text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Mars astronauts will create fuel by having a shower
April 13 2022, by Matt Williams
Radar data collected by ESA's Mars Express point to a pond of liquid water buried under layers of ice and dust in the south polar region of Mars. Credit: ESA
When astronauts begin exploring Mars, they will face numerous challenges. Aside from the time and energy it takes to get there and all
the health risks that come with long-duration missions in space, there are also the hazards of the Martian environment itself. These include Mars' incredibly thin and toxic and toxic atmosphere, the high levels of radiation the planet is exposed to, and the fact that the surface is extremely cold and drier than the driest deserts on Earth.
As a result, missions to Mars will need to leverage local resources to provide all the basic necessities, a process known as In-Situ Resource Utilization (ISRU). Looking to address the need for propellant, a team from the Spanish innovation company Tekniker is developing a system that uses solar power to convert astronaut wastewater into fuel. This technology could be a game-changer for missions to deep space in the coming years, including the moon, Mars and beyond.
Headquartered in northeastern Spain, Tekniker is a non-profit research, development, and innovation (R&D&I) organization that specializes in advanced manufacturing and information and communications technology (ICT). This photoelectrochemical system relies on highefficiency catalytic materials to produce hydrocarbons like methane, carbon monoxide, or alcohols from atmospheric CO2 and wastewater.
In the process, the system also detoxifies the wastewater used, operating as a water-recycling method. The system is the brainchild of Tekniker telecommunications engineer Dr. Borja Poza and material engineer Dr. Eva Gutierrez. As Poza explained in a recent ESA press release:
"We aim to make the first reactor to produce space propellant on Mars using the planet's air, which is 95% carbon dioxide. The reactor will be powered by sunlight, and astronauts' greywater will be used to help in the production of the propellant."
On Mars, liquid water is not readily available, but multiple lines of evidence indicate that subsurface ice exists in many regions. In keeping
with the ISRU process, future missions would harvest this ice to provide drinking water, irrigation for plants, sanitation, and manufacture rocket fuel. This is done by breaking down water molecules (H2O) to produce molecular hydrogen (H2) and oxygen gas (O2).
A vertically exaggerated view of Mars' north polar cap. Credit: SA/DLR/FU Berlin; NASA MGS MOLA Science Team
When cooled to cryogenic temperatures, these elements become the two ingredients of conventional hydrogen fuel—i.e., liquid hydrogen and liquid oxygen (LOX). Hence, the locations of water ice deposits on Mars are a major concern for mission planners and the selection of future landing sites. Around the poles, there are abundant supplies of water concentrated in the ice caps, and layers of subsurface permafrost have been observed at all latitudes.
In some spots around the poles, water ice has been detected just 30 cm (about 12 inches) beneath the surface, making it easily accessible. Recent data obtained by the ExoMars Trace Gas Orbiter (TGO) revealed large amounts of ice mixed with regolith at the bottom of Mars' massive canyon system—Valles Marineris. There is also evidence that there may be underground sources of ice around the planet's mid-latitudes, though this remains a contentious possibility.
Jean-Christophe Berton, the ESA technical officer for the project at the European Space Operations Center (ESOC) in Germany, said, "The outcome of this activity could provide ESA with valuable input on the production of propellant on Mars or to power remote sites like ground stations on Earth. It could also potentially provide input on how to decarbonize our own atmosphere."
The project was submitted in response to an open call from the ESA's Open Space Innovation Platform (OSIP), which seeks promising new ideas for applications in space. This system is one of many technologies that will allow astronauts and crews to live and work sustainably for extended periods on the moon, Mars, and beyond. In these environments, resupply missions will take weeks or months to reach them, making reliance on Earth impractical.
These include technologies that will allow astronauts to use local regolith to construct habitats that will protect against the elements and radiation on Mars, grow and cultivate food inside these habitats, and create oxygen gas from the Martian atmosphere.
Provided by Universe Today
Citation: Mars astronauts will create fuel by having a shower (2022, April 13) retrieved 25 April 2024 from https://phys.org/news/2022-04-mars-astronauts-fuel-shower.html
Powered by TCPDF (www.tcpdf.org)
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:cf4b650f-ac6a-40b6-b51f-6e2927976a62> | CC-MAIN-2024-18 | https://phys.org/news/2022-04-mars-astronauts-fuel-shower.pdf | 2024-04-25T12:14:51+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00743.warc.gz | 419,017,261 | 1,042 | eng_Latn | eng_Latn | 0.99608 | eng_Latn | 0.997319 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
379,
2266,
3090,
4837,
5098
] | [
3.015625
] | 1 | 0 |
Fun and Games
Prepared by Curtis Liu & Sunny Liang for Advanced 1
2024-02-04
Introduction
This handout contains descriptions of 6 games. Soon, your team of 2 will compete with other teams for points. The team with the most points wins. For the first hour or so, you will have some time to prepare and strategize. Your strategy will often depend on whether you go first or second, so make sure to consider both cases.
When playing, take note of what other teams come up with, we may study some of these strategies in the future. Not all of these games are solved (i.e. have a known optimal strategy), but some of them are. Good luck!
1 Prisoner's Dilemma
You and your opponent were caught for stealing prime numbers. The integer police don't know which one of you did it, so they offer you both a deal:
* Each team may choose to tell on the other team or stay silent
* If both teams stay silent, both get 1 point
* If both teams tell on the other, both get 0 points
* If one team tells and the other stays silent, the telling team gets 2 points and the silent team loses 1 point.
Simple enough right? But wait, there's more!
We will repeat this process ten times in a row. Your team must write down a set strategy beforehand that may only depend on the other team's guesses. Think of it like writing a computer programming that will play against another team's program on your behalf. Here are a few examples of some (not very good) strategies:
* always stay silent
* if the other team stayed silent on the first turn, tell on all subsequent turns
* do the opposite of whatever the other team did on the previous turn
* stay silent for 3 turns, then do what the opponent did 3 turns ago
Have fun!
1
2 Nim
16 matchsticks are arranged in 4 rows as shown in my awesome drawing below.
Teams take turns taking match sticks away. On each turn, you may remove any number of match sticks from any one row. The team that removes the final matchstick loses.
The winning team wins as many points as the number of matchsticks they removed.
3 Dots and boxes
Given 9 dots arranged in a 3-by-3 grid, teams take turns drawing a line between two adjacent dots (no diagonal lines). If, on a turn, you complete a box, you get to mark off the box with an X and win a point. You also get to go again. This goes on until all possible lines are drawn.
4 Jump Chess
Chess... except rooks and queens can jump over other pieces. Winner gets 3 points.
5 Ultimate Tic-tac-toe
Tic-tac-toe, except to fill in a square, you have to win a mini-game of tic-tac-toe.
Winner gets 3 points.
6 Symbol Strike
Each team starts with 11 spaces on a piece of paper. On the first turn, each team fills in one of the spaces with a symbol that is one of:
* the digits from 0 to 9.
* the four basic arithmetic operators +, −, ×, or ÷.
On the next turn, the teams swap papers and add a symbol to one of the other team's spaces. The selection and placement of symbols must follow these rules:
* Operators may not be placed next to each other or at the ends
* No symbol may be used more than once in the same expression
Each team's final expression will be evaluated according to order of operations, and the team with the largest number wins.
Winner gets 5 points.
Bonus Games
This section will be used if time permits. If it is not covered, try to come up with a strategy at home and challenge your parents to play these games!
7 Chips
There are n chips on the table. Two players, Player One and Player Two, alternate turns by removing chips from the table. On the first move, Player 1 can take any number of chips except for the whole pile and zero. On each following move, the player is not allowed to take more chips than the other player did on the previous move.
For example, if Player 1 made the first move to remove two chips, Player 2 is allowed to remove either one or two chips. If Player 2 chooses to remove one chip, then on the next move, Player 1 is only allowed to remove one chip. The player that takes the last chip is the winner.
8 Centipede Game
Alice and Bob are sitting across the table from one another playing the following game. At the beginning, there is $1 located closer to Alice, on the table. On the first move, Alice can either take the dollar and end the game or she can move the dollar across the table. If she moves the dollar across the table, one more dollar is added to the game.
On his move, Bob can either take $2 and end the game or he can move the two dollars across the table. In this case, another dollar is added to the game. Alice and Bob alternate taking moves this way. If the game reaches the state with $100 on the table, it ends and each of the players gets $50. Find the ways for Alice and Bob to win the largest possible amount of money. | <urn:uuid:964ac33e-fd23-4c55-b627-3d046d6aa763> | CC-MAIN-2024-18 | https://circles.math.ucla.edu/circles/lib/data/Handout-4297-4090.pdf | 2024-04-25T11:11:55+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00740.warc.gz | 152,589,235 | 1,112 | eng_Latn | eng_Latn | 0.999608 | eng_Latn | 0.999746 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1710,
2346,
2577,
3246,
4779
] | [
2.046875
] | 2 | 0 |
Recovery curriculum (not including English and Maths)
2020 - 2021
| Cycle B Objectives not covered due to partial closure | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | | Autumn 1 | Autumn 2 | | Spring 1 | Spring 2 | Summer 1 | |
| Y1/2 Plants - Know and explain how seeds and bulbs grow into plants - Know what plants need in order to grow and stay healthy Living things and their habitats - Classify things by living, dead or never lived - Know how a specific habitat provides for the basic needs of things living there (plants and animals) - Match living things to their habitat - Name some different sources of food for animals - Know about and explain a simple food chain | | Seasonal changes | | Living things and | Materials inc some of cycle B objectives - changing shape - Know how materials can be changed by squashing, bending, twisting and stretching | Animals inc humans life cycles | Birds and plants in local area | |
| | | | | their habitats - cycle | | | | |
| | | | | B | | | | |
| | | | | - Classify things by | | | | |
| | | | | living, dead or never | | | | |
| | | | | lived | | | | |
| | | | | - Know how a specific | | | | |
| | | | | habitat provides for | | | | |
| | | | | the basic needs of | | | | |
| | | | | things living there | | | | |
| | | | | (plants and animals) | | | | |
| | | | | - Match living things | | | | |
| | | | | to their habitat | | | | |
| | | | | - Name some | | | | |
| | | | | different sources of | | | | |
| | | | | food for animals | | | | |
| | | | | - Know about and | | | | |
| | | | | explain a simple food | | | | |
| | | | | chain | | | | |
| | Y3/4 | Animals inc humans Skeleton/muscles | | Living things and | Rocks | Light and Sound to be taught together | | Electricity cycle B |
| | Forces | | | habitats | | | | |
| | - Know about and describe how objects | | | | | | | - Identify and name |
| | move on different surfaces | | | Y1/2 cycle B | | | | appliances that |
| | - Know how a simple pulley works and use | | | objectives | | | | require electricity to |
| | to on to lift an object | | | | | | | function |
| | - Know how some forces require contact | | | - Classify things by | | | | - Construct a series |
| | and some do not, giving examples | | | living, dead or never | | | | circuit |
| | - Know about and explain how magnets | | | lived | | | | - Identify and name |
| | attract and repel | | | - Know how a specific | | | | the components in a |
| | - Predict whether magnets will attract or | | | habitat provides for | | | | series circuit |
| | repel and give a reason | | | the basic needs of | | | | (including cells, wires, |
| | | | | things living there | | | | bulbs, switches and |
| | Electricity | | | (plants and animals) | | | | buzzers) |
Recovery curriculum (not including English and Maths)
2020 - 2021
| - Identify and name appliances that require electricity to function - Construct a series circuit - Identify and name the components in a series circuit (including cells, wires, bulbs, switches and buzzers) - Predict and test whether a lamp will light within a circuit - Know the function of a switch - Know the difference between a conductor and an insulator; giving examples of each | | | | - Match living things to their habitat - Name some different sources of food for animals - Know about and explain a simple food chain | | | - Predict and test whether a lamp will light within a circuit - Know the function of a switch - Know the difference between a conductor and an insulator; giving examples of each | |
|---|---|---|---|---|---|---|---|---|
| Stand-alone sessions | | | | | | | | |
| Y5/6 Human body - Identify and name the main parts of the human circulatory system - Know the function of the heart, blood vessels and blood - Know the impact of diet, exercise, drugs and lifestyle on health (covered in Jigsaw) Know the ways in which nutrients and water are transported in animals, including humans Electricity - Compare and give reasons for why components work and do not work in a circuit - Draw circuit diagrams using correct symbols - Know how the number and voltage of cells in a circuit links to the brightness of a lamp or the volume of a buzzer | | Electricity (cycle B) - Identify and name appliances that require electricity to function - Construct a series circuit - Identify and name the components in a series circuit (including cells, wires, bulbs, switches and buzzers) - Predict and test whether a lamp will light within a circuit - Know the function of a switch - Know the difference between a conductor and an insulator; giving examples of each - Compare and give reasons for why components work and do not work in a circuit - Draw circuit diagrams using correct symbols - Know how the number and voltage of cells in a circuit links to the brightness of a lamp or the volume of a buzzer | Electricity (cycle B) | | Earth and space | Animals inc | | Forces Y3/4 cycle B objectives - Know about and describe how objects move on different surfaces - Know how a simple pulley works and use to on to lift an object - Know how some forces require contact and some do not, giving examples |
| | | | | | | humans | | |
| | | | - Identify and name appliances that require electricity to | | | (cycle B) | | |
| | | | function | | | | | |
| | | | - Construct a series circuit | | | - Identify and name | | |
| | | | - Identify and name the components in a series circuit | | | the main parts of | | |
| | | | (including cells, wires, bulbs, switches and buzzers) | | | the human | | |
| | | | - Predict and test whether a lamp will light within a circuit | | | circulatory system | | |
| | | | - Know the function of a switch | | | - Know the function | | |
| | | | - Know the difference between a conductor and an | | | of the heart, blood | | |
| | | | insulator; giving examples of each | | | vessels and blood | | |
| | | | - Compare and give reasons for why components work and | | | - Know the impact | | |
| | | | do not work in a circuit | | | of diet, exercise, | | |
| | | | - Draw circuit diagrams using correct symbols | | | drugs and lifestyle | | |
| | | | - Know how the number and voltage of cells in a circuit | | | on health (covered | | |
| | | | links to the brightness of a lamp or the volume of a buzzer | | | in Jigsaw) | | |
| | | | | | | Know the ways in | | |
| | | | | | | which nutrients | | |
| | | | | | | and water are | | |
| | | | | | | transported in | | |
| | | | | | | animals, including | | |
| | | | | | | humans | | |
| | Stand-alone sessions | | | | | | | |
- Know about and explain how magnets attract and repel
- Predict whether magnets will attract or repel and give a reason
| Y5/6 Ancient Civilisations – Mayans Know about the impact that the Mayans had on the world. Know why the Mayans were considered an advanced society in relation to their time period when compared with British history. | | No History taught | No History taught | No History taught | Anglo Saxons | | | | No History taught |
|---|---|---|---|---|---|---|---|---|---|
| | | | | | Invaders and settlers | | | | |
| | | | | | | | Begin topic with short sessions about The | | |
| | | | | | | Vikings to set the context. New learning for | | | |
| | | | | | | | | Y5 and retrieval for Y6. | |
| | | | | | Y3/4 - Know where Viking originated from | | | | |
| | | | | | and show this on a map. | | | | |
| | | | | | Know that the Vikings and Anglo-Saxons | | | | |
| | | | | | were often in conflict. | | | | |
| | | | | | Know why the Vikings frequently won | | | | |
| | | | | | battles with the Anglo Saxons | | | | |
| | | | | | LOCAL HISTORY FOCUS – THE CROWLE STONE | | | | |
| | | | | | The Stone is dated back to the Anglo Saxon | | | | |
| | | | | | times so can be tied in with this topic. | | | | |
| | | | | | See Rev Lines for more information and visit | | | | |
| | | | | | potential to church. | | | | |
| | Stand-alone sessions | | | | | | | | |
| Cycle B Objectives not covered due to partial closure | | Cycle A Extra objectives to be covered (alongside units that are on the long term plan for cycle A) | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | | Autumn 1 | | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| | Y1/2 | What’s it like where I live? -Locate key places on a map -Present information knowledgably about Crowle. -Make a map using symbols | | | No Geography taught | No Geography taught | Field Work – Town and City – Comparing Crowle and Lincoln (TRIP OPPORTUNITY – Lincoln Cathedral and Castle) | No Geography taught |
| | Field Work – Our Town and a French Town | | | | | | | |
| | -Locate Key Places on a map. | | | | | | | |
| | -Present information knowledgably about | | | | | | | |
| | Crowle and Brittany. | | | | | | | |
| | -Use a compass and directional language. | | | | | | | |
| | -Make a map using symbols. | | | | | | | |
| Stand-alone sessions | Stand-alone sessions | | Comparison of a French Town (Brittany) | | | | | |
| | | | - Present information knowledgeably about | | | | | |
| | | | Brittany. | | | | | |
| | | | -Compare Crowle and Brittany. | | | | | |
| | Y3/4 | Cities, Climates and Motorways -Locate key places on maps, globes and digital computer mapping. Based around location knowledge – including comparison between Crowle and European (not French) town Include knowledge of mountains and hills | | No Geography taught | No Geography taught | Field Work – Forests -Use an 8 point compass and use a 4 figure grid reference. -Make a map including landmarks, using simple symbols in a key. | |
|---|---|---|---|---|---|---|---|
| | Field Work – Hills and Mountains | | | | | | |
| | -Locate Key Places (above) on maps, globes | | | | | | |
| | and digital computer mapping. | | | | | | |
| | -Present information knowledgably about | | | | | | |
| | Mam Tor and Ben Nevis. | | | | | | |
| | -Use an 8 point compass and use a 4 figure | | | | | | |
| | grid references. | | | | | | |
| | -Make a map including landmarks, using | | | | | | |
| | simple symbols in a key. | | | | | | |
| Stand-alone sessions | Stand-alone sessions | | | | | | |
| Y5/6 Field Work – Coasts and Rivers -Locate Key Places (above) on maps, globes and digital computer mapping. -Present information knowledgably about Coasts and Rivers. -Use an 8 point compass and use a 4 figure grid references. -Make a map including landmarks, using simple symbols in a key. | | Capital Cities of the World. Facts about Continents | Capital Cities of the World. Facts about | No Geography taught | No Geography taught | | Field Work – |
| | | | Continents | | | | Mapwork |
| | | | | | | | -Locate Key Places |
| | | | | | | | (above) on maps, |
| | | | | | | | globes and digital |
| | | | | | | | computer mapping. |
| | | | | | | | -Use an 8 point |
| | | | | | | | compass and use a 4 |
| | | | | | | | figure grid |
| | | | | | | | references. |
| | | | | | | | -Make a map |
| | | | | | | | including landmarks, |
| | | | | | | | using simple symbols |
| | | | | | | | in a key. |
| Stand-alone sessions | | | | | | | |
| Cycle B Objectives not covered due to partial closure | | | | | | |
|---|---|---|---|---|---|---|
| | | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
| | Rec | | | | | |
| | Know that Jesus told stories that helped | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| | people learn things. | | | | | | | |
| Y1/2 How do Jews show their commitment to God? Use the right names for things that are special to Jews Know one of the ways Jews show commitment to God Start to understand that there are different ways they can do this. Vocab - Commitment, worship, Torah, Bar, Bat Mitzvah, ceremony. | Y1/2 | Creation story | | Christmas story | Jesus as a friend Rec - Know that Jesus told stories that helped people learn things. Key vocab - Jesus, Bible | Easter - Palm Sunday | | Shabbat |
| | How do Jews show their commitment to | | | | | | | Use the right names |
| | God? | | | | | | | for things that are |
| | Use the right names for things that are | | | | | | | special to Jews |
| | special to Jews | | | | | | | Know one of the ways |
| | Know one of the ways Jews show | | | | | | | Jews show |
| | commitment to God | | | | | | | commitment to God |
| | Start to understand that there are different | | | | | | | Start to understand |
| | ways they can do this. | | | | | | | that there are |
| | Vocab - Commitment, worship, Torah, Bar, | | | | | | | different ways they |
| | Bat Mitzvah, ceremony. | | | | | | | can do this. |
| | | | | | | | | Vocab - Commitment, |
| | | | | | | | | worship, Torah, Bar, |
| | | | | | | | | Bat Mitzvah, |
| | | | | | | | | ceremony. |
| | Stand-alone sessions | | | | | | | |
| Y3/4 Do people need to go to church to show they are Christians? (Christianity) Use the correct names for places/ ceremonies or symbols that are special to Christians Explain some of the symbolism during worship Explain the ways Christians use churches to worship/ celebrate Holy Communion and baptism. Vocab - Bread, wine, holy communion, baptism, church, Holy Communion | Y3/4 | | Y1/2 - How do Jews | Nativity- The true meaning of Christmas for Christian children. | To cover three units in one term – approx. 4 weeks on each Do people need to go to church to show they are Christians? (Christianity) Use the correct names for places/ ceremonies or symbols that are special to Christians Explain some of the symbolism during worship Explain the ways Christians use churches to worship/ celebrate Holy Communion and baptism. Vocab - Bread, wine, holy communion, baptism, church, Holy Communion Could Jesus really heal? Bible stories, miracles Good Friday- Last supper and Jesus' Death | | Brahman - how this belief influences Hindu's everyday lives. | |
| | Do people need to go to church to show | | show their | | | | | |
| | they are Christians? (Christianity) | | commitment to God? | | | | | |
| | Use the correct names for places/ | | Use the right names | | | | | |
| | ceremonies or symbols that are special to | | for things that are | | | | | |
| | Christians | | special to Jews | | | | | |
| | Explain some of the symbolism during | | Know one of the ways | | | | | |
| | worship | | Jews show | | | | | |
| | Explain the ways Christians use churches to | | commitment to God | | | | | |
| | worship/ celebrate Holy Communion and | | Start to understand | | | | | |
| | baptism. | | that there are | | | | | |
| | Vocab - Bread, wine, holy communion, | | different ways they | | | | | |
| | baptism, church, Holy Communion | | can do this. | | | | | |
| | | | Vocab - Commitment, | | | | | |
| | | | worship, Torah, Bar, | | | | | |
| | | | Bat Mitzvah, | | | | | |
| | | | ceremony. | | | | | |
| | | | Unit condensed to 3 | | | | | |
| | | | lessons. Note- this | | | | | |
| | | | will be a revisit for Y4 | | | | | |
| | | | children so they will | | | | | |
| | | | need to have | | | | | |
| | | | activities which | | | | | |
| | | | encourage greater | | | | | |
| | | | depth of | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| | | | understanding | | | | | | |
| | | | Divali | | | | | | |
| | | | Unit to be condensed | | | | | | |
| | | | to 4 lessons. | | | | | | |
| | Stand-alone sessions | | | | | | | | |
| Y5/6 Does belief in Akhirah (life after death) help Muslims live good lives? Muslim belief in life after death How Muslims follow Allah's rules to ensure they will go to Heaven. Vocab - Akhirah, Muhammad, prophet, heaven. | Y5/6 | Does belief in Akhirah (life after death) help Muslims live good lives? Muslim belief in life after death How Muslims follow Allah's rules to ensure they will go to Heaven. Vocab - Akhirah, Muhammad, prophet, heaven. How Hindus show commitment to God. Objectives/ sessions from both units to be combined | Does belief in | Y3/4 unit - Do people | Hindu belief that there is one God with many different aspects. | Did God intend Jesus to be crucified? | Do beliefs in Karma, Samsara and Moksha help Hindus lead good lives? | What is the best way for a Christian to show commitment to God? | What is the best way |
| | Does belief in Akhirah (life after death) | | Akhirah (life after | need to go to church | | | | | for a Christian to |
| | help Muslims live good lives? | | death) help Muslims | to show they are | | | | | show commitment to |
| | Muslim belief in life after death | | live good lives? | Christians? | | | | | God? |
| | How Muslims follow Allah's rules to ensure | | Muslim belief in life | (Christianity) | | | | | |
| | they will go to Heaven. | | after death | Use the correct | | | | | |
| | Vocab - Akhirah, Muhammad, prophet, | | How Muslims follow | names for places/ | | | | | |
| | heaven. | | Allah's rules to ensure | ceremonies or | | | | | |
| | | | they will go to | symbols that are | | | | | |
| | | | Heaven. | special to Christians | | | | | |
| | | | Vocab - Akhirah, | Explain some of the | | | | | |
| | | | Muhammad, | symbolism during | | | | | |
| | | | prophet, heaven. | worship | | | | | |
| | | | | Explain the ways | | | | | |
| | | | | Christians use | | | | | |
| | | | How Hindus show | churches to worship/ | | | | | |
| | | | commitment to God. | celebrate Holy | | | | | |
| | | | | Communion and | | | | | |
| | | | Objectives/ sessions | baptism. | | | | | |
| | | | from both units to be | Vocab - Bread, wine, | | | | | |
| | | | combined | holy communion, | | | | | |
| | | | | baptism, church, Holy | | | | | |
| | | | | Communion | | | | | |
| | | | | (short unit 3-4 | | | | | |
| | | | | sessions) | | | | | |
| | | | | Note- this will be a | | | | | |
| | | | | revisit for Y6 children | | | | | |
| | | | | so they will need to | | | | | |
| | | | | have activities which | | | | | |
| | | | | encourage greater | | | | | |
| | | | | depth of | | | | | |
| | | | | understanding | | | | | |
Recovery curriculum (not including English and Maths)
2020 - 2021
| | Is the Christmas story |
|---|---|
| | true? |
| | (Short unit 3-4 |
| | sessions) |
| Stand-alone sessions | |
| Cycle B Objectives not covered due to partial closure | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| | | | Autumn 1 | | Autumn 2 | Spring 1 | Spring 2 | | Summer 1 |
| | Y1/2 | | Being me in my world | | Celebrating difference | Dreams and Goals | Healthy me I can make some healthy choices and explain why they are good for my body | | Relationships I can identify some of the things that cause conflict between me and my friends I can demonstrate how to use the positive problem- solving technique to resolve conflicts with my friends |
| | Healthy me | | | | | | | | |
| | I can make some healthy choices and | | | | | | | | |
| | explain why they are good for my body. | | | | | | | | |
| | Relationships | | | | | | | | |
| | I can identify some of the things that cause | | | | | | | | |
| | conflict between me and my friends | | | | | | | | |
| | I can demonstrate how to use the positive | | | | | | | | |
| | problem-solving technique to resolve | | | | | | | | |
| | conflicts with my friends | | | | | | | | |
| | | Changing Me | | | | | | | |
| | I can recognise the physical differences | | | | | | | | |
| | between boys and girls, use the correct | | | | | | | | |
| | names for parts of the body (penis, testicles, | | | | | | | | |
| | vagina) | | | | | | | | |
| | I respect my body and understand which | | | | | | | | |
| | parts are private | | | | | | | | |
| | Stand-alone sessions | | | | | | | | |
| | Y3/4 | | Being me in my world | Being me in my | Celebrating difference | Dreams and Goals | | Healthy me | Relationships I can explain different points of view on an animal rights issue. |
| | Healthy me (4B) | | | world | | | | | |
| | I can recognise when people are putting me | | | | | | | I can recognise when | |
| | under pressure and can explain ways to | | | | | | | people are putting | |
| | resist this when I want to | | | | | | | me under pressure | |
| | I can identify feelings of anxiety and fear | | | | | | | and can explain ways | |
| | associated with peer pressure | | | | | | | to resist this when I | |
| | Relationships (4B) | | | | | | | want to | |
Recovery curriculum (not including English and Maths)
2020 - 2021
| | I can explain different points of view on an | | | | | I can identify feelings of anxiety and fear associated with peer pressure | | I express my own opinion and feelings on this |
|---|---|---|---|---|---|---|---|---|
| | animal rights issue. | | | | | | | |
| | I express my own opinion and feelings on | | | | | | | |
| | this | | | | | | | |
| | Changing Me (4B) | | | | | | | |
| | I can identify what I am looking forward to | | | | | | | |
| | when I am in Year 5 | | | | | | | |
| | I can reflect on the changes I would like to | | | | | | | |
| | make when I am in Year 5 and can describe | | | | | | | |
| | how to go about this. | | | | | | | |
| | Stand-alone sessions | | | | | | | |
| Y5/6 Healthy me I can evaluate when alcohol is being used responsibly, anti-socially or being misused I can tell you how I feel about using alcohol when I am older and my reasons for this. Relationships I can recognise when people are trying to gain power or control I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control Changing Me I can describe how a baby develops from conception through the nine months of pregnancy, and how it is born. I recognise how I feel when I reflect on the development and birth of a baby. - also within CYCLE A science for Y5/6 I can contribute to the group and understand how we can work best as a whole | Y5/6 | Being me in my world | Being me in my | Celebrating difference | Dreams and Goals | | Healthy me | Relationships Y3/4 objectives I can explain different points of view on an animal rights issue. I express my own opinion and feelings on this Y5/6 objectives I can recognise when people are trying to gain power or control I can demonstrate ways I could stand up for myself and my friends in situations where others are trying to gain power or control |
| | Healthy me | | world | | | | | |
| | I can evaluate when alcohol is being used | | | | | | Y3/4 objectives | |
| | responsibly, anti-socially or being misused | | | | | | I can recognise when | |
| | I can tell you how I feel about using alcohol | | | | | | people are putting | |
| | when I am older and my reasons for this. | | | | | | me under pressure | |
| | Relationships | | | | | | | |
| | | | | | | | and can explain ways | |
| | I can recognise when people are trying to | | | | | | | |
| | | | | | | | to resist this when I | |
| | gain power or control | | | | | | | |
| | | | | | | | want to | |
| | I can demonstrate ways I could stand up for | | | | | | | |
| | myself and my friends in situations where | | | | | | I can identify feelings | |
| | others are trying to gain power or control | | | | | | of anxiety and fear | |
| | Changing Me | | | | | | associated with peer | |
| | I can describe how a baby develops from | | | | | | pressure | |
| | conception through the nine months of | | | | | | | |
| | pregnancy, and how it is born. I recognise | | | | | | Y5/6 objectives | |
| | how I feel when I reflect on the | | | | | | I can evaluate when | |
| | development and birth of a baby. - also | | | | | | alcohol is being used | |
| | within CYCLE A science for Y5/6 | | | | | | responsibly, anti- | |
| | I can contribute to the group and | | | | | | socially or being | |
| | understand how we can work best as a | | | | | | misused | |
| | whole | | | | | | | |
| | | | | | | | I can tell you how I | |
| | | | | | | | feel about using | |
| | | | | | | | alcohol when I am | |
| | | | | | | | older and my reasons | |
| | | | | | | | for this. | |
| | Stand-alone sessions | | | | | | | |
| Cycle B Objectives not covered due to partial closure | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| | | Autumn 1 | | Autumn 2 | Spring 1 | | Spring 2 | | Summer 1 |
| Y1/2 Create Own Music • make a sequence of sounds and respond to different moods in music | | Hands, feet, heart | | | | I Wanna Play in a | Zootime | | Friendship Song |
| | | | | | | Band | | | |
| | | | | | | • make a sequence of | | | |
| | | | | | | sounds and respond | | | |
| | | | | | | to different moods in | | | |
| | | | | | | music | | | |
| | Stand-alone sessions | | | | | | | | |
| Y3/4 Use and Understand • create repeated patterns with different instruments • improve my work; explaining how it has been improved History of Music • recognise the work of at least one famous composer | Y3/4 | Mamma Mia • recognise the work of at least one famous composer | Mamma Mia | | | Glockenspeil 2 | Stop! | | Lean on Me |
| | Use and Understand | | • recognise the work | | | • make a sequence of | | | |
| | • create repeated patterns with different | | of at least one | | | sounds and respond | | | |
| | instruments | | famous composer | | | to different moods in | | | |
| | • improve my work; explaining how it has | | | | | music (y1/2) | | | |
| | been improved | | | | | • create repeated | | | |
| | History of Music | | | | | patterns with | | | |
| | • recognise the work of at least one famous | | | | | different instruments | | | |
| | composer | | | | | | | | |
| | | | | | | • improve my work; | | | |
| | | | | | | explaining how it has | | | |
| | | | | | | been improved | | | |
| | Stand-alone sessions | | | | | | | | |
| Y5/6 Use and Understand • use music diary to record aspects of the composition process Appreciate • describe, compare and evaluate music using musical vocabulary | Y5/6 | Happy | Happy | | | Classroom Jazz 2 | | History of Music Unit | Music and Me |
| | Use and Understand | | | | | • use music diary to | | • describe, compare | |
| | • use music diary to record aspects of the | | | | | record aspects of the | | and evaluate music | |
| | composition process | | | | | composition process | | using musical | |
| | Appreciate | | | | | • create repeated | | vocabulary | |
| | • describe, compare and evaluate music | | | | | patterns with | | | |
| | using musical vocabulary | | | | | different instruments | | • explain why they | |
| | | | | | | (y3/4) | | think music is | |
Recovery curriculum (not including English and Maths)
2020 - 2021
| Cycle B Objectives not covered due to partial closure | | | | | | |
|---|---|---|---|---|---|---|
| | | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
| | Y1/2 | Gym Body Management Games Object Control | Gym Flight -Can show control when jumping in a variety of ways -Can perform a 5-part sequence Athletics (Indoor) -Know basic principles of running, jumping and throwing -Show awareness of effective technique in running, jumping and throwing | Interpretive Dance Games Sending and Receiving -Can throw and stop an object consistently -Can begin to throw and catch with control | Gym Floor Exercises Games Net/Wall -Can control an object coming towards them -Can control and move an object accurately | Dance Performance Dance -Can show control when jumping in a variety of ways -Can perform a 5-part sequence Athletics |
| | Gym Flight (Missed from autumn 2) | | | | | |
| | -Can show control when jumping in a | | | | | |
| | variety of ways | | | | | |
| | -Can perform a 5-part sequence | | | | | |
| | Athletics Indoor (Missed from autumn 2) | | | | | |
| | -Know basic principles of running, jumping | | | | | |
| | and throwing | | | | | |
| | -Show awareness of effective technique in | | | | | |
| | running, jumping and throwing | | | | | |
| | Games Net/wall (From Spring 2) | | | | | |
| | -Can control an object coming towards | | | | | |
| | them | | | | | |
| | -Can control and move an object accurately | | | | | |
| | Performance Dance (from summer 1) | | | | | |
| | -Can show control when jumping in a | | | | | |
| | variety of ways | | | | | |
| | -Can perform a 5-part sequence | | | | | |
| | Games Sending and Receiving 1 (Summer | | | | | |
| | 1) | | | | | |
| | -Can throw and stop an object consistently | | | | | |
|---|---|---|---|---|---|---|
| | -Can begin to throw and catch with control | | | | | |
| | Games Sending and Receiving 2 (Summer | | | | | |
| | 2) | | | | | |
| | -Can throw and stop an object consistently | | | | | |
| | -Can begin to throw and catch with control | | | | | |
| | -Can apply throwing and catching skills in a | | | | | |
| | game situation | | | | | |
| | Games Locomotion (Summer 2) | | | | | |
| | -Can move fluently in a variety of ways | | | | | |
| | -Can link movements with balance and | | | | | |
| | agility | | | | | |
| Y3/4 Performance Dance (Spring 2) -Can work cooperatively to perform a dance sequence -Can adapt and perform a dance sequence Games Net/Wall (Spring 2) -Can perform volley and forehand shots -Can perform volley and forehand with control and accuracy Gym Flight (Summer 1) -Can perform gymnastic movements such as jumps, turns and balances in isolation -Can combine gymnastic movements in a sequence and perform with control Athletics (Summer 1) -Are aware of basic techniques in running, jumping and throwing -Can consistently apply good technique when running, jumping and throwing Athletics (Summer 2) | Y3/4 | Gym Body Management Games Invasion | Dance Interpretive Dance Athletics (indoor) Y1/2 - -Know basic principles of running, jumping and throwing -Show awareness of effective technique in | Gym | Dance Performance Dance Y1/2 Can show control when jumping in a variety of ways -Can perform a 5-part sequence -Can work cooperatively to perform a dance sequence -Can adapt and perform a dance sequence Games Net/Wall (Y1/2) -Can control an object coming towards them | Gym |
| | Performance Dance (Spring 2) | | | Floor Exercises | | Flight |
| | -Can work cooperatively to perform a dance | | | Y1/2) -Can show | | Y1/2 - Can show |
| | sequence | | | control when jumping | | control when jumping |
| | -Can adapt and perform a dance sequence | | | in a variety of ways | | in a variety of ways |
| | | | | -Can perform a 5-part | | -Can perform a 5-part |
| | Games Net/Wall (Spring 2) | | | sequence | | sequence |
| | -Can perform volley and forehand shots | | | | | |
| | | | | | | -Can perform |
| | -Can perform volley and forehand with | | | | | |
| | control and accuracy | | | | | gymnastic |
| | | | | | | movements such as |
| | Gym Flight (Summer 1) | | | | | jumps, turns and |
| | -Can perform gymnastic movements such as | | | | | balances in isolation |
| | jumps, turns and balances in isolation | | | | | -Can combine |
| | -Can combine gymnastic movements in a | | | | | gymnastic |
| | sequence and perform with control | | | | | movements in a |
| | | | | | | sequence and |
| | Athletics (Summer 1) | | | | | perform with control |
| | | | | Games | | |
| | -Are aware of basic techniques in running, | | | | | |
| | | | | Invasion 2 | | |
| | jumping and throwing | | | Y1/2 -Can throw | | Athletics |
| | -Can consistently apply good technique | | | | | (Y1/2) -Know basic |
| | | | | and stop an object | | |
| | when running, jumping and throwing | | | | | principles of running, |
| | | | | consistently | | |
| | | | | | | jumping and throwing |
| | | | | -Can begin to throw | | |
| | Athletics (Summer 2) | | | | | |
| | | | | and catch with | | -Are aware of basic |
| | | | | control | | techniques in |
| -Can jump for distance and can use correct technique when throwing in a variety of ways -Know the difference in running for distance and sprinting and can adapt pace accordingly. -Can throw and jump using correct technique consistently Games Striking and fielding (Summer 2) -Can throw and catch consistently and accurately -Can apply throwing and catching skills in a game situation | | | running, jumping and throwing | | | -Can control and move an object accurately -Can perform volley and forehand shots -Can perform volley and forehand with control and accuracy | running, jumping and throwing -Can consistently apply good technique when running, jumping and throwing |
|---|---|---|---|---|---|---|---|
| | Y5/6 | Gym | | Dance | Gym | Dance Performance Dance (Y3/4) -Can work cooperatively to perform a dance sequence -Can adapt and perform a dance sequence Games | Gym Flight Y3/4 - -Can perform gymnastic movements such as jumps, turns and balances in isolation -Can combine gymnastic movements in a sequence and perform with control -Can perform spins and a variety leaps in isolation -Can perform leaps and spins in a simple sequence |
| | Games Net/Wall (Spring 2) | Body Management | | Interpretive Dance | Floor Exercises | | |
| | -Can perform a variety of shots with | | | | | | |
| | accuracy and control | | | | | | |
| | -Can perform a variety of shots using | | | | | | |
| | correct technique consistently | | | | | | |
| | Gym Flight (Summer 1) | | | | | | |
| | -Can perform spins and a variety leaps in | | | | | | |
| | isolation | | | | | | |
| | -Can perform leaps and spins in a simple | | | | | | |
| | sequence | | | | | | |
| | Athletics (Summer 1) | | | | | | |
| | -Can combine movements with fluency and | | | | | | |
| | can use correct technique when sprinting | | | | | | |
| | and throwing and jumping | | | | | | |
| | -Can evaluate their own performance and | | | | | | |
| | can explain the effects of exercise on their | | | | | | |
| | body | Games | | Athletics | Games | | |
| | | Invasion | | (indoor) | Invasion 2 | | |
| Athletics (Summer 2) -Can perform basic skills consistently -Can perform skills consistently and can improve on performance after evaluation Games (Striking and Fielding) -Can use correct technique when batting, bowling and fielding -Can apply skills to game situations | Y3/4 Are aware of | Net/Wall Y3/4 - -Can perform volley and forehand shots -Can perform volley and forehand with control and accuracy -Can perform a variety of shots with accuracy and control -Can perform a variety of shots using correct technique consistently | OAA |
|---|---|---|---|
| | basic techniques in | | |
| | running, jumping and | | |
| | throwing | | |
| | -Can consistently | | |
| | apply good technique | | |
| | when running, | | |
| | jumping and throwing | | |
| | -Can jump for | | |
| | distance and can use | | |
| | correct technique | | |
| | when throwing in a | | |
| | variety of ways | | |
| | -Know the difference | | |
| | in running for | | |
| | distance and sprinting | | |
| | and can adapt pace | | |
| | accordingly. | | |
| | -Can throw and jump | | |
| | using correct | | |
| | technique | | |
| | consistently | | |
| Cycle B Objectives not covered due to partial closure | | | | | | |
|---|---|---|---|---|---|---|
| | Autumn 1 | | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
| Y1/2 • Know how to create a repeated pattern in print. | | Take one Picture | Textiles | No Art Taught | Exploring Colour | No Art Taught |
| | | Know how to use a | | | | |
| | | viewfinder to focus | | | | |
Recovery curriculum (not including English and Maths)
2020 - 2021
| | • Know how to create a printed | on an artefact before drawing it. Sculpture | | | | Know how to use charcoal, pencil and pastel to create art. | |
|---|---|---|---|---|---|---|---|
| | piece of art by pressing, rolling, | | | | | | |
| | rubbing and stamping. | | | | | | |
| | • Know how to use a viewfinder | | | | | | |
| | to focus on an artefact before | | | | | | |
| | drawing it. | | | | | | |
| | • Know how to use charcoal, | | | | | | |
| | pencil and pastel to create art. | | | | | | |
| | Stand-alone sessions | | | | | | |
| | Printing- Could be linked to other art | | | | | | |
| | project such as Mother’s Day cards. | | | | | | |
| Y3/4 • Use sketchbooks to help create facial expressions. • Know how to show facial expressions and body language in sketches and painting. • Know how to use marks and lines to shows textiles in art. • Know how to use line, tone, shape and colour to represent figures and forms in movement. | Y3/4 | | Take One Picture | No Art Taught | Printing 1 / 2 objectives Know how to create a repeated pattern in print. Know how to create a printed piece of art by pressing, rolling, rubbing and stamping. | No Art Taught | David Hockney 1 / 2 Objectives Know how to use a viewfinder to focus on an artefact before drawing it. |
| | • Use sketchbooks to help create | | Use sketchbooks to | | | | |
| | facial expressions. | | help create facial | | | | |
| | • Know how to show facial | | expressions. | | | | |
| | expressions and body language | | | | | | |
| | in sketches and painting. | | Know how to show | | | | |
| | • Know how to use marks and | | facial expressions and | | | | |
| | lines to shows textiles in art. | | body language in | | | | |
| | • Know how to use line, tone, | | sketches and | | | | |
| | shape and colour to represent | | painting. | | | | |
| | figures and forms in | | | | | | |
| | movement. | | Know how to use | | | | |
| | | | marks and lines to | | | | |
| | | | shows textiles in art. | | | | |
| | | | Know how to use line, | | | | |
| | | | tone, shape and | | | | |
| | | | colour to represent | | | | |
| | | | figures and forms in | | | | |
| | | | movement. | | | | |
| | | | Textiles | | | | |
| | Stand-alone sessions | | | | | | |
| | 1 / 2 Objectives | | | | | | |
| • Use tools to produce intricate patterns and textures in a malleable media. • Explore how stimuli can be used as a starting point for 3D work with a focus on form, shape, pattern, texture and colour. • Make imaginative use of knowledge that they have acquired of tools, techniques and materials. | | Make imaginative use of knowledge that they have acquired of tools, techniques and materials. |
|---|---|---|
| | Charcoal | |
| | 3 / 4 objectives | |
| | Use sketchbooks to | |
| | help create facial | |
| | expressions. | |
| | Know how to show | |
| | facial expressions and | |
| | body language in | |
| | sketches and | |
| | painting. | |
| | Know how to use | |
| | marks and lines to | |
| | shows textiles in art. | |
| | Know how to use line, | |
| | tone, shape and | |
| | colour to represent | |
| | figures and forms in | |
| | movement. | |
| Cycle B Objectives not covered due to partial closure | | | | | | |
|---|---|---|---|---|---|---|
| | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | |
| Y3/4 Carnival des animaux Use familiar vocabulary to say simple sentences to describe animals their habitats | Moi | On fait le fete | On y va | | Vive le sport | Les quatres amis |
| | | | | | | Carnival des animaux |
| | | | | | | Use familiar |
| | | | | | | vocabulary to say |
| and their movements using a language scaffold Read and show understanding of simple familiar phrases and short sentences Write a simple phrase to describe animals and their habitats Language skills covered in all units. | | | | | |
|---|---|---|---|---|---|
| | Stand-alone sessions | | | | |
| | Vocab: Descriptions of animals, movements | | | | |
| | and habitats | | | | |
| Y5/6 Monter un café Engage in transactional language for a café using familiar questions and language Read and show understanding of a menu Read and understand the gist of an unfamiliar text using familiar language Write and says a complex sentence manipulating familiar language to write about café transactions; maybe using a dictionary | Y5/6 | Les planetes | En route pour l’ecole | Scenes de plage | Notre ecole |
| | Monter un café | | | | |
| | Engage in transactional language for a café | | | | |
| | using familiar questions and language | | | | |
| | Read and show understanding of a menu | | | | |
| | Read and understand the gist of an | | | | |
| | unfamiliar text using familiar language | | | | |
| | Write and says a complex sentence | | | | |
| | manipulating familiar language to write | | | | |
| | about café transactions; maybe using a | | | | |
| | dictionary | | | | |
| | Stand-alone sessions | | | | |
| | Vocab: transactional café | | | | |
Recovery curriculum (not including English and Maths)
2020 - 2021
–
| Cycle B Objectives not covered due to partial closure | | | | | | | |
|---|---|---|---|---|---|---|---|
| | | Autumn 1 | Autumn 2 | | Spring 1 | Spring 2 | Summer 1 |
| | Y1/2 | | | | | | |
| | Year one and two follow playground | | | | | | |
| | objectives in both year groups but at | | | | | | |
| | different levels. | | | | | | |
| | Online bullying – To know how to | | | | | | |
| | recognise and deal with online bullying of | | | | | | |
| | themselves or others | | | | | | |
| | Online gaming - To know how to play | | | | | | |
| | online games safely (with a focus on | | | | | | |
| | multi-player games with chat and | | | | | | |
| | messaging functions) | | | | | | |
| | Downloading - know how to respond to | | | | | | |
| | pop-ups and invitations to download | | | | | | |
| | Stand-alone sessions | | | | | | |
| Y3/4 Chat rooms - To communicate safely and sensibly online Meeting up - To understand the risks of meeting people we chat with online, in real life Phishing - To know how to deal with phishing messages | Y3/4 | Year 2 – Scenario 1 Digital Footprint – refer to online bullying | | Scenario 3 | Year 2 – Scenario 5 Online gaming | Year 2 – Scenario 7 Downloading | |
| | | | | webcamwise – too | | | |
| | Chat rooms - To communicate safely and | | | much information | | | |
| | sensibly online | | | covers | | | |
| | Meeting up - To understand the risks of | | | | | | |
| | | | | communicating | | | |
| | meeting people we chat with online, in | | | | | | |
| | | | | safely online/ risks | | | |
| | real life | | | | | | |
| | | | | of meeting people | | | |
| | Phishing - To know how to deal with | | | | | | |
| | | | | online – add in to | | | |
| | phishing messages | | | | | | |
| | | | | understand how | | | |
| | | | | people communicate | | | |
| | | | | online at the start of | | | |
| | | | | this unit. You also | | | |
| | | | | may need a broader | | | |
| | | | range of online risk | | | |
|---|---|---|---|---|---|---|
| | | | in discussion. | | | |
| | Stand-alone sessions | | | | | |
| Y5/6 Click jacking Fake profiles Pop up messages | Y5/6 | Year 5 | | Scenario 6 – downloading – prior to this unit teach a condensed lesson about click jacking and how to respond safely to tempting emails and online offers | Year 5 Scenario 7 – perfect passwords - add in explanation of phishing and what to do if you receive a phishing email. | Scenario 9 Grooming – make reference to pop up messages about gambling and the associated health risks when discussing online advertisements. |
| | | Chat rooms/ | | | | |
| | Click jacking | meeting up covered | | | | |
| | Fake profiles | in scenario 5 | | | | |
| | Pop up messages | grooming | | | | |
| | | Scenario 1 – Safe | | | | |
| | | sharing – include | | | | |
| | | reference to fake | | | | |
| | | profiles and how to | | | | |
| | | respond safely. | | | | |
| | Stand-alone session | | | | | |
DT and ICT/E-safety– the academy is staring a new DT and ICT curriculum so no recovery curriculum is required
**Please note that when we are on CYCLE B again (2021-2022) half of the children will have covered these objectives. Understanding will need to be deepened for these children. Visits, investigations, focus needs to be different. Good opportunities for retrieval. | <urn:uuid:16c1db5c-2633-406e-a98f-3767856cba44> | CC-MAIN-2024-18 | https://www.crowleprimaryschool.com/serve_file/2879937 | 2024-04-25T11:29:48+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00743.warc.gz | 658,370,658 | 15,762 | eng_Latn | eng_Latn | 0.996653 | eng_Latn | 0.997504 | [
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
2998,
6967,
7089,
9757,
12064,
16112,
19268,
21813,
25791,
28445,
30336,
33927,
36121,
37711,
40259,
41631,
43060,
45275,
46725
] | [
3.78125,
2.984375
] | 1 | 0 |
History Policy
2023- 2024
"Guided by God, St Gerard's Catholic Primary and Nursery School is an inspiring and aspirational community where we learn to love, hope, dream and achieve."
SAFEGUARDING STATEMENT
"St Gerard's Catholic Primary and Nursery School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment".
History Policy
"If you didn't know history, you didn't know anything. You are a leaf that didn't know it was part of a tree"
Professor Johnston
Policy Date:
September 2023
Policy Status:
Statutory
Policy Review Cycle:
12 months or as required
Next Review Date:
September 2024
The Subject Leadership role of History at St Gerard's is central to improving outcomes for our children. Subject Leaders at St. Gerard's have high expectations of themselves and our children, and are passionate about their specialisms. The lead for History shall ensure that the children thoroughly enjoy and partake in multiple experiences of history through teaching in lessons, school activities, displays, external activities, external visits and residential visits.
Responsible to:
Governors, Head Teacher, Senior Leadership Team
Introduction:
History should stimulate the children's interest and understanding about the life of people. St Gerard's program of study will help pupils gain knowledge and an understanding of Britain's past and that of the wider world. The children learn a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. Thus they learn to value their own and other people's cultures in modern multicultural Britain. By considering how people lived in the past, they are better able to make their own life choices today. Our children will gain skills and knowledge that will equip them for all areas of their future lives. In our school, History makes a significant contribution to British Values education by teaching about how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and by doing so, to develop the skills of enquiry, analysis, interpretation and problem solving. Although direct reference to British Values is not continuously made, the policy has been written with full awareness of our responsibility and commitment to this purpose.
The aims of History are:
- To foster in children an interest in the past and to develop an understanding that enables them to enjoy all that History has to offer;
- To enable children to know about significant events in British history, and to appreciate how things have changed over time;
- To develop a sense of chronology;
- To know and understand how the British system of democratic government has developed and in doing so to contribute to a child's citizenship education;
- To understand how Britain is part of a wider European culture, and to study some aspects of European history;
- To have some knowledge and understanding of historical development in the wider world;
- To help children understand society and their place in it so that they develop a sense of their cultural heritage;
- To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation and local area.
Teaching and learning
The school uses a variety of teaching and learning styles in History lessons. Our principal aim is to develop the children's knowledge, skills and understanding in history. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including ICT. We ensure that history is learnt through lessons, visits/residential visits and external partners.
We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. The History progression document will be used to ensure learning is age and ability appropriate. This will build the skills, subject specific vocabulary and knowledge in a sequential and applicable way. We achieve this through a range of strategies:
* setting common tasks that are open-ended and can have a variety of responses;
* setting tasks of increasing difficulty where not all children complete all tasks;
* grouping children by ability and setting different tasks for each group;
* providing a range of challenges with different resources;
* using additional adults to support the work of individual children or small groups
History curriculum planning
History is a foundation subject in the National Curriculum. At St Gerard's Catholic Primary and Nursery School we use the national skills and objectives set out in key stages of work as the basis for our curriculum planning in history. We may adapt the national scheme to the local circumstances of our school as we may use the local environment as the starting point for aspects of our work.
We carry out the curriculum planning in history in three phases: long-term, medium-term and short-term. Our long-term plan maps out the themes covered in each term during the key stage. Our history subject leaders work this out in conjunction with teaching colleagues in each year group and the Key Stage Leads (EYFS, KS1 and KS2). We produce a History curriculum road map to demonstrate the development of the subject throughout each year group.
Our medium-term plans, which we have adopted from the national scheme and if appropriate a commercial scheme, give details of each unit of work for each term. These plans define what we will teach and ensure an appropriate balance and distribution of work across each term. Each class teacher is responsible for developing and using the medium term plans. Copies are available to the Subject Leader.
Class teachers complete a weekly plan over a series of lessons -which may include a stand alone history lesson or be cross curricular. These list the specific learning objectives for each lesson and give details of how to teach the lessons. The class teacher keeps these individual plans, and the class teacher and subject leader often discuss them on an informal basis.
We plan the activities in history so that they build upon the prior learning of the children and prepare them for the next stage of learning. They will be planned using the Progression documents and Topic overviews to ensure appropriate progress and sequential learning. While we give children of all abilities opportunity to develop their skills, knowledge and understanding, we also build planned progression into the scheme of work, so that there is an increasing challenge for the children as they move up through the school. These skills are then assessed by the class teacher with the subject lead to ensure progression for all children.
The Early Years Foundation Stage
We encourage creative work in the reception class as this is part of the Foundation Stage of the National Curriculum. We relate the creative development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. The children's learning includes art, music, dance, role-play and imaginative play. The range of experience encourages children to make connections between one area of learning and another and so extends their understanding.
We provide a rich environment in which we encourage and value creativity. Children experience a wide range of activities that they respond to, using the various senses. We give them the opportunity to work alongside other specialist adults. The activities that they take part in are imaginative and enjoyable.
Contribution of history to teaching in other curriculum areas
English
History contributes to the teaching of English in our school by encouraging children to ask and answer questions about the starting points for their work. They have the opportunity to compare ideas, methods and approaches in their own work and that of other children, and to say what they think and feel about them. Children will record their findings and work through drama, reading, reports, diary entries, poetry or narrative applying the skills and knowledge of English.
Mathematics
History contributes to the teaching of mathematics in our school by giving opportunities to develop the children's understanding of chronology and historical number systems such as the Roman numeral and measurement system. They will present information through a range of mathematical diagrams and graphs using both hand drawn and computer generated versions.
Computing
We use ICT to support history teaching when appropriate. Children will use ICT for research and delivery of their findings-such as Comic Book or Citadel.
Personal, social and health education (PSHE) and citizenship
History contributes significantly to the teaching of personal, social and health education and citizenship. Children develop self-confidence by having opportunities to explain their views on a number of social questions, such as how society should respond to poverty and homelessness. They discover how to be active citizens in a democratic society by learning how laws are made and changed, and they learn how to recognise and challenge stereotypes, and to appreciate that racism is a harmful aspect of society. They learn how society is made up of people from different cultures and they start to develop tolerance and respect for others.
Spiritual, moral, social and cultural development
The teaching of history offers opportunities to support the social development of our children through the way we expect them to work with each other in lessons. Groupings allow children to work together and give them the chance to discuss their ideas and feelings about their own work and the work of others. Their work in general helps them to develop a respect for the abilities of other children and encourages them to collaborate and co-operate across a range of activities and experiences. The children learn to respect and work with each other and with adults, thus developing a better understanding of themselves. They also develop an understanding of different times and cultures through their work. In our teaching of History we contribute where possible to the children's spiritual development, as in:, 'What are we remembering on Remembrance Day?' . We also provide children with the opportunity to discuss moral questions, or what is right and wrong through various historical topics. The History programme of study enables children to understand that Britain's rich cultural heritage can be further enriched by the multi-cultural British society of today.
Teaching History to children with special needs
We teach history to all children, whatever their ability. History forms part of our school curriculum policy to provide a broad and balanced education for all our children. Our teachers provide learning opportunities that are matched to the needs of children with learning difficulties. Work in history takes into account the targets set for individual children in their Individual Education Plans (IEPs).
Assessment and recording
We assess the children's work in history whilst observing them working during lessons. Teachers record the progress made by children against the learning objectives for their lessons. At the end of a unit of work we make a judgement against the National Curriculum skills identified as ARE. The teacher records the child's attainment, and then uses this information to plan future work for each child. This method of recording also enables the teacher to make an annual assessment of progress for each child, as part of the child's annual report to parents. We pass this information on to the next teacher at the end of each year.
The history subject leader keeps evidence of the children's work in a portfolio for assessment and moderation. Other evidence is kept through the year by the class teacher/support staff. Evidence will also be collated through school and class displays, the website and Twitter feeds. This demonstrates what the expected level of achievement is in history in each year of the
school. Teachers meet regularly to review individual evidence of children's work against the national exemplification material produced by the DfEE and the historical Association exemplars.
Resources
We have a range of resources to support the teaching of history across the school. All our classrooms have a range of basic resources, but we keep the more specialised equipment in the history cupboard. An audit of resources will be completed termly by the History team and an order will be given to the school office to replenish the resources. Specialist materials will be supplied by any specialist partners that deliver any learning or activities across the year groups. We have a subscription to the History Association to keep up to date with journals, educational developments and resources and pedagogical support. All resources will be sanitised and stored in an appropriate manner to ensure their use adheres to the Health and Safety action Plans which are regularly updated.
Monitoring and review
The monitoring of the standards of children's work and of the quality of teaching in History is the responsibility of the History leader. The work of the subject leader also involves supporting colleagues in the teaching of History and being informed about current developments in the subject. The History subject leader gives the headteacher an annual summary report in which s/he evaluates the teaching and learning in the subject, and indicates areas for further improvement. The History subject leader has specially-allocated regular management time, which s/he uses to review evidence of the children's work, monitor assessments and when instructed by SLT to undertake lesson observations of history teaching across the school. All activities and visiting partners will adhere to our Safeguarding policy and procedures.
Accountability
A annual action plan and termly summary report is produced for the Leadership team . These are then summarised by the Leadership team member with responsibility for the curriculum and shared with the Governing Body. Pupil attainment and progress is the responsibility of each Class Teacher and any barriers to learning will be discussed at Pupil Progress Meetings. Class Teachers will ensure that the children who are achieving above ARE at a greater depth are recognized and challenged as appropriate.
COVID19 - self isolation and lockdown remote learning procedures:
Should we need to enter a lockdown, or if a pupil needs to isolate the foloowing will be in place: During these unprecedented times, it is essential that we as a school are prepared to support those members of our community who are affected by self-isolation. The delivery of home learning shall continually adjust and improve to focus on approaches to easily and effectively provide work for individuals who need to access remote learning. Further to this, the History learning within school should also reflect the current worldwide situation and any Historically recognised events.
History as a humanity, will be delivered within home learning packs or online. Teachers will plan and prepare specific lessons that will consolidate learning that has happened in class. Activities will be fun and enjoyable for the home context, providing engaging activities for children to enjoy. Tasks may also be set on the online learning platform ClassDojo, SeeSaw or teachers will signpost the children to the links to the Subject Specific learning through BBC Learning, Oak Academy and
Historical Association this could require children to respond through the use of photographs or video.
Regular contact will be maintained, to ensure that children are being provided with feedback and next steps for their at home learning. Parents will be able to communicate with staff regarding children's work and progress through class e-mails and Class Dojo. Staff will communicate with children, providing feedback for their work through the Class Dojo portfolio and messaging system.
Phase 1 – Individual Remote Learning
(School remains open but an individual is unable to attend for 3 or more days, but is otherwise well and able to work)
- Teachers will direct parents to the Oak Academy website, BBC online learning pages and any other web pages that can provide immediate support for home learning.
- On the third day of self isolating, subject to the child being well enough, the parent/carer will be directed to online learning packs from the teacher.
- Following testing, the teacher will communicate daily with the child via Class Dojo to give feedback and support and set science based tasks.
Phase 2 – Short term/Bubble closure for up to 14 days
(School remains open, a bubble – class – is directed to self-isolate for 14 days) - Subject to the teacher being well, they will be available from 9:00am- 3:00pm during term time, online via Class Dojo. Science tasks will be set once weekly, in line with the national expectations.
- 1:1 support and differentiated tasks will be set with the use of Class Dojo.
- Feedback will be given within 24 hours of assessment of the task.
Phase 3 – Longer Term school closure duration beyond 14 days
(School is directed not to open to the majority of pupils for an unspecified amount of time longer than 14 days)
- School will continue to provide learning packs online, alongside paper copies to be picked up or distributed as required.
- New concepts/sounds will be taught through pre-recorded videos that are uploaded onto learning platforms.
- Feedback will be given daily using the Class Dojo system.
- Staff will maintain regular contact with children and parents via the online learning platforms and also through telephone calls. Parents have access to Dojo messaging system as well as class e-mail addresses and Mr Landrum's e-mail address should they have any concerns or issues.
To be read in conjunction with the following policies:
- Teaching & Learning Policy
- Remote Learning Policy
- Marking & Feedback Policy
- Curriculum Policy
- Assessment Policy
- Behaviour for Learning Policy
- Subject Leadership Policy
- Safeguarding Policy
Agreed by Governing Body:
Date of next Review: September 2024 | <urn:uuid:dea005a6-f959-4d97-ae88-7207aa65edb1> | CC-MAIN-2024-18 | https://www.st-gerards.halton.sch.uk/serve_file/23951885 | 2024-04-25T11:02:00+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00740.warc.gz | 907,166,154 | 3,517 | eng_Latn | eng_Latn | 0.988125 | eng_Latn | 0.997666 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
184,
406,
2968,
6151,
9358,
12943,
16449,
19042,
19129
] | [
3.78125
] | 3 | 0 |
Gisburn Road Community Primary School
Autumn Term 2 – November to December 2023
AUTUMN 2 WITH THE DUSKY OWLS
Welcome back to school! We have had a fantastic first half term, I am so impressed with how well the children have all settled into the school year and how much they are learning
and progressing every day. To keep up to date with what is going on in school and events we would like you to attend, please visit our school Facebook page or follow the link below which takes you to our 'What's on' calendar.
https://www.gisburnroad.com/CALENDAR
Please feel free to pop in at any time to discuss your child's progress or just to say hello; it is always nice to catch up with parents and carers. You can also e-mail me via the cohort e-mail address of firstname.lastname@example.org which will be checked on a Monday. For any urgent / important information, please contact the school office on 812287 or catch us in the yard.
Mrs Martin & Mrs Wheeler
PSHE -
* how to recognise hurtful behaviour, including online
Here is what your child will be learning about this half term-
* what to do and whom to tell if they see or experience hurtful behaviour, including online
* about the difference between happy surprises and secrets that make them feel uncomfortable or worried, and how to get help
* how to resist pressure to do something that feels uncomfortable or unsafe
* how to ask for help if they feel unsafe or worried and what vocabulary to use
English – In English this half term we will be reading Zog by Julia Donaldson. Year 1 will be exploring the text in order to write their own story based on Zog. The children will get the opportunity to show off their fantastic writing skills and use the story to enjoy role play too.
This half term, we will also be learning about The Great Fire of London. The children will gather information about the fire so they can write an information text. The children will have opportunities to explore the history of The Great Fire of London during continuous provision inside the classroom and with a special museum loan box with lots of exciting materials about the event.
Mathematics – The Mathematics units we are studying this half term are: Sequencing and sorting, Fractions, Capacity and Volume, Money and Time. Things that you could practise at home are: Counting in twos and fives, finding halves and quarters of shapes and objects, exploring more and less capacity, recognising and ordering the value of coins to 20p and practising the days of the week and months of the year.
Some useful resources are:
Ordering and Sequencing 5-7 (TopMarks)
https://www.topmarks.co.uk/maths-games/5-7-years/ordering-and-sequencing
Money 5-7 (TopMarks)
https://www.topmarks.co.uk/maths-games/5-7-years/money
Science – This half term we will be exploring 'Seasonal Changes'. Year 1 will be learning about the 4 seasons, they will be able to identify how the weather changes through each season. The children will discover how day length and temperature varies depending on the season.
Some useful resources are:
What are the Seasons? (BBCBitesize)
https://www.bbc.co.uk/bitesize/topics/zkvv4wx/articles/z3kbydm
Computing – During this half term we will be learning about 'Online Safety'. We will be learning how to use the internet safely, being kind online and posting and sharing online. We will discuss what the internet is and how it can be used and recognise how to be kind and considerate online.
Some useful resources are:
What is the Internet? (BBCBitesize)
https://www.bbc.co.uk/bitesize/topics/zymykqt/articles/zym3b9q
Religious Education – In R.E, the children will be looking at the religion of Christianity and the key question: Why is Jesus special to Christians? We will explore the Christmas nativity story and gain an understanding of why Christians believe Jesus is be a special baby. They will begin to think about why Christmas is a special religious time for Christians.
Art – This half term our focus is collage. The children will be creating art on different scales with lots of materials.
We will arrange and glue different materials to backgrounds we have created using watercolour paints and complete a piece of artwork of 'The Great Fire of London'. The children will create different shades for the background using watercolour paints and use techniques such as tearing, overlapping, folding and crumpling to add materials to their background.
Physical Education – Year 1 have P.E on Tuesdays and Wednesdays. On Tuesdays, we will be focusing on our gymnastics skills and on Wednesday we are very lucky to have a sport coach from Burnley Football Club in to help us to improve on our fundamental movement skills.
History – In history we will be learning all about the Great Fire of London. We will gain lots of knowledge about how the fire started and the impact the fire had on our world today. The children will be able to compare London then and London now. This will be enhanced by our non-fiction writing in English. The children will have an opportunity to explore our topic further using a museum loan box supplied by the library.
THINGS TO REMEMBER
PE Days: We will be doing PE on Tuesdays and Wednesdays. Where possible, PE will be outdoors and children will need trainers and a warm outdoor kit (any tracksuit) as well as an indoor kit. PE kits should stay in school all week.
Home Learning: Home learning will be sent home on a Friday and should be completed for the following Thursday. This will include an English task (Spellings) and a Maths task. Please feel free to send any of your child's creative learning that they would like to study more of to email@example.com
Reading: Your child should read and discuss their reading book at least 3x a week for 5-10 minutes. This will help them to improve their fluency and comprehension skills, which will also help them to improve their writing skills. Please ensure home reading records and books are in school daily. | <urn:uuid:734d7bba-c8dd-45a4-8884-954759a259cf> | CC-MAIN-2024-18 | https://www.gisburnroad.com/wp-content/uploads/Y1-Newsletter-Autumn-2-1.pdf | 2024-04-25T10:58:22+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00742.warc.gz | 716,652,058 | 1,298 | eng_Latn | eng_Latn | 0.998781 | eng_Latn | 0.998803 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3169,
5987
] | [
2.765625
] | 1 | 0 |
2022-23 Strategic Action Plan
At Skyview Middle School, we collaboratively educate and support students as they develop into lifelong learners by providing a nurturing environment where academic and personal excellence are achieved.
Each year, we identify goals that guide the work we do to ensure each of our students learns at high levels and, ultimately, is prepared for success in career, college, and life.
OUR INQUIRY PROCESS
Supporting student performance not only requires a safe, caring, and mutually respectful environment, but also a careful consideration of the Northshore Strategic Plan goals that align with our students' needs. Identifying Strategic Plan goals and actions to meet the chosen goals requires that we engage in a cycle of continuous improvement. The inquiry process that drives our cycle of continuous improvement is outlined below.
Equity Inventory
All of our efforts to ensure exceptional levels of student learning are rooted in our commitment to equitable access and outcomes for students. For the 2022-23 school year, we will build off of what we learned from our work over the last three years on Domains 1, 2, and 3 of the Northshore School District Equity Handbook.
Domain 1 (2019-20):
* 1C - New policies and procedures are implemented with sensitivity toward the diverse learning needs of students.
* 1G - Educators continuously self-reflect while they learn more about equity related issues.
Domain 2 (2020-21):
* 2H - Educators work from the premise that "all children can learn" and continue to attempt different instructional approaches until each child is reached.
* 2I - Educators have high expectations for all students regardless of their background or differences.
Domain 3 (2021-22):
* 3G - Educators are knowledgeable about creative, innovative, and equitable instructional approaches.
The Skyview Middle School Staff will continue to keep key aspects of what we have learned from Domains 1 and 2 in mind while further incorporating strategies related to Domain 3. To inform this work, our Equity Team and SDLT Team completed an initial review of Domain 3 of the Northshore School District Equity Inventory.
The Equity strategy from Domain 3 that we are focusing on this year includes:
* 3B Educators are well informed of the diverse backgrounds of students and families
Understanding Our Students' Needs
Part of our inquiry process is an examination of data. By looking at a variety of data including attendance and discipline records, classroom-based assessments, demographic information, student and family inventories/surveys, and various student achievement measures, we are able to understand the issues we must address.
During Spring and fall 2022, we reviewed the following data:
❏ Attendance Records
❏ Demographic Information
❏ D/F Rates
❏ Discipline Data
❏ End of Course Grades
❏ iReady Data in Math or Reading
❏ SBAC Scores
❏ Course Enrollment
❏ Humanizing Data
❏ Focus Students
❏ Student Council
Based on our data review, and the results of our Equity Inventory, we have identified the following gaps in student outcomes or access that require our attention:
Reading
* In Comprehension: Informational Text, 45% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
* In Comprehension: Literature, 40% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
* In Vocabulary, 38% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
Math
* In Geometry, 44% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
* In Algebra and Algebraic thinking, 37% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
* In Measurement and Data, 35% of our assessed students that identify as Hispanic scored three or more grade levels below on their Spring 2022 iReady Diagnostic.
We believe this gap in student outcomes is the result of the following root cause(s):
* After the early elementary years, reading is not an explicitly taught skill. Students who struggle with reading continue to fall further behind each subsequent year.
* Lack of number sense.
* Lack of core foundational math skills (i.e. fractions)
* Lack of focus on math vocabulary.
* Lack of focus on problem solving strategies.
* Planning of math instruction could be more differentiated.
* Gaps in knowledge/understanding of specific concepts due to COVID-19s impact on the learning environment.
The analysis of our school data leads us to the development of our goals for the 2022-23 school year and their related measures for success are listed below. These goals and measures are aligned with Northshore's Strategic Plan.
| School Goals | Equity Means | Measures of Success |
|---|---|---|
| Goal 2 Responsible, Resilient, Empathetic Learners Each student will feel safe as a responsible and persistent learner, open to accepting of diverse cultures and perspectives, and empowered to advocate for | Each student embraces their own voice, accepts ownership of their own actions and experiences, and honors the diversity, unique needs and contribution of others. | 2.1 Increased percentage of students who feel safe, have a sense of belonging and personally meaningful friendships, and believe that their school is vibrant and inclusive, with rules that are fair and equitable. |
| and pursue their own educational passions. | | |
|---|---|---|
| Goal 3 Growth for Every Student, Elimination of Outcome and Opportunity Gaps Each student will experience continuous growth in all subjects, progress towards graduation at a pace that eliminates opportunity and outcome gaps, and receive fair and equitable treatment with regards to discipline. | Each student actively engages in rigorous standards-based curriculum, effective instruction, timely, targeted enrichment and intervention, and proactive social-emotional supports. | 3.2 Minimum annual academic growth rate of one year for students at/above grade level, and more than one year for students below grade level. |
Theory of Action, Instructional Practices & Strategies
Our data review, identification of areas for improvement (gaps) in student outcomes, and hypothesis about root cause(s) leads us to believe that if we do certain things, then we will see positive changes. Therefore, for each of our chosen goals, we have developed a theory of action that has led us to choose to implement a specific instructional strategy that is linked to one of the five Northshore Instructional Practice(s). These are outlined below.
By focusing on the instructional strategy and being clear about our anticipated outcome, we will be able to determine whether our efforts will have the anticipated impact. Because we will measure student progress regularly, we will be able to adjust our approach as the school year advances.
GOAL 2: Responsible, Resilient, Empathetic Learners
Equity Means
Each student embraces their own voice, accepts ownership of their own actions and experiences, and honors the diversity, unique needs and contribution of others.
Theory of Action
Based on the data and root cause analysis we completed, we believe that if we increase opportunities for students to have a voice in school based decisions, then students will feel more safe, have a sense of belonging, believe that Skyview Middle School is vibrant and inclusive, with rules that are fair and equitable.
SMART Goal
Our specific, measurable, attainable, relevant, and time-bound goal to address Goal 2 is as follows: By May 31, 2023, opportunities for students to have voice in school based decisions will increase among hispanic students in grades 6-8 by creating structural systems that involve their voice with NSD administrators, teachers, and staff.
| Instructional Strategy | Instructional Practice |
|---|---|
| To make progress, toward our specific goal, we will create opportunities for student voice and ownership. This means integrating students’ knowledge, culture and experience into school based decisions. It also means using multiple ways to assess student feelings of safety, sense of belonging, inclusivity, and that Skyview Middle School has rules that are fair and equitable. | |
| Domain Three: Teaching, Learning, and Self Reflection | Equity Strategies |
| To ensure equity focus to our work on this goal, we will focus on 3B Educators are well informed of the diverse backgrounds of students and families | |
* Find out which religious and cultural observances students and their families celebrate throughout the school year and recognize them in class/school-wide
* Find out which national diversity days/months students and their families celebrate throughout the school year and recognize them in class/school
GOAL 3: Growth for Every Student, Elimination of Outcome & Opportunity Gaps Equity Means
Each student actively engages in rigorous standards-based curriculum, effective instruction, timely, targeted enrichment and intervention, and proactive social-emotional supports.
Theory of Action
Based on the data and root cause analysis we completed, we believe that if each Hispanic student at Skyview Middle School actively engages in rigorous standards-based curriculum, effective instruction, timely, targeted enrichment and intervention, and proactive social-emotional supports then our hispanic students will have a minimum annual academic growth rate of one year for students at/above grade level, and more than one year for students below grade level.
SMART Goal
Our specific, measurable, attainable, relevant, and time-bound goal to address Goal 3 is as follows: By May 31, 2023, reading and math scores in Comprehension: Informational Text, Comprehension: Literature, vocabulary, Geometry, Algebra and Algebraic Thinking, and Measurement and Data will increase among hispanic students in grades 6-8 by more than one year for students below grade level for hispanic students as measured by iReady.
Instructional Strategy
Instructional Practice
| Domain Three: Teaching, Learning, and Self Reflection | Equity Strategies |
|---|---|
| To ensure equity focus to our work on this goal, we will focus on 3B Educators are well informed of the diverse backgrounds of students and families | |
Monitoring Our Progress
Following a cycle of continuous improvement means that we will measure our progress at least three times during the school year for each of our goals according to the identified assessments/standards outlined in our specific, measurable, attainable, relevant, and time-bound aims. As we collect data, we will determine the efficacy of our work. If, according to the data, our strategies appear to be working, we will continue to execute our SAP as designed. On the other hand, if the data indicates that there is no impact, we will re-examine our work and make critical adjustments. It is in this way -- through the continuous review and analysis of data, selection of strategies, and measurement of results -- that we will close our gaps and create success for our students.
| to monitor our efforts | our work going forward |
|---|---|
| GOAL 3: Growth for Every Student, Elimination of Outcome & Opportunity Gaps | |
| SIOP Implementation | Each department will adopt a minimum of one of the 8 SIOP Components and one strategy aligned with the component to implement throughout the 2022-23 school year. SIOP Components: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice and Application, Lesson Delivery, Review and Assessment |
| i-Ready Diagnostics - Math and reading | % of hispanic students in grades 6-8 below grade level in reading and math % growth rate for hispanic students below grade level Track performance with each progressive diagnostic assessment; track progress in lessons students are assigned |
| Grade Data | Review grades for all hispanic students; track those who are struggling (D & NC reports), develop plans of support for students who have NCs |
| Attendance | Track and monitor attendance weekly; engagement with families when attendance issues |
| | develop; work with school teams (including counselors, Dean, admin, guidance team, District, etc.) to develop plans of support | |
|---|---|---|
| Goal 2: Responsible, Resilient, Empathetic Learners | | |
| Student surveys | Administrators and counselors will develop and administer climate surveys to gauge where students are in relationship to belonging, meaningful friendships, and belief that SMS is vibrant and inclusive, with rules that are fair and equitable. | October, February, June |
| Student Panel Groups | Each Administrator will meet with a grade level group of 5 hispanic students to gather feedback around school policies and procedures. | October, December, February, May |
| Individual Student Interventions | Each Administrator will work individually with 5 hispanic students with a focus on academic and emotional support/progress/success | Monthly |
| Increasing Opportunities for Student Voice | Each department will explore, develop, and increase opportunities for student voice in their classrooms/programs. | Monthly |
PROFESSIONAL DEVELOPMENT
Selecting goals, developing theories of action, getting specific about our intended outcomes, and implementing instructional strategies that we believe will make a difference for our students are all important parts of our strategic work this year. However, without each of the adults at Skyview Middle School meeting regularly to learn together, review data, and make adjustments as needed, our work will not result in the outcomes we desire. During the 2022-23 school year, we will participate in the following professional development as part of our work:
* Professional development around student voice - Association of Washington School Leaders (AWSL)
* Ongoing professional development for the Homeroom data platform to support intervention planning, progress monitoring, and MTSS implementation
* i-Ready Training (implementation and data collection/interpretation)
* MTSS (PBIS & RTI)
* Equity (District Created)
* Further develop Professional Learning Communities (PLCs) throughout all departments and grade levels, focused on aligning curriculum, creating common assessments, and improving instruction through collegial sharing and accountability
COMMUNITY PARTNERSHIP
We are committed to creating a safe, caring, and mutually respectful environment within our school where all students, families and staff feel welcomed, valued and affirmed. Your support in this endeavor is greatly valued and critically important, and to achieve this we will involve you and the rest of our Northshore community this year as follows:
* Engage in a collaborative venture with PTSA, ASB, and community members to fund student activities
* Communicate with parents and the community weekly with an electronic publication and through website enhancements that include multilingual options.
* Provide proactive communication and specific supports for families related to their children's academic progress and share progress monitoring data on regular intervals.
* Utilize our Mental Health Therapist to support the needs of our students, in particular, students who do not otherwise qualify for services.
* Partner with Northshore Schools Foundation to secure resources for students.
* Partner with the Skyview PTSA to support local families through our Food Pantry with bi-weekly deliveries.
* Partner with the Skview PTSA to support meals for our families during national holidays.
Thank you for being part of your student's education and for partnering with us! | <urn:uuid:619a5130-ea4e-461e-a6ad-deec93726df2> | CC-MAIN-2024-18 | https://resources.finalsite.net/images/v1695336735/nsdorg/e9kv0xubtbjjariyqa4s/SMS-2022-23-SAP.pdf | 2024-04-25T11:04:00+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00746.warc.gz | 420,035,154 | 3,196 | eng_Latn | eng_Latn | 0.99608 | eng_Latn | 0.996726 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1460,
2860,
4232,
5622,
7348,
8720,
10278,
11325,
12374,
13454,
15241,
15918
] | [
2.171875
] | 1 | 0 |
Don't Immediately Assume That There Are No Pests
When a customer complains of bites from insects that can't be seen, you might immediately suspect delusory parasitosis. Sometimes you're right, but sometimes you can be wrong if you don't first conduct an inspection. Delusory parasitosis is a psychological condition in which the person believes that bugs or parasites are crawling, biting, or burrowing into and out of his or her body. Nine out of ten times, the "bites" turn out to be something else, usually a combination of environmental conditions and physical factors that cause skin irritation that mimic bug bites perfectly, often complete with bumps and swellings. But one out of ten times, actual pests are the cause.
Ask the customer to collect specimens of the biting pest by either picking up the pest on a wet cotton ball and dropping it in a jar of rubbing alcohol, or using a piece of Scotch tape to gently stick the bug and tape onto a piece of paper. You can leave sticky traps in the rooms where the customer complains of bites. Collect dead insects and mites from window sills, table tops, and other areas and place them in a sealed plastic bag for identification.
Consider bird or rodent mites - When young birds leave the nest, mites that have been feeding on the birds will migrate looking for a new host. Similarly, mites can migrate out of mouse or rat nests. Ask the customer about nearby bird nests, especially nests under eaves, in vents, in air conditioning units, or near windows.
Consider bed bugs - Check the bed, especially if the customer complains of bites during the night or found first thing in the morning. Make sure you have done a thorough inspection around the headboard, mattress and box spring to rule out bed bugs.
Consider fleas - Ask the customer about pets and whether they have been treated for fleas. Check pet resting and sleeping areas. In rare cases, even in homes without pets, fleas can result from wild animals in crawl spaces or from pets that were visiting.
Consider chiggers and other outdoor pests - During warm weather, people work or play outside in areas where chiggers occur. Chigger bites, and even mosquito bites, often don't become apparent until a day or two after the bite so people may not associate the bite with the circumstances. Question your customer about outdoor activities in chigger-prone areas.
Consider environmental conditions - Check the humidity level. In winter, especially, dry air and static electricity combine to cause carpet fibers, paper splinters or fiberglass fibers to "jump" onto arms and legs. The particles can feel like pinpricks or bites, especially when combined with already dry skin. Simply using a humidifier, along with moisturizing skin lotions, can make a big difference.
Other pests that can cause "bites" and irritation are lice and human itch mites (scabies). These, however, are personal medical (not pest control) conditions and need to be addressed by a physician. | <urn:uuid:7f7f0513-5ac7-4f25-ab83-74df96a1d378> | CC-MAIN-2024-18 | https://techletter.com/assets/Files,%20misc/tldelusory.pdf | 2024-04-25T11:24:09+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00746.warc.gz | 481,639,107 | 615 | eng_Latn | eng_Latn | 0.998066 | eng_Latn | 0.998066 | [
"eng_Latn"
] | false | docling | [
2987
] | [
2.484375
] | 1 | 0 |
Whiteshill Primary School Music Curriculum
Two-year Rolling Programme
The intent of our music curriculum is to ensure that all pupils at Whiteshill:
* perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
* learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
* understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
EYFS – See separate EYFS MTP for Music. Charanga Units used to enhance plans.
| Elm Class | Autumn | Spring | | |
|---|---|---|---|---|
| Year A | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. Nativity Performance | Charanga Original Scheme (Yr 1) In The Groove (Blues, Baroque, Latin, Bangra, Funk) | Charanga Original Scheme (Yr 1) Round and Round (Bossa Nova) | Charanga Original Scheme (Yr 2) Hands Feet and Heart (Afro-pop, South Africa) |
| Year B | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. Nativity Performance | Charanga Original Scheme (Yr 1) Hey You (Old School Hip Hop) | Charanga Original Scheme (Yr 1) Your Imagination (Pop) | Charanga Original Scheme (Yr 2) I Wanna Play in a Band (Rock) |
| Maple Class | Autumn | | Spring | |
|---|---|---|---|---|
| Year A | Charanga Original Scheme (Yr 3) Let Your Spirit Fly (R+B) | Charanga Original Scheme (Yr 3) Dragon Song (World Music) | Charanga Original Scheme (Yr 4) Blackbird (Beatles) | Charanga Original Scheme (Yr 4) Stop (Grime) (Composition unit- read Charanga lesson plans) |
| Oak Class | Autumn | | Spring | |
|---|---|---|---|---|
| Year A | Charanga Original Scheme (Yr 5) Livin’ On A Prayer (Rock) | Charanga Original Scheme (Yr 5) Fresh Prince of Bel- Air (Old School Hip-Hop) | Gloucestershire Music - 10 week tuned instrument tuition with specialist teacher. | Charanga Original Scheme (Yr 6) Music and Me (Inspirational Women in Music) (Composition Unit- read Charanga lesson plans) |
| Year B | Charanga Original Scheme (Yr 5) To Make You Feel My Love (Pop Ballads) | Charanga Original Scheme (Yr 5+6) Classroom Jazz 1+2 (Jazz) (Composition and improvisation unit- read Charanga lesson plans) | Gloucestershire Music 10 week tuned instrument tuition with specialist teacher. | Charanga website- Yu Studio section. Hip Hop (Music technology- composition unit- read Charanga lesson plans) | | <urn:uuid:e330d9a9-7920-4218-9c41-7ad3752b4314> | CC-MAIN-2024-18 | https://www.whiteshillschool.co.uk/wp-content/uploads/2023/09/New-Music-Rolling-Curriculum-2023.pdf | 2024-04-25T12:21:50+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00746.warc.gz | 929,745,177 | 718 | eng_Latn | eng_Latn | 0.993934 | eng_Latn | 0.997284 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
798,
1579,
1921,
2747
] | [
3.15625
] | 1 | 0 |
Inspiring All to Excellence
Glascote Academy
Anti-Bullying
Document Control
| Policy Title | Anti-Bullying |
|---|---|
| Effective Date | Autumn 2023 |
| Review Date | Autumn 2024 |
| Policy Owner | Michelle Powell |
| Policy Approver | LGB |
Version Control
| Version | Date | Amended by |
|---|---|---|
| 2 | Dec 2020 | M.Powell |
| 3 | October 2021 | E.Bowers |
| 4 | November 2022 | M.Powell |
| 5 | September 2023 | M.Powell |
| Dec 2020: Page 5 addition: | Covid-19 response |
|---|---|
| Oct 2021: Page 5 updated: | Covid-19 response removed |
| Nov 2022: Role of Teacher/staff | Spotlight assembly added; circle time may be used. |
| Sept 2023: Role of pupils | Changed Pupil Leaders to: Student Governors, School Ambassadors and/or House Captains |
| New section added: DfE Statutory Guidance | Paragraph 544 from KCSIE 2023 added regarding sanctions |
Introduction
Schools and the law: By law, schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy should be read in conjunctions with the academy Behaviour Policy.
Anti-discrimination law
Schools must also follow anti-discrimination law. This means staff must act to prevent discrimination, harassment and victimisation within the school. This applies to all schools in England and Wales, and most schools in Scotland.
Aims and Objectives
* Bullying is when one or more pupils systematically and repeatedly target another pupil over a sustained period of time.
* Bullying can be physical, verbal or emotional, On-Line (through technological devices), or face to face
* Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
* We aim, as a school, to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
This policy aims to produce a consistent school response to any bullying incidents that may occur.
We aim to make all those connected with the school aware of our opposition to bullying, and we make clear each person's responsibilities with regard to the eradication of bullying in our school.
The Role of Governors
* The Local Governing Body and the Fierté Board supports the Headteacher in all attempts to eliminate bullying from our school. The Local Governing Body and the Fierté Trust will not condone any bullying at all in our school, and any incidents of bullying that do occur will be taken very seriously and dealt with appropriately.
* The Local Governing Body monitors incidents of bullying that do occur and reviews the effectiveness of this policy regularly. The Governors require the Headteacher to keep accurate records of all incidents of bullying, and to report to the governors on request about the effectiveness of school antibullying strategies.
* A parent who is dissatisfied with the way the school has dealt with a bullying incident can ask the Chair of Governors to look into the matter. The Governing Body responds within ten days to any request from a parent to investigate incidents of bullying. In all cases the governing body notifies the Headteacher and asks him/her to conduct an investigation into the case, and to report back to a representative of the governing body.
The Role of the Headteacher
* It is the responsibility of the Headteacher to implement the school anti-bullying strategy, and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to identify and deal with incidents of bullying.
* In the first instance, the class teacher is responsible for the implementation of the school anti-bullying strategy. He/she will take note of any isolated cases of name calling or physical or verbal incidents against any particular child. If it becomes apparent that a child is becoming systematically and repeatedly targeted, then the Headteacher will be informed. The Headteacher will then note any other incidents that may take place between the child and his/her peers. If a child is being bullied over a period of time, then the Headteacher will inform the parents of the children concerned following the school behaviour policy in line with this.
* The Headteacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The Headteacher draws the attention of children to this fact at suitable moments, for example, if an incident occurs, the Headteacher may decide to use an assembly as the forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.
* The Headteacher ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying.
* The Headteacher sets the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.
* The headteacher reports to the Governing Body about the effectiveness of the Anti-Bullying Policy on request.
The Role of the Teacher and Support Staff
* All the staff at Glascote Academy take all forms of bullying seriously and seek to prevent it from taking place.
* Teachers may keep their own records of all incidents that happen in their class, and that they are aware of in the school. If teachers witness an act of bullying, they will either investigate it themselves or refer it to the Headteacher. Teachers and support staff do all they can to support the child who is being bullied.
* When any bullying is taking place between members of a class, the teacher will deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and punishment for the child who has carried out the bullying. Time is spent talking to the child who has bullied: explaining why his /her action was wrong and that child is encouraged to change his/her behaviour in future. If a child is repeatedly involved in bullying other children, the Headteacher will be informed. The child's parents will be invited into the school to discuss the situation. In more extreme cases, for example where these initial discussions have proven ineffective, the Headteacher may contact external support agencies, such as the social services.
* All members of staff routinely attend training, which equips them to identify bullying and to follow school policy and procedures with regard to behaviour management.
* Teachers use a range of methods to help prevent bullying and to establish a climate of trust and respect for all. They use drama, role-play, stories etc., within the formal curriculum, to help pupils understand the feelings of bullied children, and to practise the restraint required to avoid lapsing into bullying behaviour. Spotlight assembly is used to praise, reward and celebrate the success of all children, and thus to help create a positive atmosphere. Circle times may be used in class as the need arises to discuss issues.
* The Headteacher has a record of an incidents/complaints of bullying including cyber bullying. This record is updated as and when complaints occur. Any incidents are communicated to the LGB and Trust Board on a termly basis.
The Role of Parents
* Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child's class teacher immediately. If they are not satisfied with the response, they should contact the Headteacher. If they remain dissatisfied, they should follow the school's complaints procedure.
* Parents have a responsibility to support the school's anti-bullying policy, actively encouraging their child to be a positive member of the school.
The Role of Pupils
* Pupils are encouraged to tell anybody they trust if they are being bullied, and if the bullying continues, they must keep on letting people know including Student Governors, School Ambassadors and/or House Captains.
* Pupils are invited to tell us their views about a range of school issues, including bullying, pupil questionnaires and pupil conferencing.
* Our House Captains and Pupil Leaders ensure that the pupil voice regarding keeping safe/ bullying is heard on a regular basis through monitoring activities.
DfE Statutory Guidance
The KCSIE 2023, clear states in paragraph 544, "with regard to the alleged perpetrator(s), advice on behaviour in schools is clear that teachers can sanction pupils whose conduct falls below the standard which could be reasonably expected of them. Exclusions statutory guidance for maintained schools, academies and PRUs is here. Disciplinary action can be taken whilst other investigations by the police and/or local authority children's social care are ongoing. The fact that another body is investigating or has investigated an incident does not in itself prevent a school from coming to its own conclusion, on the balance of probabilities, about what happened, and imposing a penalty accordingly. This is a matter for the school and should be carefully considered on a case-by-case basis." | <urn:uuid:60821421-e606-4b1b-9731-1cdc5664c243> | CC-MAIN-2024-18 | http://www.glascote.org/attachments/download.asp?file=114&type=pdf | 2024-04-25T10:17:59+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00747.warc.gz | 43,185,071 | 1,909 | eng_Latn | eng_Latn | 0.93581 | eng_Latn | 0.998964 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
60,
868,
3357,
6488,
9307
] | [
2.78125
] | 1 | 0 |
In more depth: Exploring the Gummy Bear Launch
Instructional Objectives:
- Families will know what a catapult is and be able to demonstrate how it works.
- Students will know and be able to demonstrate the basic science and engineering concepts behind designing a catapult.
Performance Expectation: Families will plan, design, and create their own catapult. The catapult should be designed to launch gummy bears as far as possible.
Procedure:
During this activity families will build a catapult of their own design and compete against others to see which catapult can launch gummy bears the furthest distance. Families receive
brief instruction on the background of catapults, basic designs, catapults through-out history, and why they are important. Families then receive their materials and are allowed to work alone or in
groups to draw a rendering of the catapult they intend to build. After the drawing is complete, families then begin building their designs. Facilitators are available to ask questions such as: “Why
do you think building your catapult this way will launch your gummy bear the furthest?" and "Can you think of any other ways to build your catapult?” After the catapults are built, students line up
and begin launching their gummy bears. Each family is allowed to launch three gummy bears. After each launch, a piece of tape is placed on the floor and the family's name is written on the tape. After all gummy bears are launched, the facilitator announces the winner. Families then take turns explaining their catapult and the
reasoning behind its design.
Time: This activity takes 20–30 minutes. It includes basic instruction and hands-on learning.
Materials: Popsicle sticks, rubber bands, gummy bears, Dixie cups, glue, masking tape, scotch tape, paper, and markers.
Possible Assessment Measures:
Formative :
K–2: Ask questions, "If I pull on this catapult harder, will the gummy bear go further?" "If I change the direction of the catapult, will the gummy bear land in a different direction?" "What part of your design makes the gummy bear launch from the Dixie cup?" "Why do you think this person's gummy bear landed further than yours?" "What pieces will you need to construct your catapult?" and "What do you think is the best way to construct your catapult, so it lands the furthest?"
3–5: Ask questions, "What design do you think will produce a catapult that can launch a gummy bear the furthest?" "What materials do you need to construct a successful catapult?" "How will those different pieces add or take away from the effectiveness of your catapult?" and "How will your catapult model achieve the desired effect of a gummy bear launched the furthest?"
Summative:
K–2: Students will look at a picture and identify with "yes" or "no" if the picture is a catapult. Students will try a catapult to see how far they can launch different objects. A group of students will design (through a drawing) a catapult they would like to build. The same group of students will then attempt to build their catapult and launch objects. Groups of students will compete against each other to see whose catapult can launch an object the furthest distance.
3–5: Students will write a small report on the importance of catapults, what needs they were designed to fix, and come up with an engineering design idea for the world's current or future needs.
| K-2-ETS1 | |
|---|---|
| www.nextgenscience.org/k-2ets1-engineering-design | |
| Performance Expectation | Connections to Classroom Activity |
| K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a problem. | Students design and draw a model for their intended catapult. Include brief description on parts of catapult. |
| Science and Engineering Practices | |
| Developing and Using models Analyzing and Interpreting Data | Students • Design and draw model of catapult • Construct catapult • Construct explanation on why they are building a catapult • Observe why one gummy bear was launched further than another • Observe and explain how they can improve their catapult for a further launch |
| Disciplinary Core Idea | |
| ETS1B: Developing possible solutions • Designs can be conveyed through sketches, drawings or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people. | Students design and build catapults to see which student can launch their gummy bear the furthest. |
| Crosscutting Concept | |
| Structure and Function | Students use models to draw and explain components of a catapult Students measure the gummy bears to see whose was launched the furthest |
| STEM Field/Activity | Description |
|---|---|
| 3D printer | Students see a 3D printer create toys. They are able to see the printer working up close and hold the material before it goes through the printer and then hold the objects once they are printed. |
| Roman Arch | Students will build a roman arch using provided kit, which demonstrates static equilibrium and the resolution of forces in clear fashion. |
| Spectral Diffraction | Students will learn about the spectral properties of light, activities are best done in low light or a dark setting. |
| Human Biology and You | Students will observe and handle anatomical pieces and learn about how body systems work. |
| | sugar contents to various food models. |
|---|---|
| How much is 293? | Students attempt to guess how big of a container is needed to hold 293 popped kernels based on the unpopped kernels only. | | <urn:uuid:aa86e714-ced3-47b1-8274-844c78447e8c> | CC-MAIN-2024-18 | https://static.nsta.org/connections/elementaryschool/201507MacDonald.pdf | 2024-04-25T11:00:14+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00746.warc.gz | 466,509,535 | 1,205 | eng_Latn | eng_Latn | 0.998994 | eng_Latn | 0.999037 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown"
] | false | docling | [
1803,
3383,
4713,
5391,
5593
] | [
4.71875
] | 1 | 0 |
A Parent's Introductory Guide to Neurodiversity-Aligned Therapy and Educational Practices for Autistic Children
Emily Harvey, M.S., CCC-SLP
Thank you!
Thank you so much for downloading this. I spent a lot of time designing this handy booklet to have all of this information in one place, to be used by neurodiversity-affirming
therapists to help educate others, and to help parents learn about autism through a neurodiversity-affirming lens. This is the same information available on the Resources page of my website, and on those of many other advocates. Human rights issues shouldn't be used for profit, so rather than selling the information that should be freely available and shared as much as possible.
Terms of Use:
* You may print these pages an unlimited number of times, including poster size prints, and/or professional print & binding for both your personal use and with families you serve.
* If you feel this booklet will benefit others, you may share the digital or printed file with others or direct them to my site to download it.
* Editing or altering this product is not allowed and violates my Terms of Use. However, you may freely share the information presented within.
@emilyharveyslp
Important Note:
The information in this booklet is based upon my experiences as an autistic person, my work with autistic children, and my work as an SLP in the public school system. This experience was also informed through the lens of everything I have learned about neurodiversity from autistic advocates who have come before me. Although I haven't taken any of this information directly from any one source, group, or resource, I have consumed such a vast array of many autistic advocates' work that what I have learned from them has shaped my knowledge and has surely made it into this booklet. For example, I wasn't born knowing the term "neurodiversity", and I don't even remember the first time I heard the term, but it was once upon a time created by someone (actually Judy Singer, an autistic sociologist) and since that time the term has been used by and the idea has shaped the works of many many other autistic advocates, including myself. That and other related terminologies and ideologies are not trademarked or copyrighted things – they deserve to be shared as much as possible. The Neurodiversity Movement is a human rights issue and information about it should not be subject to gatekeeping.
Although I cannot say for certain where every single bit of my knowledge has come from, the amalgamation of such has made up this booklet, and I would be remiss not to mention some of the other autistics and groups from whom I know I have learned the most:
* Autistic Self-Advocacy Network
* Rachel Dorsey – Autistic SLP
* Kieran Rose – The Autistic Advocate
* Various contributors to Neuroclastic
* Lyric Holmans – Neurodivergent Rebel
* Tiffany TJ Joseph – Nigh Functioning Autism
* V. Tisi – Speechologist
* Therapist Neurodiversity Collective
I would also like to highlight the importance of listening to multiply marginalized populations, such as BIPOC, LGBTQIA+, and/or non-speaking autistics. I am continuing to further my knowledge by learning from these groups, but know that I still have a lot to learn and as a society we have a really long way to go. Please visit my website for more information.
Contents
Introduction
Neurodiversity
Paradigms & Disability Models Explained
A New Lens
Reframing Thoughts & Language
Autism
Autistic Thinking
Autistic Feeling
Autistic Communication
Diversity in Social Intelligence
Autistic Social Skills
Autistic Sensory Differences
Autistic Movement Differences
The Autism Spectrum
Co-Occurring Conditions
Autistic Strengths and Challenges
Providing Support
Neurodiversity-Affirming Practices
Pathologizing Approaches
ABA
ABA is Abuse
Alternatives to ABA
Choosing a Good Therapist
Therapy Goals
Speech/Language Therapy
Augmentative & Alternative Communication
Occupational Therapy & Physical Therapy
Trauma-Informed Therapy & Mental Health
Respectful & Empathetic Behavior Techniques
Education & Academic Instruction
Supports, Accommodations &
Modifications
Advocating for your Child at School
Special Education Laws & Parental
Rights
References & Recommended Resources
Introduction
Hello! I'm so glad you're taking the time to read this. I put together this booklet to help explain to you – the parent or caregiver of an autistic child – that there are other options for your child's education. From the time your child was diagnosed, you were likely bombarded with information and recommendations from the standpoint that autism is something undesirable, and that you need to try to "treat" or "cure". These people, even trusted individuals such as therapists, teachers, and doctors, may preach "autism acceptance", but in reality try to change your child into something they find more "acceptable". Although autism is a disability that surely impacts your child's life and your family's lives, it doesn't need be viewed in such a negative light. There is another viewpoint that is becoming exponentially more prevalent as more autistic adults begin advocating, more research is conducted, and more professionals begin to listen. This viewpoint is the Neurodiversity paradigm.
This short guidebook will introduce you to the neurodiversity paradigm, educate you on neurodiversity-aligned, respectful, and empathetic therapy and educational practices, and give you tips to advocate for your child, if you decide to adopt this viewpoint as your own.
Please be aware that some of these ideas and articles present a different viewpoint than what you may be used to, and also may contradict that what might be presented to you regarding your child's disability and their education. If you dive deeper into some of the provided resources, you may even find some of them are difficult to read. However, I think it's important to stay up to date with current research and explore different perspectives, including those of individuals who are actually autistic.
Another note: You will notice that identify-first language is used throughout this guidebook. For example, I will say "autistic person" instead of "person with autism". This is intentional, as the autistic community overwhelmingly prefers this language.
Let's get started!
5
Neurodiversity
Neurodiversity is the variation and differences in neurological structure and functioning that exists among all human beings, especially when viewed as being normal and natural, rather than pathological. Neurodiversity is an umbrella term, encompassing all types of neurocognitive differences, as well as "normal" neurocognitive functioning, or neurotypicality .
Neurotypical individuals are those who are neurologically typical. Everyone is different, so it is hard to find a brain that is completely "typical"; this term is used more so for comparison sake. We
Some Examples of Neurodivergence: Autism, ADHD, Dyslexia, Tourette's, Anxiety, OCD, Depression, Intellectual Disability, Apraxia, Schizophrenia, Traumatic Brain Injuries, Dyspraxia, Stuttering, Dyscalculia, Epilepsy, Gender Dysphoria, Sensory Processing Disorder, Bipolar Disorder, Dementia, Learning Disabilities, Demand Avoidance, PTSD, and many more compare this to neurodivergent . Neurodivergent individuals have brains that function differently from the typical; they may have some form of neurodivergence. When talking about a group of people, including neurodivergent or neurodivergent and neurotypical individuals, we may describe the group as neurodiverse .
The concept of neurodiversity is not a theory, perspective, belief, or political position; it's a fact – it's easy to accept the fact that everyone has different brains, or that there is diversity amongst our brains. However, not everyone realizes that neurodivergent individuals can and should be accepted as they are, nor do they see the inequities in social dynamics for this marginalized group. For this reason, the Neurodiversity Movement has been growing considerably. The Neurodiversity Movement is a cultural and human rights movement lead by autistic, neurodivergent, and other disabled people with the end goals of acceptance of neurological differences, autism/neurodiversity acceptance, self-determination, autonomy, the end of discrimination, equitable inclusion, and equal opportunity.
There is no one "right" gender, race, or sexuality. Similarly, there is no one "right" neurotype.
Paradigms & Disability Models Explained
To help explain some of the foundational underpinnings of the neurodiversity movement, it helps to understand the difference between the Pathology Paradigm & the Neurodiversity Paradigm, as well as the Medical Model of Disability & the Social Model of Disability.
Pathology Paradigm
There is only one "right" or "normal" kind of brain.
The Pathology Paradigm is unfortunately the dominant perspective in today's society and educational system.
If you brain does not fit into "normal", there is something wrong with you.
Neurodiversity Paradigm
Overall, the pathology paradigm purports that something is wrong with neurodivergent people and they need to be fixed, whereas the neurodiversity paradigm encourages acceptance of all individuals as they are.
Neurodiversity is a natural and valuable form of diversity.
There is no one "right" or "normal" kind of brain.
The current societal dynamics are not accepting of neurodivergent people.
| Medical Model of Disability | Social Model of Disability |
|---|---|
| A person is disabled by the way in which their body or mind is deficient or abnormal. | A person is disabled by society’s and their environment’s barriers. |
| Disabled people are a broken variety of human; they need to be fixed, cured, or prevented. Only neurotypical humans are valid. | Disabled people are a normal variation of human; they should have equal rights and access to society, without being “fixed”. |
| Disabled people need others to make decisions for them, and are only receivers of help. | Disabled people are inherently equal, and thus have a right to autonomy and self-determination. |
7
A New Lens
When we view neurodivergencies through the neurodiversity paradigm rather than the pathology paradigm, and from the social model standpoint rather than the medical model, it can open up a big shift in our perception of them. Although this can be applied across neurodiversity, we are going to focus on autism.
Autism is developmental disorder characterized by difficulty with social interaction and communication, and restrictive & repetitive behaviors
Suppose we want to embrace the neurodiversity perspective of autism – what do we do now?
Most people are first taught or provided with a definition of autism similar to this one
But what if we use this definition?
We need to understand, accept, and appreciate autism.
Autism is developmental disability that affects how an individual experiences and thus interacts with the world around them.
We can adopt the viewpoint that autism is just a difference. There is nothing wrong with autistic people, they are just different.
Reframing Thoughts & Language
Accepting and appreciating autism involves that we reframe our thoughts about it. Little by little, the Neurodiversity movement is helping society to reframe how they view autism and other disabilities.
However, many professionals have only been educated using the medical model of disability, and the pathology paradigm. Along with autism "charities" that profit off of fear-mongering, and the long history of autism researchers basing their work off false assumptions, we've really ended up in a place where society as a whole views autism as something undesirable. This stigma makes parents fearful about autism.
This is why we have to work hard to change this prevalent viewpoint. How we think and talk about autism has a significant impact on how autism is viewed, and thus on autistic people themselves. Autistic people are speaking out and advocating to change this narrative, and we need to listen to them and reframe our thoughts and language appropriately.
Identity First Language vs. Person First Language
Puzzle Piece vs. Infinity Sign Symbolism
Person-first language - person with autism - is what many people use so as to remind everyone that the individual is a person and their "disorder" should be considered secondary. "With autism", "has autism", or "on the autism spectrum" is all language separating autistic people from autism. But autism is not something that autistic people need to be separated from. It is not something bad – it is an actual state of being that shapes every part of that person. And we should not have to remind everyone that autistic people are in fact people. For these reasons, the autistic community vastly prefers the use of identity-first language autistic person – to help reduce stigma.
The puzzle piece logo was first used to represent autism in 1963 by the National Autistic Society in the UK. This symbol also had a picture of a crying child inside it, to represent the sadness of autism. Now, many people still think of autistic individuals as being puzzling, having a missing piece, or being an unfinished puzzle - one that needs solved, or cured. For these reasons, the autistic community regards the puzzle piece as a hate symbol. Instead, the autistic community embraces an infinity sign to represent autism. The symbolism of the infinity sign is that the autism spectrum is not linear. Each autistic individual has endless possibilities and untapped potential.
Autism
Autism is a developmental disability that affects how an individual experiences and thus interacts with the world around them. Autistic people have differences in their sensory system and sensory perception. Due to the difference in input that this causes, the information is then perceived and processed differently, and therefore the output, or how the autistic person thinks, feels, communicates, socializes, moves, and otherwise behaves, is also different. However, that doesn't mean that they do these things incorrectly.
Due to all these differences that can occur, there is no one way to be autistic. All autistic individuals experience autism differently. This is why autism is called a spectrum. However, no matter how an individual's autism presents, everyone deserves understanding and acceptance.
What Autism is NOT
* Autism does not cause intellectual disability or learning disability. Autistic children can learn just like all people do when well-supported.
* Autism is not a disease. It's also not something that can or should be "cured".
* Autism doesn't cause deficits in social skills or communication. It just causes differences in these skills (The Double Empathy Problem & Diversity in Social Intelligence).
* Autism doesn't cause behavior problems or aggression. If a student is having a perceived behavioral problem, or a meltdown or shutdown, it typically means there is a problem in their environment that needs to be fixed.
We call autism a developmental disability because it is present when someone is born and becomes evident as an individual develops in childhood. Autistic people are born autistic and will be autistic for their entire lives; it is their neurotype. An autistic person never stops being autistic. Autism is a disability because the society has not set up the world in a way that it can be easily accessed by autistic people. The environmental barriers are what cause autistic people to be disabled.
Autistic Thinking
Autistic people have some differences in how they think and how their brain works:
* Special Interests - These are interests related any topic that are very important to the autistic individual! The autistic person may know a lot of information about that topic. There are many kinds of special interests – some may even seem strange to you. Whatever the interest, it should be embraced because it is something that makes the autistic person happy!
* Monotropism – This is a flow state that autistic people can get into that helps them to focus on things they like.
* Executive Functioning Differences - This involves skills such as planning, organization, and starting and stopping tasks. It may appear to be laziness, but it is not the same thing. If someone is experiencing executive functioning difficulties, they may want to do a task, but can't. This is an area in which sometimes autistic people need extra support.
* Attention to detail - Autistic people often notice things that others don't.
* Good memories - Autistic people may remember small details from their lives or many facts related to their special interest!
* Like routine and dislike change - This helps autistic people know what to expect and help make sense of their life. It can help with anxiety as well.
* Black and White thinking - To autistic people, many things are either 'good' or 'bad', or 'right' or 'wrong'. They may have difficulty thinking in the in-between or gray zone.
* Learning differences - Autistic people may learn things in a different order, may be really good at some skills but bad at others, may learn some things really slowly but some things really quickly, or may need to learn something more than once. As long as the autistic person is supported in the right way, they will be able to learn and grow.
Autistic children may benefit from adaptations in school to account for the differences in thinking and learning they may have.
Autistic Feeling
Because of differences in perception, autistic people may have some differences in how they feel things and experience emotions:
* Emotions - Autistic people can feel emotions just like neurotypical people, but they may express their emotions in different ways. For example, they may use different facial expressions or body language than a neurotypical person. They also may feel their emotions more strongly or completely, or not be able to name or identify the emotion they are feeling (alexithymia).
* Empathy - Again, even though autistic people might not show empathy in the same way, they definitely feel empathy! Many autistic people actually feel too much empathy and can't turn it off (hyper-empathy).
* Anxiety - Unfortunately, many autistic people also feel a lot of anxiety, again due to how society views and treats autistics and the barriers they face in their environment. Many things can cause them to feel anxious, even if it is something you don't think is a big deal. It's important to support them when they are feeling anxious!
* Meltdowns & Shutdowns - These happen when an autistic person can't control their feelings and when they get too stressed, but they don't happen on purpose. They aren't the same as tantrums, and autistic people can't control when they happen. Meltdowns may involve crying, screaming, losing control of their body, or running away. On the other hand, shutdowns cause the autistic person not be able to do anything. These feel very scary to the autistic person.
* Self-Regulation – When autistic people are feeling an emotion or sensation, they may have difficulty modulating how they feel because they often feel so strongly.
Some autistic individuals may benefit from speech/language therapy to help them communicate how they are feeling, occupational therapy to help with regulation, or therapy to assist with anxiety.
Autistic Communication
Autistic people have some different ways of communicating they may use, that may be misinterpreted by neurotypical people.
* Speech & Language - One way that some autistic people communicate is through speaking, just like anyone else. However, they may use language differently than neurotypical people, and are more likely to also present with speech and language disorders. It is important to remember that there are other ways to communicate besides speaking, too, and they should all be listened to.
* Echolalia – Echolalia is repeating what you have heard, either immediately or delayed. Autistic people use echolalia to communicate, especially when they are unable to make their own sentences. This is often dismissed as non-communicative, but it's important to listen to it to figure out what your child may be saying.
* Scripting – Scripting is simply preparing what you are going to say ahead of time. Everyone scripts sometimes, but autistic people tend to do it more often and have longer scripts.
*
Non-speech communication - Speaking can be difficult for some autistic individuals. They don't always have good control over their bodies and muscles, and speaking takes a lot of fine motor control. Some people may be able to speak sometimes, but not other times. These people can communicate in other ways besides speech. Most of these individuals prefer to be called "non-speaking" rather than "non-verbal", which implies they don't use or understand language.
* Behavior – If an individual does not know how to express what they are feeling, or cannot express it at that time, they may act in certain ways. You need to learn how to interpret your child's behavior to try to understand what they are communicating.
* Augmentative and Alternative Communication (AAC) - AAC is a way that non-speaking people, or people who have difficulty speaking sometimes, can communicate. There are many forms of AAC, and they are all valid.
Some autistic individuals may benefit from speech/language therapy, to help them build a functional communication method.
Diversity in Social Intelligence
Most people think that autism makes someone bad at socializing. This is not true – autistic people just socialize differently. The following concepts explain this in more detail:
* Diversity in Social Intelligence
* This is the idea that different groups of people have different forms of social intelligence. Autistic people have their own form of social intelligence. It is just as valid as non-autistic, or allistic, social intelligence.
* The Double Empathy Problem
* This concept refers to when there is a mismatch in the social intelligence type of two people. This is what causes breakdowns.
Due to the mismatch between social skills of autistic and allistic people, the autistic person may appear to have difficulty with:
Understanding what allistic
Understanding
unspoken allistic
social rules
Fitting in with
allistic peers
Making eye
contact
Understanding allistic
nonverbal communication
people are thinking or feeling
Although autistic people may have difficulty interacting with allistics and understanding their social skills, it is equally the case that allistic people lack insight into autistic minds, culture, and social skills.
Autistic people don't have a social deficit, but a social difference.
It shouldn't lie solely on the autistic person to learn about allistic social skills – it is important for allistic people to learn about autistic social skills.
Autistic Social Skills
Rather than expecting autistics to change or mask their social skills to fit in with allistics, allistics should take the perspective of autistic people and learn about their social skills as well. Here are some autistic social skills that you may see:
* Infodumping – This is a form of monologuing in which the autistic person speaks at length about a topic. This is a way that autistic people relate to each other rather than exchanging small talk. Often autistic people will take turns Infodumping at each other, demonstrating longer conversational turns than the short ones that allistics are used to.
* Empathy – When an allistic person is sharing something about themselves, such as a problem they are having, autistic people often will reply by sharing their own related story. Allistics may perceive autistics to be selfcentered when doing this, but really it the autistic's way to show they relate to and understand what you are saying. Conversely, when an allistic person is having a problem, rather than acting empathetically in the allistic way, an autistic person may instead work to solve whatever problem they are having.
* Literal, Direct, & Honest – Unlike allistics, autistic people tend to say what they are thinking and what they mean. Allistic people may see this as rude, whereas autistics may see allistic communication as confusing.
* Parallel Play – Autistic people may prefer to have social time with others by engaging in their own interests in the same vicinity as them. They may not want to play in the same way that neurotypical children play with each other, and this is okay!
Many people think we should train autistics to have "better" social skills. However, now we know that autistics just have different social skills, and it is important that neurotypical people learn about autistic social skills as well.
Autistic Sensory Differences
Sensory differences are one of the biggest differences experienced by a lot of autistic people:
* Hyposensitivity and hypersensitivity - Many autistic people have senses that are weaker or stronger than what neurotypical people experience. This is what causes autistic people to actually experience the world differently.
* These differences not only can affect the 5 sensory systems that most people are familiar with (vision, touch, hearing, smell, and taste), but also the vestibular sense, proprioceptive sense, and interoceptive sense.
* These sensory differences can vary within the person by sense, by situation, or by the day.
* Sensory Overload – Sensory overload is when an autistic person's senses get overwhelmed. It can cause a lot of anxiety, or even a meltdown or shutdown. It is important to remember that when this is happening, your autistic child is not just overreacting to sensory stimuli that are no big deal. For your child, their brain actually perceives the stimuli differently, and they even perceive them as painful.
* Stimming - Stimming refers to repetitive movements and can include many different types of stims. Stimming is important because it helps autistic people balance out their senses, show how they feel, and focus. Even non-autistic people stim sometimes. It is important not to force an autistic person to stop stimming!
It's important to remember that there's no right or wrong way to sense and process things – these are just differences. The environment should be adapted to meet the individual's sensory needs.
Autistic Movement Differences
Autistic people often have some traits that have to do with movement or motoric differences. For some autistic people, their motor differences may be very mild, but other autistic people may have big differences.
* Gross motor skills – Autistic people may have differences in the big movements they make. This can be evident when we observe autistic people walking, as they may have an atypical gait.
* Fine motor skills – Fine motor skills are the smaller movements that people make. Differences in fine motor skills can be evident in autistic people's handwriting skills.
* Proprioception – Our proprioceptive sense is one of our sensory systems, which allows us to know where our body is in space. Autistic people have differences in sensory systems, and differences in proprioception can lead to poor hand eye coordination or clumsy movements.
* Posture – A lot of autistic people hold their bodies in ways that are different than how typical people do. They may appear to slouch, or sit differently in chairs.
* Body Control – Some autistic people may have dyspraxia or apraxia, which can cause them to have difficulty controlling their body. This can also impact an individual's speech. Speaking takes very coordinated motor movements. Due to motor differences in autistic individuals, some people may be non-speaking, and be better able to communicate using alternative methods.
Some autistic individuals may benefit from occupational therapy or physical therapy to work on their motor differences, to help them to be better able to access their environment and do what they want to be able to do.
The Autism Spectrum
Most people think of autism as a linear spectrum, from less autistic to more autistic:
However, this is inaccurate.
The autism spectrum is more like this:
Autistic individuals may vary more or less from neurotypicals in each different area. Because society is not set up for autistic people, they may require more support in each area, based on how much they differ from the
Thinking
Social
"norm". Their needs in each area may vary from day to day or from situation to situation. Because there is so much variety from area to area, we cannot put autistic individuals on a linear spectrum like the first one – they may have high needs in one area but low needs in another, and their needs may change over time.
For this reason, we don't use functioning labels. When describing an autistic individual, it is better to talk about what they are good at and what kinds of accommodations they may need.
Co-Occurring Conditions
Some of the differences that are present in some autistic people are actually the result of co-occurring conditions. That is, separate conditions that occur alongside autism. These are often lumped in with autism, and are under-diagnosed.
What People Think:
The individual is multiply neurodivergent, but they are perceived as all being part of autism.
Autism
Apraxia
of
Speech
OCD
Autism
The individual is recognized as having multiple neurodivergencies in addition to autism.
Some commonly co-occurring conditions are: ADHD, Apraxia/Apraxia of Speech, Dyspraxia, OCD, Anxiety, Intellectual Disability, Learning Disability, Tourette's Syndrome, Epilepsy, Language Delay, digestive issues, sleep issues, and many more. Autistic people may also present with things such as synesthesia, hyperlexia, executive dysfunction, alexithymia, or demand avoidance, which are not really diagnosed "disorders" independently, but rather are traits, and can occasionally be seen in non-autistic people as well.
It's helpful to remember that although any of these can co-occur with autism, they're not autism in and of themselves.
Autism Strengths & Challenges
Every autistic person is unique and has their own strengths and challenges just like any other person. However, as we reframe our perspective of autism away from a deficit based model, it is important to recognize that autistic people may possess some certain strengths along with the challenges they may face. Here are some examples:
Although we can see that autistic people have strengths along with their challenges, we still need to remember that autism is a disability. Because society is set up for neurotypical people, autistic people are disabled by their environmental and the societal barriers.
For this reason, autistic people often need support. As a parent, you obviously want to help your child with their challenges and support them however they need it. There are two ways to approach this:
1. The Pathology Paradigm and the Medical Model of Disability
2. The Neurodiversity Paradigm and the Social Model of Disability
Providing Support
There are 2 main viewpoints from which we can approach the idea of supporting autistic people:
1. The Pathology Paradigm and the Medical Model of Disability
2. The Neurodiversity Paradigm and the Social Model of Disability
What type of support should we be providing?
When we look at the idea of support, we have to ask what our overall goal is and what we want for the child.
Under the ideology of the pathology paradigm, we would want to "fix" the autistic child. We would want them to improve as quickly as possible to be able to fit into and function within society. We would want them to be more neurotypical. And this approach can appear to work – autistic children can memorize skills and be trained to act in particular ways…but at what cost? One cannot change a child's neurology. By using this approach, you are teaching the child that they have to change to be accepted.
Conversely, working from the neurodiversity paradigm, we want the child to feel inherently accepted. We want to teach them skills to help make their life easier, help them foster a positive self-identity, and help them to feel happy.
Pathologizing approaches focus on developing a child that the outside world accepts, whereas Neurodiversity-affirming approaches focus on developing a child that accepts themselves.
Any parent would agree that they want their child to be happy and accept themselves, but they may never have been told that the popular pathologizing models of "autism treatment" won't get them there. Neurodiversity-affirming therapy will accomplish this goal.
NeurodiversityAffirming Practices
Neurodiversity-affirming therapy and education practices will always operate under several basic tenets:
Accept & Appreciate Autistic Differences
Focus on Connecting & Building Relationships
Respect Bodily Autonomy
Presume Competence
Follow the child's lead and interests
Honor Sensory Needs
Advocate for Equitable Inclusion
Use Strength- Based Approaches
Accept all forms of communication
Build Positive Autistic Identity
Listen to & Encourage SelfAdvocacy
Learn from Autistics
*see next page for explanations
Neurodiversity-affirming therapy and education will have goals that focus on improving a child's quality of life and prepare them to live well as an autistic person. Though they try to help improve their life, neurodiversityaffirming therapy will not try to fix the child and will not try to make them more "normal".
Neurodiversity-affirming therapists or educators will also avoid certain techniques and approaches that are commonly used to "treat" autism.
