seedlings placed directly into a fresh bale. If you are using older bales from the year before, you can skip this step.
Conditioning involves keeping the bales wet for three to four weeks prior to planting. If time is a factor you can add fertilizer to help things along. Adding fertilizer will speed up the decomposition process so that a fresh straw bale is usually ready for planting in less than two weeks. To do this method, West Virginia University Extension Service suggests keeping the bales wet for three days. Then on days 4, 5, and 6, sprinkle a nitrogen-rich fertilizer such as a ½ cup of urea (46-0-0) on top of each bale. You can also fertilize with bone meal, fish meal, or compost tea. Work it in well with water and continue to keep the bales moist.
On days 7, 8, and 9, cut the fertilizer application in half adding only a ¼ cup of urea on each bale per day. Again, continue to moisten the bales daily. On day ten, stop fertilizing but still keep the straw damp. Finally, with day eleven check the tops of the bales for heat. They should be warm as a result of the decomposition. Once the bales are cool to the touch, you can start to plant. You can also insert a meat thermometer several inches into the bale to check whether or not the temperature is cool enough to plant.
The bales should be at our body temperature or lower. Keep in mind that with the decomposing straw may come a few mushrooms. It is not necessary to remove them, however, don't eat them.
Now that the bales are ready it is time to plant. Gardeners typically use one of two types of planting methods. One is to dig individual holes in the top of the bale and carefully place a seedling in each. Then carefully firm the straw together with some good quality potting mix around the roots of the plant. For seeds, make several small holes in the top and fill each with potting mix before sowing. The other method consists of spreading soil on top of each bale to about a three inch depth. Then add the seedlings or seeds. After planting, water thoroughly.
You can grow a variety of vegetables in straw bales. How many plants to use per bale will depend on the type of crop. Washington State University Extension suggests for tomatoes use 2-3 plants; for peppers 4 plants and for cucumbers 4-6 plants. With larger vegetables such as pumpkins and winter squash use two plants per bale and with zucchini up to three. Vegetables that you would seed such as lettuce or beans can be spaced as directed on the seed package.
Now that your garden is planted, water the bales as needed. For ease of watering you might consider using a sprinkler or soaker hose. To ensure a well-balanced diet, your straw bale garden will need an occasional boost of fertilizer. Use a water-soluble all purpose gardener fertilizer. Organic fertilizers such as compost tea, blood meal, or fish emulsion can also be used.
For more information on growing plants in straw bales, you can check out a publication titled Straw Bale Gardening by West Virginia University Extension Service and one with the same title from Washington State University, Benton County Extension. For any questions, please feel free to contact me at my email email@example.com, by phone at (712) 472-2576 or through your local County Extension office. | <urn:uuid:c148e84c-90f4-4d00-9519-0413348f06eb> | CC-MAIN-2019-43 | https://www.extension.iastate.edu/sites/www.extension.iastate.edu/files/osceola/April9GardeninginStraw.pdf | 2019-10-18T18:31:27Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00112.warc.gz | 854,462,656 | 1,003 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.998642 | [
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LORD, TEACH US WHAT TO TREASURE
August 4, 2019, Eighth Sunday after Pentecost
Luke 12:13-21
Kimberly L. Clayton, The Brick Presbyterian Church in the City of New York
A few years ago, David Brooks wrote a column in the New York Times in which he described the difference between "résumé virtues" and "eulogy virtues." Resume virtues are, of course, the ones you put on your résumé—the skills you bring to the marketplace. The degrees, credentials, honors, and awards that will advance your standing in a competitive environment, prove your worth, advance your career, increase your income potential, and promote your social capital. There is nothing wrong with résumé virtues. We are rightly proud of our accomplishments and the hard work that stands behind each one we include on our résumés. These are the virtues our culture and our educational systems spend a great deal of time teaching—the skills and strategies we will need for success.
Eulogy virtues, Brooks notes, are different. Eulogy virtues are the ones talked about at your funeral—whether you were kind, brave, honest or faithful. Were you capable of deep love?
There is a story about Alfred Nobel that illustrates remarkably the difference between these virtues. This story may be true or it may be apocryphal (scholarship is divided), but either way, it is instructive.
One morning in 1888, Alfred Nobel opened his morning newspaper and read there his obituary. It was his brother, Ludvig who had died from a heart attack in France, but due to sloppy reporting, the obituary named the deceased as Alfred instead. Nobel's father had had grown rich running armaments factories and building underwater mines for Russia during the Crimean War. Alfred had become famous for developing new types of explosives, inventing among other things, dynamite,
- 1 -
used widely in both construction and warfare. He was astonished to read a scathing obituary that branded him a "merchant of death" who had grown rich by developing new ways to "mutilate and kill."
A biographer says it was this experience that caused Alfred Nobel to re-evaluate his reputation. To consider how he would be remembered posthumously. Nobel changed his will, leaving the vast majority of his estate to a series of prizes for "those who in the preceding year shall have conferred the greatest benefit on mankind."
Nobel listed five awards in his will, though a sixth award in economics was added later. The five awards were for: the greatest invention or discoveries in the fields of physics, chemistry, medicine, literary work, and then the award for "the person who shall have done the most or best work for fraternity between the nations and the abolition or reduction of standing armies and the formation and spreading of peace…" i
Chapters 11 and 12 of Luke's Gospel provide one after another of in-your-face encounters. Jesus, on the way to Jerusalem, confronting and challenging the way things are ordered. In today's text, Jesus is walking along, surrounded by his disciples and a huge crowd when someone asks Jesus to settle a family dispute. People often asked a rabbi to arbitrate a disagreement. This last week, someone I have 'known' since childhood, but really only now know as a "Facebook Friend," asked for prayer. What, I wondered, might be wrong? A medical test that worried her? A loved one in the hospital? A child or grandchild in some danger? The next morning she explained…she and her siblings had met to discuss their father's estate. "We love each other," she said, "but we do not always see things the same way." "Teacher, tell my brother to divide the family inheritance with me," the man asked. Instead, Jesus turns and warns him, and the rest of us, too: "Take care! Be on your guard! Greed surrounds you, but your life is about more than the abundance of your possessions!" Then Jesus tells a parable.
Sometimes Jesus' parables provide comic relief—like the man last week banging on his neighbor's door at midnight to borrow bread. Sometimes parables bring joyful news—a lost lamb is carried home on the relieved shoulders of a shepherd. Sometimes parables provide beautiful imagery of the kingdom—as leaven rising in a hot loaf of bread, as a pearl in an oyster; of a treasure buried in a field. Parables can be so mysterious that the disciples ask Jesus to explain their meaning. But this parable is not funny or joyful or beautiful or mysterious. It so blunt it literally takes your breath away.
It tells of a man who has so much, that he has run out of room for all of his surplus. He decides to build bigger barns so he can keep storing more of his stuff. He is proud of his accomplishments and his accumulations because they provide him all he needs now and for the future, too. He is ready to sit back and enjoy the fruits of all his efforts—to finally have the time to "relax, eat, drink, and be merry." And just as he settles into his leather chair with glass of scotch, God appears and says "You fool!" which is never a good way for a conversation with God to begin. "This very night, your life is being demanded of you. And all of this stuff…whose will it be?"
The man is not a fool because he is rich and successful. Nowhere is someone condemned simply for being successful or wealthy. No, he is a fool because he has let greed become an idolatry in his life. Said one scholar: "The man has chosen to live in a world of one." ii Most of the parable consists of this man talking only to himself. If you were to count his inner dialogue, you would find there almost 60 words that begin with the phrase: "He thought to himself…" and then the words "I" and "my" take over. As Martin Luther King, Jr. said in a sermon on this text: "This man was a fool because he said 'I' and 'my' so much until he lost the capacity to say 'we' and 'our.' He failed to realize that he couldn't do anything by himself. This man talked like he could build the barns by himself, like he could till the soil by himself. And he failed to realize that wealth is always the result of the commonwealth. …Oh, my friends, I don't want you to forget it. No matter where you are today, somebody helped you get there." iii
Working backward in the parable, we should have seen it coming. Because it begins: "The land of a rich man produced abundantly." This man's abundance is not of his own making. It came forth from the land, from the Creator's abundant earth. King reminds us that we can't leave home in the morning without being dependent on the rest of the world: you reach for a sponge…from the Pacific islands, a towel—where was it made? The coffee you drink—where was it grown? The gas for your car or the bus you take—where is it from? Before we have made it to noon, we have depended on more than half of the world.
Greed, New Testament scholar Matthew Skinner says, "compels us to banish anyone who looks like they might threaten "what's ours." Likewise, idolatry constructs world-views in which self-interest is the cardinal virtue. Idolatry lies," Skinner continues, "whispering that cupidity, the excessive desire for money, won't erode my capacity for community." But it does. "Idolatry makes fools of us all when it convinces us to create religious justifications for our arrogance or hardheartedness." iv The man talks only to himself about how he will store for himself all that he has. He does indeed live in "a world of one." As only Martin Luther King, Jr. could put it:
"This man was a fool because he allowed the means by which he lived to outdistance the ends for which he lived. He was a fool because he maximized the minimum and minimized the maximum. This man was a fool because he allowed his technology to outdistance his theology…his mentality to outrun his morality. He became so involved in the means by which he lived that he couldn't deal with the way to eternal matters."
He lived, you see, in a world where there was no room for others; no room for God. Until there God was. And what then? What mattered then?
Fred Craddock once told the story of a schoolmate of his who ministered mostly in China. He had been put under house arrest there when the soldiers came one day and said, "You can return to America." They started to celebrate. The soldiers said, "You can take two hundred pounds with you."
- 4 -
Well, Fred said, they had been there for years. Two hundred pounds. They got the scales and started the family arguments: two children, wife, husband. Must have this vase. Well, this is a new typewriter. What about my books? What about this? They weighed everything, and took it off, and weighed this and took it off…and finally, right on the dot, two hundred pounds.
The soldier asked, "Ready to go?" Yes. "Did you weigh everything? Yes. "You weighed the kids?" No, we didn't. "Weigh the kids." And in a moment, typewriter and vase and all became trash." Craddock said. "Trash. It happens." v
Years before Brooks wrote his column on résumé and eulogy virtues, author and columnist Peggy Noon wrote this: "In a way, the world is a great liar. It shows you it worships and admires money, but at the end of the day, it doesn't. It says it admires fame and celebrity, but it doesn't, not really. The world admires, and wants to hold on to, and not lose, goodness. It admires virtue. At the end it gives its greatest tributes to generosity, honesty, courage, mercy, talents well used, talents that, brought into the world, make it better. That's what it really admires. That's what we talk about in eulogies, because that's what's important. We don't say, 'The thing about Joe was he was rich.' We say, if we can, 'The thing about Joe was he took care of people.'" vi
This past week, the wife of one of our beloved and longtime members, Don Roberts, died. Don has allowed me to share something with you today about Mary Roberts, his wife, who was a Roman Catholic. She was quite an accomplished woman. Her obituary rightly lists the schools from which she graduated: Chapin, Smith, New York University, Stanford. The awards she received, her success in banking, her generosity to institutions and her service on numerous Boards. Don was working on her obituary when we spoke. He recounted some of these details, but then his voice caught. Don said: "But the most important thing is what we have put at the end." I read her obituary in the Times on Thursday. The very last sentence reads: "More important than the above, Mary was a Christian: She did
justice; she loved mercy; and she walked humbly with her God." It is true of her, Don said, filled with deep love.
