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Japan's Radioactive Water Leaks: How Dangerous?
Published on Chem.Info (http://www.chem.info)
Japan's Radioactive Water Leaks: How Dangerous?
Mari Yamaguchi
New revelations of contaminated water leaking from storage tanks at the tsunamiravaged Fukushima Dai-ichi nuclear power plant have raised alarm, coming just weeks after Japanese officials acknowledged that radioactive water has been seeping into the Pacific from the plant for more than two years, The government announced this week that it would contribute 47 billion yen ($470 million) to build an underground "ice wall" around the reactor and turbine buildings and develop an advanced water treatment system. A look at the problem, and the potential risks to fish and the humans who eat them.
Q: How much radiation-contaminated water is leaking into the sea?
A: Experts estimate at least 300 tons every day. And that's just from one of two major sources: groundwater that flows through contaminated maintenance tunnels and pits on site. Water with even higher levels of radiation is believed to be escaping through cracks in the basements of the damaged nuclear reactors and their turbines and slowly making its way through the ground to the sea. Exactly how much is unknown. Plant operator Tokyo Electric Power Co., or TEPCO, even says there is no clear evidence of any leaks, though it acknowledges that possibility.
Q: That sounds like a lot of water, but the ocean is big. How dangerous is it?
A: The main health concern is the impact on fish near the nuclear plant. Scientists have long believed that contaminated water was reaching the ocean, based in part on continuing high levels of radioactive cesium found in fish living at the bottom of the sea. A rise in strontium-90 and tritium levels in the past few months needs to be watched, said Ken Buesseler, a marine chemist at Woods Hole Oceanographic Institution. Strontium in particular accumulates in fish bones and remains longer than cesium in fish and the humans that eat them. The fisheries off Fukushima are currently closed.
Q: Why is there so much radioactive water?
A: The 300 tons per day is simply part of the underground water that runs down from surrounding mountains and through the nuclear complex on its way to the sea. In addition, nearly 400 tons of cooling water is pumped into the plant every day to keep the remaining fuel from overheating, and that water eventually spills into the basement. Another 400 tons of groundwater seeps into the basement through cracks, and mixes with the contaminated water. Water is constantly pumped out of the basements, but some of it escapes through other cracks. Half of the pumpedout water is re-used to cool the fuel, and the rest is stored in tanks.
Page 1 of 2
Japan's Radioactive Water Leaks: How Dangerous?
Published on Chem.Info (http://www.chem.info)
Q: What about the leaks in the tanks?
A: So far, that's a smaller problem, but there are fears it could become more widespread. The largest leak to date was 300 tons, and all the water in the tanks has been treated to remove cesium, one of most dangerous of the radioactive elements. The plant has more than 1,000 tanks holding 335,000 tons of contaminated water, and TEPCO plans to increase capacity up to 800,000 tons over the next three years.
Q: Is this problem ever going to end?
A: Ice walls aside, the most realistic solution is to purify water to safe levels and release it into the sea. A water treatment unit intended to do that failed during a test run and is being repaired. The government is planning to fund the development of a more advanced unit over the next two years. There is no technology to remove tritium, however, so that could become a risk if levels continue to rise.
See: Japan Invests In Ice Wall To Halt Reactor Leaks [1]
Source URL (retrieved on 11/24/2014 - 3:37pm):
http://www.chem.info/news/2013/09/japans-radioactive-water-leaks-howdangerous?qt-most_popular=1
Links:
[1] http://www.chem.info/news/2013/09/japan-invests-ice-wall-halt-reactorleaks#.UidGnPK1mSp
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Linear combinations for random variables
Question Paper 3
Level
International A Level
Subject
Maths
Exam Board
CIE
Topic
Linear combinations for random variables
Sub Topic
Booklet
Question Paper 3
Time Allowed:
74 minutes
Score:
/61
Percentage:
/100
Grade Boundaries:
A*
A
B
C
D
E
U
>85% 777.5%
70%
62.5%
57.5%
45%
<45%
Save My Exams! – The Home of Revision
1 The volume of liquid in cans of cola is normally distributed with mean 330 millilitres and standard deviation 5.2 millilitres. The volume of liquid in bottles of tonic water is normally distributed with mean 500 millilitres and standard deviation 7.1 millilitres.
(i) Find the probability that 3 randomly chosen cans of cola contain less liquid than 2 randomly chosen bottles of tonic water. [5]
(ii) A new drink is made by mixing the contents of 2 cans of cola with half a bottle of tonic water. Find the probability that the volume of the new drink is more than 900 millilitres. [4]
2 The masses of packets of cornf akes are normally distributed with standard deviation 11 g. A random sample of 20 packets was weighed and found to have a mean mass of 746 g.
(i) Test at the 4% signif cance level whether there is enough evidence to conclude that the population mean mass is less than 750 g. [4]
(ii) Given that the population mean mass actually is 750 g, f nd the smallest possible sample size, n, for which it is at least 97% certain that the mean mass of the sample exceeds 745 g. [4]
3 (a) Random variables Y and X are related by Y = a + bX, where a and b are constants and b > 0. The standard deviation of Y is twice the standard deviation of X. The mean of Y is 7.92 and is 0.8 more than the mean of X. Find the values of a and b. [3]
(b) Random variables R and S are such that R ∼ N(µ, 2 2 ) and S ∼ N(2µ, 3 2 ). It is given that P(R + S > 1) = 0.9.
[4] (i) Find µ.
(ii) Hence f nd P(S > R).
[3]
Save My Exams! – The Home of Revision
4 Weights of garden tables are normally distributed with mean 36 kg and standard deviation 1.6 kg. Weights of garden chairs are normally distributed with mean 7.3 kg and standard deviation 0.4 kg. Find the probability that the total weight of 2 randomly chosen tables is more than the total weight of 10 randomly chosen chairs. [5]
5 Climbing ropes produced by a manufacturer have breaking strengths which are normally distributed with mean 160 kg and standard deviation 11.3 kg. A group of climbers have weights which are normally distributed with mean 66.3 kg and standard deviation 7.1 kg.
(i) Find the probability that a rope chosen randomly will break under the combined weight of 2 climbers chosen randomly. [5]
Each climber carries, in a rucksack, equipment amounting to half his own weight.
(ii) Find the mean and variance of the combined weight of a climber and his rucksack. [3]
(iii) Find the probability that the combined weight of a climber and his rucksack is greater than 87 kg. [2]
6 The weights of men follow a normal distribution with mean 71 kg and standard deviation 7 kg. The weights of women follow a normal distribution with mean 57 kg and standard deviation 5 kg. The total weight of 5 men and 2 women chosen randomly is denoted by X kg.
(i) Show that E(X) = 469 and Var(X) = 295. [2]
(ii) The total weight of 4 men and 3 women chosen randomly is denoted by Y kg. Find the mean and standard deviation of X − Y and hence f nd P(X − Y > 22). [5]
Save My Exams! – The Home of Revision
For more awesome GCSE and A level resources, visit us at www.savemyexams.co.uk/
7 Of people who wear contact lenses, 1 in 1500 on average have laser treatment for short sight.
(i) Use a suitable approximation to f nd the probability that, of a random sample of 2700 contact lens wearers, more than 2 people have laser treatment. [4]
(ii) In a random sample of n contact lens wearers the probability that no one has laser treatment is less than 0.01. Find the least possible value of n. [3]
8 Tien throws a ball. The distance it travels can be modelled by a normal distribution with mean 20 m and variance 9 m 2 . His younger sister Su Chen also throws a ball and the distance her ball travels can be modelled by a normal distribution with mean 14 m and variance 12 m 2 . Su Chen is allowed to add 5 metres on to her distance and call it her 'upgraded distance'. Find the probability that Tien's distance is larger than Su Chen's upgraded distance. [5] | <urn:uuid:935eec40-8659-4def-94fb-f1cf702e3417> | CC-MAIN-2021-21 | https://cdn.savemyexams.co.uk/uploads/5/0/8/7/50878855/45.3_linear_combinations_for_random_variables_qp_ial-cie-maths-s2_.pdf | 2021-05-18T08:05:35+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00212.warc.gz | 176,833,340 | 1,143 | eng_Latn | eng_Latn | 0.921708 | eng_Latn | 0.99321 | [
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Sallygate School Curriculum Policy
Date Agreed: September 2016
Date of next Review: September 2017
Headteacher signature:
Management Committee Chair signature:
All staff must have access to this policy, and sign to confirm that they have read, understood and will adhere to its contents.
Sallygate Curriculum Policy
Pupils admitted to The Sallygate School will typically have:
* been excluded from one or more schools
* had a long period away from school at some time
* received one to one support either at home or in a unit, probably on a part-time basis
* low self-esteem and self-confidence in relation to their ability to succeed academically and control their own behaviour
* low expectations of the opportunities that are likely to be available to them when they leave school
All pupils are either living in care or in a foster placement.
Thus the school needs to provide a curriculum which can offer these pupils a worthwhile curriculum well matched to their individual abilities and aptitudes. To this end, the school supports and endorses the principles of providing pupils with a broad, balanced, relevant and differentiated curriculum. Hence, the school seeks to work within the framework of the National Curriculum and to:
* provide for individual needs; responding to age, aptitude and additional educational needs
* Provide access, at an appropriate level, to a curriculum that is more relevant for our KS3 and 4 pupils
* to promote learning and personal growth and development within the context of the extremely complex lives the pupils have so far experienced
* meet the needs of young people, promoting care and respect and expecting high standards in all aspects of school life and continuing into their home life
* prepare pupils for their adult and working life both with skills and knowledge but most importantly with their personal development and independence skills
The focus on meeting individual needs is based on the context of each pupil's entitlement to a broad and balanced curriculum set within developing positive relationships and improving behaviour.
Due to the previous school history experienced by these pupils, many are working at below expected levels for their ages and have many gaps in their knowledge and skills in English and maths. A focus is put on this part of the curriculum in order to help them fill these gaps and give them the foundations to access all subjects. Where a pupil would be able to access mainstream education, with a possible return to mainstream, they are fully supported with this by the school.
At Key Stage 2
Primary Department
The Sallygate School Primary Department offers access to the new National Curriculum, differentiated to the needs of the individual. This takes place through both subject-specific and cross-curricular learning. There is an emphasis on improving English and maths skills through the use of the New Heinemann Maths Scheme and online relevant resources. These are designed to accelerate pupils' progress and, coupled with differentiation through lessons and individual or small group support, will enable pupils to gain the knowledge, skills and confidence needed to succeed at school, and the ability to be imaginative and secure in their knowledge.
In Maths, pupils will develop the core skills needed to make progress and gain confidence when applying them to other facets of the subject. The New Heinemann Maths scheme enables pupils to explore numerical and written problems, which are designed to support learning and give them confidence in recalling facts and solving problems with increased sophistication.
In Science, the principal focus is to enable pupils to broaden their scientific view of the world around them and enable them to develop a secure understanding of a wide range of scientific ideas. Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely.
In Computing pupils will be taught the fundamental principles and concepts in computer science and have opportunities to practice their skills with the use of iPads and other IT equipment.
There is considerable emphasis placed on personal development through involvement in developing and understanding personal and group targets, through lesson-by-lesson consideration of achievement and next steps for progress. Pupils are expected to manage their behaviour towards others by making choices; learning to understand that whatever choice they make has consequences or actions. The focus is on developing their understanding of their own responsibility for making, and ability to make, 'the right choice'.
All pupils experience a range of PE activities in local sporting venues, developing basic physical skills whilst promoting a more active, healthy lifestyle. Art, music, drama-based activities, story-telling and sharing promote and encourage the creative imagination. History and geography develop pupils' curiosity about the world they live in, using research skills to learn about the diversity and history of our planet. Pupils also enjoy practical learning through Design & Technology, fuelling their creativity and imagination, understanding the design process from initial drawings through to completion of a task.
At Key Stage 3 and 4
At Key Stage 3 students broadly follow the National Curriculum, with a continued emphasis on English and maths to allow students to fill in the significant gaps their disrupted educational histories have caused.
In science, the focus is to develop a deeper understanding of a range of scientific ideas within the subject disciplines of biology, chemistry and physics, so that students can begin to see the connections between these subject areas.
Personal development remains an area of focus throughout the whole school and on a daily basis, with P.S.H.E., Citizenship, SMSC and the use of PREVENT (following the principles of the Prevent programme)
All students experience a range of PE activities in local sporting venues. Art and music, encourage the creative imagination. History and Geography teaching linked thematically to English/PHSE. Students enjoy practical learning through arts and crafts. From Key Stage 3 students are offered early entry to accreditation as appropriate.
All students at Key Stage 4 are offered the opportunity to take part in courses of study which can lead to examination entry at a range of levels including Entry level certificates/Functional skills/GCSE, within the core subjects of English, Maths and Science and all students have the opportunity to access a range of vocational courses at local colleges. All students study P.S.H.E and students also study History, Geography, PE, Art and Music as part of a cycle of additional learning which may lead to further accreditation. All students take part in P.E, studying at the local sports centres.
Whatever academic and vocational options are selected, we seek to offer accreditation.
At all Key Stages IT education is a focus for on-going development.
All students at our school are offered opportunities to engage with the wider curriculum; themed weeks; engagement with charitable activities/community engagement; Open Days. These are well supported by the range of after school activities at home; sports clubs; cadets; drama clubs; independent living activities etc.
All pupils have an Individual Education Plan (IEP). This focuses on the broader targets identified in AER, PEP and CIC reviews and may be supported by identifying ways in which a pupil can be helped in lessons to the provision of a one to one support programme for periods throughout the week and focuses on short term learning targets, particularly in English and maths, which are developed and shared with pupils.
Clearly, all staff will take account of and respond to, within their curriculum planning, each student's emotional and social needs; their need to learn about self and their own feelings, relationships and how their behaviour affects others. They recognize that in order to achieve and succeed pupils self-confidence and motivation towards learning need addressing through the provision of a range of satisfying and stimulating educational experiences and that students who progress take a pride in their efforts, and that the successful completion of tasks develops their self-image. All teachers and support staff, along with the students and parents/carers, are encouraged to recognize and commend each student's achievements. This is done through the use of a wide range of rewards.
To ensure progress and continuity in learning the school maintains student progress records, and achievement is monitored, using its own assessment method in English, maths and science based in the new curriculum. Students are encouraged to take a full part in their own assessment recognizing their own successes and areas where they need to work harder and/or receive additional support. In this way, they are encouraged to take greater responsibility for their own learning. This is particularly important when making choices about the transition to post-16 education and training.
The school believes that it is of particular importance that all who work within the learning environment develop positive relationships. Thus all those involved in course delivery, management of students and the provision for individual needs work together to ensure learning. This will include not only staff from the school and the students themselves, but also parents/carers and external providers such as local colleges. Children's Services, Work Experience placements, etc.
The school actively supports any plans for reintegration to mainstream school where it is considered a viable option for the student.
Curriculum provision post 16
At 16, all young people at present have moved into further education or training. Part of the school's development plan will be to put in place education provision for the over 16s, if required. | <urn:uuid:61a525fc-d609-42be-ac2b-b52ceaf7a340> | CC-MAIN-2019-04 | https://channelsandchoices.co.uk/wp-content/uploads/2016/08/Sallygate-School-Curriculum-Policy-2016-2017-1.pdf | 2019-01-17T21:13:27Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00099.warc.gz | 480,061,179 | 1,827 | eng_Latn | eng_Latn | 0.997907 | eng_Latn | 0.9983 | [
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Published on National Catholic Reporter (http://ncronline.org)
February's night skies
Rich Heffern | Feb. 14, 2011 Eco Catholic
On a clear February night, even with the moon up, one can see what is called the Winter Hexagon in the southern sky. These seven stars might be called ?beacon stars,? since they are very bright and most of them are very far away.
The band of the Milky Way runs through the center of the Hexagon, consisting of (listing clockwise) Aldebaran, Rigel, Sirius, Procyon, Castor and
Pollux almost together, and Capella. Betelgeuse is at the center, while Praesepe, also known as the Beehive cluster and the Pleiades cluster lie outside.
It is entirely a winter spectacle. Within little more than a month the Hexagon will be gone as the sky gives way to spring.
But the Milky Way, that gigantic cloud of several hundred billion stars that form our galaxy, will never be gone from our nights. Perhaps it will become more visible than in the last decade. As more and more lights are switched off after midnight for environmental and economic reasons, it may reappear in all its glory.
It was once thought that the Milky Way constituted the entire universe. In the 1920s Edwin Hubble and others discovered that many of the fuzzy splotches in the sky astronomers had been viewing for hundreds of years were actually galaxies in their own right. In the visible cosmos we now know there are hundreds of billions of other galaxies.
Some of them are utterly unlike our spiral-shaped Milky Way, some uncannily resemble it. One in particular is almost indistinguishable. UGC 12158, 400 million light-years away in Pegasus is like an exact copy. Conveniently, it can be seen face on.
Prominent in the night sky this month is Hydra the Water Snake, the biggest of all constellations, named after the many-headed sea monster killed by Hercules as one of his 12 labors. It has only one bright star, Alphard, or Alpha Hydrae, known as the Solitary One because it is alone in that region of the sky. Tycho Brahe called it the Heart of the Snake, but it is truly a lonely heart.
North of Hydra is another seemingly boring constellation, Sextans the Sextant. But on closer examination it can be seen to contain thousands of faint stars. It has two particularly interesting galaxies: the Dwarf Spheroid galaxy, only discovered in 1990, is a small galaxy that orbits the Milky Way just as the Moon orbits the Earth. It is only 295,000 light years away which is very close for a galaxy. Much further, at 32 million light-years, is the giant Spindle Galaxy (NGC 3115) that is several times bigger than the Milky Way.
Saturn rises at about midnight in Virgo, its rings partly open. On the 21st it is just north of the Moon. Jupiter sets at about 8.30 pm. Jupiter cannot be missed in the southwestern sky. It is the brightest light in the night sky except for Venus which only appears at morning and evening
Source URL (retrieved on 11/24/2014 - 15:28): http://ncronline.org/blogs/eco-catholic/februarys-night-skies | <urn:uuid:948474a3-619d-435d-9396-6026f5d5bad7> | CC-MAIN-2014-49 | http://ncronline.org/printpdf/22866 | 2014-11-24T21:28:18Z | crawl-data/CC-MAIN-2014-49/segments/1416400382386.21/warc/CC-MAIN-20141119123302-00008-ip-10-235-23-156.ec2.internal.warc.gz | 224,873,961 | 703 | eng_Latn | eng_Latn | 0.996197 | eng_Latn | 0.997877 | [
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B 3- High-Level Order & Ranking Quiz
1. To find the total number of the person sitting in a row or column:
→ When the rank of a person is given from both sides (i.e. from left and right both) of the row:
(r1 + r2) – 1 = Total
Example:
Sachin is 18th from left and 19th from right in a row. Total number of students in a row is,
(18 + 19) – 1 = 37 – 1 = 36.
When the rank of two persons and number of persons sitting
→
between them is given:
(r1 + r2) + Number of middle persons.
Example:
In a class, Sohan's rank is 9th from the left and Sohail rank is 7th from the right. If 6 students are sitting b/w them then calculate the total number of students in the class.
(9 + 7) + 6 = 22.
2. To find rank from either left/top or from right/bottom side:
(Total + 1) – Given rank = Required rank.
Example:
Priya is 24th from the right in a row of 40 girls. What is her position from the left end?
(40 + 1) – 24 = 41 – 24 = 17.
3. To find the number of persons sitting between any two persons:
For simple case:
Total – (Rank from left + Rank from Right).
Example:
In a class of 120 students, Vivek is 44th from the left and Yash is 46th from the right. Find the total number of students sitting between them? 120 – (44 + 46) = 120 – 90 = 30.
For overlapping case:
(Rank from left + Rank from right)–(Total + 2).
Example:
In a class of 90 students, Ram is 67th from the top and Ramesh is 57th from the bottom. Number of students sitting between Ram and Ramesh is (67 + 57) = 124 > 90, so it is a case of overlapping. Thus, the total number of students sitting between them is 124 – (90+2) = 32.
Note: When (Left + Right) position > The total number of persons, it is called the case of overlapping.
4. To find the number of maximum and minimum persons in a row or column:
When (smaller rank – number of middle persons) ≥ 2 then
Simple case will give total number of maximum persons, (r1 + r2) + Number of middle persons.
Example:
In a class, Vivek rank is 9th from the left and Sachin rank is 8th from the right. If 6 students are sitting between them then calculate the maximum number of students in the class.
(8 – 6) = 2 ≥2. So, the maximum number of students in the class is (9 + 8) + 6 =23.
Overlapping case will give the total number of minimum persons, (r1 + r2)–(Number of middle persons + 2).
Example:
In a class of 100 students, Virat is 67th from the left and Rohit is 57th from the right and the number of students sitting between them is 32. Calculate the number of minimum persons in the row.
(67 + 57) = 124 > 100. So, it is a case of overlapping. Thus, the minimum number of students in the row is (67 + 57) – (32 + 2) = 90.
When (smaller rank – number of middle) < 2 then
Only simple case is valid, so the total number of maximum/minimum persons is
(r1 + r2) + Number of middle persons.
Example:
In a class, Sohan's rank is 9th from the left and Sohail rank is 7th from the right. If 6 students are sitting between them then calculate the minimum number of students in the class.
(7 – 6) = 1 < 2. So, the minimum number of students in the class is (9 + 7) + 6 = 22. | <urn:uuid:b9871ec6-13e3-447e-8ef6-a4779dece1be> | CC-MAIN-2019-04 | http://educatererindia.com/wp-content/uploads/2018/12/B-3-High-Level-Order-Ranking-Quiz.pdf | 2019-01-17T21:01:34Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00099.warc.gz | 76,128,895 | 900 | eng_Latn | eng_Latn | 0.997419 | eng_Latn | 0.997393 | [
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ORANGEBURG COUNTY
Population Trends
Tax Data
County History
Orangeburg County was named for William IV (1711‐1751), Prince of Orange, the son‐in‐law of King George II. Orangeburg District was established in 1769, and from 1785 to 1791 it included four counties: Lexington, Orange, Winton, and Lewisburg. The district was reduced in size when Barnwell (1800) and Lexington (1804) districts were formed; parts of Orangeburg also went to form Aiken (1871) and Calhoun (1908) counties. Swiss and German farmers moved into this region around 1735, and English settlers from the lowcountry followed. The battle of Eutaw Springs was fought there during the Revolutionary War on September 8, 1781; it was the last major battle of the war in South Carolina. Large plantations using slave labor were established in Orangeburg in the nineteenth century, and the county became a major producer of cotton. Railroads arrived in the area early; Branchville became the first railroad junction in the state in 1840. Union troops under General Sherman passed through Orangeburg in February 1865. Orangeburg County was the birthplace of historian Alexander S. Salley (1871‐1961) and singer Eartha Kitt.
County histories obtained from the S.C. State Library Reference Room at www.statelibrary.sc.gov/sc‐counties. All other sources listed in the county comparison tables in the appendix. | <urn:uuid:370eb6b0-42b8-4a0e-a6ee-dbfc0b7041ec> | CC-MAIN-2019-04 | http://www.sccounties.org/Data/Sites/1/media/services/Research/profiles/orangeburg.pdf | 2019-01-17T21:32:07Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00100.warc.gz | 379,403,218 | 515 | eng_Latn | eng_Latn | 0.992869 | eng_Latn | 0.992869 | [
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How to Help Feed Your Birds
Our acknowledgements to RSPB for the information used
Throughout the year you can help birds by regular feeding and providing water. They will reward you with their exciting antics and spectacle of colours. An intimacy of expectation soon develops.
Bird tables that cats can't access are a very good way of feeding. If located near cover (shrubs and trees), small birds feel more secure. Hanging feeders are popular because the birds contort in many different positions as they indulge. Feeders need to be robust (preferably squirrel proof), fixed securely well above the ground and located near cover. Never fill too full to avoid moulds developing. There are different types of feeder for small seeds and for nut/large seeds. (Ensure that the mesh holes on nut feeders are adequate size to avoid trapping beaks and feet.) Many birds are ground feeders and a drained ground tray is ideal to keep the food clean. Locate it well away from any cover that may be used by cats. Tree bark, cracked logs and gaps in walls may be stuffed with fatty food mixes. Birds like these natural feed stations. Coconut shells, shallow plastic food cartons (carefully cleaned if they contained dairy products) and ceramic bells are good suspended feeders to use with home prepared mixes.
During the winter period it is particularly important to help birds by supplementing their diet. They will continue to hunt for food in your garden but there is less available during this time of year. Never feed them mouldy food, it will harm them. Only put out what will be consumed in a day. Remove old food as this becomes infected with salmonella bacteria which will kill the birds. Peanuts frequently contain high levels of a natural toxin that kills birds. Nuts should be purchased from specialist, reputable dealers. Hygiene is essential. Dispose of food contaminated by bird droppings; keep food away from dirty paving and out of puddles; clean and sterilise (5% strength) feeders and tables; avoid rodent problems.
Bread scraps should always be reduced to crumb size to avoid swelling bird stomachs and choking them. When feeding bread to waterfowl, always throw it into the water. Never feed bread when young ducks and geese are around as this badly affects their development, rendering them too weak to survive.
Preferred supplementary foods are:
Prepared bird seed mixtures. A good mix of seeds will attract a wide range of birds. In the winter, mixes containing whole peanuts are suitable. However, never feed whole peanuts in spring and summer.
Sunflower seeds. Stripped seeds are the best as they have higher oil content. Sunflower hearts are popular with siskin and chaffinch.
Nyjer seed is very good high oil content food.
Peanuts. In the winter these are very popular with a wide range of birds. Feed whole nuts and for smaller birds, crushed nuts.
Fat Balls. A good high energy food. The nylon bags can cause damage to bird feet and the tongues of woodpeckers. Remove from bag and place at height.
Bird Cake. Make bird cake by pouring melted fat (suet or lard) into a mixture of ingredients such as seeds, nuts, dried fruit, oatmeal, cheese and cake. One third fat to two thirds ingredients. Stir well and pour to set in a variety of containers for hanging, or turn it out onto a bird table.
Mealworms. Dried or live are firm favourites of robins.
Meaty dog and cat food. A good winter feed but may attract cats, rodents and large birds such as magpies and gulls.
Coconut. Fresh it is popular with wrens and robins. Remove if mildew begins to develop. Don't use desiccated coconut.
Rice and Cereals. Preferably cooked rice as it will attract more species. Uncooked porridge oats, but never cooked. Small quantities of breakfast cereal (without sugar or salt coatings) with water available nearby.
Fruit. Dried or fresh cranberry, grapes, currants and tree/shrub berries, sliced carrot and apple and pieces of banana will attract fruit eaters. Food can be loose or strung and hung above a branch of a tree.
A 'Fun-with-Learning' program document.
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TRACK AND FIELD TRAINING PROGRAM
SESSION 1 • INTRODUCTION TO TRACK AND FIELD • RUNNING FORM SESSION 4 // 200 & 400 M // 200 METERS, RUNNING THE CURVE, COMPONENTS OF 400 METERS
SKILL DEVELOPMENT
200-METER DASH
SKILL:
200-meter Form
SKILL:
Running the Curve
To run or practice a 200-meter dash, break the event down into four sections for your students: Start Strong, Float Fast, Speed Up, and Finish Strong.
1. Start Strong: Start sprinting from a crouched or standing start, giving an all-out effort (0–40 meters).
2. Float Fast: Continue an all-out effort while focusing on breathing and relaxing the upper body (40–100 meters).
3. Speed Up: Maintain form while driving the arms down and back and pushing hard off the ground (100–140 meters).
4. Finish Strong: Finish the sprint, running through the line while relaxing the face muscles, shoulders, and hands (140–200 meters).
Runners practice this at training but only at 50- to 70-percent intensity.
Animal Run
Discuss and demonstrate various animals' relative speeds. For example, go over the difference between sprinting like a cheetah and running as fast as a horse. Include animals that walk (sheep), jog (deer), run (horse), and sprint (cheetah). Call out a new animal every 10 to 30 seconds so your students can practice running at different speeds. Limit sprinting to 10 to 15 seconds at a time.
RUNNING THE CURVE
Runners should lean inward and swing their outer arm slightly outward when running the curve in the 200 meters.
Curves
You will need cones, a stopwatch, a measuring wheel/tape, and a whistle. Set up four cones (number them or use four different colors) in a horizontal line, each two cones 10 meters apart, at a distance of 10–40 meters from the starting cone, depending on skill level.
RUNNINGSTART.NYRR.ORG
SESSION COMPONENTS
SKILL:
Components of Middle
Distance (400 meters)
WRAP-UP GAME
ACTIVITY
In groups of two, runners begin at the starting cone and run straight ahead. When you call out a number or color, they will loop around that specific cone and return to the starting cone. Runners should loop around two or three cones before finish ing their turn.
You can alter the activity by varying the radius of the curves, increasing speed, or delaying the announcement of the next selected curve.
COMPONENTS OF THE 400 METERS
The first part of the 400-meter dash should be run aggressively, but not at an all-out sprint. Split the race into three parts.
1. Accelerate to near full speed for the first 50 meters.
2. For 150 meters, you should run under a controlled deceleration. Focus on driving your arms and legs, picking your knees up through the second turn.
3. Hold your form and finish strong over the last 100 meters.
DRILLS FOR THE 400 METERS
Technique Strides
Students practice running 10–, 20–, 40–, and 80–meter intervals while counting their strides. Each runner should have three to five turns at each distance. You can have several runners go at a time by dividing runners into pairs or small groups.
High Knees
Students can do high knees in place and/or over the course of 10–, 20–, 40–, and 80–meter intervals. Tell them to maintain an upright body position while bringing each knee level with the hip and pulling the toe up toward the shin. Have them alternate legs quickly while taking very small steps forward, and move their arms in a coordinated fashion with their legs, as if running.
Butt Kicks
Students can do butt kicks in place and/or over 10–, 20–, 40–, and 80–meter intervals. Tell them to keep the back straight while moving forward slowly with quick, light leg movements that bring the heels toward the butt. Emphasize speed, not moving forward, in completing the motion.
High Skips
Runners can practice power skipping at 10–, 20–, 40–, and 80–meter intervals. They should drive the arms and legs upward in an exaggerated skipping motion, bringing the leg toward the chest while the opposite arm reaches up. Emphasize getting as far off the ground as possible.
Interval Training
Use cones to divide a track into nine sections. Have your runners jog, sprint, do high knees, and run in different sections. They can start out jogging and do short sprints and drills. Have them finish with an all-out sprint. To make the intervals more difficult, increase the distance and time spent on each section.
Box Running
To play this game you will need cones and/or boundary markers, a stopwatch, and a measuring wheel. Use the cones to set up a rectangular track approximately 50 x 25 meters in size, with one cone in each corner. Divide runners into pairs and designate them Runner A and Runner B. Both runners stand together on the
RUNNINGSTART.NYRR.ORG
SESSION 4 // 200 & 400 M // 200 METERS, RUNNING THE CURVE, COMPONENTS OF 400 METERS
SESSION COMPONENTS
ACTIVITY
outside of the cones along one of the 50-meter sides. Runner A runs around the square outside the cones, tapping Runner B when finished. Runner B will do the same so Runner A can run another loop.
To make the game more difficult, you can set up a larger track, have runners run in both directions, set a time limit for finishing a lap, and/or see who runs the most laps in a set amount of time.
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Religious Education and Collective Worship Policy
Date of Policy:
January 2017
Ratified by Governors: Spring Term 2017
Next Review:
Spring Term 2021
Our mission
'To work together enthusiastically so as to inspire children to achieve their personal best and be well equipped for the future'
Introduction
Moulsham Junior School is made up of staff and pupils who originate from different nationalities, cultures and faith groups. As a school we aim to celebrate this diversity and offer a welcoming and inclusive environment including new arrivals.
We believe that Religious Education provides an opportunity to celebrate and foster awareness of these differences within our school and the wider world. It is a subject that celebrates diversity and challenges stereotypes.
Provision of RE
RE is taught in accordance with the Religious Education in Essex Scheme and is taught for 1 hour a week. This time lies outside the time allocated for assemblies and collective worship. In accordance with the law we provide RE for all pupils of the school. Parents have the right to withdraw their child from RE lessons through discussion and agreement with the Headteacher. Teachers also have the right to withdraw from teaching RE. It is important to stress that learning about and from religion does not mean learning to be religious and our aim is not to convert pupils or urge a particular religious viewpoint on them.
Teaching and Learning
In accordance with the Essex Syllabus for RE (exploRE) we will teach 7 major religions: Christianity, Judaism, Hinduism, Islam, Buddhism, Sikhism and Humanism. We focus on Christianity as the main religion with this being taught in every year group.
Planning for Religious Education is based on the two Attainment Targets in the agreed syllabus:
1) Learning about Religions
2) Learning from Religions
Learning about religion includes enquiry into and investigation of the nature of religion, its key beliefs and teachings, practices, their impact on the lives of believers and communities, and the varying ways in which these are expressed. It also includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues.
Learning from religion is concerned with developing pupils' reflection on and response to their own experiences and their learning about religion. It develops pupils' skills of application, interpretation and evaluation of what they learn about religion, particularly to questions of identity and belonging, meaning, purpose and truth and values and commitments, and communicating their responses.
The second of these Attainment Targets is achieved through realising the first. It is important therefore to acknowledge the independence of learning about and learning from religion in order to ensure effective RE teaching. For example, exploring places special to religious believers could lead to consideration of pupils' special places or vice versa.
Equal Opportunities
Inclusion and differentiation for children with SEN, EAL or G and T are taken into account in our planning and teaching as they are in all areas of the curriculum. Within the teaching of RE we make the most of opportunities to help the children develop their sensitivity to relevant issues such as refugees and religious fasting, and to develop positive attitudes towards themselves and others.
We endeavour to draw on the varied experiences and backgrounds of our staff, pupils and parents in order to make RE relevant and interesting to all our pupils. When appropriate, important festivals are celebrated from different religions within the school and wider community.
Skills
Through RE children have the opportunity to develop many key skills such as thinking, researching, evaluating, reflecting and empathising. Wherever possible links are made between RE and other curriculum subjects for example:
Year 3 study Hindu gods and goddesses and worshipping and celebrating Diwali as part of their India topic.
Year 4 Study Moses, Exodus, Pesach and Journey to the Promised Land as part of their Ancient Egyptian topic, and Christianity in the Local community as part of their Local History topic, Sikhism; the five 5s and features of a gurdwara.
Year 5 study Hinduism linking with their topics on India and Rivers. They link stories of Hindu gods with their English units on 'stories from other cultures.'
Year 6 study the Jewish Home and Synagogue as part of their World War Two topic as well as introduce the beliefs and ideas of Humanism.
RE is a key opportunity for pupils to develop spiritually, morally, socially and culturally. In RE, as well as CPSHE, children are invited to reflect on their responses to issues, consider other people's responses, and appreciate that for some people belief in a spiritual dimension is important. We encourage children to consider the answers offered by faith groups to questions of meaning and purpose and problems within society and their own experience. RE also supports the school's citizenship programme by introducing pupils to the significance of belonging to a community, the diversity of communities in the wider context, faith rules and their application to moral and ethical issues and cultural influences on religious practice.
Outcomes in Children's Learning
These are the outcomes we aspire to:
- That children will take a positive view of RE and increase their interest in the subject
- That they will develop a knowledge and understanding about Christianity, Hinduism, Sikhism, Judaism, Islam, Buddhism and Humanism.
- That their study of other people and their beliefs will enable them to respect others as well as develop their own beliefs and values
- Opportunities to develop other key skills such as listening, reading, writing, working with others, communication, computing skills, application of number and problem solving
Assessing Pupils
Assessment will take place at the end of every term when teachers will assess pupils' knowledge and understanding of the unit that they have studied. This will be through observation, discussion and marking of work. Pupils are guided to think about what they have done well, what they need to improve and ways in which they might make that improvement.
Monitoring of the Policy
The effectiveness of this policy will be monitored by the RE subject leader in the following ways:
- Undertaking planning and learning scrutinies
- Undertaking pupil perception interviews
- Evaluating and auditing the use of resources
Collective Worship
Rationale
School worship is an affirmation and celebration of the values and ethos of the school.
Aims
Through our collective worship we aim to:
- Provide an experience of worship that will allow children of any faith to respond to the power and peace created during reflection
- To help create a warm community spirit, within the school and beyond
- Strengthen and support the school community giving expression to and reaffirming the values of the school
- To help generate a culturally and spiritually nurturing atmosphere
- Encourage children to reflect on the puzzling questions that life poses and to respond to the wonder and mystery of the world around them
- Foster a concern for others within the school and wider world
- Foster an appreciation of the created world and an awareness of our responsibility for it.
Legal Framework and Right of Withdrawal
The law says that there must be a daily act of collective worship for all pupils which takes account of their age and aptitude. (Education Reform Act 1988). Parents have the right to withdraw children from collective worship and suitable arrangements will be made to accommodate these children.
The School requires a written request to enable a child to be withdrawn from collective worship.
CHILDREN & YOUNG PEOPLE'SOLS MODEL POLICY
Organisation
We hold a daily act of collective worship in school. This may either form part of an assembly, which could be whole school or class based, or an act of reflection within a classroom.
Worship is led by a member of staff but other church leaders or representatives of religious groups may also be invited to lead worship from time to time.
We reflect the festivals and celebrations of all the major faith groups.
In our Collective Worship and RE lessons children are invited to reflect on their personal responses to issues, consider other people's views, and appreciate that for some people belief in a spiritual dimension is important.
We hold special times to share our learning with each other; in school once a year each class takes assembly and in church we share Christmas and Easter and parents are invited to join us for these excellent times of worship and praise.
How Worship is planned
We use a range of approaches in worship. We tell stories, from all the major faith groups; we sing a variety of hymns and songs; we use data projection, music, signs and symbols. We seek to create an atmosphere in a variety of ways, sometimes in quietness and stillness, sometimes in noise and movement.
School assemblies may incorporate singing and always include a time for reflection.
Once a week, we use assembly time to celebrate the achievements and learning of the children. We also use this assembly to reward children for achievements both in and out of school. These celebration assemblies, play an important part in recognising the unique worth of every member of the school community. | <urn:uuid:3681e3b4-2fcb-4e31-ab79-e20d00be9a62> | CC-MAIN-2019-04 | http://www.moulsham-jun.essex.sch.uk/attachments/download.asp?file=638&type=pdf | 2019-01-17T22:22:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00106.warc.gz | 343,115,808 | 1,831 | eng_Latn | eng_Latn | 0.927423 | eng_Latn | 0.996423 | [
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LONGLEAZE PRIMARY SCHOOL
Relationships and Sex Education (RSE) Policy
Introduction
"All schools must have an up to date RSE policy which is made available for inspection and to parents. The policy must:
- Define relationships and sex education;
- Describe how relationships and sex education is provided and who is responsible for providing it;
- Say how relationships and sex education is monitored and evaluated;
- Be reviewed regularly"
- Include information about parents' right to withdrawal; and
Sex and Relationship Education Guidance (DfEE 0116/2000)
Relationships and sex education is lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of loving and caring relationships. It is about the teaching of sex, sexuality and sexual health.
Research demonstrates that good, comprehensive relationships and sex education does not make young people more likely to become sexually active at a younger age.
Longleaze Primary School is a school for approximately 230 mixed ability boys and girls aged from 4 -11. The school serves the northern part of the town of Royal Wootton Bassett which is mainly of White British ethnic origin. There is a mixture of owner occupied and rented homes in this area. The school hosts a Resource Based Centre for pupils with complex learning difficulties. There is an on-site pre-school with whom resources are shared. There is an active school association known as the Longleaze School Association (LSA).
Moral and Values Framework
Relationships and sex education will reflect the values of the PSHE and Citizenship programme. RSE will be taught in the context of relationships. In addition RSE will promote self esteem and emotional health and well being and help them form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community.
Policy Formation and Consultation Process
This policy was formulated through consultation with the Senior Management Team, teachers and governors.
The main issues considered were to:
1. Ensure that a programme for RSE caters to the needs of all children.
2. Ensure that the programme of RSE should be built into the PSHE and Citizenship scheme of work.
Aims and Objectives for Relationship and Sex Education
The aim of RSE is to provide children with age appropriate information, explore attitudes and values and develop skills in order to empower them to make positive decisions about their health related behaviour.
This should take place with consideration of the qualities of relationships within families.
The objectives of RSE are;
- To provide the knowledge and information to which all pupils are entitled
- To raise pupils' self esteem and confidence, especially in their relationships with others;
- To clarify/reinforce existing knowledge
- To help pupils understand their sexual feelings and behaviour, so they can lead fulfilling and enjoyable lives;
- To help pupils' develop skills (language, decision making, choice, assertiveness) and make the most of their abilities.
- To provide the confidence to be participating members of society and to value themselves and others;
- To help gain access to information and support
- To develop and use communication skills and assertiveness skills to cope with the influences of their peers and the media
- To develop skills for a healthier safer lifestyle
- To respect and care for their bodies
- To be prepared for puberty and adulthood
Every child is entitled to receive RSE regardless of ethnicity, gender, religion, age, culture, disability, sexuality, language specials needs, disadvantaged and looked after children.
It is our intention all children have the opportunity to experience a programme of RSE at a level which is appropriate for their age and physical development with differentiated provision if required.
The teaching programme for Relationships and Sex Education
Legal requirements
All schools must teach the following as part of the National Curriculum Science Orders, parents do not have the right to withdraw their child/children.
National Curriculum Science
Key Stage 1
1. a) that animals including humans, move, feed, grow, and use their senses and reproduce.
2. a) to recognise and compare the main external parts of the bodies of humans and reproduce.
b) that humans and animals can reproduce offspring and these grow into adults.
3. a) to recognise similarities and differences between themselves and others and
4. treat others with sensitivity.
Key Stage 2
1. a) that the life processes common to humans and other animals include nutrition,
growth and reproduction.
2. b) about the main stages of the human life cycle.
PSHE Curriculum
At Longleaze Primary School we have adopted the Wiltshire Council PSHE Scheme of Work (SoW) "Learn 4 Life' which integrates the PSHE Curriculum requirements with SEAL (Social, Emotional Aspects of Learning).
This Scheme of Work incorporates RSE in Spring Term 2 under the heading – My Friends and Family for Years 1-6. A summary of the SoW for this term can be found in Appendix A.
Foundation Stage Teaching continues to follow the EYFS guidelines for RSE and is largely based on SEAL.
Resources
Resources to teach RSE include Wiltshire Council PSHE Scheme of Work, fiction, reference books, leaflets and extracts from videos.
Channel 4 Living and Growing video Unit 1, 2 & 3 plus work books.
Unit 1 5-7yrs Differences / How did I get Here? / Growing up
Unit 2 7-9 yrs Changes / How babies are made / How babies are born
Unit 3 9-11yrs Girl talk / Boy talk / Let's talk about sex
Bid Talk Education 'Growing Up Safe'
Parental Consultation
The school includes information on RSE in the school prospectus and full details are available on request.
The school informs parents when aspects of the RSE programme are taught and provides opportunities for parents to view the videos and resources being used.
Parents have the right to withdraw their children from those aspects of RSE not included in the National Curriculum Science Orders, alternative work would be set.
However this rarely happens, by working in partnership with parents they recognise the importance of this aspect of their child's education.
Child Withdrawal Procedures
Parents wishing to withdraw their child should do the following:
1. Ask to see a copy of the schools RSE policy and schemes of work.
2. Ask the school for an appointment to see the headteacher about withdrawing their child from RSE and to discuss concerns.
3. Following the meeting, if they still wish to withdraw their child, put their request in writing, stating which part of the programme they wish their child to be excluded from.
The organisation of RSE
The PSHE Subject Leader is the designated teacher with responsibility for coordinating RSE.
RSE is delivered through science, RE, PSHE, Citizenship, literacy activities, circle time. RSE is taught by classroom teachers, teaching assistants and if appropriate, outside visitors such as the school nurse.
A range of teaching methods which involve children's full participation are used to teach RSE. These include use of video, discussion, looking at case studies, drama and role play.
RSE is usually delivered in mixed gender groups however, there may be occasions where single gender groups are more appropriate and relevant.
Specific Issues
- Child Protection / Confidentiality
Teachers need to be aware that effective RSE, which brings an understanding of what is and is not acceptable in a relationship, may lead to disclosure of a child protection issue.
The staff member will inform the Head Teacher /Designated Child Protection person in line with the LEA procedures for child protection. A member of staff cannot promise confidentiality if concerns exist.