NeurodiversityAffirming Practices
* Accept & Appreciate Autistic Differences – Neurodiversity-affirming practices won't try to change the autistic individual, but will accept and appreciate them for who they are.
* Focus on Connecting & Building Relationships – Rather than focusing on compliance, neurodiversity-affirming approaches focus on respect, trust, and empathy in order to connect and build relationships
* Respect Bodily Autonomy – Respecting bodily autonomy means respecting an individual's right to control their own body. For example, refraining from using hand-over-hand prompts, and asking permission before touching an individual's body.
* Presume Competence – Presuming competence means assuming that a disabled person has the capacity to understand, think, and learn even if there is no visible evidence of this.
* Follow the Child's Lead & Interests – This will create learning opportunities that are natural and intrinsically motivating to a child, rather than using contrived activities and coercing a child to participate through use of extrinsic motivation such as positive reinforcement.
* Honor Sensory Needs – Neurodiversity-affirming professionals will view sensory differences as valid and work to make adaptations to the environment rather than forcing the autistic child to stifle their discomfort.
* Accept All Forms of Communication – Autistic or other disabled people may communicate in ways besides oral speech, and all ways of communicating are valid and should be accepted.
* Listen to & Encourage Self-Advocacy – Self-advocacy involves standing up for oneself and taking control over one's own life. It can also include things such as saying "no" and asking for help.
* Advocate for Equitable Inclusion – Inclusion or inclusive education means including all children, regardless of disability, within an academic classroom, where they will receive high-quality instruction, interventions, and supports to meet their needs.
* Use Strength-Based Approaches – Instead of focusing only on a child's challenges, strengths-based approaches build on what the child is good at.
* Build Positive Autistic Identity – This means helping to foster self-acceptance helping autistic children realize that they are not broken neurotypicals.
* Learn From Autistics – Most importantly, anyone who claims to be neurodiversity-affirming but always continually be educating themselves from actually autistic people.
Pathologizing Approaches
It's also important to know what you want to avoid in terms of therapy and educational practices. These techniques are not neurodiversity-affirming, and should be considered red flags:
*see next page for explanations
Positive
Reinforcement
Social Skills
Training
Errorless
Learning
Behavioral
Interventions
Increasing Eye
Contact
Functional
Behavior
Analysis
Whole Body
Listening
Compliance
Planned
Ignoring
Extinguishing
Behaviors
Positive
Behavior
Support Plans
Applied
Behavior
Analysis
(ABA)
Pathologizing approaches will have goals that focus on reducing symptoms of autism or treating autism. However, autism isn't something that can be cured, so these approaches end up causing autistic children to be ashamed of and mask their autistic traits. They focus on compliance as their main goal, creating children who will do anything they can to please others and are unable to advocate for themselves. Many autistics who have had these approaches used on them end up with trauma and mental health concerns.
Pathologizing Approaches
* Positive Reinforcement - When the student performs a desired behavior, they are given something so they associate the action with the reward and do it more often (the same concept as giving a dog a treat when you are training it to do tricks). This can involve token boards, if…then statements, edible rewards, access to favorite objects, or many other things. Positive reinforcement relies on extrinsic motivation which will actually decrease a child's motivation over time. Furthermore, withholding positive reinforcement can be seen as punishment.
* Social Skills Training - This often involves trying to make the student conform to neurotypical social norms, and mask, or hide, their natural autistic traits.
* Errorless Learning - Students are taught in a way that they are not given the chance to make any mistakes. They are always prompted to ensure they respond correctly. It may involve hand-over-hand prompting as well, which violates bodily autonomy and is an ineffective method for teaching.
* Behavioral Interventions – This is a general term used to describe practices that attempt to change a child's behavior, typically to make them appear more neurotypical
* Increasing Eye Contact – This is a common goal for autistic children, but eye contact can actually be painful or overwhelming for some autistics.
* Functional Behavior Analysis (FBA) – This is an assessment typically completed by schools that attempts to show the reasons behind a student's challenging behaviors. However, they rarely ever get to the root cause of a behavior, and only look at what is observable.
* Whole Body Listening – This involves having a child sit still and look at a teacher to show they are listening, but this often is not a way that actually works for autistic children, who often need to move around and not make eye contact.
* Compliance – This involves making a child do what you want them to, regardless of their own desires or needs.
* Positive Behavior Support Plans – These are a system used by schools to increase behaviors that they want to see by rewarding students.
* Planned Ignoring and Extinguishing Behaviors - This involves withholding reinforcement for a behavior that is not desired. It tends to involve ignoring and giving no attention to a behavior, which teaches the child that their thoughts and feelings aren't important. Therapists may try to eliminate natural autistic behaviors, such as stimming.
* Applied Behavior Analysis – ABA for short, this approach is considered to be unethical, immoral, and a violation of human rights. Regardless of this, it is considered to be the "gold standard" for "autism treatment".
ABA
ABA is a an approach that focuses on behaviors, with a goal of shaping and increasing desired behaviors and decreasing undesired behaviors. Some of its main concepts are:
* Antecedent-Behavior-Consequence – A way to teach and understand behavior
* Positive Reinforcement - Each time the person uses a target behavior successfully, they get a reward.
* Punishment – Each time the person does an unwanted behavior, something aversive happens to them.
* Task Analysis & Chaining – A way to break down tasks into small steps to train each part individually and then put them back together
* Prompting & Fading – A way to ensure students never have errors, which is then decreased over time as the student is trained in the target skill
* Shaping – Providing positive reinforcement for behaviors that are closer and closer to the target behavior.
As you can see from looking at just a handful of their techniques, ABA is a very structured system. It claims to teach important skills and increase helpful behaviors, while decreasing harmful behaviors. And on the surface level, it appears to work, and do just what it claims. If your child receives ABA, you may have seen what appears to be progress with communication, daily living skills, or whatever else the therapist has decided is important to work on. Many research studies have been done that purport to prove its efficacy. Many professionals believe ABA to be necessary for autistic children, claiming that it is the only research-based treatment for autism. It is generally seen as the "gold standard."
Besides being effective, ABA also may appear to be play-based and fun. Your child may appear to have a great relationship with their ABA provider, and love going to ABA therapy. Your pediatrician may have recommended it, and you may know Autism Moms that sing its praises. Most schools even endorse ABA through its use in their autism support classrooms. But no matter how it appears on the surface, ABA is a method for manipulating your child's behaviors and controlling them, regarded as "conversion therapy" for autistics. It is largely condemned by the Autistic Community and those within the Neurodiversity Movement. However, due to fear-mongering and lobbying of ABA organizations, parents of autistic children are often pushed into ABA, while being kept in the dark about the viewpoint of the entire Autistic Community.
ABA is Abuse
ABA is unethical, immoral, and a violation of human rights. Although ABA providers don't see ABA as abusive, It is the autistic people who have been submitted to ABA who get to decide whether ABA is abusive or not. An overwhelming majority of autistic individuals are against ABA. Below are just a few of the reasons why:
* ABA is compliance training, which teaches children that their needs and desires do not matter, and that their bodies do not belong to them. Forcing children to ignore their instincts and boundaries makes them more susceptible to bullying and sexual abuse in the future.
* ABA promotes the idea that autistic people are broken, and that they must change to fit in. It rewards them for hiding their pain and distress, while fitting in with neurotypical norms.
* ABA assumes that autistic kids won't do what adults are asking, rather than can't do what they are asking. It doesn't look at underlying physical or emotional needs or skills, only focusing on compliance. ABA is an outside-in approach, rather than an inside-out approach focused on meeting needs.
* ABA causes increased symptoms of PTSD, poor outcomes for mental health, and increased risk of suicidality.
Given these, it's easy to see why autistics say that ABA is abusive. Sadly, there are many more reasons supporting this idea as well. Unfortunately, this information is often not presented to parents of autistic children. ABA is often presented as a parent's only option for their autistic child. Parents who choose not to use ABA are often seen as neglectful, because there are a lot of professionals who think it is what is needed for autistic children. They are sadly unaware of or ignore autistic voices that are trying to advocate for a better future for autistic children, in which they are not subjected to abuse masquerading as treatment.
But now that you know better, you are responsible for doing better. There are better approaches than ABA for your child.
Alternatives to ABA
While therapies such as ABA (applied behavior analysis) are quite frowned upon due to their focus on "curing" autism instead of assisting the neurodivergent individual, there are some neurodiversity-affirming therapies and supports that can be beneficial. These won't try to "treat" or "cure" autism, but will try to assist with some difficulties that may be decreasing the child's quality of life. It is important to remember that autistic children don't inherently need therapy. However, below are some supports and therapies that may be beneficial based on your child's needs:
*Environmental modifications
*Collaborating with your child to solve problems
*Co-regulation
*Respecting and listening to your child
*Meeting your child's needs
*Augmentative and Alternative Communication
*Realizing that children do well if they can
*Speech/Language Therapy*
*Occupational Therapy*
*Physical Therapy*
*Mental Health Counseling or Therapy*
**With a trauma-informed, neurodiversity-affirming therapist experienced in working with autistic individuals
Supports
Therapies
Choosing a Good Therapist
If you decide to pursue some kind of therapy for your autistic child, how do you find a neurodiversityaffirming therapist for them? Here are some things to look for, as well as some red flags:
Remember, being neurodiversity-affirming is the bare minimum for being a decent therapist. It's important to talk to any potential therapists for you child before beginning therapy, so as to not expose your child to any practices that may be abusive or traumatic.
Therapy Goals
It's important for your child to work on neurodiversity-affirming goal if they are receiving therapy. Examples of appropriate goal targets are:
* Self-advocacy
* Building functional communication (in any/multiple modalities)
* AAC Implementation
* Perspective taking
* Problem Solving
* Developing functional motor skills
* Self-regulation
* Interoceptive Awareness
Other goals can be related to changing factors in the environment (including people in your child's environment), such as:
* Educating neurotypicals about autistic communication styles and social skills (Perspective taking)
* Using modeling, aided language stimulation, and other strategies for teaching AAC
* Making changes to the sensory input in the environment
* Advocating for inclusion and self-determination for your child
* Using more visuals
Speech/Language Therapy
There's a good chance that speech/language therapy has been recommended for your child at one point or another. Speech/language therapy can be helpful to support your child in developing functional communication skills.
Along with the neurodiversity-aligned concepts, therapist guidelines, and goals already mentioned, there are a few other ideas that neurodiversityaligned speech/language pathologists (SLPs) should use or consider within their practice:
Total Communication Approach This approach involves finding and using the right combination of communication modalities for each autistic individual. 1
This approach supports the individual in forming connections and having successful interactions.
5
Respecting the Autistic Individual's Preferred Mode of Communication This involves not trying to force an autistic child to speak or use another assigned communication modality, but rather letting the child use the communication methods that work best for them. 2
3 Neurodiversity-Affirming Social Skills SLPs are often responsible for social skills instruction in schools, but a neurodiversity-affirming SLP will teach perspective taking and selfadvocacy skills rather than train neurotypical social skills
Not writing goals just because a student is autistic Being autistic doesn't automatically mean having a communication disorder. Goals should be individualized but the same as with any other student, regardless of whether they are autistic or not. 4
Augmentative & Alternative Communication
AAC is all of the ways people share ideas and feelings without speaking. It can include writing, gestures, sign language, using an iPad or other speech-generating device, or pointing, just as some examples. For some autistic people, they may not have access to speech or some of these other methodologies, or they may not have reliable access to them. These individuals should choose what their preferred method(s) of communication are and these choices should be respected.
As I mentioned on the last page, students should be given unrestricted access to robust AAC. What does this mean?
* Unrestricted access
* This means that the AAC system of choice should be provided and available at all times and without requiring the individual to show prerequisite skills
* Robust AAC
* Robust AAC systems are those that include a large number of core words, a wide variety of types of words, the ability to use grammatical functions, and the ability to type or spell. Basically, they allow the individual to say whatever they want.
Occupational Therapy & Physical Therapy
As we talked about before, many autistic people experiences sensory and movement differences. Occupational and/or physical therapy can help support individuals who need help in these areas.
Occupational Therapy
Physical Therapy
Occupational therapists can help with skills such as emotional and sensory regulation, executive functioning skills, and fine motor skills including handwriting and activities of daily living such as tying shoes or buttoning a shirt. These are important to increase the autistic person's independence and quality of life.
Physical therapists can help with some of the more gross motor aspects of autistic movement differences, such as such as balance, coordinating movements, and muscle strength. Again, these can be important to help increase the autistic person's ability to do certain tasks they may want to do.
They can also work on activities to increase an individual's interoception, which involves understanding signals one's body is sending, such as hunger, thirst, or pain.
They can also work on activities to increase an individual's proprioception, which involves understanding where one's body is in space and relative to other things.
Respecting bodily autonomy is particularly important in an occupational therapy or physical therapy setting! Although these therapists work on a lot of motor movements with students, it is important that they get the student's permission or consent before touching or moving their body in any way.
Trauma-Informed Therapy & Mental Health
Due to the nature of living in a world that wasn't designed for them, most autistic people carry some amount of trauma. Additionally, events that may not seem traumatic to a neurotypical person could be highly traumatizing to an autistic person. This can greatly impact the individual's mental health and well-being, both now and in the future.
Whether there is a documented traumatic event for an autistic person or not, trauma-informed approaches can benefit everyone. For many students, trauma-informed practices should be used along with neurodiversity-aligned practices.
Trauma informed practices involve:
Making sure the child feels safe
Providing consistency and structure
Being intentional and specific about building relationships
Empowering the student and giving them choice
Discontinuing the use of exclusionary practices or punishment
Helping the child to coregulate when needed
Letting the child know you are trustworthy
Collaborating with the student and working together
Additionally, dealing with "problem behavior" in an appropriate way is especially important in regards to autistic children, because they are already highly at risk for trauma and mental health concerns. We will discuss respectful & empathetic behavior techniques on the next page.
Respectful & Empathetic Behavior Techniques
The therapeutic and educational approaches we have discussed thus far have focused on areas such as communication, sensory, and movement differences. However, one area that you may be concerned about as a parent is your child's behavior. When dealing with this area, it is important to remember the feeling differences associated with autism. There are a few concepts to keep in mind, as well as a few specific programs that are widely accepted within the autistic community.
Accepting behavior as communication
* One thing that leads to "problem behaviors" is that your child either cannot communicate what they need you to know, or they are communicating it but they aren't being heard. Not every behavior is necessarily a form of communication, but it is very important to pay attention and determine if it may be.
If a child is displaying behavior concerns, the environment is what needs to change, not the student
* Your child may be in an intolerable sensory environment, undergoing emotional turmoil, or having another similar problem. If a child's learning environment, including how they are taught and interacted with, is suitable to their needs, there is no reason they would be showing 'problem behaviors'. In the words of Dr. Ross Greene, children do well when they can.
Specific Programs:
* Ross Greene's Collaborative & Proactive Solutions
* Alfie Kohn's theories
* Circle of Security framework
Education & Academic Instruction
We have discussed all sorts of specialized supports, approaches, and therapies. These are often very important, and sometimes necessary before a child will be able to participate in school. However, what about the main reason students go to school? – to learn academics!
Based on the principle of presuming competence, we can presume that all children are capable of learning academic skills, such as math and reading. However, because schools were designed with neurotypical students in mind, in order to access the general education curriculum, many autistic students may require some accommodations, modifications, and other types of extra support to be able to do this. This is where an IEP really comes into play.
Individualized Education Plans (IEPs)
Your child's Individualized Education Plan (IEP) is what dictates the education and services your child will receive at school. They are legal documents, and the school is required to do what they say, or risk being taken to due process. The IEP will include everything, such as goals for your child, the specially designed instruction they will receive, and their related services. All of this is decided upon by your child's IEP team, of which you are a major part.
Getting your child's IEP team all on the same page regarding what you want for your student is what will be most beneficial and easiest for everyone. However, as was mentioned earlier, many schools and educational professionals align their practices to the pathology-paradigm. They may not presume competence and they may not use neurodiversityaffirming practices with your child. In these situations, you may need to advocate for your child to get the instruction, supports, and accommodations they should have.
Supports, Accommodations, & Modifications
In order to succeed in an inclusive general education environment, your student may need some support. Each child is unique and will need different types of support, but here are some ideas to get you started:
* Using assistive technology
* Not being required to sit in a chair at a desk
* Providing additional visual aids, such as visual schedules and timers, checklists, and written instructions.
* Being allowed to type instead of handwrite
* Having peers and teachers be educated about autism and neurodiversity
* Being allowed to stim how and when they need to
* Incorporating the student's special interest(s) whenever possible
* Allowing the student to take breaks when they need to
* Giving advanced warning before transitions or when there is a change in the regular schedule
* Allowing extra processing time
* Using closed-captioning when watching a video
* Assisting with organizational and planning skills
* Giving clear and concise directions
* Being accompanied by someone (trained specifically to work with your child and use neurodiversityaligned techniques) to help with attention and classroom activities
* Assigning tasks that play to the student's strengths
* Allowing access to a quiet and distraction-free work environment when needed
* And most importantly, listening to your child about what would help them the most.
Advocating for Your Child at School
Many schools and educational professionals align their practices to the pathology-paradigm. Trying to educate them and getting them to use neurodiversity-aligned practices can be very challenging. Often they may not agree with your perspective, so in these situations, you may need to advocate for your child to get the instruction, supports, and accommodations they should have.
What do you need to do to advocate for your child?
* Learn all you can about autism and the neurodiversity paradigm.
* Ask lots of questions and listen to the answers.
* Remain focused on your child's needs and goals.
* Understand your rights as a parent and your child's rights.
* Trust your own understanding of your child; you know them best.
* Don't be passive - ask for the things your child needs.
* Come prepared to meetings – be proactive rather that reactive.
* Advocate that your child be in the least restrictive environment, receive academic instruction, and have neurodiversity-aligned supports.
Hopefully as the neurodiversity-paradigm becomes more dominant and more people learn about it, you won't need to do as much convincing and advocating won't be so hard. We all need to work towards a society where everyone is accepted and accommodated.
Special Education Laws & Parental Rights
Parents of children who receive special education services have specific rights under a law called the Individuals with Disabilities Education Act (IDEA). The full law cannot be discussed within the scope of this handout, but you should receive a Procedural Safeguards Notice when your child enters special education; this document will outline all of your parental rights.
However, here are some of the highlights of your rights as a parent:
* You have the right to participate in all decision making meetings regarding your child.
* You have the right to consent or to revoke your consent to assessments, special education services, and related services.
* You have the right to disagree with the recommendations made by the IEP team.
* You have the right to access your student's educational records.
* You have a right to decline changing your child's placement until you come to a mutually acceptable solution with the school.
* You have the right to request documentation be kept of everything said during IEP team meetings.
* You have a right to seek third party mediation. This includes bringing an advocate with you to IEP team meetings.
* You have the right to request legal action to settle disputes between you and the school district.
Make sure to use all your rights as you advocate for your child at school.
References & Recommended Resources:
People & Groups:
Websites:
Autistic Self-Advocacy Network
Rachel Dorsey – Autistic SLP
Kieran Rose – The Autistic Advocate
Sarah Selvaggi Hernandez – The Autistic OT
McAlister Greiner Huynh - The
Neurodivergent Teacher
Maisie Soetantyo – Autistic Family Coach
Lyric Holmans - Neurodivergent Rebel
V. Tisi – Speechologist
Tiffany TJ Joseph – Nigh Functioning Autism
Sonny Jane Wise – Lived Experience
Educator
Steph Jones – Autistic Therapist
Oliver Quincy – My Autistic Soul
Callum Stephen – Autistic Callum
Morgan – Neurodifferent
Charlotte – The Spectrum Girl
Lou – Neurodivergent Lou
Ross Greene
Alfie Kohn
Neuroclastic
Autism Level UP!
Meg Proctor – Learn Play Thrive
Katja Piscitelli – Boho Speechie
Jessie Ginsburg – The Sensory SLP
Kate McLaughlin – The AAC Coach
Alexandria Zachos – Meaningful Speech
Nikki Fries – Passport Speech
Andi Putt – Mrs. Speechie P
Therapist Neurodiversity Collective
* https://autisticadvocacy.org/
* https://neuroclastic.com/
* https://theautisticadvocate.com/
* https://awnnetwork.org/
* https://bridgeslearningsystem.com/
* https://autismlevelup.com/
* https://livesinthebalance.org/
* https://therapistndc.org/
Facebook Pages:
* Autism Inclusivity
Books:
* https://notanautismmom.com/2020/07/2 0/autism-books/
* https://autisticadvocacy.org/resources/b ooks/
* https://theautisticadvocate.com/2020/0 3/recommended-autism-positive-books/
Podcasts:
* Two Sides of the Spectrum https://learnplaythrive.com/podcast/
And more! Reach out if you need more additional resources! | <urn:uuid:809681ec-6a79-4e75-9145-4ce4cf285de7> | CC-MAIN-2024-18 | https://www.cadencebehavioral.org/_files/ugd/c162a7_d241fa4308d1425a91e6e22341d035aa.pdf | 2024-04-25T10:21:40+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00751.warc.gz | 608,055,780 | 12,453 | eng_Latn | eng_Latn | 0.96415 | eng_Latn | 0.998203 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
140,
1216,
3347,
4290,
6365,
8519,
10191,
11190,
13660,
15630,
17595,
19493,
21594,
23021,
24897,
26492,
28137,
29066,
30216,
31190,
32781,
33802,
36240,
37284,
39966,
42365,
44348,
45441,
45929,
46766,
48262,
49338,
50864,
52190,
53657,
55443,
... | [
1.2890625,
2.578125
] | 1 | 0 |
Sick Child Policy
On your child's first visit to Step by Step, parents / carers will be asked to sign an agreement stating that in the case of your child having an infectious condition that you must refrain your child from attending. If the child needs medication in our care, the medication should be marked clearly stating name, date of birth and dose.
Step by Step is obliged to ensure the Health and Safety of the children that use its service, along with its employees. To ensure that children and employees (staff) are not subjected to any risk from other individuals. Attendance at Step by Step will be dictated by whether there is a definite risk of spreading illness. All Step by Step staff are trained and qualified in Paediatric First Aid, which is renewed when required. If a child became ill whilst attending Step by Step, the Step by Step Manager would investigate the symptoms by using NHS Direct. The Step by Step Manager reserves the right to exclude a child from Step by Step, if it is felt that the child is ill or deemed unfit to remain in Step by Step and / or may require medical attention. Children should not attend Step by Step when they have a condition or illness that can be deemed to be infectious and could bring harm to others. These include:
Chicken Pox
This is a common infectious disease, which is characterised by a rash (pustules) and slight fever. The disease is spread by airborne droplets and can be infectious 21 days before the rash appears up until a week after, or until the rash has scabbed and dried.
Gastroenteritis (D & V)
This is an inflammation of the stomach and intestines caused by any of a variety of bacteria, viruses and other small organisms that have contaminated food or water. Symptoms include appetite loss, nausea, vomiting, cramps and diarrhoea. The affected individual can spread the illness when attention is not paid to personal hygiene, including hand washing.
Measles
This is highly infectious characterised by rash and fever. It is spread by airborne droplets of nasal secretions. Infected children can transmit the virus during the 8 to 14 day incubation period and up to one week after the onset of symptoms.
Mumps
This is a viral illness spread by airborne droplets. The chief symptom is inflammation and swelling of the parotid glands just inside the angle of the jaw. This disease can be spread to others for about a week before and up to two weeks after the symptoms appear.
Scabies
This is a skin infestation caused by mites, which burrow into the skin. The mites burrow can be seen on the skin as scaly swellings usually between the fingers and on the wrist. The infestation causes itching. Scabies is highly contagious during close physical contact. Specific treatment is required and 24 hours after treatment, the individual can attend Step by Step.
Impetigo
Impetigo is highly contagious. Sensible hygiene precautions prevent the spread of bacteria and reduce the risk of other people catching it. Impetigo has a characteristic look to it, with inflamed red lumps leaking pus to form thick yellow crusts. It spreads very quickly. It is common on the hands and around the mouth and nose. Severe infections can affect the whole body. To prevent the impetigo returning, keep skin clean and ensure than any condition causing broken skin (e.g. eczema, nappy rash) is treated early.
Whooping Cough
This is caused by bacteria, which spread by airborne droplets. Child is seen as infectious when presenting with cough (which can have a characteristic whoop), sneezing, nasal discharge, fever and sore eyes.
Hand, Foot & Mouth
Hand, foot and mouth disease is a common infectious disease, caused by coxsackie virus. It is a disease mainly of children, especially of toddlers, and is very serious. Hand, foot and mouth disease is very contagious (easily spread) and is common in children under 10 years of age. However, adolescents and adults can also be affected. It features many small blisters (vesicles) in the mouth and on the palms of the hands and the soles of the feet. These may also appear on other parts of the body. There may be some difficulty in swallowing, a slight fever and occasionally vomiting.
Scarlet Fever
The disease often starts with a sore throat or a skin infection about 12 hours before the main symptoms appear. The characteristic symptom of a scarlet fever is a fine rash on the body that feels like sandpaper to touch. It may start in one place, but soon spreads too many parts of the body, commonly the neck, chest, elbows, inner thighs and groin. The rash does not normally spread to the face, but the cheeks become flushed and the area just around the mouth stays quite pale. The overall impression of someone with a flushed, red face is what gives the disease its name. Other symptoms include; high temperatures, headache, white coating on tongue (which peels a few days later, leaving the tongue looking red and swollen – known as strawberry tongue), and a general feeling of malaise. Scarlet Fever is infectious. It is spread through close physical contact or by contact with the mucus from an infected person. Very severe infections may cause high fever, feeling sick and vomiting. Scarlet Fever is a notifiable disease. This means that your doctor must report any cases to the local health authorities, so they can monitor the spread of the disease.
Tonsillitis
Tonsillitis, whether due to a virus or bacteria, is spread from person by saliva, hand contact or airborne droplets. The incubation period between picking up the infection and its onset is usually between 2 and 4 days. Children may have a sore throat, pain on swallowing, headache, a feeling of malaise, fever, which may be very high in young children. Constipation and earache are also common. The tongue may well be furry and breath unpleasant. It may be difficult to open mouth and speech may be thickened. Tonsillitis caused by streptococcal bacteria responds well to antibiotic treatment. This should always be given if the infection is streptococcal.
The settings have a guide and to refer to when to let children back to nursery. Via the NHS website.
Parents will get a copy on their admission to nursery starting when to refrain from nursery. | <urn:uuid:c5e9ddc1-df4b-46a2-bf8e-dee9f8ec7daa> | CC-MAIN-2024-18 | https://www.stepbystepchildrensnursery.co.uk/_files/ugd/1ecdec_fb324aa2ac5443ed89ae922fd035942d.pdf | 2024-04-25T10:21:41+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00748.warc.gz | 925,588,036 | 1,360 | eng_Latn | eng_Latn | 0.999095 | eng_Latn | 0.999147 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3393,
6290
] | [
2.46875
] | 1 | 0 |
NEWSREEL WORLD 2023-04-15
Programmanus av Artemis Irvine
ALANNA LESLIE:
Hi, I'm Alanna Leslie and welcome to Newsreel World. Today we're talking about Pakistan, Canada and Kenya.
But first…
This month marks the 25th anniversary of the Good Friday Agreement.
This historic agreement brought an end to thirty years of conflict in Northern Ireland – known as the Troubles – in which over three and half thousand people died.
The anniversary is being celebrated in events all over the world, from Chicago to Vienna. To find out how it's being marked at home, James McCarthy has this report from Belfast.
MARK:
I think for me, the Good Friday agreement is probably the most important thing that's actually ever really happened here.
JAMES McCARTHY:
That was Mark, who moved to Northern Ireland as a student and who has been reflecting on the 25th anniversary of the signing of the Good Friday Agreement.
The Good Friday Agreement was signed on the 10th of April 1998 and is an international treaty which brought an end to 30 years of conflict in Northern Ireland in a period known as The Troubles.
To understand why people were fighting, we have to go back to 1921, when the island of Ireland was partitioned into two states. 26 counties in the south left the United Kingdom and became their own independent state, while six counties in the north remained under the rule of the British, becoming Northern Ireland.
In the decades that followed, Catholics living in the predominantly Protestant Northern Ireland faced discrimination in accessing housing, jobs and even voting. This sparked a civil rights movement in the 1960s, which ultimately turned violent as Irish nationalists wanted to rejoin the rest of Ireland and unionists wanted to stay part of the United Kingdom.
NEWSREADER:
So after 30 years of troubles, two years of negotiations, 3,200 violent deaths, the parties in Northern Ireland have reached an agreement which they all say they hope will stick.
JAMES McCARTHY:
The Good Friday Agreement document is made up of three strands. Strand One established the Northern Ireland Assembly and an executive created on a power sharing basis.
EÓIN TENNYSON:
It's no doubt that the Northern Ireland I grew up in is utterly transformed compared to that of my parents and grandparents generation.
JAMES McCARTHY:
The Alliance Party Eóin Tennyson was elected to the Assembly in May 2022 aged just 23 and is the first elected representative to have been born after the Good Friday Agreement was signed.
EÓIN TENNYSON:
I'm fortunate enough never to have lived through the horrors of the Troubles, but I know that when my parents went out to vote for that agreement, they aspired to more than just relative peace. They wanted progress and, in those respects, there is still so much work to do.
JAMES McCARTHY:
I went along to Belfast's Botanic Gardens to find out what other young people think of this agreement.
VOX 1:
Like, I moved over from England when I was younger and I think we wouldn't have moved back here if the Good Friday Agreement hadn't have happened.
VOX 2:
It gave us peace and that chance to move on from what was probably the most challenging part of the history here, really, or at least one of the most challenging parts.
JAMES McCARTHY:
It's clear to see that 25 years later, the Good Friday Agreement has changed the lives of young people living in Northern Ireland for the better. James McCarthy reporting for Newsreel World.
ALANNA:
Thanks James.
ALANNA:
A senior researcher in Pakistan has found that 67% of the country's young people want to leave the country in the hope of finding better opportunities abroad.
Dr Faheem Khan announced his findings at Econfest, a two-day conference held in the country's second largest city, Lahore, where economists and policy-makers gathered to discuss the future of Pakistan's economy.
The problem is partly economic – even amongst educated young people, unemployment is still 31% – but participants in the survey also reported that they hoped for "more respect" in other countries.
ALANNA:
A man in Brisbane Australia has been charged after he was seen walking around the city with a platypus he'd stolen from the wild, showing it off in shops and allowing people to pat it.
A platypus is a semi aquatic mammal native to eastern Australia and is one of only five mammals in the world that lays eggs.
In a statement, the police said that taking a platypus from the wild is not only illegal, but it can also be dangerous as male platypuses have venomous spurs.
ALANNA:
That was a short clip of the song "Blood Runs Like A River (Colten Boushie)" by songwriter Evan Redsky, who hails from the First Nations Reserve of Mississauga First Nation in Canada.
3
It highlights the story of Colten Boushie, a 22-year-old Cree man who was shot and killed by a white farmer in rural Canada in 2016.
Evan's music is a mix of country and Americana, and his lyrics often talk about the struggles and injustices faced by indigenous people.
ALANNA:
The African continent hopes to recycle 50% of its waste by 2050. At the moment it recycles just 10%.
The Kenyan environmental activist James Wakibia has been spearheading efforts to reach the targets in his country for the last 8 years, ever since he started a social media campaign #banplasticsKE.
Michael Kaloki went to speak to James in his native city of Nakuru to find out more.
MICHAEL KALOKI:
The streets of Nakuru city, which lies northwest of the Kenyan capital Nairobi. Nakuru is where Kenyan environmentalist James Wakibia lives and it is on these streets where he has spent countless hours walking around trying to ensure that the city is clean and that plastic waste is well managed. James would like to see a reduction in the use of plastic. His slogan is 'Less Plastic is Fantastic'
JAMES WAKIBIA:
I feel we have already too much plastic in the environment and we are producing so much on a daily basis, our environment is already swamped.
MICHAEL KALOKI:
For James, his journey as an environmentalist and campaigner started when he was studying at a university in Nakuru.
JAMES WAKIBIA:
I used to pass by Nakuru's dumping site, it's called Gioto Dumping Site, which is located on a hillside. And passing there, I felt very offended most of the time because I saw loads of garbage strewn on the road that I was using. And it is then that I started campaigning or calling for better management of that landfill.
MICHAEL KALOKI:
For James, the streets of Nakuru are like his office. I took a walk with him on the streets looking for plastic waste.
MICHAEL KALOKI:
Ahead of us I see what is known as a garbage skip, right?
JAMES WAKIBIA:
And most of the garbage is now on the road.
MICHAEL KALOKI:
On the ground here.
JAMES WAKIBIA:
Yeah, and this is not something that should be happening. This skip is supposed to be emptied and not a very good-looking picture.
MICHAEL KALOKI:
I can see some plastic cups. Some plastic bottles.
Okay, so James now is going to the skip there and taking his photographs.
JAMES WAKIBIA:
Now that I've taken these photos of the garbage skip overflowing, I will look at them and maybe send them to the county environmental officials. If they don't do something about it, then I might decide to share them on Facebook.
Photography is a very powerful tool of communication, and I use it properly to try and document the issues of plastic pollution wherever I see them.
MICHAEL KALOKI:
James also undertakes clean-up exercises on the streets around rivers and other areas. Now, some might say this is a government role, their duty, so why does James take it upon himself to do these clean-up campaigns?
JAMES WAKIBIA:
It is a responsibility for everyone, the government, the citizens, the private sector, everybody living in this planet has a responsibility of ensuring that the place they live, this home we call our planet, is well protected so that we don't end up harming the environment that is supposed to keep us safe.
MICHAEL KALOKI:
For James, he seems determined to carry on as an environmentalist and trying to reduce the use of plastics, as well as ensuring plastic waste is well managed.
He is one of a number of environmentalists in the country and on the African continent keen on ensuring that they highlight matters affecting the environment. In 2023, James plans to continue campaigning for proper plastic waste management and is keenly looking forward to attend the sixth United Nations Environment Assembly meeting here in Kenya next year so he can find out more about what countries are proposing to do regarding plastics.
For Newsreel World, this is Michael Kaloki.
ALANNA LESLIE:
Thanks Michael. That's all from me today. Speak to you soon, bye! | <urn:uuid:a5e79885-9280-4861-bf2f-efc545f4be7b> | CC-MAIN-2024-18 | https://www.ur.se/mb/pdf/Programmanus/233000-233999/233073-2_NewreelWorld_Manus_230415.pdf | 2024-04-25T12:15:08+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712297292879.97/warc/CC-MAIN-20240425094819-20240425124819-00751.warc.gz | 926,470,120 | 1,937 | eng_Latn | eng_Latn | 0.998996 | eng_Latn | 0.99927 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1782,
3266,
4757,
6475,
7710,
8784
] | [
2.09375
] | 1 | 0 |
Dance General Course Year 12
Selected Unit 3 syllabus content for the
Externally set task 2025
This document is an extract from the Dance General Course Year 12 syllabus, featuring all of the content for Unit 3. The content that has been highlighted in the document is the content on which the Externally set task (EST) for 2025 will be based.
All students enrolled in the course are required to complete an EST. The EST is an assessment task which is set by the Authority and distributed to schools for administering to students. The EST will be administered in schools during Term 2, 2025 under standard test conditions. The EST will take 50 minutes.
The EST will be marked by teachers in each school using a marking key provided by the Authority. The EST is included in the assessment table in the syllabus as a separate assessment type with a weighting of 15% for the pair of units.
Unit 3 – Popular culture
Unit description
Within the broad focus of popular culture, teachers select learning contexts that relate to the interests of their students and build upon the understandings that they have already acquired.
Through practical lessons, students use safe dance practices and improved physical competencies to acquire genre-specific technique. Performance qualities and etiquette are improved through increased opportunities for performance of popular styles. Students solve choreographic tasks to produce dance works incorporating dance element, choreographic processes, technologies and design concepts that reflect current popular trends.
The exploration of dance in popular culture leads to a wider understanding of the diverse contexts and functions of dance in our society.
Unit content
An understanding of the Year 11 content is assumed knowledge for students in Year 12. It is recommended that students studying Unit 3 and Unit 4 have completed Unit 1 and Unit 2.
This unit includes the knowledge, understandings and skills described below.
Suggested genres
Examples of genres that may be studied in this course include, but are not limited to: contemporary, ballet, jazz, hip-hop, tap, ballroom and cultural dance, for example, Spanish, Indian.
Choreography
Choreographic processes
* selection and combination of the elements of dance: body, energy, space, time (BEST)
* choreographic devices: unison, canon, motif, contrast and repetition
* choreographic structure: narrative, binary
* incorporation of ideas from dance forms of diverse times and places
* movement exploration through improvisation
* documentation of choreographic ideas
Dance language
* use of dance terminology and language to compare past and popular genres
* use of dance terminology and language to respond to, reflect on and evaluate dance using given frameworks
Design concepts and technologies
* exploration of different cultural contexts past and present to provide inspiration for design concepts related to:
[x] lighting
[x] music/sound
[x] multimedia
[x] costume
[x] props, sets, staging
* design concepts that reflect current popular trends
Performance
Skills and technique
* exercises and sequences that require a competent level of the components of fitness:
[x] strength
[x] flexibility
[x] coordination
[x] muscular endurance
[x]
cardio-vascular endurance
* development of dance skills in:
[x] floor work
[x] standing work
[x] centre work
[x]
turning
[x] travelling
[x] elevation
* technique focusing on correct and accurate retention and execution specific to the dance genre
* increasingly complex and extended sequences
* safe execution of skills and technique
Safe and healthy dance
* warm-up and cool-down specific to genre and class needs
* principles of safe exercising:
[x] frequency
[x] intensity
[x] type
[x] time
Experiential anatomy
* neutral alignment to facilitate ease of movement
* biomechanical principles of movement:
[x] centre of gravity
[x] base of support
[x]
balance
[x] motion
[x] transfer of weight
Performance qualities and preparation responsibilities
* techniques for focus and concentration for retention of complex sequences
* performance of popular dance genres/styles
* theatre etiquette, such as responsible backstage behaviour, care of costumes, props and set
* performance for particular audiences and performance spaces
Contextual knowledge
Functions and contexts of dance
* dance genres/styles from diverse cultures and different times
Case study
Within the focus of popular culture students must investigate one case study chosen from the following:
* dance companies
* choreographers
* dancers
* dance genre/style.
The case study must investigate the following:
* historical background information
* historical, cultural and social context in terms of time and place
* influences of popular culture. | <urn:uuid:5515cd64-3a8c-4f73-8303-18089dfb7070> | CC-MAIN-2024-51 | https://senior-secondary.scsa.wa.edu.au/__data/assets/pdf_file/0003/1126227/2025-DANGT-EST-Unit-3-Content.PDF | 2024-12-05T10:30:21+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00779.warc.gz | 484,347,654 | 947 | eng_Latn | eng_Latn | 0.986911 | eng_Latn | 0.993238 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
891,
2774,
3754,
4784
] | [
2.734375
] | 10 | 0 |
Organics in Metro Vancouver
Metro Vancouver is set to ban food scraps from garbage by 2015. This means that every residence and every business in the Metro Vancouver area will need to have an organic recycling program! Please see the following link for full information on this ban
Metro Vancouver Link - http://www.greenchairevents.com/news/ban-on-food-scraps-in-2015.html
Organics Recycling at BFI Canada
- Conduct a minimum of one awareness meeting with key participants\employees\residents
BFI Canada offers a full range of programs and services to meet your needs in all areas of resource management including Organics. Aside from the proper bins and service schedule, the key to a successful launch and ongoing maintenance of an organic program is participant awareness, education and auditing. When implementing an Organics program, BFI sustainability staff will - Conduct an onsite audit
- Conduct ongoing visual audits for the length of the agreement
- Report Monthly on results
Please contact the BFI Sales Department at 604-525-2072 for further details and information on our Organics Recycling Program
Organics Information
Compostable organic materials (yard trimmings and food scraps) make up over 30 percent of Metro Vancouver's residential waste stream. By recycling these materials locally we help keep valuable nutrients in the community, reduce greenhouse gas emissions, produce renewable energy, and provide green jobs.
BENEFITS OF COMPOST Composting is the natural decomposition of organic material into a dark, crumbly humusric h soil amendment known as compost. It is nature's way of recycling. Compost: · Adds nutrients into the soil;
Improves soil structure, texture and aeration;
*
* • Increases the water-holding capacity of soil; •
*
Loosens clay soils and helps sandy soils retain water;
* • Reduces the need for irrigation; • Retains and filters storm water; •
Promotes soil fertility;
Stimulates healthy root development;
Controls erosion and storm water sediment.
Reduces reliance on petroleum-based fertilizers, pesticides and herbicides;
What Goes In The Organics?
fruits & vegetables
* • bread & pasta •
egg shells
FOOD SCRAPS
FOOD-SOILED PAPER •
*
*
napkins
*
coffee filters
*
pizza boxes paper towels & plates
tea bags
*
*
*
*
*
*
*
*
dairy products coffee grounds
meat & bones newspaper
waxed paper boxes paper bags
paper take out boxes wooden chopsticks
*
YARD TRIMMINGS •
*
flowers & plants
*
leaves & weeds
*
grass clippings
PLEASE AVOID • diapers • pet waste & kitty litter • plastic bags •
small branches less than 4" in diameter unpainted, unvarnished wood less than 4” in diameter
*
*
*
*
* concrete & brick
*
stumps and Christmas tress rope, wire & cables
construction materials
* • milk (or other) cartons • No liquid fat, oil or grease
rocks, dirt, soil & sod metal, foil, plastics, glass & Styrofoam
juice or soup boxes (tetra-packs) | <urn:uuid:004b06e2-9f3e-41a3-8602-fbdf08678f43> | CC-MAIN-2017-13 | http://www.progressivewaste.com/uploads/general/organics.pdf | 2017-03-30T16:28:54Z | crawl-data/CC-MAIN-2017-13/segments/1490218195419.89/warc/CC-MAIN-20170322212955-00246-ip-10-233-31-227.ec2.internal.warc.gz | 655,411,589 | 657 | eng_Latn | eng_Latn | 0.958688 | eng_Latn | 0.982794 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1142,
2427,
2935
] | [
2.15625
] | 1 | 0 |
The BIG society for small plants
Easy Dwarf Shrubs
Nurseries and garden centres offer many shrubs under the label 'small'. Many are slow-growing rather than truly small, and in time can outgrow their space and overwhelm alpines and small bulbs in the garden. There is, however, a range of truly dwarf shrubs, ideally suited to the small alpine garden or a trough on a patio.
Why grow dwarf shrubs?
* Evergreen shrubs provide a permanent framework of colour in the garden, when lower-growing alpines are not in flower.
* Deciduous shrubs do the same, but may also offer attractive autumn colour, extending the season of interest.
* Some shrubs flower outside the main spring and autumn seasons of alpines and dwarf bulbs.
* A carefully chosen dwarf shrub can be left in place for as long as twenty or thirty years,
needs minimal attention, and will not outgrow its space; this is real labour-saving gardening!
www.alpinegardensociety.net
Easy Dwarf Shrubs
When is the best time to buy?
Pot-grown dwarf shrubs can be bought at any time of year. It is a good idea to shop at various times of year, as the foliage colour of some plants varies with the seasons, and you may wish to see the plant in flower before buying.
What should I look out for?
* The price will give you an idea of whether the shrub is truly dwarf. A specimen 30 cm tall with a price tag of £2 is likely to grow very quickly when released into the open garden! Typically, the plants of interest will be offered in 7 or 9 cm pots (occasionally larger) and priced at a few pounds.
* Pick up the pot and look underneath. Very long roots dangling from the drainage holes may mean that the plant has been in the pot for too long and is pot bound. This may make it difficult to establish in your garden.
* Inspect the compost surface. Poke your finger into the top. A layer of weeds or liverwort will indicate poor cultivation. If the compost is very high in peat, the plant may not settle down readily in ordinary garden soil.
* Inspect the foliage. Is it a good colour and does it look firm and healthy? Are any new shoots present, short and firm? Pale foliage and soft, lax shoots may indicate that the plants have only recently come out of a polytunnel. If you can't get a better plant elsewhere, your purchase may need to be carefully hardened off (initially protected from cold weather and gradually acclimatised to the open garden) before planting out.
* Check for pests and diseases; poorly grown plants are more vulnerable to both.
When is the best time to plant?
The best time to plant is in March or April, when the soil has begun to warm up, but is still moist. In these conditions, roots grow vigorously and the plants will establish before the warmer, dryer weather arrives. September - October is also a good time if the weather has begun to cool and the soil is moist. You can plant at other times of year, but in summer you will need to ensure that your new plant does not go short of water. Never plant when frost is likely.
Easy Dwarf Shrubs
How to plant
Water the pot well a day or two before you plant by standing the pot in water, then remove it and leave to drain. Knock the plant out of the pot and inspect the root ball. If there are roots spiralling around the pot it is a good idea to tease them out. This can be done by gently squeezing the root-ball with your fingers until the shoot tips come free and then gently loosening them. Some growers do the job using a large old dinner fork. If the compost is high in peat, it may be wise to remove as much as half of the compost: peat can easily become completely dry and is very difficult to re-wet; your plant could then die of drought even if your garden soil is moist!
Dig a hole wide enough to accommodate the root ball, and as deep as the longest roots. Hold the shrub in place and then gradually replace the soil, gently working it between the roots with your finger tips and firming gently. Finally, check that the soil surface is at the same level on the stem as the compost in the pot was, then give a thorough watering. If your soil is heavy or clayey do not add drainage or grit to the soil removed from the planting hole; this could produce a sump which fills with water and drowns your plant later on. A better technique is to plant slightly higher, with the plant in a mound a few inches above the general soil surface. It is even better, of course, to improve the soil in the area well before planting, by digging in compost or drainage material, as appropriate.
If the weather becomes dry in the first few weeks after planting, water your shrub well if it begins to show signs of distress (green foliage losing its gloss, wilting, leaf edges browning or shriveling). It is better to give a thorough watering occasionally than to apply a little water at frequent intervals.
Especially in the first year after planting, a shrub may occasionally form a long shoot. It is best to pinch out any such growth before it hardens, to keep your plant compact and in character.
Plant list
This list includes shrubs which have a good track record. They are robust and slow-growing. The precise rate of growth will depend upon soil conditions and location (plants in a trough will grow much more slowly, for example).
Berberis x stenophylla 'Corallina Compacta'
Berberis thunbergii 'Aurea'
A big name for a small plant. Tiny, shiny, holly-like leaves and showers of coral-pink buds opening to yellow flowers in May – June. Sometimes bears plum-purple berries in autumn. Plant in full sun. Rarely exceeds 30 cm tall, perhaps 20 cm wide after 10 years.
This form builds up a sphere of striking golden-yellow leaves which make it a desirable shrub for full sun or half shade. Occasionally it forms a very vigorous shoot, which should be ruthlessly pruned out. 30 – 40 cm after 10 years. The recently-introduced 'Tiny Gold' looks likely to be much slower-growing.
Easy Dwarf Shrubs
Daphne mezereum
A British native. The strongly scented pink flowers are borne on the bare twigs in winter, followed by red berries. You may see 'Rubra' with very deep, almost red flowers, and 'Alba' or 'Bowles White', both white-flowered forms with yellow berries. Occasionally may reach 90 cm, but slow-growing and never out-competes its neighbours
Daphne x transatlantica 'Eternal Fragrance'
The finest recent introduction for the garden. Forms a neat dome to about 60 cm with pale pink flowers. After the main flush in spring, flowers intermittently through the year. Widely available from garden centres and nurseries
Euryops acraeus
From the Drakensburg Mountains in South Africa, this plant needs a warm position with good drainage. It has silver-grey leaves and bright yellow daisy flowers in late spring. Ultimate height and spread about 25 cm.
Forsythia viridissima 'Bronxensis'
This dwarf form originated in America. Primrose
yellow flowers appear on the bare stems in spring. Reaches to 30 cm. Pinch out the tips of vigorous shoots to encourage a bushy habit.
Hypericum balearicum
From the Balearic Islands. Highly recommended for a sunny, well-drained position, though possibly not suitable for the coldest gardens. It forms upright branches to about 35 cm clothed with strange, wavy-edged leaves with a warty surface. The glossy yellow flowers with very prominent anthers are freely produced in summer or autumn.
Jasminum parkeri
From north-west India, this forms a congested, twiggy shrub with three-lobed dark green leaves. Fragrant, bright yellow flowers are freely produced in June, often
followed by black berries. Well-drained soil in full sun. Up to 35 cm after ten years. A very vigorous form (or impostor) is sometimes sold under this name, so check on the growth rate with the supplier!
Juniperus communis 'Compressa'
No garden should be without it! The classic dwarf conifer, growing into a close candle-flame shape. The greyish-green foliage is tight and neat. May reach 1 metre tall after 30 years growth.
Salix x boydii
gnarled trunk, and the leaves are greyish. Even small specimens give an impression of great age. Catkins are sometimes produced in May; they are silky and light yellow. Very slow-growing.
A natural hybrid found only once in Scotland. It forms a true miniature tree: in effect a bonsai without any special growing or training. It forms a proper smooth,
Sorbus reducta (non-suckering form)
A dwarf mountain ash. White flowers in spring and crimson berries in autumn. Lovely autumn leaf colour too. To about 40 cm. (There is a suckering form which may become an invasive pest; beware.) | <urn:uuid:dc611058-1668-4904-98fa-a6dd0c0eebd0> | CC-MAIN-2024-51 | https://www.alpinegardensociety.net/wp-content/uploads/2024/02/AGS-Easy-Shrubs-Leaflet.pdf | 2024-12-05T10:38:34+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00786.warc.gz | 598,317,735 | 1,931 | eng_Latn | eng_Latn | 0.997992 | eng_Latn | 0.998624 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
942,
3015,
5922,
8592
] | [
2.515625
] | 1 | 0 |
THE PRIMAL FEAST
"You are what you eat." That's the message of Susan Allport's The Primal Feast: Food, Sex, Foraging and Love (260pp, Harmony House, 2000). Drawing on biologists and anthropologists, and reading the nutritional stories told by ancient bones, Allport sketches food's influence over all life. She shows how it has shaped, and continues to shape, our world. How it shapes our health, values, behaviors, sexual roles, body size, brain and belly size, social structures, where we live, population limits, and how we treat nature – to name just some of the more important.
Of 50,000 plant species worldwide, humans eat thirty. When the brain detects a bodily need – blood sugar, insulin, salt – this get translated into a desire for foods containing these. For instance, humans have, and have always had, a "fat tooth" as well as a "sweet tooth."
For animals, and to an extent for ourselves, some of food's roles have not changed much over time. Worldwide, humans all still need the same forty to fifty different nutrients, and can survive only on diets that provide those – something that hasn't changed much in 40,000 years. Those species which evolved with big brains (preeminently humans) have small stomachs, because they can find quality foods. Those with small brains (herbivores) need big stomachs where millions of bacteria can covert low grade foods – grass, leaves – into life sustaining nourishment.
For omnivores, pleasure is central to eating, and variety is central to pleasure. Many primate males use gifts of food to gain sexual favors, as humans, on dates and at dinner parties, continue to barter meat and wine for sex or friendship.
But if some of food's effects continue unchanged, most shifted, and shifted dramatically, after 11,000 B.C. That was when humans began turning from hunter-gathering to agriculture, in all but the most inhospitable of earth's environments. After their switch to agriculture, humans had poorer teeth, lost stature and led sicklier lives. So it's worth asking what happened and why the switch was made.
And because we share food, we can use it to control others. Our earliest ancestors used food as barter, though only among modern humans does denying food yield power – think of the great political fasters, like Gandhi.
Allport's answer is: because hunter-gatherers became too successful. They expanded until they filled every desirable niche on earth. Those who learned to domesticate and cultivate grains were able to pass their knowledge on. And since a cultivated acre can support a hundred times as many folks as a wild one, world population began its climb to its present dizzying heights.
Allport touches on many interesting food topics – gorillas fed meat and eggs grew obese and suffered arteriosclerosis; human females, generally smaller than males, store more body fat, essential for healthy birthing; carbohydrates are the best brain foods, not proteins; the chief purpose of cooking, initially, was to detoxify foods; 90% of us are right-handed, probably because early females
With agriculture came settlement and crowding, with all their attendant ills – increased pollution, disease, famine, war, slavery, men's domination of women, and destruction of wild nature. And these continue to the present.
carried infants in their left arms and gathered food with their right.
At the end she asks, can we super-successful food producers survive without wiping out every other life form? If we continue to need insects to pollinate crops, and plants to provide oxygen, maybe. And if we learn to adjust populations to resources, and to care about wild things for their own sakes. We learned to share food to survive; now we need to learn to share the planet. | <urn:uuid:ec473f9e-425a-459b-beb5-fd26d8147268> | CC-MAIN-2024-51 | https://ucanr.edu/sites/Shasta_College_Master_Gardener/files/225356.pdf | 2024-12-05T10:30:33+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00783.warc.gz | 549,144,702 | 791 | eng_Latn | eng_Latn | 0.998353 | eng_Latn | 0.998362 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1666,
3286,
3739
] | [
2.25
] | 1 | 0 |
CHEMICAL and BIOMOLECULAR ENGINEERING 140 Exam 1
Friday, September 27, 2018 Closed Book
Name: _______________________
Section: ______________
Student ID Number: ____________________
Person to your left: ____________________ Person to your right: ____________________
Total score: ________________ /100
Problem 1: _________ /30
Problem 2: _________ /35
Problem 3: _________ /35
1. Short Answer. 3 points each Note: questions are underlined - answer all questions.
a) In a steady state flow reactor, the time rates of change of all reactants and products are all zero. Explain, using the general material balance equation, how can there be any reaction if the species concentrations are not changing with time.
b) It is generally possible to achieve maximum conversion of a desired product in a chemical reactor if the residence time is large enough. Why is this generally not the way industrial chemical reactors are designed to be operated?
c) Sketch a distillation column, including the feed line, the column itself, the reboiler and the condenser and the two outlet streams. What is the physical basis for separation using distillation?
d) What is the physical basis for separation using crystallization?
e) Three chemical species (A, B and C) are involved in a three separate chemical reactions (1, 2 and 3). Write the equations describing the mole numbers of each species in terms of the extents of each reaction and the appropriate stoichiometric coefficients. (This can be done using a single equation with subscripts if desired.)
f) What is the general material balance equation - in words - for atomic species entering and leaving a chemical reactor with flow?
g) A mixture of water and ethanol is placed in a closed drum and the mixture is maintained at a temperature and pressure that allows a vapor-liquid equilibrium to be established. Is any water moving from the vapor phase to the liquid phase at equilibrium? Explain.
h) A gas at temperature 300K flows into a furnace at volumetric flowrate 10 m 3 /s where it is heated to 900K. Assuming steady state, no reactions and constant pressure, derive the expression for the volumetric flowrate Q (m 3 ) out of the furnace.
i) A tank (volume V (m 3 ), cross sectional area A (m 2 )) is being filled with a liquid (density (kg/m 3 )) with an inlet flow rate of Q0 (m 3 /min), and an outlet flowrate of Q (m 3 /min). Derive an expression for the time rate of change of liquid height (i.e. 𝑑ℎ 𝑑𝑡 ) in the tank.
j) If a reversible chemical reaction A B takes place in the tank of problem i (assuming steady state here), what is the quantity that will determine if this reaction approaches equilibrium?
2. You have been hired at a chemical plant to work on a crystallization process with Sodium Sulfate in a water stream. The inlet is fed to a Crystallizer/Filter which results in a filtrate stream (Stream 6, which is mostly Sodium Sulfate), and an effluent stream (stream 3 which is mostly water) which is mixed back with the feed stream after some of the stream is purged. The wet Sodium Sulfate crystals are then sent to a drier where most of the water is pulled off.
Your boss has told you he is suspicious that the upstream process is not operating correctly and the concentration of Sodium Sulfate is different than it should be. You know that the feed stream is coming in at 360 kg/hr, and you're producing 100 kg/hr of the solid which contains 0.2% water. The concentration of the purge stream (stream 4) is 94% water, and stream 8 is pure water. Your boss told you that based on some tests they have done so far they know that 12% of the wet solid's weight is lost from drying (you may assume that all of the mass lost is water, which is represented by stream 8). Additionally, you know that 80% of the sodium sulfate entering the crystallizer, goes to the wet solid leaving the filter.
a) Solve for the concentration of Sodium Sulphate in the feed stream. (16 points)
b) The amount of Sodium Sulphate is close to what your boss was expecting, but they want to be sure that this new level of Sodium Sulphate won’t exceed the tolerances of the crystallizer. The maximum concentration of Sodium Sulphate the crystallizer can handle is 25% by mass. Solve for the mass percent of Sodium Sulphate in the stream feeding to the crystallizer. If you were unable to solve part a, assume the concentration of sodium sulphate in the feed stream is 25% by mass. (14 points)
c) Your boss decides they would like to lower the mass percent of Sodium Sulphate in the stream going to the crystallizer. What could you change about the process to accomplish this (not including changing the mass percent in the feed stream? (5 points)
3. (35 points)
a) Water gas shift is an important industrial reaction. CO+ H2O CO2 + H2 If 20 mol/min H2O and 15 mol/min CO are fed to a reactor running this reaction, what is the limiting reactant? (1 point) What is the percent excess of the other reactant? (3 points)
b) At 100% conversion, how many mol/min of CO2 would be produced? How many mol/min of H2 would be produced? (3 points)
c) The equilibrium constant for this reaction is 6.0. You can assume your reaction from part (a) is elementary. What is the extent of reaction? HINT: quadratic formula is 𝑥= −𝑏±√(𝑏 2 −4𝑎𝑐) (6 points)
$$2𝑎$$
d) What is the fractional conversion of CO? (3 points) What is the fractional conversion of H2O? (3 points)
e) Carbon monoxide and water can also react to form hydrocarbons. Write a balanced reaction for the production of ethanol (C2H5OH), H2, and O2 from CO and H2O. (3 points)
f) Assuming the equilibrium from part (c) is maintained, what is the maximum amount of ethanol that could be produced? (4 points)
g) If the amount of ethanol you found in part (f) is produced, what is the selectivity for CO2? (3 points)
h) Natalie and Zach both calculate the fractional yield of ethanol and get 1.0 and 0.3, respectively. Write out equations for each calculated value of yield. Explain the difference between the two equations. (6 points) | <urn:uuid:62a2404e-c1a9-4c38-80f2-f4c29979941e> | CC-MAIN-2024-51 | https://tbp.studentorg.berkeley.edu/exams/6616/download/ | 2024-12-05T10:26:06+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00787.warc.gz | 529,854,030 | 1,450 | eng_Latn | eng_Latn | 0.900295 | eng_Latn | 0.996323 | [
"hau_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
385,
1151,
1950,
2678,
3957,
4706,
5418,
6049
] | [
2.203125
] | 1 | 0 |
Dragonfly: Impact Education
Thrive 365
Did you know?
What used to be known as 'school refusal' refers to when a child's anxiety reaches a level where they can't go to school.
It's now called Emotionally Based School Avoidance (EBSA) because 'school refusal' makes it sound like the child's choice not to attend. This is 'within child deficit' - which means assuming it is the child/young person who needs to change or be 'fixed' rather than their environment.
https://www.supportservicesforeducation.co.uk/Page/20029
A meeting between a member of staff from the school, the child and a parent can help to begin form a plan of what can be adapted to reduce some of the anxiety.
Tailored plan
The stress hormone cortisol is often higher in the morning (to help get us out of bed!), however this can make feelings of anxiety worse in the mornings. It can therefore be helpful to focus on morning routines to start with - maybe arriving 10 minutes early to do a 'job' or chat with a mentor. This also provides them with a 'safe space' in the school.
www.dragonflyimpact.co.uk www.dragonflyimpact.com/how-we-can-help
@dragonflyimpact
Exploring reasons
There are lots of possible reasons for a child's level of anxiety to build to the point that they don't feel able to go to school. These might be to do with the school environment - perhaps it's related to SEND, or social problems in school. Or, it might be because of family breakdown, or bereavement.
Sometimes the child can't express why they are anxious. Rather than ask 'what's wrong?', Young Minds recommend drawing an 'anxiety iceberg' with them. Here's a video explaining how: https://youtu.be/s5IqvDmJ9I
Build on strengths
It can be helpful to normalise anxiety and let children (and parents) know that school is a demanding place, so lots of people feel anxious from time to time.
Work with the young person's strengths and areas of interest and resilience - point out past successes and positive relationships. Then build these things into a support plan. For example, if a young person has had past success in maths, part of the plan might be the initially coming in for these lessons and building from there.
Email: email@example.com
Islands in the Stream:
in Schools
Senior Mental Health Leads by Claire Pass & Rachael Bushby | <urn:uuid:0fd71c2d-0499-4fcc-b399-2985eb04ad16> | CC-MAIN-2024-51 | http://stanford.oxon.sch.uk/Mental%20Health/Mental%20Health%20Support%20-%20Emotionally%20Based%20School%20Avoidance.pdf | 2024-12-05T11:05:16+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00794.warc.gz | 28,573,793 | 520 | eng_Latn | eng_Latn | 0.999311 | eng_Latn | 0.999311 | [
"eng_Latn"
] | false | docling | [
2316
] | [
3.078125
] | 2 | 0 |
LEARNING STYLES INVENTORY
TECHNICAL MANUAL
CONTENTS
1
LSI
THEORETICAL OVERVIEW
THE CONCEPT OF LEARNING STYLE AND ITS ROLE IN EDUCATIONAL ASSESSMENT
Different people have different ways in which they prefer to learn. For example, while some people may prefer to learn by reading about things, or by quiet contemplation or self-reflection, others may prefer to learn through direct action or hands-on experience. Learning by direct action or experience might, for some people, involve learning: by making things, by trial and error or through experimentation. Moreover, while some people may prefer to learn via self-directed study, others may prefer to learn by participating in discussion groups, tutorials or study groups. In this way each person's preferred way of learning is likely to be different from the next person's. Most importantly, there are no good or bad, right or wrong learning styles, just different preferred ways of learning; just as some people prefer rock music to rap, or folk music to classical music.
A person's preferred way of learning, or Learning Style, is independent of the material being studied; with it being a characteristic of the person rather than the subject matter. Although some subjects may be more readily approached via one Learning Style than by another (e.g., mathematics typically lends itself most naturally to contemplation and private self-study) any subject area can, with sufficient imagination, be approached from any Learning Style (e.g., modern approaches to maths' teaching may involve experimentation with numbers, maps, areas, etc. or group study). For example, while one engineering student may prefer to get to grips with an engineering problem by exploring mathematical or theoretical solutions to the problem, another may prefer to develop an understanding of the problem through experimen- tation or by constructing prototype solutions. In this way each person has their own learning style, which they are likely to express whenever they are given the freedom to learn new material in the way that is most natural for them. However, as is true of all preferences, as person's preferred Learning Style may not always be evident from their behaviour. Just as people may not always feel free to listen to the music of their choice (if for example they are under social pressure from their peers to listen to rap music, or pressure from their parents to listen to classical music) so too people may not always be able to express their preferred Learning Style. For example, they may have been taught as children to value academic study over experimentation, or group discussion may be frowned upon in the educational institution where they are studying in preference for selfdirected study. Thus, not only may some people not have the opportunity to express their preferred way of learning but they may also have little insight into or understanding of their Learning Style.
What makes understanding your Learning Style important is that in order to maximise your learning potential you have to approach learning new material in a way that is consistent with your Leaning Style. One reason why many people have difficulty learning particular subjects is because they have always approached learning these subjects in the wrong way. They may for example always have found learning languages difficult because they have tried to learn grammar, memorise lists of words and translate passages of text, when they prefer learning by experience rather than learning by reading, quiet contemplation and reflection. Moreover, given the difficulties they may have had learning a language through reading and reflection they may have come to the conclusion that they are bad at learning languages when in fact they are not bad at learning languages, it is just that they have gone about learning languages the wrong way.
However, your preferred way of learning (your Learning Style) is more important than other preferences, such as your preference for different styles of music. This is because your Learning Style affects how efficiently you learn. Specifically, you will be able to learn something most easily if it is taught in a way that is consistent with your Learning Style. So, for example, if you are trying to learn a foreign language, and you prefer learning by reading about things, you are likely to learn the language best by reading about the language's grammar, by memorising lists of words, translating passages of text, etc. However, if you learn best by direct experience, you will find it easiest to learn the language by using the language in real settings. This may involve role playing situations such as shopping and ordering food, listening to conversations and answering questions about what you have just heard, etc.
The function of the LSI is therefore to help people identify their Learning Style, so they are in a position to maximize their learning potential. To this end, the LSI is a self-assessment tool that has
4
been designed to be used in conjunction with a computer-generated report which describes your most preferred and least preferred ways of learning, and how you can use this information to maximise your learning potential.
LEARNING STYLES ASSESSED BY THE LSI
ABSTRACT
HOLISTIC
This scale assesses a preference for learning about abstract theoretical subjects. Having an extremely strong interest in intellectual matters, people who show this preference are likely to greatly enjoy participating in theoretical debates and discussions. Moreover, when participating in such discussions they are likely to be strongly motivated to ask profound, penetrating questions that focus on core conceptual issues. They may find themselves becoming so engrossed in their own thoughts that they lose track of practical realities and may have difficulty staying focussed, possibly tending to go off on tangents that catch their vivid imagination. Believing that there is nothing more useful than a good theory, they will be motivated to understand the core theoretical concepts, and fundamental principles, that underlie any problem. As a result, they will greatly enjoy spending time exploring conceptual issues
CONCRETE
This scale assesses a preference for taking a direct, practical and hands-on approach to learning. Being extremely realistic and down-to-earth by nature, people who show this preference are likely to be at their most productive when learning material that has an obvious use and can be easily put into practice. Being strongly inclined to concentrate on the practical issues at hand, they are likely to prefer to focus on how to make things work, rather than ask deeper conceptual questions about why things work. When learning something new they will be inclined to question its practical value and to be strongly motivated to explore ways in which the material they are learning can be put to direct use. They are likely to appreciate being given clear demonstrations, and real-world examples, of how things work in practice. Having an extremely welldeveloped sense of what is useful, realistic and practical, they will be strongly motivated to focus on achieving tangible results and measurable outcomes.
This scale assesses a preference for focusing on the broader picture, and for developing a conceptual overview of the material being s t u d i e d . People who show this preference are likely to be open and flexible in their approach to problem solving, and to enjoy the challenge of resolving problems as they occur. Bringing a strategic approaching to learning, they are unlikely to be greatly concerned about diligently following set procedures and protocols. Being spontaneous, and possibly tending on occasion to be a little impulsive, they may be inclined to reject tried and tested methods out of hand. Greatly valuing flexibility, and the capacity to adapt to changing circumstances as they arise, they are likely to question the value of well-structured, codified approaches to problem solving. Adaptable and open to change, they will adapt quickly to new learning situations. Having a keen eye for discerning patterns and relationships in the material they are studying, they will be motivated to find links between seemingly disparate areas and to discover patterns that bring order and structure to the subject material.
SERIAL
This scale assesses a preference for focusing on the fine details of the material being studied. Appreciating the value of adhering to well d efined procedures and systems, people who show this preference will want the material they are learning to be presented in a well-structured, organized manner. They will be motivated to get a clear grasp of all the key details and points they are studying, before attempting to place this material in its broader context. Being diligent, and having a strong sense of duty and responsibility, they are likely to be happy to persevere with even the most boring and mundane tasks. Being well organized, and approaching work in a highly structured manner, they will be keen to make detailed notes, study plans and time tables, and will want to have clear, well-defined learning goals and objectives. Inclined to set themselves high standards, they may sometimes be so keen to find
the perfection solution to a problem that they overlook less elegant but nonetheless acceptable compromises. Greatly valuing accuracy, and being motivated to attend to detail, they are likely to double check all their work to ensure that you have not made careless errors.
ACTING
This scale assesses a preference for learning by direct experience and action. People who show this preference tend to have a lot of energy, and are likely to be active, involved and participative. As a result, they may quickly become bored and restless if there are not lots of activities for them to become engaged in. They enjoy learning by experimentation and through trial and error and will want to become actively involved in the learning process. They will tend to be at their most productive when participating in experiential learning tasks and exercises. They are strongly inclined to think on their feet and will throw themselves into new learning situations in a direct, participative manner. Having high levels of energy and enthusiasm, they will quickly become actively engaged with a topic or problem. Greatly valuing variety and change, they are likely to be motivated to seek out new and varied learning opportunities, and to savour learning experiences they have not tried before.
REFLECTING
This scale assesses a preference for learning by guided instruction, private study and quiet contemplation. People who show this preference tend to be happy researching topics in depth in the library, and spending time reading around a subject at length. They like to make the time to quietly reflect on the material they are learning and think things through before experimenting with different solutions. As a result, they are not quick to express their views. They are inclined to prefer studying in a formal classroom context, rather than working in an experiential group setting. When participating in experiential group work they are likely to prefer to sit back and reflect on what others are saying, rather than throw themselves into the group process. Reflective, and possibly a little introspective by nature, they are likely to be at their most productive when they have time to quietly reflect on what they are learning rather than have to actively participate in group learning tasks.
PSYCHOMETRIC PROPERTIES OF THE LSI
INTRODUCTION
This chapter presents data on the psychometric properties of the LSI. These data demonstrate that the LSI meets the necessary technical requirements with regard to standardization, reliability and validity, to ensure that this instrument can be used with confidence to aid self-assessment and facilitate personal learning development. Before presenting the data on the psychometric properties of the LSI, the concepts of standardization, reliability and validity will be briefly explained.
INTRODUCTION
Normative data allows us to compare an individual's score on a standardised scale against the scores obtained from a clearly defined group of respondents (e.g., adult learners, the general population, etc.). To enable any respondent's scores on the LSI to be meaningfully interpreted, the test was standardised against a group of people similar to those the test has been developed to be used by (e.g., learners from a wide range of ages and skill levels.). Such standardisation ensures that the scores obtained on the LSI can be meaningfully interpreted by referring them to a relevant score distribution.
RELIABILITY
The reliability of a test assesses the extent to which variation in the test's scores is due to true differences between people on the characteristics being measured – in this case a set of 6 learning styles – or to random measurement error. Reliability is generally assessed using one of two different methods; one assesses the stability of the test's scores over time, the other assesses the internal consistency, or homogeneity, of the test's items.
Reliability: Stability
Also known as test-retest reliability, this method for assessing a test's reliability involves determining the extent to which a group of people obtain similar scores on a test when it is administered at two points in time. With regard to learning style, we would expect a person's scores on a learning style test to be relatively stable over time, as a person's preferred learning style is unlikely to change over time. Thus, if the test were perfectly reliable, that is to say test scores were not influenced by any random error, respondents would be expected to obtain the same scores each time the test was administered, as their learning style should not have changed over time. In this way, the extent to which respondents' scores are unstable over time can be used to estimate the test's reliability. Stability coefficients therefore provide an important indicator of a test's likely usefulness. If these coefficients are low (less than 0.6 for preference tests) then this suggests that the test is not a reliable measure, and is therefore of little practical use for aiding self-assessment and personal learning development.
Reliability: Internal Consistency
Also known as item homogeneity, this method for assessing a test's reliability involves determining the extent to which, if people score one way on a given test item (e.g., respond to one item so as to indicate a preference for active learning) they will respond in the same way to the other items on the test that measure the same construct (e.g., respond in a way that indicates a preference for active learning on the other test items). If each of the test's items were perfectly reliable (i.e., scores were not influenced by random error), then respondents should answer the test's items in a consistent manner across all the items that assess the same learning style. In this way, the extent to which respondents' scores on each item on a given personality factor are correlated with each other can be used to estimate the test's reliability.
The most common measure of internal consistency reliability is Cronbach's alpha coefficient. If the items on a scale have high intercorrelations with each other, then the test is said to have a high level of internal consistency (reliability) and the alpha coefficient will be high. Thus, a high coefficient alpha indicates that the test's items are all measuring the same thing, and are not greatly influenced by random measurement error, while a low alpha coefficient suggests that either the scale's items are measuring different attributes, or the presence of significant random
error. If the alpha coefficient is low (less than 0.6 for preference tests), this indicates that the test is not a reliable measure, and is therefore of little practical use for aiding self-assessment and personal learning development.
VALIDITY
The fact that a test is reliable only means that the test is consistency measuring a construct, it does not indicate what construct the test is consistently measuring. The concept of validity addresses this issue. As Kline (1993) notes "a test is said to be valid if it measures what it claims to measure".
An important point to note is that a test's reliability sets an upper limit for its validity. That is to say a test cannot be more valid than it is reliable, because if it is not consistently measuring a construct it cannot be consistently measuring the construct it was developed to assess. (Thus a test's reliability is typically assessed before the question of its validity is addressed.) There are two principal methods for examining a test's validity.
Validity: Construct Validity
Construct validity assesses whether the characteristic which a test is measuring is psychologically meaningful and consistent with how that construct is defined. The most common way to assess the construct validity of a test is by demonstrating that the test correlates other major tests which measure related constructs and does not correlate with tests that measure different constructs. (This is sometimes referred to as a test's convergent and discriminate validity). Thus demonstrating that a test which measures extraversion is more strongly correlated with an alternative measure of extraversion than it is with a measure of conscientiousness would be evidence of the test's construct validity.
Validity: Criterion Validity
This method for assessing the validity of a test involves demonstrating that the test meaningfully predicts some real-world criterion. For example, a valid test of extraversion might be expected to predict success in sales roles, while a valid test of conscientiousness might be expected to predict success in administrative roles. Moreover, there are two types of criterion validity - predictive validity and concurrent validity. Predictive validity assesses whether a test is capable of predicting an agreed criterion which will be available at some future point in time - e.g., can a test of extraversion predict the future sales success of job applicants. Concurrent validity, on the other hand, assesses whether a test can be used to predict a criterion which is available at the same time as the test was completed - e.g., can a test of extraversion predict current (rather than future) sales success.
INTERNAL CONSISTENCY OF THE LSI SCALES
Table 1 presents the alpha coefficients for each of the three LSI scales, on a sample of 120 trainees. Inspection of this table indicates that each of these scales has acceptable levels of internal consistency, with these alpha coefficients being high for such short scales.
| Scale | Alpha coefficient |
|---|---|
| Abstract-Concrete Holistic-Serial Acting-Reflecting | .70 .76 .69 |
Table 2 presents the alpha coefficients for each of the three LSI scales, on a sample of 105 undergraduates. Inspection of this table indicates that each of these scales has acceptable levels of internal consistency, with these alpha coefficients being high for such short scales.
| Scale | Alpha coefficient |
|---|---|
| Abstract-Concrete Holistic-Serial Acting-Reflecting | .71 .75 .68 |
CONSTRUCT VALIDITY OF THE LSI SCALES
The relationship between the LSI and the JTI
The Jung Type Indicator (JTI) classifies people into one of the sixteen Jungian Types via their scores on four bi-polar scales. These scales are Extraversion versus Introversion (EI), Sensing versus iNtuiting (SN), Thinking versus Feeling (TF) and Judging versus Perceiving (JP). Jung's theory of personally is, in many ways, conceptually similar to the notion of Learning Style. Unlike trait theories of personality, which assess typical patterns of personality, Jung's dimensions of personality assess the way an individual prefer to
7
8
process information. Thus, extraverts are characterised by their preference for focussing on the outer world, whereas introverts are characterised by their preference for focussing on the inner subjective world. Sensing types prefer to process the world through their senses, with them focussing on real world facts and experiences, while iNtuiting types prefer to process the world through intuition, with them focussing on intuiting abstract patterns and relationships. Judging types prefer to judge and evaluate the world, focussing on the details of a task, while Sensing types prefer to take a "broad brush approach", focussing perceiving the overall patterns inherit in the "big picture". Given the theoretical similarities between Jung's Typology and the concept of Learning Style, the correlations between the LSI and the JTI provide a useful test of the construct validity of the three LSI scales. Table 3 presents the correlations between these two measures. Inspection of this table indicates good convergent and discriminate validly for the LSI. The JTI dimension iNuiting correlates substantially with the Abstract-Concrete scale of the LSI, reflecting the fact that both of these scales assess a preference for the abstract and theoretical over the concrete and practical. Similarly, the JTI dimension Perceiving c o r r e l a te s substantially with the HolisticSerial scale of the LSI, reflecting the fact that both of these scales assess a preference for focussing on the bigger picture rather than attending to details. Moreover, the JTI dimension Extraversion, with its emphasis on focussing on the outer world, was found to correlate significantly with the Acting-Reflecting scale of the LSI, as would be predicted. Finally, there were no other significant correlations between any of the LSI and JTI scales, thus supporting the discriminant validity of these scales.
The relationship between the LSI and the OIP+
The LSI scales were correlated (n=207) with the dimensions assessed by the OIP+. The OIP+ is designed to assess both personality and vocational interests with the aim of facilitating careers guidance. While not directly assessing Learning Style, the dimensions it assesses would nonetheless be expected to be associated with a person's preferred Learning Style, and correlations between the LSI and OIP+ can therefore provide some useful evidence of the construct validity of the LSI. The LSI scale Abstract-Concrete was found to be correlated with the OIP+ scale Openness (.37), indicating that a preference for learning about abstract theoretical ideas was correlated with the tendency to be more psychologically open and freethinking than those who have a more Concrete Learning Style. This correlation is consistent with the definition of an AbstractConcrete Learning Style, and therefore provides support for the validity of this LSI scale. The Holistic-Serial scale of the LSI was found to be correlated (.44) with the Conscientiousness dimension of the OIP+, indicating that people who prefer a Serial Learning Style are inclined to be more detail-conscious than are those who prefer a Holistic Learning style. This correlation is consistent with the definition of this learning style and therefore provides support for the validity of this LSI scale.
The relationship between the LSI and the ART
A sample of 143 undergraduates completed the LSI along with the Abstract Reasoning Test (ART). The abstract reasoning test assesses a respondent's ability to perceive the logical patterns and relations in a series of abstract diagrams, and infer from these the next pattern in the sequence. As such we would expect there to be small, but nonetheless a significant and meaningful pattern of correlations between abstract reasoning ability and learning style. As would be predicted, a more abstract rather than concrete learning style was correlated with abstract reasoning ability (r=.29, p<.001), as was a more Holistic rather than a more Serial (i.e., focussing on the "big picture" rather than fine details) learning style (r=.23, p<.001). These results therefore provide further support for the construct validity of the LSI.
Holistic
.01
.02
.52
.05
9
9 | <urn:uuid:a12ce095-1c14-4fa0-b3c2-f77c998c7e90> | CC-MAIN-2024-51 | http://psytech.com/content/TechnicalManuals/EN/Learning%20Styles%20Inventory.pdf | 2024-12-05T09:40:34+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00794.warc.gz | 24,314,003 | 4,678 | eng_Latn | eng_Latn | 0.995581 | eng_Latn | 0.9974 | [
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
43,
56,
61,
5005,
9291,
11585,
15841,
19970,
24145,
24175,
24181
] | [
2.59375,
0.9609375
] | 2 | 0 |
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1991 Volume I: Regions and Regionalism in the United States: Studies in the History andCultures of the South, The Northeast and the American Southwest
African American Literature: A Contrast between North and South
Curriculum Unit 91.01.07 by Beverly White
Introduction
An aim of this curriculum unit is to have students discover the correlation between the characteristics of people and a region. Each region of our country has its own set of values that are unique to that section of the country. These values influence the characteristics of the life and the people of a particular region. The two regions that I will be concerned with are the North and the South.
Southerners are described as family-oriented, friendly, hospitable and loyal. They are said to be more religious, secure and approachable. Southerners also are thought to be naive, culturally deprived and not as competitive, focused and aggressive as their Northern counterparts. Blacks from the South have a stronger self-identity, and are more comfortable with their Blackness. Ralph Moore, an entrepreneur and native of Chicago, says "In the South you know you are Black and you accept that fact and, consequently you are more comfortable with your Blackness." 1
Words like energetic and aggressive are used to characterize Northern Blacks, who are perceived to be more sophisticated, fashionable, more culturally aware and enterprising. Northerners also are viewed as callous, skeptical and suspicious. Due to the stressful environment of the urban North people are more afraid, less friendly and less open to others. "Many Blacks in the North gravitate toward white social values and even try to cut ties to the Black community and ignore the impact of skin color," says Ralph Moore. 2
I hope to make students aware of these regional characteristics through the prose and poetry that we will cover in the unit. For example, George Wylie Henderson's Ollie Miss gives an accurate picture of the values held in high esteem by rural Southern Blacks such as they were very religious, respectful, humble, hardworking and had high moral and ethical standards.
On the other hand Blacks who had migrated North found themselves in an alien setting where they felt it necessary to shed their "down home" image for a more accepted city persona that extolled materialistic, hedonistic, deceptive and hypocritical behaviors. A novel that is illustrative of these characteristics and contains some measure of the urban experience is The Autobiography of Malcolm X .
Another aim of this unit will be to acquaint students with the terms Great Migration and the Harlem
Renaissance. I feel that it is important for the development of their personal pride and sense of identity that they be aware of their family origins. The migration north would be made to come alive and not just another term to learn if in talking to family members they discovered that their family is in New Haven because their ancestors left the South during the migration period.
When Blacks left the South they expected to find the "promised land" in the North, but in many instances they traded one type of slavery and drudgery for another only this time in an urban setting. The gloomy side of the black urban experience was the disappointment in not finding a utopia. Also many discarded their moral upbringing to take on the "evil" ways of the North. I want my students to realize (especially the minority students who experience many negative situations in their lives that there is always a bright side of life and one is not doomed) that there was an extremely positive side of the Northern experience, namely the Harlem Renaissance.
In the 1920's urban Blacks expressed themselves culturally in this artistic and literary movement. I would want my students to first become acquainted with the term and its meaning. Then I would want them to gain an appreciation for the people and their works who were the players in this modern renaissance such as the writers Langston Hughes, James Weldon Johnson, W. E. B. Du Bois, Countee Cullen, Jean Toomer, Zora Neale Hurston, Claude McKay and Richard Wright. In the curriculum unit I will use either the prose or the poetry of these writers.
Although I teach freshmen, sophomores and juniors I would tend to use a unit such as this with the eleventh graders. At the high school where I teach we coordinate the teaching of history and English. Students take American history in their junior year; therefore, this unit would fit in well with the history because the literature that I would be using is American. Not only would students read American literature, they would be able to relate the prose or poetry to a period in history. They would be able to know what was happening in our country at the time a piece of literature was written or set.
The unit should take from half a marking period (5 weeks) to an entire marking period (10 weeks) depending upon the level of the students and how much of the unit and in what detail the teacher would want to cover it. An appropriate time of year to begin the unit would be during the second semester in February which is Black History Month. I work with a large population of Black students who would benefit from knowing about their heritage in the United States. I find that so many young people limit their interests to the here and now. But the knowledge gained from the past, especially when it shows how a group of people triumphed and were able to blossom in a hostile environment, would build pride and lift self-esteem.
This curriculum unit can be divided into four sections. The first section gives the introduction to the unit. The second section outlines a history of Black Americans, their life in the rural South through the period when they migrated to the urban North. The second section of history is interspersed with examples of literature that are appropriate for the period and with questions and activities.
The third section will include the Harlem Renaissance and sample lesson plans. The final section will contain an annotated bibliography for students and teachers.
History, Literature, Activities and Questions
After the civil War the majority of Black Americans lived in the rural South. Although these people were no longer slaves, their former owners sought to control them through sharecropping and tenancy. The newly freed blacks wanted nothing more than to escape from the plantation, have their own farm and decide how
their families lived and worked. In order to reach these goals they needed land.
The government intervened and thousands of 40-acre plots were distributed to Black families with the thought that legislation would help the families purchase the land, but in many instances the blacks were evicted from the land due to lack of material assistance.
Despite the failure of the government concerning land for blacks, many people were able to purchase farms. But for the majority of people just emerging from slavery, economically deprived, even the low land prices were more than they could afford.
The newly-freed, landless, former slaves seemed to provide the solution to the question of what would replace slavery. The planter was in a difficult position. He still had his land, but it was worthless if he could not get the labor to work it.
The practice followed by Southern planters to get the necessary labor to work the land was sharecropping. In this system the planter paid the worker with a share of the crop at the end of the year rather than cash every day, week or month. The Black worker and his family were assigned a plot of land to till. To an outside observer the site looked like a family farm even though the farmer did not own the land.
In time this arrangement began to resemble slavery. The sharecropper was not given money for his labor, only part of the crop at the end of the season. In the meantime he needed credit to buy the necessities for himself and his family. He received credit from the local merchants. The goods that he purchased on credit were marked up much higher than those bought with cash. Therefore, the slavery was imposed through an endless cycle of debt. Given these extraordinary credit costs it is easy to see how Southern sharecroppers found it difficult to make ends meet.
In an effort to make the idea of credit and debt, taken from the sharecropper's situation, seem relevant to the students I would invite a credit counselor to spread about managing money and credit so that they would have some financial Guidelines for taking control of their present and future finances.
A novel that I would like to use with the students this time would be George Wylie Henderson's Ollie Miss because it gives an accurate view of life on a rural Southern farm. Uncle Alex, the proprietor of the farm where Ollie Miss works, is one of the fortunate blacks who were able to scrape together enough money to purchase a farm.
Ollie is very respectful and kind to Uncle Alex and to all of the other workers on the farm, although she is not always treated kindly by some of the women. She is a proud, hard-working woman of a few words who labors untiringly in Uncle Alex's fields. She makes no demands on others other than to be left alone to live her life as she sees fit. Her high moral standards are reflected in the manner in which she rebuffs the advances of the men on the farm who desire a sexual relationship with her. Ollie is physically strong and attractive and possesses a voluptuous body. She has no desire for any of these men because her heart belongs to Jule.
In the novel we see the social and religious life of the farm workers. After the crops were harvested there was leisure time and the camp meeting was held. People would flock to the meeting site in a merry mood because they could rest from their labor in the fields and have a good time greeting friends, having romantic liaisons, and at the same time meet their religious obligations.
In her book, Plantation Mistress , Catherine Clinton commented that the camp meetings attracted enthusiastic crowds. These religious celebrations served social as well as spiritual needs. Many of the attendees said that the camp meetings created a festival atmosphere. All kinds of things went on outside of the church, such as people getting into fights, vendors selling food, couples taking romantic moonlight walks and having a jolly time generally. She goes on to say that it was hard to tell whether these meetings resulted in good or evil. 3
Here is a list of general questions and writing activities for Ollie Miss
1. Choose any one of the main characters to analyze. Write a character analysis.
2. Write a detailed description of Southern rural life as seen in Ollie Miss.
3. Ollie rejects the sexual advances of the men who work on the farm What does this reveal about her character?
4. This novel takes place in rural Alabama in the late 1920's or early 1930's when there was a good deal of racial prejudice in the South. How do blacks and whites get along? Give some specific examples.
5. Describe any incidents of violence in the novel. Does the violence come from within or without of the black community?
6. Why does the pregnant Ollie allow Jule to leave her?
7. Explain in your own words what Ollie is telling Jule on pages 272-273.
Another example of literature with a Southern setting is Langston Hughes' "Red-Headed Baby." 4 This short story with a sexual theme deals with an exploitive black/white relationship. These relationships were of a clandestine nature which overtly resulted in the birth of many mulatto children. I would be using this unit with eleventh graders who would be mature enough to handle this strong material.
"Red-Headed Baby" is set in an impoverished rural area of Florida. The story opens with Clarence, a white seaman on a "tramp" ship, coming to visit a Black girl, Betsy, he visited three years earlier. The docking area is so barren and poor that there is nothing to do "except get drunk and go out and sleep with niggers."
It is evident that Betsy and her old mother earn their living from Betsy's prostitution with white clientele, because when Clarence comes up the walkway Betsy's mother says, "I knowed you was some white man comin' up de walk," Clarence thinks, "Same old woman, wrinkled as hell, and still don't care where the money comes from."
Betsy is described as a "Young yellow girl in a white house dress. Oiled hair, Skin like an autumn moon. Goldripe young yellow girl with a white house dress to her knees. Soft plump bare legs, color of the moon."
Betsy's mother pours Clarence a drink and he is set to stay all night. Their night of greatly anticipated revelry is disrupted when Betsy's red-headed child peeps into the room and is seen by Clarence. The child naturally gravitates toward Clarence out of curiosity because they both share the same red hair. Clarence becomes enraged when the little boy, who is obviously his son, grabs his legs. Clarence immediately wishes to leave this unpleasant situation because he wants no responsibility and nothing to do with the half-black, illegitimate child. He pays for the liquor and leaves, never to return.
After reading this short story there could be a class discussion, writing essays or preparing a debate using the relevant topics that follow.
1. Your opinion of interracial relationships.
2. Some people would like to see prostitution legalized. Would you? Why or why not?
3. Teenage pregnancy.
4. The responsibilities of parents in a situation involving a child born out of wedlock.
5. In what ways were Betsy, her mother and the child victimized by society and Clarence?
The Southern Black farmworker was in an intolerable financial situation. Countless numbers of them viewed the North as a place of bettering their condition. Spurred on by news of opportunities and favorable conditions in the North, floods, the boll weevil, and credit contracts they could never satisfy, blacks moved from the South. Jim Crow, lynchings and discrimination also gave impetus to the movement North. For the first time thousands of Black people looked to industrial work rather than landownership in their quest to enjoy the privileges of American citizenship.
Nearly one-half million Black Southerners headed north between 1915 and 1920. Many white Southerners saw the Great Migration as a direct threat to the economic system of the South. They responded to the movement by enacting laws designed to limit labor mobility, but their efforts were ineffective. By moving north, blacks destroyed the myth that they were docile, dependent and unambitious. Just migrating took aggressiveness, independence and ambition.
An appropriate novel for use at this time would be Richard Wright's Black Boy which is an autobiographical account of his life in the South. He suffers many indignities, but his spirit is never broken. He cannot bring himself to accept the low status, due to his race, conferred upon him by the South. He finds that he cannot live under the stifling conditions which want him to follow a certain path in life reserved for blacks only. He wants to express himself as a writer which he knows will not be accepted by his own people nor tolerated by the whites.
Richard knows that he will never realize his dream nor will he live long if he remains in the South. He makes plans to leave by working to accumulate the funds necessary for the trip. He tries some dishonest methods when tempted to do so by others, but soon realizes that the criminal way of life is not for him. He decides to work legitimately until he acquires his fare. To Richard the North symbolized freedom, life, and hope that "I might learn who I was, that I might be."
An activity that would coincide with Black Boy would be to have students write their own autobiographies. To keep the writing at a manageable level I would ask that the students focus their writing on a certain period in their lives or on a particular incident.
Another worthwhile assignment for students might be to research their own family histories by talking to their parents or an older family member to find out where their family migrated from, why they decided to move to New Haven, Connecticut, and how their new life here is better or worse than the one they left behind.
At this time I would share my own family history. My paternal grandparents lived in North Carolina where my grandfather worked as a sharecropper. My grandfather had a violent dispute with the landowner over a situation concerning the farm. My grandfather knew he had been treated unfairly and also realized that he had no other recourse He had stood up for what he saw as his rights, therefore it became difficult and somewhat dangerous for he and his family to remain on the farm. One night the whole family stealthily migrated north to Stamford, Connecticut where my grandfather later got a city construction job and my grandmother got employment at a small factory that made Cain's mayonnaise. Stamford was chosen because some relatives already lived there and my grandparents had heard through letters that it was a decent place to live and work.
Pushed by the failed cotton crops, unemployment after the collapse of the sharecropping system, increased racism, and the pull of better jobs and a better life, blacks migrated to Northern cities by the masses. In 1940 statistics revealed that over a million of the 3 million Black people in the North lived in four cities—New York, Chicago, Philadelphia and Detroit.
In the cities Black people were no longer involved in agricultural work, but were blue-collar workers in factories or service workers such as maids and janitors. Although blacks were on the lowest economical level on the Northern economic ladder, these low-status jobs were better than sharecropping. They brought higher pay, new skills, greater association with whites (which was always helpful if one was ever to enter the main stream), and participation in unions.
Urban life was lived at a faster pace and offered more freedom. Although racial segregation still existed, black life in the cities was less isolated and intimate than in the rural South. Black families seemed to grow apart.
Religious life changed and the rise of the "storefront" church represented the adoption of the rural church to city life. These churches were located in the poorest areas of the black community. Storefronts provided more intimate social contacts for the migrants than the larger city churches. Many of these churches were affiliated with holiness or spiritual sects. The churches provided the people a way of adjustment to city life. Practices such as faith healing and receiving the Holy Spirit were common in these churches and similar to practices found in the South.
A novel which would be valuable at this time would be Langston Hughes' Tambourines to Glory . This is the story of two Harlem women who open a storefront church when they discover that "This religious jive is something we can collect on." According to Hughes, Tambourines to Glory is "a fictional expose of certain ways in which religion is misused in large city communities today by various types of unscrupulous leaders who might be called 'gospel racketeers preying upon the gullibility of simple people."
Here are a list of questions to be used for testing purposes.
1. How do Laura and Essie improve their lives?
2. Trace the evolution of their church.
3. Describe the personalities of Essie and Laura. Use specific examples from the story to.support your statements.
4. What conflicts arise in the novel?
5. Who is murdered? Why?
6. What impact does it have on the church and on the lives of the two women?
The school where I teach is located on Dixwell Avenue where there are many small churches. I would have students each identify a local church and write a report on it from material gathered during an interview with the pastor or an officer of the church. Two students could work together if they wished. I would ask that their reports be given orally.
Over the years several flamboyant religious leaders have come and gone in Harlem such as Father Divine, Prophet Jones, Marcus Garvey, Elijah Muhammad and Daddy Grace. Most of their organizations lost prominence shortly after their deaths. The only groups to survive until today are Elijah Muhammad's Black Muslims and Daddy Grace's church organization The House of Prayer for All People. I would ask students to write a report on one of these individuals and what they hoped to accomplish through their organizations. This assignment would be optional, to be done for extra credit.
While black membership in churches decreased in the urban North and while the importance of the church as the center of social life declined as it competed with other forms of entertainment, including movies, clubs and other kinds of recreation; the church still remained a key institution in the lives of many Black people. In politics, no black candidate could ever hope to win without the support of the church community.
Another extra credit optional assignment would be to have students do a research paper on Congressmen Floyd Flake, Adam Clayton Powell or Reverend Jesse Jackson. All of the students will not do these extra credit assignments, but I always try to offer students a means of improving their grade.
Urban life influenced black music. The blues usually dealt with sadness over ill treatment by a lover or the wretchedness of life in general. The blues found its roots in the rural South, but in the North the blues form remained but the words mirrored the urban condition. A new church music called gospel music was formed in the North which incorporated into black church music the sounds of jazz and the blues. Thomas A. Dorsey, the Father of Gospel Music, said the music helped "to give Black people something to lift them out of that Depression . . . out of the muck and mire of poverty and loneliness, of being broke."
This would be the time to have students listen to examples of the blues by artists such as B.B. King and Bobby Blue Bland. They would also listen to gospel music by artists such as Mahalia Jackson, James Cleveland, Edwin Hawkins and others. There is a movie on videotape, Somebody Say Amen , which chronicles the life of Mother Bessie Ford Smith a gospel singer who helped many famous gospel singers get their start. Students would enjoy this video because the music is great! After listening and/or viewing we would talk about the messages in the music and the conditions of life to which they speak. We would also listen in an attempt to hear any strains of the blues in gospel music or vice versa.
Black family life was affected by the movement north. Initially, the urban family retained many of the characteristics of its rural counterpart—a large number of children and more grandchildren living with
grandparents (the extended family). Since 1950 the number of husband-wife families has declined and divorces have increased. The number of female-headed households and the number of Black children living in these households has increased. Whether these developments represent the destruction of the Black family or show its ability to adapt itself to a new environment is a point much debated.
One of the novels I would use to illustrate the black urban experience would be Jule by George Wylie Henderson. Jule, the son of Ollie Miss, is a young man who is similar to my grandfather in that he was forced to leave his home because of a conflict with a white man. Jule strikes a white man; therefore, he must leave the South to avoid any repercussions (including death), arising from his crime. Jule goes to Harlem where for a time he gets involved in the "fast" lifestyle. After awhile, due to the superior value system he learned in rural Alabama, Jule is able to stand apart from the manipulative, materialistic, deceptive, hypocritical behaviors which surround him.
Jule has a girlfriend in Harlem, Louise ("Lou") Davis who displays all of the previously mentioned negative characteristics. When he finally discovers that she has deceived him all along by going with other men while he worked and paid the bills, he rejects her for an unspoiled girl from Alabama. It is as if he finds true happiness when he returns to the simple life.
Another novel that I have chosen reflective of the urban experience is The Autobiography of Malcolm X .
Synopsis of Malcolm X
Malcolm Little was a dropout from school at fifteen; he was convicted of burglary and sent to prison at twentyone. There he read many books and educated himself. While incarcerated he was converted to the Nation of Islam (Black Muslims). When he left prison in 1952, he dedicated himself to building the Black Muslims and adopted the name, Malcolm X. He withdrew from that movement in 1964, organizing first the Muslim Mosque, Inc., and later the Organization of Afro-American Unity. He made two trips to Africa and the Middle East during 1964. Three months after his return to the United States, he was assassinated in New York on February 21, 1965.
As a follow-up activity I would give students copies of Malcolm's speech "Message to the Grass Roots" to read and discuss. 5 There is also a recording of this speech which might be preferable after reading a novel. The long-playing record, "Message to the Grass Roots by Malcolm X," was published in 1965 by the Detroit-based Afro-American Broadcasting and Recording Company.
The following is a list of study questions.
1. According to Malcolm X, what serious problem does America and Black people have? Do you agree?
2. What is a revolution? Does he feel that there has been a black revolution in America? Why or why not?
3. Describe the differences between the house Negro and the field Negro.
4. How does he feel about Uncle Toms, and non-violent protests?
5. What is the Koran? Discuss some of its teachings.
5. How does the white man use the Negro leaders against the Negro revolution?
7. What are his views on the March on Washington?
8. What is his attitude toward Dr. Martin Luther King?
The Harlem Renaissance
The Harlem Renaissance or New Negro Movement of the 1920's was a culmination of the optimistic spirit among Northern blacks after the turn of the century. The movement was ushered in by Shuffle Along , a musical created by Black authors and performed by blacks; the movement ceased with the onset of the Depression. Its capital was Harlem to which Black artists and intellectuals from all over the world were attracted.
By the 1920's the black middle class was large enough to have produced an intellectual elite. The artists and writers of this group rejected the rigid middle-class standards. After World War I they began migrating to Harlem where they formed a community of intellectuals. These second-generation blacks rebelled against their parent's values, instead they sought alternate life styles and found inspiration for their art in the folk culture their elders had left behind in the South.
African art was popular among white collectors, and a new emphasis was placed on the folk and primitive aspects of the Black. When a Black writer or artist became too sophisticated, he was dropped by his white patron. There is a short story in The Langston Hughes Reader , "Slave on the Block" which would be good for students to read in connection with the Harlem Renaissance because it shows how whites, that is the artistic ones, adored everything that was primitive and Negro. When the white couple in the story meet the young Black man, Luther, the wife says, "He is the jungle," and the husband adds, "He's 'I Couldn't Hear Nobody Pray.' "
The black middle class failed to support the New Negro in his honest reporting of the "Negro scene." Claude McKay and Langston Hughes were both condemned for presenting Black people in a way for the white world to criticize. Nevertheless, it was the common people that Hughes admired most. Their music, their dancing, their dialects and their life style inspired much of his poetry, while the pretentiousness of the Negro middle class bored him.
Although the Harlem Renaissance was primarily a literary movement, every attempt was made to discover and promote the visual arts. Aaron Douglas was the only Black artist of significance to emerge from the renaissance. His artwork was unique in that it was geometric in presentation and highly symbolic instead of being concrete and realistic.
In the book, The Afro-American Artist by Elsa Honig Fine, there are several examples of Douglas' work which would show on an opaque projector. 6
I. Illustration of "The Prodigal Son" for James Weldon Johnson's Gods Trombones .
II. Douglas' large-scale murals, which are on display at the Countee Cullen Branch of the New York Public Library, are concerned with the broad themes of Afro-American history.
A. The first of the four murals indicates the African cultural background of American Negroes. Dominant in it are the rhythmic arts of music, dance and sculpture. The drummers, the dancers, and the carving represent life in Africa.
B. Panel two shows the exultation following the abolition of slavery in America. Many Negro leaders emerged who are symbolized by the orator standing on a box. But soon a new oppression began in the South—the Ku Klux Klan, shown on the left of the mural concealed in their white hoods.
C. Panel three of the mural depicts a lynching. Lynching was an ever-present horror for those in the South. Ceaseless toil in the fields was the daily lot of the majority of people, but still the Negro is shown singing and dancing.
D. Panel four shows a great migration away from the clutching hand of the South to the urban industrialized life of America which began after World War I. The tall buildings symbolize the city; the central figure with the instrument symbolizes the New Negro Movement and the wheel in machinery represents the Northern industries.
For an art activity I would work along with the art teacher to have the students do some geometric and symbolic paintings similar to Aaron Douglas' work.
Lesson Plans
In this section of the curriculum unit I will present sample lessons based on the works of the Harlem Renaissance writers. From this students will gain an appreciation of the literary works of the period, and will become knowledgeable about the writers themselves. The lesson plans will basically follow this format.
There will be a short biography on each writer, then some statements about the piece to be read, a synopsis, and finally some questions and activities. The sources for the literary pieces can be found in either the teacher or the student bibliographies.
I. Zora Neale Hurston, (1903-1960), was born in Eatonville, Florida and attended Morgan College, Howard University and Barnard College. Miss Hurston received many fellowships during her lifetime for creative writing and for research in Negro folklore. Her writings include the novels Jonah's Gourd ; Mules and Men ; Their Eyes Where Watching God; Moses of the Mountain ; and Seraph on the Suwannee and many articles and short stories.
A. I would have the students read Hurston's short story, "The Gilded Six-Bits." 7 As with all stories written in dialect, I would have to give assistance in reading and understanding the text. Either the teacher or some student volunteers should read selected parts of the story aloud so that the others can hear the richness of the Southern dialect.
B. In this story Missie May almost loses her husband Joe and her good marriage when she is dazzled by the apparent wealth of Mr. Otis Slemmons, a stranger with a mouthful of gold teeth. Missie is unfaithful to Joe with this stranger and gets caught one night when Joe is dismissed from work earlier than usual. It turns out that Slemmons is just a fraud, he is not really rich; his money and his watch have been gilded to make them appear expensive.C. Questions
1. Describe the setting of the story.
2. What kind of relationship did Joe and Missie May have? Give examples from the story.
3. What did Joe regard as a sign of wealth?
4. At first, how did Joe view Slemmons? How did Missie view him?
5. Why was Missie unfaithful to Joe?
6. How did her actions affect their marriage? Give several examples?
7. Why did Missie contemplate leaving Joe? Why did she stay? Why did Joe decide to stay
with Missie?
8. What irony do you see in the clerk's statement, "Wisht I could be like these darkies. Laughin' all the time. Nothin' worries 'em."
II. W.E.B. Du Bois (1868-1963)
Born in Massachusetts, Du Bois graduated from Fisk University in 1888 and in 1895 became the first black student to receive a Ph.D degree from Harvard University. He then taught history and economics at Atlanta University. In 1909, he helped found the National Association for the Advancement of Colored People and edited its magazine, The Crisis for twenty years. Du Bois was regarded by many as an important intellectual. At the time of his death, he lived in Ghana and was working as editor-in-chief of the Encyclopedia Africana .
A. The assigned reading will be an essay, "Of the Meaning of Progress," taken from The Souls of Black Folk . The essay is written in Du Bois' style of handling serious questions of black identity and pride in the same manner that a writer of fictional literature would approach his work.
B. Questions
1. What pleasures and hardships does Du Bois find in living and teaching in rural Tennessee?
2. Describe Josie's character and ambitions.
3. What did slavery and the Civil War mean to her and the other youngsters?
4. What factors destroyed her dreams?
5. What does progress mean to Du Bois?
6. In his view, what conditions are needed for progress?
III. Countee Cullen (1903-1946)
An adopted son of a Methodist minister, Countee Cullen grew up in New York City. He wrote poetry and taught French. In his writings he combines a clear understanding of the emotions of joy and sorrow as he probes the attitudes of blacks and whites toward each other.
A. "If You Should Go" by Countee Cullen is a short poem consisting of two stanzas. In these two parts of the poem the poet speaks of his love leaving and what emotion he would want to be left with when his love vanishes.
B. Discussion Questions
1. In the first stanza, what is love's leaving compared to?
2. (a) In the second stanza what does the poet mean when he says that love should leave like a dream?
(b) With what human emotion does he always want to remember his love?
IV. James Weldon Johnson (1871-1938)
Although James Weldon Johnson will always be remembered as a writer, he was successful in many other fields. He taught school in his home town of Jacksonville, Florida, while studying law. After being admitted to the Florida bar in 1897, he went to New York where he wrote songs and light opera. In 1927 he published God's Trombones , his finest poetic achievement. The book consists of a series of seven Negro sermons in verse.
A. The class will read "The Creation" by Johnson. Since the speaker in the poem is a Black preacher, it should be read aloud. The speaker in the poem is recounting how God created the earth, the universe and man.
B. Questions
1. The speaker of the poem is a preacher. Cite images that are used to bring God close to the everyday experiences of the congregation.
2. Which lines seem to be written in Biblical language?
3. Describe the tone of the poem.
C. As a follow-up activity I would ask students to memorize stanzas of the poem to be recited before the class. This assignment has the potential for building self-confidence.
V. Jean Toomer (1894-1967)
Jean Toomer was born in Washington, D.C. and went to the University of Wisconsin and City College in New York. For a time he was the principal of a school in Georgia. In 1923 he published his one book, Cane , a mixture of poetry and poetic prose. The book was appreciated by a small audience when it was first published, but since its reissue in 1967 it has been acknowledged by more readers.
A. The class will read Jean Toomer's poem "Beehive." The speaker is a drone, a male bee, who observes the other bees freely flying in and out of the hive while he can stay only within the hive drinking the honey. He longs to be free.
B. Discussion Questions
1 Who is the speaker and what is he observing?
2. What does he wish he could do?
3. Through the image of the beehive Toomer is expressing a human emotion. What is it?
C. The students will be asked to write a one page essay on what it means to be free.
VI. Claude McKay (1890-1948)
McKay moved to the United States from the West Indies where he discovered his love for writing. He moved to New York, settled in Harlem and began publishing his poems in small literary magazines. In 1922 his most important collection of poetry, Harlem Shadows , was published. His writing is noted for three factors: his sensitive portrayals of black life, for his nostalgia for the tropics of his youth and for his demands for unity among blacks in attacking social injustice.
A. In the poem, "If We Must Die," McKay incites his people to action, strongly cautioning them against complacency in their fight against injustice.
B. Questions
1. Against what threat is the poet rallying his people?
2. Why doesn't the poet name the dangers?
3. What emotions does McKay want to arouse in the reader?
4. Do you think that this poem is effective as protest art? Why or why not?
Notes
1. "Southern Blacks/Northern Blacks: Is There A Difference," in Ebony , 56.
2. Ibid.
3. Catherine Clinton, The Plantation Mistress , 161.
4. Langston Hughes, "The Red-Headed Baby," in The Langston Hughes Reader , 18-22.
5. Malcolm X, "Message to the Grass Roots," in Malcolm X Speaks , 3-17.
6. Elsa Honig Fine, The Afro - American Artist , 86-87.
7. Zora Neale Hurston, "The Gilded Six-Bits," in The Best Stories Stories by Negro Writers , 74-85.
Student Bibliography
Du Bois, W.E. Burghardt. "Of the Meaning of Progress." In Souls of Black Folk , 55-64. Greenwich, Connecticut: Fawcett Publications, Inc., 1961. A moving portrait of a dispossessed people in search of themselves and struggling for their human rights.
Henderson, George Wylie. Jule . Tuscaloosa, Alabama:. The University of Alabama Press, 1946. This story recounts a young man's journey from the simple folklife of Alabama to Harlem where he samples the sophisticated life only to realize that his former life was best.
———. Ollie Miss . Tuscaloosa, Alabama: The University of Alabama Press, 1935. The moving story of a young woman’s struggle for identity, independence and to find some measure of happiness in life.
Hughes, Langston. Tambourines To Glory . New York: Hill and Wang 1958. Two Harlem women start a church which proves extremely profitable for them. Conflict and a murder nearly prove to be the undoing of their enterprise.
Hurston, Zora Neale. "The Gilded Six-Bits." In The Best Short Stories by Negro Writers , edited by Langston Hughes, 74-85. Boston: Little, Brown and Company, 1967.
The trials of-a young couple living in rural Florida.
Toomer, Jean. Cane . New York: Liveright Publishing Corporation, 1975 A mixture of poetry and poetic prose.
Wright, Richard. Black Boy. New York: Harper & Row, Publishers, Inc., 1945. Autobiographical account of
Richard Wright's life growing up in the South as a "black boy."
X, Malcolm. The Autobiography of Malcolm X . New York: Grove Press, 1965. Malcolm's own story of his life.
Teacher Bibliography
Clinton,Catherine. The Plantation Mistress . New York: Pantheon Books, 1982. The first serious look at the lives of white Southern women and their restricted place in society before the Civil War.
Collier, Eugenia W. and Long, Richard A., ed. Afro-American Writing . Vol. II. New York:New York University Press, 1972. An anthology of prose and poetry.
Cullen, Countee. "If You Should Go." In On These I Stand . New York:Harper &Row Publishers, Inc., 1925. A short poem with deep significance.
Ellison, Ralph. Invisible Man . New York:Random House, Inc., 1947. A young Negro's experiences in the North and South.
Ferris and Wilson. Black Life. In Encyclopedia of Southern Culture , 131-232. Chapel Hill, North Carolina:University Press, 1989. A wealth of information on Black life.
Fine, Elsa Honig. The Afro-American Artist . New York:Holt, Rinehart and Winston, Inc., 1973. A very informative book filled with examples of black art from the colonial period to the present.
Hughes, Langston. The Langston Hughes Reader . New York:George Braziller, Inc., 1958. This is a compilation of this prolific writer's novels, stories, plays, poems, songs and essays.
Johnson, James Weldon. "The Creation". In God's Trombones , 59. New York:The Viking Press, Inc., 1927. A work that captures the imagination of a fundamentalist Negro preacher telling the story of The Creation.
Lemann, Nicholas. The Promised Land . New York:Alfred A. Knopf, 1991. Very readable and informative. Factual information on the Great Black Migration written in the style of a novel.
McKay, Claude. "If We Must Die." In Selected Poems of Claude McKay . Boston:Twayne Publishers, Inc., 1953. A militant poem that students will enjoy reading.
"Southern Blacks/Northern Blacks: Is There A Difference." Ebony XLVI (1991): 52-56. Interesting articles on the personalities of those who live in the North and in the South. The article makes the point that the region where you live can affect the way you view life and your behavior.
X, Malcolm. "Message to the Grass Roots." In Malcolm X Speaks, edited by George Breitman, 3-17. New York: Grove Press, Inc., 1965. A stirring speech given by Malcolm in 1963 at the Detroit Council for Human Rights. This is one of the last speeches he gave before his split with Elijah Muhammed and the Black Muslims.
Field Trips
1. Beinecke Rare Book and Manuscript Library
121 Wall Street
New Haven, Connecticut
The library has the James Weldon Johnson Collection which contains the papers of Harlem Renaissance writers Johnson, Du Bois, Cullen, Hurston, Hughes, McKay, Toomer and Wright.
2. The Yale Art Gallery
Chapel Street
New Haven, Connecticut
This would be a place to see works of Harlem Renaissance artists and photographs of Harlem and its people during the renaissance.
https://teachersinstitute.yale.edu
©2019 by the Yale-New Haven Teachers Institute, Yale University For terms of use visit https://teachersinstitute.yale.edu/terms | <urn:uuid:4e1c0feb-20f2-4214-bfd6-e1bb5e468996> | CC-MAIN-2024-51 | https://teachersinstitute.yale.edu/curriculum/units/files/91.01.07.pdf | 2024-12-05T11:01:51+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00790.warc.gz | 519,658,536 | 9,223 | eng_Latn | eng_Latn | 0.990864 | eng_Latn | 0.999039 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2700,
6557,
10592,
13272,
16391,
19685,
22974,
26187,
29478,
32474,
34126,
36122,
37539,
39388,
41899,
42537
] | [
4.125,
4.0625
] | 1 | 0 |
Week 5 U10 –11—Control with Change of Direct on
i
Coaching Points:
* Feint: slight movement of the hips or shoulders that suggests of move in one direction before moving sharply in the other direction
* Inside Cut: using the inside of the foot to change direction of play
* Outside Cut: using the outside of the foot to change the direction of play
Warm Up—Ball at Feet
* 15 x 15 yard area
* Each player with a ball at their feet
* Have players move around the area and perform the following actions:
* Free Dribble - all players moving around the area with ball at feet. 1 minute
* Toe Taps - on command players perform 10 toe taps then dribble. Repeat 3 times
* Side to Side - players play ball from left to right with inside of foot flor 30 seconds then dribble. Repeat 3 times
* Side to Side moving forward for 10 seconds then dribble. Repeat 3 times
* Side to Side moving backward for 10 seconds then dribble. Repeat 3 times
Technical—Double Box Drill
* Create a large 15 yard box with a smaller 5 yard box in the middle
* Have equal number of players at each corner of the larger box with a ball
* First player in each line dribbles from the starting spot to the cone that is in front of them and performs the following skill:
Dribble up the right side of cone and use inside right cut to go around cone and back to where they started
Dribble to the left side of the cone and use inside left cut to go around cone and back to where they started
Dribble up the right side of the cone and use the outside left cut to go around cone and back to where they started
Dribble up the left side of the cone and use the outside right cut to go around the cone and back to where they started
Dribble at cone, feint right and go left. All players will dribble at cone, feint right and go to the cone to the left. 1 to 2, 2 to 3, 3 to 4 and 4 to 1
Dribble at cone, feint left and go right. 1 to 4, 4 to 3, 3 to 2 and 2 to 1
Coordinat on—Change of Direct on
i
* Groups of three with one ball with the player in the middle
* Each teammate is 5 yards from the player in the middle
* This will be a competition between all the groups of three
* Player in middle starts with the ball and on coach's command dribbles towards one of their outside teammates, who they dribble around and back towards the other teammate.
* Player must dribble around both teammates and end up back in the middle where they put their foot on the ball and yell out the team name. Rotate players after each turn.
* Progress thru the change of directions we are coaching: Inside cut, outside cut, right foot (inside or outside cut), left foot (inside or outside cut)
Two Goal At ack
t
* Set up field of 20 yards long by 15 yards wide with two goals on one end
* Split team into attackers and defenders with the defenders standing between the two goals with the collections of balls
* 1st defender in line passes the ball to the first attacker in line and the defender engages the attacker
* Attacker controls the ball and attacks one of the two goals
* Encourage the attacker to use a change of direction to beat the defender and make sure to point out good examples of this
* The attack is over once the attacker has scored or the ball has been put out of play
* The players switch lines after each turn
Scrimmage
Split the team into 2 equal teams and scrimmage. Be sure to emphasize instances where the players are exhibiting good change of direction technique. | <urn:uuid:95e636a0-c18a-44c8-a664-0b6fc726fedc> | CC-MAIN-2024-51 | https://shuswapsoccer.com/wp-content/uploads/2022/04/Week-5-U10-11-Change-of-Direction.pdf | 2024-12-05T10:54:31+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00790.warc.gz | 483,003,397 | 851 | eng_Latn | eng_Latn | 0.996119 | eng_Latn | 0.996338 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1932,
3454
] | [
3.25
] | 1 | 0 |
COMMONWEALTH OF MASSACHUSETTS
Department of Education Division of Occupation Education
STATEMENT OF ASSURANCE OF NON-DISCRIMINATION
The JOSEPH P. KEEFE TECHNICAL SCHOOL does not discriminate on the basis of race, color, national or ethnic origin, Sex, disability, veteran status or age in the administration of any of his educational programs, admissions, policies, scholarship and loan programs, athletic and other school-administered programs or in employment.
The following represents an agreement between an "Equal Opportunity Employer" and the South Middlesex Regional Vocational Technical School District Committee.
1. School Student Attends: Joseph P. Keefe Technical School
School Code #: 220854
(Six Digits)
2. Students Program of Study/Shop:
O.E. Code #LN/A
3. Name of Employer:
Telephone No.
4. Address of Employer:
5. Nature of Employer’s Business:
6. Number of qualified and experienced workers now employer in the occupational area who shall supervise these students while on the job _ .
7. Hours per week
Duration of Cooperative Employment/Starting Date:
8. Are safety conditions observed?
9. Starting wages per hour.
10. Plans for salary increases.
11. Employer's Workers Compensation Insurance Number.
12. Does the cooperation employer agree to give the learner a progressive, diversified experience in accordance with the “Outline of Skills to the strengthened on the Job” found on the reverse side of this sheet?
____
Cooperating Employer
Date
The School hereby has provided a program of organized safety instruction during the classroom phase of this program.
Signed/Cooperating Employer Date
Signed/School Coordinator
Date
__
Signature /Student Learner Date
Signature/Parent/Guardian Date
The following is an outline of the skills that will be evaluated as part of the student's cooperative education.
A. Employability skills (from Career and Technical Education Curriculum Frameworks)
1. Communication and literacy: The student demonstrates the ability to speak, listen, read, and write to function successfully
Skills: Demonstrates effective writing skills
Demonstrates effective listening skills
Demonstrates effective speaking skills
Demonstrates effective reading skills
Apply appropriate phone skills
2. Organizing and Analyzing Information: The student gathers, organizes and evaluates the meaning of documents and information.
Skills: Perform relevant math calculations
Use technology to gather, analyze and evaluate information
Read industry-related material
Understands information presented graphically
3. Problem Solving: The student identifies problems, understands their context and develops solutions.
Skills: Perform relevant math calculations
Identify, obtain and apply needed resources
Think critically and solve problems
Visualize/conceptualize ideas and processes
Perform effective industry and career research
4. Using Technology: The student identifies and applies appropriate technologies.
Understand new technology-related vocabulary
Skills: Adapt to new technology
Use a Computer
5. Completing Entire Activities: The student participates fully in a task or project from initiation to completion, using time management skills.
Skills: Take the initiative to complete a project independently
Demonstrate effective time management skills
Demonstrate reliability in completing projects/tasks
6. Acting Professionally: The student meets workplace standards on attendance, punctuality, dress code, confidentiality, flexibility and self-control.
Skills: Meet company attendance/punctuality expectations
Maintain constant professionalism
Demonstrate effective self-management skills
Follow workplace protocol (etiquette)
7. Interacting with Others: The student works professionally and respectfully with a diversity of co workers, supervisors and customers, resolving conflicts in a constructive manner.
8. Understanding All Aspects of the Industry: The student understands the structure and dynamics of the entire organization, health and safety issues in the industry and the role of the business within the larger community.
9. Taking Responsibilities for Career and Life Choice: The student balances demands of work, school and personal life and takes responsibility for developing his or her own personal and professional growth.
10. Character: Displays loyalty, honesty, dependability, initiative, self-discipline, and self responsibility.
Skills: Demonstrate effective negotiation skills
Manage conflict with management/co-workers/others
Skills: Make appropriate career choices based on industry/career research
Work safely and follow company procedures
Understand the career ladder at the company and within the industry
Understand the role of the company and industry in the local, national, and
global arenas
Skills: Demonstrate the willingness to learn
Prioritize tasks and activities
Take initiative
Establish reasonable long and short term goals
Apply appropriate stress management techniques
Demonstrate the ability to perform an effective job search | <urn:uuid:bfbe6733-ea04-44d7-a0ef-2073226ea194> | CC-MAIN-2024-51 | https://resources.finalsite.net/images/v1709137883/keefetechorg/pewyj91km85kfcdvd6sd/StatementofAssurance-Blank3pages-1.pdf | 2024-12-05T09:10:29+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00795.warc.gz | 440,992,999 | 951 | eng_Latn | eng_Latn | 0.982526 | eng_Latn | 0.984565 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1759,
3740,
5100
] | [
2.34375
] | 1 | 0 |
Robin Webb Prepared for ISD 621 Fall 2016
INSTRUCTIONAL GOAL
3.1.1 – Goal Statement
Upon gathering the needed ingredients, the learners will be able to make natural laundry detergent from their own home using step-by-step instructions and pictures in order to use for approximately 80 loads.
3.1.2 – Goal Analysis
Many different brands of laundry detergent are available for purchase. However, many of the detergents that are on the market contain ingredients that can be harmful to our overall health and be very costly. Conventional detergents can include ingredients such as fragrances, phenols, sulfates, and other chemicals. Borax, a salt of boric acid, will be included as an ingredient in this natural laundry detergent. It has a safety rating of 1, which is the same as salt or baking soda. This instructional product will provide a step-bystep lesson on how to make natural laundry detergent that is not harmful to one's health and can be used for approximately 80 loads for less than $20. The main steps include mixing the powder ingredients then including the grated soap and essential oils.