This parable encourages us to spend less time and effort on storing up treasures for ourselves and to be instead those who are "rich toward God."
Jesus' parables are meant to stay with us…to make us think. Parables ask important questions and push us to consider ultimate things. And then to live differently as a result; to live more faithfully, as if the kingdom of God really is here and now. And so the important thing comes at the last: "be rich toward God." That is what we are left, finally, to answer for ourselves. In your life, in your family's life, what does it mean, really, tangibly, to be rich toward God? In how you use your money—and your time? In where you put your hardest effort, your highest hopes, your deepest desires? In what you keep for yourself and what you give away for the sake of others. "Be rich toward God," Jesus counsels us. How does that challenge what you think of as "yours?" How you view others—those who may be your competition and those may need your help?
Right now your Pastor Nominating Committee is working on a form that will describe who you are as a congregation to your next Senior Minister. It will give the numbers: how many members, the size of your endowment and operating budget, how much you give to mission. It will describe the magnificence of these buildings. These are important, of course. But there is something more your next Senior Minister will want to know even more: "In what ways are you, as a congregation, rich toward God?" If you were asked that question, what story would you tell? What would you want them to see? Where in this building would you take them? Where beyond this building would you invite them to come and see, "Look at this! Here, in this way, we are rich toward God!" To be rich toward God, Jesus said at the end. What does that mean? What does that look like?
Augustine said: "God is always trying to give good things to us, but our hands are too full to receive them."
Amen.
i https://www.history.com/news/did-a-premature-obituary-inspire-the-nobel-prize Article by Evan Andrews, December 9, 2016.
iii Martin Luther King, Jr., Sermon entitled, "Why Jesus Called a Man a Fool," preached at Mount Pisgah Missionary Baptist Church, Chicago, IL, Aug. 27, 1967.
ii Matthew Skinner in WorkingPreacher.org
iv Skinner, workingpreacher.org
vi Peggy Noonan, "A Life's Lesson," June 20, 2008 in the Wall Street Journal.
v From Craddock Stories, edited by Mike Graves and Richard F. Ward (St. Louis, Missouri: Chalice Press, 2001), 22-23. | <urn:uuid:a584d768-1621-4694-8374-2a7e53a6a8a2> | CC-MAIN-2019-43 | https://www.brickchurch.org/wp-content/uploads/2019/08/08042019.pdf | 2019-10-18T20:06:57Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00115.warc.gz | 843,444,248 | 2,988 | eng_Latn | eng_Latn | 0.959851 | eng_Latn | 0.999578 | [
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Methley Primary School Policy for Design and |Technology
Why do we study DT at Methley Primary?
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world,
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users,
- Critique, evaluate and test their ideas and products and the work of others,
- Understand and apply the principles of nutrition and learn how to cook.
What are the main aspects pupils will be taught:
Foundation Stage
Through a variety of creative and practical areas of provision pupils will use and explore a range of materials, tools and techniques used for designing and making. They will experiment with colour, texture, form and function, using a variety of tools safely and will represent their ideas. They will think critically and creatively to talk about their creations. They will have access to the following continuous provision for designing and making: - Large wooden blocks, - Small wooden blocks, - Box modelling equipment with tape and glue, - Painting, - Dough, - Collage
Key stage 1:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- Design purposeful, functional, appealing products for themselves and other users based on design criteria
- Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
- select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]
-
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate
- explore and evaluate a range of existing products
- evaluate their ideas and products against design criteria
Technical knowledge
- build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles] in their products
Key stage 2:
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
When designing and making, pupils should be taught to:
Design
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
Make
- select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
- select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
Evaluate
- investigate and analyse a range of existing products
- evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
- understand how key events and individuals in design and technology have helped shape the world
Technical knowledge
- apply their understanding of how to strengthen, stiffen and reinforce more complex structures
- understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
- understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
-
apply their understanding of computing to program, monitor and control their products
What parents can do to help:
Watch Grand Designs, Cook at home, Make anything using anything, Design imaginary things together like a dog walking machine perhaps, Look at how playground things work and discuss, How do cars work-look at the engine safely?
Methley Primary School follows the National Curriculum Guidelines and ensures that the curriculum is tailored to meet the needs of ALL our pupils. The school runs an Inquiry Curriculum and Design and Technology will form part of pupil inquiries throughout the year. | <urn:uuid:7f3825b0-4f80-415b-a792-1e9ea492c6bc> | CC-MAIN-2019-43 | https://s3.eu-west-1.amazonaws.com/jotter2.files/6114204?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Ddt-policy-nov-2016.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20191018%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20191018T195741Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=192eeadc6c94ae0824c5b4ffeffdcb853aa10de5ebf1595a35b890c7332d0d8b | 2019-10-18T19:57:42Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00114.warc.gz | 685,769,367 | 917 | eng_Latn | eng_Latn | 0.994957 | eng_Latn | 0.994957 | [
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SILICON
FEATURE
Silicon strengthens the plants' own natural defences. They manufacture more substances that are toxic to fungi. In research the sensitivity of saintpaulia to powdery mildew was substantially reduced. The effect varied by variety from 35 to 80 per cent.
Silicon, not essential but useful
Adding silicon to nutrient solution is worth considering
Silicon is a mysterious element. It's not essential for plant growth but sometimes plants absorb more of this than other elements. Slowly we are gaining more knowledge about its positive effects: Increased resistance to diseases and higher production. But much is still unknown.
be omitted from the standard nutrient solution. Therefore greenhouse plants differ in an important way to plants in the ground: They contain very little silicon. This can rightfully be called an unnatural situation.
outer layer of cells) and the cuticle. Such hard layers form a physical barrier against fungal hyphae and perhaps against sucking insects. But another mechanism is also at work. Silicon strengthens the plants' own natural defences. They manufacture more substances that are toxic to fungi. How does it work? Who knows may say!
About one quarter of the earth's crust consists of silicon compounds. It's found in sand, clay, quartz and granite. Plants that grow in the ground take up silicon to a greater or lesser degree. But it is not considered to be an essential element; these are elements that the plant needs in order to survive.
Stronger plants
No plant can survive without nitrogen, potassium or magnesium but it can without silicon. This is also the reason that silicon can
16
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Less transpiration
The same uncertainty also applies to the role of silicon in preventing manganese toxicity. This occurs, for example, in lettuce and is apparent when brown spots appear on the older leaves. Supplementing with silicon during trials did relieve this problem. It didn't influence the uptake of manganese but it ensured an even distribution within the plant. The manganese no longer accumulated in certain places that lead to the brown, dead spots. A similar effect has been found with
The question then is whether this is a problem. In the meantime we have a whole mountain of international research showing that silicon in many cases can have a positive influence on production, disease resistance, transpiration and nutrient toxicity. However, the picture per plant species is different and the scientific knowledge is limited.
For example, it's not clear why production goes up and why disease resistance improves when silicon is administered. Some plants – rice is a very well known example – hoard silicon and literally become harder from it. It accumulates in an amorphous form on cell walls, between cell layers, in cavities and often as a layer between the epidermis (the other nutrients, such as a better balance between zinc and phosphate. But here too it's unclear how this works.
Chinese researchers discovered that administrating silicon to corn reduced transpiration through the stomata. That means less evaporation per unit of product. From an energy saving point of view this information is also very interesting for greenhouse horticulture, even though still nothing is known about this effect on protected crops.
Better production
Better production after supplementing with silicon is due to a combination of factors. A better balance of minerals or fewer diseases result in a healthier plant and therefore more production. But trials have also discovered higher chlorophyll production, heavier leaves, better leaf position or larger amounts of the CO 2 -binding enzyme Rubisco.
All these scientific research results provide plenty of reason to study the favourable effects of silicon on greenhouse plants. The former research station for floriculture and greenhouse crops in Naaldwijk, the Netherlands, carried out such studies on a number of plants in the 1990s. Also its successor PPO has been working on this.
It was quite difficult. Many silicon compounds were not easily taken up or they clogged the water supply system. In the end potassium metasilicate was the most appropriate 'fertiliser'.
The sensitivity of saintpaulia to powdery mildew was substantially reduced. The effect varied by variety from 35 to 80 per cent. However, the sensitivity to Botrytis was not affected by the administration of silicon.
Trial results
The effects were positive on cucumbers. Production increased by about 10% and the mildew infestation decreased. However, the results during commercial trials were less
An important drawback of the silicon uptake was the emergence of the so-called dew layer on the fruits which meant it was easy to leave finger prints on the fruits during harvesting.
From all the international research it is clear that supplementary silicon can have a positive effect on disease resistance.
striking although a production increase of 2 - 5% was always achieved. In addition, fungicide usage can be reduced by 15% when silicon is administered. It is still not clear what caused the big difference between the experimental and the practical trial.
effect. Many plants such as tomato, pepper, gerbera, carnation (and also notably: lettuce) take up very little. Cucumber, rose, melon, courgette, strawberry, aster and bean do experience a rise in the silicon concentration when it is added to the nutrient solution.
An important drawback of the silicon uptake by cucumber was the emergence of the so-called dew layer on the fruits which meant it was easy to leave finger prints on the fruits during harvesting.
Courgette and rose also responded positively to silicon under research conditions. Courgette production rose by 10%. Strawberries suffered a considerably milder attack of powdery mildew but there was a negative impact on fruit quality. During a commercial trial with roses production did increase slightly.
The research station was also able to confirm foreign experiences that silicon can reduce toxicity caused by manganese. Supplementing lettuce with silicon resulted in far fewer brown spots. Incidentally it was striking that the silicon level in the treated plants was just slightly higher than in the untreated plants.
Too little known about effect
From all the international research that has taken place it is clear that supplementary silicon can have a positive effect on disease resistance and growth. Manufacturers of so-called plant enhancers are jumping in and offering all sorts of products while, in general, there is nothing to confirm that each product actually helps.
There is a huge difference between plant types and varieties in terms of uptake and
The problem with many of the studies is that it is carried out on a small scale and not in practical situations. It is also unclear why the sometimes spectacular results in research situations aren't so obvious in practice.