- Links with other policies
This policy is linked with the following policies:
PSHE & Citizenship
Equal Opportunities
Child Protection
Confidentiality
Behaviour
Anti Bullying
These policies can be found in the School Office
- Dealing with difficult questions
Ground rules are essential to provide an agreed structure to answering sensitive or difficult questions. This framework facilitates the use of an anonymous question box as a distancing technique.
Teachers will endeavour to answer questions as honestly as possible but if faced with a question they do not feel comfortable answering within the classroom, provision would be made to meet the individual child's needs.
- Use of visitors
"Visitors should complement but never substitute or replace planned provision. It is the PSHE co-ordinator's and teacher's responsibility to plan the curriculum and lessons."
Sex and Relationship Guidance DfEE 0116/2000 P 29 6.11
When appropriate, visitors such as the school nurse may be involved in the delivery of RSE.
- Children with special needs
Teaching and resources will be differentiated as appropriate to address the needs of these children in order for them to have full access to the content of RSE.
Monitoring and Evaluation
RSE is monitored and evaluated by the Headteacher as part of the school's development plan. As a result of this process changes will be made to the RSE programmes as appropriate.
Monitoring is the responsibility of the head teacher, named governor and teacher with responsibility for RSE.
The school will assess the effectiveness of the aims, content and methods in promoting students' learning by lesson observation, sampling teachers planning, questionnaires to teachers and children and feedback from parents.
The effectiveness of the RSE programme will be evaluated by assessing children's learning and implementing change if required.
This policy document is placed on the parents and staff notice board for 2 weeks following approval by the full governing body.
Any change will be reflected in the school prospectus.
RSE issues will be included in the induction programme for all new members of staff.
This policy is aligned with the principles set out in the school’s Child Protection policy and should not contradict these principles.
There will be an annual review of this policy by the C&S committee.
The Governing Body of Longleaze School adopted this policy
Signed
Head Teacher ~ Clare Pickard Date:
Signed
Chair of Governors ~ Mark Hopkins Date:
Signed
Chair of Curriculum ~ Angelina Peaker Date:
Appendix A
Year 1
- Feeling proud of myself and my friends
- I know who my friends are
- I know who is in my family
- Losing someone or something I care about
- I know I can make people sad
- Making the people I love happy
Year 2
- This body of mine
- Growing and changing
- My body belongs to me
- Hands up! (hand washing)
- People who help us
- Happy little teeth
Year 3
- (SEAL based) Dealing with guilt
- This is Me! ( being yourself)
- Families are different ( different forms of family units)
- Looking after Me (personal hygiene)
It's OK to be different
- I can say No (peer pressure)
-
Year 4
- (SEAL based) Taking responsibility
- Growing and changing ( puberty and body changes)
- Body parts (scientific names for male/ female parts of the body)
- Keeping clean (personal hygiene in relation to puberty)
- My autobiography ( past, present, future)
- It's OK to be different ( emotional/ physical)
Year 5
- SEAL: Relationships – I know some things to do when I am embarrassed
- Puberty: Physical Changes
- Personal Hygiene
- Puberty: Emotional Changes
- Conception and Child birth
- Parenting
Year 6
- SEAL: Relationships – Dealing with Loss
- Stereotypes
- Self Image
- Peer Pressure
- Choices and the Consequences of Behaviour
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Welcome to Year 3
Religious Education
Computing
Our R.E. work this term starts with a topic called Beginning with God, where we will be finding out where and how God is revealed to us. We will move on to Moses and the Burning Bush.
English
Through our writing, linked to our topics, we will work on securing the use of capital letters and full stops, using more interesting conjunctions, adjectives and adverbial phrases. We are looking at descriptive language and narrative through our class books 'The Wombles' and adventure stories about islands. Please continue to read to and with your child as often as possible.
Mathematics
Using programme, Maths No Problem, we will be consolidating the children's understanding of place value of numbers up to 1000, moving on to addition and subtraction. Every child will continue to be tested regularly on their Maths Passport and homework will be set on MyMaths.
Science
During the first half of term we will explore Forces and Magnets, through practical investigations, linking to our PE topic of Dance. After half term, we will learn about Rocks and Soils, linking with our history work on Ancient Civilisations.
History and Geography
Our first topic is Maps and Islands. We will learn how to map our school and our local area and find out about the British Isles. We will also investigate the effects of climate change on islands around the world and (together with the Wombles!) consider people's impact on the planet by learning about recycling. After half term we will learn about Ancient Civilisations in Britain, starting with the Stone Age. We will see how life changed as our ancestors learned to manipulate their environment and create our own 'artefacts' inspired by the Bronze Age and Iron Age.
As well as continuing to learn about how to use the internet safely, the children will learn to design and write programs that accomplish specific goals – coding.
Music
We will continue to work on basic music notation and begin to learn the recorder. We have an exciting opportunity to visit the Royal Albert Hall for the Primary Prom concert in October. Later in the term, we will be learning songs for our Christmas play.
Physical Education
Every Friday the children will have their PE lesson with Kick London. This term they will be learning football skills. In dance and gymnastics there will be links made with Science to explore forces and magnetism, remembering and connecting movements into set sequences. We will also learn group dances for our Christmas nativity play. PE kit is needed on Wednesday and the children will come to school on Friday wearing their PE kit.
Italian
In Italian the children learn to make simple statements and to ask and answer questions about themselves. They will also learn the numbers to 20.
Trips
Outings so far include a visit to South Street to map the area and a trip to the Royal Albert Hall for the Primary Prom (10 th October). Years 3 and 4 are booked to attend a professional Christmas pantomime production.
Christmas Production
As in previous years, priority for speaking parts in the Year 3 and 4 Christmas production goes to children in Year 4.
Parent Helpers
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9.1 Area
The black line is the polygon.
The region bounded by that polygon is a polygonal region.
When we find the area of a polygon, we are actually finding the area of the polygonal region bounded by that polygon.
Postulate 8The Area Postulate
Every polygonal region has a positive number called its area such that
(1) congruent triangles have equal areas
(2) the area of a polygonal region is equal to the sum of the areas of its nonoverlapping parts
B
9.2 Squares and Rectangles
Postulate 9The area of a rectangle is the product of its base and altitude
Corollary to Postulate 9The area of a square is the square of its side
To divide a square into smaller squares each having a different area was once thought to be impossible. The figure seems to show a solution.
Given that the areas of squares C and D are 64 and 81 square units respectively, find the areas of the other squares.
9.3 Triangles
Theorem 38The area of a right triangle is half the product of its legs.
Theorem 39The area of a triangle is half the product of any base and corresponding altitude.
Corollary to Theorem 39Triangles with equal bases and equal altitudes have equal areas.
Heron's Theorem
The area of a triangle with sides a, b, and c is where s is half of the triangle's perimeter.
Suppose there are three triangles with the following sides:
1. Which triangle do you think has the greatest area?
2. Use Heron's Theorem to find the area of each triangle.
3. One of the "triangles" isn't really a triangle. Which one and why not?
Now, suppose there are two triangles with the following sides:
Triangle 4: 4, 6, and 8.
Triangle 5: 400, 600, and 1000.
9.4 Parallelograms and Trapezoids
Theorem 40The area of a parallelogram is the product of any base and corresponding altitude.
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THE GYPSUM GROUP OF COMPANIES NEWSLETTER
December
2018
Fun Facts About Christmas/Hanukkah/Kwanzaa
[x] Each year more than 3 billion Christmas cards are sent in the U.S. alone.
[x] According to the Guinness World Records, the tallest Christmas tree ever cut was a 221-foot Douglas fir that was displayed in 1950 at the Northgate Shopping Center in Seattle, Washington.
[x] Each year there are approximately 20,000 "Rent-a-Santas" across the United States. "Rent-a-Santas" usually undergo seasonal training on how to maintain a jolly attitude under pressure from the public. They also receive practical advice, such as not accepting money from parents while children are looking and avoiding garlic, onions, or beans for lunch.
[x] Approximately 30-35 million real (living) Christmas trees are sold each year in the U.S.
[x] Hanukkah is the Hebrew word for dedication. It commemorates the rededication of the second Temple in Jerusalem, which had been defiled by the Greeks in 164 BC. The story goes that the Jews, led by warrior Judah the Maccabee, revolted against Antiochus and reclaimed the Temple.
[x] Hanukkah is also known as the Festival of Lights. While restoring the Temple, the Jews found that there was only enough oil to kindle its lamps for one night. According to tradition, though, that small amount of oil miraculously burned for eight nights until more could be procured. That's why Hanukkah is an eight-night celebration.
[x] A menorah is a lamp with seven branches, which is what would have been used in the ancient Temple. On Hanukkah, Jews light what is called a hanukkiah, a lamp with nine branches. Eight are for the lights that are kindled each night of the holiday; the ninth branch is for the shamash, or "helper" flame, which is used to light the others.
[x] The holiday of Kwanzaa was created by Dr. Maulana Karenga in 1966 to celebrate family, culture and heritage, and is modeled after the first harvest celebrations in Africa.
[x] There are 7 Principals that emphasize a unique set of values and ideals during the 7 days of Kwanzaa: Umoja (Unity), Kujichagulia (Self-determination), Ujima (Collective work and responsibility), Ujamaa (Cooperative economics), Nia (Purpose), Kuumba (Creativity), and Imani (Faith)
[x] The colors of Kwanzaa reflect the principle of "unity" for peoples of African descent worldwide: Black for the people, red for the noble blood that unites all people of African ancestry, and green for the rich land of Africa.
The Gypsum Group of Companies would like to wish you and your family the happiest of holidays and our best wishes for a happy, healthy and successful 2019!
Making Effective New Year's Resolution(s)
New Year's Resolutions come every year and tend to begin with zest, passion, and excitement and all too often fade away into frustration, discouragement, and flat out abandonment. Statistically, 97% of people have already drop their resolutions by January 24 th , so how can you be one who sticks to your new goals and resolutions? Begin by asking the right questions to guide your path to success.
1. Ask: "What would make me happier?" It might be having more of something good – more fun with friends, more time for a hobby. It might be less of something bad – less yelling at your kids, less nagging of your spouse. It might be fixing something that doesn't feel right – more time spent volunteering, more time doing something to make someone else happier.
2. Ask: "What is a concrete action that would bring about change?" One common problem is that people make abstract resolutions, which are hard to keep. "Be more optimistic," "Find more joy in life," "Enjoy now," are resolutions that are hard to measure and therefore difficult to keep. Instead, look for a specific, measurable action. "Distract myself with fun music when I'm feeling gloomy," "Watch at least one movie each week," "Buy a
lovely plant for my desk" are resolutions that will carry you toward those abstract goals.
3. Ask: "Am I a 'yes' resolver or a 'no' resolver?" Some people resent negative resolutions. They dislike hearing "don't" or "stop" or adding to their list of chores. If this describes you, try to find positive resolutions: "Take that dance class," "Have lunch with a friend once a week." Or maybe you respond well to "no." Your resolution should be aimed at getting you to stop doing something or to do something you don't really want to do. There's no right way to make a resolution, but it's important to know what works for you. As always, the secret is to know your own nature.
4. Ask: "Am I starting small enough?" Many people make super-ambitious resolutions and then drop them, feeling defeated, before January is over. Start small! We tend to over-estimate what we can do over a short time and under-estimate what we can do over a long time, if we make consistent, small steps. If you're going to resolve to start exercising (one of the most popular resolutions), don't resolve to go to the gym for an hour every day before work. Start by going for a ten-minute walk at lunch or marching in place once a day during the commercial breaks in your favorite TV show. Little accomplishments provide energy for bigger challenges. Push yourself too hard and you may screech to a halt.
5. Ask: "How am I going to hold myself accountable?" Accountability is the secret to sticking to resolutions. That's why groups like AA and Weight Watchers are effective, and there are many ways to hold yourself accountable. Keep a Resolutions Chart where you write down your resolution(s) and then write down everything you do that you believe pertains to that resolution. Accountability is why #2 is so important. If your resolution is too vague, it's hard to measure whether you've been keeping it. A resolution to "Eat healthier" is harder to track than "Eat salad for lunch three times a week."
Famous Last Words:
"I reached the pinnacle of success in the business world. To some, my life is the epitome of success. However, aside from work, I have little joy. In the end, my wealth is only a fact of life that I am accustomed to. At this moment, lying on my bed and recalling my life, I realize all the recognition and wealth that I took so much pride in have paled and become meaningless in the face of my death. You can employ someone to drive the car for you, make money for you, but you cannot have someone bear your sickness for you. Material things lost can be found or replaced. But there is one thing that can never be found when it's lost, Life. Whatever stage in life you are in right now, you will face the day when the curtain comes down. Treasure love for your family, love for your spouse, love for your friends.
Treat yourself well and cherish others. As we grow older, and hopefully wiser, we realize that a watch costing $30 or $300 both tell the same time. Your true inner happiness does not come from the material things of this world. Whether you fly first class or economy, if the plane goes down - you go down with it. When you have mates, buddies and old friends, brothers and sisters, who you chat with, laugh with, talk with, sing songs with, that is true happiness! Don't educate your children to be rich. Educate them to be happy, so when they grow up, they will know the value of things and not the price. Eat food as your medicine, otherwise you have to eat medicine as your food. There is a big difference between a human being and being human. Only a few really understand it. You are loved when you are born. You will be loved when you die. In between, you have to manage! The seven best doctors in the world are: sunlight, rest, exercise, diet, love, self-confidence and friends. Maintain them in all stages and enjoy a healthy life." | <urn:uuid:829dcf30-d02d-45cc-9755-d5c8bbfd4f11> | CC-MAIN-2019-04 | http://www.gypsumsys.com/content/documents/December%20Newsletter.pdf | 2019-01-17T21:31:42Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00106.warc.gz | 306,846,509 | 1,743 | eng_Latn | eng_Latn | 0.998156 | eng_Latn | 0.998658 | [
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The Internet of Things Explained
A ZCorum eBook
Editor: Marsha Hemmerich
Text copyright (c) 2016 ZCorum
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means- for example, electronic, photocopy, recording- without the prior written permission of ZCorum. The only exception is brief quotations in printed reviews.
Contents
Introduction
We think of it as the "Next Big Thing" but the idea of an Internet of Things goes back a lot further than we imagine. Way back in 1926 Nikola Tesla said in an interview: "When wireless is perfectly applied, the whole earth will be converted into a huge brain...and the instruments through which we shall be able to do this will be amazingly simple com pared with our present telephone. A man will be able to carry one in his vest pocket."
Tesla's prediction sounds like an idea brought to life by Hollywood and science fiction. But if the current explosion of devices already connected to the Internet is any indica tion, then we're on our way to creating Tesla's smart Earth. So let's have a look into the origin of the Internet of Things:
So What is the Internet of Things?
he Internet of Things (IoT) refers to smart, connected devices, in homes, businesses and our surroundings that have the ability to communicate with other devices over a network. These devices are outfitted with data-collecting sensors so they can communicate with one another as a way to determine the health and status of things, inanimate or living.
To explain further, currently apps are deployed for a specific purpose. Your lawn sprinkler app turns the water on and off and your step counter app counts your steps and calories burned, but these apps don't interact outside of that closed network. That's why presently we end up with a separate app for every "smart" thing. One app controls your garage door, another for the lawn sprinkler, still another for your fitness tracking and so on. Managing all these apps is the equivalent to having multiple remote controls on your coffee table, one for your TV, another for your DVD player, and still another for your cable box.
While some think the IoT is device to device communication over a closed network, like your app for changing channels on your cable box, or your Fit Bit app that tells you how many steps you took today, that operation is really just an internal net or intranet, not the wider sensor-enabled network that connects a multitude of things to a multitude of other things.
But the true IoT, as it's envisioned, is a network of deployed "smart" devices like your rain gauge or lighting system that will collect data. That collected data is then made available to many other "smart" applications. So your rain gauge tells your lawn sprinkler there was an inch of rain last night and to stay turned off today and conserve water. This water conservation data could then be relayed to your municipal water company and noted on your record for possible discounts on your bill for using
a water conservation app. And your home budgeting software could receive the data on how much water you saved and predict the amount of your next month's water bill. There are endless combinations and the expectation is that this true version of IoT will provide much more value than what can be derived from the secluded islands of information, the individual apps, like we now have.
Where Did it Come From?
he concept of a network of smart devices was tested in 1982, with a modified Coke machine at Carnegie Mellon University. That machine became the first internetconnected appliance able to report its inventory and whether newly loaded drinks were cold. But the actual phrase 'Internet of Things' was coined by Kevin Ashton in 1999. While at Proctor & Gamble, Ashton got assigned to help launch a line of cosmetics. It began to bother him that he'd go into a local store to look at the cosmetics lines he controlled and find that there was one particular shade of lipstick that always seemed to be sold out. He checked with P&G's supply chain people, who told him they had plenty of that color in the warehouse and suggested that Ashton had just happened to go into a store that couldn't keep that color in stock. But Ashton didn't buy it: He wanted to know where his lipstick was, and what was happening to it. No one could tell him.
Ashton then got the idea of applying Radio-frequency identification (RFID) chips or sensors, which can hold a multitude of data and share that data through a wireless network. These sensors were seen as a prerequisite for the Internet of
2
Things. If all objects and people in daily life were equipped with identifiers, computers could manage and inventory them. Like a lot of innovations, the IoT grew out of a new solution to an old problem, and now it's opening up new solutions to a whole host of problems. And like a lot of innovations, the IoT happened less by magic and genius than by a lot of small steps and bits of luck.
How Does it Work?
device or object becomes "smart" when technology, such as a sensor, is embedded inside it. That object then becomes "connected" when it is connected to other devices all collecting and sending data somewhere to be processed. This becomes a network of sensors that communicate with each other. The goal is automating processes without any human interaction.
This network of sensors as it relates to the IoT is referred to as a Wireless Sensor Network (WSN). A WSN is a group of specialized sensors that monitor and record the physical conditions of their environment like temperature, light levels, sound levels, bodily functions, humidity, pressure etc. and organize that data at a central location or gateway. That organized data in the gateway can then be used to communicate and trigger an action. For instance, a video surveillance camera or pressure-sensitive welcome mat at your front door sends a signal to lock your doors if it detects a presence. At the same time it also sends an alert to your TV that there is someone at the front door.
With miniaturization and universal connectivity, it is possible to make all types of products smart and connected. Applications of sensor networks include automated and smart homes, medical device monitoring, traffic and weather conditions, and even robot control.
In 1990 the first toaster was connected to the Internet. Developed for a trade show exhibition, the only thing that could be done was turning it on and off, but in 1991 the private developers added an automatic crane to also insert a slice of bread automatically.
What are the "Things"?
Wearables such as fitness trackers and smartwatches are probably the most common IoT devices today, but are only a small part of the overall trend. Many products and services are already into the IoT market, including kitchen and home appliances, lighting and heating products, and insurance company-issued car monitoring devices that allow motorists to pay insurance based on the amount of driving they do.
In 2000, the smart refrigerator made its entry. For many years, the smart refrigerator has been the example of the Internet of Things and it was developed by LG. It had an LCD screen that was capable of showing information such as inside temperature, the freshness of stored foods, nutrition information and recipes. The refrigerator cost $ 20,000.00 and not surprisingly, did not sell as well as LG had hoped.
In 2014, Apple launched HomeKit, which is technology in Apple's operating system for communicating with and controlling connected smart devices in the home.
The First Connected Things
Launch of IPV6
ecades before that first connected Coke vending machine in 1989, automated "homes of the future" were standard exhibits at World's Fairs and backgrounds in science fiction. Home automation included the control of home entertainment systems, houseplant and yard watering, pet feeding, and changing the lighting for different moods.
In 1989 a new 'House of the Future' was built in The Netherlands. The house had multiple smart devices in every room and focused on the interaction between man and device. Voice recognition was an important aspect of the house.
ut the biggest enabler of the Internet of Things was the launch of IPV6 in 2011. Integration with the Internet requires that devices have an IP address as a unique identifier. However, due to the depleted address space of IPv4, objects in the IoT must use IPv6 to accommodate the extremely large number of IP addresses required. Where IPV4 had only 4 billion addresses, IPV6 has a total of 340 undecillion IP addresses. This is more than enough to cope with the expanding Internet of Things in the coming years, even if projections are correct that predict that by 2030 we will have 100 trillion connected devices in the world. The future of the Internet of Things will not be possible without the support of IPv6; and consequently the global adoption of IPv6 in the coming years will be a critical necessity for the successful development of the IoT.
So Why Should Operators Care About the IoT?
metro region could open the door for seamless wireless communication among WSNs.
verywhere you look there's new information about IoT from technology specialists, hardware manufacturers, and software creators. It's like chasing a moving target. But the projected explosion of the IoT is forcing some industries to rethink their network architecture. R & D departments are beginning to explore new communication methods that could potentially bypass the Internet entirely. The idea is that by the use of peer-to-peer communication between the wireless sensor network clusters, they can form a new Internet made up of just WSNs. These sensor networks could have a central gateway of Internet access, and thereby offer Internet access in one-hop.
The creation of these interconnected WSNs would use wireless network technologies such as Bluetooth, Wi-Fi and Wireless Personal Area Networks (WPAN). Over time, as people opt in to allow their personal area networks to communicate with the wireless sensor networks, communication could occur directly between WSNs rather than through the Internet.
The concern for internet service providers is that a network of 50 billion connected devices could potentially bypass, to a degree, the provider's broadband network to communicate with each other through a peer-to-peer model via these WSNs. This could translate into revenue loss for ISP's as more subscribers sidestep the connection with carrier gateways to avoid the cost of broadband plans.
Initially, the trend would lean towards open Wi-Fi outside the home that WPANs could gateway through to the Internet. Eventually, a critical mass of WSNs within a densely populated
4
The Early Bird
he important key is for operators to get the first foot in the door, establish themselves as the gateway, connect all the devices and become an indispensable and hopefully inseparable part of the subscriber's home. Because the devices for smart homes are still in early stages of development, ISPs are set to position themselves as leaders in the IoT market now.
In addition to their high data capacity networks that are already supporting OTT entertainment and gaming, ISPs have a unique advantage with the equipment that's already in the home. Providers are in a unique position to serve as the central gateway and IoT hub in the future smart home, and "cutting the cord" from this position would become less likely if nearly impossible. Once set, a homeowner disconnecting their entire home and lifestyle
"The Cable Industry , as a primary provider oF consumer internet services , is in a position to help define the internet of things in the home environment."
-Clarke Stevens
Principle Architect in Applications Technologies Cablelabs
from the "gateway" would be a major disruption and costly in time and expense. Current internet service providers are set to possibly solve the Internet of Things' biggest problem, the lack of a central processing gateway.
The Gateway
esearch firm Gartner notes the absence of a gateway device to help homes control and connect all these devices safely to the web and is seeing developments in internet service providers, cable companies, alarm manufacturers and mobile phone companies as they try to build devices and develop the ecosystems to get them into homes. Although the market is in its infancy and business models are not quite established yet, that's not stopping the development of IoT gateway products. Several have been created and more are coming. The key consideration will be how those gateways enable the user to connect any of their devices to a corporate network.
Gartner is tapping ISPs to get the majority of the market and be in a position to fend off a challenge from mobile phone operators, but the race is only starting and there could be plenty of opportunities for those that put together an IoT solution first. The fact that operators have equipment in a household that is already connected to the smart pipe means that a central gateway is already in place.
This equipment could become an "all protocols" Internet of Things hub. It could bring all the home's devices together into a single ecosystem that lets your security camera talk to your garage door that talks to your lights that talk to your oven and your shower. Everything working together like a truly connected home but with a single managing app. The TV, when in use, could also become a giant notification center. Providers that deliver internet access could add IoT functions to the modems, WiFi extenders, or remote controls they provide to their customers and pull in extra revenue.
"IoT applications are triggered by sensors and need data management, but there is no single IoT gateway to the home. As Internet-connected homes become increasingly smarter, the gateway is becoming the center for connecting the different devices and home appliances."
- Paul O'Donovan Principle Research Analyst Gartner
The need for a central point of control will also become glaring to the subscriber in short order. A primary gateway would provide better management of the data collection from devices. A gateway would offer opportunities for an operator to add and test new devices and services with the television acting as a dashboard for all the IoT services in the home. Instead of having an app for every IoT device, those apps can be assembled and controlled from the remote on the couch or the cellphone when away from the home. In addition, the television can act as a smart thing' itself, so when a trigger comes in, say the doorbell rings, the television can not only display the video of the person at the door, it can also pause the programming on the tv.
The Interoperability of the Internet of Things
arious research firms estimate the number of connected devices to reach into the billions by the year 2020. And the number keeps rising. Everything from your shower water to your toothbrush to your weekly pizza order will be automated, connected and collecting data. But the hot IoT talk is centered on the ongoing standards war between the consortiums and alliances that have formed to try and come up with standards for all those billions of devices.
Among the challenges for a successful IoT is the unusually high dependence on cooperation. What has become the biggest challenge for smart devices and the systems providers is ensuring interoperability for all the different technologies and standards. But so far device makers would rather create their own closed ecosystems with their own internal protocols.
The IoT will run in data centers. And for the IoT to work in data centers, platforms from competing vendors need to be able to communicate with one another. "This requires standard APIs that all vendors and equipment can plug into," said Mike Sapien, a principal analyst with the research and consulting firm Ovum.
Gartner analyst Fernando Elizalde says, "A number of alliances have sprung up in the last couple of years to attempt to sort out the interoperability issue. Each aims to provide a solution that integrates all the smart home categories."
IoT standards were established to manage four main areas: connectivity, interoperability, privacy, and security. So how do all the competing IoT standards groups stack up when it comes to these areas of IoT emphasis? Let's compare the five most popular and influential alliances.
The Alliances
everal groups have formed to try and sort out the technologies and create the mix of tools that will most likely succeed. One of the more popular alliances is AllSeen, which is backed by Qualcomm, Microsoft Corp. and LG. AllSeen uses an open-source technology that allows connected devices to communicate directly with one another, rather than through the cloud.
Other alliances include Thread, backed by Nest Labs; Open Interconnect Consortium, backed by Intel; Apple Inc. HomeKit; and Industrial Internet Consortium, founded by Intel, Cisco, AT&T, GE, and IBM. Samsung is a member of the Thread and OIC, but it also has its own solution, called SmartThings. Unfortunately, this profusion of industry groups, rather than solving the interoptibility issue, has only added to the fragmentation.
HomeKit. Apple's entry into the consortium world wants to give third-party device makers approval under the "Made for iPhone" certification process already used for iOS accessories. HomeKit will supply toolkits for developers to make smart-home integration for developers and consumers. The HomeKit API features a common language designed to be interoperable with non-HomeKit devices that use protocols like ZigBee or Z-Wave.
The AllSeen Alliance. The first IoT standards group, AllSeen was started by the nonprofit Linux Foundation. It now has more than 51 member organizations, including heavy hitters like Microsoft, Qualcomm, LG, Sharp, and Panasonic. AllSeen seeks to provide a secure, programmable software and services framework for applications that enable a connected home. The Alliance envisions connectivity taking place through transport layers such as WiFi, WiFi-Direct, Ethernet, Powerline, Bluetooth LE, 6LoWPAN, ZigBee, and Z-Wave. Interoperability is also a focus, with supported platforms including Android, iOS, Linux, OpenWRT, Windows, and OS X.
The Open Interconnect Consortium (OIC). The OIC, led by Intel, Atmel, Broadcom, Dell, and Samsung, is dedicated to defining requirements and ensuring interoperability of all devices in the IoT. Specifically, the OIC envisions a highway-like system of connectivity between IoT verticals, and it recently launched IoTivity, an open-source framework. The companies that make up the consortium also make security a top priority, though it's unclear how the group will address privacy.
The Thread Group. Formed by Google's Nest Labs, the Thread Group includes more than 80 members, including Samsung, ARM Holdings, Silicon Labs, and Freescale Semiconductor. The group's goal is to encourage manufacturers of smart-home devices to use the Thread standard for device communications through a network. Unlike other alliances that tout IoT platforms, Thread relies on a low-power radio protocol known as IPv6 over Low power Wireless Personal Area Networks (6LoWPAN). Thread sees this connectivity protocol as interoperable with the application layers provided by the other alliances.
Industrial Internet Consortium. Founded by Intel, Cisco, AT&T, GE, and IBM, the 150-member IIC wants to accelerate IoT adoption while defining industry standards. The group's members are collaborating to develop connectivity standards, and the IIC has signed a strategic agreement with the OIC to share information to streamline IoT device interoperability. SAP recently announced it will partner with the IIC to deliver use cases, reference architecture and frameworks, and security for IoT applications.
Golgi IoT Cloud Service. Removes the complexity of developing a standards compliant IoT device by abstracting the standards compliance layer for developers and ensures forward and backwards compatibility for connectivity and data transport across AllSeen, OIC, and Thread with more standards being added in the future.
It's not clear which consortium will ultimately come out on top. And even if a winner is declared, it won't happen this year. According to a new IoT research paper published by Woodside Capital Partners, the most optimistic timeframe for a single standard to emerge is 2017.
Economic Advantages for the Operator
f the predictions hold true, the snowballing IoT world will grow dramatically in the next few years. When standards are identified and locked down, ISPs will be in the best position to offer a library of choices for the subscriber in a one stop shop.
In addition to the obvious stickiness of having the subscriber's home connected to a central gateway, operators can also use the gateway and TV as a dashboard for consumable and hardware purchases that expand IoT services. Whether selling light bulbs or sensors, having an easy way to add those devices through the same dashboard provides another way operators can expand services and revenue. The portal could let operators advertise new products and services directly. And as more devices become smart and connect to the internet, the average home will become a den of web linked goods. For internet service providers, this explosion in smart-home products represents additional opportunities to sell consumers on new services connected to their television or smartphone.
Security is an area of tremendous concern but also an opportunity for operators to leverage their wealth of experience in Internet security, firewalls, and digital rights management. One of the most important roles that the operator can play is to serve as a single point of security for the data that is passed not only around the home and between devices, but up to the cloud to enable communication with cellphones when the user is out of the home.
Creating a single point of security for all the data and devices controlled in a household can help reassure the subscriber about security concerns. No one wants the cameras they install to be available for anyone to see, or to disable their home security system or open their garage door. Security of IoT networks, data and devices will be a high priority feature of any system sold on the market. When services are collected together by the operator, intrusion points are consolidated in a single point of protection, reducing the number of places that are vulnerable to intruders.
The Concerns
eality is beginning to bite the Internet of Things and while the IoT will connect countless objects and systems, it also presents significant challenges. Many of those looking to enter into the IoT space are starting to look at the potential problems. So what challenges should operators be aware of when it comes to IoT?
the data center
Over the long term, one consequence of the Internet of Things could be the large volume of incoming data to the data center, requiring significant infrastructure upgrades, particularly for data processing and storage. With the expectations of 26 billion things within four years, imagine what it will be like for the datacenter as the IoT rush begins. Operators will be challenged to keep their infrastructure investment apace with the explosion of data traffic. Deployments of IoT will bring about vast amounts of data that has to be received, analyzed and responded to in real time and instantaneously. Processing large quantities of IoT data in real time will increase the workloads of datacenters, leaving providers facing new security, capacity and analytics challenges.
The majority of datacenter traffic is self-generated and hosted on servers in the data center location or facility, with some traffic between facilities, whether these are co-location or public-cloud services. But, as IoT communication ramps up, datacenters will have to transform. The enormous number of devices, coupled with the sheer volume, acceleration and configuration of IoT data, creates challenges, particularly in the areas of security, data, storage management, servers and the data center network.
"Data center managers will need to deploy more forward-looking capacity management in these areas to be able to proactively meet the business priorities associated with IoT," said Joe Skorupa, Vice President at Gartner Research.
subscriber basis. This process can collect network insights, analyze the information and enable providers to:
With the increases in data flow and the transformation of datacenters, the urgency for effective congestion management and automated policy enforcement will become a pressing issue. Operators will need a way to automatically enforce fair use policies during the heavy consumption periods, which will coincide with some of the same periods we see today such as prime evening and weekend times. Providers will be under pressure from subscribers to see that everyone on their network is receiving a fair share of bandwidth resources. Automated policy management systems will help alleviate some of that pressure.
These systems should identify top talkers, who are exceeding, or close to exceeding, their bandwidth quota. Providers can efficiently monetize high-traffic users by offering interim or short term upgrades or full service plan upgrades. Offering a speed reduction agreement for the remainder of a subscriber's billing cycle might also mitigate some of the bandwidth overindulging. But the tendency to overestimate actual bandwidth requirements is leaving many operators with capital expenditures that are underutilized and taking up space in their data center. At the same time, many operators are unsure what upgrades will be required, or when the best time is to upgrade to stay in front of the IoT storm.
By taking the time, operators can support and offer an abundance of OTT and IoT services without risking the subscribers' quality of experience. Internet Protocol Detail Record (IPDR) is the data collection by the CMTS about the IP-based usage on a per
* Lower network congestion by increasing visibility into the network when congestion occurs, enabling the activation of usage policies at those congestion points.
* Create and implement fair usage policies that enforce actions such as temporary speed reductions and throttling for heavy users during peak periods.
* Isolate repetitive top talkers that cost operators more than the revenue being gained from them and encourage these users to upgrade.
security and privacy
Concerns have been raised that the Internet of Things is being developed rapidly without appropriate consideration of the profound security challenges involved. In particular, as the Internet of Things spreads widely, attacks could become an increasingly physical, rather than simply virtual, threat. A January 2014 Forbes magazine article listed many Internetconnected appliances that can already "spy on people in their own homes" including televisions, kitchen appliances, cameras, and thermostats. Computer-controlled devices in automobiles such as brakes, engine, locks, hood and truck releases, horn, heat, and dashboard can be vulnerable to attackers who gain access to the onboard network.
Issues of security and privacy arise in connection with data coming from devices. Hackers could see when water flowing into a home has been shut down for conservation reasons and deduce that no one is home.
FINANCIAL MANIPULATION
Final Thoughts
If someone is monitoring the water data at a Coca-Cola plant, they could actually calculate their product output and from that information possibly predict financial performance in the stock market.
"What you're about to lose is your privacy"
-WIRED Magazine
Children and the internet of things
Data capture is a key starting point when considering the effects of the IoT on young people and raises key questions regarding identity, privacy, and risk issues in relation to IoT developments relating to children and young people.
Environmental Impact
Another concern regarding IoT technologies is the environmental impact of the eventual disposal of all these semiconductor-rich devices. Because the concept of IoT entails adding electronics to everyday devices like simple light switches, it is reasonable to expect that items that previously were kept working for many decades would see an accelerated replacement cycle if they were part of the IoT. For example, a traditional house built with 30 light switches and 30 electrical outlets might stand for 50 years, but a modern house built with the same number of switches and outlets set up for IoT might see each switch and outlet replaced at five-year intervals in order to keep up to date with technological changes. This translates into a ten-fold increase in waste disposal.
he implications of IoT are far-reaching for broadband operators. There are many hurdles to overcome but it's an interesting space full of promise. We are at the forefront of a connected world and the next few years will probably be the shaking out years for the Internet of Things, with a huge amount of connected devices being developed and announced and infrastructure and network upheavals to accommodate them.
In order to quickly and efficiently accommodate these new IoTready devices, and monetize the emerging IoT infrastructure, operators will pursue new partnerships with the myriad device vendors similar to the relationships they have experienced for years with content providers.
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The Froebelian School Team Selection Policy
Introduction
At Froebelian our approach to team selection throughout the school encourages children to enjoy all aspects of PE and Games, whether they are competitive, creative, individual or team-based. This enables children to actively engage and participate in physical activity and competition sport throughout their lives, which may have health and social benefits.
Fixtures and Competitions
As a school, we enter many matches, festivals and tournaments. Throughout the year, we also organise Inter-House sporting competitions so as to give more pupils the chance of participating in all of these types of competitive sporting situations. Fixtures are played both during school time and after school. We play fixtures at all levels and in a wide range of sports. We have children who regularly represent Froebelian.
Team Selection
In an ideal world, we would like to include every eligible child in each fixture; however, due to circumstances beyond our control (usually squad size restrictions and the staffing ratio requirements for off-site activities) this is not always possible. The decisions regarding which children are selected are never easy and many conversations take place to ensure that choices are fair and just. We also have to consider the level of the competition that the team will be facing and select children accordingly.
We try to ensure that everyone has played in at least one match in a season (for Form IV.) We do choose what we consider to be our best teams for any first team fixtures (known as the 'A' Team.) We understand it would be unfair on those who excel at sport not to be included and unfair to select those who are not yet strong enough to play at that level. However, we do encourage, support and strive for success with the 'B' Team players just as much as the 'A' Team.
No squad is fixed in stone, team line-ups are fluid and, through experience, we know that children develop at different rates. We do appreciate how disappointing it is not to be chosen for a match, which is why we try to arrange 'B' team fixtures wherever possible and we also play against schools that are not as strong as us. In this way, we try to include everyone. Our over-riding principle, however, is to play the appropriate team for that particular fixture and level of competition.
Team selection is based on the following criteria:
- Aptitude, skills and tactics demonstrated in lessons and extra-curricular activities
- Attitude in lessons, squad-training, extra-curricular and matches (on and off the field of play)
- Understanding of games, tactics and rules
- Enthusiasm to learn and improve one's game
- Performances and effort in lessons and practices
- Continued commitment to practice and training
- General level of fitness
- Emotional maturity to cope with pressure and resilience in dealing with failure in
competitions, and also when not chosen to participate in competitions and matches
- Understanding the importance of safety
- Manner in which children present themselves - dress, manners, helpfulness, sportsmanship, etc.
- General conduct during home and away fixtures when representing the school
It is also important to recognise the difference in squad sizes for netball and football fixtures.
Children and Team Selection
Due to our class sizes and fluctuating imbalances between the number of boys and girls in each class, sometimes only a small handful of children will not be chosen to represent the school and this may seem unfair or difficult to understand. Sports staff will endeavour to speak with all the children in advance of the fixture season to help the children understand the process of team selection and explain what the children can do to improve their chances of being selected in the future.
Team Kit
The School holds team kit which will be issued to children when required. We appreciate parents' support in laundering team kit and returning it promptly to school. In the interests of personal safety, all long hair should be tied back and nails should be kept trimmed. No jewellery is permitted.
Behaviour
At The Froebelian School, we set high expectations for behaviour and we uphold strong standards for the conduct of the children. When there is an issue with a child's behaviour (either in the classroom or in sporting activities) and, as a sanction, the child is not selected to represent the school, this will be shared with the class teacher and Headteacher. Staff will explain to the child the reasons behind the decision and the improvements the school expects to see in the future. Parents may also be informed. Once improvements in behaviour are observed in school, only then can the child can be considered once again for selection in future events.
Role of Parents
We would like to thank parents in advance for supporting us as follows:
- If your child is selected regularly for a team, please help them to understand it is an honour and privilege to represent Froebelian and they should be proud of themselves.
- If your child is not chosen for a given match, encourage them to keep coming to practices and enjoy what they do with the extra-curricular club; they are still part of the success of their team mates.
Parents and spectators have a great influence on the children's enjoyment and success in sport. Children play sports first and foremost because they love playing. We aim to nurture
that enjoyment and enthusiasm for sport as a foundation for developing skills and tactics for life.
We also believe that taking part in lessons and clubs contributes to each child's personal development and self-esteem.
All of our teams play to 'win' but not at any cost. It is important to play in the right spirit and in a supportive atmosphere.
In order to achieve this, we do heavily rely on parents and supporters who attend matches to behave in an appropriate manner, to respect team selection and support the children.
Awards
At the end of each academic year, a Sports Presentation is held for Junior children. Awards are presented to acknowledge the commitment, progress and attainment children have
made throughout the year.
Awards include a number of categories:
-
Progress awards for those who made significant progress throughout the year
-
Merits for commitment and development
Colours are awarded for consistent or outstanding representation for the school or a high level of attainment at ‘A’ team level.
Special achievement awards are for those who have previously been awarded colours and have continued to show excellent commitment
The winners of individual events and medals and cups for achievement in various sports will be awarded at Sports Presentation.
Please note
: progression to the next level of award is not
automatic each year. It is dependent on continuous effort, progress and standards of attainment.
This policy is reviewed regularly by the Sports Leader, in consultation with sports staff and the Headteacher, in the light of experience, research and good practice.
Policy Date:
January 2018
Policy Review Date:
Signed (Headteacher):
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Talented and Gifted Handbook
Monroe Township School District 2018-2019
Table of Contents:
State Regulations ...................................................................................................................... 2
State regulations (
Monroe Township School District
State Regulations
N.J.A.C.
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
6A:8-3.1) define gifted and talented students as follows:
District Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.
District Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.
Monroe Township Definition of Giftedness
The Monroe Township Board of Education defines gifted and talented students as pupils who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the district and who require modification of their education program if they are to achieve in accordance with their capabilities. Monroe Township recognizes gifted and talented as those students, whose abilities, talents, and potential for accomplishment, are so outstanding that they require a variety of special provisions to meet their educational needs. The school district also recognizes that students identified as gifted and talented come from all races, socioeconomic, groups, and geographic locales/environments. Our mission is to provide optimal development of the gifted student's intellectual, emotional, and social abilities, and to honor the diversity among all students through a differentiated and challenging curriculum.
IDENTIFICATION PHILOSOPHY Children enter school with wide variations in skills, abilities, interests, and experiential backgrounds that help foster readiness to learn. Children are not bound by age from possessing or displaying a variety of talents. At early ages, it is often very difficult to denote how much precocious behavior can be attributed to an enriched home environment versus actual intellectual ability.
Giftedness is more than developing skills faster or going through the developmental milestones earlier. Young gifted children are intensely curious, produce a constant stream of questions, learn quickly and remember easily, and think about the world differently than their age-mates. Their intense curiosity may get them into trouble, particularly when they try to figure out how something works. They may have a super-high energy level and yet be highly sensitive and perfectionistic. Young gifted children are at risk for boredom, frustration, and depression. Recognizing giftedness is important because to persist, giftedness needs nurturing.
Identification of academically gifted students is far more reliable beyond the early grades. The first three primary years are critical for gifted children—as they are for all children—because at this time children are developing educational patterns and attitudes that last a lifetime and may affect later school performance.
Students with strong intellectual aptitudes have strengths in the areas often associated with the ability to rapidly learn and apply academic knowledge. The advanced cognitive development of gifted children enables them to learn and understand more advanced and complex material than their non-gifted age mates. The goal of the identification process to find students, whose abilities, talents, and potential for accomplishment are so outstanding that they require special provisions in the form of an appropriately challenging curriculum program to meet their educational needs. Because the concentration is on identifying student needs (rather than students) the critical decision to be made is not if a student is gifted and talented but whether a student's ability warrants special educational provisions and to what degree and dimensions.
Common Characteristics of Gifted Individuals
Rapid learner; puts thoughts together quickly
Because gifted children are so diverse, not all exhibit all characteristics all of the time. However, there are common characteristics that many gifted individuals share: Unusual alertness, even in infancy
Enjoys solving problems, especially with numbers and puzzles
Excellent memory
Deep, intense feelings and reactions Highly sensitive Thinking is abstract, complex, logical, and insightful Idealism and sense of justice at early age
Unusually large vocabulary and complex sentence structure for age
Advanced comprehension of word nuances, metaphors and abstract ideas
Often self-taught reading and writing skills as preschooler
Concern with social and political issues and injustices
Wide range of interests (or extreme focus in one area)
Asks probing questions
Longer attention span and intense concentration
Highly developed curiosity
Preoccupied with own thoughts—daydreamer
Interest in experimenting and doing things differently
Learn basic skills quickly and with little practice
Puts idea or things together that are not typical
Reproduced by permission from: Webb, J., Gore, J., Amend, E., DeVries, A. (2007). A parent's guide to gifted children. Tucson, AZ: Great Potential Press, www.greatpotentialpress.com.