INSTRUCTIONAL ANALYSIS
3.1.3 – Sub skills Analysis
Motor skills- Be able to mix and prepare ingredients to make homemade premium laundry detergent.
Attitude- Promotes a healthier and more cost- efficient lifestyle Verbal information- Be able to verbally instruct the steps to create homemade laundry detergent.
1. Prepping Ingredients.
a. Soap
i. Select a real bar soap (not a "Beauty Bar"). Options include Kirk's Castille or Grandma's Lye soaps
ii. Select an effective knife for cutting
iii. Put on dust mask or bandana to avoid inhaling the soap
iv. Cut the bar of soap into chunks
v. Grate the soap with a fine cheese grater
1. As an alternate, throw the chunks into a food processor and grate the soap into fine pieces
2
2. Preparing Mixture
a. Preparation
i. Clean a large bowl with lid
ii. Put on gloves
b. Mixing ingredients
i. Mix the Borax, washing soda, and baking soda into bowl
ii. Stir in the grated/ powdered soap bar
iii. Replace lid and shake bowl
c. After mixing ingredients
i. Allow the dust to settle a few times then shake bowl again
ii. Open container
iii. Include drops of essential oil
3.1.4 – Entry behaviors
Entry behaviors include being able to navigate the internet, download a pdf file, locate the correct ingredients, measure, and grate the soap.
3.1.5 – Learner Analysis
Intended learners can range from ages 7-12 that are interested in living a healthier lifestyle, learn how to create a household item and to help save more money.
3.1.6 – Performance Context Analysis
Every individual in a household that wears clothing requires washing and/or cleaning the items to get them sanitized and ready for another wear. Some schools and other work environments may also have an area that is designed for washing clothes in the event that clean clothes are needed immediately.
3.1.7 – Learning Context Analysis
The learning context is the web- based instruction that can be accessed by students in the classroom, home or anywhere there is internet access.
3.1.8 – Constraints
Constraints that might impact the selection of the instructional product include not being able to access the internet or access a technological device.
he Change
Mix Powder
Ingredients
Soap
Other Ingredients
Borax, washing soda, and
baking soda
Grate soap with a cheese
grater into bowl
Essential oils
DESIGN AND DEVELOPMENT
Objectives
| 2.1 Clean a larger bowl with lid | 2.1 Given the appropriate size of the bucket, clean bucket and lid with soap and water with at least 100% mastery |
|---|---|
| 2.2 Put on gloves | 2.2 Given the appropriate gloves, put gloves on with at least 100% mastery |
| 2.3 Mix the Borax, washing soda, and baking soda | 2.3 Given the correctly measured amounts, mix the borax, washing soda, and baking soda with at least 100% mastery |
| 2.4 Stir in the grated/ powdered soap bar | 2.4 Given the pre-grated soap bar, stir in grated soap bar into bucket with at least 100% mastery |
| 2.5 Replace lid and shake bowl | 2.5 Given the lid fits correctly, replace lid and shake bowl with at least 100% mastery |
| 2.6 Allow the dust to settle a few times the shake bowl again | 2.6 Given the lid fits correctly, shake the bowl again with at least 100% mastery |
| 2.7 Open container | 2.7 Given instructions on openly bowl safely, open bowl away from eyes with at least 100% mastery |
Materials
Materials for the instruction will be provided in a stand- alone format using web- based creator called GoAnimate. This form of technology was selected to provide an engaging way to keep the learners engaged throughout the presentation. Any device that has access to the internet is considered appropriate.
Assessment Plan
This project is geared toward the learners (who are aged 5-10) being able to physically make their own laundry detergent. Children will be assessed using a checklist that tracks each step that is completed through teacher observations. An overall score will be given with each step accounting for a certain amount of points. Per the number of points the learners earn, an award of "Excellent Job, Great Job, or Good Job."
Observational Checklist for (Insert Learner's Name)
| 2.5 Replace lid and shake bowl | 1 2 3 |
|---|---|
| 2.6 Allow the dust to settle a few times the shake bowl again | 1 2 3 |
| 2.7 Open container | 1 2 3 |
| 2.8 Include drops of essential oil | 1 2 3 |
| Total Points: | |
Instructional Strategy
Objective Sequence and Clusters: The video presentation will be divided into three segments. After each segment is completed, the learners will receive an on-screen motivator. Allow approximately 45 minutes to complete all three segments.
Gagne's Nine Events
1. Gaining Attention- To gain the learners attention, first the learners can be asked questions about how they can help at home or help their parents save money to buy and do more fun things with them. Colorful clip art pictures will be included in the presentation while the questions are being asked. Learners aged 5-10 generally like to please and get verbal praise so they will be excited to participate.
2. Informing learner of objective- Then examples/ pictures of dirty clothing can be shown to show the learners how important it is to wash clothes and to introduce another way they can be big helpers at home. They will also be shown a video of what laundry detergent can be used for.
3. Stimulating recall of prerequisite learning- Entry skills such as measuring and grating will be discussed to help trigger prior learner knowledge
4. Presenting the stimulus material- The presentation will show what materials are needed to make the laundry detergent.
5. Providing learning guidance- The video will show each step that is included in making the laundry detergent.
6. Eliciting the performance- After viewing the full presentation, the learners will then be able to go back and re-play any part of the presentation that needs to be reviewed.
7. Providing feedback- Before moving on to the next step, each learner will receive verbal confirmation of whether they are on the right track.
8. Assessing the performance- A checklist will be used to assess the performance of each learner.
9. Enhancing retention and transfer- The presentation can be shared with the learners via email.
IMPLEMENTATION
One-to-One Evaluation
A one- to- one evaluation was completed in order to receive feedback from another education professional and a student from the targeted audience learner, aged 8, on the effectiveness of the developed instruction. The one-to-one participants were given the opportunity to express their dislikes or problematic parts of the instruction. They were invited to review the materials that will be used to assess the learners, review each section of the video for errors, and complete a rating scale on the quality of the instruction.
Target Learners. Learners for the one-to-one evaluation were selected from a local elementary school whose focus is to academically develop students to thrive and be an asset to their community. The education professional serves as a SME with 21 years of experience.
Criteria. The following information will be reviewed during the oneto-one evaluations:
1. Appropriate objectives and outcomes
2. Clear passages
3. Adequate information
Procedures. The evaluations were completed in 2 individual sessions in an elementary school classroom, lastly for 60 minutes, respectively. Each evaluation began by providing the learners with their rating scales. In addition, the SME was given a copy of the assessment materials. The education professional and the learner were given different rating scales that were developmentally appropriate. The targeted audience learner was shown sequential pictures that would be used in the instructional product that display how to make the natural laundry detergent. While looking through the pictures, she was given an opportunity to ask questions and verify understanding. Notes were taken during the discussion as a reference. The SME was also shown the sequential pictures to be used during the instructional product, reviewed the assessment materials, and completed the evaluation rating scale.
SME Rating Scale
| | Does Not Meet Expectations | Meets Expectations |
|---|---|---|
| Appropriate objectives and outcomes | Did not have appropriate objectives and outcomes | Developed with the target audience in mind |
| Clear passages | Did not have clear passages | Clear passages and flow |
| Adequate information | Did not have adequate information | All needed steps included |
Targeted Audience Learner Rating Scale
Outcomes. It was determined that the objectives were developmentally appropriate for the learners. There were a few typos within the instructional product but were corrected accordingly. The information included in the instruction seemed to adequately accommodate the learners' needs.
| I can learn from this video | YES | NO |
|---|---|---|
| I can read the steps | YES | NO |
| This video shows me all the steps to make laundry detergent | YES | NO |
Small Group Evaluation
The purpose of the small group evaluations was to present the complete instructional design product to an audience of targeted learners. The evaluation took place in a elementary school classroom.
Target Learners. The small group participants included 4 target audience learners (aged 7,8, and 10). They were randomly selected by two teachers and parental consent forms were sent home with the selected learners.
Criteria. The following information will be reviewed during the one-toone evaluations:
1. Learner understanding of objectives being presented
2. Retention of instruction
Procedures. The learners were invited to sit at two tables with two students sitting at each table. The learners were separated between the two tables to reduce distractions while as providing them an opportunity to have peer support while following the steps of the tutorial video. While the learners completed each step, the observation checklist was completed. After the learners were done making the detergent, data was collected from the observations to identify problems with the instruction.
Outcomes. The average completion time of the instruction was 48 minutes. The learners had some difficulty grating the soap in a timely manner. In order to alleviate this problem, students can be given the option to purchase the soap in a grated form or use a food processor to grate the soap.
Field Trials
After all previous problems with the instruction have been corrected, field trials will begin. When completing field trials of the completed instruction, a representative from multiple elementary schools would be selected. Each representative must be employed at educational facility with elementary aged learners. The representative from each school will then select a group of learners.
Pending parental consent, the learners will be given an opportunity to complete the instruction at a set time along with the other learners that were selected from their school. The representative will complete the same procedures included in the small group evaluations. Data will be collected from the observations to identify problems with the instruction.
Summative Evaluation
Summative evaluations can be administered to the learners on a 2- point scale. The scale would include statements about the instruction. The statements would refer to the effectiveness of the presentation, the venue, and the organization of the material. Learners can select one of the following responses for each statement: yes/ no
Here is an example of a statement on the summative evaluation:
The video was fun. YES or NO (circle one)
After the evaluations have been completed, the responses can be used to modify the instruction or clarify any remaining problems.
ADDITIONAL APPENDICES
11
12 | <urn:uuid:dca023ba-0e76-47cb-961a-30d85c7a3362> | CC-MAIN-2023-23 | https://www.robinlou.com/_files/ugd/3199aa_c17624b6f0284574b3909dad7cccc741.pdf | 2023-05-29T04:34:04+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00738.warc.gz | 1,064,783,543 | 2,719 | eng_Latn | eng_Latn | 0.993981 | eng_Latn | 0.998024 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
41,
1839,
3278,
3465,
4777,
5253,
6459,
8364,
9688,
11256,
12937,
12941
] | [
4.46875
] | 1 | 0 |
ARE THEY ALL STUPID?
INFORMATION DOES NOT NECESSARILY LEAD TO ACTION
As a small time environmentalist and general campaigner, I have always thought that spreading information was more than half the battle. If people know the facts, then, of course, they'll do something about it. So, I was a great fan of the leaflet, the flier, the pamphlet, the report and, where possible, the documentary film. In 1997, I co-authored a book called Campaigns and How to Win Them - give it to people straight, no holes barred, then set up a group, organise a petition, lobby the politicians, call public meetings, have our say in the media, make a few banners, and bring our message to the streets.
And if people don't respond favourably, it has to be because they don't know enough, so out with another round of leaflets, press releases and public talks. And if that fails, well, what can you do, are they stupid?
If only things were so simple.
According to Simon Retallack et al1, it is now widely accepted that the "information in, action out" approach, which has been the basis of pro-environmental strategies for NGOs and government agencies since the early 1970s, simply does not work. Fostering awareness of a problem, the threat it represents, its causes and what can be done about it will not necessarily lead to the desired response.
They refer to evidence2 which suggests that attitudes and behaviour can change without any assimilation of new knowledge or persuasive messages, and that learning and behaviour can occur without any change in attitudes at all. In some cases, a change in behaviour precedes and is responsible for the attitude change.
And a campaign that aims to change attitudes can backfire. Research3 suggests that when people's actions and attitudes clash, a desire for consistency can lead them, not to change their behaviour, but to reject the attitude itself. Also, the incentives to re-adjust long-term goals rather than change a lifelong habit may be particularly strong when the rewards from the habitual behaviour are high.4 There is also a danger that flooding people with information on an issue over which they feel little control can leave them feeling afraid but helpless. Denial, avoidance, distancing, and apathy can set in, or the person can deflect the problem by refusing to accept any personal responsibility, or by blaming others.
1 S. Retallack et al (2007) Positive Energy; p. 84-5
3 Halpern et al (2004)
2 Greenwald (1969); Petty and Cacioppo (1981)
4 Jackson (2005)
2
1
In response to the energy crisis of the 1970s, Scott Geller and his colleagues studied the impact that intensive workshops have upon residential energy conservation. In these workshops, participants were exposed to three hours of educational material in a variety of formats (slide shows, lectures, etc). All of the material had been designed to impress upon participants that it is possible to reduce home energy use significantly. Geller measured the impact of the sessions by testing participants' attitudes and beliefs prior to, and following, them. Upon completing a workshop, attendees indicated greater awareness of energy issues, more appreciation for what could be done in their homes to reduce energy use, and a willingness to implement the changes that were advocated in the workshop.
But, despite these changes in awareness and attitudes, behaviour did not subsequently alter. In follow-up visits to the homes of forty workshop participants, only one had followed through on the recommendation to lower the hot water thermostat. Two participants had put insulating blankets around their hot water heaters, but they had done so prior to attending the workshop. In fact, the only difference between the forty workshop participants and an equal number of non-participants was in the installation of low-flow shower heads. Eight of the forty participants had installed them, while two of the non-participants had. However, the installation of the low-flow shower heads was not due to education alone. Each of the workshop participants had been given a free low-flow shower head to install!5
In 1978, an Act passed by the United States Congress introduced the Residential Conservation Service (RCS). The RCS mandated that major gas and electricity utilities in the United States provide homeowners with on-site assessments in order to enhance energy efficiency. In addition, homeowners had access to interest-free or low-cost loans and a listing of local contractors and suppliers. In total, 5.6% of eligible households requested that an RCS assessor evaluate their home. Of those who had their home evaluated, 50% took steps to enhance the energy efficiency of their dwelling, compared with 30% for non-participants (the non-participants were households who were on the waiting list to have their homes assessed). In general, the actions taken were inexpensive and did not involve a contractor. Frequent energy efficiency actions included caulking, weather stripping, installing clock thermostats, turning down the hot water and installing a hot water heater blanket. These actions reduced energy use per household by between 2% and 3%. Given that millions of dollars were spent on the RCS and that it is possible to reduce residential energy use by more than 50%, an initiative that produces annual savings of 2-3% cannot be seen as successful. The programme failed because it didn't pay adequate attention to the human side of promoting more sustainable energy use. It was assumed that retro-fitting would happen if people were told they would save money. This approach ignored the rich mixture of cultural practices, social interactions, and human feelings that influence the behaviour of individuals, social groups and institutions.6
5 D. McKenzie-Mohr & W. Smith (1999) Fosterng Sustainable Behaviour; p. 9/10
2
A number of contributors to the book Creating a Climate for Change,7 agree that information on its own is not enough and that the gap between "knowing" and "doing" should not be underestimated. Neither high levels of education, nor knowledge about environmental impacts of personal actions, guarantee environmentally responsible behaviour.
According to John Tribbia,8 merely obtaining information can have a counterintuitive effect. Studies9 have shown that individuals can view "getting more information" about a problem as having "acted on it". He says that only the most internally motivated can be expected to change behaviours if environmentally friendly alternatives are not provided, or are so inconvenient and costly that people leading full, busy, and complex lives cannot enact them.10
Sharon Dunwoody 11 refers to research which demonstrated that the best predictor of behaviour change is not seeing a public service announcement on late-night television but talking to someone. Laurie Michaelis12 says that messages directed at individuals in isolation have little effect. External support is important from peer groups, social norms and institutions, and enabling infrastructure. The most effective strategies are those that engage people in groups, and that give them opportunities to develop their understanding and their narratives about their consumption, in dialogue.
Civic participation in identifying solutions increases the likelihood that people will accept decisions that are made, that they will find the solutions valuable, and actually implement the new rules. People need to identify themselves as part of the process.
Doug McKenzie-Mohr and William Smith13 say that information alone can sometimes change behaviour if the problem is immediate and the required response is clear and doable, as has been seen in the area of health promotion. For instance, the widespread distribution of information about heart disease has significantly altered the number of men getting regular checkups.
However, this does not mean that this works for other issues. Many programmes to foster sustainable behaviour rely on large-scale information campaigns; media advertising, information stands and workshops, brochures, fliers and newsletters, which are aimed at increasing knowledge and changing attitudes. The authors stress that numerous studies document that such education on its own often has little or no effect.
A US study carried out by Paul M. Kellstedt, Sammy Zahran, and Arnold Vedlitz in 200814 concluded that the more informed respondents feel less personally responsible for global warming, and also show less concern for global warming. This may have something to do with the media's framing of the global warming issue as an unsettled controversy. Referring to films like Al Gore's The Inconvenient Truth, the authors say that their research refutes the underlying assumption that providing information about global warming - in effect, taking the scientific consensus and popularizing it - will lead to increased public concern about the risks of global warming.
They also find that confidence in scientists has unexpected effects: respondents with high confidence in scientists feel less responsible for global warming, and also show less concern for global warming, as they feel that the scientists will sort it!
7 S Moser & L Dilling (Eds.) (2007) Creating a Climate for Change
9 Flinger (1994)
8 S Moser & L Dilling (Eds.) (2007) Creating a Climate for Change; p 242
10 S Moser & L Dilling (Eds.) (2007) Creating a Climate for Change; p 246
12 S Moser & L Dilling ((Eds.) 2007) Creating a Climate for Change; p 254
11 S Moser & L Dilling (Eds.) (2007) Creating a Climate for Change; p 246
13 D McKenzie-Mohr & W Smith (1999) Fostering Sustainable Behaviour; p.8-11
14 www.cfa.harvard.edu/~wsoon/ArmstrongGreenSoon08-Anatomy-d/ Kellsterdtetal08KnowledgeGWvsApathypdf
3 | <urn:uuid:f9e461ce-93e5-4765-97cd-d1939bbe8d14> | CC-MAIN-2024-51 | https://www.clarewatson.ie/wp-content/uploads/2023/08/2-are-they-all-stupid1.pdf | 2024-12-05T10:49:55+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066348250.63/warc/CC-MAIN-20241205085107-20241205115107-00794.warc.gz | 668,589,337 | 1,995 | eng_Latn | eng_Latn | 0.996954 | eng_Latn | 0.997467 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2520,
5850,
9770
] | [
2.25
] | 3 | 0 |
Portál pre odborné publikovanie ISSN 1338-0087
Natural influences on satellite navigation and positioning systems on planet Mars
Kozár Jozef · Prírodné vedy
26.05.2014
Navigation technologies and orbital systems used in environment of different worlds on another celestial bodies can be influenced by many aspects, many of which we even have not deeply examined. Very wide and important aspect is the local planetary conditions, especially the influence of the ionosphere, magnetosphere and several other conditions on the particular planet. In this paper we will focus on our most similar planetary neighbour – Mars, and on natural conditions influencing the possible use of satellite navigation and positioning systems there.
Mars as terrestrial type of planet from the inner part of the Solar System is characterized by the conditions similar to planet Earth although there are more significant differences. These differences are causing different inputs for design and construction of satellite positioning and navigation systems. Let's focus on some of the most important of them.
1. Introduction
The planet Mars has long held a special fascination and even mythic status for humans. While not the closest planet to Earth, scientists have considered it to be the planet that most closely resembles Earth and thus is the other planet in our solar system most likely to contain life. Since before the space age began, people have wondered about the "red planet" and dreamed of exploring it. In the twentieth century, robotic spacecraft and then possible human space flights became a reality. [5]
Exploration of the other celestial bodies had begun and the mankind started to try to reach more and more targets in Solar System. Evolution of the next space systems needed for exploration of other planets brought another problems, which need to be resolved. One of the biggest challenges is exploration of planet Mars and looking for conditions once suitable for life development. Deep exploration of surface includes the use of rovers or even flying probes. Their precise positioning and navigation will depend on navigation systems deployed in dedicated area. As the most efficient solution in this case, can be used a satellite positioning and navigation system.
2. Planet Mars
POSTERUS.sk
- 1 / 5 -
Planet Mars is the fourth planet from Sun and is considered as a terrestrial type of planet. It is because its composition and the physical characteristics are mostly same as the characteristics of the other three terrestrial planets in inner part of Solar System. The influence of Sun and interplanetary radiation is more visible on this planet due to absence of stronger bipolar magnetic field. Missing protective bipolar magnetic field most probably caused the loss of the most of planet's upper atmosphere layers and nowadays it looks like a very cold and dry desert place. However there might be still places containing sub-surface water and suitable conditions for basic forms of life.
It might be useful here to mention the ongoing mission of NASA's MAVEN spacecraft. This spacecraft is currently en-route to Mars. MAVEN's aim is to explore and study the upper levels of Martian atmosphere and ionosphere, which will help us to understand and to simulate more precisely the influence of Martian ionosphere on distribution of positioning and navigation signal, transmitted from the satellites in orbit of this red planet to receivers on surface. We are expecting the ionospheric data from this mission during the Autumn of 2014.
3. Is Mars very different than Earth?
Mars can be compared with Earth in many ways. Both planets have north and south polar ice caps, volcanoes, rocks, canyon systems, flood plains, wind, weather, and dirt. Mars, at its heliocentric distance of approximately 1.5 AU (224 396 806 kilometers), exemplifies a terrestrial body that is affected by both a slightly greater distance from the Sun than Earth and a lower gravitational field at the surface. The radius of Mars is about 3395 km on average (compared to the 6371 km radius of Earth). [2] Although this planet is very similar, there are some major differencies which have impact on whole planetary environment and conditions and thus on functionality on some exploration systems.
4. Magnetosphere
One of the major differences which can have any influence on the navigation and positioning systems on Mars, is its different and very unique magnetosphere. The natural magnetic field of the planet Mars is not characterized by bi-polar structure as the magnetic field on planet Earth. To study and fully understand the magnetic field of Mars we can use the results of the MAG/ER (Magnetometer/Electron Reflectometer) experiment on the NASA's Mars Global Surveyor. [3] According the results we can see that the magnetic field is quite different and one of the most important things is that it does not consists of two major poles like the terrestrial magnetic field.
POSTERUS.sk
- 2 / 5 -
This can have an influence not only at navigation signal transmission, but it can have an influence on protection of navigation satellite fleet at orbit of Mars, because the solar wind can heavily interact with the operation of orbital systems. Especially during higher peaks of the Solar activity cycles. These interactions are well known also on planet Earth, for example in southern hemisphere's area above the Southern America region – the Earth's magnetic field here is weak and the first significant experience confirmed was when Hubble Space Telescope was crossing this area.
Due to very weak protection against the Solar wind particles, these heavily interacted with onboard electronic systems of orbiting Hubble Space Telescope. The protection of magnetic field at Mars is weak due to its inconsistency on whole planet. Some regions are protected but some regions are absolutely exposed to influence of radiation of Sun and to influence of interplanetary radiation sources.
The dynamo theory of planetary magnetism indicates that Mars may have had a dipole moment of about onetenth of Earth's when it was first formed. [7] The rotation rate of Mars is approximately that of Earth and is thus sufficient for the operation of this initial dynamo. The other necessary ingredient of a convection driver in the core was supplied by heat left over from the accretion of the planet, which may have been effective for up to a few billion years. If such a field did indeed exist, evidence of it may still be present on the surface in the form of magnetized rocks and crustal regions like those observed on the Moon. [2]
5. Ionosphere
Another important element of natural influence at satellite navigation and positioning systems at Mars, is the ionosphere. Ionosphere of the planet is the most important player in the whole operation of such system, because the interaction of ions and ionized gases in the high altitudes of the planet can cause significant range errors in positioning. The entire ionosphere at Mars is different on the planet's part facing to Sun (dayside ionosphere) than the other side of the planet. The dayside ionosphere is caused by the extreme ultraviolet light from the Sun which ionises the neutral atmosphere resulting in increased electron density. Measurements obtained over the
POSTERUS.sk
- 3 / 5 - past eight years with the ESA's Mars Express Radio Science experiment have produced more than 500 vertical profiles of the ionosphere, some of which show features that had not been predicted by theories of how the ionosphere functions. [4]
A planet's ionosphere imposes a delay upon the radio transmissions from an orbiting artificial satellite to a ground receiving station, thus leading to ranging errors in systems designed for precise positioning. [6] The range errors caused by the ionosferic impact can reach distances in meters, which can be potentially dangerous for the systems using these results for positioning or navigation on the surface of Mars. The range errors could be corrected by using the local surface differential positioning system transmissing the actual range error for the dedicated location. This could be obtained as the difference on the exactly same principles as the terrestrial differential positioning systems on planet Earth.
6. Conclusion
Although there can be found more other factors which can have any influence on precise operation of the satellite navigation and positioning systems at Mars, the above mentioned are the most significant and thus should be deeply examined. Concept of the small satellite navigation system for planet Mars is a part of the current research at the Technical University of Kosice, Faculty of Aeronautics. This research is focused on determination of necessary conditions for construction and operation of global positioning and navigation system at Mars. The satellite navigation system at Mars will be one of the major systems helping in exploration of Red Planet, because it will avoid any other additional problems and costs on future missions.
Bibliography
Connerney, J. E. P. et al.: Proceedings National academy of Sciences USA, 102, No. 42, 1. 14970-14975. National Academy of Sciences USA, 2005
Luhmann, J. G., a C. T. Russell: Magnetic Field and Magnetosphere. In Encyclopedia of 2. Planetary Sciences, 454-456. New York: J.H. Shirley and R.W. Fainbridge, 1997
Mars Global Surveyor Science Press Conference – Mars Global Surveyor Mission 3. Results. Pasadena: NASA, 10. November 1997
Withers, P., M. Pätzold, a O. Witasse. New views of the Martian ionosphere. ESA. 4th of 4. December 2012.
http://sci.esa.int/jump.cfm?oid=51056
Portree, D.S.F.: Humans To Mars – Fifty Yeas of Mission Planning 1950-2000, NASA SP- 5. 2001-4521. NASA Headquarters Washington, DC 20546
– Mendillo, M., X. Pi, S. Smith, C. Martinis, J. Wilson, and D. Hinson (2004), Ionospheric 6. effects upon a satellite navigation system at Mars, Radio Sci., 39, RS2028, doi:10.1029/2003RS002933
Schubert, G. and Spohn, T. (1990) Thermal history of Mars and the sulfur content of its 7. core, J. Geophys. Res., 95, 14095104
Faculty of Aeronautics, Technical University of Kosice
POSTERUS.sk
- 4 / 5 -
4
POSTERUS.sk
- 5 / 5 - | <urn:uuid:3d35b146-17d8-4f23-ad7d-50b2ff4f0c56> | CC-MAIN-2023-23 | http://www.posterus.sk/?p=17020&output=pdf | 2023-05-29T04:40:20+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00740.warc.gz | 93,829,195 | 2,171 | eng_Latn | eng_Latn | 0.981635 | eng_Latn | 0.994446 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
2335,
5016,
7616,
10246,
10270
] | [
2.90625
] | 1 | 0 |
~
TABLE OF CONTENTS
ABOUT US
In 1997, Honeywell Inc. in Clearwater, Florida, was inspired by the vision of Dean Kamen, founder of FIRST ® (For Inspiration and Recognition of Science and Technology), to form a community-based robotics team. FIRST ® Team 79 Krunch is an FRC (FIRST ® Robotics Competition) team that was originally led by mentors and engineers from Honeywell and by Joyce Svabek and Kathryn Phebus. Team 79 then continued many years of growth and success under the influence and leadership of Paul Wahnish, founder of CTEF (Career Technical Education Foundation, Inc.). In 2015, Coach Wahnish handed the reins over to Taycora Canfield and later to Todd Brooks. FIRST ® Team 79 Krunch is now led by Coaches Greg Raphan and Robert Cobaich.
In 2020, FIRST ® Team 79 Krunch returned to its roots as a community-based team by partnering with the Rotary Club of East Lake Sunrise organization as an Interact Club. Under the leadership of Greg Raphan and Robert Cobaich, Team 79 continues to inspire students to pursue a STEM-based education and develop the skills necessary to compete in today's global marketplace. Honeywell, our team's founder and main sponsor, continues to be very generous with their funding, support, and mentorship. Along with our other loyal sponsors and supporters, they have helped to educate and provide hands-on instruction to the student members of Team 79.
FIRST ® Team 79 Krunch mentors, engineers, and volunteers work together using mechanical, electrical, and software skill sets needed to build a competitive robot that is capable of performing specific tasks and challenges. The tasks and challenges change from year to year and are announced during an annual kickoff event in January. During build season, team members brainstorm, design, prototype, build, and troubleshoot the robot to ensure that it is ready to compete with other teams in competitions. Teamwork, game strategizing, and robot design is handled by student-led sub teams who collaborate with their mentors to accomplish building one amazing robot. Team members will then have an opportunity to travel to the various FRC competitions held throughout the United States.
FIRST ® Team 79 Krunch uses their robots to educate the community about STEM, as well as promote our robotics team and the FIRST ® organization. Students also volunteer to help raise awareness through community outreach projects and fundraisers. Our focus is to sustain interest in FIRST ® and show what can be achieved through the application of a strong STEM education. FIRST ® Team 79 Krunch is committed to provide an environment of equality, diversity and inclusion.
FIRST ® Team 79 Krunch does not only consist of engineers; there are opportunities for students in all areas of communications, business, marketing, graphic design, photography, videography, social media, fundraising, scouting, and team spirit.
You don't have to know how to turn a wrench to be involved!
PRE-SEASON begins during the fall and concludes in December. It is devoted to organizing the team's returning members and teaching new members the skills necessary to participate. Sub-teams are formed with different specialties, and basic skill sets are taught by seasoned students and engineering mentors.
BUILD SEASON begins in January at the Kickoff event, where the FIRST ® organization announces the new season's game challenge to thousands of teams throughout the world. Between Kickoff and our first scheduled competition, our team designs and builds a robot capable of performing the tasks within the specific game challenge. The build season traditionally concludes with "Media Night" where the robot is unveiled to television and newspaper reporters, as well as sponsors, family, friends, and fans.
COMPETITION SEASON begins in March and ends in April. FIRST ® Team 79 Krunch traditionally competes in one to two regional competitions. If the team qualifies during one of the two regional events, they go on to compete in the world championship event held in Houston, Texas. The dates and locations of this season's competition events will be announced once arrangements are made.
POST SEASON begins in May and continues until the fall. Additional meetings, robot demonstrations, community outreach and fundraising events are held at this time.
Some of our team's past accomplishments include:
* Received several prestigious awards and won many regional FIRST ® competitions
* Requested by an agency of Homeland Security to improve upon existing SWAT capabilities by designing a robot with new technologies that has the potential to favorably impact national security by reducing human exposure in hazardous situations
* Awarded the Hunter's Humanitarian Award in November 2005 by Lexington Homes, Inc. and the AmeriLex Foundation for our work in the design and construction of a robotics-themed bedroom for Extreme Makeover: Home Edition
* Partnered with MITRE Corporation, Kettering University, FIRST ® Robotics, and CTEF to work on an underwater robotic system
* Presented and demonstrated our robots to various community centers, libraries, churches, businesses, schools, and technologyoriented teachers to help spread the message of FIRST ®
* Mentored Summer Workshop students to help them explore their interest in robotics and technology
* Recognized by the Hillsborough and Pinellas County Florida Boards of Commissioners for our endeavors to get young people involved in STEM education, and by neighboring Pasco County for our Engineering Internship program
* Participated in various community service, humanitarian, and fundraising events
* Started and mentored additional FIRST ® FLL, FRC, and VEX teams
All of these activities present team members with the opportunity to refine their skills in communication, teamwork, project deadlines, problem solving and charitable involvement while building friendships and professional relationships that will last a lifetime.
WHAT IS FIRST ® AND FRC?
FIRST ® (For Inspiration and Recognition of Science and Technology) is a 501(c)(3) not-for-profit charity based in Manchester, NH and was founded in 1989 by Dean Kamen (inventor of the Segway) and Dr. Woodie Flowers. FIRST ® Team 79 Krunch participates in the FRC (FIRST ® Robotics Competition) program, a unique varsity sport of the mind designed to help high school-aged students discover how interesting and rewarding the life of engineers and researchers can be. FRC combines the excitement of sports with the innovation of engineering, a philosophy of Gracious Professionalism ® , collaboration, and teamwork.
FRC competitions challenge teams of students and their mentors to design and build a competitive robot within a specified timeframe using a standard kit of parts and a common set of rules. Teams design and build their robots utilizing the kit of parts and purchase additional parts based on the needs of their unique robot design. The robots are then entered into FIRST ® competitions designed by Dean Kamen and a committee of engineers and other professionals. FIRST ® redefines winning for these students because they are rewarded for excellence in design, demonstrated team spirit, Gracious Professionalism ® , maturity, and the ability to overcome obstacles and time constraints. Scoring the most points is the secondary goal; winning means building partnerships that last.
* FRC is a sport where the participants play with the pros and learn from them
* Event competition at large arenas brings participants as much excitement and adrenaline rush as conventional varsity tournaments
* Designing and building a robot is a fascinating real-world professional experience
* Game rules, tasks, and challenges are a surprise every year
WHY GET INVOLVED?
Fun, Friendship, Teamwork… all that and more!
Brandeis University's Center for Youth and Communities conducted an independent, retrospective survey of FIRST ® Robotics Competition participants and compared results to a group of non-FIRST ® students with similar backgrounds and academic experiences, including math and science. Highlights of the study's findings found that when compared with the non- FIRST ® group, FIRST ® students are:
* More than 3 times as likely to major specifically in engineering
* Roughly 10 times as likely to have had an apprenticeship, internship, or co-op job in their freshman year
*
Significantly more likely to expect to achieve a post graduate degree
* More than twice as likely to expect to pursue a career in science and technology
* Nearly 4 times as likely to expect to pursue a career specifically in engineering
* More than twice as likely to volunteer in their communities
And if that isn't enough, how about the fact that millions of dollars in scholarship money are available to students involved with FIRST ® !
For additional information about FIRST ® and FRC, please visit https://www.firstinspires.org.
HOW TO BECOME A TEAM MEMBER
Membership to FIRST ® Team 79 Krunch is open to high school-aged students within our community who have an interest in science, technology, engineering, mathematics, communications, business, marketing, writing, photography, scouting, spirit, and teamwork. Please read the information contained in this packet, fill out all the required forms on pages 11-16 and submit only those completed pages directly to one of the team's coaches or via email to www.team79krunch.com.
* If you are a returning student, your previous involvement, attendance, and behavior will be reviewed as a qualifying factor for membership acceptance in the upcoming season.
* Applications will be reviewed by the team's coaches and mentors to determine if the student meets the criteria required for membership. Once reviewed, the student will be notified of acceptance via email. Upon acceptance, the student shall submit the required membership dues of $200 made payable to Robotics Technical Education Foundation, Inc. (RTEF) by the designated due date. Please note that membership dues and applications submitted after the designated due date will not be accepted. Membership dues cover only a portion of the expenses incurred during build season, including but not limited to parts and materials for the robot and practice field, tools, PPE (personal protection equipment), lab supplies, team t-shirts, spirit attire and accessories, marketing/promotional materials, printing expenses, etc. The cost to cover build season expenses alone can exceed approximately $10,000 each year. Membership fees do not include competition entrance fees, travel expenses, cost to transport the robot and supplies to and from competitions, year-end team celebration, meeting space costs, and other miscellaneous expenses. The funds collected will determine the season's budget.
Student team members must attend all team meetings deemed mandatory including but not limited to the orientation, safety training sessions, pre-season meetings, Kickoff, Media Night, and the travel meeting. Please note that due to safety issues and limited amount of seating and work space, the team's coaches may set a total acceptable number of student team members each year based on the number of mentors we have along with the goals of the build season for that year.
GENERAL INFORMATION & FAQ'S
Is there a charge to be a member?
Yes, the required membership dues for the upcoming season are $200 per student. Team members will receive one complimentary team T-shirt to wear during competitions and other team events. All members who wish to travel with the team will be required to purchase at least two additional team shirts if they do not have them from the previous year. The cost per shirt normally is approximately $15 based on current vendor pricing. While travel is not mandatory, there is an additional cost for travel expenses to FIRST ® competition events.
Do you have to be interested in engineering to get involved?
Absolutely not. We also need student team members who like to learn new skills, like composing documents, giving speeches, creating marketing materials, taking photos and/or videos, and participating in scouting and team spirit.
When and where are the meetings held?
Meetings during pre-season will be held 5:00-8:00pm weekly or as needed at a specified location. Meetings will then occur up to six days per week from Kickoff in January until the first regional competition event that the team will attend in March (dates and times to be determined). Occasionally, there may be additional meetings held during competition season.
When are the competitions?
There are several off-season events where local teams have a chance to participate in friendly competitions. During competition season, FIRST ® Team 79 Krunch will attend one or more FIRST ® regional events in March, and if the team qualifies, they will attend the FIRST ® championship event in April.
Is there a charge to travel?
Yes, historically the first regional event is held in Orlando, Florida and has cost of approximately $400. The second regional and the championship events historically cost between $750-$1200, depending on the location as well as transportation, airline, hotel, meals, and other related expenses. Detailed information will be provided to students and their parents as soon as travel arrangements are confirmed for each event.
Do you have to travel to participate on the team?
No, but we highly encourage students to travel at least to the Orlando regional at some point while they are involved with robotics.
Can all students travel or do they have to qualify to travel?
All student members can qualify to travel. Please see the information on travel later in this package.
Can parents volunteer?
Parents are encouraged to volunteer; please refer to Page 10 for details on how to become a volunteer for the team.
Who do I contact for questions and how do I stay informed?
Parents and students are free to contact the team's coaches via email at Team79Krunch.com if they have any questions or concerns. Up-to-date information about FIRST ® Team 79 Krunch can only be found on the team's official website. Other outlets social media may be outdated, no longer authorized, or no longer in use. All team member communication is sent via email directly to the students. Students are encouraged to have their own individual email account and should check it daily for updates. This better prepares students for college and the workplace where email is utilized more so than social media as the accepted form of business communication. Parents will receive additional emails regarding important information such as meetings requiring their attendance, team updates, events, competitions, and travel details.
TEAM SAFETY PROGRAM
As a mandatory requirement to participate on the team, all student members will complete the General Shop and Lab Safety training during pre-season which will cover the following items:
* Shop Hazards – Slips, Trips and Falls
* Personal Protective Equipment (PPE)
* Personal Safety (Youth Protection Program)
* Proper Lifting Techniques (Handout)
* Basic Hand Tools, Hardware, and Shop Items Guide (Handout)
* General Shop Safety Manual (Handout)
General Shop and Lab Safety Training – Complete the mandatory General Shop and Lab Safety training in order to participate on the team.
Basic Shop Tool Training – Receive and study training manual, attend classroom training and demonstration of equipment use.
General Pit Safety – Manuals will be provided to all students who are authorized to work in the pits during competitions.
All students must attend the mandatory General Shop and Lab Safety Training to be safety certified at the start of each season. All students who are traveling with the team must attend the General Pit Safety training session.
As part of the Team 79's Safety Program, we also adhere to the guidelines of the FIRST ® Youth Protection Program. Additional information regarding this program can be found on their website.
TEAM RULES AND TRAVEL REQUIREMENTS
The purpose of this document is to inform students and their parents/guardians of what is expected while participating with FIRST ® Team 79 Krunch. These guidelines will be adhered to and strictly enforced by the coaches, mentors, and chaperones. There will be no second chances, no matter what the student's position is on the team.
As Woody Flowers of FIRST ® would say, may your behavior "make your grandmother proud." Students are representing FIRST ® Team 79 Krunch and our reputation is one of respect and dignity. If a student disobeys any of the following guidelines, they may be sent home at their parent/guardian's expense, may not permitted to travel or participate in any other events, and may be removed from the team.
While traveling, team members must follow all FIRST ® Team 79 Krunch rules and guidelines as well as those of the FIRST ® organization. Students must exhibit cooperation, good sportsmanship, and Gracious Professionalism ® at all times. In addition, the following team rules shall be followed at all times during team meetings, events, demonstrations, and competitions:
* Students must sign in and out, and are expected to work and participate during team meetings.
* No loitering, horse playing, or rough housing during meetings, events, demonstrations, and competitions.
* During team meetings, students must not be outside of the meeting space without mentor or adult supervision or permission.
* Students must verbally advise the coaches if they need to leave a meeting, event, demonstration, or competition for any reason, and/or if they need to leave 15 minutes or earlier than the specified end time.
* Proper attire must be worn at all times. Clothing should be worn as intended without showing plunging necklines middrifts, or undergarments. Jeans are preferred, but Capri pants and shorts can be worn as well. Dresses, skirts, and leotards are not permitted during build meetings or competitions. Students are encouraged to bring a change of clothing if needed.
* Official team T-shirts must be worn upon request during specified events, demonstrations and at all competitions. All team-wear, spirit wear and mascot costumes must be approved prior to purchase by the team's coaches at least 30 days prior to any robotics team event.
* Open-toed shoes and ear-buds are not allowed during meetings, around the equipment, during events or demonstrations, nor at the pits or during competition.
* Long hair must be tied back, and safety glasses and PPE must be worn while operating equipment, working on or demonstrating the robot, during driving practice, and at the pits during competition or other events.
* Students must respect and follow specific direction and requests of the team's coaches, mentors, chaperones and parent volunteers.
* Any team member working with machinery, tools, and equipment must first take the mandatory safety training and pass a safety test. No student is permitted to operate any of the power tools, machinery, or equipment until they have passed the required safety examinations for those specific items. Students must have a waiver of liability on file prior to operating any equipment.
* Student members must treat all participating students, coaches, mentors, chaperones and parent volunteers with respect, cooperation, good sportsmanship and Gracious Professionalism ® at all times.
* Cell phone usage is not permitted during meetings; however, if a student has an emergency, or needs to contact their parent/guardian, they are to notify the team's coaches prior to use.
A team member will not be permitted to participate in any team events if they are disobedient or fail to follow the membership guidelines. Any infraction may result in removal from the team and any fees or travel expenses will not be refunded. In addition, behavior, participation, attendance during the current year will be reviewed and become one of the qualifying factors for membership in subsequent years.
In addition to adhering to the team's rules and regulations, students must meet behavior, participation, attendance, and other requirements in order to be eligible to travel with the team. Students and parents must attend a mandatory travel meeting (date and time to be announced) and read, understand, and sign the team's Travel Agreement. Other required travel forms must be filled out, signed, and submitted along with payment no later than the specified due dates, including FIRST ® s online Consent Team Travel Form. No forms or payments will be accepted after the due dates. The cost of travel varies due to the location of the event, length of stay, mode of transportation, and accommodations. Travel details and costs for each competition will be emailed to students and their parents once confirmed for each event.
The team's travel arrangements are made through airline, hotel, and transportation companies who normally handle large groups. This ensures that we receive the most competitive pricing available to us. The team will travel to one or two regional competitions and, if qualified, go on to compete at the national championship. Team travel to the local regional in Orlando, Florida will be open to all students who qualify. Due to limited space, spots will be offered first to the most active qualified team members. A limited number of spots will be available for the long distance regional and national championship events and will be open to students by invitation only.
Students will not be permitted to travel if they are disobedient or fail to follow the membership rules and guidelines. Serious or multiple infractions may result in removal from the team and any fees or travel expenses will not be refunded.
PARENT VOLUNTEERS
Volunteer opportunities vary from year to year and are assigned at the discretion of the team's coaches. Completing the volunteer form does not guarantee you a volunteer position with the team. If you have any engineering, programming, grant writing, fundraising, photography/video, Adobe Photoshop/Illustrator, or marketing/advertising experience, we would certainly want to hear from you.
Please note that all parent volunteers are supervised by, and report directly to, the team's coaches and mentors. Parent volunteers will be required to obtain a Level I clearance which includes an applicant's employment history, as well as state or local criminal history. They also check to see whether the applicant's name is on the national sex offender registry. Any parent volunteer who will chaperoning students during travel to off-site demonstrations, events and competitions, may also be required to obtain a Level II clearance. This clearance adds fingerprint-based information, county and national criminal history records, and requires finger printing. The cost of obtaining Level 1 or Level II clearance is the responsibility of the parent volunteer. In addition, parent volunteers are required to follow all FIRST ® organization's rules and guidelines, including their Youth Protection Program.
PLEASE NOTE: While we appreciate our volunteers and parents, it is important for us to limit the amount of people, activity and distractions during student meetings and build season days due to safety and limited space/seating capacity. This will help your students perform more efficiently and safely. We would greatly appreciate you adhering to this guideline.
TEAM WISH LIST
In order to offset FIRST ® Team 79 Krunch expenses, we ask that you review the following consumable items on our wish list. All donations are to be brought directly to the team's coaches during normal meeting times. Our student team members are grateful for any items that you are able to donate:
* Gift Cards to Amazon, Home Depot, Lowes, Walmart, Office Depot or Staples
* Reams of Multi-Purpose Paper for Printers and Copiers, 8.5 X 11, Letter Size, White
* Rolls of Paper Towels
* Packages of Napkins
* Boxes of Tissues
* Bottles of Hand Sanitizer
* Bars of Lava Soap
* Containers of Clorox, or Lysol Wipes
*Bottles of Multi-Surface Spray Cleaners
* Boxes of Alcohol Wipes
* Boxes of Multi-Size Band-Aids
* Packages of Rubber Bands and Zip Ties, Various Sizes
* Store-Purchased Snacks
* Cases of 8oz Bottled Water
* Safety Glasses
* Disposable Face Masks
* Paper Plates and Plastic Utensils
* Pens, Pencils, Markers
~ THANK YOU SO MUCH FOR YOUR SUPPORT! ~
2022 ~ 2023 SEASON REGISTRATION FORM
PLEASE PRINT CLEARLY and fill out COMPLETELY
NEW MEMBER
RETURNING MEMBER –Year Started: _____________________
STUDENT'S FULL LEGAL NAME: __________________________________________________________________ DATE OF BIRTH: ______________
ADDRESS: _______________________________________________ CITY: ______________________________ STATE: ______ ZIP: ___________
STUDENT'S EMAIL ADDRESS: ______________________________________ STUDENT'S CELL PHONE NUMBER: ___________________________
HIGH SCHOOL: _______________________________________________________________________________ GRADE: _____________________
T-SHIRT SIZE:
SMLXLXXLXXXL
Regular
Fitted
DOES THE STUDENT HAVE INTEREST IN, OR EXPERIENCE IN, ANY OF THE FOLLOWING SKILLS? (Check all that apply)
Mechanical Skills
Photography
Public Speaking
Electrical Skills
Video Recording and/or Editing
Writing
Software / Programming Skills
Graphic Design
Marketing
Woodworking / Shop Skills
Adobe Software Products
Leadership
Crafting
Website Design
Social Media
PARENT 1 / GUARDIAN'S NAME: _____________________________________________________________________________________________
EMAIL ADDRESS: ________________________________________________ CELL PHONE NUMBER: _____________________________________
PARENT 2 / GUARDIAN'S NAME: _____________________________________________________________________________________________
EMAIL ADDRESS: ________________________________________________ CELL PHONE NUMBER: _____________________________________
ALT / EMERGENCY CONTACT NAME: __________________________________________________________________________________________
EMAIL ADDRESS: ________________________________________________ CELL PHONE NUMBER: _____________________________________
............................................................................................................................................................................................................
~ OFFICE USE ONLY ~
Registration Form
Media Release Form
Competition Team Shirt
Waiver of Liability Form
Computer/Network/Internet Agreement
Membership Fee Received
COVID-19 Waiver and Risk Prevention Agreement
Approved
Coach's Signature: ______________________________________________________________________________ Date: ________________________
MEMBERSHIP REQUIREMENTS
* Returning team member's prior year team participation, attendance and behavior will be a qualifying factor.
* All new and returning students will be required to attend must attend all team meetings deemed mandatory including but not limited to the introductory meeting, safety training sessions, pre-season meetings, Kickoff, Media Night, and the travel meeting.
* Prior discipline will be reviewed and taken into account.
Students will be selected or rejected for team membership based on this criterion. Due to safety issues and limited amount of seating and work space, team coaches may set a total acceptable number of student team members each year based on the number of mentors we have along with the goals of the build season for that year.
All students (new and returning) and Parents/Guardians must complete, sign, and return both pages of this form, along with the required items listed below, before their application will be reviewed for acceptance to the team. Membership fees will be due once student's application is approved.
Please initial the following:
_______ I received, read, and understood the FIRST ® Team 79 Krunch Membership Packet
_______ I received, read, understood, and agree to all of the Team Rules and Travel Requirements
_______ I have received, read, completed, and enclosed the Registration Form
_______ I have received, read, signed, and enclosed the Waiver of Liability and Hold Harmless Agreement
_______ I have received, read, signed, and enclosed the Media Release Form
_______ I have received, read, signed, and enclosed the Computer/Network/Internet Acceptable Use Agreement
_______ I have received, read, signed, and enclosed COVID-19 Wavier and Risk Prevention Agreement
_______ I understand that membership fees and travel expenses are non-refundable once paid
Print Student's Name: ____________________________ Signature: __________________________ Date: __________________
Print Parent/Guardian's Name: _____________________ Signature: __________________________ Date: __________________
WAIVER OF LIABILITY AND HOLD HARMLESS AGREEMENT
In consideration for receiving permission to participate as a FIRST ® Team 79 Krunch team member, I hereby release, waive, discharge and covenant not to prosecute or sue FIRST ® Team 79 Krunch, Honeywell Inc., Robotics Technical Education Foundation, Inc. (RTEF), the Rotary Club of East Lake Sunrise, their student team members, founding members, coaches, mentors, volunteers, sponsors, donors, partners, employees, officers, third party officers, agents, directors, assigns and successors, contractors, landlords, lessors, sub-lessors, as well as their spouses or partners, and immediate family members and heirs (hereinafter referred to as "Releasees") from any and all liability, claims, demands, actions and causes of action whatsoever arising out of or related to any loss, damage, or injury, including death, that may be sustained by me, or any of the property belonging to me, whether caused by my negligence or otherwise, while engaging in such activity or while in, on, or upon the premises where the activity is being conducted, including but not limited to offsite locations, venues, and events.
It is my express intent that this Waiver of Liability and Hold Harmless Agreement shall bind the members of my family and spouse if I am alive, and my heirs, assigns and personal representative if I am deceased, and shall be deemed as a release, waiver, discharge and covenant not to prosecute the above-named Releasees. I, for myself, my heirs, executors, administrators, and assigns hereby release, waive, discharge, and relinquish any action or causes of action, aforesaid, which may hereafter arise for me and/or for my estate, and agree that under no circumstances will I or my heirs, executors, administrators, and assigns prosecute, or present any claim for personal injury, property damage or wrongful death against FIRST ® Team 79 Krunch and/or its Releasees.
I am fully aware of the risks involved and hazards connected with working in a shop environment, or while participating in a competition or off-site event, including but not limited to the use of all power equipment, and I hereby elect to voluntarily participate in said activity with full knowledge that said activity may be hazardous to me and my property. I voluntarily assume full responsibility for any risk of loss, property damage or personal injury, including death, that may be sustained by me, or any loss or damage to property owned by me, as a result of my involvement in such activity, whether caused by my negligence or otherwise; therefore, I understand that I am responsible for obtaining and paying the cost of treatment for any injuries sustained while participating in any capacity with FIRST ® Team 79 Krunch. As such, I am aware that I should review my personal insurance portfolio.
I agree to abide by any and all rules of FIRST ® Team 79 Krunch while on their premises and/or at offsite venues. I also agree that if I personally cause any damage to FIRST ® Team 79 Krunch's property or third-party property, I am fully responsible for any and all damages I have caused, including but not limited to financial reimbursement for all damages, losses, repairs, medical bills, attorney fees, court costs, etc. I further hereby agree to indemnify and hold harmless the Releasees from any loss, liability, damage or costs, including court costs and attorney fees that they may incur due to my participation in said activity, whether caused by my negligence or otherwise.
I agree that in any event that any clause or provision of this Waiver of Liability and Hold Harmless Agreement shall be held to be invalid by any court of competent jurisdiction, the invalidity of such clause or provision shall not otherwise affect the remaining provisions of this Waiver of Liability and Hold Harmless Agreement, which shall continue to be enforceable. I hereby further agree that this Waiver of Liability and Hold Harmless Agreement shall be construed in accordance with the laws of the State of Florida.
In signing this Waiver of Liability and Hold Harmless Agreement, I acknowledge and represent that I have read it in its entirety, understand it, and sign it voluntarily as my own free act and deed; no oral representations, statements, or inducements, apart from the foregoing written agreement, have been made. I also acknowledge that I am fully competent and I execute this Waiver of Liability and Hold Harmless Agreement for full, adequate and complete consideration fully intending to be bound by same. Venue for any dispute shall be within Pinellas County, Florida.
Print Student's Name: _____________________________________ Signature: __________________________________ Date: _____________
Print Parent/Guardian's Name: ______________________________ Signature: __________________________________ Date: _____________
MEDIA RELEASE FORM
FIRST ® Team 79 Krunch may produce, reproduce, broadcast, or publish students' names, likenesses, and/or voices on multiple media formats, including but not limited to:
* Written Publications
* FIRST ® Team Websites
* Published Photos and/or Videos featuring FIRST ® Team 79 Krunch
In addition, news media and social media influencers, including but not limited to representatives of television, radio, newspapers, magazines, etc., are periodically permitted and may take notes, still photographs, sound recordings and/or video that may include your student. These items may appear or be used in news or feature stories by print, television, radio, or social media.
FIRST ® Team 79 Krunch requires express written permission before using any student's name or likeness in the above-described manner. If you do not object to the use of your student's name, picture, or voice for any purpose mentioned above, please sign the form below granting your permission. If you have any questions, please contact one of the team's coaches.
If the student or parent/guardian wishes to rescind this permission, he or she may do so at any time with written notice. Unless rescinded, this permission will remain in effect indefinitely.
REGARDING: _________________________________________________________________________________________________
(Full Legal Name of Student)
I hereby grant permission to use the above student's name, likeness, and/or voice in the manners described above.
Print Student's Name: ________________________________ Signature: _____________________________ Date: ___________
Print Parent/Guardian's Name: _________________________ Signature: _____________________________ Date: ___________
COMPUTER/NETWORK/INTERNET ACCEPTABLE USE AGREEMENT
FIRST ® Team 79 Krunch student team members may use provided computers and/or personal computers to perform team-related Internet research, search for robot parts and spirit items, participate in special projects, create marketing materials, write essays for awards submissions, and develop programming skills.
Students are expected to follow and adhere to the following guidelines, as well as those given orally by the team's coaches and mentors, and demonstrate ethical behavior while using the network facilities.
Acceptable Use:
The purpose of the Internet is to facilitate communications in support of research and education by providing access to unique resources and the opportunity for collaborative work. The use of the student's account must be in support of and consistent with the educational objectives of FIRST ® Team 79 Krunch. Use of other organization's network or computing resources must comply with the rules appropriate for that network. Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to copyrighted material, threatening or obscene material, or material protected by trade secret. Use of computers during robotics meetings for commercial activities, online gaming, personal social media, and any other unathorized activity that is not supportive of FIRST ® Team 79 Krunch is prohibited.
Privileges
The use of the Internet and computers during team meetings is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges.
Network Etiquette
Students are expected to be polite and abide by the generally accepted rules of network ettiquette. Students must not reveal personal and/or identifyng information, use foul or abusive language, engage in inappropriate or illegal online activity, engage in cyberbullying, or disrupt the use of the network by other users.
Security
If a student identifies a security issue, it must be reported to the team's coaches, mentors, or volunteers immediately.
Vandalism
Vandalism, misuse, and/or uploading or creation of viruses will result in cancellation of Internet and computer use privileges during robotic's meetings, may result in immediate removal from the team, and may face other disciplinary actions as determined by the team's coaches.
I understand and will abide by the team's Computer/Network/Internet Acceptable Use Agreement. I further understand that any violation of the regulations stated in this document is unethical and may constitute a criminal charge. Should I commit any violation, my access privileges may be revoked, it may result in my immediate removal from FIRST ® Team 79 Krunch, and disciplinary and appropriate legal action may be taken.
Print Student's Name: ________________________________ Signature: _____________________________ Date: ___________
Print Parent/Guardian's Name: _________________________ Signature: _____________________________ Date: ___________
COVID-19 WAIVER AND RISK PREVENTION AGREEMENT
FIRST ® Team 79 Krunch is doing everything we can to protect our team members, coaches, mentors, volunteers, and others. To this extent, we will be following the Center of Disease Control (CDC), health department, and FIRST ® guidelines in order to reduce the spread of COVID-19. This will require everyone involved with FIRST ® Team 79 Krunch to maintain a reasonable distance from each other, and respect one another's personal space, in order to limit the exposure to all individuals.
We will encourage all individuals (to utilize appropriate face coverings to reduce the risk of exposure especially while working in close proximity to others. It is also required of everyone to either wash or sanitize their hands frequently throughout the day, especially after using the restroom, sneezing, coughing, and before and after eating meals.
If any team member, coach, mentor, or volunteer exhibits any cold symptoms, fever, or symptoms associated with COVID-19, we will require that individual to not attend meetings until 10 days once symptoms have subsided. In addition, a negative COVID-19 test is required to ensure that there is no longer a risk of exposure from that individual to others.
By signing below, you agree to comply with the written instructions above.
Print Student's Name: ________________________________ Signature: _____________________________ Date: ___________
Print Parent/Guardian's Name: _________________________ Signature: _____________________________ Date: ___________ | <urn:uuid:13b58121-ce4c-4cab-857e-b5b44ca779da> | CC-MAIN-2023-23 | https://www.team79krunch.com/_files/ugd/8ce68c_c317d1f48f1b4b1d8d24dc60a673ceee.pdf | 2023-05-29T05:58:07+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00740.warc.gz | 1,144,133,119 | 7,865 | eng_Latn | eng_Latn | 0.962443 | eng_Latn | 0.99884 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1,
20,
3779,
7746,
11274,
14751,
16027,
19621,
23471,
24456,
26869,
28969,
33854,
35605,
38659,
40223
] | [
2.375,
0.52734375
] | 2 | 0 |
ACT Test-Taking Strategies (www.educationcorner.com):
General Tips
- Take the full, timed practice test. Review explanations for incorrect answers.
- Write in your book to work out problems and jot down key information.
- Answer easy questions first.
- Select the best answer; there is only one correct answer.
- Read the questions in its entirety.
- Don't spend too much time on any one question due to time limits.
English 75 questions, 45 minutes
- For Punctuation questions, never focus on just part of the sentence. Ensure your answer makes sensed within the context of the entire sentence and passage.
- For Grammar questions, read the question carefully and ensure your understand what is being requested.
- For Organization questions, find the choice that best leads into the first sentence of the passage.
- For Strategy questions, take the entire passage into account and consider whether a suggested revision adds clarity or confuses the message of the passage.
- Double check all other answers before selecting "no change".
Reading 40 questions, 35 minutes
- Read the questions first; this will help you focus on crucial information.
- Every answer must be directly and clearly supported by the passage. If it isn't, it's incorrect.
- Read the entire passage carefully; focus on the main points addressed in the passage.
- Employ the 3-stage method (previewing, reading, reviewing) to maximize your comprehension and recall of each passage.
- Take short notes as you read each paragraph; keep track of the various people and opinions mentioned.
- Make sure your answer is supported by the passage.
Math 60 questions, 60 minutes
- Set-up and work through problems before examining the answers.
- Do not rely too heavily on a calculator since you will have to work problems out to effectively solve them.
- Don't forget that "of" indicates multiplication is required.
- Review and know number properties (odd, even, prime, and order of operation) triangles (30-60-90 and 45-45-90 rules, pythagorean triplets 3:4:5;5:12:13 and their multiples), common shapes and math relationships (values, ratios, percents)
Science 40 questions, 35 minutes
- Don't get distracted by unnecessary details
- For Data representation and research summary passages, skip the passage, read the question and attempt to answer questions using on the graphs, charts, and other visuals represented.
- For Conflicting viewpoints passages, read the entire passage and try to distinguish between the scientist's and student's viewpoints.
SAT Test-Taking Strategies (www.educationcorner.com):
General Tips
- As you go through each section, answer all of the questions you know the answers to first. Mark all the questions you don't immediately know the answer to and return and answer them later.
- Since you're allowed to write in the test book, cross out answers you know are wrong and do scratch work.
- Pace yourself! This test is timed. Only spend a few moments on the easy questions and no more than a minute or two on the harder questions. Don't forget that the SAT consists of several small, timed, tests.
- A rule of thumb is that easy questions on the SAT typically precede harder questions.
- Make sure that you fully understand each question before you answer it. If you've taken a lot of practice tests you'll be tempted to answer questions you recall from practice tests. Make sure to answer the questions being asked and not those from practice tests.
- You need to know the types of questions to expect on the SAT. There 52 Reading questions (65 minutes), 44 Writing & Language questions (35 minutes), 58 Math questions (80 minutes) and one Essay (50 minutes).
Critical Reading Section: 52 Reading questions (65 minutes), 44 Writing & Language questions (35 minutes)
Sentence Completion
The Critical Reading section of the SAT is broken down into two parts: Sentence Completion and Reading Comprehension. Sentence completion questions make up about 25% of the Critical Reading section on the SAT. Each sentence completion question includes one or two blanks and you are required to find the best answer choice(s) to complete the sentence. On average, you'll need to complete each question in under one minute.
- One of the best strategies for the sentence completion section is to complete each sentence in your mind using your own words BEFORE looking at the answers. Once you've completed the sentence in your own words identify the selection choice closest to your answer.
- If you come across words you're unfamiliar with use the context of the sentence to figure out what they mean.
- One common mistake that students make is that they tend to overlook the reversing effect of negative words (such as not) or prefixes (such as un-).
- Allow transition words, such as likewise and although, to suggest the better answer.
- If you just can't figure out what a word means, think about other words you know that have similar prefixes, roots, or suffixes.
Reading Comprehension (Short and Long):
The Critical Reading section of the SAT (also known as the Reading Comprehension section) tests your ability to comprehend what you read. You'll be given several passages to read and then be required answer questions based on the messages stated or implied in each passage. Passages will vary in length. Some will take about 3 minutes to read and be followed by just two questions. Others may take up to 15 minutes to read and be followed by up to 13 questions.
- Identify the main idea of each passage.
- Always answer the easy questions first. Come back and answer the more difficult questions once you've answered all the questions you know the answer to.
- Always make sure to read the italicized introductory text.
- Use the line referenced numbers that appear in the questions to find the correct spot in each passage.
- You should limit your answer for reading comprehension questions to what is stated or implied in the passages.
- Read each passage through at least once before reading the associated questions.
- The most important sentences of each paragraph are the first and the last. Pay particular attention to these sentences.
- First, answer all the questions for the topics that you are familiar with. Afterwards, go back and answer the questions for the topics you are unfamiliar with.
- Focus the majority of your time answering the questions -- not reading and re-reading the text.
Math Section: 80 minutes are alloted for the completion of the Math ACT section (25 minutes for the "no calculator" section and 55 minutes for the "calculator" section.
The following are tips and techniques for improving your performance on the student produced response questions.
- There are no negative answers in the student produced response math section. So if you come up with a negative answer, you'll need to try again.
- You're able to enter a short answer in any column provided. For example, .8 can be entered in columns 1-2, or 2-3, or 3-4.
- If your answer ends up being a repeating decimal, such as .4444444, just enter as many decimal points as you can in the grid provided.
- Do not provide mixed numbers as answers. For example, if your answer is 2 3/4, you need to change it to 11/4 or 2.75.
The following are tips and techniques for improving your performance on the standard multiple choice questions.
- Read the question thoroughly and make sure you understand what the question is looking for. Select the best answer provided for the variable, value, or expression that is requested.
- Make sure that you prepare beforehand for this section of the test. Know all of the important math definitions, formulas, and concepts that might appear.
- Use only the test booklet provided to show your work and for marking up diagrams or graphs presented.
- If a question seems complicated and time consuming look for a shortcut to the answer. Don't get involved in detailed calculations that are going to require a lot of time. Look at the answers provided and see if you can rule out any as incorrect answers. This will help narrow down your selection of possible correct choices.
- If you come across a question with a strange symbol, just substitute the accompanying definition when attempting to figure out the correct answer.
ACT College & Career Readiness Benchmarks
The ACT College Readiness Benchmarks are scores that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing courses.*
*ACT College Readiness Benchmark Scores
SAT College & Career Readiness Benchmarks
Each assessment in the SAT Suite has an associated set of metrics called the college and career readiness benchmarks. The new college and career readiness benchmarks are based on actual student success in entry-level college courses. The SAT benchmark scores represent a 75% likelihood of a student achieving at least a C grade in a first-semester, credit-bearing college course in a related subject.
- The SAT Math benchmark is the SAT Math section score associated with a 75% chance of earning at least a C in first-semester, credit bearing, college-level courses in algebra, statistics, precalculus, or calculus.
- The SAT Evidence-Based Reading and Writing benchmark is the SAT Evidence-Based Reading and Writing section score associated with a 75% chance of earning at least a C in first-semester, credit bearing, college-level courses in history, literature, social science, or writing.
*SAT College Readiness Benchmarks
ACT-SAT Concordance Tables
https://collegereadiness.collegeboard.org/pdf/guide-2018-act-satconcordance.pdf | <urn:uuid:5750380f-4793-47c0-9e43-781e9693375f> | CC-MAIN-2023-23 | https://www.bcsdschools.net/cms/lib/SC01916775/Centricity/Domain/6334/ACT%20and%20SAT%20Tips.pdf | 2023-05-29T05:58:06+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00740.warc.gz | 759,488,599 | 1,983 | eng_Latn | eng_Latn | 0.995791 | eng_Latn | 0.99861 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2527,
6413,
8261,
9677
] | [
3.203125
] | 1 | 0 |
R900 ® Radio Frequency (RF) Explained
It should be noted that over120 million radio frequency devices have been installed in the past 5 years in North America to gather usage data from water, gas and electricity meters. Utilities of all sizes and types have realized the operational and customer service benefits of automating their data collection processes.
Within the passage below we have identified various items that many households today have that are either within or above the identified bandwidth.
Radio frequencies are part of a broad range of energy phenomena called the "electromagnetic spectrum." Everything in the electromagnetic spectrum consists of waves of energy that are measured in terms of their frequency and magnitude. The electromagnetic spectrum includes not only radio waves but also visible light.
The diagram below illustrates the different types of waves that make up the electromagnetic spectrum1. As the diagram shows, the electromagnetic spectrum is often subdivided into two categories: ionizing radiation and non-ionizing radiation.
The EPA provides the following definitions:
Non-ionizing
Ionizing
Typical AMR/AMI Systems
Radiation that has enough energy to move atoms in a molecule around or cause them to vibrate, but not enough to remove electrons, is referred to as "non-ionizing radiation." Examples of this kind of radiation are sound waves, visible light, and microwaves.
Radiation that falls within the "ionizing radiation" range has enough energy to remove tightly bound electrons from atoms, thus creating ions. This is the type of radiation that people usually think of as "radiation." We take advantage of its properties to generate electric power, to kill cancer cells, and in many manufacturing processes.
Automatic Meter Reading (AMR) and Advanced Metering Infrastructure (AMI) systems typically operate in the 450MHz to 2.4GHz frequency range. The Neptune R900 AMR system transmits for a total of approximately 14 seconds per day. This transmission lasts less than one second. It should be noted that homeowners and their neighbours use and operate many radio frequencies both within and around this range including; baby monitors, remote car keys, smart phones, cellular networks, cordless telephones, AM and FM radio broadcasts, garage door openers, radio-controlled toys, television broadcasts, satellite communications, police radios and the list goes on and on.
With the accelerated use of social media, smart phones, WiFi, mobile streaming, GPS systems, and a myriad of other applications, the use of RF has grown exponentially.
RF systems that are used for AMR and AMI systems fall into the category of non-ionizing radiation, as they do not have sufficient energy to change the structure of molecules with which they come in contact.
Within the non-ionizing group of frequencies, where do AMR- and AMI-equipped smart meters fall? The table below shows the relative power density in microwatts per square centimeter (µW/cm2) so that the various devices can be compared. Although water devices were not specifically measured in this independent study, they would tend to operate like gas smart meters which are also dependent on battery power and therefore can't transmit as often or at an output power as high as electric Smart Meters.
Comparison of RF Power Density in the Everyday Environment (microwatts per square centimeter or µW/cm 2 )
As we can see, the level of exposure to RF emissions is much less for smart meters (gas and water being the lowest of these) than our typical exposure to laptops, WiFi networks, and cell phones.
The following summary from Health Canada from February 12 th , 2012 highlights their position on RF transmission:
As with any wireless device, some of the RF energy emitted by smart meters will be absorbed by anyone who is nearby. The amount of energy absorbed depends largely on how close your body is to a smart meter. Unlike cellular phones, where the transmitter is held close to the head and much of the RF energy that is absorbed is localized to one specific area, RF energy from smart meters is typically transmitted at a much greater distance from the human body. This results in very low RF exposure levels across the entire body, much like exposure to AM or FM radio broadcast signals.
Survey results have shown that smart meters transmit data in short bursts, and when not transmitting data, the smart meter does not emit RF energy. Furthermore, indoor and outdoor survey measurements of RF energy from smart meters during transmission bursts were found to be far below the human exposure limits specified in Health Canada's Safety Code 6.
Based on this information, Health Canada has concluded that exposure to RF energy from smart meters does not pose a public health risk.
The Neptune R900 device is a one-way device that operates in the 902-928 MHz band. That range of frequencies is referred to as an "unlicensed" band, as opposed to "licensed" frequencies on which AM and
FM operate. The R900 uses frequency hopping spread spectrum to avoid harmful interference or collisions with radio waves emanating from other household equipment. The R900 is certified under Part 15.247 of the FCC regulations. That certification is required by law of any RF device. We are required by the FCC to place in the R900 manuals the following statement from the Part 15 rules.
FCC Notice
This device complies with Part 15 of the FCC Rules. Operation is subject to the following two conditions: (1) this device may not cause harmful interference, and (2) this device must accept any interference received, including interference that may cause undesired operation.
NOTE: This equipment has been tested and found to comply with the limits for a Class B digital device, pursuant to Part 15 of the FCC Rules. These limits are designed to provide reasonable protection against harmful interference in a residential installation. This equipment generates, uses, and can radiate radio frequency energy and, if not installed and used in accordance with the instructions, may cause harmful interference to radio communications. However, there is no guarantee that interference will not occur in a particular installation.
RF Exposure Information
This equipment complies with the FCC RF radiation requirements for uncontrolled environments. To maintain compliance with these requirements, the antenna and any radiating elements should be installed to ensure that a minimum separation distance of 20cm is maintained from the general population.
The R900 is certified pursuant to Part 15 of the FCC regulations. In addition, the following factors ensure that the R900 does not cause any environmental or health issues:
* Low power device
o Relative to cell phones, the R900 has approximately 1/3 less the output power.
* Distance of installation
o Instead of being adjacent to your head as with a cell phone, the R900 typically is located remotely to the homeowner (i.e. with the meter in the basement, on the outside of a house, etc).
* Duration of transmission
o The duration of the automatic meter reading message is every 7 mSec every 14 seconds, which is quite a low duty cycle versus continuous signal transmission of a cell phone
With millions of R900 radio frequency meter interface units installed throughout the North America there have been no reported issues of interference or health issues related to the transmission of the R900 RF device. | <urn:uuid:feac0cb0-6d0e-441c-821e-5831043d5d86> | CC-MAIN-2023-23 | https://www.lakeshore.ca/en/municipal-services/resources/R900-Radio-Frequency-Explained.pdf | 2023-05-29T04:44:21+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00741.warc.gz | 931,426,054 | 1,456 | eng_Latn | eng_Latn | 0.996601 | eng_Latn | 0.997042 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1764,
5007,
7471
] | [
2.015625
] | 1 | 0 |
Vitamin D Deficiency
This leaflet offers more information about vitamin D deficiency in children and young people. If you have any further questions or concerns, please speak to the staff member in charge of your child's care.
What is vitamin D deficiency and why has my child got it?
Vitamin D controls the amount of calcium in the body and is important for good health, growth and strong bones.
The following groups of children are more at risk of getting low in vitamin D:
* Children with darker skin, whose bodies are not able to make so much vitamin D.
* Children born to mothers with low vitamin D.
* Children with reduced direct sunlight exposure, either seasonal (low vitamin D levels are common in winter and spring) or due to wearing clothing that covers most of the body.
* Vegetarians or vegans and children on wide food exclusion diets.
* Children with medical conditions such as Crohn's disease, coeliac disease, cystic fibrosis, and some liver and kidney diseases.
* Children on certain medications, such as anticonvulsants and anti-TB drugs.
What are the signs and symptoms?
Many children will not have any symptoms of vitamin D deficiency and you might not know your child has low levels.
Some children will develop problems such as:
* late teething and poor tooth enamel
* common infections and leg pains
* poor growth and development
* rickets - soft skull or leg bones, bowing of bones, bone pains and muscle weakness
* muscle spasms or cramps, fits and breathing difficulties.
These problems are related to the low levels of calcium and need urgent hospital treatment.
Does my child need any tests to confirm the diagnosis?
Your child will have a blood test to show if they have low vitamin D. In most children, no other tests are needed.
What treatments are available?
Your child will be treated with high dose vitamin D, prescribed by a doctor and given either as a one-off medicine by mouth or as an injection.
After your child has had this, they should also take a supplement every day.
The Department of Health recommends children between six months and five years should be given supplements containing vitamins A, C and D, unless they are drinking 500ml or more of infant formula a day.
Most children over five years do not need vitamin D supplements if they are getting enough in their diets and through sunlight. Children in the higher risk groups already mentioned would benefit from a supplement every day.
Older children can have one of a selection of chewy tablets from the chemist or supermarket. Younger children will need drops, which can be prescribed or bought in the chemist.
If you are claiming benefits you may be entitled to get free vitamins through the Healthy Start scheme – ask your health visitor or midwife about this. Some boroughs offer free vitamins to all children, so again, ask your health visitor.
What happens if I do not get treatment?
It can be possible to build up vitamin D levels through diet and sunshine, but if vitamin D deficiency is not treated it may get worse and lead to worse symptoms.
Is there anything I can do to help my child?
Most vitamin D is made in the skin by exposure to sunlight in the hottest part of the day.
Most children need fifteen minutes sunlight between 11am and 3pm from April to September to the lower arms and face, without high factor sunscreen on. This will make enough vitamin D without damaging the skin for low risk children.
Only a small amount of vitamin D is found in food. Vitamin D rich food includes oily fish (sardines, pilchards, herring, trout, tuna, salmon and mackerel), cod liver oil, eggs, fortified margarine and cereals.
If you are a woman planning to have more children make sure you take pregnancy vitamins throughout pregnancy and breastfeeding. Your GP or midwife can give you more advice on this.
Useful sources of information
http://www.nhs.uk/Conditions/vitamins-minerals/Pages/VitaminD.aspx http://www.healthystart.nhs.uk/
Contact us
If you have any questions or concerns about vitamin D deficiency in children and young people, please contact the paediatric medicine secretaries on 020 8725 3648 (Monday to Friday, 9am to 4.30pm), giving the name of the doctor you saw, if possible. Out of hours, please leave a voice message.
For more information leaflets on conditions, procedures, treatments and services offered at our hospitals, please visit www.stgeorges.nhs.uk
Additional services
Patient Advice and Liaison Service (PALS)
PALS can offer you on-the-spot advice and information when you have comments or concerns about our services or the care you have received. You can visit the PALS office between 9.30am and 4.30pm, Monday to Friday in the main corridor between Grosvenor and Lanesborough wings (near the lift foyer).
Tel: 020 8725 2453Email: email@example.com
NHS Choices
NHS Choices provides online information and guidance on all aspects of health and healthcare, to help you make decisions about your health. Web: www.nhs.uk
NHS 111
You can call 111 when you need medical help fast but it's not a 999 emergency. NHS 111 is available 24 hours a day, 365 days a year. Calls are free from landlines and mobile phones.
Tel: 111
AccessAble
You can download accessibility guides for all of our services by searching 'St George's Hospital' on the AccessAble website (www.accessable.co.uk). The guides are designed to ensure everyone – including those with accessibility needs – can access our hospital and community sites with confidence.
Reference: PED_VDD_04Published: November 2021Review date: November 2023 | <urn:uuid:db3e1217-8c54-4ff7-9d31-06b76ac44201> | CC-MAIN-2023-23 | https://www.stgeorges.nhs.uk/wp-content/uploads/2021/11/PED_VDD_04_LP.pdf | 2023-05-29T05:05:39+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00744.warc.gz | 1,117,079,331 | 1,199 | eng_Latn | eng_Latn | 0.998274 | eng_Latn | 0.998789 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1297,
2872,
4279,
5587
] | [
2.453125
] | 5 | 0 |
Supporting Every Student Learning Series CONVERSATION GUIDE Creating Welcoming and Caring Environments for Refugee Students and their Families.
Part 1. Understanding Refugee Populations (with Roxanne Felix-Mah, Alberta Centre for Child, Family and Community Research) Understanding the refugee experience has important implications for educators
* In Canada, refugees may be privately sponsored, government assisted or jointly sponsored (government and private).
Key understandings · Refugees are people who are outside their country of nationality or habitual residence and have a well-founded fear of persecution because of their race, religion, nationality, membership in a particular social group or political opinion. · Worldwide, over 50 per cent of refugees are under 18. · Independent immigrants plan to leave home and settle in a new country. In contrast, refugees are forced to flee, often under traumatic conditions (e.g., war, political persecution, natural disasters). The refugee experience often includes loss, grief and trauma.
* In addition, temporary foreign workers may come to Canada with their own children, or have children while they are here.
* Currently, refugees make up approximately 10 per cent of the total number of immigrants coming to Canada, while economic immigrants (approximately 70 per cent) and family sponsored immigrants (approximately 20 per cent) account for the remaining 90 per cent.
* In 2002, Canadian immigration polity changed from selecting the most skilled to accepting the most vulnerable refugees. • In Canada, refugees must pay back government loans (up to $10,000 per family) •
* Before coming to Canada, some refugees may have been living for years in a refugee camp with no basic amenities, rationed food and supplies, and limited or no schooling or health services.
o their diverse backgrounds and experiences o the importance of identity and culture o pre-migration and post-migration challenges (e.g., economic integration, isolation, racism, uncertain migration status).
To support refugee students, schools need to consider:
Supporting Every Student Learning Series Refugee Students and their Families (Part 1 cont.)
Key understandings (cont.) •
o focusing on inclusion and social cohesion through whole school approaches that build social-emotional competency o recognizing and acknowledging that discrimination can impact students' lives o promoting activities such as sports and arts to build positive experiences and connections
Best practices for supporting students with refugee backgrounds include: o investing in thorough assessment o investing in school-community and family partnerships that address mental health and other social needs over the long term
o integrating student supports (e.g. English as Another Language teachers) with the whole school community.
* Research also shows that encouraging students to respect and appreciate both their home culture and Canadian culture results in higher educational achievement and higher levels of adult adjustment. Questions for reflection and discussion · What strategies can school staff use to better understand the refugee experience of students?
* Families and communities of refugee students can be a valuable resource for student success.
* Research shows that both intra- and inter-cultural relationships increase trust in others.
* How can schools ensure that families and communities of refugee students have opportunities to contribute to student success?
* What strategies can schools use to demonstrate respect and appreciation for students' home cultures? For more information • Visit the Alberta Teachers' Association website to view the resource, Here Comes Everyone: Teaching in the Intercultural Classroom. | <urn:uuid:3a8518d5-612b-4ed1-a315-c664eaf2ac9c> | CC-MAIN-2023-23 | https://policywise.com/wp-content/uploads/2016/08/Refugee-and-Imigrant-Students-Part-1-Conversation-Guide-2.pdf | 2023-05-29T06:05:23+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00744.warc.gz | 521,299,238 | 669 | eng_Latn | eng_Latn | 0.994386 | eng_Latn | 0.994423 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2181,
3750
] | [
3.171875
] | 1 | 0 |
Gcse D T Resistant Materials Aqa Exam Practice Answers For Workbook
As recognized, adventure as competently as experience very nearly lesson, amusement, as capably as understanding can be gotten by just checking out a books Gcse D T Resistant Materials Aqa Exam Practice Answers For Workbook then it is not directly done, you could consent even more a propos this life, re the world.
We manage to pay for you this proper as competently as easy habit to get those all. We give Gcse D T Resistant Materials Aqa Exam Practice Answers For Workbook and numerous books collections from fictions to scientific research in any way. in the middle of them is this Gcse D T Resistant Materials Aqa Exam Practice Answers For Workbook that can be your partner.
Design and Technology Theory - The Works (CD Version) - Paul Philpott 2004-06-01
the application of maths skills to design and technology - Helps guide students through the requirements of the Non-Exam Assessments and the written exams at both AS and A Level.
ClearRevise AQA GCSE Design and Technology 8552 - L Sheppard 2020-06 Illustrated revision and practice: Absolute clarity is the aim with a new generation of revision guide for the 2020s. This guide has been expertly compiled and edited by successful teachers of Design and Technoloy, industry professionals, highly experienced examiners and a good dollop of scientific research into what makes revision most effective. Past examinations questions are essential to good preparation, improving understanding and confidence. This guide has combined revision with tips and more practice questions than you could shake a stick at. All the essential ingredients for getting a grade you can be really proud of. Each specification topic has been referenced and distilled into the key points to make in an examination for top marks. Questions on all topics assessing knowledge, application and analysis are all specifically and carefully devised throughout this book.
AQA GCSE (9-1) Design and Technology: Paper and Boards - Bryan Williams 2017-08-31
Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, while focusing on the specialist principles of paper and boards in more depth, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the Non-Exam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
Design and Technology - Pearson Education, Limited 2017-06-16 This Student Book has been developed specifically for the Edexcel GCSE (9-1) Design and Technology.
AQA AS/A-Level Design and Technology: Product Design - Will Potts 2018-01-08
Exam Board: AQA Level: AS/A-level Subject: Design & Technology First Teaching: September 2017 First Exam: June 2018 Encourage your students to be creative, innovative and critical designers with a textbook that builds indepth knowledge and understanding of the materials, components and processes associated with the creation of products. Our expert author team will help guide you through the requirements of the specification, covering the core technical and designing and making principles needed for the 2017 AQA AS and A-level Design and Technology Product Design specification. Explores real-world contexts for product design - Develops practical skills and theoretical knowledge and builds student confidence - Supports students with
Gcse Media Studies- Richard Parsons 2005-01
Provides revision notes on the key topic areas with many examples. Written in CGP style, this work has an odd bit of fun thrown in to keep concentration levels up.
My Revision Notes: Pearson Edexcel GCSE (9-1) Design and Technology - Ian Fawcett 2020-04-27
Exam board: Pearson Edexcel Level: GCSE Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Target success in Pearson Edexcel GCSE (9-1) Design and Technology with this proven formula for effective, structured revision. Key content coverage is combined with exam-style tasks and practical tips to create a revision guide that you can rely on to review, strengthen and test your knowledge. With My Revision Notes you can: - Plan and manage a successful revision programme using the topicby-topic planner - Consolidate subject knowledge by working through clear and focused content coverage - Test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers - Improve exam technique through practice questions, expert tips and examples of typical mistakes to avoid - Get exam ready with extra quick quizzes and answers to the practice questions available online.
AQA GCSE (9-1) Design and Technology: Textile-Based Materials - Bryan Williams 2017-09-25
Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, while focusing on the specialist principles of textile-based materials in more depth, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the Non-Exam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
Python Challenge! - Pm Heathcote 2021-04-05 Learn to program fast in 155 challenges, 54 examples and 85 pages This book is a 'gamified' approach to Python, aimed at supporting GCSE and KS3 students, with complete coverage of the GCSE programming requirements. There's no substitute for practice when it comes to learning a new skill! Python syntax is simple to learn, but becoming an expert in writing programs to solve different kinds of problems takes a bit longer. That's why this book has a short explanation of each new statement or technique, followed by one or more examples and then loads of practice challenges. Some of the
1/4
challenges will take you only a minute or two, using the Python Interactive window to try out new statements and get immediate results. As you get further into the book, you will be challenged to write programs to perform different kinds of tasks - for example to find the results of a calculation, write a program for a simplified cash machine, sort a list of items into alphabetical order, or to record data in a text file to be read, formatted, and printed. The programming solutions to some challenges have been helpfully simplified for an inexperienced programmer to modify rather than to write from scratch. This builds your confidence in problem-solving. That's why 35 challenges consist of partially written programs for you to complete.
Edexcel GCSE (9-1) Design & Technology - Mj Ross 2019-06-03
This is a complete text that provides detailed and concise coverage of all the topics and disciplines covered in the new Edexcel 1DT0 Design and Technology (9-1) specification, written and presented in a way that is accessible to teenagers and easy to teach from. It will be invaluable both as a course text and as a revision guide for students nearing the end of their course. It is divided into neat sections covering every element of the specification. Sections 6-1 to 6-6 of the textbook cover each of the six specialist material categories. These sections would complement practical classroom experience.
A Level Product Design - Brian Evans 2004
Produced to support students with the written paper element of the examination, this text focuses on developing product analysis skills throughout the book, examining materials and processes, explaining what they are used for and why, as well as looking at the manufacturing process.
The Essentials of G.C.S.E. Design and Technology - Brian Russell 2002-06
AQA GCSE (9-1) Design and Technology: All Material Categories and Systems - Bryan Williams 2017-07-31
Exam Board: AQA Level: GCSE Subject: D&T First Teaching: September 2017 First Exam: June 2019 Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the Non-Exam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
My Revision Notes: Pearson Edexcel A Level Design and Technology (Product Design) - Dave Sumpner 2020-02-28
Exam board: Edexcel Level: A-level Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Target success in Edexcel A-level Design and Technology (Product Design) with our proven formula for effective, structured revision. Key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes, every student can: - plan and manage a successful revision programme using the topic-by-topic planner - consolidate subject knowledge by working through clear and focused content coverage - test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers - improve exam technique, including interpretation and application, through practice questions, sample answers and exam tips. WJEC Eduqas GCSE (9-1) Design and Technology - Ian Fawcett 2019-02-18 Exam board: WJEC Eduqas Level: GCSE Subject: Design & Technology First teaching: September 2017 First exams: Summer 2019 Reinforce classroom learning and boost students' understanding of all materials with this textbook
2/4
written for the WJEC Eduqas GCSE (9-1) Design & Technology specification. Written by leading D&T experts, this textbook will build your students' knowledge of the core principles, help to develop their designing and making skills and provide them with the opportunity to make sure they are ready to tackle both parts of the assessment. - Helps students clearly understand the core principles of all materials and general concepts of designing and making, as well as build their knowledge, understanding and skills for one material or system in more depth - Hones students' mathematical and scientific ability so they don't miss out on the easy marks - Features practice questions in the style of the written exam to make sure students are confident to tackle the written element of the assessment - Inspires and motivates students with stretch and challenge: activities designed to challenge the more able learners and to ensure progression to A-level
Design and Technology - Collins Collins GCSE 2018-11-02 Exam Board: AQALevel: GCSE 9-1Subject: Design & TechnologyFirst Teaching: September 2017; First Exams: June 2019 This Collins AQA Design & Technology GCSE 9-1 Workbook contains topic-based questions as well as a full practice paper and answers. With lots of realistic practice opportunities for a variety of different exam-style questions. With a workbook and practice exam paper in one book, it contains plenty of practice opportunities to ensure the best results. Includes:* selection of questions covering each topic* topic-bytopic practice* complete exam-style paper
Developing a Design Brief - Suzanne Robinson 2011
The Toxic Classroom - Richard Steward 2020-06-09
The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop.
Teacher Toolkit - Ross Morrison McGill 2015-11-19
Ross Morrison McGill, aka @TeacherToolkit believes that becoming a teacher is one of the best decisions you will ever make, but after more than two decades in the classroom, he knows that it is not an easy journey! Packed with countless anecdotes, from disastrous observations to marking in the broom cupboard, TE@CHER TOOLKIT is a compendium of teaching strategies and advice, which aims to motivate, comfort, amuse and above all reduce the workload of a new teacher. The book includes humorous illustrations, photocopiable templates, a new-look 5 minute plan and QR codes to useful videos. This limited edition hardback version will be an invaluable addition to your school CPD library or a long-lasting bible to keep with you throughout your teaching career. As anyone who has followed him on Twitter knows, Ross is not afraid to share the highs and lows of his own successes and failures. He strives to share great teaching practice, to save you time and to ensure you are the best teacher you can be, whatever the new policy or framework. His eagerly-awaited new book continues in this vein and is a must-read for all new teachers. Vitruvian teaching will help you survive your first five years: Year 1: Be resilient (surviving your NQT year) Year 2: Be intelligent (refining your teaching) Year 3: Be innovative (take risks) Year 4: Be collaborative (share and work with others now your classroom practice is secure) Year 5: Be aspirational (moving towards middle leadership) Start working towards Vitruvian today.
The Fundamentals of Creative Design - Gavin Ambrose 2011-08-31
Introduces students to the various aspects of the graphic design. This title provides a fresh introduction to the key elements of the discipline and looks at the following topics: design thinking, format, layout, grids, typography, colour, image and print and finish.
My Revision Notes: AQA GCSE (9-1) Design and Technology: Paper and Boards - Ian Fawcett 2018-07-30
Exam board: AQA Level: GCSE Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Target success in AQA GCSE (9-1) Design and Technology with this proven formula for effective, structured revision. Key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. This revision guide is for you if you have chosen to study papers and boards in greater depth. With My Revision Notes, every student can: - plan and manage a successful revision programme using the topic-by-topic planner - consolidate subject knowledge by working through clear and focused content coverage - test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers - improve exam technique through practice questions, expert tips and examples of typical mistakes to avoid - get exam ready with extra quick quizzes and answers to the practice questions available online.
Artistic Design - BackSpace Publishing 2020-10-29
Artistic Design Notebook 8.5 in. x 11 in. For Creative Minds.
Resistant Materials - Barry Lambert 2010-06-11
The student book for Resistant Materials Technology' outlines the course requirements for GCSE resistant materials technology and what is expected of the candidate. It contains tips and activities, practice questions and useful Web references.
Cambridge IGCSE(tm) Design and Technology Teacher's Guide (Collins Cambridge IGCSE(tm)) - Stewart Ross 2018-03-28
Full teacher support to accompany the Cambridge IGCSE(R) Design and Technology Student Book for syllabus 0445. These resources will enable teachers to use a structured approach to delivering the course, but will also allow them enough flexibility to teach in their own way, in the best way possible for their classroom context.- Comprehensive coverage for syllabus 0445- Fully supports the approach of the Student Book, using scenarios and skills-building to link together the theory and practical parts of the syllabusLesson plans and activities that are suitable for a range of international classroom environments, along with activity sheets for every topic in the Student Book- Includes answers to every activity and question in the Student Book- Guidance on setting up and running practical project work in the classroom- Support in how to prepare the students and guide them through their work on the final project- Accompanied by additional material for students and teachers online at Collins Connect, including the full Student Book online, interactive quizzes and activity sheets- Written by highly experienced teachers of Design and Technology from around the worldGuidance on how this resource can be used to teach 7048 O Level CDT: Design and Communication, and 6043 O Level Design and Technology- This text has not been through the Cambridge endorsement process.
My Revision Notes: OCR GCSE (9-1) Design and Technology - Andy Knight 2018-04-27
Exam board: OCR Level: GCSE Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Target success in OCR GCSE (9-1) Design and Technology with this proven formula for effective, structured revision. Key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes, every student can: - plan and manage a successful revision programme using the topic-by-topic planner - consolidate subject knowledge by working through clear and focused content coverage - test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers improve exam technique through practice questions, expert tips and examples of typical mistakes to avoid - get exam ready with extra quick quizzes and answers to the practice questions available online.
ClearRevise OCR GCSE Computer Science J277 - Online Pg 2020-05
3/4
Absolute clarity is the aim with a new generation of revision guide for the 2020s. This guide has been expertly compiled and edited by successful former teachers of Computer Science, highly experienced examiners and a good dollop of scientific research into what makes revision most effective. Past examinations questions are essential to good preparation, improving understanding and confidence. This guide has combined revision with tips and more practice questions than you could shake a stick at. All the essential ingredients for getting a grade you can be really proud of. Each specification topic has been referenced and distilled into the key points to make in an examination for top marks. Questions on all topics assessing knowledge, application and analysis are all specifically and carefully devised throughout this book.
ClearRevise AQA GCSE Food Preparation and Nutrition 8585 - Pg Online 2021-07-12
GCSE AQA Food Preparation and Nutrition 8585 Over 650 marks worth of examination style questions Answers provided for all questions within the book Illustrated topics to improve memory and recall Specification references for every topic Examination tips and techniques Absolute clarity is the aim with a new generation of revision guide. This guide has been expertly compiled and edited by subject specialists, industry professionals, highly experienced examiners and a good dollop of scientific research into what makes revision most effective. Past examinations questions are essential to good preparation, improving understanding and confidence. This guide has combined revision with tips and more practice questions than you could shake a stick at. All the essential ingredients for getting a grade you can be really proud of. Each specification topic has been referenced and distilled into the key points to make in an examination for top marks. Questions on all topics assessing knowledge, application and analysis are all specifically and carefully devised throughout this book.
Resistant Materials - Gerald Eyers 2005
This brand new course for AQA GCSE Resistant Materials has been replaced by a new specification for first teaching from September 2009.
AQA GCSE (9-1) Design and Technology: Electrical and Mechanical Systems and Components - Bryan Williams 2017-10-02
Exam board: AQA Level: GCSE Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, while focusing on the specialist principles of electrical and mechanical systems and components in more depth, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the Non-Exam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
GCSE Design and Technology Resistant Materials AQA Revision Guide -
Richard Parsons 2009-09-01
GCSE Design & Technology Resistant Materials AQA Revision Guide GCSE D and T Resistant Materials AQA Exam Practice Answers (for Workbook) - Richard Parsons 2009-12-04
GCSE D&T Resistant Materials AQA Exam Practice Answers (for Workbook)
Real-World Technology - Resistant Materials - Colin Chapman 2002
Presenting knowledge and skills for students studying resistant materials, this text explains techniques in detail and includes industrial examples to help put school technology into real-world context.
Integrated Manufacture - Ingersoll Engineers 1985
AQA GCSE (9-1) Design and Technology: Timber, Metal-Based Materials and Polymers - Bryan Williams 2017-08-31
Exam Board: AQA Level: GCSE Subject: D&T First Teaching: September 2017 First Exam: June 2019 Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, while focusing on the specialist principles of timber, metal-based materials and polymers in more depth, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the NonExam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
Aqa GCSE (9-1) Design & Technology 8552 - M. J. Ross 2017-05-05 This is a brand new book that provides comprehensive yet concise coverage of all the topics and disciplines covered in the new AQA 8552 Design and Technology (9-1) specification, written and presented in a way that is accessible to teenagers and easy to teach from. It will be invaluable both as a course text and as a revision guide for students nearing the end of their course. It is divided into neat sections covering every element of the specification. Sections 5A to 5F of the textbook cover each of the six specialist technical areas. These sections would complement practical classroom experience. Solutions to all questions and exercises are provided in a free teacher pack available on our website. To accompany this textbook, PG Online also publishes a series of 12 downloadable teaching units. Each topic in a unit consists of a PowerPoint presentation, teacher's notes, worksheets, homework sheets and a final assessment test with practice questions. Each topic within a unit is expected to be taught over several lessons in a week. Units are sold as a lifetime site licence and may be loaded onto the school's private network or VLE.
AQA GCSE Design and Technology: Resistant Materials Technology - Ian Fawcett 2009
This is the only resource to have been developed with and exclusively endorsed by AQA. With a real focus on tracking individual progress, you can improve your students' chance of exam success through a unique blend of print and electronic resources.
WJEC GCSE Design and Technology - Ian Fawcett 2019-04-01 Exam board: WJEC Level: GCSE Subject: Design and Technology First teaching: September 2017 First exams: Summer 2019 Reinforce classroom learning and boost students' understanding of their chosen area of design and technology with this textbook written for the WJEC GCSE Design & Technology specification for Wales. Written by leading D&T experts, this textbook will build your students' knowledge of the core principles, help to develop their designing and making skills and provide them with the opportunity to make sure they are ready to tackle both parts of the assessment. - Helps students clearly understand the core knowledge, understanding and skills and general concepts of designing and making, as well as build their knowledge, understanding and skills of either Engineering Design, Fashion and Textiles or Product Design in more depth - Hones students' mathematical and scientific ability so they don't miss out on the easy marks - Features practice questions in the style of the written exam to make sure students are confident to tackle the written element of the assessment Inspires and motivates students with stretch and challenge: activities designed to challenge the more able learners and to ensure progression to A-level AQA GCSE (9-1) Physics Student Book - Nick England 2016-08-01 Exam Board: AQA Level: GCSE Subject: Physics First Teaching: September 2016 First Exam: June 2018 AQA approved. Apply and develop your students' knowledge and understanding of Physics with this textbook that builds mathematical skills, provides practical assessment guidance and supports all the required practicals. - Provides support for all the required practicals with activities that introduce practical work and other experimental investigations in Physics - Builds understanding and knowledge with a variety of questions to engage and challenge: Test Yourself questions, Show You Can challenges, Chapter review questions and synoptic practice questions - Supports Foundation and Higher tier students in one book, with Higher tieronly content clearly marked - Builds Literacy skills for the new specification with key words highlighted and practice extended answer writing and spelling/vocabulary tests FREE GCSE SCIENCE TEACHER GUIDES These will be provided for free via our website. To request your free copies please email firstname.lastname@example.org Design and Technology - Resistant Materials
- Waleed Aslam 2020-07
Unlock your full potential with these revision guides which focus on all the key content and skills you need to achieve highest potential marks.With Revision Notes for Design and Technology (Resistant Materials) you can help yourself: 1) To take control of your revision: plan and focus on the areas need to revise with content summaries and commentary from expert authors. 2) To fully understand key topics by using specific examples to add depth to their knowledge of design and technology issues and processes. 3) To apply design and technology terms accurately with the help of definitions and key words on all topics. 4) To improve skills to tackle specific exam questions with selftesting and exam-style questions and answers
AQA GCSE (9-1) Design and Technology: Paper and Boards - Bryan Williams 2017-08-31
Exam Board: AQA Level: GCSE Subject: D&T First Teaching: September 2017 First Exam: June 2019 Build in-depth understanding and inspire your students to tackle design challenges both practically and creatively, with a textbook that delivers the Core Technical plus Specialist Technical and Design & Making Principles needed for the 2017 AQA D&T GCSE. The insight of our author team will build topic knowledge, including the technical principles of materials with which you are less familiar, while focusing on the specialist principles of paper and boards in more depth, to ensure you can navigate the specification with confidence whilst your students' ideas flourish. · Trusted author team of specialist teachers and those with examining experience · Build topic knowledge with learning objectives directly linked to the specification and short activities to reinforce understanding · Develop mathematical and scientific knowledge and understanding with activities that link topics to maths and science · Inspire your students as they undertake the iterative design process, with examples of imaginative design-and-make tasks, and a look at how to approach the Non-Exam Assessment · Check knowledge and understanding with end of topic summaries and practice questions for the written exam
4/4 | <urn:uuid:2d9c5ac9-438c-43b6-9bbc-791b9504ec7d> | CC-MAIN-2023-23 | http://assets.ceu.social/book?tbua=1&eav=Gcse%20D%20T%20Resistant%20Materials%20Aqa%20Exam%20Practice%20Answers%20For%20Workbook.pdf | 2023-05-29T06:35:00+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224644683.18/warc/CC-MAIN-20230529042138-20230529072138-00746.warc.gz | 4,361,214 | 6,310 | eng_Latn | eng_Latn | 0.994415 | eng_Latn | 0.994658 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
7410,
16336,
25009,
32577
] | [
1.390625,
2.234375
] | 1 | 0 |
APPENDIXES
FORMULA FOR CALCULATION OF GLOBAL HUNGER INDEX SCORES
GHI scores are calculated using a three-step process:
First, values for the four component indicators are determined from the available data for each country. The indicators are
> > the percentage of the population that is undernourished,
> > the percentage of children under five years old who suffer from wasting (low weight for height),
> > the percentage of children under five years old who suffer from stunting (low height for age), and
> > the percentage of children who die before the age of five (child mortality).
Second, each of the four component indicators is given a standardized score based on thresholds set slightly above the highest country-level values observed worldwide for that indicator between 1988 and 2013.1 For example, the highest value for undernourishment estimated in this period is 76.5 percent, so the threshold for standardization was set a bit higher, at 80 percent.2 In a given year, if a country has an undernourishment prevalence of 40 percent, its standardized undernourishment score for that year is 50. In other words, that country is approximately halfway between having no undernourishment and reaching the maximum observed levels.
Third, the standardized scores are aggregated to calculate the GHI score for each country. Undernourishment and child mortality each contribute one-third of the GHI score, while the child undernutrition indicators—child wasting and child stunting—each contribute one-sixth of the score.
This calculation results in GHI scores on a 100-point scale, where 0 is the best score (no hunger) and 100 is the worst. In practice, neither of these extremes is reached. A value of 100 would signify that a country's undernourishment, child wasting, child stunting, and child mortality levels each exactly meets the thresholds set slightly above the highest levels observed worldwide in recent decades. A value of 0 would mean that a country had no undernourished people in the population, no children younger than five who were wasted or stunted, and no children who died before their fifth birthday.
Step 1 Determine values for each of the component indicators:
PUN: proportion of the population that is undernourished (in %)
CWA: prevalence of wasting in children under five years old (in %)
CST: prevalence of stunting in children under five years old (in %)
CM: proportion of children dying before the age of five (in %)
Step 2 Standardize component indicators:
Standardized PUN = PUN 80 × 100
Standardized CWA =
CWA
30
× 100
Standardized CST = CST 70 × 100
Standardized CM =
CM
35
× 100
Step 3 Aggregate component indicators:
1 3 × Standardized PUN
+ 1 6 × Standardized CWA
+ 1 6 × Standardized CST
+ 1 3 × Standardized CM
= GHI score
1 The thresholds for standardization are set slightly above the highest observed values to allow for the possibility that these values could be exceeded in the future.
2The threshold for undernourishment is 80, based on the observed maximum of 76.5 percent; the threshold for child wasting is 30, based on the observed maxi mum of 26.0 percent; the threshold for child stunting is 70, based on the observed maximum of 68.2 percent; and the threshold for child mortality is 35, based on the observed maximum of 32.6 percent. | <urn:uuid:6e42b1bd-735a-47f5-860c-b2705cef68d2> | CC-MAIN-2017-09 | http://library.ifpri.info/files/2016/09/BK_2016_GHI_appendix_a_w.pdf | 2017-02-21T09:46:47Z | crawl-data/CC-MAIN-2017-09/segments/1487501170700.71/warc/CC-MAIN-20170219104610-00451-ip-10-171-10-108.ec2.internal.warc.gz | 158,565,683 | 757 | eng_Latn | eng_Latn | 0.996307 | eng_Latn | 0.996307 | [
"eng_Latn"
] | false | docling | [
3320
] | [
2.046875
] | 1 | 0 |
K-5 Physical Education
* The specific order of units is dependent on the availability of shared facilities.
| Course Title | Quarter 1 | Quarter 2 | Quarter 3 |
|---|---|---|---|
| JK & SK | Content: Basic Movement Patterns Skills: balancing on one foot and beam, jumping and landing from a low height, | Content: Basic Movement Patterns, Climbing wall Skills:.jumping and landing, rotating (log roll, egg roll, somersault), stabilizing, maintaining 3-points of content, moving laterally | Content: Swimming Skills: exploring underwater, floating without life jacket, kicking with board, moving in water |
| Grade 1 | Content: Dance, Gymnastics, Climbing Wall Skills: moving rhythmically, balancing with partners, jumping and landing from higher height, continuous rotations, navigating obstacles, maintaining balance, traversing | Content: Soccer, Jump rope, Hoops Skills: dribbling, passing, shooting, trapping, Jumping rope forward and back, spinning hoop around waist, jumping rope with a hoop | Content: Swimming Skills: floating without a life jacket, jumping into water, beginning elementary back and freestyle |
| Grade 2 | Content: Gymnastics, Basketball Skills: balancing in small groups, jumping and landing from higher height with twists, rotations from different pathways, passing, dribbling, shooting | Content: Soccer Skills: dribbling, passing, shooting, trapping, keeping everything in close proximity | Content: Swimming Skills: diving for objects in deep end, floating on front and back, mastering elementary back, practicing freestyle, beginning backstroke |
| Grade 3 | Content: Gymnastics, Basketball Skills: balancing – large groups, | Content: Soccer Skills: dribbling, passing, | Content: Swimming Skills: practicing backstroke, |
| | jumping and landing combination with rotations, passing, head up dribbling, shooting | shooting, trapping, throwing in, exhibiting greater speed and distance for each skill | diving from pool edge, treading water | leading, catching one-handed |
|---|---|---|---|---|
| Grade 4 | Content: Basketball Skills: passing, speed dribbling, shooting from chest | Content: Volleyball Skills: passing, setting, serving underhand | Content: Soccer Skills: dribbling through obstacles, passing to moving target | Content: Swimming Skills: mastering freestyle (25m) and backstroke (25m), beginning breaststroke |
| Grade 5 | Content: Basketball Skills: give-and-go passing, dribbling with cross over, shooting with form | Content: Volleyball Skills: passing, setting, underhand serve, spiking, rallying with a partner and in groups | Content: Soccer Skills: passing (give-and-go), shooting with non-dominant foot | Content: Swimming Skills: mastering breaststroke, executing handstands and somersaults | | <urn:uuid:a18a85de-9d42-4f9c-a98d-c0bea05a89c5> | CC-MAIN-2017-09 | https://siskorea.org/images/es-courses/ESPEScopeSequenceFINAL.pdf | 2017-02-21T10:32:40Z | crawl-data/CC-MAIN-2017-09/segments/1487501170700.71/warc/CC-MAIN-20170219104610-00471-ip-10-171-10-108.ec2.internal.warc.gz | 766,713,493 | 611 | eng_Latn | eng_Latn | 0.976031 | eng_Latn | 0.976031 | [
"eng_Latn",
"unknown"
] | false | docling | [
1757,
2755
] | [
3.859375
] | 1 | 0 |
Name________________
Date________________
* Sentence Compl leti ion 2 Level 1
Directions: Complete the sentence using the word or set of words for each blank that best fits the meaning of the sentence as a whole.
1. Twenty-two is a ______.
A. food
B. number
C. color
D. car
2. Baseball is a ______.
A. country
B. city
C. sport
D. vegetable
3. Italy is a ______.
A. country
B. sport
C. city
D. color
4. Green is a ______.
A. fruit
B. language
C. number
D. color
5. A banana is a ______.
A. man
B. fruit
C. number
D. language
6. Spanish is a ______.
A. country
B. number
C. woman
D. language
7. A lion is ______.
A. a city
B. an animal
C. a vegetable
D. a child
8. Paris is a ______.
A. food
B. language
C. number
D. city
9. Gold is a ______.
A. metal
B. number
C. language
D. country
10. Mrs. Lily is a ______.
A. street
B. child
C. language
D. woman
1
Answers and Explanations
1) B
Twenty-two is a number. Choice(B) is correct.
(A) is incorrect because twenty-two is not a food.
(C) is incorrect because twenty-two is not a color.
(D) is incorrect because twenty-two is not a car.
2) C
Baseball is a sport. Choice (C) is correct.
(A) is incorrect because baseball is not a country.
(B) is incorrect because baseball is not a city.
(D) is incorrect because baseball is not a vegetable.
3) A Italy is a country. Choice (A) is correct.
(B) is incorrect because Italy is not a sport.
(C) is incorrect because Italy is not a city.
(D) is incorrect because Italy is not a color.
4) D Green is a color. Choice (D) is correct.
(A) is incorrect because green is not a fruit.
(B) is incorrect because green is not a language.
(C) is incorrect because green is not a number.
5) B
A banana is a fruit. Choice(B) is correct.
(A) is incorrect because a banana is not a man.
(C) is incorrect because a banana is not a number.
(D) is incorrect because a banana is not a language.
6) D Spanish is a language. Choice (D) is correct.
(A) is incorrect because Spanish is not a country.
(B) is incorrect because Spanish is not a number.
(C) is incorrect because Spanish is not a woman.
7) B
A lion is an animal. Choice(B) is correct.
(A) is incorrect because a lion is not a city.
(C) is incorrect because a lion is not vegetable.
(D) is incorrect because a lion is not a child.
8) D
Paris is a city. Choice (D) is correct.
(A) is incorrect because Paris is not a food.
(B) is incorrect because Paris is not a language.
(C) is incorrect because Paris is not a number.
9) A
Gold is a metal. Choice (A) is correct.
(B) is incorrect because gold is not a number.
(C) is incorrect because gold is not a language.
(D) is incorrect because gold is not a country.
10) D
Mrs. Lily is a woman. Choice(D) is correct.
(A) is incorrect because Mrs. Lily is not a street.
(B) is incorrect because Mrs. Lily is not a child.
(C) is incorrect because Mrs. Lily is not a language. | <urn:uuid:e99d37f6-eb91-4df8-a27d-a8c3df92e980> | CC-MAIN-2017-09 | http://englishforeveryone.org/PDFs/Level_1_Sentence_Completion_2.pdf | 2017-02-21T09:47:09Z | crawl-data/CC-MAIN-2017-09/segments/1487501170700.71/warc/CC-MAIN-20170219104610-00456-ip-10-171-10-108.ec2.internal.warc.gz | 85,969,177 | 795 | eng_Latn | eng_Latn | 0.992329 | eng_Latn | 0.99667 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
905,
2917
] | [
3.640625
] | 1 | 0 |
Castle Fraser
Description
The designed landscape you see today at Castle Fraser was established in the 18th and early 19th centuries. The ancient system of shared farming on open fields was replaced by a profit-driven, agriculturally 'improved' estate, alongside fashionable leisure areas and an attractive parkland setting. Walking the trails today, you can see how the estate's design combines practical functionality with impressive vistas.
arrow gullies p
Grade
Easy
Terrain
The path is unsurfaced with some slopes
Distance
1½ miles / 2.4km
Time
1 hour
OS Map
Landranger Sheet 38
Facilities
Parking
Suitable for picnics
Tearoom
Shop
Toilets
Dogs welcome
Castle Fraser
The Broad Walk of sycamores presents an impressive approach to the castle. The oldest trees here were planted over 200 years ago and fortunately survived recent gales. 1
The Broad Walk once continued along here, connecting the castle with the old Aberdeen to Kemnay road, which ran through Alton Brae. 2
In this mainly coniferous woodland you can hear and sometimes see a variety of birds, including treecreepers, longtailed tits and coal tits. Treecreepers move in short hops up tree trunks hunting for insects. Once they reach the top they fly to the base of another tree and start climbing again. 3
Have a look into the woodland on your left. The long linear ridges you see here are the remains of medieval cultivation 'rigs', created by a massive plough pulled by a team of oxen. Cereals were grown on top of the rigs, while the furrows in between were for drainage. 4
The Flight Pond was created in the 19th century in an area of low-lying bog to attract wildfowl for shooting. You can still see the remains of some shooting butts, but the area is now a peaceful haven for wildlife. Ponds are a valuable habitat for many creatures, providing a place for frogs and newts to breed, birds to drink and insect larvae to grow. Swallows, swifts and martins hunt the insects flying over the water, and in the evenings Daubenton's bats skim the surface for flies and midges. They are able to eat up to 3,000 insects a night! 5
In the late 1700s, this area was divided into 'parks' for grazing the laird's beasts, fattening them up for market. They had evocative names, such as Whin Park and Clinking-Stile Park. 6
The field to your right was enclosed by stone dykes at the very end of the 18th century. A huge effort was needed to level the patchwork of unenclosed medieval rigs, to allow the use of a new, lighter plough pulled by just two horses. 7
Castle Fraser
Description
Mary Bristow of Quidenham Hall, Norfolk was a close friend of Elyza Fraser. She designed this woodland, known as Miss Bristow's Wood, as a pleasure ground full of winding paths, pleasant glades and distant views.
On the slope you can see the tall cistern and pumphouse of a mechanical water pump that provided a water supply to the castle and estate. It was installed in the early 1900s, and although now powered by a modern electrical pump it still serves the surrounding farms. 1
Elyza Fraser and Mary Bristow developed these woods from agricultural land. They spent more than £9,600 (over £500,000 today) between 1797 and 1800, following the fashion set by Elyza's neighbour, Sir Archibald Grant of Monymusk.
Highly cultured ladies, Mary and Elyza travelled through Europe together. You can see their portraits hanging in the castle. Mary Bristow bought several books on landscape design, which are still in the castle library today.
Grade
Easy
Terrain
The path is unsurfaced with some slopes
Distance
1¼ miles / 2.4km
Time
45–60 mins
OS Map
Landranger Sheet 38
Facilities
Parking Suitable for picnics Tearoom Shop Toilets Dogs welcome
The Trust is supported by
A natural spring rises here and the fountain head may have been set up as part of Miss Bristow's landscaping scheme. It is a re-used triangular stone from above a dormer window, almost certainly from the castle, and dates from the 1630s. The carved initials – L A F – stand for Lord Andrew Fraser. High up on the castle you will see similar decorative dormer heads. 2
The well house beyond – called the Moses Well – is more of a mystery. The beautiful stone panels form part of one large panel depicting the Old Testament prophet Moses, surrounded by scenes from his life. They were carved in the mid-1600s, possibly in the Netherlands, and probably for an important church. We don't know how or when they came to Castle Fraser, and work is ongoing to answer these questions.
Wildflowers can be seen throughout Miss Bristow's Wood competing to attract the insects that pollinate them. Small white flowers of wood sorrel, wood anemones and bluebells appear in spring, with tall spires of foxgloves and pink rosebay willowherb emerging in mid- to late summer. On a sunny summer day the air is filled with the sound of buzzing bees. 3
Elyza Fraser built this monument in memory of her companion, Mary Bristow. The inscription translates as: 4
Farewell! Alas how much less is the society of others than the memory of thee.
The inscriptions also commemorate Elyza's nephew, Alexander Fraser. Rumour has it that he became heir to the estate when his elder brother upset Elyza by giving her a bull-dog instead of the lap-dog she had requested! | <urn:uuid:cd81f75e-78cc-4703-8aa0-7ace56c1c4f0> | CC-MAIN-2017-09 | http://www.nts.org.uk/Downloads/Properties/castle_fraser_combined_low_res.pdf | 2017-02-21T09:46:59Z | crawl-data/CC-MAIN-2017-09/segments/1487501170700.71/warc/CC-MAIN-20170219104610-00450-ip-10-171-10-108.ec2.internal.warc.gz | 539,515,091 | 1,259 | eng_Latn | eng_Latn | 0.998797 | eng_Latn | 0.998809 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2547,
5300
] | [
2.328125
] | 1 | 0 |
Teacher who inspired Chicano students' 'blowouts' dies
Mario T. García | Apr. 17, 2013 NCR Today
Monday was a sad day, with the horrible bombing at the Boston Marathon. It was also a sad day for me because the death of Sal Castro.
Sal was a major figure in Chicano history. As a public school teacher in the east Los Angeles schools, Sal in March of 1968 inspired his students to participate in a historic student walkout of the schools in what came to be known as the "blowouts."
The students were protesting a legacy of racial segregation and discrimination in the public school system against Mexican-American students not only in Los Angeles but throughout the Southwest, where the majority of people of Mexican descent lived. In the early 20th century, these schools were referred to as "Mexican schools." They were segregated public schools for Mexican-American children, and they were inferior schools characterized by limited education aimed at teaching the students to work with their hands rather than their minds. The schools had fewer grades than the white or Anglo schools, a lack of expectations by teachers, overcrowded classrooms, lack of books, etc.
Despite efforts by Mexican Americans to change these conditions over the years, the legacy of the Mexican schools was alive and well in the east LA schools in 1968. As one of the few Mexican-American or Chicano teachers in these schools, Castro knew and opposed such conditions. He also came to understand that only a dramatic action would pressure the educational establishment to do something about these conditions. But more importantly, he knew only the students could do this by first recognizing that they were not the problem -- the schools were the problem.
Castro worked with the students to develop a critical consciousness that further recognized that the schools as constituted were not there to help them but to limit their opportunities so they could be recycled as cheap labor like their parents. The development of this critical consciousness Castro believed represented real education as opposed to the regimented "schooling" that the students received and only intended to produce submissive citizens who would not question the inequalities in the American system.
Armed with this more critical consciousness and inspired by Castro's leadership, the students went on strike in what may be the largest high school student strike in American history. Some 20,000 students walked out of 15 schools in the first week of March 1968 in the blowouts. Their strike eventually led to various reforms, though even today education in inner-city schools leaves much to be desired.
What the walkouts really changed was the consciousness of the students. They recognized it was within their power to produce social change. No one else could do it but themselves. They empowered themselves by their actions, and Sal Castro was largely responsible for this. The blowouts were a seminal moment in the history of the Chicano Movement of the late 1960s and 1970s, the largest and most widespread Mexican-American civil rights and empowerment movement in U.S. history. The movement made for the first time Chicanos and other Latinos into major national political actors, and we are seeing the fruits of that movement today in the rise of Latino political power.
Sal Castro paid a price for his leadership and courage by putting his own career on the line for his students. He and 12 others were arrested after the blowouts and became known as the East LA 13. They were indicted on conspiracy charges and, if convicted, might have served more than 50 years in jail. After a two-year legal battle, a court ruled that the blowouts constituted an expression of First Amendment rights, and Castro and the others were cleared of all charges. School officials continued to harass Castro, but he continued to dedicate himself to teaching for the next three decades until his retirement.
I was privileged and honored to write Sal's life story in my 2011 book, Blowout! Sal Castro and the Chicano Struggle for Educational Justice [1]. We worked for more than 10 years on this project, and I conducted some 50 hours of taped interviews with Sal. It was a pleasure and a learning experience to have spent so much time with him and listen to his stories. Sal had a great sense of humor, but he used humor to educate. He could also get very serious when he talked about the courage of his "kids" who engaged in the blowouts: the blowout generation.
When the book came out, our publisher was generous in providing us with funding to promote the book. We visited many campuses and bookstores and had a wonderful time together. I presented the "teaser" opening, then Sal did his thing and had the audience in the palm of his hand. Sal also spoke in many of my classes at UC Santa Barbara, and many students over the last 10 years and more had the opportunity to meet him. When the book came out, the students read about his story growing up in LA, going to both public and Catholic schools, being in the military, returning to go to college, his early teaching career, his involvement in the blowouts, the repercussions he faced, and his many more years as a devoted teacher. I believe my students were as inspired by Sal as I was.
I'm pleased that through my book -- which now also includes an e-book with all kinds of video interviews with Sal, videos of him speaking to conferences and more valuable materials -- that future generations will know who Sal Castro was. He was the epitome of what it means to be a teacher, and we surely today need teachers like Sal. But he is also someone who made history -- American history -- and he needs to be recognized as a major figure in American educational and civil rights history.
One of the last questions I had for Sal for our book was, "How do you want to be remembered?" He simply said: "I would like my tombstone to read: 'Sal Castro -- A teacher."
Source URL (retrieved on 02/21/2017 - 04:53): https://www.ncronline.org/blogs/ncr-today/teacher-whoinspired-chicano-blowouts-dies
Links:
[1] http://www.amazon.com/Blowout-Chicano-Struggle-EducationalJustice/dp/0807834483/ref=sr_1_1?ie=UTF8&qid=1366214049&sr=81&keywords=Blowout!+Sal+Castro+and+the+Chicano+Struggle+for+Educational+Justice | <urn:uuid:11063573-9b15-41a1-8e93-763d17744c1a> | CC-MAIN-2017-09 | https://www.ncronline.org/printpdf/49866 | 2017-02-21T10:53:53Z | crawl-data/CC-MAIN-2017-09/segments/1487501170700.71/warc/CC-MAIN-20170219104610-00457-ip-10-171-10-108.ec2.internal.warc.gz | 871,409,340 | 1,337 | eng_Latn | eng_Latn | 0.999496 | eng_Latn | 0.999529 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2664,
6307
] | [
2.140625
] | 48 | 0 |
Household Plumbing
Maintaining the plumbing in your home is an important part to clean and great tasting water. Here are some tips to help.
Flushing Household Plumbing
Treating Water in an Emergency
Flushing Water Heaters
Disinfecting a Drain
Heat Disinfection of Hot Water Heaters
Flushing Household Plumbing
A bleach-y or chemical taste and odor in the water in your home or business is often caused by an accumulation of organic material in the plumbing. The chlorine that the City of Lake Oswego puts into the water to control bacterial growth can react with this organic material to create chlorine by-products. Many of these by-products have a very strong chemical or bleach-y taste and odor.
The accumulation of organic material can be eliminated by flushing your water pipes. This procedure is outlined in the following steps:
1. Remove the screens (called aerators) from the ends of the indoor faucets and run all of the faucets wide-open and simultaneously for 3 to 5 minutes.
3. After 3 to 5 minutes of flushing, turn off the water faucets, clean the aerators, and reinstall the aerators on the ends of the faucets.
2. Flush the toilets two or three times each while the faucets are running. Running all the water faucets and toilets simultaneously generates a large flow of water through the pipes and will hopefully dislodge any build-up of organic material that is causing the taste and odor problem. Removing the aerators before flushing the plumbing will prevent anything dislodged by flushing from accumulating on the screens.