Everything considered, just one conclusion is possible. We still have too little knowledge about the role of silicon in the plant. If horticulture is to benefit from such knowledge a lot of research is still needed. Until then the information that has been acquired so far can be applied although, of course, the cost aspect will also play a role.
Summary
Silicon is an unusual element. It is not essential for the plant but it can have a positive effect on disease resistance, production, transpiration and toxicity by, for example, manganese. Research at the former Dutch research station showed that supplementary silicon had positive effects on saintpaulia, rose, cucumber, courgette and lettuce. On the other hand there are many plants that show no benefit from additional silicon. Still too little is known about this element to be able to provide any definite advice.
IN GREENHOUSES
NO 1
JANUARY 2019
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Language Modeling With Dual Language Learning Infants
Children who learn two languages from infancy are simultaneous dual language learners. They are learning different language systems at the same time. As they hear the sounds of their languages and interact and listen to adults and older children, infants begin to learn and sort out the sounds and sound patterns associated with each of their languages.
Which language should I use with an infant if I don't speak the language his family uses at home?
◗ ◗ Speak primarily your own strongest language. Speaking a language you know very well provides even the youngest child with a deeper, fuller language experience.
◗ ◗ Babies will feel more comfortable if they hear their home language sometimes. Hearing their home language may actually support their English language learning. Caregivers can learn from children's families how to sing the children's favorite songs or lullabies and use important words, such as "milk" and "sleep," in the home languages, even if the caregivers are not fluent in the languages.
◗ ◗ Caregivers can also play recordings to babies of family members singing and speaking in the home language.
When adults provide children with a safe, warm, predictable environment and engaged, attentive, and responsive language interactions, children have the security and motivation to explore, learn, and grow.
Adults support babies' language development by:
◗ ◗ Noticing what draws a baby's attention—what the baby looks at; what soothes or excites him or her
◗ ◗ Extending a child's actions and interests by entering into the child's play and talking about what the adult is doing (self-talk) or what the baby is doing (parallel-talk) in the adult's own language
◗ ◗ Using and playing with sounds and words from a baby's earliest days by rhyming, singing, and talking to help the child learn the sounds associated with the languages
◗ ◗ Learning from the baby's family members what their child likes and does not like and incorporating that knowledge into their interactions with the child to help increase the child's comfort and engagement
1
The caregiver in the following example applies all of these principles: noticing, extending, using and playing, and learning from and connecting to family life:
Alvin looks up at a red ball, brought from home, that dangles above his infant seat. His caregiver Nan bats it and the ball swings. Nan says, "You like this red ball, Alvin. Here it is again!" He keeps staring, enjoying the movement. Nan smiles and bats at the ball, saying in a sing-song voice, "Here's the ball!" as the ball swings above him. She continues for as long as the activity holds Alvin's attention.
Joint attention, which Alvin and his caregiver share as they both watch the swinging red ball, is a very important aspect of learning any language. Note that:
◗ ◗ Nan notices that Alvin is interested in the red ball.
◗ ◗ Nan responds to Alvin's interest by batting the ball and sharing his joy at watching it swing.
◗ ◗ When Alvin stares at the red ball's movement, Nan keeps the interaction going, continuing to swing the ball.
◗ ◗ Nan uses language to engage Alvin—she talks to him, naming the ball and its color.
◗ ◗ Nan plays with language and sounds, saying "Here's the ball" in a sing-song voice and linking her language to the movement of the ball.
◗ ◗ Alvin is learning that his caregiver cares about what interests him and that language can describe what he sees, while he is also learning more about the sounds of words as well as the words themselves.
The caregiver in the next example also makes connections to the infant's family life and language:
Four-month-old Janjak is lying in his crib after having a bottle. He hears his caregiver Lina singing a familiar Haitian Creole lullaby that his mother taught to her. Having a bottle, then lying in the crib while hearing the song, signals to Janjak that it is naptime. He begins to sleep. When he wakes, Lina cheerily greets him with her favorite wake-up song in English.
Lina has learned Janjak's napping routine from his family and has incorporated some of it into his routine in her room. While Lina does not speak Haitian Creole , she has learned a Haitian Creole lullaby, which soothes Janjak. Lina speaks English with
Janjak, including her wake-up song. The rhyming song exposes Janjak to the sounds and delights of English, especially since Lina clearly enjoys singing it and joyfully picks him up before changing him and starting new activities.
This document was prepared under Grant #90HC0001 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Cultural and Linguistic Responsiveness http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
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| Version 1.0 Last updated 18 December 2017
Kut al-Amara
By Gökhan Çetinsaya
The Siege of Kut al-Amara between 3 December 1915 and 29 April 1916 is an important episode of the war between the Ottoman Empire and Great Britain. The surrender of approximately 13,000 British-Indian soldiers after 147 days of siege was the worst surrender in the history of the British army up to that point, and a great victory for the Ottomans.
Table of Contents
1 Occupation of Basra
2 The Battle of Shu'aybah
3 The Impact of Gallipoli Campaign
4 The Battle at Ctesiphon
5 The Siege at Kut
6 Prisoners of War
7 The Importance of Kut
Selected Bibliography
Citation
Occupation of Basra
Before the declaration of war between the Ottoman Empire and Great Britain, the British command had already dispatched an Indian Expeditionary Force (IEF), Sixth Indian Division, to the Gulf to secure the oil facilities of the Anglo-Persian Oil Company on the island of Abadan in the Shatt alArab. The aim was also to strengthen the British position in the region and, if possible, to occupy Basra.
The day after the outbreak of war between the two empires, on 6 November 1914, the IEF began to take action, occupying first Fao and then Abadan. The Ottoman command was unprepared, short on $Kut al-Amara - 1914-1918-Online
manpower, and experiencing problems with its local tribal forces. As a result, the IEF advance in the Basra region along the Tigris valley was easy and quick; the city of Basra fell on 23 November 1914 and Qurna on 9 December 1914.
The Battle of Shu'aybah
The Ottoman command appointed Süleymân Askerî Bey (1884-1915), a leading officer of the Teşkilat-ı Mahsusa (the Special Organization) as commander of Basra in January 1915 and charged him with retaking the city. In April 1915, he attacked the IEF around Qurna with a mixed force of 4,000 regulars and approximately 15,000 Arab tribal levies from southern Iraq. At the battle of Shu'aybah (on 12 April 1915), the tribal levies were routed and the Ottoman forces faced a humiliating defeat. Askerî took his life in despair.
Tribal uprisings followed, starting in May and continuing throughout the summer of 1915. The towns and villages of the Middle Euphrates rose in rebellions in southern Iraq, including the Shiite sacred towns of Najaf and Karbala. In the meantime, the IEF advance continued along both the Tigris and the Euphrates, through Ammara and Nasiriyya respectively. After Shu'aybah, the Ottoman command had to withdraw and regroup to defend the roads towards Baghdad instead of trying to regain Basra. The Ottoman forces were unsuccessful in the face of the IEF advance. By August 1915, the IEF completed the occupation of the entire province of Basra.
This advance gradually began to create logistical problems for the IEF; as they were forced to stretch their lines of supply and communications ever further. The pre-1914 reforms to the Indian Army, largely the work of Horatio Herbert Kitchener (1850-1916), were the root cause of many of the logistic and administrative problems that the IEF faced as it advanced deeper into Mesopotamia.
The Impact of Gallipoli Campaign
At this time, the developments on the Gallipoli front began to determine the developments on the Mesopotamian Front, for both the Ottomans and the British. There was fear and concern in London over the wider ramifications in the Muslim world of their prospective defeat at Gallipoli, which was apparent by the autumn of 1915. In order to regain prestige, especially in (British) India and other Muslim colonies, British decision makers began to plan new offensives elsewhere in the Middle East. One of these was the IEF's advance on Baghdad.
Meanwhile, victory at Gallipoli had allowed the Ottomans to transfer two experienced and disciplined divisions to the Mesopotamian Front, which tilted the military balance in their favor. Ottoman forces in Mesopotamia and Persia were reorganized into the Sixth Army in September 1915, and Field Marshal Colmar von der Goltz (1843-1916) was appointed commander-in-chief. Under him were two sub-commanders responsible for Iraq: Mehmed Nurettin Pasha (1873-1932) and Halil Kut Pasha (1881-1957), a cousin of Enver Pasha (1861-1924). By the end of 1915, Ottoman forces had reached a total of 25,000 soldiers, compared with 14,000 IEF soldiers. The Ottoman forces were
$Kut al-Amara - 1914-1918-Online
also assisted by tribal levies under the command of Ujaymi al-Sadun (?-1960) of the Muntafiq tribal confederation.
At the same time, the Ottoman government was carrying out propaganda activities to win the support of local Arab populations, especially the Shiites of Iraq. Already in November 1914, at the request of the Ottoman authorities, almost all the leading mujtahids of Atabat had issued fatwas calling upon Muslims for jihad against the Allies. Later, in the autumn of 1915, the Ottoman government sent "the noble Banner of Ali" from Istanbul to Atabat. The mujtahids continued to support the Ottoman authorities until the end of the Mesopotamian campaign. The Ottomans also accelerated its pan-Islamic propaganda aimed at Muslim Indian soldiers serving on the Mesopotamian Front. This bore fruit as desertions and disobedience arose within the rank and file of the IEF, especially among the Pashtuns; although such incidents were limited and had little effect on the British-Indian army's combat capability.
The Battle at Ctesiphon
The British forces were suffering from logistical problems and a shortage of men. After the IEF occupied Kut al-Amara at the end of September 1915, Major General Charles V. F. Townshend (1861-1924) decided to halt there to secure British control over the whole province of Basra and insisted on waiting for reinforcements. However, the IEF's easy victories in Basra province encouraged British decision makers in London and Delhi to advance further northwards and capture Baghdad. This was partly to compensate for the great loss of prestige they had suffered on the Gallipoli front; partly an attempt at Delhi's sub-imperial expansion in the Gulf and Mesopotamia; and partly to help Russian war effort by putting pressure on the Ottoman Empire. Despite Towshend's position, the British general command, misreading of renewed Ottoman capabilities, authorized the advance on Baghdad. In November 1915, Townshend attacked the Ottoman forces at Selmanpak (an ancient site known as Ctesiphon), about 35 kilometres southeast of Baghdad. Ottoman forces fought a successful defensive action (22-24 November) at Selmanpak.
The Siege at Kut
After failing to break through the Ottoman positions at Selmanpak, Townshend began to withdraw to Kut al-Amara (25 November), a wide peninsula in a horseshoe bend of the Tigris 100 miles south of Baghdad, where he was besieged. With a force of 11,600 combatants and 3,350 non-combatants, and with rations for 60 days, the besieged army waited for relief from Basra. Ottoman forces attempted to seize Kut several times, but in the face of heavy losses instead opted to tighten the siege and cut off British reinforcement and resupply from Basra.