Keen and/or unusual sense of humor Desire to organize people/things through games or complex schemas Vivid imaginations (and imaginary playmates when in preschool)
What Services are Offered
| | Services Offered | | Responsibility | | Population Served |
|---|---|---|---|---|---|
| Differentiated Instruction | | Classroom teachers | | DI provided to all students K-12 | |
| Higher order thinking challenges | | Classroom teachers | | Grades K-12 | |
| Cluster grouping for identified students | | Cluster teachers | | Grades 2-5 | |
| TAG – after school enrichment | | TAG teachers | | Grades 4-8 | |
| Accelerated Math | | Teachers | | Grades 5-8 | |
| Honors and Advanced Placement | | High school teachers | | Grades 9-12 | |
Placement
Grade K-1 K-1 Gifted and Talented services aims to provide optimal development of the advanced students' intellectual, emotional, and social abilities and honor the diversity among all students through a differentiated and challenging curriculum. Essential to this philosophy is identifying services that promote gifted behaviors rather than labeling children as having reached a state of "being gifted." The curriculum for identified K-1 students will be differentiated in the areas of content, process, and product. Differentiated Instructional Strategies may include, but are not limited to: • Student centered classroom • Cooperative environment • Questioning techniques • Critical, creative, evaluative, and interpersonal skills •
Learning Centers
* Although we do not formally affix the label of "gifted" to children in grades K-1, the district does informally evaluate these young students as potentially gifted and believes it is our responsibility to provide a learning environment that will address each child's current instructional needs.
Flexible grouping
Differentiated Instruction: Grade K-12 Differentiated Instruction is a way of teaching that allows teachers to customize their instruction, activities and/or assessments to meet the needs of individual learners. For example, a teacher may differentiate a reading lesson by assigning students different books to read based on the student's reading ability. A teacher may differentiate math homework by selecting different assignments and problems based on individual students' needs and mastery levels. A teacher may differentiate a culminating assignment by allowing students to choose whether they want to take a written test, create a project that demonstrates their mastery of the concept, or give an oral presentation on the subject matter. Research suggests that differentiated instruction is one of the best instructional practices. Cluster Grouping: Grade 2-5 Cluster grouping is an educational strategy in which four to eight highly gifted students are assigned to an otherwise heterogeneous classroom within their grade. Formal cluster grouping takes place in grades 2- 5. Cluster grouping will look different in each teacher's classroom. Typically a clustered student is ready to move at a more rapid pace once they have the base knowledge of the concept(s) being taught. Teachers may use different instructional strategies to meet the needs of these students within their classroom. Clustering could be a small group of learners who already have mastered a concept accepting a more challenging problem to solve collectively, with a learning partner, or alone. Cluster grouping is not increasing the quantity of the work produced or changing the grade level of the curriculum being explored. It impacts the complexity of their grade level assignments and their curriculum. Cluster groupings yield deeper, richer experiences that challenge all students at their individual learning level. TAG: Grade 4-8 The TAG program in grades 4 – 8 is an afterschool program that provides subject area enrichment for gifted students. Students are required to complete short and long term projects that reflect project-based learning. The following subjects are offered for each grade level:
Grade 4 Mathematics, Language Arts, Art
Accelerated Mathematics: Grade 5-8 The accelerated mathematics curriculum covers 6 th grade mathematics in 5 th grade, infusing a high level of rigor and critical thinking skills. Students will be expected to work through complete investigations involving discovery inquiry to make mathematical conjectures independently and with their peers. The pace, content, and volume of work will be tailored to students who excel in mathematics. The goal of the program is to prepare students for Algebra 1 in 7 th grade and, ultimately, for Advanced Placement Calculus BC in 12 th grade.
Grade 5-6 STEM, Humanities, Art
Grade 7-8 STEM, Humanities
Honors and Advanced Placement: Grade 9-12 Monroe Township High School offers honor and advanced placement courses in grades 9 –12. These courses are designed to provide the challenge, rigor and creative opportunities for those students who have demonstrated academic success. Students desiring to take honor and/or advanced placement courses must meet specific criteria.
Selection Criteria
Language Arts/ Humanities TAG: 1. 127 or above on CogAT verbal
2. Teacher Recommendation
Mathematics/STEM TAG:
3. 90% average winter MAP score
3. 90% average winter MAP score
1. 127 or above on CogAT quantitative
2. Teacher Recommendation
Art TAG:
1. Teacher Recommendation
Cluster:
2. Report card grades 90% or above in all subjects
1. 132 on CogAT composite
Accelerated Math: Grade 5 1. 92% or higher on 4 th grade district Accelerated Mathematics Readiness assessment administered in the spring
2. Scales for Rating Gifted Students Parent Form 3. Scales for Rating Gifted Students Teacher Form 4. 90% average winter MAP score
2.
And 1 of the 2 following assessments Final grade of 95 or better in 4 th
grade mathematics
3. A grade 4 Spring MAP Math RIT score of 233 or higher
1.
Accelerated Math: Grade 6 1. 92% or higher on 5 th grade district Accelerated Mathematics Readiness assessment administered in the spring And 1 of the 2 following assessments 2. Final grade of 95 or better in 5 th grade mathematics 3. A grade 5 Spring MAP Math RIT score of 242 or higher Honors and Advanced Placement:
Teacher recommendation b.
Teacher recommendation
2. A grade of 90 or better in current course or as specified in course description 3. Students remaining in honor / advanced placement courses must maintain the following: a. Departmental requirements listed in the program of studies
2018-2019 Talented and Gifted Testing Information
| 1 | All students | Cognitive Abilities Test (CogAT) |
|---|---|---|
| 2 - 5 | New students only | Cognitive Abilities Test (CogAT) |
September)
*Please note: There will be no retesting of students in grades 2 through 5.
Myths and Truths about Gifted Students
Adapted from College Planning for Gifted Students, 2nd edition, by Sandra Berger ERIC Clearinghouse on Disabilities and Gifted Education http://ericec.org.
Common Myths about Gifted Students: • Gifted students are a homogeneous group - all high achievers.
* Gifted students have fewer problems than others because their intelligence and abilities somehow exempt them from the hassles of daily life.
* Gifted students do not need help. If they are really gifted, they can manage on their own.
* The future of a gifted student is assured: A world of opportunities lies before the student.
* Gifted students are self-directed; they know where they are heading.
*
* The social and emotional development of the gifted student is at the same level as his or her intellectual development.
*
Gifted students are nerds and social isolates.
The gifted student's family always prizes his or her abilities.
Gifted students make everyone else smarter.
* Gifted students need to serve as examples to others, and they should always assume extra responsibility. •
* Gifted students can accomplish anything they put their minds to. All they have to do is apply themselves. •
*
Gifted students are naturally creative and do not need encouragement.
Gifted children are easy to raise and a welcome addition to any classroom.
10
Truths about Gifted Students: • Gifted students are often perfectionistic and idealistic. They may equate achievement and grades with self-esteem and self-worth, which sometimes leads to fear of failure and interferes with achievement.
* Gifted students are asynchronous. Their chronological age, social, physical, emotional, and intellectual development may all be at different levels. For example, a 5-year-old may be able to read and comprehend a third-grade book but may not be able to write legibly.
* Gifted students may experience heightened sensitivity to their own expectations and those of others, resulting in guilt over achievements or grades perceived to be low.
* Some gifted children are "mappers" (sequential learners), while others are "leapers" (spatial learners). Leapers may not know how they got a "right answer." Mappers may get lost in the steps leading to the right answer.
* Gifted children are problem solvers. They benefit from working on openended, interdisciplinary problems; for example, how to solve a shortage of community resources. Gifted students often refuse to work for grades alone.
* Gifted students may be so far ahead of their chronological age mates that they know more than half the curriculum before the school year begins! Their boredom can result in low achievement and grades.
* Gifted students often think abstractly and with such complexity that they may need help with concrete study- and test-taking skills. They may not be able to select one answer in a multiple choice question because they see how all the answers might be correct.
* Gifted students who do well in school may define success as getting an "A" and failure as any grade less than an "A." By early adolescence they may be unwilling to try anything where they are not certain of guaranteed success.
11
Bright Child vs. Gifted Learner
23. Is pleased with own learning
23. Is highly self-critical
12
Out of District Programs
Center for Talented Youth Johns Hopkins University, 3400 N. Charles St., Baltimore, 410-516-0337. Offers summer residential program and school year distance learning courses for students in grades 1-8. Gifted Child Society 190 Rock Rd., Glen Rock, 201-444-6530. Non-profit organization offers Sat. morning workshops, summer programs, parent seminars and educator training. HEROES Academy 317 George St., New Brunswick, 732-690-7991. Accelerated academic enrichment in science, engineering, computer science, math and language arts. Class placement based on demonstrated academic achievement which allows students to study advanced topics with mental peers, providing them with a unique opportunity to develop lifelong friendships with other children close to their age who share similar interests. Montclair State University Academically Gifted/Talented Youth Programs Montclair State University, 1 Normal Ave., Montclair, NJ, 973-655-4104. Hours: Spring/fall weekends, summer, and online. The MSU G&T program offers onsite, offsite, and online K-12 Gifted & Talented courses and services. Online courses include summer AP courses, Wild Weather, and Python Programming. National Society for the Gifted & Talented Non-profit organization created to help identify and encourage gifted and talented youth provides information about educational resources, gifted programs, scholarships and more. New Jersey Association for Gifted Children PO Box 667, Mount Laurel, 856-273-7530. Volunteer organization hosts student, parent and educator workshops, an annual conference, supports advocacy and maintains website providing information and resources for gifted children in New Jersey. Summer Institute for the Gifted 866-303-4744. Day and residential programs for gifted students ages 5-17. New Jersey locations include Princeton, Lincroft and Hoboken.
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Lovers' Lane Primary and Nursery School
Date Reviewed: September 2022
Next review date: September 2023
English Policy
Introduction
Lovers' Lane Primary is a friendly and caring school in which the children are supported and encouraged through lessons, assemblies and playtime to achieve their best in every aspect of their learning. Within our diverse and inclusive community, we aim to nurture individuals and develop pride and mutual respect for each other and our school through our core values - Show Respect, Work together, Aspire and Nurture.
This policy sets out Lovers' Lane Primary and Nursery School's aims and strategies for the successful delivery of English. This policy should be read in conjunction with other relevant school policies such as the Safeguarding, Equal Opportunities, Curriculum, Finance, Teaching & Learning, SEND and Assessment policies. The policy has been developed by the English Lead in consultation with the Headteacher, SENDCO, Leadership Team and teachers. Guidance from consultants and children, parent and staff voice questionnaires have shaped and will continue to help shape this policy. This policy is based on government recommended/statutory programmes of study.
Aims and Objectives
At Lover's Lane we aim to delivery a high-quality education in English, which teaches children to read and communicate confidently, both through speaking and listening and through writing. Using these skills, our children are empowered to access the whole curriculum, build upon what they already know, learn independently and prepare for the world of work and other aspects of everyday life. We work particularly hard to develop a love of literature and to enable pupils to play a full and active part in their own development in spoken language, reading and writing so that they can reach their full potential.
The aims of English are to help our pupils to:
- Speak clearly, fluently, confidently and listen patiently and carefully so that they can communicate effectively in a range of situations, including formal presentations.
- Develop their ability to learn through discussion, elaborating and clearly explaining their understanding and ideas.
- Read fluently and with good understanding.
- Develop a love of literature and language.
- Develop the habit of reading widely and often, for both pleasure and information.
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
- Write clearly, accurately and effectively for a range of audiences and purposes.
Curriculum
At Lovers' Lane, we deliver the above aims and the requirement of the National Curriculum in England (2014) in (1) spoken language, (2) reading and (3) writing.
(1) Spoken language
Teaching staff ensure that opportunities for speaking and listening permeate the whole curriculum throughout the school. Pupils are enabled to clarify their thinking and organise their ideas for writing as they are taught to:
- Speak clearly and convey ideas confidently using Standard English.
- Justify their ideas with reasons.
- Ask questions to check understanding.
- Give well-structured descriptions and explanations.
Approaches to 'Spoken Language' Teaching and Learning
- Strategic broadening of existing vocabulary knowledge across the whole school, through explicit teaching of words on the 'Lovers' Lane Vocabulary Spine'.
- Use of 'Talk for Writing' strategies to orally rehearse and learn different text structures.
- Participation in group and class discussions.
- Drama and role play.
Spoken language in the Early Years
- Listening to, reciting and responding to rhymes, poems, songs, stories and non-fiction.
- Use of Early TalkBoost and TalkBoost to support children below in spoken language for their age.
- Use of the Talk Charter to improve the focus and efficiency of both team and individual communication.
Spoken language in Key Stage 1 and 2
- Use of cooperative learning strategies to promote communication, interaction and engagement between children.
- Listening to, reciting and responding to rhymes, poems, songs, stories and non-fiction.
- Use of computing apps, such as iMovie, for children to perform their work to different audiences.
- Use of the Talk Charter to improve the focus and efficiency of both team and individual communication.
(2) Reading
At Lovers' Lane Primary School, we recognise the crucial role that reading plays in enabling pupils to acquire knowledge, building upon what they already know. The expected implementation of our reading curriculum is detailed in our Reading Implementation Document.
Reading in EYFS
- Daily RWI phonics sessions (see Phonics policy) and storybook sessions.
- RWI 'pinny time' phonics recap outside of the phonics session.
- Adult sharing a text as part of a sequence of work in English lessons.
- Daily story – chosen by children's vote at the end of each day.
- Reading for pleasure books for parents or carers to read to the children are changed at least once a week.
- Once children are accessing RWI books in line with their phonological knowledge, children are encouraged to read 4 times a week at home. Reading at home is monitored and rewards given for regular reads. These books are changed weekly if the child is able to read it fluently to an adult in school; children who are still developing fluency will be supported to do this by additional reading in school.
- Reading opportunities are provided in every area of continuous provision, e.g. books about buildings in the construction area.
- Sharing of a 'word of the week' from the 'Lovers' Lane Vocabulary spine' (tier 2 words which are not used in everyday language)
Reading in Year 1
- Daily RWI phonics sessions which include a storybook reading session. (see Phonics policy)
- Reading as part of the Talk for Writing sequence of work in English lessons.
- Daily story time – sharing a book during snack time.
- Guided reading – once a week, outside the English lesson, developing comprehension skills.
- Children are encouraged to read 4 times a week at home. Reading at home is monitored and rewards are given for 'regular' reads.
- Reading books are matched to the children's phonological knowledge and are changed twice a week by staff if the child is able to read it fluently to an adult in school; children who are still developing fluency will be supported to do this by additional reading in school.
- Sharing a 'word of the week' from the 'Lovers' Lane Vocabulary spine' (tier 2 words which are not used in everyday language)
Reading in Year 2
- RWI phonics sessions four times a week which include a storybook reading session. (See Phonics policy)
- As children complete the phonics programme, this moves to a daily whole class guided reading sessions.
- Guided reading – from September, once a week, outside the English lesson, developing comprehension skills.
- Reading as part of the Talk for Writing sequence of work in English lessons.
- Daily story time – sharing a book during snack time.
- Children are encouraged to read 4 times a week at home. Reading at home is monitored and rewards are given for 'regular' reads.
- Reading books are matched to the children's phonological knowledge and are changed twice a week by staff if the child is able to read it fluently to an adult in school; children who are still developing fluency will be supported to do this by additional reading in school.
- Sharing a 'word of the week' from the 'Lovers' Lane Vocabulary spine' (tier 2 words which are not used in everyday language)
Reading in KS2
- Phonics continues in KS2 as an intervention for children who are still working towards achieving fluent reading. Children receiving phonics intervention read daily as part of the intervention. Children who are not receiving phonics intervention but are in the bottom 20% of their year group read to an adult daily.
- Reading as part of a sequence of work in English lessons.
- Regular sharing of a class book – normally at the end of a day.
- Daily discrete Guided reading lessons for at least 30 minutes per day. outside the English lesson. Children complete a written comprehension activity, at least once a fortnight.
- Daily, independent reading in the classroom.
- Children are encouraged to read 4 times a week at home. Reading at home is monitored and rewards are given for regular reads.
- Vulnerable readers read three times per week to an adult.
- As children progress through KS2 and become 'free readers', they are encouraged to change their own book and keep a running record of the books which they have read.
- Sharing two 'words of the week' from the 'Lovers' Lane Vocabulary spine' (tier 2 words which are not used in everyday language)
(3) Writing
At Lovers' Lane Primary School, we believe that writing is essential to thinking and learning and strive to promote enjoyment of this complex skill. Children are taught to:
- Develop the writing stamina and skills to write at length.
- Spell and punctuate sentences with increasing accuracy.
- Use an increasingly wide range of grammar correctly.
- Write down ideas fluently using clear, neat handwriting.
- Correctly use an increasingly wide vocabulary.
- Communicate ideas effectively with a clear awareness of audience and purpose.
Our writing curriculum is delivered through Pie Corbett's 'Talk for Write', which is built upon three stages of teaching:
Imitation – the children learn a text and the language they need.
Innovation – the children adapt the model text with ideas of their own.
Invention – the children create their own text using the language and skills that the model taught them.
Writing in EYFS
- Early writing skills begin with physical development to ensure children develop the correct pencil grip and pencil control.
- Children have access to fine motor skills activities and a range of writing implements to give children the dexterity to manipulate a pencil using the correct, effective grip for writing.
- The indoor and outdoor provision should offer opportunities to write and make marks for meaning; this may include writing labels, lists or messages.
-
Children will have a variety of starting points which begin with giving meaning to their marks and emergent writing, moving onto writing using letter shapes and their phonological knowledge.
- Children are taught to form their letters correctly, as part of handwriting sessions within RWI Phonics lessons.
- As the year progresses in Nursery and Reception, children have opportunities to develop writing skills through shared, guided and independent writing within each unit of writing taught.
- A Literacy working wall in Reception, shares the weekly story map and examples of children's story maps too.
Writing in KS1
- Children are taught to form their letters correctly, as part of handwriting sessions within RWI Phonics lessons.
- RWI daily phonics lessons provide children with the opportunity to use the new sounds learnt within spellings.
- Children have opportunities to develop writing skills through shared, guided and independent writing within each unit of writing taught.
- Symbols for the generic fundamentals of writing (e.g. capital letters and full stops) are used by teachers and children to self- check and mark work. These are matched to the ability of children within each class.
- In Year 2, children are taught to start proof-reading and editing their writing using blue pen.
- In Year 2 children use their 'vocabulary books' to write down spellings of words they are unsure of, to create a personal dictionary.
- Each unit of writing starts with a 'have a go write' and is finished with an 'independent write' in which skills learnt within a unit can be demonstrated in a different context.
- A daily sentence surgery provides children with the opportunity to improve, edit and punctuate sentences.
- The English working wall within each class, provides vocabulary, sentence structures and ideas for children to use in their writing.
Writing in KS2
- Children have an opportunity to practice their handwriting on a daily basis.
- Daily RWI spellings are used, which builds on from the grapheme-phoneme correspondence of RWI phonics, used in KS1.
- Symbols for the generic fundamentals of writing (e.g. capital letters and full stops) are used by teachers and children to self- check and mark work. These are matched to the ability of children within each class.
- Children have opportunities to develop writing skills through shared, guided and extended independent writing within each unit of writing taught.
- Each unit of writing starts with a 'have a go write' and is finished with an 'independent write' in which skills learnt within a unit can be demonstrated.
- Throughout KS2, children continue to develop their proof-reading skills for their work and that of their peers. This includes redrafting and improving short sections of text, as part of the innovation process.
- Children use their 'vocabulary books' to write down spellings of words they are unsure of and new words they come across in their reading, which they would like to try and use in their writing.
- A daily sentence surgery provides children with the opportunity to develop their understanding of how to organise ideas into sentences and edit, correct and improve sentences.
- The English working wall within each class, provides vocabulary, sentence structures and ideas for children to use in their writing.
Assessment:
Assessment has two main purposes
-Assessment of learning (also known as summative assessment).
-Assessment for learning (also known as formative assessment).
At Lovers' Lane Primary School we recognise that AfL lies at the heart of promoting learning and raising standards of attainment. We further recognise that effective AfL depends on actually using the information gained. In KS1 and KS2 'have a go write' help shape the planning of a sequence of writing, by identifying areas to improve.
Each half-term, writing is assessed against year group expectations and each term this is moderated either internally or as part of the Together Newark group of local schools. SPaG progress is assessed each term, using the Rising Stars Assessment or old key stage assessments.
Reading is assessed in a variety of ways. Each half term, PIRA, Testbase or old Key Stage assessments are used. RWI phonics are assessed every 6 weeks and for those children not on RWI PM Benchmarking is used to help ensure children have a suitable reading book.
Resources:
Resources are regularly audited and replenished. Although the English Lead take responsibility for this, it is expected that staff will report damages or used consumables to the English Lead. Each half term, each class is responsible for ordering books from the Schools Library service, to support a topic or for a whole class text (in upper KS2).
Inclusion:
At Lovers' Lane, we aim to enable all children to achieve to their full potential. This includes children of all abilities, social and cultural backgrounds, EAL speakers and children with SEND. All planning should take account of the needs of all children in a teacher's class.
To support children with their communication skills, in F1 & F2 Early TalkBoost and TalkBoost is used to develop children's use of language.
To support children with writing, teachers ensure that children are able to 'access the learning'. Depending on the activity, this may include scaffolding of an activity, peer or adult support, adaption of an activity or when writing independently through individual choice of success criteria.
To support children with reading, children in all year groups, receive intervention to develop their phonic and reading skills. Children work in small catch-up groups, which are determined by half-termly phonics assessments. In Year 6 the RWI Fresh Start programme. In addition to this, some children are heard to read regularly as identified 'vulnerable readers', again progress is tracked on a half-termly basis.
For those children who receive SEND provision through individual 'SEND support plans', targets are set to support specific areas of need. These can be identified using the 'Power statements', which show key learning points in each year group.
Monitoring, Evaluation and Feedback:
Monitoring standards of teaching and learning within English is the primary responsibility of the English Leader. Half-termly monitoring is carried out.
Monitoring will be achieved through:
- Work scrutiny.
- Learning walks.
- Observations.
- Pupil voice.
- Teacher voice.
- Reflective teacher feedback.
- Learning environment monitoring.
- Dedicated English Leader and Assessment Leader time.
Evaluation and Feedback will be achieved through:
- Dedicated English Leader time.
- Using recognised standards documentation for end-of-year expectations.
- Written feedback on evaluation of monitoring activities to be provided by the English Leader in a timely manner.
- Feedback on whole school areas of development in regard to English to be fed back through insets / AOB / staff meetings.
Roles and Responsibilities of English Lead:
- Raising the profile of English for all stakeholders.
- Ensuring the English curriculum is progressive and follows the National Curriculum objectives.
- Monitoring the standards of English and feeding back to staff in a timely fashion so they can act on areas for development.
- Ensuring assessment systems are in place for English.
- Maintaining overall consistency in standards of English across the school.
- Reporting on English at specific times of the year to the Governing Body / Head / Staff.
- Auditing the needs of the staff in terms of training / CPD.
- Actively supporting staff with their day-to-day practice.
- Seeking out opportunities to inspire staff in developing their practice through modelling and sharing new ideas, approaches and initiatives.
- Attending training and keeping abreast with the latest advice.
- Creating action plans for English and supporting a long-term vision which feeds into the whole school development plan.
- Keep an up-to-date log of resources available to staff.
- Reviewing the English curriculum and develop it as needed. | <urn:uuid:a4f58fdf-0a25-4761-8dce-c9c8a7ffbc0f> | CC-MAIN-2024-51 | https://www.loverslane.notts.sch.uk/wp-content/uploads/2022/10/2022-23-English-Policy.pdf | 2024-12-09T06:49:33+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00835.warc.gz | 780,234,142 | 3,617 | eng_Latn | eng_Latn | 0.992389 | eng_Latn | 0.998478 | [
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Extreme Heat Protocols
When outdoor temperature exceeds 85 degrees, school leaders will monitor and communicate decisions regarding outdoor activities for K-12 Physical Education, K-12 School Sponsored Activities, Recess and Extended Day. The heat index ("real feel/feels like") will guide decisions. What is heat index? How hot it feels to the body when the air temperature (in Fahrenheit) and relative humidity are combined. Also known as "real feel" or "feels like." Odyssey will use the hourly weather estimates from AccuWeather Palm Bay or the National Weather Service as our resource for heat index temperatures.
Heat Index Guide
Designed to help protect students from incurring heat-related illnesses or problems, school personnel will reference the Heat Index Guide to modify and/or suspend outdoor activities. This guide applies to K-12 Physical Education, K-12 School Sponsored Activities, K-5 Recess and Extended Day. High School Athletics and Marching Band must reference the Zachary Martin Act linked below.
* Heat index is less than 95 degrees – Normal outdoor activities
* Heat index is 95-98 degrees – Outdoor activities should be limited or may be cancelled.
* Heat index is 99 degrees or above – Outdoor activities will be cancelled.
Playground equipment must be considered. Is it too hot for students to touch?
Hydration should be encouraged frequently before, during and after outdoor activities. Medical Conditions must be considered.
If students are outdoors, teachers should be aware of medical conditions, such as asthma, diabetes, epilepsy, allergies, medications, or other conditions which may place students at higher risk for heat-related illness. Students should not be outside if the parent has advised the school their child should not participate in outdoor activities due to the possibility of heat-related illness.
Sunscreen
Students may possess and use a topical sunscreen product while on school property without a physician note or prescription if it is approved by the United States Food & Drug Administration for over-the-counter use.
Athletics & Marching Band
Must follow the guidelines from the Zachary Martin Act on the link below: https://www.flsenate.gov/Committees/billsummaries/2020/html/2173
CS/HB 7011 – Student Athletes
Automated External Defibrillators
The bill is cited as the "Zachary Martin Act" and requires each public school that is a member of the Florida High School Athletic Association (FHSAA) to make its automated external defibrillator (AED) available on school grounds in a clearly marked, publicized location for each athletic contest, practice, workout, or conditioning session, including those outside of the school year.
Training for School Employees or Volunteers
The bill requires, beginning June 1, 2021, a school employee or volunteer with current training in cardiopulmonary resuscitation and AED use to be present at each athletic event during and outside of the school year. Each employee or volunteer expected to use an AED must complete this training and be annually notified in writing of each AED's location.
Heat Stress Monitoring, Hydration, and Cooling Zones
The bill specifies that the FHSAA must:
* Make training and resources available to each member school for the effective monitoring of heat stress;
* Require member schools to monitor heat stress and modify athletic activities based on heat stress guidelines, including making cooling zones available;
* Establish hydration guidelines, including appropriate introduction of electrolytes; and
* Require each school's emergency action plan to include a procedure for onsite cooling using cold-water immersion or equivalent means before transporting a student for exertional heat stroke.
The bill specifies that each athletic coach and sponsor of extracurricular activities involving outdoor practices or events must annually complete training in exertional heat illness identification, prevention, and response, including effective administration of cooling zones.
Medical Evaluation
The bill requires all students participating in conditioning and activities that occur outside of the school year to pass a medical evaluation prior to participation in such activities each year. | <urn:uuid:91a2372d-2ad5-49d0-b593-c0404a9cc7d7> | CC-MAIN-2024-51 | https://www.odysseycharterjrsr.com/_files/ugd/0b641b_9f24f27d67484572b806787e4be77619.pdf | 2024-12-09T06:31:12+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00840.warc.gz | 805,734,463 | 806 | eng_Latn | eng_Latn | 0.993723 | eng_Latn | 0.994374 | [
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TB Medication Tips for Children
Most medicines that are used to treat TB infection and disease come as either a hard pill (tablet) or a capsule. Isoniazid, sometimes abbreviated as INH, is available as a liquid but due to the sweetener use, it often causes diarrhea and may not be well tolerated by children.
The easiest way for children to take medicine is to swallow them as pills. Children as young as 5 years old may be able to learn to swallow pills. See page 3 for instructions on how to teach your child to swallow pills.
For younger children or for those that can't swallow pills:
* Hard pills or tablets can be crushed with a commercial pill crusher, mortar and pestle, or a spoon against another spoon or bowl. Capsules can be opened.
* For infants: suspend or dissolve the pill particles/capsule contents in a small amount of liquid.
o Water is best.
o You can also use a small amount of breast milk or formula.
* Dispense this medication suspension to infants with a:
o Syringe
o Medicine dropper with larger tip; available at many pharmacies
o Baby bottle - may need to make holes larger.
o MediBottle
o Medicine-delivering pacifier - may need to make hole larger.
* For older children eating solids:
o Put a thin layer of a desirable soft food onto a spoon.
o Place the pill particles/capsule contents on top of this food layer.
o Top this with another thin layer of food. Give the child the dose of medication in this "sandwich".
o Follow with additional plain food or liquid to wash it down.
o Teach them to swallow it without chewing by practicing without the medication in place first. Chewing it isn't harmful to them but may cause a bad taste in their mouth.
* Good foods to use are any soft food your child likes. Some ideas include:
o Chocolate sauce
o Pudding
o Ice cream
1
o Jelly or marmalade (useful at hiding the texture or granules of the medicine if this is an issue)
o Apple sauce or berry-sauce (better at hiding the red color of rifampin)
o Nutella
o Peanut butter
o Cream cheese
o Chili
o Oatmeal
General Tips:
* Plan to give medication at a time when your child should be hungry.
* Don't fight over taking medication. It can take up to 2 weeks before a child takes medication without a struggle. Let your child feel they have some control, like letting them make noncritical decisions such as what kind of food they use or what time of day they take the medication.
* If your child needs to take several different medications for TB each day, they should be taken all at once, not throughout the day, and they should be given close to the same time each day.
* Provide rewards, like stickers on the calendar or other praise, for taking medication without issue.
* Children usually tolerate TB medications well and rarely have side effects. However, if you have any concerns about side effects your child may be experiencing, call your TB healthcare provider right away.
2
3
Teaching Kids How to Swallow Pills
Learning how to swallow pills is hard for many adults and children. In fact, studies show that 26% of children have a hard time swallowing pills. The benefits of swallowing pills can be: convenience for parents and adolescents (e.g., can carry them with you, does not need to be refrigerated), less concern with medication taste, and pills may be more effective than liquids or sprinkles. These tips and tricks can make learning how to swallow pills easier.
Things you should have on hand before learning to swallow pills:
- Small Dixie® cups or equivalent
- Candies of different increasing sizes (cupcake sprinkles, Nerds®, mini M&M's®, regular M&M's®, Good "N Plenty®)
- Empty pill gel capsules (if possible-ask your pharmacist)
STEP 1: Ask the child to swallow a sip of water and then praise the child (e.g., "Sally-you did a great job swallowing the water"). Please make sure not to let your child swish the water in their mouth.
STEP 2:
Starting with the smallest candy, place the candy towards the back of the tongue and let it dissolve.
STEP 3: Place the smallest candy on the tongue and then take a sip of water and swallow the candy.
STEP 4: Once successful with steps 1-3, move on to the next candy size. This does not all have to happen at one time. It may take a few days or weeks for the child to build up their confidence. Each session should last about 5-10 minutes and should be fun.
NOTE: It is important to provide a lot of praise for your child throughout the process. Any step forward helps increase the likelihood that they will swallow pills in the future. You can always go back a step if needed.
STEP 5: Once the child successfully swallows the candy sizes (you should aim for the last candy size being similar in size to the pill), they can try an empty capsule, if possible, or the actual pill. You may also try to cut or chop the pill in halves/quarters (check with pharmacist if this is okay) first.
If the child has difficulty swallowing, here are some fun tips:
* Insert the pill in a spoonful of Jello® or pudding and let it slide down your child's throat. Have your child practice swallowing spoonfuls of the food without the medicine first.
* Coat the pill with Magic Shell®. Pills should be placed in the freezer for 30 minutes before using them.
* Dip the gel cap in ice water before swallowing to make the coating very slippery.
* Tear off a piece of Fruit Roll-Ups® or melt Starburst® candy in the microwave for 10-15 seconds to wrap around the pill prior to swallowing.
* Place pill or crushed pill in gel caps. This covering minimizes the bitter taste from the coating of the pill. Gel caps come in a variety of sizes; ask your physician or pharmacist for gel caps if you do not have them. | <urn:uuid:c5e4ca53-395b-46d3-afdc-f634dc081dbc> | CC-MAIN-2024-51 | https://www.michigan.gov/mdhhs/-/media/Project/Websites/mdhhs/MDHHS-TB/TB-Medication-Tips-for-Children---English.pdf?rev=707443f8cfa84516b592d40ae39dc8b5&hash=D760160292E5866AFA7013CCA2431F6A | 2024-12-09T06:46:05+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00839.warc.gz | 806,867,166 | 1,263 | eng_Latn | eng_Latn | 0.992544 | eng_Latn | 0.997307 | [
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NHESC English Policy for Key Stage 3 and 4 Spring 2016
Aims
* to develop the literacy skills of every student in accordance with the statutory guidance set out in National Curriculums English programmes of study: Department of Education: English Programmes of Study*
* to build confidence in all aspects of literacy, including: reading, writing and communication skills to allow students to express themselves clearly.
* to provide a well-balanced study of: reading, writing and speaking and listening to support learning in other areas of the curriculum.
* to build on students' prior knowledge and skills, in order to raise their levels of attainment in English and support them to achieve success.
* to develop skills in both independent learning, group work and collaborative learning through the use of a broad range of teaching strategies.
* to ensure every student leaves with at least one of the following qualifications in English: OCR English Language GCSE (9-1), OCR Entry Level or OCR Functional Skills.
* to provide literacy intervention for those identified as needing extra assistance in order to support them in accessing the curriculum and achieving good progress
English language is a fundamental skill for all young people in education, beginning further/higher education or moving into the world of work. We must ensure that every student has the confidence to communicate effectively in both the written word and in spoken language. We aim to teach the rules of language and grammar so that our students' ability to communicate and express themselves is enhanced in all areas.
Teaching Approaches
The core of all lessons centres on the National Curriculum programmes of study (see link*). We ensure that all lessons in English are suitably challenging and tailored to the learning needs of each individual student. Every effort will be made to overcome potential barriers to learning and attainment for individuals and groups of students.
Teaching approaches to the English programme of study are well planned, with suitable learning objectives and clear outcomes. They are adapted to suit the individual requirements of learners as well as the varying qualifications offered at the centre. Standards are met with regard to providing equal opportunities for students of different: races, genders as well as those with disabilities.
Overall, we respond to students' needs by:
* creating safe, engaging learning environments
* ensuring all students are motivated and focused on learning
* considering the learning styles of students when planning lessons
* establishing and monitoring individual targets that are founded upon baseline data
* allowing every student the opportunity to contribute to lessons and share ideas
* promoting listening skills and modelling how to respond appropriately to others' views
* focusing on the social and emotional aspects of learning, to help students manage their own emotions and recognise the emotional needs of others.
* differentiating activities to match students' learning needs and to challenge them
* providing regular summative and formative feedback which students can act upon to improve their understanding, key skills and attainment
* setting home learning tasks that build on the learning taking place in the classroom.
Expectations of Learning
* We expect all students to achieve a qualification in English from the following range of qualifications: OCR Functional skills, OCR Entry level and OCR English Language GCSE (9-1)
* We expect students to make at least one level of progress throughout the academic year following entry to the Centre. (Dependent on their admission date)
* We expect all students to be respectful to staff and other students in the classroom to ensure that learning can take place and progress can be made.
Baseline Assessment and Assessment for Learning
Upon admission to the Centre, all students will complete a baseline assessment (e.g. an Entry Level English Paper) in order to assess their abilities. This is used in conjunction with their previous attainment data (SATs results, National Curriculum levels and previous assessments) to decide the route that they will take. Students will then be set a target for the end of that academic year, aiming for at least one level of progress at GCSE level, where appropriate. Target setting can be adjusted during the 'Inclusion' phase at NHESC where students complete a Functional skills qualification. This provides teaching staff a further indicator of reading, written and speaking and listening abilities.
* Assessment for learning is partly addressed through regular marking of students' work. The use of summative and formative feedback enables both staff and students to recognise the various stages of their learning and identify areas for improvement.
* All English teaching staff are made aware of the assessment objectives for the qualifications offered by NHESC. Key objectives are shared with students in order to highlight the importance of assessment for learning and improve attainment.
* Baseline data is used to set initial targets and students are reassessed in the first half of the summer term to assess the progress they have made and evaluate attainment.
* Parents and carers are provided with regular progress reports so that they may gain an insight into how well their child is performing in English. This will enable parents and carers to better support their child's learning and encourage them to achieve.
* Lesson objectives and outcomes incorporate the language used in key assessment objectives. This allows students to focus their learning and familiarise themselves with the key vocabulary and terminology they will need to use in order to succeed.
* The use of peer and self-assessment in lessons encourages students to take responsibility for their own learning. This will enable them to recognise quality in their own work and that of other students so that they may strive to improve their attainment.
* STEPS is used as a means of recording and tracking student attainment and progress in line with National Curriculum levels and end of year targets. This is reviewed regularly and updated on a termly basis in order to provide an overview of students' progress.
* The Literacy Intervention programme is used to identify students who are in need of extra support. They receive weekly one to one sessions during lessons or tutor periods.
These sessions are recorded in a tracking folder to monitor progress and ensure that this initiative is having a positive and measurable impact on their learning. Marking
All students work is currently kept in a folder (at Briar Patch) or a book (at Bancroft) which is regularly marked by English teaching staff in accordance with NHESC marking policy. All teacher marking and feedback promotes independence by encouraging students to correct or improve their own work in line with task specific or literacy targets. Key vocabulary and terminology from each exam board specification is regularly used to familiarise students with key assessment objectives and how best to achieve them.
The purpose of Marking is to:
* Enable teaching staff to evaluate the learning of their teaching groups and individual students and plan for progression in consecutive lessons
* Set realistic and achievable targets for improvement that allow students to take ownership of their learning and make good progress
* Recognise the progress students' have made and express praise and encouragement
* Draw students' attention to inaccuracies in their use of grammar, punctuation and spelling and promote better working practises
* Build strong working relationships between teachers and students and promote a culture of co-operation
Cross Curricular Links (incl. use of ICT and promotion of Literacy and Numeracy)
* The English Department sets Literacy targets each half term. These are displayed clearly in every classroom and around both centres. This encourages staff to promote literacy in all subject areas. This concerted effort allows students to focus on key aspects of their literacy and should allow them to make better progress in all of their subjects.
* Key spellings linked to each vocational area are displayed in their relevant classrooms.
* Specialist vocational subject-linked tasks are often used in assessments for Entry level and the Functional skills qualifications as well as Speaking and Listening tasks at GCSE.
This helps to promote engagement from students and allow them to access the work.
* ICT is incorporated into lessons through the use of the interactive whiteboards to engage learners, desktop computers and laptops for research tasks, extended writing, editing and proof-reading their assessments. Most students complete coursework tasks on computers using WordPad. Speaking and listening tasks encourage students to create Power Point presentations to accompany their spoken presentations.
* Numeracy is incorporated into English lessons through the use of timelines; the study of metre in poetry; Venn-Diagrams for debate planning; statistics in speech writing; mind maps for note-making; use of tables, graphs and charts to organise data/quotations.
* Drama is used in English lessons in the form of role plays to explore key issues and respond to texts. Drama skills are an integral part of Speaking and Listening activities that range from individual presentations, group performances and class debates.
* PSHE/Citizenship is addressed through discussion and debate of current affairs or controversial issues which often leads to extended research and writing tasks. Potential PSHE points of discussion are identified in schemes of work to support teaching.
* English teaching staff will provide resources, support and practical advice where required across the curriculum to help support non-English specialists.
* The English department will keep up to date with changes made to the curriculum and Ofsted, providing the centre with information about relevant changes and assisting with incorporating literacy into schemes of work across the curriculum.
Key Stage Three: Aims and Expectations
The NHESC aims for Key Stage Three are drawn from the statutory guidance set out in National Curriculums: Department of Education: English Programmes of Study*
* to assess students during their transition to the NHESC to provide a clear picture of their literacy abilities and learning needs
* to build confidence in all aspects of literacy, including: reading, writing and communication skills to allow students to express themselves clearly.
* to provide a well-balanced study of: reading, writing and speaking and listening to support learning in other areas of the curriculum.
* to build on students' prior knowledge and skills, in order to raise their levels of attainment in English and support them to achieve success.
* to develop skills in both independent learning, group work and collaborative learning through the use of a broad range of teaching strategies.
Key Stage Three students will follow a programme of study that is as close to their contemporaries in mainstream school as is possible. They will study a variety of texts including a class novel, poetry and selected media texts. They will also have the opportunity to produce their own creative writing and deliver individual speaking and listening presentations as well as working as part of a group on an extended task
Depending on their start date, students will complete two Writing tasks (one descriptive, one informative), two reading tasks (responding to the novel and to poetry) and two speaking and listening tasks (individual and group presentations). These will be marked in line with the National Curriculum framework and assessment objectives will be shared with students to ensure they understand the skills that they are being assessed on.
Marking should take place twice every half term, once in the third week and once at the end of each module as a pre-cursor to the assessment in order to provide last minute formative feedback for students. Every opportunity should be taken to celebrate success, allow students to share their work and gain recognition for their achievements.
Links with Mainstream School
NHESC English department intend to develop and strengthen links with mainstream schools. This will be achieved by establishing regular contact sessions with main feeder schools (Highfield, Fearnhill, Barclay, Thomas Alleyne) This will enable staff to:
* Share information on students who arrive at the centre from mainstream schools (Targets, work completed, abilities, etc.)
* Share good practice and resources
* Keep abreast of new developments in English throughout the curriculum
* Ensure consistency in moderation of assessments
* Develop subject knowledge and strategies to improve attainment
Health and Safety
* English teaching staff and support staff in English lessons will ensure all students feel safe and secure in a pleasant and engaging learning environment.
Development Plan
In order to develop the English Department, these issues must be addressed:
* Target sheets must be completed by students at the beginning of each Half Term to show students are aware of targets and areas for improvement. These will also provide evidence of completed assessed tasks to support assessment for learning.
* Students will work from exercise books instead of folders (at the Bancroft site). This will give a more accurate overview of work completed and provide evidence of students acting upon teacher advice and feedback.
* Coursework tracking sheets will be created and stuck into exercise books along with key assessment objectives for assessed tasks at all levels.
* Separate Coursework folders will be created which will be filed with assessed tasks and teacher marking.
* All students will complete baseline assessments upon entry to the centre for English and re-assessed at the end of the academic year to monitor progress.
* All students will complete a Functional skills qualification in English during the 'Inclusion' phase at NHESC.
* All year 10 students should aim to complete an Entry level qualification with the intention of starting the GCSE qualification in Year 11.
* It is expected that all Year 11 students should leave the Centre with a GCSE in English ranging from 9-1 grades. However, every student will be given the opportunity to gain an English qualification at the appropriate level for their needs/abilities.
* English home learning tasks will be set, monitored and logged.
* All students will be offered the opportunity to attend catch up sessions outside of normal lesson times to complete any work missed and assessments missed.
* Staff will attend regular CPD courses to keep up to date with changes to pedagogy and the requirements of the National Curriculum.
Resources
Dictionaries Thesaurus Various contemporary texts Various classic Texts Shakespeare text guides Of Mice and Men text guides OCR Teacher guides Framework Non-Fiction Library of fiction books (Various) KS4 course books (Various)
Comprehension to 14 Grammar to 14 Target literacy Poetry Anthologies Varying DVD's linked to contemporary and classic texts, including adaptations Audio Books (Various) CD player Desktop computers Laptops
| Review Date: | February 2016 |
|---|---|
| Reviewed by: | James Anson |
| Ratified by: | Curriculum and Pastoral Advisory Group |
| Date of Ratification: | |
| Frequency of review: | Bi-annual | | <urn:uuid:52450a63-bcb3-4f1a-b400-46f8096b5835> | CC-MAIN-2019-04 | https://www.northhertsesc.herts.sch.uk/attachments/download.asp?file=80&type=pdf | 2019-01-17T22:06:41Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00106.warc.gz | 891,506,160 | 2,844 | eng_Latn | eng_Latn | 0.99848 | eng_Latn | 0.99854 | [
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ARCHDIOCESE OF LIVERPOOL
INSPECTION REPORT
CARLETON HOUSE PREPARATORY SCHOOL
LIVERPOOL
______________________________________
Inspection Date
Tuesday 26 January 2016
Inspectors
Mrs Pat Peel Mr Andy Cocker
DCSF Number
341/6004
Inspection carried out under Section 48 of the Education Acts 2005 and 2011
________________________________________________________________
Type of School
Catholic Primary
Age range of pupils
3 - 11
Number on roll
183
Chair of Governors
Mrs. Adnan Sheikh
Headteacher
Mrs. Anne Daniels
School address
145 Menlove Avenue
Liverpool
L18 3EE
Telephone number
0151 722 0756
E-mail address firstname.lastname@example.org
Date of last inspection
February 2011
Introduction
This inspection was carried out under Section 48 of the Education Acts 2005 and 2011
The report of the inspection is produced for the Archbishop of Liverpool (Code of Canon Law 804 and 806) and for the governors of the school.