Page 1 of 4
Household Plumbing
Published on City of Lake Oswego Oregon Official Website (https://www.ci.oswego.or.us)
How to Flush a Hot Water Heater
Water heaters should be flushed at least once a year -- twice a year is even better -- to control the build-up of mineral deposits. This will help the water heater operate more fuel efficiently and will usually extend the life of the heater.
Furthermore, the water heater will need to be flushed if the hot water becomes a yellow or brownish color due to an accumulation of rust, or if you find sand-like mineral sediment in the hot water.
The procedure for flushing your water heater is outlined in the following steps. Refer to the diagram of a water heater below as necessary.
1. Do not shut off the gas or the water supply to the heater.
3. Extend the garden hose to a place where the water can safely exit the heater (e.g., a drain, a driveway, etc.)
2. Attach a garden hose to the draincock located at the bottom of the heater. The draincock usually looks like a regular hose bib (garden faucet) or a round dial with a threaded hole in the middle.
4. Open the draincock to allow the water to exit the heater. Caution: the water leaving the heater will be hot and under normal household water pressure. Also note that if the draincock is made of plastic and the heater is several years old, it may be difficult to open and may break easily if forced.
6. Allow the water in the bucket to stand undisturbed for a minute and see if the water is clear or if any sand-like material settles to the bottom. If the water is clear and no sand-like material is observed, go on to step 7. If the water is discolored and/or sand-like material is observed at the bottom of the bucket, repeat steps 5 and 6 until the flush water is completely clear and free of sediment.
5. After five minutes of flushing, fill a bucket with the still flushing water.
7. Close the draincock and remove the garden hose.
If you do not feel comfortable doing this work yourself, hire a licensed plumber to do it for you.
Treating Water in an Emergency
Treating potentially contaminated water in an emergency. During an emergency such as a major earthquake, the City of Lake Oswego may issue a "boil water notice" until it can verify that the water is not contaminated and is safe to drink. During a "boil water notice" period, any water used for drinking or food preparation should be boiled at a full rolling boil for at least one full minute. A full rolling boil is a vigorous boil that cannot be stopped by stirring the water. If the water is very dirty looking and/or has particulate matter in it, filter the water through a coffee filter, paper towels, or clean cloth before boiling.
If the emergency has left you with no way to boil the water or if you have limited fuel and do not want to use it for boiling water, you may treat the water with liquid chlorine laundry bleach. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Below is a chart that indicates how much liquid bleach to add to the water.
| 1 gallon | 8 drops | 16 drops |
|---|---|---|
| 5 gallons | 1/2 teaspoon | 1 teaspoon |
After you add the bleach, thoroughly mix by stirring or shaking the container. Let the water stand for 30 minutes before using. A slight chlorine odor should be noticeable in the water; if not, add another dosage of bleach and allow the water to stand another 15 minutes before using. The water can also be treated with the use of water purification tablets that can be purchased at most outdoors or sporting goods stores. Follow the directions for use on the package you purchase. Treat only enough water to meet your needs for 48 hours at a time. There is an increased chance of recontamination if the treated water sits for more than 48 hours. Refrigeration will also help prevent recontamination. Note: Most home water filters are meant for water that is already microbiologically safe. Using these filters during a "boil water notice" will not guarantee the safety of the water. Replace any filter cartridges after the boil water notice has been lifted to ensure your filter is not contaminated.
Page 2 of 4
Household Plumbing
Published on City of Lake Oswego Oregon Official Website (https://www.ci.oswego.or.us)
How to store an emergency water supply
Bottled water purchased at grocery stores can be stored for several years. The bottles should be stored in a cool dark place and should not be exposed to sunlight or fumes of petroleum products and pesticides/herbicides. They should be checked periodically to ensure that the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Storing tap water for emergency use is more complicated. The storage containers must be sterilized and the water treated before it is stored. Also the water should be changed every six months. Sterilizing the containers. Containers made of heavy opaque plastic with screw-on caps are the best to use. Plastic milk and orange juice containers are very thin and tend to crack and leak as they get old. Also these containers often have snap-on lids that do not seal as well as screw-on caps.
1. Wash the containers with soapy water. Rinse thoroughly. Fill the container half full with water and add 1 cup of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the container with water (all the way to the top). Put the cap on and lay the bottle on its side for about 3 minutes. This allows you to check if the container leaks while the bleach-water disinfects the cap. If the container leaks, do not use it.
*** REMEMBER ? this is not drinking water - pour down drain when finished ***
2. Pour the bleach-water into the next container to be sterilized. The same disinfecting bleach-water can be used for several containers ? simply "top off" the new container with water as needed.
Treating the water to be stored.
1. Fill the sterilized bottle half full with tap water. Add 8 drops of chlorine bleach for each gallon the container holds. NOTE: do not use scented laundry bleach, powdered bleach, or swimming pool chlorine; these contain additional chemicals that are poisonous. Finish filling the bottle with tap water. Leave a small air space at the top of the container to allow for expansion if the water heats up slightly where you store it.
2. Put the cap on tightly.
Storing the water
The water containers should be stored in a cool dark place and should not be exposed to sunlight or fumes of petroleum products and pesticides/herbicides. They should be checked periodically to ensure the plastic has not cracked or developed leaks. If the containers have cracked or leak, replace them.
Change the water in the containers every six months.
How to Disinfect a Drain
A perceived odor of rotten eggs or sewage in the water is usually caused by sewer gases forming in the household drain. These gases are formed by bacteria which live on food, soap, hair, and other organic matter in the drain. These gases are heavier than air and remain in the drain until the water is turned on. As the water runs down the drain, the gases are expelled into the atmosphere around the sink. It is natural to associate these odors with the water because they are observed only when the water is turned on. However, the odor is not in the water, it is simply the water pushing the gas out of the drain.
To eliminate this problem, the bacteria in the drain must be killed. This process is called disinfecting the drain and entails the following seven steps:
Caution: do not mix any drain cleaners or detergents with bleach; certain combinations can create toxic fumes.
1. Run the cold water for about 15 seconds into the drain that is to be disinfected, then turn the water off.
2. Pour approximately one to two cups of liquid chlorine bleach (laundry bleach) down the drain (or drains) where the odor is present. Pour the bleach slowly around the edges of the drain so that it runs down the sides of the drain. Caution: bleach may cause eye damage, skin irritation, and may damage clothing - BE CAREFUL!
Page 3 of 4
Household Plumbing
Published on City of Lake Oswego Oregon Official Website (https://www.ci.oswego.or.us)
3. If the odor is coming from a sink with a garbage disposal, turn the disposal on for a few seconds while the bleach is being poured. This will disperse the bleach around the inside of the disposal. Caution: bleach may cause eye damage, skin irritation, and may damage clothing - take care to avoid splashing for the few seconds the disposal is turned on.
5. After 10 minutes, run the hot water into the drain for a minute or two to flush out the bleach. If a garbage disposal was disinfected, thoroughly flush it as well.
4. Allow the bleach to remain undisturbed in the drain for about 10 minutes. Caution: prolonged contact with metals may cause pitting and/or discoloration.
6. This procedure may need to be repeated if the odor returns.
How to Heat Disinfect a Water Heater
A sulfurous or rotten egg-like odor in hot water is caused by bacteria growing in the water heater. This usually happens when the water heater is turned off while on vacation, when the hot water has not been used for a long time, or when the temperature setting on the heater is set too low. The bacteria in the water heater are not a health threat; however, they must be eliminated to stop the odor problem.
The procedure for eliminating the bacteria is called heat disinfection. It is a complex procedure that involves draining the water heater, maximizing the temperature in it, and then draining the water heater again. This procedure is outlined in the following steps. Refer to the diagram of a water heater below as necessary:
1. One evening, drain the water heater: Turn off the thermostat on the heater so that only the pilot light
2. Turn off the water supply to the water heater. There may be a valve to do this right at the inlet to the water heater, or the water supply to the entire property may need to be shut off at the wheel valve.
remains on. If the heater is drained while the heating flame is on, the heater may be damaged.
3. Open one or more hot water faucets inside the house. This allows air to enter the heater as the water drains out in step 6.
5. Extend the garden hose to a place where the water can be disposed of (e.g., a drain, the driveway, etc.)
4. Attach a garden hose to the draincock located at the bottom of the water heater. The draincock usually looks like a regular hose bib (garden faucet) or a round dial with a threaded hole in the middle.
6. Open the draincock and allow all of the water to drain out of the water heater. This can take anywhere from five minutes to half an hour or more, depending on the capacity of the heater and the size of the draincock. Caution: the water that drains out will be very hot. Also note that if the draincock is made of plastic and the water heater is several years old, it may be difficult to open and may break easily if forced.
8. Turn the water supply to the water heater back on. Leave the hot water faucet(s) inside the house turned on. This will allow the air in the water heater to escape as it refills with water. There will likely be "hissing" sounds and/or "spitting and sputtering" as air and water begin coming out of the hot water faucets. When the water flow from the faucet(s) return(s) to normal, shut them off.
7. When the water heater is empty, close the draincock and remove the garden hose.
9. That night (before going to bed): turn the thermostat for the water heater to its highest temperature setting for one night. Caution: make sure everyone who uses the water is aware that the hot water is going to be hotter than usual.
11. Drain and refill the water heater by repeating steps 2 through 8.
10. The next morning: Turn off the thermostat on the heater so that only the pilot light remains on. If the heater is drained while the heating flame is on, the heater may be damaged.
12. Return the thermostat on the water heater to the normal setting (usually around 130?F).
If you do not feel comfortable doing this work yourself, hire a licensed plumber to do it for you.
Source URL (retrieved on 08/01/2015 - 12:42am): https://www.ci.oswego.or.us/publicworks/household-plumbing
Page 4 of 4 | <urn:uuid:7539621e-dc44-48e4-bf26-d07e47c60b6d> | CC-MAIN-2015-32 | https://www.ci.oswego.or.us/printpdf/13307 | 2015-08-01T07:42:20Z | crawl-data/CC-MAIN-2015-32/segments/1438042988598.68/warc/CC-MAIN-20150728002308-00084-ip-10-236-191-2.ec2.internal.warc.gz | 909,878,999 | 3,049 | eng_Latn | eng_Latn | 0.998672 | eng_Latn | 0.998849 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1563,
5790,
9882,
14071
] | [
3.25
] | 102 | 0 |
Simple syntactic tokens
Basic concepts
Characters, spaces, and text
All printable symbols of text processors are called characters.
Examples: Letters, digits, mathematical symbols, and subscripts are printable characters.
Spaces between characters and tabs are not printable.
Any finite sequence of characters and spaces is called a text.
Comment: You may think about a text as an unformatted text file.
Letter, word, and alphabet
These concepts are rather general. In a text processor, an alphabet is a set of characters called letters, and any finite sequence of these characters is called a word. But the same concepts are also used in describing human speech, different systems of animal communication, and the chemical structure of genomes of living organisms.
Syntactic and semantic properties
Syntax refers to the structure of a word, and semantics refers to its meaning.
Example: Consider the word W = mathematics.
1. The word W contains eleven letters.
2. The last letter of the word W is s.
3. The word W is an English word.
4. The word W is a noun.
Statements 1 and 2 describe syntactic properties of W, and statements 3 and 4 describe its semantic properties.
Extended alphabet
An alphabet that has n letters, where each letter has two forms, such as capital and lower case. And where every long word is partitioned into segments by a break, such as a space.
Comment: This is a concept we will use in the technical part of this paper. And it is based on the way that reading and writing are taught in many schools.
Simple words and cycles
Simple word: a word in which all letters are different Cycle: a word in which all letters, except the first and the last, are different, and the first and last letters are the same
Examples
The words a, ab, abc, abcd are simple. The words aa, aba, abca, abcda are cycles.
Notice the relation between simple words and cycles.
If you append to a simple
word its first letter, it becomes a cycle.
If you remove the last letter from a cycle,
you get a simple
word.
So in any alphabet, the number of simple words of length r is equal to the number of cycles of length r+1.
Number of simple words
The number of simple words of length r in an alphabet having n letters is nPr = n!/(n-r)!
10 10P5 = 3,024
10P10 = 3,628,800
20 20P10 = 6.7*10 11 20P20 = 2.4*10 18 (20 is the number of different amino-acids)
26 26P13 = 6.5*10 16 26P26 = 4.0*10 26 (26 is the number of letters in the English alphabet)
256 256P16 =2.1*10 38 256P32 =1.5*10 76 (256 is the number of different bytes)
Extended alphabets
Now we show how to divide all occurrences of letters in a word W into two categories, and how to insert breaks that partition W into segments that we call simple syntactic tokens.
All occurrences of letters in W are divided into two categories:
C: First and last letters of all cycles in W (C stands for Cyclic letter and is represented by lower case letters, so individual C-letters can be written as c)
S: All other letters (S stands for Single letter. They don't occur in pairs as C letters do. The S-letters are written as capital letters.)
Examples
W = alibabaandfortythieves
C CCCCC C C C C alibabaandfortythieves SS SSSSS S SS S S
aLIbabaaNDFORtYtHIeVeS
W = aquickbrownfoxjumpsoverthelazydog
C C C C C
aquickbrownfoxjumpsoverthelazydog
AQUICKBRoWNFoXJUMPSoVeRTHeLAZYDOG
Inserting a break _ between letters is more complex, and it has to be done from left to right. (Doing it from right to left provides a different result.)
Procedure:
1. Breaks are inserted only between letters of W, and not before or after W.
2. The word W is already partitioned into segments ofC-letters andS-letters.
If a segment ofC
-letters is simple, insert a break after it and before the following segment of
S-letters.
If a segment of C-letters is not simple, it contains at least one cycle. Insert a break before the last letter of the first cycle.
Examples
Original word W = mathematics
In extended alphabet, W = matHEmatICS
Step by step procedure:
matHEmatICS => mat_HEmatICS => mat_HEmat_ICS
Original word W = tralalala
In extended alphabet, W = TRalalala
Step by step procedure:
TRalalala => TRal_alala => TRal_al_ala =>TRal_al_al_a
Comment ala is a cycle. A break is inserted before the last letter of the cycle, al_a
Examples of simple syntactic tokens mat, HEmat, ICS, TRa, al, a
Comment
So far we have shown how any word in any alphabet can be divided in one specific way into simple syntactic tokens, written in the extended alphabet. We know that there are other ways of doing it (for example, to enter breaks from right to left). But we will talk only about properties of the tokens described above.
Properties of tokens
Terminology:
C-letters cyclic letters , written as lower case letters
S-letters single letters , written as capitals
We divide tokens into three categories,
C-tokens
tokens containing only cyclic letters
S-tokens
tokens containing only single letters
SC-tokens tokens containing both single and cyclic letters
S-tokens occur only as simple words or at the ends of other words.
Examples
A, ABCD, DCBAE, and ICS at the end of mat_HEmat_ICS
Both C-tokens and SC-tokens can form long segments of a word W, but only C-tokens can have only one letter.
Example
```
GRoink_oink_oink_onk_onk_ok_ok_ok_o_o_o_o
```
SC-tokens, such as HEmat, GRoink and TRal, are the most complex, and they occur most often in any study of languages.
Example
```
a_LIba_ba_a_NDFORt_Yt_HIe_Ve_S
```
Look at each SC-token as having a root that consists of single letters and a suffix that consists of cyclic letters. But a cyclic letter never stands alone. So such a letter must also occur in one or two other tokens. We can look at these letters as links between tokens.
We call two tokens connected if each of them contains one of two cyclic letters of the same cycle.
```
a_LIba_ba_a_NDFORt_Yt_HIe_Ve_S
```
```
*-----*----*-* *--* *---* connections between tokens
```
So this word consists of three groups of connected SC- and C-tokens, and one S-token at the end.
Examples
AQUICKBRo_WNFo_XJUMPSo_Ve_RTHe_LAZYDOG
*--------*------------* *-------* connections between tokens
```
GRoink_oink_oink_onk_onk_ok_ok_ok_o_o_o_o connections between tokens ****--****-****--***--***--**--**--**-*--*-*--*
```
Chains of tokens
Chain: a sequence of tokens such that every two consecutive tokens are connected by two ends of the same cycle.
Example
```
GRoink_oink_oink_onk_onk_ok_ok_ok_o_o_o_o *------*-----*------*----*-----*---*---*---*--*-*--* chain connected by o GRoink_oink_oink_onk_onk_ok_ok_ok *------*-----*-----*-----*---*---*---* chain connected by k GRoink_oink_oink_onk_onk *------*-----*-----*-----* chain connected by n
```
GRoink_oink_oink
*------*-----*
chain connected by i
Non-adjacent form of a language, Naf
In words with small alphabets, one-letter tokens occur so often that the difference between a sequence of letters and a sequence of tokens can be small.
But words in any language can be written in Naf form, in which any two consecutive letters are different.
How to write words in Naf form:
Extend the alphabet by a new letter, b. In every segment consisting of the same letter, x, replace every second letter by b. For example:
abcxxxxxxde => abcxbxbxbde
Tokens: ABCx_x_x_x_x_x_DE ABCxb_xb_xb_DE
Example
A word in alphabet a, b, c:
cbbacbbaabbcbbbcacbc
The same word in Naf form:
cbbacbbabbbcbb
bcacbc cb
Permutation of letters of an alphabet
Terminology
Pattern of letters: an abstract description of the word written already in the extended alphabet.
It is obtained by replacing any S-letter by capital letter S. And any C-letter by lower-case letter c.
Example
mat_HEmat_ICS
Word W in extended alphabet:
Pattern of letters in W:
ccc_SSccc_SSS
If a word U is obtained from W by a permutation of all letters of the alphabet (U is a cryptogram of W), then patterns of letters in W and U are the same.
The sequence of tokens:
Cb_b_ACb_ba_ab_b_Cb_b_bc_Ac_Bc eleven tokens
b b
a_cb a_
bb_b b _Cb
_bc_Ac_Bc eight tokens
Example
U =aquilabobons, and W = superstition, then both patterns are c_SSSSccc_cc_SS.
Intended applications
A statistical analysis of large samples of very long words is challenging. We think mainly about the primary structure of proteins, described as sequences of twenty amino-acids, and genomes of viruses and prokaryotes described in the four-letter alphabets of DNA and RNA.
One problem is to choose the unit of analysis. A statistic of single letters provides very little information, and looking at all sub-words is often not feasible, because even a one thousand letter word has a half million subwords.
We think that using simple syntactic tokens as units for analysis would be a good choice in the case of proteins. But to be able to use simple syntactic tokens as the unit for study of DNA and RNA sequences, one may need to put these sequences in Naf form.
Final remark
We did not include any references because there are too many of them. Each concept used here has been used many times before, often under different names.
For more information, please contact Andrzej Ehrenfeucht, email@example.com. | <urn:uuid:30999366-012d-4353-aa47-edd8c3fa7131> | CC-MAIN-2024-30 | https://breakingawayfromthemathbook.com/notes/simpleSyntacticTokens.pdf | 2024-07-22T21:14:00+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00797.warc.gz | 122,841,778 | 2,382 | eng_Latn | eng_Latn | 0.990008 | eng_Latn | 0.995732 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1549,
2564,
3994,
5242,
6865,
8205,
9335
] | [
3.5
] | 1 | 0 |
Australia's Opal fields
are larger than all the Opal fields in the rest of the world combined.
In Aboriginal dreamtime stories, the Opal was created when the colours of the rainbow touched the earth.
AUSTRALIA'S ICONIC OPALS
1915
1938
PRIDE OF AUSTRALIA AKA RED EMPEROR
» Found 1915 at Lightning Ridge, NSW.
» Shaped like Australia.
» By 1954, it had toured at least five World Fairs as "the greatest Opal of Australia".
OPAL - AUSTRALIA'S NATIONAL GEMSTONE
Types of Opals found in Australia
» Common Opal does not exhibit a play-of-colour (aka Potch Opal by Australian Miners).
» Precious Opal displays play-of-colour
Australia is the only place in the world where you can find Opalised animal fossils, there are also many examples of Opalised plant fossils.
1946
On 23 July 1993 – the Governor-General, the Hon Bill Hayden AC, proclaimed the Opal as Australia's national gemstone.
In 1994 the Australian Women's basketball team adopted the nickname 'The Opals'.
1986
AURORA AUSTRALIS
» Found 1938 at Lightning Ridge, NSW.
FIRE OF AUSTRALIA
» Found 1946 in Coober Pedy, SA.
» Considered the world's most valuable black Opal.
» World's finest uncut Opal.
» Weighs 998g – size of two cricket balls.
Image source: M.Berrinton - Emil Otto Hoppe Estate Collection, Opals - Geoscience Australia.
Reference: Department of the Prime Minister & Cabinet, Geoscience Australia, Opals Down Under & SA Museum.
1989
HALLEY'S COMET
» Found 1986 at Lightning Ridge, NSW.
» Found about the time Halley's Comet appeared in Australian skies.
» Recorded as the world's largest uncut Opal.
SCIENCE KEY FACTS
Chemistry: SiO 2 nH2O
Hydrated
Opal is
Silica a type of
mineraloid
GALAXY Opal
» Found 1989 in Jundah, QLD.
» One of the largest and finest quality boulder Opals ever mined.
In 1965 CSIRO scientists discovered that the voids between Opal silica spheres caused light to be diffracted to create the play-of-colour, as seen in a rainbow.
Opal has a play-of-colour due to millions of tiny silica spheres of different sizes. | <urn:uuid:89ff8e9c-8a18-4d0e-afcf-bb792aedf16a> | CC-MAIN-2024-30 | https://www.pmc.gov.au/sites/default/files/resource/download/opals-infographic.pdf | 2024-07-22T20:55:45+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00793.warc.gz | 826,565,001 | 548 | eng_Latn | eng_Latn | 0.980659 | eng_Latn | 0.980659 | [
"eng_Latn"
] | false | docling | [
2041
] | [
2.609375
] | 2 | 0 |
Canterville Ghost Questions And Answers Chapter Wise
From New York Times bestselling author Alyssa Sheinmel comes the emotional story of a grieving teenager sent to a boarding school that is nothing like she expected. When Moira Dreyfuss's parents announce that they're sending her to an all-girls boarding school deep in the Maine woods, Moira isn't fooled. She knows her parents are punishing her; she's been too much trouble since her best friend, Nathan, died—and for a while before that. At the Castle School, isolated from the rest of the world, Moira will be expected to pour her heart out to the odd headmaster, Dr. Prince. But she isn't interested in getting over Nathan's death or befriending her fellow students. On her first night there, Moira hears distant music. On her second, she discovers the lock on her window is broken. On her third, she and her roommate venture outside...and learn that they're not so isolated after all. There's another, very different, Castle School nearby—this one filled with boys whose parents sent them away, too. Moira is convinced that the Castle Schools and the doctors who run them are hiding something. But exploring the schools will force Moira to confront her overwhelming grief—and the real reasons her parents sent her away. Praise for The Castle School (for Troubled Girls): "Achingly beautiful. Moira's story gripped me from the first page and held me fast long after I finished reading."—Gilly Segal, New York Times bestselling co-author of I'm Not Dying with You Tonight "Hooked me from page one. I couldn't stop reading until I had every single answer."—Francesca Zappia, author of Eliza and Her Monsters "Beneath the trappings of a fast-paced mystery, this novel holds a heartrending exploration of adolescent grief... Memorable."—Booklist "Complex and layered... A heartfelt exploration of grief, guilt, and recovery."—School Library Journal "Mental health awareness wrapped in a captivating storyline."—Kirkus "An effective exploration of mental illness, and it will share a coveted place on reading lists with Laurie Halse Anderson and Patricia McCormick."—BCCB Also by Alyssa Sheinmel: A Danger to Herself and Others What Kind of Girl The Canterville Ghost dead English nobleman, who killed his wife and was then walled in and starved to death by his wife's brothers. It has been adapted for the stage and screen several times.
The Canterville GhostFV Éditions
The classic ghost story from Penelope Lively, one of the modern greats of British fiction for adults and children alike.When James' family moves to a ancient cottage in Oxfordshire (with grounds that are great for excavations and trees that are perfect for climbing), it doesn't take long for odd things to stard happening. Doors crash open and strange signs appear, written in an archaic hand. James soon discovers the culprit: a ghost! It's the spirit of Thomas Kempe, a 17th century apothecary who wants James to be his apprentice. The problem? No one else believes in ghosts. It's up to James to get rid of him... An iconic ghost story for children, The Ghost of Thomas Kempe is adored by generations of readers.
"Romance is the privilege of the rich, not the profession of the unemployed." Hughie, a charming young man with no money, wants to marry a girl named Laura. But Laura's father is concerned with Hughie's lack of wealth and tells him he can only have his daughter if he comes up with 10,000 pounds. Defeated, Hughie visits his artist friend, who in painting a portrait of a beggar.
Meeting the beggar outside, Hughie gives him some money. What he doesn't know is that the man isn't a beggar at all but a wealthy baron, and Hughie's generosity might just be the thing to change his life. The Model Millionaire is a charming and funny little story, similar in setting to The Picture of Dorian Gray, but far more optimistic. A delightful read. Oscar Wilde (1854-1900) was an Irish playwright, novelist, essayist, and poet, famous for 'The Picture of Dorian Gray' and 'The Importance of Being Earnest' to name a couple. He was believed to be a homosexual and met a lot of resistance in his life on that account. He died in Paris at the age of 46.
A level 2 Oxford Bookworms Library graded reader. This version includes an audio book: listen to the story as you read. Retold for Learners of English by John Escott. There has been a ghost in the house for three hundred years, and Lord Canterville's family have had enough of it. So Lord Canterville sells his grand old house to an American family. Mr Hiram B. Otis is happy to buy the house and the ghost - because of course Americans don't believe in ghosts. The Canterville ghost has great plans to frighten the life out of the Otis family. But Americans don't frighten easily - especially not two noisy little boys - and the poor ghost has a few surprises waiting for him.
These stories aim to entertain kids,using elements of suspense, mystery and laughter. There are spooky stories interlaced with humour, stories with strong undercurrents of fantasy mixed with very real situations, stories of suspense and mystery and stories with a social message such as communal harmony. With lucid writing,imaginative plots and strong characters, this collection of short stories is surely worth possessing.
Whilst searching a windswept mountainside for the fabled ghost moth fungus, a young Tibetan boy unearths a mysterious relic. Moments later the People's Liberation Army of China marches into his isolated village in the valley below and begins to dismantle an ancient way of life. As the brutal oppression grows, the boy's precious find becomes first a symbol of hope for the villagers then a tool of survival for a people and a religion. It must be preserved at all costs. Sixty years later, mountain guide Neil Quinn is wrapping up his last climb of the season on the highest mountain in Tibet when a transport shortage leaves him stuck in an empty base camp. An earthquake sets off a chain of mysterious events that directly connect the English climber to the ongoing tragedies of a troubled land where the Chinese authorities strive still for complete control. Unsure of precisely what he witnessed yet determined to protect its truth, Quinn returns to Kathmandu and enlists the help of a famous historian of the Himalayas, an erstwhile American journalist, and a cast of locals as enigmatic as that ancient city—each with their own reasons for joining his quest. Manipulation and murder dog their every step as they strive to piece together a complex puzzle from Tibet's tortured past while navigating the treacherous present.
A play about a schoolmaster at an English boarding school who must go into retirement due to ill health. Penguin Readers is an ELT graded reader series for learners of English as a foreign language. With carefully adapted text, new illustrations and language learning exercises, the print edition also includes instructions to access supporting Page 2/6
The Canterville Ghost
material online. Titles include popular classics, exciting contemporary fiction, and thought-provoking non-fiction, introducing language learners to bestselling authors and compelling content. The eight levels of Penguin Readers follow the Common European Framework of Reference for language learning (CEFR). Exercises at the back of each Reader help language learners to practise grammar, vocabulary, and key exam skills. Before, during and after-reading questions test readers' story comprehension and develop vocabulary. Visit the Penguin Readers website Exclusively with the print edition, readers can unlock online resources including a digital book, audio edition, lesson plans and answer keys. An American family buy Canterville Hall - a house with a ghost. But the ghost is not happy because it cannot frighten the family.
A book on English
Offers advice and guidelines on how to expand a child's world through books and reading, introducing three thousand teacher-recommended book titles, craft ideas, projects, recipes, and reading club tips.
A level 2 Oxford Bookworms Library graded reader. Retold for Learners of English by John Escott. There has been a ghost in the house for three hundred years, and Lord Canterville's family have had enough of it. So Lord Canterville sells his grand old house to an American family. Mr Hiram B. Otis is happy to buy the house and the ghost - because of course Americans don't believe in ghosts. The Canterville ghost has great plans to frighten the life out of the Otis family. But Americans don't frighten easily - especially not two noisy little boys - and the poor ghost has a few surprises waiting for him.
Beautiful, aristocratic, an adored wife and young mother, Lady Windermere is 'a fascinating puritan' whose severe moral code leads her to the brink of social suicide. The only one who can save her is the mysterious Mrs Erlynne whose scandalous relationship with Lord Windermere has prompted her fatal impulse. And Mrs Erlynne has a secret - a secret Lady Windermere must never know if she is to retain her peace of mind.
Aspiring to be the fastest sprinter on his elite middle school's track team, gifted runner Ghost finds his goal challenged by a tragic past with a violent father.
"The Stranger Woodend was a small, quiet village with no shops, no visitors. Then a stranger came and opened the Corner Shop. That summer, visitors came to Woodend. And customers came secretly to the shop. They wanted help and the stranger helped them." -- Cover.
Manya badly, badly wants to be Shere Khan in her school play. The Jungle Book is her favorite film and she knows all Page 3/6
Denis De Beaulieu, a French soldier, is made a prisoner by the Sire of De Maletroit, who believes that the soldier has compromised the Maletroit family honor.
the lines. She's sure she'll be a superb Shere Khan. But not everyone thinks so. Her classmate Rajat is always making fun of her stammer. Her English teacher thinks its risky to let her get on stage and her principal seems to agree. The more anxious Manya gets, the worse her stammer becomes. Will Manya lose her dream role? Can she overcome her fears and learn to roar?
A delightful, funny story of friendship, ghost chores, a spooky house and a professional haunter. Meet Sir Simon, Super Scarer. He's a professional ghost who has been transferred to his first house. And just in time! He was getting tired of haunting bus stops and forests and potatoes. And to top it off, this house is occupied by an old lady -- they're the easiest to haunt! But things don't go as planned when it turns out a KID comes with this old lady. Chester spots Simon immediately and peppers him with questions. Simon is exasperated. . . until he realizes he can trick Chester into doing his ghost chores. Spooky sounds, footsteps in the attic, creaks on the stairs -- these things don't happen on their own, you know! After a long night of haunting, it seems that maybe Chester isn't cut out to be a ghost, so Simon decides to help with Chester's human chores. Turns out Simon isn't cut out for human chores either. But maybe they're both cut out to be friends . . .
In "The inexperienced ghost," Clayton, a wealthy Englishman, describes his encounter with a decidedly lower-class ghost attempting to haunt his exclusive club, and how he helped the fellow remember the special signals for reaching the other side, and in "The temptation of Harringay," a mediocre artist paints a demon who offers him the chance of producing a masterpiece in exchange for his soul.
"Please, speak softly, we might be overheard," Two college friends run into each other in Paris and one tells the other of a mysterious woman he's been seeing. She sets appointments to meet him and doesn't show up, and she asks him not to write her at her home address but gives him an alias name and address instead. As the tension builds, the friends start to suspect that maybe the real mystery is that there isn't a mystery at all. The Sphinx Without a Secret suggests that the thrill of the chase will always end in disappointment when it comes to love, because sooner or later the chase must end. With charm and a great understanding of the human condition, Oscar Wilde more than succeeds with this suspenseful Sherlock Holmes-like mystery. Oscar Wilde (1854-1900) was an Irish playwright, novelist, essayist, and poet, famous for 'The Picture of Dorian Gray' and 'The Importance of Being Earnest' to name a couple. He was believed to be a homosexual and met a lot of resistance in his life on that account. He died in Paris at the age of 46.
The Canterville Ghost - 2014 (unabridged school edition) by Oscar Wilde. The CBSE has prescribed this novel as Long Reading Text under the Reading Project, for Grade XI.
Seven ghost tales by famous English and American writers.
Online Library Canterville Ghost Questions And Answers Chapter Wise
An amusing chronicle of the tribulations of the Ghost of Canterville Chase when his ancestral halls became the home of the American Minister to the Court of St. James.
The story of the Canterville Ghost takes place in an old English country house, Canterville Chase, which has all the accoutrements of a traditional haunted house. Descriptions of the wainscoting, the library panelled in black oak, and the armour in the hallway characterize the Gothic setting. Wilde mixes the macabre with comedy, juxtaposing devices from traditional English ghost stories such as creaking floorboards, clanking chains, and ancient prophecies with symbols of contemporary American consumerism.
Boys delight in men who have had adventures, and when they are privileged to read of such exploits in thrilling story form, that is the "seventh heaven" for them. Such a "boys' man" was Jack London, whose whole life was one of stirring action on land and sea. Gifted as a story teller, he wrote books almost without end. Some of them, "The Call of the Wild," "The Sea Wolf" and "White Fang," have already been recognized as fine books for boys. Others, volumes of short stories, contain many of like interest, possessing the same qualities that have made the other and longer stories so acceptable as juveniles.
? ?????? ??????? ???????? ??? ???????????? ?????????? ???????, ???????????? ??????????? ?????: «?????????????? ??????????» ???? ??????? ? «???????-?????????» ???????? ??????. ?????? ???????????? ?????????, ???????????? ??? ???????????? ??????? ?????????? ???? (??????? 3 – Intermediate) ? ???????? ?????????????, ???????????? ???????? ????????? ??????????????. ????? ?????? ???????????? ?????????????? ???????????? ? ????????? ????????.
Seminar paper from the year 2016 in the subject American Studies - Literature, grade: 2,0, University of Rostock, language: English, abstract: Short stories dealing with gothic elements like ghost appearances in a spooky atmosphere are common for the Victorian Era. Some ghost stories entertain the reader in a surreal and scary, yet funny way. An example may be the story "The Canterville Ghost" by Oscar Wilde (Wilde 1963). As in the short story "The Haunted and the Haunters" by Edward Bulwer-Lytton (Bulwer-Lytton 1963), ghosts also constitute horror elements used to scare the reader. Hence, ghosts and their intentions differ substantially in literature varying from horror and humour to morality. Charles Dickens is a widely read author of the nineteenth century and well known for his descriptive and gothic influenced way of Page 5/6
An innovative new edition of nine classic short stories from one of the greatest writers of the Victorian era. "I cannot think other than in stories," Oscar Wilde once confessed to his friend André Gide. In this new selection of his short fiction, Wilde's gifts as a storyteller are on full display, accompanied by informative facing-page annotations from Wilde biographer and scholar Nicholas Frankel. A wide-ranging introduction brings readers into the world from which the author drew inspiration. Each story in the collection brims with Wilde's trademark wit, style, and sharp social criticism. Many are reputed to have been written for children, although Wilde insisted this was not true and that his stories would appeal to all "those who have kept the childlike faculties of wonder and joy." "Lord Arthur Savile's Crime" stands alongside Wilde's comic masterpiece The Importance of Being Earnest, while other stories—including "The Happy Prince," the tale of a young ruler who had never known sorrow, and "The Nightingale and the Rose," the story of a nightingale who sacrifices herself for true love—embrace the theme of tragic, forbidden love and are driven by an undercurrent of seriousness, even despair, at the repressive social and sexual values of Wilde's day. Like his later writings, Wilde's stories are a sweeping indictment of the society that would imprison him for his homosexuality in 1895, five years before his death at the age of forty-six. Published here in the form in which Victorian readers first encountered them, Wilde's short stories contain much that appeals to modern readers of vastly different ages and temperaments. They are the perfect distillation of one of the Victorian era's most remarkable writers.
Copyright : www.treca.org writing (Mulvey-Roberts 1998). This paper concerns the question: What are the ghost's intentions in Charles Dickens' short stories "The Signalman" and "The Trial for Murder"? To answer this question, the analysis begins by taking a closer look at the short story "The Signalman" which appeared as a chapter of Mugby Junction, an extra Christmas number of Dickens' weekly journal All the Year Round in 1866 (Dickens 1997). Afterwards, the short story "The Trial for Murder" is analysed. This story appeared as a chapter of Dr Marigold's Prescriptions, an extra Christmas number of Dickens' weekly journal in 1865 (ibid.). Then the short stories are compared with regard to the ghost's intentions and how they achieve their aims are comparted as the purposes of ghosts in literature are numerous.
This is a popular short novel by Oscar Wilde. The story is a traditional English ghost story with the elements of comedy. This version is a newly illustrated variant of the original one, with over 15 unique illustrations.
This collection of short "mystery" stories by Oscar Wilde was originally published in 1891 and was his second published collection of stories. This edition follows the 1907 edition, which was published after his death and added "The Portrait of Mr. W. H.," a story first published in 1899. Written around the same time as The Picture of Dorian Gray and before he turned his hand to playwriting, these stories showcase the quintessential Wilde: dark irony combined with an incisive dissection of Victorian society, with just a hint of the supernatural added to amuse and engage his Victorian audience. This book is part of the Standard Ebooks project, which produces free public domain ebooks. The Happy Prince and Other Tales was written by Victorian author Oscar Wilde and illustrated by Walter Crane and Jacomb Hood.?
Drawing on a wide range of writers, including Marie Corelli, Henry James, George Bernard Shaw, H.G. Wells, James Joyce, and Virginia Woolf, this book demonstrates how concepts of aristocracy impacted the literary culture of the twentieth century. The final fall of the British aristocracy triggered astonishing responses in literature. Literary aristocrats were transformed into warrior heroes, Scotland Yard detectives, swashbucklers, diseased degenerates, and Gothic monsters. This volume raises significant questions about cultural processes and the nature of cultural value.
George, J., Harris and Montmorency, the dog, are the best of friends. Armed with interesting anecdotes, their quirky personalities and a boat, the three men and the dog decide to go on a boat trip across River Thames. But they discover that their fancy ideas of a boat trip, which includes visits to many famous riverside towns of England in the 19th-century, are very different from the reality! Jerome K Jerome's Three Men in a Boat is a comic tale of friendship, misadventure and fun. It is a delightful story for all ages and seasons. Hidden within the seemingly funny incidents and comments are the writer's opinions on the foibles in England's history and society. The book offers a refreshing look at the various places, people and mannerisms in the country.
The Canterville Ghost and Other Stories Table Of Contents LORD ARTHUR SAVILE'S CRIME THE CANTERVILLE GHOST THE SPHINX WITHOUT A SECRET THE MODEL MILLIONAIRE THE PORTRAIT OF MR. W. H.
Copyright: f0a654e8247f44eccf30057acec82f1a | <urn:uuid:c27b17f4-7cd4-4978-98db-3a87e4d83337> | CC-MAIN-2024-30 | https://www.treca.org/furn./margin/canterville_ghost_questions_and_answers_chapter_wise_pdf | 2024-07-22T20:18:38+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00793.warc.gz | 903,922,646 | 4,397 | eng_Latn | eng_Latn | 0.998916 | eng_Latn | 0.999202 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3524,
7001,
9804,
12832,
17219,
20661
] | [
1.2734375,
2.109375
] | 1 | 0 |
Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level
CLASSICAL STUDIES
Paper 1 Greek Civilisation
No Additional Materials are required.
READ THESE INSTRUCTIONS FIRST
An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet.
There are four sections in this paper.
Each section is worth 25 marks.
You must answer two questions. Choose one question from two different sections.
You should spend 45 minutes on each section.
You are reminded of the need for good English and clear presentation in your answer.
The number of marks is given in brackets [ ] at the end of each question or part question.
9274/13
October/November 2018
1 hour 30 minutes
SECTION ONE: ALEXANDER THE GREAT
Answer ONE of the following three questions.
EITHER
1 Read the passage below, and answer the questions which follow:
He gave Aristotle and his pupil the temple of the Nymphs near Mieza as a place where they could study and converse, and to this day they show you the stone seats and shady walks which Aristotle used. It seems clear too that Alexander was instructed by his teacher not only in the principles of ethics and politics, but also in those secret and more esoteric studies which philosophers do not impart to the general run of students, but only by word of mouth to a select circle of the initiated. Some years later, after Alexander had crossed into Asia, he learned that Aristotle had published some treatises dealing with these esoteric matters, and he wrote to him in blunt language and took him to task for the sake of the prestige of philosophy. This was the text of his letter:
Alexander to Aristotle, greetings. You have not done well to write down and publish those doctrines you taught me by word of mouth. What advantage shall I have over other men if these theories in which I have been trained are to be made common property? I would rather excel the rest of mankind in my knowledge of what is best than in the extent of my power. Farewell.
Aristotle wished to encourage this ambition of his pupil's and so when he replied to justify his action, he pointed out that these so-called oral doctrines were in a sense both published and not published. For example it is true that his treatise on metaphysics is written in a style which makes it useless for those who wish to study or teach the subject from the beginning: the book serves simply as a memorandum for those who have already been taught its general principles.
5
10
15
20
(Plutarch, Alexander 7)
[Total: 25]
OR
2 'The first amongst equals.' How far do you agree that this is an accurate description of Alexander's leadership of his men? [25]
OR
3 'The collapse of Alexander's empire after his death shows that he does not deserve to be called "the Great".' Explain how far you agree with this statement. [25]
SECTION TWO: SOCRATES
Answer ONE of the following three questions.
EITHER
4 Read the passage below, and answer the questions which follow:
SOCRATES:
Consider, then; don’t you think that it is good enough to say that one should not value all the opinions that people hold, but only some and not others? What do you say? Isn’t that a fair statement?
CRITO:
Fair enough.
SOCRATES:
In other words, one should regard the sound ones and not the flawed? Yes.
CRITO:
SOCRATES:
The opinions of the wise being sound, and the opinions of the foolish flawed?
CRITO:
Naturally.
SOCRATES:
To pass on, then: what do you think of the sort of illustration that I used to employ? When a man is in training, and taking it seriously, does he pay attention to all praise and criticism and opinion indiscriminately, or only when it comes from the one qualified person, the actual doctor or trainer?
CRITO:
Only when it comes from the one qualified person.
SOCRATES:
Then he should be afraid of the criticism and welcome the praise of the one qualified person, but not those of the general public. Obviously.
CRITO:
SOCRATES:
So he ought to regulate his actions and exercises and eating and drinking by the judgement of his instructor, who has expert knowledge, rather than by the opinions of all the rest put together.
CRITO:
That is so.
SOCRATES:
Very well. Now if he disobeys the one man and disregards his opinion and commendations, and prefers the advice of the many who have no expert knowledge, surely he will suffer some bad effect? Certainly.
CRITO:
5
10
15
20
25
(Plato, Crito)
(i) Where does this dialogue take place?
[1]
(ii) Briefly explain why Socrates' execution has been delayed.
[3]
(iii) Crito has earlier mentioned two men who were willing to help Socrates escape. Name them. [2]
(iv) From the passage, give two examples of the Socratic Method, and explain how effective you think that they are. [4]
(v) 'Socrates presents convincing arguments for not escaping.' Using this passage as a starting point, explain how far you agree with this statement. [15]
[Total: 25]
OR
5 'Socrates fully deserved the punishment the Athenians gave him.' With reference to Euthyphro and Apology, explain how far you agree with this statement. [25]
OR
6 'A philosopher with no ideas of his own.' From your reading of at least two of the dialogues in The Last Days of Socrates, explain how far you agree with this statement. [25]
SECTION THREE: ARISTOPHANES
Answer ONE of the following three questions.
EITHER
7 Read the passage below, and answer the questions which follow:
[Scuffling and shouting is heard from the kitchen, and a flustered XANTHIAS comes out of the house, brandishing a kitchen knife.]
XANTHIAS: That ruddy dog! Beats me why we keep it at all.
ANTICLEON: What on earth is the matter?
XANTHIAS:
Why, it’s that dog Labes. Comes streaking into the kitchen, snatches up a fresh Sicilian cheese, and wolfs the lot.
ANTICLEON: Ha, that’ll do nicely for the old man’s first case. You’ll have to attend as prosecutor.
XANTHIAS: [taking in the situation ]: Well, sir, actually the other dog has expressed
a desire to open for the prosecution, if the case should come to court.
ANTICLEON: Very well then, bring them both here.
XANTHIAS: Very good, sir.
[He goes into the house, almost colliding with PROCLEON, who is
dragging a large wooden pig-pen through the door. ]
ANTICLEON: And what, may I ask, is that?
PROCLEON: It's the pig-pen from our inner sanctum.
ANTICLEON: Sacrilege, eh? What's the idea?
PROCLEON: [setting it up and taking his seat behind it ]: Nothing like starting from
scratch, I always say. [He rubs his back against the pen. ]
Well, let's get on: I'm in a fining mood.
ANTICLEON: Wait while I get the notice-boards and the charge-sheets.
[ANTICLEONgoes into the house. ]
PROCLEON: You’re driving me mad with all these delays. My nails are itching to plough through that wax again.
[ANTICLEONreturns with two wooden dishes, which he hangs up as
notice-boards, and a bundle of documents. He sits down at a table. ]
ANTICLEON: There you are.
PROCLEON: Call on the case.
5
10
15
20
25
(Aristophanes, Wasps)
(i) The case of the dogs and cheese is a parody of a real political trial at the time of Aristophanes. Who was involved in this trial and what was it about? [3]
(ii)
[1]
Why are Procleon's/Philocleon's nails 'itching to plough through that wax again' (lines 23–24)?
(iii) From this passage, find three examples of Aristophanes' comic technique. Write out the example, identify the technique and explain why it is funny. [6]
(iv) Using this passage as a starting point, discuss how the Athenian jury system is portrayed in Wasps and explain why you think Aristophanes presented it this way. [15]
[Total: 25]
OR
8 'The only purpose of Frogs was to entertain the Athenian audience.' Explain how far you agree with this statement. [25]
OR
9 'The Chorus is the essential ingredient of a successful play by Aristophanes.' Using either Wasps or Frogs, discuss the extent to which you agree with this statement. [25]
SECTION FOUR: GREEK VASE PAINTING
Answer ONE of the following three questions.
EITHER
10 Study the image below, and answer the questions which follow:
(i) What is the technical name given to the shape of this pot?
(ii) By what name is this particular pot known?
[2] [1]
(iii)
Explain how this type of pot was used and what made it suitable for this purpose. [4]
(iv) Name the painter and the potter of this pot.
[2]
(v) The main narrative frieze depicts the wedding of Peleus and Thetis. Give the subject matter of any other narrative frieze on this pot. [1]
(vi) Analyse the content and composition of the frieze depicting the wedding of Peleus and Thetis. [15]
[Total: 25]
9
OR
11 'The most skilful and innovative black-figure artist.' To which black-figure artist do you think this description best applies? In your answer, you should refer to details from specific pots by at least three artists. [25]
OR
12 'Greek vase-painters lacked imagination and creativity.' How far do you agree with this point of view? In your answer, you should refer to specific details from both black- and red-figure pots.
[25]
BLANK PAGE
11
BLANK PAGE
BLANK PAGE
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.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. | <urn:uuid:d4f6d59e-ee8e-47a4-8ba2-ac514eb92261> | CC-MAIN-2024-30 | https://papers.xtremepape.rs/CAIE/AS%20and%20A%20Level/Classical%20Studies%20(9274)/9274_w18_qp_13.pdf | 2024-07-22T20:26:09+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00797.warc.gz | 384,818,514 | 2,380 | eng_Latn | eng_Latn | 0.996857 | eng_Latn | 0.998723 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
865,
2701,
3006,
5110,
5457,
7820,
8126,
8808,
9250,
9262,
9278,
10272
] | [
2.234375
] | 2 | 0 |
Solution to Midterm Exam October 17, 2023
This test consists of three parts. For the first and second parts, you may write your answers directly on the exam, if you wish. For the other parts, use separate sheets of paper.
Part I: Multiple Choice Everyone: Answer all questions.
For each question, choose the best answer (2 points each)
1. Which of the following is probably false about a typical open cluster of stars?
A) The stars will mostly all remain in this cluster indefinitely
B) The stars will all be moving in approximately the same direction and speed
C) The stars might have metallicity comparable to ours
D) The cluster is typically somewhere in the disk
E) Actually, all of these are true about open clusters
2. The driving engine that makes active galaxies so bright is assumed to be
A) O and B stars B) A black hole
C) A supernova D) Molecular cloud E) Antimatter
3. Spectroscopic parallax is useful for finding the distance to which types of stars?
A) Main sequence
B) Red giants
C) White dwarfs
D) Type Ia supernovae
E) Neutron stars
4. The galaxy pictured at right is approximately what galaxy classification?
A) E0
B) E7
C) SAc
D) SB0
E) Im
5. Radar distancing has limited application because
A) Peculiar velocities add random (unknown) errors to the distance measurement
B) The time is so short for measuring to nearby objects that you can't get it accurately
C) Methods like Cepheid variable stars work even better at the relevant distance
D) Blurring by our atmosphere messes up the measurements
E) You can only get radar reflections back in reasonable times from nearby objects
6. List the three elements Carbon (C), Hydrogen (H) and Helium (He) in order from most common to least common in a typical star
A) He, H, C
B) H, He, C
C) H, C, He
D) He, C, H
E) C, H, He
7. At right is a crude sketch of our galaxy. Where are we in this sketch?
A) A
B) B
C) C
D) D
E) E
ABCDE
8. The best way to detect HI regions (neutral hydrogen atoms) in our galaxy is by detecting
A) X-rays from the hot gas
B) Spectral lines from molecular vibrations
C) Dimming of light from stars behind them caused by absorption
D) Gravitational lensing by these clouds
E) The 21 cm line from electrons flipping their spin
9. The cause of tidal friction, that slows down the relative speed of two galaxies that pass each other, is
A) Magnetic attraction between the galaxies
B) Light pressure from one galaxy pushing on the other
C) Different acceleration of different parts of the galaxies due to the passing galaxy’s gravity
D) Collision of gas clouds surrounding the galaxies
E) Collisions of dark matter fluid as the galaxies interact
10. Hubble's Law fails at large distances because
A) "Distance" is ambiguous for sources moving at high velocity (only)
B) Relativistic effects need to be taken into account (only)
C) You are looking into the past, when Hubble’s “constant” may have been different (only) D) All of the above
E) None of the above
11. Why is it that there are often very massive elliptical galaxies at the centers of galaxy clusters?
A) The gas all flows to the center to make these massive galaxies
B) Spirals in the center have their spiral arms stripped away, making them into ellipticals
C) Mergers of large numbers of galaxies formed these giant ellipticals
D) Galaxies in the middle can most easily transfer their angular momentum to other galaxies, converting them to ellipticals
E) I have no idea; please mark this one wrong
12. The name of the galaxy supercluster we live in is
A) Milky Way
B) Virgo
C) Andromeda
D) Laniakea
E) Coma
13. Most of the dark matter in a galaxy is in the
A) Nucleus
B) Bulge
C) Disk
D) Halo
E) None of these
14. We now know that dark matter is made mostly of
A) Black holes
B) Neutron stars C) White dwarfs D) Planets
E) None of these
15. What is the approximate fraction of a typical galaxy's mass that is made of ordinary matter?
A) 15%
B) 50%
C) 75%
D) 85%
E) 99%
Part II: Short Answer PHY 310: Choose three of the four questions PHY 610: Answer all four questions. Write 2-4 sentences about each of the following [10 each]
16. Explain qualitatively how Cepheid variable stars can be used to measure distances to other galaxies.
There is a known relationship between the period T at which a Cepheid variable star pulses and its luminosity (or absolute magnitude M). By measuring the star over time, you can measure the period T and hence deduce the absolute magnitude M. Then you measure the apparent magnitude m, and (after compensating for extinction due to dust, if necessary), you can deduce the distance from the formula 1 5 10 pc m M d − + = .
17. At a naïve level, the Sun moves in a circular orbit in the plane of our galaxy around the center of our galaxy. Describe two types of motion that Sun actually has which differ from this simple circular motion.
The Sun also bobs up and down compared to the galactic plane. This is governed by the local density of mass in our neighborhood. It also alternately increases and decreases its distance from the center of our galaxy due to the overall distribution of mass in the galaxy. This process is called "epicycles." This motion is accompanied by an alternating increase and decrease in its angular velocity, and therefore this means that it is alternately ahead of or behind where it should be compared to the trivial circular motion.
18. Give at least four differences between a typical elliptical galaxy and a typical spiral galaxy
Elliptical galaxies don't have a disk or spiral structure (obviously), they consist almost exclusively of old stars, and they don't have gas and dust in the galaxy themselves. Instead, the gas tends to be very hot (so no molecular clouds), and spread throughout the halo. Finally, the majority of stars are in very non-circular orbits, perhaps with a slight bias for one direction over the other, but not systematically the same.
19. What is Hubble's Law? Assuming Hubble's Law works perfectly, explain what one would have to measure about a particular galaxy to use Hubble's Law to get the distance to that galaxy.
Hubble's law says that the radial velocity vr is proportional to the distance d, so vr = H0d Hubble's constant is somewhere in the neighborhood of H0 = 70 km/s/Mpc (there is some dispute on its exact value). To find the distance to an object, one would measure the spectrum, find spectral lines at wavelength λ 0, compare to the laboratory wavelength λ , use the Doppler shift formula to find the radial velocity vr, and then use Hubble's Law to deduce the distance from d = vr/H0 .
.
| Physical Constants k =1.381 ×10−23 J/K B =1.055 ×10−34 J ⋅s h=6.626 ×10−34 J ⋅s G =6.673 ×10−11m 3/kg/s2 | Units pc=3.086 ×101 6 m M =1.988 ×10 30 kg R =6.96 ×108 m T =5772 K | Distance/Magnitude m −M 1+ d =10 5 pc m−M =5log( d)−5 | Black Body Radiation π2 (k T)4 u = B 15 (c)3 λ T =0.00290 m ⋅K max |
|---|---|---|---|
| | | | max |
Part III: Calculation:
PHY 310: Choose four of the five problems; PHY 610: Do all five problems. For each of the following problems, give the answer, explaining your work. [20 points each]
Tip of the Red Giant 4.10 t M = −
20. An important event in the early universe was matter-radiation equality, when the energy density in matter (including dark matter) matched the energy density in radiation. It is estimated that the black-body radiation at this time had an energy density of 4.56 J/m 3 .
(a) What was the approximate temperature T at this time?
We take the formula for the energy density u and solve it for the temperature T, namely
(b) What wavelength λ max would have been the peak of the electromagnetic spectrum at this time?
We simply use Wien's law, which we solve for wavelength to give
This is in the near-ultraviolet part of the spectrum.
(c) Find the energy of one photon with the wavelength you found in part (b), in J and in eV (1 eV = 1.602×10 –19 J).
We use the relationship c λν = and E h ν = to find
21. Sirius is a double star, and the brighter one is the brightest star in the sky (other than the Sun). The star's apparent magnitudes are m1 = +8.44 and m2 = – 1.46.
(a) Which of these stars is brighter, and by what factor?
The more negative number is the brighter star, so that's the second star (whose actual name is Sirius A). The apparent magnitude is related to brightness by a relation of the form 2 5 10 m F k − = ⋅ , where k is constant, so
Essentially, when you look at Sirius with your naked eye, all you see is Sirius A (star 2).
(b) The parallax of the Sirius system is approximately 0.372". What is the distance to the Sirius system, in pc?
The distance (in parsecs) is the reciprocal of the parallax (in arc-seconds), so
(c) What is the absolute magnitude M for the brighter of the two stars?
We use the formula ( ) 5log 5 m M d − = − , which we rearrange to yield
(d) The H-α line normally occurs at a wavelength of 656.279 nm, but the same line
coming from Sirius is measured to have a wavelength of 656.267 nm. Approximately how fast is Sirius moving relative to us, and is it towards us or away from us?
The emitted wavelength is 656.279nm λ = , but it is detected at a shorter wavelength of 0 656.267nm λ = . This implies blue shift, so the object is moving towards us. We start by getting the red-shift z, defined by
Since this is clearly small, we can use the non-relativistic approximation v zc = , so we have
So it is moving towards us at about 5.5 km/s.
22. At right is a graph of the rotation curve for M31, the Andromeda galaxy, which is at a distance of 765 kpc .
(a) Consider the points at 15 kpc and 35 kpc away from the center. How far away in degrees are they from the center?
The angle in radians is given by s d θ = , which would simply be
(b) Measure the rotational velocities at 15 and 35 kpc from the center. Assuming the mass is spherically symmetric, what is the enclosed mass M at each of these radii in units of M?
The appropriate lines have been drawn in. The velocities are approximately v15 = 252 km/s and v35 = 230 km/s.
We know that the gravitational force between any object and a mass M is given by 2 GMm R , and the centripetal acceleration is given by 2 mv R . Equating these, we have 2 v GM R = . Solving for the mass, we find
(c) Does this galaxy show signs of dark matter?
If there were no dark matter, the mass should be constant at large radii. The fact that it continues to increase (or the flatness of the rotation curves), tells us that there is dark matter.
23. The star Betelgeuse has an estimated mass of 18 M, radius of 300 R, and luminosity of 10,200 L.
(a) Find the surface temperature of Betelgeuse compared to the Sun, and its value in K.
The luminosity of a star is given approximately by 2 4 4 L R T πσ = , where σ is the StefanBoltzmann constant. Dividing this by the same values for the Sun, we have
(b) Find the estimated surface gravity of Betelgeuse in m/s 2 , and in units of Earth's gravity g = 9.8 m/s 2 .
The force of gravity is 2 F GMm R = , which will cause an acceleration of a F m = , so
Dividing by 9.8 m/s 2 , this is only 0.0056g. So the surface gravity is very low for Betelgeuse.
(c) Escape velocity is the velocity v such that the kinetic energy of an object of mass m matches the magnitude of the gravitational potential energy in the presence of a gravitational source. Find the escape velocity from the surface of Betelgeuse.
The gravitational potential energy of an object of mass m near a mass M is given by P E GMm R = . The kinetic energy of the same object at velocity v is 2 1 2 K E mv = . Equating these, we have
24. Three galaxies have their brightest red giants (RG) and brightest globular cluster (GC) apparent magnitudes measured, as shown at right.
(a) For galaxies A, B, and C, estimate the distance using the tip of the red giant method
| Gal. | m (RG) | m (GC) | d (Mpc) |
|---|---|---|---|
| A | 19.75 | 16.36 | 0.589 |
| B | 21.63 | 18.22 | 1.4 |
| C | 23.47 | 20.07 | 3.27 |
| D | ? | 22.46 | 9.82 |
We assume they all have the same approximate absolute magnitude Mt = –4.1, and then use the formula for distance
These numbers have been added to the table above.
(b) For the same three galaxies, find the absolute magnitude of the brightest globular clusters.
We use the formula ( ) 5log 5 m M d − = − , rearranged to give ( ) 5log 5 M m d = − + which yields,
These numbers appear in the table as well.
(c) Are the brightest globular clusters a decent standard candle? Why or why not?
Because the absolute magnitude is always around –7.50, they should make excellent standard candles.
(d) Galaxy D is too far away to see individual red giants, but not too far to see globular clusters. Estimate the distance to galaxy D.
We assume the gloubular cluster for D is also around M = –7.50, and then we find the distance from | <urn:uuid:137172a8-2665-4497-9234-bea077d5818e> | CC-MAIN-2024-30 | https://users.wfu.edu/ecarlson/cosmo2/solmid23.pdf | 2024-07-22T19:54:02+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00792.warc.gz | 526,970,418 | 3,382 | eng_Latn | eng_Latn | 0.993301 | eng_Latn | 0.996305 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1940,
4007,
6655,
8033,
9529,
10578,
11682,
12913
] | [
2.59375
] | 1 | 0 |
Dimension 1:Protein-related knowledge（7 items）
Protein is not stored in the human body, so it needs to be consumed every day.
Eggs and their products are a better source of protein than meat.
Protein in legumes belongs to high quality protein.
Protein can promote the growth and development of children.
Some of the amino acids are not synthesized by children themselves.
Protein is the primary nutrient for muscle energy.
The same equivalent carbohydrates and proteins provide the same heat value.
Dimension 2: Fat-related knowledge (7 items)
Appropriate lipids can improve children's immunity.
Red meat (such as beef, pork, etc.) all contains high saturated fatty acids.
Body fat plays an important role in the human body.
15%The energy provided by dietary fat should not exceed 15% of the daily energy supply.
Reducing the amount of fat and fat meat in the diet is good for your health.
Proper supplementation of lipids can improve the absorption of vitamin A among children.
Lipids can promote the development of children's intelligence.
Dimension 3: Vitamin-related knowledge (13 items)
People who participate in sports should be supplemented with a certain amount of vitamin.
Vitamins are also a good class of energy sources.
In general, fat soluble vitamin intake is not the risk of poisoning.
Green leaf vegetables and carrots are rich in vitamin A.
People can produce vitamin D through the sun.
Vitamin E is widely used in food, and it is not lacking for the human body.
Green leaves, beans and eggs are rich in vitamin B1.
Spinach, potatoes, oranges, and strawberries all contain more vitamin C.
Adequate intake of vitamin A can prevent night blindness, while also reducing the generation of free radicals.
Supplementing calcium with vitamin D, the effect is better.
Vitamin E can not only resist oxidation, delay aging, but also promote sex hormone secretion
Vitamin C is also called ascorbic acid.
"Beriberi" is a typical symptom of vitamin B2 deficiency.
Dimension 4: Calcium-related knowledge (4 items)
Carbonated drinks have a negative effect on calcium absorption.
Cauliflower is a vegetable rich in calcium.
Milk and dairy products are good sources of calcium.
Children should pay attention to the intake of sufficient calcium to meet the needs of growth and development.
Dimension 5: Dietary fiber-related knowledge (9 items)
Eating beans and soy products is good for health.
Eating a lot of fruit and vegetables is very good for health.
Eating more sugar is good for your health.
Eating different kinds of food is good for health.
Milk and dairy products are good for health.
Eating a large number of staple foods, such as rice, is unhealthy.
Eating beans and soy products is good for health.
A vegetarian diet increases the risk of iron deficiency.
Salt is one of the basic components of a healthy diet.
Dimension 6: Nutrient elements-related knowledge (3 items)
Meat and eggs are rich in zinc.
Potatoes, spinach, and bananas contain more potassium.
Diabetes causes more sugar to eat.
Dimension 7: Children's nutrition-related knowledge (10 items)
The number of "average dietary pagoda" of Chinese Residents.
Energy supply ratio of three meals at early and late evening.
How is the best nutritional supplement for children.
Optimal daily average salt intake for children (3-6 years old).
The optimal daily average consumption of oil and oil in children.
Children drink a small amount of water every day.
Daily average daily intake of vegetables in children.
Optimal daily fruit intake for children.
The best weekly exercise volume (unit: hour) for preschool children.
The optimum intake of calcium daily for children. | <urn:uuid:741c063b-fc89-43d0-9307-1569b2203147> | CC-MAIN-2024-30 | https://mdpi-res.com/d_attachment/ijerph/ijerph-15-00615/article_deploy/ijerph-15-00615-s001.pdf?version=1522225865 | 2024-07-22T19:21:30+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00796.warc.gz | 329,902,083 | 760 | eng_Latn | eng_Latn | 0.997814 | eng_Latn | 0.997959 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2536,
3696
] | [
3.359375
] | 1 | 0 |
How do you introduce more fruit & veg into your child's diet?
We know that children like to eat with their hands and are more likely to enjoy foods that are easy to eat. Preparing chopped vegetables or fruit, whole meal crackers or malt loaf in place of fatty, sugary foods allows your child to snack healthily.
It is important that you ensure meals are kept healthy throughout the day; we have provided suggestions on how to include more fruit and vegetables into your child's routine.
Breakfast: cereals can be high in sugar so try porridge or yoghurt with added fruit, or a slice of whole-meal toast.
Lunch time: include salad in sandwiches and carrot sticks, cherry tomatoes or seedless grapes as part of your child's packed lunch.
Dinner: try giving children two different vegetables with a source of protein – meat, fish or Quorn. Stews or casseroles are ideal for packing in lots of vegetables too.
What should you avoid?
If you provide your child with a nutritious lunch, they will be less likely to reach for an unhealthy snack later in the day. Treats such as chocolate, biscuits or cakes should be allowed in moderation – they are full of sugar!
Dried fruits count towards a child's five-a-day; however, the NHS recommends that they are best given as part of a meal – since they are high in sugar they can damage teeth. (NHS, 2017, para.2)
Always opt for sugar-free or no-added sugar drink options – therefore contributing to your child's healthy lunch.
Remember, treats are part of a balanced diet – providing they are given in moderation!
We aim to be a nut free school
Why are healthy lunches important?
Obesity is a fast-growing public health issue; over 1 in 5 children in Reception, and over 1 in 3 in Year 6, are overweight. (NHS, 2017, p.2) Providing your children with a balanced packed lunch will contribute to the prevention of obesity as it will limit fat to less than 30 percent, and saturated fat to less than 10 percent, of their weekly calorie intake. (LiveStrong, 2017, para.3)
A healthy lunch provides children with the key nutrients needed for the day – those that eat a healthy lunch will maintain a higher nutrient intake throughout the day compared to those who don't.
When provided with these valuable nutrients, children become more attentive. Children who eat nutritious meals and are active will have a higher performance level in school. Healthy foods boost energy; children will be less tired and able to retain more information.
This is beneficial for both us and our pupils as we want them to gain as much from our lessons as possible.
Schools aim to improve the nutrition of all pupils; adapting pack lunches is a vital step towards this goal!
Top tips for creating a healthy packed lunch:
No single food contains all the essential nutrients that your child needs; therefore, it is important that you provide a varied meal.
The following components help form a healthy and balanced packed lunch:
- Carbohydrates – starchy foods like bread rolls or potatoes will provide your child with energy to keep them alert during lessons.
- Protein – foods such as meat, fish, eggs, nuts or beans are high in protein and will provide your child with iron, magnesium and other essential vitamins.
- Calcium – milk, cheese and yoghurt are all high in calcium, which is a mineral required to help build and maintain strong bones – ideal for growing children!
- Fruit and vegetables – packed with nutrients, vitamins and healthy sugars, fruit and vegetables can replace unhealthy snacks.
- Drinks – fresh water, semi-skimmed or skimmed milk, or pure fruit juices are all healthy options. Full of nutrients, calcium and other vitamins; each beneficial to a growing child.
Government guidelines for packed lunches:
- One portion of fruit and one portion of vegetables or salad to be included daily
-
- Meat, fish or a non-dairy protein source should be included daily
- Oily fish, like salmon, should be included at least once every three weeks
- A starchy food, such as bread or pasta or rice, should be included every day
- Dairy foods such as milk, cheese or yoghurt should be included every day
- Pupils should have access to free, fresh drinking water at all times
- Packed lunches should include water), fruit juice, semi-skimmed or skimmed milk, or yoghurt drinks and smoothies
- Snacks such as crisps should not be included
Sweet treats such as chocolate bars or chocolate-coated biscuits should not be included. Cakes and biscuits are allowed as part of a balanced meal | <urn:uuid:8f7bc1fa-6738-4815-925e-2c925dbda2fe> | CC-MAIN-2024-30 | https://queensgateprimary.co.uk/assets/images/branding/Healthy-Packed-Lunchesv2.pdf | 2024-07-22T20:14:12+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00801.warc.gz | 407,691,842 | 963 | eng_Latn | eng_Latn | 0.999288 | eng_Latn | 0.999275 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1595,
4531
] | [
3.453125
] | 6 | 0 |
Physics 310/610 – Cosmology
Homework Set H
1. In class we modeled both the thin disk and thick disk as stars with number density given by
For the thin disk, assume 3500 pc r h = and 350 pc z h = . For the thick disk, 3500 pc r h = and 1200 pc z h = .
(b) What fraction of the stars are at a radius R < R0 for any given R0? Find the fraction of the disk stars closer than the Sun at 0 8300 pc R = .
(a) Find a formula for the total number of stars in terms of n0, hr, and hz. Make sure you are working in cylindrical coordinates!
(c) The Sun is about at 0 z = , and the local density of thin disk stars is about 0.14 pc -3 . Find the central density n0, and the total number of stars in the thin disk. Multiply by 0.6 M to get the approximate mass of the thin disk.
(d) The local density of thick disk stars is about 0.002 pc -3 . Repeat part (c) for the thick disk. What fraction of the disk stars are thick disk stars?
2. Find the Schwarzschild radius for a black hole with mass equal to the mass of the Earth (in cm), for the Sun (in km) and for the black hole at the center of our galaxy (in AU) assuming a mass of 6 4.3 10 M M = × . In the case of the Earth, draw a circle of approximately the correct radius for such a black hole on your paper. If it is too big to fit on your paper, or if it is too small to see, you have made an error.
PHY 610 – Do the following problem only if you are in PHY 610
3. An alien race with a similar situation to ours suspects there is a black hole at the center of their galaxy. They observe that it is circled by a star which they presume is moving in a perfectly circular orbit. The orbit does not look circular because the orbit it tilted with respect to the angle of observation. At right is the orbit as measured, with 1 cm representing 10 mas.
(b) A spectral line that would normally be at 589.00 nm is discovered to have a wavelength of 592.29 nm at point A and 585.73 at point B. At the position drawn, it is very close to the normal wavelength. What is the approximate speed of the star around the black hole?
(a) Based on the shape of the observed orbit, what is the tilt of the orbit α compared to the normal? The angle is defined so that if α = 0° it would look like a perfect circle, and if α = 90° it would look like a flat line.
(c) The star completes an entire orbit in 8.10 Earth years. What is the radius of the orbit, in AU?
(e) What is the distance of the black hole?
(d) What is the mass of the black hole, in solar masses? | <urn:uuid:1ff648fb-4bf5-4a20-97b6-4f12f8f49501> | CC-MAIN-2024-30 | https://users.wfu.edu/ecarlson/cosmo2/hwk/hwkh.pdf | 2024-07-22T20:16:04+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00802.warc.gz | 523,950,888 | 667 | eng_Latn | eng_Latn | 0.995517 | eng_Latn | 0.995517 | [
"eng_Latn"
] | false | docling | [
2506
] | [
3.875
] | 1 | 0 |
This month we explore tastetesting, an outdoor labyrinth and provide sun safety reminders.
EAT
ISSUE 66NDSU Extension
Julie Garden-Robinson, Ph.D., R.D., L.R.D., Food and Nutrition Specialist Kim Bushaw, M.S., Family Science Specialist
Being Present
Ihor Smishko_istock.com
Veggies in Homemade Cheese Sauce
June is Dairy Month, and that's a great time to explore the wide range of dairy products available, from cheese to yogurt. Many children enjoy cheese, such as American cheese, mozzarella and cheddar. Help them expand their taste buds by organizing a cheese tasting experience.
Pick three or more of the following, and purchase small amounts at a deli counter or in the dairy section of a grocery store. Cut into small cubes, label the serving plate, and provide crackers and water.
n Cheese curds – available in many flavors, such as garlic and dill.
n Colby – softer texture than cheddar cheese with a less tangy flavor.
n Feta – can be made with sheep's or goat's milk, but cow's milk often is used. Its tangy flavor and crumbly texture make it a good addition to salads.
n Fresh mozzarella – milky flavor, soft texture.
n Gorgonzola – a type of blue cheese with a crumbly, soft texture.
n Gouda – semi-hard cheese with a smooth flavor; can be sliced, cubed or melted.
n Muenster – pale yellow cheese with an orange rind, with a flavor ranging from mild to sharp.
n Parmesan – hard cheese with nutty flavor, can be grated over pasta.
n Swiss – light yellow in color, with holes, used in sandwiches.
Ask them some questions: How would you describe the flavor and texture? What other foods could you serve with this cheese?
Have you ever made a homemade white sauce? Younger children can help with measuring, and older children can make the sauce with a little guidance.
1 (16-ounce) package frozen vegetables of choice (such as peas and carrots, California blend, or broccoli), prepared as directed
2 tablespoons butter
2 tablespoons flour
1 cup low-fat milk
¼ teaspoon salt
½ cup cheddar cheese (or favorite cheese), grated
Cook vegetables as directed on package. Melt the butter in a saucepan. Add flour until blended and bubbly. Slowly add the milk and cook until thickened. Stir in the cheese and heat until the cheese melts. Drain vegetables if needed and add to cheese sauce.
Makes six servings (½ cup each). Each serving has 180 calories, 8 g fat, 6 g protein, 16 g carbohydrate, 0 g fiber and 230 mg sodium.
Menu Idea: meatloaf, baked potatoes, veggies in cheese sauce, strawberries and low-fat milk
CONNECT
Spring and summer are great for connecting with family around the picnic table! Try taking a meal outdoors whenever possible.
Tired of walking the same path? Together with your family, try making a labyrinth! Start by reading about them and drawing your own. Simply search labyrinth or use this link https://www. wikihow.com/Draw-a-Labyrinth. A labyrinth is a path made with stone, sand, snow, stones, bricks, rope, tape or whatever you would like to try. A labyrinth can be a great mindfulness tool. It represents wholeness. The idea is to walk to the center, then return to the beginning.
Remember Hopscotch? Red Rover? Duck, Duck, Goose? Teach the cousins or neighborhood kids some of the games you used to play outdoors as a child.
As you sit outdoors on a summer night, watch for fireflies, bats and other night creatures. Look near the edges of ponds and other marshy areas for fireflies. Bats typically come out at dusk and feed for an hour or two. Use your family calendar to keep a log of all of the wild visitors to your yard or neighborhood this month.
filadendron_istock.com
June 2023
Get this newsletter in your email every month. Subscribe at www.ag.ndsu.edu/food
Savor (Your Skin)
The sun's out! The action of sun on our skin can help restore the vitamin D stores in our body, but we need to protect our skin from damage.
Which of these tips do you and your family follow when you are enjoying some summer sun?
n Wear sunscreen with a sun protection factor of 30 or higher. Reapply after swimming or sweating.
n Stay in the shade as much as possible, especially during midday sun.
n Wear a head covering with a brim that shades your face, ears and neck. Ball caps do not provide this protection.
n Wear clothing that covers your arms and legs.
n Protect your eyes by wearing wraparound shades that protect against UVA and UVB rays.
n Seehttps://www.ndcancercoalition. org/for more information. | <urn:uuid:7a39d368-f4c5-4920-bfae-a3527ee48976> | CC-MAIN-2024-30 | https://www.ndsu.edu/agriculture/sites/default/files/2023-11/The%20Family%20Table%20-%20June%202023%20newsletter.pdf | 2024-07-22T20:37:57+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00800.warc.gz | 765,985,652 | 1,024 | eng_Latn | eng_Latn | 0.997445 | eng_Latn | 0.997886 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2530,
4459
] | [
3.296875
] | 1 | 0 |
Visalia Times- Delta
County, nonprofit work to help communities with failed wells
By David Castellon
August 15, 2015
After more than a dozen of her neighbors' home wells went dry over the past year, Amanda Onsurez considered her family lucky that their well in the rural, northern Tulare County community of Monson still worked.
That changed Wednesday night, when she tried to wash dishes and only a little water trickled out of the tap. After a few seconds, it stopped flowing altogether.
"Momma, when (will) the water come out?" her 4-yearold daughter, Miranda Rojas, asked the next morning. "Who drank it all?"
"There is no more water," Onsurez replied.
Onsurez, her daughter, husband and her in-laws share a small, modest house in Monson and, for at least awhile, they'll have to learn to cope without running water. That's what several of their neighbors did, some for weeks or months, after their own wells went dry.
"So I'm nervous about what's going to happen to us," she said.
Onsurez said she likely would drive herself and Miranda to her father's house in Tulare to shower there, and her husband and father-in-law likely would get large barrels and drive to friends' homes in Cutler or Dinuba and fill them with water to bring home. That way, the family can cook, bathe, wash dishes and flush the toilet.
A too-familiar story
It's a situation that has played out all too frequently for months across parts of Tulare County, and it likely will happen more as California's severe drought continues for a fourth year.
Experts say the Valley, and Tulare County in particular, are suffering some of the worst effects of the drought, though much of the attention and focus of drought-related assistance has been on the south county town of East Porterville. An estimated 780 residential wells there have gone dry, or nearly so. That's little more than half of the 1,527 dry residential wells reported to county officials.
East Porterville is the largest Tulare County community in the the throes of a severe water crisis. And responses by county government have gotten a lot of attention. They range from working with a local nonprofit and government agencies to install and fill large water-storage tanks at some homes, to developing the long-term plan that involved obtaining $2.2 million in grants to drill a new well for the city of Porterville.
Once that's done, Porterville has agreed to fill trucks supplying water for the home storage tanks in East Porterville. In addition, plans are established to eventually connect about 100 East Porterville homes to the city of Porterville water system.
But plans for East Porterville aren't the only long-term solutions county officials are developing to provide relieve to county residents.
Denise England, water resource program manager for Tulare Couny, said at least four other communities in unincorporated Tulare County — some more clusters of homes than towns — are facing particularly severe threats of water loss.
And county officials, with the help of Visalia-based non-profit Self-Help Enterprises are working with state and federal agencies to obtain funding for reliable water sources for these communities.
They include Monson, where a single new community well is planned.
Some funding already available
Initial plans call for a large water-storage tank near the new well that would supply water for home storage tanks, many already installed by Self-Help Enterprises.
Eventually, an underground water line would be installed throughout the neighborhood, and residents would be able to connect their home water systems to the new water line, England explained.
Drilling the well and installing the water pump and tank will cost an estimated $1.5 million. The county has obtained grant commitments to pay for two-thirds of that cost, and officials are waiting for word on whether a grant for the remaining $500,000 will be awarded, she said.
If that happens soon, England said, drilling of the new well could begin in a couple of months. Installation of a distribution system to homes could take six to eight months more, provided grants are found to pay for it.
Dust Bowl redux
Then there is the Highland Acres subdivision west of Tulare. Residents often call it "Okieville," for those who transplanted there in the 1930s and '40s from Oklahoma's "Dust Bowl" calamity — many of whom were from Oklahoma.
"It's pretty much a dust bowl out here," said Billy Dunlap, who lives with his family in the house his great grandparents built in the early '40s.
Lawns that once were green are now brown — many with little or no grass left — a sign of how many wells have gone dry and how many residents are trying to conserve what little water their wells still have by not watering their yards.
Dunlap noted that on a windy day, so much dust can kick up that it's hard to see across the street.
"It's pretty bad," said his grandmother, Christine Dunlap. "We've got a lot of neighbors out of water. If it wasn't for the neighbors [who still have working wells] helping other people out, it would really be bad."
Of the 96 homes in Okieville, county officials say 20 have had wells go dry, but the Dunlap family said they worry that a lot more of their neighbors could run out of water before something can be done.
The family is getting by with two 2,500-gallon water tanks in their front yard. They were installed for free by Self-Help Enterprises and the county contracts to fill them periodically, paid for with state drought-relief dollars.
Of course, red tape
England said the county and Self-Help are working to get a community well drilled for Okieville, but first the residents must form a mutual water company to oversee the new system.
"And until that happens, they are not eligible to apply for funding for engineering, design work and construction," she said.
The estimated cost of the project is about $500,000, she said, and the county is awaiting word of whether it will receive a state grant to cover it.
Two other trouble spots
The next two high-priority areas sit just south and just north of Visalia city limits.
One involves a single block on Avenue 322 just east of Highway 63. Several wells there are dry.
Another cluster of homes sits northwest of Avenue 264, near the former Liberty Elementary School, where 25 of 40 wells have failed.
Gabe Cappuccio, whose well is working, noted that over the past couple of years many neighboring houses have gone vacant as residents — mostly renters — ran out when their water did.
Because of both neighborhoods' proximity to Visalia and water lines for California Water Services Company — which operates the city water system — efforts are underway to connect both to Visalia's water system.
Earlier this week, the county Board of Supervisors approved an agreement to accept a state grant totaling $170,10l for a water line along 322 that residents can chose to connect with, though they would have to pay the connection costs.
In addition, several Rotary clubs in Visalia have agreed to chip in $20,000 to install wider water lines needed to serve fire hydrants.
England said the hydrants are required by ordinance but weren't needed when the neighborhood was entirely on wells.
County steps up
Because neither residents nor Cal Water are qualified to receive the necessary grant, the county is stepping in to pay the water company for its work, England said.
A similar plan is in development for neighborhoods off Avenue 266, south of Visalia, but it isn't as far along.
The rough estimate for that project is about $266,000, and though no grants for it are yet obtained, Jessi Snyder, a community development specialist for Self-Help Enterprises, said the Rotary clubs have agreed to pay for the hydrants and wider water lines.
Although the cost of laying down community water lines and installing water meters likely will be fully covered by grant dollars, the cost to connect them to homes in most cases would be incurred by the property owners.
That cost may be just a few hundred dollars, but it could be more, depending on the distance between the main water line and connection locations.
"Most of the people here are field workers. We live in a poor economy here," Onsurez said, "and coming up with hundreds of dollars to pay for this would be difficult."
She urged whoever is involved in deciding to fund and green light these projects to hurry, because things could get a lot worse as the drought continues.
Tulare County drought at a glance
*As of Aug. 10, the county's Bottled Drinking Water Program has approved 1,071 qualified households to receive water. That's 38 more than a week earlier.
*Between Jan. 1, 2014 and Aug. 7 this year, Tulare County Environmental Healthapproved more than 3,782 drilling permits for wells.
*The Workforce Investment Board of Tulare County reports that 284 people have been laid off or have had their work hours reduced due to drought conditions.
*The United Way of Tulare County's 2-1-1 program, which people call to find assistance programs, has received 1,467 drought-related calls requesting referrals. That's 84 more than a week earlier.
*As of Aug. 9, FoodLink of Tulare County distributed 161,220 drought-related food-relief packages. That's 1,580 more than a week earlier.
Get updated information and links to apply for drought-related assistance on the Tulare County website, http://www.tularecounty.ca.gov/emergencies. | <urn:uuid:c9d18da9-96fb-4cfa-a640-0a88613501cb> | CC-MAIN-2024-30 | https://www.selfhelpenterprises.org/wp-content/uploads/2015/08/County-nonprofit-work-to-help-communities-with-failed-wells-Visalia-Times-Delta-8-17-15.pdf | 2024-07-22T20:13:31+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00800.warc.gz | 828,761,231 | 2,003 | eng_Latn | eng_Latn | 0.994532 | eng_Latn | 0.999689 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2760,
6012,
9301,
9450
] | [
2
] | 1 | 0 |
At a Glance
2019-2020 HISD @ H.O.M.E. Distance Learning
Science – Grade 5
| Monday | | Tuesday | | Wednesday | | Thursday |
|---|---|---|---|---|---|---|
| April 27 | | April 28 | | April 29 | | April 30 |
| | Objective: Use graphic organizers and data tables to record properties of materials. Overview: Students will find an object at home and create a graphic organizer to record all the physical properties of the item. | | Objective: Draw conclusions about the physical properties of various materials. Overview: Students will be given different types of materials and based on their physical properties choose which material would be best to use to construct a boat. | | Objective: Demonstrate that light is reflected when it strikes a shiny object that it cannot travel through. Overview: Students will identify which objects in their house are reflective. | |
| Monday | | Tuesday | | Wednesday | | Thursday |
| May 4 | | May 5 | | May 6 | | May 7 |
| | Objective: Recognize how wind can change Earth’s landscape through weathering, erosion, and deposition. Overview: Students will observe a picture of a sand dune and label the parts of weathering, erosion and deposition to point out how wind can change the Earth’s surface. | | Objective: Recognize how water can change Earth’s landscape through weathering, erosion, and deposition. Overview: Students will create a model of land and how water can slowly change the surface of the Earth by weathering, erosion and deposition. | | Objective: Recognize how ice can change Earth’s landscape through weathering, erosion, and deposition. Overview: Students will create a model of land and use an ice cube to model how glaciers can slowly change the surface of the Earth by weathering, erosion and deposition. | |
GLOBAL GRADUATE
Resources
| Object | Color | Physical State | Is Attracted to Magnets | Soluble in Water |
|---|---|---|---|---|
Table by HISD Curriculum using Microsoft Office
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 1
Monday – 30-45 minutes
Physical Properties of Matter
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day19
Objective: Classify matter based on multiple physical properties.
Think About It!
Choose an object in your home and look at it closely. Describe the object using as many properties as possible. If possible, share your response with someone at home!
Do It!
What you need:
* Journal
* Pencil
* Four different objects from your home
What to do:
* Find four different objects in your home and examine them closely.
* Copy the table you see here in your journal.
* Fill out the table using information you gather about the objects.
Understand It
We can classify objects based on their physical properties. This means we can arrange objects into groups based on characteristics we can observe and measure such as size, mass, shape, etc.
Yellow, white, red, black, & brown
Apply It!
A student wanted to classify the following four objects below based on physical properties.
The student uses the questions shown in the table to test each object.
What do you think each material could be? Justify your answer.
Guided Activity Using Google Slides
GLOBAL GRADUATE
Round
Not attracted to a magnet
2019-2020 HISD @ H.O.M.E. – Distance Learning Science – Grade 5
April 27 - May 8, 2020 – Week 1
Tuesday – 30-45 minutes
Physical Properties of Matter
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day20
Objective: Use graphic organizers and data tables to record properties of materials.
Think About It!
Look at this picture of sand. What are the physical properties of sand? If possible, share you answer with someone in your home!
Do It!
What you need:
* Journal
* Pencil or pen
* One object from your home
What to do:
* Find an object in your home.
* Draw a graphic organizer like this one in your journal.
* Record the physical properties of the object in your graphic organizer.
Image by congerdesign from Pixabay
Object
Color
Magnetism
Physical State
Solubility
Understand It!
Objects have physical properties that can be seen and measured. These properties include mass, magnetism, physical state (solid, liquid, gas), thermal and electrical conductivity, relative density, and solubility. Graphic organizers and tables allow us to organize information about physical properties of matter and show us patterns and relationships.
Apply It!
The table lists some properties of four different samples of matter.
Image from©TEA release tests with permission.
Which of these samples could be glass? Which sample could be saltwater? Explain your answer.
Resources Guided Activity Using Google Slides
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 1
Wednesday – 30-45 minutes
Physical Properties of Matter
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day021
Objective: Draw conclusions about the physical properties of various materials.
Think About It!
Think about the pencil you are holding.
Do you think it is soluble in water?
Do you think it is attracted to a magnet?
If possible, share your answers with someone in your home!
Image by
Devanath from
Pixabay
Do It!
What you need:
* Journal
* Pencil or pen
What to do:
* Imagine you wanted to build a boat.
* Use the descriptions of each material from the table to help you decide which material to use to build your boat.
* Use the sentence stem below:
I would use the ____________
to build my boat because
__________________________ __________________________
Understand It!
We can draw conclusions about the use of
| Material | Picture |
|---|---|
| Cork | Image by _Alicja_ from Pixabay |
| Marble | Image by InspiredImages from Pixabay |
| Wood Cube | Image by Hans Braxmeier from Pixabay |
various materials based on their physical properties. In the activity, you chose the material that floated in water. Another component of your boat is electricity. A metal like copper is a flexible material that conducts electrical energy. Plastic is also a flexible material, but it is an excellent insulator of electrical energy. Electrical wires in boats are often made of copper and coated in plastic. The copper is to ensure that the appliances on the boat work, and the plastic is to protect against the dangers of electricity.
Apply It!
The table lists some physical properties of two objects.
Based on their properties, which of the objects is most likely a metal? Explain your thinking.
Resources Guided Activity Using Google Slides
Image from TEA ©
release tests with permission.
2019-2020 HISD @ H.O.M.E. – Distance Learning Science – Grade 5
April 27 - May 8, 2020 – Week 1
Thursday – 30-45 minutes
Reflection
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day22
Objective: Demonstrate that light is reflected when it strikes a shiny object that it cannot travel through.
Think About It!
Look in the mirror. What do you see? Why do you see yourself and other things in the room? If you can, discuss this question and share your thinking with someone on your home!
Do It!
What you need:
* Journal
* Pencil or pen
What to do:
* Walk around your home and find 3 shiny objects that allow you to see your reflection.
* Identify the source of light that is allowing you to see a reflection.
* Describe the object as shiny or not shiny and smooth or not smooth
* Create the chart to your right in your journal to answer questions
| Object | Source of light | Shiny or not shiny | Smooth or not smooth |
|---|---|---|---|
Table by HISD Curriculum using Microsoft Office
Understand It!
| Objects that Reflect Light | Reflection is when light traveling in a straight-line hits |
|---|---|
| | a (shiny and or smooth) surface and bounces off. |
| Shiny metal knife | |
| Bicycle reflector | |
| Stainless steel pan | |
Apply It!
Journal Entry: Look at the image of the tree next to a lake and complete the sentence stem.
Reflection is caused by _______________________ and the source of light is___________.
Resources Guided Activity Using Google Slides
2019-2020 HISD @ H.O.M.E. – Distance Learning Science – Grade 5
April 27 - May 8, 2020 – Week 1
Friday – 30-45 minutes
Refraction
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day23
Objective: Demonstrate that light is refracted when it travels from one medium to another.
Think About It!
Look at the image to the right. What changed? Why do you think the bananas look different behind the pitchers of water? If you can, discuss this question and share your thinking with someone in your home!
Do It!
What you need:
* Journal
* Clear glass or container
* Water
* Straw
* ½ cup measuring cup
* Cooking oil (or dish soap, syrup, or honey)
Image by Steve Buissinne from Pixabay
Air
Cooking Oil
Water
Photo by HISD Curriculum using iPhone
What to do:
* Fill the glass or container with ½ cup of water and ½ cup of cooking oil (or other liquid).
* Allow the oil and water to separate.
* Draw a picture in your journal of what you see. Consider the following questions. What does the straw look like in the water and cooking oil? Why do you think it looks like this?
* Place the straw into the glass or container so that it touches the bottom.
Understand It!
Light energy travels in a straight line until it strikes an object or passes through matter such as air, glass, and water. Refraction is the bending of the light as it passes into another material or medium of different density such as water or air. Refraction allows objects to look bigger or appear closer than what they really are. The images below are examples of refraction.
Image by Reimund Bertrams from Pixabay
Image by slightly_different from Pixabay
Image by OpenClipart-Vectors from Pixabay
Apply It!
Journal Entry: Look at the image to the right. Create the table in your journal and put checks in the boxes under the reasons for the appearance of the girl's eye through the lens. Explain your thinking in your journal using the words refract, transmit, lens, bend, and light.
Table by HISD Curriculum using Microsoft Office
Resources Guided Activity Using Google Slides
GLOBAL GRADUATE
2019-2020 HISD @ H.O.M.E. – Distance Learning Science – Grade 5
April 27 - May 8, 2020 – Week 2
Monday – 30-45 minutes
Reflection and Refraction
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day24
Objective: Compare objects that reflect and refract light.
Think About It!
What best describes the behavior of the light ray as it encounters material 1 and material 2?
The light _____ in material 1 and _____ in material ________. If you can, discuss this question and share your thinking with someone in your home!
Do It!
What you need:
Reflection Refraction
* Journal
* Pencil or pen
What to do:
* Create a T-chart in your journal like the one above and write the descriptions from the bulleted list under reflection or refraction.
Descriptions
o Prism
o Glasses that make objects appear closer
o Surface of Water
o How your leg appears underwater in the swimming pool
o Aluminum Foil
Understand It!
| Comparison | Reflection | Refraction |
|---|---|---|
| Figure | medium Image by HISD Curriculum | medium Image by HISD Curriculum |
| Light | Bounces off the surface and changes direction. | Passes through the surface and bends. |
| Medium | Light bounces off of the medium. | Light travels through one medium to another. |
Apply It!
Journal Entry:
Look at the image of the swan. Explain how this image shows reflection and refraction.
Resources Guided Activity Using Google Slides
GLOBAL GRADUATE
o Microscope
o Rearview Mirror
o Shiny metal spoon
Image from©TEA
release tests with permission
Image by
Susanne Jutzeler, suju-foto from
Pixabay
Resources
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 2
Tuesday – 30-45 minutes
Landforms - Wind
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day25
Objective: Recognize how wind can change Earth's landscape through weathering, erosion, and deposition.
Think About It!
How do you think this landform was created? Do you think this landform was created over time or quickly? If you can, discuss these questions with someone in your home!
Do It!
What you need:
* Landform picture
* Journal or paper
* Pencil or crayons
What to do:
* Look at the picture of the Sand Dune.
* Draw a picture of this landform in your journal.
* Label the sand, wind and sediments in your picture.
* Complete this sentence stem:
The _____________ moved the sand and __________________
Image by Falkenpost from Pixabay; Annotations by HISD Curriculum using Microsoft Office
over time created a ___________________________.
(Use these words to fill in the blanks: sand dune, wind, sediments)
Understand it!
Weathering is the process of breaking down rocks, soils, and their minerals. Sediments are the small pieces of rock that have been broken down. Erosion is the moving of weathered sediment. Deposition occurs when the sediment is deposited or placed in a new location. Wind erosion is wind blowing away soil, sand, or any substance that is light enough for the wind to carry it and deposit it at a different location. Wind takes many years to weather landforms and create a sand dune.
Apply It!
* Draw the graphic organizer below in your notebook.
* In the erosion box, draw the wind blowing the sand and other sediments
* In the weathering box, draw rocks being broke down.
* In the deposition box, draw the sand and rocks dropping down in a new location. Draw the sand dune that was created by these processes.
Guided activity using Google Slides
GLOBAL GRADUA
TE
Graphic Organizer by HISD Curriculum using Microsoft Office
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 2
Wednesday – 30-45 minutes
Landforms – Water
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day26
Objective: Recognize how water can change Earth's landscape through weathering, erosion, and deposition.
Think About It!
How are landforms changed by moving water? How do ocean waves change the Earth's surface? If you can, discuss these questions with someone in your home!
Do It!
What you need:
* Plate (paper, Styrofoam, kitchen plate) *Get permission if you must use a plate from the kitchen
* Water
* Soil and rocks from outside
* Cup
* Journal or paper
* Pencil or crayons
What to do:
* Pack the upper end of the plate with moist soil.
* Use your finger to create a narrow riverbed in the surface of the soil.
* Place rocks along the top of the riverbank.
* Pour water very slowly at the top of the river located at the upper end of the plate.
* Make and share observations.
Image by PublicDomainPictures from Pixabay
Understand it!
You have created a landform called a river delta! Erosion includes the transport of earth materials by flowing water. Deposition occurs when particles moved by erosion are dropped off and build a new landform. Running water that comes in the form of a flood causes drastic changes on the land's surface in comparison to a river that may cause land to widen over years. Water erosion causes landforms such as canyons and river deltas to form. When deltas are formed, rocks and soil float and move in water down the river. The rocks and soil get dropped off at the mouth of the river.
Canyon
River Delta
Apply It!
Journal Entry: Write what your setup above represents (You made a model of river delta). Pretend that you are one of the rocks at the top of the riverbed. Write what process transported you down the river and what you were floating in down the river. Also, write where you were dropped off at the end of your journey. Explain using the words: weathering, erosion, deposition, and water.
Resources Guided Activity using Google Slides
GLOBAL GRADUATE
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 2
Thursday – 30-45 minutes
Landforms – Ice
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day27
Objective: Recognize how ice can change Earth's landscape through weathering, erosion, and deposition.
Think About It!
A glacier is a large accumulation of ice that moves downhill by the force of gravity. Which landforms could be formed by glaciers? How do glaciers change the Earth's surface? If you can, discuss these questions with someone in your home!
Do It!
What you need:
* Plate (paper, Styrofoam, kitchen plate)
*Get permission if you must use a plate from the kitchen
* Ice cubes
* Soil and rocks from outside
* Toothpicks or small sticks from outside
* Journal or paper
* Pencil or crayons
What to do:
* Pack the upper end of the pan with moist soil.
Image by Free-Photos from Pixabay
Photo by HISD Curriculum using iPhone
* Place a small amount of the rocks on the layer of soil.
* Stand a few broken toothpicks or sticks in the layer of soil.
* Apply force on the top of the ice cube as you push it across the layer of soil.
* Make and share observations.
Understand it!
Weathering is the breaking down of rock. Erosion is the carrying away if this rock. Deposition is when the rock is dropped off in a new location. Glaciers can also be agents of erosion/deposition. Ice can change the Earth's surface through glaciers that are considered to be rivers of ice that slowly move and erode the land and are located in cold, mountainous areas. Glacial erosion over many years will create a U-shaped valley.
Apply It!
Journal Entry: Create your very own comic strip. Tell the story of a glacier (you can give your glacier a name) and its journey in making a u-shaped valley. Describe how the glacier eroded the land and how it scraped the surface over many years.
Resources Guided activity using Google Slides
2019-2020 HISD @ H.O.M.E. – Distance Learning
Science – Grade 5
April 27 - May 8, 2020 – Week 2
Friday – 30-45 minutes
Landforms – Comparing Landforms and all Agents of Erosion
To access this interactive lesson, visit https://tinyurl.com/HISDGrade5Day28
Objective: Recognize how the force of weathering, erosion, and deposition change Earth's landscape.
Think About It!
What are some rapid changes to Earth's surface? What are some slow changes? If you can, discuss these questions with someone in your home!
Image by
Julius Silver from
Pixabay
Volcano (Rapid Change)
Image by
Ioannis Ioannidis from
Pixabay
Canyon (Slow Change)
Do It!
What you need:
* Pencil
* Journal or paper
What to do:
* Create the chart to the right in your notebook or a piece of paper. Agents of Erosion are Wind, water and Ice.
Chart by HISD Curriculum using Microsoft Office
* Wind erosion creates these landforms: sand dunes and arches
* Ice erosion creates these landforms: U-shaped valleys and moraines
* Water erosion creates these landforms: deltas, beaches, sea arches, and canyons
* For each Agent of Change, draw one of the landforms that it creates it the empty box.
Understand it!
Agents of Erosion like wind, water and ice help to shape the Earth's surface and land. Wind, water and ice erosion are slow changes to the surface of the Earth. A sand dune is created by wind erosion, and it takes a long time for a sand dune to build up while volcanoes, earthquakes and landslides make rapid changes to the land.
Apply It!
Journal Entry: In your notebook or using a piece of paper, choose whether you would want to change the Earth rapidly or slowly. If you choose to change it rapidly, describe how it would happen (volcano, earthquake or landslide). If you choose to change the earth's surface slowly, describe how it would happen (wind, water or ice erosion). Write how that land would change and what kind of landform would be created.
Resources Guided Activity created using Google Slides | <urn:uuid:ca8cbc83-810a-4625-99f9-553e744e02b1> | CC-MAIN-2024-30 | https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/domain/51546/lessonplans/es/april%2027/Remoteinstruction_G5_SCI_E_04.27-05.08.pdf | 2024-07-22T19:56:35+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00800.warc.gz | 683,670,425 | 4,717 | eng_Latn | eng_Latn | 0.942273 | eng_Latn | 0.99664 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1808,
3311,
4761,
6709,
8223,
10326,
11926,
13933,
16073,
18030,
20039
] | [
4.78125,
4.65625
] | 2 | 0 |
Asian Culture Center of Tennessee P.O. BOX 31793
firstname.lastname@example.org
Knoxville, TN 37930 USA
【Introductory Japanese Part 3 】
COURSE DESCRIPTION
This is the final course of the three-part Introductory Japanese Language and Culture series. In this course, you will learn simple expressions that can be used while you are traveling in Japan, in situations such as taking a train or a taxi, reading a map, asking someone for directions, shopping or making plans to meet with a friend. You will also learn to describe what you did when you traveled and talk about your future travel plans. This course also introduces about 60 everyday Kanji characters.
Prerequisites: Completion of Introductory Japanese Language and Culture Part 1 & Part 2 or equivalent. You should be familiar with Hiragana & Katakana and have the knowledge and minimum skills in the list below.
- Greetings & talk about yourself.
- Talk about favorite food and eating out.
- Talk about family and home.
- Talk about daily activities, hobbies, and things you do on your days off.
* DATE/TIME: 8 Saturdays 1:00 – 3:00 pm 【 7/6, 7/13, 7/20, 7/27, 8/3, 8/10, 8/17, 8/24, 8/31, 9/7, 9/14 】
* LOCATION: Farragut Community Center, Medium classroom, 239 Jamestowne Blvd #201, Farragut, TN 37934
* CLASS SIZE: Min. 6, max. 10 people *If the enrollment does not reach the minimum, the class will not be offered.
* TUITION: $240 (textbook included)
* TEXTBOOK
Marugoto: Japanese language and Culture Starter A1 Coursebook for communicative language activities by Japan foundation.
* Covers topics 7~9.
* Introductory Japanese Language and Culture Part1, Part 2, and Part 3 will complete the textbook.
CURRICULUM
| Week | | |
|---|---|---|
| 1 | | Review; Intro to Kanji 一 二 三 四 五 六 七 八 九 十 |
| | | 魚 肉 卵 水 食 飲 (food) |
| 2 | L13: Getting around when travelling in Japan. 大 小 新 古 (home) 時 分 半 (time) | |
| 3 | | L14: Tell how to get to a destination using a map; tell where you are. |
| | | 月 火 水 木 金 土 日 (days of the week) |
| 4 | L15: Talk about what you want to buy and where to shop. 言 話 読 見 聞 書 (activities) 年 月 日 (dates) | |
| 5 | | L16: Do shopping at shops! |
| | | 東 西 南 北 口 (town) |
| 6 | L17: Talk about what you did on your days off and how it was. 買 金 一 百 千 万 円 (shopping) | |
| 7 | | L18: Talk about your past travels and places you want to visit in the future. |
| | | 行 来 会 休 日本 東京 (travel) |
| 8 | Review | |
INSTRUCTOR
Mahagi LaCure was born and educated in Japan. After receiving a master's degree in foreign Language education from the University of Tennessee, she has been teaching there for 3 decades. Now in semi-retirement, Mahagi welcomes the change. She is excited about working with the community and creating a classroom where students can enjoy learning the language and culture in a relaxed atmosphere.
Mahagi is also active in outreach programs such as Shamisen Knoxville which she coordinates.
REGISTRATION
This course is for adults ages 18 and up. Fill out the registration form and make a payment at www.knoxasianfestival.com/japanese-language-class.
POLICIES
Cancellation Policy
Cancellation and refund requests must be received via email (email@example.com) and at least Seven (7) days before the starting date of the class to receive a full refund.
If you withdraw less than a week before the start date, you will receive no refund. However, you will get credit which you can apply towards a Japanese course offered by Asian Culture Center of Tennessee within one year.
No refunds or credits will be issued once classes have begun.
Missed Class Policy
If you miss classes, no refund or make-up is offered. However, joining a class via Zoom when you cannot attend in person is possible. Contact the instructor.
Reschedule Policy
If the instructor is unable to teach the class due to unavoidable circumstances, the class will be rescheduled.
If unforeseen conditions prevent the class from meeting in person, it may switch to Zoom. | <urn:uuid:3bd25493-b1a7-4f43-b73f-5c1378d0a730> | CC-MAIN-2024-30 | https://www.knoxasianfestival.com/wp-content/uploads/part-3-description.pdf | 2024-07-22T19:21:47+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00804.warc.gz | 743,556,623 | 1,066 | eng_Latn | eng_Latn | 0.995013 | eng_Latn | 0.995789 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1435,
2927,
3992
] | [
2.53125
] | 1 | 0 |
ASSESSMENT
HUMAN TRAFFICKING MODULE : LESSON 7
Heavenly Father, help us to see with your eyes, to judge with the loving heart of your Son, Jesus Christ, and through your Spirit to put love into action.
Amen
BAND KNOWLEDGE & UNDERSTANDING
I have included little relevant information
1
2
3
4
5
My understanding of some concepts is inaccurate
I have used very few technical terms
My communication is unclear and/or unorganised
My SPaG are often inadequate or inaccurate
My writing shows that my knowledge and understanding on this subject are limited or often partially inaccurate
I have included some relevant material in my answer
I have used some technical terms
My communicatuion has some clarity/organisation
My SPaG are often inadequate or inaccurate
I have shown some accurate knowledge of this topic
I have shown some appropriate understanding
I have included information which is mostly relevant
I have used some technical terms correctly
My communicatuion has some clarity
My SPaG are mostly accurate
I have shown accurate knowledge and understanding of this through my writing
I have included wholly relevantinformation
I have used technical terms mostly accurate
My communicatuion is generally clear and organised, and can be understood as a whole
My SPaG is good; very few minors
I have shown accurate and wide ranging knowledge
I have demonstrated a very high ability to select and use relevant material in my writing
My use of technical terms is accurate and thorough
My answer is well constructed and organised
My SPaG are highly accurate
BAND EVALUATION & JUSTIFICATION
1
I have shown little or no analysis or evaluation of these issues
I have shown no engagement with the topic
My own opinions are simply stated with no justification
I have included some analysis/evaluation
I have shown minimal engagement with the topic or the issues discussed
My own opinions are stated with very little justification or explanation
I have included some evaluation but it is not thorough and is often implicit
I have shown some light engagement with the topic and the issues discussed
My own opinions have been justified at times but not always thoroughly
I have included some successful and clear analysis of the topics/issued discussed
I have included some effective use of evidence to support this
My own opinions are explained, justified, and developed
I have shown clear engagement with this topic and the issues discussed
My writing shows that I understand the demands of discussing this topic/issue
I have used a wide range of evidence
I have shown clear understanding of, and critical engagement with, different viewpoints
I have clearly expressed, supported, and evaluated my own opinions
I have shown a high level of engagement with this topic and the issues discused
2
3
4
5
STUDENT TARGET
STUDENT TARGET
BAND DISCUSSION & ENGAGEMENT
BAND MEASURING PROGRESS
| 1 2 | If you are studying a level 1 or 2 course you should be working on band 1 or 2. |
|---|---|
| 3 | If you achieved a C grade at GCSE, you should be working on and above a level 3 |
| 4 | If you achieved a B grade at GCSE, you should be working on and above a level 4 |
| 5 | If you achieved an A/A* grade at GCSE, you should be working on a level 5 |
| BAND ACHIEVED | |
BE AWARE OF WHAT THE SUCCESS CRITERIA ARE AND WHAT AND YOU SHOULD BE AIMING FOR!
TASK
DISCUSS
'WORKING TO TACKLE TRAFFICKING IS FRUITLESS'
'WORKING TO TACKLE TRAFFICKING IS FRUITLESS'
EXPLAIN TEACHING WITH SOURCES RELATE TO EXAMPLES AND LINK TO TRAFFICKING...
FRUITLESS?
WHERE IS IT FRUITFUL?
Use the themes of CST to address whether work to abolish trafficking is fruitless. Link each theme to the question using sources and examples. Identify examples of success (fruit) and lack of success (fruitless). Draw a conclusion based on your evidence. Use at least 3 themes in your answer.
The Catholic Church teaches that …..
The theme of ……. Can be found in the body of Catholic social teaching
Some work to tackle human trafficking has been based on the teachings concerning ………
It can be argued that this has not been fruitful because …… for example ……
This can be said to have had no impact because ………
The situation in …….. Where/ which shows ….. that this has not been fruitful in tackling trafficking
This can be seen in the work of ….
This has been applied to the issue of trafficking by …..
This has inspired some people to
The Catechism/ Pope …. said …….
This has been fruitful because …..
We can seethe positive effects of this when /in/through……….
The work of ………. bears fruit in this situation by ………..
BAND KNOWLEDGE & UNDERSTANDING
I have included little relevant information
1
2
3
4
5
My understanding of some concepts is inaccurate
I have used very few technical terms
My communication is unclear and/or unorganised
My SPaG are often inadequate or inaccurate
My writing shows that my knowledge and understanding on this subject are limited or often partially inaccurate
I have included some relevant material in my answer
I have used some technical terms
My communicatuion has some clarity/organisation
My SPaG are often inadequate or inaccurate
I have shown some accurate knowledge of this topic
I have shown some appropriate understanding
I have included information which is mostly relevant
I have used some technical terms correctly
My communicatuion has some clarity
My SPaG are mostly accurate
I have shown accurate knowledge and understanding of this through my writing
I have included wholly relevantinformation
I have used technical terms mostly accurate
My communicatuion is generally clear and organised, and can be understood as a whole
My SPaG is good; very few minors
I have shown accurate and wide ranging knowledge
I have demonstrated a very high ability to select and use relevant material in my writing
My use of technical terms is accurate and thorough
My answer is well constructed and organised
My SPaG are highly accurate
BAND EVALUATION & JUSTIFICATION
1
I have shown little or no analysis or evaluation of these issues
I have shown no engagement with the topic
My own opinions are simply stated with no justification
I have included some analysis/evaluation
I have shown minimal engagement with the topic or the issues discussed
My own opinions are stated with very little justification or explanation
I have included some evaluation but it is not thorough and is often implicit
I have shown some light engagement with the topic and the issues discussed
My own opinions have been justified at times but not always thoroughly
I have included some successful and clear analysis of the topics/issued discussed
I have included some effective use of evidence to support this
My own opinions are explained, justified, and developed
I have shown clear engagement with this topic and the issues discussed
My writing shows that I understand the demands of discussing this topic/issue
I have used a wide range of evidence
I have shown clear understanding of, and critical engagement with, different viewpoints
I have clearly expressed, supported, and evaluated my own opinions
I have shown a high level of engagement with this topic and the issues discused
2
3
4
5
STUDENT TARGET
STUDENT TARGET
Read your peers work. Using a green pen tick the statements that are reflected in their work:
Knowledge and Understanding
Evaluation and Justification
And Discussion
Your teacher will now assess their work and set a target
BAND
1
2
3
4
DISCUSSION & ENGAGEMENT
I made no effort to actively engage in the lesson
I made minimal effort to actively engage in the lesson
I made minimal contributions to discussion
I made some effort to actively engage in the lesson
I mostly listened to opinions of others rather than offer my own
I made an excellent effort to actively engage in the lesson
I contributed my own opinions and actively listened to the opinions of others so as to engage in discussion with them
BAND ACHIEVED | <urn:uuid:0cd1e055-d58b-449e-aa9e-73c199d44eae> | CC-MAIN-2024-30 | https://education.rcdow.org.uk/wp-content/uploads/2018/07/Lesson-7-Assessment-Powerpoint-.pdf | 2024-07-22T20:55:19+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00799.warc.gz | 192,549,723 | 1,749 | eng_Latn | eng_Latn | 0.907273 | eng_Latn | 0.998783 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
47,
209,
2821,
3354,
3415,
3867,
4611,
7223,
7971
] | [
3.21875
] | 1 | 1 |
The Duck River is a beautiful Tennessee waterway and the most biodiverse river in North America. The river is recognized as one of three global hot spots for fish and mussel diversity and is home to endangered fish and wildlife. Yet the Duck River is threatened by extreme development pressures from some of the fastest growing communities in the region. The river is used locally for drinking water, agriculture, and large-scale manufacturing processes, and demand for water from the Duck is rapidly outpacing what the river can sustainably provide. Overconsumption of the Duck River's water threatens its long-term use by local communities and its invaluable fish and wildlife. Tennessee Governor Bill Lee must protect this incredible waterway by convening a technical working group, directing the Tennessee Department of Environment and Conservation to develop a comprehensive water protection plan, and funding much-needed scientific studies to understand the flow needs of the river and ensure its long-term health.
THE RIVER
The Duck River flows 269 miles through seven counties in Middle Tennessee. It is one of the top three most biodiverse rivers in the world, home to 22 aquatic snail species, 56 mussel species and 151 fish species. Many species in the Duck are federally listed as endangered or threatened, including a few whose only remaining viable populations are found in the river.
The Duck is a beloved destination for anglers, boaters, and kayakers, and serves as a backbone to the local outdoor recreation economy. Over 150,000 people recreate on the Duck River and its tributaries each year. The river is also the drinking water source for nearly 250,000 people and provides water for the region's growing population and industry.
The Duck River has long been a place of cultural import. Since time immemorial, Tribes such as the Muscogee (Creek), Yuchi, Chickasaw, Choctaw, Cherokee, Shawnee, and Seneca have been its stewards and inhabitants. The Duck River Temple Mounds is one of several riverside archaeological sites, and the Duck River Cache is arguably one of the most significant collections of prehistoric Native American art discovered East of the Mississippi.
THE THREAT
Tennessee is one of the fastest growing states in the nation, and explosive growth in Middle Tennessee is having a major impact on local waterways, including and especially the Duck River. Population and industry growth has led to extreme development pressures, and local water utilities are trying to dramatically increase the amount of water they withdraw from the Duck. Unsustainable overconsumption of water from the Duck threatens to drain the river during periods of low flow and drought. This puts long-term water supply for local communities and the river's aquatic inhabitants at risk.
8
GRACE STRANCH CEO Harpeth Conservancy 615-790-9767 ext. 102 email@example.com
TAKE ACTION:
AME R ICANRIVERS. O R G / DUCKRIVER2 0 2 4
The Tennessee Department of Environment and Conservation (TDEC) has proposed to issue water withdrawal permits which would allow several local water utilities to increase the amount of water they pull from the Duck River by approximately 16 million gallons each day. Yet TDEC is in the process of issuing these permits with an inadequate plan to manage the longterm health of the river and without sufficient scientific understanding of the impact that these withdrawals will have on local habitat or threatened and endangered species. What's more, some local utilities are already claiming that the proposed withdrawal amounts are not enough, and they are advocating that TDEC allow them to pull even more water from the river.
Development pressures along with climate changedriven droughts are putting immense pressure on the Duck River and its wildlife. Even now, experts are observing mussel stranding events when there is too little water in the Duck River. These events will only become more frequent and severe if Tennessee does not proactively plan for the long-term, sustainable use of the river and continues to issue water withdrawal permits without sufficiently protective conditions.
WHAT MUST BE DONE
Tennessee Governor Bill Lee must take three important actions to protect the Duck River at this critical juncture in its history. First, Governor Lee must convene a technical working group to provide expertise and recommendations regarding water management and conservation in the Duck River watershed. Second, Governor Lee must direct TDEC to develop a comprehensive plan to proactively manage the long-term and sustainable use of the Duck River. Doing so is critical to ensure the river remains a resource for fish and aquatic life, public drinking water supply, recreation, and local industry. Finally, Governor Lee should fund much-needed scientific studies to understand the flow needs of the river. If water levels in the Duck River get too low due to short-sighted management decisions and unsustainable water withdrawals, it will hurt local economies, impede recreational use, and harm or even kill downstream species– including threatened and endangered species. These three actions are critically needed to protect the river and its world-class biodiversity, maintain a sustainable water supply for local communities, and ensure that the Duck River continues to be a waterway used and enjoyed by current and future Tennesseans.
9 | <urn:uuid:6ba68386-8e99-41c7-a80e-12408ff795c9> | CC-MAIN-2024-22 | https://www.americanrivers.org/wp-content/uploads/2024/04/Duck-River.pdf | 2024-05-20T14:41:20+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00164.warc.gz | 571,101,542 | 1,046 | eng_Latn | eng_Latn | 0.9969 | eng_Latn | 0.997123 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2807,
5416
] | [
3.125
] | 2 | 0 |
Stay Safe, Stay Open: the plan for Victoria's public land and waterways this summer
Helping Victoria to stay safe and stay open: a summary of the Public Safety on Public Land and Waterways COVIDSafe Summer Plan.
This summer the coronavirus (COVID-19) pandemic creates new challenges to keeping everyone safe. As well, many of the usual seasonal risks, for example from bushfires, floods, drownings and traffic hazards, will increase with more people visiting public land and waterways, and the pandemic changes the way we manage and respond to the risks and emergencies.
The Summer Plan was developed to facilitate COVIDSafe community use of public land, waterways and public spaces throughout Victoria during the 2020-21 summer.
Key points:
* Visitation at Victoria's outdoor areas will increase significantly over summer 2020-21.
Up-to-date information about coronavirus (COVID-19) can be found at the central Victorian Government resource website and the Roadmap for Recovery.
* Victorians are encouraged to get outdoors but must do so safely.
* Planning and preparations are underway to help create a COVIDSafe summer.
* Land and waterway managers are responsible for implementing the Summer Plan and making decisions about the specific public spaces, settings and circumstances they are responsible for.
* All Victorians have a responsibility to be COVIDSafe.
* Enquiries regarding the Summer Plan, the Guide, or public land management for a COVIDSafe summer can be emailed to firstname.lastname@example.org.
Summer 2020-21
Outdoor public areas play an important role in helping to rebuild the wellbeing of all Victorians after a difficult year.
Summer is always a busy time on public land and waterways, but this season we expect record numbers of visitors to our parks, forests, beaches and waterways because of the long period of restrictions during 2020 and the inability to travel overseas.
We know that the risk of coronavirus (COVID-19) transmission is lower outdoors and we want everyone to get outside and enjoy these areas throughout Victoria. But we need them to do it safely.
delwp.vic.gov.au
What is the Summer Plan?
The Victorian Government developed the Public Safety on Public Land and Waterways Summer Plan to support COVIDSafe community use of these areas.
The Summer Plan was developed by a taskforce of Victorian Government agencies, local government, public land and waterways managers and other organisations supporting the safe management of these areas. These organisations were invited to take part because of their expertise in managing public areas, public health, water and marine safety, boating, fishing, tourism, sport, recreation, fire and emergency preparedness and response, and enforcement/compliance.
The Summer Plan applies to all areas of public land, waterways and public spaces in Victoria:
* national and state parks and reserves
* state forests
* local council parks and reserves
* all beaches along Victoria's coastline
* public land managed by committees of management including coastal foreshore reserves
* inland lakes and waterways and Crown land river frontages
* public land managed under delegation by other authorities such as water corporations and local government authorities
* public land that is part of Victoria's alpine resorts
* public piers, jetties, boat ramps and mooring fields.
What is the purpose of the Summer Plan?
The Summer Plan supports COVIDSafe community use of public land, waterways and public spaces throughout Victoria during the 2020-21 summer. It provides information and guidance to help land and waterway managers make consistent and coordinated decisions about specific public spaces, settings and circumstances they are responsible for. This will enable visitors to enjoy outdoor areas in a COVIDSafe way.
It's important to remember that everyone has a role to play to support COVIDSafe community use of public land, waterways and public spaces, and everyone benefits when the Summer Plan is implemented.
The Summer Plan aims to:
* contribute to Victoria's response to the coronavirus (COVID-19) pandemic
* support managers of these areas to reduce the risk of coronavirus transmission
* facilitate consistent, coordinated and collaborative management of access to public land and waterways
* guide effective public information and communications about use of public land and waterways over summer, including timely and accessible information.
The Summer Plan supports existing arrangements to prepare for and manage the usual seasonal risks in these areas and any emergencies that arise over summer.
The Summer Plan does not apply to commercial ports, such as the Port of Melbourne, and commercial fishing operations for food supplies (where their own regulatory framework and compliance requirements apply). It also does not apply to private land, waterways and associated infrastructure.
delwp.vic.gov.au
Objectives of the Summer Plan
* Management of public land, waterways and public space is consistent with directions from the Chief Health Officer. These areas are COVIDSafe and
* Community warnings and messages help individuals to take responsibility for their own safety.
contribute to the wellbeing of the Victorian community.
* Roles and responsibilities are described clearly for all public land, waterway and public space managers and organisations involved in supporting management of these areas.
* COVIDSafe preparation and response on public land and waterways is coordinated and consistent for similar areas.
* Information is consistent, regardless of land tenure, so that the community receives clear and consistent information and messages to support community safety.
* Operational plans are developed by public land and waterway managers to facilitate and support coordination and collaboration.
* A clear approach is in place for making decisions and escalating issues when needed.
* Resources support public land and waterway managers to operate in a COVIDSafe way.
* COVIDSafe management of public land and waterways is integrated with emergency preparedness and response.
What does the Summer Plan do?
Information in the Summer Plan helps land and waterway managers to:
* make decisions about specific public spaces, settings and circumstances which they are responsible for and which are consistent with a Victoria-wide approach
* implement measures that will enable visitors to enjoy outdoor areas in a COVIDSafe way.
Specific information in the Summer Plan:
* describes the roles and responsibilities of those organisations and individuals involved in land and waterways management so everyone has a clear understanding
* supports better coordination of COVIDSafe activities and decisions across Victoria which help reduce confusion, ensure a consistent approach and improve outcomes for everyone
* helps improve the way risks are managed and responded to
* ensures consistent information regardless of land tenure
* provides resources and support for public land and waterway managers.
The Summer Plan is supported by the Guide to Summer 2020 for Public Land and Waterway Managers, which provides detailed and practical guidance on how to create COVIDSafe public spaces.
For further information about the Summer Plan contact email@example.com.
delwp.vic.gov.au | <urn:uuid:3a8abe29-9da8-4f73-ac3c-6e9063863fa9> | CC-MAIN-2024-30 | https://balnarring.net/wp-content/uploads/DELWP_Summary_Public-Safety-on-Public-Land-and-Waterways-Summer-2020-21.pdf | 2024-07-22T20:10:23+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00806.warc.gz | 99,009,841 | 1,367 | eng_Latn | eng_Latn | 0.996278 | eng_Latn | 0.996606 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2126,
4924,
7337
] | [
2.03125
] | 2 | 0 |
STEP 1: Accepting our own nature; intellectually brilliant, emotionally not so much.