Townshend misrepresented the state of his supplies in order to force a quicker response from the forces in southern Mesopotamia and thus push for a relief early on. As a result, British and Indian troops were thrown against the Ottoman defences south of Kut before they were ready (both in
$Kut al-Amara - 1914-1918-Online
training, fire support, and numbers) and as a consequence the relief efforts failed. The British made four unsuccessful attempts to free the troops besieged at Kut, and suffered over 23,000 casualties. Attempts at sending aid via airplanes and submarines also failed or were insufficient. Due to shortages of food and medicine, starvation and disease began to take their toll. The Hindu and Muslim Indian soldiers refused horsemeat on religious grounds, and as malnutrition set in, they grew weaker and fell ill.
After 147 days of siege, facing starvation and without any prospect of relief, Townshend was authorized to enter into negotiations for surrender. During negotiations, Townshend, and later Thomas Edward Lawrence (1888-1935) and Aubrey Herbert (1880-1923) of the Arab Bureau, tried to bribe the Ottoman commander Halil to allow their forces to flee; they offered first one million (and then two million) pounds, but to no avail. On 29 April 1916, Townshend, left with no other alternative, surrendered his force of 13,309 men, consisting of 277 British officers, 204 Indian officers, 2,592 British soldiers, 6,988 Indian soldiers, and 3,248 Indian support staff. On 2 May 1916, 1,306 sick or wounded soldiers were allowed to leave aboard British medical ships, together with 694 nursing and support staff to tend them.
Prisoners of War
Townshend was taken to Istanbul, where he was treated as befitted a man of his station. The remaining prisoners of war were sent to prison camps in different places in western and central Anatolia. Most of the rank-and-file soldiers were forced to march on foot, as the British refused to provide transport and the Ottomans were unable to do so. The prisoners of war received differential treatment according to their rank and religious affiliation, with officers and the 4,014 Muslim soldiers enjoying relatively better conditions. Of the total British-Indian rank and file, nearly 70 percent are estimated to have died in captivity or on the road. The British are estimated to have suffered some 40,000 casualties during this campaign, compared with losses on the Ottoman side of 350 officers and 10,000 soldiers from the Sixth Army.
The Importance of Kut
This was a great victory for the Ottomans. In Halil's words, it was a Turkish victory "the likes of which hadn't been seen for 200 years." And it was as great a defeat for the British Empire. Kut ranks, alongside Yorktown (1781) and Singapore (1942), as one of the three most significant defeats of British arms. However, while Yorktown and Singapore led to major imperial/strategic consequences for the British Empire, Kut did not.
The Ottomans were not able to use the success at Kut to further their war effort at Mesopotamia. Within a year, the Ottoman gains had been reversed. The Ottoman central command redeployed many of its forces in Mesopotamia to the Iranian front; whereas the British overcame their defeat to stage a successful campaign in late 1916 and early 1917 (a more cautious and far better resourced
$Kut al-Amara - 1914-1918-Online
one) that destroyed the Ottoman grip on the Baghdad and Mosul. With a newly raised and reinforced force of 150,000, General Stanley Maude (1864-1917) started a new advance in December 1916, retaking Kut al-Amara in February 1917 and entering Baghdad in March 1917.
Finally, the Arab Revolt of 1916 was also related to the consequences of Kut. After the great blows to its prestige at Gallipoli and Kut, the British government feared that Ottoman victories risked provoking pan-Islamic sentiment and revolts in India and the Arab world. In Cairo, the Arab Bureau accelerated its efforts to strike the Ottomans from the rear. This led to the Arab revolt a few months later in June 1916.
Gökhan Çetinsaya, Istanbul Şehir University
Section Editors: Abdul Rahim Abu-Husayn; Heike Liebau
Selected Bibliography
Çifci, Erhan (ed.) / Kut, Halil: Kutü'l-amare kahramanı Halil Kut Paşa'nın hatıraları (Memories of Halil Kut Pasha), Istanbul 2015: Timaş Yayınları
Erickson, Edward J.: Gallipoli and the Middle East, 1914-1918. From the Dardanelles to Mesopotamia, London 2008: Amber Books.
Gardner, Nikolas: The siege of Kut-al-Amara. At war in Mesopotamia, 1915-1916, Bloomington 2014: Indiana University Press.
Johnson, Robert: The great war and the Middle East. A strategic study, Oxford 2016: Oxford University Press.
Rogan, Eugene L.: The fall of the Ottomans. The Great War in the Middle East, New York 2015: Basic Books.
Townshend, Charles Vere Ferrers: My campaign, 2 volumes, New York 1920: J. A. McCann.
Citation
Çetinsaya, Gökhan: Kut al-Amara , in: 1914-1918-online. International Encyclopedia of the First World War, ed. by Ute Daniel, Peter Gatrell, Oliver Janz, Heather Jones, Jennifer Keene, Alan Kramer, and Bill Nasson, issued by Freie Universität Berlin, Berlin 2017-12-18. DOI: 10.15463/ie1418.11204.
License
$Kut al-Amara - 1914-1918-Online
Derivative Works.
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Activity 1.4 Making Homemade Garden Paper
Overview: Through making their own paper students will learn the origin of paper, its history, folklore, and the use and origins. Students will add seeds to plant the paper in the ground.
Lesson Background: Paper is a mat held together by a fiber's roughness, and can be made from almost any fibrous material (cotton, hemp, or recycled paper).
History of Paper:
Ancient Egyptians invented the first substance like the paper we know today called Papyrus. Papyrus scrolls were made by taking slices of the inner part of the papyrus stem, flattening it and then poured into a hard, thin sheet. The word "paper" comes from the word "papyrus."
Papermaking was invented in China in the second century A. D. The paper was made one sheet at a time until 1798. The process begins when trees (grown specifically for papermaking) are harvested and transported to a paper mill. At the mill, machines strip away the bar and shred the logs into millions of chips. The chips travel to gigantic pulp cookers where chemicals and steam are added. The mixture is heated and pressurized and breaking the chips into even smaller pieces. Water is added and the final product which turns the chips into a pulp. After cleaning and screening the pulp, dyes and pigments may be added. The paper is spread onto a wide screen. After the water drains, the paper remains and the paper is dried for its final stage.
INSTRUCTIONS:
1. Rip Paper into small pieces
2. Soak in Warm Water (you can skip this step and just add paper and warm water in blender)
3. Add mixture to blender until soupy (make sure there is no glue or glossy paper or it will clog the blender)
4. Start blender slowly at first, then speed up
The Garden Project of Southwest Colorado
School Garden Resource Guide
Grade Levels: Elementary
and above
Core Subjects: Science,
Social Studies, Visual Arts and Language Arts
Objectives: Students will be able to identify the origin, use and history of paper. They will practice a method of recycling and reusing natural materials.
Materials:
[x] Lint
[x] Screen- window
[x] Rolling Pin
[x] Blender
[x] Recycled Paper
[x] Warm Water
[x] Wash tub, Large Bowls or sink
[x] Table for drying
[x] Absorbent towels
[x] Optional- seeds, lint, thread, flower petals, leaves*
[x] Add thread after mixture is blended. If you want to use flower petals leaves or seeds, place them on the screen before pouring your mixture.
5. Lay a large towel, with a screen on top. (add flower petals, seeds and spread onto screen if using)
6. Add paper mixture, mush paper by hand, cover with another screen same size use rolling pin to evenly smooth out paper
7. Add absorbent towel to top.
8. Replace towels if wet, to aid drying and prevent molding paper.
9. Leave flat and let dry. Drying times varies. 3 hours to 3 days depending on mixture.
Notes about Types of Paper:
[x] Newspaper makes paper thinner and grey
[x] White computer paper makes it lighter but chunkier
[x] Tissue Paper makes the paper finer
[x] Glossy papers should be avoided if possible
Options for Types of Paper to Use
[x] Newspaper
[x] Computer Paper
[x] Magazines
[x] Egg Cartons
[x] Old Cards
[x] Toilet Paper
[x] Non-waxed boxes (pre-soak in warm water)
[x] Office Paper
[x] Tissue Paper
[x] Napkins
[x] Construction Paper
Resources:
Pioneer Thinking: A Refreshingly New Perspective http://www.pioneerthinking.com/makingpaper.html
Classroom Discussion before and during Paper Making:
Recycling and Reusing Materials History of Paper
Leave Participants with Instructions on How to Plant Seed Cards
* Let paper dry completely.
* Water daily or keep moist until seeds sprout.
* Cover with ¼ inch to 1 inch of soil (depending on seed size)
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Name: ___________________________________________
Date: ___________________
World War II
Across
Down
1. British-American declaration that stated the countries aims for the outcome of the war.
2. policies, views, or actions that harm or discriminate against Jews
4. a country that can influence events throughout the world
6. a person or group of people on whom is blamed for others' problems (like in WWII, Jews for Germany)
8. WWII Japanese pilots trained to make a suicidal crash attack, usually upon a ship
9. in World War I the alliance of Great Britain and France and Russia and all the other nations that became allied with them in opposing the Central Powers
10.
Japan, Germany and Italy
12. prison camp for civilians who are considered enemies of the state
15. Oahu, Hawaii
20. Leaders who ruled their nations by force. Hitler/Mussolini
23. during WWII, Navajo soldiers who used their own language to radio vital messages during the island-hopping campaign
26. code name for the Allied invasion of Europe in 1944
27. practice of giving in to aggression in order to aviod war
30. rooted in miliarism, extreme nationalism, and blind loyalty to the state; dictators vowed to create new empires
31. n World War II the alliance of Germany and Italy in 1936 which later included Japan and other nations
34. day of the invasion of Western Europe by Allied forces-June 6, 1944 (Allied forces landed at France, freed Paris; slowly advanced to Germany)
35. Germany's failed attempt to subdue Britain in 1940 in preparation for invasion (Germans bombed Britain continuously but Britain resisted with fighter pilots and Hitler gave up invasion)
36. a small slender short-haired breed of African origin having brownish fur with a reddish undercoat
37. the mass murder of Jews under the German Nazi regime from 1941 until 1945
38.
during WWII, Allied strategy of capturing Japanese-held islands to gain control
of the Pacific Ocean 39. a 1942 battle in the Pacific during which American planes sank 4 Japanese aircraft carriers (protected Hawaii)
3. WWII military alliance of Italy, Japan, Germany, and 6 other countries
5. WWII military alliance of Britain, France, Soviet Union, China, the U.S., and 45 other countries
7. make ready for action or use
11. Decoding device used against Germany
13. Allies' meeting in Potsdam, Germany, to plan the end of the war
14. German counter-attack in December 1944 that temporarily slowed the allied invasion of Germany (Audie Murphy was the hero)
16. Meeting of Chamberlain (Great Britain), Daladier (France), and Hitler to divide up Czechoslovakia
17. agreement signed between Hitler and Stalin in 1939 in which the two dictators agreed not to attack each other
18. Nazi war crime trials held in 1945 and 1946
19. country where a single party controls the government and every aspect of people's lives
21. groups of ships that were escorted across the Atlantic by warships for safety
22. "lightning war"; swift attacks launched by Germany in WWII during the night
24. warlike act by one country against another without a just cause
25. message sent by the Allies in July 1945 callin for the Japanese to surrender
28. member of the National Socialist German Worker's Party; under Hitler's command
29. a policy of nonparticipation in international economic and political relations
32.