The inspectors are members of the Christian Education Department and their associates approved by the Archbishop of Liverpool for this purpose.
Information about this school
- Carleton House is a Catholic Independent Preparatory School situated in Liverpool.
- Pupils come from a wide demographic area which is spread across 15 different parishes.
- There are 183 children on roll of whom 75 are baptised Catholic, 63 come from other Christian denominations, 22 from other faith or religious traditions and 23 who have no religious affiliation.
- There are 10 teachers of whom 9 teach Religious Education. 7 teachers are Catholic. Three teachers have a suitable qualification in Religious Education.
- Since the last inspection a new Headteacher, Assistant Headteacher and Subject Leader have been appointed.
Key for inspection grades
Grade 1
Outstanding
Grade 2
Good
Grade 3
Requires Improvement
Grade 4
Inadequate
______________________________________________________________
© 2016 copyright – Archdiocese of Liverpool. This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school.
Overall effectiveness:
Carleton House Preparatory School is good in providing Catholic Education.
Inspection Judgements
The extent to which the pupils contribute to and benefit from the Catholic life of the school.
- Pupils are good in the way in which they contribute to and benefit from the Catholic life at Carleton House.
- There is a shared vision for Catholic Education which is embraced by the whole school community and reinforced in the school's Mission Statement 'We live, love and learn with Jesus.'
- Pupils have a very good sense of belonging to the school and live out their motto drawn from the Mission Statement, 'They can because they think they can'. Its values and ethos are visibly reflected in the exemplary attitudes and relationships between all members of this most inclusive school community.
- Pupils are encouraged to take on roles of responsibility from their earliest years by becoming school councillors, Eco warriors, playground leaders, prefects and undertaking a number of pupil jobs around school.
- In the wider community pupils act as ambassadors of the school during off site visits i.e. singing in the local nursing home, sports events, residential trips and visiting church.
- Pupils are actively involved in developing the Catholic character of the school by the work they undertake in fundraising for numerous charities including NSPCC, Jeans for Genes, Support Dogs UK, Nugent Care, British Heart Foundation to name but a few and outreach to the local and wider community by collecting for the South Liverpool Food Bank.
- Pupils benefit from participation in annual residential outdoor pursuit activities at various Manor Adventure sites. Year 6 pupils have an opportunity to visit Lockerbie, and Year 4 Shropshire whilst Year 3 visit Robinwood in Todmorden.
- Pupils have an excellent sense of right and wrong and the diversity in the school promotes tolerance and respect at all levels. Pupils embrace and celebrate their differences.
- Education for personal relationships has fostered positive attitudes in pupils. The school uses the 'All That I Am' resource to support the relationships and sex education in years 5 and 6.
- Pupils take an increasing responsibility for themselves and their actions and enthusiastically praise and celebrate each other's achievements at their weekly awards assemblies.
- The school holds an annual 'Prize Night' at the Bluecoat School where children receive shields and certificates for their achievements in a variety of areas across the curriculum.
- They show a readiness to embrace and celebrate their lived experiences through participation in liturgical events in school, in the parish and at the Metropolitan Christ The King cathedral during Advent and Christmas.
- Pupils embrace opportunities to meet their potential in all aspects of school life including competitive sports and music.
- Pupil voice is used to good effect across the school and their opinions are valued. They are reflective and enquiring.
- Pupils are involved in service to the local Faith and religious communities by taking part in parish liturgies and choral events, the immediate neighbourhood served by the school though the support given to the Syrian Refugee collection and outreach in the wider community through fundraising for numerous causes.
How well pupils' achieve and enjoy their learning in Religious Education
- Pupils' achievement and enjoyment in Religious Education is outstanding.
- On entry to school many children have a limited knowledge and understanding of the Catholic faith.
- The school has embraced the Come and See programme and the needs of the pupils are being met. The most able pupils would benefit from more open ended challenges. The range of activities provided for the pupils are effective in engaging pupils from their earliest years.
- Pupils' attainment in Religious Education is good. They make good progress in relation to their starting points and capabilities.
- There is no difference in performance between pupils of different gender.
- Outcomes for pupils with additional or special needs are very good and their support is effective.
- Assessments undertaken to date and scrutiny of workbooks provides evidence of pupils generally attaining a good level for their age and stage of development.
- Pupils are becoming increasingly more religiously literate as they become familiar with key words from the topics. Their knowledge, understanding and skills are developing appropriate to their age or capacity.
- In some lessons music is used to very good effect to reinforce pupils learning. This was evident in Year 2 where the class teacher had composed a song to support the reading from scripture.
- Pupils are able to articulate very clearly their understanding of topics covered in Religious Education.
- They are developing the skills that enable them to reflect spiritually, think ethically and theologically and are becoming more aware of the demands of religious commitment in everyday life.
- Pupils' engagement in and enjoyment of their learning is outstanding as shown by their interest, enthusiasm and excellent behaviour. This was particularly evident in Year 5 where children explored the importance of resolving and embracing difference. Children quite confidently debated whether Jesus' teaching should be exclusively for Jews or shared with everyone whilst another group of children simultaneously painted images from Creation in an array of colours whilst others had just blue paint. The passion in the room was tangible and the objective of the lesson was very clearly met as pupils could clearly see how disagreements and compromise were a necessary part of moving forward for Jesus' disciples on their mission.
- Pupils work extremely well independently, in pairs and collaboratively in small groups.
How well pupils' respond to and participate in Collective Worship
- Pupils are outstanding in responding to and participating in Collective Worship.
- Pupils act with reverence, are reflective and keen to participate in a variety of gatherings.
- The school is particularly sensitive to the needs of all those present throughout Collective Worship and pupils act with integrity when praying together.
- Pupils are becoming familiar with a variety of prayer styles and their knowledge of liturgy is increasing.
- All pupils from their earliest years are now regularly involved in planning, preparing and leading Worship. A Collective Worship led by two Year 6 pupils on the theme of peace in the Year of Mercy provided a very positive and enriching experience for all those present.
- Devotional areas around school are well kept and each classroom has its own focus area which enriches pupil's sensory experiences.
The quality of teaching and how purposeful learning is in Religious Education
- The quality of teaching and purposeful learning is good in ensuring that pupils are interested, engaged and in some classes make good progress.
- Teachers display good subject knowledge and deploy a range of teaching styles. On the day of inspection there was some outstanding practice observed. In those classes teachers had very high expectations. Pupils were challenged, pace was excellent and standards were very high which enriches their enjoyment of Religious Education.
- Good use is made of time and resources e.g. interactive white board, God's and Church's Story books, audio and visual media etc. More explicit use of the Come and See website will enhance pupils experiences of Religious Education not just as a visual aid but for paper resources and imagery in books.
- The school is very effective in deploying teaching assistants in lessons for those children who require additional support.
- Pupils are positively affirmed throughout their lessons. However, there is not enough evidence in books of high quality marking using the language of the level descriptors and Driver Words which informs pupils of their progress, poses questions and informs them of their next steps. This needs further development.
- Effort and achievement are celebrated through the award of stars and merit points.
- The school has implemented assessment strategies which provide information on the achievement of all pupils and tracking is in place.
- The school has begun to moderate pieces of assessed work but recognises that more needs to be done in this area. Building up a portfolio of levelled exemplars will further support teacher's accuracy when undertaking the moderation process following formal assessment.
The extent to which the Religious Education Curriculum promotes pupils' learning
- The Religious Education curriculum is good in promoting pupils' learning.
- The school using the Come and See programme recommended by the Archdiocese meets the requirements of the Curriculum Directory for Religious Education. This ensures complete Religious Education entitlement for each child and meets National and Archdiocesan requirements.
- Teachers' are using the Archdiocesan planning template. It is recommended that the school undertakes Archdiocesan in-service training on 'Planning and Differentiation for Come and See'. This will greatly enhance the planning and delivery in Religious Education. At the moment too much emphasis is placed on differentiation by outcome rather than on planning activities that meet the needs of individual groups of children. Using the Driver Words will aid this process.
- Driver Words are on display in classrooms. The language of the level descriptors is not currently being used routinely in lessons to raise attainment. These ensure that activities are pitched at the right levels for the pupils and are used to challenge and extend learning. The Driver Words should also be used in the plenary sessions to reinforce learning outcomes and support next steps through marking.
- Termly newsletters are provided for parents and carers.
- Enrichment activities such as sports, chess, fencing, Judo, dance, choir etc. have a positive impact on the wider curriculum.
- The Religious Education curriculum provides good opportunities for pupils' spiritual, moral development and vocation.
- Pupils have explored the beliefs and values of another faith – Judaism and have visited the Synagogue and will explore Islam later in the year. The school benefits from its rich cultural community and parents of other faith traditions offer insight alongside teachers during these sessions. This helps to promote tolerance and respect for those who think differently.
The quality of Collective Worship provided by the school.
- The Collective Worship provided is outstanding in reflecting the Catholic character of the school and takes into account the variety of Faith backgrounds among the pupils.
- Collective Worship is central to the life of the school.
- Collective Worship plays a key part in meeting the Spiritual needs of the pupils. Opportunities are provided to enable full, active and conscious participation of the whole school community.
- Pupils are enabled to pray formally and informally using a variety of prayer methods and styles.
- Opportunities are provided for parents, carers and the local Faith communities to participate in a variety of celebrations of the 'Come and See' programme i.e. assemblies and Rejoice celebrations. The parish priest regularly visits the school and celebrates Mass for the Year 6 Leavers. Pupils attend Mass throughout the year at the local parish church and annually hold the Nativity celebration there.
How well leaders, governors and managers promote, monitor and evaluate the provision for the Catholic Life of the school and plan and implement improvement to outcomes for pupils.
- Leaders, governors and managers are good in promoting and developing the Catholic life of the school and are committed to the Church's Mission in education. This is reflected in the Mission Statement outlining Carleton House as a place where 'We live, love and learn with Jesus.'
- The school has recognised that all those who form the school community should be involved in the development of the Mission Statement and that it needs reviewing as its aims and practical objectives need to reflect the life of the school in 2016. It is recommended that the Mission Review is undertaken as soon as possible with support from a member of the Archdiocesan Christian Education Team.
- Good opportunities are provided for the staff and pupils to play an active part in the Catholic Life and Mission of the school through prayer, charitable outreach and raising awareness of those in need.
- The Self Evaluation Document is comprehensive and since the last inspection the school has continued to develop the areas it identified as key priorities specifically with regard to Collective Worship. The training and on-going support in school has had a massive impact on both its delivery and prayer life. The school has identified the need to continue to forge greater links with the local community and parish.
- The school provides good induction and in-service training to enable staff to further understand the Church's Mission in Education and play their unique part in it.
- A range of opportunities for Spiritual and Moral developments are provided for all staff, governors and pupils including Come and See for Yourself, Collective Worship and 'Rejoice' celebrations at the end of each topic.
- Leadership at all levels respects difference, values diversity and ensures equal opportunities for all.
- Prayer, worship and the liturgical life of the school reflects and respects the religious diversity within the school.
- There are positive relationships at every level leading to a welcoming and caring learning environment for governors, staff, pupils and their families.
- Governors are well informed and discharge their responsibilities in an appropriate manner. They have effectively helped to shape the direction of the school. They are committed to the Catholic Life of the school and are actively involved in its monitoring and evaluation processes in this area.
- The school supports the parish With You Always 'Upper Room' family catechesis sessions run in the parish.
- The school provide opportunities for both before and after school provision run by members of staff from the school.
How well leaders, governors and managers promote, monitor and evaluate the provision for the Religious Education of the school and plan and implement improvement to outcomes for pupils.
- The way in which leaders, governors and managers promote, monitor and evaluate the provision for Religious Education is good.
- The Self Evaluation Document is a coherent reflection of the schools needs at this present time. However, the monitoring schedule, developed by the Archdiocese to enable the subject leader to effectively monitor Religious Education, needs to be fully implemented to ensure the school is providing a firm basis for accurate diagnosis of the schools strengths and areas for development.
- The school has appointed a link governor with responsibility for Religious Education. This is a pivotal role in both supporting and reporting on the strategic actions taken by the subject leader to bring about improvements to the quality of teaching and learning across the school.
- Continuing professional development opportunities are provided for all staff including attendance at Archdiocesan in-service days and subject leader days.
- Formal assessment tasks are undertaken in line with Archdiocesan guidance.
- The school has clear assessment procedures and tracking over time in place. To ensure that key areas for development are tackled systematically this needs to be monitored and evaluated more regularly to enable strengths and areas for development to be identified. Senior leaders and governors need to know the impact of teaching and learning so that improvements to outcomes and provision can be made.
- The subject leader is good in guiding Religious Education and Collective Worship. He shows a real commitment to the role. Very good documentation guides and directs all staff in the delivery of the subject and new initiatives are introduced when
appropriate i.e. the new planning template. He has led the implementation of Come and See and has updated all the subsequent documentation and policies in light of the changes.
- Views of parents and pupils have been sought and acted upon.
What does the school needs to do to improve further?
- Continue to address the areas identified on the Self Evaluation Document by:
- undertaking an Archdiocesan supported Mission Statement Review with a focus on developing a clear set of aims and objectives.
- Further develop the work being done in assessment, monitoring and tracking of pupils progress by:
- building up a portfolio of assessed and moderated work to aid accurate levelling across the school.
- Raise the standards of attainment in Religious Education further by:
- undertaking Archdiocesan In-service training on Planning and Differentiation for Come and See;
- embedding the language of the level descriptors and Driver Words into planning and daily practice enabling the needs of all pupils to be met;
- using Driver Words when marking to inform pupils of their next steps.
INSPECTION JUDGEMENTS
OVERALL EFFECTIVENESS
OUTCOMES FOR PUPILS
| How good outcomes are for individuals and groups of pupils | |
|---|---|
| The extent to which pupils contribute to and benefit from the Catholic Life of the school | 2 |
| How well pupils achieve and enjoy their learning in Religious Education | 1 |
| How well pupils respond to and participate in the school’s Collective Worship | 1 |
PROVISION
LEADERS AND MANAGERS
| How effective leaders, governors and managers are in developing the Catholic Life of the School | |
|---|---|
| How well leaders, governors and managers promote, monitor and evaluate the provision for the Catholic Life of the school and plan and implement improvement to outcomes for pupils | 2 |
| How well leaders, governors and managers monitor and evaluate the provision for Religious Education and plan and implement improvement to outcomes for pupils | 2 |
Key to judgements: Grade 1 is outstanding, grade 2 good, grade 3 requires improvement and grade 4 inadequate | <urn:uuid:33cb9d14-a824-40a3-93e6-67da59e17e4c> | CC-MAIN-2024-51 | https://catholiceducation.org.uk/schools-directory/item/download/102708_199b9f02a89776c34d111ddeb379506c | 2024-12-09T06:38:14+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00839.warc.gz | 135,521,565 | 3,900 | eng_Latn | eng_Latn | 0.976794 | eng_Latn | 0.998582 | [
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Curriculum
Rationale for topic choices in each year group:
Pupils receive 3 hours of ICT weekly. Year 7-9 are taught together reflecting need. ICT is delivered through a range of 'Enterprise 'projects designed to engage interests and develop an understanding of the business world. The teacher is a subject specialist and previously been a GCSE and @A@ level examiner at both ICT and Business Studies. The topics take into consideration the 'levels of progression using ICT' framework'. They will prepare pupils for the Key Stage 4 Enterp
Long Term Plan: ICT
| Year group | Autumn term | Spring term | Summer term | Schemes of work and further information |
|---|---|---|---|---|
| 7 | Exploring Enterprise What does this mean? Different types of enterprise What is an entrepreneur? Roles within a business. Competition What are competitors Methods to compete Understanding market research Survey Spreadsheet to track results (Excel) | E Safety (Serif movie plus) Creating a movie to inform about subject Using sound and images from internet and primary sources. Create an enterprise Logo Business Plan Location Source stock | Access databases Setting up tables Forms Reports Queries Scratch Create project learning Sequencing Variables Commands Then look at fitness for purpose Give and act upon constructive feedback | https://theingots.org/community/siel2u4 https://theingots.org/community/siel1u1 https://theingots.org/community/siel2u3 https://theingots.org/community/siel2u9 https://theingots.org/community/siel2u10 https://theingots.org/community/siel2u7 |
| 8 | Exploring Enterprise | E Safety (Serif movie | Access databases | |
| | What does this mean? Different types of enterprise What is an entrepreneur? Roles within a business. Competition What are competitors Methods to compete Understanding market research Survey Spreadsheet to track results (Excel) | plus) Creating a movie to inform about subject Using sound and images from internet and primary sources. Create an enterprise Logo Business Plan Location Source stock | Setting up tables Forms Reports Queries Scratch Create project learning Sequencing Variables Commands Then look at fitness for purpose Give and act upon constructive feedback |
|---|---|---|---|
| 9 | Exploring Enterprise What does this mean? Different types of enterprise What is an entrepreneur? Roles within a business. Competition What are competitors Methods to compete Understanding market research Survey Spreadsheet to track results (Excel) | E Safety (Serif movie plus) Creating a movie to inform about subject Using sound and images from internet and primary sources. Create an enterprise Logo Business Plan Location Source stock | Access databases Setting up tables Forms Reports Queries Scratch Create project learning Sequencing Variables Commands Then look at fitness for purpose Give and act upon constructive feedback | | <urn:uuid:53b052f6-f470-438f-a9ae-0e18f10c6191> | CC-MAIN-2019-04 | https://theacornsschool.co.uk/wp-content/uploads/2018/09/LTP-ICT-Template-2018.19-Miss-Heaton.pdf | 2019-01-17T21:50:27Z | crawl-data/CC-MAIN-2019-04/segments/1547583659340.1/warc/CC-MAIN-20190117204652-20190117230652-00106.warc.gz | 670,339,428 | 585 | eng_Latn | eng_Latn | 0.998282 | eng_Latn | 0.998282 | [
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NUTRITION NEWS: Celebrate National Nutrition Month® and "Go Further with Food!" The foods we choose can make a real difference in how we think, learn, and play! Here are some tips to "Go Further with Food" this month: · Make an effort to include a variety of healthy and colorful foods from all the food groups daily!
* Be sure to consume the appropriate portion size. Don't forget to use MyPlate as a guide for choosing the best foods to fuel your body!
* Think outside the box. Discover activities that you look forward to and make yourself a goal to be physically active every day.
All meals are served with the Vegetable of the Day and/or a selection from Mac's Veggie Patch, Fruit of the Day and Low Fat Milk
Choice
Student Lunch $3.25
Reduced Lunch $0.40
Adult Lunch $4.00
Monday: Tuna Sandwich
Tuesday: Hot Dog on a Bun
Wednesday: Chef Salad with Dinner
Thursday:
Friday: Chicken Salad with Roll
Roll
Turkey BLT Sandwich
Yogurt Bag with Creamy Yogurt, Bagel, and Low Fat Cheese Stick
Connect with us!
Fresh Vegetables, Featured Salads, Bean Salad, or Veggie Dippers Available Daily
Monday
5
Tuesday
Wednesday
Popcorn Chicken Soft Pretzel Stick Fresh Celery Dippers Fresh or Chilled Fruit or Juice
12
Grilled Cheese
Meatless Monday
Sandwich
Tomato Soup Fresh Veggie Dippers Fresh or Chilled Fruit or Juice
19
Sandwich
Crispy Chicken
Emoji Fries or Juice
Fresh or Chilled Fruit
26
6
Thursday
1
Dinner Roll Steamed Broccoli Fresh or Chilled Fruit
Creamy Mac & Cheese
Hamburger or Cheeseburger on a Bun Potato Wedges Fresh or Chilled Fruit
13
Twin Tacos with Taco Meat, Shredded Cheddar Cheese, Lettuce, Tomato & Salsa Rice Steamed Corn Fresh or Chilled Fruit
Taco Tuesday
20 Spring Picnic Pretzel Dog Baked Beans Country Slaw Fresh or Chilled Fruit
1st Day of Spring
7
Garlic Bread Sautéed Spinach Fresh or Chilled Fruit or Juice
Pasta with Meat Sauce
New Recipe!
8
Breakfast for Lunch
Bacon, Egg, &
Croissant
Cheese on a
Battered French Fries
Fresh or Chilled Fruit
14
Dinner Roll Mashed Potatoes Steamed Carrots Fresh or Chilled Fruit or Juice
Roast Turkey with Gravy
15
Sandwich Corn Fresh or Chilled Fruit
21
Hero
Meatball Parm
Vegetable Medley or Juice
22 Sweet & Sour Popcorn Chicken with Rice Broccoli Fresh or Chilled Fruit
Meatless Monday Cheese Lasagna Rollup with Marinara Sauce Warm Breadstick Broccoli Italiano Fresh or Chilled Fruit or Juice
27
Fresh or Chilled Fruit
28
29
Dinner Roll Green Beans Fresh or Chilled Fruit
Sandwich
Chicken Nuggets Philly Cheesesteak
Peppers & Onions Fresh or Chilled Fruit or Juice
Taco Meat & Cheddar Cheese over Rice with Lettuce, Tomatoes, & Salsa Tostitos SCOOPS! ® Tortilla Chips Steamed Corn Fresh or Chilled Fruit
Our well-balanced lunches available for the week, average between 600-650 calories, with less than 10% of total calories from saturated fat and 0 grams of trans fat!
School Closed
MENU SUBJECT TO CHANGE
Questions or Concerns?
"This institution is an equal opportunity provider"
Please Visit www.MaschioFood.com Or Call Maschio's Food Services at: 609-695-0110
Sloppy Joe
2
Friday
School Closed
Dr. Seuss' Birthday Read Across America
9
Mini Pizza Bagels Freshly Prepared Italian House Salad Fresh or Chilled Fruit or Juice
16
New Recipe!
New York Style
Bella's Pizza
Freshly Prepared
Gelatin Fruit Cup or
Caesar Salad
Fruit Juice
23
Stuffed Crust Cheese Pizza Freshly Prepared Cucumber & Tomato Salad Fresh or Chilled Fruit or Juice
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Long COVID: Voice
After COVID-19, you might notice changes to the sound of your voice and the effort needed to use it. Many people see improvements in their voice within 6-8 weeks however sometimes voice changes continue for more than 12 weeks as part of long COVID. This advice will help you to care for your voice. It can be followed by adults and older children. Always seek advice from your GP if symptoms continue or worsen.
Common voice changes
* Croaky, hoarse or husky voice
* The voice gets tired the more you talk
* Difficulty raising your voice over noise or a loss of 'power' in the voice
Why has my voice changed?
Your voice box (larynx) is in your throat. Your vocal folds are inside your voice box, behind your Adam's Apple. To make sound, air comes up from your lungs and makes your vocal folds vibrate. We turn the vibrations into speech using our lips, teeth and tongue.
COVID-19 enters your body through your nose and throat. It can cause a sore throat, runny nose and cold/flu like symptoms. You may have had mucus/phlegm in your throat when you were ill making you want to cough or clear your throat. Coughing and throat clearing slams your vocal folds together. This can make them swollen and your voice may sound deeper and hoarse/husky. It is harder to talk if your vocal folds are swollen. You might try to talk louder which can strain the muscles, making them ache. Your voice box might need a rest to help with healing.
Long COVID: Voice | December 2023
How can breathlessness affect my voice?
Feeling breathless is a common symptom of long COVID. COVID-19 can affect how you breathe even if your lungs have not changed. This is because COVID-19 increases stress in the body causing you to breathe more shallowly and doing this for some time can make you feel more breathless and stressed.
You might notice:
* You are breathing through your mouth instead of your nose or breathing quickly or shallowly. These changes in your breathing pattern could affect your voice.
* It can feel like you are running out of breath when you talk.
* Talking can be very tiring.
* Breathing through your mouth dries out your throat and voice box which can make you cough. Coughing also makes your voice croaky/ hoarse.
If you are feeling breathless post COVID-19 speak to your GP. They can refer you to a specialist respiratory physiotherapist or respiratory speech and language therapist for help.
rcslt.org | 1
How can acid reflux affect my voice?
For more information please see the long COVID: Reflux factsheet.
How can I look after my voice?
Use a soft and gentle voice to talk. Try not to strain your voice.
Reduce talking over background noise such as music, television, or a car engine, as this can strain your voice and make it tired.
Do not whisper. It does not 'save' your voice. Whispering makes your voice tired.
Drink lots of water / water-based drinks. It is important to sip regularly throughout the day.
Inhale steam for five minutes twice a day breathing in through your mouth. You may use a bowl, towel and hot water or buy a steam inhaler cup. Do not add anything e.g. mint / menthol / herbs to the water.
Avoid sweets with mint, menthol and cough syrups. Have boiled fruit sweets instead. You can take them when you are ill with a cold, but stop when your cold has cleared up.
Keep your neck, shoulders and jaw loose and seek treatment for any neck or back problems.
Ask people to come closer to you so they can hear you rather than needing to shout or raise the volume of your voice.
Avoid long telephone calls or long video calls.
Avoid too much caffeine (coffee, tea, energy drinks) and alcohol.
Reduce throat clearing and coughing. If you feel like you need to cough or clear your throat, try taking a sip of water whilst putting your chin down when swallowing, or swallowing hard.
Treat symptoms of heartburn, indigestion or reflux. Avoid eating 2-3 hours before bedtime. Reduce rich, spicy or acidic foods. Avoid fizzy drinks, chocolate and smoking.
If you use an inhaler, ALWAYS use a spacer and rinse your mouth out afterwards. Speak to your pharmacist about an appropriate spacer for your inhaler.
Avoid breathing in dust or chemicals such as cleaning products and smoking as these can cause throat irritation.
If you use your voice for work or if you sing, remember to warm up and cool down. Until the voice is normal it is best to avoid 'athletic' vocal activities such as shouting and intense singing. Start with gentle warm up exercises and keep your volume and pitch in a comfortable range.
The Royal College of Speech and Language Therapists would like to thank the long COVID Working Group for drafting this factsheet.
Long COVID: Voice | December 2023
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Health Education expectations: secondary
Mental wellbeing
* How to talk about their emotions accurately and sensitively, using appropriate vocabulary
* That happiness is linked to being connected to others
* How to recognise the early signs of mental wellbeing concerns
* Common types of mental ill health (e.g. anxiety and depression)
* How to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others' mental health
* The benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness
Internet safety and harms
* The similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image or how people may curate a specific image of their life online); overreliance on online relationships including social media; the risks related to online gambling including the accumulation of debt; how advertising and information is targeted at them; and how to be a discerning consumer of information online
* How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours
Physical health and fitness
* The positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress
* The characteristics and evidence of what constitutes a healthy lifestyle and maintaining a healthy weight (including the links between an inactive lifestyle and ill health, such as cancer and cardiovascular ill health)
* About the science relating to blood, organ and stem cell donation
Healthy eating
* How to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer
Drugs, alcohol and tobacco
* The facts about legal and illegal drugs and their associated risks, including the link to serious mental health conditions
* The law relating to the supply and possession of illegal substances
* The physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood
* The physical and psychological consequences of addiction, including alcohol dependency
* Awareness of the dangers of drugs which are prescribed but still present serious health risks
* The facts about the harms from smoking tobacco (particularly the risk to lung cancer), the benefits of quitting and how to access support to do so
Health and prevention
* About personal hygiene, germs (including bacteria and viruses), how they are spread, treatment and prevention of infection, and about antibiotics
* About dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist
* In late secondary, the benefits of regular self-examination and screening
* The facts and science relating to immunisation and vaccination
* The importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn
Basic first aid
* Basic treatment for common injuries
* Life-saving skills, including how to administer CPR (best taught after 12 years old)
* The purpose of defibrillators and when one might be needed
Changing adolescent bodies
* Key facts about puberty, the changing adolescent body and menstrual wellbeing
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Lampard Community School
Positive Behaviour Support Policy
1 – Our Mission Statement
We are a positive learning community built on the relationships we make. Our EMPOWER curriculum seeks to develop independence, communication and emotional wellbeing. We are committed to providing our students with the best education based on these to equip them to go on to live an active and fulfilled life as adults in the modern world. We want our students to realise their aspirations and make positive steps towards developing the skills needed for future employment.
Our Key Values
* We are kind to each other
* We respect each other
* We listen to each other
* We work together
* We have the courage to keep trying our best
* We celebrate and build on our own and each other's strengths and differences.
Our School Vision
Our students are independent. We support our students to become more independent in their learning and in their daily life skills. We work collaboratively with families to ensure they have opportunities to demonstrate their developing independence around the school, at home and in the local community.
Our students are effective and appropriate communicators in their daily lives. Through a bespoke EMPOWER curriculum and a Total Communication approach, we actively support our students to be successful communicators empowering them to make safe and informed choices and to actively contribute to their community
We help each other to overcome challenges Our students have opportunities for personal development. They are encouraged to participate in the community and contribute positively to life beyond school.
We use digital technology to inspire, engage and empower our students in aspects of their learning and to enhance their skills and understanding of how technology can support them in their everyday life beyond the classroom.
Our provision is provided by highly skilled and trained champions of SEND. Our strong workforce provides a positive community of specialised support who promote and embrace a love of learning. The school's environment enhances learning and wellbeing of our community. Our work is guided by the Ethical Leadership Framework.
2 - Supporting Positive Behaviour:
Rationale:
"Good behaviour is central to a good education" Behaviour in schools - advice for Head Teachers and school staff (education.gov.uk) At Lampard Community School, our focus is on building purposeful relationships, encouraging good behaviour and respect for others, supporting students to learn to selfregulate, prevent all forms of bullying in order for students to be able to engage well in their learning.
We seek to build strong and trusting relationships with our students and seek to enable them to develop into more confident communicators.
We recognise the importance of social and emotional learning and through the curriculum and in our interactions, we strive to provide maximum opportunities for students to learn appropriate behaviours, develop appropriate social skills and develop and manage positive relationships. We strive to work together to develop our students' self-management of their behaviour and promote safety for all.
We monitor the behaviour of all students to enable us to target support and adapt our provision where needed.
Behaviour expectations and students with Special Educational Needs and Disability (SEND)
We recognise the importance of a consistent approach to behaviour management. However, it is important to note that as all of our students have their own individual complex needs as outlined in their EHCP, a "one size fits all" approach cannot be taken. Universal good practice will be used throughout the school in conjunction with individual targeted interventions when identified as being needed. This policy will be applied to all members of the school community regardless of race, religion, sexuality or disability. We are committed to equality and inclusion. This approach applies to student behaviour in school, on school trips or residentials and when travelling to and from school on school transport.
"The law also requires flexibility in how to meet those duties – how schools should act if a student has a SEN or a disability that at times affects their behaviour. In particular,
- schools have duties under the Equality Act 2010 to make reasonable adjustments to policies, practice, and criteria for disabled students;
- under the Children and Families Act 2014, relevant settings have a duty to use their 'best endeavours' to meet the needs of those with SEN
- if a student has an Education, Health and Care plan the provision set out in that plan must be secured and the school must co-operate with the local authority and other bodies over that.
- as part of meeting any of these duties, where appropriate, schools should anticipate likely triggers of misbehaviour and put in place support to prevent these.
"Behaviour in schools - advice for Head Teachers and school staff (education.gov.uk)
We believe that supporting students in managing and improving their behaviour is a role for all adults working at the school in collaboration with parents/carers.
Staff at Lampard Community School understand that behaviour is a form of communication and will seek to understand and address what is being communicated. Staff will be aware of their own body language and model appropriate behaviours at all times. Staff are aware that students may infer meaning from a
variety of verbal and non-verbal communication (e.g. tone of voice, body language, gestures, facial expressions) and also from their own contextual memories. Staff will always model the respect and kindness we expect from the students.
At Lampard Community School, in a recent survey carried out, staff identified good behaviour as including: being respectful, listening to each other, working together, being calm, being caring, being kind, polite, engaging in learning all of which align to the school values.
Training and development for Staff:
All staff are provided with training on supporting behaviour at induction and as continuing professional development (CPD). This builds a school-wide set of skills and knowledge together with a range of strategies to support behaviour.
Staff have access to a wide variety of SEND specific training opportunities in areas such as Autism, SLCN, attachment, sensory processing, emotional wellbeing and mental health. Staff also receive regular refresher training in positive behavioural strategies to equip them better to keep students and themselves safe.
We have two members of staff accredited in Team Teach to lead and support the delivery of training in Positive Behaviour strategies. All staff receive a 6-hour Positive Behaviour Level One training course and refresher training every two years.
Early Career Framework teachers are further supported through being assigned a mentor in their phase to support their understanding, confidence and management of positive behaviour.
The role of students and parents:
All students deserve to learn in an environment that is calm, safe, supportive and where they are treated with dignity. To achieve this, every student should be made aware of the school behaviour standards, expectations, pastoral support, and consequence processes. Students should be taught that they have to follow the school rules, and should contribute to the school culture.
The role of parents is crucial in helping schools develop and maintain good behaviour. To support the school, parents should be encouraged to get to know the school's behaviour policy. Parents have an important role in supporting the school's behaviour policy and should be encouraged to reinforce the policy at home as appropriate. Where a parent has a concern about management of behaviour, they should raise this directly with the school while continuing to work in partnership with them. Schools should reinforce the whole-school approach by building and maintaining positive relationships with parents, for example, by keeping parents updated about their children's behaviour, encouraging parents to celebrate students' successes, or holding sessions for parents to help them understand the school's behaviour policy. Where appropriate, parents should be included in any pastoral work following misbehaviour, including attending reviews of specific behaviour interventions in place.
3 - Responding to behaviour:
Positive behaviour support:
All staff are committed to the safety and wellbeing of our students. They have an important role in developing a calm, positive, structured and safe environment for our students and establishing clear boundaries of acceptable behaviour. Staff use a variety of positive strategies and techniques to support students such as:
* Creating a positive environment by considering:
o Physical setting i.e. class management and organisation, sensory environment/stimuli
o Social setting i.e. people involved, unstructured times and interactions
o Communication and access to visual support (Makaton, symbols, objects of reference)
o Scheduling, routine and predictability-using visual schedules, supporting transitions
* Being calm, controlled, and confident
* Recognising, modelling and reinforcing appropriate and positive behaviour
* Keeping communication and language simple, using key words and the students name first, allowing processing time, using the language of choice
* Providing clear boundaries and expectations, challenging unacceptable behaviour, including bullying (including cyber bullying, prejudice-based and discriminatory bullying)
* Routines and structures in place
* Regular sensory/movement breaks built within the timetable, offered when needed and/or structured as a targeted intervention.
* Awareness of personal space of themselves and others taking into consideration each student's individual needs and plans in place.
* Supporting each student to be ready to learn through providing the right equipment.
* Listening to the wishes and feelings of the student
* Using praise in different forms i.e. verbal, gestures
* Use of rewards and motivators appropriate to the individual
* Use of spaces available across the school
* Changes to the environment when needed
* Contingent touch that is deemed to be proper or necessary and/or outlined in their Behaviour Plan such as, when comforting a distressed student or supporting regulation
* Regular sensory/movement breaks
* Using de-escalation techniques in the first instance
* Use of visual techniques/social narratives such as social stories and comic strip conversations to help students to understand interactions and consequences, interventions such as social skills/social communication group
* Changing face
* Using 'one voice' to avoid confusion and allow processing time
* Offer options as a 'way out' of a situation to avoid fight or flight responses
* Using restorative or reparation approaches
* Working with families to better understand behaviours and support positive progress in their child's behaviour
Senior leaders are visible throughout the day to promote and support positive behaviour and to, if needed, support behaviour incidents. They lead duties for their phase at lunchtimes and also take part in start and end of day duties to ensure a consistency of managing behaviour during unstructured times.
The role of parents and carers is crucial in helping Lampard develop and maintain good behaviour and the staff at Lampard are committed to building and maintaining positive relationships with them to support and reinforce behaviour expectations.
Positive Behaviour Interventions
As a school we will always seek to try and understand the underlying causes of behaviour and whether reasonable adjustments and/or additional support is needed in response to any disability the student may have as per the law (Behaviour in schools January 2022). Needs should be clearly outlined in the Education Health Care (EHC) Plan. We will request amendments to the EHC Plan when emerging needs are clearly identified with the support of external professionals.
We will continue to work with external professionals and outside agencies if we need additional support in understanding the presenting behaviours and in understanding how to better manage these needs.
The aim of positive behaviour intervention is to reduce behaviours that are inappropriate and/or impactful on the safety of themselves and/or learning of others.
We want to help students to better understand and therefore manage their behaviours. Understanding the impact and consequences of their behaviour is key to begin to reduce unwanted behaviours. We provide a consequence in the form of a behaviour intervention such as them spending time in at break time with an adult or missing a trip to support their understanding but always with a view to helping a student develop their understanding of the incident they were involved in. We provide time to work through the cause and effect and consequence of behaviour that is impactful on safety and/or learning of others and of their own learning. We seek to use visual support such as Comic Strip Conversations, choice mapping and Social Stories, where appropriate, to support understanding as well as time to talk and reflect and put things right. We seek to provide proactive interventions to support positive interactions with others and in understanding and managing their behaviours appropriately and safely.
Positive Behaviour Reports can be used with students whose behaviours continue to be of concern and reduction in behaviour, despite a range of interventions in place, hasn't reduced to the level expected with the level of intervention.
Supporting students following an incident:
* A reflective discussion with the student once they are calm with the use of visuals and/or social narratives where appropriate such as comic strip conversation and or social stories.
* An opportunity to put things right (restorative)
* A phone call with the parents/carers
* Targeted intervention from the class team, and/or support from Assistant Head Teacher from the phase and/or the Care and Safeguarding team and/or outside partners such as PCSOs or police.
Significant Incidents:
All behaviour incidents are written by the member of staff involved and read in a timely manner by members of the Senior Leadership Team. Significant incidents are highlighted from the weekly logs and may include (but is not exclusive to):
* Bullying (including cyber bullying, prejudice-based and discriminatory bullying)
* Incidents of significant physical aggression.
* Significant damage to property.
* Child on Child abuse including sexual violence and/or sexual harassment
* All incidents involving physical intervention which is restrictive
The Senior Leadership Team are alerted to a developing behaviour incident if of a significant nature via the radio and also through CPOMS once the member of staff has uploaded an incident form which is on the day of the incident where possible.
There may be an immediate follow up depending on the severity of the incident but all teams have the opportunity to reflect and de-brief at the end of the day or before school the next day to plan next steps.
The Senior Leadership Team also meet weekly to analyse and discuss the totality of the week's data. Incidents/developing trends identified are followed up with class teams or specific members of staff to review interventions or actions which have been put in place to reduce further incidents. Impact of any identified actions are evaluated by SLT in ensuring reduction of incidents. Governors receive behaviour reports every half term and updates about specific behaviours bi-monthly via the Head Teacher report.
Behaviour interventions are considered and actioned in a timely response. Parents and Carers are always contacted by phone in the first instance and invited in to school to discuss further where necessary.
Student Support Plans and Risk Assessments:
If a student displays behaviour that poses a risk to themselves or others, a Student Support Plan will be created by the class tutor with support from the phase lead and pastoral team, if required. The student support plan is formed alongside parents/carers and the student to identify triggers, risk and responses required. Any risk of physical intervention that is restrictive and the agreed responses will be clearly outlined in this plan. The plans are reviewed at least termly with parents/carers and student (or sooner if required) and form the first line risk assessment for identified behaviours. If required, an additional risk assessment can be undertaken to inform timetable and curriculum adjustments. The aim of the plan is to reduce incidents over time and support the student to eventually self-manage their behaviours.
Personal Emergency Evacuation Plans (PEEP):
If a student finds it difficult to evacuate a building in case of an emergency (such as a fire), a PEEP will be created to instruct staff on the approach necessary. This plan will be agreed with parents/carers and the student.
Use of Reasonable Force and Physical Interventions:
When can reasonable force be used?
Reasonable force can be used to prevent students from hurting themselves or others, from damaging property, or from causing disorder.
When considering using reasonable force staff should, in considering the risks, carefully recognise any specific vulnerabilities of the student, including SEN and disabilities, mental health or medical conditions
However, "Techniques used to restrain or restrict liberty of movement are reasonable and proportionate to the circumstances, risk and seriousness of harm; and are applied with the minimum force necessary, for no longer than necessary, by appropriately trained staff". (Reducing the need for restraint and restrictive intervention HM Government 2019)
Team Teach at Lampard Community School
Lampard Community School has adopted the Team Teach approach to supporting children and young people's behaviour.
"For over 20 years Team Teach has taken the lead in developing and supporting positive behaviours with transformative training, promoting a balanced approach towards reducing risk, restraint and restriction. This prudent approach enables employers to comply with their legal responsibilities to safeguard people and services, while at the same time improving relationships and the quality of life for the children and young people'…. 'in their care".
Staff at Lampard Community school are trained in Team Teach and receive regular refresher updates.
We have two members of staff on site, one of which is a Senior Leader, accredited to lead and train others in Team Teach. Our aim, where possible, is to resolve all crisis situations through calm, controlled and skilled de-escalation techniques which are part of the Team Teach training'. At least 95% of crisis situations can be resolved through calm, controlled and skilled de-escalation techniques which are part of the Team Teach training. Team Teach is accredited by the Institute of Conflict Management and Bild Association of Certified Training.
When using any physical intervention which is restrictive, only the minimum force necessary to prevent injury or damage should be applied when danger is immediate. It must be shown that any use of physical intervention was reasonable and proportionate to the circumstances of the incident and that every possible step was taken to de-escalate the situation.
At Lampard Community School, all incidents using physical intervention which are restrictive, are recorded in CPOMs and also a bound and numbered book, both of which are monitored and evaluated by Senior Leaders and the Governing Body. All incidents using physical intervention which are restrictive are also reported to parents/carers as soon as possible. The use of physical interventions which are restrictive, will only be used by staff who have completed the Team Teach training. All staff involved in a physical intervention which is restrictive, will seek a debrief with a Team Teach tutor on the same day of the incident. All students involved in an incident where physical intervention was used which was restrictive, will be given the opportunity to debrief with a relevant adult from the pastoral team to ascertain their views, wishes and feelings.
All staff should be aware of the distinction between physical contact and touch used appropriately in everyday situations to support, encourage, guide or comfort a student, and the use of physical intervention to restrict movement or to disengage from students whose behaviour is presenting a clear risk of injury.
Restriction of liberty
At Lampard Community School, students will never be:
- Locked in a room
- Deprived of food/drink
- Denied access to a toilet
Lampard Community School does not have seclusion or isolation rooms. We recognise there may be times when a student, with staff support, needs to be separate from others as part of a de-escalation strategy. This may be a planned response to support an individual outlined on their Behaviour Support Plan or offered as part of a dynamic risk assessment. The specific areas of the school which are supportive and
calming for the student will be outlined in their plan (e.g. sensory room, outdoor space, therapy room, Forest School).
Students may also choose to autonomously withdraw to an identified space when they are feeling anxious or dysregulated. They may choose to spend time taking part in sensory or calming activities in a space which where possible, students have indicated they want to go to calm. We encourage our students to use outdoor spaces as much as possible.
Where a student is behaving in such an extreme way as to potentially or actually endanger themselves or others; or cause serious damage to property it may be appropriate to use physical intervention techniques to separate them from others. In this rare and extreme circumstance, the student may need to be isolated from others in a safe, supervised place. This may be an empty classroom, corridor, hall or any number of suitable places on the school site. Staff who are managing the incident will carry out a dynamic risk assessment and apply the principles of Team Teach. Should seclusion ever be used in an extreme emergency situation (where all plans, protocols and strategies have failed), staff must report their actions to SLT immediately. An internal investigation will be carried out after the incident has been reported and the situation is deemed safe, to seek to determine the cause of the heightened escalation and to inform any changes to the Student Support Plan and/or risk assessment and also inform future training needs.
Sanctions in response to Extreme Unacceptable Behaviour.
1) Internal exclusion
Internal exclusion is where a student, for serious disciplinary reasons, is required to spend a limited time out of the classroom at the instruction of a member of staff. Removal from the classroom should be considered a serious sanction. It should only be used when necessary and once other behavioural strategies in the classroom have been attempted, unless the behaviour is so extreme as to warrant immediate removal.
The Department for Education's (DfE) guidance on Behaviour in schools says that removal from a classroom should be used for the following reasons:
* to maintain the safety of all students and to restore stability following an unreasonably high level of disruption;
* to enable disruptive students to be taken to a place where education can be continued in a managed environment; and
* to allow the student to regain calm in a safe space.