Our species is brilliant at bridging divides in science and technology. We can fly to other planets and communicate instantly across the world. But we're still not capable of bridging divides between one another. If you and I are ideologically different, you're considered some variation of ignorant, crazy or bad. We criticize and/or "feel sorry for" each other. We talk about "empathy" and demand it from others, but realistically, WE'RE NOT CAPABLE of genuinely entering the psychological experience of the other, wearing their shoes until we understand them in a deep and meaningful way, and communicating appropriately and effectively across our vast human divides.
We may think we're empathizing when we say things like, "they don't know any better; they were raised to be…." That's not empathy, that's pathologizing, and it's off-putting to the other group.
The first step in moving beyond this problem is to stop blaming ourselves and others and accept that WE CAN'T HELP IT. If you're a neuroscientist, the problem lies in our brain pathways. If you're a psychoanalyst, the problem lies in our childhood experiences, core unconscious fantasies and defenses and individual and large group identity dynamics. Vamik Volkan, the psychoanalyst who mediates between large groups on the brink of war, believes that we fight wars BECAUSE we're smart enough to fight over abstract ideas like honor, glory, prestige, identity, etc. Other fields explain the problem in their own languages.
My point is that the problem exists, and it's serious. But it exists NOT BECAUSE WE'RE BAD, BUT BECAUSE WE'RE HUMAN. When we're faced with The Problem of Difference we don't know what to do, so we fight or we flee. ("You're an imbecile!" or "He's an imbecile; I'm out of here.")
"Sapiens" means "wise," but our species is rapidly losing its capacity for wisdom. Humans are becoming robots and robots are becoming human. We search for hard data and concrete fixes to help us feel more centered. But tolerance of paradox and ambiguity, the search for meaning and meaningfulness, and the time it takes to attain self-other insight en route to genuine and sustainable conflict resolution, is less valued. The best people rise to the top in other arenas, but not as leaders.
We might delay it for a generation or two, but unless and until humanity regains a leadership position and science and technology follow, our species is at risk for self-destruction.
STEP 2: The need for a new leap in evolution; changing our consciousness, consciously.
If this impasse, based on core identity dynamics, is going to be resolved and forward movement re-initiated, a new evolutionary leap will be necessary. It won't be enough to say, "Let's stop doing that." Even if that becomes a movement analogous to the anti-bullying movement, it won't work. We tried it, and we not only still have bullies in schools, we have a bully in the White House.
Here's my Big Idea: In the past, evolution just happened, in small increments punctuated by larger leaps.
The next evolutionary leap will need to be made in our consciousness, using our consciousness. That leap won't just happen. It will be made consciously and deliberately, as a new language for communicating across human divides emerges.
Neuroplasticity suggests that we're capable of changing our brain wiring, slowly, with motivation, education and practice over time. Epigenetics suggests that we're capable of passing these changes on to our children. If a tipping point is reached and a significant percentage of people come together and decide to do this, we can begin an effort that coming generations will make their own. They will be able to rewire our species' brains to enable us to intuit the internal world of the other and communicate effectively across human divides.
STEP 3: The emergence of a new language for bridging divides
Music has a language. That language enables people with innate musicality to make the leap to the Philharmonic. Physics, astronomy and engineering have languages. Those languages helped us put a man on the moon and (coming soon) a group of people on Mars. Computer science has a language. Architecture has a language. Those languages enable us to erect beautiful, sturdy bridges across massive divides. My field has a language, or languages (actually a Tower of Babel). You can find it in Freud, in Shakespeare, and in the DSM 5.
The language of Emotional Literacy doesn't exist yet, except to the extent that parts of it can be found in multiple, separate disciplines, including psychology, neurobiology, psychoanalysis, education, history, political science, literature and philosophy. We see it in good teachers, good partners and good parents.
All of those fields have their own too-narrow ways of examining, labeling and talking about human nature. Or they don't talk about it at all; they live it. The best leaders are good parents. Good teachers and good schools bring out the best in their students.
All we need to do is pull from these different ways of knowing and teach Human Understanding in a K-12-PhD curriculum that will eventually be given the same weight as the other major subjects. Human Understanding IS rocket science, and it needs to be taught in the same incremental, problemsolving way.
Right now the language of emotional literacy is either too intellectual (psych 101), too touchy-feely (let's all be kind to one another), or too directed toward mental illness and pathology. Lesson plans that use thought experiments will make theories experience-near without becoming too personal. Emotional Literacy cannot become therapy-lite, though personal benefit will be a side effect as it is with any course of study.
Sample lesson plan: A classmate walks into your playground and says, "Your sand castle is crooked." List 6 different reasons why s/he might have said that to you, and 6 different responses based on those hypotheses. Pick one of them and test it out in an extended in-person or online dialogue. It doesn't have to end "nicely"; it has to be deep and authentic.
What if the child is competitive with you? What if he wants to play with you? What if her parents criticize her and she's turning passive into active? What if he is on the autism spectrum and is stating a fact without considering that it might hurt your feelings? What if she has OCD and crooked things make her anxious? What if he's about to knock it down?
What if our children did these kinds of exercises daily, learning theories and imagining their usefulness, over the course of their academic careers....? A university permutation of that question would address different world leaders and their personal "castles in the sky" - the core fantasies and beliefs around which their personalities and ways of governing emerge.
STEP 4: Do it yourself
The best way to learn a language isn't by reading a book; it's by trying to speak it yourself. This is the step that everyone can begin to imagine doing.
Right now we're in a state best described in Yeats' poem, The Second Coming: "The best lack all conviction, while the worst are full of passionate intensity." That's because we can't have a conviction about nuance and paradox. That's not a thing to have conviction about (yet)!
If you can see out of two eyes at the same time, you're most often told, "You don't have an opinion, (stupid)!"
This is the step that invites the best - people who have an innate capacity for insight, empathy, nuance, and tolerance of dynamic tension to uncover their passionate intensity and the motivation to channel it effectively.
This doesn't mean that the people I'm calling "the best" are conflicted and wishy-washy and don't have strong beliefs. Our bodies have left and right sides, with one side dominant and leading. Our psychological "eyes" should be the same. Two eyes that focus on a shared horizon give us clarity, perspective and depth perception. When one eye argues that the landscape it sees is the only reality and the other eye has no right to exist, the body (politic) will go nowhere fast. Aristotle's line speaks to me: It is the mark of an educated mind to be able to entertain a thought without accepting it. It's what you teach your students in Debate Club - to see both sides. We need to teach our kids to see both sides, but not to have one triumph over and annihilate the other, but to focus on a shared horizon and solve the problem creatively, with one side dominant and leading.
This "do it yourself" step is the step that I invited colleagues to try last year in a Facebook project that I called "The Paper Airplane Project." If human understanding IS rocket science, all we can do at the moment is build paper airplanes and see how long we can keep them in the air.
If you want to try it, this is what you do. Invite friends who come from different ideological centers to talk together. You can do it in person or on social media, but you have to frame it as a psychodynamic project, not just call it "chatting." The idea is to think twice before defaulting to the all-toohuman fight or flight position. Stay in the arena, find ways to reach out across that vast human divide and help others to do the same. Remain true to yourself, and present your thoughts in a way that the other might begin to hear. If their words are directed toward you, try to understand what the other person is trying to say to you, whether it feels right or not.
You'll reach a point where you'll think it's hopeless. Keep going. If you do, you'll begin to see that new and as-yet-uncharted territory and the new language that will eventually be used to codify it.
Find other people who are doing the project and share # whatworks and # doesntwork.
Be curious. Make it interesting. Make it fun. Make it a game. Add the perspective of your field of interest. Do it and talk about it. Write papers about it.
Can you begin to imagine it? I'm talking about a huge change in human evolution, brain wiring and consciousness, but I'm also talking about simple, concrete steps all of us can do right here and right now. Changing the emotional climate is as difficult, as complex, as possible, and as necessary, as harnessing Mother Nature's changing climate.
I've had young people instantly get it and imagine making it happen. Hey, if we can stay in a room for an hour without killing each other, we'll beat the level and write the code for it!
STEP 5: Normalizing cognitive and dynamic constructs and teaching them. Fill the space between people with ideas that can be taught and practiced.
My model pulls from theories and methodologies that I've learned over 40 years in psychiatry and psychoanalysis. I use these examples as ways to begin to fill the vast uncharted space that lies between two people with ideological and thinking style differences.
I believe that what we know should not remain in the arena of "psychopathology" taught only to "mental health professionals" so we can "treat" people with "mental illnesses." ALL OF US use these ways of thinking, feeling and knowing, and ALL OF US can learn more about how to recognize and work with defense mechanisms, thinking style differences, personality differences, unconscious processes, traumas and triggers, transferences and projections, etc. We need to normalize them and make them useful for the common person to recognize and develop appropriate responses to.
This is the stuff that lies in the space between people.
I use examples from the mental health field because it's what I know best. People who come from arenas like theology, philosophy, education, history, political science, anthropology, literature and language, art, music and theater, etc, will add their ways of knowing to any developing curriculum.
STEP 6: Step 5 is not enough. The source of the problem of war lies within us all. "War" - the quotation-mark kind - is essential for peace.
Understanding people in more nuanced ways in an Emotional Literacy educational track will help in the development of empathic imagination, communicating across divides, improved ability to relate to others, and simple problem solving.
That's necessary, but it's not sufficient.
When ideological differences exist and form the core of an individual or group identity, that dynamic needs to be confronted in a deeper, darker, more complex way that extends over a long period of time.
Fighting a "war" in the right way, using my developing methodology, will not only avoid bloodshed, it has the potential to lead to a "transformational moment" in which both sides are able to preserve their identities, empathize, and envision new pathways for creative problem solving and forward movement over time. Emotions can be tamed until the dimension of Time intervenes.
Heward Wilkinson, a psychotherapist/philosopher in the UK, has been a Facebook friend for many years. He wrote a 34 page discussion that he calls, Alice Lombardo Maher's Concept of the Transformational Reversal of Conflict Situations: Some Illustrations and Comparisons. He uses references from literature, history, philosophy, psychotherapy and the media to paint a picture of different kinds of transformational moments. (The film "The Journey" is a marvelous depiction of that process, with Ian Paisley , Evangelical Protestant/Unionist, and Mark McGuinness, leader of the IRA, trapped in an imaginary journey.)
We see those moments in art and in the consultation room and we know how to make them happen in those arenas. Novels, sitcoms and movies typically have rising conflict with a terrifying climax followed by tension resolution. We can make them happen in those arenas, but we don't have a way to recognize those forces in the real world and learn how to make them happen there.
In my book, I describe a "war" that happened to me. It's the way my theoretical model, methodology and conviction about it arose. I don't have time to tell you that long story now, but if you read the book, you'll understand how I arrived at my model and why I'm so convinced of its validity. | <urn:uuid:e04ec790-93a5-4501-8096-8c94837b9401> | CC-MAIN-2024-30 | http://alicelmaher.org/files/IPA-presentation.pdf | 2024-07-22T19:33:55+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00806.warc.gz | 1,317,673 | 2,984 | eng_Latn | eng_Latn | 0.999079 | eng_Latn | 0.999227 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2533,
4815,
7361,
9833,
12013,
14164
] | [
2.34375
] | 1 | 0 |
Milestones
Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).
* Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.
* Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).
* Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.
Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.
* Use aerial images and plan perspectives to recognise landmarks and basic physical features.
* Use basic geographical vocabulary to refer to:
* key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather.
* key geographical vocabulary •
| Threshold concepts | Investigate Places | | Investigate places | Investigate Place Communicate Geographically |
|---|---|---|---|---|
| | Investigate Patterns | | Investigate Patterns | |
| | Communicate Geographically | | Communicate Geographically | |
| Milestones | Use maps, atlases, globes and | Name and locate counties and cities of geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. • Name and locate the countries of Europe and identify their main physical and human characteristics. Describe key aspects of: • physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. Describe geographical similarities and differences between countries. | Name and locate counties and | Ask and answer geographical questions about the physical and human characteristics of a location. • Explain own views about locations, giving reasons. • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features. Use a range of resources to identify the key physical and human features of a location. • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land- use patterns; and understand how some of these aspects have changed over time. |
| | digital/computer mapping to locate | | cities of geographical regions and | |
| | countries and descrybe features. | | their identifying human and | |
| | | | physical characteristics, including | |
| | • Use fieldwork to observe and | | | |
| | | | hills, mountains, cities, rivers, | |
| | record the human and physical | | | |
| | | | key topographical features and | |
| | features in the local area using a | | | |
| | | | land-use patterns; and understand | |
| | range of methods including sketch | | | |
| | | | how some of these aspects | |
| | maps, plans and graphs and digital | | | |
| | | | have changed over time. | |
| | technologies. | | | |
| | | | • Name and locate the countries of | |
| | • Use a range of resources to | | | |
| | | | Europe and identify their main | |
| | identify the key physical and human | | | |
| | | | physical and | |
| | features of a location. | | | |
| | | | human characteristics. | |
| | Name and locate the Equator, | | | |
| | | | Describe key aspects of: | |
| | Northern Hemisphere, Southern | | | |
| | Hemisphere, the Tropics of Cancer | | • physical geography, including: | |
| | and Capricorn, Arctic and | | rivers, mountains, volcanoes and | |
| | Antarctic Circle and date time | | earthquakes and the water cycle. | |
| | zones. Describe some of | | | |
| | | | Describe geographical similarities | |
| | the characteristics of these | | | |
| | | | and differences between | |
| | geographical areas. | | | |
| | | | countries. | |
| | • Describe geographical similarities | | | |
| | and differences between countries. | | | |
| | Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world. | | | | • Name and locate the countries of |
|---|---|---|---|---|---|
| | | | | | Europe and identify their main |
| | | | | | physical and human characteristics. |
| | | | | | Describe key aspects of: |
| | | | | | • physical geography, including: |
| | | | | | rivers, mountains, volcanoes and |
| | | | | | earthquakes and the water cycle. |
| | | | | | • human geography, including: |
| | | | | | settlements and land use. |
| Holly | Rivers* (fieldwork opportunity) | | Map Skills – Lines of significance | United Kingdom* (Liverpool Focus) | United Kingdom* (Liverpool Focus) |
| Breath of Study | | Describe and understand key | Locate the geographic zones of the world. • Understand the significance of the geographic zones of the world. Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world. | Identify key geographical features of the countries of the United Kingdom, and show an understanding of how some of these aspects have changed over time. Understand geographical similarities and differences through the study of human and physical geography of a region or area of the UK- Liverpool Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build | |
| | | aspects of: | | | |
| | | • physical geography, including: | | | |
| | | climate zones, biomes and | | | |
| | | vegetation belts, rivers, | | | |
| | | Use maps, atlases, globes and | | | |
| | | digital/computer mapping to locate | | | |
| | | countries and | | | |
| | | describe features studied. | | | |
| | | • Use the eight points of a compass, | | | |
| | | four-figure grid references, | | | |
| | | symbols and keys (including the use | | | |
| | | of Ordnance Survey maps) to build | | | |
(Review Summer 2024)
| | | knowledge of the United Kingdom | | | knowledge of the United Kingdom |
|---|---|---|---|---|---|
| | | and the world. | | | and the world. |
| | | • Use a wide range of geographical | | | • Use a wide range of geographical |
| | | sources in order to investigate | | | sources in order to investigate |
| | | places and patterns. | | | places and patterns. |
| | | • Use fieldwork to observe, measure | | | • Use fieldwork to observe, measure |
| | | and record the human and physical | | | and record the human and physical |
| | | features in the local area using a | | | features in the local area using a |
| | | range of methods, including sketch | | | range of methods, including sketch |
| | | maps, plans and graphs and digital | | | maps, plans and graphs and digital |
| | | technologies. | | | technologies. |
| Threshold concepts | Communicate Geographically Investigate Place | Communicate Geographically | Investigate patterns | | Investigate Place |
| | | Investigate Place | | | Investigate Patterns |
| | | | | | Communicate Geographically |
| | | Describe key aspects of: | Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas. | Ask and answer geographical questions about the physical and human characteristics of a location. • Explain own views about locations, giving reasons. • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features. | Ask and answer geographical |
| | | | | | questions about the physical and |
| | | • physical geography, including: | | | |
| | | | | | human characteristics of a location. |
| | | rivers, mountains, volcanoes and | | | |
| | | earthquakes and the water cycle. | | | • Explain own views about locations, |
| | | | | | giving reasons. |
| | | human geography, including: | | | |
| | | settlements and land use. | | | • Use maps, atlases, globes and |
| | | | | | digital/computer mapping to locate |
| | | Ask and answer geographical | | | |
| | | | | | countries and describe features. |
| | | questions about the physical and | | | |
| | | human characteristics of a location. | | | |
(Review Summer 2024)
* Describe geographical similarities and differences between countries.
* Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
* Use a range of resources to identify the key physical and human features of a location.
Describe key aspects of:
* physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle.
* human geography, including: settlements and land use.
* Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.
Name and locate counties and cities of the United
| | | | Kingdom, geographical regions and |
|---|---|---|---|
| | | | their identifying human and physical |
| | | | characteristics, including hills, |
| | | | mountains, cities, rivers, |
| | | | key topographical features and land- |
| | | | use patterns; and understand how |
| | | | some of these aspects have changed |
| | | | over time. |
| Hazel | Water Cycle | Rainforests | South America – the Amazon |
| | | | (medium-term plan) |
| | | | • Locate the world’s countries, with |
| | | | focus on North and South America |
| | | | and countries of particular interest |
| | | | to pupils. |
| | | | Understand geographical |
| | | | similarities and differences through |
| | | | the study of the human and physical |
| | | | geography of a region or area within |
| | | | North or South America. |
| | | | • Describe and understand key |
| | | | aspects of: |
| | | | • physical geography, including: |
| | | | climate zones, biomes and vegetation |
| | | | belts, rivers, mountains, volcanoes |
| | | | and earthquakes and the water cycle |
| | | links and the distribution of natural resources including energy, food, minerals and water supplies. • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. | | | • human geography, including: |
|---|---|---|---|---|---|
| | | | | | settlements, land use, economic |
| | | | | | activity including trade |
| | | | | | links and the distribution of |
| | | | | | natural resources including energy, |
| | | | | | food, minerals and |
| | | | | | water supplies. |
| | | | | | • Use maps, atlases, globes and |
| | | | | | digital/computer mapping to locate |
| | | | | | countries and |
| | | | | | describe features studied. |
| Threshold Concept | Communicate Geographically | Investigate pattern Investigate place | | | Investigate Place |
| | | | | | Investigate pattern |
| | | | | | Communicate Geographically |
| | Describe key aspects of: • physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle. • human geography, including: settlements and land use. | | Name and locate the Equator, | Ask and answer geographical questions about the physical and human characteristics of a location. • Explain own views about locations, giving reasons. | Ask and answer geographical |
| | | | Northern Hemisphere, Southern | | questions about the physical and |
| | | | Hemisphere, the Tropics of | | human characteristics of a location. |
| | | | Cancer and Capricorn, Arctic and | | |
| | | | | | • Explain own views about locations, |
| | | | Antarctic Circle and date time | | |
| | | | | | giving reasons. |
| | | | zones. Describe some of | | |
| | | | the characteristics of these | | |
| | | | geographical areas. | | |
* Describe geographical similarities and differences between countries.
Ask and answer geographical questions about the physical and human characteristics of a location.
* Explain own views about locations, giving reasons.
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features.
* Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
* Use a range of resources to identify the key physical and human features of a location.
Describe geographical similarities and differences between countries.
Describe key aspects of:
* physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle.
* human geography, including: settlements and land use.
* Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.
| Chestnut | Mountains* (fieldwork opportunity) | | | North America (medium-term | Rio and South-East Brazil |
|---|---|---|---|---|---|
| | | | | plan) | |
| | | • Describe and understand key | Locate the world’s countries, with focus on North and South America and countries of particular interest to pupils. Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America. Describe and understand key aspects of: • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle • human geography, including: settlements, land use, economic activity including trade | Locate the world’s countries, with | Locate the world’s countries, with focus on North and South America and countries of particular interest to pupils. Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America. Describe and understand key aspects of: • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle • human geography, including: settlements, land use, economic activity including trade |
| | | aspects of: | | focus on North and South America | |
| | | | | and countries of | |
| | | • physical geography, including: | | | |
| | | | | particular interest to pupils. | |
| | | climate zones, biomes and | | | |
| | | vegetation belts, rivers, | | Understand geographical | |
| | | mountains, volcanoes and | | similarities and differences | |
| | | earthquakes and the water cycle | | through the study of the human | |
| | | | | and physical geography of a region | |
| | | • human geography, including: | | | |
| | | | | or area within North or South | |
| | | settlements, land use, economic | | | |
| | | | | America. | |
| | | activity including trade | | | |
| | | • Use maps, atlases, globes and | | | |
| | | digital/computer mapping to locate | | Describe and understand key | |
| | | countries and | | aspects of: | |
| | | describe features studied. | | | |
| | | | | • physical geography, including: | |
| | | Use a wide range of geographical | | climate zones, biomes and | |
| | | sources in order to investigate | | vegetation belts, rivers, | |
| | | places and patterns. | | | |
| | | | | mountains, volcanoes and | |
| | | | | earthquakes and the water cycle | |
| | | • Use fieldwork to observe, measure | | • human geography, including: | |
| | | and record the human and physical | | settlements, land use, economic | |
| | | features in the local area using a | | activity including trade | |
| | | range of methods, including sketch | | | |
| | maps, plans and graphs and digital technologies. | | | links and the distribution of | | links and the distribution of |
|---|---|---|---|---|---|---|
| | | | | natural resources including energy, | | natural resources including energy, |
| | | | | food, minerals and | | food, minerals and |
| | | | | water supplies. | | water supplies. |
| | | | | • Use maps, atlases, globes and | | • Use maps, atlases, globes and |
| | | | | digital/computer mapping to locate | | digital/computer mapping to locate |
| | | | | countries and | | countries and describe features |
| | | | | describe features studied. | | studied. |
| | | | | Use a wide range of geographical | | Use a wide range of geographical |
| | | | | sources in order to investigate | | sources in order to investigate |
| | | | | places and patterns. | | places and patterns. |
| Threshold concepts | Investigate Place Communicate Geographically | | | Investigate Place | | Investigate Place |
| | | | | Investigate Pattern | | Investigate Pattern |
| | | | | Communicate Geographically | | Communicate Geographically |
| Milestones | | Describe and understand key | Collect and analyse statistics and other information in order to draw clear conclusions about locations. • Identify and describe how the physical features affect the human activity within a location. • Use a range of geographical resources to give detailed descriptions and opinions of | Collect and analyse statistics and | Collect and analyse statistics and other information in order to draw clear conclusions about locations. • Identify and describe how the physical features affect the human activity within a location. • Use a range of geographical resources to give detailed descriptions and opinions of the | Collect and analyse statistics and |
| | | aspects of: | | other information in order to draw | | other information in order to draw |
| | | | | clear conclusions about locations. | | clear conclusions about locations. |
| | | • physical geography, including: | | | | |
| | | climate zones, biomes and | | • Identify and describe how the | | • Identify and describe how the |
| | | vegetation belts, rivers, mountains, | | physical features affect the | | physical features affect the human |
| | | volcanoes and earthquakes and the | | human activity within a location. | | activity within a location. |
| | | water cycle. | | | | |
| | | | | • Use a range of geographical | | • Use a range of geographical |
| | | • human geography, including: | | resources to give detailed | | resources to give detailed |
| | | settlements, land use, economic | | descriptions and opinions of | | descriptions and opinions of the |
| | | activity including trade links, and | | | | |
| | | the distribution of | | | | |
(Review Summer 2024)
natural resources including energy, food, minerals, and water supplies.
Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.
* Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).
Identify and describe how the physical features affect the human activity within a location.
* Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.
* Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the
the characteristic features of a location.
Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and landuse patterns; and understand how some of these aspects have changed over time.
* Name and locate the countries of North and South America and identify their main physical and human characteristics.
Understand some of the reasons for geographical similarities and differences between countries.
* Describe how locations around the world are changing and explain some of the reasons for change.
* Describe geographical diversity across the world.
* Describe how countries and geographical regions are
characteristic features of a location.
Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.
* Name and locate the countries of North and South America and identify their main physical and human characteristics.
Understand some of the reasons for geographical similarities and differences between countries.
* Describe how locations around the world are changing and explain some of the reasons for change.
* Describe geographical diversity across the world.
* Describe how countries and geographical regions are interconnected and interdependent.
| | local area. Record the results in a range of ways. • Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps - as in London’s Tube map). • Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time. | | interconnected and | Describe and understand key aspects of: • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. • human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies. Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land). | |
|---|---|---|---|---|---|
| | | | interdependent. | | |
| | | | Describe and understand key | | |
| | | | aspects of: | | |
| | | | • physical geography, including: | | |
| | | | climate zones, biomes and | | |
| | | | vegetation belts, | | |
| | | | rivers, mountains, volcanoes and | | |
| | | | earthquakes and the water cycle. | | |
| | | | • human geography, including: | | |
| | | | settlements, land use, economic | | |
| | | | activity including trade links, and | | |
| | | | the distribution of | | |
| | | | natural resources including energy, | | |
| | | | food, minerals, and water supplies. | | |
| | | | Create maps of locations | | |
| | | | identifying patterns (such as: land | | |
| | | | use, climate zones, | | |
| | | | population densities, height of | | |
| | | | land). | | |
| Sycamore | European region (Germany/France) | | | | Local area and region - Upper |
| | | | | | KS2* (Scotland Focus) |
| | | Locate the world’s countries, with a | | Identify key geographical features of the countries of the United Kingdom, and show an understanding | Identify key geographical features |
| | | focus on Europe and countries of | | | of the countries of the United |
| | | particular interest to pupils. | | | Kingdom, and show an understanding |
Understand geographical similarities and differences through the study of human and physical geography of a region or area in a European country.
Describe and understand key aspects of:
* physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle
* human geography, including: settlements, land use, economic activity.
* Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Use a wide range of geographical sources in order to investigate places and patterns.
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch
of how some of these aspects have changed over time.
Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom.
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
* Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom.
* Use a wide range of geographical sources in order to investigate places and patterns.
* Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.
| | maps, plans and graphs and digital | |
|---|---|---|
| | technologies. | |
| Threshold Concepts | Investigate place | Investigate Place Communicate Geographically |
| | Investigate pattern | |
| | Communicate Geographically | |
| Milestones | Name and locate some of the | Identify and describe how the physical features affect the human activity within a location. • Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. • Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways. • Analyse and give views on the effectiveness of different |
| | countries and cities of the world | |
| | and their identifying human and | |
| | physical characteristics, including | |
| | hills, mountains, rivers, key | |
| | topographical features and land-use | |
| | patterns; and understand how some | |
| | of these aspects have changed over | |
| | time. | |
| | Understand some of the reasons | |
| | for geographical similarities and | |
| | differences between countries. | |
| | Describe how countries and | |
| | geographical regions are | |
| | interconnected and interdependent. | |
Describe and understand key aspects of:
* physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.
* human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.
geographical representations of a location (such as aerial images compared with maps and topological maps - as in London's Tube map).
Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.
Describe and understand key aspects of:
* physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.
* human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.
* Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.
EYFS Understanding the World
End of Nursery Expectations
End of Reception Expectations
Common Topics/Themes that will enable children to meet these expectations
Seasons/Weather Chinese New Year Hot/Cold Places All about me – where I live Under the Sea
(Review Summer 2024)
(Review Summer 2024) | <urn:uuid:3146048a-036a-4a06-877c-42b13366a865> | CC-MAIN-2024-22 | https://millbrookprimaryknowsley.co.uk/wp-content/uploads/2023/09/8.-Chestnut-5.6-Geography-Knowledge-and-Progression-Map.pdf | 2024-05-20T15:08:57+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00167.warc.gz | 366,501,096 | 7,216 | eng_Latn | eng_Latn | 0.989411 | eng_Latn | 0.994199 | [
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | docling | [
1324,
4613,
6768,
9173,
9898,
11023,
12855,
13953,
16889,
19797,
22053,
24482,
25976,
27300,
28457,
28649,
28906,
28928,
28950
] | [
4.28125,
4.0625
] | 1 | 0 |
6 Assets and Liabilities: Mercury, God of Commerce
Those who study environmental science and governance are familiar with a historical evolution common to many substances: they are at first highly valued by society, then progressively seen as liabilities through their societal and environmental distribution, as their dangers to human and ecosystem health become increasingly appreciated. Useful properties of such substances, including mercury, supported scientific and technological advances and provided many other social and economic benefits to people and societies. However, some substances like mercury also caused severe human health damages in occupational settings and through their local and global dispersion in the environment. Changes in perceptions of hazardous substances, and societal responses to their dangers, occurred at different times and in different ways in places across the globe. Understanding the benefits and harms that stem from the intentional uses of hazardous substances is important for better managing societal uses of materials toward greater sustainability.
Daniel Gabriel Fahrenheit constructed the world's first mercury thermometer in 1714 in Amsterdam. This groundbreaking invention was a significant improvement over existing, much less accurate, temperature- measuring devices. More than a century earlier, in the 1590s, Galileo Galilei had developed a thermoscope, or air thermometer, as a crude way to measure changes in ambient temperatures (Camuffo and Bertolin 2012). The thermoscope consisted of a glass tube that was submerged in water at one end; the rise and fall of the water line indicated relative atmospheric temperature differences. This construction of the thermoscope built on the fact that air expands when it is heated, a scientific discovery made by Philo of Byzantium in the third century BCE. Galileo was not able to measure
Chapter 6
temperatures against a fixed degree scale, however, and his rudimentary thermoscope was largely unreliable because its measurements varied with atmospheric pressure (Rasmussen 2012). The invention of the first modern thermometer is often credited to Santorio Santorio, who applied a simple measurement scale to Galileo's thermoscope (Middleton 1966).
The introduction of fully sealed liquid-based thermometers using alcohol— developed beginning in the 1640s by several people including Evangelista Torricelli and the Grand Duke of Tuscany Ferdinand II—represented another important technological step forward (Wright and Mackowiak 2016). But these alcohol-based thermometers did not solve the fundamental problem: a lack of measurement precision and comparability. This all changed with the invention of the mercury-in-glass thermometer, which allowed Fahrenheit to conduct and record measurements with much more accuracy and detail. With his new thermometer, Fahrenheit was also able in 1724 to devise the first standardized scale to measure temperatures: the Fahrenheit scale where water freezes at +32 degrees and boils at +212 degrees. Using the new mercury thermometer, Anders Celsius in 1742 invented an alternative scale that reversed the hot and cold ends and set the water boiling point at 0 degrees and the water freezing point at +100 degrees. Proposals to invert this scale came a year later, resulting in the contemporary Celsius scale where water freezes at 0 degrees and boils at +100 degrees (Bolton 1900).
The story of the invention of the mercury thermometer is one example of how mercury has been an important component in a broad range of consumer products and production processes. Electronic thermometers are increasingly replacing the basic mercury thermometer, but the mercury thermometer was the dominant technology for nearly 300 years because of its simplicity, precision, and reliability. It was successfully used to advance scientific knowledge in meteorology and climatology, to develop new manufacturing techniques that required the ability to read accurate temperature measurements, and to diagnose and treat illnesses in patients all over the world. Many other commercial products and production methods also relied on the unique properties of mercury to provide a wide range of social and economic benefits. But as the chapter title, referring to Mercury, the god of commerce, indicates, societal attitudes about mercury fundamentally shifted over time, from seeing the element as a valuable asset that can be beneficially used, to viewing it as a liability whose intentional uses should be regulated and eventually phased out altogether.
Many governments have introduced increasingly strict controls on the use of mercury, both in consumer products and production processes. Their efforts to phase out mercury uses mirror other attempts to regulate the commercial use of toxic substances. Some of these regulated substances are naturally occurring elements like mercury, whereas others are synthesized in laboratories. Well-known examples include other heavy metals such as lead and cadmium and organic chemicals like DDT, PCBs, and CFCs. Plastics—a building block of modern consumer societies and now ubiquitous in landfills and oceans—are in the process of a similar transition. Other substances that societies currently place high value on—such as rare earth elements—might become the next generation of liabilities. Continuing uses of mercury and other hazardous substances may be warranted in some applications, at least in the short term, where decision-makers judge that societal benefits outweigh risks and liabilities. Ultimately, these decisions reflect broader issues of how societies identify and govern risks from materials, which vary in their utility as well as their hazard.
In this chapter, we examine intentional uses of mercury in products— excluding medicine, which we discussed in chapter 4—as well as in production processes, and societal efforts to reduce and eliminate such use. In the section on system components, we outline the human, technical, and environmental components that influence the use of mercury in products and processes, and the institutions and knowledge that surround these uses. We cover in the interactions section how the development of technologies for mercury-added products and processes led to social and economic benefits as well as negative environmental and human health consequences. We discuss efforts to reduce and eliminate mercury uses in products and processes, and address as well the negative consequences of related mercury discharges, in the section on interventions. In the final section on insights, we discuss how mercury's benefits and costs to different populations were affected by system interactions over time, how largely incremental transitions reduced or eliminated mercury in products and processes, and how policy efforts can more effectively govern products and processes across scales.
System Components
Mercury that has been used in consumer products and production processes originated from two main sources: primary mercury mining and the reuse
of mercury already in commerce. Of the 1 million tonnes of elemental mercury estimated to have been extracted from cinnabar and other ores since the year 1500, roughly half was used in a multitude of products and processes, while the other half was used in gold and silver mining (Hylander and Meili 2003). Much commercial mercury has been recycled and reused, sometimes multiple times, in other products and production processes. This means that some of the mercury in products and processes has cycled through society for long periods. The present-day main human, technical, environmental, institutional, and knowledge components for the products and processes system for mercury are summarized in figure 6.1.
Humans have been producers and consumers of mercury-added products and other goods made using mercury for millennia. Globally, annual use of mercury in commerce peaked in 1970, associated with a peak in annual mercury mining of 10,000 tonnes (Hylander and Meili 2003). Commercial mercury demand has declined since then, but mercury is still used in a variety of mercury-added products as well as other goods made using mercury. An estimated 2,040 to 3,600 tonnes of mercury were consumed in mercury-added products and production processes in 2015 (UNEP 2017). This estimate
Figure 6.1 Components in the products and processes system for mercury (referenced in the text in italic type).
| Human components | Technical components |
|---|---|
| Producers and consumers of mercury-added products and other goods made using mercury Workers and employers in mercury-related sectors People living near mercury discharges or contaminated sites People living far from mercury discharges | Mercury in commerce Mercury-added products Other goods made using mercury Mercury in production processes Extracted fossil fuels Mercury in stockpiles and landfills Industrial point sources of mercury discharges |
| Institutional components | |
| Markets for mercury-added products and goods made using mercury National and local laws and regulations Mercury markets Global Mercury Partnership Minamata Convention | |
excludes mercury use in artisanal and small-scale gold mining (ASGM), which can also be considered a process-based use (we address that use separately in chapter 7). The term "mercury consumption" refers to the mercury content of all mercury-added products used, as well as the gross mercury input into all industrial processes during a given year. Production processes consumed 46 percent of this non-ASGM mercury; 44 percent was used in a variety of products, including batteries, measuring and control devices, lamps, and electrical and electronic devices; and the remaining 10 percent was used for dental amalgam.
Human uses of mercury in products and processes relied on the availability of mercury in geological reservoirs as well as knowledge about the properties of mercury and mercury-based product development and production techniques. Some of the earliest uses of cinnabar, connected to individual and societal beliefs, had religious and mystical connections in Asia, Africa, and Latin America (Mahdihassan 1985). Vermillion, a pigment made from grinding cinnabar powder, was applied to preserve human bones in graves from the Neolithic period in Spain in 3000 BCE (Martín-Gil et al. 1995). Cinnabar, which has a deep red hue, was also used as a coloring agent. Asian uses of "Chinese Red," a cinnabar-based color for painting vases made from lacquer, go back at least to the first millennium BCE (Gettens et al. 1972). The Roman author Pliny the Elder (23–79 CE) noted that "the ancients" used to paint with cinnabar that was "adulterated by the agency of goats' blood, or of bruised sorb-apples" (Pliny the Elder n.d., chapter 32: Quicksilver). Romans used mercury as an ingredient in makeup and other beauty products. For example, women used cinnabar as a rouge to heighten the color of their cheeks (Stewart 2014). People today use skin-lightening creams that contain mercury.
Alchemy, an ancient branch of natural philosophy and the forerunner of modern chemistry, focused on ways to improve, purify, or otherwise transform certain materials; mercury was central to alchemical concepts and work, and alchemists were the ones who gave the name quicksilver to mercury (Goldwater 1972). Attempts to unify the physical world linked the sun, the moon, and the five nearer planets to seven metals, including mercury, more than 2,000 years ago in Europe (Crosland 2004). Alchemy included a long-standing search for the philosopher's stone—an elusive but potentially very valuable substance capable of turning base metals such as mercury into much more valuable gold (Goldwater 1972). Alchemical
efforts continued at major universities well into the 1900s. As late as 1924, two chemists at Berlin Technical University claimed to have turned mercury into gold (Anonymous 1924). Alas, the search for the philosophers' stone and efforts to change other metals into gold have proved unsuccessful.
Workers and employers in mercury-related sectors have used mercury and mercury compounds extensively. Mercury use in the silver-plating industry dates back at least to Roman times (Pliny the Elder n.d.). The use of mercury in production processes expanded beginning in the fourteenth century, first in Europe and then elsewhere (Svidén and Jonsson 2001). These early mercury uses included the production of mirrors and hats. Mercury use also grew in laboratories as science progressed. Industrial applications of mercury increased in the nineteenth century. Mercury fulminate was used in percussion and blasting caps starting in the 1800s. Mercury was a component of lamps beginning in the 1800s, and of batteries in the second half of the twentieth century. Mercury compounds were used in agricultural pesticides beginning in the 1910s (Novick 1969). In the 1900s, the pulp and paper industry added phenylmercury acetate to prevent the growth of fungi in the pulp during manufacturing, and to protect wood pulp during storage and shipment (Löfroth and Duffy 1969; Novick 1969). Phenylmercury was also applied as a biocide in indoor and outdoor paint (including in antifouling paint for ships).
The chemicals industry developed several different production processes that involved mercury to transform extracted fossil fuels such as coal and oil to make societally important high-volume chemicals. These included vinyl chloride monomer (VCM, a building block of plastic polyvinyl chloride, or PVC), acetaldehyde (an intermediate in the production of chemicals and plastics), and polyurethane (polymers used in many products). The chemicals industry also used mercury in processes that produced chlorine and alkali (caustic soda and sodium hydroxide used to make soap, textiles, and chemicals) from brine (sodium chloride solution). In the mid-twentieth century, mercury was used to make enriched lithium-6 for the development of thermonuclear weapons. In the nuclear power sector, lithium-7—a byproduct of mercury-based lithium-6 production—is a key component in the fluoride cooling systems of molten salt nuclear reactors developed in the 1950s.
Mercury that is no longer in commercial use either exists as mercury in stockpiles and landfills or has been discharged into the environment. Industrial
point sources of mercury discharges have historically been a large source of releases of mercury to land and water as well as emissions to air. Some of the mercury releases first entered ecosystems near mercury uses. Mercury from industry, agriculture, and leaks and wastes from mercury-added products have combined to create a large number of contaminated sites. It is estimated that there are currently over 3,000 mercury-contaminated sites in different parts of the world (Kocman et al. 2013). Releases of mercury have created health risks to some people living near mercury discharges or contaminated sites. In addition, a portion of the discharged mercury that was used in products and processes has entered the atmosphere, where it can travel long distances before depositing in ecosystems far from mercury uses. As a result, people living far from mercury discharges are also exposed to mercury in the environment that originates from its use in products and processes.
Mercury's use in a growing number of products and processes depended heavily on the development of knowledge of its properties. As markets for mercury-added products and goods made using mercury diffused these products and goods throughout societies, knowledge began over time to include information about negative environmental impacts from mercury discharges as well as health impacts from mercury exposure. The formulation of labor standards was facilitated by knowledge of health protection techniques for workers. Governments also adopted national and local laws and regulations on mercury uses and discharges. Uses of and human exposure to mercury were reduced through new knowledge of mercury-free product development and production techniques, especially since the 1970s. The development and commercialization of alternative products and processes that did not rely on the use of mercury have had a large impact on mercury markets by significantly reducing the demand for mercury. At the international level, the Global Mercury Partnership supports the further development and introduction of mercury-free alternatives, while the Minamata Convention mandates reductions and phaseouts of mercury use in products and processes.
Interactions
Intentional uses of mercury in consumer products and production processes have had both positive and negative influences on human well-being. Figure 6.2 shows interactions in the products and processes system for mercury: we have selected two interactions (the items in bold type in boxes
Chapter 6
Knowledge
Figure 6.2
| | 1. Human | 2. Technical | 3. Environmental |
|---|---|---|---|
| 1. Human | (1-1) Producers and consumers interact in socio-economic systems | (1-2) Producers and consumers sell and buy mercury-added products and other goods made using mercury | (1-3) Producers and consumers intentionally discharge mercury-added products into ecosystems |
| 2. Technical | (2-1) Mercury-added products and other goods made using mercury provide benefits to and harm people | (2-2) Mercury in products and production processes influences quantities of mercury in commerce and stockpiles | (2-3) Mercury-added products and industrial point sources discharge mercury into ecosystems |
| 3. Environmental | (3-1) Methylmercury in ecosystems and contaminated sites affects people | (3-2) Cinnabar ores provide mercury for use in products and processes | (3-3) Ecosystem processes transport mercury and lead to production of methylmercury |
Interaction matrix for the products and processes system for mercury.
2-1 and 2-3) to focus on in this section; we then trace the pathways that influence them, which we summarize in figure 6.3 (where the bold boxes correspond to the selected interactions). First, mercury-added products and other goods using mercury provide benefits for producers and consumers but also harm them (box 2-1), and mercury uses affect and are affected by market dynamics and resource availability (boxes 3-2, 2-2, 1-1, and 1-2). Second, mercury-added products and industrial point sources discharge mercury into ecosystems (box 2-3), where it is transported and transformed into methylmercury and subsequently affects people (boxes 3-3, 3-1, and 1-3).
Commercial Mercury Benefits and Harms
Mercury-added products and other goods made using mercury have provided benefits to as well as harmed people (box 2-1). Primary mining of
Figure 6.3 Pathways of interactions in the products and processes system for mercury. Bold boxes indicate focal interaction for each subsection.
a) Commercial mercury benefits and harms:
Economic and social conditions and geological
reservoirs containing mercury prompt the development of consumer goods that provide human
benefits but also cause harms
b) Commercial mercury and the environment:
Commercial mercury enters ecosystems where
it affects human health
Producers and
consumers interact
in socio-economic
systems (1-1)
Producers and consumers sell
and buy mercury-added
products and other goods made
using mercury (1-2)
Mercury in products and
production processes influences
quantities of mercury in
commerce and stockpiles (2-2)
Mercury-added products
and other goods made
using mercury provide
benefits to and harm people
(2-1)
Cinnabar ores provide mercury
for use in products and
processes (3-2)
Mercury-added
products and industrial
point sources discharge
mercury into ecosystems
(2-3)
Ecosystem processes
transport mercury and
lead to production of
methylmercury (3-3)
Methylmercury in
ecosystems and
contaminated sites
affects people (3-1)
Producers and consumers
intentionally discharge
mercury-added products
into ecosystems (1-3)
cinnabar ores provided much of the mercury for early uses in products and processes (box 3-2). Mercury has been mined in all regions of the world, but much extracted mercury from cinnabar during preindustrial times came from a smaller number of mercury mines (see chapter 3). As the commercial demand for mercury in the chemicals industry and other sectors grew in industrial times, recycling of mercury from its original use became an increasingly important source of supply for both domestic use and trade. Mercury in production processes influences quantities of mercury in commerce and the amount of mercury stored in stockpiles (box 2-2). The gradual closing of previously large mercury mines coupled with the US and European Union (EU) elemental mercury export bans that were adopted in the 2000s made recycling and reuse a more important source
of commercial mercury. At the same time, the amount of excess industrial mercury grew as industries switched to mercury-free manufacturing alternatives, which increased the amount of mercury in stockpiles in many countries.
Changes in the supply and demand for commercial mercury have been influenced by producers and consumers interacting in socio-economic systems (box 1-1). Producers and consumers for thousands of years have sold and bought mercury-added products and other goods made by using mercury (box 1-2). In addition to mercury's use in traditional medicine (see chapter 4), ancient texts suggest that mercury was used in magico-religious rituals in China and India going back millennia. Mercury was important in Hinduism, including as a representative of the seed of Lord Shiva, and it was also discovered in Egyptian tombs (Masur 2011). Aristotle wrote in the fourth century BCE about the use of mercury in religious ceremonies (Nriagu 1979). In Caribbean religions with African roots such as Santeria, Palo, and Vodou, sprinkling mercury inside homes or mixing it into perfumes, lotions, or soap and water for ritualistic purposes is thought to bring good luck and ward off evil spirits (Wendroff 2005; Newby et al. 2006; Wexler 2016). Some of these practices continue in the Caribbean and in other countries where followers have relocated, including the United States (Yehle 2011).
Many early commercial mercury uses were associated with social status and affluence. Cinnabar imported from Spain and India was used in ancient Rome, where cinnabar-containing products were scarce and associated with prosperity (Stewart 2014). The expanded use of mercury in manufacturing that began in the fourteenth century not only increased the amount of mercury in commerce, but also solidified the metal's links to prominence and wealth. Processes involving mercury were used to produce relatively expensive goods such as large mirrors and fur hats, whose ownership conferred social status, as only people with financial means could afford them. Mercury-based manufacturing techniques also provided economic advantages for producers. The technique of using mercuric nitrate in the fur-felting process in hat making, developed in France, was initially kept a trade secret because it helped French hat makers corner the market for a superior and highly desirable product. As the knowledge of how to use mercuric nitrate spread, many hat makers in other countries switched over to the new mercury-based production method (Svidén and Jonsson 2001).
Assets and Liabilities
157
Mercury and mercury-added products were important to the development of new scientific knowledge and capabilities that had societal benefits, particularly beginning in the seventeenth century. As Leonard J. Goldwater argues: "Without mercury some of the most significant advances in chemistry would have been delayed for years and possibly for centuries" (Goldwater 1972, 98). Experiments using mercury and mercury-added instruments facilitated the discovery of more than 20 chemical elements. In perhaps the most important of these discoveries, Joseph Priestly and Carl Wilhelm Scheele, in the mid-1770s, independently used mercury to identify oxygen—also referred to as "fire air"—which represented a major turning point in the history of modern science. Mercury-containing instruments also facilitated the development of dialysis and osmosis. The mercury thermometer, described at the beginning of this chapter, advanced both meteorology and medicine. The mercury barometer, invented by Evangelista Torricelli in 1643, greatly enhanced the ability to accurately measure atmospheric pressure (Middleton 1963; West 2013). In 1896, Scipione Riva-Rocci revolutionized medicine when he introduced the mercury- based sphygmomanometer for measuring blood pressure by wrapping an inflatable cuff around the upper arm (Roguin 2005).
Mercury continued to provide benefits to more modern societies. Mercury fulminate in blasting caps, including those invented by Alfred Nobel in the 1860s, helped build roads, bridges, and dams. Mercury was also a key component in the development of lighting technology. E. H. Jackson took out the first patent for a mercury-containing lamp in London in 1852, building on scientific discoveries that mercury could produce light when vaporized in an electric arc (Perkin 1911). Commercialization of this technology began in 1901 with a design by the engineer Peter Cooper Hewitt, whose company was acquired later by the General Electric Company (Cleveland and Morris 2014). Higher-intensity mercury lamps were introduced in 1934, and their efficiency and long life made the mercury-vapor lamp useful in public lighting, including for streets and highways (Freeman 1940). Mercury lamps were also used to light the large workspaces required for airplane factories and hangars (Anonymous 1945). Mercury was a key component in the first commercially viable fluorescent lamp, patented in 1926 (Cleveland and Morris 2014), and continues to be used in fluorescent bulbs and compact fluorescent lamps (CFLs). In addition, mercury was added to neon tubes to produce a blue light.
Mercury-containing batteries were first used in the 1940s. Samuel Ruben, the cofounder of Duracell, submitted a patent in 1945 for a new battery containing mercury (Ruben 1945). In zinc–mercuric oxide batteries, mercury is part of the electrode reaction (Naylor 2002). Using mercury allowed for the production of a dry cell battery that had a high capacity-to-volume ratio and could be stored under tropical conditions, criteria that were important to the US military during World War II (Ruben 1947). Mercury was also added to other kinds of batteries to enhance their performance. In small button-cell batteries, including alkaline manganese oxide batteries as well as zinc air and silver oxide batteries, mercury prevented the buildup of hydrogen gas from zinc corrosion (Northeast Waste Management Officials Association 2010).
The development of mercury-based production processes in the chemicals industry during the 1900s helped firms to produce more profitable products that protected human health and improved living standards. One example of such a process is in the production of chlorine and caustic soda (chlor-alkali production). It involves applying an electrical current to sodium chloride to separate positively charged sodium from negatively charged chlorine to make alkali. Initial technologies set up two reservoirs with opposite electrical charges separated by a permeable membrane— the so-called diaphragm-cell process (Crook and Mousavi 2016). In 1895, Hamilton Castner and Karl Kellner commercialized an alternative—the mercury-cell process—whereby sodium forms an amalgam with the mercury while the chlorine gas volatilizes (O'Brien et al. 2005). Mercury-based chlor-alkali technologies were more energy efficient than other techniques, and were widely adopted in Europe and Japan (Crook and Mousavi 2016). The use of chlorine benefited public health. Chlorination of London's water supply in the early 1900s, for example, protected against water-borne diseases (MacKenzie 1945). The mercury-cell process also made it possible to produce a higher quality caustic soda, which beginning in the 1940s was used to make new popular kinds of synthetic fibers such as rayon (O'Brien et al. 2005).
The mercury-cell technology for chlor-alkali production gained ground in the United States as well, but the older diaphragm-cell process remained in use in the majority of US plants throughout the twentieth century. Masaru Yarime (2007) cites two main reasons for this. First, there were abundant brine wells in the United States that provided the raw material for chlorine and alkali in the liquid form used by the diaphragm-cell process;
Assets and Liabilities
159
the mercury-cell process in contrast requires beginning with solid salt. Second, because energy was cheaper in the US compared with other regions, it was less advantageous for manufacturers to switch to the more energy- efficient mercury-cell technique. The diaphragm-cell process, however, relies on asbestos, another highly hazardous substance. The mercury-cell process was also used in a few other places, but in countries where chlorine production was developed later, it was more common to rely on a newer membrane-cell technology that needed neither mercury nor asbestos. There were roughly 75 plants in 40 countries that still used the mercury-cell process in 2015, accounting for 8 percent of the global chlorine production capacity of 60 million tonnes (UNEP 2017).
Mercury was applied in other chemical production processes as well. In VCM manufacturing, mercury is a catalyst for a reaction between acetylene and hydrochloric acid that produces the VCM, which is in turn used to make PVC. China is currently the world's largest manufacturer of PVC, and its domestic use of PVC is increasing rapidly. A reported 85 percent of all VCM production in China as of 2014 still used a mercury-based production technique (UNEP 2017). Mercury-based technology was also adopted widely in the chemicals industry for the production of acetaldehyde, a technique that began in Germany in 1912 (Eckert et al. 2006). In this process, a sulfuric acid/mercury sulfate solution is used as a catalyst. The Chisso factory in Minamata used a slightly different method that was developed locally starting in 1932 (George 2001). The mercury-based technique that produced acetaldehyde from acetylene was the dominating production technique for acetaldehyde manufacturing until the early 1960s (Eckert et al. 2006). By the time of the negotiations of the Minamata Convention, there was no longer any known mercury-based manufacturing of acetaldehyde.
While some uses of mercury were beneficial, others caused harm. Many workers suffered, and the use of mercury-added products in some instances also harmed consumers through mercury exposure. In Iraq in 1956, 1960, and 1972, people used imported seeds treated with organic mercury compounds, which had been intended for planting, to make bread; thousands of people fell ill and hundreds died (Jalili and Abbasi 1961; Bakir et al. 1973; Rustam and Hamdi 1974). Other known fatalities from people eating mercury-treated seeds occurred in Pakistan in 1961 and 1969, in Guatemala from 1963 to 1965, and in Ghana in 1967 (Haq 1963; Bakir et al. 1973; Derban 1974). In the United States, three members of a New Mexico
Chapter 6
family were poisoned in 1969 after eating meat from hogs that had been fed methylmercury-treated seeds (Waldron 1970).
The use of mercury also had mixed societal implications in other ways. Many of the percussion and blasting caps containing mercury fulminate were put toward violent ends. Mercury was also used in the production of thermonuclear weapons. To make enriched lithium-6 for such weapons in the United States, Soviet Union, and China, mercury was run against a solution of lithium hydroxide in a column exchange process whereby lithium-6 accumulated in the mercury phase. Between 1950 and 1963, an estimated 11,000 tonnes of mercury—an amount more than four times greater than today's global annual anthropogenic emissions—was used in Tennessee at the Oak Ridge National Laboratory in this process (Brooks and Southworth 2011). The United States stopped making lithium-6 in 1963, and the major mercury-based production of lithium-7 is currently in China and Russia (Mazur et al. 2014). Recent reports that North Korea acquired large quantities of mercury fueled speculation about the country's capacity to produce thermonuclear weapons (Albright et al. 2017). In addition, chlorine made from mercury-based processes was used in chemical weapons production.
Commercial Mercury and the Environment
Many mercury-added products and industrial point sources have discharged mercury into ecosystems (box 2-3). Roughly three quarters of the mined mercury that was used in products and processes is estimated to have been discharged into the atmosphere, land, and water, or has ended up in landfills (Horowitz et al. 2014). But there are many global and local data uncertainties regarding mercury discharges into the environment from individual sources. The fate of many mercury-added products discarded for centuries all over the world is unknown, including their location in landfills. There are also large uncertainties about mercury discharges from individual point sources. One primary example of this was seen in Minamata. It is unclear how much methylmercury Chisso released into Minamata Bay and neighboring waters by the manufacturing of acetaldehyde and vinyl chloride, but the company claimed in 1972 that it lost roughly 82 tonnes of mercury between 1932 and 1971. One year later, the Japanese Ministry of International Trade and Industry calculated that it was more likely over 224 tonnes, while other estimates go as high as 600 tonnes (George 2001).
Ecosystem processes transport mercury and lead to the production of methylmercury (box 3-3). In turn, methylmercury in ecosystems and contaminated sites affects people (box 3-1). The industrial discharge by Chisso and its related damages to the environment and human health was not an isolated event. A similar case, also stemming from the use of mercury in acetaldehyde production, happened in Niigata, Japan, where the chemical company Showa Denko discharged methylmercury into the Agano River. Mercury poisoning in Niigata was detected in the fall of 1964. Fewer people were affected by Minamata disease in Niigata than in Minamata, but the discharges of methylmercury that began in 1936 and lasted until 1965 still caused much damage. The leadership at Showa Denko initially denied that it had caused the problem and deflected blame by coming up with alternative (false) explanations, including pesticides released from a 1964 earthquake (George 2001). In 1967, 13 victims of Minamata disease filed a suit against Showa Denko in Niigata District Court. In 1971, two years before the legal ruling against Chisso, the court found Showa Denko responsible for causing the outbreak of Minamata disease in Niigata (Funabashi 2006). By 1999, 690 cases of Minamata disease were recorded in Niigata (Eto 2000).
Industrial releases of mercury also caused damages in Ontario, Canada. The Dryden Chemicals company released an estimated 9 to 11 tonnes of mercury into the Wabigoon-English River system between 1962 and 1970 (Takeuchi et al. 1977). This mercury came from a chlor-alkali plant that used mercury cells to produce sodium hydroxide and chlorine for bleaching pulp at the nearby Dryden Paper Company. Chlor-alkali plants and paper mills were sometimes co-located for practical purposes. These releases caused an outbreak of Minamata disease in downstream communities of First Nations peoples in the Grassy Narrows and White Dog Reserves, where researchers found many symptoms in cats and humans that were similar to those previously documented in Minamata (Takeuchi et al. 1977; Harada et al. 2005; Takaoka et al. 2014). The provincial government in Ontario ordered Dryden to stop the mercury discharges in 1970, but it did not acknowledge the presence of Minamata disease (Mosa and Duffin 2017). A decision by the government in 1970 to close down all fishing significantly affected people for generations; similar to the fishers in Minamata, local indigenous groups depended on fish for both food and income (Jago 2018).
Producers and consumers have also intentionally discharged mercury- added products into ecosystems (box 1-3). Panogen and other liquid
Chapter 6
preparations of organic mercury compounds for use in agriculture against fungi were introduced in the 1940s. By 1950, the use of Panogen in Sweden was "as routine in farming as plowing" (Löfroth and Duffy 1969, 10). Swedish conservationists and ornithologists were among the first to notice fatalities in birds that had eaten treated seeds (Egan 2013). Panogen was also widely used in many other countries. A 1964 advertisement in the US publication The National Future Farmer, targeted toward young people in agricultural regions, highlighted the Morton Chemical Company's efforts to educate farmers about the benefits of treating seeds with Panogen to prevent mold and encourage root and foliage development. It noted that farmers all over the world had been using Panogen for 25 years (Anonymous 1964). Direct release of mercury to ecosystems in these applications was both widespread and extensive. It was estimated that a total of 2,100 tonnes of mercury worldwide were used in agriculture in 1965 (Smart 1968).
Interventions
Different interveners have attempted to address problems stemming from mercury use in products and processes, including national and local governments, industries, experts, and international bodies. Figure 6.4 identifies the central interveners and interventions in the products and processes system for mercury. Two main categories of interventions have addressed commercial mercury use. First, some interventions have focused on reducing or eliminating the uses themselves (boxes 2-2 and 1-2). Second, other interventions have addressed mercury from an environmental perspective, by managing stockpiles, setting limits on discharges, and cleaning up contaminated sites (boxes 2-2, 2-3, and 3-3).
Reducing or Eliminating Commercial Mercury Uses
Many interventions that reduced or eliminated commercial mercury uses originated in the private sector, as industries and experts designed mercury- free products (box 2-2). Economic considerations, rather than environmental and health concerns, sometimes drove initiatives to either reduce the amount of mercury used or move to mercury-free alternatives in products. For example, making large mirrors using silver nitrate, a technique developed in the middle of the nineteenth century, was quicker and easier than using mercury to make them. It was not until around 1900, however, when
Assets and Liabilities
163
technological advances made silver-backed mirrors more durable than mercury-containing mirrors, that they became competitive on the market (Hadsund 1993).
National and local governments have adopted laws and regulations that control mercury use in products (box 1-2). One of the earliest examples of controls on mercury-added products occurred when Swedish authorities banned Panogen and restricted the use of other mercury-containing pesticides in 1966. Their application quickly declined together with concentrations of mercury in food and the environment. Some use of less toxic mercury compounds nevertheless continued in Sweden, including Panogen
Metox (methoxyethylmercuric acetate), which was not banned until 1988. In the United States, the Department of Agriculture in 1970 ordered that methylmercury seed treatments be taken off the market after the 1969 incident in which the New Mexico family was poisoned with Panogen was reported on television (Waldron 1970). After industry challenged this decision in court, an appellate court ruled that scientific evidence connecting Panogen to health impacts was insufficient, and that farmers had no economically viable substitute to mercury-treated seed. The US Environmental Protection Agency (EPA), however, issued a notice in 1972 that it intended to cancel registration for all mercury-treated pesticides, and it announced a ban on almost all such pesticides in 1976 (United Press International 1976).
Phaseouts of phenylmercury in paints involved both conflict and cooperation between governments and industry. The US EPA was forced to withdraw a notification to ban the use of phenylmercury in paints in 1976 (when mercury use in pesticides was prohibited) after industry successfully challenged the decision in court on the grounds that there were no available substitutes (Meier 1990). In 1990, the EPA reached a voluntary agreement with the National Paint and Coatings Association to cease manufacturing of mercury-containing paints. This decision followed a case in 1989 where a four-year-old boy in Michigan was hospitalized for several months with severe symptoms of acrodynia after the inside of his house was painted with mercury-containing paint (Agocs et al. 1990). This case gained much public attention and led authorities in Michigan and, shortly thereafter, the EPA to act. Japan banned the use of mercury compounds in paints in 1980 (UNEP/FAO 1996). Phenylmercury was used in paint production in Europe at least into the late 2000s (European Chemicals Agency 2011), but a 2012 regulation banned the sale of all products in the EU containing phenylmercury compounds in more than trace amounts starting in 2017 (European Commission 2012). Phaseouts of phenylmercury in paints have been slow in other parts of the world as well.
Countries have also initiated several regulatory measures on other mercury-added product categories, including electronics. The EU member states, together with the European Parliament, took on a leadership role in regulating the content of hazardous substances in electronics both regionally and globally in the early 2000s (Selin and VanDeveer 2006). A 2002 directive on the restriction of the use of certain hazardous substances in
electrical and electronic equipment (RoHS), which was updated in 2011, limits the use of mercury in electrical and electronic equipment. The EU RoHS directive spurred similar regulatory measures in other countries including China, Japan, Taiwan, and South Korea. In the United States, California acted along the same lines (Wright and Elcock 2006). Following additional regulatory measures, a 2017 EU directive banned the manufacturing, export, and import of all mercury-added products covered by the Minamata Convention by either the end of 2018 or the end of 2020 (European Union 2017).
Actions taken by both industry and government influenced trends in mercury use in batteries, with the total amount of mercury used declining with time. Municipalities in Japan started battery recycling in the 1980s (Pollack 1984). US states around the Great Lakes and in the Northeast took action to restrict mercury use in batteries in the early 1990s (Cain et al. 2011). New Jersey restricted the sale and disposal of many mercury- containing batteries in 1992, and, along with Arkansas and Minnesota, banned mercuric-oxide batteries in 1993 (Sznopek and Goonan 2000). Federal legislation in the US phasing out mercury use in batteries through the Mercury-Containing and Rechargeable Battery Management Act followed in 1996. Much state and federal legislation exempted mercury use in small button-cell batteries because of a lack of alternatives, but mercury-added button-cell batteries were banned by some US states in the 2010s (Zero Mercury Working Group 2012). Major battery manufacturers advertise that all of their batteries are mercury free; Duracell, for example, has been making button-cell hearing aid batteries without mercury since 2011 (Panasonic 2018; Duracell 2019).
Countries in other regions implemented bans and restrictions on mercury in batteries later than in the United States. A 2006 EU directive prohibited batteries with mercury content greater than 0.0005 percent by weight, but exempted button-cell batteries with mercury content less than 2 percent (similar to earlier US legislation). Another 2015 directive updated the prohibition to include mercury-containing button-cell batteries. China banned mercuric oxide batteries in 1999 and set regulatory limits on mercury content for other types of batteries starting in the early 2000s (Cheng and Hu 2011). Statistics on trends in mercury use for battery production in China are conflicting for the late 1990s and early 2000s, but overall use was more than an order of magnitude greater than in the United States (Feng 2005).
Chapter 6
Mercury use in Chinese batteries was reported to drop after the year 2000 (China Council for International Cooperation on Environment and Development 2011). However, in China, which is the main producer of alkaline button cells (used, for example, in toys and remote controls), only 10 percent of battery production was reported to be mercury free in 2012 (Zero Mercury Working Group 2012).
Actions on mercury-added measuring devices involved interplay between governments and industrial innovation, including the introduction of digital thermometers. US states took the lead in controlling the sale of mercury-added measuring devices in the 2000s. New Hampshire passed a law in 2000 that prohibited the sale of mercury thermometers and other measuring devices (Health Care Without Harm 2018). This was followed by similar legislative measures in 13 other states over the following three years, shrinking the US market for such products. The US EPA largely relied on such state action to encourage firms to voluntarily cease production and sale (US Environmental Protection Agency 2014). In addition, the US National Institute of Standards and Technology in collaboration with the EPA in 2011 declared that it would no longer provide calibration services for producers and users of mercury thermometers, something it had been doing since 1901. This put further pressure on the private sector to end the production of mercury thermometers. By the early 2010s, there was only one manufacturer of mercury thermometers left in the United States (Roylance 2011).
Other jurisdictions have also acted on restricting the availability of mercury-added measuring devices. The EU in a 2007 directive banned the sale of mercury-added measuring devices including thermometers and barometers starting in 2009, although some member states had acted earlier. For example, Sweden banned the manufacturing and sale of medical mercury thermometers in 1998, and subsequently implemented additional controls on other measuring devices (Swedish Chemicals Inspectorate 2004). Other countries began to introduce controls on mercury-added measuring devices in the early 2010s, spurred on by the negotiations of the Minamata Convention. The Canadian federal government adopted a ban on the manufacturing and import of mercury-added measuring devices in 2014 (Government of Canada 2014). Other countries have also taken legislative steps, but with extended time lags before the controls enter into force. China, a main producer of mercury-added measuring devices, announced
Assets and Liabilities
167
in 2017 that it would prohibit the production and export of mercury thermometers as of 2026 (Chemical Watch 2017).
Governmental efforts to address mercury in lamps and light bulbs have focused on a combination of bans and controls on maximum allowable mercury content, creating incentives for innovation and product development. For example, the US banned mercury vapor lamps as of 2008 (Energy Policy Act 2005). In contrast, most controls on CFLs have focused on limiting their mercury content rather than on phasing them out. Early traditional fluorescent lamps, containing mercury, were more efficient and provided more light per unit of energy than the older incandescent lamps (Bright and Maclaurin 1943), and these tubular-shaped lamps were adopted for certain lighting applications. CFLs using mercury were invented in 1976, but were not marketed widely until the 1990s, when they were hailed as an environmentally friendly substitute for the more energy-inefficient light bulb–shaped incandescents (Smithsonian National Museum of American History 2017). Although CFLs are still widely sold all over the world, governments have taken steps to phase out the early versions, which have relatively high mercury content, while still allowing (and in many cases encouraging) the continued use of those that contain less mercury.
Some government policies in other areas have, at least in the short-term, expanded markets for CFLs. The US Energy Independence and Security Act of 2007 set energy efficiency standards requiring that new light bulbs after 2012 use at least 28 percent less energy than the incandescent light bulbs. Several different kinds of light bulbs on the market met this requirement, including CFLs that use 75 percent less energy than a comparable incandescent light bulb (Natural Resources Defense Council n.d.). This may appear to be an increase in mercury use with no mercury-related benefits, but the situation is complex when considering both mercury use and discharges. The reduction of energy use can prevent a larger quantity of mercury from entering the environment than results from its use in the bulb itself, depending on recycling rates and levels of mercury emissions from the energy sector. In countries with high levels of mercury emissions from coal-fired power generation, switching to a CFL from an incandescent bulb results in reduced mercury emissions (Eckelman et al. 2008). Light-emitting diode (LED) bulbs, an even more efficient alternative, contain no mercury. In late 2019, however, the Trump administration blocked further implementation of the phaseout of incandescent bulbs.
Chapter 6
Government interventions to control mercury use in products have influenced, as well as been influenced by, international actions. The 1998 heavy metals protocol under the Convention on Long-Range Transboundary Air Pollution (CLRTAP) limits the use of mercury in batteries, and urges parties to manage the risks of mercury for other uses. The Minamata Convention controls mercury uses in nine product categories and requires parties to discourage the manufacture and distribution of new mercury-added products. The nine categories are: pesticides, batteries, switches and relays, CFLs and linear fluorescent lights, high-pressure mercury vapor lamps, cold cathode fluorescent lamps and external electrode fluorescent lamps (CCFL and EEFL) for electronic display, cosmetics, and several kinds of measuring devices (including thermometers, barometers, and sphygmomanometers). The deadline for actions on these products is 2020, but parties can apply for up to two five-year extensions. For some products such as pesticides and non-electronic thermometers and barometers, parties must phase out all uses. For other product categories, the Minamata Convention merely sets maximum mercury amounts allowed. For example, it allows mercury in certain button-cell batteries up to 2 percent, consistent with earlier legislation in the United States and the EU.
Some Minamata Convention controls on mercury-added products are more difficult to enforce than others, especially if they concern mercury use in relatively low-tech and easily produced products. For example, mercury- containing skin-lightening soaps, creams, and powders are in continuing production and use, mainly in Africa and Asia, but also in some immigrant communities outside of these regions, including the United States (Zero Mercury Working Group 2010; World Health Organization 2011a; Minnesota Department of Health 2019). The sale of these products, which often takes place in market stalls and small shops, is difficult to address because the deep cultural roots of their application are associated with a desire for lighter skin, especially by women. The Minamata Convention also does not address mercury-containing products used in traditional and religious practices. China and Sri Lanka argued for exempting traditional medicines during the treaty negotiations (Earth Negotiations Bulletin 2012). Similarly, Nepal called for excluding religious uses of mercury from the Minamata Convention (Earth Negotiations Bulletin 2013a). In addition, the Minamata Convention explicitly exempts all military uses of mercury—the global scope of such uses is unknown.
Assets and Liabilities
169
Similar to their actions on products, industries and experts also designed mercury-free production processes (box 2-2). Private sector technological and economic considerations drove a gradual phaseout of mercury use in many sectors. This included the switch to mercury-free alternatives in acetaldehyde and VCM production in Europe and North America. The choice between mercury-based and mercury-free manufacturing techniques depended in large part on whether coal or oil was used as a raw material. Acetaldehyde can be produced from acetylene from coal in the presence of a mercury catalyst, or from oil-derived ethylene, a process that does not require mercury (Othmer et al. 1956). The coal-based acetylene process was the common technique in many regions for more than the first half of the twentieth century, but industries in most countries switched to the ethylene-based Hoechst-Wacker process in the late 1950s because the oil- based feedstock was cheaper to produce and easier to handle (Trotuş et al. 2013). A similar choice between coal and oil affected choices in VCM production. The dominant technology for VCM production today relies on a cheaper and more efficient mercury-free process that begins with ethylene, which is produced from oil. It is also possible to make VCM from acetylene produced from coal; this is the reason that countries with large coal reserves, such as China, continue to use the mercury-based process (UNEP 2017).
National and local governments in some instances also played a substantial role in controlling mercury use in production processes by adopting laws and regulations (box 1-2). Government actions often occurred in tandem with technological improvements spurred by the private sector. In some cases, government signals that an area of mercury use would become subject to legislative action pushed industry to look for alternatives. Refinement of the membrane-cell technology in chlor-alkali production, for example, was prompted in part because of growing environmental concerns about mercury in the 1960s that foreshadowed potential controls (O'Brien et al. 2005). In some of these instances, government action pushed industry to switch to a new production method that they later abandoned, despite having made large investments in it. For example, Japan was the first country to phase out the mercury-cell manufacturing process for chlor- alkali production in the early 1970s, in response to concerns about mercury that stemmed from the Minamata disease experience (Ministry of the Environment Japan 2013). This caused Japanese firms to invest in a less optimal technology, the diaphragm-cell process, which resulted in future
inefficiencies when those plants were prematurely retired in favor of an improved ion-exchange process that was also mercury-free (Yarime 2007).
Governmental efforts to reduce mercury use in production processes sometimes had unintended effects. For example, the Chinese government attempted to reduce mercury use in the VCM sector in the early 2010s (J. Liu, pers. comm. February 28, 2019). From 2011 to 2015, plants producing VCM were required to switch from using a high-mercury catalyst (10.5– 12.5 percent mercury content) to a low-mercury catalyst (4–6.5 percent mercury content), aiming for a 50 percent reduction in mercury use. Some plants failed to make necessary technical changes to adjust to the lower- mercury catalyst, and needed to use more catalyst per production unit or to increase manufacturing capacity to maintain production levels. This offset some of the intended reductions, and also increased levels of catalyst waste. International cooperation has supported the development of mercury-free technologies for coal-based VCM production in China (Zhang et al. 2011). Developing and implementing such technologies will be key, as China plans to continue to use coal as a feedstock in the domestic production of VCM.
The Minamata Convention bans or restricts all major remaining mercury uses in the chemicals industry. Parties were required to stop using mercury in acetaldehyde production in 2018 and to phase out mercury use in chlor-alkali production no later than 2025. Although there was no evidence of any remaining mercury-based acetaldehyde production anywhere in the world when the Minamata Convention negotiations began in 2010, the ban was included in the treaty at the request of Japan for symbolic reasons because of its ties to the Minamata pollution tragedy. Parties can apply for up to two five-year extensions to the phaseout date for chlor-alkali production. The Minamata Convention imposes restrictions on mercury use in three other processes: VCM production (reduce mercury use per unit of production by 50 percent between 2010 and 2020); sodium or potassium methylate or ethylate production (phase out mercury use as fast as possible, within 10 years of entry into force, and reduce emissions per unit of production by 50 percent between 2010 and 2020); and polyurethane production (phase out mercury use as fast as possible, within 10 years of entry into force).
Substitution may not always be unequivocally positive; alternative technologies used to replace mercury in production processes may also be harmful to human well-being. For example, in the chlor-alkali industry, modern
Assets and Liabilities
171
plants use membrane technology that consists of per- and polyfluoroalkyl substances (PFAS). PFAS are highly toxic substances that are sometimes referred to as "forever chemicals" because of their inability to break down in the environment (Johnson 2018). The uses for two of the most well- known examples of this larger class of substances—perfluorooctanesulfonic acid (PFOS) and perfluorooctanoic acid (PFOA)—are regulated by several countries and controlled under the Stockholm Convention (Wang et al. 2017). Yet, the use of PFAS membranes for chlor-alkali production is common across the world where chlor-alkali production does not rely on mercury and/or asbestos. PFAS can be released during the production processes involving these membranes (Strynar et al. 2015). The human health impacts of the use of PFAS in chemicals production, however, remain unknown (Cousins et al. 2019). Newer membrane-free technologies are being developed as further alternatives (Hou et al. 2018).
The existence of transnational institutions, such as the Global Mercury Partnership, has driven much of the more recent international technical work to identify and diffuse substitutes for mercury in products and processes. These partnerships link stakeholders and their societal interactions to new technologies. In doing so, they enhance capacity transnationally to develop further technical know-how by raising awareness and building knowledge and support. There are specific partnership areas on mercury reduction in products and in the chlor-alkali sector. Stakeholders involved include different government ministries, private sector actors (producers, importers, and sellers), and civil society organizations. The United Nations Environment Programme (UNEP) and other international organizations, including through their involvement in the partnerships that predated the Minamata Convention, have helped raise awareness, mainly in developing countries, since the early 2000s. Identifying substitutes for mercury uses can be complex, but some actors have argued for broader visions for phaseouts of mercury. The EU has established a goal of a mercury-free economy, arguing that the dangers and costs of mercury to the environment and human health are too extreme to allow any ongoing uses (European Commission 2017a; European Commission 2018).
Preventing Environmental Releases and Promoting Cleanup
Many national and local governments have restricted and banned discharges of mercury from point sources (box 2-3). Such controls on mercury
discharges from industrial sources date back to the 1970s. The US EPA set mercury emission limits on mercury-cell chlor-alkali plants in 1973 (see chapter 5). Regulations under the Convention for the Prevention of Marine Pollution from Land-Based Sources, which set mercury limit values for releases from chlor-alkali production in the early 1980s, encouraged European producers to increase production efficiency (Yarime 2007). The share of chlorine production in Europe based on mercury-cell technology fell from 63 percent to 26 percent between 1997 and 2012 due to a combination of plant retirements and growing environmental concerns about mercury discharges (European Commission 2014). Reduced demand for chlorine because of regulations on ozone-depleting substances and other chlorine-containing products influenced shutdowns of facilities that used mercury-based production techniques in the United States (Snyder et al. 2003). Canadian laws on maximum allowable releases of mercury from chlor-alkali plants led most to convert their underlying technology to mercury-free alternatives (Commission for Environmental Cooperation 1997).
Another area of government controls involves removing mercury from waste streams, where leakages from mercury-added products in landfills can cause water contamination and other problems. A 2002 EU directive on waste electrical and electronic equipment (WEEE) targeted mercury together with other hazardous substances (Selin and VanDeveer 2006). This directive, which was revised in 2012, is designed to operate alongside the RoHS directive on hazardous substances in products that was initially adopted around the same time. The WEEE directive regulates 10 common categories of electrical and electronic equipment that have often contained mercury, including household appliances, information technology and telecommunications equipment, lighting equipment, electrical and electronic tools, medical devices, and monitoring and control instruments. Under the directive, producers take on a greater responsibility for recycling, reprocessing, and safe disposal. This form of extended producer responsibility for dealing with waste is also intended to provide incentives for industry to design more environmentally friendly products that are easier and cheaper to manage safely once they have been returned.
National and local government interventions driven by concerns about environmental discharges have implemented standards for managing mercury in stockpiles and landfills (box 2-2). Sometimes this has involved collaboration with international bodies, which have developed guidelines for
managing such stockpiles and landfills (box 2-2). These guidelines aim for the environmentally sound storage of mercury. International bodies have also developed guidelines for managing mercury wastes (box 2-3). National and local governments in turn implement standards for waste management (box 2-3). Mercury has posed storage and waste disposal problems for centuries, but it is only during the last 50 years or so that countries have developed and implemented legislation around the management of hazardous wastes. One Global Mercury Partnership area focuses on mercury supply and storage and another centers on waste management. The increasing phaseout of mercury uses in products and processes creates needs for the institutionalization of environmentally safe storage and disposal mechanisms. If mercury- use bans are combined with export bans, such mechanisms must be set up domestically. It is estimated that globally somewhere between 30,000 and 50,000 tonnes of excess mercury will become available by 2050 (UNEP 2015).
The Minamata Convention mandates that parties shall store and dispose of discarded mercury and mercury waste in an environmentally sound manner. In this area, the Minamata Convention connects with other international agreements including the 1989 Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and Their Disposal (Selin 2010). The Minamata Convention, consistent with the Basel Convention, identifies three categories of mercury wastes: (1) waste mercury or mercury compounds; (2) wastes that contain mercury or mercury compounds (for example, thermometers and CFLs); and (3) wastes that are contaminated with mercury or mercury compounds (for example, residues from mining and industrial processes). Significant variations exist across countries when it comes to developing national inventories of mercury and mercury wastes. To ensure sound management, it will be important to further establish effective mechanisms for both identifying and managing waste that contains or is contaminated with mercury. An important part of the work of the Minamata Convention Conference of the Parties (COP), in collaboration with the Basel Convention, is to further develop technical guidelines for environmentally sound storage and disposal.
High levels of excess mercury in society from phaseouts of commercial uses increase the demand for environmentally safe management of waste mercury. One study estimates that roughly 11,000 tonnes of metallic mercury from the chlor-alkali industry, non-ferrous metal production, and other processes need to be disposed of in the EU alone before midcentury
(Hagemann et al. 2014). EU law mandates that liquid elemental mercury must undergo appropriate conversion before it is transferred to permanent storage because it is so hazardous (Science for Environment Policy 2017). Treatment options for liquid mercury include forming an amalgam with solid metals, such as zinc or copper, or converting it into mercuric sulfide. Long-term storage can be either above or below ground. Above-ground storage requires access to specialty warehouse-style storage facilities. Options for underground storage in Europe include depositing mercury in salt mines or hard rock formations (Science for Environment Policy 2017). The development and implementation of similar kinds of waste management strategies and policies are important to many countries, as waste mercury is a challenge worldwide.
National and local governments have cleaned up mercury-contaminated sites (box 3-3). Sites that are contaminated with mercury (sometimes together with other hazardous substances) pose significant management problems. Many of these sites are located close to factories that used mercury in products and manufacturing processes. The Minamata Convention requires that parties endeavor to develop strategies for identifying and assessing mercury-contaminated sites. One option to address contaminated terrestrial sites is the washing of mercury-contaminated soils, where mercury binds to other particles and is later separated for further processing. Phytoremediation and phytostabilization can use plants and plant roots to immobilize mercury and other contaminants from soil and water before these plants are recovered and stored (Science for Environment Policy 2017). In addition, bacterial remediation is used to remove mercury from water; it can also work for soil (Mahbub et al. 2017).
Addressing contaminated sites can be contentious. The clean-up of Minamata Bay involved a politically sensitive and extensive reclamation project. Sediments were dredged from Minamata Bay in the 1980s and were placed underneath the eco-park in Minamata. Some residents worry that untreated methylmercury in the sediments may leak back into the water, as Minamata is located in an earthquake prone region. Researchers believe this risk is minimal, however, arguing that the methylmercury has transformed into the more stable form of mercuric sulfide (Sokol 2017). More recently, local groups in Kodaikanal and authorities in the state of Tamil Nadu have been in protracted debates with the Indian subsidiary of Unilever about how to address soils contaminated with mercury from the thermometer
Assets and Liabilities
175
factory that was forced to close in 2001 (see chapter 4). One area of disagreement has involved how much soil should be cleaned up: the factory has argued that only the most contaminated soil needs to be removed, while local activists believe it is necessary to treat a much larger quantity of soil that has lower mercury concentrations (Dev 2015).
Cleanup of mercury in contaminated sites represents a significant economic cost to society. Based on the well-established principle that a polluter should pay the costs of pollution, at least some of these costs should be borne by the polluting factory. Yet a large portion of the cleanup costs often falls on the public sector (and, by extension, taxpayers). In one of the most expensive mercury cleanups to date, the cost of removing mercury that was released from lithium enrichment for nuclear weapons production at Oak Ridge is estimated at USD 3 billion. During the period from 2012 to 2015, cleanup costs for reported mercury spills by the US EPA ranged from tens to hundreds of thousands of dollars per incident (Wozniak et al. 2017). While North America and Europe struggle to address old contaminated sites, the number and severity of mercury-contaminated sites continue to increase in Asia and other parts of the world (Li et al. 2009; Kocman et al. 2013). The global economic costs for dealing with all of these sites are unknown, but given the fact that many sites in North America and Europe remain untreated, and that the problem continues to increase in many other parts of the world, costs will only grow with time.
Insights
The story of the mercury-based thermometer at the beginning of this chapter shows that even a single product is part of a system in which mercury connects with issues of human well-being, prosperity, industrial production, technological change, and legacy contamination. In this section, we examine insights from the products and processes system for mercury. First, the use and presence of mercury in products and processes has varied over space and time, with different drivers and consequences. Second, mercury has both benefited and detracted from human well-being, and technological change as well as government intervention have driven gradual transitions toward mercury-free alternatives. Third, cross-scale actions by governments and the private sector occurred simultaneously, showing the complex nature of designing effective interventions.
Chapter 6
Systems Analysis for Sustainability
The unique physical properties of mercury intersected with technology development, economic factors, and concerns about environmental and human health damages to drive changes in the use of mercury in products and processes. Mercury use at times decreased in some sectors while it increased in others. For example, mercury use was phased out in mirror and hat making around the same time it began and expanded in battery and light bulb production. The continuing availability of mercury mined from cinnabar facilitated its growing use in products and processes, and industrialization dramatically increased its use as a combined result of technological innovations and growing consumer demand for new mercury- containing products and goods made using mercury. Much of this mercury was eventually discharged into the environment, and the application of mercury-treated pesticides added to this environmental burden. Local and national governments increasingly adopted standards and laws controlling mercury uses based on growing concerns about the environmental and human health impacts of mercury in the late 1900s. Advances in scientific and technical knowledge made it possible to switch to mercury-free alternatives for major products and processes.
The products and processes system for mercury has been able to continue to provide societal benefits from goods and industrial manufacturing while gradually reducing its reliance on mercury-based technology. Development of new techniques allowed producers to adapt to mercury phaseouts, some of which were prompted by government mandates. Mercury-free mirrors, pesticides, thermometers, batteries, and light bulbs have continued to provide important societal benefits, and the chemicals industry has found ways to keep manufacturing high-volume chemicals by using mercury-free production processes. In contrast, many environmental components have much more limited capacity to change once mercury has entered ecosystems. Contaminated sites and landfills that contain high levels of mercury can continue to cause local harm to wildlife and people for decades to centuries. Effective cleanup of such sites is both very expensive and technically complicated. Some discharged mercury from products and processes adds to the global environmental cycling of mercury; this cycling continues for a long time and is difficult to alter.
Mercury has been ubiquitous in global commerce, and its use, environmental presence, and behavior in particular places have influenced its
Assets and Liabilities
177
effects on ecosystems and human well-being. Relatively small amounts of discharges, compared to the global use of mercury, can have severe negative impacts on the environment and human health in particular places. Industrial discharges of mercury in Minamata, Niigata, and Grassy Narrows led to many human deaths, permanent neurological damages, and highly contaminated aquatic ecosystems. Accidental consumption of mercury- treated seeds in several countries resulted in additional human fatalities, and the application of mercury-containing pesticides caused harm to birds and other local animal populations. The long-range transport of some of the mercury that has been discharged into the environment from products and processes also transfers its environmental and human health damage far and wide, by adding to the amount of mercury globally that can be converted into methylmercury in faraway ecosystems. These distant effects are often not as visible as the more local consequences, but they can also be substantial and long lasting.
Sustainability Definitions and Transitions
Present-day efforts toward sustainability emphasize the reduction and ultimate elimination of mercury use in products and processes. Yet historically, mercury uses have both contributed to and detracted from human well-being in complex ways. Many known societal uses of mercury, going back to ancient China and the Roman Empire, were closely linked with prosperity and high social status; coveted items such as cosmetics, mirrors, and fur hats were made using mercury. Thus, mercury itself had a commercial value, both as an independent commodity and as a contributor to the value of manufactured goods. The positive value of mercury was not just economic. Stocks of mercury contributed to human well-being, for example, through their uses in developing scientific knowledge, in producing scientific instruments, and in allowing for the production of chlorine used in water disinfection. At the same time, much mercury has been dispersed into the environment, adding to contaminated sites and damaging human health. The gradual phaseouts of mercury in products and processes reduced risks of local contamination as well as the amount of mercury going into global environmental cycling.
Gradual transitions away from mercury use in products and processes, shaped by a combination of private-sector innovation and government action, dramatically reduced the global amount of mercury use. In some
cases, mercury-specific interventions drove change. In others, the use of mercury played an incidental role in technological development and other environmental concerns. Economic drivers prompted some switches away from mercury-using technologies. One example is the replacement of mercury-using acetylene-based production processes with mercury-free ethylene-based production processes, a change driven largely by the advantages of using oil instead of coal as a raw material. Another example is light bulbs, which first involved increases and then decreases in mercury use, as the switch to compact fluorescent bulbs was driven by concerns about energy efficiency. These mercury-containing bulbs are now being replaced by newer non-mercury technology in the form of LEDs. Some changes in mercury use in products and processes took hold in specific places and then spread internationally. This was seen, for example, in the cases of batteries and chlor-alkali production processes.
Some transitions to mercury-free products or processes occurred relatively rapidly, but many were preceded by a longer history of related actions. It can be difficult to define how quickly change occurred without identifying a clear starting point. For example, is it when the use of mercury started, when such mercury use was discovered to be dangerous, or when the first mercury-free alternative became commercially available? Japan banned the use of mercury in chlor-alkali manufacturing leading to plant closings, a rapid and discontinuous change. In the use of mercury in mirror making, in contrast, slower dynamics of technology improvements occurred over time that ultimately led to silver nitrate mirrors outcompeting those made using mercury. In the case of batteries, innovation and subnational action emerged over time before national regulatory bans took effect. Some dynamics were slowed by the influence of powerful actors who resisted change, such as when chemical companies in Minamata and Niigata denied responsibility for mercury discharges, or when industry fought pesticide bans in US courts. In other cases, such as for batteries, industries accelerated action through technology innovation.
Sustainability Governance
The use of mercury in products and processes is governed by a combination of domestic controls in the context of global goals. Many countries developed their own policies and strategies for addressing mercury use over the past century, but the Minamata Convention now sets deadlines for
Assets and Liabilities
179
phaseouts and limits on most of the remaining commercial uses of mercury in products and processes. The Minamata Convention introduces harmonized top-down controls for major current commercial mercury-added products and processes. Many of these controls are of particular importance to developing countries where relatively few regulations on mercury use in products and processes had previously been adopted. The existence of mercury-free alternatives for banned mercury-added products and processes, as well as products that meet the requirements for maximum allowable mercury content, greatly facilitates implementation of the Minamata Convention controls. In addition, domestic and international markets for mercury-added products had already shrunk significantly before the Minamata Convention was adopted. However, the Minamata Convention does not control military uses of mercury or mercury used in traditional medicines and religious practices.
Governance efforts to address mercury in products and processes have affected how economic benefits and mercury impacts have varied across space and time. For instance, the EU emission standard for chlor-alkali production reduced mercury use but delayed the phaseout of mercury to give the industry a longer time to reconfigure its production system. This benefited producers in the short term, but allowed more mercury to circulate in society and the environment in the long term. In addition, had mercury use in chlor-alkali production been phased out before the EU's export ban, it is possible that this mercury might have been resold and potentially used in ASGM (see chapter 3). In contrast, the approach taken by Japan resulted in more near-term adjustment costs to the domestic chemicals industry, but an earlier stop to mercury-containing technology eliminated risks of mercury exposure to workers and also lessened the impact of environmental discharges of mercury to ecosystems and people, both locally and in faraway locations.
Efforts to manage the benefits and harms of mercury have varied in their effectiveness. Different interventions over time had differential impacts, and have sometimes involved trade-offs. Conflicts between public health interests and industry interests are well illustrated by the stories of Minamata, Niigata, Grassy Narrows, and Kodaikanal, which follow an all too common pattern of behavior of entrenched economic interests denying responsibility and fighting the local communities harmed by their activities. This type of clash often involves citizens banding together to take on
Chapter 6
powerful economic actors, including cases that involve contaminated sites and waters. Many of these are the result of industrial discharges and illegally stored wastes, which add large amounts of mercury to environmental components. This situation is echoed in other communities worldwide. Often, community members may perceive a trade-off between their economic security—where their jobs and livelihoods might be dependent on the polluting industry—and the health and environmental impacts of mercury.
Mercury, the god of commerce, has witnessed a significant change in societal perceptions of the benefits and liabilities of mercury uses, particularly over the past half century. Mercury used in products and manufacturing processes for millennia provided many benefits to society, but also caused a wide range of harms to human health and the environment. Many early substitutions within the private sector, which shifted toward mercury-free products and industrial manufacturing processes, occurred primarily for economic reasons, but more recent changes and government controls have been introduced because of environmental and human health concerns about mercury. Societies use less mercury now than five decades ago, as a result of bottom-up innovation, top-down regulation, and public pressures. Some manufacturers phased out mercury use relatively quickly, while others tried to reduce use over longer periods of time. Large-scale industrial uses of mercury are mostly in the past, but the negative environmental and human health impacts and the economic costs of mercury discharges from products and processes, and from contaminated sites, will persist long into the future.
Mercury Stories
Understanding Sustainability through a Volatile Element
By: Henrik Selin, Noelle E. Selin
Citation:
Mercury Stories: Understanding Sustainability through a Volatile Element
By:
DOI:
ISBN (electronic):
Publisher:
Published:
Henrik Selin, Noelle E. Selin
The MIT Press
2020
10.7551/mitpress/11856.001.0001
9780262359108
The open access edition of this book was made possible by generous funding and support from MIT Libraries
© 2020 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
This book was set in Stone Serif and Stone Sans by Westchester Publishing Services.
Library of Congress Cataloging-in-Publication Data
Names: Selin, Henrik, 1971– author. | Eckley, Noelle, author.
Title: Mercury stories : understanding sustainability through a volatile element /
Henrik Selin and Noelle Eckley Selin.
Description: Cambridge, Massachusetts : The MIT Press, [2020] |
Includes bibliographical references and index.
Identifiers: LCCN 2019049225 | ISBN 9780262539203 (paperback)
Subjects: LCSH: Mercury—Environmental aspects. | Mercury industry and trade—Environmental aspects. | Sustainable development.
Classification: LCC TD196.M38 S45 2020 | DDC 363.17/91—dc23
LC record available at https://lccn.loc.gov/2019049225 | <urn:uuid:4c2689a9-36dc-47aa-816c-715f8e21d096> | CC-MAIN-2024-22 | https://watermark.silverchair.com/9780262359108_c000500.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAA0swggNHBgkqhkiG9w0BBwagggM4MIIDNAIBADCCAy0GCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQM9UoHXQWbimyhJ99cAgEQgIIC_pwgeRBPC8PEH9MA-9OYk_BB1TS5Z89aEu4zDOkTiIln7zSnUuSa6X9yFtOI6hviFjDBLMN992WDrqlXyjVr6EOmzts_dhtSR5uJVLHSiCshscnO-FRegKJIjPwguqzc_iMzK4kylMZIJQls9qfnqyS75FTAqWUSEhmzdlZhSPknhgSKrVhKCp41RveJToevmmhGH_UdzaiEbiIZh3Ilc29ov9PVn2yqM8lUEMEuYbbkx4_6HnmU4dSdq2xkqtknNXP9Pelw71eika6CwflgLg91GieSUjQhC01UGOvaxogRiju6y0ymwBjcTjegGSwDDpvO4uI7jHidEOJZGruRm3Up59Ueaus4RFsNZf6_43sOajXuQO5NsV-VUnqYOf8-1GG6fPtikyTiaj-JE1Wx6wCgcuErsVjHSc8dqyo97fMb5FrHHXTxpJsh3hc6N3-QyHaXiJnbnXjYgF_3jqEzgZzPlL9_6M8vRL78_mQnrZFoNKnB2xeB23tu7ivArcyIX0SQElFTiIz0uMROkrCFHpfwNJsbaKRcHzfnpR4F1M88yXsLWsTMEia1W-P0nJfcFFfCwsbxKiYswt4DkGfYV72cQBt_jl-w7aKb4aUx3jOEv05n7-TXkhWYOBrdfDuB53_kcA9szJsKMzE5qGy_LXWDQRaDrR-p_HK2i24Znnmnvw364gBnO9JAfegMH3pf4QjKe1XOtODLo0VIQKgitHMN77N9rZDYtBKGlagcKtspULKT1PEwFoRzz7wqvU9sKkY1TeUMqFFpLP_UQ4sZF5jWaCTC04PnT3Fzo46kuOHZIxcWU51xMEWot10q2yqiFlXJmO4YTiR5yAUtKz15imBL5nW0Zupygkra208pPgYBYhNGaYntkJBHZSpVFceYguiQ9fZvVjRw5hCZbvVpNf7jpvHKwxi4bVHIAT96HKSOGCiN-kMrmIXMbLUWkAnQqfP6fmeQSNkzTNy0KNvMFTAHsj-1TTDYDH9D_vvRPbU72H8NzLVO8HPwnHf5_HI | 2024-05-20T16:51:48+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00169.warc.gz | 548,635,335 | 17,111 | eng_Latn | eng_Latn | 0.989855 | eng_Latn | 0.99663 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
1893,
4586,
7089,
9209,
11829,
14441,
16964,
18852,
20960,
23522,
26160,
28838,
31529,
34025,
36695,
39082,
39770,
42363,
44970,
47538,
50204,
52851,
55580,
58224,
60797,
63445,
66102,
68719,
71201,
73778,
76297,
78823,
81441,
83146,
83602,
84627... | [
3.21875,
1.8203125
] | 1 | 0 |
Using an Apostrophe of Possession with Plural Nouns
Complete the sentences by making the singular noun into a plural noun and by using the apostrophe of possession correctly.
Example: The scarves' tassels are all red. (Noun: scarf)
The shoes were all dirty.
(Noun: boy)
The habitat is grassy and dry.
(Noun: lion)
The summits were all covered in snow.
(Noun: volcano)
The flesh was too ripe.
(Noun: mango)
The dressing rooms are down the corridor.
(Noun: actress)
The toys were all over the room.
(Noun: baby)
The blades all needed sharpening.
(Noun: knife)
visit twinkl.com
Using an Apostrophe of Possession with
Plural Nouns Answers
The boys' shoes were all dirty.
```
(Noun: boy) The lions' habitat is grassy and dry. (Noun: lion) The volcanoes' summits were all covered in snow. (Noun: volcano) The mangoes' flesh was too ripe. (Noun: mango) The actresses' dressing rooms are down the corridor. (Noun: actress) The babies' toys were all over the room. (Noun: baby) The knives' blades all needed sharpening. (Noun: knife)
```
Using an Apostrophe of Possession with Plural Nouns
Complete the sentences by making the singular noun into a plural noun and by using the apostrophe of possession correctly.
Example: The scarves' tassels are all red. (Noun: scarf)
The stables were warm and dry.
(Noun: pony)
The summits were all covered in snow.
(Noun: volcano)
The mood was great.
(Noun: people)
The dressing rooms are down the corridor.
(Noun: actress)
The clothes were dark blue.
(Noun: thief)
The blades all need sharpening.
(Noun: knife)
Using an Apostrophe of Possession with
Plural Nouns Answers
The ponies' stables were warm and dry.
(Noun: pony)
The volcanoes’ summits were all covered in snow.
(Noun: volcano)
The people’s mood was great.
(Noun: people)
The actresses’ dressing rooms are down the corridor.
(Noun: actress)
The thieves’ clothes were dark blue.
(Noun: thief)
The knives’ blades all need sharpening.
(Noun: knife)
Using an Apostrophe of Possession with Plural Nouns
Complete the sentences by making the singular noun into a plural noun and by using the apostrophe of possession correctly.
Example: The scarves' tassels are all red. (Noun: scarf)
The shoes were all dirty.
(Noun: boy)
All of the desks were tidied.
(Noun: teacher)
The habitat is grassy and dry.
(Noun: lion)
The home is called a den.
(Noun: fox)
The hair all had to be tied back.
(Noun: girl)
The summits were all covered in snow.
(Noun: volcano)
Using an Apostrophe of Possession with
Plural Nouns Answers
The boys’ shoes were all dirty.
(Noun: boy)
All of the teachers’ desks were tidied.
(Noun: teacher)
The lions’ habitat is grassy and dry.
(Noun: lion)
The foxes’ home is called a den.
(Noun: fox)
The girls’ hair all had to be tied back.
(Noun: girl)
The volcanoes’ summits were all covered in snow.
(Noun: volcano) | <urn:uuid:eb5eb52e-5076-4595-b5f6-1151f66ff5b3> | CC-MAIN-2024-22 | http://www.stmarysrc-astonlewalls.co.uk/attachments/download.asp?file=1646&type=pdf | 2024-05-20T15:24:08+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00172.warc.gz | 49,217,579 | 759 | eng_Latn | eng_Latn | 0.997921 | eng_Latn | 0.997469 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
906,
1364,
2160,
2569,
3353,
3742
] | [
3.8125
] | 3 | 0 |
Using Reaction Time Measurements to Avoid Long-term Effects of Brain Injuries
Measuring an athlete's reaction time can help determine whether to rest or consult with a doctor after concussive and subconcussive head contact
The Priority: Lower the Long-Term Health Risks
For athletes at any level—youth, high school, college and professional—brain trauma is a major concern. Everyone wants to enjoy the benefits of sports, which include improved physical and mental fitness, the joy of competition, and the satisfaction that comes from increasing skills to a higher level. However, none of these benefits should come at the expense of long-term health.
In recent years, knowledge of the dangers of repeated head injuries has greatly increased. This is in part due to the 2002 discovery of Chronic Traumatic Encephalopathy (CTE), a degenerative brain disease linked to repeated concussions and subconcussive head contact.
Today, the prevailing medical advice is that a person suffering from a concussion should stay out of the action until their brain heals. However, CTE symptoms don't develop right after a head injury. Research suggests that CTE develops over years or decades of repeated head trauma.¹ There is also growing concern that repeated head injuries, especially if received before the brain has healed from a previous injury, may lead to permanent damage or a higher risk of neurodegenerative disorders later in life.²
However, despite increased awareness of safety measures and concussion protocol, many concussions and head injuries still go undiagnosed. This leaves athletes at risk of suffering permanent damage.
In this white paper, we explain how an athlete's reaction time is affected by brain trauma. We also explore how integrating a simple reaction time test into the course of practice and play could help determine whether an athlete should sit out or seek a doctor for a formal medical diagnosis. The paper then discusses the benefits of Pison's wrist-worn device for reaction-time testing, which delivers accurate results useful in detecting impairments, and is easy to administer on the playing field, during practices, and at home.
The Connection Between Blunt-Force Trauma and Reaction Time
Research studies have shown that when an athlete's brain is subject to blunt-force trauma that results in a concussion, their reaction time degrades.³ An athlete's reaction time has been shown to increase (i.e., worsen) by 10% within six hours of suffering a concussion. Their reaction time can remain elevated even for a couple of months after a concussion before returning to the pre-concussion baseline.4
In addition, Pison studies conducted with the US Department of Defense have shown that reaction time can also degrade when a person is exposed to multiple, smaller blasts from explosives during training. This holds true, even when each blast or blow would not cause a concussion on its own, i.e. the person is exposed to multiple subconcussive events. 5
Subconcussive incidents may occur within a short period of time or over the course of a week, a month, or a season. By definition, one of these incidents does not cause a concussion. But a growing body of evidence shows that permanent
1. US Centers for Disease Control and Prevention.
2. Long-Term Cognitive and Neuropsychiatric Consequences of Repetitive Concussion and Head-Impact Exposure, Thomas McAllister, MD and Michael McCrea, PhD, ABPP, Journal of Athletic Training, March 2017.
3. Effect of sport-related concussion on clinically measured simple reaction time, National Library of Medicine, 2014.
4. Examination of Reaction Time Deficits Following Concussion: A Systematic Review and Meta‑analysis, Landon B. Lempke and others, Sports Medicine, March 11, 2020.
5. Pison reaction time tests of (DoD branch) soldiers exposed to multiple blast waves in a single day while training to breach locked doors with explosives, November 2023.
brain injuries can occur from the cumulative effect of multiple subconcussive blows to the head. 6,7,8
Pison's own study shows that repeated incidents do increase reaction time, which suggests that multiple incidents have had a cumulative impairment on the brain. An important danger of subconcussive blows is that athletes, along with their coaches, trainers, and parents may not even be aware when this form of trauma occurs.
What Is Reaction time?
Reaction time, measured in milliseconds, indicates the elapsed time it takes an individual to respond once they are delivered a stimulus prompt, such as a visual, audible, or tactile signal. In sports, reaction time reflects the information processing capabilities of an athlete's nervous system and their readiness to respond to the actions of their teammates and their opponents:
* Can the baseball outfielder break early enough on a swing to reach a fly ball in the gap?
* Does the football linebacker react to the snap of the ball fast enough to pressure the quarterback?
* Can the ice hockey goalie save a slap shot coming at 100 miles per hour?
The reaction time test has become one of the elemental measurements to estimate how quickly and effectively athletes can execute these types of mental operations. This single test can measure the processing efficiency of an athlete's brain functions—such as sensory perception, executive function, motor planning, and motor execution.
Head Trauma Affects Many Sports
To illustrate the risk of concussions, the National Collegiate Athletic Association (NCAA) conducted a study to estimate the concussion rates for men and women across multiple sports: 9
In addition to these sports, any sport that involves rapid movement can lead to an athlete experiencing blunt-force trauma to their brain. These include individual sports such as diving, bicycling, speed skating, and race car driving.
Concussion Rate (per 1,000 athlete exposures)
| Men | During Games | During Practices |
|---|---|---|
| Baseball | 0.16 | 0.04 |
| Basketball | 0.53 | 0.34 |
| Football | 3.25 | 0.48 |
| Ice Hockey | 2.40 | 0.20 |
| Lacrosse | 0.91 | 0.19 |
| Soccer | 0.67 | 0.14 |
| Wrestling | 4.31 | 0.48 |
| Women | | |
| Basketball | 1.00 | 0.39 |
| Ice Hockey | 2.11 | 0.31 |
| Lacrosse | 1.28 | 0.25 |
| Soccer | 1.65 | 0.18 |
| Softball | 0.42 | 0.18 |
| Volleyball | 0.64 | 0.27 |
Source: Cumulative Head Impact Exposure Predicts Later-Life Depression, Apathy, Executive Dysfunction, and Cognitive Impairment in Former High School and College Football Players, Philip H. Montenigro and others, Journal of Neurotrauma, April 2016.
Why Monitor Reaction Time?
Participants in many sports face the risk of head injury, whether they are classified as contact sports or not.
Despite awareness of the prevalence of concussions and the importance of detecting them early so that athletes can
6. Cumulative Head Impact Exposure Predicts Later-Life Depression, Apathy, Executive Dysfunction, and Cognitive Impairment in Former High School and College Football Players, Philip H. Montenigro and others, Journal of Neurotrauma, April 2016.
7. Collective Force of Head Hits, Not Just the Number of Them, Increases Odds of C.T.E., Daniel H. Daneshvar and others, BrainLine, June 23, 2023.
8. Leveraging football accelerometer data to quantify associations between repetitive head impacts and chronic traumatic encephalopathy in males, Daniel H. Daneshvar and others, Nature Communications, June 20, 2023.
9. Epidemiologic Measures for Quantifying the Incidence of Concussion in National Collegiate Athletic Association Sports, Zachary Y. Kerr and others, Journal of Athletic Training, March 2017.
can recover, it is startling that nearly 30% of athletes report having a concussion that went unreported and undetected. 10
The number of athletes at risk of long-term head injury is even greater when considering the effects of multiple subconcussive blows over time. The data is just beginning to enter the consciousness of athletes, their teams, and trainers as the first conclusive research studies are published. Since reaction time can be negatively affected by both concussive and subconcussive blows, it represents a potential tool to gain greater insights into the health of athletes and expose vulnerabilities that currently cannot be detected.
A key point of emphasis is that reaction time results do not provide a medical diagnosis of whether an athlete has been concussed or is subject to subconcussive brain trauma. A reaction time test is similar to taking a person's temperature or measuring their blood oxygen saturation (sO2) at the fingertip. The results can help determine if they need to take precautionary steps on their own or if it's time to see a doctor.
Establishing Reaction TIme Routines
For reaction time measurements to be meaningful during a game or practice—when it is suspected an athlete has experienced brain trauma—it's critical for athletes to have previously maintained a consistent reaction time testing routine. A good test hygiene routine gives athletes, parents, coaches, and trainers an accurate baseline to measure against to later determine if a brain injury might have occurred.
To establish a reliable baseline, the routine should include daily testing for two weeks before the season starts. The testing should occur while the athlete is well-rested and alert. Once the season starts, reaction time tests should be administered weekly. This will help identify if any regression has occurred, perhaps due to a series of relatively minor blows to the head.
The test should also be immediately taken during a game or practice any time an athlete experiences a blow to the head. That measurement should be followed by testing throughout the day (perhaps every few hours) and the following days to track the athlete's reaction time vs. their baseline.
To guard against undetected concussions or cumulative subconcussive blows, contact sports teams—such as football and ice hockey, where multiple hits can be absorbed each practice—could test reaction time before and after practice. This compares a player's current state to their long-term baseline to see if a decline has occurred. This approach could be extended to other sports, such as soccer, where contact is less common but can still be intense.
The results of any reaction time test should never be interpreted on their own as a conclusive diagnosis that a concussion or other brain injury has occurred. They should simply be used as a guide to determine if it's time for an athlete to rest or to see a doctor.
Recomended Reaction Time Testing Routine
* Establish a baseline
* Monitor regularly to determine if subconcussive blows affect cognitive health (post-game and post-practice).
* Monitor immediately after violent blows to the head (even if no symptoms exist).
* If reduction in reaction time is detected, rest and see a doctor.
The Challenges of Traditional Reaction Time Testing Systems
The type of regular reaction time testing proposed earlier may not be feasible given traditional reaction time testing equipment. Tests are often conducted using online com puterized assessments—where users interact with a testing website or application through a laptop, desktop, or mobile device. These computer-based systems have significant drawbacks:
* Inaccuracy due to system delays—Testing systems that involve monitors, computers, keyboards, mice or touchscreens introduce errors that render reaction time readings unreliable. For example, the time to show the stimulus on the screen, press the mouse button, and
register the signal all introduce timing variabilities and mechanical delays that interfere with the results and mask the cognitive issues being measured. 11 The latency of these systems is often as high as 40 milliseconds, whereas a 20 millisecond degradation of reaction time could indicate that a brain injury has occurred. 12
* Lack of access—Elite athletes may have access to reaction time testing through their performance coaches and sophisticated training facilities. Casual adult athletes and athletes at the youth and high school levels rarely, if ever, have access to reaction time tests.
* Inconvenient for the performance environment— Traditional reaction time testing systems are difficult to administer in the middle of commotion on the sideline or bench during a game or a practice. Instead, they are set up outside of the sports performance environment, such as in the trainer's office, at a clinic, or in a computer room. That means measuring abilities are unavailable when needed at the playing field, making it impossible to gauge reaction time when it matters most. Players also can't monitor themselves under all conditions, such as when they are at home or on the playing field under stress.
A Wrist Worn Device for Convenient, Accurate Testing
Athletes, coaches, trainers, and parents who want to accurately measure and track reaction time to help prevent long-term brain injuries can turn to Pison, which offers a lightweight, wrist-worn device to facilitate testing during game and practice situations. The device uses Pison's novel neural sensor and artificial intelligence algorithms to immediately gauge the athlete's neuromuscular signals, a far more direct measurement than traditional reaction time tests.
Tests take just 20 seconds, allowing athletes to measure more often and under different conditions. Regularly conducting these cognitive tests provides new insights not only into impairment from head injury, but also the effectiveness of training and preparation and impairment from lifestyle habits.
The second advantage is accuracy. The self-contained Pison devices generate stimuli and then measure neural reactions directly off the same system clock. This eliminates the delays of computer-based testing systems and allows Pison to measure reaction time without the variability introduced by computer-based reaction time tests. This results in repeatable and reliable test times with one millisecond (0.001 seconds) precision and allows athletes and teams to detect impairments that would have been more difficult to detect—considering the noise and variability inherent in other computer-based systems.
In addition, Pison provides an accurate measurement of the premotor time, which is the time it takes for the individual to sense the stimulus and the brain to send electrical signals to the hand to excite the muscles to respond. With this information, users gain an objective measure of the responsiveness of their brain and can gauge the impact of mental and physical exercises on their nervous system.
Pison not only provides the means to measure core reaction time, but also allows athletes and teams to measure two other key cognitive scores: 1) mental agility— with a 60-second Go/No-Go choice reaction time test; and 2) cognitive focus—a three-minute psychomotor vigilance test showing the ability to maintain attention and focus on tasks.
Pison devices provide two advantages over other reaction time monitoring systems. The first is convenience. With the wrist-worn device, teams and athletes can run tests anytime and anywhere.
While the Pison device is designed for individual athletes to measure their personal reaction times, Pison also provides coaches and trainers with the ability to monitor their entire roster with cloud data sharing and team dashboards. A single device can be shared by the team on the sideline by a coach or trainer testing players on their smartphone and noting the test conditions—such as whether the player is at rest, during the pre-season, or has just suffered a blow to the head.
11. Methodological Problems With Online Concussion Testing, Jameson Holden and others, Frontiers in Human Neuroscience, October 1, 2020.
12. Interpreting Clinical Reaction Time Change and Recovery After Concussion: A Baseline Versus Norm-Based Cutoff Score Comparison, Jaclyn B Caccese and others, Journal of Athletic Training, August 1, 2021.
Maintaining Safe Environments for Athletes of All Ages
Athletes ranging from youth sports to professionals all need a fast and convenient way to gauge their reaction time and cognitive health. This metric provides athletes, parents, coaches, and trainers more information to identify when it's time to rest or to see a doctor due to some form of suspected brain trauma, be it the possibility of a concussion or subconcussive injury.
With Pison wrist-worn devices for testing reaction time, athletes now have a way to detect possible brain injuries that would otherwise go undetected. Pison devices are stand-alone systems that feature a LED that delivers a visual stimulus and a neural sensor for sensing user responses. This approach provides a more accurate and reliable measurement of reaction time compared to computer-based systems with multiple components. Pison devices are also convenient for testing athletes on the sideline during games and practices. With these advantages, Pison helps maintain a safe environment and protect the health of athletes of all ages.
For more information on Pison reaction time testing devic es, or to get started with neural sensor and reaction time monitoring, visit www.pison.com. | <urn:uuid:5ddb7062-0dc0-4f71-9d08-9244c5e640b5> | CC-MAIN-2024-22 | https://pison.com/app/uploads/2024/02/Reaction-Time-and-Brain-Injuries-Pison-White-Paper-2152024.pdf | 2024-05-20T16:02:30+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00170.warc.gz | 409,164,502 | 3,489 | eng_Latn | eng_Latn | 0.968408 | eng_Latn | 0.997883 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
77,
3936,
7620,
11557,
15981,
17210
] | [
2.3125
] | 2 | 0 |
Probability: Terminology and Examples 18.05 Spring 2022
1/21
Announcements/Agenda
Announcemnets
For tomorrow:
* Do the R tutorial on our MITx site (20-30 minutes).
* Bring your laptop to class
* The studio packet will be available on MITx after class today. It has detailed instructions.
* In class we can clear up any confusing instructions.
Agenda
* Probability basics
- sample space
- events
- probability function
- experiments
2/21
Board Question 1
Deck of 52 cards
* 13 ranks: 2, 3, … , 9, 10, J, Q, K, A
* 4 suits: ♡, ♠, ♢, ♣,
Poker hands
* Consists of 5 cards
* A one-pair hand consists of two cards having one rank and the remaining three cards having three other ranks
* Example: {2♡, 2♠, 5♡, 8♣, K♢}
Question
(a) How many different 5 card hands have exactly one pair?
Hint: practice with how many 2 card hands have exactly one pair. Hint for hint: use the rule of product.
(b) What is the probability of getting a one pair poker hand?
3/21
Probability Cast
* Experiment: a repeatable procedure
* Sample space: set of all possible outcomes 𝑆 (or Ω).
* Event: a subset of the sample space.
* Probability function, 𝑃 (𝜔): gives the probability for each outcome 𝜔 ∈ 𝑆
1. Probability is between 0 and 1
2. Total probability of all possible outcomes is 1.
4/21
Example (from the reading)
Coin tossing experiment
One trial: toss a fair coin, report heads or tails.
Sample space: 𝑆 = {𝐻, 𝑇}.
Probability function: 𝑃(𝐻) = 0.5, 𝑃(𝑇) = 0.5.
Use tables to summarize:
(Tables can really help in complicated examples)
5/21
Discrete sample space
Discrete = listable
Examples of discrete sample spaces
```
{a, b, c, d} (finite) {0, 1, 2, …} (infinite) {sun,cloud,rain,snow,fog} {patient cured, unchanged, died}
```
6/21
Events
Events are sets of outcomes:
* Can describe in words
* Can describe in notation
* Can describe with Venn diagrams
Example. Experiment: toss a coin 3 times.
Event:
You get 2 or more heads = { HHH, HHT, HTH, THH}
7/21
Clicker Test
CQ: Can you connect to respond to clicker questions?
1. No 2. yes
8/21
Events, sets and words
Concept question 1: What's the event?
(Connecting words and set notation.)
Experiment: toss a coin 3 times.
Which of following equals the event "exactly two heads"?
9/21
Events, sets and words
Concept question 2: Describe the event (Connecting words and set notation.)
Experiment: toss a coin 3 times.
Which of the following describes the event {𝑇 𝐻𝐻, 𝐻𝑇 𝐻, 𝐻𝐻𝑇 }?
(1) "exactly one head"
(2) "exactly one tail"
(3) "at most one tail"
(4) none of the above
Events, sets and words
Concept question 3: Are they disjoint?
(Connecting words and set notation.)
Experiment: toss a coin 3 times.
The events "exactly 2 heads" and "exactly 2 tails" are disjoint is.
(1) True
(2) False
Events, sets and words
Concept question 4: Does A imply B?
(Connecting words and set notation)
Consider two events: 𝐴 and 𝐵.
Are the words “ 𝐴 implies 𝐵 ” equivalent to 𝐴 ⊆ 𝐵 ?
(1) True (2) False
Probability rules in mathematical notation
Sample space:
$$𝑆 = {𝜔 1 , 𝜔 2 , … , 𝜔 𝑛 }$$
Outcome: 𝜔 ∈ 𝑆
Probability between 0 and 1:
Probability and set operations on events
Events 𝐴, 𝐿, 𝑅
1. Complements: 𝑃 (𝐴 𝑐 ) = 1 − 𝑃 (𝐴).
2. Disjoint events: If 𝐿 and 𝑅 are disjoint then 𝑃(𝐿∪𝑅) = 𝑃(𝐿) + 𝑃(𝑅).
3. Inclusion-exclusion principle: For any 𝐿 and 𝑅: 𝑃(𝐿 ∪ 𝑅) = 𝑃(𝐿) + 𝑃(𝑅) −𝑃(𝐿 ∩ 𝑅).
𝐿∪𝑅, overlap = 𝐿∩𝑅
Table question
* Class has 50 students
* 20 male (M), 25 brown-eyed (B)
For a randomly chosen student, what is the range of possible values for 𝑝= 𝑃(𝑀 ∪𝐵)?
(a) 𝑝 ≤ 0.4
(b) 0.4 ≤ 𝑝 ≤ 0.5
(c) 0.4 ≤ 𝑝 ≤ 0.9
(d) 0.5 ≤ 𝑝 ≤ 0.9
(e) 0.5 ≤ 𝑝
Table Question
Experiment:
1. Your table should make 9 rolls of a 20-sided die (one each if the table is full).
2. Check if all rolls at your table are distinct.
Repeat the experiment five times and record the results.
Table Question
Experiment:
1. Your table should make 9 rolls of a 20-sided die (one each if the table is full).
2. Check if all rolls at your table are distinct.
Repeat the experiment five times and record the results.
For this experiment, how would you define the sample space, probability function, and event?
Compute the true probability that all rolls (in one trial) are distinct and compare with your experimental result.
Preamble: Jon's dice
Jon has three six-sided dice with unusual numbering.
A game consists of two players each choosing a die. They roll once and the highest number wins.
Which die would you choose?
Board Question: Jon's dice
1. Make probabilitiy tables for the the blue and white dice.
2. Make a probability table for the product sample space of blue and white.
3. Use the table to compute the probability that blue beats white.
4. Pair up with another group. Have one group compare blue vs. orange and the other compare orange vs. white. Based on the three comparisons, rank the dice from best to worst.
Concept Question
Lucky Lucy has a coin that you're quite sure is not fair.
* They will flip the coin twice
* It's your job to say whether it more probable that the tosses are the same, i.e. HH or TT, or different, i.e. HT or TH.
Which should you choose?
1. More probable they are the same
2. More probable they are different
3. Doesn't matter
4. It depends on the actual probabilities of getting heads or tails.
Board Question
Lucky Lucy has a coin that you're quite sure is not fair.
* They will flip the coin twice
* Let 𝐴 be the event the tosses are the same, i.e. {𝐻𝐻, 𝑇𝑇}
* Let 𝐵 be the event the tosses are the different, i.e. {𝐻𝑇, 𝑇𝐻}
Let 𝑝 be the probability of heads. Compute and compare 𝑃 (𝐴) and 𝑃 (𝐵).
(If you don't see the symbolic algebra try p = 0.2, p=0.5)
License
MIT OpenCourseWare
https://ocw.mit.edu
18.05 Introduction to Probability and Statistics Spring 2022
For information about citing these materials or our Terms of Use, visit: https://ocw.mit.edu/terms. | <urn:uuid:f71e0e1b-6b56-4b6d-bcfa-2c09feaf5f18> | CC-MAIN-2024-22 | https://ocw.mit.edu/courses/18-05-introduction-to-probability-and-statistics-spring-2022/mit18_05_s22_lec02.pdf | 2024-05-20T15:56:38+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00177.warc.gz | 389,782,385 | 1,845 | eng_Latn | eng_Latn | 0.903559 | eng_Latn | 0.99373 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
61,
444,
968,
1286,
1548,
1748,
1978,
2066,
2265,
2556,
2781,
2983,
3120,
3393,
3631,
3854,
4284,
4486,
4895,
5312,
5678,
5891
] | [
2.78125
] | 1 | 0 |
INCORPORATING GRAPHIC NOVELS INTO SOCIAL STUDIES BASED INSTRUCTION: AN EFFECTIVE MEANS OF DETERMINING QUALITY GRAPHIC NOVELS
by
LINDSEY ANN JOHANNESSEN
A thesis submitted in partial fulfillment of the requirements for the Honors in the Major Program in Elementary Education in the College of Education and in The Burnett Honors College at the University of Central Florida Orlando, Florida
Spring Term 2011
Thesis Chair: Dr. Elizabeth S. Hoffman © 2011 Lindsey Ann Johannessen
ABSTRACT
It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels?
Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum.
This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude.
One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.
DEDICATION
I dedicate this thesis to all teachers who strive to make a difference in the lives of their students.
To the teachers, at the University of Central Florida College of Education, for impacting my life and inspiring me to be a purposeful educator.
ACKNOWLEDGEMENTS
I am grateful for the tireless efforts and support of Dr. Elizabeth Hoffman. She has been a source of knowledge and comfort throughout this adventure. I cannot thank her enough for her patience, kindness, and willingness to assist me on this thesis.