Most decorated hero WW2
33. Royal Air Force
40. great naval invasion took place in France | <urn:uuid:99455545-969a-43f7-96b6-1e943c6bfdaa> | CC-MAIN-2019-43 | https://wordmint.com/puzzles/245837/pdf | 2019-10-18T18:31:12Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00118.warc.gz | 787,915,544 | 762 | eng_Latn | eng_Latn | 0.99707 | eng_Latn | 0.997123 | [
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Growing kits
Meadow Mushrooms
The brief
Meadow Mushrooms approached Wright Communications to provide a solution to the problematic statement that children just don't like mushrooms! They wanted to entice children to eat Meadow Mushrooms, so they set to work to change the thinking of New Zealand kids by enabling them to grow their own mushrooms.
The Wright approach
Wright Communications decided to create Meadow Mushrooms Growing Kits so as to allow children to be able to grow their own mushrooms at home. As mushroom spores cannot be purchased, this created instant excitement on social media. We knew that if we sent just one growing kit to the influencers' children, this would create some really nice social media posts but it would not highlight the purpose of the kit. To take this one step further we decided to send them a second growing kit so that their children could take it to school to share the excitement of growing mushrooms with their fellow classmates, this would endorse the campaign messaging. This aligned perfectly with the issue around kids not eating mushrooms. Wright Communications knew that sending a box of compost to influencers was going to be an interesting challenge, so to ensure that the Meadow Mushrooms Growing Kits looked amazing and aligned well with the brand, they replicated the Meadow Mushrooms punnets and included some fun facts about mushrooms on the boxes appealing to kids. Wright Communications carefully selected influencers that had the right school-aged children and connected with them prior to the growing kits being delivered to ensure they were up for the challenge.
Outcomes
The growing kits were incredibly well-received by influencers and their children and they continually posted fantastic images of mushrooms popping up so rapidly. The social media posts included images of kids picking and eating the mushrooms straight from the box, families cooking delicious mushroom recipes and the kids being generally fascinated with how quickly the mushrooms grew.
Within 24 hours of the Meadow Mushroom Growing Kits appearing on influencers social media, Meadow Mushrooms had received hundreds of requests for the kits via a link on their website. A social media post to give away two growing kits, resulted in 36,000 people being reached – instantly sparking more interest.
Although Meadow Mushrooms do not intend to sell the growing kits, they have been inundated with requests from the public and supermarkets asking where the kits can be bought from.
Of course this campaign was always about getting kids to eat mushrooms. Meadow Mushrooms are now distributing growing kits to various schools and education facilities around the country so children can learn how mushrooms grow and allowing them to try them.
Meadow Mushrooms has been able to generate some interesting content to share on their own social media platforms by showcasing the delivery of the kits and sharing some of the wonderful posts from the influencers.
Wright Communications reached well over a million Kiwis in two months and successfully extended the Meadow Mushrooms brand to children. | <urn:uuid:f3d48983-2692-4598-a590-e90a5a969c38> | CC-MAIN-2019-43 | https://wrightcommunications.co.nz/media/2510/growing-kits.pdf | 2019-10-18T19:49:18Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00116.warc.gz | 778,266,122 | 566 | eng_Latn | eng_Latn | 0.999086 | eng_Latn | 0.999086 | [
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Please complete the following and return electronically to firstname.lastname@example.org.
FACS Proposal to add HMD 211 Human Nutrition under Connections - Systems
1. What course does the department plan to offer in Connections? Which subcategory are you proposing for this course? (Social and Cultural, Local to Global, Systems) The Family & Consumer Sciences Department plans to offer HMD 211 Human Nutrition in the Systems subcategory.
2. How will this course meet the specific learning objectives of the appropriate sub-category? Please address all of the learning outcomes listed for the appropriate subcategory.
The human body is a complex system, and nutrients are essential for sustaining this system. One of the key aspects of this course is the exploration of systems in the body as they specifically relate to the study of human nutrition: circulatory (cardiovascular and lymphatic), nervous, endocrine, immune, digestive, reproductive, and excretory systems.
Analyze how systems evolve.
Multiple complex systems make up the human body. Human Nutrition is the study of how these smaller components (i.e. nutrients) become a part of and impact the larger system (i.e. the human body). Individual food choices, which ultimately determine nutrient intake, have significant impacts on the evolution of body systems. Students learn in this class the power of food choices. For example, poor food choices can result in nutrient deficiencies, toxicities, or imbalances while proper food choices can be used to prevent chronic diseases (e.g. heart disease, diabetes, osteoporosis) or at least delay the progression of diseases. In addition to studying human body systems in this course, students will also be exposed to how current research is used to change nutrition recommendations/food guidance systems and to provide more insight on the factors related to disease development.
Compare the study of individual components to the analysis of entire systems.
In order to identify how nutrition affects the various body systems, students must know the six classes of nutrients (individual components), how these nutrients are broken down in the digestive system, and how these nutrients interact and function in the body (metabolism). Ultimately, a person's overall nutritional state is determined by the consumption of these essential nutrients.
The overriding theme of this class is to understand the actions of nutrients as they affect the human body (the entire system). Each type of body system is impacted by nutrient intake and simultaneously determines how each nutrient is used.
Evaluate how system-level thinking informs decision-making, public policy, and/or the sustainability of the system itself.
Decision-making
As a result of taking this class, students will know the essential nutrients and their relationship to the whole body system, which will allow students to make informed decisions regarding nutrition choices as individuals. Students will be provided tools to aid them in making dietary choices, such as national nutrition guidelines and sources for reliable nutrition information.
Public policy
Students will also be exposed to how scientific evidence is used to generate nutrition policies. One prominent nutrition problem in the U.S. is the obesity of adults and children. Obesity is not
only an individual problem, but also a public health problem in that there are implications on the social, financial and health care systems. Thus, students will see examples of how research is used to guide public policy changes that ultimately influence food choices made by individuals. In addition, National Nutrition & Health Goals, which are science-based, national objectives for improving the health of all Americans, will also be addressed.
Sustainability of the system
Although the human body system is the focus of this course, students will also know how the food supply system (local and global) impacts individual food choices. By engaging students in a discussion and investigation of the food supply and food safety issues, students will be prepared to consider the broader scope of the implications of nutrition/health policy on people everywhere. By becoming more informed of the impact of simple decisions on what and when to eat, students will be better equipped to address issues related to food availability and dietary intake.
By taking this course, students will be equipped to know how to make better nutrition choices and reduce the risk of chronic diseases. This ultimately provides increased sustainability of health for individuals.
Below is a list of chapters to be covered in HMD 211 Human Nutrition along with topics related to the Systems subcategory and the specific Systems learning objectives met by each chapter:
3. In addition to meeting the posted learning outcomes, how does this course contribute uniquely to the Connections category (i.e., why should this course be in Colonnade)? Discuss in detail.
The human body is the ultimate biological system, and nutrients are essential to sustaining that system. As stated earlier, multiple complex systems make up the human body. Nutrients are intimately involved in each of these systems, through digestion, absorption, metabolism, and body structure. Human Nutrition is the study of how these smaller components (i.e. nutrients) become a part of and impact the larger system (i.e. the human body).
Adequate nutrition is critical to the maintenance of good health; excesses and deficiencies of nutrients contribute to the development of disease, which not only impacts the individual system (i.e. the human body), but broader systems in society. For example, obesity and disease rates impact healthcare, health insurance, public policy and food guidance systems while food choices made by consumers impact food supply and agricultural systems. By understanding the role of nutrients in the maintenance of health, students are better prepared to not only make choices that maintain their own health, but also to solve and understand societal issues.
Eating is a universal and fundamental physical need that has implications for public policy, scientific research, human behavior and psychology. Human Nutrition is particularly suited to the Connections category because it builds on multiple disciplines including chemistry, biology, economics, psychology and anthropology among others. Rather than existing in isolation from other courses in the Colonnade, this course requires that students use knowledge from these other disciplines in order to understand nutrients, how they impact the human body and broader nutrition-related issues in our society and environment. This course in fact contributes to the development of informed, responsible, healthier citizens.
4. Please identify any prerequisites for this course. NOTE: Any prerequisites MUST be Colonnade Foundations or Explorations courses.
No prerequisite required
5. Syllabus statement of learning outcomes for the course. NOTE: In multi-section courses, the same statement of learning outcomes must appear on every section's syllabus.
Colonnade Connections Information for HMD 211:
Human Nutrition, HMD 211, may be taken to fulfill the Systems category of the Connections requirements at Western Kentucky University only after students have earned at least 21 hours in WKU Colonnade Program coursework or have achieved junior status; information and skills to improve understanding of various factors that enhance health, well-being, and quality of life are addressed.
Terminal Course Outcome: Students will be able to critically assess nutrition information in the media, evaluate their food choices for appropriate nutrient and calorie content, and relate food choices to chronic disease risk.
Course Objectives: By the end of this course, students will be able to:
2) Identify the functions, properties, human requirements and food sources of essential nutrients.*
1) Discuss the role of nutrition and other lifestyle choices in the prevention of disease to include the dangers of deficits and toxicities on human body systems.*
3) Discuss tools, such as the DRI, MyPlate, Exchange Lists, or other food guidance systems, and their role in selecting a nutritionally adequate diet.*
5) Examine the principles and ethics involved in making nutrition recommendations, emphasizing the importance of nutrition research and reliable sources of nutrition information.*
4) Identify nutritional needs at different stages in human growth and development.*
6) Explain the effects of foods and nutrients or lack thereof on the body's digestive, absorptive, metabolic, reproductive and excretory systems.*
8) Evaluate food beliefs, food and nutrition fads and advertisements based on the principles of nutrition.
7) Identify factors affecting food supply systems such as sustainability, government regulatory systems, and food insecurity. *
(The course objectives marked with an asterisk are linked to the Colonnade Connections objectives for a Systems course.)
6. Give a brief description of how the department will assess the course beyond student grades for these learning objectives.