2) Suspension
It is our aim to never suspend a student from school as we understand behaviour is usually part of their complex profile of SEND needs and endeavour to pre-empt and reduce known triggers. However, on rare occasions if there is extreme unacceptable behaviour, it may be necessary. This will only ever be used when there are no longer any alternatives to the student staying in school and in discussion with parents/carers.
"A suspension, where a student is temporarily removed from the school for a fixed term"
We follow DfE guidance and procedures when considering whether to suspend or permanently exclude a student.
Examples of extreme unacceptable behaviour may include, but are not limited to:
* Incidents where the health and safety of the student, other students or staff is seriously compromised, including intimidation, threatening behaviour, physical and verbal aggression.
* Incidents of knife crime or the deliberate use of weapons in school.
* Incidents of sexual violence.
* Persistent bullying (including online) and prejudice related abuse (e.g. racism, homophobia)
* Incidents of significant deliberate damage to property or theft.
* Persistent deliberate violence or physical aggression to others.
* Incidents of illegal substances on site.
* Persistent poor behaviour which has not improved following in-school sanction interventions
Decisions to suspend a student are made on an individual basis and will always be a reasonable and measured response following consideration of all the evidence. Governors are always informed and follow up work will be carried out with the young person, their parents/carers and, if appropriate, other agencies.
3) Permanent exclusion
Where a decision is made by the Head Teacher and Chair of Governors to permanently exclude a student following consideration of all the evidence, we will seek to work in creative and holistic ways to meet the needs of a student in collaboration with parents/carers and other professionals. We follow DfE guidance and procedures when considering whether to permanently exclude a student. (DFE Suspension and Permanent exclusion guidance January 2022)
Damage to school property by students:
Occasionally property is damaged by a student, either deliberately or during a time of crisis. Each incident will be assessed, considering the context, the student's complex needs, deliberate intent and their understanding of the situation. Based on this assessment, parents/carers and students may be asked to pay (in full or part) in order to repair/replace the damaged goods. There will always be an opportunity for a restorative intervention with the child in this instance.
Additional Support:
The school may report behaviours of concern to outside agencies. These may include the Education Psychology Service, SEMH advisory team, police or fire service. Reports to services may facilitate access to additional outside agency support and targeted intervention for the young person involved. We will always work collaboratively with the student, parents and carers if outside agency support is required and support our students to understand risk and potential outcomes. We will seek an amendement to the child's EHCP if new needs are identified by professionals and supporting provision which impact on how behaviour manifests.
4 - In summary:
Positive behaviour support at Lampard Community School
* Staff will see behaviours that challenge as communication and seek to understand the antecedanct/trigger.
* Staff will use rewards, motivators and consequences to promote positive behaviour.
* Staff will use de-escalation techniques as an initial response to behaviours that challenge.
* Staff will model respectful and kind behaviours.
* All students will be encouraged to behave in an appropriate and respectful way.
* Behaviour Interventions to support understanding. Appropriate consequences (interventions) if and when used will be in line with the students' needs and in line with their level of understanding and be used to always seek to improve behaviour.
Reasonable force including Physical Intervention which restricts free movement
* Reasonable Force will only be used to prevent:
o Injury to themselves or others
o Committing a criminal offence
o Causing damage to property
o To maintain good order and discipline in school.
* Parents/carers will always be informed when an incident of physical intervention, which is restrictive, has taken place.
* Students who have had any physical intervention or are at risk of physical intervention will have a Postive Behaviour Support Plan in place.
* These plans must be reviewed at least once a term with the student, parents/carers at termly Personal Learning Goal (PLG) Meetings
* All incidents of physical intervention which is restrictive, will be recorded by the member of staff involved in the bound book and on CPOMS and monitored by Senior Leaders.
* Senior Leaders and the Governing Body will continue to review the incidents of physical intervention which is restrictive and challenge if they are felt to be inappropriate.
Use of data
* We will continue to work to reduce all incidents including those involving physical intervention which is restrictive and also significant incidents through interventions helping students to understand their emotions and feelings enabling them to take more control of their own behaviour.
* We monitor physical interventions which are restrictive and behaviour data weekly via the Senior Leadership Team. Physical intervention which is restrictive is monitored monthly in full Governing Body meetings and all behaviour incidents reviewed bi-monthly via the Head Teacher report in full governing body meetings. We analyse this data for patterns and trends, allowing timely responses and provision to be adapted.
* We report to Governors on incidents involving safeguarding issues monthly at Governor meetings and also bi-monthly via the Head Teacher report.
* We will seek external professional support if needed.
Staff support and wellbeing
We recognise that dealing with inappropriate student behaviour can be emotionally and physically demanding for staff. Staff involved in a behaviour incident have a right to debrief with a member of staff of their choice. We provide training and development opportunities on a regular basis to enable staff to have a greater understanding of students needs and we actively encourage staff to communicate with each other to promote an ethos of collective support towards colleagues.
After an incident of using physical intervention which is restrictive, staff are required to have a de-brief with the Team Teach trainers on site.
We will continue to review this policy in line with any updated guidance received.
5 - Guidance relating to this policy:
This policy was written with help and at times will reference to some of the following guidance:
* Team Teach approach and training materials
* The Children's Act 2004
* The Vulnerable Children Act 2014
* The Education Act 2011
* Equalities Act 2010
* DfE – The Equality Act 2010 and schools 2014
* DfE-SEND Code of Practice 2015
* DfE-Keeping children safe in education 2024
* DfE-Behaviour in schools January 2022
* DfE-Suspension and permanent exclusion guidance January 2022
* HM Government - Reducing the need for restraint and restrictive intervention – June 2019
* Ofsted-Deprivation of liberty-guidance for providers of children's homes and residential special schools
* Ofsted-Positive environments where children can flourish guidance 2018
* The UN Convention on the Rights of the Child 1989
This policy should be read in conjunction with the Lampard Community School's':
* Child Protection and Safeguarding Policy
* Health & Safety policy including risk assessments
* Attendance Policy
* Anti-bullying policy
* Staff Code of Conduct policy
* Smoking and Vaping Policy
* Behaviour Principles Statement
Appendices to this policy:
Appendix 1: Behaviour Principles
Rationale and Purpose
The purpose of this statement is to provide guidance for the Head Teacher in drawing up Lampard Community School's Positive Behaviour Support Policy so that it reflects the shared aspirations and beliefs of governors, staff and parents for the students in the school, as well as taking full account of law and guidance on behaviour matters.
It is intended to help all school staff to be aware of and understand the extent of their powers in respect of discipline and sanctions and how to use them. Staff should be confident that they have the governor's support when following this guidance.
This is a statement of principles, not practice: it is the responsibility of the Head Teacher to draw up the Positive Behaviour Support Policy at Lampard Community School, though they must take account of these principles when formulating this. The Head Teacher is also asked to take account of the guidance in DfE publication Behaviour in Schools: Advice for Head Teacher s and School Staff. The Positive Behaviour Support Policy must be publicised, in writing, to staff, parents/carers and students each year. It must also appear on the school's website.
Behaviour Principles
The Behaviour Principles sets out the Governing Board's principles for behaviour in the school, which include:
* Every student has the right to learn but no student has the right to disrupt the learning of others
* Everyone has a right to be listened to, to be valued, to feel and be safe
* Everyone must be protected from disruption or abuse
* Lampard Community School is an inclusive school; all members of the school community should be free from discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Equality Act 2010
* It is expected that all adults, staff, volunteers and governors, will set excellent examples to the students at all times
* Lampard Community School seeks to give every student a sense of personal responsibility for their own actions
The school's Positive Behaviour Support Policy will ensure that there are measures to encourage good behaviour, and respect, and prevent bullying amongst students. Where there are significant concerns over a student's behaviour, the school will work with parents to strive for common strategies between home and school.
The school will seek advice and support from appropriate outside agencies where concerns arise over a student's behaviour.
The school's Positive Behaviour Support Policy will clearly reflect the school's approach to exclusions.
The school will fulfil its legal duties under the Equality Act 2010 in respect of safeguarding, children with special educational needs and all vulnerable children.
Appendix 2: Lampards Graduated Response
1. Stages of a crisis and examples of primary and secondary interventions to minimise low level behaviours – Team Teach Work book 2019 v2.3
2. Lampard's graduated response to rewards and behaviour interventions and sanctions
| | Arousal level 1- anxiety/trigger | Examples of primary and secondary interventions to minimise low |
|---|---|---|
| | Examples of low-level behaviours | level behaviours |
| Individual shows signs of anxiety Hands over ears Hiding face in hands o bent over/under table Rocking or tapping Withdrawing from group Refusing to speak or dismissive Refusing to co-operate Adopting defensive postures | | |
| | Arousal level 2 Defensive/Escalation | Examples of primary and secondary interventions to minimise low |
| | Examples of medium behaviours | level behaviours |
| Individual begins to display higher tensions Making noises and moving around Belligerent an abusive Talking louder-higher- quicker Adopting aggressive postures Changes in eye contact Pacing Breaking minor rules Low level destruction | | |
| Picking up objects which could be used as weapons Challenges ‘I will not- you can’t make me’ | | |
|---|---|---|
| | Arousal level 3 - Crisis | Examples of primary, secondary and tertiary interventions to |
| | Examples of high-level behaviours | minimise high level behaviours (Team Teach workbook 2019 V2.3) |
| | Shouting and screaming | Make the environment safer |
| | Crying | Move furniture and remove weapon objects |
| | Head banging against people or | Guide assertively – hold or refrain if absolutely necessary |
| | surfaces | Ensure face, voice and posture are supportive not aggressive |
| | Slapping or punching self | Use Help protocol to save face by changing face |
| | Damaging property | |
| | Moving towards danger | |
| | Fiddling with electrics | |
| | Climbing trees, roofs or out of windows | |
| | Tapping or threatening to break glass | |
| | Moving towards weapons | |
| | Picking up objects which can be used as | |
| | weapons | |
| | Grabbing or threatening others | |
| | Hurting others (Head butting, pinching – | |
| | biting – kicking- slapping- punching) | |
| | Recovery | |
| | Examples of recovery behaviours | |
| | The recovery stage can be easily | Support and monitor |
| | confused with the anxiety stage | This may not be a good time to touch as touch at this stage can |
| | People may sit in a hunched position | provoke a reversion to crisis |
| | The difference is that they can revert to | Give space and time |
| | physical aggression without the build- | Insulate from sources of frustration |
| | up associated with the normal | Look for signs that the person is ready to communicate |
| | escalation at stage 2 | |
| | Depression | Post incident support (Team Teach workbook 2019 V2.3) |
| | After a significant incident people can | Support, reassure and monitor |
| | become depressed | Respond to any signs that the person wants to communicate |
| | They may not want to interact but still | Show concern and care but do not attempt to resolve residual |
| | need | disciplinary issues at this stage |
| | Restoration | |
Appendix 3: Rewards and a graduated response to Behaviour Interventions and Sanctions
Rewards
Rewards can be personalised to suit the individual students' needs and we strive to listen to student voice about appropriate reward systems within each class. The list below is not exhaustive but outlines some of the rewards and motivators used within Lampard.
Verbal / gesture praise
Phone call home/comment in home/school book
Stickers if age and/or developmentally appropriate
Certificates
Class systems for individual reward time with the opportunity to earn additional time.
Individual reward charts / systems
Class reward charts / systems
Merit/Credit systems – rewards such as Lego, drawing, playing a game outside
Personalised systems
Reward time at the end of the day phase appropriate
Positive feedback to parents/carers via telephone, home/school book
'Star of the day/week' / individual in-class recognition
Whole class rewards for achievements
Recognition in whole school events i.e. assembly, Phase celebration events
Head Teacher / Governors awards
Behaviour Interventions:
The list below is not exhaustive but outlines some of the behaviour Interventions that seek to support the child's understanding of consequences that may be used within Lampard.
Verbal warnings with explanations supported by visuals / Makaton Loss of reward time / break times Supported reflection time away from peers with staff Behaviour contracts Traffic light systems Putting it right – e.g. letter of apology, doing kind tasks Positive Behaviour Reports Phase lead / SLT involvement Additional parent/carer liaison / meetings Home/school agreements Supported reflection time with key staff (SLT) Withdrawal of privileges i.e. trips, social time, residentials External agency input e.g. PCSO Student Support Plans
Sanctions
Suspension
Permanant exclusion
We will use restorative approaches to help students make reparations when things have gone wrong, at a time when the student is ready to revisit the incident or issue.
Appendix 4: Positive Touch rules for students
| Page | Version | Section | Amendment |
|---|---|---|---|
| 2 | 9 | 1-Mission Statement | Updated Sept 2021 |
| 3 | 9 | 2-Supporting positive behaviour | Removal of pre-rationale text as was repetitive |
| 3 | 9 | 2-Supporting positive behaviour | Rationale – inclusion of quotes from new DFE guidance Jan 2022 DfE-Behaviour in schools January 2022 |
4
9
2-Supporting
SJB
positive behaviour
Inclusion of text referring to staff behaviour survey 2022
| 4 | 9 | 2-Supporting positive behaviour | Training and development – reference to Early Career Framework Teachers (ECF) |
|---|---|---|---|
| 4 | 9 | 3-Responding to behaviour | Reordering and amendment of list of strategies and techniques |
| 5 | 9 | 3-Responding to behaviour | Inclusion of role of leaders and parents and carers |
| 5 | 9 | 3-Responding to behaviour | Inclusion of section on Behaviour Interventions |
| 6 | 9 | 3-Responding to behaviour | Inclusion of information about Positive Behaviour Reports |
| 6 | 9 | 3-Responding to behaviour | Inclusion of supporting students after an incident |
| 6 | 9 | 3-Responding to behaviour | Amendments to wording to better inform the classification of ‘significant incident’ and better inform SLT’s support and monitoring of these incidents |
| 6 | 9 | 3-Responding to behaviour and onwards | Change from ‘Restrictive Physical aIntervention’ to ‘physical intervention that is restrictive’ to update terminology in line with guidance |
| 7 | 9 | 3-Responding to behaviour | Use of Reasonable Force and Physical Interventions: Updated section to be in line with guidance DfE-Behaviour in schools January 2022 |
| 7 | 9 | 3-Responding to behaviour | Inclusion of Team Teach at Lampard text informing what Team Teach is and and training involved. |
| 8 | 9 | 3-Responding to behaviour | Restriction of liberty – inclusion of an internal investigation if a seclusion has needed to be used for safety reasons when all else has failed. |
| 9 | 9 | 3-Responding to behaviour | Use of term ‘Suspension’ to replace ‘Fixed term Exclusion’ in line with guidance DfE-Suspension and permanent exclusion guidance January 2022 |
| 9 | 9 | 3-Responding to behaviour | Inclusion of examples behaviours that are deemed serious to warrant Permanent exclusion |
| 9 | 9 | 3-Responding to behaviour | Additional support amended text |
| 10 | 9 | 4-In summary | ‘Reasonable force including Physical Intervention which |
restricts free movement' to
| 11 | 9 | 4-In summary | Staff support and wellbeing Section inclusion of staff debrief after every physical intervention that is restrictive. |
|---|---|---|---|
| 11 | 9 | 4-In summary | Guidance update to include • DfE-Behaviour in schools January 2022 • HM Government - Reducing the need for restraint and restrictive intervention – June 2019 • DfE-Suspension and permanent exclusion guidance January 2022 • Team Teach approach and training materials 2019 Version 2.3 • HM Government - Reducing the need for restraint and restrictive intervention – June 2019 |
| 12 | 9 | Appendices | ‘Removal of De-escalation techniques’ and replaced with ‘Stages of a crisis and examples of primary and secondary interventions to minimise low level behaviours’- Team Teach |
| 12 | 9 | Appendices | Updated terminology – ‘Lampard’s graduated response to rewards and behaviour interventions and sanctions’ from ‘rewards and Sanctions’ |
| 4 | 10 | 2-Supporting Positive Behaviour | Role of students and parents added |
| 7 | 10 | 3-Responding to Behaviour | Clarified who writes behaviour support plans |
| 9 | 10 | 3-Responding to Behaviour | Internal exclusion guidance added |
| 13 | 10 | Appendices | Behaviour Principles added |
| 17 | 10 | Appendices | Positive Touch rules for students added |
| 7 | 11 | 3 - Responding to behaviour: Student Support Plans and Risk Assessments | Positive Behaviour Plan terminology changed to Student Support Plan throughout the document | | <urn:uuid:e4585da1-7719-4156-a575-8b68184f8f0b> | CC-MAIN-2024-51 | https://www.lampard.devon.sch.uk/attachments/download.asp?file=1578&type=pdf | 2024-12-09T07:50:20+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00844.warc.gz | 773,891,876 | 8,504 | eng_Latn | eng_Latn | 0.962939 | eng_Latn | 0.997932 | [
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Text and Word PLR Article Packs available at PLRImporter.Com
Category: History File: Facts_and_Figures_about_the_Presidents_of_the_USA_utf8.txt
Title:
Facts and Figures about the Presidents of the USA
Word Count:
300
Summary:
The first president of the united States was not George Washington.
Keywords:
Article Body:
The first president of the united States was not George Washington.
Washington was the first president under the Constitution of June 21, 1788, ratified by 1790.
The first constitution of the USA was titled "Articles of Confederation" and was in force between 1781 and 1788. It created a single house of Congress and no executive - but for one year during this period (1781-2, John Hanson served as "President of US in Congress Assembled" - or, in short, President of the United States. He was elected by his peers, including George Washington.
Hanson was followed by Elias Boudinot (1783), Thomas Mifflin (1784), Richard Henry Lee (1785), Nathan Gorman (1786), Arthur St. Clair (1787), and Cyrus Griffin (1788).
Washington was the EIGHTH president of the USA.
Many of the features of the American presidency are fairly recent. The length of the presidency was not limited to 2 terms until 1951 in the 22nd Amendment to the US Constitution. Franklin Delano Roosevelt (1882-1945) was elected to 4 successive terms between 1932 and 1944.
The president's inauguration day used to be on March 4. After Roosevelt died in office in 1945, it was changed to February 20.
Blacks could not become president until 1870 and women not until 1920.
The presidential salary remained the same for almost 100 years. It was pegged at
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: History File: Facts_and_Figures_about_the_Presidents_of_the_USA_utf8.txt
$25,000 per year until 1873 when it was doubled. The president had no expense account until 1907 when $25,000 were added to his compensation to cover expenses connected to his office. The salary today stands at $390,000 plus $50,000 in expenses.
Retired presidents were not eligible for a state pension until 1958. The Former President's Act gave them $25,000 a year, an office and minimal staff. The pension today stands at c. $161,000 - the same as a cabinet secretary.
Presidents are not elected by popular vote but by an electoral college representing the states. John Quincy Adams (1824), Rutherford Hayes (1876), Benjamin Harrison (1888) and George W. Bush (2000) lost the overall vote but won the presidency. | <urn:uuid:db45c79f-4617-45bc-8589-8e8bb0e26f75> | CC-MAIN-2024-51 | http://geekzonebooks.com/library/PLRtxtTopdf/100K_articles-PDF/Society/Politics/History/Facts_and_Figures_about_the_Presidents_of_the_USA.pdf | 2024-12-09T06:26:13+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00848.warc.gz | 15,905,326 | 612 | eng_Latn | eng_Latn | 0.99595 | eng_Latn | 0.995959 | [
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Devon Archives and Local Studies Information Leaflet
Electoral Registers
Historical Background
Registers of parliamentary voters (commonly called electoral registers, electoral rolls or voters' lists) first began to be systematically kept as a result of the Reform Act of 1832. Before this, constituencies had been unequal, and electoral qualifications varied from district to district. Some areas of the country had been entirely unrepresented in Parliament, whereas ancient boroughs had returned two Members of Parliament to the House of Commons, even those that had dwindled in size and importance (these were the notorious 'rotten boroughs'). The grouping of boroughs had meant that there were many more representatives from the south and east of the country, at the expense of the new industrial towns of the midlands and the north, and the boroughs had returned approximately three times as many Members of Parliament as the counties.
Most people had recognised that reform of Parliament was of paramount importance, since muchneeded reforms in other administrative institutions such as the church, the universities and the Law Courts were unlikely to come about until Parliament itself had been reformed. The electoral system as it stood had given the landed aristocracy an unacceptable hold over the House of Commons, which needed a wider basis for its authority. The obvious remedy lay in extending the franchise (enabling more people to vote) and redistributing parliamentary seats.
The Reform Act of 1832
The Reform Act of 1832 created a uniform franchise in the boroughs. Male owners and occupiers of property worth £10 in annual value were able to vote. Franchise in the counties was given to £10 copyholders (those paying £10 per year on copyhold land) and £50 leaseholders, while the long-standing voting rights of 40 shilling freeholders were upheld. This added about 217,000 voters to an electorate of 435,000 in England and Wales.
Prior to the Reform Act, Devon had returned 26 Members of Parliament - two county members, two for the city and county of Exeter and two each for the boroughs of Ashburton, Barnstaple, Beer Alston, Dartmouth, Honiton, Okehampton, Plymouth, Plympton, Tavistock, Tiverton and Totnes. The Reform Act cut the number of Members of Parliament from Devon to 22, and split the county into two divisions North and South - each returning two Members of Parliament. The boroughs of Beer Alston, Okehampton and Plympton were disenfranchised, so that they were no longer represented by their own Members of Parliament. Ashburton Borough and Dartmouth Borough lost one of their two Members of Parliament, and two Members were given to the new Borough of Devonport.
The Reform Act of 1867
The Reform Act of 1867 extended the franchise (the number of males eligible to vote) further so that male householders of property rated at £5 or more in the boroughs and £12 or more in the counties were then able to vote. This added about 1 million voters, though many men in Devon were still ineligible to vote. The Act reduced the number of Devon Members of Parliament from 22 to 15, and created a new Eastern Division returning two Members of Parliament. The boroughs of Ashburton, Dartmouth, Honiton and Totnes were disenfranchised (they were no longer represented by their own Members of Parliament), and the borough of Tavistock lost one of its two Members of Parliament.
The Franchise Act of 1884
The Franchise Act of 1884 established a uniform £5 voting qualification for both borough and county constituencies, thus raising the U.K. electorate (still entirely male) from about 3 million to 5 million. Large boroughs continued to return two Members of Parliament while the rest of the country was divided into single-member constituencies. The number of Devon Members of Parliament was reduced from 15 to 11, and eight new divisions were created to replace the former three (North, South and East Divisions). These new divisions were Ashburton, Barnstaple, Honiton, South Molton, Tavistock, Tiverton, Torquay and Totnes, each returning one Member of Parliament. The boroughs of Barnstaple, Tavistock and Tiverton were disenfranchised, and therefore lost their own Member of Parliament, and Exeter, Plymouth and Devonport each returned one Member of Parliament.
The Representation of the People Act of 1918
Following the First World War, the Representation of the People Act of 1918 extended the householder franchise of 1884. Though hailed at the time as 'democratic', this Act still gave the vote to only three out of every five adult males, and no women. A simple six-month residency qualification was introduced for men, and votes were given to women over thirty, but only on the old occupancy basis.
Nevertheless, this Act added more voters to the register than all its predecessors put together. There were now 13 million men and 8.5 million women eligible to vote. A redistribution of Parliamentary seats occurred. This was aimed at creating uniform-sized constituencies, each of about 70,000 voters and each returning one Member of Parliament. A common franchise was established for both parliamentary and local elections. The number of Devon Members of Parliament was maintained; the Ashburton Division was abolished, but because of the growth of the city of Plymouth the three Plymouth districts of Devonport, Drake and Sutton were given one Member of Parliament each.
Representation of the People Act of 1928
The process of democracy was completed with the Representation of the People Act of 1928, which lowered the voting age for women to 21, with the same six-month residency qualification as for men. This added about 5 million voters to the register.
Description of Electoral Registers
Before 1832 there had been no comprehensive lists of voters; the electorate was small in most boroughs, so it was not considered necessary. Following an Act of 1780, the payment of land tax had been confirmed as a voting qualification, and duplicate land tax assessments were deposited with the Clerk of the Peace, for the purpose of electoral registration. Therefore, in the counties, most voters could prove their qualification by producing receipts for payment of land tax.
The increased franchise (the increased number of males eligible to vote) from 1832 made a list necessary, and the duty of compiling these electoral registers or voters' lists was given to the overseers of the poor in each parish. Annual lists of eligible voters were to be deposited with the Clerk of the Peace, who produced printed registers from them.
1832-1914 - One printed volume was produced annually for each division, arranged in alphabetical order of polling district, and of parish within each district. This is what you will expect to find when looking at these registers. An index at the front gives the number of voters in each parish, in each district, and the total number in the division. The register of voters is arranged in alphabetical order of surname within each parish, although from 1885 the electoral registers for towns were arranged in alphabetical street order instead. There are five columns on each page, recording electoral number, full name, residence, nature of qualification, and name of property. The residential and property information may only give the name of a street or the general area.
1918-1939 - There are four columns on each page, recording electoral number, franchise qualification for (a) parliamentary and (b) local government elections, name and address.
1945 onwards – These are bound or unbound printed sheets arranged by constituency and in alphabetical order of parish within the constituency. There are two columns: electoral number and name and address.
Boroughs are included within the divisional lists, but there are separate registers for the City and County of Exeter from 1843.
Electoral registers were not produced during the two World Wars. Therefore, there are no electoral registers for the latter years of World War 1 (1915–1917) or World War 2 (1940–1944).
Electoral Records Held at Devon Heritage Centre
The separate collections of electoral registers previously held at the former Devon Record Office and the former Westcountry Studies Library have been amalgamated into one collection.
Devon Heritage Centre holds electoral registers for all divisions from 1832 to 1914. Some very early registers do not survive, but the gaps have been filled by overseers' lists (1833-35, 1837, 1838 South Division, and 1840 North Division). Many of the 19 th century electoral registers have been filmed, and are available on microfiche, on open access in the searchroom.
After the First World War, Plymouth and Devonport were no longer part of the Tavistock Electoral Constituency. A new constituency covering Plymouth and Devonport, and represented by three members of Parliament (for Drake, Sutton and Devonport) was created. We have almost no electoral registers for the Plymouth constituency after 1914 at the Devon Heritage Centre.
After the Second World War, the earliest electoral registers we hold are for the Constituencies of Exeter and Torquay, with a qualifying date of January 1945. Following this, we hold electoral registers for all Devon electoral constituencies except Plymouth with a qualifying date of June 1945. For the years 1946 and 1947, we only hold electoral registers for the Constituencies of Exeter and Torquay. From 1948 the coverage again becomes more complete, although there are a few gaps in our collection.
We hold some electoral registers dating up to 2002, but none more recent than that. Up to 2002, electoral registers contained the names of all voters. However, since 2003, after regulations changed, two versions of the electoral register have been produced:
* Full Electoral Register
* Edited Electoral Register
Registers are now compiled in machine-readable form by local authorities. Data files of the edited version of the register have not been transferred to us; they can however be purchased by commercial firms, who compile databases comprising the contents of all the registers for the country. These databases can be searched by personal name, but a fee is charged. One of the online sites offering this service is mentioned below. Find My Past also has a searchable database of the electoral register from 2002-2014 available on its website
Electoral Records held at the British Library
The British Library has the national collection of electoral registers from 1832 to the present day. The collection is complete from 1947 onwards, but patchy before the Second World War.
According to their website, access to electoral registers held in the British Library is subject to restriction for 10 years after publication, to comply with legislation on Representation of the People and Data Protection.
The British Library holds the full version of the printed registers for all constituencies from 2003 onwards. More information about Electoral Registers is available on the British Library website at https://www.bl.uk/collection-guides/uk-electoral-registers .
Electoral Registers Online
Some historical electoral registers are now available on commercial genealogical websites such as Find My Past and Ancestry. Some of Devon's older electoral registers have been now been published online. There is generally a charge for accessing full information from these online electoral registers, though searching indexes may be free.
Find My Past
Find My Past and the British Library have worked together to digitise historic registers for the period 1832-1932 held in the Library's collections. Access is available free of charge in the British Library's reading rooms and through the Find My Past website - either at Devon Heritage Centre, North Devon Record Office or other centres where free access is offered. Access is also available at home, to Find My Past subscribers .
U.K. electoral registers dating from 2002 to 2014 are also searchable on Find My Past. Coverage will change each year as more current registers are added. See the website at http://www.findmypast.co.uk.
Ancestry
Ancestry has worked in partnership with the London Metropolitan Archives to digitise their London electoral registers from 1832 to 1965. Full access is available to subscribers only.
192.com website
Historical electoral registers on this commercial website date from 2002 to 2014. You may search the index free of charge, but must subscribe in order to access full details. The latest electoral register on this website includes the names and addresses of those UK residents over the age of eighteen who have registered to vote and who have not opted to be removed from the edited version of the electoral register. Since 2003, 192.com has only published the edited electoral register annually. 2002 was the last year the full electoral register was available.
The current electoral roll is published on 192.com at the beginning of the year and updated quarterly. See the website page at http://www.192.com/people/electoral-roll .
Devon Heritage Centre Great Moor House Bittern Road Exeter EX2 7NL
01392 888700
Website: www.swheritage.org.uk/devon-archives
email@example.com
South West Heritage Trust is a charity and a company limited by guarantee registered in England. Registered office: Somerset Heritage Centre, Brunel Way, Norton Fitzwarren, Taunton, Somerset TA2 6SF Company number: 09053532 Charity Number: 1158791 VAT Registration Number: 197221592 | <urn:uuid:8f6c09d3-078e-4a79-84ee-e7d445744764> | CC-MAIN-2024-51 | https://archives.swheritage.org.uk/_files/ugd/f60e4e_b065ec1790984163b1cd0f1fbd067cb2.pdf | 2024-12-09T05:59:31+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00850.warc.gz | 84,150,095 | 2,839 | eng_Latn | eng_Latn | 0.93618 | eng_Latn | 0.99851 | [
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AP ® ENVIRONMENTAL SCIENCE 2008 SCORING GUIDELINES
Question 3
(a) Identify TWO characteristics of forests that develop when fires are suppressed, and explain why the practice of fire suppression does not reduce, but actually increases, the risk of intense and extensive forest fires.
(Three points can be earned: 1 point for each correct characteristic, and 1 point for a correct explanation. Only the first two characteristics given are scored.)
Characteristics of Forests
* Accumulation of combustible materials (layer of leaf litter and debris on forest floor, dead trees, etc.)
* Increase in understory growth (grasses, shrubs, brush, ladder trees)
* Larger trees develop
* Even-aged stands develop
* Tree density increases
* Fire-intolerant species increase in number in the understory
* Fire-tolerant species that need fire to germinate seeds decrease in population
* Increased canopy coverage eliminates understory growth
* Increase or decrease in the rate of nutrient cycling (e.g., release of nutrients of litter, lack of nutrient-rich ash)
* No loss of nutrients to burning in intense fires
* Increased susceptibility to disease/parasites
Explanations for Increased Fire Risk
Adds to fuel load [intensity]
* Increased leaf litter
* Increased density of large trees
* Increased size of trees
* Increase in brush and small trees
* Species composition change
Adds to spreading of fire [extent]
* Increased density of trees
* Increased density of understory growth
* Ladder trees leading to crown fires
AP ® ENVIRONMENTAL SCIENCE 2008 SCORING GUIDELINES
Question 3 (continued)
(b) The effects of the HFI are expected to extend beyond fire reduction. Excluding fire reduction, describe ONE positive and ONE negative effect likely to result from the implementation of the provisions of the HFI.
(Two points can be earned: 1 point for a correct positive effect and description; 1 point for a correct negative effect and description.)
Positive Effect and Description
Negative Effect and Description
Increased removal of medium and large trees/small tree brush removal will:
* lead to economic growth in the lumber industry
Increased removal of medium and large trees will:
* allow understory to develop into larger trees, potentially enhancing forest habitat
* make additional timber available to use (must indicate usage)
* result in thinned trees resistant to pests and disease/impede spread of diseases and pests
* enhance economic value of the surrounding areas (housing, lower insurance)
* lower the cost of timber
* result in a change of aesthetics (with explanation)
The removal of medium and large trees/small tree brush removal will:
* reduce available habitat for other organisms in the forest biome
* allow timber companies to cut in areas remote from forest communities not threatened by forest fires
* cause a reduction in biodiversity (must include a specific example: reduction in nest sites, decrease in seed trees, etc.)
* increase soil erosion
* increase logging practices (e.g., roads providing access to new areas)
* reduce public input
* result in a change in aesthetics (with explanation)
AP ® ENVIRONMENTAL SCIENCE 2008 SCORING GUIDELINES
Question 3 (continued)
(c) Describe TWO ecosystem services provided for humans by forests. Explain how clearcutting would affect each ecosystem service you describe.
(Four points can be earned: 1 point for each correct ecosystem service, and 1 point for each correct link that describes the impact of clear-cutting. Only the first two characteristics given are scored.)
| Ecosystem Service | Impact of Clear-Cutting |
|---|---|
| Carbon that is removed from the atmosphere by trees helps to limit the magnitude of the atmospheric greenhouse effect. | • Some carbon will be released to the atmosphere or will not be removed |
| Forests provide oxygen (via photosynthesis). | • Some loss of oxygen, without which we cannot live |
| Forests provide food products for human consumption (deer, nuts, fungi). | • Can change available browsing places and sighting of animals due to species composition change, increasing their availability for humans (e.g., deer) |
| Forests provide habitat for many species, some of which provide food and goods for humans, some of which cause harm. | • Loss of habitat (biodiversity) |
| Forests provide wood (e.g., construction material, paper) | • Increase in the short-term availability of wood, but potential long-term loss of availability |
| Forests provide wood for fuel. | • Increase in the short-term availability of wood, but potential long-term loss of availability |
| Many products, such as glue, rubber, and medicines, are produced with forest products. | • Increase in the short-term availability of these products, but potential long-term loss of availability |
| Forests influence the local microclimate affecting humans (change in temperature, shade, UV, wind breaks). | • Change in the microclimate |
| Forests have aesthetic value (hiking, camping, photography, tourism, etc.). | • Decreases in natural beauty |
AP ® ENVIRONMENTAL SCIENCE 2008 SCORING GUIDELINES
Question 3 (continued)
(d) Identify a specific type of plant community or biome (other than a forest) that is naturally maintained by fire. Explain how the fire maintains the community or biome.
(Two points can be earned; 1 point for identification of biome; 1 point for correct explanation of how fire maintains biome.)
Grasslands (savannah, steppe, veldt, pampas, prairie, marquis, garrigue—regional descriptions should include mention of grasslands):
* Fire destroys invasive plant species (e.g., other grasses and trees) that compete for resources with native grasses.
* Fire removes cover and allows sunlight penetration.
* Fire helps the seeds of native grasses to germinate.
* Fires enhance cycling of nutrients back into the soil.
Chaparral (Mediterranean scrubland, Mediterranean shrubland—regional descriptions should include mention of location):
* Fire removes brush, reducing competition for resources.
* Fire helps plants that require fire or lack of brush cover to germinate.
* Species that vigorously stump sprout quickly regenerate themselves.
* Fires enhance cycling of nutrients back into the soil.
Note: Any forest biome earns no credit.
AP ® ENVIRONMENTAL SCIENCE 2008 SCORING COMMENTARY
Question 3
Overview
The intent of this question was to determine the level of students' understanding of fire-suppressed forests, the impact of the Healthy Forest Initiative upon forests, ecosystem services provided by forests, and the effect of clear-cutting upon those services. In addition, students were asked to identify another plant community or biome maintained by fire, other than forests.
Sample: I-3A
Score: 10
Part (a): 3 points were earned. The student earned 1 point for identifying the characteristic that "there is an increase of brush development on the floor of [the] forest," 1 point for explaining that "dead trees and bushes . . . are . . . fuel for the future fires, which can burn very intensley [sic]," and 1 point for the characteristic that some species need the heat of a fire "to disperse their seeds" for reproduction.
Part (b): 2 points were earned. The student earned 1 point for describing a positive effect of the Healthy Forest Initiative by stating that "[w]ith the removal of medium and large sized trees, there will be a steady input of wood," resulting in low prices of wood products, and 1 point for a negative effect of the Healthy Forest Initiative for stating that "[t]here will be a major loss to biodiversity" due to a removal of "plants and trees as a source of food" for some species.
Part (c): 4 points were earned. The student earned 1 point for describing how forests "reduce soil erosion," 1 point for explaining that a "clear-cut" forest causes "an increase in soil erosion and land disturbance to property and agricultural areas" (this shows the forest service to humans), 1 point for stating that "[f]orests help remove large amounts of CO2 from the air," and 1 point for explaining that clear-cut forests "increase global warming with the increased CO2."
Part (d): 2 points were earned. The student earned 1 point for identifying grasslands and 1 point for explaining that "[f]ires help maintain the biome by replenishing nutrients vital to plant growth, back into the soil."
The student earned all 11 points available and received the maximum score of 10 points.
Sample: I-3B
Score: 6
Part (a): 3 points were earned. The student earned 1 point for identifying the characteristic of "many lowlying bushes and brush on the forest floor," 1 point for identifying the characteristic of "alot [sic] of dead weeds and large amounts of wood that can easily catch fire," and 1 point for an explanation of "increased risk of intense and extensive forest fires because there is . . . more to burn."
Part (b): 1 point was earned for describing a negative effect of "taking away many habitats for many different species." The student's description of one positive effect of HFI—"that there will be less fires"— did not earn a point, as the question specifically states to exclude fire reduction.
Part (c): 2 points were earned. The student earned 1 point for stating that "[t]rees produce oxygen, [and] humans cannot live without oxygen," and 1 point for explaining that "cutting down forest [limits] the amount of oxygen on earth."
Part (d): No points were earned. The student incorrectly identifies a biome maintained by fire.
AP ® ENVIRONMENTAL SCIENCE 2008 SCORING COMMENTARY
Question 3 (continued)
Sample: I-3C
Score: 3
Part (a): 3 points were earned. The student earned 1 point for identifying the characteristic of "excessive underbrush develops," 1 point for identifying the characteristic of "dead trees cover the floor and there is often a lot of duff," and 1 point for explaining that "when a wildfire occurs it feeds off of this brush and becomes intense and huge."
Part (b): No points were earned. The response incorrectly includes fire reduction.
Part (c): No points were earned. The response fails to describe an ecosystem service to humans and link it to clear-cutting.
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Select one website from each section and design a power point presentation you could give to a group of students just beginning the A Level PE course. Include on each slide key information/diagrams from the website.
You will create 4 power point presentations.