Furthermore, I am grateful for the guidance, support, and knowledge of Dr. Sherron Killingsworth Roberts. She is truly an inspiration in her efforts to educate future teachers.
Thank you to my committee members for always being a source of knowledge and inspiration, Dr. Cynthia Hutchinson and Ms. Lee-Anne Spalding.
v
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
Teachers are responsible for providing a learning environment which offers an array of educational material to scaffold and support the learning process for all types of learners. As such, a teacher must build a classroom which provides a quality learning experience for every student; specifically teachers should provide a variety of materials and varied forms of instruction to encourage in students a desire for learning. An emergent resource, that can address this need, is the graphic novel. A graphic novel is "a medium of literature that integrates images and pictures and words and arranges them cumulatively to tell a story or convey information; often presented in comic strips, periodical, or book form; also known as comics" (Thompson, 2008, p. 6). Graphic novels aid comprehension not solely through text, but through illustrations as well. By pairing visual images with words, comprehension is further developed through visual literacy (Williams, 2008). Due to the support and interest, these books can specifically aid students in learning social studies curriculum.
Stimulating students‟ curiosity and promoting higher level cognitive thinking is challenging especially in social studies instruction. It is often difficult to engage students because the mode of instruction for this content is typically through textbooks, which are most often not concrete or mentally stimulating for students (Dunn, 2000). Therefore, teachers must make strides to provide students with engaging texts beyond the basic classroom textbooks, with the intent to fully involve students in learning social studies content. In light of these circumstances, my thesis attempted to answer the following question: what characteristics denote a quality graphic novel for use in elementary social studies instruction?
The focal point of my study was to investigate quality graphic novels written for the elementary level student. More specifically, the graphic novels I researched were geared towards social studies. I researched graphic novels found at the public library, bookstores (e.g. Barnes and Nobles, Amazon.com, and Borders) and online resources. Due to time constraints and other limitations 25 graphic novels were investigated. This allowed me to provide a detailed and precise report of my research. Additionally, this research regarding graphic novels with social studies content will ultimately provide me and other teachers with resources which will engage, enhance, and encourage the learning process for students in social studies instruction.
Two rubrics were used in evaluating the graphic novels in my study. The Thompson (2008) Selection Guide (See Appendix A) was used to assess each book as a whole and was based on the framework laid out by Thompson (2008) in his work evaluating various aspects of graphic novels.
The Graphic Novel Book Selection Rubric (see Appendix B) was also developed based on the work of Ormyndroyd (2009). This rubric provided a more in-depth look at the historical aspects of each text. Both rubrics are discussed in detail later.
The depth of this study was designed to give educators an insight into the process of selecting quality graphic novel for social studies instruction. Chapter two will discuss the background and reasoning behind investigating and applying graphic novels with in the social studies curriculum. Chapter three will discuss the process in which I discovered the social studies graphic novels. Furthermore, chapter three will explain in detail the rubrics used within the study. Chapter four will explain the outcome of the research of the social studies graphic novels and the reasoning behind those results. Finally, chapter five will express the findings of the research as they relate to how they can strengthen elementary social studies instruction and how the results can be further applied in the future.
CHAPTER TWO: LITERATURE REVIEW
For centuries, the graphic novel has been scrutinized and associated solely with text of unsuitable material and for being simply funny, comic books (Frey & Noys, 2002).Within the last few years, graphic novels have emerged in the forefront of fashionable culture for a variety of reasons, including the growing number of graphic novels published, the movie industry, journal articles in literacy, and authors who use graphic novels as a mode to provide more emotional support for serious literature (Weiner, 2004). For example, for 80 consecutive weeks the New York Times has reported that the children‟s series book, Diary of a Wimpy Kid (Kinney, 2007), has maintained a spot as one of the top five best selling books (New York Times, 2010). Graphic novels like, Diary of a Wimpy Kid, have become increasingly popular as one of the fastest growing categories in publishing and bookselling (The National Coalition Against Censorship, 2006). As the readership of graphic novels continues to grow, educators should strongly consider integrating this growing genre into their instruction to further encourage students‟ desire to learn.
Due the fact that the genre of graphic novels is still evolving, a precise definition was difficult to determine. Though, for the sake of this study, I considered graphic novels in elementary social studies instruction to be any text which offers visual support, including the use of panels and gutters, to complete the meaning of the text. A genre similar to graphic novels is picturebooks. In order to avoid confusion I would like to clarify the difference between picturebooks and graphic novels. Graphic novels contain words and visual support; however, the words and pictures work congruently to convey meaning, whereas picturebooks are comprehensible without the text. Picturebooks are perfect examples of involving diverse materials for classroom learning because they cross over many grade levels in interest. Furthermore, picturebooks also offer "visual dimensions that go far beyond the text" (Villano, 2005, p. 125). These visual dimensions are connections, clarification, and content analysis, which can help scaffold and bridge understandings. Furthermore, the fascinations that the often colorful and intriguing pictures possess provide a gripping look into reading (Chun, 2009). This is an important aspect to understand because as generations of students become more visually oriented, teachers must differentiate instruction to meet the changing needs of students (The National Coalition Against Censorship, 2006). Therefore, when teachers look toward providing intentional instruction to students, specifically in social studies, graphic novels can provide significant visual support. The visual impacts of graphic novels in social studies instruction "contain the dramatic power to convey important truths about extremely difficult human situations" (Alkana, 2008, para 16). Ultimately, the intrigue of the visuals provided in graphic novels may allow students to connect, clarify, and analyze content in a more engaging manner.
Due to the range of intended audiences for graphic novels available, my research specifically focused on texts suitable for the elementary social studies curriculum. Furthermore, I worked to establish a foundation for the use of graphic novels in the classroom based upon the need for more effective and engaging elementary social studies instruction.
Beginning the task of researching graphic novels appropriate for the elementary social studies instruction proved to be trying. Most of the scholarly articles I have read discuss only graphic novels appropriate for the high school and college classroom. The graphic novels listed in these articles are quality literature and several have received praise in the form of prestigious awards. Such secondary examples are Maus (Spiegelman, 1986), Persepolis: The Story of a Childhood (Strapi, 2004), Palestine (Sacco & Said, 2002), and Wicked: The Life and Times of the Wicked Witch of the West (Maguire, 2007)(Weiner, 2004), but unfortunately these graphic novels are not appropriate for the elementary classroom. I found, with further investigation of graphic novels in elementary social studies instruction, that only a few quality graphic novels are available for the elementary social studies curriculum.
During my preliminary investigation of the graphic novels available for the elementary social studies instruction, two articles directly supported my thesis. Dunn‟s (2000) research explains why students need modified instruction in social studies instruction.
Over-reliance on textbooks, worksheets, and lectures fails to stimulate students‟ interest and support higher level cognitive goals. Although that holds true for all subject areas, it is nowhere more true than in the social studies, textbooks are typically bland and removed from human
experiences. For learning in social studies to be concrete and mentally stimulating, there needs to be at least as much emphasis on active as on passive forms of instruction. (p. 132)
From the second article it is evident that students need more energizing and effective social studies instruction. Furthermore, students need instruction which allows them to connect to the material based on their personal schemata and interests in order to sucessfully grasp the material. Coincidentally, graphic novels provide many of the traits necessary to engage elementary learners such as "visual, depth of content, many perspectives, varitey of writing styles, range of reading levels, voice in writing, range of reading levels, rich language, varied forms of structure, and tools for life long learning" (Bryan, Chilcoat, & Morrison, 2002, p. 3). Moreover, as media sources are becoming more and more relevant in the lives of students, teachers should teach students to "become critical users of a variety of media sources" (p. 3). Among all the media; internet, magazines, film, internet, and television, graphic novels are an ideal way to infuse popular culture in social studies instruction and teachers have a responsibility to prepare students for the world where media is notably present (Bryan, Chilcoat, & Morrison, 2002).
Graphic novels provide teachers with a tool to enhance the reading experience by providing a new format conveying literature (Weiner, 2004). This type of reading experience brings the reader into the book with a combination of picture and words to aid comprehension. Furthermore, books with pictures provide students with tools that "enhance the story, clarify and define concepts, and set a tone for the words" (Vacca & Vacca, 1996, p. 304). Students crave material, such as the information provided by pictures, because they offer schemata, which helps bind previous knowledge to new information. Additionally, incorporating graphic novel trade books to build schemata ultimately allows students to incorporate new information in a more age appropriate manner (Villano, 2005). When students can fit new information into their schemata they continue reader-based processing until they cannot adjust new information. At that point, students switch to text-based processing where they organize information into a significant structure. Finally, students can switch back to reader-based processing and maintain to relate the new information to the new schemata (Yang, 2008). Therefore, providing literature with a rich variety of text features can advance students‟ schemata process, because students can rely on multiple text features to build upon. Consequently, graphic novels can be a guiding light for students in the social studies classroom because they provide a visual and textual means of connection to the text, which ultimately increases comprehension, aids knowledge retention, and builds schema in unknown territory.
However, the social studies textbook is typically dispensed as the common ground for inquiry. These textbooks are generally written with above grade level readabilities and are impersonal to students‟ experiences, which makes it difficult for students to comprehend the material (Dunn, 2000). Therefore, the opportunity for students to view motivating, aesthetically pleasing pictures which coincide with words will ultimately help the reader understand concepts which can be far from a young individual‟s frame of reference. Furthermore, it is evident that the readers‟ abilities to reflect upon what is read and their ability to combine their personal experiences, such as feelings, memories, and/or background experiences affect how a reader will interpret what the author is trying to portray (Probst, 1987). As a result, a student‟s capability to comprehend text via picture and printed explanations will produce a more relatable and memorable reading experience. When students can connect to situations, ideas, feelings, and memories with historical aspects of text they are more likely to retain and understand the information (Villano, 2005). Therefore, the social studies textbook should not be the only form of historical reference in the elementary social studies curriculum. Students need learning materials with which they can personally connect and make meaning in order to learn. Certainly, the graphic novel is a genre to be further investigated.
It is evident that graphic novel can add a great deal of information to the elementary social studies classroom. Adding new sources to the classroom to intensify and broaden instruction is certainly an important aspect of education. Furthermore, in order to incorporate social studies graphic novels in to the classroom there needs to be a form of assessment in order to determine if the graphic novel is appropriate for the classroom. Therefore, chapter three presents a set of rubrics I developed that were used in conjunction to evaluate the graphic novels and establish solid guidelines for determining graphic novels appropriateness for use within the elementary social studies curriculum.
CHAPTER THREE: METHODOLOGY
Focus Books and Selection Process
Graphic novels are written for all types of audiences, ages, genres, and subjects. My research began with what seemed an overwhelmingly large span of social studies related graphic novels, though with further examination many from the first search were not suitable for my study. The following inventory of social studies related graphic novels were chosen for investigation due to their availability and their social studies related content. Below is the initial sample of books identified as social studies related graphic novels and found during my preliminary internet search:
1. The Discovery of America by Geronimo Stilton (2009) (Several in Series)
2. Mohawk County by H.M. Van Den Bogaert (1996)
3. Persepolis by Margame Strapi (2004)
4. Rock between Hell and a Hard Place by Kubert and Azzarello (2004)
5. The Golems Mighty Swing by James Strum (2003)
6. Maus by Art Spiegelman (1986)
7. Dignifying Science by Jim Ottaviani (2009)
8. Elizabeth I and the Spanish Armada by Colin Hynson (2006)
Realizing the inadequacy of the initial sample, I continued my search. The process of selecting graphic novels related to social studies proved a trying and difficult task. Entering "historical graphic novels" or "social studies graphic novels" into the University of Central Florida and Orlando Public Library databases provided few results. Searching the library book shelves in the historical non-fiction or biographical section left me with a handful of social studies related graphic novels. Furthermore, the results provided by the initial library search were all texts at a college readability level. Therefore, I expanded my search and conducted an investigation on Amazon.com to identify social studies related graphic novels. Amazon.com holds an extensive list of texts, which positively aided my research. Researching the database gave me greater success in discovering social studies related graphic novels.
However, collecting and determining the appropriate age level of readability of each text was also a daunting task. Once I collected the titles and authors of the selected texts from my Amazon.com research, I then entered the public libraries with a much more successful result in gathering social studies related graphic novels. Below is the list of texts added after my more in-depth investigation:
1. Two Bad Pilgrims by Kathryn Lasky ( 2009)
2. The Arrival Shaun Tan (2007)
3. African Myths by Gary Jeffrey (2009)
4. The Discovery of America by Geronimo Stilton (2009)
5. 9/11 Report by Jacobson, Colon (2006)
6. To Dance by Siegel (2006)
7. Silly Lilly and the Four Seasons by Rosenstielh (2008)
8. Gettysburg by C.M. Butler (2009)
9. Babe Ruth by Vito Deslante (2009)
10. Road to Revolution! by Stan Mack and Susan Champlin (2009)
11. Jack the Ripper by Rick Geary (1995)
12. Tales of the Dead Ancient Egypt by Stewart Ross (2003)
13. Free at Last! By Crabtree Publishing (2009)
14. The Sinking of the Titanic by Marshall (2005)
15. The United States Constitution by Jonathan Hennessey (2008)
16. The Cartoon History of the United States by Larry Gonick (1991)
17. Martin Luther King Jr. by Gary Jeffrey (2006)
18. Anne Frank by Sid Jacobson and Ernie Colon (2010)
19. Mohawk County by H.M. Van Den Bogaert (1996)
20. Presepolis by Margame Strapi (2004)
21. Rock between Hell and a Hard Place by Kubert and Azzarello (2004)
22. The Golems Mighty Swing by James Strum (2003)
23. Maus by Art Spiegelman (1986)
24. Dignifying Science by Jim Ottaviani (2009)
25. Elizabeth I and the Spanish Armada by Colin Hynson (2006)
Further Graphic Novel Evaluation
After developing the above preliminary list, I began searching for the books and collecting those on the list that were available at various libraries. I then read and analyzed each text for K-6 readability and content suitability.
Of the books that I reviewed, I choose to exclude several due to various inadquacies. Every graphic novel choosen for this study needed to pertain to the current social studies standards and reading ability of the typical K-6 students. Therefore, the books excludes from the final list of graphic novels did not meet the initial criteria of being appropriate in K-6 social studies content or reading level. For example, books involving higher level social studies topics, inappropriate verbal/visual content, or lacking suitable requirements for the intended audience were removed from the list of graphic novels to investigate. The graphic novels included in the study are listed below:
1. Two Bad Pilgrims by Kathryn Lasky ( 2009)
2. The Arrival Shaun Tan (2007)
3. African Myths by Gary Jeffrey (2009)
4. The Discovery of America by Geronimo Stilton (2009)
5. 9/11 Report by Jacobson, Colon (2006)
6. To Dance by Siegel (2006)
7. Silly Lilly and the Four Seasons by Rosenstielh (2008)
8. Gettysburg by C.M. Butler (2009)
9. Babe Ruth by Vito Deslante (2009)
10. Road to Revolution! by Stan Mack and Susan Champlin (2009)
11. Jack the Ripper by Rick Geary (1995)
12. Tales of the Dead Ancient Egypt by Stewart Ross (2003)
13. Free at Last! By John Perrintano (2009)
14. The Sinking of the Titanic by Marshall (2005)
15. The United States Constitution by Jonathan Hennessey (2008)
16. The Cartoon History of the United States by Larry Gonick (1991)
17. Martin Luther King Jr. by Gary Jeffrey (2006)
18. Anne Frank by Sid Jacobson and Ernie Colon (2010)
Evaluation Rubrics
I developed data collection sheets to assist in assessing several different aspects of the social studies related graphic novels with regard to the educational needs of elementary students. The Graphic Novel Book Selection Rubric (see Appendix B) was created in a way so that I could evaluate multiple aspects of every book. The Graphic Novel Book Selection Rubric included general information such as genres and perspectives, but also included two other areas more specific to the historical content: objective reasoning and coverage. These areas are two of the content analysis components included in Ormondroyd‟s (2009) on-line resource for guidance in critically analyzing informational sources (see Appendix C). I included these aspects because I was specifically interested in the content of the historical research and how it was presented within the text. Of the four sections included in the Graphic Novel Book Selection Rubric, the initial portion of the rubric specifically includes data related to the title,
author, published date, genre, grade level, perspective, color scheme and the number of pages. The next two sections of the Graphic Novel Book Selection Rubric determined the extent of, objective reasoning and coverage within the graphic novel. The objective reasoning portion was designed to establish if the book was written as fact, opinion, or propaganda. Also, this section provided evidence to show that the graphic novels were historically accurate and supported by evidence. I coded the books with a scoring system of 0 through 5:
0 = the facts included are not supported by evidence and are not valid
1 = the facts included are vaguely supported in an appropriate manner by evidence and appear invalid
2 = the facts included are vaguely supported by evidence and are to some extent valid
3 = the facts included are marginally supported by evidence and are to some extent valid
4 = the facts included are clearly supported by evidence and are valid
5 = the facts included are extensively supported by evidence and are clearly valid
Then the graphic novels were examined to determine if the books fell in line with other books written pertaining to the same content area. Finally, the texts were scrutinized to establish the author‟s point of view. This area of the rubrics allowed me to determine the support and validity of the facts included in the graphic novels. A review of the graphic novel‟s references helped determine the score.
The coverage section of the Graphic Novel Book Selection Rubric was added to the data sheet in order to determine the overall content covered by each graphic novel. This section addresses if the graphic novels update outside sources, correlates with materials along the same subject area, or adds new information. Overall, this question aims to address how extensively or marginally the graphic novel covers the topic of the book. This rating was defined by a score of 0 to 5:
0 = does not cover topic
1 = does not cover topic in an appropriate manner
2 = covers topic vaguely
3 = covers topic marginally
4 = covers topic clearly
5 = covers topic extensively
The final section intends to determine if the material presented in the graphic novel is primary or secondary in nature. By determining the overall material covered by each book, the rubric was able to
establish the explicit coverage of the text. After completing the objective reasoning and coverage assessment I briefly summarized each book, and noted if it was part of a series.
In addition to the Graphic Novel Book Selection evaluation piece, I assessed each book as a whole based on the criteria Thompson (2008) laid out in his framework for evaluating graphic novels.
The second data sheet titled Thompson Selection Guide provides information into the graphic aspects of the text. The areas evaluated were interest, topic, vocabulary, panels, and gutters, illustrations, activity,
suitability, and overall coverage.
Interest is defined as the evaluation of the authors work as a whole and
how students will be motivated or interested in the text.
Topic refers to the idea(s) presented in the text as
being relevant and appropriate to students
. Vocabulary is defined as word complexity that is appropriate
for the particular grade level and if the word concepts are properly supported by the visual aspects of the text.
Panels and
gutters refer to the directionality of the text and if students can follow and make meaning
appropriately.
Illustrations are defined as relevant support for written text and appropriate visual aids
presented throughout the graphic novel.
Activity is defined as the visual look of the text, panels, gutters,
and illustrations together and how they create or break down meaning based on their design.
Suitability is
defined as the content of the text being age-appropriate.
Overall Quality refers to the piece of work as a
whole. These areas received a rating of yes, no, or unsure. The ratings were determined as followed:
Yes = the book demonstrates this area to its fullest capacity
No = the book does not demonstrate this area at all
Unsure = it is not clear how this area is demonstrated
Using both data collection sheets was important to this study to show how the graphic novels were evaluated consistently, based upon their characteristics. Examining each book with the explicit research guidelines and graphic novel selection guidelines was important in order to show the consistent and quantifiable differences and similarities between each book examined and ultimately determined its suitability for use in enhancing social studies instruction in the elementary classroom.
Process of Evaluation
I evaluated the book selected by reading each book and evaluating its potential for social studies instruction in the elementary classroom based on the criteria in the two evaluation rubrics, discussed previously (see appendix B and C). The initial evaluation pertained to their readability and their content appropriateness. Once I determined that the book was at an appropriate readability level for the elementary student and the social studies content was appropriate, I continued my evaluation of texts to determine their ability to enhance social studies curriculum. I recorded the basic text information such as published year, author, genre, and specific genre. I then proceeded to establish a more analysis of the social studies content by the authors of the graphic novels with the objective reasoning and coverage classification created by Ormondroyd (2009).
The creation and implementation of the two evaluation rubrics were significant in the success of this study. The two rubrics laid out the foundation for the ability of each text to be classified and further used in the study. Although the rubrics cover a great deal of information provided within the texts, I later realized that other social studies information that was not evaluated that became valuable to the outcome of the investigation.
CHAPTER FOUR: RESULTS AND DISCUSSION
Graphic Novels Related to Social Studies for the Elementary Classroom are Limited
From my research, I found that graphic novels presenting social studies content for the elementary student are not readily available. Based on the total number of 25 books presented in my research only 5 of the books received high scores on the Graphic Novel Book Selection Rubric (see Appendix D for results) and multiple "yes" rating or high scores as determined by the Thompson Selection Guide Rubric. However, the remaining graphic novels which did not receive all "yes" ratings still possessed a number of qualities that made them appropriate for use in elementary social studies instruction.
The areas investigated to determine the ability for the graphic novel to enhance elementary instruction were: objective reasoning, coverage, interest, topic, vocabulary, panels and gutters, illustrations, activity, suitability, and overall quality. Based on the results of my investigation, the following definition of a graphic novel that is appropriate for social studies instruction in the elementary classroom was determined. Graphic novels that enhance elementary level social studies instruction are texts which offer visual support via individual panels, seperated by gutters, containing visually and textually complementing frameworks in order to convey social studies content to the reader in a highly comprehensible manner. In this study, a social studies content-related graphic novel pertains to a biographical, historical fiction, non-fiction, or informative text. Specifically, the subject matter of each grapic novel should correlate directly to the state or national social studies standards. Even though multiple aspects are involved in assessing graphic novels for use in the elementary classroom, the depth of information gathered by the evaluation rubrics creates a greater understanding of a quality text for social studies instruction.
When I began my research, I felt that graphic novels realted to social studies content appropriate for the elementary classroom would be difficult to find. I thought that I would only find a few quality
graphic novels for elementary instruction. I came to this conclusion based on the prelminary assessment of books readily available. As my initial evaluation detailed, only a few quality graphic novels were available. I was able to determine that only 5 out of the 18 books researched could be considered a quality graphic novel for use in the elementary classroom. The 5 books which were found to be of high quality all contained distinct traits which made them stand out among the rest. Those traits were the illustrations, panels and gutters, and interest. The graph below presents an overall view of the data gathered from the Thompson Selection Guide Rubric (Appendix E). This graph expresses the data retrieved from the Thompson Selection Guide Rubric of the books selected in the final selection process. The dark purple, which indicates the quality was demonstrated to its fullest capacity. The medium purple represents the no rating which indicates the quality was not demonstrated. Finally, the light purple represents the unsure rating, which indicates it was unclear if the quality was demonstrated.
Based on the data from my research and noted by the "no" or medium purple on the chart, several aspects were included in the evaluation rubrics that are not prevalent in 13 of the texts investigated. Those areas are suitability, activity, topic, and vocabulary. This information further helped to clarify my understanding of what determines a quality graphic novel appropriate for use in an elementary classroom and therefore helped answer my original research question: What is an effective means of determining quality graphic novels for use in integrating social studies content?
The data also reveal that the majority of the social studies graphic novels investigated did not provide the proper scaffolding techniques for the reader to wholly comprehend the material being
presented throughout the text. Out of the 18 books which were researched, only 5 books were recognized based on the rubrics developed for this investigation, as a quality graphic novels. The characteristics of each will be presented later.
Notably, the texts deemed quality graphic novels, had one specific characteristic in common that none of the other books included. An aspect not examined in either evaluation rubric was an additional format peritextual feature: a section at the end of the text created to present a timeline, vocabulary review, outside sources for students to further examine, or fact references. This particular section was meaningful to cite in my research because it presented information so that the reader could further clarify and examine information presented within the graphic novel. I refer to this aspect as a "postlude" textual feature because I have a strong musical background and typically in music any time the composer, who is the "author" of a piece of music, wants to add a second ending to a piece of music it is referred to as a postlude. Therefore, I have referred to the section of the graphic novels which includes further information after the ending of the text as a "textual postlude."
The graph below expresses the data collected from each of the graphic novels investigated to delineate the books with a postlude and without a postlude. The dark purple represents texts including a postlude (5) while the light purple represents textswith no postlude (13).
Additionally, of note for the quality graphic novels, the illustrations comformed more to the elementary curriculum providing the necessary scaffolding from one panel to the next. The gutters were designed to provide a swift and unconscious comprehension of the graphics and vocabulary on every page. For example, the illustrations facilitated the process whereby when you read a book we read from left to right and then sweep to return to the left. This basic print concept is an important aspect in quality graphic novel design. Furthermore, the layout of each quality graphic novel was designed so that the author‟s ideas could be clearly expressed through textual factors as well as visual factors.
Although the books selected were of different genres, grade levels, were graphically different, and of different lengths, they were identified as most fitting for an extension to the social studies curriculum. The five books which were analyzed and deemed as quality graphic novels were:
African Myths by Gary Jeffrey (2009)
Gettysburg by C.M. Butler (2009)
Road to Revolution! by Stan Mack and Susan Champlin (2009)
Free at Last! By Crabtree Publishing (2009)
The Sinking of the Titanic by Marshall (2005)
The following section aims to provide detailed explanations as to why these books were selected as quality graphic novels. These books were awarded a high quality designation because they give insight into the events with researched and valid information while providing an interesting, comprehensible, and motivating expression of the material covered. Furthermore, these books were chosen because they captured every aspect of the Graphic Novel Book Selection Guide, the Thompson Selection Guide and included a postlude to further express and explain ideas from the texts. The rubrics for each text can be found in Appendices D and E.
Quality Graphic Novels
The Sinking of the Titanic (Doeden, 2005) follows the voyage of the Titanic from its departure to its sinking. The book‟s design includes a historical explanation in the captions of every panel and talking bubbles which present information from the view of the characters on board the Titanic. The book has 32 pages and is illustrated completely in multiple colors. It is designed for 4 th , 5 th , and 6 th grades due to the vocabulary and content of the text. Furthermore, the book is classified as an informational history genre and written in the narrative and first person perspective. As the reader follows the storyline of the text the emotion captivated by the illustrations of the individuals on board the Titanic cohesively works with the text explaining the events taking place within the graphic novel. As the reader is involved with reading the thoughts and words of the characters in The Sinking of the Titanic, alongside the panels are captions with brief, historically documented events that took place. This is beneficial to the readers so that they can match the storyline with the historically accurate events and create the emotional connection to the patrons on board the ship as well as create a historical connection of what exactly happened to cause the Titanic to sink.
African Myths (Jeffrey, 2006) explains the origins and background of African myths and then provides three myths in graphic novel format. This is a positive addition to the collection of quality graphic novels because it pertains to myths, which is a topic that needs to be addressed further. The stories are written with captions that describe the events as well as conversation bubbles which present material from a first person point of view. African Myths is presented in multiple color illustrations and the vocabulary is fully supported by the visual aspects of the text. The book has 48 pages and is intended for 5 th and 6 th grades due to the content and the vocabulary presented. The text is written in the narrative and first person perspective. Additionally, the fact that this text presents several myths, a type of traditional literature, and the format in which they are presented would likely help intermediate students more fully comprehend the historical aspects of Africa. Furthermore, the presentation of myths as important historical literature impresses upon students the idea that history is also a form of literature that is always evolving. Therefore, it is important to validate historical information with primary sources.
Free at Last! (Crabtree Publishing Company, 2009) follows the major events from Lincoln‟s Emancipation Proclamation to the Declaration of Independence, to black codes and prominent African Americans who impacted history. The book follows fictional characters that are showing the emotional and personal struggles of African Americans while the aspect of the historical figures and events allows students a realistic look into the events which affected African Americans during the pre-revolution and revolution era. The graphic novel is written with historical explanations in most panels while providing conversation bubbles between the characters interacting in the book. The graphic novel is illustrated in somber tones, such as dark red, black, and grey. The vocabulary is supported by the illustrations. The book has 32 pages and is intended for 5 th and 6 th grades due to some of the visual aspects and content presented throughout the text. Furthermore, Free at Last! is classified as historical fiction and written in a narrative and first person perspective.
Road to Revolution (Mack & Champlin, 2009) explains the causes and events of the Revolutionary War. It follows the daily lives of two young people in this historical fiction account of the Colonial and Revolutionary War era. The author involves all of the historically relevant people such as Paul Revere, Samuel Adams, and the Tories. Furthermore, it involves the major events of the Revolution and leads the reader on an adventure of how two young people helped lead the major events. The novel is illustrated in multiple, lively colors. Unlike the other books cited as being quality, this novel is written with panels and conversation bubbles which express the historical content and events occurring throughout the text, where as in most other texts the conversation bubbles present entertainment-like conversations with historical content presented in side panels. The book‟s illustrations support the vocabulary that is included. The book has 121 pages and is intended for late 4 th , 5 th and 6 th grade students due to the content and vocabulary presented. Road to Revolution is classified as historical fiction and written in the first person perspective. Specifically, Road to Revolution was included as a quality graphic novel because the author truly captivates the reader by providing a storyline involving characters who are children the same age as the students who would be reading the text; therefore, the text may be more relatable and may more easily motivate and interest the students as they read. Furthermore, the text does not rely on expressing only factual information; rather the author aims to entertain while interjecting factual information throughout the novel.
Gettysburg (Butzer, 2009) begins with a map of Gettysburg as well as a "cast of characters" for the story. The book follows Americans, northerners and southerners, as they fight the Civil War. It presents Lincoln‟s Emancipation Proclamation with a heavily illustrated explanation of the events that took place. The book ends with the complete Gettysburg Address. The novel is written and illustrated in black and white. Interestingly, the contrasting colors of black and white create a somber tone to accompany the text and illustrations, which follows suit with the conflicting theme of the civil war. The novel is a historical, informational account of the events at Gettysburg and conveys meaning throughout the novel with conversation bubbles and narrative bubbles. The book‟s illustrations positively compliment the vocabulary. The illustrations at the end of the text (p.62) when Abraham Lincoln is giving the Gettysburg Address were though-provoking. The layout of the panel shows Lincoln as a tiny figure in the background while a slave mother is holding her child and smiling. This is such a powerful depiction of the ideals laid out in the Gettysburg Address. Specifically, the illustrations aid the reader‟s understanding of the Gettysburg Address because the speech is so detailed and verbose. The pictures help to convey meaning far greater than a textual explanation could. Gettysburg is 80 pages in length and is intended for late 5 th and early 6 th grade reading due to the content and vocabulary presented. Gettysburg is written as first person and narrative.
Evidently, these books are quality graphic novels due to the design and layout in which the information is presented. The books presented have a constant flow of panels that go from left to right and are established with lines that direct the eye in a fluid motion across the pages. Furthermore, the illustrations complement the textual aspect of the graphic novel in a way that the reader can completely comprehend the authors‟ intent and purpose to make meaning from the text. However, considering the fact that the other graphic novels presented in this research did not necessarily earn the "quality" stamp in every aspect does not discount their ability to provide scaffolding in the elementary social studies curriculum. Those books that did not earn a quality stamp should not be discounted because so often in education it is not about what students read, rather it is more important that they are reading. Therefore, teachers planning to use graphic novels in the classroom may want to perform his or her own investigation of those texts. However, the graphic novel Babe Ruth (Deslante, 2009), which was examined in the second round, while engaging and scoring high on the Thompson Selection Guide, it contained a great deal of fictional information as compared to the historically accurate information.
My investigation on social studies graphic novels has shown that although there are numerous graphic novels available for use within the elementary social studies curriculum, the selection of quality graphic novels is much less significant. Therefore, chapter five will discuss the outcome of this conclusion based upon the research and the implications that it creates. Furthermore, the discussion of further research based upon the results and needs of this research will be addressed.
CHAPTER FIVE: CONCLUSIONS, RECOMMENDATIONS, AND FURTHER RESEARCH
When social studies instruction is traditionally taught the students usually read from a commercial textbook; therefore, students are forced to create their personal view of historical accounts from that one text. It is the role of the teacher to facilitate an understanding of history from multiple sources and teach students how to create their own balanced view of history. Not only does this teach students high order thinking skills, but more importantly it teaches students to create their own meanings, opinions, and personal views of the world around them. Therefore, it is evident that multiple paths of communicating events in history will be the most beneficial way to educate students in the social studies curriculum. The results from my study reveal an effective way for teachers to determine quality graphic novels for use in the elementary social studies classroom and to ensure the texts used are conducive to students learning the curriculum.
The rubrics developed and the results of this study offer concrete guidelines for determining quality graphic novels that can be used in the elementary social studies curriculum. Inclusion of these texts can certainly enhance both a student‟s engagement and comprehension of social studies content. It is evident due to the scarcity of elementary-level quality graphic novels with social studies related content that children‟s authors have a magnificent opportunity to fill a large void in this genre of children‟s literature.
Although the rubrics developed and designed for this study have presented a plethora of information pertaining to the social studies graphic novels available for elementary instruction, this research does present some voids within its measures. It should be noted that the Thompson Selection Guide is a powerful measure of the aspects to determining what makes a quality graphic novel. However, there are several aspects of the rubric which do not definitively determine if a graphic novel is quality. First, the qualifications of the category entitled Interest of the Thompson Selection Guide can be
interpreted from a student‟s viewpoint rather than a teacher‟s. The Interest category asks the evaluator to determine if the graphic novel, as a whole, is interesting enough to motivate students throughout the entire text. Assuming that the teacher is aware of the students‟ interests and previous knowledge and then teacher takes this information into account during selection, then the text selected for the students may likely motivate throughout the entire text. However, understanding what motivates and interests every student is, to say the least, difficult and may not be entirely accurate. Therefore, this section of the Thompson Selection Guide is unclear in its ability to be an accurate assessment of how well the graphic novel will be received by elementary students.
Graphic novels are an exciting, engaging, and a newly-emerging path to providing more knowledge and points of view to students based on valid historical content. These are the type of books which can enhance social studies instruction by connecting students to the text in a more age-appropriate manner. My research indicates that quality graphic novels for use in the social studies curriculum are few and far between. The books not qualified as "quality" lack appropriate topics, proper suitability for the intended grades, unsupported vocabulary, and unconventional flow from each panel of textual and pictorial explanations. However, due to the increasing popularity of graphic novels in the media, it is my hope that more quality and suitable graphic novels will be created to be included in the elementary social studies curriculum. Authors creating social studies content graphic novels will allow students the opportunity to be more engaged and motivated in learning about social studies.
Considering the time frame and design of this research, not every aspect of investigating the social studies graphic novel could be exhausted. Therefore, it is modest to suggest that there are areas in which the research could be sought out further. In each graphic novel that was used during round two of my investigation, the sources of the authors‟ texts were acknowledged in order to be verified by the Graphic Novel Book Selection Rubric for Researched Texts. However, in further research a more indepth study could be made to determine each citation of the authors work to verify the authors‟ historical facts to the text of the graphic novel created. Moreover, in further research it would be beneficial to also investigate the layout, such as panels and gutters, of the graphic novels and their ability to communicate information effectively. Throughout the research conducted with in this study, reporting the pages numbers of each graphic novel was appropriate in order to express to the reader the length of the graphic novels. However, now looking back at the graphic novels used in this study and applying my definition of graphic novels, which defines graphic novels to have panels and gutters, it is evident that the use of comparing page numbers is not as relevant for this study, as I once believed. What is more relevant to the graphic novel length, and what could be further investigated, are the amount of panels per text that it takes an author to convey meaning. I feel that this study was a success in creating a formal evaluation for determining quality graphic novels within the social studies classroom. Moreover, there can still be much more research completed in order to create a more effective look inside the social studies graphic novel literature genre.
APPENDIX A: THOMPSON SELECTION GUIDE
Thompson, T. (2008). Adventures in Graphica. Portland, MA: Stenhouse Publishers.
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought- out as opposed to simply thrown together? | NO | UNSURE |
APPENDIX B: GRAPHIC NOVEL BOOK SELECTION RUBRIC
APPENDIX B: THOMPSON SELECTION GUIDE OF RESEARCHED TEXTS
APPENDIX B: THOMPSON SELECTION GUIDE OF RESEARCHED TEXTS
Title: Author:
Genre:
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary:
Series:
Covered fact
0 1 2 3 4 5
Yes No
0 1 2 3 4 5
Nonfiction
Year Published:
N/A
Perspective:
Grade Level:
Color scheme:
Pages:
APPENDIX C: ORMONDROYD‟S CONTENT ANALYSIS COMPONENTS: OBJECTIVE REASONING AND COVERAGE
Objective Reasoning
1. Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
2. Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
3. Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
4. Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
1. Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic? You should explore enough sources to obtain a variety of viewpoints.
2. Is the material primary or secondary in nature? Primary sources are the raw material of the research process. Secondary sources are based on primary sources. For example, if you were researching Konrad Adenauer's role in rebuilding West Germany after World War II, Adenauer's own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary German newspaper articles. Scholars use this primary material to help generate historical interpretations--a secondary source. Books, encyclopedia articles, and scholarly journal articles about Adenauer's role are considered secondary sources. In the sciences, journal articles and conference proceedings written by experimenters reporting the results of their research are primary documents. Choose both primary and secondary sources when you have the opportunity.
Ormondroyd, J. (2009, September 1). Critically Analyzing Information Sources. Retrieved Oct 2010, from Cornell University Library:
http://olinuris.library.cornell.edu/ref/research/skill26.htm
APPENDIX D: GRAPHIC NOVEL BOOK SELECTION RUBRICS FOR RESEARCHED TEXTS
Title: The sinking of the Titanic Author: Marshall
Year Published: 2005
32
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
. Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book follows the voyage of the Titanic from its departure to its sinking. The book provides narrations to explain what is happening while character dialogue shows the accounts and lives of people of the Titanic.
Series: Yes; The Curse of King Tuts Tomb, The Mystery of the Roanoke Colony
Covered fact
0 1 2 3 4 5
Yes No
Objective and impartial some emotion arousing words and bias
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And first person
Grade Level: 4,5,6
Color scheme:
Color
Pages:
32
Title: Free at Last! Author: Crabtree Publishing Company
Year Published: 2009
Genre: Historical Fiction
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book follows the major events from the Declaration of Independence to Lincolns Emancipation Proclamation to Black Codes and major black history figures who changes history. The book also follows fictional characters and involves historical figures as well. The author provides a timelines, glossary, index, as well as a web finder.
Series: Yes.
Covered fact/opinion
0 1 2 3 4 5
Yes No
Objective and impartial with some language that is emotion-arousing and bias
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And some first person
Grade Level: 5, 6
Color scheme: Color
Pages:
32
Title: Road to Revolution! Author: Stan Mack and Susan Champlin
Year Published: 2009
Genre: Historical Fiction
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: The book explains the causes and events of the Revolutionary war. It follows the daily lives of two young people in the fictional account of colonial time. The author involves all of the major people such as Paul Revere, Samuel Adams, the Tories, and so fourth. The book concludes with an outline of the non-fictional events.
Series: No.
Covered fact with fictional aspects
0 1 2 3 4 5
Yes No
Objective and impartial. Full of emotion-arousing words and; there is some bias considering the text is historical fiction.
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And some first person
Grade Level: late 4,5,6
Color scheme:
color
Pages:
124
34
Title: Babe Ruth Author: Vito Delsante
Year Published:
Genre: Biographical
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This is a fictitious account of the childhood of Babe Ruth. However, the last chapter covering his later years (1920‟s) seems to be more historically accurate.
Series: No.
opinion
0 1 2 3 4 5
Yes No
Objective and impartial. There are some emotion arousing words and bias.
Secondary
0 1 2 3 4 5
Nonfiction
2009
N/A
Perspective: First person
Grade Level: 4,5,6
Color scheme:
Black and white
Pages:
120
Title: Jack the Ripper Author: Rick Geary
Year Published:
Genre: Biography
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: The author compiles the accounts of the murders of “Jack the Ripper” from the Journals of a British man from the Victorian era to create a graphic novel story from his accounts. Considering the author takes the actual journal articles and bases a graphic novel from them, I would consider this graphic novel somewhat of a primary source. The book follows characters lives in order to cover the accounts.
Series: Yes.
Covered fact
0 1 2 3 4 5
Yes No
Objective
Secondary, however somewhat of a primary source
0 1 2 3 4 5
Nonfiction
1995
N/A
Perspective: Narrative And first person
Grade Level: 6
Color scheme:
Black and white
Pages:
64
Title: Tales of the Dead Ancient Egypt Author: Stewart Ross
Year Published: 2003
Genre: Informational and Historic Fiction
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: The book is narrative and historical informative because the author uses diagrams and pictorial explanations of the ancient Egypt lifestyle. Meanwhile, it is also historical fiction because there is an on going comic strip from page to page detailing a fictional characters life in Ancient Egypt.
Series: No.
Covered fact
0 1 2 3 4 5
Yes No
Objective and impartial free of emotion arousing bias
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And first person
Grade Level: 4,5,6
Color scheme:
color
Pages:
32
Title: The United States Constitution Author: Johathan Hennessey
Year Published: 2008
38
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This is a graphic adaptation of the article of the constitution and the bill of rights and amendments. It involves some political cartooning. Furthermore it is more of a narrative guide with few discussion bubbles.
Series: No.
Covered Fact
0 1 2 3 4 5
Yes No
Objective and impartial some emotion-arousing political cartoons
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative and some first person
Grade Level: 5,6
Color scheme:
Color
Pages:
149
Title: Gettysburg Author: C.M. Butler
Year Published: 2009
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: The book begins with a map of Gettysburg as well as a “cast of characters” for the story. The book follows Americans and the North and South in the fight of the Civil War. It covers Lincolns Emancipation Proclamation in a very pictorial explanation. The book ends with author notes on every important aspect of the events of the book as well as the complete Gettysburg Address.
Series: No.
Covered fact
0 1 2 3 4 5
Yes No
Objective and impartial. The cartooning is extremely emotion-arousing.
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And first person
Grade Level: late 5, 6
Color scheme:
Black and white
Pages:
80
Title: Silly Lilly and the Four Seasons Author: Agnes Rosenstiehl
Year Published: 2008
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This story follows the character as she takes part in events which occur during the four seasons of the year.
Series: Yes.
Covered Fact
0 1 2 3 4 5
Yes No
Objective
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And First person
Grade Level: k,1
Color scheme: color
Pages:
36
Title: To Dance Author: Siena Cherson Siegel
Year Published:
Genre: Memior
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This memoir follows the life of Siena Cherson Siegel from her childhood in San Juan Puerto Rico where she aspired to become a ballerina. She then comes to America in her pre-teen years to study dance. She then injures her ankle and can no longer dance at the age of 18. The book revolves around change and its positive aspects.
Series: No.
Covered fact
0 1 2 3 4 5
Yes No N/A
Objective/ Impartial
Secondary
0 1 2 3 4 5
Nonfiction
2006
N/A
Perspective: Narrative And First person
Grade Level: 4, 5, 6
Color scheme:
Color
Pages:
No page numbers
Title: The 9/11 Report Author: Sid Jacobson and Erin Colon
Year Published: 2006
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book covers the events of 9/11 and the events leading to and involvement in the Iraq War. I would not recommend allowing students to read and access the book on their own, it would only be used as a source guided by the teacher.
Series: No.
Covered Fact
0 1 2 3 4 5
Yes No
Objective. Emotion arousing images as well as words.
Secondary
0 1 2 3 4 5
NonFiction
N/A
Perspective: Narrative And first person
Grade Level: 6
Color scheme: color
Pages:
117
Title: Following the trail of Marco Polo Author: Geronimo Stilton
Year Published: 2008
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This is a fictional account of Marco Polo. The book follows mice and their quest to go back in time and stop history altering cats from changing the past. The books is based off the time and events of Marco Polo, however the accuracy is poor. Some of the side panels describe the historically accurate aspects of the events.
Series: Yes. The Discovery of America, The Great Ice Age, The Secret of the Sphinx, The Coliseum Con, and Who Stole the Mona Lisa.
Fact and opinion
0 1 2 3 4 5
Yes No
Objective. Free of Emotion arousing words.
Secondary.
0 1 2 3 4 5
NonFiction
N/A
Perspective: Narrative And first person
Grade Level: 5,6
Color scheme: color
Pages:
No page numbers
Title: The Arrival Author: Shaun Tan
Year Published:
Genre: Historical Fiction
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This is a pictorial graphic novel. The book contains no words. However, the reader could infer information about the experiences and emotions of immigrants.
Series: No.
Fact/opinion
0 1 2 3 4 5
Yes No
Many emotion arousing pictures.
Secondary
0 1 2 3 4 5
Nonfiction
2006
N/A
Perspective: No words.
Grade Level: 6
Color scheme: Black and White
Pages:
No page numbers
Title: African Myths Author: Gary Jeffrey
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Opinion/Fact
0 1 2 3 4 5
Yes No
Objective and impartial. There are emotion-arousing words.
Secondary
0 1 2 3 4 5
Nonfiction
Year Published:
2006
N/A
Perspective: Narrative And first person
Grade Level: 5, 6
Color scheme:
Color
Pages:
48
Brief Summary: This book illustrates and narrates several African myths. The beginning of the book provides an overview of the origins of the myths as well as an overview of the myths examined in the text. The book also provides a glossary, extensions on more mythical characters, an index, and a section for acquiring more information.
Series: Yes. Chinese Myths, Egyptian Myths, Greek Myths, Mesoamerican Myths, Roman Myths
Title: Two Bad Pilgrims Author: Kathryn Lasky
Year Published:
Genre: Historical Fiction
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book follows the characters Francis and Johnny on their trip from the Mayflower to the New World. The author provides some historical notes, however most of the panels involve dialogue from the characters in their fictitious adventure.
Series: No.
Fact/Opinion
0 1 2 3 4 5
Yes No
Objective and impartial.
Secondary
0 1 2 3 4 5
Nonfiction
2006
N/A
Perspective: Narrative And first person
Grade Level: 4,5,6
Color scheme:
Color
Pages:
No page numbers
Title: The Cartoon History of the United States Author: Larry Gonick
Genre: Informational
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary:
This book covers the year‟s 1776 t o1991. The author covers major events and controversies through a narrative text, characters, though bubbles, and short comic strip, and visual explanations.
Series: Yes.
Covered fact
0 1 2 3 4 5
Yes No
Mostly objective. Some cartooning shows emotion-arousing bias.
Secondary
0 1 2 3 4 5
Nonfiction
Year Published: 1991
N/A
Perspective: Narrative
Grade Level: 5,6
Color scheme:
Black and white
Pages:
392
Title: Martin Luther King Jr. Author: Gary Jeffrey
Year Published: 2006
Genre: Informational/Biographical
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book follows the life and the events that followed Martian Luther King Jr. During Martin Luther King Jr. „s life the book examines the cause of the civil right movement as well as the post era and the triumphs of MLK s work. The book encounters freedom writers, Rosa Parks, and other individuals present within the civil right s movement.
Series: Yes
Covered fact
0 1 2 3 4 5
Yes No
Objective and impartial some emotion arousing words and bias
Secondary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And first person
Grade Level: 4,5,6
Color scheme:
Color
Pages:
48
Title: Anne Frank Author: Sid Jacobson and Ernie Colon
Year Published: 2010
Genre: Informational/autobiographical
(If Biography)
male female
Fiction
Objective Reasoning
Is the information covered fact, opinion, or propaganda?
Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
Are the ideas and arguments advanced more or less in line with other works you have read on the same topic?
Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?
Coverage
Does the work update other sources, substantiate other materials you have read, or add new information? Does it extensively or marginally cover your topic?
Is the material primary or secondary in nature?
Brief Summary: This book is much like the original work of Ann Frank The Diary of a young Girl. The book centers on the events of the Holocaust and the life of Ann Frank as well as her struggles and triumphs. The book is a mature read and is suggest for students in the intermediate grades.
Series: No.
Covered fact
0 1 2 3 4 5
Yes No
Objective and impartial some emotion arousing words and bias
Secondary/Primary
0 1 2 3 4 5
Nonfiction
N/A
Perspective: Narrative And first person
Grade Level: 6
Color scheme:
Color
Pages:
160
APPENDIX E: THOMPSON SELECTION GUIDE RUBRICS FOR SELECTED TEXTS
Road to Revolution!
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
The United States Constitution
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
|---|---|---|
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Silly Lilly and the Four Seasons
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE | YES |
|---|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE | YES |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE | YES |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE | YES |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE | YES |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE | YES |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE | YES |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE | YES |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE | YES |
Two Bad Pilgrims
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Geronimo Stilton
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
Gettysburg
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Free at Last!
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
African Myths
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
The Sinking of the Titanic
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
To Dance
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Jack the Ripper
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
The Cartoon History of the United States
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
|---|---|---|
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Martin Luther King Jr.
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE | YES |
|---|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE | YES |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE | YES |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE | YES |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE | YES |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE | YES |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE | YES |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE | YES |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE | YES |
Anne Frank
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Babe Ruth
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
The Arrival
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
|---|---|---|
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE |
Tales of the Dead Ancient Egypt
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE |
|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE |
9/11 Report
| Interest Consider the piece as a whole, is this an area or theme that your students will find interesting enough to motivate them through any rough patches? | NO | UNSURE | YES |
|---|---|---|---|
| Topic Think about the overall topic as well as the topics presented throughout the text. Are both appropriate for your students? | NO | UNSURE | YES |
| Vocabulary As you read through the text, are the more difficult vocabulary words supported through the illustrations, context, or the content of the piece? | NO | UNSURE | YES |
| Panels and Gutters Look at the panels and gutters. Are they set up in a way that supports your reader in tending to directionality and making meaning? | NO | UNSURE | YES |
| Illustrations Take a look at the illustrations. Do they offer the right amount of support for your readers to understand the context? | NO | UNSURE | YES |
| Illustrations Are the illustrations appropriate (consider representations of violence, body image, mature themes, etc.)? | NO | UNSURE | YES |
| Activity Think about how busy the overall feel of the piece is. When you look at the panels and pages, how much is going on? Could your students continue to maintain meaning without becoming confused about where their attention should be focused? | NO | UNSURE | YES |
| Suitability Consider your students‟ age level and maturity as well as other areas, such as their familiarity with the genre being presented. Is this a suitable text for the intended audience? | NO | UNSURE | YES |
| Overall Quality Consider the overall quality of the piece, is it well written? Are the illustrations well done? Does it look and read as if it were well thought-out as opposed to simply thrown together? | NO | UNSURE | YES |
REFERENCES
Alkana, L. K. (2008). Teaching world history with graphic novels. Teaching Forum , vol, 3XX3XX, New York Times, Best Sellers, Children's Books. (2010, July 30). Retrieved August 1, 2010, from http://www.nytimes.com/2010/08/08/books/bestseller/bestchildren.html? _r=1&ref=bestseller
Bryan, G., Chilcoat, G. W., & Morrison, B. Y. (2002). Pow!Zap!Wham! Creating comic books from picture books in social studies classrooms. Canadian Social Studies, 3, 123-124.
Chun, C. W. (2009). Critical literacies and graphic novels for English-Language learners: Teaching Maus. Journal of Adolescent and Adult Literacy, vol, 144-153.
Dunn, M. A. (2000). Closing the book on social studies: Four classroom teachers go beyond the text. The Social Studies (May/June),vol. 132- 136. Retrieved fr
Evaluating Books:Checklist. (2010, August 5). Retrieved October 2010, from University Libraries: http://www.lib.unc.edu/instruct/evaluate/books/checklist.html
Frey, H., & Noys, B. (2002). History in the graphic novel. Rethinking History, 225-260.
Morrison, T. G., Bryan, G., & Chilcoat, G. W. (2002). Using student generated comic books in classroom. Journal of Adolescent and Adult Literacy,vol, 758-767.
Ormondroyd, J. (2009, September 1). Critically Analyzing Information Sources. Retrieved Oct 2010, from Cornell University Library:
http://olinuris.library.cornell.edu/ref/research/skill26.htm
Probst, R. (1987). Transactional Theory in the Teaching of Literature. ERIC digest .
The National Coalition Against Censorship, The American Library Association, & The Comic Book Legal Defense Fund (2006). In Graphic Novels: Suggestions for Librarians.
Retrieved July 2010, from National Coalition Against Censorship.Retrieved from http://www.ala.org/ala/aboutala/offices/oif/ifissues/graphicnovels_1.pdf.
Thompson, T. (2008). Adventures in Graphica. Portland, Maine: Stenhouse Publisher.
Vacca, R., & Vacca, J. A. (1996). Content area reading. New York, New York: HarperCollins College Publisher.
Villano, T. L. (2005). Should Social Studies texts become history? A look at alternative methods to activate schema in the intermediate classroom. Reading Teacher,vol, 122-130.
Weiner, S. (2004, November). Bold books for innovative teaching. English Journal, vol, 114117.
Williams, R. M.-C. (2008). Image, Text, and story: Comics and Graphic Novels in the Classroom. Teaching and Learning Publications, 13.
Yang, Y. (2008). The effect of cultural schemata on reading processing. In M. S. Plakhotnik, & S. M. Nielsen (Ed.), The Seventh Annual College of Education Research Proceedings, (pp. 184-188). Miami, Florida.
GRAPHIC NOVELS CITED
Bogaert, H. V. (1996). Mohawk Country. New York, Nnew York: First Second.
Butler, C. (2009). Gettysburg. New York, New York: HarperCollins.
Champlin, S. (2009). Road to Revolution! New York, New York:Bloomsbury USA Children's Books.
Deslante, V. (2009). Babe Ruth. New York, New York:Aladdin.
Geary, R. (1995). Jack the Ripper. New York, New York: NBM Publishing .
Gonick, L. (1991). The Cartoon History of the United States. New York, New York: Collins Reference.
Hennessey, J. (2008). The United States Constitution. New York, New York: Hill and Wang.
Hynson, C. (2006). Elizabeth I and the Spanish Armada. New York, New York: Brighter Child.
Jacobson, & Colon, E. (2006). 9/11 Report. New York, New York: Hill & Wang.
Jacobson, S., & Colon, E. (2010). Anne Frank. New York, New York: Hill and Wang.
Jeffrey, G. (2009). African Myths. New York, New York: Rosen Classroom.
Jeffrey, G. (2006). Martin Luther King Jr. New York, New York: Rosen Classroom .
Kinney, J. (2007). The Diary of a Wimpy Kid . New York, New York: Amulet Books.
Kubert, & Azzarello. (2004). Sgt. Rock: between Hell and a Hard Place. New York, New York: DC Comics.
Lasky, K. (2009). Two Bad Pilgrams. New York, New York: Viking Juvenile.
Maguire, G. (2007). Wicked: The Life and Times of the Wicked Witch of the West. New York, New York: Harper.
Marshall. (2008). The Sinking of the Titanic. New York, New York:
Oyyaviani, J. (2009). Dignifying Science. Ann Arbor, MI: G.T. Labs.
Perrintano, J. (2009). Free at Last! New York, New York: Crabtree Publishing Company..
Rosenstielh. (2008). Silly Lilly and the Four Seasons. New York, New York: Toon Books.
Ross, S. (2003). Tales of the Dead Ancient Egypt. New York, New York: DK CHILDREN.
Sacco, J., & Said, E. (2002). Palestine.Seattle Washington: Fantagraphics Books.
Siegel. (2006). To Dance. New York, New York: Atheneum/Richard Jackson Books .
Spiegelman, A. (1986). Maus. New York, New York: Pantheon.
Stilton, G. (2009). The Discovery of America., Kilgove, TX: Papercutz.
Strapi, M. (2004). Persepolis. New York, New York: Pantheon.
Strum, J. (2003). The Golems Mightly Swing.Montreal, Quebec: Drawn & Quarterly.
Tan, S. (2009). The Arrival. New York, New York: Arthur A. Levine Books. | <urn:uuid:69c82f6f-4f18-494e-8972-caa357efecfa> | CC-MAIN-2024-22 | https://ucf.digital.flvc.org/islandora/object/ucf%3A44764/datastream/OBJ/view/INCORPORATING_GRAPHIC_NOVELS_INTO_SOCIAL_STUDIES_BASED_INSTRUCTION__AN_EFFECTIVE_MEANS_OF_DETERMINING_QUALITY_GRAPHIC_NOVELS.pdf | 2024-05-20T15:44:26+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00176.warc.gz | 528,572,192 | 24,470 | eng_Latn | eng_Latn | 0.901113 | eng_Latn | 0.997323 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn... | false | docling | [
481,
1962,
2223,
2814,
2833,
5415,
6744,
9862,
11669,
14628,
16789,
18777,
21360,
23269,
25582,
27925,
29264,
31451,
32564,
33344,
34856,
38028,
40350,
43622,
44936,
45425,
47584,
51152,
51190,
52940,
52989,
54030,
54118,
56329,
56400,
57755,
5... | [
2,
3.125
] | 2 | 1 |
WHAT DO YOU KNOW ABOUT THE HOLOCAUST? 10 COMMON MISCONCEPTIONS
1. At the beginning of 1933, what percent of the German population was Jewish?
Misconception: Jews made up a significant proportion of Germany society and they controlled the economies of Germany, all of Europe, and America. Not true. According to the census in June 1933, Jews represented less than 1% of the German population, approximately 500,000 people (USHMM, 2010). In the 1920s, non-Jews controlled the major corporations across Europe and the United States. While there were affluent Jews in Europe and the U.S., a great number of Jews lived in poverty. The Nazis used propaganda to spread the myth that Jewish people were responsible for Germany's defeat in WWI, as well as the myth that all Jews were rich and controlled the economy. This myth prevails today.
2. What percentage of the German vote did Hitler receive in the election of March 1933?
Misconception: Hitler was elected and the National Socialist German Workers' Party (Nazi Party) received more than 50% of the vote. Not true. By the end of 1932, the Nazis were the largest party in the German parliament (Reichstag), and the Nazis formed a coalition government with the conservative German Nationalists in 1933. The Nazis had three members of the cabinet, and the conservatives had nine. In January 1933, Adolf Hitler was appointed chancellor by President von Hindenburg; Hitler was not elected. In the last relatively free election in March of 1933, the Nazi Party received 44% of the vote (USHMM, 2010).
3. Complete the first line of the poem by Martin Niemoller: "First they came for the _________"
Misconception: The Nazis persecuted Jews before any other group. Not true. When the Nazis came to power in 1933, they immediately targeted their political opponents. Within weeks, the Nazis opened Dachau concentration camp and incarcerated there many Communists and other political opponents and dissidents. While many groups were certainly persecuted immediately in many ways, the Nuremberg Laws, designed to discriminate against people of Jewish descent – and also used against people of Roma (Gypsy) or African descent – were created and implemented from 1935 onwards. Reflecting on the Nazis' policies of persecution, Protestant Pastor Martin Niemöller, who was a public critic of the Nazi regime and spent many years in Nazi concentration camps, wrote: First they came for the Socialists, and I did not speak out – Because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out – Because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out – Because I was not a Jew. Then they came for me – and there was no one left to speak for me (USHMM, 2010).
4. How did Anne Frank die?
Misconception: Most of the Nazis' Jewish victims were murdered in the gas chambers. Not true. Anne Frank was arrested and deported to Auschwitz and, later, to the Nazi concentration camp at Bergen-Belsen in Germany where she and her sister, Margot, died of disease, most likely typhus (USHMM, 2020). The Nazis' intentional neglect of their ghetto and camp prisoners, leading to starvation and disease, are methods of Nazi murder often overlooked. Also often overlooked are the Nazis' mass shooting operations, particularly in Eastern Europe where the Nazis' Einstatzgruppen (mobile killing squads) shot more than one million Jewish people into mass graves (USHMM, 2020).
5. Why did the Nazis target Jehovah's Witnesses?
Misconception: The Nazis targeted everyone for the same reasons. Not true. The Nazis targeted different groups for different reasons. The Nazis targeted Roma, Sinti, and other tribes (Gypsies), Jews, Africans, Poles, Slavs, Soviet Prisoners of War, and so-called Asiatic peoples of the Soviet Union because they perceived them to be racially inferior. The Nazis targeted homosexuals, the mentally and physically disabled (including children and adults with severe physical defects, people with mental retardation, people with hereditary deafness, hereditary blindness, schizophrenia, epilepsy, so-called manic-depressive disorder, or other real and perceived disabilities), prostitutes, homeless people, and lesbians, because the Nazis perceived them as biological and social threats to German society. The Nazis targeted dissenting Catholic and Lutheran Clergy, Communists, Socialists, Social Democrats, political dissidents, dissenting intellectuals, Freemasons, trade unionists, and pacifists, because they perceived them as a threat to Nazi ideology. "The Nazis targeted Jehovah's Witnesses because they were unwilling to accept the authority of the state, because of their international connections, and because they were strongly opposed to both war on behalf of a temporal authority and organized government in matters of conscience." The Nazis murdered some geriatrics, bombing victims, and injured German soldiers because they saw them to be "useless eaters" and a drain on society (USHMM, 2010).
6. What percentage of African Germans did the Nazis forcibly sterilize?
Misconception: European Jews suffered more than any other victim group. Not true. It is impossible to compare the suffering of one group with the suffering of another. Holocaust scholars warn against making comparisons of pain and setting up destructive hierarchies of suffering (USHMM, 2010). But we can compare the experiences of different groups and we can compare the Nazis' different policies and actions against each group. By doing so, we find that different groups suffered in different ways and that each group's collective suffering was unique and devastating in its own way. For example, the Nazis targeted German people of part-African descent, hunting them down for systematic sterilization. According to historians, by 1937, the Nazis had sterilized most of the 385 Germans that had been registered as being of part-African descent (Bergen, 2003), effectively cutting off their lineage.
7. What was the most popular kind of music enjoyed in the Warsaw Ghetto?
Misconception: The Jewish people of Europe were all religious and old-fashioned. Not true. Many people assume that the Jews of Europe before the Holocaust were all observant, religious, old-fashioned Jews. This is not true. Many people the Nazis targeted as Jews were assimilated, secular, or even did not identify as Jewish. The question about the music in the ghettos often reveals this misconception, as many people assume that the most popular music at this time included Yiddish folk music and Hebrew songs. According to historians, secular, modern music such as the Tango was considered most popular (ILHMEC, 2008).
8. Whom did the Nazis identify for complete annihilation?
Misconception: The Jews were the only group of people that the Nazis targeted for complete annihilation. Not true. The Nazis sought to murder people across Europe of Jewish descent, people across Europe of Roma and Sinti descent and other tribes (Gypsies), and mentally and physically handicapped Germans and Austrians (and in some other parts of Europe), and to sterilize all Germans of part-African descent. Misconception: The Nazis attempted to annihilate every one of their victim groups. Not true. The Nazis targeted some groups for incarceration or other "treatments." For example, suspecting homosexuality could be "cured," the Nazis targeted homosexuals for "reeducation." The Nazi regime – and in some cases its collaborators – systematically targeted, sterilized, incarcerated, tortured, raped, subjected to pseudo-medical experimentation, and/or murdered the following groups of people: people of African descent; alcoholics; people of so-called Asiatic descent; dissenting clergy (Catholic, Lutheran and others); criminals and perceived criminals; Communists, Socialists, Social Democrats, and political dissidents; people with mental and physical disabilities (including children and adults with severe physical defects, people with mental retardation, people with hereditary deafness, hereditary blindness, schizophrenia, epilepsy, so-called manic-depressive disorder, or other real and perceived disabilities); emigrants and foreign forced laborers; Freemasons; the homeless; intellectuals; Jehovah's Witnesses; people of Jewish descent; lesbians and male homosexuals (and perceived homosexuals); pacifists; people of Polish descent; prostitutes; people of Sinti or Roma descent, as well as other so-called "Gypsies"; people of Slavic descent; Soviet prisoners of war; trade unionists; women; and so-called "useless eaters," including some geriatrics, bombing victims, and injured German soldiers (USHMM, 2010). Some scholars add women and children to this list as separate categories, as the Nazis often developed and implemented specific policies against women and children.
9. Approximately how many Nazi officers were shot for refusing to take part in mass-murder?
Misconception: Nazi officers were shot or punished for refusing to take part in mass-murder. Not true. There is no evidence that Nazis were punished for refusing to take part in mass-murder. It is known that those who did not want to be involved directly in mass- murder were assigned other positions (ILHMEC, 2008). Misconception: All Germans were Nazis and perpetrators of the Holocaust. Not true. Some Germans resisted the Nazis. The Nazis expelled 10,000 German Christians who were anti-Hitler and sent thousands of anti-Nazi Germans to concentration camps. The Nazis found many collaborators – French, Hungarian, Romanian, Ukrainian, Latvians, Lithuanians, and members of other nations – that helped them carry out the Holocaust. One of the most famous anti-Nazi groups was "The White Rose," a group of students and faculty at the University of Munich who tried to publicize Nazi atrocities. The Nazis executed them in 1943 (ILHMEC, 2008). At the same time, a huge proportion of the German population agreed with and allowed itself to be indoctrinated by the Nazi regime.
10. Which country was the first to forcibly sterilize people with disabilities?
Misconception: The eugenics movement for racial science originated and ended with Nazism. Not true. In the late 19 th Century, the English mathematician Francis Galton (a cousin of scientist Charles Darwin) coined the term "eugenics" (meaning "noble heredity") and promoted theories of racial science and ideas about human superiority and inferiority (Facing History & Ourselves, 2020). By the early 20 th Century, politicians, doctors, scientists, and community leaders in Great Britain, in the United States, and in other countries passed laws and implemented policies with the goal of removing particular kinds of people from society, namely people with real and perceived disabilities and those considered to be racially inferior. Inspired by British and American eugenicists, Adolf Hitler and the Nazi leadership infused Nazi ideology with theories of racial science, paving the way for genocide. The eugenics movements predated and outlasted the Nazi era. In the United States, over many decades, state governments oversaw the forcible sterilization of thousands of people deemed unworthy of procreation with a focus on people with mental disabilities and indigenous, African American, and Latina women. Forcible sterilizations in the U.S. continued into the late 1970s. In Canada, forcible sterilizations of indigenous women continued into the early 21 st Century. | <urn:uuid:7a2c3d19-ff6f-413f-b42c-60751de6bbb2> | CC-MAIN-2024-22 | https://www.unsilence.org/uploads/3/7/3/3/37331973/10_common_misconceptions_about_the_holocaust_1.pdf | 2024-05-20T14:36:46+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00175.warc.gz | 943,129,227 | 2,388 | eng_Latn | eng_Latn | 0.998219 | eng_Latn | 0.998308 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
5992,
11466
] | [
2.875
] | 2 | 0 |
Cultivating Responses from Students through Literature Circle
Joanna Bunga Noah
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi Selangor
E-mail: firstname.lastname@example.org
Received: October 24, 2017 Accepted: December 20, 2017 Online Published: March 20, 2018
Abstract
The English literature component has been around in the Malaysian Education system since 2000. However, literature as a subject has always been learned more for transactional purposes rather than for its aesthetic value. Basically, a regurgitation of knowledge from years of learning, poured out in one major examination. In this research, the researcher applies a teaching method, called the literature circle in a classroom to study how it could be an effective way to learning literature beyond the classroom and for completing exam papers. Accompanying the literature circle activity is the writing of personal responses to gauge the students' understanding and views on the literature component being studied. This paper discusses the findings of the study that investigates the effect of literature circle in the students' personal responses and also to examine the students' perception towards literature circle. The findings of this study, obtained via qualitative and quantitative instruments, comprising of observations, interviews, personal responses, and questionnaires, provide insights for educators and other researchers into another dimension of the teaching and learning of literature component.
Keywords: literature component, literature circle, personal response, education
1. Introduction
The English literature component is not an unfamiliar part of the Malaysian school syllabus. It has been integrated into our education since the year 2000. Out of the five periods allocated for English lessons per week in secondary schools, one of the periods is dedicated to teaching English literature components. Our literature components consist of novels, short stories, and poems from local and international authors, handpicked by the Curriculum Development Center (CDC) for the syllabus.
It started with the English Language Reading Program (ELRP) in 1979 as a transition for the change in the medium of instruction from Bahasa Melayu to English in the education system. The emphasis was on using literary materials to enhance the language proficiency. However, due to the weakness in the structure of ELRP to improve English language among the students, Class Reader Program (CRP) was introduced in 1990 and implemented in 1993 as part of the New Integrated Secondary School Syllabus (KBSM). In the year 1999, the Ministry of Education (MOE) decided a change in the policy; therefore, in 2000 the literature component was introduced to Form 1 and Form 4 students, then in 2001 to Form 2 and Form 5 students and finally in 2002 to Form 3 students. The literature component is also tested in major examinations, Lower Secondary Assessment (PMR), and Malaysian Certificate of Education (SPM). The literature component is aimed to enhance students' proficiency, contribute to personal development and character building, broaden outlook: other cultures, world views and through the literature classes, students are enabled to: give personal response to texts, be aware of how language is used, reflect and draw upon moral lessons and understand and appreciate other cultures (Subramaniam & Vethami, 2003).
The literature component is aimed at highlighting the intentions to enrich the students' proficiency level in English language via the study of prescribed texts, as well as to contribute to the personal development and character building of the students (Subramaniam, 2003). The reintroduction of literature in the syllabus has been documented in the Malaysia Education Blueprint 2013-2025, whereby it would be a compulsory subject in secondary schools to increase students' exposure to the English language. Paramjit Kaur and Nooraida Mahmor (2014) argued that among the strategies outlined in Shift 2 include the 'upskilling' of English language teachers and expanding the opportunities for more exposure to English via a compulsory English Literature component at the secondary school level. The English
Website:
Literature component is foregrounded in the Blueprint and is given the role of promoting English proficiency (Kaur & Mahmor, 2014).
Other than English literature as a way to gain English proficiency, English literature is equally important in the development of students' personal growth thus my advocating for literature circle as a teaching method to cultivate personal and reader response from students. As we know, there are many teaching methods to teaching the subject of literature that could elicit different personal responses from students. Personal responses are valuable resources to literature subjects, as it would capture the epitome of the lessons from a student's point of view. A personal response in this context is a writing of a student's response to the literature component. It is to gauge the student's response to ideas within a literary text, such as the theme, characters, or summary of the text. It also allows the student to write personal reaction and opinion towards the text and give an explanation along with it.
1.1 Research Objectives
This study aims to see the effect of literature circle on the students' personal responses and also to examine the students' perception towards literature circle. This is important as we want the younger generation to not study literature just because it is part of the syllabus but to study literature in-depth and to be able to apply it in their near future.
1.2 Research Questions
In view of the above objectives, this study aims to answer the following research questions:
a) How does the use of literature circle affect the students' personal responses?
b) What are the students' perceptions towards the use of literature circle?
This research aims to examine the personal responses of the students towards literature circle as a teaching method in the teaching and learning of literature components.
2. Research Methodology
As the aim of this study is to see the effect of literature circle on the students' personal responses and also to examine the students' perception towards literature circle, it is only fair that a mixed method research in the form of a case study is conducted. A case study is suitable as it allows an in-depth and holistic research by closely examining the data within a specific context (Zainal, 2007). Case study examines real life phenomenon through thorough contextual analysis over a few activities and their relationships. Yin (1984) defines the case study research method "as an empirical inquiry that investigates a contemporary phenomenon within its real life context; when the boundaries between phenomenon and context are not clearly evident; and in which multiple sources of evidence are used." There are a few advantages to case study as a research design. Firstly, the examination of the data is most often conducted within the context of its use (Yin, 1984), that is, within the situation in which the activity takes place (Zaidah, 2007). In this case, the researcher observed the students in class during the literature circle activity. Next, the specified qualitative reports often produced in case studies not only help to explore or describe the data in real life environment, but also help to justify the complexities of real life situations, which may not necessarily be captured through experimental or survey research (Zaidah, 2007). In line with that, this research requires the participants to write a response journal, answer a questionnaire, and also undergo an interview, which would ultimately capture their main thoughts and opinions.
2.1 Research Site and Participants
The research was conducted at SMJK Yu Hua Kajang, Selangor. This sub-urban National Type Secondary School in Kajang town has over 3000 pupils with 127 teaching staff and has been serving the community since the 1910s. Purposeful sampling was used in order to obtain my respondents, namely the students. This particular type of sampling was chosen so as to meet the purpose of the research as purposeful sampling selects participants based on a sample of information-rich cases that is studied in depth (Wiersma & Jurs, 2005).
The particular class chosen for this research was class 2E, the fifth class in Form 2. This class was categorised under the good class range with fairly-proficient English language proficiency. The class consists of 46 students, 24 girls and 22 boys, all coming from a Chinese background. All 46 students participated in the literature circles as part of learning a literature component. All 46 students also answered the questionnaires that were given out. However, only
four students were chosen to undergo an interview for this research and they are Alicia Leow Min Li, Pearlynn Khoo I-Yee, Poon Chin San, and Ng Suteng. They were chosen based on their proficiency level and their personal response writings.
2.2 Research Instruments
2.2.1 Observation
An observation was conducted by the teacher to observe the literature circle activity, in regards to the students' participation and discussion during the activity. This is important as the teacher should be attentive to what is going on during the literature circle and see the students' reaction and participation in it. Other than that, this is a role for the teacher to play as a facilitator of the activity. The observation made by the researcher shall be abiding a checklist, the researcher also made her own notes for her references in writing the next chapters.
2.2.2 Response Journal
This research required students to write a response journal after each implementation of the literature circle activity. This would gauge the students' personal thoughts and opinions on the literature component and also their perception towards the teaching method. The writing of the response journal was set around guidelines and writing criteria for the students to follow so they would not deviate from the main idea of the research. Writing a response journal is effective, as it would allow the participants free expression of feelings, thoughts, responses and perceptions without the hindrance and constraints of pre-set question requirements (Mallika & Jayakaran, 2013). The response journal would also aid the interview as some students might prefer to write down their emotions and thoughts instead of talking it out loud, especially regarding more personal issues. Students are to write their opinions and thoughts based on the few guidelines, once the literature circle activity is completed. Writings are not limited to any word count. Students are encouraged to express themselves as much as possible. The guidelines were given out over three different literature circles.
2.2.3 Interview
An interview was also conducted on a few chosen students based on their response journals to elicit more information from them and also to clear up some ambiguous statements that might be made from their response journal. The researcher asked a few questions and then proceeded to transcribing the interviews; each interview was about 5-6 minutes long.
2.2.4 Questionnaire
The questionnaire was given out twice, once after the first literature circle (part 1) and the other after the third and last literature circle (part 3). The questionnaire was an attempt to gather a general view from the students regarding some aspects of the literature circle. The responses collected from the students were in a likert scale, measuring from strongly disagree to strongly agree.
2.3 Data Collection and Analysis Procedure
The data collection procedure was an on-going process within the duration of 16 weeks. The data collection began with a pre-defined framework, focusing on the aim and objective of the research. This enabled scrutiny on particular answers among the response journal, observation, and interview. Next would be to code the data, to begin with that, the researcher needed to familiarise herself with the data by re-reading the material over and over again. Notes and summaries should be highlighted. Therefore, the data should be coded in order to obtain an interpretation. Through that, themes emerged and various data can be categorised to represent common features thus deductions were made (Anon, 2014).
The researcher observed each literature circle activity and jotted down notes as well, this is to keep a record of how the activity was conducted and the students' involvement in it. The questionnaire was given out twice, once after the first literature circle, named as Part 1 and second after the third and final literature circle, named Part 3. The questionnaire was then analysed and the percentages to the items were calculated and compared. The personal responses were compulsory homework for the students to write after each literature circle. Students had to write it in their literature exercise book and the teacher would collect it the day after. It is important to instruct students to write it immediately after the activity, while the event is still fresh in their mind lest they forget any vital information. Lastly,
the interview was conducted to the four chosen respondents after analysing the personal responses and after all the literature circles were over. The researcher prompted the students to give reasons along with their answers to elicit the best response from them. For the next chapter, the researcher has corrected the grammar of the respondents for their interview and personal response quotations.
3. Findings
3.1 The Literature Circle
The literature circle activity was conducted with Allan Baille's "Cheat" as the anchor story. 6 roles were given to each group of 5-6 students in that particular class. The roles were discussion director, summarizer, word wizard, question writer, the artist and character captain. Students have their own role that changed with each literature circle activity carried out. This was to make sure that the students were able to try out different roles and find which skills suit them the best. The pros of the roles are that the students would be able to learn about the story indirectly from the discussion rather than having the teacher teach them about the story through chalk and talk method. However, due to the rigidity of these roles, the students tend to not go further beyond what is required of them and stop once they have presented their roles. They did not discuss further on the characters and just listened and agreed with whatever the character captain had to say. The discussion director also did not guide them to take the discussion a step further. This was probably due to the education system setting that does not encourage HOTS among the students.
A day before the activity, the teacher gave out the role sheets to each group and the students decided among themselves which role they would like to take on. They then went home to prepare and brought the role sheets back the next day when the literature circle activity took place. Based on the teacher's observation, the first literature circle started out slowly. Students were a little lost at what was expected of them. The teacher, as the facilitator, had to go around and prompt the students to start talking and discussing. For the first attempt, the students just read out their roles and no further discussion about the story took place. However, when the role sheets were returned, a group's discussion director actually had written out a dialogue of the discussion and the dialogue was well written indicating the group knew what they had to do. But once again, no further discussion took place in that dialogue. The second and third literature circle went on better, as students then knew what were required of them. The researcher could also see that teamwork and cooperation were evident among the group members. However, the literature circle discussion did not heighten with Higher Order Thinking Skills (HOTS) and the students stuck to the role sheets guidelines and demonstrated only Lower Order Thinking Skills (LOTS).
Based on the above graph, we could see that for part 1, 67.39% (see Figure 1) and for part 3, 69.56% (see Figure 2) gave positive feedback to the item "we took turns to speak" thus demonstrating students' participation in the literature circle and their teamwork and cooperation.
Students had good perceptions towards the literature circle as an activity, it helped them to gain further understanding towards the literature component as opposed to the usual chalk and talk method. Other than that, literature circle helps sharpen the 4 skills of reading, writing, listening, and speaking and generates confidence of presenting their ideas to a group.
Last but not least, based on the interview conducted, all four respondents preferred learning literature via literature circle, as it was a fun way of learning and deviated from the usual chalk and talk method. Other than that, it helped them to improve their communication skills, as they had to talk and discuss with their group members. Not to mention, preparing for their roles indirectly helped them revise for their examination. Lastly, they believed that the literature circle was a student-centered activity, which placed more emphasis on their own personal learning. In union with that, Daniels (2002) indicated that literature circles were an excellent way to help students take ownership for their learning.
"I think it's a fun way and helps more in the exam." – Alicia
"It (literature circle) is more interesting and we could communicate to each other…it is more student centered" – Pearlynn
"It (literature circle) is easier to understand and learn ... because I have already prepared for the roles and studied on my own" – Suteng
3.2 The Personal Response
The students were instructed to write a personal response with guided instructions right after each literature circle. This is as a reflection of what they have learnt and their feelings, thoughts, and opinions on the literature circle. Each personal response had different guided instructions to gauge the students' progress of the activity.
Based on the questionnaire, item "the personal response enabled me to express my opinions and thoughts without limitation" showed an increase in percentage from part 1 to part 3. For part 1, 73.92% (Figure 3) and part 3, 78.26% (Figure 4) of students gave positive results respectively. This increase correlates with the effectiveness of the literature circle and their personal response. After three activities, the students have finally gotten the grasp of the personal response and were able to write better.
The first personal response required students to write what they have learnt from the story and the second one required them to write what they had learnt from the discussion. This is a progression between evaluating the text and evaluating their own performance participating in the literature circle. The respondents were honest in sharing their frank opinions and that opened room for them to express their thoughts freely, this interconnects with what has been mentioned above.
For the final personal response, the students managed to tie up the 3 sessions and the 3 parts of the story, giving a very wholesome finale thus finally grasping the essence of the literature circles, which is to develop critical thinking and comprehension skills (Bedee, 2010).
From the analysis above, we can see that the literature circle enabled students to not only read the text on the surface but to also take a minute to evaluate and relate the text to their own personal life thus giving literature another meaning other than just a subject in school.
4. Discussion
4.1 How Does the Use of Literature Circle Affect the Students' Personal Responses?
The writing of the personal responses was compulsory and the students adhered to the guidelines given. Not many students had written beyond that and although their writings were limitless and free, they were still confined in a way, as they did not write further than the instructions. This shows that students were able to write the personal response well but did not demonstrate any reader response in their writings. Personal response is concerned with reader's response to the author's text (Hirvela, 1996) and reader response is concerned with how the reader's experience and background knowledge would shape the meaning of a text. Thus, we could see that the literature circle facilitated the students to deliver their personal response well but could not give a more in-depth reader response.
Other than that, the personal response written by the students reflected their focus on the writing skills more than their personal growth. Although the data has some proof of personal growth, the researcher could not see further definite evidence and the students were still focused on answering the guidelines given rather than showcasing their personal growth. Rosenblatt's Transactional Theory (1987) explains the learners' involvement in forming connection between texts and learners and creating their own meaning. A literature circle activity should be able to assist students in establishing their own meaning from the text they have read. This meaning could be translated into the writing of their personal responses. However, as the researcher has read through all 46 responses, only a few were able to display personal connections to the text. One example was from a student who had related that the character's dishonest moment to his own friend cheating in an exam. That showcased the student's ability to connect and reflect the text to his own personal life. But as I mentioned, only a few were able to do so, thus concluding once again that the literature circle conducted at SMJK Yu Hua for class 2E rarely elicited responses beyond students' own meaning.
One way to encourage the students to give their reader response is by still giving guidelines and samples of writing that encourage reader response compared to personal response. The teacher could also orally elicit reader response from the students, give feedback to them and ask them to jot it down in their writings.
4.2 What Are the Students' Perceptions towards the Use of Literature Circle?
The literature circle activity aims to create a platform for the students to be able to learn literature through a collaborative learning with their classmates instead of the usual chalk and talk teaching method. The literature circle promotes HOTS, team cooperation and it should be able to sharpen the students' English language proficiency. The following discussion touches on the various aspects of the literature circle and what was found during the research based on the data analysis.
4.2.1 Higher Order Thinking Skills (HOTS)
Literature circle is basically a discussion on a particular literature component. Consequently, from discussing the surface of the story, like the characters or the summary, the students should be able to steer their discussion into a deeper one by questioning certain aspects of the story whereby the answers cannot be found in the story itself. This is HOTS and would trigger critical, creative, and analytical thinking skills among the students. However, from the observations we could see that HOTS were not incorporated into the literature circles. This could be due to many factors, first would be that the students themselves are not familiar to HOTS without prompting. Thus, they limit themselves to the task/instructions given, in this case the role sheets without going further as they do not know how to initiate further discussion. Other than that, the teacher as a facilitator also plays a huge role in supporting the students to move into HOTS for their discussion.
4.2.2 Team Cooperation
The students believed that there was a strong presence of teamwork in the discussions. The respondents defined teamwork as each member being able to contribute to the discussion. Contribution here is defined as each member being able to complete their homework/role sheet and share it with the group. However, the researcher feels that teamwork should not only stop at that, but team cooperation in the discussion could be heightened when they would go into further discussion. This correlates with the HOTS discussion above. As of now, the discussion is merely a presentation of their roles and barely a lively discussion.
4.2.3 English Language Proficiency
Based on Carter and Long (1991), The Language Model should enable the students to use literature as a platform to increase language proficiency, as it is an integration between language and literature in the classroom. A group discussion is conducted orally thus in an English class, a discussion is the best platform to hone your language skills and improve your second language proficiency. Based on analysis, as the students are all Chinese, they tend to discuss in Mandarin unless the teacher was facilitating their group. This was not due to their proficient level but their comfort level of speaking in Mandarin to their peers. In short, the literature circle did not further sharpen their English language speaking skills. From here, we can see that The Language Model was not apparent in this classroom.
It is clear that the literature circle had helped the students to further comprehend the text, taught them about teamwork and most importantly for them to step out of their comfort zone and learn something new, as the dynamics of the discussion had incorporated various roles that allowed them room to interact with their teammates in order to
understand the story. This method of teaching literature promotes self-learning, as they are not depending on the teacher to explain the story to them but they need to discuss with their members to achieve understanding of the text. Lastly, the students had a good perception towards the literature circle but there was definitely room for improvement when conducting literature circle as a teaching method.
5. Implications
For the implications of this research, the researcher strongly believes that literature circle should be a mandatory element of the syllabus in teaching and learning as proven, it can bring out many dimensions to the learning of literature and definitely helps the students to see the subject beyond their classroom walls. While this study concentrates on conducting the literature circle and writing of personal response, future researchers could delve deeper into the technical aspects of the literature circle and the various types of personal responses that could also aid the students in learning of the literature components and for various proficiency levels. It is hoped that the findings of this study will give educators and other researchers insight into another dimension of the literature component.
6. Conclusion
Literature circle as a teaching method had worked amazingly and could be further developed and was well suited for the students' level but literature was treated more as a regurgitation of knowledge and was learnt for transactional purpose rather than the aesthetics of it. The researcher conducted the literature circle with the hope that changes could be turned, but the students were still not supportive towards the change. It is undeniable that the way literature has been taught in Malaysia's education system should change in order for students to come out of this cocoon. However, growth is not tangible and should not be measured by their performance during the literature circle or the writing of the personal response, but hope to be of use in their future.
In conclusion, literature circle is another teaching method to teaching literature in secondary schools. Literature circle gives a holistic learning environment, as it not only incorporates many skills but perfects students' HOTS, teamwork, and language proficiency too. Teachers need to be able to assess their students' level of understanding and proficiency before they can proceed with the literature circle, in terms of guidelines for roles and writing of personal response. Literature circle is also proven to help students with their reading, listening, speaking, and writing skills thus this activity enables the students to be developed holistically. Not to mention, the literature circle enables the literature components to create a collaborative learning process among the peers, in line with Malaysia's 21st Century Learning vision. Last but not least, as literature circle sharpens their English language usage, ultimately students are able to learn something new and self-evaluate their own learning curve.
References
Anon. (2014). 6 Methods of data collection and analysis. www.open.edu/openlearncreate/mod/resource/view.php?id=52658 [13 December 2016].
Bedee, S. (2010). The impact of literature circles on reading motivation and comprehension for students in a second grade classroom. Master Thesis, Bowling Green State University.
Carter, R., & Long, M. (1991). Teaching literature. London: Longman.
Curriculum Planning & Development Divison Ministry of Education. (2013). Literature in English Teaching Syllabus 2013 Lower and UpperSecondary.
Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups. Markham, ONT: Stenhouse Publishers.
Govindarajoo, M. V., & Mukundan, J. (2013). Young adult literature in the Malaysian secondary school. English Language Teaching, 6(11), 77-88. doi:10.5539/elt.v6n11p77 URL: http://dx.doi.org/10.5539/elt.v6n11p77
Hirvela, A. (1996). Reader-response theory and ELT. ELT Journal, 50(2), 127-134. Oxford: Oxford University Press.
Kaur, P., & Mahmor, N. (2014). Examining the role of the English literature component in the Malaysian English curriculum. Procedia-Social and Behavioral Sciences, 134 (September 2012), 119–124.
Malaysian Examinations Council. (2013). Literature in English.
Ministry of Education Malaysia. (2013). Malaysian Education Blueprint, 2013–2025.
Ramlan, N. (2009). Teachers' preferred practices in teaching literature component in Kuching–Samarahan divisions secondary schools. Project Report (B. Sc.), Universiti Malaysia Sarawak.
Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale: Southern Illinois University Press.
Subramaniam, G., & Vethami, M. E. (2003). Teaching of literature in ESL/EFL contexts. Petaling Jaya: Sasbadi.
Wiersma, W., & Jurs, S. G. (2005). Research methods in Education: An introduction. London: Pearson.
Yin, R. K. (1984). Case study research: Design and methods. Beverly Hills, Calif: Sage Publications.
Zaidah, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 9, 1-6.
Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan, 9, 1–6. http://eprints.utm.my/8221/4/48case-study-as-a-research method.html_Itemid%3D1328 [15 December 2016].
Powered by TCPDF (www.tcpdf.org) | <urn:uuid:7eca0559-8214-41fc-81a9-96ecfc27a237> | CC-MAIN-2024-22 | https://ijreeonline.com/browse.php?a_id=77&sid=1&slc_lang=en&ftxt=1 | 2024-05-20T15:42:19+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00174.warc.gz | 266,312,433 | 6,124 | eng_Latn | eng_Latn | 0.957211 | eng_Latn | 0.998201 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4243,
8857,
13299,
16250,
18322,
20781,
25814,
30209,
31160
] | [
1.84375,
2.296875
] | 6 | 0 |
Reflecting on our experience as learners in an iQualify course…
- Using H5P to embed dictation or speak the words.
Reflecting on our experience as learners in an iQualify course…
We struggled with... So we could think about...
Finding the time
Ensuring the task instructions are clear and concise.
- Giving a time indication for the pages (and specific activities as appropriate).
- Chunking the content and activities into "bite-sized" chunks (20-30 minutes).
Including incentives such as giving learners a chance to be creative or make their mark.
- Telling learners "what's in it for them"
e.g. Why should they do these activities? What will they get out of it?
- Running a pulse to get them to re-engage.
- Make it interesting through being...
Unscripted
Authentic
Humorous
Varied – tone, pace, activity types
Quiet – get the learners doing the talking!
Planning for alternative pathways e.g. including a task they can skip to and try to see if they have to go through any of the content.
- Using internal links to give learners direction on where they should start or go next.
- Including a set of "diagnostic" activities which have feedback to direct them to where they should go (based on if they got it right first time).
- Using clear titles for your units (pages) so that learners can read the title, understand what it's about and skip it if they want to.
Prepare learners for what's coming up by telling 'em what you're going to tell 'em (also supports above navigation past topics you know).
- Plan your structure before you start building to see the big picture flow.
- Use linking phrases (segues) at the beginning or ending of units
e.g. "Now that you've... let's take a look at..."
Supporting their reflections with a template or module.
- Providing feedback which gives questions to encourage learners to dig deeper into their initial reflection.
- Providing ideas and examples for how learners could measure the impact (for themselves or learners) on applying what they've learned.
Being engaged for long enough
Not having an easy way to navigate past things I already know
Getting a sense of flow
Having meaningful reflections for learners to take away
Reflecting on our experience as learners in an iQualify course…
It made us think about ... But how to do it...?
Icebreakers
Use the talk channels and do a quick search for online icebreakers to find one that suits you. (There'll be a knowledgebase article with ideas soon.)
Ensuring activities link with content
Importance of relatable video
Making a flow for my course
Providing feedback
Importance of interactives and engaging activities
Using more visuals
Use Biggs constructive alignment and a planning sheet which allows you to compare content, activities and outcomes.
Include video in your constructive alignment plan. And... think about including an activity either within (using EVA or EDpuzzle) or after the video.
See suggestions above for "Getting a sense of flow". To test this, you might ask a reviewer to complete their review over a number of days (as a learner would). That's when you can spot the kinds of support needed for greater flow.
Use feedback to incorporate more teaching via explaining rationale and linking out to further resources.
It can be difficult to write feedback for open-ended questions or questions that ask learners about their context as there is no one right answer. You could use some of these tactics:
- Give feedback that focuses on one example, but one you think would be common across many people. For instance, "Some people find that they revert to a different teaching style when they're tired or stressed. This is not surprising because...." This way you can use the activity to slip in some more learning.
- Give feedback that asks more questions. For instance, "As you read over your response, think about why that activity might have resulted in more discussion. Are there particular steps or strategies you used? What is it specifically about steps that encouraged more discussion?" When you do this, you can use the feedback to get learners to dig deeper and really explore their response. Often with these questions, you might also want to prompt learners to do something with their digging deeper or use it as a segue to a more complex idea.
- Feedforward to give learners their next steps. This can also support their view of themselves as a life-long learner or reflective practitioner.
Check you are supporting active learning through including regular activities. If you are asking them to reflect, scaffold them to reflection with activities along the way which break down the elements of experimenting, reflecting and evaluating.
Make use of multiple modes of representation (described above) and think about whether you can communicate a concept or model visually. For images that are more "supporting" than teaching Lots of free images through places like pixabay, digitalnz, Wikimedia commons and using the re-use filter in google images. | <urn:uuid:18c84510-e722-4ccb-a515-08350a1c85b2> | CC-MAIN-2024-22 | https://assets.ctfassets.net/aqk83dq41djs/6MQqDB100DpMHg2iZ3Sed5/b1b83e9ffa618c6d943836b88eac0a17/example_Reflecting_on_our_experience_as_learners_in_an_iQualify_course___.pdf?ref=blog.iqualify.com | 2024-05-20T15:35:12+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00174.warc.gz | 88,024,371 | 1,016 | eng_Latn | eng_Latn | 0.997576 | eng_Latn | 0.997793 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
115,
2198,
5022
] | [
2.109375
] | 2 | 0 |
Case studies- Ukrainians living in Sunderland (anonymous)
Case study 1. A family from Ukraine (a mother and an adult daughter) arrived in Sunderland early June and were placed with a host family. On Monday 20/06, the hosting family asked them to leave the property. That happened because the family had refused to clean the property and do odd jobs for the host family, as requested by the host family. The family then had to be moved to temporary accommodation (hotels) in Washington. The family still has no income, as they are still awaiting universal credit decision. They now have to be re-matched, change the address suddenly and also risk their documents going missing, if they are sent to an old address. The emotional effect on the family has been significant.
Case study 2. Two adult women from Ukraine live in Sunderland city centre and arrived in Sunderland at the end of April 2022. The host picked them up from an airport in another part of the country and has provided a lot of support to the family, including renovating the property. The host respects their privacy. They are now in receipt of benefits and both have now been able to secure part time jobs in the hospitality industry. The host even supported the Ukrainian women for an interview and bought bicycles for them and provided support with claiming benefits (although an ICOS staff member provides support at jobcentre meetings).
Case study 3. Ukrainian mother, aged 37, arrived in Sunderland 2 months ago. She has two sons, aged 10 and 13. Getting a school place for both of the sons was a struggle. Both of the boys got a school place 3 weeks later. Her younger son has settled into the new school but only later his mother found out that he was bullied. I work as a project trainee for ICOS and provide support and guidance to the Ukrainian families. The mother and I* had to go to school and speak to a year leader about the numerous bullying incidents. There was miscommunication between her younger son and a school staff member as he doesn't speak any English and school failed to book an interpreter and they sorted the issue out only after our meeting. All this resulted in the mother applying for a school place at a different school. We can only imagine the effect of bullying on any child but the effect it makes on a child who flees the war and in a foreign country is just unimaginable. This situation has also brought even more upheaval into the life of an already vulnerable family.
*Olena Davis, the ICOS project worker supporting Ukrainian families. | <urn:uuid:0ae2ce8a-9512-45b7-8e5c-2b8f02e351da> | CC-MAIN-2024-22 | https://icos.org.uk/wp-content/uploads/2022/06/Case-studies-Ukrainian-community-April-June-2022-.pdf | 2024-05-20T14:33:40+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058291.13/warc/CC-MAIN-20240520142329-20240520172329-00179.warc.gz | 262,840,273 | 523 | eng_Latn | eng_Latn | 0.999744 | eng_Latn | 0.999744 | [
"eng_Latn"
] | false | docling | [
2550
] | [
2.015625
] | 1 | 0 |
Stars travel along different orbits through the Milky Way. Near our sun, stars are going mostly in the same direction, but from time to time they pass close together. Barnard's Star is currently in the constellation Ophiuchus, but travels across the sky so quickly that it traverses the diameter of the full moon every 180 years.
With the sun at the center of a Cartesian coordinate grid, Barnard's Star can be represented as a point located at (2.0, 5.6) where the units are in light years. But because it is moving through space at a speed of 143 km/sec, its future position relative to the sun changes quickly in time.
The parametric equations for the X and Y location of Barnard's Star can be approximated as follows:
where T is in thousands of years from the present time, and all units are in light years.
Problem 1 – What is the distance to Barnard's Star at the present time?
Problem 2 – What is the equation of the line y = Mx + B that is represented by the parametric functions?
Problem 3 – At what time, T will Barnard's Star be closest to the sun along this trajectory?
Problem 1 – What is the distance to Barnard's Star at the present time?
Answer: d = ( 2.0 2 + 5.67 2 ) 1/2 = 6.0 light years.
Problem 2 – What is the equation of the line Y = Mx + B that is represented by the parametric functions?
Since a point on this line is at (2.0, 5.6) we have y – 5.6 = M(x-2.0)
Problem 3 – At what time, T, will Barnard's Star be closest to the sun along this trajectory?
Take the derivative to get 2 D dD dt = 2 (2.0 + 0.09T)(0.09) + 2(5.67-0.25T)(-0.25)
Set this equal to zero to get 0 = -1.24 + 0.0706T then T = 17.6.
So in about 18,000 years from now, Barnard's Star will be at its closest to the sun. Its distance at this time will be d 2 = (2.0+0.09*17.6) 2 + (5.67 – 0.25*17.6) 2 = 14.5 so d= 3.8 light years. | <urn:uuid:f17d9690-1d1b-4f15-9ad3-ad85749557a1> | CC-MAIN-2021-43 | https://spacemath.gsfc.nasa.gov/Calculus/9Page18.pdf | 2021-10-23T18:35:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00279.warc.gz | 669,391,473 | 549 | eng_Latn | eng_Latn | 0.985866 | eng_Latn | 0.994932 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1089,
1850
] | [
2.828125
] | 2 | 0 |
The ocean is missing….
and what we don't know can hurt us
The ocean is the most important global storage depot of carbon on Earth. It holds 50 times more carbon than the atmosphere soaking up more emissions than all the world's rainforests combined.
The North Atlantic Ocean is the most intense carbon sink on the planet, accounting for approximately 30% of the global ocean CO2 uptake. This vital carbon sink is particularly sensitive due to its location downstream of the Arctic Ocean and the Greenland Ice Cap, both of which are experiencing extreme warming resulting from climate change. For the first time ever, rain was recorded in Greenland above the Ice Cap, continuing the intensity of fresh water being released into the ocean.
There is compelling evidence that the biogeochemical carbon pump sustaining the North Atlantic carbon sink is changing. There is equal concern that climate estimates do not include ocean changes and therefore have incomplete data. And yet, inexplicably, the North Atlantic's vital carbon-absorbing function remains critically under-observed.
The ocean is missing and this gap represents potentially the most significant miscalculation of climate policy by the numbers. Incomplete and insufficient data harms the credibility of climate targets, including global net-zero aspirations.
This is a critical gap. Nations have the opportunity to ensure that international policy makers and institutional financial investors have confidence in the climate equation.
Climate calculations urgently need a focused carbon observation effort in the North Atlantic. Such an exemplar would allow decision makers to benefit from near real time assessment of how the ocean is changing the global carbon budget.
Data produced will also create the scientific baseline to measure the effectiveness of innovative technologies including Carbon Dioxide Removal (CDR).
For governments and financial institutions, it is essential that investments are focused in the best place to ensure climate targets are met.
In an open letter to the UNFCCC, Peter Thomson, UN Secretary General's Special Envoy for the Ocean, set out the ocean challenges: "The hope of all … is that the ocean's critical role in climate change mitigation and adaptation will be integral to CoP26 considerations."
US Special Envoy John Kerry specifically referenced the North Atlantic in the context of the climate–ocean nexus and his desire for an ocean 'outcome' at CoP26.
Starting in the North Atlantic, as a global exemplar, a focused ocean carbon observation effort will ensure climate target accuracy and spur innovation.
#Theoceanismissing
" the ocean is missing. incomplete data harms the credibility of global climate targets.
Dr. Anya Waite CEO, Ocean Frontier Institute | <urn:uuid:41afc96f-3dd0-4a84-ab4a-09d23a853ff6> | CC-MAIN-2021-43 | https://oceanfrontierinstitute.com/uploads/general/13644-OFI-Backgrounder.pdf | 2021-10-23T18:22:56+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00281.warc.gz | 566,485,248 | 515 | eng_Latn | eng_Latn | 0.996465 | eng_Latn | 0.996465 | [
"eng_Latn"
] | false | docling | [
2776
] | [
2.125
] | 1 | 0 |
PE
Sporting World provide us with regular physical activity sessions on a Wednesday and Thursday, focusing on developing skills such as balance and hand-eye coordination through the 'Leap into Life' scheme. Please ensure your child comes to school wearing their PE kit on these days.
Please make sure PE kits are named!
Dojo
Don't forget to sign into your child's Dojo account to see how their day has been! This is also a way for us to keep in contact with you and we will often send quick information through here. It is also a way for you to contact us at any point for quick questions.
Remember if you have a more specific question or concern, please make an appointment.
Tapestry
Please remember to regularly view your child's online learning journey, as this is where most of their daily learning, progress and achievements are recorded and shared!
ROBIN CLASS Information Sheet Summer Term 2021
A big welcome back to you and your child to another exciting new term in Robin class!
The Summer Term is set to be a fun one! With the sunny weather on its way, we will be engaging in lots of outdoor learning down in EYFS. In our new topic, we will think about how we can help to look after our environment both in school and out in the wider world. We will think about looking after our animals, plants and habitats. After half term, we will think about saving our seas and plastic pollution. Our first focus story will be 'The Very Hungry caterpillar', and so we will start off the new term by rearing our own caterpillars into butterflies!
Also this term, we will be on preparing the children for their transition into Year One. We will be encouraging independence towards both learning and self-organisation wherever possible! Please help and encourage your child in developing these skills through our daily morning routine and through the home learning activities sent out each week.
Please ensure that you regularly read at home with your child. When reading, talk about the book and ask questions before, during and after reading, encourage your child to segment and blend when needed and encourage fluency through practicing repeated phrases, tricky and high frequency words.
We are always available to see parents briefly before or after school. Please don't hesitate to make an appointment if there are concerns you wish to discuss.
Kind Regards, Mrs Jury and Mrs Laird
The curriculum will be taught through a range of adult directed activities and group teaching, as well as through child initiated activities during 'free learning' time. Please be aware that sometimes topics may change as, in the Early Years Foundation Stage, we do work and plan closely following the children's interests. The children within the class are all learning at different rates and so activities are differentiated to ensure progress at their individual level.
PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
In PSHE, we will focus on relationships; being kind, helpful and caring. We will also think about why we should tell the truth. We will be encouraging independence towards both learning and self-organisation wherever possible! Towards the end of the year, we will start talking about changes and thinking about the transition from the Early Years Foundation Stage Unit into Year One.
COMMUNICATION AND LANGUAGE
Our main focus this term will be on developing and extending the children's language and vocabulary. We will continue to develop our speaking and listening skills this term, focusing on forming and asking questions, and then responding to them appropriately. We will continue to build on how long we can sit on the carpet or in a small group, fully engaged in the learning. We will also work on following more complex instructions.
PHYSICAL DEVELOPMENT
The children will develop their hand-eye coordination and accuracy during PE lessons this term, including games such as tennis and volleyball. Within the classroom, we will continue to encourage the children to develop their fine motor skills through various games, Doh-Gym, Funky fFngers and writing activities. The children will participate in Leap Into Life activities three times a week in order to develop gross motor skills. We will think about team sports and the idea of being a good sportsman as sports day approaches.
LITERACY
Throughout the term, we will continue to revise the Phase 2 and 3 Letters and Sounds programmes, progressing on to Phase 4. Our focus this term continues to be on using and applying our phonics knowledge to both reading and writing, with a big emphasis on blending skills. We will continue to give children reading books from the reading scheme to take home and share, as well as activities to practice the sounds taught that week.
MATHEMATICS
This term, we will focus on shapes, space and measures. We will work on concepts and language around size, weight and capacity. We will revisit time and look at how we can measure short periods of time in simple ways. In the second half of the term, we will learn about the names and properties of both 2D and 3D shapes, and begin to understand money, focusing on how much coins are worth. Throughout the term, we will continue to secure all of our previous number and counting skills through daily fluency lessons.
UNDERSTANDING THE WORLD
Then, through our whole school topic we will think about how we can look after the world that we live in. We will find out about different animals, habitats and plants. We also have our whole school science week to look forward to! We will access simple computer programmes on the chrome books to support our learning across all areas of the curriculum.
Our RE focus for this term will begin with Easter celebrations. We will then move on to Pentecost and Mission. After half term, we will move onto exploring different faiths and thinking about' big questions' in RE.
EXPRESSIVE ART AND DESIGN
This term we will be encouraging the children through their free learning to explore various mediums including painting, creating models, engaging in role play and small world play, all of which will be linked to our topic and focus text. During music lessons, we will be moving creatively to different types of music, learning new songs and learning how to play and control instruments, varying sounds, speed and volume. | <urn:uuid:1c9e4d11-1356-4173-8dff-d98775858b0e> | CC-MAIN-2021-43 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1937486/user/aFFG2lR3nx?response-content-disposition=attachment%3Bfilename=Parent_information_sheet_Robin_Summer.pdf&AWSAccessKeyId=AKIAXSFB2UMTD5BGZCOE&Expires=1635054649&Signature=NNnCNjKSs6IGHJcOokHEu7laLko%3D | 2021-10-23T17:50:50+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00280.warc.gz | 635,468,728 | 1,263 | eng_Latn | eng_Latn | 0.998481 | eng_Latn | 0.998431 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2399,
6342
] | [
3.140625
] | 1 | 0 |
Little Brother of War – Answer Key
Gary Robinson
1. What happened to Randy's older brother, Jack?
b. He died in the Gulf War saving other soldiers.
a. He lost his leg in an automobile accident.
c. He was a police officer killed in the line of duty.
d. In the Gulf War he lost both legs in a mine explosion.
2. When Randy has a dream about his brother, what does his brother tell him?
a. Don't follow his footsteps because they lead to war.
b. Be brave and fight for what he believes in.
c. He will be a great athlete.
d. Listen to their dad, even if he is gruff at times.
3. Where did Randy meet the elderly man making sticks for stickball?
b. Chickasaw Culture Days
a. Cherokee National Days
c. Choctaw Cultural Fair
d. Mohawk Olympics
4. What happened when Randy tried to return the sticks the elderly man had given him?
a. The man said they were a gift and would not take them back.
b. Randy could not find the man or anyone who knew where he was.
d. The man refused to take them back and wanted payment for them.
c. The stickball coach said the old man liked to give away sticks.
5. What reaction did Randy's father have when Randy told him he wanted to play stickball?
b. He became extremely angry and said no way.
a. He was disappointed that Randy did not want to play football.
c. At first he became extremely angry but then said he understood.
d. He calmly looked at Randy and told him he had to play football, not stickball.
6. What does Randy's father do when he learns that Randy has been playing stickball?
a. He is understanding and realizes how much the game means to his son.
b. He gets mad at Randy's mother for giving Randy permission to play.
d. He grabs his heart, stops breathing, and drops to the floor.
c. His eyes roll back in his head and he passes out.
7. What is the name of Randy's stickball team?
b. Oka Homma
a. Oka Reds
c. Tushka Neshoba
d. Red Water
8. What is the ancient name for the game of stickball?
a. Little Brother of War
c. Choctaw Net Ball
b. Mississippi Lacrosse
d. Stick War
9. What happened in the middle of the stickball field during the big game?
a. A tornado appeared and swept through the field.
b. Lightening hit the ground.
c. A dense fog rolled in.
d. A wind blew in from the east and the west and collided in a whirlwind.
10. Which family member did Randy's father tell him had also played stickball?
a. Randy's brother, Jack
b. Uncle Ray
d. Randy's great-grandfather
c. Randy's grandfather | <urn:uuid:fb1f6e65-5bff-4410-9c11-de85c228dedd> | CC-MAIN-2021-43 | https://nativevoicesbooks.com/sites/default/files/LittleBrotherofWar%20answer%20key.pdf | 2021-10-23T18:03:21+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00279.warc.gz | 540,148,017 | 613 | eng_Latn | eng_Latn | 0.995562 | eng_Latn | 0.99962 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1779,
2445
] | [
2.640625
] | 2 | 0 |
Time dilation near a black hole is a lot more extreme than what the GPS satellite network experiences in orbit around Earth (See Problem 29).
T = the time measured by someone located on a planet (seconds)
t = the time measured by someone located in space (seconds)
Artists illustration of a black hole with an orbiting disk of gas and dust. Friction in the disk causes matter to steadily flow inwards until it reaches the black hole event horizon. Magnetic forces in the disk cause matter to flow in complex jets and plumes. Time dilation causes delays in events taking place near the black hole compared to what distant observers will record.
M = the mass of the planet (grams)
R = the distance to the far-away observer from the planet (cm)
And the natural constants are: -8
10
G = 6.67 x 10
C = 3 x 10
Problem 1 - In the time dilation formula above, evaluate the quantity 2 G M /c 2 for a black hole with a mass of one solar mass (1.9 x 10 33 grams), and convert the answer to kilometers.
Problem 2 - Re-write the formula in a more tidy form using your answer to Problem 1.
Problem 3 - In the far future, a scientific outpost has been placed in orbit around this solar-mass black hole at a distance of 10 kilometers. What will the time dilation factor be at this location?
Problem 4 - A series of clock ticks were sent out by the satellite once each hour .What will be the time interval between the clock ticks by the time they reach a distant observer?
Problem 5 - If one tick arrived at 1:00 PM at the distant observer, when will the next clock tick arrive?
Problem 6 - A radio signal was sent by the black hole outpost to a distant observer. At the frequency of the signal, when transmitted from the outpost, the individual wavelengths take 0.000001 seconds to complete one cycle. From your answer to Problem 3, how much longer will they take by the time they arrive at the distant observer?
Answer Key:
Problem 1 - In the time dilation formula above, evaluate the quantity 2 G M /c 2 for a black hole with a mass of one solar mass (1.9 x 10 33 grams), and convert the answer to kilometers.
Answer - 2 x 6.67 x 10 -8 x 1.9 x 10 33 / (3 x 10 10 ) 2 = 281,600 centimeters or 2.82 kilometers.
Problem 2 - Re-write the formula in a more tidy form using your answer to Problem 1.
Answer -
where R is in units of kilometers.
Problem 3 - In the far future, a scientific outpost has been placed in orbit around this solar-mass black hole at a distance of 10 kilometers. What will the time dilation factor be at this location?
Answer - (1 - 2.82/10) 1/2 = (0.718) 1/2 = 0.847
Problem 4 - A series of clock ticks were sent out by the satellite once each hour .What will be the time interval between the clock ticks by the time they reach a distant observer?
Answer - Time interval = 3600 / 0.847 = 4,250 seconds.
Problem 5 - If one tick arrived at 1:00 PM at the distant observer, when will the next clock tick arrive?
Answer - 1:00 PM + 4250 seconds = 1:00 PM + 1 Hour + (4250-3600) = 2:00 PM + 650 seconds = 2:10:50 PM
Problem 6 - A radio signal was sent by the black hole outpost to a distant observer. At the frequency of the signal, when transmitted from the outpost, the individual wavelengths take 0.000001 seconds to complete one cycle. From your answer to Problem 3, how much longer will they take by the time they arrive at the distant observer?
Answer - 0.000001 seconds / 0.847 = 0.00000118 seconds. | <urn:uuid:a463f958-7b5d-426d-b0ef-dee362ca15e5> | CC-MAIN-2021-43 | https://spacemath.gsfc.nasa.gov/blackh/4Page30.pdf | 2021-10-23T17:55:15+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00279.warc.gz | 669,493,200 | 889 | eng_Latn | eng_Latn | 0.994244 | eng_Latn | 0.995585 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1920,
3457
] | [
3.8125
] | 2 | 0 |
SAFE AND HEALTHY
GENERAL OBJECTIVES
habits, behavioural rules and basic structures about the unit. To understand oral and written texts that include vocabulary about healthy behavioural rules and basic structures about the unit. To produce oral and written texts that include vocabulary about healthy habits,
To learn to use the modal verb must to forbid and oblige.
SPECIFIC OBJECTIVES
LISTENING
To recognise commands in the school context.
information about healthy habits, behaviour at school and how to behave in To understand a variety of texts and extract general and specific class.
To recognize and understand the verb must and its sense of obligation.
SPEAKING
To produce oral messages related to healthy habits, behaviour at school and how to behave in class.
READING
curricular texts To read and extract specific and global meaning from sentences and cross-
To read and identify the main features of a text.
WRITING
To write sentences with must as class rules or school rules.
LANGUAGE KNOWLEDGE AND USE
LANGUAGE KNOWLEDGE
LINGUISTIC KNOWLEDGE
GRAMMAR
Suj+vb+ objects
You must eat
You mustn't talk in the library
You mustn't eat in class
TOPICS AND VOCABULARY
Vocabulary: school materials, classroom, playground, lunchroom, polite, classmates, napkin, lunch, sweets, fizzy drink, junk food, healthy food, proteins, carbohydrates, vitamins, fats, sugars, chips, crisps, ice-cream, juices, crackers, cereals, raisins, nuts, food pyramid, meals, safe, gently, equipment, belongings, firealarm, calm, fair, lift.
Verbs: put hands up, pay attention, share, listen, respect, shout, run, keep tidy, raise, eat, line up, must, mustn't, skip, chew, drink, wash, speak, brush, eat, play, follow, take care of, fight, open, take, ring.
Reflection about language
Showing confidence in one's own capacity to learn English through the activities of the unit.
Reactivating previous knowledge about school.
Associating words and sentences with their visual form.
Categorising good and bad actions.
Relating classroom learning to their own life and world around them.
SOCIOCULTURAL ASPECTS AND INTERCULTURAL AWARENESS
Awareness of English as a world language.
Reflection on personal language experiences.
Interest in learning English.
Willingness to follow rules.
Positive attitude towards the personal ability to participate in class activities.
Willingness to follow simple instructions in class and different parts of the school.
Malted________________________________________SAFE AND HEALTHY
BASIC COMPETENCES
All these competences have been worked through the activities of this unit.
Linguistic communicative competence.
Mathematical competence.
Knowledge of and interaction with the physical world.
Competence in information and communication technologies.
Social and civil competence.
Cultural and artistic competence.
The competence of learning to learn.
The competence of personal autonomy and initiative.
ASSESSMENT CRITERIA
to behave school. Reading and identifying words and phrases introduced through activities, about how
Understanding the main idea and identifying some specific elements in oral texts, with Healthy and Junk food about the help of both linguistic and non-linguistic elements in the context while listening
Writing words and sentences with the help of models and with a specific aim such as writing a poster about class or school rules.
Recognise and reproduce phonetic aspects, rhythm, stress and intonation, when they record sentences.
Show interest and curiosity to learn the foreign language and recognise the linguistic diversity as an enriching element.
SAFE AND HEALTHY ACTIVITIES
ACTIVITIES
Part 1 SCHOOL RULES
do at school. There is a progression in the activities and the difficulty In this part of the unit students will learn basic actions that they must or mustn't increases little by little.
ACTIVITY 1 Introducing actions
shown. They have to explore clicking on the pictures and students will hear the Pictures describing actions that students must and mustn't do school are sentence related to them.
Screen 1:
You must bring your school materials.
You must be polite
You mustn't throw papers on the floor
You must do your homework
You must keep your classroom tidy
Screen 2 :
You must be helpful to your classmates
You must line up quickly when the bell rings
You must put your hands up
You mustn't eat in the classroom
You must listen when your teacher is talking
You must be quiet while working
Screen 3:
You must pay attention
You must respect the school
You must take care of school materials
You must share with others
You mustn't run in the classroom
You mustn't shout
ACTIVITY 2: CLICK, LISTEN AND READ
mouse, they will also read the sentence that they listen. Once that students have explored the actions, they have to explore again but with a new element, the written sentence. If they pass over the image with the
Screen 1:
You mustn't throw papers on the floor
You must be polite
You mustn't eat in the classroom
Screen 4:
You must listen to your teacher You must raise your hand You must be quiet while working
You must share with your classmates
ACTIVITY 4: MATCH THE TEXT
that describes the action best. If students pass over the sentence, it changes Students have to listen to the recordings and match them with the right sentence and they are also helped with the picture, but we focus on the written sentence.
Screen 1:
You mustn't eat in the classroom
You must be quiet while working You must share with others You must listen when your teacher speaks
Screen 2:
You must keep your classroom tidy
You mustn't run in the classroom
You mustn't throw papers on the floor
You must bring your school materials
Screen 3:
You must line up quickly when the bell rings
You must do your homework
You must respect the school
You mustn't shout
Screen 4:
You must pay attention
You must take care of school materials
You must be helpful to your classmates
You must be polite
ACTIVITY 5: TEST
Students have to listen and read three sentences and choose the right one. There are pictures that are visual aids for students. They can check the answers clicking on the icon CHECK.
Screen 1:
You mustn't eat in the classroom You must line up quickly when the bell rings X You must take care of school materials
You must do your homework You mustn't throw papers on the floor You must be polite
Screen 2:
You must share with others X
You must respect the school You must pay attention
You must put your hands up You must be quiet while working X You mustn't run in halls
Screen 3:
You mustn't eat in the classroom You must be polite You must keep your classroom tidy X
You mustn't shout X
You must share with others You mustn't throw papers on the floor
Screen 4:
You must be quiet You must do your homework X You must line up when the bell rings
You must be polite You must respect the school You must bring your school materials X
Screen 5:
You must listen when your teacher speaks X
You mustn't throw papers on the floor
You mustn't shout
You must be quiet while working
You mustn't run in the classroom X
You must raise your hands
ACTIVITY 6: COMPLETE AND RECORD
Students have to listen to the recording and complete the sentence dragging the right word to fill in the box. Once the sentences are completed, they can check the aswers clicking on the icon CHECK , record the sentence and listen to their recordings.
Screen 1:
You must do your..... homework
You mustn't raise your... hands
You must share with.... others
You must pay.... attention
Screen 2:
You must line up quickly when the bell...
You must be quiet while... working
You mustn't ... shout
You must respect the... school
Screen 3:
You mustn't run in the ... You mustn't throw papers on the.... floor You must be helpful to your ...classmates classroom You must be ...polite
Screen 4:
You must bring your school.....materials
You mustn't eat in the .... classroom
You must keep your classroom ... tidy
You must listen when your teacher is... talking
___________________________________________________________
rings
Malted________________________________________SAFE AND HEALTHY
PART 2: IN THE LUNCHROOM
ACTIVITY 1: IN THE LUNCHROOM
are shown. They have to explore clicking on the pictures, and students will hear the Pictures describing actions that students must and mustn't do in the lunchroom sentence related to them.
Screen 1:
You must speak with a soft voice You must chew with your mouth closed You must use a napkin You mustn't skip meals You mustn't drink fizzy drinks You must brush your teeth after lunch
Screen 2:
You must eat quietly
You must wash your hands before lunch
You mustn't eat a lot of sweets
You must drink from your own cup
You must throw food that falls on the floor
ACTIVITY 2: EXPLORE AND READ
This activity helps student explore again recordings and pictures but introducing written sentences. Students have to click on each picture and it will be changed into a written sentence that they will read and hear.
Screen 1:
You must wash your hands before lunch
You must eat quietly
You must brush your teeth after lunch
You must throw away food that falls on the floor
You mustn't eat a lot of sweets
You must speak with a soft voice
Screen 2:
You must use a napkin
You mustn't skip meals
You must chew with your mouth closed
You mustn't drink fizzy drinks
You must drink from your own cup
Malted________________________________________SAFE AND HEALTHY
ACTIVITY 3: PUT THE WORDS IN THE RIGHT ORDER
They can check the answers when they finish, clicking on the icon the sentence. They can listen to the recording as many times as they need. They have to drag the words to the right box to put the words in order and write Students have to listen to the action that is shown in the picture. CHECK.
Screen 1:
1. You mustn't skip meals
2. You must chew with your mouth closed
3. You mustn't drink fizzy drinks
Screen 2:
1. You must use a napkin
2. You must drink from your own cup
3. You must wash your hands before lunch
Screen 3:
1. You must eat quietly
You must speak with a soft voice 2.
3. You must brush your teeth after lunch
Screen 4:
1. You mustn't eat a lot of sweets
2. You must throw away food that falls on the floor
ACTIVITY 4: TEXT: HEALTHY AND JUNK FOOD
are considered difficult or new are in green colour and students can click on Students have to read and listen to a text about healthy and junk food. Words that them to display a popout text with the meaning in Spanish.
After reading and listening they will do some reading comprehension activities.
4.1. Complete the text with the following words
got a lot of vitamins or Junk food is food that ( has) got a lot of ( sugar), salt or (fat), and it ( hasn't) ( minerals). Some examples of ( junk) food are: cakes, ( biscuits), fizzy drinks, crisps and ( chips) and ice-creams.
If we eat a lots of junk ( food), we won't get the ( nutrients) that we need.
4.2. Test TRUE OF FALSE
Screen 1:
We must only eat fat and sugars False We must have a balanced diet True We must eat junk food everyday False
Screen 2:
We mustn't eat cakes and biscuits every day False We mustn't eat healthy snacks True We must get the nutrients that we need True
ACTIVITY 5: DICTATION
Students will listen to the recording and will try to write the sentence that they hear. There are pictures to help them remember the meaning of the sentence.