Students will complete a survey at the end of the course. Questions administered within the exit survey will be used for assessment of student learning. The questions, selected by a faculty panel, will be administered to students in all sections of HMD 211. Questions selected will be linked to the specified course objectives (as stated in the syllabus) and those questions will be matched with the specific learning objectives of the Systems Connections subcategory of the Colonnade Program (as delineated below):
need that has implications for public policy, scientific research, human behavior and psychology. This course contributes to the development of informed, responsible, healthier citizens by interrelating the effect of nutrition/diet on healthcare, health insurance, public policy and food guidance systems, while food choices made by consumers impact food supply and agricultural systems.
Examine the principles and ethics involved in making nutrition recommendations, emphasizing the importance of nutrition research and reliable sources of nutrition information
Identify factors affecting food supply systems such as sustainability, government regulatory systems, and food insecurity
Questions will be graded using a scoring rubric. Assessment goals will be for the overall mean to be >75%, and for each learning objective of the Systems Connections subcategory, the mean will be >75%. The faculty teaching the course will review the results to assess areas for potential improvement of instruction.
7. Please discuss how this course will provide a summative learning experience for students in the development of skills in argumentation and use of evidence.
The Human Nutrition course will provide students with the knowledge and critical thinking skills to evaluate food and nutrition information and recommendations. In addition, students are taught how to use and evaluate evidence, to distinguish between fact and opinion, and to identify credible nutrition sources. This course is summative in that its material is a culmination of many courses included in the Colonnade Foundations and Explorations categories, especially biology, chemistry, psychology, economics, and anthropology. For example, this course integrates topics of science, economics, communication, psychology, and health in order for students to make more informed decisions about their food intake, personal health, and overall well-being. As a result of this course, students will be equipped to provide evidence-based arguments and explanations for nutrition issues.
8. How many sections of this course will your department offer each semester? Five to seven sections of Human Nutrition will be offered every semester (45-60 students per section)
9. Please attach sample syllabus for the course. PLEASE BE SURE THE PROPOSAL FORM AND THE SYLLABUS ARE IN THE SAME DOCUMENT.
HMD 211: Human Nutrition
Western Kentucky University
Department of Family & Consumer Sciences
Spring 2014
Instructor Information
270-745-3462
Karen Mason, Ph.D., R.D. Academic Complex 209A
email@example.com
Web address: http://people.wku.edu/karen.mason/
Office Hours: MW: 12:30 – 3:30 p.m.
R: 9:00 a.m. – 1:00 p.m. Additional office hours are available by appointment.
Course Information
Lectures: HMD 211, MWF 11:30 am-12:25 pm, Academic Complex 309A
Course Description: Study of nutrients essential to human life and well-being. Nutrients are studied relative to their function in metabolism, sources in food, and relationship to health.
Colonnade Connections Information for HMD 211:
Human Nutrition, HMD 211, may be taken to fulfill the Systems category of the Connections requirements at Western Kentucky University only after students have earned at least 21 hours in WKU Colonnade Program coursework or have achieved junior status; information and skills to improve understanding of various factors that enhance health, well-being, and quality of life are addressed.
Terminal Course Outcome: Students will be able to critically assess nutrition information in the media, evaluate their food choices for appropriate nutrient and calorie content, and relate food choices to chronic disease risk.
Course Objectives: By the end of this course, students will be able to:
2) Identify the functions, properties, human requirements and food sources of essential nutrients.*
1) Discuss the role of nutrition and other lifestyle choices in the prevention of disease to include the dangers of deficits and toxicities on human body systems.*
3) Discuss tools, such as the DRI, MyPlate, Exchange Lists, or other food guidance systems, and their role in selecting a nutritionally adequate diet.*
5) Examine the principles and ethics involved in making nutrition recommendations, emphasizing the importance of nutrition research and reliable sources of nutrition information.*
4) Identify nutritional needs at different stages in human growth and development.*
6) Explain the effects of foods and nutrients or lack thereof on the body's digestive, absorptive, metabolic, reproductive and excretory systems.*
8) Evaluate food beliefs, food and nutrition fads and advertisements based on the principles of nutrition.
7) Identify factor affecting food supply systems such as sustainability, government regulatory systems, and food insecurity. *
(The course objectives marked with an asterisk are linked to the Colonnade Connections objectives for a Systems course.)
Required text: Blake, Joan Salge. Nutrition & You, 2 nd Edition. Pearson Benjamin Cummings, 2012. ISBN: 0805354522
Suggested text: Harkins, Charlene. Nutrition & You Study Guide, 1 st Edition. Pearson Benjamin Cummings, 2008. ISBN: 0321696581
Special Instructional Materials: A calculator will be useful for solving example problems in class. For exams, students should have a calculator, a No. 2 pencil and a scantron (Form #2052 or #882-E). Students may NOT borrow a calculator from another classmate during an exam. No electronic devices, including cell phones, are allowed during an exam.
For Nutrition and Dietetics students: This class helps fulfill competencies (knowledge and skills) for Nutrition and Dietetics students set by the Academy of Nutrition & Dietetics. To identify competencies specific for this class please go to http://www.wku.edu/facs/dietetics/.
Grading/Evaluation
1. Grades will be assigned according to the total points achieved in the class as follows:
The allocation of points for the class will be:
*Homework points are subject to change.
All grades will be posted on WKU's Blackboard web site at https://blackboard.wku.edu.
2. Students are required to access the course's website on WKU's Blackboard. The course website will contain lecture notes, announcements, grades, assignments, exam preparation tips, and links to practice problems. The lecture outlines for each chapter will be posted in Blackboard at least two days before starting the respective chapter. An email will be sent when each lecture outline is ready to be printed.
3. Students are encouraged to check their WKU email accounts at least twice per week, as reminders about the class are sent to students' WKU email accounts periodically throughout the semester.
4. All exams will be multiple choice and true/false. Students will be given one hour to complete each exam. Exams will be given back for review. Students are encouraged to review any questions missed on exams. The midterm and final exams will be semicomprehensive. Approximately 80% of the midterm will be new material and the remaining 20% will be from material covered from the first exam. The final exam (exam 4) will be derived from approximately 80% new material and the remaining 20% will be from material covered since the midterm. Students will be given tips before the midterm and final exams on how to prepare for the comprehensive section.
5. Students must be present for all exams. Make-up exams will be given to students with extenuating circumstances. Extenuating circumstances include sickness, serious illness, or death of an immediate family member. Athletes and students who accompany athletic teams for official purposes will also be excused for out-of-town games/meets. It is incumbent on the student to provide acceptable documentation to substantiate the absence. Absences for any other reason will be excused at the discretion of the instructor and will require proper documentation. Students who miss an exam due to an unexcused absence will automatically have 10 points deducted from the make-up exam score. Routine medical appointments (eye or dental exam – unless an emergency) and court appearances
(unless on jury duty) are not considered excusable absences. If a student misses an exam and does not contact the instructor within one week of the missed exam, the student will automatically receive a zero for that exam with no possibility of making up the exam.
6. Four announced lecture quizzes will be given throughout the semester. Questions will be based on lecture notes for the upcoming exam. Make-up quizzes will only be administered to students with an excused absence, and written documentation MUST be provided.
7. Students will be required to complete a 5 point exit quiz. The link to this quiz will be emailed to the students the last week of class. The confirmation page for the exit quiz should be printed and given to the instructor for full credit. This quiz is not graded on score, but on completion.
8. Instructions for the homework assignments and the dietary analysis assignment will be provided to the students at least 1 week before the assignments will be due. Late assignments will be penalized 1 point each day late.
9. Class attendance will be taken daily. Attendance will be considered when the final grade is determined. A borderline grade may be determined by attendance. No absences will boost a grade by up to, but no more than, 1 point. Thus, a final class average of 79.4% may be boosted to a "B" if NO absences have occurred; otherwise, a 79.4% is a "C". Students are recommended to obtain missed notes/announcements from fellow classmates when absent.
10. In addition to coming to class, each student will be expected to come to class on time. Tardiness will be recorded and will be factored into the assigning of grades, especially when a student has a borderline grade.
11. Occasionally unannounced bonus quizzes will be given. Students must be present to take the quizzes.
12. Grades in the class are final and will not be changed unless there is a computational error or error on the part of the instructor. If you need a certain grade in this course to maintain or increase your grade point average, you MUST put the appropriate amount of effort into the class.
13. Students are expected to be professionally courteous to the professor and peers. This includes turning off cell phones before coming to class, not being disruptive during class time, coming to class on time, and staying the entire 55 minutes of class.
14. Technology in the classroom:
* No texting or other messaging in class at any time. Anyone doing so will be dismissed for the day and will not receive credit for any uncompleted work.
* Silence your phone when you enter the classroom. If you must take a call in an emergency, leave the room to do so, and re-enter discreetly. It would be best to alert the instructor before class if you are expecting an urgent call.
* Laptops and tablets should be used for academic purposes only. Any other use, or the creation of a distraction, will jeopardize your privilege to use them. During exams and quizzes, use of any of these devices will result in a grade of zero for the exam.
Lecture & Exam Schedule
Date
Topic
Reading (Text Chapter)
Introduction & Syllabus
Class schedule, reading assignments, and exam dates are subject to change.
Policies and Services Academic Dishonesty
Students will be expected to do his/her own work for exams/quizzes and assignments. Failure to comply with this policy will result in a failing grade for the exam/assignment and, perhaps, the course. If caught cheating, the student will receive a minimum of a zero on the assignment/quiz/exam and the cheating incident will be reported to WKU's Office of Judicial Affairs. Copying answers on an assignment/quiz/exam is cheating. Taking an exam or quiz for someone else is cheating. Having someone else take an exam or quiz for you is cheating. Students should be aware of WKU's academic dishonesty policy (WKU Catalog, 2013-2014, page 32), which states: "Students who commit any act of academic dishonesty may receive from the instructor a failing grade in that portion of the coursework in which the act is detected or a failing grade in the course without possibility of withdrawal. The faculty member may also present the case to the Office of Judicial Affairs for disciplinary sanctions."
Academic Dishonesty includes the following:
Cheating—No student shall receive or give assistance not authorized by the instructor in taking an examination or in the preparation of an essay, laboratory report, problem assignment, or other project that is submitted for purposes of grade determination.
Plagiarism—To represent written work taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of a student must be
his/her own. One must give any author credit for source material borrowed from him/her. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage without reference to the source after having changed a few words is also plagiarism.
Student Disability Services
In compliance with university policy, students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services in DSU A-200 of the Student Success Center in Downing Student Union. The phone number is 745-5004 and email is firstname.lastname@example.org.
Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services.