SPORT PYSCHOLOGY
* Anxiety: https://www.livestrong.com/article/117970-anxiety-sports/
* Aggression: https://howtheyplay.com/misc/Aggression-in-Sport-Theories-and-Examples
* Motivation: http://ww.pponline.co.uk/encyc/motivation-in-sports-psychology-35892
* Social facilitation: https://www.simplypsychology.org/Social-Facilitation.html
* Group dynamics: https://www.brianmac.co.uk/group.htm
* Goal setting: https://www.brianmac.co.uk/goals.htm
* Self-efficacy and confidence: http://believeperform.com/performance/self-efficacysport-exercise-determining-effort-persistence-performance/
* Leadership: http://believeperform.com/coaching/leadership-and-the-role-of-a-leaderin-sports/
* Stress management: http://www.teachpe.com/sports_psychology/stress_management.php
SKILL ACQUISITION
* Skill, skill continuums and transfer of skills: http://www.jroscoe.co.uk/downloads/roscoe850section2ch5only.pdf
* Impact of skill classification on structure of practice for learning: https://getrevising.co.uk/diagrams/types_of_practice
* Use of guidance and feedback:
http://resource.download.wjec.co.uk.s3.amazonaws.com/vtc/2015-16/15- 16_30/eng/04-preparation/Unit4-guidance-practice-feedback.html
ROLE OF TECHNOLOGY IN SPORT SPORT AND SOCEITY
* Role of technology: http://www.topendsports.com/resources/technology.htm
* Violence in sport: http://www.bodywatch.com/violence-in-sport/
* Drugs in sport: https://www.theguardian.com/sport/drugs-in-sport
* Sport and the law: https://www.inbrief.co.uk/sports-law/sport-and-the-law/
EXERCISE PHYSIOLOGY
* Diet and nutrition and their effect on physical activity and performance: https://www.nutrition.org.uk/healthyliving/an-active-lifestyle/eating-for-sport-andexercise.html
* Preparation and training methods in relation to physical activity and performance: https://my.clevelandclinic.org/health/articles/improvement-of-performance-throughtraining-techniques
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Long-term curriculum map: Year 2 to Year 6
Links to science, history and geography in key stages 1 and 2
Text type
Main national
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Troll by Julia Donaldson The Three Billy Goats Gruff by Mara Alperin | | | Above and Below by Patricia Hegarty | | The Dragonsitter by Josh Lacey Real Dragons! by Jennifer Szymanski (National Geographic Kids series) | | Owen and the Soldier by Lisa Thompson | | Fantastic Mr Fox by Roald Dahl | |
| Fiction: fantasy Fiction: fairy tale | | | Information | | Recount: emails Information | | Fiction: story with a familiar setting | | Fiction: adventure | |
| Science: Animals including humans Humans have offspring which grow into adults | | | Science: Basic needs of animals Animals and offspring (birds) Geography: World’s seven continents and 5 oceans | | Science: Everyday materials Compare suitability of materials Geography: Four countries and capitals in the UK and surrounding seas Physical features: beach, cliff, coast, forest, hill, sea, ocean, valley | | History: Events beyond living memory World War I | | Science: Plants – how plants need water, light and a suitable temperature to grow and stay healthy Geography: Human and physical geography of local area Physical features: forest, hill, vegetation, soil, river Human features: city, town, village, factory, farm, house, office, shop | |
to Write
Link text
Writing
Outcome
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Troll Swap by Leigh Hodgkinson | | | The Owl who was afraid of the dark by Jill Tomlinson (picture book) | | Dragon Machine by Helen Ward | | Major Glad, Major Dizzy by Jan Oke | | The Last Wolf by Mini Grey | |
| Outcome Fiction: story with focus on characters Greater Depth Story about two independently invented contrasting characters who swap places | | | Outcome Non-chronological report: report about owls Greater Depth Alter the layout to include own subheadings and extra features | | Outcome Fiction: story with adventure focus Extension: Instructions Greater Depth Story written in 1st person | | Outcome Recount: diary entry from point of view of a toy Greater Depth Recount: diary entry from point of view of one of the children | | Outcome Letter: letter in role as the character persuading to save the trees Greater Depth Real life letter to specific audience e.g. local MP | |
Text type
Main national
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| The Sea Book by Charlotte Milner | | | Ice Palace by Robert Swindells | | The Iron Man by Ted Hughes The Iron Giant (film, 1999) | | This Morning I Met a Whale by Michael Morpurgo Why would anyone hunt a whale? by The Literacy Company | | Usborne Illustrated Atlas of Britain and Ireland by Struan Reid Up (film clip, Disney) | |
| Information | | | Fiction: adventure | | Fiction: fantasy | | Fiction: adventure Information | | Information | |
| Science: Animals including humans (nutrition, skeletons and muscles) Begin study of rocks (coastal regions) Geography: Where have you been on holiday? UK geographical regions (North West, Midlands etc) Coastal regions Physical features – seas, coasts, oceans | | | Geography: Water cycle Arctic circle Mountains | | Science: Continue rocks History: Changes in Britain from Stone Age to Iron Age | | Science: Forces and magnets (linked to poles) Geography: Global geographical regions Locational knowledge – oceans, hemispheres, North Pole and South Pole, Arctic and Antarctic | | Geography: Map skills – world countries, world map, UK geographical regions | |
to Write
Link text
Writing
Outcome
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Seal Surfer by Michael Foreman | | | Winter’s Child by Angela McAllister | | Stone Age Boy by Satoshi Kitamura | | Big Blue Whale by Nicola Davies | | Journey by Aaron Becker | |
| Outcome Recount: letter in role Greater Depth Write a letter from Grandad in response to one of his grandson’s letters | | | Outcome Fiction: fantasy story based on a fable Greater Depth Narrative from a different point of view | | Outcome Fiction: write a story set in the Stone Age Greater Depth: Write from the POV of a person from the Stone Age | | Outcome Persuasion: leaflet persuading for the protection of the blue whale Greater Depth Include a fact file about endangered sea creatures | | Outcome Fiction: adventure story based on Journey using the language of Berlie Doherty Greater Depth Include a new setting route to lead from one place into another | |
Text type
Main national
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| A World Full of Animal Stories: 50 Folk Tales and Legends by Angela McAllister | | | The Train to Impossible Places by P.G. Bell | | DK Findout! Volcanoes by Maria Gill | | Ariki and the Island of Wonders by Nicola Davies | | Fantastically Great Women who Saved the Planet by Kate Pankhurst Plastic Pollution by The Literacy Company | |
| Fiction: traditional tales | | | Fiction: fantasy | | Information | | Fiction: adventure | | Recount: biography Information | |
| Science: Animals including humans (body parts, digestive system) Geography: Environmental regions around the world – link to the natural environments of animals Study topographical features | | | Science: Sound | | Science: States of matter – link with volcano Geography: Volcanoes and earthquakes Contrast a region in the UK with Bay of Naples in Italy | | Science: Living things and their habitats – environments can change and that this can sometimes pose dangers to living things Geography: Volcanoes and earthquakes | | Science: Living things and their habitats – environments can change and that this can sometimes pose dangers to living things Geography: Locational knowledge, Climate zones and vegetation belts | |
to Write
Link text
Writing
Outcome
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Gorilla by Anthony Browne | | | Leon and the place between by Graham Baker-Smith | | Escape from Pompeii by Christina Balit | | When the Giant stirred by Celia Godkin | | Where the Forest Meets the Sea by Jeannie Baker & 100 facts – Rainforests by Miles Kelly | |
| Outcome Fiction: fantasy story Greater Depth Re-tell the story from dad’s viewpoint or include speech | | | Outcome Recount /diary Greater Depth Recount /diary from a different POV | | Outcome Fiction: historical narrative from character’s point of view Greater Depth Write from the POV of the captain | | Outcome Fiction: adventure story from POV of the boy Greater Depth Write from the POV of the God | | Outcome Information board for a rainforest exhibition Greater Depth Include an interactive element | |
Text type
Main national
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Goodnight Stories for Rebel Girls by Elena Favilli | | | Hansel and Gretel by Neil Gaiman | | Odd and the Frost Giants by Neil Gaiman | | Exploring Space by The Literacy Company Planet Unknown by Shawn Wang (film) | | The Last Wild by Piers Torday Pollution – a look behind the scenes by The Literacy Company | |
| Recount: biography | | | Fiction: traditional tale | | Fiction: myths and legends | | Information Film | | Fiction: contemporary Persuasion/ Information | |
| Science: Animals including humans (human development to old age) Geography: Locational knowledge – North and South America | | | Geography: Settlements Land use Towns and cities compared with rural areas UK towns and cities | | Science: Forces History: The Viking and Anglo-Saxon struggle for the kingdom of England | | Science: Earth and space Geography: Earth – Latitude Longitude Equator Time zones Hemispheres | | Science: Properties and changes of materials Geography: Human geography/region of the UK – land use, economic activity, distribution of natural resources, energy (link to recycling), land use changes over time | |
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Queen of the falls by Chris Van Allsburg | | | The Lost Happy Endings by Carol Ann Duffy | | Arthur and the Golden Rope by Joe Todd- Stanton | | The Darkest Dark | | The Paperbag Prince by Colin Thompson | |
| Outcome Recount: series of diaries Greater Depth Series of diaries with viewpoint of other characters | | | Outcome Fiction: traditional tale Greater Depth Traditional tale from another character’s POV | | Outcome Fiction: myth Create heroes, villains and monsters Greater Depth Vary the viewpoint from which the myth is told | | Outcome Recount: biography Greater Depth A first-person recount with an experience from the person’s life within the biography | | Outcome Persuasion/information: Hybrid leaflet Greater Depth Write an oral presentation for a TV or online broadcast as expert | |
Main
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Poems from the Second World War selected by Gaby Morgan When we were Warriors by Emma Carroll | | | Jungle Book by Rudyard Kipling (Macmillan) Martha’s Suitcase by The Literacy Company | | The Happy Prince and Other Tales by Oscar Wilde | | The Explorer by Katherine Rundell Exploring the Amazon by The Literacy Company | | Great Adventurers by Alastair Humphreys | |
| Poetry Fiction: historical | | | Fiction: classic Recount/Information | | Fiction: classic | | Fiction: contemporary Information | | Information | |
| History: Theme in British history beyond 1066 – timeline and look at the long arc of time Wars/battles through the ages | | | Science: Living things and their habitats - classification Geography: Animal species around the world – climate zones, land use patterns, changes over time – how animals have been affected by humans | | Science: Animals including humans | | Science: Evolution and inheritance Geography: Locational knowledge – South America Southern hemisphere, Pacific Ocean, equator, biomes, vegetation belts | | Science: Electricity History: Theme in British history beyond 1066 Geography: Locational knowledge | |
to Write
Link text
Writing
Outcome
| | Autumn | 1 | | Autumn 2 | | Spring 1 | | Spring 2 | | Summer 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Star of Hope, Star of Fear by Jo Hoestlandt | | | Can we save the tiger? by Martin Jenkins | | Selfish Giant by Oscar Wilde | | Jemmy Button by Alix Barzelay The Island by Jason Chin | | Manfish by Jennifer Berne | |
| Outcome Flashback story Information text Greater Depth To write a narrative with a flashback | | | Outcome Hybrid text: information and explanation Greater Depth Write a Newsround TV style story | | Outcome Fiction: classic Explanation Greater Depth Write the narrative from a different viewpoint | | Outcome Journalistic Discussion Greater Depth Write a magazine article/hybrid text | | Outcome Biography /hybrid text Greater Depth Add in a script commentary about role in conservation debate | | | <urn:uuid:5475fa28-ccc4-4028-b3ef-ac4dd5af160f> | CC-MAIN-2024-51 | https://files.schudio.com/burtonwood-community-primary-school/files/documents/Pathways_to_Read_Long_term_plan_KS1-2.pdf | 2024-12-09T06:25:34+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066461338.94/warc/CC-MAIN-20241209055102-20241209085102-00850.warc.gz | 226,884,145 | 2,960 | eng_Latn | eng_Latn | 0.998384 | eng_Latn | 0.925617 | [
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Rise Up & Write!
WELCOME!
Class Writing Features
WHAT IS IN THIS MONTH'S ISSUE?
Mindful Moment
May Birthdays
Warm Weather Word Search
May 2022 Vol. 3
AJLA "Rise Up & Write" is a space for students of all ages to celebrate the writing that they have been working on at school. From building foundational literacy skills to crafting paragraphs of work- AJLA students cover it all! Please enjoy our class writing features, each displaying developmentally appropriate technique through drawing, letter formation, and spelling. Nurturing the progress of skills is our goal- not perfection!
Second Grade
In honor of Earth Day, the second graders wrote acrostic poems about how to take care of our planet. They learned about the importance of limiting water usage, eating less meat, and reducing, reusing, and recycling plastic or paper goods. We will continue highlighting these practices for the rest of the school year because we love our Earth!
MINDFUL MOMENT: COOL DOWN WITH MISS JEN
Let's learn a new breathing exercise to help us work through big feelings that might be interfering with our work and play!
Stuffed Animal Breathing:
Breathe in through your nose
Lie on your back with a stuffed animal resting on your belly
Breathe out through your mouth
Watch your stuffed animal rise and fall as you take your breaths
Rise Up & Write!
First Grade
First Graders have been focusing on writing about important story elements, like characters, setting, and main events! Students chose character traits for the main character from our interactive read aloud, "Lilly's Big Day" by Kevin Henkes. They used evidence from the story to back up their choice.
Rise Up & Write!
PreK White
During our Eric Carle author study, students listened to the story, "The Very Hungry Caterpillar." Students then used their fine motor muscles to trace and cut out circles to form their own caterpillars. They decorated their insects and illustrated food for their caterpillars to eat. At this age and stage, some children were able to dictate what their pictures represented, some were able to write the initial sound of words, and others used developmental spelling to write their own words!
May 2022 Vol. 3
PreK Green
Kindergarten
In Kindergarten we are working on telling stories about events that have happened in the past. We are focusing on highlights from our weekend! Our Kindergarten friends are working hard to write in complete sentences and add details to their writing and their pictures.
PreK Green has been investigating plants! For this investigation we decided to plant black bean seeds. Our class used journals to document the growth of the bean seeds. It was so much fun to watch the seeds develop roots, stems, and leaves!
WARM WEATHER WORD SEARCH
Rise Up & Write!
May 2022 Vol. 3
Third Grade
From haiku to cinquain, color poems to autobiographical poems, third graders have been exploring the art of poetry writing. During this unit, students have reviewed parts of speech, listened to a variety of poems by famous poets (we highly recommend the book "Hailstones and Halibut Bones!"), and discovered the importance of word choice in poetry.
MAY BIRTHDAYS
Amelia Pena- May 4th Mikey Leath- May 20th Hiram Saca- May 23rd Joah Murray- May 26th Heaven Crossman- May 30th Nevaeh Crossman- May 30th Sophia Pena- May 30th Reece Denton- May 31st
Rise Up & Write!
PreK 4
Now that April has drawn to a close, PreK4 has read and written many poems for National Poetry Month. We compiled our favorites into our own books of poetry! We published them and shared them with other grades. We also shared our favorites on Poem in Your Pocket Day as gifts to our poetry audiences.
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Curriculum Information for Parents Autumn Term 2
Literacy and Maths
Literacy:
This half term Year 5 will be looking at different writing genres, including: Poetry, Instruction writing, Letter writing and Information texts. Within Spelling Punctuation and Grammar Year 5 will continue to work on using commas to separate clauses; relative clauses and relative pronouns; subordinating and coordinating conjunctions.
Maths:
During Numeracy, your child will be looking at Squared and cubed numbers, Multiplying and dividing by 10, 100, 1000, Area of compound shapes and Measuring perimeter of rectilinear shapes. We will also continue to recap our understanding of Place Value, including partitioning, rounding, negative numbers and writing and reading numbers to 1,000,000.
Topics
Week 1 & 2: AMAZING AMERICAS
In this topic we will be looking at the human and physical features of North America, comparing it against the United Kingdom. Year 5 will also be comparing, reviewing, and evaluating music from North America across a range of historical periods, genres, styles and traditions.
Week 3 & 4: MAY THE FORCE BE WITH YOU
During this topic, Year 5 will look at different forces acting on objects and learn how to record data and results of increasing complexity using scientific diagrams and labels, tables, scatter graphs, bar and line graphs.
Week 5: VIVE LA FRANCE
In French Year 5 will learn to understand a range of familiar spoken phrases, greetings and teacher's instructions. The children will be taught how to say the days of the week and write numbers up to 50.
Week 7 & 8: IDEAS ABOUT GOD AND CHRISTMAS AROUND THE WORLD
During our last two weeks, Year 5 will be discussing what images we have of God and understanding that us as Christians believe God is three in one, the Trinity.
Religious Education
- Our Christian value this half-term is Compassion.
- Daily collective worship will take place in class and in year group bubbles.
- Year 5 will continue with their Understanding Christianity, applying their learning to the 'Big Frieze'.
Physical Education
Indoor PE:
Gymnastics
Outdoor PE:
Netball
Computing
This half term Year 5 will be looking at using word processing to create and research important information. The children will continue to develop their coding skills and 3D modelling, using Purple Mash.
Within the VIVE LA FRANCE topic, the children will be logging onto Linguascope to aid their learning.
Home Learning and Other Relevant Information
At St Thomas' we believe that the link between home and school is essential to ensure your child can continue to make good progress. Below are some of the ways you can help:
- Encourage your child to complete our 9 Grid homework every week. They will have a booklet for each term.
- Discuss your child's learning and topic work. Ask about their 'Always' badge.
- Your child will need his / her planner everyday so that we are able to keep in contact and it must be signed weekly. This is checked every Friday.
PE will be on Tuesday and Friday afternoons. | <urn:uuid:9f96fc10-adfa-4c5a-b27d-d687a8ce7168> | CC-MAIN-2023-50 | http://www.leesfield.oldham.sch.uk/_documents/%5B795440%5DY5_Autumn_2_Teaching_and_Learning_Newsletter_2022.pdf | 2023-11-29T22:32:30+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00016.warc.gz | 72,088,809 | 658 | eng_Latn | eng_Latn | 0.997501 | eng_Latn | 0.997501 | [
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Executive Function Skills: Processing Speed
Struggles:
- Require significantly more time to respond to stimulus (i.e. cue, prompt, request, demand etc . . .)
- Keeping up with conversations, especially when multiple people are involved
- Require significantly longer time to complete an activity or work
- Requires more time to connect/orient thoughts in an organized method
- Loses track or gets stuck when trying to find the correct words or answers
- Reading for comprehension
- Listening/reading and taking notes
- Understanding and follow multi-step directions or instruction
- Completion of multi-step assignments or problems
- Easily overwhelmed with too much information or too many instructions
- Impaired ability to make quick decisions
- What may LOOK like a lack of effort may be SLOW PROCESSING!
Intervention options:
- Use of visual schedules or to do lists to reduce anxiety
o Defines expectations, breaks up assignments, helps with sequencing difficulties
- Teach, coach and practice organizational skills (See Executive Functioning Skills: Organization handout)
- Allow wait time/time delay with directions, instructions, requests to perform
- Allow additional time for tests or longer written assignments or tasks (Time Delay)
o Allow oral responses, offer a word bank, eliminate penalties for spelling errors
o Eliminate timed tests
- Use visual timers
- Break down larger assignments and develop a visual list of tasks/activities to do and pair with a due date or time frame
- Provide note taking assistance –
o allow student to have a copy of notes and have the student highlight important information
o Allow student to record lectures
o Provide partial notes
- Prime/pre-teach lessons or activities: (antecedent based intervention)
o Provide an outline of the lesson prior to class
o Provide an example of the finished product for assignments or tasks
- Get Ready , Do, Done model
o Provide a sample of the final product
o Create the list of things to "DO"
o Create the list of materials needed
- Give the student a visual prompt before they are called upon to answer, preferably a visual such as the number of the question you are going to give the student
- Limit repetitious practice once mastery of the skills is demonstrated
o Or have the student set an individualized baseline goal, then the goal is to improve that baseline time, not beat a randomly established time
o Or have set dates to review mastered skills for maintenance purposes
- Eliminate or reduce penalties for spelling on written assignments
o Use text to speech software or apps
- Allow one re-do per assignment giving the student the opportunity to improve grades (this also allows for more time to process the work)
- Teach and coach time management and pair with POSITIVE REINFORCEMENT
o Set small timed or chunked goals for the student and pair meeting these goals with positive reinforcement
- Emphasize quality versus quantity
- Teach social scripts for self-advocacy (Don't just create one and give it to the student)
o I need more time . . .
o Can you come back to me . . .
o Could you say that again please . . .
o Can you give me a clue/hint . . .
o I don't understand the question . . .
o Please show me an example . . .
- Provide student with a social narrative covering: What do I do when I don't know what to do? Or What do I do when . . .
o I can't get into my locker
o I don't understand my homework
o I don't feel well
o I have lost something
o I forgot my lunch
o I don't have money in my lunch account
- Model, teach, coach and REINFORCE think aloud procedural steps
o Use mnemonic devices
o Use motor movement or motions
Resources:
- SSJCSS Links to graphic organizers arranged by subject/category
- Online Visual Timers
- How to use post-it notes on your windows desktop for lists
- SSJCSS sensory resources
- PBIS World – Breaking Down assignments
- PBIS World – Reinforcement/Reward Systems
- PBIS World – Data tracking resources
- Forced Choice Reinforcement Survey
Apps:
- First Then Visual Schedule ($9.99) - visual schedules/to do lists
- First Then ($2.99) - visual schedules/to do lists
- Story Creator ($1.99) – social narratives/scripts
-
Shadow Puppet – (Free) – Create quick social narratives/scripts
-
R+Remind – ($0.99) – Reinforcement
-
This for That (free) – visual schedules
- Idea Sketch (Free) – this app allows students to create flow charts, mind/concept maps and then coverts these files into an outline. This helps with planning projects and the outlines can be emailed to teachers.
- Fit Brains Trainer (Free) – this is a brain training and fitness app that designed to enhance memory, processing speed, concentration, visual processing skills and problem solving.
- Lumosity (free – upgrades with subscriptions) – touted as a brain training app with data collection to show individual progress.
References:
Smith-Myles, B. (2016) Individuals with ASD who present with behavior and executive function challenges: practical solutions. [training handout]. Indiana Resource Center for Autism: Indiana Institute on Disability and Community. Bloomington, IN.
Kelly, K. (2015). Processing speed: What you need to know. Retrieved 4/25/2016 from: https://www.understood.org/en/learning-attention-issues/child-learningdisabilities/information-processing-issues/processing-speed-what-you-need-to-know
Elementary Teachers' Federation of Ontario (n.d.) Processing Speed. Retrieved 4/25/2016 from: http://www.etfo.ca/Multimedia/Webcasts/SpecialEducation/Pages/Processing%20Speed.aspx | <urn:uuid:71adf7aa-a1a4-4e6a-81c7-7838a4a5e9fa> | CC-MAIN-2023-50 | https://www.earlywood.org/cms/lib/IN07001762/Centricity/Domain/159/Executive%20Function%20skills%20-%20processing%20speed.pdf | 2023-11-29T20:51:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00015.warc.gz | 859,400,715 | 1,212 | eng_Latn | eng_Latn | 0.935114 | eng_Latn | 0.971566 | [
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India and SDG Goals
Why in news?
According to Lancet study, India is like to miss deadline for 50% of SDG indicators.
What are Sustainable Development Goals?
The SDGs were adopted by the United Nations in 2015 with a vision to achieve a better and more sustainable future for all.
The SDGs, officially known as 'Transforming our world: the 2030 Agenda for Sustainable Development' is a set of 17 Global Goals with 169 targets between them.
They are a new, universal set of goals, targets and indicators that UN member states will be expected to use to frame their agendas and political policies over the next 15 years.
The SDGs follow, and expand on, the Millennium Development Goals (MDGs), which were agreed by governments in 2000, and ended on 2015.
Enormous progress has been made on the MDGs, showing the value of a unifying agenda underpinned by goals and targets.
Despite this success, the indignity of poverty has not been ended for all.
The new Global Goals, and the broader sustainability agenda, go much further than the MDGs, addressing the root causes of poverty and the universal need for development that works for all people.
India is one of the signatory countries that has committed to achieving these goals by 2030.
What is the issue?
India is trailing behind in achieving more than 50% of indicators under the United Nations Sustainable Development Goals (SDGs) seven years before the 2030 deadline.
SDG Indicators – 75% of Indian districts are off target for 8 indicators: Poverty; Anaemia; Child marriage domestic violence; Stunting and wasting of children; Access to essential services; Modern contraceptive use; and Tobacco consumption.
India will not be able to meet the targets on anaemia.
Off-target Districts – They are concentrated in Madhya Pradesh, Chhattisgarh, Jharkhand, Bihar and Odisha.
SDG Index – India slipped 3 ranks from 117 to 120 on the SDG Index, according to the State of Environment report released by the Centre for Science and Environment.
This ranking placed India behind all South Asian nations except for Pakistan.
How India has performed so far?
India achieved the goal of one SDG indicator relating to adolescent pregnancy in the age group of 10-14 years.
The results point to an urgent need to increase the momentum on 4 SDG goals, No Poverty, Zero Hunger, Good Health and Well-Being and Gender Equality.
India faring well – These SDG indicators include bank accounts for women, birth registration, internet use, electricity access, vaccination, birth registration, and lowering of child marriage.
India has registered a significant decline in maternal mortality rates.
Meeting the targets – India may meet the target of improved water access, clean fuel for cooking, lowering teenage pregnancy age, and partner sexual violence.
References
The Hindu │ India likely to miss deadline for 50% of SDG indicators 1.
Financial Express │ India may not be able to meet 19 SDG goals by 2030 2. | <urn:uuid:5614596f-400f-4060-b618-ded0b4b2e96d> | CC-MAIN-2023-50 | https://www.iasparliament.com/blogs/pdf/india-and-sdg-goals | 2023-11-29T21:31:26+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00015.warc.gz | 941,994,091 | 664 | eng_Latn | eng_Latn | 0.996585 | eng_Latn | 0.997454 | [
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McKeesport Area School District Comprehensive K-12 Guidance Plan
Career Focused Lessons Grade 6
McKeesport Area School District 339 Lesson Plan
GRADE LEVEL / COURSE: 6 – Social Studies
LESSON TITLE: Social Studies Workshop "College Exploration Research"
DURATION: 2 Class Periods
The goal of the unit; a subsequent measure of the student's performance SWBAT:
OBJECTIVE
Investigate a post-secondary institution of choice using the website: https://www.petersons.com/college-search.aspx to complete the college exploration research worksheet
Produce accurate poster for a post-secondary institution of choice utilizing the template provided and research acquired.
ESSENTIAL QUESTION
Question specifically linked to Big Ideas that frame student inquiry and promote creative and critical thinking
What factors influence post-secondary institution choices?
VOCABULARY
Tier 3 words & language specific to career and work
Post – secondary
College
Degree
Major
NCAA
Room and Board
Tuition
INSTRUCTIONAL PROCEDURES:
Hand where others can observe and check out the schools on their own.
Introduce post-secondary and its many differences. Talk about why a student may choose to go to a certain school. Conduct https://www.petersons.com/college-search.aspx research using corresponding research worksheet (1 Period). Provide poster template and art supplies for student to communicate newly acquired knowledge (1 period). Provide sample pennants for students to review.
DIFFERENTIATION METHODS:
Partners or small groups
Lesson modifications that address specific needs of other student populations such as ELLL, IEP, GIEP
Vocabulary sheet provided
Presentation opportunities
Assigned colleges instead of choice
MATERIALS & RESOURCES:
Research sheet
Items, links and other materials used to support the lesson
Poster template
Art supplies https://www.petersons.com/college-search.aspx
Computer access
Your Name__________________________ Per_______ HR _____
COLLEGE EXPLORATION RESEARCH
Full School Name:
City:
Type:
Setting:
How Many Students Attend:
Percentage of Female Students:
Percentage of Male Students:
List the
Highest 5 Ethnicities on Campus from Greatest to Least
1.
%
2.
%
3.
%
4.
%
5.
%
Cost Of Attendance:
Tuition:
In-State: $
Out-Of-State: $
_
Room and Board:
Full Time Student Fees:
$
$
Total:
Three Majors and Corresponding Possible Degrees Available:
1.
Associate Bachelor Master Ph.D.
2.
Associate Bachelor Master Ph.D.
3.
Associate Bachelor Master Ph.D.
Two Student Activities On Campus:
1.
2.
Athletics:
NCAA Division:
Go to the School's Website:
Colors:
Mascot:
Sketch Mascot, Year Founded, College Names, School Crest and anything else you want to remember for your pennant.
McKeesport Area School District 339 Lesson Plan
GRADE LEVEL / COURSE: 6 – Science
LESSON TITLE: Science Workshop "Planning Your Future"
DURATION: 1 Class Period
The goal of the unit; a subsequent measure of the student's performance SWBAT:
OBJECTIVE
Formulate 3 personal goals in the assigned categories using the goal setting graphic organizer.
Identify at least 2 things they could be doing now to work toward each set goal.
Apply short and long term goal definitions to categorize each of their own goals.
ESSENTIAL QUESTION
Question specifically linked to Big Ideas that frame student inquiry and promote creative and critical thinking
What makes a goal different than a hope or a dream?
What are goals important?
How can a goal be accomplished?
VOCABULARY
Personal
Tier 3 words & language specific to career and work
Goals
Short-Goal
Long-Term
Academic
Post-Secondary
INSTRUCTIONAL PROCEDURES:
Review previous lessons and introduce the goal workshop.
Steps of executing the lesson
Utilize power point to deliver vocabulary (goals, short-term goals, long-term goals). Facilitate discussion on broad categories of goals that fall into each of these areas.
With description slide still on screen, ask students to set a goal for themselves in each area and stop. After all students have set an initial goal, ask them to provide two things they can be doing now, or through graduation for long term goals.
Continue with power point to provide a detailed description of each category on graphic organizer. Use student examples in each category.
Think, Pair, Share with students nearby. Have students suggest additional success plan steps when necessary. Provide opportunity to share with class as time permits.
Challenge students to begin or continue putting plan into action and say that these sheets will be assessed for progress in the spring.
DIFFERENTIATION METHODS:
Lesson modifications that address specific needs of other student populations such as ELLL, IEP, GIEP
Fill in the blank notes for definitions
Graphic Organizer in the PPT with arrows for section to be completed at each step
Printout of detailed description page
Bullet points to indicate how many items in each box
Have students set more than one goal in each category
MATERIALS & RESOURCES:
Provide opportunity to research success plan items
Items, links and other materials used to support the lesson
Graphic Organizer Worksheet with Vocabulary
PPT Presentation
Detailed Description Printout (if necessary)
Name________________________________________ PERIOD __________________
PLANNING FOR YOUR FUTURE
Goals: These are things you hope to ______________________ in the near or distant _________________________.
Short Term Goal: These are things you want to happen ________________, often in less than __________________.
Examples:
Long Term Goal: These are things you want to happen over a ____________________ of ______________________.
Examples:
| | WHAT IS MY GOAL: | THINGS I CAN DO TO ACHIEVE |
|---|---|---|
| | | THIS GOAL: |
| PERSONAL/SOCIAL/ BEHAVIORAL | | |
| ACADEMIC | | | | <urn:uuid:180c3109-96ec-4d87-8825-c79b4d092e04> | CC-MAIN-2023-50 | https://www.mckasd.net/site/handlers/filedownload.ashx?moduleinstanceid=2255&dataid=2553&FileName=Sixth%20Grade%20Career%20Focused%20Lessons.pdf | 2023-11-29T22:00:34+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00014.warc.gz | 1,004,223,767 | 1,247 | eng_Latn | eng_Latn | 0.918853 | eng_Latn | 0.991322 | [
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Banksy is a British street and graffiti artist. He likes to remain anonymous. He does not let people know his true identity. He draws in public places such as on buildings or train stations. His paintings are often about politics, war and other important topics.
His satirical street art and mind-hurting pictures combine dark humour with graffiti. The graffiti is done with a stenciling technique. Such works have been done on streets, walls, and bridges of cities throughout the world.
Ukraine's stamp showing a Banksy mural on a building destroyed by Russian artillery attacks: A small boy defeats Russian president Putin.
Stenciling is the method of applying a design on a surface by sponging, spraying, rolling, brushing, or dabbing paint through a cutout overlay placed on a surface. An advantage of using a stencil is that it can be used several times to reproduce design or letters.
Banksy's work started in the Bristol underground scene, together with musicians. He is the son of a photocopier technician. He trained as a butcher but became involved in the graffiti scene in the late 1980s. That's all we know about his person. Despite his identity is anonymous, Banksy was named in the Time Magazine's 100 most influential people in 2010. Other nominees were Barack Obama, Lady Gaga and Elton John.
In 2004, Banksy printed £1 million worth of fake £10 notes. He used Princess Diana's face instead of the
Queen's head and replaced the "Bank of England" with "Banksy of
England". The banknotes were dropped into the crowds at the the Notting Hill Carnival.
Banksy displays his art on public and private
surfaces such as walls. He does not sell photos of street graffiti directly himself.
Banksy draws attention to the ills of the world. It's about war, about racism and police violence, animal testing and climate change. Banksy shakes things up. Looking at a
Banksy is always a bit like reading the newspaper. He confronts you with the bad news of this world.
GIVE THE OPPOSITES. YOU FIND THE WORDS IN THE TEXT.
| false | true |
|---|---|
| private | |
| peace | |
| bright | |
| early | |
| buy | |
| never |
|---|
| genuine |
| heal |
| unimportant |
| indifference |
| pacifism | | <urn:uuid:f4f1ffef-b6ad-4e50-89f1-983270ea8f62> | CC-MAIN-2023-50 | https://englischlehrer.in/contentLD/EN/T252bBanksy.pdf | 2023-11-29T22:33:52+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00018.warc.gz | 275,670,174 | 526 | eng_Latn | eng_Latn | 0.99975 | eng_Latn | 0.99975 | [
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Augustus Brooks
Augustus was born in 1873 to Charles and Rosa (née Relf) who had married in 1860. They had four other children: Charles (1862); William (1864); Rosa (1865) and Henry (1868). According to the 1871 census, Charles senior was a sergeant in the Metropolitan Police. By 1881 he had retired from the police and was the landlord of the Waterman's Arms, Town Wharf, Isleworth. Charles junior was a railway clerk; William a dye worker and Rosa and Henry were at school.
By the 1891 census, the family had moved to 4 Blenheim Place, Worple Road Isleworth. Charles senior had died aged 61 in 1889 and Rosa was a widow. Augustus, now 18, was working as a house painter alongside his brother Henry, aged 23.
In 1901 Augustus and his siblings had moved to 2 Devon Villas, North Street, Isleworth. See right for a map of old Isleworth, including North Street, South Street and the junction of Worple Road in 1894. He was 28 and listed as an artisan painter, Charles was still working as a railway clerk and William as a tester in an Aniline Dye Factory. Rosa, now 35, is living with her brothers. Their brother Henry had married Minnie Philpott in 1897 in Thanet.
By 1911 Augustus, Charles and Rosa had moved to 52 North Street, Isleworth. His brother William had married Ellen Cripps in 1902 and they were living at 13 Montague Road, Hounslow and William was a practising chemist. Henry and Minnie were living in Margate with Minnie's mother, Sarah.
When the war broke out, Augustus enlisted on 7 th September, 1914 at Camden Town into the 19 th London Regiment. Although he was 41, he gave his age as 34 ½! His service number was 2719 and he was a Private in A company and was part of the Expeditionary Force to
France. He arrived in Le Havre on 10 th March and whilst marching to Allouagne, men complained of sore feet as often they didn't have the correct size boots. After swapping between themselves, this was partially remedied. They were billeted in farms around Allouagne and undertook training, church parades, twice daily rifle checks and digging trenches.
On 7 th April the Battalion marched to Bethune, occupying one wing of the girl's college. From here they marched onto Festubert where they took over from the Oxford and Bucks light infantry. On 3 rd May the Battalion moved back to Bethune. Between 16 th and 21 st May they were heavily shelled and suffered heavy casualties. On 21 st they moved to Beuvre where the enemy had shelled and wounded three of the advance party before the main company arrived. On 6 th June his Battalion relieved the Glasgow Highlanders at Labourse. They continued through the summer of 1915 in the area around Allouagne then took part in the Battle of Loos from 25 th September to 1 st October. He had served for just 1 year and 19 days before being killed in action on 25 th September, 1915 at the Battle of Loos. At this Battle, the 1/19 th London Regiment former part of the second wave as part of the 47 th Division attacking the southern side of Loos village. In total 14 officers and 372 other ranks were killed, including the CO. Augustus's body was recovered by a GC unit on 1 st October, 1915 and his death was reported on 20 th October, 1915. He was buried in the Loos Memorial Cemetery, grave ref 130135. He was awarded the 1915 Star, the Victory and British medals. He left everything he owned to his sister Rosa. He is also honoured in All Souls Church, Haliburton Road, then in Isleworth, as well as at All Saints Church, Church Street, Isleworth.
According to the 1939 Register records, Henry, now widowed and aged 71, had returned to live with his sister Rosa at "Mimosa", 295 St Margaret's Road. | <urn:uuid:36ed1468-f599-44ef-83ce-3079181a30f8> | CC-MAIN-2023-50 | https://www.isleworthww1.co.uk/wp-content/uploads/2019/02/Brooks-Augustus.pdf | 2023-11-29T21:57:30+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00023.warc.gz | 940,027,377 | 911 | eng_Latn | eng_Latn | 0.999325 | eng_Latn | 0.999325 | [
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Learn together, grow together Progression in History
In History, pupils will find out about the past and how it influences the present, starting with their own lives. Pupils will learn a sense of respect, tolerance and appreciation for the past in order to understand why society is the way it is today. They will leave Medina with a narrative of Britain from the earliest times as well as the rise and fall of the Ancient Civilisations in the wider world.
| Reception | Year 1 | | Year 2 | Year 3 | Year 4 | Year 5 |
|---|---|---|---|---|---|---|
| All about me Space At the toy museum | | The lives of | The life of significant individuals Queen Victoria Significant places and events within our locality Portchester Castle and Southsea Castle, Titanic | The achievements of Ancient Civilisations – Ancient Egyptians A study of Greek life and achievements and their influence on the wider world - Ancient Greece Changes in Britain from the Stone Age to the Iron Age | The Roman Empire and its impact on Britain Britain’s Settlement by Anglo Saxons and Scots The Viking and Anglo-Saxon struggle for the Kingdom of England | A local history study – The Tudors in Portsmouth A non-European society that provides contrast with British History – the Mayan Civilization |
| | | significant individuals | | | | |
| | | – Florence | | | | |
| | | Nightingale and | | | | |
| | | Mary Seacole | | | | |
| | | Events beyond living | | | | |
| | | memory – The | | | | |
| | | Great Fire of | | | | |
| | | London | | | | |
| | | Changes within living | | | | |
| | | memory and | | | | |
| | | significant places and | | | | |
| | | events within our | | | | |
| | | locality – The | | | | |
| | | Seaside Then and | | | | |
| | | Now | | | | |
| Understand about the past through settings, characters and events encountered in books (Toys at the Museum, Peepo, Mary Anning, Neil Armstrong) | Begin to use words and phrases related to the passing of time. Sequence 3 events in chronological order (Florence Nightingale, The Seaside, The Great Fire of London). Recognise similarities and differences in London before and after the fire. | | Confidently use a range of words and phrases related to the passing of time. Sequence 3 events about the Titanic in chronological order. When learning about Portchester Castle and Southsea Castle, recognise and compare how castles changed over time and why this was. | Position the Ancient Egyptians, the Ancient Greeks on a timeline of world history. Place early settlers from the Stone Age, Bronze Age and the Iron Age on a timeline of British history and begin to establish the narratives between these time periods. Compare houses from the Stone Age to the Iron Age, identifying the reasons for change. | Position the Romans, the Anglo Saxons and the Vikings on a timeline of British history. Recap on the time periods studied in Year 3 and continue to establish the narratives between the periods studied in Year 4. Within each unit, understand and compare life in Britain before / after each period, identifying reasons for and impact of change (for example the Iron Age/ Romans). | Position the Mayans on a timeline of world history. Position the Tudors on a timeline of British history, continuing to establish the narrative of British History already learnt. |
Learn together, grow together Progression in History
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INFORMATION SHEET
PREFERENCE TESTING
Help gain motivation & focus when training
Ideas of what to test with
Over the years there have been a number of papers that have investigated whether animals have motivations and preferences, whether they make conscious choices, and if given various foods to choose among, do animals make adaptive choices that are good for them?
Why are such questions important when we come to train our animals?
Before animals make choices they go through a decision-making process guided by their motivations and preferences. In order to maximise the likelihood of our pet performing the behaviour we're after, we need to create motivation first. This can be facilitated by using rewards that our pet finds brilliant, rather than using what we think our they like. For example, I recently went to see a client who said their dog loved roast pork and had some cut up, ready for the session. However when given a choice, the dog repeatedly chose his dried kibble over the pork, then in the second test he repeatedly choose venison over the kibble - none of the pork was eaten! As you can imagine, this was a great surprise to the owner who was struggling with recall, and often used roast pork. You can use preference testing to understand your pet's 'pay scale'. In other words, what is their £5, £20 and £50 note equivalent. This can be done with food against food, food versus toys, and toys against other toys or games.
How to test
Gather 3 to 4 different items to test against. 1.
Ask your dog to sit & wait if they know how, otherwise get a helper to gently hold their shoulders. 2.
Place the 2 different items you're testing against around 1-2 feet apart in-line and approximately 8-10 feet from your pet. 3.
Use a release cue (e.g. "OK") and see which one he goes to. Avoid leaning to one side or looking at a particular item to reduce bias. 4.
Repeat at least 3 times to determine your pet's preference. If your dog goes to the same side each time, place the item to the other side and repeat the test. This is to rule out any right or left-hand preference, depending on whether an owner has typically rewarded the dog from one particular hand. 5.
Having determined your pet's favourite item, swop out the rejected item for a one and re-test against the previously favoured item to see how that fairs. 6.
Click the link to watch my video on How to Preference Test https://www.facebook.com/watch/?v=337267884527880
HANNE GRICE PET TRAINING & BEHAVIOUR 2021
When comparing foods, I typically start with the dog's kibble and compare this to another, such as a dried food treat.
Then I will move along the 'pay scale' to discover what the dog perceives as more valuable.
Make sure the pieces of food are cut around 3-5mm to avoid filling up your dog too quickly.
Below are the sorts of foods I will test with:
Kibble
Raw carrot
Dried commercial dog treats
Cucumber
Frankfurter
Cooked chicken
Mature cheddar cheese
Cooked salmon
Venison sausage for dogs
Dehydrated liver
Kangaroo sticks
Rabbit sticks
Here are some toy/other item ideas:
Tennis ball
Squeaky animal toy
Soft rope toy
Lotus ball
Rod or dog flirt pole
Empty clean water bottle
Wobbler / food dispensing toy
Frisbee
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Look early for warning signs of autism disorders
We know several families with children who have autism, Asperger syndrome, or a similar disorder. How common is this? Are there early signs to watch for?
Autism and other disorders on the autism spectrum are more common than many people think. The Centers for Disease Control and Prevention estimates that one in 150 children are diagnosed with autism or another disorder on the autism spectrum by the time a child is 8 years old. Boys are diagnosed more often than girls, but both are affected.
Autism spectrum disorders vary widely. Essentially they are developmental disabilities that affect social interaction and communica tion, also characterized by unusual behaviors and interests. According to the Autism Society of America, it is possible for children with the exact same diagnosis to act completely dif ferent from one another and exhibit varying capabilities.
Early warning signs may be subtle, but they're important to recognize. The earlier a child is diagnosed, the better chance an appro priate treatment can be prescribed. According to the organization, First Signs, Inc. (http:// www.firstsigns.org), parents often begin notic ing red flags when their child is about 15 to 18 months old.
Warning signs of autism have been detailed by The CDC on its Web site, http://www.cdc. gov/ncbddd/autism/. Children with an autism spectrum disorder might:
* Not play "pretend" games (pretend to
"feed" a doll).
* Not point at objects to show interest (point at an airplane flying over).
* Not look at objects when another person points at them.
* Have trouble relating to others or not have an interest in other people at all.
* Avoid eye contact and want to be alone.
* Have trouble understanding other people's feelings or talking about their own feelings.
* Prefer not to be held or cuddled or might cuddle only when they want to.
* Appear to be unaware when other people talk to them but respond to other sounds.
* Be very interested in people, but not know how to talk to, play with, or relate to them.
* Repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language (echolalia).
* Have trouble expressing their needs using typical words or motions.
* Repeat actions over and over again.
* Have trouble adapting to changes in routine.
* Have unusual reactions to the way things smell, taste, look, feel, or sound.
* Lose skills they once had (for instance, stop saying words they were once using).
Parents who notice any of these behaviors should consult with their child's pediatrician.
Family Fundamentals is a monthly column on family issues. It is a service of Ohio State University Extension and the Ohio Agricul tural Research and Development Center. Send questions to Family Fundamentals, c/o Martha Filipic, 2021 Coffey Road, Columbus, OH 43210-1044, or firstname.lastname@example.org.
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For the month of April 2007
By Martha Filipic (614) 292-9833 email@example.com
Dear Subscriber: This column was reviewed by Pam Leong, family and consumer sciences educator for Ohio State University Extension in Shelby County.
To receive Family Fundamentals electronically, sign up at our subscription Web site, http://www.ag.ohio-state. edu/~news/subscribe.php. To get a PDF file e-mailed to you, contact Martha Filipic at firstname.lastname@example.org.
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OSU Extension embraces human diversity and is committed to ensur ing that all educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, age, gender identity or expression, dis ability, religion, sexual orientation, national origin, or veteran status. | <urn:uuid:4fb8724f-065f-4b8b-a5c3-b1504ea5b054> | CC-MAIN-2023-50 | https://news-archive.cfaes.ohio-state.edu/sites/oldnews/files/news-release-site-library/site-files/documents/FamFund.apr07.autism.pdf | 2023-11-29T23:20:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00021.warc.gz | 524,307,947 | 888 | eng_Latn | eng_Latn | 0.995975 | eng_Latn | 0.995975 | [
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This information is provided to the Citizens of Melvindale following the unfortunate circumstances of a sewer backup.
A sewer backup can be very frustrating and stressful. This is a situation that must be dealt with in a very careful manner. If not handled properly, health and safety problems can occur, as well as significant property loss.
This valuable information has been prepared for you by the City of Melvindale Department of Water & Sewerage & The Department of Public Works
Introduction
It is never pleasant to deal with a sewer backup. While sewer back-ups may occur for a number of reasons, they are usually caused by internal plumbing problems in the home and, in rare cases, the public sewer line.
The City of Melvindale continually maintains and repairs the public sewer system to keep it in good working condition, thus reducing the potential for backups.
The information contained in this brochure can help protect you and your family from the hazards of raw sewage in your basement and show you practical methods for proper sanitation of your home and its contents if a back-up occurs. A quick response will go a long way toward limiting the possibility of long term health effects and property damage.
This brochure also includes helpful phone numbers where you can receive additional information and advice. Keep it in a handy place for quick reference if you have a sewer problem.
Sincerely,
Melvindale Water & Sewer Department
COPING WITH A SEWER BACKUP
How Do Sewer Backups Occur?
Sewer backups may vary from clean water to raw sewage that causes contamination and may discolor exposed items. The following describes causes for water in basements:
Storm water seeping in walls, floors or windows. This is normally due to inadequate drainage or grading around a home, malfunctioning sump pumps, gutters or footer drains.
Sewer backups through the basement drain. Backups may result from a variety of conditions, most commonly, heavy rain events. When excess water overloads the sewer because of blockages caused by grease, debris or tree roots, or collapses, a sewer backup will occur. Sometimes the private home's sewer system is in such poor condition that a backup will occur when a toilet is flushed, or a load of laundry is being washed.
Will the Sanitary Sewer Overflow (SSO) project affect Sewer Backups?
Yes. The SSO facilities that were built in 2005 were designed to pump and store a greater volume of sewerage than has ever been possible. This project should greatly reduce the likelihood and severity of wet weather flooding within our sanitary sewer system.
First Steps
If you have a backup, call the City of Melvindale Department of Public Works-Water & Sewerage Division at 313-429-1064, Monday through Friday 8:30 AM –4:30 PM, or the Police non-emergency number at 313-429-1070 ext. 2 during all other hours.
We will dispatch a maintenance crew to your address to determine if the stoppage is in the City main or your private line (sewer lateral). If the sewer main is found to be clear, it is then the responsibility of the property owner to call a licensed plumber or drain service to correct the problem. The City cannot recommend any plumber. Check your Yellow Pages or Business White Pages. You may want to get more than one estimate from reputable plumbers and check their references.
If a blockage is found in the city sewer, the Water and Sewerage Department will perform any cleaning or repair to that line. This work will be done as soon as possible and you will be kept informed about what is being done. If you have repeated problems and you have determined that your sewer needs a major repair, contact the Melvindale Water Department @ 313-429-1064 to learn about required permits and inspections.
Cleaning Up After Floods/Sewer Backups How do I clean up after floods/sewer backups?
Proper responses to sewer backups can greatly minimize losses from negative health effects and property damage. Every backup is unique and will require different responses but there are some universal principles that can be applied to all situations.
Sewer backups can lead to disease, destruction of your valuables, damage to your house, and the risk of electrocution. Prompt cleanup of affected property can help minimize the inconvenience and damage.
Health and Safety Issues
Please be aware and keep in mind the risk of potential health and safety problems when addressing the cleanup of your home. Sewage and floodwaters contain bacteria, fecal material, viruses and other hazardous microorganisms which can cause disease. These "germs" can be transmitted by touching contaminated items or by tracking them into uncontaminated areas on shoes. Children and pets are especially vulnerable.
Odors from sewage backups are unpleasant but not harmful. The speedy removal and cleanup of sewer water is very important and necessary.
To protect yourself and your family during cleanup, please follow these guidelines:
Avoid skin contact with sewer water, especially cuts and sores. Keep them clean and covered.
If you should suffer a cut while working in flood or sewer water, contact your physician or the Health Department about receiving a tetanus shot.