Screen 1:
You mustn't skip meals
Screen 2:
You mustn't eat a lot of sweets
Screen 3:
You must speak with a soft voice
Screen 4:
You must drink from your own cup
Screen 5:
You must brush your teeth after lunch
Screen 6:
You must use a napkin
PART 3: PLAYGROUND RULES / IN CASE OF FIRE ALARM
ACTIVITY 1: INTRODUCING PLAYGROUND RULES AND WHAT TO DO IN CASE OF FIRE
Pictures describing actions that students must and mustn't do in the playground and in case of fire alarm are shown. They have to explore clicking on the pictures, students will hear the sentence related to them.
Screen 1:
You must play safely You must follow adults instructions You must play fair You must take care of the equipment
Screen 2:
You mustn't run or push You mustn't fight You must play gently together You must have fun
Screen 3:
You must close the windows and doors You must ring the fire alarm You mustn't take your belongings You must be calm
Screen 4:
You must leave the school in order You mustn't use the lift You mustn't run You mustn't open the windows
ACTIVITY 2: PUT THE RIGHT AUDIO IN THE CORRECT BOX
Students will explore the sentences and the pictures that change when we put the mouse pointer on them. Below the sentences/pictures there are recordings that students will place over the right sentence/picture. Once finished, students can check their answers.
Screen 1:
You mustn't fight
You must play gently together
You must take care of the equipment
You must follow adults instructions
Screen 2:
You must play safely You must have fun You must play fair You mustn't run
Screen 3:
You must be calm You must ring the fire alarm You mustn't open the windows You must leave the school in order
Screen 4:
You mustn't take your belongings
You must close the windows and doors
You mustn't use the lift
You mustn't run
ACTIVITY 3: MUST OR MUSTN'T
Students have to sort out the boxes with the different actions below the labels MUST OR MUSTN'T according to what they remember about these actions in the school. They can check their answers before going to the next screen.
Screen 1:
Play safely
MUST:
MUSTN'T
Play gently together Follow adults instructions Take care of the equipment
run or push
Screen 2:
MUST
MUSTN'T
Play fair
fight
Have fun
Screen 3:
MUST
MUSTN'T
Have the school in order
open the windows use the lift
Ring the fire alarm
Screen 4:
MUST
MUSTN'T
Be calm
Run ( in halls) Take your belongings
Close the windows and doors
ACTIVITY 4: TEST
Students have to choose the right sentence for the picture next to them, there are recordings to help students recognize the right sentence. After choosing they can check their answers.
Screen 1:
You must take care of the equipment
You must play safely X
You mustn't fight X
You must be calm
Screen 2:
You must play fair X
You mustn't fight
You must follow adults instructions
You mustn't run X
Screen 3:
You must close the windows and doors X You mustn't open the windows
You must ring the fire alarm X
You mustn't take your belongings
Malted________________________________________SAFE AND HEALTHY
Screen 4:
You must leave the school in order X You mustn't use the lift
You must be calm You mustn't take your belongings X
Screen 5:
You mustn't fight You must use the lift X
You must have fun X
You must play safely
ACTIVITY 5: POSTER DRAFT
There are some pictures to remind them of the actions that they must or mustn't do in Students will complete the poster with some of the actions shown in the unit. the playground and in case of fire. If students remember other actions, they can write them too.
sentences easily. to be completed with illustrations or cards, so teachers will correct the In the printable extra activities there is a written poster to transfer the information and
Screen 1: In the playground
Sample images You must take care of the equipment You must play fair You must follow adults instructions You mustn't fight
Screen 2: In case of fire...
You mustn't use the lift You must ring the fire alarm You must close windows and doors You must leave the school in order | <urn:uuid:e4c6c50a-c528-4c51-b55a-82fcae8c01d5> | CC-MAIN-2021-43 | http://recursostic.educacion.es/malted/web/projects/PRI5_safeandhealthy/teachersnotes_safe_and_healthy.pdf | 2021-10-23T18:38:15+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00280.warc.gz | 64,740,496 | 3,546 | eng_Latn | eng_Latn | 0.976911 | eng_Latn | 0.997235 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1003,
2467,
3649,
4959,
4970,
6041,
7008,
8187,
9516,
11062,
11795,
12918,
13825,
14602,
15669
] | [
4.21875
] | 1 | 0 |
Unit 2 Session 3: God Spared Noah
Bible Passage: Genesis 6-10
Key Passage: “ For all have sinned and fall short of the glory of God.” Romans 3:23
Big Picture Question: What does it mean to sin? To sin is to go against God and His commands.
LEADER DEVOTIONAL
The Bible is full of promises. As early as the first few chapters of Genesis, we begin to see God make, and even fulfill, His promises: promises for punishment and for blessing, for death and for life, for separation and for salvation. In Noah's journey to build an ark, survive the flood, and begin to repopulate the earth, we find multiple reminders that the Lord is faithful to fulfill His promises.
When God destroyed the entire population of the earth, except for Noah and his family, we are reminded that God keeps His promise to preserve a remnant of His people always. When Noah sent a dove to find dry land and it returned with an olive leaf, we are reminded of God's promise to show His people the way at just the right time. And when God painted His bow in the sky, we are reminded of God's promise that He will always keep His Word.
In a world filled with fake news and false prophets, we are often skeptical of the stories and promises that we hear and read about. When it comes to the promises and claims of the world, we should be discerning. But when it comes to the promises of God, we should be trusting.
As you survey Genesis 6–10, may it stir a great reminder in your heart and mind that God is always faithful and true. God is no liar, and He will not turn back from His word. May these chapters of Genesis also give you hope that though everything around you may fail, God's Word never will.
God is a God of great and magnificent promises. And every single one of them we can trust completely. When in doubt of this truth, look to the cross of Christ and His empty grave.
As Paul wrote in 2 Corinthians 1:20, "every one of God's promises is 'Yes' in [Jesus]."
God will fulfill His promises. This week, pray that God would stir in you many reminders of how He keeps His word.
Younger Leader Guide
0
Unit 2 Session 3: God Spared Noah
Bible Passage: Genesis 6-10
Key Passage: “ For all have sinned and fall short of the glory of God.” Romans 3:23
Big Picture Question: What does it mean to sin? To sin is to go against God and His commands.
WELCOME
Greet each kid as he or she arrives. Use this time to collect the offering, fill out attendance sheets, ask kids about their week, and help new kids connect to your group.
SAY: Have you ever been in a terrible storm? Tell us about it. Were you scared in the storm? Did you pray and ask God to protect you?
ACTIVITY PAGE
Invite kids to complete the "Two by Two" activity page.
SAY God rescued Noah, his family, and some of every land animal during the flood. God's plan included saving at least two of each animal so they could scatter, multiply, and fill the earth when the flood was over.
KEY PASSAGE ACTIVITY
SAY Every single person is a sinner. We are all born that way. But God gives us salvation through His Son, Jesus. If we confess our sin and believe in Jesus, we can be saved from our sin.
Write the key passage on a dry erase board or chalk board. Invite the kids to read the key passage aloud. Erase one word. Invite the kids to read the key passage aloud again, filling in the missing word. Continue erasing one word each time until the kids are reading the key passage from memory.
SESSION STARTER
animal races
Use masking tape to make starting and finishing lines. Form teams of two. Allow each team to choose the animal they want to be. The teams will race against other teams. They will race as the animals they've chosen to be (if they are elephants, they will race on all fours; if they are snakes, they will race on their bellies; etc). Call two teams to the starting line. Instruct them to get into their animal position. The team that crosses the finish line, still in their animal positions, wins. Play again as other animals as time allows.
SAY You all were hilarious as animals! Does anyone know why Noah brought two of every kind of animal onto the ark? It was part of God's plan. Listen as we read the Bible story today to see that God's plan included at least two of each kind of animal and Noah's whole family.
1
Unit 2 Session 3: God Spared Noah
Bible Passage: Genesis 6-10
Key Passage: “ For all have sinned and fall short of the glory of God.” Romans 3:23
Big Picture Question: What does it mean to sin? To sin is to go against God and His commands.
BIBLE LESSON
God spared Noah
Adam and Eve had many children and grandchildren. Their grandchildren had children and grandchildren, and people began to fill the earth. God looked at all the people on earth and saw that they were choosing to sin more and more. Every person's thoughts were evil, and God was sad that He made people. God decided to send a flood to destroy all the creatures on the earth.
But God showed favor to a man named Noah. Noah was a righteous man; he followed God. God warned Noah about the flood. He told Noah to make an ark to save himself, his family, and all kinds of animals.
God told Noah exactly how to make the ark, and He said that He would make an agreement—or covenant—with Noah and his family. Noah did everything God commanded. When the ark was finished, Noah went inside with his family and the animals, and God shut the door.
The rain started and water rose from the ground. Now the ark floated on top of the water. The water rose higher and higher until all of the mountains were covered. Everyone inside the ark was safe.
Finally, after 40 days and 40 nights, the rain stopped and the water started to go down. Noah waited inside the ark until the ground was dry. Then God told Noah to bring all the people and animals out of the ark. So Noah did. Noah built an altar and gave an offering to the Lord. God promised to never completely flood the earth again.
God told Noah and his family to spread out over the earth and fill it with people. God placed a rainbow in the sky as a special sign of the covenant He made with Noah. Every time Noah and his family saw the rainbow, they would know God remembered the promise He had made with all the living creatures on earth.
Christ Connection: God rescued Noah and his family from the flood. The story of Noah points ahead to a greater rescue. God's Son, Jesus—the only perfectly righteous One—came to take the punishment for our sin. By trusting in Him, we are saved from the punishment our sin deserves.
Unit 2 Session 3: God Spared Noah
Bible Passage: Genesis 6-10
Key Passage: “ For all have sinned and fall short of the glory of God.” Romans 3:23
Big Picture Question: What does it mean to sin? To sin is to go against God and His commands.
DISCUSSION QUESTIONS
Small Group ACTIVITIES
Say • Raise your hand if you had heard this Bible story before today.
Distribute Bibles and help kids find Genesis 6–10. Explain that, in most Bibles, the top left corner shows what book and chapter is at the start of the left page; the top right corner shows what book and chapter is at the end of the right page. Help kids find the book names and chapter numbers on each page. Help kids use those to find the Bible passage.
Choose a volunteer to read aloud Genesis 6–10.
SAY The story of Noah is the first time that God made a covenant with His people after sin entered the world. A covenant is a promise that God makes to someone. A covenant is when God promises to do something regardless of anyone else doing anything in return. God promised Noah that He would never flood the earth again.
As we read the rest of the Bible, we will see that God continued to make covenants with His people. Even when people disobey God, He still keeps His promises to us. God always keeps His promises.
Group Discussion
Ask the following questions. Lead the kids to discuss their answers.
SAY Why would God want to destroy His own creation?
Guide the kids to consider why God wanted to destroy the very people He had created. Help them to understand that God saw the spread of sin throughout the world. God saw that men were wicked, even every thought was evil. Help them understand that sin deeply grieves God. It's not just that God must punish sin, it's also that God is sad when His people choose to sin.
SAY Why did God choose to save Noah?
Help the kids understand that God chose to save Noah because God is merciful. Noah loved and trusted God, but he was a sinner like everyone else. Help the kids to understand that God chose to save Noah to point others to Jesus. Every story in the Bible points us to Jesus. Help kids consider how the story of Noah foreshadows the story of Jesus saving us from the punishment of our sin: death.
SAY How can we trust God to keep His promises?
Help the kids to discuss the promise that God made to Noah. God promised Noah that He would never destroy the world through a flood again. Help the kids to consider other promises God made throughout the Bible. Help them understand that God always keeps His promises. We can trust God to keep His promises because God is perfect and all-powerful. He can never fail. He does not lie. Help kids understand that we can trust God just as the people in the Bible, like Noah, did.
PRAYER TIME
Take prayer requests. Pray for your group.
3 | <urn:uuid:20e28af9-7dcc-4115-8367-25e5cac1abda> | CC-MAIN-2021-43 | https://northwestbible.org/content/uploads/2021/09/2.3-K12.pdf | 2021-10-23T16:39:11+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00282.warc.gz | 538,889,252 | 2,113 | eng_Latn | eng_Latn | 0.995183 | eng_Latn | 0.996424 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2091,
4298,
6540,
9353
] | [
3.375
] | 1 | 0 |
7th Grade Math Common Core Review Packet
Eventually, you will very discover a extra experience and triumph by spending more cash. yet when? accomplish you agree to that you require to acquire those all needs subsequently having significantly cash? Why don't you try to acquire something basic in the beginning? That's something that will lead you to understand even more roughly speaking the globe, experience, some places, like history, amusement, and a lot more?
It is your entirely own epoch to piece of legislation reviewing habit. along with guides you could enjoy now is 7th grade math common core review packet below.
7th Grade Common Core Math Common Core: What to Expect in Grade 7 7th Grade Math Common Core 5 Common Core Math Grade 7 Books You Should Have in 2020 Best Value 7th Grade Math Books in 2020 Common Core State Standards: 7th Grade Mathematics
7th Grade Math- Solving Inequalities involving Addition and Subtraction7th Grade Math Year in Review Part 1 7th Grade Math Assessment Practice Page 2/16
Day 1
9 Math Riddles That'll Stump Even Your Smartest Friends Why is 5+5+5=15 Wrong on Common Core Test Simple Math Tricks You Weren't Taught at School
Always Remember Your Times Table (6 to 10) Using Finger Multiplication
Algebra Shortcut Trick - how to solve equations instantlyMath Rap Dougie - Teach Me How to Solve It (Equations) 100-Year-Old Math Teacher Slams The 'Common Core' Method Can You Pass a 7th Grade Math Test? - 85% FAIL! How to trick your math teacher how to embarrass your math teacher 7th Grade STEM \u0026 common core- Mathematical Page 3/16
Properties (Part 1) 5 Common Core Math Grade 7 Books Available On Amazon Apex Math, Solving Two Step Algebraic Equations, Common Core Grade 7 What are Proportions - 7th Grade Math Common Core Math Explained Adding fractions with negatives, Rational numbers, 7th grade common core, Apex Math 1st Grade Subtraction Common Core Pre-Algebra - Basic Introduction! 7th Grade Math Common Core
In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; Page 4/16
(3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations ...
Grade 7 » Introduction | Common Core State Standards ...
Skills available for Common Core seventh-grade math standards Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.
IXL - Common Core seventh-grade math standards How to read the grade level standards; Kindergarten. Introduction; Counting & Cardinality; Operations & Algebraic Thinking; Number & Operations in Base Ten; Measurement & Data; Geometry; Grade 1. Introduction; Operations & Algebraic Thinking; Number & Operations in Base Ten; Measurement & Data; Geometry; Grade 2. Introduction; Operations ...
Grade 7 | Common Core State Standards Initiative Common Core Math Standards - 7th Grade. ... For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book. Page 6/16
Investigate chance processes and develop, use, and evaluate probability models. 5. Understand that the probability of a chance event is a ...
Common Core Math Standards - Seventh Grade Common Core Math Grade 7. Back. Browse through the list of common core standards for Grade-7 Math . Click on the common core topic title to view all available worksheets. [7.ee.1] Expressions And Equations: Use Properties Of Operations To Generate Equivalent Expressions. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
Common Core Math Grade 7 - Printable Worksheets Each Common Core: 7th Grade Math problem is tagged down to the core, underlying concept that is being tested. The Common Core: 7th Grade Math diagnostic test results highlight how you performed on each area of the test. You can then utilize the results to create a personalized study plan that is based on your particular area of need.
Common Core: 7th Grade Math Practice Tests Common Core Grade 7 Math (Worksheets, Homework, Lesson Plans) The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational Page 8/16
resources. Eureka/ EngageNY math 7th grade Eureka worksheets. The Lesson Plans and Worksheets are divided into six modules.
Common Core Grade 7 Math (Worksheets, Homework, Lesson ...
CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation Page 9/16
strategies.
Grade 7 » Expressions & Equations | Common Core State ...
Grade 7 Mathematics. In order to assist educators with the implementation of the Common Core, the New York State Education Department provides curricular modules in P-12 English Language Arts and Mathematics that schools and districts can adopt or adapt for local purposes. The full year of Grade 7 Mathematics curriculum is available from the module links.
Grade 7 Mathematics | EngageNY Page 10/16
Learn seventh grade math for free—proportions, algebra basics, arithmetic with negative numbers, probability, circles, and more. Full curriculum of exercises and videos.
7th Grade Math | Khan Academy ZIP (296.8 MB) 7th Grade Math Curriculum CCSSAligned A perfect solution for the busy 7th grade math teacher or the school with limited resources! This curriculum is standards-based and designed specifically for the Common Core State Standards. The curriculum is divided into 11 units with an additional unit to p
7th Grade Math Common Core Worksheets &
Teaching Resources ...
Free math worksheets for almost every subject. Create your own daily (spiral) reviews, test, worksheets and even flash cards. All for free! No signup or app to download.
News & Updates | Free - CommonCoreSheets CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with Page 12/16
technology) geometric shapes with given conditions.
Grade 7 » Geometry | Common Core State Standards Initiative
7.7.EE.4.a Solve word problems leading to equations of the form px + q = r and p (x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
IXL - California seventh-grade math standards The Iowa Core Standards. The Iowa Core Standards. 21st Century Skills. Essential Elements. Literacy. Page 13/16
Mathematics. Science. Social Studies ...
Iowa Core Standards | Iowa Core
7th Grade Math - Apply proportional relationships, operations with rational numbers, linear equations, scale drawings, area, volume, surface area, and understanding samples.
Grade 7 - Practice with Math Games
7th Grade Math Games. According to the Common Core Standards, 7th grade math games should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational Page 14/16
numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and ...
Math Games For 7th Grade | 7th Grade Math Games Online ...
The 7th Grade Math Common Core 24 is a weekly, year long math program that previews and reviews all the key concepts for 7th grade math. There are 36 weekly Common Core 24s. Each CC24 is divided into 6 sections each containing 4 problems.
Amazon.com: 7th Grade Math Common Core 24 (9781523846863 ...
Copyright : browns.ohio.com
Read PDF 7th Grade Math Common Core Review Packet
This collection of motivating and fun activities is aligned with seventh grade Common Core Standards for Mathematical Practice. It's perfect for reinforcing specific skills in students with varying skill levels. Engaging activities make learning more fun! Easy-toread tables clearly define each standard and are paired with supporting content.
Copyright code : ea97373efa332ba4f290f0114322c7b7 | <urn:uuid:691e10f2-c9ee-48e3-bdb0-a251187b39df> | CC-MAIN-2021-43 | http://browns.ohio.com/cgi-bin/content/view.php?data=7th_grade_math_common_core_review_packet_pdf&filetype=pdf&id=ea97373efa332ba4f290f0114322c7b7 | 2021-10-23T17:09:03+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00287.warc.gz | 16,371,322 | 1,898 | eng_Latn | eng_Latn | 0.979516 | eng_Latn | 0.989161 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
465,
1022,
1590,
2245,
2794,
3454,
4042,
4666,
5262,
5736,
6251,
6826,
7407,
7955,
8469,
8945
] | [
2.828125
] | 12 | 0 |
Sequences and Series
Sequences
Initial definition: a list of numbers.
Asking a group of people to each contribute a number resulted in a sequence like:
Such a sequence can best be described as a random sequence. Although random sequences have a place in mathematics, they are not what we normally think about when we refer to a sequence. We also usually, and will here, restrict ourselves to sequences of Real numbers, avoiding Complex numbers.
When we think of a sequence of numbers, we think of it as having some order, or predictability, or rule, so that we can determine new terms (numbers) in the sequence.
Thus, a modified definition could be:
A sequence of real numbers is a list of real numbers which follow some rule for being part of the sequence.
How do we define a sequence?
We could give the first few terms and see if that is enough. For example. . .
2, 4, ...
The following were suggested as next terms.
6, the sequence is simply the even positive integers,
8, the sequence is defined by doubling a term to get the next term,
16, the sequence is defined by squaring a term to get the next term.
Thus we see that each of the above third numbers in the sequence make sense for a specific rule which defines the sequence.
Consider the sequence which begins
2,4,8,16, . . .
What is the next term or number in the sequence? Many people would say 32, some might say 64. If you were told that the next number(term) in the sequence is 3, can you determine the rule?
The rule is defined by sets of 4 numbers as follows:
The first four positive powers of the natural numbers taken in order.
It is fairly clear that care must be taken to carefully define a sequence so that there can be no mistake about the terms of the sequence.
Before we look at ways to define sequences, we need some notation:
We can denote terms in a sequence by subscripted letters, for example: an would be the n th term of a sequence.
So the first term would be a1, the second term a2, the hundredth term a100, and so on.
Now we can define a sequence by giving a rule(function) for the n th term, and, unless we are told otherwise, the values of n are the natural numbers in order from 1.
A short notation for the sequence with general term an is {an}.
An example is the following:
{a
n
}={2 + (n− 1)2}give the sequence:
and so on forever.
The same sequence could be defined recursively as follows:
Here we explain how to get from one term to the next, and then give the first term.
Both of the above definitions give the sequence:
This is an example of an arithmetic series, as we get from one term to the next term by adding the same constant, in this case 2, to the current term. The constant which is added to each term to obtain the next term is called the common difference since it is the difference between any two consecutive terms.
Another example is:
{an} = {2 n } give the sequence:
and so on forever.
The same sequence could be defined recursively as follows:
Both of the above definitions give the sequence:
This is an example of an geometric series, as we get from one term to the next term by multiplying the current term by the same constant, in this case 2. The constant which each term is multiplied by to obtain the next term is called the common ratio since it is the ratio of any two consecutive terms.
If we are given a recursive definition for the sequence and we wish to find the formula in terms of n for an, there are a number of techniques which may have to be used. For simple recursions such as:
we can employ a summing approach as follows.
summing gives an + an−1 + · · · + a3 + a2 = an−1 + an−2 + · · · + a2 + a1 + 3(1 + 2 + · · · + (n − 1))
This simplifies to
or
We need to sum the positive integers from 1 to (n − 1).
If we add these together we obtain:
and so we have that
Thus we obtain for all n ≥ 1. | <urn:uuid:6ddb9a17-394e-4045-9be5-a5b8cc42ac5d> | CC-MAIN-2021-43 | https://www.cemc.uwaterloo.ca/events/mathcircles/2010-11/Fall/Intermediate_Oct27.pdf | 2021-10-23T16:49:23+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00284.warc.gz | 843,927,487 | 979 | eng_Latn | eng_Latn | 0.998817 | eng_Latn | 0.998931 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1604,
2970,
3842
] | [
2.9375
] | 1 | 0 |
Walk Tacoma 2021: The History Behind the Names Tour
For a man who never called Tacoma home, Charles Wright made a lasting impression on the city both professionally and personally. He served on the Board of the Northern Pacific Railway, which identified Tacoma as the best option for the location of the line's western terminus. Wright also served as President of the Tacoma Land Company, which oversaw the donation of several large tracts of land to the city to be used for parks. The Charles Wright Academy was rounded in 1957, named to honor the man who did so much to ensure Tacoma's success in the beginning and for future generations.
Narrator: Melissa McGinnis, Historic and Cultural Asset Manager at Metropolitan Park District of Tacoma
Willie Stewart has always been known for his long-term service and ongoing commitment to the community and Tacoma schools, particularly in the Lincoln District and the Hilltop. As a practitioner of racial reconciliation, he has been a consistent calming influence in situations involving racial friction or conflict. A longtime public school educator, Willie became the first black school principal in Tacoma history when he took on the role at Lincoln High School in 1970. He spent 36 years working for the Tacoma School District as a teacher and administrator and sat on the Tacoma School Board from 1999 to 2005 and remains heavily involved in local organizations.
If you have time, go visit the Willie Stewart Academy at 1818 Tacoma Ave South.
Narrator: Linda Caspersen
The oldest building in Downtown Tacoma was originally located at 750 St. Helens Avenue, and was home to Theodore Hosmer - the Northern Pacific Railroad's first general manager of the Tacoma Land Company - and his wife, Louise, from 1875-1882. Theodore was unanimously chosen as the first mayor of Tacoma in 1882. He was also a founder of the Union Club on Broadway and the Tacoma Yacht Club, president and founder of the Tacoma Opera House Company, a trustee of Annie Wright School, and a charter member of the Washington State Historical Society.
Narrator: Emily Nakada-Alm (Downtown On the Go Events Coordinator), with information from Tacoma Public Library's Northwest Room.
Tacoma's "working waterfront" has seen many changes since the late 1880s, and the Foss Boathouse (now Foss Maritime) has changed right along with it. Driving much of that change was the Foss family matriarch, Thea Foss. She was known not only for her business sense, but for her warm and generous heart. Learn more about this dynamic woman at the park that bears her name.
Narrator: Karen Haas; Learn about Karen at: http://karenstoryteller.com/
One often hears the name "Thea Foss" around Tacoma. They even named a waterway after her. But, who was she and why do we honor her memory? Visit the Thea Foss Waterway and listen to local historian Karen Haas tell the tale of this remarkable Norwegian immigrant who bought a rowboat and founded a maritime empire.
Narrator: Karen Haas; Learn about Karen at:
http://karenstoryteller.com/ | <urn:uuid:b835b6d4-8789-41a9-9d55-3a67983c8670> | CC-MAIN-2021-43 | https://downtownonthego.com/wp-content/uploads/2021/06/History-Behind-the-Names-descriptions.pdf | 2021-10-23T17:58:43+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00286.warc.gz | 328,260,708 | 646 | eng_Latn | eng_Latn | 0.997127 | eng_Latn | 0.997339 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1523,
2651,
3041
] | [
2.28125
] | 1 | 0 |
Nutrition Requirements for Head Start Classrooms and
Family Child Care Homes
Head Start recognizes the important role nutrition plays in a child's physical, social, emotional, and intellectual growth. Nutrition and physical activity also play a role in good dental health and in the prevention of chronic diseases such as heart disease, diabetes, high blood pressure, and cancer.
The goal is to help ensure that children have the opportunity to eat nutritious foods that promote proper growth, to offer experiences that will teach healthy eating habits, to reinforce choices and habits that prevent disease and support a lifetime of good health, and to provide children and families with the tools to promote physical activity.
The Head Start Program will continue to provide children with foods that contribute to their daily nutritional needs, recognizing individual differences and cultural patterns. The meals and snacks offered consist of a variety of nutritious foods that are low in sugar, sodium, and the recommended fat intake as specified by the Dietary Guidelines for Americans.
All Head Start Centers and Family Child Care Homes comply with Child and Adult Care Food Program (CACFP) or National School Lunch Program, which follow the USDA Meal Patterns. These guidelines play a critical role in supporting the wellness, health, and development of children, through the provision of nutritious foods.
Head Start is required to follow the Head Start Program Performance Standards 1302.44 Child Nutrition:
* Meet the nutritional needs of and accommodate the feeding requirements of each child.
* Children with Special Dietary Needs will complete CF/HS-27, for special meal accommodations.
* Family style meals are encouraged.
* Provide appropriate healthy snacks and meals to each child during group socialization activities in the homebased option.
In order to ensure we are following guidelines, listed below are items not served at Head Start Centers and Family Child Care Homes:
* High sugar drinks (e.g., Kool-Aid®, fruit punch, fruit drinks, sodas, and flavored waters, etc.).
* High sugar foods (e.g., Jell-O®, popsicles, cookies, ice cream, candy, and sugarcoated cereals, etc.).
* Artificial sweeteners or products containing them (e.g., Sweet-n-Low®, NutraSweet®, aspartame, Splenda®, etc.).
* High fat foods (e.g., fried foods, chips, cookies, ice cream, buttered popcorn, pork rinds, cakes, doughnuts, etc.).
* Foods high in salt (e.g., chips, salted pretzels, etc.)
* Foods that do not model healthy food choices (e.g., donuts, cookies, cocoa puffs, pop tarts, etc.)
Children under age 5 are at the greatest risk for choking injury and death. Foods that are round, hard, small, thick and sticky, smooth, or slippery are high-risk foods often involved in choking incidents. Children are required seated while eating, and actively supervised during meal times. These items include, but are not limited to, hot dogs, popcorn, whole grapes, hard candy, etc.
Due to the many food allergies, substitutions for children with allergies are provided, and precautions are taken to ensure children with allergies do not come in contact with such foods (e.g. nuts, citrus, soy, etc.).
Any special occasion foods must follow guidelines listed above. Foods brought must be prepared in a commercial kitchen, unopened/sealed, and follow the Head Start Child Nutrition Policy PO-D03. | <urn:uuid:5beadd17-2f51-4510-8a98-64db86eb4601> | CC-MAIN-2021-43 | https://www.stancoe.org/sites/default/files/child-family-services/developing-professionals/Health%20Postings/Nutritional%20Requirements%20for%20Head%20Start%20Classrooms%20Orientation%20Packet%2020.._.pdf | 2021-10-23T17:53:46+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00286.warc.gz | 1,183,021,679 | 697 | eng_Latn | eng_Latn | 0.994349 | eng_Latn | 0.994349 | [
"eng_Latn"
] | false | docling | [
3407
] | [
3.046875
] | 1 | 0 |
AICD Character Amendment Notes:
Effective as of 2019
Grade 2:
Exercise 18: Character Retiré Sauté
Andante: 4/4
Prepare: 3 rd position, RF front, en face
Introduction: Arms through 1 st , 2 nd and place fists on hips, elbows forward
Count
1-2 Place or petit developpé. RF heel to 2 nd ecarté on fondu. LH is on the hip, RA opening towards RF with the eyeline out towards the hand.
3-4 Place working foot behind straight supporting leg to ball of foot, looking L with the eyeline up, the RA moves into 3 rd position, without flicking the wrist.
5-8 Repeat the above 4 counts, closing to 3 rd derrierê on count 8.
and Demi plie
1-4 4 retire passé en arrière, fists to hips and finishing in demi plie.
5-8 4 retire sauté, turning on the spot to the L, each with a ¼ turn. Spot side, back side, finishing front. Again, keep the height of the movement level.
Note: There is a small shunt forward with each retire passé. The retire passé is at calf height. Keep the height of the movement level.
Note: The use of head is at the teacher's discretion, however the head must turn to the retire leg on turning retire passe.
Exercise 19: Character Pas de Bourrée
Moderate 4/4
Prepare:1 st position, en face. Girls: hands straight to skirt. Boys: present through 1 st , 2 nd and fists to waist.
Fondu de coté on the heel with sideways bend to foot then Pas de Bourrée. Boys open the arms to 2 nd with palms up on the sideways bend. Repeat 4 times to the Right
Repeat 4 times to the Left.
Head is to the foot on the extension and head is erect on the pas de bourrée.
Exercise 20: Character Polonaise:
Moderate:3/4
Prepare: 3
rd position, RF front, en face, upstage centre.
Introduction: Girls hands straight to skirt. Boys arms 1 st , 2 nd and fists to waist.
4 pas marché en avant
4 pas marché en arrière (hold leg devant on 3 rd step)
4 pas marché en avant
4 pas marché in a circle to the right
Finish by stepping onto the extended leg and close 3 rd . Arms may stay in position or lower to the sides.
Note: The head is directed to the leg with the eye line up and a soft epaulement.
Note: Travelling en arrière the leg still extends devant.
Note: Pas marché polonaise: 3 steps forward on ¾ pointe lowering the heels
as the foot passes through 1
st
position demi plie on the 3
rd
count.
Note: Accent is on the 3 rd count.
Note: Boys use the same hand as foot and back to the waist.
Exercise 21: Character. Coupés
Moderato: 4/4 March
Prepare 5 th position. RF front, croisé alignment. Arms relaxed by side Introduction: Arms through 1 st to 2 nd with palms down
Count:
1-7 7 slow coupés devant de coté to the R, rotating lower arm. (There is a slight feeling of weight in the elbows)
Note: count 1 is palms up with the weight on the front foot.
8 Stamp over with the LF to small 4 th , fists to waist. (silent stamp. Use more fondu to press into the floor and lengthen the spine as you stretch out of the fondu)
1-7 8 coupé en tournant to the L slowly opening the LA to 2 nd position during the turns. Take 2 full turns (spotting)
1-7 7 slow coupé devant de coté L, rotating the lower arm in 2 nd
8 Stamp over with the R to a small 4 th , fists to waist. (silent stamp)
1-7 7 coupé en tournant to the R slowly opening the RA to 2 nd position during the turns. Take 2 full turns (spotting)
8 Stamp LF over to 4 th position croisé with knees bend and then stretching, to show slight epaulement to the front leg. (silent stamp)
Exercise 22: Character Pas Marché
2/4 March th
Prepare: 5 position, RF front, on prompt side (stage left)
Commence in each corner of the room or opposite one another, i.e.: 1 & 3 or 2 & 4 for 2 students.
Introduction: Girls holding their skirt. Boys, arms 1, 2
nd and fists to waist.
Travelling in a clockwise direction around the room, character pas marché en avant. Continue until the end of the music of 16 bars of character pas marché. Step forward onto the front foot and close 5 th .
Grade 3
Exercise 24: Little Russian Dance
2/4 Allegro
Historical Note:
Our version is based on the choreography for Anna Pavlova's concert tours. The style comes from the Russian Court and is to be performed in a noble, smooth and controlled manner.
U/S O.P corner, 5 th position, LF front effacé
Prepare:
Introduction: Arms 1 st to 2 nd position, holding scarf.
Count:
1-12 3 pas marché en avant towards PC with typical movement whereby the girl pulls her sleeve up towards the elbow. Use the same arm forward as the working leg. Lean towards the arm.
13-16 2 flat stamps with knees bent, hands to waist
1-13 7 coupé de coté with lower part of RA rotating in 2 nd position.
14-16 Stamp with LF front with knees bent, then stretching.
1-12 Moving diagonally backwards to U/S Prompt, 3 pas marché en arrière commencing with step on R (arms opening to 2 nd , to waist and opening to 2nd). Each pas marché is done with shoulder epaulement.
13-16 2 stamps with bent knees. Bringing the hands to waist.
1-16 8 coupé en tournant R (spotting). LF on hip, RA moves through 2 nd to 3 rd down through 1 st , bras bas and returns to 2 nd position.
1-8 4 heel coupés en avant with weight on back bent knee to PC, with wrists twisting over or away from the body as through scarf is being held between the fingers. Watch scarf twisting. (The heel is on the count of 1 and the coupe on the count of 2).
9-16 Repeat above 8 counts to O.P.C with the scarf twisting under or towards the body.
1-16 4 pas marché en avant in a circle R, finishing en face. Arms move from 2 nd to waist on each alternate pas marché.
1-8 Facing en face and with both hands to the hips, stamp with the RF to face prompt corner parallel, raise the R shoulder and head. Stamp with LF to face OP with the feet parallel, raise the L shoulder and head.
9-16 2 stamps with the RF to face prompt corner parallel, raise the R shoulder and head.
1-16 2 pas marché towards PC commencing RF. 2 coupé en tournant L, peeking through fingers, 2 coupés continuing to turn L, looking away and straightening arms, head turned away to the L ("shy" mime).
1-16 Repeat above 16 counts to the OPC.
1-8 Step towards U/S PC on LF en fondu with RF to heel, look and lean R with LA overhead, RH on hip.
2 small walks with a half turn L (commencing with RF).
9-16 Step towards U/S on RF en fondu & LF on the heel, look and lean L with RA overhead. LH on hip.
2 small walks with a half turn R (commencing with LF)
1-16 Step LF to U/S Prompt into dégagé de coté on heel. LA overhead. RH on hip coupé devant and step into fondu de coté again. (LH flicks in the air with the coupé and the head turns L with the flick and returns to look over R shoulder). There is a strong lean R. Coupé devant and step onto fondu de coté as before. (There is only 2 slow steps)
2 stamps turning body en face, hands to waist.
1-16 Commencing with RF, 4 pas de basque sauté en avant with epaulement.
1-16 Commencing with RF 4 pas marché in a circle R, finishing en face.
1-16 8 retiré sauté under moving backwards in 1 count each (arms moving from bras bas through 5 th -2 nd position). 8 fast coupés en tournant R with RA up, LH to hip. Finish with Russian bow. (Bend forward, RA sweeps down and recover to upright positionheart line out in front and down.)
Note: All stamps in Little Russian Dance are silent stamps.
Grade 4
Exercise 17: Ballonné and Pas de Bourrée
3/4: Allegro Vivace
Prepare: U/S PC, facing prompt, feet parallel
Introduction: Lift LA straight up at back, R fist on hip, body leans towards back
arm.
Travelling to OPC
Bars:
2 bars
2-character ballonné composé
2 bars
3-character ballonné to the right in succession with RF, 2 small stamps RL en face
3 bars
3-character pas de bourrée de coté. Arms open R then L to 2 nd position.
1 bar
2 stamps to face O.P. cnr fists on hips then lift RA at back
8 bars
Repeat to the other side, finishing with a slight wash of the back arm and other fist to waist.
Character Pas de Bourrée is worked in parallel. It begins with a brush or swish and small hop into the movement. Keep the knees soft.
Character Ballonné – the working leg extends and then bends slightly as it joins the supporting leg en fondu (legs parallel), keeping the working foot pointed and low by the ankle. Ensure a smooth gliding action on the transition Ensure there is a strong upper body presentation.
Exercise 18: Peasant Mazurka
3/4 Mazurka
Prepare:
3 rd position, RF devant, facing clockwise. Chassé en arrière to dégagé devant to commence.
Introduction: Girls holding skirts. Boys arms 1 st , 2 nd and hands to waist, elbows forward
Commencing with a brush forward and hop on count "and", Peasant mazurka around the circle extending LA with mazurka en avant on the LF, R hand on hip and accent R shoulder, head right.
Finish with a step forward and stamp, both hands on hips (Note: Peasant mazurka shows a bent knee at the back before a strong brush against the floor through demi plié, finishing en fondu. The action is more sliding. The foot is coupé height derriere.
Exercise 19: Balancé Dos-A-Dos
3/4 Mazurka
Prepare Face partner in profile, 3 rd position, RF devant Introduction Lift arms 1 st to 2 nd or pick up the skirt.
6 bars
6 balancé dos-a-dos, arms bras croisé, head to partner. (The arms have a subtle epaulement movement when holding the skirt).
2bars
Posé de coté to the right and curtsey to partner.
Repeat the other way
Grade 5
Exercise 18. Mazurka Noble and Character Ballonné
3/4 Mazurka
Prepare: U/S centre, RF derriere in raccourci, en face.
Introduction: Character port de bras 1
st to 2
nd and hands to hips (not fists)
Bars
1 Mazurka en avant with RF (L hand opens to 2nd)
2 Mazurka en avant with LF (R hand opens to 2 nd )
3 Mazurka en avant with RF (both hands are in 2 nd )
4 2 stamps, hands on hips
1-3 3 Character ballonné composé en tournant to the R and turning on the L leg, R hand to hip, LA up and leaning left. Head over R shoulder, 2 stamps RL.
1-3 Mazurka en arrière. Step on the RF first with bent knee. RH is on the hip whilst the LH opens to 2 nd , then the RH and then both in 2 nd .
4 2 stamps, hands on hips
1-3 3 Character ballonné composé is done en tournant to the Left.
Mazurka Noble has an extended straight leg en avant which distinguishes it from the Peasant Mazurka.
Exercise 19: Character Waltz
3/4 Allegro
Prepare: U/S centre, feet parallel, en face
Introduction: Lift arms directly upwards, open 5 th
Bars
1-4 4-character waltzes in parallel position moving en avant (soft knees) (Girls arms swaying above head. Boys arms through 1 st open 2 nd and reverse back to hips. on the travel forward and backwards)
5-8 4-character waltz de coté (feet turned out) hands on hips, 1 st en face, to the R, 2 nd with ½ turn to the L (back to the audience) 3 rd to R and 4 th with ½ turn to the L (facing the audience)
1-4 4-character waltzes in parallel position moving en arriere, arms as en avant.
5-8 4-character waltzes de coté (as above)
Exercise 20: Hungarian Enchainment
2/4 Czardas Lassu
Note: To assist in the style of this enchainements, students need to understand the costume which is worn, especially the bell shape of the sleeve. as this effects the height of the arm.
Prepare: Offstage,
Introduction: Run forward to U/S Prompt, 35d position, RF devant effacé, hands flat on waist.
Commence with RF and move towards O.P.C. with bent knees.
*2 Hungarian promenade steps en avant (LA up with R elbow forward on 1 st then reverse on 2 nd )
**Right Break
Walk/run to the R to U/S profile, 1 promenade step and finish with developpé sauté facing Prompt profile (LA up, R hand on hip). Repeat promenade in profile to the L and again to the R. L break.
Turning to the L, 2 promenade steps in a small semi-circle towards centre stage (the 2 nd promenade joins in 1 st position and does not have developpé sauté)
Drop onto L knee facing O.P profile, R hand behind head, L hand on hip, elbow forward. Drop kneel to Prompt profile on R knee. Character soutenu to the R en dedans. Right break.
Hungarian Promenade starting with RF
2 elongated steps forward with knees bent (R then L)
1 step forward on the RF and developpé passé en avant en l'air with LF, while a small shunt is done on the RF.
LA stretched out backwards, R hand on hip with R elbow pressed forward and head over R shoulder.
Hands are flat when open and 2 nd is shoulder height No higher than the top of the head.
Right Break (break step starting R)
Spring on R leg en fondu, LF dégagé en avant, knee bent, R shoulder en epaulement. Repeat to the L.
Invert toes in a reversed 1 st position, knees bent looking over R shoulder towards foot, both hands to hips, elbows forward.
Rise to demi pointe, feet parallel, head up
Extend LA upwards, R hand remains on hip and click heels one. Head over R shoulder.
Exercise 22. Mazurka
3/4 Mazurka
Prepare: Stand near Prompt side, 5 th position, right foot front Introduction: Step back on the Left foot and bring the righto raccourci derriere, opening arms through 1 st to demi bras, then place open hands to waist.
Bars
1-13 Starting with the right foot and moving clockwise do 2 mazurka steps using mazurka arm movement and epaulement and 2 pas marches, 3 times finishing centre. (same arm as leg opens to 2 nd )
and Fondu extending right leg de coté
13-14 Character pas de bourree to left, opening the left arm through demi bras to 2 nd and then character pas de bourree to the right opening the right arm through demi bras to 2 nd .
15-16 Step right to demi pointe, double click heels, folding arms in front (as in hornpipe) and looking right. Step left to demi pointe and click heels only one.
1-4 Jump to 2 nd , hop on left foot, doing ¾ turn to the right (to face P), 1 mazurka step starting with the right and 2 pas marches travelling to P.
1-4 **Travelling toward OP corner and turning to the right, 1 mazurka step forward, 1 backward and 1 forward, 2 stamps facing OP corner.
5-8 Inclining body slightly forward, slip (hop) backward in arabesque position on right leg, swinging arms back. Step back and close feet
Grade 6
together. 2 stamps turning to face P corner. Repeat slip step finishing stamps to face OP corner.
1-8 Repeat Bars 1-8 from ** travelling to P corner, but instead of the last slip step, pas de bourree en tournant to right side and finish with 2 stamps lifting upstage arm.
Exercise 23: Jota
3/4 Time
Jota: The Jota is a Spanish Folk Dance. It originated in the North of Spain in Aragon in the 1700's and varies greatly by country regions. Generally, it is a celebratory dance of fast tempo and is danced in couples, with their hands raised above their heads playing castanets. Ballet shoes are best suited when performed in a syllabus ballet class.
Prepare: 5 th position, right foot front in the centre of the room.
Introduction: Slowly take arms to a wide open 5 th position (thumb and fingers do not touch. Straight wrist or unbroken line, with relaxed fingers.) and stamp the ball of the left foot on the last note of the introduction.
Note: The following movements are all performed landing on the balls of the feet.
Bar
1 * Jump left foot over to 5 th . Hop on the fight foot, extending left leg to de coté en l'air with a petit developpe.
2 Pas de bourree ordinaire.
3-8 Repeat *3 more times alternating sides.
1 Step on the left leg and sauté (hop) in efface to P corner.
2 Step en avant on the right leg and sauté in croisé with epaulement.
3 Step en arrière on the left leg and sauté with right leg lifted in front in croisé maintaining epaulement
4 Step de cote with the right leg (en face) and pas de bourrée entournant
5-8 Repeat this section to the other side.
1-8 Travelling in a circle to the right (facing inward) and starting with the left foot over every time, do first combination *4 times (pas de bourree derriere).
And 1 Coupe derriere in croisé, (arms to 4 th ; back arm high) lifting the left leg to fondu en l'air to O.P corner. Coupe devant on the left foot picking up the right cou de pied derriere.
2-4 Repeat these two movements and then coupe derriere and 2 quick petit jeté devant facing OP.
5-8 Repeat the last 4 bars to the other side (P).
1-8 Travelling clockwise do 2 pas de basque en avant and 2 en tournant 3 times, finishing upstage then travelling downstage on a diagonal with 2 turns picking up the legs. Step en avant on left to OP, kneel in croisé, clap hands and finish with arms in a wide open 5 th
Exercise 40: barre
2/4 March
Prepare: Character 1 st Position
Introduction: Open arm to 2 nd and place fist on hip
1 Stamp on ball of the outside foot, with knee inwards and supporting knee bent.
2 Stamp on ball of the foot in front of the supporting leg, knee outwards.
3 Dégagé de coté on the heel, with epaulement, arm on the hip.
4 Bring working foot to 1 st position.
These four counts are done 4 times.
Eyeline follows the leg through each movement
1 Fondu to outside leg to dégagé en avant on the heel, hit the ground with the supporting heel.
2 Bring working foot to 5 th position on the ball of the foot, hit ground with supporting heel.
These 4 movements are repeated en Croix.
1 Fondu en l´air en avant, supporting heel hitting the ground.
2 Bring working leg to retire in front
3 – 4 Repeat the movement de coté.
1 – 2 Repeat en arrière, prepare for character pirouette.
3 – 4 Double pirouette en dehors. Finish feet parallel 2 arms forward, demi bras on bend of knees.
INTERMEDIATE
Exercise. 41 barre
3 / 4 Hungarian slow waltz
Prepare: Feet in character 1 st
Introduction: Arm in character port de bras to hip
1 – 2 With outside foot, brush the floor behind the supporting leg, with epaulement away from barre. A breath in as the attitude is pressed
upwards (no higher than 45 degrees) with epaulement, towards the barre. Arm follows movement of leg.
3 – 4 Drop to low fondu with working leg almost kneeling on the ground. Lift the leg to retire devant, extend the leg a la seconde, with toe up.
Repeat two more times.
Then with feet parallel and knees bent port de bras forward and on recovery, straighten legs with reverse port de bras.
Turn to the other side to repeat.
Exercise 42 centre – Syncopation
4 / 4 Moderato
Prepare: Feet parallel
Introduction: Character port de bras to hips
1 Hop on the LF and then brush the floor forward with the RF.
2 Hope on the LF and then brush the floor backward with the RF.
3 Hop on the LF with ½ turn en dehors and hit the floor with the ball of the RF.
4
Hop on the LF finishing the turn en dehors and hit the floor with RF on the heel.
Hop on the other foot, facing front, hit the floor with the LF on the ball of the foot and knee inwards.
Hop on the RF and hit the floor on the ball of the LF with the knee outwards.
3-4 Repeat the last 2 counts.
Repeat all from beginning hopping on the Right Foot
1
2
Exercise 43: Sevillana
SEVILLANAS is a folk dance from Seville.
The rhythm of the Sevillanas maybe ¾ or generally 6/8.
There are four (coplas) parts to the dance.
It is danced in couples, with a more modern flamenco influence of arm movements, playing castanets.
Character shoes with a heel are best suited when performed in a syllabus ballet class.
Men wear black dress pants and a heel shoe when performed in a syllabus ballet class.
Prepare:
Partners standing R shoulder to R shoulder, facing opposite directions, standing on L foot with the R foot in front on demi pointe.
The R arm is in front of the waist with the L arm behind the back with the palms out, looking at partner and with slight cambre back.
Introduction: Wait 1 bar
Coupe soutenu en dedans, Sevillana twice pass step
Sevillana once. Hold leg up on the 6 th count pas de bourree and fondu twice and then pass step.
Sevillana once, soutenu en dedans, walk around partner and finish with pose soutenu en dedans.
Teacher's Notes | <urn:uuid:30fc74bc-9caf-4110-9f16-47c98de686b9> | CC-MAIN-2021-43 | https://ballet.org.au/wp-content/uploads/2019/02/AICD-Borovansky-Character-work-updates-2018-.pdf | 2021-10-23T17:12:15+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00284.warc.gz | 215,508,714 | 5,238 | eng_Latn | eng_Latn | 0.97813 | eng_Latn | 0.989973 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1122,
2404,
3960,
6354,
7295,
8332,
9388,
10279,
10952,
12803,
14078,
14351,
16432,
17443,
18836,
19829,
19848
] | [
3.6875
] | 2 | 0 |
Republic of India
As the second most populated nation on earth, India prides itself on maintaining unity while celebrating diversity. Consisting unofficially of over 6,000 distinct people groups as defined by ethnicity, religion, language, and caste, India is a culturally complex nation. Ranking today among the top 10 industrial nations of the world because of a booming computer industry, India is rapidly becoming a powerhouse in the global economic arena. This economic success, however, has not extended to the general population. Though services account for more than half of India's economic output, less than one quarter of the population in employed in industry. The large majority of Indians still depend on agriculture as their main income source. And with an average income of only $620 (US Dollars) per year, poverty is prevalent in this unique nation.
Hindi is the official national language of India but English actually dominates the business, governmental, and legal arenas. Most educated Indians speak English as their first language but across India there are at least 400 different languages spoken. Illiteracy is a huge problem in India, especially among the female population. In fact, only one in every three adult Indian women is functionally literate. More than 80% of Indians practice Hinduism and close to 13% are Muslim. Although full religious freedom is protected officially by the Indian constitution, religious extremism is rampant in India, creating religious strife and fueling a dangerous climate of persecution, especially toward Christians.
Still, India has the most (and largest) un-reached people groups than any other country on the planet…
E.C. Response… see more at www.ecchurch.co.in
Sensitive to the fact that each region of the diverse nation of India has its own unique culture and needs, the Evangelical Congregational work in India exists primarily in the state of Manipur, located in the hills of Northeast India. Ministering to the local tribal groups whose traditions are closely related to the Burmese (Myanmar) culture, the E.C. church has had a presence in India since 1966.
Drug addiction and HIV are becoming major issues in the region and the Still, residual hate from a 1990s civil war hampers outreach by Christians to local Muslims and Hindus. About 35% of the local Manipur population is Christian and Christ's movement in the region is unmistakable.
E.C. Church is working hard to implement educational programs to help combat these problems. Committed to reaching the world for Christ, the Evangelical Congregational Church of India (ECCI) has six conferences, with a total of about 60,000 members. ECCI's department of Missions and Evangelism ministers in the neighboring states and countries of the region. Evangelical College of Theology, the Bible College and Seminary of ECCI's members also trains men and women from over 20 different denominations and faith traditions. | <urn:uuid:40da32e2-8799-4880-a170-32a38da17fbf> | CC-MAIN-2021-43 | https://gmc.eccenter.com/wp-content/uploads/2020/12/Republic-of-India.pdf | 2021-10-23T18:29:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00284.warc.gz | 392,516,858 | 602 | eng_Latn | eng_Latn | 0.996899 | eng_Latn | 0.997777 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2145,
2963
] | [
2.25
] | 1 | 0 |
Study Guide Reflection And Mirrors Answers Vocabulary
Eventually, you will extremely discover a extra experience and achievement by spending more cash. yet when? get you bow to that you require to get those all needs later than having significantly cash? Why don't you attempt to acquire something basic in the beginning? That's something that will guide you to understand even more not far off from the globe, experience, some places, like history, amusement, and a lot more?
It is your entirely own become old to perform reviewing habit. in the course of guides you could enjoy now is study guide reflection and mirrors answers vocabulary below.
Concave Mirrors and Convex Mirrors Ray Diagram - Equations / Formulas \u0026 Practice Problems The Law of Reflection and Plane Mirrors Law of Reflection Practical Activity for Students Convex and Concave Lenses Big God, Big Picture - Titus Tia Carys - Reflect In Mirrors (Official Video) What are Real and Virtual Images? | Reflection of Light | Don't Memorise The reflecting surfaces of two intersecting flat mirrors are at an angle as shown in Figure P346 Reflections in Mirrors Mirror Equation - Derivation | Reflection and Refraction | Don't Memorise Light reflection off concave vs convex mirrors Spherical Mirrors You Don't Know How Mirrors Work Laws of Reflection | #aumsum #kids #science #education #children Law of Reflection with Laser REFLECTION OF LIGHT The Art of Reflection 4-6 Month Baby - Sensory Milestones to Look For Acids Bases and Salts The Value of SelfReflection | James Schmidt | TEDxUniversityofGlasgow Convex / converging lenses and ray diagrams explained: from fizzics.org GCSE Physics Reflection #62 EFFECT OF ROTATION OF MIRROR ON REFLECTED RAY - RAY OPTICS Concave Mirror - Focal Point | Reflection and Refraction | Don't Memorise
Image formation by concave mirror
TODAY is the Day to Manifest (POWERFUL) Solstice - Conjunction | Michael SandlerClass 8 | Science | Light | Reflection In Plane Mirrors Spherical Mirrors | Concave and Convex Mirror | Class 10 CBSE REFLECTION | Class 9 ICSE | Light Reflection and Refraction - ep01 - BKP | CBSE CLASS 10 science physics in hindi explanation
Light | Chapter 16 | CBSE Class 8 ScienceStudy Guide Reflection And Mirrors reflective surface with edges that curve away from the observer. real image. image formed by converging light rays. spherical abberation. an effect which makes images formed by some spherical mirrors appear fuzzy. focal length. the distance from the focal point to a mirror along the principle axis. magnification.
Chapter 17 Reflection and Mirrors Flashcards | Quizlet
1. The normal is a line parallel to a surface.2. The reflection of light is three dimensional.3. The angle of incidence equals the angle of reflection.4. A mirror causes diffuse reflection.5. A rough surface causes specular reflection. 6.
Reflection and Mirrors Pages 1 - 6 - Flip PDF Download ...
copy of the object formed by reflected or refracted rays of light. diffuse reflection. happens when parallel rays of light hit an uneven surface. plane mirror. 1. flat sheet of glass that has a smooth silver colored coating on one side. 2. it produces or makes virtual and upright images. virtual mirror.
Science Chapter 4 (Lesson 2 ) Reflection and mirrors ...
17 Reflection and Mirrors CHAPTER Practice Problems 17.1 Reflection from Plane Mirrors pages 457–463 page 460 1. Explain why the reflection of light off ground glass changes from diffuse to specular if you spill water on it. Water fills in the rough areas and makes the surface smoother. 2. If the angle of incidence of a ray of light is
CHAPTER 17 Reflection and Mirrors
a flat, smooth surface from which light is reflected by regular reflection, producing a virtual image that is the same size as the object, has the same orientation, and is the same distance from the mirror as the object. Object. a luminous or illuminated source of light rays that are to be reflected by a mirrored surface.
Physics Chapter 17: Reflection and Mirrors Flashcards ...
The mnemonic "If I do I di" can help you to remember the mirror equation. 1. i. Sign conventions i. The focal length is positive for a concave mirror, and negative for a convex mirror. ii. The image distance is positive if the image is on the reflective side of the mirror (a real image), and negative if the image is behind the mirror (a virtual image).
PY 106 Quiz 6 Study Guide.pdf - Polarization of EM Waves ...
plane mirror a reflection produced by a smooth surface in which parallel li… a scattered, fuzzy reflection produced by a rough surface a flat, smooth surface from which light is reflected by regula…
physics chapter 17 reflection mirrors Flashcards and Study ...
Specular Reflection. A reflection in which rays are reflected in parallel. Image. The combination of image points produced by light rays from an object. Plane Mirror. A flat, smooth surface from which light is reflected by regular reflection. Object. A source of light rays. Diffuse reflection.
Physics Chapter 17 Reflection and Mirrors Vocabulary ...
Reflections help us develop our sense of self. Mirrors are used to test self-recognition in humans and animals. Researchers infer that if subjects can tell that the image on the reflective surface...
Why Is Seeing Your Own Reflection So Important ...
Name17 Study Guide continuedSection 17.1 Reflection from Plane MirrorsIn your textbook, read about the law of reflection on pages 458–460.For each statement below, write true or rewrite the italicized part to make the statement true. 1. Reflection and Mirrors Pages 1 - 6 - Text Version | FlipHTML5 Chapter 17 Study Guide Answer Key Section 17.1 1.
17 Study Guide Reflection And Refraction Answers
Reflection And Mirrors Mirrors Flashcards ... Reflection and Mirrors (Chapter 17) STUDY. PLAY. Specular Reflection. A reflection produced by a smooth surface in which parallel light rays are reflected in parallel. Diffuse Reflection. A scattered, fuzzy reflection produced by a rough surface. Plane Mirror.
Page 11/23
Page 1/2
Copyright : video.gainesville.com
Chapter 17 Reflection And Mirrors - bitofnews.com
When the reflection of an object is seen in a concave mirror the image will be real and inverted. The light rays coming from the object after reflection from the mirror will actually meet in front...
When the reflection of an object is seen in a ... - study.com
reinforcement reflection and mirrors worksheet answers as you such as. By searching the title, publisher, or authors of guide you in fact want, you can discover them rapidly. In the house, workplace, or perhaps in your method can be all best place within net connections. If you direct to download and install the chapter 3 reinforcement reflection and mirrors worksheet
Chapter 3 Reinforcement Reflection And Mirrors Worksheet ...
According to the laws of reflection, the angle of reflection is {eq}27^{\circ} {/eq}. Become a member and unlock all Study Answers Try it risk-free for 30 days
Light is incident on a plane mirror at an ... - study.com
Read PDF Chapter 3 Reinforcement Reflection And Mirrors Worksheet Answersresults; Chapter 3: The Reinforcement Learning Problem Study Guide and Reinforcement 3 ANSWER KEY 7. opposes the motion of objects that move through the air, is affected by speed, size, and shape 8. net force 9. microwelds 10. rolling 11. air resistance 12. acceleration 13 ...
Chapter 3 Reinforcement Reflection And Mirrors Answers Glencoe
PY106 Lecture 23: Light Rays and Reflection Prof. Chris Grant November 4, 2020 Top Hat join code for our course: 229544 [email protected] Homework 9 due Friday, November 6, before 11:59pm EST! Light Polarizer November 4, 2020 1 A "polarizer" is a special material that only lets one direction through NOTE: The transmission axis of the polarizer ...
PY106_Lecture23_Rays_and_Reflection.pdf - PY106 Lecture 23 ...
Read PDF Light Reflection And Mirrors Physics Classroom Answers Light Reflection And Mirrors Physics Classroom Answers As recognized, adventure as well as experience more or less lesson, amusement, as competently as treaty can be gotten by just checking out a books light reflection and mirrors physics classroom answers
Light Reflection And Mirrors Physics Classroom Answers
Reflection: Reflection is an optical phenomenon in which light is bounced back some specific type o surface called reflective surfaces or mirrors. The phenomenon of reflection is governed by two...
If an incident light ray is perpendicular to ... - study.com
Reflection from Mirrors: Mirrors come in various classes, e.g., plane mirrors, convex mirrors, concave mirrors, etc, depending on the nature of the curvature. ... (112): Test Practice and Study ...
Copyright code : b01e290748544cef54357bf4880ad13b
Page 2/2 | <urn:uuid:048bc2a6-d6b0-453e-be48-8f4f42e85619> | CC-MAIN-2022-05 | http://video.gainesville.com/cgi-bin/content/view.php?data=study_guide_reflection_and_mirrors_answers_vocabulary&filetype=pdf&id=b01e290748544cef54357bf4880ad13b | 2022-01-18T22:38:47+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00365.warc.gz | 64,650,686 | 1,907 | eng_Latn | eng_Latn | 0.989198 | eng_Latn | 0.989616 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
6060,
8794
] | [
2.5625
] | 6 | 0 |
1
PEATC’s Transition to Adulthood Series
Supported Decision-Making in Vocational Rehabilitation
2
2
Getting to Work:
Supported Decision-Making in Vocational Rehabilitation
Federal law says what people with disabilities and their families already know:"Individuals with disabilities constitute one of the most disadvantaged groups in society." 1 It's a sad truth: far too often, people with disabilities don't get what they need to lead independent and productive lives.
Congress created the Vocational Rehabilitation program to help people with disabilities learn the skills and get the support they need to work and live as independently as they can. 2 These are the often the same things people with disabilities need to make their own decisions and avoid unnecessary guardianship.
For people who truly can't make decisions, guardianship can be a good thing. But, if people can make decisions, either independently or when they get help, guardianship can have a "significant negative impact on their physical and mental health." 3
In this brochure, we'll tell you about an option called Supported Decision-Making that can help people with disabilities make their own decisions, live and work as independently as they can, and avoid unnecessary guardianship.We'll also show you ways you can request and receive Supported Decision-Making supports and services through Vocational Rehabilitation services.
Supported Decision-Making: What is It?
Supported Decision-Making is getting help when you need it, from people you trust, so you can make your own decisions. 4
Isn't that how we all make decisions? When you have to make a tough choice, or a decision about something you're not familiar with, or just want to talk it out, what do you do?
You get help, don't you? You may ask a friend for advice or a professional for information, or you may have "go to" people in your lives that you talk to about specific subjects.They help you think through the issues, discuss the pros and cons to clear up your choices, and identify solutions.That way, you can understand your options and choose the one that's best for you.
When you do that, you're using Supported DecisionMaking. People you trust give you support, so you can decide. That's it.
Supported Decision-Making burst into public view when a Virginian named Jenny Hatch became the first person to win the right, at trial, to use it instead of
being put into a permanent guardianship. 5 Jenny showed the Judge that she had people in her life who helped her understand, make, and communicate her decisions. Because she had this support, she didn't (and still doesn't) need a guardian.
Jenny's victory was covered in national and international news, and she became known as the "rock that started the avalanche" of Supported Decision-Making. 6 Since Jenny's case, over a dozen states have passed laws recognizing Supported Decision-Making as an option and alternative to guardianship.
Vocational Rehabilitation, Self Determination, and Guardianship
Vocational Rehabilitation programs help people with disabilities learn about, identify, and access the supports they need to get and keep a job. 7
That's important, but what does it have to do with guardianship? Think about it: why are people put in guardianship in the first place? As one expert said, it's because someone thinks they can't "take care of themselves in a manner that society believes is appropriate." 8
What if the same things keeping you from working are also keeping you from making your own decisions and "taking care of yourself?"
Congress recognized that working and decision-making go together when it created the Vocational Rehabilitation program. It said:
The goals of the Nation properly include the goal of providing individuals with disabilities with the tools necessary to(A) make informed choices and decisions; and
(B) achieve equality of opportunity, full inclusion and integration in society, employment, independent living, and economic and social self-sufficiency 9
So, if the same things are stopping people with disabilities from working and "taking care of themselves," the Vocational Rehabilitation program can help them learn the skills and get the supports they need to work and avoid guardianship.As we'll show you, that should include Supported Decision-Making.
Vocational Rehabilitation (VR):
The Basics
In Virginia there are two VR agencies, the Virginia Department for the Blind and Vision Impaired and the general VR Agency, the Department for Aging and Rehabilitative Services (DARS).There are DARS and DBVI offices located throughout Virginia.To apply for Vocational Rehabilitation services from DARS, contact your local office to schedule an appointment.You can find the office closest to you at https://www.vadars. org/office.html#gsc.tab=0 or by calling 1-800-552-5019 (TTY 1-800-464-9950).You can find a listing of the DBVI offices at https://www.vdbvi.org/apps/dbviloc/ or by calling 1-800-622-2155. DARS will find you eligible for its Vocational Rehabilitation program if it agrees that:
[x] You have a disability.
[x] You want to work.
[x] Your disability makes it hard for you to work.
[x] Vocational Rehabilitation services can help you work. 10
As long as you meet these requirements, there are no age limits for the Vocational Rehabilitation program: you can't be too old for it and the program must work with students receiving Special Education services "as early as possible." 11 If you receive SSI or SSDI through Social Security you are presumed eligible. 12
Once you're found eligible, you'll work with a counselor to create an Individualized Plan for Employment (IPE). Your IPE identifies the job you are trying to get with the DARS' help and the supports they'll provide to help you get and keep that job. 13
Vocational Rehabilitation:
Using "Informed Choice" and Supported Decision-Making
Supported Decision-Making is a key part of the Vocational Rehabilitation program. For example, DARS must make sure that you can exercise "Informed Choice." 14 That means your DARS counselor must give you the help you need to choose:
[x] The job you want to get with their help;
[x] The supports and services you need to get and keep that job; and
[x] The agencies and organizations that will provide those supports and services. 15
Isn't "Informed Choice" just another way to say Supported Decision-Making? In both, people with disabilities work with professionals to help them understand their situations and choices, so they can decide what they want to do. 16 The program supports you, and you decide. That's Supported Decision-Making.
In other words, Supported Decision-Making is built-in to the Vocational Rehabilitation program.When DARS gives people support to choose their job goals and supports, it's helping them get what they need to work and make their own decisions.Aren't those two of the main things people with disabilities need to avoid unnecessary guardianship?
Vocational Rehabilitation:
Developing Supported Decision-Making and Independent Living Skills
What if you have trouble keeping a job because you need help making decisions about your physical or mental health? What if you need to develop better timemanagement, organization, or judgment? If you need those or other "independent living" and decision-making skills to work, DARS can help you learn and practice them.
What do independent living and decision-making have to do with getting a job? Think about it:
[x] Would you hire someone who has trouble understanding and following office policies?
[x] Would you promote people who don't take care of their health and are always out sick?
[x] Would you keep paying someone who makes bad on-the-job decisions that could hurt their co workers or customers?
Of course not. 17 Therefore, if your decision-making or independent living skills are keeping you from working, DARS must provide the supports you need to overcome those challenges - the same challenges that keep people from "taking care of themselves?"
There are over 20 types of support that the Vocational Rehabilitation program must provide if they will help you work, including:
[x] Assessments and testing.
[x] Counseling.
[x] Services to help you find and keep a job.
[x] Education and training.
[x] Assistive technology.
[x] Medical and mental health care.
[x] On the job training.
[x] Job coaches and mentors.
[x] Transportation.
[x] Services to family members, like day care.
[x] "Other goods and services" people need to work. 18
For example, assessments can help people discover what they need to work.Then, other supports - like counseling, job coaching, medical and mental health care, life skills training, and assistive technology – can help people learn about and get what they need.
So, if you're having trouble getting or keeping a job because you need better decision-making skills or have trouble managing your life, DARS must provide the support you need to build those abilities.That can help you work, live independently,"take care of yourself," and avoid unnecessary guardianship. 19
Remember, Supported Decision-Making is built-in to the Vocational Rehabilitation process – so it can help you learn to make better decisions and practice Supported Decision-Making. DARS must also help you use Informed Choice to identify and choose the supports you need. This means, they must give you information about:
[x] Supports and services that can help you.
[x] The providers who can help and the support they can provide.
[x] Whether other people were happy with the support they received from those providers.
[x] Whether people who worked with those providers got and kept jobs. 20
Isn't that a great description of Supported DecisionMaking? The program gives you the information you need, so you can choose. That's Supported DecisionMaking.
So, DARS can help people with disabilities learn to make their own decisions,"take care of" themselves, and avoid unnecessary guardianship in two ways:
[x] By helping them learn and use the decision-making, independent living, and other skills they need.
[x] By helping them learn and use Supported Decision-Making in the Informed Choice process.
We Can Help!
Wherever you are on your Supported Decision-Making journey, we can answer your questions or connect you with people and organizations that may be able to help. Feel free to contact us at:
PARENT EDUCATIONAL ADVOCACY TRAINING CENTER
703.923.0010 firstname.lastname@example.org
This brochure was adapted, with permission, from material published by the Missouri Developmental Disabilities Council. This document was developed in partnership with Jonathan Gerald Martinis, LLC (email@example.com).
References
1 29 U.S.C. §701
2 29 U.S.C. §701
3 Wright, J. (2010). Guardianship for your own good: Improving the well-being of respondents and wards in the USA. International Journal of Law and Psychiatry, 33(5). 350-368
4 Blanck, P. & Martinis, J. (2015)."The right to make choices":The national resource center for SDM. Inclusion 3(1), 24-33.
5 For information about Jenny Hatch and her case, see www.jennyhatchjusticeproject.org
6 Vargas,T. (2013,August 2).Woman with Down syndrome prevails over parents in guardianship case. The Washington Post. Available at: https://www.washingtonpost. com/local/woman-with-down-syndrome-prevails-over-parents-in-guardianship case/2013/08/02/4aec4692-fae3-11e2-9bde-7ddaa186b751_story.html
7 29 U.S.C. §701
8 Kapp, M. (1999). Geriatrics and the law: Understanding patient rights and professional responsibilities. New York: Springer Publishing.
9 29 U.S.C. 701
10 34 C.F.R. § 361.42
11 34 C.F.R. § 361.22
12 34 C.F.R. § 361.42
13 34 C.F.R. § 361.46
14 34 C.F.R. § 361.52
15 34 C.F.R. § 361.52
16 Blanck & Martinis, 2015
17 Blanck, P. & Martinis, J. (2019, in press). Supported decision-making: From justice for Jenny to justice for all.AAIDD
18 34 C.F.R. §361.48
19 Martinis, J. (2015)."The right to make choices": How vocational rehabilitation can help young adults with disabilities increase self-determination and avoid guardianship. Journal of Vocational Rehabilitation 42(3), 221-227.
20 34 C.F.R. § 361.52
15
15
800-869-6782 (toll free) | 703-923-0010 | 800-693-3514 (fax)
VISIT US AT WWW.PEATC.ORG
Hablamos Español
The contents of this factsheet were developed under a grant from the US Department of Education, #H235F2000001. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government Project Officer. PEATC is not a legal services agency and cannot provide legal advice or legal representation.Any information contained in this training is not intended as legal advice and should not be used as a substitution for legal advice. | <urn:uuid:80f76c2d-9623-447b-905e-5ea329bac7c7> | CC-MAIN-2022-05 | https://peatc.org/wp-content/uploads/2022/01/SDM-and-VR-508-compliant.pdf | 2022-01-18T22:47:01+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00363.warc.gz | 456,396,667 | 2,836 | eng_Latn | eng_Latn | 0.964798 | eng_Latn | 0.996333 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | docling | [
95,
101,
789,
1412,
2409,
2950,
3824,
5068,
5805,
6972,
7664,
8260,
9097,
10006,
10710,
12163,
12171,
12798
] | [
2.46875
] | 1 | 0 |
Appendix of Technology Standards and Infusion Exemplars Grades 9-12 Copied from: Health 9, Copied on: 08/11/21
Content Area: Technology
Course(s):
Sample Course, Health 9
Time Period:
Length:
Sample Length & Grade Level
Status:
Published
Appendix of Technology Standards and Infusion Exemplars
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
Appendix of Technology Standards and Infusion Exemplars
Grade 9-12
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Ms. Karen L. Franciosa
Dr. Richard Tomko, Ph.D., M.J., Superintendent of Schools
Ms. LucyAnn Demikoff, Director of Curriculum and Instruction K-12
Ms. Nicole Shanklin, Director of Elementary Education
Mr. George Droste, Director of Secondary Education
Board Approved: September 23, 2019
Appendix of Technology Standards and Exemplars
The purpose of this appendix is to serve as a guide for educators to meet the technological requirements as per the NJDOE website:
New Jersey's Technology Standards consist of 8.1 Educational Technology and 8.2 Technology, Engineering, Design and Computational Thinking, which work symbiotically to provide students with the necessary skills for college and career readiness.
"Advances in technology have drastically changed the way we interact with the world and each other. The digital age requires that we understand and are able to harness the power of technology to live and learn". - International Society for Technology in Education
In this ever-changing digital world where citizenship is being re-imagined, our students must be able to harness the power of technology to live, solve problems and learn in college, on the job and throughout their lives. Enabled with digital and civic citizenship skills, students are empowered to be responsible members of today's diverse global society.
Readiness in this century demands that students actively engage in critical thinking, communication, collaboration, and creativity. Technology empowers students with real-world data, tools, experts and global
outreach to actively engage in solving meaningful problems in all areas of their lives. The power of technology discretely supports all curricular areas and multiple levels of mastery for all students.
Technology Infusion Exemplars by Discipline for Grades 9-12
What Technology Infusion and/or strategies are integrated into this unit to enhance learning? Please list all hardware, software and strategies. Please find a technology pedagogy wheel for assistance while completing this section.
ELA:
- Digital Brain Dump with Flipgrid and Socrative
- Create an online portfolio including a social media page and business card for a character identity using Canva.
- Caption This! A fun, deep-thinking Google Drawings activity.
- "Add and Pass" activity in docs- Digital version of adding onto a story and passing to next group of students until finished. Begin with an image on a blank document ( can be a scene from a story or even a historical figure).
- Writable.com- 600+ prompts and assignments
- ThinkCERCA.com-Web-based literacy program that scffold the development of critical thinking and argumentative writing skills.
- Commonlit.org-Feature rich literacy resource.
- readwritethink.org: A-ll's Well that Sells Well: A Creative Introduction to Shakespeare: After taking a virtual tour of The Globe Theater in Elizabethan London, students compare attending a performance at The Globe to attending a current professional production (such as a play on Broadway) or to viewing a movie at a local theater. They discuss the similarities and differences in the theaters and imagine what types of products might have been advertised in Elizabethan time, if The Globe showed commercials before the play like modern movie theaters do. They create a commercial advertisement geared toward an Elizabethan audience to promote one of today's products or conveniences. This activity helps students better understand the Elizabethan times and Elizabethan theater audiences, as well as persuasive advertising techniques.
- readwritethink.org: Creating Psychological Profiles of Characters in To Kill a Mockingbird: Design a digital poster and plan a presentation representing a psychological profiles for a selected character while determining what specific factors (such as family, career, environment, and so forth) have the greatest influence on the characters' decision making throughout the novel.
:
- readwritethink.org: Ghosts and Fears in Language Arts: Exploring the Ways Writers Scare Readers Fright Fair Projects: "Why people like to be scared"-Students can create a Google survey on what movies fellow teens watch, whether or not they watch horror movies and if so why do they like them? Statistics on how well scary movies do at the box office can be researched and fellow students who enjoy horror films can be interviewed. Findings can be presented in the form of a digital news broadcast.
- readwritethink.org: An Introduction to Graphic Novels:Podcastreadwritethink.org: Comics and Graphic Novels
- Create a Book Trailer
MATH:
- Digital Brain Dump with Flipgrid and Socrative.
- Math by Kahoot-Algebra (Curriculum Aligned Games and videos)
- Khan Academy: Algebra Functions
- Kahoot:Math by Kahoot-Algebra (Model and Solve Equations with Variables ob Both Sides)
- YouTube:Algebra Basics: Solving Equations Part 2-Math Antics
- YouTube:Algebra Basics: Solving Equations Part 1-Math Antics
- YouTube:Basic Linear Functions-Math Antics
- Khan Acaemy:Geometry-Law of Detachment
- Khan Academy:Solving Equations
SCIENCE:
- Digital Brain Dump with Flipgrid and Socrative
- Khan Academy: Introduction to Chemistry
- YouTube:Intro to Chemistry, Basic Concepts-Periodic Table
- Weather and Climate- Bozeman Science
- Khan Academy:High School Biology:Cells
- Create PowToon on subject material
- Khan Academy:High School Biology:Evolution
SOCIAL STUDIES:
- Google Earth
- Caption This! A fun, deep-thinking Google Drawings activity
- Digital Brain Dump with Flipgrid and Socrative.
- Digital History- A comprehensive collection of historical data on United States history.
- Create an online portfolio including a social media page and business card for a historian using Canva.
- Digital History: The Great Depression
- iCivics.org gives students the necessary tools to learn about and participate in civic life, and teaches the materials and support to achieve this goal. Their free resources include interactive digital tools, print-and-go lessons and award winning games.
- http://www.loc.gov: Library of Congress: News, events, new content and more from the National Library of Congress and Specifice subject areas- From legislature to poetry, from music to science,
from cataloging to copyright.
- Historical Thinking Matters.org: A pick for best social studies websites "focused on key topics in U.S. history, that is designed to teach students how to critically read primary souces and how to critique and construct historical narratives.
- Historical Thinking Matters: Rosa Parks (Black History Month)
- NPR: National Public Radio-Podcasts
- YouTube: Larry King Live (1995)- Interview with Rosa Parks (Black History Month)
- Ted Talks: Uglyy History: Witch Hunts
2014 New Jersey Student Learning Standards - Technology
| Content Area | | |
|---|---|---|
| Standard | | |
| Strand | | |
| Grade Level bands | Content Statement Students will: | Indicator |
| P | Understand and use technology systems. | 8.1.P.A.1 |
| | | 8.1.P.A.2 |
| | Select and use applications effectively and productively. | 8.1.P.A.3 |
| | | 8.1.P.A.4 |
| | | 8.1.P.A.5 |
| K-2 | Understand and use technology systems. | 8.1.2.A.1 |
| | Select and use applications effectively and productively. | 8.1.2.A.2 |
| | | 8.1.2.A.3 |
| | | 8.1.2.A.4 |
| | | 8.1.2.A.5 |
| | | 8.1.2.A.6 |
| | | 8.1.2.A.7 |
| 3-5 | Understand and use technology systems. | 8.1.5.A.1 |
| | Select and use applications effectively and productively. | 8.1.5.A.2 |
| | | 8.1.5.A.3 |
| | | 8.1.5.A.4 |
| | | 8.1.5.A.5 |
| | | 8.1.5.A.6 |
and produce a report that explains the analysis of the data.
6-8
Understand and use technology 8.1.8.A.1 Demonstrate knowledge of a real world problem using
| | Select and use applications effectively and productively. | 8.1.8.A.2 |
|---|---|---|
| | | 8.1.8.A.3 |
| | | 8.1.8.A.4 |
| | | 8.1.8.A.5 |
| 9-12 | Understand and use technology systems. | 8.1.12.A.1 |
| | Select and use applications effectively and productively. | 8.1.12.A.2 |
| | | 8.1.12.A.3 |
| | | 8.1.12.A.4 |
| | | 8.1.12.A.5 |
| Content Area | | |
| Standard | | |
| Strand | | |
| Grade Level bands | Content Statement Students will: | Indicator |
| P | Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. | 8.1.P.B.1 |
| K-2 | | 8.1.2.B.1 |
| 3-5 | | 8.1.5.B.1 |
| 6-8 | | 8.1.8.B.1 |
| 9-12 | | 8.1.12.B.2 |
Standard
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to
create and communicateknowledge.
| Grade Level bands | Content Statement | Indicator |
|---|---|---|
| P | Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats. Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems. | 8.1.P.C.1 |
| K-2 | | 8.1.2.C.1 |
| 3-5 | | 8.1.5.C.1 |
| 6-8 | | 8.1.8.C.1 |
| 9-12 | | 8.1.12.C.1 |
| Content Area | | |
| Standard | | |
| Strand | | |
| Grade Level bands | Content Statement | Indicator |
| K-2 | Advocate and practice safe, legal, and responsible use of information and technology. | 8.1.2.D.1 |
| 3-5 | Advocate and practice safe, legal, and responsible use of information and technology. | 8.1.5.D.1 |
| | | 8.1.5.D.2 |
| | Demonstrate personal responsibility for lifelong learning. | 8.1.5.D.3 |
| | Exhibit leadership for digital citizenship. | 8.1.5.D.4 |
legal, and responsi
bl e us
e of related to cyber safety, cyber bullying, cyber security,
information and technology.
Demonstrate personal
8.1.8.D.2
and cyber ethics including appropriate use of social media.
Demonstrate the application of appropriate citations to
| | | 8.1.8.D.3 |
|---|---|---|
| | Exhibit leadership for digital citizenship. | 8.1.8.D.4 |
| | | 8.1.8.D.5 |
| 9-12 | Advocate and practice safe, legal, and responsible use of information and technology. | 8.1.12.D.1 |
| | Demonstrate personal responsibility for lifelong learning. | 8.1.12.D.2 |
| | | 8.1.12.D.3 |
| | Exhibit leadership for digital citizenship. | 8.1.12.D.4 |
| | | 8.1.12.D.5 |
| Content Area | | |
| Standard | | |
| Strand | | |
| Grade Level bands | Content Statement Students will: | Indicator |
| P | Plan strategies to guide inquiry. | 8.1.P.E.1 |
| K-2 | Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. | 8.1.2.E.1 |
Evaluate and select information sources and digital tools based
on the appropriateness for specific tasks.
| 6-8 | Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. | | 8.1.8.E.1 | Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem. |
|---|---|---|---|---|
| 9-12 | Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results. | | 8.1.12.E.1 | Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources. |
| | | | 8.1.12.E.2 | Research and evaluate the impact on society of the unethical use of digital tools and present your research to peers. |
| Content Area | | Technology | | |
| Standard | | 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. | | |
| Strand | | F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | | |
| Grade Level bands | Content Statement Students will: | | Indicator | Indicator |
| | alternative solutions. | |
|---|---|---|
| 3-5 | Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions | 8.1.5.F.1 |
| 6-8 | Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. | 8.1.8.F.1 |
2014 New Jersey Core Curriculum Content Standards - Technology
we live.
Grade Content Statement
Indicator Indicator
| K-2 | The characteristics and scope of technology. | 8.2.2.A.1 |
|---|---|---|
| | | 8.2.2.A.2 |
| | The core concepts of technology. | 8.2.2.A.3 |
| | | 8.2.2.A.4 |
| | The relationships among technologies and the connections between technology and other fields of study. | 8.2.2.A.5 |
| 3-5 | The characteristics and scope of technology. | 8.2.5.A.1 |
| | | 8.2.5.A.2 |
| | The core concepts of technology. | 8.2.5.A.3 |
| | The relationships among technologies and the connections between technology and other fields of study. | 8.2.5.A.4 |
| | | 8.2.5.A.5 |
| 6-8 | The characteristics and scope of technology. | 8.2.8.A.1 |
| | The core concepts of technology. | 8.2.8.A.2 |
| | | 8.2.8.A.3 |
| | The relationships among technologies and the connections between technology and other fields of study. | 8.2.8.A.4 |
| | | 8.2.8.A.5 |
| 9-12 | The characteristics and scope of technology. | 8.2.12.A.1 |
| | The core concepts of technology. | 8.2.12.A.2 |
| | The relationships among technologies and the connections between technology and other fields of study. | 8.2.12.A.3 |
Strand computational thinking and the designed world as they relate to the individual, global society, and
B. Technology and Society: Knowledge and understanding of human, cultural and societal value designing technological systems and products in the global society.
Grade Content Statement
Indicator Indicator
| K-2 | The cultural, social, economic and political effects of technology. | 8.2.2.B.1 |
|---|---|---|
| | The effects of technology on the environment. | 8.2.2.B.2 |
| | The role of society in the development and use of technology. | 8.2.2.B.3 |
| | The influence of technology on history. | 8.2.2.B.4 |
| 3-5 | The cultural, social, economic and political effects of technology. | 8.2.5.B.1 |
| | The effects of technology on the environment. | 8.2.5.B.2 |
| | | 8.2.5.B.3 |
| | The role of society in the development and use of technology. | 8.2.5.B.4 |
| | | 8.2.5.B.5 |
| | The influence of technology on history. | 8.2.5.B.6 |
| 6-8 | The cultural, social, economic and political effects of technology. | 8.2.8.B.1 |
| | | 8.2.8.B.2 |
| | The effects of technology on the environment. | 8.2.8.B.3 |
| | | 8.2.8.B.4 |
| | The role of society in the development and use of technology. | 8.2.8.B.5 |
| | | 8.2.8.B.6 |
| | The influence of technology on history. | 8.2.8.B.7 |
| 9-12 | The cultural, social, economic and political effects of technology. | 8.2.12.B.1 |
| | The effects of technology on the environment. | 8.2.12.B.2 |
product.
The role of society in the
8.2.12.B.3 Analyze ethical and unethical practices around intellectual pro
8.2.8.C.3
Evaluate the function, value, and aesthetics of a technological from the pe
rspect
ive of the us
erand the producer.
The application of
8.2.8.C.4 Identify the steps in the design process that would be used to s
| | | 8.2.8.C.5 |
|---|---|---|
| | | 8.2.8.C.5.a |
| | The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. | 8.2.8.C.6 |
| | | 8.2.8.C.7 |
| | | 8.2.8.C.8 |
| 9-12 | The attributes of design. | 8.2.12.C.1 |
| | | 8.2.12.C.2 |
| | The application of engineering design. | 8.2.12.C.3 |
| | | 8.2.12.C.4 |
| | | 8.2.12.C.5 |
| | The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving. | 8.2.12.C.6 |
| | | 8.2.12.C.7 |
| Content Area | | |
| Standard | | |
| Strand | | |
| Grade Level bands | Content Statement Students will understand how to: | Indicator |
| K-2 | Apply the design process. | 8.2.2.D.1 |
| | Use and maintain technological products and systems. | 8.2.2.D.2 |
| | | 8.2.2.D.3 |
| | | 8.2.2.D.4 |
| | Assess the impact of products and systems. | 8.2.2.D.5 |
| | | 8.2.5.D.1 |
Use and maintain
8.2.5.D.3
offs identifie d i
n the de
sign pr oc
es
s to eval ua
te potential soluti
Follow step by step directions to assemble a product or solve a technological products and
8.2.5.D.4 Explain why human-designed systems, products, and environm
| | | 8.2.5.D.5 |
|---|---|---|
| | Assess the impact of products and systems. | 8.2.5.D.6 |
| | | 8.2.5.D.7 |
| 6-8 | Apply the design process. | 8.2.8.D.1 |
| | | 8.2.8.D.2 |
| | | 8.2.8.D.3 |
| | Use and maintain technological products and systems. | 8.2.8.D.4 |
| | Assess the impact of products and systems. | 8.2.8.D.5 |
| | | 8.2.8.D.6 |
| 9-12 | Apply the design process. | 8.2.12.D.1 |
| | | 8.2.12.D.2 |
| | Use and maintain technological products and systems. | 8.2.12.D.3 |
| | Assess the impact of products and systems. | 8.2.12.D.4 |
| | | 8.2.12.D.5 |
| | | 8.2.12.D.6 |
| Content Area | | |
| Standard | | |
| Strand | | |
bands understand:
| K-2 | Computational thinking and computer programming as tools used in design and engineering. | 8.2.2.E.1 |
|---|---|---|
| | | 8.2.2.E.2 |
| | | 8.2.2.E.3 |
| | | 8.2.2.E.4 |
| | | 8.2.2.E.5 |
| 3-5 | Computational thinking and computer programming as tools used in design and engineering. | 8.2.5.E.1 |
| | | 8.2.5.E.2 |
| | | 8.2.5.E.3 |
| | | 8.2.5.E.4 |
| 6-8 | Computational thinking and computer programming as tools used in design and engineering. | 8.2.8.E.1 |
| | | 8.2.8.E.2 |
| | | 8.2.8.E.3 |
| | | 8.2.8.E.4 |
| 9-12 | Computational thinking and computer programming as tools used in design and engineering. | 8.2.12.E.1 |
| | | 8.2.12.E.2 |
| | | 8.2.12.E.3 |
| | | 8.2.12.E.4 | | <urn:uuid:1f197380-4cd3-45c9-8a10-69370414d4ee> | CC-MAIN-2022-05 | https://app.oncoursesystems.com/curriculum/12346/22904572/unit/22905391 | 2022-01-18T22:45:39+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00364.warc.gz | 147,671,730 | 5,638 | eng_Latn | eng_Latn | 0.904993 | eng_Latn | 0.985643 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
509,
2096,
4497,
6782,
7284,
8136,
9032,
10414,
11467,
13315,
14104,
15263,
16738,
16852,
18037,
18976,
19719
] | [
4.21875
] | 5 | 0 |
Written: July 2019
Next Review: July 2022
The Reddings Primary and Nursery School
Religious Education Subject Policy
Subject Statement
RE aims to enable pupils to become religiously and theologically literate so they can engage in life in an increasingly diverse society. It is not about telling pupils what religious views they should have but rather assists them in gaining shared human understanding, developing personal identity and searching for meaning in the context of evaluating different viewpoints.
The Reddings follow the Hertfordshire Agreed Syllabus of Religious Education 2017 2022 which we have used as the basis of our planning and delivery of RE
Progression of skills
The programmes of study are set out in eight key areas, which aim to enable pupils to develop knowledge and understanding of sources of wisdom and their impact whilst exploring personal and critical responses. Developing religious and theological literacy through religions and worldviews – this permeates through all areas of the programmes of study.
The Key Areas:
A. Sources of wisdom and their impact
All pupils should:
* know, understand and explore the significance and impact of sacred texts, other sources of wisdom and ways of expressing meaning
* express ideas and insights about the nature of beliefs, values and practices and their impact upon the identity of individuals and communities
* recognise and explore the diversity that exists within and between religious traditions
B. Personal and critical responses
All pupils should:
* express with increasing discernment their personal reflections, critical responses and connections to faith and belief enquiring into philosophical, moral and ethical issues
* engage with the questions and answers offered by religions and worldviews concerning ultimate questions and human responsibility
Next Review: July 2022
* develop the skills required to engage with others in dialogue and to cooperate in society with respect and compassion
Planning/Curriculum and Assessment
The Reddings follow the "Religion for Today and Tomorrow" for RE which builds-in coverage of and progression in both the content and concepts outlined in the Agreed Syllabus. This scheme shows how we have planned that "aspects of all six principal faiths are explored over key stage one and two". Our medium-term RE plans, which are from the Framework give details of the main teaching objectives for each term and define what we teach.
Teachers are also expected to provide regular opportunities for children to write in subjects across the curriculum. They ensure an appropriate balance and distribution of work across each term, copies of these plans are kept by the class teacher and annotated and highlight to show what has been taught.
Monitoring
Monitoring of Religious Education is in line with the Core Plan and takes place at least termly. This is led by the RE subject specialist and reports are produced as part of the Core Plan monitoring process. Outcomes of monitoring are fed back to the staff and teacher specific feedback forms part of the 'teaching over time' document. Monitoring of Religious Education includes: book looks, and pupil voice.
Governors will monitor the policy through their Governor visit programme which may include work scrutiny, pupil voice and progress data analysis.
Renewal of Policy
This policy should be reviewed at a minimum every three (3) years. Should key changes occur in the curriculum or with Religious Education teaching pedagogy, the policy should be reviewed earlier if necessary. | <urn:uuid:f5efcc2c-edbd-49aa-aa20-f453e7c8c154> | CC-MAIN-2022-05 | https://reddings.herts.sch.uk/download/re-policy-july-2019website.pdf | 2022-01-18T23:34:24+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00365.warc.gz | 487,490,712 | 667 | eng_Latn | eng_Latn | 0.996627 | eng_Latn | 0.997947 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1851,
3576
] | [
3.125
] | 1 | 0 |
Oakridge Primary School
Responding to Pupil's learning Policy
The purpose of this policy is to ensure that there is positive feedback on children's learning, and that teachers time is used well to produce this feedback. Research makes it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. John Hattie (2008), using decades of research, revealed that feedback was among the most powerful influences on achievement.
Aims:
- To provide a progressive approach to how feedback is given
- To ensure that feedback given maximises progress made by children
- To encourage growing independence and self-motivation within leaning
- To ensure that time invested in giving feeback is impactful and an appropriate proportion of teachers' workload
What is Constructive Feedback?
'To get from where they are to where they need to be.'
- 'Where am I going?' – Defines the goal
- How am I going?' – How they are presently performing
- 'Where to next?' – Next step
This means that clear learning intentions and success criteria are the bedrock of constructive feedback.
Feedback can be given in many forms, including verbally or in the written form. Feedback can be given from teachers, TAs and peers. Children can also self-reflect in order to provide feedback to themselves. The only thing that matters is the quality of the feedback to the children in order that it has an impact on a child's attitude to learning and the progress that they make towards their learning goal.
Feedback should put the onus on pupils to correct their own mistakes (within appropriate levels of expectation), rather than providing correct answers for them. It should also alert the teacher to misconceptions, so that the teacher can address these in subsequent lessons.
Where appropriate, children should be given time to reflect on written feedback at the beginning of the next lesson. This allows them to action the feedback before new learning starts.
At the beginning of each academic year, we undertake baseline assessments in order that feedback can be matched exactly to the child's current level of attainment and understanding.
Key principles in giving effective feedback:
- Feedback is empowering and encourages children to take responsibility for their own learning
- Feedback is clear and understood by the recipient
- Feedback is actionable
- Feedback is user friendly
- Feedback is timely
Evidence of feedback is incidental to the process; we do not provide additional evidence for external verification.
It is appropriate for pupils to reflect on their own or each others work, particularly in Key Stage 2. This should be based on clear success criteria. Children should be trained to do this effectively.
Progressive strategies of responding to children's learning:
We give feedback in many different ways and marking of pupil books is only a small part of our feedback strategy. We used the results of a pupil survey undertaken in all year groups to ensure that the types of feedback we give match the types of feedback children find most helpful. The intention is that through feedback we address mis-conceptions, promote deliberate practice, elicit deeper thinking, clarify knowledge and understanding and encourage selfregulation.
'Next steps makes me feel engaged so it can make what I do more better but I like to know what I have done well.'
'I like feedback when I can act upon it.'
'Feedback is best when it is on things that I can actually do.'
Foundation Stage:
In the foundation stage children need feedback on learning whilst it is being done or very soon after completion. This will more often come in the form of verbal feedback. When giving verbal feedback, the teacher or NNEB should explain why the piece of learning is good or how it could have been made better. This needs to be done in a positive and challenging way so that it does not de-motivate the child.
Verbal Feedback in KS 1 and 2
From pupil surveys, it was evident that this 'in the moment' kind of feedback is highly valued by pupils. Verbal feedback can be given to individuals, groups, and as part of the whole class teaching which takes place at the beginning and plenary of lessons. It should be used positively with an emphasis on linking previous learning to current learning and learning intended for the future. Where and when appropriate, children record the verbal feedback that they receive and what they are going to do to help them progress in their learning. They only do this where they need to take the feedback over to the next lesson in order to action it.
Success Checklists in KS1 and KS2
Success Checklists are used across the curriculum and must always link to the learning intention. They are used for shorter pieces of learning and for every piece of extended writing.
Success checklists have clear success criteria and these are reinforced to children in KS1 by using picture cues as well as words. In Y1 and Y2 children self-assess against the checklist and this is confirmed by the teacher who also sets the next step.
In Y3 and Y4 children have greater input into the criteria put onto the success checklist. Children self or peer assess against the criteria and correct any basic punctuation or grammatical errors which are deemed to be part of the 'non-negotaible' aspects of the success checklist. They begin to find evidence of the criteria they are using.
In Y5 and Y6 children can self-select some of the criteria which are put onto the checklist. Children assess how well they have met each aspect of the criteria and are able to provide evidence for their evaluations. They will be able to suggest their next step, either independently or by working with a peer learning partner. They will record this and the teacher will confirm whether this is an appropriate next step.
Written comments
Written comments may be used in children's books. They may highlight areas of success but will focus mainly on next steps which are actionable, as this is what the children tell us they most prefer and what helps them learn. They may be used, for example, to set targets eg in handwriting or prompt a child to redraft a sentence or paragraph with a particular focus for improvement.
Questions in KS1 and KS2
Verbal questions are used during lessons in KS1 and KS2 to assess learning and provide feedback. A number of questioning strategies are used such as talk partners, no hands up and lollipop sticks to ensure that all pupils are involved in the feedback process.
Written questions are used in KS1 and KS2 to elicit deeper thinking after children have completed learning. They are especially helpful in subjects such as Knowledge and Understanding of the World, Science and RE.
Question stickers may be used in maths in KS2 to encourage self –regulation for example by explaining strategies used or asking children to prove their mathematical conclusions.
Visible Learning
Key Stage 1
Classrooms have visible learning displays where children can see their individual current attainment level in mental mathematics and progression steps to achieve the expected level for each year group. These can be represented in many ways, but currently they are in the form of planets where children's names move between targets as they progress. The feedback gives the children an immediate understanding of what they need to deliberately practise to achieve next steps.
Classrooms also have non-negotiable standards in writing that the children can self-assess against and teachers can refer to in verbal feedback.
Lower Key Stage 2
The visible learning displays in Lower Key Stage 2 are consistent with those in KS1. As you would expect, the level of difficulty reflect each year groups targets and the children are developing a deeper understanding of how to take individual responsibility for their progress.
In writing, non-negotiable targets are displayed as a continuous form of feedback to the children on what is expected of them when working independently. These are referenced by teachers when giving verbal and written feedback and the children use them for immediate and ongoing feedback. This minimises the need for teacher marking to repeatedly correct the simple and avoidable mistakes and instead concentrate on encouraging higher level grammatical, punctuation or genre features.
Key Stage 2
Visible learning displays continue to reflect the children's progress against standards for each year group and include non-negotiable features. As the children progress to Key Stage 2, they are encouraged to use 'Quadrants' or similar formats to both teacher and self assess. After assessments they use these to assess each question and the feedback informs next steps. The intention of this feedback is that by identifying areas of weakness and strength all questions move to the bottom left area as the year progresses, beginning with the 'Gaps' in learning in red.
Peer assessment and feedback
In the book 'The secret life of learners' it states that 80% of feedback that children receive during the school day is from their peers. However,80% of this feedback is unhelpful or incorrect. Peer assessment therefore must always be referenced against success criteria and children need to be trained to give effective feedback.
In KS1, children begin to peer assess through verbal discussions between learning partners. The purpose of this is to reflect on the partner's own evaluation against the success criteria.
As the children mature as learners during lower KS2, children then peer assess elements of the success criteria. They help each other check whether they have included all non-negotiables and begin to find evidence of other parts of the success criteria.
By upper KS2 children will regularly provide feedback to one another, on how well they have met success criteria and help provide one another with next steps.
Addresing mis-conceptions
Spelling and Grammar
It is vital that children are accountable for errors made with parts of spelling and grammar with which they are familiar (non negotiables). Children will be expected to self-correct basic errors which are well within their capabilities, without further teacher input.
If a child knows how to spell a word, but spells it incorrectly, then the word should be underlined and a small arrow placed above the word to indicate that the child should try to spell that word again. The child then rewrites the word above the original word.
It is not necessary to correct every single spelling error that is made; however if the child makes a mistake with a word which is vital to the understanding of the sentence or is a particularly good word for the purpose, but it is too tricky to expect a child of that age to spell, then underline it as above, but write the correct spelling in yourself.
If a child chooses the wrong word for the job or makes a grammatical error e.g. "we was" or "I like there dog" then underline the word with a wiggly line. As above, if the child should know the correct response, add an arrow above the word for them to add their correction. If the child would not know the correct respone, then please write it in for them.
Find and Fix
Find and fix will be used to prompt children to reflect independently on where they have made errors. These are used pre-dominantly in mathematics.
Accerlerated Reader meetings in KS2
Accelerated reader meetings are held weekly. Following an analysis of the AR data, during the meeting, the class teacher provides verbal feedback to pupils relating to their independent reading. This will include feedback on their book choice, their level of accuracy, the amount of time that they are reading for each day and targets for the next week.
Appendix: 1: Example prompts for different level of feedback
Task Level Feedback
* Your goal was to......... you have met this part but you still need to …............
* You have used complex sentences in your writing, however to fully meet the LO you need to make sure these are punctuated correctly.
* Your LO was to............ You have met ….................. part of the success criteria but you need to....
* I can see you are struggling with …............... aspect of the success criteria. Look at my modelled example and then correct your work.
* Does his/her answer meet the success criteria?
* Is his/her answer correct/incorrect?
* How can he/she elaborate on the answer?
* What did he/she do well?
* Where did he/she go wrong?
* What is the correct answer?
* What other information is needed to meet the criteria?
Process Level Feedback
* By now you should have……..(go through the success criteria) What do you need to do next?
* Use the success criteria to identify what …….. has done well. How can ……… improve his work?
* I like that you have done ……….. This shows that ……………….
* To make this even better can you………… ?
* Can anyone give an example of when you used ………….. in your writing?
* As a class how can we make this …………. more effective?
* What are you next steps?
*
Read through your partners work. Can you identify……………?
* What advice can you give………….?
* This ………. is more effective/efficient than ………. because ………
Where to next? Self Regulating Feedback
* Your use of varied sentences structure draws in the reader. What other techniques do authors use? Can you use this in your next piece?
* Can you work out why you might have gone wrong and try another strategy?
* Have you got any ideas why this was wrong?
* What strategy did you use?
* Can you think of another strategy and how will you tell if you are right?
* How confident are you and why? | <urn:uuid:cc4be81c-be25-4c1f-9c78-aa4ead019338> | CC-MAIN-2021-43 | https://www.oakridge.staffs.sch.uk/images/image_gallery/large/1610544508.pdf | 2021-10-23T18:08:23+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585737.45/warc/CC-MAIN-20211023162040-20211023192040-00287.warc.gz | 1,084,666,627 | 2,755 | eng_Latn | eng_Latn | 0.998794 | eng_Latn | 0.998922 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1148,
2593,
5490,
8438,
11292,
11848,
13313,
13750
] | [
4.3125
] | 1 | 0 |
Name _____________________________________
READ CLOSELY AND SHOW EVIDENCE OF THINKING BY ANNOTATING. Annotate all readings by highlighting the main idea in yellow; the best evidence supporting in blue, and any interesting phrases in green.
PYGMALION
by Ovid, translated by Anthony S. Kline1 A.D.
Pygmalion had seen them, spending their lives in wickedness, and, offended by the failings that nature gave the female heart, he lived as a bachelor, without a wife or partner for his bed. But, with wonderful skill, he carved a figure, brilliantly, out of snow-white ivory, no mortal woman, and fell in love with his own creation. The features are those of a real girl, who, you might think, lived, and wished to move, if modesty did not forbid it. Indeed, art hides his art. He marvels: and passion, for this bodily image, consumes his heart. Often, he runs his hands over the work, tempted as to whether it is flesh or ivory, not admitting it to be ivory. He kisses it and thinks his kisses are returned; and speaks to it; and holds it, and imagines that his fingers press into the limbs, and is afraid lest bruises appear from the pressure. Now he addresses it with compliments, now brings gifts that please girls, shells and polished pebbles, little birds, and many-colored flowers, lilies and tinted beads, and the Heliades's 1 amber tears that drip from the trees. He dresses the body, also, in clothing; places rings on the fingers; places a long necklace round its neck; pearls hang from the ears, and cinctures2 round the breasts. All are fitting: but it appears no less lovely, naked. He arranges the statue on a bed on which cloths dyed with Tyrian murex3 are spread, and calls it his bedfellow, and rests its neck against soft down, as if it could feel.
The day of Venus's4 festival came, celebrated throughout Cyprus,5 and heifers, their curved horns gilded, fell, to the blow on their snowy neck. The incense was smoking, when Pygmalion, having made his offering, stood by the altar, and said, shyly: "If you can grant all things, you gods, I wish as a bride to have..." and not daring to say "the girl of ivory" he said "one like my ivory girl." Golden Venus, for she herself was present at the festival, knew what the prayer meant, and as a sign of the gods' fondness for him, the flame flared three times, and shook its crown in the air. When he returned, he sought out the image of his girl, and leaning over the couch, kissed her. She felt warm: he pressed his lips to her again. The ivory yielded to his touch, and lost its hardness, altering under his fingers, as the bees' wax of Hymettus6 softens in the sun, and is molded, under the thumb, into
Myth of the Week #1-Pygmalion
many forms, made usable by use. The lover is stupefied,7 and joyful, but uncertain, and afraid he is wrong, reaffirms the fulfillment of his wishes, with his hand, again, and again.
It was flesh! The pulse throbbed under his thumb. Then the hero of Paphos,8 was indeed overfull of words with which to thank Venus, and still pressed his mouth against a mouth that was not merely a likeness. The girl felt the kisses he gave, blushed, and, raising her bashful eyes to the light, saw both her lover and the sky. The goddess attended the marriage that she had brought about, and when the moon's horns had nine times met at full, the woman bore a son, Paphos, from whom the island takes its name..
Notes
1. The daughters of Helios and the Oceanid Clymene, the Heliades were turned into poplar trees and their tears into amber after the death of their brother.
2. a belt or a sash of cloth
3. a luxurious purple dye harvested from sea snails
4. the Roman name for the Goddess of Love
5. an eastern Mediterranean island
6. a mountain range in Greece
7. Stupefied (adjective) : shocked or astonished
8. a coastal city in Cyprus
WRITE A REFLECTION (3 paragraphs)-This needs to be submitted through google classroom.
One paragraph that reflects on what the writer said
- Here's where you summarize the main points of the story
One paragraph that reflects on the writer's style
- How does the author use rhetorical devices (similes, metaphors, symbols etc.)
- What is the theme/author's message
One paragraph that reflects the reader's thoughts on the content of the Story
- Here's where you can discuss your reaction to the story, did it speak to you? Did you like it, why or why not? | <urn:uuid:3c7e8a06-92f1-48f3-9daa-e75f8e0f1f22> | CC-MAIN-2022-05 | http://www.ojanpa.com/WG/2021%200917%209-2%20RoW%20Pygmalion.pdf | 2022-01-19T00:18:26+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00370.warc.gz | 104,493,226 | 1,050 | eng_Latn | eng_Latn | 0.999004 | eng_Latn | 0.999257 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2670,
4387
] | [
3.1875
] | 1 | 0 |
WoH 450
Learning Difficulties/God's Love
Ros: Everyone is born with the ability to learn. Some of us learn more quickly than others. I've always been fascinated by our natural desire to learn. First in a baby…then a toddler…then a growing child…and as adults. Even if we tried to, we couldn't stop a young child from learning. From a baby, to a grown adult, everything we hear, see, smell, taste and touch teaches us something.
Tammy: Hello – welcome to Women of Hope. I wonder what you've learned today? Did you see something you'd never seen before? Did you hear something new? Learning new things is exciting isn't it! Hi Carol…
Carol: Hi Tammy. It sounds like we have some interesting things to learn today – about learning!
Tammy: Yes – Ellen's with us today, because she's a teacher who's worked a lot with children who have difficulty learning. Welcome Ellen…
Ellen: Thanks Tammy. Hi Carol…and hello to you… If you're a parent I'm sure you'd agree with Ros when she said: 'Even if we tried to, we couldn't stop a young child from learning.' That's so true, and every parent wants their child to do well, to learn to read and write, to do maths, and to do well at school.
Carol: Oh yes – we do. We compare our child with other children to reassure ourselves that our child is doing ok. If they're doing really well we're proud of them…and we just want to tell someone how well they're doing.
Tammy: But on the other hand, if they seem to be a bit slower than other children their age we begin to worry. We worry that they may have a problem…perhaps a learning difficulty of some kind. Do you ever worry about your child and how they're learning?
Ellen: It's very natural to be proud of a child who's doing well…and it's also natural to worry if you think they might have a problem with their learning. But of course in any group of children of the same age there'll be quite wide differences in what each child can or can't do. One may be a very good reader and be reading books with difficult words while another at the same age may be just beginning to read words and sentences. One child may be able to count to 100 or higher while another may only be able to count to ten.
Tammy: If it's your child who's struggling to learn to read or can only count to ten what can you do? Will they always struggle to learn? Do they need some extra help? Ellen, what can we do if we're worried about our child?
Ellen: Just because one child is not as fast to learn as another child it doesn't necessarily mean they have a learning disability.
Carol: So when should you worry about your child?
Ellen: It's only when your child's ability is below the wide range that's considered normal that you need to be concerned.
Carol: So how can a mother know when her child needs help? And what can she do?
Ellen: If your child hasn't started school yet but you think they're not responding the same as others, have a chat with your community health care worker. First they will probably check the child's eyes and ears to make sure they're hearing and seeing clearly. If not this will slow them down in their learning.
If all is well with their hearing and sight, the health care worker may suggest a special test to find out whether your child is learning at the normal rate. The test will show whether your child needs extra help If so, the healthcare worker may suggest some activities that you can do with your child at home.
Tammy: What if the child you're worried about is already at school?
Ellen: Then it's important to go and talk to the teacher. They may reassure you that there's nothing to worry about. Or they may suggest a visit to the school learning specialist for some tests. If they do think that your child might have a learning difficulty they'll give you some advice about what can be done to help him or her.
Carol: So what might they do to help?
Ellen: The classroom teacher may design an individual program for your child. Or your school may have a special teacher or assistant who can work with your child alongside the classroom teacher. In some schools your child may be taken out of the classroom at times for extra learning sessions. This extra help may not be available in your school, so you could ask for special activities that you can do at home with your child.
Carol: Welcome back to Women of Hope where today Ellen is talking with us about learning difficulties in children. Ellen, what kinds of things can the school do to help the child who has a learning difficulty?
Ellen: There are many different ways to give special help. The school can work out a program to help the child improve in the things they find difficult.
For early reading problems they may teach different ways to recognise the letters. For example - match letters with pictures…trace around the letters. Listen for the sound of a particular letter as the teacher reads to them. Play simple games with letters like looking for a certain letter in a page of sentences. Listen carefully and put letters together to make simple words.
At the same time they'll probably help your child to read simple books with lots of repeated sentences and clear pictures. The teacher may ask the child to repeat the sentence after her – or read with her. As the child is reading the teacher will usually help them with difficult words to keep the flow of reading going. This means they can hear themselves reading sentences well. As they get better at reading, the teacher will help them with fewer and fewer words.
The class teacher, or special teacher can show you the best way to help your child with reading at home too. Talk about the pictures on the cover and, with your child, try to decide what the story might be about. This might help your child want to hear the story. The meaning of the story is just as important – or more important than stopping and trying to work out each word.
Reading good stories to children makes them want to learn to read. If you can, make time to read to your child as well as have them read to you. Choose exciting or funny stories. Or read about something they're interested in. It may be bikes, monsters, space, cooking or dancing, or anything else that will hold their interest. Maybe an older sister or brother can read to them sometimes.
Tammy: So what if your child is having difficulty with counting and numbers?
Ellen: Teachers will start by helping the child to count real things such as blocks and toys…and putting them into groups – matching them by shape or colour or size. When the child can do this, they'll begin to count and do simple maths using pictures of things. For example the child may be instructed to draw four lots of five balls to learn how to multiply four by five.
Eventually they'll be able to do their maths with just numbers. But often a child with a learning difficulty will need to use real things and pictures for quite a long time.
Carol: How can parents help?
Ellen: One of the most helpful things a parent can do for any child is to encourage them and praise them. This is especially true for children with a learning problem. Ask the teacher how your child is progressing. Praise your child for every achievement they make, however small it seems. This will encourage them to keep trying to improve and to do their best.
When you talk to your child about how well they're doing don't compare them to other children. Never say anything like: 'You're almost as good as Tom now.' That's not a compliment. It will just make them feel bad.
Just compare them to themselves. You might say: 'That was much better than two weeks ago. You're doing really well.'
If your child is having difficulties with maths try to make counting fun. Count as you walk up steps together…count the animals in the field. Count bundles of pebbles – and put them into groups of the same number. Count anything you can together! Sing some number songs together. Make it a time of fun!
And play board games and games with dice that require counting, if you have them. You could make some games with cardboard and colour pens. The teacher may provide some take-home games and activities.
Carol: Children learn so much better if they're enjoying themselves don't they!
Ellen: Oh yes! But of course this all takes time – you may have to ask older siblings, or cousins to help too. Most children with learning difficulties can only work for a short time in one go without becoming frustrated or distracted. Make these times short and always be positive and encouraging.
Choose the best time to help your child. Make sure they're not too tired. And make sure there are no other children or adults around who might embarrass them. Try to find a quiet place to be alone and enjoy working together.
Carol: That's so important. If a child is struggling to learn at school, the last thing you want to do is to make them feel that they have to struggle at home as well! Try to make it a special time that they can look forward to.
Ellen: Yes, and you can always encourage them. When a child has really worked hard, even if they haven't achieved what we've set out to do, I always tell them they've done a good job and worked hard.
But most of all…remember that being good at school-work is only part of life. Your child may shine in other areas. What is your child good at? I'm sure there are many things… Perhaps they can sing well; maybe they're good at sports or running. Your child could be good at cooking, or gardening or drawing. Encourage him or her to do things that they enjoy doing and tell them that they've done well. Be sure that your child knows they're a worthwhile person and that you love them.
Tammy: Thanks for being with us today Ellen…yes our children are very precious. Let's listen to this song before Ros comes back to share some thoughts with us.
Tammy: Did you like that song? It says…
Ros: God has made us all unique…different from anyone else. We all experience life differently. Even children from the same family, living in the same environment, will see things differently:
The first-born child has time on his own with his mother and father. His parents do not have experience bringing up children yet. They're learning for the first time how to care for a new baby. They're concerned about all the little things that happen. This child learns to be 'responsible'.
The youngest child is born with older brothers and sisters. His parents are experienced now at raising children and will probably treat him with much love, but not so much concern over the little things.
A middle child is born with older brothers or sisters, and then has to learn to cope later with a new baby as well. He has to learn to cope with 'life in the middle', the older ones perhaps bossing him and the younger one getting more attention from his parents.
As well as experiencing life differently, God has given us different learning abilities, and disabilities. Just because a child has a learning disability – or any other disability it does not mean that he or she is any less valuable. God has made them just as they are – and he loves them – just as much as someone who's very clever.
And we're not just talking about children. A child with a learning difficulty may grow up always having difficulty learning. Or they may grow up with a physical disability. There are many different names for different disabilities – but each belongs to a unique person who has been made by God and who is loved by God.
Carol: That reminds me of a movie that my friend Stevie told me about called 50 First Dates. We've heard from Stevie before – she has Cerebral Palsy – so she has a physical disability – but definitely does not have a learning disability. She loves to write poetry, especially about her relationship with God. Maybe we'll share one of those with you shortly.
Ros: That's a good idea – but tell us what she said about the movie…
Carol: It's about a man named Henry who falls in love with Lucy, who loses her memory each time she goes to sleep. Every morning Lucy has no idea who Henry is! Henry spends each day with Lucy, taking care of her and showing her that he loves her. Each day she falls in love with him again. Henry was so committed to Lucy. He must have
really loved
her.
Ros:
That sounds like a beautiful movie! What a great thought – especially if we're struggling with difficulties – like being hurt, or being rejected, or beginning to lose our
memory…or thinking we're not good enough. Sometimes we forget that God loves us, don’t we…especially when difficult things happen in our lives. We might ask ourselves,
'Does God really
love me?' But you know, God is so faithful and patient with us. Even when we doubt his love, he continues to love us.
Carol:
God says in his word, the Bible: (Jeremiah 31:3 NIV) 'I have loved you with an everlasting
love – I have drawn you with loving kindness.' Just like Henry who is in love with Lucy – every day he shows her his love again because she’s forgotten who he is.
God's love will last forever, no matter who we are, what we look like or what abilities or disabilities we might have.
Ros: Would you like to hear Stevie's poem now?
Tammy: We would. Will you read it to us Ros?
Ros: Sure…the poem is called 'I love you' Here it is…
I love you.
I loved you before you were born,
I'll love you forevermore.
I rejoiced when I created you, After sincere and careful thought. You could not begin to understand, The happiness that filled my heart.
I smiled at your conception,
I delighted in your birth.
Nursed you closer than your mother,
You were just what I wanted.
I planned how you would look,
The things you'd love…and hate.
Your strengths and passions,
Your weaknesses and needs.
The people you would love,
The challenges you would face.
The things that would affirm you,
You're not who you are by chance.
Let's stop there for a moment and think about what Stevie has said in this poem so far.
Who is speaking and saying, 'I loved you before you were born…I smiled at your conception; I delighted at your birth’?
Tammy: She's talking about God isn't she! She's saying that God knew just who he wanted us to be – and he loves us just as we are.
Carol: And she goes on to say that God even planned how you would look…your strengths, and your weaknesses. She's saying that God understands your weaknesses because he made you with them. He knew the challenges you would face.
Tammy: Did you notice the last line?…'You're not who you are by chance.' Stevie knows that God's word says in Psalm 139 (v13 GNT) 'You created every part of me; you put me together in my mother's womb…'
…The almighty God, who made heaven and earth with his powerful hand, made all the delicate parts of your body – he made you look exactly right for you. He made your personality exactly right for you.
Ros: Stevie's poem goes on to say:
A special purpose, for you alone,
I need you to be yourself. You have all you need for the journey, Value, don't covet, what others have.
Carol: What does Stevie mean here? What do you think? …Yes she says we need to value ourselves, and not be jealous of what other people have – their looks, or their abilities. God has made us with our own special purpose. No-one can do what God has planned for you to do…and he has given you everything you need to achieve his purpose for you. Isn't that a wonderful thought? Let's hear some more…
Ros:
I've planned, I foresee your future,
Every second I'll stay by your side. Guiding you, helping you, Trust me, be courageous…
Tammy: And here she's saying that God has actually planned our future even before we were born. In the same part of God's word, Psalm 139 (v16 GNT) it says: 'The days planned for me have all been recorded in your book before any of them began.' Wow!
Ros: And at the end of Stevie's poem she says…
I have never, and never will fail you.
I love you.
Infinitely, passionately, deeply,
Eternally…before, now, ever after.
Stevie Wills ©
Stevie is telling us that God's love will never fail. Every day, his love for us is the same. Just like Henry's love for Lucy in that movie – each day he shows her in many ways how much he loves her. Each day, God shows us in so many ways how much he loves us. He created you just as he wanted you to be…and he has a purpose for your life. Does that make you feel very valuable? I hope so, because you are!
Carol: Thank you Ros for sharing that beautiful poem from Stevie. Would you like to pray with me and say thank you to God for his love?
Father God, thank you for creating me just as you wanted me to be. Thank you for giving me a unique purpose for my life…a purpose just for me. Thank you for loving me so much that you sent your son Jesus to give his life for me so that one day I will go to be with you in heaven – forever. Amen
Tammy: It's time for us to go now. You can contact us at…
Goodbye.
Ros: Goodbye and remember how much God loves you – and he always will.
© Copyright Trans World Radio 2011 | <urn:uuid:4a6d7ffc-6ba7-41a9-94dd-a95d0f35b6fe> | CC-MAIN-2022-05 | https://a6d4487169c0b175c50e-0a49b330afd55b278c33c6912aba389e.ssl.cf2.rackcdn.com/1020775.pdf?site=twr360 | 2022-01-18T23:31:02+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00371.warc.gz | 131,374,142 | 3,754 | eng_Latn | eng_Latn | 0.999122 | eng_Latn | 0.999313 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2191,
3835,
5895,
7945,
9870,
12246,
13622,
15025,
16839,
17016
] | [
4.15625
] | 2 | 0 |
General Education Statistics
Toss ten coins. What is the probability that we get exactly seven heads? Or less than 5 heads?
Class Notes
The Binomial Probability Distribution (Section 6.2)
We studied discrete distributions in the last section. Here, we see a special discrete distribution called the Binomial probability distribution. The "bi" part of its name refers to the two mutually exclusive outcomes for each trial. We usually call them success and failure.
Definition: An experiment is said to be a binomial experiment if it fits all four of these criteria.
1. The experiment is performed a fixed number of times. Each repetition of the experiment is called a trial.
2. The trials are independent. This means the outcome of one trial will not affect the outcome of the other trials.
Do you see how the experiment described above fits these criteria?
3. For each trial, there are two mutually exclusive (or disjoint) outcomes, success or failure.
4. The probability of success is fixed for each trial of the experiment.
Sometimes called Bernoulli trials after a famous statistician from the 1600's.
Notation: We will say there are n independent trials.
The probability of success is p. Since failure is the only other option, we know that 1 – p will be the probability of failure.
The random variable X will count how many successes we get out of n trials. So, we know x ranges from 0 to n.
expl 1: Which of these are binomial experiments? If so, give the values of n, p, and possible values that X could take on.
a.) A football kicker attempts ten kicks (through the uprights). The probability that he makes any one kick is 75%. The number of kicks, out of ten, is recorded.
b.) A bag has ten marbles including three red, three blue, and four yellow. A marble is chosen, with replacement, and the color is recorded.
c.) A survey revealed that 28% of Americans choose chocolate as their favorite ice cream. A sample of size 100 is obtained and the number of respondents who choose chocolate is recorded.
1
expl 2: According to the American Red Cross, 7% of people in the U.S. have the blood type O-negative. A simple random sample of size three is obtained and the number of people with O-negative blood X is recorded. Construct a probability distribution for the random variable X. Follow the steps below.
a.) Consult the tree diagram which shows the possible outcomes for a sample of size three. I used O and N as the symbols for "O-negative" and "Not O-negative". We can assume independence so we get the probabilities of each outcome by multiplying the probabilities along each branch.
b.) Use the tree diagram to determine the value of X for each outcome and record it next to the diagram in the space provided. Remember that X is supposed to count the number of O-negative people in each sample of three.
| x | P(x) |
|---|---|
| 0 | |
| 1 | |
| 2 | |
| 3 | |
Next, we will see a formula that will find these probabilities without drawing a tree diagram. It involves the concept of combinations, a counting technique from chapter 5.
Definition: Binomial Probability Distribution Function:
The probability of obtaining x successes in n independent trials of a binomial experiment is given by ( ) 1 n x x n x P x C p p where x can be any whole number from 0 to n . Here, recall that p is the probability of success.