Academic Assistance through The Learning Center
Should you require academic assistance with your WKU courses, The Learning Center (located in the Downing Student Union, A330) provides free supplemental education programs for all currently enrolled WKU students. TLC @ Downing Student Union and TLC @ FAC offers certified, one-on-one tutoring in over 200 subjects and eight academic skill areas by appointment or walk in. Online tutoring is offered to distance learners. TLC is also a quiet study area (with side rooms designated for peer-to-peer tutoring) and offers a thirty-two machine Dell computer lab to complete academic coursework. Additionally, TLC has four satellite locations. Each satellite location is a quiet study center and is equipped with a small computer lab. Please contact TLC @ Downing Student Union for more information or to schedule a tutoring appointment. (270)745-6254 or www.wku.edu/tlc
Hours of Operation:
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Progress check
Year 6
Mathematics
reasoning and problem solving
Paper 2:
First name
Middle name
Last name
Date of birth
Day
Month
Year
Teacher
Published Autumn 2017
These assessments have been designed by White Rose Maths. For more information, please visit www.whiterosemaths.com
[BLANK PAGE]
Please do not write on this page.
Instructions
You may not use a calculator to answer any questions in this test.
Questions and answers
You have 35 minutes to complete this test.
Follow the instructions for each question.
Work as quickly and as carefully as you can.
If you need to do working out, you can use the space around the question.
Some questions have a method box like this:
For these questions you may get a mark for showing your method.
.
If you cannot do one of the questions, go on to the next one
You can come back to it later, if you have time.
If you finish before the end, go back and check your work.
Marks
The number under each line at the side of the page tells you the maximum number of marks for each question.
2
13,562
Thirty thousand, two hundred and four
4,045
Which is the greatest number?
Which number rounds to 13,000 to the nearest 1,000?
Complete the missing numbers.
13,302
1 mark
1 mark
2 marks
A submarine is 5 metres below sea level.
A crane lifts the submarine 8 metres upwards.
How far above sea level is the submarine now?
m
4
6 friends share some pound coins equally.
They each receive 3 pound coins.
There are 2 pound coins left over.
How much money did they share?
£
Here are the capacities of three football stadiums.
What is the total capacity of all three stadiums?
What is the difference between the capacity of Huddersfield Town and Halifax Town?
1 mark
Louisa uses these digit cards to complete a calculation.
7 Five lollipops cost the same as three chocolate bars.
One chocolate bar costs 85p.
How much does one lollipop cost?
Her answer is a multiple of 3 but not a multiple of 6
Complete Louisa's calculation.
What is the answer to Louisa's calculation?
2 marks
2 5 8
+ ×
2 marks
Tick the shapes that show 2 3 shaded.
Complete the boxes to make the fractions equivalent.
1 mark
y
A
0
1
-5
-6
2
1
3
-4
4
2
5
-3
3
-5
-4
-2
4
-3
-2
-1
5 6
-1
x
1 mark
1 mark
What are the co-ordinates of vertex A?
Write the co-ordinates of the vertices of the new rectangle.
Translate the rectangle, 4 squares left and 7 squares down.
Draw the new rectangle.
( , ) ( , )
( , )
( , )
( , )
1 mark
Use <, > or = to make the statement correct.
Explain your reasoning.
12
1 mark
A pile of 15 identical books is 1,860 millimetres tall.
1
Sami takes
3
of the books off the pile.
How tall is the pile of books now?
2 marks
13
P and Q are different one-digit prime numbers.
R is a square number.
Find values for P, Q and R.
28 m
5 sheep need 350 m 2 of field.
Is the field big enough for 10 sheep?
You must show all your working out.
Jenny has a bottle of juice.
Each day, Jenny uses 30 ml of juice.
After 3 days, Jenny has 4 5 of the juice left.
How much juice was in the bottle to begin with?
2 marks
[BLANK PAGE]
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FORM TEACHER'S TERMLY WELCOME NEWSLETTER
Reception: Spring Half-Term 2019
Dear Parents,
Welcome back! We hope you all had a lovely Christmas and enjoyed some relaxing time together at home. We are very excited about this half-term's new topic; 'Dear Fairy Godmother' and can't wait to try to help her to solve lots of problems and dilemmas to do with the Traditional Tale characters.
We have been thinking about the Princess from 'The Frog Prince' and believe she may have low self-esteem! We want to help her to believe in herself and look at her strengths. We are going to the same in this half-term's Show and Tell! We would like your daughter to think of something that makes her special, for example learning a new skill, ie riding a bike without stabilizers, Gymnastics, learning to play an instrument or something that makes her unique, ie love of cooking, being creative or performing arts. Your daughter could bring in something to show to her friends, send in a film clip for us to watch on the Smartboard or simply tell us about her talents! Please see the dates below:
During this half-term, we will be solving problems for Goldilocks and the Three Bears for example 'How can the bears cool their porridge down?' We will be using the story of The Gingerbread Man to solve lots of difficult questions, such as 'What would happen to the Gingerbread Man if he fell into the water?' We will be cooking with different ingredients and watching what happens to them during heating, cooling, melting and dissolving. We will be using the story of The Frog Prince to explore floating and sinking. We will be using the story of Little Red Riding Hood and Hansel and Gretel to learn more about map making. We will also be having a 'Superhero' week where we will thinking about freezing, melting and which superpower we would like!
In Physical Development we will be continuing to develop our skipping skills during Skipping Workshop and focusing on our fine motor skills during short, snappy and fun daily sessions to improve our letter formation. In Mathematics, we will be focusing on Shape, Space and Measures, including length, weight, money, 3D shapes, time, directional and positional language. We will also be focusing on Numbers, including ordinal numbers, word problems including subtraction and addition.
Please keep an eye on your Calendar of Events, interactive calendar on the school website and notices displayed on the EYFS notice board.
Dates for your diary for next half-term –
If your daughter has anything topic related at home, such as a book, that she would like to bring in to share with the class, please feel free to do so.
Many thanks,
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Grade 7 English A
The Giver, by Lois Lowry
Project: Your Perfect World
Name:__________________
DUE DATE:_______________________
It is the year 2020.
The Earth has been destroyed. The last nuclear bomb has exploded.
When it was obvious to everyone that the war would come, a world famous scientist had filled a spacecraft with scientifically sleep-induced children. His name was Dr. Kafka.
The children ranged from pre-born embryos (in a kind of warm yellow gel) to 12-month-olds, from a wide variety of groups, from all over the world.
Years before the war, Dr. Kafka had found, orbiting a distant star, a planet that was a nearly perfect copy of Earth, the same atmosphere, plants, forests, islands, deserts, and animal life…except there were no people there. Dr. Kafka dreamed of saving the human race. With the end near, he planned to build a colony on that "sister planet" of earth. He wanted to start over from the beginning, fresh, with a generation raised in innocence, humans who had never heard of war, or hatred, or any of the problems on earth.
One of the children on that spaceship was your brother, Stephen, a three-month-old infant. You came aboard the ship secretly, and when the steel door slammed shut, you were taken by surprise, and trapped. The floor began to tremble. You were in a room surrounded by sleeping, dreaming young lives. The ship began to break the earth's atmosphere just as the bombs began to fall…
You never found Stephen among the "nursing capsules" that survived take-off.
After a time, you found Dr. Kafka in another part of the ship. You were amazed; his experiments with radiation had left him sick and pale. He did not have long to live. Indeed, after four terrible months, Dr. Kafka was dead, leaving the project of designing a new way of life in your hands…
Your job is to describe the colony that Dr. Kafka dreamed of.
Don't worry about how to raise those babies! They were all raised fine. TEN GENERATIONS HAVE PASSED. Those children have grown up, and their children, and their children, etc. The population is in the hundreds of thousands. All your plans have succeeded! They are living in the world YOU designed, under the system YOU established. What is that system?
RULE: You have access to any kind of technology that exists on our world (television, computers, etc.) BUT you DO NOT HAVE TO use it, and you CANNOT use any science fiction new technology that does not really exist. (Also: Do NOT just copy ideas from The Giver, of course.)
YOUR ASSIGNMENT:
What is the system you set up in the world? Describe:
[x] Your system of laws, rules, and punishments
[x] Your system of how people are educated
[x] Your system for finding and choosing leaders, and how the government runs
[x] Your social system & how people raise families, and find enjoyment
Those four things will be the biggest part of your planning. But you can also think of city plans, music, sports, and anything else you want to.
What will the final project look like?
It has to include lots of information about how your world works…
* It might be a poster, with pictures and text.
* It might be a story or diary entry, as long as it tells all of the information above.
* Be creative, as well as informative. You need the information and content; the style is up to you.
* You will present your project orally to the class in a creative way. | <urn:uuid:fdb7f49a-3223-4009-986c-8eeb4bdbea2a> | CC-MAIN-2019-43 | http://www.tallmania.com/NewWorldProject2010.pdf | 2019-10-18T20:08:52Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00121.warc.gz | 315,245,244 | 768 | eng_Latn | eng_Latn | 0.99961 | eng_Latn | 0.99961 | [
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\\\The Physical Education Department provides each student with an opportunity to develop into a physically-educated person; one who learns skills necessary to perform a variety of physical activities, is physically fit, participates regularly in physical activity, and knows the benefits from involvement in regular physical activity and its contributions to a healthy lifestyle. The department offers a wide variety of activities to best meet the interests of all students to accomplish these goals.
Health education is the process by which people learn about their health and more specifically how to improve their health. The goal of the health department is to provide learning experiences that enable students to acquire knowledge and skills needed to make quality health decisions. When people are healthy they can make good decisions and lead productive lives.
Lakeville High Schools require the following for physical education and health for graduation:
1 semester course of Physical Education
1 semester course of Health Issues
Competitive Team Sports
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of team sports in a competitive setting.
The primary units of study include softball, basketball, lacrosse, team handball, volleyball, floor hockey, flag football, and personal fitness assessment.
The students will demonstrate learning through participation and tests at the completion of each unit.
Course Recommendation: This course is recommended for students who enjoy being part of a team in sports with a higher level of intensity and fitness.
Board Approved Primary Resources: None
Additional Registration Information: None
Freshman Sports and Games
Grade: 9
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of physical activity at a moderately competitive level for 9th grade students.
The primary units of study include basketball, softball, ultimate, soccer, flag football, floor hockey, pickleball, badminton, volleyball, introduction to the fitness center and personal fitness assessment.
The students will demonstrate learning through active participation and tests.
Course Recommendation: This course is recommended for 9th grade students who enjoy competitively participating in a variety of physical activities.
Board Approved Primary Resource: None
Additional Registration Information: None
Group Fitness 1
Grades: 9-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course description: This course is the study of fitness and a variety of methods and equipment to achieve and maintain fitness.
The primary units of study include high/ low impact cardio activity, circuit training, interval training, walking/ jogging programs, core training, yoga, pilates, zumba, and strength training using dumbbells and resistance bands. Emphasis will be placed on cardiovascular endurance, muscle strength, flexibility, and muscle endurance in each unit.
The students will demonstrate learning through completion of workouts, fitness assessments, and creating and presenting their own workouts.