Do not allow children to play in areas contaminated by sewage backup.
Do not eat or drink anything exposed to sewer water.
Keep contaminated objects, water, and hands away from mucous membranes (mouth, eyes, and nose).
Wash hands frequently, especially after bathroom use, before eating, and immediately following contact with sewer water or contaminated objects/surfaces.
Disinfect all areas and equipment that came into floodwater contact with a solution of 8 tablespoons of liquid chlorine bleach to a gallon of water. This is a very effective method of removing odors and bacteria. Bleach solutions are the most effective disinfectants, but may cause discoloration of many materials.
NEVER MIX BLEACH WITH AMMONIA. THIS PRODUCES CHLORINE GAS, A VERY TOXIC AND DANGEROUS SUBSTANCE.
We recommend that you immediately arrange for a thorough, professional, sanitized cleanup of your affected property.
Do's and Don'ts of Clean Up
Because of the unsanitary nature of a sewer backup in the home, it is essential that all affected areas where the backup occurred be cleaned and disinfected as soon as possible. Generally, small household items that are affected or exposed to the sewage should be discarded. It is important to make a list of discarded items, and if possible, provide photographs for insurance purposes.
All affected appliances should be inspected prior to putting them back into operation.
Many private companies can handle the cleanup for you.
Check the yellow pages under the listing "Fire and Water Damage Restoration." Some companies will also inspect and repair major appliances (furnaces, water heaters, washers and dryers). If a private company is contracted to do cleaning and/or restoration, be sure to keep all receipts for insurance purposes.
If you choose to cleanup your property yourself, the following information is provided as a recommendation to assist with your cleanup efforts:
* Potential health and safety hazards must be identified and eliminated prior to implementing cleaning or restoration procedures. Before entering the affected area the potential for electrical shock hazards and gas leaks must be assessed.
* Treat all water soaked surfaces, furnishings and items as contaminated until properly cleaned & sanitized.
* Wear protective clothing such as rubber boots, gloves and eye protection during cleanup and removal. To remove gloves, turn them inside out, without touching the contaminated exterior. Dispose of them properly.
* Do not use any electrical equipment while standing in water.
* Operate wet vacuums only when plugged into a ground fault circuit interrupter or ground fault equipped outlet.
* Wet-vacuum to remove spillage.
* Remove and discard carpet and steam clean or discard drapes.
* Discard or properly wash and disinfect toys, clothing and other contaminated objects.
* Remove and discard upholstered furniture and porous wood furniture stained by sewage.
* Sanitize and clean hardwood furniture, then thoroughly wipe, dry and apply an oil-based wood polish.
Do's and Don'ts of Clean Up (continued)
* Ventilate the affected area with floor fans and a dehumidifier, if available, to properly dry the area. If it has not been directly contacted by water, activate the building's heating ventilation and open doors when conditions are favorable.
* Clean appliances and/or ductwork. If electric motors, wiring or insulation have been saturated, have a qualified service technician inspect for damage before plugging it in and turning it on.
* Do not use heat to dry closed building interiors; mildew may result and expanded water damage may result.
* If your basement walls are finished with drywall, all the areas contacted by water must be removed and disposed of within 24 hours. Once these items get wet, they retain moisture long enough to grow mold. Removing all the wall board also allows air to circulate around the wood studs so that they dry completely and will not need to be replaced.
* Sanitize and repair, or remove and discard, paneling, wallboard or wall coverings.
* Unplug all electrical appliances, small electrical devices on wet floor coverings or other wet areas and turn off the circuit breakers supplying electricity to affected areas.
* Turn off the gas (or other fuel source) to your furnace or heater and hot water heater.
* Avoid flushing toilets or using other water connected to appliances or fixtures. The discharge from these items may back up into the basement.
* After the waters have receded, flush out and disinfect plumbing fixtures before resuming normal use.
* Do not track sewage from the basement into living areas of the house.
* Keep children and animals out of the affected area.
* Take before-and-after photos.
* If a dishwasher, washing machine, shower, bathtub, toilet or other water fixture is operating, shut if off immediately.
* Move any uncontaminated property away from the affected areas.
* Do not attempt to stop the flow of sewer backup through the floor drain or any other sewer drain. Any added obstruction could cause serious damage to your household drainage system and possibly a catastrophic rupture of the household sewer drainage system.
Treatment of Rugs and Carpeting
For smaller, loose rugs, and wall-to-wall carpet installed on tacks, in-plant cleaning is the best option. The germicidal and cleaning treatment has to be thorough.
Both the carpet and the floor surface have to be completely cleaned and decontaminated. Germicides used for this have to be effective even against the bacteria of the E. Coli family, which is present in contaminated sewage.
For wall-to-wall carpets that are glued down, cleaning on-site may not be completely effective and in-plant cleaning may not be viable economically or practically.
Contaminated padding is best discarded and should not be reused.
Related Links
www.fema.gov/hazards/floods/ pbuffd.shtm www.michigan.gov/deq
www.fema.gov/safewater/eco li.html
www.fema.gov www.cdc.gov/nasd/docs/d00150 1-1600/d001564/d001564.html
WHAT A HOMEOWNER NEEDS TO KNOW
Public Act 222: Sewer Back-up Legislation
The State of Michigan passed a new law, Act 222 of Public Acts of 2001, which clarifies when municipalities are liable for sewer backups. The Act sets standards to determine the extent to which a municipality is liable for backups and establishes a process that affected persons must follow to seek compensation when a backup occurs.
Anyone making a claim for property damage or physical injury must prove that the public sewer had a defect. In addition, it must be proven that the governmental agency knew, or in the exercise of reasonable diligence, should have known about the defect, and that the governmental agency having the legal authority to do so, failed to take reasonable steps in a reasonable amount of time to repair, correct, or remedy the defect.
If you experience an overflow or backup of a sewage disposal system or storm water system, and intend to make a claim, you must file a written claim with the City of Melvindale within 45 days after the overflow or backup is discovered. Claims must be mailed to:
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Curriculum Newsletter
Bramham Shadwell Federation
Class 5 September – October 2023
All our learning in class this half term will be focused around the question:
What makes a good global citizen?
English
* The focus will be on grammar, punctuation and spelling activities linked to a range of books including 'Oranges in No Man's Land' by Elizabeth Laird.
* This book is a historical fiction book written from a child's perspective. This will give the children the opportunity to widen their interest in reading and explore realistic scenarios which are happening in our world today.
* Children will explore sentence structure, and how to choose the most appropriate language to enhance their writing including the use of fronted adverbials and expanded noun phrases.
Maths
* Editing and improving their own work as they respond to their targets will be a continued focus.
The outcome will be: to develop their descriptive writing throughout the half-term which will lead to a narrative piece at the end of the unit.
How can I help / information for helping
Allow your child to improve simple sentences e.g. 'the cat walked across the room.' by adding a fronted adverbial and an expanded noun phrase.
What is a fronted adverbial? An adverbial is a word or phrase that has been used like an adverb to add detail or further information to a verb. Adverbials are used to explain how, where or when something happened. Fronted adverbials are placed at the start of the sentence, before the verb and are followed by a comma. Eg. Before the sun came up, he ate his breakfast.
What is an expanded noun phrase?
An expanded noun phrase is a phrase that gives more detail about a noun. An expanded noun phrase should follow the pattern: determiner, adjective, noun. If more than one adjective is used, children should add a comma to separate them. Eg. the beautiful lake
* The focus will be learning about counting, place value and partitioning.
* There will be an emphasis on number facts and improving our mental and written calculations for addition and subtraction.
*
We expect all the children to know multiplication and division facts up to the 12 times table for use in calculations. Each
week there will be a times table test; children will then be given a target to improve the speed at which they do the times table or to learn the next one.
* They will continue to solve problems and learn to explain, convince others and justify their findings using specific vocabulary: I am certain that…, I think…. because…., I know that …. so … must be …..
* Additionally, the KIRF target is outlined below; please help your child to achieve this target.
How can I help / information for helping
KIRF Target – Autumn Term 1 I know decimal number bonds to 1 and 10
Please help your child to learn their times tables as this increases mathematical confidence and accuracy.
* Know decimal number bonds to 1 e.g. 0.1 + 0.9 = 1
* Know decimal number bonds to 10 e.g. 1.25 + 8.75 = 10
* If your child knows one fact (e.g. 4.8 + 5.2 = 10), they should be able to tell you the other three facts in the same fact family (e.g. 5.2 + 4.8 = 10, 10 – 4.8 = 5.2 and 10 – 5.2 = 4.8)
| | SITE |
|---|---|
| Focus: ‘Space’ with a focus on The Sun, Earth and Moon. Skills / knowledge to be developed: Developing scientific knowledge of our solar system looking at orbits, seasonal changes and how ancient astronomers had different interpretations of our planet. DT links: We are designing and making a planet buggy that will incorporate the children’s knowledge of conditions on different planets and what a vehicle would need in order to survive. Computing links: To use search engines appropriately to research information linked to our space topic. | |
| How can I help / information for Helping Make a mnemonic to help remember the order of the planets. Discuss the differences of the planets and how they vary (including the differences between inner and outer planets). | |
French
Focus: Places in the town.
Skills / knowledge to be developed: Learning key French vocabulary linked to places in a town; how to form simple sentences; asking and responding to questions.
Applied through: Using the 'Jolie Ronde' scheme of work and constructing a piece of writing about life in their area.
How can I help / information for Helping
Discuss what the children have learnt and get them to teach someone else in their family.
Music
Focus: 'Listening out' Skills / knowledge to be developed: We will learn to 'listen out' by listening to different anthems over the course of the half term, particularly from around the world which links to our topic focus. We will work to identify the style of music, the instruments used and the structure of the song (chorus, pre chorus, introduction, instrumental solo etc). Children will also learn to appraise songs through giving opinions supported with reasoning.
Applied through: Music lessons.
How can I help / information for Helping
Encourage your child to listen to music at home and identify the instruments, structure and style. Discuss different music genres and what your child's preference is and why.
PSHE / MindMate
Focus: RSE (Relationship, Sex Education) including keeping safe. Skills / knowledge to be developed: RSE will focus on the physical and emotional experiences children may encounter over the next few years. Keeping safe will focus on developing the children's understanding of how to stay safe in both real life situations and on the internet.
Applied through:
Discussion, PSHE lessons, circle time.
How can I help / information for Helping
Discuss feelings with your child and what they have learned in class – how does this apply in your home? Discuss keeping safe and who they can talk to in and out of school.
R.E.
Focus: Why are some places and journeys special?
Skills / knowledge to be developed: developing the children's awareness of what places and journeys are important to other people and in different religions. This enables children to identify what places and journeys are important to them.
Applied through: Circle time, RE lessons, discussion.
How can I help / information for Helping
Discuss the importance of different places and journeys and how a wide range of people from all over the world have different perspectives based on the religion they choose to follow.
Thank you, as always, for your continuous help and support. If you have any queries please do not hesitate to contact me or make an appointment at the office to arrange a meeting after school.
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Functional Behavior Assessment and Behavior Intervention Plans
The educational model focuses on developing an effective learning environment for students. The Functional Behavior Assessment (FBA) process and the development of the Behavior Intervention Plan (BIP) assist school teams in analyzing the student's environment and constructing positive supports to promote appropriate behaviors conducive to learning. The FBA/BIP process can be used for any student exhibiting behavioral problems, from the pre-referral stage to the more intensive levels of need.
Functional Behavior Assessment (FBA) is a Process that:
Gathers global and specific information
Involves a group interview technique using people who know the student well; the teacher is essential in the process
Looks carefully at the context as well as the behavior
Helps us to understand the student and his/her behaviors
Leads to hypothesis statements about the behavioral function and related needs
Shifts ownership of assessment and intervention to team – educators and family
Leads to the development of a behavior support plan
Incorporates ongoing review and revision as needed
NOTE: The FBA process may often be completed through informal means, unless a formal FBA evaluation is required due to a Manifestation Determination Review concluding that a student's misbehavior was the a result of his/her disability.
A Good Behavior Support Plan Has the Following:
Identification of the function(s) of the behavior
Strategies to reduce the effect of setting events (slow triggers)
Strategies to reduce the effect of antecedents (fast triggers)
Appropriate replacement behavior to be taught that will serve the same function for the student
Positive consequences for appropriate behavior
Reductive consequences for inappropriate behavior
A way to measure success or failure of the plan
The Flow of Functional
Behavior Assessment
Identify
Problem
Behaviors
Hypothesize
Needs
Develop
Behavior Plan
Implement
Behavior Plan
Evaluate
Behavior Plan
Gather
Data
Organize
Data
Review
and Revise
A
Solution
Finding
Process
THE FUNCTIONAL BEHAVIORAL ASSESSMENT PROCESS
- Identify Target Behavior
- Gather Data
- Organize Data
- Hypothesize Need
- Design Behavior Plan
- Implement Behavior Plan
- Evaluate Behavior Plan
When students have challenging behavior that interferes with their ability to learn or interrupts their classmates' learning, schools may complete an informal or formal Functional Behavior Assessment (FBA) for gathering information about both the student and his/her behavior. This information gathering is the first part of the process of providing positive behavioral support to the student. Once the purpose (what the student "gets" or "avoids") of a challenging behavior is determined, then a behavior support plan may be designed that includes instructional supports and strategies that help the student get what he/she needs in a more socially acceptable way.
How does the team figure out what is behind a behavior and what might be done to intervene?
IDENTIFY TARGET BEHAVIOR
Behaviors that are targeted tend to be those that have not responded to standard strategies that teachers or parents have used before. In describing the behavior, it is important to be as specific as possible. For example, a person would say, "Peter talks out loud to his classmates in math class and argues with his teacher," rather than "Peter is disruptive in class."
GATHER AND ORGANIZE DATA
Student Strengths/Skills
Note how the student learns best, what he does well, and with whom he has positive relationships. Use these skills in designing a behavior plan.
Fast Triggers
A fast trigger is what comes just before the challenging behavior. It includes where the behavior occurs, with whom, and during what activity.
Slow Triggers
Slow triggers look at the bigger picture to find factors which may be influencing the student's behavior. Learning difficulties and communication challenges may add to a student's frustration. Things like environmental triggers (heat, noise, crowds, etc.) or physical factors (illness, hunger, fatigue, side effects of medication, over-stimulation, etc.) may "set up" an episode of negative behavior. Family and social forces may play a part, too.
Consequences
Consequences are what happen immediately after the behavior occurs. Did other classmates laugh? Was the student sent to the office? Did he get out of doing the work?
Sample FBA
Strengths of the Student: Jimmy likes school and has many friends. His favorite subjects are English and math. Jimmy has a great relationship with his dad, who he gets to see every other weekend.
| Slow Triggers (Setting Events) | Fast Triggers (Antecedents) | Target Behavior | Perceived Function | Actual Consequences |
|---|---|---|---|---|
| Mondays after he sees Dad, headaches, too little sleep, didn't do homework | Asked to do multiplication & long division problems, sitting next to Harry | Talking in class, arguing with Mr. Soft (math teacher) | Attention from Mr. Soft and Mr. Wong, gets out of doing math problems | Gets sent to the principal's (Mr. Wong’s) office |
HYPOTHESIZE NEEDS
Once the above questions have been answered, the team may build a hypothesis statement, a summary of why they believe the behavior is occurring and what purpose it serves. Most behavior, good or bad, is motivated by a need to get something (attention, a desired object, etc) or to avoid something (hard work, embarrassment, discomfort, etc.). Challenging behaviors may serve more than one function.
Most Common Functions of Behavior
To obtain:
* attention
* desired activities/objects
* internal stimulation
To escape/avoid:
* interaction
* tasks or activities
* physical discomfort
Perceived Function
The hypothesis that the team builds becomes the foundation for developing a Behavior Intervention Plan for the student. Ideally, the plan includes strategies that line up with the four pieces of the FBA --slow trigger strategies, fast trigger strategies, alternative behaviors, and consequence strategies.
Sample Hypothesis
| SLOW TRIGGER | FAST TRIGGER | PROBLEM BEHAVIOR |
|---|---|---|
| Given the circumstances.. When Jeff is tired or comes to school without his homework after weekends with Dad . . . | when this occurs . . and Mr. Soft asks students to complete a difficult math assignment . . . | the student does . . Jimmy talks loudly and argues with Mr. Soft about the assignment. . . . |
DEVELOP A BEHAVIOR INTERVENTION PLAN
Behavioral Goals
The first step in putting together a Behavior Intervention Plan (BIP) is to define behavioral goals for the student. The team identifies alternative, desired behaviors to replace the target problem behaviors. These include long-term goals (the preferred behavior) and short-term objectives (what would be an acceptable replacement behavior while working toward the preferred behavior).
These replacement behaviors need to serve the same function as the problem behavior and get the student's desired results at least as:
- QUICKLY
- OFTEN
- EASILY
- INTENSELY
Strategies
Once the behavior goals are defined, the team identifies strategies that reduce the likelihood of the problem behavior and increase the likelihood of the desired replacement behavior.
These strategies fall into the four categories that match up to the informal assessment or formal FBA:
- Slow trigger (setting event) strategies
- Strategies for teaching skills required for the desired replacement/alternative behaviors
- Fast trigger strategies
- Consequence strategies (either reward strategies for desired behavior or consequences for undesired behavior)
In some cases, it might be necessary to also develop a crisis/emergency plan to address a dangerous or serious situation. Examples might be threat of injury to self or others, destruction of property, or a major disturbance of the teaching process.
IMPLEMENT THE BIP
The BIP needs to contain clear directions for implementing the strategies including
when and where the strategies will be carried out and by whom
who will have the overall responsibility for making sure the plan is implemented
how the team will know if the plan is working
a schedule for assessing progress and a plan for training staff (and parents) on strategies if necessary
EVALUATE THE BIP
The evaluation should monitor how well the plan is being followed and, more importantly, how effective it is in changing the student's behavior. To be able to measure progress, the BIP team should have baseline data, or a description of what the behavior looked like before any intervention. Then team members must make periodic progress checks to see what impact the plan is having.
If a problem behavior proves resistant to change, it may be necessary to move back into the assessment phase, so that more data may be gathered and a new hypothesis developed. Providing positive behavior support to students is an ongoing process that must be flexible enough to meet the changing needs of the student and his/her environment.
Regularly:
Monitor
Measure progress
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Providing Life-Saving Strategies and Emotionally Healthy Coping Skills
Empowerment Through Education
Diary of a Broken Mind: Post Traumatic Growth after devastating loss
Audience: For university students, high school students, RAs (resident assistants at universities), and community groups (like YMCA leader's clubs)
Time: 45 minutes to 1.5 hours, virtual or in person. Includes interactive activities including creating a crisis plan on an index card.
AnneMoss Rogers and her husband tried to find help for their struggling son, Charles, a creative genius and rap artist. Desperate to escape the darkness of his depression, Charles turned to heroin and died by suicide in 2015 at age 20.
How did AnneMoss find healing after the most devastating loss of her life? What strategies built resilience and became useful for managing other issues? And what can students do to support themselves, each other and understand that trauma of all kinds is painful but also fosters growth.
Learning outcomes:
* How stigma played into Charles's feeling of low self-worth
* The prevalence of suicide risk for those with SUD
* How to recognize signs of depression and suicide and what to do/say
* How to find your own path to healing after loss or tragedy
Themes: This presentation focuses more on resilience and healthy coping and touches on suicide prevention, hope and healing, SUD, grief, depression, anxiety, coping strategies, resilience. Anne Moss follows safe messaging reporting guidelines on suicide.
About AnneMoss
AnneMoss was the 昀椀rst non-clinician invited to speak on youth suicide at the National Institute of Mental Health, and she is one of the editors for the American Association of Pediatrics Blueprint for Youth Suicide Prevention. She is the author of two mental health related books, one written speci昀椀cally for educators focused on preventing suicide of school age youth.
AnneMoss Rogers is a Mental health & Suicide Education Expert, Professional Trainer, Speaker and Consultant. As one of the most sought-after mental health speakers, AnneMoss has lived the ultimate tragedy and become an expert on mental health, emotional wellness as well as suicide prevention. Her youngest son, Charles, was the funniest, most popular kid in school. As a teen, he wore the mask of a clown to hide his depression and anxiety and used drugs and alcohol to numb his thoughts of suicide. Ultimately, he became addicted to heroin and took his own life in 2015 at age 20. | <urn:uuid:8c90c590-9fff-429d-b3e1-c31a1dbcee85> | CC-MAIN-2023-50 | https://mentalhealthawarenesseducation.com/wp-content/uploads/diary-of-a-broken-mind-students.pdf | 2023-11-29T21:16:50+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100146.5/warc/CC-MAIN-20231129204528-20231129234528-00024.warc.gz | 474,248,091 | 512 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.99865 | [
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Picky Eating: Tips for knowing when to get professional help
As adults, we have had years to get to know what we like to eat so it's easy to forget what it's like to be to a young child just starting to explore food flavors and textures.
What moms and dads consider "picky" could be quite normal for a young child. But does "picky" eating ever signal a deeper "problem"? Possibly. Here are several guidelines to help you identify the difference between common picky eating and possible feeding problems:
| | Signs of Picky Eating | Signs of Problem Feeding* |
|---|---|---|
| | (common phase in childhood) | (may need a referral to a feeding specialist) |
| Child will eat 30 or more foods Foods avoided during a food-jag are accepted again after 1-2 weeks. Child will allow new foods on the plate and usually can touch or taste a new food. Child eats at least one food from most all food texture groups (liquids, thick liquids, soft foods, crunchy foods, creamy yogurt-like, etc.). | | |
*Adapted from SOS Feeding Solutions, STAR Center, Dr. Kay Toomey, 2010 and DSM-V criteria.
Red flags
Sometimes a child's refusal to eat is rooted in one or more physical and/or emotional issues. If you see one or more of these red flags, talk to your child's doctor about getting specialized attention:
[x] Failure to grow or gain weight
[x] Difficulty chewing or swallowing
[x] Extremely selective- only a handful of food
[x] Food or liquids getting into lungs
[x] Pain with feeding
[x] Vomiting or diarrhea linked with eating
[x] Developmental delays
[x] Some lung/heart problems like cystic fibrosis or congenital heart disease
[x] Forceful feeding by caregiver
[x] Sudden rejection of food after choking or traumatic event
[x] Anticipatory gagging
[x] Refusal to eat or fear of fat
[x] Excessive weight loss or insistence on maintaining very low weight
[x] Vomiting or excessive exercise after eating
Healthy Eating Assessment Worksheet
List foods your child usually likes or will readily eat most days:
Meats/Proteins (chicken, peanut butter)
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Veggies/Fruits (carrots, bananas)
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Grains/Cereals (pasta, bread)
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Dairy (milk, cheese)
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
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Digital Strategy- St Joseph's 2021/2022
Technology has become an integral part of St Joseph's as we have introduced Google Classroom and educational applications to incorporate in our school. The goal is for all classroom teachers to incorporate technology into the wider curriculum as much as possible.
In order to do this successfully, we need to allocate the "core" available devices as follows.
We also have a mixed fleet of modern and donated laptops which are deployed throughout the school in teaching and admin areas as well as a number of older netbooks which have been converted to chromebooks using neverware, and are available for FSM students to borrow.
Using technology is great to help us learn. However, effective use of them comes when we know the digital skills to utilise them. Knowing how to access, what to click on, how to use an app, tips and shortcuts and more advanced levels make it easier and quicker so you spend more time learning than just trying to work out how to get on to the device. Digital skills curriculum should be embedded as part of everyday teaching and learning, rather than taught stand alone. It is something that is constantly changing and evolving.
Computing should be taken for 1 hour every week or 2 hours every 2 weeks, in total there should be at least 3 lessons taught every half term. Teachers should access Purple Mash and see which topics relate to what they are teaching.
Using applications to incorporate in lessons is critical for learning. Finding ways to incorporate applications across the curriculum can be done through a cross-curricular approach. Please see the Google Doc for apps and ideas of where you can use them:
Websites/Apps for Technology in the Classroom
In regards to technology and the curriculum, teachers should try to find opportunities to imbed digital skills as part of curriculum planning. Please take a look at the table for your year group and prior to each time you are using technology, choose a skill that you would like to embed in your lesson. Each term, the Computing lead will be asking teachers to fill out a document to show which skills have been taught.
Year 1
By the end of year 1, children should have had exposure to:
- Charging/putting away their device
-Google Classroom: Finding their Google Classroom activities, Complete and turn in work independently
- Take a photo and record video with their device (Front / Rear Camera, still, that it fits the 'frame')
- Use the search tool to find an app
- Use VR (Google Arts and Culture, Google Earth)
- Learn to use keywords to search using an internet browser.
- Use web browser to access information (enter a url, access links, create bookmarks)
- Create presentations or projects including text, audio, visual media to communicate a topic or idea for a variety of audiences and purposes
(Adobe Spark, Flipgrid, Slides)
- Begin to identify and locate all the keys on the keyboard with increasing speed
Year 2
-By the end of year 2, children should have had exposure to:
-Identify and locate all the keys on the keyboard fluently and with increasing accuracy
-Taking screenshots and cropping images
-Finding and searching for images and save and use these
-Use application menus & toolbar functions to apply formatting and page layout features to improve appearance of documents and materials
-Watch online videos and use play, pause, rewind and forward buttons while taking notes, turn on closed captions or change speed of video
-Use fonts, colour, graphics, effects, transitions and animations to enhance the purpose rather than distract from it
-Use tools such as Adobe Spark, Book Creator and Flipgrid for creating interactive stories and sharing learning
-keyboard shortcuts (ctrl c, ctrl v, ctrl x)
-Keyboarding: Find any letter or number key on the keyboard, Find any key on the keyboard and know which hand to use for each half of the keyboard, 5 words per minute - Typing faster than writing, the keyboard should be memorised.
-Google Classroom: Finding their Google Classroom activities, Complete and turn in work independently
-Google Docs: open a Google Doc on Drive, type, insert an image and voice typing
Year 3
-By the end of year 3, children should have had exposure to:
-Photography: Understanding digital citizenship for asking for permission when taking photos and videos
-Audio: Creating music, soundcasts, podcasts
-Using Digital Storytelling apps for creating interactive stories
-searching and saving images from the internet
-Independently signing into devices
-Joining a class on Google Classroom/using the class stream sensibly for learning
-Find, open and turn in an assignment in Google Classroom
-Learn to collaborate in Docs / Slides/ Jamboard
-keyboard shortcuts (ctrl c, ctrl v, ctrl x)
-find and search: Use Google or omnibox to search with questions - Perform basic searches on databases (eg.library, encyclopedia, Google to locate information)
-Google Docs: find a doc, Make a copy of a doc, Change font color and size, Highlight and underline text
-Keyboarding: 10 words per minute with correct finger placement for home row 60% accuracy
Year 4
-By the end of year 4, children should have had exposure to:
-Photography: Use photo editing tools to create or modify photos
-Explain Fair Use Guidelines for the use of copyrighted materials, (eg. text, images, music, video in student and giving credit to media creators
-I can create and edit a simple video
-Basic keyboard shortcuts (ctrl y, ctrl s, ctrl u, ctrl z, ctrl n
-Create bookmark folders to manage bookmarks / Use favicons in place of bookmark names
-Save Files To downloads/Google Drive - Understand how to share files to save from local to the cloud
-Accessing folders / portfolios and maintaining organising of work
-Find a file on Google Drive
-Google Docs: insert a link, share a link on the doc, inserting bullet points and tables
-Google Forms: Open Google FormsTitle Form, Add Different Question Types, View Form Responses, Make questions required
-Google Sites: Create a Site, Apply Themes, Add a new Page, Add Text to a Page, Change Header image
-Keyboarding: 15 words per minute with correct finger for each key with 70% accuracy
Year 5
-By the end of year 5, children should have had exposure to:
-Intermediate keyboard shortcuts, ctrl p, ctrl e, ctrl k, ctrl backspace, ctrl +/-, ctrl shift print scr, ctrl t, ctrl w, alt e , ctrl shift v, intermediate
-Basic keyboard shortcuts: ctrl a, ctrl b, ctrl x, ctrl z, ctrl c,, ctrl v, ctrl p, search alt, ctrl n
-Google Drive: Move selected files to shared drive, Add a person to a shared drive (as a contributor)
-Google Docs:Proofread and edit writing using appropriate resources (eg. dictionary, spell checker, and thesaurus) Copy and paste from one doc to another,Insert Page Numbers, Download the Doc as a PDF
-Google Forms: Insert Image, Insert Video, Change Theme of Form
-Google Sites: Insert an Image on a Page. Insert a Google Drive Doc on a Page, Insert a YouTube Video on a Page, Publish Site, Preview Site
-Keyboarding: 20 words per minute without looking at the keyboard 80% accuracy
Year 6
-By the end of year 6, children should have had exposure to:
-Screencast: Take screen recording to demonstrate how to do something, share learning or to explain
-Advanced keyboard shortcuts alt [ / ], google drive N, ctlr /, ctrl shift s, alt tab
-Restore a file from Trash in Google Drive
-Google Docs: Use version history, Use the comment function for peer editing / suggestions in documents, Use the track changes feature in review for peer editing of documents
-Google Forms: Get Link to Form, Change Submission Settings of Form, Create Spreadsheet of Responses, Create different sections of questions
-Google Sites: Edit a published Site, Rename a Page, Nest Pages Under Pages (Subpage), Share a Site with a Collaborator (Edit Access). Publish changes to a Site
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St Edmund's and St Thomas' Catholic Primary School
English Curriculum Statement
Subject Leader – Alison Pritchard
Intent
At St Edmund's and St Thomas' Catholic Primary School we believe that English is at the heart of education. English pervades all aspects of school life and the skills of speaking listening, reading and writing are evident in all areas of the curriculum. Through speaking, listening, reading and writing, children develop their powers of communication, inventiveness and critical awareness.
Language and literature are an essential part of everyday life and being literate is crucial for future success, both educationally and in the wider world as active citizens. For children to achieve well in English lessons and to develop a comprehensive set of literacy skills it is vital they experience a relevant and engaging English curriculum.
Our curriculum follows the guidelines detailed in the National Curriculum. We aim to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word and to develop a love of literature.
Speaking and Listening
"The spoken word belongs half to him who speaks, and half to him who listens." (French proverb)
We believe all pupils should have the opportunity to develop effective speaking and listening skills. These are the building blocks of successful learning. Articulate, thoughtful people can connect with, inspire and empower others. Opportunities will be provided to enable our children to develop a wide vocabulary and create a love of words and language. Pupils will be taught to use language to clarify their thoughts develop their thinking and express their ideas to others, in a range of different situations. They will be able to listen to others, evaluate and question what has been said and offer contributions that build on what has been discussed. Through group discussion activities they will develop the language and social skills needed for successful co-operation and collaboration. Through drama activities and role-play our children will explore and develop an understanding of a broad range of social, cultural and historical issues; as well as developing an understanding of themes and ideas contained in literature.
Reading:
"A child who reads will be an adult who thinks." (Unknown)
We believe all pupils should have the opportunity to be fluent, confident readers able to successfully comprehend and understand a wide range of texts. We want pupils to develop a love of reading, a good knowledge of a range of authors and be able to understand more about the world through the knowledge they gain from texts. By the end of their time at primary school, all children should be able to read fluently and with confidence, in any subject and therefore be ready for their forthcoming secondary education. We understand the important role parents and carers play in supporting their children's reading at home. As a result, we promote a strong home-school partnership which encourages parents and carers to value reading, through regularly listening to their children read or ensuring their children develop a reading habit.
Writing:
'You can make anything by writing.' (C S Lewis)
We believe quality literature, inspiring cross-curricular links and first-hand experiences are the best means for inspiring children to want to write. Reading along with speaking and listening activities are vital components in ensuring the writing process is taught in an engaging and effective way. We believe all pupils should be able to confidently communicate their knowledge, ideas and opinions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.
Implementation
| Daily English lesson, including 1 extended writing lesson. Grammar lessons embedded in literacy activities All year groups | 4 x RWI phonics and reading lessons Rec- Y2 Nursery Summer term | 4 x RWI Spelling lessons and RWI Comprehension lessons Y2&Y3 | 4 x RWI Spelling lessons and Reciprocal Reading lessons Y3-Y6 |
|---|---|---|---|
| Daily handwriting lesson Rec- Y3 | Daily silent reading sessions – Accelerated Reading Reading for Pleasure Y3-Y6 | Daily story time All year groups | Weekly guided reading/ 1:1 reading with target pupils/groups Rec- Y6 |
Reading and Phonics
In EYFS and Key Stage 1 children are taught to read through a programme of synthetic phonics (Read, Write, Inc). Pupils are grouped according to ability and receive four lessons per week which focus on the development of good phonological knowledge, the learning of key words and the opportunity to practise and apply their decoding skills in linked fiction and non-fiction books. An important component of each lesson is the time dedicated to discussing the books to ensure the children develop a good understanding of what is read. Books containing the same focus 'sounds' are sent home so the children can practise the skills with their families. This serves the dual purpose of reinforcing learning at home as well as informing parents/carers about what the children are learning in school
Children who are not making progress or miss out on key learning will receive additional phonics/reading sessions led by RWI trained teaching assistants. All pupils are assessed every eight weeks and re-grouped according to their learning requirements. During the Summer Term, Year 1 pupils undertake a Phonics Screening Test which assesses their ability to apply what they have learnt. Pupils who do reach the expected standard in the Phonics Screening Test will continue to have RWI lessons to support the acquisition of these key skills.
Once the children have completed the phonics programme, they move onto the RWI spelling programme and continue to be taught reading though the RWI Comprehension programme. Once completed, the children are taught to read more deeply following a Reciprocal Reading format. A variety of texts are used, including poetry, cross curricular non-fiction books and Project X books.
Class-Based Reading
We develop the children's love of books through modelling reading, sharing texts and encouraging children to explore a range of books as part of their daily routine. Class teachers lead weekly guided reading lessons, for the most vulnerable pupils, using RWI or Project X books to ensure the children have ample opportunity to practise their skills. Vulnerable pupils are given further opportunities to develop their skills though targeted small group or 1:1 reading sessions. Progress of all pupils is regularly reviewed and discussed with the English subject leader.
Home/School Partnership
We believe if a child is encouraged to read at home, share books with parents, carers and siblings, they are more likely to be successful learners at school. We encourage parents and children to read daily, at home, either with a book from school or a book from home. We use a whole-school reading scheme (RWI Book Bag Books) that ensures progression in both word reading skills and comprehension. The scheme is structured to ensure that children have access to a wide range of texts and allows for pupils to develop their skills within a level before moving to the next level. Each child is given a reading log which details the books they have read and contains comments about their reading skills. School staff are expected and parents encouraged to write in this book.
Reading - Y2-Y3
Once the children have completed the RWI phonics scheme they progress onto the RWI Comprehension programme. They continue to become more fluent readers whilst beginning to develop a deeper understanding of the texts. Vocabulary development is a significant aspect of the programme. Children are taught to consider the 'big questions' at the heart of each text and are encouraged to reflect on their understanding. Pupils continue to be taught in ability based groups.
Children at this stage are introduced to the Accelerated Reading programme, that contains a diagnostic resource which produces detailed reports about the children's reading ability and areas for development. Pupils are given a 'ZPD range' which is matched to a broad range of texts. Children at this point are able to choose their own reading book which they expected to take home and bring to school to read during, silent reading sessions.
Reading – Y3-Y6
Once the children are confident, fluent readers they are taught, in ability-based class or guided reading groups. A wide range of quality texts are used to help the children become 'deep' readers. The texts used include: Project X reading scheme fiction and non-fiction books, short stories, newspaper/magazine articles, poetry and texts linked to other curriculum areas. The Reciprocal Reading structure and its techniques are employed to develop the children's comprehension skills. Texts are studied in detail and discussion actively encouraged. Children make predictions; clarify the meaning of the vocabulary used by the author; question the text and then summarise the main points of the discussion. Throughout this process, children are expected to use dictionaries/thesauruses and reference materials to enhance their understanding. Pupils record their personal responses in a reading journal.
Children who are still developing their decoding skills either continue with the RWI programme or receive additional support through the Early Reading Intervention (organised by the SENCo)
Accelerated Reading (AR)
Pupils in Y3-Y6 are placed on the AR programme. This enables children to choose from a wider range of books matched to their reading ability. The programme enables staff to monitor the children's progress in reading; particularly regarding comprehension. Children are assessed at the beginning of each school year and then termly, using an online STAR reading test. Following each test, children are given a ' ZPD book range' which directs them to the appropriate reading material. Twenty minutes of silent reading is timetabled daily. Pupils in Y3 and Y4 are expected to read for 20 minutes daily and Y5 and Y6 pupils for 25 minutes. When a child has finished their reading book, they complete a 'quiz' which assesses their comprehension of the text. Pupils are expected to achieve an 85+% pass rate, which indicates they have comprehended the text. Senior leaders and teachers use the diagnostic reports generated by AR to monitor and inform reporting of the children's reading progress.
Reading for Pleasure
Reading for pleasure is promoted through the study of quality literature in English lessons; regular opportunities for silent reading; a daily story time and the provision of well-stocked reading areas in each classroom. Reading good quality books to the children is a priority in all year groups. Themed book weeks are used to explore the work of significant authors or to enhance the learning in other curriculum areas. Reading Buddies, involving older pupils reading with/to younger pupils, is used to promote and model good reading attitudes and behaviours. Extra-curricular clubs are provided to promote reading. This includes the Reading is Fun Club aimed at our younger pupils, whereby children and families are invited to work together to share picture books and undertake creative activities in response to the themes contained within them. Our KS2 pupils are given the opportunity to discuss, learn and perform poems through the provision of a poetry club.
Assessment
A wide range of information is used diagnostically to make judgements about progress and attainment and recorded on the whole school data base – 'I-Track'. Children are formally monitored by the subject leader and SLT, using information detailed on I-Track to ensure that they are making at least expected progress if not more than expected progress. Children who are not on track are identified for intervention/target teaching.
Assessment in Reading includes:
- Baseline and ongoing reading conferences (assessing fluency as well as comprehension)
- 8 weekly RWI phonics assessments
- Termly NFER reading comprehension tests
- Baseline and then termly STAR assessments (AR) (reading ages, estimated oral fluency rates, ZPD reading bands)
- AR quizzes – home reading
- Y2 fluency tests – words read per minute
- Graded reading scheme
- Y1 Phonics Screening Test (also for Y2 pupils who did not reach standard in Y1)
- KS 1 SATs and KS 2 SATs
Writing
English is taught as a discrete subject with lessons planned within a secure teaching sequence using a quality text as a starting point to develop the children's speaking and listening, reading and writing skills. Within this teaching sequence children receive linked grammar and punctuation lessons. In many cases links will be made by the teacher to cross-curricular topics being studied during the term to give purpose to their final written outcomes.
Children are actively encouraged to read and write independently for a variety audiences and purposes.
At the start of the school year children complete an independent piece of writing which is assessed against a list of 'non-negotiable' writing statements. This information is used to inform planning and teaching in the first 4 weeks of term.
The 'Talk for Writing' model is used to teach writing in Early Years and KS1. Children learn texts by heart and through a process of imitation, innovation and finally invention produce pieces of writing based on an original script. The process enables children to internalise the language structures and vocabulary needed to write through 'talking the text', as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the children's ability to write coherently and creatively.
A similar teaching sequence of imitation, innovation and invention is continued though KS2, enabling pupils to adopt the language and text structures contained in the texts used as models for writing. A greater emphasis is also placed on the planning, drafting and editing processes of writing. Themes and texts from across the curriculum are used to promote and develop cross -curricular writing skills. Genres studied and taught in English lessons result in specific skills being transferred and applied in other subject areas.
'Dilemma led learning' (Debra Kidd and Hywel Roberts) is a fully inclusive pedagogical approach to learning, which ensures all pupils, including pupil premium children, can access the curriculum and experience success. We use it in English lessons to motivate and inspire children to write. Lessons begin with either a prompt, proposition or problem and through a visualisation activity, drama technique or skilful questioning discuss and explore the given theme and relationships contained within it. This approach enables the children to consider issues much more deeply whilst developing a rich and varied vocabulary. It also enables the children to approach writing activities with a good understanding of the subject matter enabling them to focus on using the appropriate sentence and language structures; applying accurate punctuation and spelling and selecting and using a rich vocabulary.
Display
Classroom displays are used to reflect the reading into writing process and support learning. Working Walls demonstrate the progression of skills taught during the term as well as displaying appropriate vocabulary. Editing toolkits, spelling and grammar rules, word and topic mats are also available in each class to support independent working.
Children's writing is celebrated within school and writing examples are displayed around school.
Enrichment
We are a literature rich school and seek to provide our pupils with a range of opportunities to use and apply their English skills. These include preparing and leading 'Family Learning' sessions based on cross-curricular topics; celebrating school-wide book weeks or topic themed weeks; participating in local and national writing competitions and finally using and applying our oracy and literacy schools to inform and persuade others about the local, national and global conservation issues that concern us. (We are part of the Chester Zoo conservation project provide by Ignite.)
Spelling
Children are organised into ability-based groups and taught the spelling rules (detailed in the National Curriculum) using the Read, Write, Inc Spelling programme.
Grammar
Grammar and punctuation is taught daily through discrete lessons using the HeadStart Grammar Programme. Opportunities have been mapped across the English curriculum to ensure children practise and apply the skills in their reading and writing activities.
Handwriting
In Reception the children are taught to form letters correctly, with a clear focus on ensuring they have adopted an appropriate grip and that letters are correctly orientated. In KS 1 the children are taught to join letters using horizontal and vertical strokes. In KS 2 opportunities to practise handwriting continue and when the class teacher feels a child can join letters fluently and legibly, they are encouraged to write using a pen.
Assessment
Assessment of learning is completed half-termly. Children complete independent writing pieces within a unit of work, which are assessed against our writing criteria. Teachers will have at least six pieces of work through the academic year. Outcomes from the assessments are used to inform teacher's planning, so the needs of pupils can be addressed. Moderation of teacher assessment is also completed half- termly in order to ensure that judgements are accurate. Children are formally monitored by the subject leader and SLT, using information detailed on I-Track to ensure that they are making at least expected progress if not more than expected progress. Children who are not on track are identified for intervention/target teaching.
At the end of KS1 and KS2 teachers use the Teacher Assessment Framework to report Teacher assessment.
Assessment in Writing includes:
- Baseline assessment using non-negotiables of writing assessment sheets
- Ongoing pupil writing conferences
- Half-termly writing assessments supported through moderation of writing meetings with key stage colleagues, using 'in house' assessment sheets
- Attendance at Local Authority moderation of writing courses, moderating with colleagues from local schools
- Termly NFER Grammar and Spelling tests
- Termly spelling assessments of National Curriculum common exception words
- KS1 and KS2 GPS Tests
Impact
Pupils will be equipped with the speaking, listening, reading and writing skills that will enable them to progress to and access the curriculum in the next key stage.
The % of pupils meeting age related expectations within each year group will be at least in line with national averages.
The % of pupils working at greater depth within each year group will be at least in line with national averages.
There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
Targeted interventions will positively impact on pupils' progress, narrowing the gap.
Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
Children will be independent learners, able to access the next stage of their education.
Children will speak with clarity, expression and confidence to communicate their thoughts whilst also listening to those of others.
All children will leave our school being able to read.
Children will be able to read deeply, research effectively, ask appropriate questions, draw on prior knowledge, interpret new information and make links.
Pupils will discuss their books and work with excitement and interest.
Pupils will develop good lifelong reading habits, e.g. reading for pleasure and reading for information.
Children will read audibly, accurately and coherently.
Children will be able to explain and discuss what they have read having developed their inference and deduction skills.
Vulnerable pupils, including pupil premium pupils, will be able to demonstrate success /achievement in writing through inclusive approaches such as dilemma-led writing
Children will be secure with the conventions of writing.
Children will incorporate a wide range of vocabulary in their speech and in their writing.
Pupils will know how to adapt their writing based on the context, purpose and audience of the writing activity.
Writing books will evidence a clear teaching sequence: reading and responding; gathering ideas; planning and drafting; editing and improving.
Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught.
Pupils will develop a fluent, legible handwriting style.
Writing across the curriculum will be of the same standard as that found in English books.