Remember, before using this formula, you have to be sure that the criteria on page 1 are actually met.
expl 3: Use this formula to find P(2) for the previous experiment about blood type. It should match what we got in part c.
We will see many problems that involve phrases like "at least" or "no more than". Be sure you know their meaning. Here are several phrases and their corresponding inequality symbols.
expl 4: According to the Air Travel Consumer Report, the 11 largest air carriers had an on-time percentage of 79.0% in May 2008. Suppose that 10 flights are randomly selected from May 2008 and the number of on-time flights X is recorded.
a.) What is the probability that there were seven on-time flights out of the ten surveyed?
What are n, x, and p?
expl 4 continued: According to the Air Travel Consumer Report, the 11 largest air carriers had an on-time percentage of 79.0% in May 2008. Suppose that 10 flights are randomly selected from May 2008 and the number of on-time flights X is recorded.
b.) What is the probability that there were no more than five on-time flights out of the ten surveyed?
Let's find these probabilities with a calculator. Follow these steps. We'll start by redoing part a.
First, organize your values of n, p, and x.
n = ________ p = ________
To answer example 4a on the calculator, press 2 nd VARS to access the DISTR menu. Arrow down until you get to binompdf( and select it to put it on the home screen.
You'll need to enter the values for n, p, and x, following each with a comma (directly above the 7 button). Use the decimal form of p. End the expression with a parenthesis and press ENTER. Newer calculators may have a different interface.
Did the calculator match the value you got by using the formula on the previous page?
To answer example 4b on the calculator, press 2 nd VARS to access the DISTR menu. Arrow down until you get to binomcdf( and select it to put it on the home screen. [This time, we use the binomcdf( for the cumulative distribution function. This finds ( ) P X x .]
You'll need to enter the values for n, p, and x, following each with a comma (directly above the 7 button). Use the decimal form of p. End the expression with a parenthesis and press ENTER. Newer calculators may have a different interface.
So, what is the probability that there were no more than five on-time flights out of the ten surveyed?
We would add a lot of individual probabilities up here, but there is an easier way…
Probabilities Other Than "Less than or Equal to":
So the calculator will give us ( ) P X x [using the binomcdf( function] and P(X = x) [using the binompdf( function]. However, it is possible to be asked other, related probabilities. Often the complement rule or some other logical reasoning must be used.
expl 4 continued: According to the Air Travel Consumer Report, the 11 largest air carriers had an on-time percentage of 79.0% in May 2008. Suppose that 10 flights are randomly selected from May 2008 and the number of on-time flights X is recorded.
c.) What is the probability that there were at least six on-time flights out of the ten surveyed?
How is this related to part b?
d.) What is the probability that there were three or four on-time flights out of the ten surveyed?
e.) What is the probability that there were less than seven on-time flights out of the ten surveyed?
Instructions for StatCrunch:
We will also use StatCrunch for these calculations.
Select Stat > Calculators > Binomial. It gives you a place to enter the values of n and p. It also has a spot to form the probability you want to find. Play around with the tabs Standard and Between to see what they do. You can change the inequality symbols as needed.
expl 5: According to the American Red Cross, 7% of people in the U.S. have the blood type O-negative. Use StatCrunch to answer these questions. If we select twenty people at random, what is the probability that …
a.) exactly 5 of them are O-negative?
c.) all 20 are O-negative?
b.) between 10 and 15, inclusive, are O-negative?
d.) less than 15 are O-negative?
Mean and Standard Deviation of Binomial Distributions:
We could use the formulas given in the last section, but there are easier formulas just for binomial distributions. Be aware and only use the following for binomial distributions!
Definition: A binomial experiment with n independent trials and probability of success p has a mean and standard deviation given by the formulas X n p and X = 1 np p .
Mean is also called expected value.
expl 6: According to the American Red Cross, 7% of people in the U.S. have the blood type O-negative. A simple random sample of size 500 is obtained and the number of people with O-negative blood X is recorded.
a.) Find the mean (or expected value) for this distribution.
b.) Find the standard deviation for this distribution.
For a size-500 sample, we expect to get X successes, with a standard deviation of X .
Worksheet: Mean and Standard Deviation of a Binomial Distribution:
We will review what makes a distribution binomial. We will find probabilities in the form P(X = x) as well as the mean and standard deviation (and their meanings) of a sample binomial distribution.
Referring to the previous example, we can find that the probability that 45 people out of this sample of 500 are O-negative is about .015. So would it be unusual for us to get 45 out of 500 people that are O-negative? We have a slightly different metric to use for this question when it concerns binomial distributions.
Symmetry and the Binomial Distribution:
It turns out that, for a fixed value of p, as the number of trials n increases, the distribution becomes bell-shaped, or symmetric. As a rule of thumb, if np(1 − p) > 10, the probability distribution will be approximately bell-shaped. What that means is that we can use the Empirical Rule we saw back in chapter 3. Recall, this states that for bell-shaped distributions, 95% of all outcomes lie between 2 and 2 .
Empirical Rule for Unusual Events in Binomial Distributions:
First, be sure that np(1 − p) > 10. If this is met, then you can say that 95% of all outcomes lie between 2 and 2 . Any observation that lies outside this interval can be labeled as unusual since it occurs 5% of the time or less.
expl 7: Again, let's look at the sample of size 500 to determine blood type. Recall, 7% of people in the U.S. are O-negative. A simple random sample of size 500 is obtained and the number of people with O-negative blood X is recorded.
a.) Calculate np(1 − p) to verify it is greater than or equal to 10. Otherwise, this metric does not apply.
b.) Use your values from the previous example to calculate 2 .
c.) Use your values from the previous example to calculate 2 .
d.) What is the interval of “usual” outcomes? Would we consider a sample of 500 that yielded 45 O-negative people to be unusual?
e.) If you sampled 500 people and recorded that 120 were O-negative, what might you conclude? | <urn:uuid:1d99bfb1-4bb0-4632-9fdc-84f66ad92bd5> | CC-MAIN-2022-05 | http://stlmath.com/resource/notes145/probability6_binom.pdf | 2022-01-18T21:36:02+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00370.warc.gz | 63,138,983 | 2,497 | eng_Latn | eng_Latn | 0.998033 | eng_Latn | 0.998691 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2027,
2897,
4130,
5850,
7457,
8914,
10381
] | [
4.28125
] | 1 | 0 |
Name _____________________________________
READ CLOSELY AND SHOW EVIDENCE OF THINKING BY ANNOTATING. Annotate all readings by highlighting the main idea in yellow; the best evidence supporting in blue, and any interesting phrases in green.
In 1877, the military announced that the Chief Joseph and his tribe of Nez Perce had to move onto a reservation in Idaho or face retribution. Desiring to avoid violence, Chief Joseph advocated peace and cooperation. But fellow tribesmen dissented and killed four white men. Knowing a swift backlash was coming, Joseph and his people began to make their way to Canada, hoping to find amnesty there. The tribe traveled 1700 miles, fighting the pursuing US army along the way. In dire conditions, and after a five day battle, Chief Joseph surrendered to General Nelson A. Miles on Oct. 5, 1877 in the Bear Paw Mountains of Montana Territory, a mere 40 miles from the Canadian border. The Chief knew he was the last of a dying breed, and the moment of surrender was heartbreaking.
The Speech
Tell General Howard I know his heart. What he told me before, I have it in my heart. I am tired of fighting. Our Chiefs are killed; Looking Glass is dead, Ta Hool Hool Shute is dead. The old men are all dead. It is the young men who say yes or no. He who led on the young men is dead. It is cold, and we have no blankets; the little children are freezing to death. My people, some of them, have run away to the hills, and have no blankets, no food. No one knows where they are – perhaps freezing to death. I want to have time to look for my children, and see how many of them I can find. Maybe I shall find them among the dead. Hear me, my Chiefs! I am tired; my heart is sick and sad. From where the sun now stands I will fight no more forever.
WRITE A REFLECTION (3 paragraphs-5 sentences each)-This needs to be submitted through google classroom.
1st paragraph that reflects on what the writer said - Here's where you summarize the main points of the story
2nd paragraph that reflects on the writer's style
- How does the author use rhetorical devices (similes, metaphors, symbols etc.)
- What is the theme/author's message
3rd paragraph that reflects the reader's thoughts on the content of the Story
- Here's where you can discuss your reaction to the story, did it speak to you? Did you like it, why or why not? | <urn:uuid:0052c8da-daa4-4e80-90f4-b2940eb3b1d3> | CC-MAIN-2022-05 | http://www.ojanpa.com/WG/2022%20121%209-2%20Chief%20Joseph's%20Surrender%20Speech%20(1).pdf | 2022-01-18T23:45:54+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00369.warc.gz | 103,115,145 | 533 | eng_Latn | eng_Latn | 0.997272 | eng_Latn | 0.999311 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1994,
2357
] | [
3.640625
] | 1 | 0 |
Conserve Gray Bat to Achieve Recovery
Background:
Gray bat (Myotis grisescens) is a federally-listed endangered species. In 2005, Service and State biologists and others working towards the recovery of the endangered gray bat met in St. Louis, Missouri, to identify high priority recovery tasks for the species. The two main obstacles preventing consensus that the species is recovered were the lack of a recent, range wide survey of bats and lack of an accepted inventory and monitoring protocol (the Endangered Species Act requires a species to be monitored for 5 years following delisting). In addition, the assembled experts felt that certain other conservation actions were necessary to fully meet recovery plan goals. Those actions formed the basis of this Legacy-funded project.
Objective:
This project sought to engage several partners and their assets to complete the final conservation efforts to recover gray bat. The project engaged the organizations in a partnership to accomplish remaining protection and validation of hibernacula and a survey of three maternity sites in TN. Pearson's Cave was in private ownership and the site's protection needed to be secured. Bellamy Cave owned by The Nature Conservancy (TNC) was un-gated and unsecure. Access stairs to Jesse James' Cave were rotted and a safety hazard. Hibernacula site population surveys information required updating. Finally a report to U.S. Fish and Wildlife Service (USFWS) on the status of gray bat to support recovery and delisting was needed.
Summary of Approach:
Field work was initiated to compile needed data on the population of gray bats in TN during the summer. Field biologists surveyed caves, counting bats exiting the caves and assessing cave usage and population size by the presence of guano and/or dead juveniles. Beyond these sites, DoD biologists gathered data for a comprehensive report to USFWS on the status of the species throughout its range to support recovery and delisting. Finally, project partners determined the best way to secure the important sites within TN, which involved negotiating the purchase of Pearson's Cave and the gating of Bellamy Cave.
Benefit:
Gray bat occurs at 7 Army installations and several other DoD installations in the south central United
De D f e e f n e d n i d n i g ng Ou O r ur Na N t a i t o i n o ' ns 's R
States. If the gray bat is recovered, current constraints on military installations will be reduced or eliminated. Constraints that could be reduced include restrictions on the use of smokes and obscurants, restrictions related to noise and soldier activities, and restrictions related to habitat alteration (e.g. range construction). These issues are particularly relevant to the military readiness activities at Forts McClellan (Alabama), Leonard Wood (Missouri), Campbell (Kentucky), Knox (Kentucky), Redstone Arsenal (Alabama) and Arnold Air Force Base (Tennessee).
Accomplishments:
Project biologists surveyed about 5-10 high priority summer maternity sites in TN, and completed winter reviews of the condition and population of 3 caves in MO, 3 caves in TN, and 3 caves in AR. In addition, update surveys were conducted at 21 hibernacula sites. With this and other data, the Army produced a comprehensive report on the status of the species within DoD managed lands and provided the information to the USFWS in 2007 for consideration when reviewing the species for possible delisting.
Project partners were also eventually able to negotiate the purchase of Pearson's Cave and it is now under the protection of TNC. In addition, project funds were used to gate Bellamy Cave in 2007, thus protecting it from intruders. Finally, project partners removed the rotted stairs At Jesse James' Cave, thus removing a safety hazard and further discouraging public access to the site.
Contact Information:
Lewis Gorman III U.S. Fish and Wildlife Service 4401 N. Fairfax Dr. Arlington, VA 22203 703-358-1911 firstname.lastname@example.org
s es
-
Do D D oD Co C n o s n e s r e v r a v t a i t o i n on Pr P o r g o r r g am am
eRseosuorucrec
REVISED 8/9/2012 | <urn:uuid:a677f505-e6e2-4289-a171-9ab4ffaacb14> | CC-MAIN-2022-05 | https://denix.osd.mil/nr/threatenedendangeredandatriskspecies/federallylisted/factsheets/fact-sheet-conserve-gray-bat-to-achieve-recovery-legacy-06-297/ | 2022-01-18T22:30:39+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00377.warc.gz | 239,510,942 | 901 | eng_Latn | eng_Latn | 0.985647 | eng_Latn | 0.985647 | [
"eng_Latn"
] | false | docling | [
4112
] | [
2.359375
] | 2 | 0 |
Information Booklet
What is it?
Style
An information booklet delivers relevant information on a topic for a given target audience, presented in a style that is easy to understand and visually engaging.
Consider the audience for the booklet when choosing the design, layout and content.
Content
The format of an information booklet can vary, however, there are common elements, including:
A front cover
The cover design should be simple yet attractive and relevant for the intended audience (e.g. ACAP Student Counsellors). Keep titles succinct and focused and the graphics in the background eye-catching, yet relevant
A table of contents
This is recommended, but not necessary. It is useful for those who are searching for specific information in the booklet, but not necessary if the booklet has very few sections that are clearly organised
An introduction
Why are you writing the information booklet? This section confirms the relevance of the booklet for the audience. This would be the appropriate place to give background information on your topic, define the issue and give an overview of the booklet content
Sections arranged by topic
The content of these sections will be determined by your assessment details and your thorough review of the relevant literature. Each section should contain one broad topic. As this is an assignment, you are expected to demonstrate analysis and evaluation of your sources, and cite appropriately according to APA requirements.
FAQs
This section is optional. You may wish to include this as a list of questions and answers to provide additional information for the targeted audience.
Contact details/Further resources
Where should people go for further information?
* The language is clear, precise and concise.
* Text needs to be easy to navigate with the help of headings and subheadings, text boxes and colour. Sections should flow logically so that your audience can locate information easily.
* Your audience will determine the formality of your writing - style may be less formal for a lay audience, more formal for professional peers.
* Include references to add credibility and acknowledge your sources
* Use diagrams, images and tables that enhance your content: information, not decoration
Structure
Generally, Information Booklets have the following formatting. Always check your assessment information and class space in case of further instructions:
* Program
: MSWord
* Paper size: A4
* Pages: Four or more, plus references.
* Cover Sheet: Ensure the booklet has an ACAP coversheet including your name and student number BEFORE your title page.
* Orientation: Portrait or Landscape, depending on which you feel works best for your information and audience. A template is available here to help you with this.
* Font: Times New Roman is to be used throughout. Headings may use a larger font size. Colour and alignment may be varied as appropriate for increased visual impact.
* Reference list: Include a standard, APA7-formatted reference list on the final page in Times New Roman 12pt.
Tips and Checklist
Tips
* Search for examples of factsheets for layout and content inspiration.
Sample Factsheets
- Mental Health Information for Family and Carers
- Sleep Information Booklet
- Choose Health: Be Active Guide
- Anxiety Information Booklet
- Anglicare Victoria
- BeyondBlue - Anxiety and Depression
* For tips on using text boxes and manipulating images, watch the SLS Perfect Poster Presentations webinar recording here: https://sls.navitasprofessional.edu.au/perfect-posterpresentations
* Remember that images need to be referenced too, unless they state 'no attribution required'. More information here: https://apastyle.apa.org/stylegrammarguidelines/references/examples/clipart-references
* You can use the websites below for high quality attribution-free images
o https://unsplash.com/
o https://pixabay.com/
* Organise and align your content with columns, sections, headings, and blocks of text. White space is important to increase visual appeal and readability (this is the "empty" space between sections)
* Format headings and subheadings consistently. This helps structure your information visually. Make sure the sections flow logically and smoothly and guide readers from one section to the next.
* Write concisely and include clear topic sentences. This will guarantee maximum understanding when reading your booklet.
* Use bullet points, lists, tables and graphs to increase clarity and quantity of the information.
* Avoid jagged edges. Left-justify text within text boxes or fully justify blocks of text.
Final checklist for writing your
Information Booklet
I have tailored my booklet to a particular audience
I have included a mix of text, images and graphs
I have included in-text references for all facts, paraphrased ideas and images (if attribution required) taken from other sources
I have proofread for grammar, spelling and checked formatting
My reference entries follow APA style
I have checked my Turnitin report and reworked any issues
I have covered all the content requirements listed in the assessment information | <urn:uuid:1b16b195-06c3-473e-a116-fff0dc530d90> | CC-MAIN-2022-05 | https://sls.navitas-professional.edu.au/sites/default/files/resource/information_booklet_guide.pdf | 2022-01-18T22:04:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00373.warc.gz | 539,036,815 | 1,022 | eng_Latn | eng_Latn | 0.993976 | eng_Latn | 0.995195 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3070,
5152
] | [
2.1875
] | 2 | 0 |
17
Entrepreneurship in Teacher Education: Issues, Trends and Prospects
Victor B. Owhotu
Introduction
In this chapter, the concepts of entrepreneurship, the entrepreneural teacher and teacher entrepreneur are the focal issues that will be discussed in relation to the contexts of public and private school systems and national development. Ample examples and excerpts from relevant literature will be presented for maximum clarity.
The Kauffman Report (2006) on the American entrepreneurship curriculum provides a very useful definition of the nature and goals of entrepreneurship and entrepreneurship education:
Entrepreneurship is the transformation of an innovation into a sustainable enterprise that generates value. An entrepreneur is 'any entity, new or existing, that provides a new product or service or that develops and uses new methods to produce or deliver existing goods and services at lower cost'. Entrepreneurs innovate new ways of manipulating nature, and new ways of assembling and coordinating people… The innovator shows that a product, a process, or a mode of organization can be efficient and profitable, and that elevates the entire economy. Entrepreneurs take risks to develop a novel, sustainable enterprise – a new or improved product, service, or mode of organization that can exist independent of its originator – that benefits the economy and society (Kauffman Panel 2006).
The defining trait of entrepreneurship is the creation of a novel enterprise that the market is willing to adopt. Hence, entrepreneurship entails the commercialization or its functional equivalent) of an innovation. New ideas, products, or organizational schemes matter little until they achieve concrete reality in the marketplace – that is, until they are actually used. The market judges utility and need along with excellence. It does not value – and does not need to value – every good idea. The entrepreneur's risk, therefore, is not a gamble but an informed calculation about the viability of the new enterprise in the market, about its capacity to meet a demand or need or others.
Divine 88 has also rightly observed that the need for entrepreneurship across the curriculum is very much under-emphasized and suggests that all students or learners across the different levels of education should be exposed to it: 'It is not out of place to say that many business ideas emerge from non-business disciplines but are often waved aside or ignored because students are not sufficiently educated in the knowledge and skills'.
This statement is particularly important because the concept of entrepreneurship emphasizes the human spirit, attitudes, motivation and visions, skills and abilities that are universal and, therefore, applicable to all areas of human endeavour and disciplines. Whereas the term entrepreneur connotes contexts of socio-economic, industrial and technological development, as distinct from the humanistic contexts of teaching and learning, human qualities, entrepreneurial opportunities of demand and supply, market forces, needs and their satisfaction, also characterize the albeit conservative, traditional context of formal education systems. The most urgent demand on/expectation of education systems all over the world is to satisfy the existing and emerging socio-economic manpower gaps in business, industry and the vocations or professions for children, youths and young adults in the formal and non-formal contexts of learning. The entrepreneurial spirit, spurts of vision, creativity, foresight, innovation and informed risk-taking are the critical factors in entrepreneurship which often inform the design of appropriate goals and strategies for attaining them. For instance, this is the whole point about Goals 3 and 4 of the Education for All Dakar Framework for Action, which clearly focused on the needs of relevant target groups of children, youths and adults who make up the largest force of very inquiring, creative and innovative minds and unlocked energies.
The critical issue of innovation in entrepreneurship is in terms of new products, new production methods, new markets and new forms of organization: 'Wealth is created when such innovation results in new demand (www.quickmba.com). In other words, the twinning of innovation and entrepreneurship determines the competitive advantage that globalization demands of any product, service, business process or education system.
Entrepreneurship Education and Education Entrepreneurs
Wikipedia, the online encyclopaedia, provides the following as the objective of entrepreneurship education:
... to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. Variations of entrepreneurship education are offered at all levels of schooling (…). What makes entrepreneurship education distinctive is its focus on realization of opportunity whose management education is focused on the best way to operate existing hierarchies.
Entrepreneurship in education has received increased emphasis in the last decade – from basic and post-basic education to tertiary non-formal and special needs education – as a clear demonstration of political will.
In this regard, the Nigerian government in 2006 adopted a top-down approach to develop the entrepreneurial spirit through education when it directed the National Universities Commission (NUC) to include entrepreneurship education as a compulsory course in the higher education curriculum. The reasons are obvious. Whereas Nigerians are known to be part of the most enterprising people on the African continent, entrepreneurial activities have mainly been in the hands of the private and large informal sector operators. Furthermore, the considerable success of the informal sector, in terms of economic return, has proved to be a powerful attraction to a very large number of children and young people who would rather avoid the tedium of basic and secondary education, and would eventually drop out of school. Consequently, the government's mainstreaming initiative – known as entrepreneurship education (EEd) – aims to inculcate in all trainees the ability to:
* identify and solve problems, using critical and creative thinking;
* work effectively with others as proactive team members and cultivate the ability to resolve conflict;
* organize and manage oneself and one's activities;
* collect, analyze, organize and critically evaluate information to make decisions that must be carried through;
* communicate and negotiate effectively;
* reflect on experiences and explore various strategies for effective learning – learning to learn at all times;
* become curious leading to readiness to experiment and innovate (being never satisfied with the status quo); and
* consider self-employment as a viable option upon graduation from their institution.
Support for Entrepreneurship Education and Training
In recognition of the political will and initiatives of the government, international partners have recently provided support for entrepreneurship education and training. For instance, Hewlet-Parkard, in partnership with the United Nations Industrial Development Organization (UNIDO) has launched GET IT training centres in Africa, including two centres in Nigeria located at the University of Uyo and the Africa Leadership Forum, Ota, Ogun State respectively. The GET IT programme is appropriately targeted at 'unemployed youth and graduates between the ages of 16 and 25 and helps potential entrepreneurs acquire IT skills with the aim of becoming better placed to create and run their own businesses'. (www.uni.unienna.org/unis). The strong emphasis of the policy is on the largest potential group of present and future labour force and leaders that need to be harnessed within the formal and non-formal education system. The teacher education factor is equally critical in every context of learning.
Against the backdrop of the crucial importance of employment generation and self-employment through entrepreneurship education, the National Youth Entrepreneurship Summit lays great emphasis on entrepreneurial development as a crucial strategy for investing out of poverty, youth unemployment and the attendant social crises. Accordingly, this informs the mission statement of the (Nigerian) National Youth Entrepreneurship Summit (2008):
To create sustainable and productive livelihoods for 1 million young people by the year 2020, with emphasis on using locally available resources to institute partnership, policy change in favour of youth participation and adoption of technologies that foster economic and social development.
In summary, the worth of entrepreneurship education as part of reinforcing the existing national and global frameworks, lies in the well acknowledged facts that: 1) entrepreneurship is a key driver of the economy; 2) entrepreneurship education is a lifelong learning process; and, 3) it focuses on 'developing understanding and capacity for pursuit of entrepreneurship behaviours skills and attributes in widely different contexts' (Divine 88).
The following excerpts, therefore, provide some clear insights into the factors that must drive and sustain the implementation of the respective provision of Nigeria's Roadmap for the Education Sector and Nigeria's National Standards for Entrepreneurship Education.
Entrepreneurship as a key driver of the economy asserts that:
Wealth and a high majority of jobs are created by small businesses started by entrepreneurially-minded individuals, many of whom go on to create big businesses. People exposed to entrepreneurship frequently express that they have more opportunity to exercise creative freedoms, higher self-esteem and an overall greater sense of control over their own lives. As a result, many experienced business people, political leaders, economists and educators believe that fostering a robust entrepreneurial culture will maximize individual and collective economic and social success on a local national and global scale (Divine 88).
Entrepreneurship education, as a lifelong learning process, starts at elementary school and progresses through all levels of education, including adult education. The standards and their supporting performance indicators are a framework for teachers to use in building appropriate objectives, learning activities and assessments for their target audience. Using this framework, students will have progressively more challenging educational activities, experiences that will enable them to develop the insight needed to discover and create entrepreneurial opportunities and the expertise to successfully start and manage their own businesses to take advantage of these opportunities (Divine 88).
Competencies such as entrepreneurial skills and creativity will be crucial in an economy that needs to be enriched by more adaptive and innovative education and training system (Hugonnier 2009:12).
A Global Perspective of Teachers as Entrepreneurs: New Mandate and Trends
The communiqué of the 2009 World Conference on Higher Education (WCHE) re-emphasizes the serious gaps in teacher supply or availability and its implications for fulfilling the mandate of higher education to drive qualitative and inclusive reform and sustainable development at all levels.
Higher education, especially teacher education and training, has been a focal point of development within the national, regional and global Plans of Action since the World Conference on Higher Education in 1998 and subsequent ones, including the 2009 edition. The implications are clear for the welfare of nations in the face of global challenges and competition.
Higher education is strategic for all education and the basis for research innovation and creativity (for nation building and national development). At no time in human history has the welfare of nations depended in such a direct manner on the quality and outreach of their higher education systems and institution (UNESCO 2009).
Furthermore, the emphasis, especially for Africa, is not only one of access, but of social responsibility of higher education to discharge its renewed mandate as the driver of qualitative reform through a comprehensive transformation of its traditional structure, organizational profile and core mission of teaching, learning, research and development, and service. Specifically, the 2009 WCHE reiterated the following critical needs of African universities:
* Special focus on the challenges and opportunities for the revitalization of higher education in Africa – an important tool for the development of the continent;
* How to effectively confront emerging challenges relating to gender and racial inequality, academic freedom, brain drain and the lack of graduates' preparedness for the labour market;
* The urgent adoption of new dynamics in African higher education that work towards a comprehensive transformation to sharply enhance its relevance and responsiveness to the political, social and economic realities of African countries.
The issue of teachers as entrepreneurs first needs some clarification; a teacher imparting knowledge and skills as a course component within a programme may not necessarily be a practicing or successful entrepreneur in his order or own right. The State of Maryland (USA) Policy Report presents interesting perspectives on the entrepreneurial teacher: What would he or she look like? Who, generally, is considered to be an education entrepreneur? The Maryland Policy Institute states that: 'Education entrepreneurs are individuals who develop new approaches to tackle society's greatest challenges in radically new ways. They are driving the most compelling improvements in educational outcomes for chronically underserved students'. More importantly, it affirms that education entrepreneurs have indeed created successful ventures such as: Teach for America, Challenge Summit, New Leaders for New Schools, The New Teacher Project and the Knowledge is Power Programme (KIPP), and that, 'the leaders of these organizations have transformed education for thousands of children and have changed our very ideas about what is possible in public schools… All of these initiatives have looked outside the traditional public schools for sources of new ideas, talent and school management' (Maryland Policy Institute 2009).
Furthermore, the profile of teacher entrepreneurship in the Maryland school system revolves around whatever rights teachers could claim, negotiate, enforce or outsource. Several factors, such as unionism, specialization, class size, merit pay, differentiated pay, retirement plans and political activity are steps that could be taken to 'provide teachers with the freedom to be entrepreneurs' (Maryland Policy Institute 2009:5).
However, for the purpose of this discussion and against the backdrop of the trend in developing countries, what is emphasized here is the social entrepreneurship perspective rather than the business entrepreneurship dimension which the second profile of the Maryland schools illustrates.
262
Who, then, are social entrepreneurs and education social entrepreneurs? The teacher as social entrepreneur 'recognizes a social problem and uses entrepreneurial principles to organize, create and manage a venture to make social change (rather than to make a fortune or money). The main aim of social entrepreneurship as well as a social enterprise is to further social and environmental goals for a good cause (often based on a progressive business model). Whereas a business entrepreneur typically measures performance in profit and return, a social entrepreneur assesses success in terms of the impact he/she has on society as well as in profit and return' (Wikipedia).
A third dimension is the potential scenarios of teacher entrepreneurship based on the economics of school systems that may well represent untapped opportunities that professional teachers could explore and become part-time entrepreneurs. Hurley (2010) draws the attention of conservative, hardworking and effective teachers to the need to explore their environment and put themselves first for a change, because they deserve to maximize their output by leveraging their social entrepreneurial potential:
You encouraged, taught and showed them exactly what it takes to learn and to be the best they can be. But now it's your turn – time to put yourself first and start on your journey to do what's right for you; time to finally begin your entrepreneurial dream of starting your own business or perhaps adding a supplementary income to your teacher's salary; time to do something – just for you. And with summer right around the corner, the timing couldn't be better. Parents will spend over $4 billion nationwide this year on academic tutoring, with a predicted growth of 12 to 15 per cent a year. You can see that now is the perfect time for teachers and others to consider starting their own home-based business in the hot educational industry (Laurie Hurley:/www.hometutoring business.com).
Furthermore, a graphic picture of the scale of private tutoring is presented by Bray (2007:17) for selected countries, involving millions of children and billions of dollars spent per annum in what he calls 'the shadow education system':
Private supplementary education exists because the mainstream education exists… as the size and shape of the mainstream system change, so do the size and shape of supplementary tutoring.... In almost all societies, much more public attention focuses on the mainstream than on its shadow … the features of the shadow system is much less distinct than those of the mainstream system.
The huge scale of private tutoring in developing countries is shown as follows for public schools: Brazil, 50 per cent; Egypt, 65 per cent of urban primary children and 53 per cent of rural ones as at 1994. In 1993, Hong Kong had 41 per centof Grade 3 and 39 per cent of Grade 6; Japan had 24 per cent of elementary and 60 per cent of secondary; and nearly 70 per cent of all had received tutoring by the time they had completed middle school. In Mauritius – a country that has attained the six EFA goals, 78 per cent of Grade 6 learners take extra lessons, while 98 per cent in Forms 3 and 4 and 100 per cent in Forms 5 and 6 had tutoring. In 1996, Tanzania had 70 per cent of Grade 6 pupils in selected urban and rural schools, 70 per cent of Grade 6 pupils in selected urban and rural schools, and 70 per cent of Grade 6 in a Tanzanian school. In 1995, Zimbabwe had between 36 per cent and 74 per cent of children taking extra lessons (Bray 2007).
The volume of cash spent by Japanese parents on tutoring is put, as at 1997, at $14 million; $200 million for Singapore; 20 per cent of total household expenditure per child in urban Egypt in 1994; and $25,000 million in Republic of Korea during 1996 – which was 'equivalent to 150 per cent of the government's budget'. In other words, such a highly lucrative shadow industry – which is more or less a cross between social entrepreneurship and business entrepreneurship – has underscored the current challenge of meeting the insatiable demand for tutorial support. This translates to a huge monopoly of a minute per centage of entrepreneurial school curriculum subject teachers and agencies. Where there is such a huge demand and low supply gap, social entrepreneurship may easily be interchangeable, with economic entrepreneurship involving extrinsically motivated teachers and education service providers.
Several crucial questions arise: What is the difference between entrepreneurship as defined and moonlighting, divided loyalty, and breach of professional ethics? Are class teachers who give tutorials for a fee after school hours to learners who are also their students at the same school during school hours culpable? At what degree of disadvantage do they put the other learners who do not attend their lessons? The moral issue of such a large-scale practice is that such teachers may not be rendering good and essential service in the social entrepreneurial sense defined earlier, but a clear case of professional misconduct: 'robbing Peter to pay Paul', as it were. Whereas in most education environments in developing countries, the cost of tutorial support for school children has been estimated to constitute a parallel industry or economy, moonlighting by teachers in public employment is regarded as unprofessional, unlike the academic lawyer or doctor in public institutions.
Jayachandran (2008) raises core issues of equity, social justice and professional ethics that such entrepreneurial services generate:
On the one hand, wealthier families or those who put a higher value on education compared to a scenario where all education is publicly funded. On the other hand, tutoring might be most helpful for the weakest students, enabling them to catch up with their peers. Even if tutoring increases inequality, the popularity of tutoring suggests that the demand for education is not being adequately met by public schools; so, greater inequality might be the price to pay for greater choice and efficiency in the market of education.
Perhaps more critical is the finding that 'when teachers offer for-profit tutoring, they teach less during the regular school day, causing students to do worse on the national secondary school exam. Tutoring increases inequality in test scores among classmates. In this context, banning teachers from tutoring their own students or reducing entry barriers for third-party tutors could increase student achievement. No one expects that freelance teaching will ever come to dominate the profession (Applebone 1995).
Entrepreneurship in the teaching and learning environment in developing countries presents another interesting perspective, and the question that needs considering is: What type of entrepreneurship education should initial teacher education curriculum contain – the social entrepreneurship or the business entrepreneurial education? What would be the end purpose of teaching the course? To encourage would-be-teachers to avoid the constant stress and sacrifice of the classroom for which they are being prepared? What are the attendant risks in terms of braindrain and potential turnover among qualified teachers who practice in difficult economic and professional environments, especially in developing countries? What are the contents of entrepreneurial education and how does entrepreneurship show itself in paradigms of education? (Remes 2000). The answers to the first three questions seem fairly obvious, against the backdrop of low status, poor motivation, poor remuneration, increasing personal and family commitments and responsibilities and cost of living. Most teachers' would naturally choose the business entrepreneurial option to survive.
Perhaps of more practical relevance are the contents of entrepreneurship education curriculum through which the teacher entrepreneur is made. In the European, American and Nigerian education systems, entrepreneurship is a core subject at different levels. In the United States, elements of entrepreneurship education are strongly entrenched in the syllabi of secondary education and the majority of higher schools offer compulsory or optimal courses in entrepreneurship (Wach 2010).
The European Union has developed a policy to promote entrepreneurship in basic schools, secondary and post-secondary institutions although it is an optional course in universities. Furthermore, the European Union, within the framework of OECD and the Community Lisbon Programme, urges that the 'curriculum for all level of education should include, directly, entrepreneurship as the aim of education; therefore, all educational institutions should integrate entrepreneurship into their curriculum, especially in technical and hard sciences majors' (Wach 2010).
The point about technical and vocational education and training has been made elsewhere (Owhotu 2008) in terms of the high potential for self-employment and employment generation, especially for the youth, and teacher education also has a critical role in this regard. Nigeria's score-card in technical vocational education is impressive and attests to the considerable strides that the National Board for Technical Education (NBTE) has made in the last couple of years.
In this regard, The African Union Fourth Ordinary Session of the Conference of Ministers of Education (COMED AFTV) observes as follows:
The Third Conference of Ministers of education held on 17-20 March, 2009, acknowledged the tremendous improvement in the Nigerian TVET delivery as a result of eight years collaboration (since 2001) with UNESCO on development of about 57 TVET modules that will adequately equip students with employable skills and with cognitive skills for further studies. The Ministers also charged UNESCO with the responsibility of replicating the Nigerian experience in other countries of the region (African Union 2009:10).
The implications for youth engagement, employment and employment generation through the TVET-entrepreneurship orientation are also clearly reiterated by the ECOWAS programme, which seeks to place TVET at the centre of access at all levels of the educational system, to strengthen the training capacities of TVET and to 'forestall the current desperate attempt being made by youths and their parents for employment' (p. 12).
The focus of entrepreneurship in general teacher education is more on capacity building, awareness creation, general knowledge and skills orientation rather than on a specialization in the economic and management sciences that would be teachable and practiced by teachers across the subject curriculum. However, teachers who participate in general training programmes are usually expected to be able to 'apply the skills and knowledge… to venture-related decision making, including how to raise finance, the legal and tax framework, marketing and recruitment' (Lee and Wong 2001:1).
It is, therefore, assumed that greater understanding and effectiveness of teachers would be more likely achieved if the same teachers had been exposed to entrepreneurship education much earlier, e.g. during their primary and secondary school education, as is the case in Poland.
A typical entrepreneurship education syllabus which is compulsory in schools in Poland provides the first building blocks that class teachers and students who take teacher education options later on should find a useful preparation (Wach 2008).
Table 17.2: Entrepreneurship Education Syllabus in Secondary Schools in Poland
Source: www.upm.ro/proiecte/EEE/Comnferences/papers/S605.pdf.)
The situation of entrepreneurship education in sub-Saharan Africa is graphically reflected by Kabongo's 2008 study, which shows that entrepreneurship education in tertiary education is marginalized and does not constitute a force in business programmes. Of the 57 institutions studied, 50 per cent offer a course dedicated to the topic of small business scale management. Of these, 14 per cent offer a combined course titled 'Entrepreneurship and Small Business Management'. The descriptions and titles of courses demonstrate that entrepreneurship, or a part of it, is taught or at least encouraged in the majority of colleges and universities offering business administration in sub-Saharan countries. However, one thing was consistent in the data. The majority of schools offering a course in entrepreneurship/small business management do not require the course for the completion of the business programme, with exception of students specializing in entrepreneurship. Looking at the remaining courses offered in the area of entrepreneurship, the results indicate that 21 per cent of the institutions studied list a course in investment analysis, 19 per cent in project management, and 12 per cent in venture capital and leadership development. Of the 57 colleges and universities studied, only 10 per cent offer a course in innovation and technology,
9 per cent offer a course in brand management, and 5 per cent offer a course in business planning/growth and creativity management. However, based on both course titles and course descriptions, courses with leadership and innovation or some close variant are treated as regular entrepreneurship courses without much emphasis on leadership or innovation (Kabongo 2008).
We have earlier in this chapter presented the political will of the Nigerian government in introducing the compulsory course on entrepreneurship education in Nigerian universities. In this regard, the University of Lagos entrepreneurship core courses – General Studies (GST 307 and GST 308) – are coordinated by the Centre for Entrepreneurship and Corporate Governance and taught by selected tutors with business and management expertise drawn from the relevant faculties of the university. The contents are approved by the Senate of the university in collaboration with a representative of business and industry who also chairs the Centre's Management Board. It is designed to inculcate in every degree-level student the values and skills that make for a balanced would-be and future entrepreneur: sound work ethics, integrity and business ethics; corporate accountability and transparency; corporate social responsibility (to society) to be efficient, effective and economic in the use of resources (CECG 2002).
The current revised syllabus/course contents are in modules written by the tutors.
st
1 Semester
A1: Module 1: Knowing Your Business Environment
A2: Module 1: Starting Your Own Business
A3: Module 1: Managing Your Own Business
A4: Module 4: Financing Your Own Business
A5: Module 5: Corporate Governance
2 nd Semester: Setting up a Business Venture in a Discipline
These optional courses are in various disciplines. In addition to a compulsory requirement for group preparation for Writing a Business Plan, the disciplinebased options in the second semester are:
B1: Business Venture in Health Services
B2: Business Venture in Legal Services
B3: Business Venture in Industrial Services
B4: Business Venture in Engineering Services
B5: Business Venture in Building Services
B7: Business Venture in Information & Communication Technology Services
B8: Business Venture in Educational Services.
The entrepreneurial awareness creation, the innovative and bankable ideas generated, and the incubation strategy and venture portfolio creation are expected to equip every undergraduate with the attitudes and skills to become an entrepreneur.
Recalling that Objective 8 of the Nigerian Entrepreneurship Education Programme (EEd) – a general entrepreneurial capacity building – is to consider self-employment of students as a viable option upon graduation from their institution, a conservative reaction to option B8 above from a good number of teacher educators would likely be that the teachers they are training would more likely choose, at best, the business entrepreneurship or educational service track upon graduating rather than take up classroom practice in the public or private institutions. While there may be a dearth of qualified teachers as is often reported, there might well be no lack of qualified teachers but teachers who are not motivated, who lack job satisfaction due to the prevailing unconducive environment – economic and professional – in which they work. If graduates opt to remain in the public or private school system, then it is expected that professional ethics should drive their involvement in private tutoring services or offer private tutoring at home, or run such tutoring ventures subject to the regulations governing their full-time employment. Academic medical doctors in university teaching hospitals and public research institutions and law teachers in the university system have succeeded, after some protracted negotiations with their employers, to use private practice or consultancy as a necessary element of social entrepreneurship that adds value to and enhances their core functions of teaching, research and service to the community. However, can school teachers' unions argue for the same margin of strategic flexibility with their employers? Probably not; but depending on prevailing economic realities, nothing stops dedicated classroom teachers from augmenting their income through small-scale to medium-scale involvement or engagement in social entrepreneurship with satisfactory levels of income to enable them to meet the myriad of needs and attain a sustainable life style. Such parttime activities or opportunities in educational entrepreneurship can be located in primary, post-basic and post-secondary institutions, as part of the institutions' business ventures or social entrepreneurship curriculum. For example, the South African Institute for Entrepreneurship is a good case study of how institutional and professional interests can be carefully harmonized into a win-win situation. The experiential training has been found to enrich both teachers and learners and prepare them for life after school, as the following excerpts illustrate:
* The project follows an example of good practice in enterprise development by supporting the teaching of entrepreneurship skills in school through training teachers and providing support materials that allow for experiential learning. Studies in South Africa for Global Entrepreneurship Monitor have identified education and training as the key factor limiting the growth of entrepreneurialism, including the fact that 'schools are not providing
adequate instruction in entrepreneurship and economic principles, nor encouraging creativity, self-sufficiency and personal initiative' (GEM Report 2004).
* Using creative simulation, the programme targets this need by enabling participants to discover the ideas within themselves.
* An investment of R81 072.83 will provide the Business Ventures programme materials for Grades 5 and 7, and provide educator training to 20 educators in five primary schools in the Eastern Cape Province. Expected life change:
- 20 educators will receive accredited training that equips them to take learners through the Economic and Management Sciences curriculum in these grades with confidence, while teaching meaningful entrepreneurial skills.
- Over a three-year period during which the Business Ventures resource kits remain in good condition, a total or 1,200 learners will benefit directly from the programme and be better equipped to start their own business one day.
* Direct life change at R66, 46 per person.
* The project has the potential to make a lasting contribution to the development of entrepreneurialism amongst learners and, eventually, to the economic growth of the region (SASIX 2010).
The South African experience seems to offer a viable and sustainable set of conditions for building conducive environments for educational entrepreneurship to incubate, thrive and have the desired impact on the individual participants, the wider community and national development. The challenges are multifaceted, even for education systems that have long adopted the entrepreneurship education right from primary school due to conservatism, structural inflexibility and the primary focus of examination-centred curricula. Hess and Hassel (2010), for example, identify some of the challenges of conservatism and stiff policy environment that threaten the emerging entrepreneurial education imperative: 'the unmanageability of school systems, the lack of rewards and recognition for excellence (including the absence of monetary rewards for entrepreneurial success and the lack of prestige associated with education); lack of ready sources of venture funding for promising ideas and individuals … the limited autonomy afforded to public education institutions'.
What then is the future of educational entrepreneurship and entrepreneurial ventures in view of the social entrepreneurial vocation that education as public good number one should pursue and that teacher education should deliver? The answer(s) must emerge from the prevailing and emerging models of education in relation to social needs and national economic and technical-vocational imperative that should ensure a smooth transit point for children, youth and young adults to the world of work, self-employment and employment creation (Owhotu 2008). In other words, the demand side of social, economic and industrial framework or environment should dictate the supply profile of educational institutions to prepare learners or students to meet the skill gaps which are often very glaring in developing countries, especially in sub-Saharan Africa. Education systems will continually be the focal point for training teachers to teach entrepreneurship and entrepreneurial skills and knowledge, and for preparing learners to make a difference in this regard.
An important need at this point in the global trends is for scholars to carry out national situation analysis and impact studies of entrepreneurship education. There is no doubt that it has, like ICT, become the global imperative of the 21 st century and will more likely grow exponentially in the years to come.
Lee and Wong (2004) predict the emergence of 'a highly tumultuous economy that pressurizes government policy makers to increase the current stock of businesses:
Job seekers too are not spared from this potential change. Flexibility and innovativeness will be critical survival skills in the highly competitive job market. Hence, it is vital that societies are encouraged to pursue entrepreneurial careers, and what is even more crucial is for universities and institutions of higher learning to provide courses and support to these potential entrepreneurs.
Conclusion
In this chapter, an overview of issues, perspectives and trends of entrepreneurship education has been discussed, drawing a number of insightful illustrations from the literature and trends in some regions of the world, including sub-Saharan Africa. The challenges facing formal education at all levels have provided the entrepreneurship teacher in the public and private sectors with a gold mine of opportunities to provide tutorial and other educational services without necessarily facing issues of professional misconduct or unethical practice, if he or she is in paid employment. Entrepreneurship or entrepreneurship education is the driving force of youth employment and employment generation, wealth creation and poverty reduction. The next step for African countries is to pay more than lip service to this urgent need and ensure its integration as a compulsory programme at all levels and contexts of learning. Global frameworks such as Education for All and the Millennium Declaration/Development goals have the least chance of being achieved by 2015 in most African countries. The implications for the children, youth, young adults and other target groups are telling. Sub-Saharan Africa has a poverty rate exceeding 70 per cent and the highest rate of unemployment at 9.1 per cent hits the young people the hardest. The World Bank Info Dev Business Incubator Network in Africa provides examples of best practices that education institutions should share, as well as avenues for small business programme support for disadvantaged groups, such as women and young people. Since the emphasis is on support for small business enterprises, education systems can easily scale up the often theoretical entrepreneurship education programmes to the contexts of the real world of business. Furthermore, business incubators in Africa 'provide support for small enterprises to overcome business skills, infrastructure, market linkage, financing and «people connectivity» constraints, and expose entrepreneurs to information and communication technologies (ICTs) that help increase the productivity and market reach of enterprises across sectors' (InfoDev/World Bank).
References
African Union, 2009, Regional Report on Education to COMEDAF IV, Mombasa, Kenya 23–26 November 2009, AU/EXP/EDUC/6 (IV).
Applebome, P., 1995, New Breed of Teachers Become Entrepreneurs and Roving Innovators, www.mytimes.com/1995/05/31/us/new-breed-of-teachers-become-entrepreneursand-rovinginnovators, retrieved on 20 March 2010.
Bray, M., 2007, The Shadow Education System: Private Tutoring and Its Implications for Planners, (2nd edition), UNESCO: IIEP, pp. 23-26.
Federal Ministry of Education, 2009, Roadmap for the Nigerian Education Sector, Abuja. Hess, F.M. and Hassel, B.C., Fueling Educational Entrepreneurship: Addressing the Human Capital Challenge, www.hks.havard.edu/.../Hess-Hassel-Human-capital-Policy-PEPG0706.pdf, retrieved on 15 August 2010.
Hugonnier, B., 2009, 'Innovative Investments in Education in OECD Countries', in IIEP Newsletter, Vol. XXVII, No. 2, UNESCO-IIEP, p. 12.
Hurley, L., 'Teachers Become Part-time Entrepreneurship', Learning Disabilities Resources Community, www.hometutoringbusiness.com. retrieved on16August 2010.
InfoDev, 2010, Business Incubation in sub-Saharan Africa, www.infodeve.org/Document 325/ pdf retrieved on 16 August 2010.
Jayachandran, S., 2008, Incentives to Teach Badly? After-school Tutoring in Developing Countries, www.standford.ed/-jayachab/tutoring.pdf, Retrieved on 17 August 2010.
Kabongo, J.D., 2008, The Status of Entrepreneurship Education in Colleges of Education and Universities in Sub-Saharan Africa, pp. 5451-5456, www.decisionsciences.org/ Proceedings/ DS/2008/docs/545-2365. Pdf, Retrieved on 16 August, 2010.
Khan, A.W., 2009, www.unesco.org/en.wche 2009/single view/news/icts_changing_ the_face_of_higher...Retrieved on 9 May.
Lena, L. and Wong, P.K., 2004, Entrepreneurship Education: A Compendium of Related Issues, www.google search.
National Youth Entrepreneurship Summit 2008, http://upcoming.yahoo.com/event / 1195744/JHB.Nsukka/NationalYouthEntrepreneurship...Retrieved on 18 December, 2009.
Owhotu, V. B., 2008, 'Higher Education and Youth Preparation for the Labour Market', Third Regional Conference of the Higher Education Research and Policy NetworkHERPNET, Ibadan, 18-21 August.
Quik, M.B.A., 2009, Entrepreneurship, www.quickmba.com/entre/definition, Retrieved on 14 December.
Remes, L., 2000, What's Up in E-Journal? www.kolumbusiti/Iisaremes, Retrieved on 12 August, 2010.
SASIX, 2010, Entrepreneurship Teacher Training and Materials.
The Maryland Policy Institute, 2009, 'Maryland Policy Report: Teachers as Entrepreneurship', No. 2009-3, July 17, 2009, Reported by Tom Newmark.
UNESCO, 2002, Implementing UNESCO/ILO Recommendations for Technical and Vocational Education and Training, NIER-UNESCO, UNESCO (2009) WCHE Communique.
Universal Basic Education Commission, 2004, The Compulsory Free Universal Basic Education Act 2004 and Other Related Matters, Abuja UBEC, pp. 1-5.
Wach, K. 2010. Entrepreneurship Education in Poland, www.upm.ro/proiecte/EEE/ Conference/papers/s605, Retrieved on 10 August, 2010).
www.unm.edu/n asalazar/Kaufman/Entrep-research/e-educ.pdf., Retrieved on 15 August, 2010. | <urn:uuid:ff5f7432-fada-4798-ab4b-2a91266bc333> | CC-MAIN-2022-05 | https://codesria.org/IMG/pdf/17._owhotu.pdf | 2022-01-18T22:52:07+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301063.81/warc/CC-MAIN-20220118213028-20220119003028-00377.warc.gz | 212,601,944 | 8,101 | eng_Latn | eng_Latn | 0.913755 | eng_Latn | 0.996907 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2100,
4446,
6884,
10080,
12500,
15128,
18674,
21235,
23957,
26613,
28113,
30397,
33656,
36970,
40025,
41856,
43139
] | [
2.390625,
1.4921875
] | 1 | 0 |
Education
Wrist Fracture
What is a wrist fracture?
Your wrist is made up of eight bones. They attach to the bones in your forearm and the bones in your hand. A fracture is a break in a bone. When you break your wrist, you may have broken the ends of the forearm bones (radius or ulna) or one of the eight wrist bones.
How does it occur?
The usual causes of a wrist fracture are:
a fall
a direct blow to the wrist.
What are the symptoms?
Your wrist is painful and swollen. When the navicular bone is fractured, the area below the thumb is tender.
How is it diagnosed?
Your health care provider will examine your wrist and review your symptoms. An x-ray of your wrist may show a fracture. Sometimes a fracture may not show up in the first x-ray and your health care provider may recommend that you have a repeat x-ray in 1 to 2 weeks.
How is it treated?
If the broken bone is crooked, your health care provider will straighten it. Your provider will give you medicine first so the straightening is not too painful.
Your health care provider may prescribe anti-inflammatory medicines or other pain medicines.
You may be given a splint for your wrist for a few days until the swelling begins to go down. Then your wrist will be put in a cast for 4 to 8 weeks. Certain types of fractures may need to be in a cast longer and may eventually need surgery.
You should elevate your wrist on a pillow or the back of a chair as often as possible for the first 2 to 3 days. This will help control pain and swelling.
You may place ice packs over the cast for 20 to 30 minutes every 3 to 4 hours for the first 2 to 3 days. Take care not to get your cast wet if it is a plaster cast.
How long will the effects last?
Wrist fractures may take 6 to 12 weeks or longer to heal. Some fractures do not heal and require surgery. Some people may develop stiffness in their wrist.
When can I return to my normal activities?
Everyone recovers from an injury at a different rate. Return to your normal activities will be determined by how soon your wrist recovers, not by how many days or weeks it has been since your injury has occurred. The goal of rehabilitation is to return you to your normal activities as soon as is safely possible. If you return too soon you may worsen your injury.
You may return to your normal activities when you have full range of motion in your wrist without pain. Your injured wrist, hand, and forearm need to have the same strength as the uninjured side. If you return to using your wrist too soon after a wrist fracture there could be problems with healing. It is very important to be sure that none of your activities cause wrist pain or tenderness.
When should I call my health care provider?
Call your health care provider if:
Your pain is getting worse instead of better.
You feel that your cast is too tight and you have swelling that doesn't get better when you elevate your injury.
How can I prevent a wrist fracture?
Most wrist fractures are caused by accidents that you cannot easily prevent. However, when you do activities such as rollerblading, be sure to wear protective wrist guards.
Adult Health Advisor 2006.4; Copyright © 2006 McKesson Corporation and/or one of its subsidiaries. All Rights Reserved. Written by Pierre Rouzier, M.D. This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. | <urn:uuid:6b819b07-2af1-4f25-ada9-5b9ce07d9b09> | CC-MAIN-2021-21 | https://www.jcmg.org/wp-content/uploads/2016/02/Wrist-Fracture.pdf | 2021-05-18T07:48:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00205.warc.gz | 867,853,354 | 757 | eng_Latn | eng_Latn | 0.998626 | eng_Latn | 0.999354 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2718,
3546
] | [
3.046875
] | 2 | 0 |
COMMON CORE READINESS ANCHOR STANDARDS LIST – ELA & Math Practice
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
College and Career Readiness Anchor Standards for Reading Literature and Informational Texts Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.6. Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Range of Reading and Level of Text Complexity
Responding to Literature
CCSS.ELA-Literacy.CCRA.R.11 Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.
College and Career Readiness Anchor Standards for Writing Text Types and Purposes
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Production and Distribution of Writing
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, re vising, editing, rewriting, or trying a new approach.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions,
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Range of Writing
Responding to Literature
CCSS.ELA-Literacy.CCRA.W.11 Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.
COMMON CORE READINESS ANCHOR STANDARDS LIST – ELA & Math Practice
Comprehension and Collaboration
College and Career Readiness Anchor Standards for Speaking and Listening
CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
College and Career Readiness Anchor Standards for Language Conventions of Standard English
CCSS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
Knowledge of Language
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
College and Career Readiness Anchor standards for Math Practice
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments.
CCSS.Math.Practice.MP5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.
CCSS.Math.Practice.MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
CCSS.Math.Practice.MP6 Attend to precision. Mathematically proficient students try to communicate precisely to others.
CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts.
CCSS.Math.Practice.MP7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. | <urn:uuid:b0fbbb51-55a6-4e81-8a17-f8f8e0486637> | CC-MAIN-2021-21 | https://www.oncboces.org/Downloads/COMMON%20CORE%20ANCHOR%20STANDARDS.pdf | 2021-05-18T08:52:52+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00206.warc.gz | 971,364,678 | 1,848 | eng_Latn | eng_Latn | 0.961612 | eng_Latn | 0.962214 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4438,
8558
] | [
2.484375
] | 1 | 0 |
Literacy Support Plan
Norphlet Middle School 2021-2022
| 5th Grade | |
|---|---|
| Utilize a written curriculum map that is aligned to the Science of Reading | Grade level teachers working in professional learning communities developed literacy curriculum maps which are aligned with the science of reading. The curriculum maps are reviewed annually and are updated as needed. |
| Screen all 3-6 struggling readers for reading difficulties (Act 1268 dyslexia requirements) | Initial screening is not required for all students in grades three and higher. However, Ark. Code Ann. § 6- 41-603 states that a student in grade three or higher experiencing difficulty, as noted by a classroom teacher, in phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, and encoding skills should be screened using assessments chosen by the school’s RTI team. The following assessments have been selected for students in 5th grade: ● Phonological and phonemic awareness - PAST ● Alphabet knowledge - ● Decoding skills - DIBELS: Oral Reading Fluency ● Rapid naming - AR-RAN ● Encoding skills - Developmental Spelling Assessment (DSA) |
| Ensure adequate time for literacy instruction | Departmentalized setting ● Word Study (10 minutes) - (basis in morphology) ● Comprehension, Unit-Based (45 minutes) ● Writing (45 minutes) ● Remediation - (20 minutes) |
Develop intervention plans for students identified at risk for reading difficulties
* Develop a decision-making tree to determine appropriate support for struggling learners
* Diagnostic Decision Tree for ReadingLink
* Administer diagnostic assessments to determine specific skill deficits
* Provide evidence-based interventions through a multi-tiered system of support (RTI)
* Establish a process for progress monitoring for each tier of instruction within a multitiered system of support
Norphlet Middle School has a multi-tiered system of support for identified readers based on diagnostic assessments.
* Tier 1 - Core Instruction
* Tier 3 - Intensive Intervention
* Tier 2 - Supplemental Intervention
Students are screened in accordance with the Right to Read Act. Following the screening, intervention team meetings are held by grade level to identify students in need of additional support.
Supplemental intervention with approved programs based on the science of reading is provided (S.P.I.R.E.) to identified students by trained personnel. Progress monitoring is regularly reviewed by grade level teachers and a certified academic language therapist.
Students who do not make adequate growth as measured by progress monitoring or success in the classroom are referred for further diagnostic testing by a certified academic language therapist.
Diagnostic assessments include:
* Rapid Naming - CTOPP2 - Rapid Naming
* Phonological and Phonemic Awareness CTOPP 2 Elision, Blending Words, and Phoneme Isolation
* Letter Knowledge - Woodcock Letter ID
* Word Recognition - Woodcock Word Identification
* Decoding - Woodcock Word Attach
* Fluency - GORT Fluency
* Reading Comprehension - GORT Reading Comprehension
* Spelling - TWS-5
An intervention team committee meeting will convene to determine if the student should be identified as having the characteristics of dyslexia. If so, then the student is placed in an approved science of reading tier 3 (S.P.I.R.E or Take Flight) intensive intervention appropriate to the age and ability of the child.
Integrate literacy skills in content areas (e.g., science, social studies, math) through activities that involve reading comprehension, writing, speaking and listening
* Utilize texts to build students' background and topical knowledge in each content area
* Students should be reading grade-level texts in all content areas throughout each school day
* Use robust domain-specific vocabulary
Create an environment that fosters curiosity and learning through collaborative communication
Classroom teachers have been trained to integrate literacy skills throughout the content area. Students are expected to regularly read and respond to gradelevel content area texts, write short expository texts, participate in shared and individual research projects, and make short presentations based on their research.
Content area teachers have received awareness training in the science of reading. They will be participating in additional professional development modules to support content area reading and content area vocabulary instruction with an emphasis on morphology and domain-specific vocabulary.
Classroom teachers have been trained in creating a collaborative environment that supports oral language development and inquiry. The science curriculum uses Project Lead the Way's Project Based Learning Model which utilizes the following pattern to develop content knowledge and skills and then releases the learner to work in groups to solve an engineering problem:
2. Activity
1. Activity
3. Activity
5. Problem
4. Project
6th - 8th Grades
Utilize a written curriculum map that aligns to the Science of Reading
* Advanced phonics, morphology, etymology structure of the English language
Grade level teachers working in professional learning communities developed literacy curriculum maps which are aligned with the science of reading.
* Utilize grade-appropriate text
Screen all 7-8 struggling readers for reading difficulties (Act 1268 dyslexia requirements)
The curriculum maps are reviewed annually and are updated as needed.
Initial screening is not required for all students in grades three and higher. However, Ark. Code Ann. § 641-603 states that a student in grade three or higher experiencing difficulty, as noted by a classroom teacher, in phonological and phonemic awareness, sound symbol recognition, alphabet knowledge, decoding skills, and encoding skills should be screened using assessments chosen by the school's RTI team.
The following assessments have been selected for students in 7-8 grades:
* Phonological and phonemic awareness - PAST
* Alphabet knowledge -
Offer Strategic Reading course for students identified as struggling readers. This can be scheduled and used as a double block of reading instruction and intervention.
* Implement an evidence-based literacy program for intervention
Ensure students are reading grade-level texts (e.g., articles, excerpts, books) in all content areas multiple times each week
* Use robust domain-specific vocabulary development
* Utilize grade-appropriate text
Create an environment that fosters curiosity and learning through collaborative communication
Develop a process for content-area teachers to advocate for struggling readers (e.g., building contact for literacy support, student intervention team)
Develop a decision-making tree to determine appropriate support for struggling learners
* Decoding skills - DIBELS: Oral Reading Fluency
* Rapid naming - AR-RAN
* Encoding skills - Developmental Spelling Assessment (DSA)
An intervention class for students who have been identified as having a deficit with reading comprehension only is provided. The curriculum for this class is Voyager Sopris Journeys. This program is an evidence-based literacy program for 6-9 grades.
Classroom teachers have been trained to integrate literacy skills throughout the content area. Students are expected to regularly read and respond to gradelevel content area texts, write short expository texts, participate in shared and individual research projects, and make short presentations based on their research.
Teachers are encouraged to use small group instruction and collaboration activities to help develop effective communications skills.
Content area teachers have received awareness training in the science of reading. They will be participating in additional professional development modules to support content area reading and content area vocabulary instruction with an emphasis on morphology and domain-specific vocabulary.
As part of the awareness training, teachers were introduced to the process utilized to identify students who are struggling readers, basic tools for supporting struggling readers, and the referral process for screening students who might need additional literacy support.
Students are screened in accordance with the Right to Read Act. Following the screening, intervention team meetings are held to identify students in need of additional support.
Supplemental intervention with approved programs based on the science of reading is provided (S.P.I.R.E.) to identified students by trained personnel. Progress monitoring is regularly reviewed by grade level teachers and a certified academic language therapist.
Students who do not make adequate growth as measured by progress monitoring or success in the classroom are referred for further diagnostic testing by a certified academic language therapist.
Diagnostic assessments include:
* Rapid Naming - CTOPP2 - Rapid Naming
* Phonological and Phonemic Awareness CTOPP 2 Elision, Blending Words, and Phoneme Isolation
* Letter Knowledge - Woodcock Letter ID
* Word Recognition - Woodcock Word Identification
* Decoding - Woodcock Word Attach
* Fluency - GORT Fluency
* Reading Comprehension - GORT Reading Comprehension
* Spelling - TWS-5
An intervention team committee meeting will convene to determine if the student should be identified as having the characteristics of dyslexia. If so, then the student is placed in an approved science of reading tier 3 (S.P.I.R.E or Take Flight) intensive intervention appropriate to the age and ability of the child. | <urn:uuid:245e6295-cff7-4ac1-96a7-5222bddb9906> | CC-MAIN-2021-21 | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1240276/NMS_Literacy_Support_Plan_2021-22.pdf | 2021-05-18T08:13:52+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00206.warc.gz | 194,763,792 | 1,830 | eng_Latn | eng_Latn | 0.988133 | eng_Latn | 0.992356 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1385,
3454,
6058,
8696,
9596
] | [
4.25
] | 1 | 0 |
BUS-123 Spring 2020
Exam #4 -Show Your Work
Name: ________________
Instr: F. Paiano
Valuation & Yield Calculations
Chapter 10, Review 6
1) An 8%, 15-year bond has a par value of $1,000 and a call price of $1,080. It is callable in 5 years. The bond is currently selling for $1,150. Calculate its current yield, yield-to-maturity, and yield-to-call. (4 pts ‒ Do your best!)
2) A married couple from California is in the 35% Federal tax bracket and the 10% California tax bracket. They are considering a 4¾% Nevada municipal bond (Federal tax-free), a 4¼% California bond (double tax-free) and a 7½% corporate bond (fully-taxable). Calculate the taxable equivalent yield of each bond. Which is the best buy? (4 pts ‒ Show all your work!)
(Note: For the double tax-free bond, you may use the easy formula or the more complicated but more accurate formula.)
3) Using annual compounding, calculate the valuations for the following bonds: (4 pts ‒ Use the chapter 10 tables!) a) 10%, 20-year bond priced to yield 6% b) 4%, 10-year bond priced to yield 7%
4) Colgate-Palmolive (CL) is currently selling for approximately $71. Their dividend is currently $1.76 and they have been growing their dividend at a constant rate of 4%. If our required rate of return is 8%, using the constant perpetual growth model, what would we believe CL is worth? Is CL a potentially good investment? Would you buy CL? (Optional: What if we changed our required rate return to 6%?) (3 pts ‒ Don’t Give Up!)
5) Assume it is January 1, 2020. Merck Pharmaceuticals (MRK) is currently selling for $80. Dividends for 2020 are expected to be $2.44 per share. We expect that dividends in 2021 will be $2.54 and in 2022 they will be $2.64. We will be selling the stock at the end of 2022 and we expect the price to be $95 per share at that time. Our required rate of return is 10%. Using the Discounted Cash Flow Model stock valuation formula (Value of stock = present value of future dividends + present value of price of stock when we plan to sell) , calculate the present value of the future cash flows from this stock. Would you consider buying MRK? (3 pts ‒ Never Give Up!) | <urn:uuid:f7d8409c-d8c9-40f6-b913-b4c2b6f7b828> | CC-MAIN-2021-21 | https://wonderprofessor.com/123s20/BUS123_Exam4_Calculations.pdf | 2021-05-18T09:10:33+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00205.warc.gz | 637,877,893 | 571 | eng_Latn | eng_Latn | 0.994499 | eng_Latn | 0.995934 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
864,
2169
] | [
2.015625
] | 1 | 0 |
Education
Addison's Disease
What is Addison's disease?
Addison's disease occurs when the adrenal glands (located above each kidney) do not work normally and do not produce enough hormones. Addison's disease may also be called chronic adrenal insufficiency or hypocortisolism.
How does it occur?
The adrenal glands, located near the top of each kidney, produce several types of hormones, including corticosteroids. These hormones affect a number of body functions, including blood pressure, the levels of minerals such as sodium and potassium in the body, defenses against infection and stress, and sugar levels in the blood.
The adrenal glands may stop producing enough hormones when they are damaged by infection, an autoimmune response, or cancer. This may also happen if you have been taking corticosteroid medicine on a regular basis and then stop taking it suddenly. Because the adrenal glands are controlled by the pituitary gland, sometimes the adrenal glands stop making hormones if the pituitary gland stops working normally.
What are the symptoms?
Symptoms of Addison's disease may start slowly. They include:
tiredness
loss of appetite
weakness
weight loss
muscle aches
dizziness when you stand up after sitting or lying down
nausea, sometimes with vomiting
patches of darkened skin or unexplained "tanning."
diarrhea
You may not notice your symptoms until your body is stressed by an infection, injury, or surgery. The stress may cause an Addisonian crisis. Without treatment, an Addisonian crisis can be fatal. Signs and symptoms of Addisonian crisis are:
sharp pain in the lower back, abdomen, or legs
low blood pressure
loss of too much fluid from your body (dehydration)
loss of consciousness.
How is it diagnosed?
Your health care provider will ask about your symptoms and medical history and examine you. You may have the following tests:
blood tests
CT scan of the adrenal glands or pituitary gland.
ACTH stimulation test (a test that checks the response of your adrenal glands to a pituitary gland hormone)
How is it treated?
Addison's disease is treated with replacement hormones. Your health care provider will prescribe a corticosteroid such as prednisone. You will need to take prednisone the rest of your life.
If the disease has affected the level of minerals in your body, your health care provider may also prescribe fludrocortisone. This medicine will help your body return to a normal balance of the minerals sodium and potassium. You may be able to stop taking fludrocortisone after a while.
How long do the effects last?
Addison's disease is a lifelong condition. With proper treatment, crises may be avoided and you will be able to lead a normal life.
How can I take care of myself?
Treat minor illnesses with extra salt and fluids. It is very important to avoid becoming dehydrated.
Ask your health care provider what shots you need to help prevent infections.
Carry a cortisol injection kit for emergencies. You might need an emergency shot of cortisol in situations where your body is stressed and needs stress hormones to help it respond properly--for example, if you are in an accident. Get a Medic Alert bracelet that says, "Addison's disease: takes cortisone daily." Wear it at all times in case of accidents. It alerts health care workers to your need for careful monitoring and extra cortisol.
Keep your regular follow-up appointments with your provider.
See your provider right away if you have any signs of infection, such as strep throat or bladder infections.
Call your health care provider right away if you have fever, vomiting, or diarrhea that lasts more than a couple of days. You may need treatment in an emergency room with IV fluids and hydrocortisone.
How can I help prevent Addison's disease?
There is no way to prevent Addison's disease.
Adult Health Advisor 2006.4; Copyright © 2006 McKesson Corporation and/or one of its subsidiaries. All Rights Reserved. Developed by McKesson Provider Technologies. This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. | <urn:uuid:2a50f607-37d4-40b1-891d-ef19d2d90f75> | CC-MAIN-2021-21 | https://www.jcmg.org/wp-content/uploads/2016/02/AddisonsDisease.pdf | 2021-05-18T06:43:32+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00206.warc.gz | 865,954,431 | 870 | eng_Latn | eng_Latn | 0.99848 | eng_Latn | 0.998462 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2251,
4251
] | [
2.484375
] | 1 | 0 |
MUREKE DUSOME
Needs Assessment for Children with Disabilities to Return to or Start School
INTRODUCTION
Through community literacy interventions, the USAID-funded Mureke Dusome activity has fostered a culture of reading among girls and boys, with and without disabilities. In collaboration with the Ministry of Education, Mureke Dusome increased access to high quality, age-appropriate, relevant reading materials in the community and engendered ownership at the national and local levels to sustain activity interventions.
Gender and inclusion are integrated throughout Mureke Dusome's activities. Mureke Dusome has established reading clubs per school catchment area across the country in an effort to increase community and parental involvement to improve literacy skills for children in Grade 1-3, including children with disabilities. In 2019/2020, Mureke Dusome initiated partnerships with the National Council of Persons with Disabilities (NCPD) and a local organization, Uwezo Youth Empowerment, which specializes in inclusion to work together in supporting literacy for children with disabilities. By the end of October 2020, Mureke Dusome, in collaboration with Uwezo, identified more than 3,274 children with disabilities from 0 to 13 years in the 5 model districts of Burera, Kirehe, Ruhango, Gasabo and Ngororero. The purpose of this activity was to help children with disabilities to increase their full participation in community literacy activities and to advocate for their rights in general. Of the 2,272 children with disabilities aged 7 years and over who were identified, only 61.2% of school age children with disabilities were in school before the onset of the pandemic; 38.8% had either dropped out or had never been enrolled in school before schools were closed due to the COVID-19 pandemic.
Starting in July 2020, Mureke Dusome trained parents of identified children with disabilities through a series of monthly workshops and home visits on how to support their children's reading and learning at home. At the end of every workshop, every parent borrowed a storybook with inclusion messages to read with or for their child at home before the following workshop. Parents were encouraged to use stories from these storybooks to teach their children and also to come up with stories of their own that can inspire their children to learn new words and skills and to help them know that they are capable and loved.
Mureke Dusome also trained 715 Community Education Workers (CEWs) and kick-started working relationships between CEWs with 137 Youth Volunteers with Disabilities (YVDs) in September and October 2020. These trainings were designed to equip both CEWs and YVDs with the knowledge and skills needed to accommodate children with disabilities in community reading activities. In addition, this training was intended to enable them to build the capacity of others in the community, including caregivers of children with disabilities, with the knowledge and basic tools to address functional challenges and external factors that influence learning for children with various physical, sensory and learning difficulties. During the training, YVDs shared individualized cases of children with disabilities in their respective cells and developed action plans together with CEWs on how best to accommodate them in community reading activities based on individual children's identified needs. In addition, YVDs conducted home visits to families of children with disabilities to monitor how parents practice with their children what they learn in the workshops, including the practice of reading books with children.
Considering that in previous years, few children (less than 1%) who attended reading clubs were children with disabilities, Mureke Dusome conducted a needs assessment to better understand their needs so that they can all start or go back to school when schools reopen and to also ensure that the right accommodations are in place for them to participate in reading activities in the community and at home. The needs assessment was designed to help identify children with disabilities who need assistive devices and/or scholastic materials for returning to schools or starting school (for those who have not yet enrolled).
METHOD AND PARTICIPANTS
Data Collection
The needs assessment was conducted by the 137 trained Youth Volunteers with Disabilities (YVDs) (two per sector) and 5 YVDs coordinators in 66 sectors of Ngororero, Ruhango, Burera, Gasabo and Kirehe districts. They received a one-day training from Mureke Dusome staff on how to safely collect data and ensure confidentiality as well as data quality. They used a structured survey questionnaire in collecting data, and the data collection took place over the course of ten days from 16 th to 27 th November 2020. The questionnaires were completed based on conversations YVDs had with parents or caregivers of children with disabilities. The data was collected during home visits and phone calls. In cases where households were located in areas where the YVDs could not reach due to environmental factors or assessment timelines, families were reached by phone. All data collection was done while respecting COVID-19 prevention measures.
The data collection tool has been programmed in a web-based platform called KoBo toolbox (Click here to view the tool) to allow smooth, quick and timely data entry and data analysis.
Participants
Respondents were selected based on the pre-determined characteristics shown from the mapping of children with disabilities that was conducted by Mureke Dusome in five model districts before the needs assessment, including but not limited to: children with disabilities who are in the school-age range for grades P1 to P3, either enrolled or not in schools from the five pilot districts. All identified children with disabilities in mapping activities were reached during the assessment through their parents.
FINDINGS
During data collection, the assessment field teams (YVDs) spoke with parents and caregivers of children with disabilities, and asked about the different needs of their children. The participation of parents as well as that of children in this assessment was essential to gain a comprehensive understanding of each child's identification, demographic characteristics, and their location. The findings revealed that 3,274 children from five pilot districts have different types of disabilities, 69% of them aged seven and above, have different needs to be able to go back to school including, assistive devices (20%), scholastic materials (54%) and treatment (8%).
3,274
As the above diagram indicates, more than half of children with disabilities identified are boys (56.6%) and 43.4% are girls.
The map on the right shows the distribution of identified children with disabilities per district, where Gasabo, Burera, and Ngororero districts each have at least one-fifth of the children reached during the assessment, while 15% and 14.7% are from Ruhanga and Kirehe districts respectively.
Mureke Dusome has been implementing different inclusion activities including (1) awareness workshops with parents of children with disabilities, (2) airing inclusion PSAs on radio and TV, (3) distributing Kinyarwanda storybooks with inclusion messages and (4) advocating for children with disabilities. This has improved parents' mindset so that they feel more comfortable removing their children from hiding and advocating for them as much as they can; this resulted in an increase in the number of children with disabilities identified during the needs assessment as compared to the initial identification exercise. The assessment has shown that a large number of children with disabilities across all five districts are boys (59.7% in Burera 59.7% in Kirehe, 56.3% in Ruhango, 55.5% in Ngororero, and 52.8% in Gasabo), but the results do not explain this difference. Having a child with a disability is a source of shame, and it is possible that many families of girls with disabilities hide them from public view. This gender disparity is likely a result of underreporting due to stigmatization of multiple and intersectional identities. For girls with disabilities, gender and age are additional sources of disadvantage because of the subordinate location of girls in social relations. But further assessment and analysis is required to explain this disparity and the implications for policy and interventions targeting children with disabilities 1 .
1 For more on gender disaggregation of children with disabilities by district refer to appendix 1.
Age distribution among identified children with disabilities
As shown in the graph above, although the project targets children aged between 7 to 9 years, in grade 1 to 3 (whether enrolled or not), the needs assessment gathered information on the needs of children with disabilities from different age ranges. This needs assessment considered children from ages 0 to 18 (given that they are in primary grade 1-3) because a lot of children with disabilities start school late or often repeat classes. Another reason is that a large sample size would be easier for long term advocacy and to identify trends of types of support that would be likely to be needed over time, to support the sustainability of future initiatives. For example, knowing which percentage of children in the 4-6 age range who have disabilities allows for advocacy with the government to ensure that they are preparing the needed assistive devices and scholastic materials for these children before they enter Primary 1, and it allows for giving a sense of how there are similar numbers of children with disabilities across the different age ranges.
School enrolment
The assessment revealed that on average more than a half, which means 5 in 10 children with disabilities (50.7%) reached in the 5 districts, were already enrolled in school either in nursey, primary or secondary. While only 61.2% of 2,272 children aged 7 and above (who are eligible to start school) are enrolled in school in grades 1 to 6. The above graph indicates that the district of Ngororero has more than the other
districts of children enrolled, with nearly two-thirds of the children with disabilities (65%) who are in school, followed by Burera with more than half (57%). The finding shows that 63% of children with disabilities in Gasabo, 58% in Ruhango, and 52% in Kirehe districts are not studying in schools.
Of the 1,237 (43.8%) out of school children with disabilities, 12% (151) had dropped out of school due to various reasons while 55% (676) are not planning to start school and 33% (410) had never enrolled but are planning to start when schools reopen. Of those who dropped out, some report to plan to return to school in 2021 if the government reopens all schools. At the time of data collection, lower primary schools and nursery schools remained closed due to COVID-19 2 . Unfortunately, a large number 66.8% (827) are not planning to start or go back to school because of the following barriers reported by their parents:
☞ Negative attitudes by numerous stakeholders in the community (parents/caregivers, children, teachers, leaders) who do not think children with disabilities can learn. For instance, out of 827 parents whose children are out of school, half of them (52%) reported their children have severe disabilities and are unable to study;
☞ Mainstream schools are inaccessible to most children with disabilities while special schools for children with disabilities are far away and too expensive;
☞ Poverty prevents families of children with disabilities from providing basic needs to enable them to go to school. Of the total number of children with disabilities surveyed, 66% (2,114) are from households in category one and two of Ubudehe (lowest income categories);
☞ Children need reasonable accommodations before they can start schooling;
☞ Fear of stigma and shame of having a disability.
Type of disability
The graph below shows that, out of 3,274 children with disabilities, the majority of disabilities reported were physical or sensory, where 42.5% of children have physical disabilities, 21.9% have mental disabilities, 20.2% have multiple disabilities, 14.2% have a speech impairment, 5.9% are blind, and 0.8% have albinism. This assessment administered a question to identify children having any type of disability by allowing individuals or parents to self-report the type of disability (ies), but it did not provide definitions for each disability, severity or an assessment of disability. Therefore, a survey should be conducted on parent/caregiver attitudes towards disability to provide more insight on the stereotypes that still exist that may prevent stakeholders from self-reporting.
2 The Ministry of Education announced that lower primary and pre-primary schools will reopen on January 18, 2021.
Children with disabilities with assistive devices and treatment needs
Through the needs assessment, Mureke Dusome aimed to identify which assistive devices and scholastic materials are needed for children with disabilities to go back to or start school. This is why parents were asked if their children have been formally diagnosed to have any impairment that hinders their children from going to school. The findings indicate that more than three-fifths of all 3,274 children with disabilities (64%) have been formally diagnosed by a doctor to have disabilities. During data collection, 51% (1,655) showed a copy of the details of the assistive devices and treatment that were prescribed or a disability card. The graph below shows medication and type of assistive devices prescribed by a doctor:
According to a large number of children with disabilities who report to having physical disabilities, the number of children prescribed by a doctor to use a wheelchair is 198, while 88 need crutches, 84 need orthosis, 52 need prosthesis, 41 need prescription glasses and 36 need hearing devices. Moreover, parents of 184 children with disabilities reported that their children need special medications for a certain period
of time before going to school, and 58 reported needing to go for kinesitherapy and physiotherapy. 36% of all reported children with disabilities have not been formally diagnosed nor been given a disability card by the Government of Rwanda and therefore, this data does not include children who need devices and treatment for the first time. Through parent awareness workshops and home visits, Youth Volunteers with Disabilities informed parents on where and how to get their children diagnosed and treated but more advocacy needs to be done to ensure all children are screened and given treatment and assistance where necessary.
In addition, Mureke Dusome asked parents if their children with disabilities have a prescribed assistive device that may need repairing. 240 parents agreed that their children's equipment should be repaired because they are too old and damaged. As the graph below indicates, the majority (41%) claim that their wheelchairs need to be repaired, and 16%, 15% and 10% need their crutches, orthosis, or prosthesis to be repaired or renewed respectively. Under 9% wish to have new or repaired glasses, hearing devices, sun cream or white cane. When asked about the damaged devices that need repair or to be replaced, below were the parents' responses:
〆 The crutches used are from childhood and children have grown up so they have to bend their back to use them;
〆 The batteries inside the hearing device expired;
〆 The orthosis and prosthesis seemed too small compared to children's age so they need new sizeappropriate devices;
〆 Glasses which have gone beyond the prescribed lifespan;
〆 Sunscreen is finished and they cannot afford to buy more.
〆 Wheelchairs' tires, seating, and other parts have been damaged and worn out;
Children with disabilities' scholastic material needs
During the needs assessment, Mureke Dusome asked the parents of 2,272 children with disabilities about any scholastic materials other than assistive devices that children need to be able to go back or start school. The assessment revealed that the majority (74%) need school uniforms, close to three-fifths (71%,
69%, and 67%) need notebooks, shoes, and school bags respectively and only 39% need school fees so that they can go back or start school.
School fees
Notebooks & pens
Shoes
In addition, the limited access to transportation to schools due to geographical and built environmental barriers at schools, such as classrooms on a higher mountain or inaccessible schools were identified by parents as prevailing barriers that need to be removed in order for children with disabilities to go back or start school.
CONCLUSION
SUMMARY OF FINDINGS
This report presented the findings from an assessment of the needs of children with disabilities to start or go back to school. More than half of 3,274 children with disabilities from 5 districts are enrolled either in nursery or primary school, and of those 2,271 children at the eligible age to start school, only 61.7% were enrolled in primary schools, with almost 40% not enrolled in schools.
As Mureke Dusome previously documented, a large number of children with disabilities across all 5 districts are boys (59.7% in Burera, 59.7% in Kirehe, 56.3% in Ruhango, 55.5% in Ngororero, and 52.8% in Gasabo), signaling that people with multiple marginalized and intersectional identities are subject to stigmatization including underreporting.
Majority of children with disabilities (72%) need school uniforms while more than three-fifths (69%, 68%, and 65%) need notebooks, shoes and school bags respectively. Only 42% need school fees so that they can go back or start school. 240 parents reported that their children's assistive devices should be repaired or replaced because they are too old, damaged and/or no longer appropriate for the child's size
Findings indicate that more than 64% of children with disabilities have been formally diagnosed by doctors to have disabilities, and 51% (1,655) have shown a copy of the details of the assistive devices and treatment that was prescribed and/or a disability card. This means that 36% of children with disabilities have not been diagnosed, making it more challenging to secure the assistive devices and support they need.
The assessment also revealed that out of 924 parents whose children are out of school, half of them (52%) reported that their children have severe disabilities and are unable to learn.
RECOMMENDATIONS
☞ A concerted effort needs to be made at all levels toward child with disabilities identification, recruitment and retention for school attendance. Advocacy should be done at all levels to ensure all stakeholders in the community (locally, nationally and regionally) so that children with disabilities are supported to go to school. In addition, Mureke Dusome and other educational stakeholders should continue to support these children in terms of financial support to pay school fees, give them school materials, provide assistive devices, ensure that all schools are accessible
by examining the distance to schools and infrastructure, training parents on how they can use Income Generating Activities to overcome poverty etc.. More sustainable approaches would also include be investing in social protection schemes by the Government of Rwanda including regular cash transfers that can be accessed by households of children/persons with disabilities to increase the likelihood of children getting access to quality education.
☞ Navigating referral procedures and applications for social support can be a daunting experience for parents. Many parents have reported that their children with disabilities do not have a disability card which limits the services and supports they get from the Government of Rwanda including medical care. So, there should be trained volunteers with disabilities or civil servants who can assist parents to get access to Government social protection schemes.
☞ Mureke Dusome should continue to partner with like-minded institutions interested in promoting inclusion in Rwanda, and to advocate with MINEDUC and REB to enable the provision of improved services for these children. Local government officials and NCPD can work with community volunteers to mobilize parents/caregivers and children with disabilities that are not attending school to visit school programs that are successfully serving students with disabilities and to see in person the achievements students with disabilities are reaching.
☞ A fundamental shift in negative attitudes towards children with disabilities that undermine their capabilities will require building the awareness and capacity among all community members including teachers, children, parents/caregivers, village leaders and various policy makers around issues on disability. SBCC messages should explicitly address the widespread misconception that disability, age and gender equate to deficiency and should challenge disabling social norms and negative stereotypes about persons with disabilities through inclusion of girls and boys, men and women with disabilities as leading voices in program activities.
☞ There is a need for more advocacy to ensure that all children are diagnosed and supported to get treatment so that they can be able to go to school. Additional support should be given to NCPD to strengthen the current disability categorization process so that screening, referral and specialist support can be undertaken on an in-demand basis. Furthermore, doctors/ clinics and community centers should be provided with additional information and training on the importance of early identification of children with disabilities and the programs and services that are available to support their learning in the community.
☞ There is need for more initiatives (in and out of school) to undertake assessments to understand the situation of children with disabilities and to take specific steps to promote their full inclusion in society. Furthermore, in-depth assessment and gender sensitive analysis should be conducted, in particular to further examine the reason for gender disparity and its implications for policy and other interventions targeting children with disabilities so that both girls and boys with disabilities are supported to attend schools.
☞ Generally, there is lack of quality data on children with disabilities that impacts Mureke Dusome's ability to plan and develop inclusive literacy activities and how to accommodate children with disabilities. Currently there is no database that tracks and analyses the number of children with disabilities enrolled in school, their dropout rates nor how to assess the extent to which children with disabilities are missing out on school. The Ministry of Education should be supported and/or form close collaboration with the National Institute of Statistics (NISR) to develop a reliable system to generate comprehensive data which can inform and guide evidence-based strategies to ensure that children with disabilities are enrolled and supported to stay in school.
☞ The Government of Rwanda should build a disability sensitive social protection system which includes disability benefits to enable household of children with disabilities to live in dignity and security.
Appendix 1. Gender disaggregation of children with disabilities by district
| District | Sex of children with disabilities | | Total |
|---|---|---|---|
| | Female | Male | |
| BURERA | 310 | 459 | 769 |
| GASABO | 367 | 410 | 777 |
| KIREHE | 194 | 287 | 481 |
| NGORORERO | 336 | 419 | 755 |
| RUHANGO | 215 | 277 | 492 |
| Total | 1,422 | 1,852 | 3,274 |
Appendix 2. Distribution of children with disabilities by type and districts
| District | Vision impairment | Speech impairment | Hearing impairment | Physical impairment | Mental impairment |
|---|---|---|---|---|---|
| BURERA | 65 | 88 | 39 | 346 | 154 |
| GASABO | 55 | 122 | 44 | 316 | 174 |
| KIREHE | 29 | 79 | 29 | 195 | 139 |
| NGORORERO | 108 | 97 | 44 | 327 | 139 |
| RUHANGO | 35 | 70 | 28 | 192 | 104 |
| Total | 292 | 456 | 184 | 1,376 | 710 |
Appendix 3: Need assessment for children with disabilities to go back or start school
Province: ______________________ District: __________________________
Sector: ________________ Cell: ________________________
Village: ______________ Date (date/month/year): _____________
Purpose:
This form is used to identify children with disabilities who need assistive devices and scholastic materials in order to go back or start school. Youth Volunteers with Disabilities will complete this form based on conversations they will have with parents or caregivers of children with disabilities, observations made through home visits and workshops with parents.
Instructions for administering the identification form:
Before filling the form:
* Request for permission to both caregivers and children to ask them the information on the form,
* Avoid giving false expectations to the caregivers and the children,
* Explain clearly the purpose of the data collection,
* Don't give any promise (same as above),
* Record all the answered as provided by the respondents.
Caregiver's and Children identification
Father's names: _______________ Contact: ______________
Mother's names: ____________ Contact: ______________
Caregiver's names____________
Child's names: _______________ Sex ________ Age _______________
Ubudehe category ____________
Household head (specify if it's a single parent, child headed, other family members such as aunt, uncle, grandparents):
| No. | QUESTIONS |
|---|---|
| 1 | Is the child enrolled in school? (Yes/No) |
| 2 | If yes, in which grade level? |
| 3 | If yes, which school? |
| 4 | If not enrolled, why? |
| 5 | Type of disability |
| 6 | Has there been formal/clinical diagnosis performed on the child? |
| 6a | If yes, do you have a copy of the details of the assistive device that was prescribed? If not, why? |
| 6b | If yes, was the child prescribed any treatment and/or assistive devices? |
| 6c | What type of treatment and/or assistive device was prescribed? |
| 7 | What else (other than assistive devices) does the child need to be able to go back or to start school? |
|---|---|
| 8 | Does the child have any assistive device that perhaps needs repairing? |
| 8a | If yes, what kind of device is it? What is the damage that needs repair? |
| | Additional comment |
Data collector name: __________________
Signature: ________________ | <urn:uuid:029a8024-d16e-481f-be91-72172419a2f3> | CC-MAIN-2021-21 | https://somarwanda.rw/media/Resource/Children_with_Disabilities_Needs_Assessment_Report_30.01.2021.pdf | 2021-05-18T06:51:40+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00206.warc.gz | 546,838,898 | 5,481 | eng_Latn | eng_Latn | 0.977942 | eng_Latn | 0.998316 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
91,
4268,
6630,
8617,
10181,
12921,
14145,
16269,
19176,
23406,
25045,
26393,
26772
] | [
2.75,
2.015625
] | 1 | 0 |
Hydropower Lesson 1
This guide is designed to accompany and complement:
* Presentation: Hydropower
* Single page lesson plan: Hydropower
* Worksheet: Hydropower (including activities and possible extension tasks or homework)
The guide goes into greater detail than the single page lesson plan and includes suggested resources and elaborates on each slide in the PowerPoint.
Presentation Tips:
* When opening the PDF presentation, you can select how it is displayed. If you wish to click through as opposed to scrolling (which gives you more control as you progress and is more like a conventional ppt) it is best to show it in 'full screen mode' (press 'escape' to exit).
* All associated documents are attached to the presentation. To find these, click on the paperclip icon in the left-hand toolbar.
* When viewing the presentation, presenter notes from this delivery guide are also available for reference if you hover the cursor over the small orange callout icon in the top left corner. Fig.1
* If you right click on that icon it will open a small window showing presenter notes in the top right of the page. Fig.2 If you right click and scroll down, you can also choose to click 'show comment app' which opens a panel on the right of the page showing all the presenter notes as you scroll through. Fig.3
You could use slide 4 to elicit discussion about the importance of water and the impact of not having access to clean water looking specifically at drought, the causes of drought and the impact it has on stricken areas and populations.
| | Slide number | | | | Suggested resources | OLH resources |
|---|---|---|---|---|---|---|
| | | | This presentation is designed to allow the presenter/teacher to | | | |
| | | | pitch it as appropriate to KS2 - KS3 age children. Questions that | | | |
| | | | are on the slides have been differentiated by colour in this guide, | | | |
| | | | with red being most challenging. | | | |
| | | | Those marked with this icon may not appear on the ppt | | | |
| | | | slide and are optional, higher level questions. | | | |
| | | | Points marked with this icon can be used as a starting point | | | |
| | | | for a personal investigation activity and for extension where | | | |
| | | | appropriate. | | | |
| | | | Advisory! All videos are linked to external players (usually | | | |
| | | | YouTube) these have been chosen to complement and reinforce | | | |
| | | | learning and have been chosen carefully. However, we would | | | |
| | | | advise that you watch them yourself prior to showing them to | | | |
| | | | ensure that you hare happy that the content is right for your | | | |
| | | | children or class. | | | |
| 2 | | Starter: Begin by discussing why it is that people have historically built settlement near rivers. • Make a list of 5 reasons why you think we choose these locations Possible answers will appear at the click of the mouse • Trade and transportation • Washing and cleaning • Farming and food • Drinking water • Religious belief You might like to ask children to discuss and or research the role that rivers have played in religious belief. The linked site has some useful information for your reference. | | https://www.cntraveler.com/gallery/sacred-rivers-around- the-world | | |
| 3 | You can choose to show the video clip as it will only commence once you have clicked on the ‘play’ icon. The clip runs for [4m50s] it looks at why rivers are important focussing particularly on the Thames. It is presented by Sam Lee, a primary pupil from London. You may need to turn the sound up! | watch?v=ojSFHD_Ce3g [4m50s] | https://www.youtube.com/ |
|---|---|---|---|
| 4 | This is a good opportunity to remind children that water is vital to life. • Water is also known as H O, do you know what this 2 stands for? – H O is the chemical formula of water. A 2 water molecule contains one oxygen and two hydrogen atoms Discussing the origin and use of the prefixes hydro and hydra makes the association between words that use these and water – origin is ancient Greek from hydro meaning water. What other ‘hydro’ and ‘hydra’ words can children think of and do they know the meanings? - https://www.thefreedictionary.com/words-containing-hydro What is the term used to describe an extreme shortage of water? - Drought | https://www.nationalgeographic.org/article/understandin g-droughts/?utm_source=BibblioRCM_Row | |
| 5 | Emphasising the power and energy of water is important so that children understand how this can be harnessed. It is also an opportunity to remind them that bodies of water, rivers and open water must be treated with respect and whilst they can be fun and exciting, they can also be dangerous. • What type of energy does flowing water have? – Flowing water has kinetic energy, the energy of movement (if using the WeSET series of lessons, this is explained in Lesson 1 Energy) | http://www.weset.org/?page_id=8 43 Lesson 1 Energy | |
| 6 | Harnessing the energy of water is not a new practice. With relatively rudimentary tools and materials ancient civilisations were able to make water wheels and turbines to raise and pump water and provide mechanical energy. • What type of mechanisms were created to harness the power of water? – Children are most likely to suggest water wheels some may have heard of the Archimedean screw (both will be explained in more detail later) You might like to ask children to research how ancient Greek, Roman or Egyptian civilisations harnessed the power of water | |
|---|---|---|
| 7 | We begin looking at the way we harness the power of water by looking at water wheels. Some children may have visited obsolete or restored wheels, and some may have seen water mills in action and therefore want to contribute their experiences. • How is the wheel made to rotate? – The force of water running into or falling onto the paddles or buckets of the wheel cause it to rotate • How do you think we can control the speed that the wheel rotates at? – By using gates or moveable barriers to restrict or increase the amount of water entering the wheel What are these gates called? - Sluice gates | |
| 8 | You can choose to show the video clip as it will only commence once you have clicked on the ‘play’ icon. The clip runs for [1m26s] and simply shows how the restored water wheel at Lyme Regis is started up. | https://www.youtub e.com/watch?time_ continue=3&v=8YI_ gWgikPE&feature= emb_logo [1m26s] |
| 9 | Task 1 This slide can be used alone or in conjunction with the differentiated worksheet where pupils can draw/plan their designs in the space provided for recorded formative assessment. In their teams, ask children to design and make a working model of a waterwheel – It is a good idea to have a box of materials available and these can largely be recycled items, off cuts and scraps It is up to your discretion how you run this activity but the resource links show some similar activities and materials used. You will need to rig up a water source to test the designs. There is space on the worksheet for children to plan, and design their waterwheel | https://www.youtube.com/watch?v=AnBj_v4G lvA [2m26s] https://www.youtube.com/watch?v=i7w6g3KlJ zY [5m08s] Possible materials: cardboard, paper plates, bottle caps, bottle, paper straws, recycled spoons or cups, lolly sticks, glue, tape etc |
|---|---|---|
| 10 | You can choose to show the video clip as it will only commence once you have clicked on the ‘play’ icon. The clip runs for [3m12s] and introduces modern hydropower. | https://www.yout ube.com/watch?t ime_continue=4 &v=q8HmRLCgD AI&feature=emb _logo [3m12s] |
| 11 | It is good to differentiate between hydropower and hydroelectricity before we go on to look specifically at hydroelectric generation. There are other types of hydroelectric scheme like pumped storage for example however this requires significant power to pump the water, this is not always renewable energy making it a less sustainable option than the main two we will focus on. The image shows the generators in the plant room of a hydroelectric dam (the turbines are housed in the concrete cylinders directly below). What is the word used to describe a wall built to hold back and store water? – A dam | |
17
Taken from the Inland Waterways Society website
| 20 | The Archimedean or Archimedes screw is named for Archimedes although some argue that it dates back to ancient Egypt. It is a type of spiral or cylindrical helix. Wound anticlockwise it will move water fed in at the base of the screw upward in its channels. • Can you think of any other applications for an Archimedes Screw? – They can also be used for moving grains or powders for example, in plastic injection moulding, an Archimedes screw is used to move measured amounts of plastic powder along a tube to the injector The linked animation illustrates this simply. | https://www.youtube.com/watch?v=0PgA6Dz 7f_M [0m46s] |
|---|---|---|
| 21 | Task 3 This slide can be used alone or in conjunction with the differentiated worksheet where there are suggested materials and a step by step guide. In their teams, ask children to make a working model of an Archimedes Screw to move lentils or beads from a lower bowl to a higher one – It is a good idea to have a box of materials available and these can largely be recycled items, off cuts and scraps but a suggested list is on the worksheet It is up to your discretion how you run this activity but the resource link shows some similar activities and materials used. You will need to rig up a support to test the designs (this could just be a pile of books). There are clear instructions on the worksheet | http://stemacademymiddleschool.weebly.com/uplo ads/2/1/0/7/21079612/making_an_archimedes_scr ew.pdf Useful example https://www.primaryict.co.uk/pr7972/primary- science-archimedes-screw-learning-lsp2836- uk?gclid=EAIaIQobChMI_qDkreve6wIVitd3Ch3Mo Q5iEAQYASABEgJBzPD_BwE |
| 23 | You can choose to show the video clip as it will only commence once you have clicked on the ‘play’ icon The clip runs for [3m59s] and explains clearly how hydropower screw turbines work. | https://www.youtu be.com/watch?v= 1Nm0aaCZ4iY&f eature=emb_logo [3m59s] |
|---|---|---|
| 24 | This slide introduces Osney Lock Hydro which the next lesson will focus on in much more detail. Osney lock stands out as the first community owned scheme on the River Thames. Because it is a relatively small scheme it is also known as ‘micro hydro’. • What benefits do you think this scheme has for the local community? - It generates green energy for the local community reducing carbon emissions, it brings people with a common goal together and ultimately it can create an income stream to fund local environmental projects | |
| 25 | Task 4 This slide can be used alone or in conjunction with the differentiated worksheet for recorded formative assessment. This can be done individually, in pairs or larger teams for brain storming. Invite children to find out the following information about Osney Lock Hydro: 1. Where is Osney Lock Hydro located? Set by the bank of the River Thames at Osney Lock, Oxford 2. When was OLH constructed? Building work started in the summer of 2013 3. The power generated by OLH could provide electricity for how many homes? 55 homes 4. How many kWh (kilowatt hours) of electricity did OLH generate during first 12 months of operation? 143,365 kWh Ask if they can find out any more important information to add to their investigation | All answers available on the OLH website http://www.osneylockhydro.co.uk/about-us/ |
26 Plenary Quiz - What have you learnt? | <urn:uuid:36306e97-b5d9-4b77-9086-a8f8f46155b3> | CC-MAIN-2021-21 | https://www.weset.org/wp-content/uploads/2021/03/Delivery-guide-Lesson-7-Hydropower.pdf | 2021-05-18T08:06:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00207.warc.gz | 1,102,623,585 | 2,925 | eng_Latn | eng_Latn | 0.999294 | eng_Latn | 0.999147 | [
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown"
] | false | docling | [
19,
1316,
3366,
5038,
6539,
8340,
8393,
10028,
11678,
11719
] | [
4.03125
] | 1 | 0 |
Using, Storing and Preserving
Eggplant
Prepared by: Joyce McGarry, Extension educator
Eggplant is a cold-sensitive vegetable that should be started from transplants. Set transplants in the garden when the soil has warmed and the danger of frost has passed.
Storage and Food Safety
Recommended varieties
Large, oval fruit
Dusky (60 days to harvest, good size, early production)
Epic (64 days, teardrop-shaped fruits) Black Bell (68 days, round to oval fruits, productive)
Elongated fruit
Ichiban (70 days)
Slim Jim (70 days; lavender fruits turn purple when peanut-sized)
Little Fingers (68 days; clusters of slim fruit 6 to 8 inches long)
Eggplant fruits do not like cool temperatures, so they do not store well. Harvest and use immediately for best flavor. If you must store them, wrap in plastic and store for one to two days in the refrigerator. Use while the stem and cap are still greenish and fresh-looking.
To prevent cross-contamination, keep eggplant away from raw meat and meat juices.
Wash hands before and after handling fresh produce.
For best quality and nutritional value, do not preserve more than your family can consume in 12 months.
Lawn or garden questions?
Visit migarden.msu.edu. Call toll-free 1-888-678-3464.
Using, Storing and Preserving Eggplant
How to Preserve
References
Canning is not recommended for eggplant.
Freezing
Harvest before seeds become mature and when color is uniformly dark. Wash, peel and slice into ⅓-inch-thick pieces. Water blanch,* covered, for 4 minutes in 1 gallon of boiling water containing ½ cup lemon juice (fresh or bottled). Cool, drain and package, leaving ½ inch headspace. Seal, label and freeze.
* Water blanching: Use 1 gallon of water per pound of prepared eggplant. Put eggplant in blanching basket or strainer and lower into boiling water. Place lid on pan/ blancher. Return water to boiling and start counting blanching time as soon as the water returns to a boil. It should take only a minute to come back to a boil. If it takes longer than one minute, too much eggplant has been put in the boiling water.
Wolford, R., and D. Banks. 2013. "Eggplant." Watch Your Garden Grow. University of Illinois at Champaign-Urbana. Available at urbanext.illinois.edu/veggies/eggplant.cfm
Andress, Elizabeth and Judy A. Harrison. So Easy to Preserve. Bulletin 989, 6th Edition. Cooperative Extension University of Georgia, 2014.
Find out more about Michigan Fresh at msue.anr.msu.edu/program/info/mi_fresh.
MSU is an affirmative-action, equal-opportunity employer, committed to achieving excellence through a diverse workforce and inclusive culture that encourages all people to reach their full potential. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, gender identity, religion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status or veteran status. Issued in furtherance of MSU Extension work, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Ray Hammerschmidt, Interim Director, MSU Extension, East Lansing, MI 48824. This information is for educational purposes only. Reference to commercial products or trade names does not imply endorsement by MSU Extension or bias against those not mentioned. | <urn:uuid:6472a545-48ee-4445-9c4b-e5c62d32e64c> | CC-MAIN-2021-21 | https://www.canr.msu.edu/uploads/resources/pdfs/E3194_eggplant.pdf | 2021-05-18T06:47:01+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00213.warc.gz | 701,127,632 | 770 | eng_Latn | eng_Latn | 0.991535 | eng_Latn | 0.991998 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1250,
3356
] | [
3.03125
] | 3 | 0 |
Unit 1 Things for School
Let's Talk
Let's Learn
Conversation: What's your name? My name is Kate.
Song: The Hello Song
School Supplies:
a pencil, a pen, a bag, a book, a desk, a chair, a ruler, an eraser
Language: What's this? It's a pencil/an eraser.
Chant: What's This? It's a Book.
Unit 2 Colors and Shapes
Let's Talk
Let's Learn
Conversation:
How are you?
I'm fine. Thank you.
Song: Hi! How are you?
Let's Review Units 1 and 2
Unit 3 At the Store
Let's Talk
Conversation: This is my friend, Sarah. Hello, Sarah.
Song: This Is My Friend
Colors: yellow, blue, red, green, purple, orange, brown, pink, black, white
Language: What color is this? It's orange. This is a pencil. It's yellow and pink.
Song: The Black Cat Song
Let's Learn
Writing Supplies:
a notebook, a pencil case, a crayon, a marker,
crayons, markers, notebooks, pencil cases
Language: How many crayons? Three crayons.
Song: How Many?
Unit 4 People at Home
Let's Talk
Conversation: It's nice to meet you, Scott. It's nice to meet you, too.
Song: The Family Song
Let's Review Units 3 and 4
Let's Learn
Family Words:
grandmother, grandfather, mother, father, sister, brother, baby sister, baby brother
Language: Who's she/he? She's my grandmother. He's my grandfather.
Chant: Who's She?
Let's Remember
Alphabet Aa–Zz Numbers 1–10
Language: What can you do? I can walk. I can run. I can jump. I can dance.
Let's Learn More
Let's Read
Classroom Objects: a map, a marker, a globe, a table, a board, a wastebasket, a poster, a crayon
Language: This is a map. Is this a poster? Yes, it is. No, it isn't.
Listen and do: take out, open, close, put away
Let's Learn More
Shapes: a triangle, a square, a circle, a star, a diamond, a heart, an oval, a rectangle
Language: This is a star. It's blue. It's a blue star. Is this a red square? Yes, it is. No, it isn't.
Listen and do: pick up, draw
Let's Learn More
Electronics: a CD, a video game, a cell phone, a computer, CDs, video games, cell phones, computers
Language: What's this? It's a cell phone. What are these? They're CDs.
Listen and do: point to, find, count
Let's Learn More
Describing People: tall, short, young, old, pretty, handsome
Language: She's my mother. She's pretty.
Song: Is He Short? Is He Tall?
Listen and do: say, count, read, write
Phonics Phonics
Bb bird, ball, boy
Pp
peach, pencil, pink
The BP Phonics Chant
Story: At the Park
Let's Read
Phonics Phonics
Cc cat, coat, cow Gg girl, gate, goat The CG Phonics Chant Story: On the Farm
Let's Read
Phonics Phonics
Dd desk, duck, door
Tt tiger, two, toys
The DT Phonics Chant
Story: At the Toy Store
Let's Read
Phonics Phonics
Aa apple, cat, cap, bag The A Phonics Chant Story: Let's Go to the Park
Unit 5 Happy Birthday!
Let's Talk
Let's Learn
Conversation: Happy Birthday, Jenny! How old are you? I’m seven years old.
This is for you. Thank you.
Song: The Happy
Birthday Song
Unit 6 Outdoors
Let's Talk
Conversation: How's the weather? It's sunny.
Weather: sunny, rainy,
windy, cloudy, snowy
Song: How's the Weather?
Let's Review Units 5 and 6
Unit 7 Food
Let's Talk
Conversation: I'm hungry. I want an apple. I'm thirsty. I want juice. Here you are. Thank you. You're welcome.
Song: I Want an Apple
Unit 8 Animals
Let's Talk
Conversation: What's your favorite color? Red. What about you? I like blue.
Song: What's Your
Favorite Color?
Let's Review Units 7 and 8
Toys: a yo-yo, a baseball, a kite, a doll, a car, a robot, a bicycle, a jump rope, a puzzle, a bat
Language: What is it?
I don't know. It's a yo-yo.
Chant: The Yo-Yo Chant
Let's Learn
Nature: a flower, a tree, a cloud, a puddle, flowers, trees, clouds, puddles
Language: How many flowers/trees are there? There is one flower. There are four trees.
Let's Learn
Foods: a banana, a soda, a milkshake, a cookie, a sandwich, a salad, an egg, an orange
Language: What do you want? I want a banana.
Song: What Do You Want?
Let's Learn
Pets: a cat, a dog, a bird, a rabbit, a frog, cats, dogs, birds, rabbits, frogs
Language: There's a rabbit. I like rabbits. What do you like?
Song: I Like Turtles
Let's Learn More
Describing Things: big, little, new, old, long, short, round, square
Language: It's little.
It's a little box.
Chant: Is It a Big Box?
Listen and do: ride, jump,
throw, catch
Let's Learn More
Location Words: in, on, under, by
Language: Where's the bat?
Where are the balls?
It's on the table.
They're under the table.
Song: Where Are The Bugs?
Listen and do: put on, put by, put in, put under
Let's Learn More
More Foods: chicken, fish, pizza, bread, rice, milk, cake, ice cream
Language: I want chicken.
want pizza?
I don't want fish. Do you
Yes, I do. No, I don't.
Listen and do:
wash, eat, drink, brush
Let's Learn More
Zoo Animals: a monkey, a lion, a bear, a giraffe, an elephant, monkeys, lions, bears, giraffes, elephants
Language: I like monkeys. I don't like lions.
Listen and do: hear, see, feed, pet
Let's Read
Phonics Phonics
Ee egg, bed, pet, peg
The E Phonics Chant
Story: At Home
Let's Read
Phonics Phonics
Ii
igloo, bib, big, pit
The I Phonics Chant
Story: In the Snow
Let's Read
Phonics Phonics
Oo octopus, dot, pot, top The O Phonics Chant Story: On the Beach
Let's Read
Phonics Phonics
Uu umbrella, tub, bug, cup The U Phonics Chant Story: On the Playground | <urn:uuid:926d8f06-a143-4744-99ef-2504de13e499> | CC-MAIN-2021-21 | https://noureshamblog.files.wordpress.com/2020/05/lg4e_sb1_syllabus.pdf | 2021-05-18T07:22:45+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00212.warc.gz | 434,000,618 | 1,607 | eng_Latn | eng_Latn | 0.984782 | eng_Latn | 0.984272 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2757,
5395
] | [
4.25
] | 1 | 0 |
Physical Science
Chapter19 Test
[READ] Physical Science Chapter19 Test Free download
10/1/2013 · Physical Science Chapter 19 12 Questions | By Julierass311 | Last updated: Jan 10, 2013 | Total Attempts: 36 Questions All questions 5 questions 6 questions 7 questions 8 questions 9 questions 10 questions 11 questions 12 questions
Start studying Physical Science Chapter 19
ALL. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
8/5/2011 · Physical Science Chapter 19. Description. Flash cards for Chapter 19 Science Test in Mrs. Jackson's Freshman Physical Science class. Total Cards. 34. Subject. Science. Level. 9th Grade. Created. 05/08/2011. Click here to study/print these flashcards. Create your own flash cards!
Physical Science Name: Chapter 19 Reading Quiz 1. The _____ metals are the most reactive of all metals. 2. What is the main component of steel? _____ 3. _____ is used in compounds to make photographic materials. 4. What is the most abundant metal in the earth ...
Holt Physical Science Chapter 19: The Solar System Chapter Exam Instructions. Choose your answers to the questions and click 'Next' to see the next set of questions.
2 Lessons in Chapter 19: Glencoe Physical Science Chapter 19: Elements and ... You can test out of the first two years of college and save thousands off your degree.
Physical Science Chapter 19. Description. Flash cards for Chapter 19 Science Test in Mrs. Jackson's Freshman Physical Science class. Total Cards. 34. Subject. Science. Level. 9th Grade. Created. 05/08/2011. Click here to study/print these flashcards. Create your own flash cards!
Physical Science Name: Chapter 19 Reading Quiz 1. The _____ metals are the most reactive of all metals. 2. What is the main component of steel? _____ 3. _____ is used in compounds to make photographic materials. 4. What is the most abundant metal in the earth ...
2/4/2020 · Here's a collection of past Physical Sciences papers plus memos to help you prepare for the matric finals. 2018 ASC May/June 2018 Physical Sciences Paper 1 2018 Physical Sciences Paper 1 …
Physical Science Grading Policy - (20172018) The following is a table of the typical point value for each assignment that will count toward a student's total grade. Each assignment is worth different point value such as notebook checks, quizzes, and test that make up a higher point value of a student's grade. Total Semester point Value ...
14/1/2021 · OSAT Physical Science (013) Practice Test. In the state of Oklahoma subject area tests (OSAT) are required for teaching certification. The content of the OSAT for Physical Science test is constructed from the Oklahoma Full Subject-Matter Competencies and national standards.
Do vocab on page 32. Make sure to number, and underline words. Also, write definitions in complete sentences to get full credit.
We have designed the 10th Class Physical Science Mock Test 2021 based on the SCERT Syllabus Classification of Elements – The
Periodic Table topic with complete Multiple Choice Questions (MCQ) of the Chapter for both medium Secondary Education Student Studying at any State Board of the Country with a bundle of the questions suggested by subject experts, and no need to Create mock test-1, mock ...
a. science that uses computers. c. applied science. b. new inventions. d. the use of lenses and microscopes. ____ 3. A scientific model is a. a. representation of a real event or object. b. small building used to conduct experiments. c. mathematical statement of a theory. d. new theory that takes the place of an incorrect one. ____ 4.
Welcome to Physical Science! I am excited about a great year! Please bring back that syllabus sheet with both a student and parent signature. We will spend this first week going over class rules and procedures and will begin learning about scientific method and inquiry next week!
Preview this quiz on Quizizz. Speed that does not change is called: Chapter 4 Test - Physical Science DRAFT. 9th grade. 0 times. 0% average accuracy. an hour ago. edoty. 0. Save. Edit. Edit. Chapter 4 Test - Physical Science DRAFT. an hour ago. by edoty. Played 0 times. 0. 9th grade . 0% average accuracy. 0.
Physical Science Name: Chapter 19 Reading Quiz 1. The _____ metals are the most reactive of all metals. 2. What is the main component of steel? _____ 3. _____ is used in compounds to make photographic materials. 4.
What is the most abundant metal in the earth ...
Test questions measure your knowledge of matters in science. Your skills and understanding of measurements, physical properties, and chemical relationships and makeups will be covered. It is important to have a base foundation of physical science, physics, chemistry and biology for this section.
GA05_Physical Science.pmd 5 2/1/2005, 1:57 PM PHYSICAL SCIENCE There is a Reference Sheet provided for you on page 4 of this test booklet. It shows some important formulas, the electromagnetic spectrum, and the periodic table. You may refer to this sheet at any time during the test.
14/1/2021 · OSAT Physical Science (013) Practice Test. In the state of Oklahoma subject area tests (OSAT) are required for teaching certification. The content of the OSAT for Physical Science test is constructed from the Oklahoma Full Subject-Matter Competencies and national standards.
23/2/2021 · A comprehensive database of more than 44 physical science quizzes online, test your knowledge with physical science quiz questions. Our online physical science trivia quizzes can be adapted to suit your requirements for taking some of the top physical science quizzes.
Do vocab on page 32. Make sure to number, and underline words. Also, write definitions in complete sentences to get full credit.
Part 1: Physical Science Students are instructed to provide a detailed response to each question, that includes restating the question or through inclusion of specific details from the question within your answer. The following questions are designed to test your comprehension of subjects through generated responses and scientific vocabulary usage.
a. science that uses computers. c. applied science. b. new inventions. d. the use of lenses and microscopes. ____ 3. A scientific model is a. a. representation of a real event or object. b. small building used to conduct experiments. c. mathematical statement of a theory. d. new theory that takes the place of an incorrect one.
____ 4.
Welcome to Physical Science! I am excited about a great year! Please bring back that syllabus sheet with both a student and parent signature. We will spend this first week going over class rules and procedures and will begin learning about scientific method and inquiry next week!
Increase your efficiency with EduGorilla's CSIR NET Physical Science Mock Tests and check your chances of beating the CSIR NET Physical Science Exam
Test questions measure your knowledge of matters in science. Your skills and understanding of measurements, physical properties, and chemical relationships and makeups will be covered. It is important to have a base foundation of physical science, physics, chemistry and biology for this section.
The test contains a total of 81 OSAT Physical Science questions. One question requires an essay ("constructed-response") answer, and accounts for 15 percent of the exam's total content. It deals with all subareas as relating to Physical Science. The rest of the exam (approximately 85 percent) is multiple choice, or "selected-response."
23/2/2021 · A comprehensive database of more than 44 physical science quizzes online, test your knowledge with physical science quiz questions. Our online physical science trivia quizzes can be adapted to suit your requirements for taking some of the top physical science quizzes.
GA05_Physical Science.pmd 5 2/1/2005, 1:57 PM PHYSICAL SCIENCE There is a Reference Sheet provided for you on page 4 of this test booklet. It shows some important formulas, the electromagnetic spectrum, and the periodic table. You may refer to this sheet at any time during the test.
Part 1: Physical Science Students are instructed to provide a detailed response to each question, that includes restating the question or through inclusion of specific details from the question within your answer. The following questions are designed to test your comprehension of subjects through generated responses and scientific vocabulary
usage.
14/12/2019 · Physical Science Quiz #3 (1-12) (12 cards) 2020-09-16 10 Representing Data (10 cards) 2019-09-27 10 4th Grade Harcourt Unit F Ch 1 Electricity and Magnetism (15 cards) 2017-04-02 9
This website provides a series of online reviews for each chapter of the Physical Science 100 textbook. We recommend that you go through the reviews after you have at least read the chapter, and perhaps attended lecture. Each chapter review contain the sections described below.
Increase your efficiency with EduGorilla's CSIR NET Physical Science Mock Tests and check your chances of beating the CSIR NET Physical Science Exam
Physical Sciences Controlled Test 1 NSC Page 7 4.2. A blue ball of mass 0,6 kg travelling at 5 m.s-1 on a frictionless surface, strikes a stationary yellow ball of mass 0,3 kg. After the collision, the blue ball continues to move in its original direction at 2 m.s-1, while the yellow ...
30/8/2009 · 19 Forensic Science Powerpoint Chapter 19 Forensic Footwear Evi 1. Forensic Science An Introduction to Scientific and Investigative Techniques Stuart H. James and Jon J. Nordby Chapter 19 CRC Press: Forensic Science, James and Nordby, 3rd Edition 2.
However below, in the same way as you visit this web page, it will be correspondingly
completely simple to get as skillfully as download this Physical Science Chapter19 Test books for free
92a781e | <urn:uuid:924e4d5f-f339-4643-a638-4f6c95c97034> | CC-MAIN-2021-21 | http://blog.wyzebulb.com/blog/tag.php?words=physical-science-chapter19-test&ref_id=92a781e | 2021-05-18T08:59:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00213.warc.gz | 9,048,216 | 2,161 | eng_Latn | eng_Latn | 0.948578 | eng_Latn | 0.993317 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
375,
1019,
1634,
2443,
2987,
3882,
4409,
5042,
5742,
6424,
7163,
7784,
8414,
9047,
9687,
9800
] | [
2.34375
] | 1 | 0 |
Nanoantennas hold promise for infrared photovoltaics
Published on Electronic Component News (http://www.ecnmag.com)
Nanoantennas hold promise for infrared photovoltaics
ECN Europe
Basic scientific curiosity paid off in unexpected ways when Rice University [1] researchers investigating the fundamental physics of nanomaterials discovered a new technology that could dramatically improve solar energy panels.
"We're merging the optics of nanoscale antennas with the electronics of semiconductors," said lead researcher Naomi Halas, Rice's Stanley C. Moore Professor in Electrical and Computer Engineering. "There's no practical way to directly detect infrared light with silicon, but we've shown that it is possible if you marry the semiconductor to a nanoantenna. We expect this technique will be used in new scientific instruments for infrared-light detection and for higher-efficiency solar cells."
More than a third of the solar energy on Earth arrives in the form of infrared light. But silicon — the material that's used to convert sunlight into electricity in the vast majority of today's solar panels — cannot capture infrared light's energy. Every semiconductor, including silicon, has a "bandgap" where light below a certain frequency passes directly through the material and is unable to generate an electrical current.
By attaching a metal nanoantenna to the silicon, where the tiny antenna is specially tuned to interact with infrared light, the Rice team showed they could extend the frequency range for electricity generation into the infrared. When infrared light hits the antenna, it creates a "plasmon," a wave of energy that sloshes through the antenna's ocean of free electrons. The study of plasmons is one of Halas' specialties, and the new paper resulted from basic research into the physics of plasmons that began in her lab years ago. It has been known that plasmons decay and give up their energy in two ways; they either emit a photon of light or they convert the light energy into heat. The heating process begins when the plasmon transfers its energy to a single electron — a 'hot' electron. Rice graduate student Mark Knight, lead author on the paper, together with Rice theoretical physicist Peter Nordlander, his graduate student Heidar Sobhani, and Halas set out to design an experiment to directly detect the hot electrons resulting from plasmon decay.
Patterning a metallic nanoantenna directly onto a semiconductor to create a "Schottky barrier," Knight showed that the infrared light striking the antenna would result in a hot electron that could jump the barrier, which creates an electrical current. This works for infrared light at frequencies that would otherwise pass directly through the device.
Page 1 of 2
Nanoantennas hold promise for infrared photovoltaics
Published on Electronic Component News (http://www.ecnmag.com)
"The nanoantenna-diodes we created to detect plasmon-generated hot electrons are already pretty good at harvesting infrared light and turning it directly into electricity," Knight said. "We are eager to see whether this expansion of lightharvesting to infrared frequencies will directly result in higher-efficiency solar cells."
SOURCE [2]
Source URL (retrieved on 11/24/2014 - 5:04pm):
http://www.ecnmag.com/blogs/2011/06/nanoantennas-hold-promise-infraredphotovoltaics?qt-recent_content=0&qt-most_popular=0
Links:
[1] http://www.rice.eduhttp://www.rice.edu
[2] http://ecneurope.wordpress.com/2011/06/14/nanoantennas-hold-promise-forinfrared-photovoltaics/
Page 2 of 2 | <urn:uuid:15dfb9c7-e868-4013-88ed-b7e919325b2d> | CC-MAIN-2014-49 | http://www.ecnmag.com/printpdf/blogs/2011/06/nanoantennas-hold-promise-infrared-photovoltaics?qt-recent_content=0&qt-most_popular=0 | 2014-11-24T22:04:29Z | crawl-data/CC-MAIN-2014-49/segments/1416400382386.21/warc/CC-MAIN-20141119123302-00004-ip-10-235-23-156.ec2.internal.warc.gz | 551,441,285 | 756 | eng_Latn | eng_Latn | 0.990062 | eng_Latn | 0.997015 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2758,
3554
] | [
2.4375
] | 16 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.