Course Recommendation: This course is recommended for students who are interested in developing an appreciation of group fitness.
Physical Education Health
Board Approved Primary Resources: None
Additional Registration Information: None
Group Fitness 2
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: Group Fitness 1
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the advanced study of fitness and a variety of methods and equipment to achieve and maintain fitness.
The primary units of study include high/ low impact cardio activity, circuit training, interval training, walking/ jogging programs, core training, yoga, pilates, zumba, and strength training using dumbbells and resistance bands. Emphasis will be placed on cardiovascular endurance, muscle strength, flexibility, and muscle endurance in each unit..
The students will demonstrate learning through performing and demonstrating workouts, fitness assessments, and creating and presenting their own workouts.
Course Recommendation: This course is recommended for students who are interested in developing an appreciation of group fitness.
Board Approved Primary Resources: None
Additional Registration Information: None
Health Issues Health Issues Hybrid Health Issues Online
Grades: 9-12
Instructional Delivery: Face-to-face, hybrid or online
Prerequisite: None
Semester-long course
This course fulfills the Health requirement for graduation.
Course Description: This course is the study of various topics related to the condition of a person's physical, mental, emotional, and social well-being.
The primary units of study include nutrition, mental health and stress management, family life, non-infectious disease, substance abuse, first aid and CPR.
The students will demonstrate learning through completion of assignments, tests, and projects.
The students will be expected to plan nutritious meals and develop a healthy weight management plan; research a noninfectious disease and develop a lesson to teach the class; examine characteristics of mental health and mental disorders; examine the effects of stress and practice coping skills; evaluate reasons to postpone sexual activity and practice refusal skills; examine the risks of commonly abused drugs; demonstrate proper CPR and AED techniques; and demonstrate first aid skills.
Board approved Primary Resource:
Lifetime Health
David P Friedman - Curtis C Stine - Shannon Whalen - Holt, Rinehart and Winston – 2004 – Print
ISBN: 9780030646140
Additional Registration Information: This course requires an additional fee for CPR materials and certification. The hybrid course is offered at LNHS & LSHS. Only the Link12 Lakeville online course does not meet the requirements for NCAA approved core courses. See your dean for more information.
International Dance
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education, Arts or elective requirement for graduation for the Class of 2020, 2021, and 2022.
This course fulfills the Physical Education or elective requirement for graduation for the Class of 2023.
Course Description: This course is the study of international dance styles.
The primary units of study include learning the following dance concepts, terms and choreography: salsa, tango, merengue, cha cha, swing, hip-hop, waltz, and traditional dances from various cultures.
The students will demonstrate learning through performing and choreographing dances.
Course Recommendation: This course is recommended for students who wish to develop an appreciation of dance as a method of cultural expression.
Board Approved Primary Resource: None
Additional Registration Information: Colleges and universities may or may not accept this course as an Arts credit.
Introduction to Sports Medicine (LSHS)
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the elective requirement for graduation.
Course Description: This course is the study of anatomy and kinesiology and key injuries as they relate to sports.
The primary units of study include medical terminology, lower leg, ankle and foot, knee, thigh and hip, low back, shoulder, elbow, wrist, hand, fingers and thumb.
The students will demonstrate learning through tests at the completion of each unit.
Course Recommendation: This course is recommended for students who may be interested in some field of medicine as a career or for students who may be interested in athletics with medicine as a comparable area of interest.
Board Approved Primary Resource:
Introduction to Health Science Technology
Louise Simmers - Thomson/Delmar Learning – 2004 – Print
ISBN: 9781401811280
Additional Registration Information: The course is offered at LSHS only. LNHS students provide their own transportation.
Intro to Weight Training
Grades: 9-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of basic resistance weight training.
The primary units of study include learning basic terminology, names and uses of equipment, safety techniques, how to organize and log basic workouts, how to assess fitness levels and to establish semester goals.
The students will demonstrate learning through the performing and logging of workouts, classroom worksheets and written tests.
Course Recommendation: This course is recommended for 10th-12th grade students with little or no weight training experience who are interested in weight training.
Board Approved Primary Resource: None
Additional Registration Information: None
Intermediate Weight Training
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: Introduction to Weight Training, or Instructor or Strength Coach approval
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of resistance strength training.
The primary units of study include learning muscle groups associated with exercise movements, an increased use and level of weight training terminology, assessing fitness levels, establishing semester goals and organizing basic
workouts centered on personal goals.
The students will demonstrate learning through the performing and logging of workouts, classroom worksheets and tests.
Course Recommendation: This course is recommended for 10th-12th grade students who have experience in the
Fitness Center but little or no experience in basic weight training terminology and developing personal fitness programs.
Board Approved Primary Resource: None
Additional Registration Information: None
Advanced Weight Training
Grades: 11-12
Instructional Delivery: Face-to-face
Prerequisite: Intermediate Weight Training or Instructor or Strength Coach approval
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is an advanced study of resistance weight training.
The primary units of study include the assessment of fitness levels, establishing semester goals and long-term goals, developing personal fitness programs based on goals, flexibility, nutrition and self care as they relate to strength training as well as additional information regarding training techniques and nutritional supplements.
The students will demonstrate learning through the performing and logging of workouts, classroom worksheets and tests.
Course Recommendation: This course is recommended for students with a thorough knowledge of the Fitness Center and a strong desire for self-improvement through established personal goals.
Board Approved Primary Resource: None
Additional Registration Information: None
Mega Weight Training
Grades: 11-12
Instructional Delivery: Face-to-face
Prerequisite: Advanced Weight Training or Instructor or Strength Coach approval
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the advanced study of resistance weight training.
The primary units of study include the assessment of fitness levels, establishing short and long-term goals, assist others in establishing short and long-term goals, developing personal fitness programs based on goals, developing personal fitness programs for others as well as providing information to other students as it relates to supplements and training techniques.
The students will demonstrate learning through the performing and logging of workouts, classroom worksheets and tests.
Physical Education Health
Course Recommendation: This course is recommended for students who have thorough knowledge and understanding of the Fitness Center and have experience in establishing personal fitness programs.
Board Approved Primary Resource: None
Additional Registration Information: None
Lifetime Activities
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of a wide variety of Lifetime Activities.
The primary units of study include bocce ball, horseshoes, darts, croquet, disc golf, washers, juggling, dominoes, table tennis, shuffleboard, and personal fitness assessment.
The students will demonstrate learning through participation and written tests at the completion of each unit.
Course Recommendation: This course is recommended for students who are interested in non-traditional physical education activities they can play and teach others, as they get older.
Board Approved Primary Resources: None
Additional Registration Information: None
Physical Education Online
Grades: 9-12
Instructional Delivery: Online
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of the fundamental components and principles of fitness.
The primary units of study include safety guidelines, proper technique and exercise principles such as FITT (frequency, intensity, time and type).
The students will demonstrate learning through assignments, tests, quizzes, projects and discussions, as well as documentation of physical exercise.
Board Approved Primary Resource: There is no additional text for this course.
Additional Registration Information: This course has an exercise component included. Each student is required to complete a minimum of 5 hours of exercise each week. Exercise will be recorded on a fitness log and documented using a Heart Rate Monitor that will be provided. Data will be downloaded and submitted to the instructor on a weekly basis.
Racquet Sports
Grades: 9 -12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of a wide variety of racquet/paddle sports.
The primary units of study include tennis, badminton, table tennis, spaceball, pickleball, paddle tennis and personal fitness assessment.
The students will demonstrate learning through participation and tests.
Course Recommendation: This course is recommended for students who enjoy racquet and paddle sports in a moderately competitive setting.
Board Approved Primary Resource: None
Additional Registration Information: None
Advanced Racquet Sports
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: Racquet Sports
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of racquet and paddle sports for students who have basic knowledge and fundamentals.
The primary units of study include tennis, badminton, table tennis, speedminton, pickleball, paddle tennis and personal fitness assessment.
The students will demonstrate learning through participation, projects and tests.
Course Recommendation: This course is recommended for students who are familiar with racquet/paddle sports game rules and fundamentals.
Board Approved Primary Resource: None
Additional Registration Information: None
Recreational Team Sports
Grades: 10-12
Instructional Delivery: Face-to-face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education elective or elective requirement for graduation.
Course Description: This course is the study of physical activity and team sports on a recreational level.
The primary units of study include volleyball, softball, soccer, floor hockey, basketball, flag football, ultimate frisbee, table tennis, and a personal fitness assessment.
The students will demonstrate learning through active participation and tests at the completion of each unit.
Course Recommendation: This course is recommended for students who enjoy participating in a variety of team sports at a recreational level.
Board Approved Primary Resource: None
Additional Registration Information: None
Unified Physical Education
Grades: 11-12
Instructional Delivery: Face-to-Face
Prerequisite: None
Semester-long course
This course fulfills the Physical Education requirement for graduation.
Course Description: This course is the study of sports, recreation, wellness and leadership. Students with and without intellectual disabilities participate in the course activities together. Students will support one another with increasing physical fitness and improving daily health habits. Through ongoing leadership opportunities, members of this class will be empowered to help create a more inclusive and accepting school environment for all students.
The primary units of study include: Basketball, Kickball, Softball, Soccer, Volleyball, Bocce, Bowling, Strength Training/Conditioning, Disc Golf, Horseshoes, Mini Golf, Croquet, Scooter Activities, Biking and Fitness Testing.
Students will learn through demonstrating competency in a variety of motor skills and movement patterns, applying the knowledge of concepts, principles and strategies related to movement and performance, demonstrating the knowledge and skills to maintain a health-enhancing level of physical activity and fitness, exhibiting responsible personal and social behavior that respects self and others, and recognizing the value of physical activity for health, enjoyment, challenge and social interaction.
Course Recommendation: This course is recommended for students who want to increase their physical fitness and sport-specific skills while fostering new friendships and social inclusion for students with intellectual disabilities.
Board Approved Primary Resource: Unified Physical Education, Special Olympics Minnesota
Additional Registration Information: Students in this class may have the opportunity to participate in Special Olympics Unified Sports competitions outside of regularly scheduled class time. | <urn:uuid:b6c7d634-3e3b-43dd-942a-bcb887dd06cd> | CC-MAIN-2019-43 | https://isd194.org/lakeville-north/download/communications_master/Academics/program_of_studies/program_of_studies_2019-2020/course_descriptions_2019-2020/PhysicalEducationHealthPOS2019-2020.pdf | 2019-10-18T20:02:16Z | crawl-data/CC-MAIN-2019-43/segments/1570986684425.36/warc/CC-MAIN-20191018181458-20191018204958-00122.warc.gz | 543,164,799 | 3,423 | eng_Latn | eng_Latn | 0.99026 | eng_Latn | 0.991057 | [
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