Parents and carers will have a good understanding of how they can support reading, spelling, grammar and composition at home. | <urn:uuid:3ed82cde-3ce0-4b57-9055-20526fda6a8e> | CC-MAIN-2022-33 | http://www.stedmundsprimary.co.uk/serve_file/3624443 | 2022-08-09T23:53:40+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00059.warc.gz | 89,348,871 | 4,156 | eng_Latn | eng_Latn | 0.998259 | eng_Latn | 0.998543 | [
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NỘI DUNG KIỂM TRA CUỐI KỲ 1 - MÔN ANH VĂN LỚP 12
I. CẤU TRÚC ĐỀ KIỂM TRA
- Đề gồm 50 câu trắc nghiệm
- Thời gian làm bài : 60 phút
- Hình thức kiểm tra : Trực tiếp – chia phòng
-
Thời gian kiểm tra tập trung : 25/4/2022 (theo KHGD của nhà trường)
- Thời gian làm bài : 60 phút
- Hình thức kiểm tra : Trực tiếp – chia phòng
-
Thời gian kiểm tra tập trung : 25/4/2022 (theo KHGD của nhà trường)
II. GIỚI HẠN KIỂM TRA :
- Các dạng cấu trúc ngữ pháp đã học
1, Tag question
2. The order of Adj
3. Passive voice
4. S- V agreement
5. Articles
6. Adverbial clauses
7. Verb tenses
8. Reduced Relative clause
9. Subjunctive
10. Inversion
11. Reported speech
- Ngữ âm+ Từ vựng + Bài đọc ( Unit 6+7+8+9 +10)
1. Pronunciation of –ed or s/ es ending
2. Idiom & Phrasal verb
3. Word formation
III. CÁC DẠNG BÀI TẬP :
1. Mark the letter A, B, C, or D on answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions. ( 2 questions)
2. Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of main stress in each of the following questions. (2 questions)
3. Mark the letter A, B, C, or D on answer sheet to indicate the word or phrase that is CLOSEST in meaning to the underlined part in each of the following questions. (2 questions)
4. Mark the letter A, B, C, or D on answer sheet to indicate the word or phrase that is OPPOSITE in meaning to the underlined part in each of the following questions. (2 questions)
5. Mark the letter A, B, C or D on your answer sheet t indicate the underlined part that needs correction in each of the following questions (3 questions)
6. Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following questions (15 questions)
7. Mark the letter A, B, C, or D on your answer sheet to indicate the most suitable response to complete each of the following exchanges. (2 questions)
8. Read the following passage and mark the letter A, B, C, or D on your answer sheet to choose the word or phrase that best fits each of the numbered blanks. (5 question)
9. Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following sentences. ( approx. 150 words – 5 questions)
10. Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the following sentences. ( approx. 220 words – 7 questions)
11. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to combine two sentences to make a meaningful sentence. (2 questions)
12. Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following questions. (3 questions)
___________THE END__________ | <urn:uuid:078c1fdb-5785-47fb-b4d5-f9f933097292> | CC-MAIN-2022-33 | https://c3vietduc.edu.vn/storage/app/uploads/public/624/f92/a08/624f92a081a92936988190.pdf | 2022-08-09T23:22:47+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00055.warc.gz | 161,794,547 | 805 | eng_Latn | eng_Latn | 0.919801 | eng_Latn | 0.919801 | [
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Networks & Data Communications
Wireless Voice Transmission & Cellular Standards
Before cell phones, people who needed mobilecommunications installed radio telephones in their cars
The radio-telephone system had one central antenna tower per city, and perhaps 25 channels available on that tower
Using a central antenna meant that the phone in your car needed a powerful transmitter -- big enough to transmit 40 or 50 miles (about 70 km). It also meant that not many people could use radio telephones -- there just were not enough channels.
The genius of the cellular system is the division of a city into small cells. This allows extensive frequency reuse across a city, so that millions of people can use cell phones simultaneously.
A good way to understand the sophistication of a cell phone is to compare it to a CB radio or a walkietalkie.
Both walkie-talkies and CB radios are halfduplex devices
Two people communicating on a CB radio or on walkie-talkies are using the same frequency, so only one person can talk at a time
Cell phones are full-duplex. That means that you use one frequency for talking and a second, separate frequency for listening. Both people on the call can talk at once.
Channels - A walkie-talkie typically has one channel, and a CB radio has 40 channels. A typical cell phone can communicate on 1,664 channels or more!
Range - A walkie-talkie can transmit about 1 mile (1.6 km) using a 0.25-watt transmitter. A CB radio, because it has much higher power, can transmit about 5 miles (8 km) using a 5-watt transmitter. Cell phones operate within cells, and they can switch cells as they move around. Cells give cell phones incredible range. Someone using a cell phone can drive hundreds of miles and maintain a conversation the entire time because of the cellular approach.
Cells – Service provider chops up service area into 10 sq. mile "cells"
Because cell phones and base stations use low-power transmitters, the same frequencies can be reused in non-adjacent cells, i.e. cell 1 & 4
[x]
Each cell has a base station that consists of a tower and a small building containing the radio equipment.
Cells have 6 sides & each cell is surrounded by 6 other cells
A single cell in an analog cell-phone system uses one-seventh of the available duplex voice channels so it has a unique set of frequencies and there are no collisions
A service provider typically gets 832 radio frequencies to use in a city
Each cell phone uses two frequencies per call -- a duplex channel -- so there are typically 395 voice channels per carrier. (The other 42 frequencies are used for control channels)
Therefore, each cell has about 56 voice channels available. In other words, in any cell, 56 people can be talking on their cell phone at one time.
Each carrier in each city also runs one central office called the Mobile Telephone Switching Office (MTSO).
Cellular Standards
Frequency division multiple access (FDMA)
puts each call on a separate frequency
Time division multiple access (TDMA)
assigns each call a certain portion of time on a designated frequency
Code division multiple access (CDMA)
gives a unique code to each call and spreads it over the available frequencies
Cellular Standards - FDMA
FDMA separates the spectrum into distinct voice channels by splitting it into uniform chunks of bandwidth like radio stations
Each station sends its signal at a different frequency within the available band.
FDMA is used mainly for analog transmission While it is certainly capable of carrying digital information, FDMA is not considered to be an efficient method for digital transmission
Used in Advanced Mobile Phone Service (AMPS)
Cellular Standards - TDMA
AT&T and T-Mobile
Aka D-AMPS
TDMA achieves more than one conversation per frequency by assigning timeslots to individual conversations
3-times as many calls as AMPS (168 channels/cell)
Data transmission rate = 9.6 Kbps
More technically limited than CDMA
Cellular Standards - CDMA
Verizon and Sprint
CDMA attempts to maximize the number of calls transmitted within a limited bandwidth by using a spread spectrum transmission technique
Packets for each call are marked with a code
Patented by Qualcom – requires 8% royalty
Wireless Data Service Generations
Pre-G Technologies (aka 0G)
Enhanced Paging and two-way text messaging (pagers)
Private Packet Radio (proprietary modem)
See table on page 193
1G
Circuit-switched analog cellular (AMPS) [Introduced in U.S. in 1983 by AT&T]
Cellular Digital Packet Radio (CDPD) [AT&T - service ended in 2004]
2G
Time Division Multiple Access (TDMA) [AT&T and T-Mobile]
Code Division Multiple Access (CDMA) [Verizon and Sprint]
2.5G
General Packet Radio Service (GPRS) [AT&T and T-Mobile]
Based on TDMA standard
1xRTT [Verizon and Sprint]
Based on CDMA standard
3G
Enhanced Data for GSM Evolution (EDGE) [AT&T and T-Mobile]
Evolution Data Optimized or Evolution Data Only (EvDO) [Verizon and Sprint]
1G Cellular
Advanced Mobile Phone Service (AMPS
Analog cellular systems
Operate in the 800MHz frequency range
Uses separate frequencies, or "channels", for each conversation (FDMA)
Have significant limitations …
offer relatively poor signal quality
static and interference are inherent with the system
can handle relatively few concurrent calls per cell
FCC ended service requirement on 2/18/2008
)
1G Cellular
Cellular Digital Packet Radio (CDPD)
used unused bandwidth normally used by AMPS mobile phones between 800 and 900 MHz.
Speeds up to 19.2 kbit/s were possible.
The service was discontinued in conjunction with the retirement of the parent AMPS service.
2G – Digital Cellular
Digital Cellular offers significant capacity increases compared to AMPS analog cellular systems.
Carriers have steadily moved to digital cellular systems.
2G – Digital Cellular
Call is digitized at the telephone handset and sent in a digital format to the tower
Digital conversations can be compressed which allows between three to 10 digital cell-phone calls to occupy the space of a single analog call.
More calls to share the common bandwidth in a cell concurrently
Quality is greatly improved
Better equipped to support wireless data transmission
2GHz band allocated to digital cellular
Conversations are multiplexed using TDMA or CDMA
2.5G – Cellular
General Packet Radio Services (GPRS) [AT&T and T-Mobile]
Based on TDMA model
Wireless, packet-based communication service
Until recently was the standard 2.5G protocol used in most smartphones
Unlike a circuit-switched voice connection, this is a packet-switched, "always on" connection that remains active as long as the phone is within range of the service. It allows smartphones to do things like run applications remotely over a network, interface with the Internet, participate in instant messenger sessions, act as a wireless modem for a computer and transmit and receive e-mails
Theoretical data transfer rate of >200 Kbps (56Kbps actual)
Some smartphones in the United States still use this protocol, though newer, faster protocols are available
2.5G – Cellular
1vRTT
Based on CDMA model
Data transfer rate of 100Kbps
3G – Digital Cellular
3G technology is intended for the true multimedia cell phone -- typically called "smartphones"
Features increased bandwidth and transfer rates to accommodate Webbased applications and phone-based audio and video files.
3G – Digital Cellular
Enhanced Data GSM Environment (EDGE). EDGE can transmit data at more than three times the rate of GPRS (384 Kbps)
Many smartphones in the United States are now using EDGE protocol
Used by AT&T and T-Mobile
3G – Digital Cellular
EvDO (CDMA 2000)
Data transmission rates:
2.4 Mbit/s with Rev. 0
up to 3.1 Mbit/s with Rev. A (4G)
Used by Verizon and Sprint
Wireless Data Services - GSM
Originally, the acronym GSM stood for Groupe Spécial Mobile, a group formed by the Conference of European Posts and Telegraphs (CEPT) in 1982 to research the merits of a European standard for mobile telecommunications.
Commercial service using the GSM system did not actually start until 1991. Instead of using analog service.
Global System for Mobile communications (GSM) is an international standard. If you travel in Europe and many other parts of the world, GSM is the only type of cellular service available.
Service layer that overlies TDMA (original draft was for CDMA, however vendors & carriers weren't willing to standardize on a patented technology)
4G - Digital Cellular
Being developed to accommodate the QoS and rate requirements set by forthcoming applications like wireless broadband access, Multimedia Messaging Service (MMS), video chat, mobile TV, HDTV content, Digital Video Broadcasting (DVB), minimal services like voice and data, and other services that utilize bandwidth.
Some 4G protocols are:
Universal Mobile Telecommunication Service (UMTS)
Wideband Code-Division Multiple Access (WCDMA)
High-Speed Downlink Packet Access (HSDPA) [AT&T]
Evolution Data Optimized (EvDO rev. A) [Verizon & Sprint]
Coverage Maps
Verizon
Sprint
AT&T technology
T-Mobile | <urn:uuid:6fc2ee41-2990-4293-ba73-6249da099254> | CC-MAIN-2022-33 | https://cis.msjc.edu/courses/core_courses/csis202/resources/documents/Wireless&Cellular.pdf | 2022-08-09T22:14:12+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00055.warc.gz | 177,258,334 | 2,311 | eng_Latn | eng_Latn | 0.919257 | eng_Latn | 0.992619 | [
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Lesson: The Invasive Big League and the Away Team Advantage
Activity: Design an Invasive All-Star
Copy Page
The Away Team Advantage: Examples of Invasive Species Adaptations.
Add your own discoveries to this table!
| Species | | Adaptations: What traits does the species have that contribute to its spread? | | | |
|---|---|---|---|---|---|
| | Physical Traits Such as size, colour, shape | | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| Yellow perch | Banded pattern camouflages young fish from predators | | People who like to fish add them (illegally) to lakes and ponds. | -spiral shaped strings of 15,000 eggs -reproduces earlier than other fish | -generalist omnivore, eating plants, invertebrates, other fish including young salmon |
| European starling | Larger than native cavity-nesting birds | | -Aggressively removes other birds out of nest sites (kills them and/or the eggs) - Social - can be in flocks of hundreds or thousands | -Nests in holes in trees OR buildings - Lays 4-6 eggs that hatch in only 12 days - females can be “nest parasites”, laying eggs in other birds’ nests | - generalist |
| Japanese beetle | | | Can fly up to 8 km with wind; grubs can be unknowingly transported in soil | Larvae spend the winter in soil under moist lawns and feed in early spring | Grubs feeds on roots of turf grass and adults feed on the fruit and leaves of more than 300 species of plants |
| Species | | | Adaptations: What traits does the species have that contribute to its spread? | | | |
|---|---|---|---|---|---|---|
| | | Physical Traits Such as size, colour, shape | | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| | PLANTS | | | | | |
| Baby’s breath | | | | Delicate and pretty, so people want to plant it, garden stores use in bouquets | -10,000 seeds - plant can roll like a tumbleweed and disperse seeds long distances - perennial (plant grows and reproduces each year) | Grazers and livestock don’t like to eat it |
| Spotted knapweed | | -Bright flowers attract insect pollinators - taproot, hogs water from other plants/does well in drought conditions | | Can be spread in hay and vehicles over long distances | -140,000 seeds per m2 -can self-pollinate or be pollinated by insects | Toxic to grazing animals and livestock |
| Eurasian watermilfoil | | | | -people move it to new locations on boat propellers, trailers or fishing gear, or from dumping aquarium contents | -spreads from roots, seeds, buds, and plant fragments | |
| Species | | | | |
|---|---|---|---|---|
| | Physical Traits Such as size, colour, shape | Behaviours of the invasive--or human behaviours-- that benefit it. | Life Cycle Such as life span, reproduction, dispersal | Food Chain Who eats it, who it eats, diseases, parasites |
| Giant hogweed | Up to 5 m tall | Introduced as an ornamental garden plant | 50,000 seeds on a plant | Has a toxic sap that can burn skin | | <urn:uuid:a4e3f236-086f-4a11-b91a-1012085f1864> | CC-MAIN-2022-33 | https://bcinvasives.ca/wp-content/uploads/2021/11/V2.2A1.1-CP-Adaptations-Chart.pdf | 2022-08-09T23:56:38+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00059.warc.gz | 145,050,004 | 836 | eng_Latn | eng_Latn | 0.974804 | eng_Latn | 0.974804 | [
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Conditionals in English
If conditionals in English were simple, those who study this language would use them constantly. The first conditional is usually learned easily and is not too difficult to master, but the second and third usually are more confusing, and students often prefer to try to avoid them. It is not a bad strategy, although it sometimes makes it difficult to say exactly what you want to say.
Students can use conditionals to talk about the future, about possibility, about preferences or about what did not happen at a given moment.
It is common to hear teachers (and students) mention three conditionals, but in fact, there are more types. Some people prefer to number them (0, 1, 2, 3 and mixed), while others prefer to talk about "real" or "non-real" conditionals, which can be a useful distinction, as it helps understand a little more which one is appropriate in each case.
To talk about real situations in the present we can use the zero conditional (referring to facts and things that are always true) or the first conditional (to talk about how these situations will affect the future). We can use the second conditional for situations that are not real (although perhaps we would like them to be), and the third to imagine how the past could have been different.
The following table shows how the different conditionals are formed in English:
| | Type of | | Type of | Proposition with “if”, | | |
|---|---|---|---|---|---|---|
| | situa | | conditional | | | |
| REAL | | Zero conditional | | | If + subject + verb in | … subject + verb in |
| | | | | | present, | present or imperatif |
| | | | | | If you sleep badly, | you feel tired. |
| | | | | | (Si duermes mal, | te sientes cansado). |
| | | First conditional | | | If + subject + verb in | |
| | | | | | present (present | |
| | | | | | simple, present | |
| | | | | | continuous, present | |
| | | | | | perfect), | |
| | | | | | If it rains tomorrow, | |
| | | | | | (Si mañana llueve, | |
| UNREAL | Second conditional | | If + subject + verb in past | … subject + would + |
|---|---|---|---|---|
| | | | (past simple, past | basic form of the verb |
| | | | continuous) | |
| | | | | I'd buy a new car. |
| | | | If I had more money, | me compraría un coche |
| | | | (Si tuviera más dinero, | nuevo). |
| | Third conditional | If + subject + past perfect If I had studied in the USA, (Si hubiera estudiado en EE. UU., | | … subject |
| | | | | + would + have + past |
| | | | | participle |
| | | | | my English would have |
| | | | | improved. |
| | | | | mi inglés habría |
| | | | | mejorado). |
| | Mixed conditionals | If + subject + past perfect If I had listened to you, (Si te hubiera escuchado, | | … subject + would + |
| | | | | main verb |
| | | | | I would have got lost. |
| | | | | me habría perdido). |
| | | If + subject + past simple If I knew him, (Si lo conociera, | | … subject |
| | | | | + would + have + past |
| | | | | perfect |
| | | | | I would have invited |
| | | | | him to my party. |
| | | | | le habría invitado a mi |
| | | | | fiesta). |
Source: Cath McLellan - British Council | <urn:uuid:0c95c3d4-af72-4f42-97e5-9a8ed47b6017> | CC-MAIN-2022-33 | http://elpproject.eu/resources/pdfs/Annex1_18_IES_PEREMARIA_PEL.pdf | 2022-08-09T22:24:15+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00058.warc.gz | 17,449,383 | 1,021 | eng_Latn | eng_Latn | 0.999294 | eng_Latn | 0.999268 | [
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DIY Bee Hotels
About 30% of the 5,000 native bee species in North America build nests in a variety of above ground cavities or tunnels. These solitary, nesting bees pollinate fruits, flowers, and vegetables. By providing wild bees with nesting places, you are participating in bee conservation. Solitary bees are nonaggressive; they rarely sting unless threatened or caught in clothing.
When you use appropriate nesting materials and careful management at key times of year, bee hotels can provide an important resource for wild bees in your landscape. Bee hotels can also be a great way to learn more about wild bees and help pollinate nearby flowers or produce.
Instructions
Bee Hotels can be as easy or complicated as you want them to be. They can be made out of expensive materials or recycled or scrap materials. There are also a variety styles and looks. Use non-chemically treated lumber. Provide a variety of size and shape nesting tubes. Plan regular cleaning and maintenance of your bee hotel.
Here are instructions for the bee hotels we made at the library.
Materials Used
1. Use a saw to cut 3 pieces of plywood to the desired size. The image show is 4 inch by 6 inch.
3. Use scissors to cut pieces of twine. Then use a crafting needle to thread through the pieces of plywood and connect into a triangle.
2. Use a drill to make holes along the short edge of the plywood.
4. Use a saw to cut bamboo sticks to the depth of the triangle.
5. Use a hot glue gun and glue sticks to secure the cut bamboo sticks into the triangle frame.
* Plywood
* Drill
* Saw
* Twine
* Scissors
* Crafting needle
* Bamboo sticks
* Glue sticks
* Hot Glue gun
Location
Nests should be placed in a location facing southeast to receive direct sunlight in the morning. Elevate the nest about 4-5 feet above the ground and attach it to a visible landmark such as a post, building, or isolated tree. Mount the nest firmly so they do not move or shake in the wind because it may disturb developing larvae. Be sure that there are flowering plants nearby that bloom in early spring and throughout the summer.
In early spring, place nest boxes outside at your chosen location and leave them until late October.
Pesticide Safety
If possible, do not use any pesticide in your garden. If you use insecticide in your lawn or garden, be sure to protect your bee hotel from drift. Avoid spraying when bees are active and do not spray any flowering plants.
Maintenance
If nests are never cleaned, they can harbor bee pests and diseases. We recommend rotating two sets of tubes of nesting structures for the bees; one set that you put out in the spring and another set that you clean after bees from the previous season have emerged.
You should clean tubes each winter to prepare them for the following year. Use pipe cleaners to clean out previous nests, replace paper inserts, or replace with entirely new nesting material. You can also clean wood blocks using a bleach solution during winter cleaning to prevent up of disease. Mix a half cup of bleach per gallon of water in a well-ventilated location, cover the surfaces with the solution, rinse and then dry. Replace natural reeds and wood block nests every 2 years as pathogens spread easily when tubes are close together.
Monitoring
Throughout the summer check for the following:
* Moisture getting into the nest box
* Paper wasp nests
* Ant infestations (they are attracted to protein-rich pollen provisions and eveloping bee larvae but can be prevented using sticky spray or ant bat at the foundation of the bee hotel)
* Predatory birds
* Spider webs (Their presence may indicate the nest location is too dark)
Information adapted from Michigan State University Extension document:
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2005 Maryland Classic: James Ewell Brown Rides Again
Final Round
Tossups
Questions By Phil Durkos, Brad Houston, Eric Newman, Casey Retterer, Sandeep Vahesan
1) From his blood sprung forth the Gigantes, Erinyes, and Meliar and in some versions of the myth Aphrodite came from his testicles when they dropped into the sea. The vasectomy was retribution for throwing the Hecatonchires and Cyclopes in Tartarus. For ten points, name this god of the sky, husband of Gaia and father of the Titans.
Answer:Uranus
2) He refuted the notion of a noumenal world in his "Foundations of Natural Right" and "The Science of Ethics." "Reclamation of the Freedom of Thought from the Powers of Europe" outlined a philosophy that rejected external government in favor of allegiance to ideals. For ten points, identify this pupil of Kant and precursor to Hegel, best known for "The Science of Knowledge" and "Attempt at a Critique of All Revelation."
Answer:JohannGottliebFichte(first initials needed to distinguish from his son)
3) He graduated from the Stevens Institute of Technology in 1919, and served fireman on a steamship until 1923, when a sunset inspired him to move to New York and join the Art Student's League. A recent exhibition at the Phillips Collection in Washington, DC explored his relationship with Joan Miro mostly through his traditional sculpture, but, for ten points, what artist is better known for his wireCircusand his many mobiles?
Answer:Alexander"Sandy"Calder
4) They seem to follow a 33year cycle, the most recent peak occurring in 2001. The cycle also corresponds to the period of the orbit of the comet TempelTuttle. For ten points, name the meteor shower that occurs around November 17 every year and seems to originate from its namesake JulyAugust zodiac constellation.
Answer:Leonids
5) It was donated to the Smithsonian Institution November 19, 2004. Charmaine Simmons designed it to be "the most uncomfortable, unwearable" thing you could find. It appeared in episode 66 and was only on the air for 5½ minutes. On "Today," Bryant Gumbel makes fun of it and the wearer remarks that he was tricked by a lowtalker into wearing it. For ten points, identify this piece of Seinfeldiana that, according to Elaine, made Jerry look "like the Count of Monte Cristo."
Answer:Puffy Shirt
6) This work refutes claims that the apostrophic figure is "mighty and dreadful." In fact, the author claims that "From rest and sleep, which but thy pictures be,/Much pleasure; then from thee much more must flow."Also mentioned is the fact that it is "slave to fate, chance, kings, and desperate men." For ten points, identify this 14line work of John Donne that ends by stating, "Death, thou shalt die."
Answer:John Donne's"Holy Sonnet 10"(accept"Death, be not proud")
7) An oboe solo signaling the beginning of the foreign troops' incursion. Excerpts from the enemy's national anthem are heard between folk tunes before descending arpeggios suggest the descent of winter. "God Save the Tsar" comes in as church bells chime, and the famous cannon are finally heard in, for ten points, what Tchaikovsky piece commemorating the Russian repulsion of Napoleon's Grand Army?
Answer:"1812" Overturein E Flat Major, Opus 49
8) Most commonly found in physics and philosophy, they are attempts to solve problems involving the understanding of the universe.The Matrixis a weak reference to the brainin avat one, and others include Mary's room about "knowing" colors and the Brownian ratchet. For ten points identify the type of problem exemplified by the twin paradox and Schrödinger's cat.
Answer:Thought Experiment
9) Nowadays synonymous with being a sidekick, this character offers interpolated narratives into the work he is a part of. Originally a servant on his master's estate his devotion to his master leads to his becoming a squire to the errant knight. As the novel progresses, they start to take on each other's characteristics, although he does realize that there is no real Dulcinea. For ten points name this assistant to Don Quixote.
Answer:SanchoPanza
10) Heavily indebted to the ballad form, he is best remembered for a mystical, meticulously detailed poetic style, as seen in "Troy Town" and "The House of Life." A painter as well as a poet, he depicted the Annunciation in his "Ecce Ancilla Domini," but he probably excelled most at translations into English, notably in his translation of Francois Villon's "The Ballad of Dead Ladies." For ten points, identify this poet of "The Blessed Damozel" and "The Portrait" and core member of the PreRaphaelite Brotherhood.
ANWER:DanteGabrielRossetti(first initial needed to distinguish from his sister, Christina)
11) It was formerly known as "mongolism" because of the "similarities" between people with it and Mongolians. These characteristics include extra folds of skin under the eyes, a small skull and a flattened nose bridge. Another aspect of it is mild to severe learning disability. For ten points, identify this birth defect occurring in about 1 in 800 births worldwide in which a person inherits all or part of an extra copy of chromosome 21.
Answer:Down Syndrome
12) Located on Bennelong Point, it has over 1000 rooms, including 6 bars, 4 restaurants, 5 rehearsal studios and 5 theaters. The roof's 1,056,000 white tiles were imported from Sweden, not far from the home of its original designer, Jørn Utzon. It was formally opened by Queen Elizabeth in 1973 and included a performance of Beethoven's 9 th Symphony. For ten points, name this building located in the capital of New South Wales.
Answer:Sydney Opera House
13) Once a prominent figure in Catholic theology whose image was placed opposite church doors to protect viewers from harm, he was removed from the liturgical calendar in 1969. Called on to prevent earthquakes, floods and fires, he is bestknown for carrying a child across a river; the child turned out to be Jesus in disguise, with the weight of the world in his hands. For ten points, identify this patron Saint of children and travelers.
Answer:SaintChristopher
14) Their uprising resulted in the deaths of over 20 million civilians and soldiers. In areas they controlled, property was abolished and gambling, prostitution, foot binding and opium use were prohibited. Led by the Christian mystic Hong Xiuquan, they sought to overthrow the Qing Dynasty. For ten points, name this mid19 th century movement that was eventually crushed by the EverVictorious army under "Chinese" Gordon.
Answer:TaipingorHeavenly Kingdom of Great/Perfect Peace
15) It was destroyed during battle, but gained lasting fame for an event involving Colonels James C. Murray, Andrew J. Kinney and Colonel Chang Chun San. The edifice where the armistice was signed still stands, and straddles the Military Demarcation Line, which runs through the Demilitarized Zone. For ten points name this village between North and South Korea, where the 1953 armistice that ended the Korean War was signed.
Answer:Panmunjom
16) Bono recently launched one of his own to invest in media and entertainment enterprises. They typically focus on financing promising startup ventures or purchasing mature businesses and restructuring them with the hopes of reselling them for a profit. For ten points, identify this type of investment vehicle whose most wellknown example is the Carlyle Group, famously vilified in Michael Moore'sFahrenheit 9/11.
Answer:Private EquityFirms
17) The shallower northern and southern portions of it are important fishing areas, but some parts have a depth of more than 10,000 feet. A branch of a warm current flows northeast through it and makes Vladivostok the only icefree port of eastern Russia. For ten points, name this 405,000 square mile sea, also known as the East Sea, that connects with the East China Sea, the Pacific Ocean, and the Sea of Okhotsk through several straits.
Answer:SeaofJapan(acceptEastSea before it is given)
18) This nation achieved independence from Spain in 1821 and from the Central American
Federation in 1842. It is known as the Land of Volcanoes because of its destructive earthquakes, volcanic activity and hurricanes. A bloody 12year civil war ended in 1992 with the signing of Chapultepec Peace Accords. For ten points name this smallest Central American country bordering Guatemala and Honduras, the only one without a coastline on Caribbean Sea.
Answer:El Salvador
19) This unit is equivalent to 0.293 watthours or 1055 joules. It's original definition was changed from being the quantity of heat required to raise 1lb of water 1°F at 1 atmosphere of pressure was not accurate enough, so it was changed. For ten points, name this nonmetric measure of heat, which the average person emits 50 of every hour.
Answer:BTU(British Thermal Unit)
20) "Pull, pull, for with your able arms you must pull heaven down around me," cries the title character as she is tortured to death by the Cardinal's men. Inspired by William Painter's "The Palace of Pleasure" and considered the last Elizabethan drama, it tells the story of Duke Ferdinand's sister, persecuted for marrying her steward, Antonio, and producing legitimate heirs to the duchy of Calabria. Ferdinand's assassin, Bosola, is redeemed somewhat at the end. For ten points, name this 1613 tragedy by John Webster.
Answer:TheDuchess of Malfi
21) Named for the Turkish word for tiger, he was born to Omar Sheikh, king of Ferghana, a district of Uzbekistan. A descendant of Timur and Genghis Khan, he became ruler at age 12. His uncles' attempt to dislodge him failed, and no sooner was the young ruler settled than he began to meditate an extension of his own dominions. For ten points name this famous conqueror of North India and the founder of the Mughal Dynasty.
Answer:Zahiruddin MohammadBabar
22) This term was coined by Walter Cannon in 1932 and is most often used in the biological sense. A characteristic of living things, many ecologists believe it applies to the external environment of organisms as well. Means of it in humans include the kidneys altering urea and water concentrations and the pancreas adjusting glucagon and insulin levels. For ten points, identify the property of an open system that enables it to maintain equilibrium.
Answer: Homeostasis
BONUSES
Questions By Phil Durkos, Brad Houston, Eric Newman, Casey Retterer, Sandeep Vahesan
1) Identify the following figures from the fight for Indian independence for the stated number of points.
[5] The son of a wealthy Kashmiri lawyer, he became the first prime minister of independent India.
Answer:JawaharlalNehru
[10] He led the movement for a separate homeland for the Subcontinent's Muslims, which led to the creation of Pakistan, where he served as the first governorgeneral.
Answer: Mohammed Ali Jinnah
[15] He rejected Gandhi's nonviolent approach and believed an alliance with the Axis powers would help free India from British rule and formed the Indian National Army.
Answer: SubhasChandraBose
2) Given the year it won the Pulitzer Prize for drama and some details about it, name the Eugene O'Neill work for the stated number of points.
[5] 1920: it focuses on fruitless dreams of a farm family
Answer: Beyond the Horizon
[10] 1921: a noble prostitute is the title character
Answer: Anna Christie
[10] 1928: it follows the life of a woman from daughter to wife to mother
Answer: Strange Interlude
[5] 1956: O'Neill's most autobiographical work
Answer: Long Day's Journey Into Night
3) Name the following Belgian cities 10/510/510/5
[10] The sixth largest city in Belgium, it is a municipality and capital of the province of West Flanders.
[5] It is the supposed birthplace of Dr. Evil and it is sometimes referred to as the "Venice of the North."
Answer: Bruges
[10] It lies on the Scheldt River and contains one of the world's oldest and most famous zoos.
[5] It is the center of the diamond industry, second largest city in Belgium, and one of the world’s largest ports.
Answer: Antwerp
[10] It is Belgium's fifth largest city, lies on the Meuse River, and is the capital of a namesake province.
[5] It is one of the steelmaking centers of Belgium and contains the Cathedral of St.
Lambert, which was destroyed by the French in 1794.
Answer: Liege
4) Molière plays from plot summaries, for 10 points each.
[10] The titular religious hypocrite attaches himself to a welloff family until his double standards are exposed.
Answer: Tartuffe
[10] Alceste is the title character who is in love with Célimène and believes that people should be completely honest at all times.
Answer: TheMisanthrope
[10] Jourdain attempts to fit into upper class society where he never can.
Answer: TheWouldbe Gentleman(orLebourgeois gentilhomme)
5) Identify these parts of the brain on a 551010 basis
[5] Found at the bottom rear of the head this part of the brain controls motor function.
Answer: cerebellum
[5] Communication between the two hemispheres of the brain is enabled by this structure made of contra lateral axon projections.
Answer: corpus callosum
[10] Located in the frontal lobe, this area is a part of the cortex related to speech.
Answer: Broca'sarea
[10] The outermost of the three protective membranes between the brain and the cranium; it is also the toughest and thickest.
Answer: dura mater
6) Name the artists given works on a 10/5 basis.
[10]L.H.O.O.Q.
[5]Nude Descending a Staircase, No. 2
Answer: HenriRobertMarcel Duchamp
[10] His films includeBlue Movie,Lonesome CowboysandThe Nude Restaurant.
[5] His prints include famous portraits of Elvis and Marilyn Monroe.
Answer: AndyWarhol
[10]Composition VIII No. 260andComposition X
[5]Yellow, Red, Blue and
The Blue Rider
Answer: WassilyKandinksy
7) Identify the political theorist, 302010.
[30] He stated that the US has "50 percent of the world's wealth, but only 6 percent of its population… Our real task in the coming period is to devise a pattern of relationships that will permit us to maintain this disparity."
[20] He served as an assistant to the US ambassador to the Soviet Union from 19331937.
[10] He anonymously penned the influential articleThe Sources of Soviet Conductbetter known as the
X Article in 1947 that called for a policy of containment towards the USSR.
Answer: GeorgeKennan
8) Name the following about a certain Protestant reformer for ten points each.
[10] He started the Protestant reformation with the posting of his NinetyFive Theses.
Answer: MartinLuther
[10] The city in which Luther allegedly posted the theses on the doors of Castle Church.
Answer: Wittenberg
[10] Following the Diet of Worms, Luther's prince, Frederick the Wise of Saxony, kept him in hiding in this castle.
Answer: WartburgCastle
9) Given a character from Norse myth, classify him or her as a member of the Æsir, Vanir, Jotnar, or none of the above, for 5 points each.
[5] Njord
Answer: Vanir(singularVan)
[5] Baldr
Answer: Æsir(singularÆs)
[5] UtgarthaLoki
Answer: Jotnar(singularJotun)
[5] Skadi
Answer: Jotnar
[5] Gylfi
Answer: none(human)
[5] Freyja
Answer: Vanir
10) Identify the following hydrocarbons from their molecular formulas for 10 points each or an application for 5 points.
[10] C 4 H 10
[5] It is used as fuel for lighters and portable stoves.
Answer: Butane
[10] C 3 H 8
[5] Fueling backyard grills and providing Hank Hill a job.
Answer: Propane
[10] C 8 H 18
[5] Use in gasoline rating.
Answer: Octane
11) Identify the following about Beowulf for 10 points each.
[10] This is the king that Beowulf goes off to help in the first part of the epic.
Answer: Hrothgar
[10] This is the first monster that Beowulf kills while assisting Hrothgar.
Answer: Grendel
[10] This is the great hall that Grendel terrorized until Beowulf's appearance.
Answer: Heorot
12) Identify the Nobel Prize winning economist from the year he won and the reason cited by the Bank of Sweden, for the stated number of points.
[10] 1976; "for his achievements in the fields of consumption analysis, monetary history and theory and for his demonstration of the complexity of stabilization policy."
Answer: MiltonFriedman
[10] 1985; "for his pioneering analyses of saving and of financial markets."
Answer: FrancoModigliani
[10] 1991; "for his discovery and clarification of the significance of transaction costs and property rights for the institutional structure and functioning of the economy.”
Answer: RonaldCoase
13) Name the following characters fromAnna Kareninafor 10 points each.
[10] Anna's brother, a civil servant who has been unfaithful to his wife Dolly.
Answer: StepanArkadeyevitchOblonsky(orStiva)
[10] Dolly's sister, who turns down a proposal from Stepan's childhood friend Kostya.
Answer: Katerina Shtcherbatsky(orKitty)
[10] Kitty turns down Kostya because she is expecting an offer from this army officer who ends up falling in love with Anna instead.
Answer:Alexey KirillovitchVronsky(acceptAlexey V.because Anna's husband is also named Alexey)
14) Identify the following about a disputed November 2004 presidential election for ten points each.
[10] Many citizens claimed that the government rigged the election in this European nation with capital at Kiev.
Answer: Ukraine
[10] Claims were made that this Prime Minister was falsely awarded the presidency of Ukraine via a rigged runoff vote.
Answer: ViktorYanukovych
[10] This opposition leader defiantly claimed victory in Parliament the Tuesday after the election.
Answer: ViktorYushchenko
15) Answer the following questions about set theory, for ten points each.
[10] These are divided into 2 types: logical ones and nonlogical ones, the latter are essentially postulates.
Answer: axioms
[10] The ten axioms most generally accepted in set theory are collected in this formalization.
Answer: ZermeloFraenkel Axiomatization
[10] This axiom states that given any collection of mutually exclusive nonempty sets X, some function f is defined on X such that for each set S in X, f of S is some element of S.
Answer: axiomofchoice
16) Michelangelo thought of himself primarily as a sculptor, so for the stated number of points each name the following Michelangelo sculptures.
[10] Prepared for the tomb of Pope Julius II, the statue of this Jew is notable mostly for its prominent horns.
Answer: Moses
[55] These two sculptures were also intended for Julius' tomb, but for various reasons were never finished and now reside in the Louvre. Name them for 5 points each.
Answer: The Dying SlaveORThe RebelliousSlave
[10] This statue was originally displayed in the Palazzo Vecchio in Florence before being moved to its present location in the Galleria dell'Accademia.
Answer: David
17) Identify the following American poets from works on a 551010 basis.
[5] Poem 712, commonly called "Because I Could Nor Stop For Death."
Answer: EmilyDickinson
[5] "Fire and Ice" and "Birches"
Answer: RobertFrost
[10] "The Colored Soldiers", "Douglass" and "Sympathy"
Answer: Paul LawrenceDunbar
[10] "To the King's Most Excellent Majesty" and "To the University of Cambridge in New
England"
Answer: PhillisWheatley
18) Answer the following about functions important to quantum mechanics for 10 points each.
[10] This function has the property that it is equal to infinity at one point and its integral over all real numbers is 1.
Answer:deltafunction(also acceptDiracfunction)
[10] This equation describes the timedependence of quantum systems won its namesake Austrian physicist the 1933 Nobel Prize.
Answer:Schrödingerwave equation
[10] This constant, symbolized h, is essential to the Schrödinger wave equation and is equal to about 6.626 x 10 34 Jouleseconds
Answer: Planck'sconstant
19) Given a planned invasion, give its codename for five points each and a fivepoint bonus if all are correct. [55555+5]
[5] The German invasion of Britain
Answer: OperationSealion
[5] The Allied invasion of Somalia
Answer: Restore Hope
[5] The Allied invasion of Southern France
Answer: Operation Anvil
[5] The Allied invasion of Normandy
Answer: OperationOverlord
[5] The German invasion of Russia
Answer: OperationBarbarossa
20) Identify the Mozart opera from a brief description for the stated number of points.
[10] Opera seria debuting in 1781 about the King of Crete who must sacrifice his son.
Answer: Idomeneo, re di Creta(also"Idomeneus, King of Crete")
[10] Fernando and Guglielmo attempt to get their betrotheds Dorabella and Fiordiligi to cheat on them in a bet with Alfonso.
Answer: Cosi fan Tutte
[5] Four act opera buffa based on a Beaumarchais about a barber from Seville.
Answer: The Marriage of Figaro(also " Le Nozze di Figaro")
[5] Singspiel in two acts about Sarastro protecting Pamina, who falls in love with Tamino, from the Queen of Night
Answer: TheMagic Flute(alsoDieZauberflöte)
21) Name the following people related to Egyptian Pharaohs for the stated number of points.
[5] It is the name of several Pharaohs of the 19 th and 20 th dynasties although the first only ruled for a single year in 1314 BCE.
Answer: Ramses
[10] Also known as Amenhotep IV, he ruled Egypt from about 13531335BCE
Answer: Akhenaton
[15] She was the chief wife of Akhenaton.
Answer: Nefertiti. | <urn:uuid:cff7263a-e0b2-41c9-a6c4-b76b3e28d99d> | CC-MAIN-2022-33 | https://quizbowlpackets.com/194/Finals.pdf | 2022-08-09T23:58:31+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00060.warc.gz | 443,161,289 | 8,315 | eng_Latn | eng_Latn | 0.992868 | eng_Latn | 0.995648 | [
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Access Free Learn English Paragraph Writing Skills Esl Paragraph Essentials For International Students Academic Writing Skills Volume 1
Learn English Paragraph Writing Skills Esl Paragraph Essentials For International Students Academic Writing Skills Volume 1
Today, more than ever before, there is a realization that communicating properly, especially in writing, is essential for all the job aspirants as well as those employees—budding managers and others—eager to build up their career. Taking this scenario into account, this book equips the reader with the ability to learn and enhance the writing skills in English. From fundamentals of grammar to precis, paragraph and essay writing, this book dwells on all aspects of the language besides listing the words (both new and old) to enhance one's word power, and the foreign words used in the English language. Divided into eight sections, the book describes eight effective tools to master the art of writing. The book begins with the basics of writing, and it then goes to give a careful analysis of functional grammar, vocabulary, common errors committed and their rectifications. Finally, the book showcases the intricacies of formal and informal writings and creative writing to make a learner proficient in these areas. Each section is supported with simple examples, and easy-to-perform Practice Exercises along with their answers. The book is intended for the undergraduate students (both regular and correspondence courses) of all universities, and higher secondary (plus 2) students of all boards. The book will also be beneficial for the students appearing for the competitive examinations and interviews as well as for the general reader who wishes to improve his/her English writing skills.
Take it step-by-step for writing success! The quickest route to learning a subject is through a solid grounding in the basics. So what you won't find in Easy Writing Skills Step-by-Step is a lot of endless drills. Instead, you get a clear explanation that breaks down complex concepts into easy-to-understand steps, followed by highly focused exercises that are linked to core skills--enabling learners to grasp when and how to apply those techniques. This book features: Large step-by-step charts breaking down each step within a process and showing clear connections between topics and annotations to clarify difficulties Stay-in-step panels show how to cope with variations to the core steps Step-it-up exercises link practice to the core steps already presented Missteps and stumbles highlight common errors to avoid You can master writing as long as you take it Step-by-Step!
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A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: • Why sometimes letting your mind wander is an important part of the learning process • How to avoid "rut think" in order to think outside the box • Why having a poor memory can be a good thing • The value of metaphors in developing understanding • A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.
Quickly master English writing skills with THE LEAST YOU SHOULD KNOW ABOUT ENGLISH: WRITING SKILLS, Twelfth Edition. Brief and uncomplicated, this text has helped students learn the basics of English writing for more than 30 years with its clear, concise concept explanations and useful, relevant corresponding exercises. Topics include spelling, word choice, sentence structure, punctuation, paragraph, and essay writing-as well as more advanced skills such as argumentation and quotation. Check your work easily with exercise answers located in the back of the book, making it an excellent writing resource even after the course has ended. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
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Access Free Learn English Paragraph Writing Skills Esl Paragraph Essentials For International Students Academic Writing Skills Volume 1
Newly revised and updated to include extra exercises and material suggested by teachers and students, Academic Writing explains and demonstrates all the key writing skills and is ideal for use in the classroom or for independent study. Useful at every stage of an academic career and beyond, this indispensable book features: different styles and formats from CVs and letters to formal essays a focus on accuracy coverage of all stages of writing, from understanding titles to checking your work essential academic writing skills such as proper referencing, summarising and paraphrasing diagrams and practice exercises, complete with answers.
Exercises to develop English essay writing skills for ESL students.
An interactive, multimedia text that introduces students to reading and writing at the college level.
Do ever wish that you could write the perfect university essay? Are you left baffled about where to start? This easy-to-use guide walks you through the nuts and bolts of academic writing, helping you develop your essay-writing skills and achieve higher marks. From identifying the essay type and planning a structure, to honing your research skills, managing your time, finding an essay voice, and referencing correctly, Writing Essays For Dummies shows you how to stay on top of each stage of the essay-writing process, to help you produce a well-crafted and confident final document. Writing Essays For Dummies covers: Part I: Navigating a World of Information Chapter 1: Mapping Your Way: Starting to Write Essays Chapter 2: Identifying the essay type Part II: Researching, Recording and Reformulating Chapter 3: Eyes Down: Academic reading Chapter 4: Researching Online Chapter 5: Note-taking and Organising your Material Chapter 6: Avoiding Plagiarism Part III: Putting Pen to Paper Chapter 7: Writing as a process Chapter 8: Getting Going and Keeping Going Part IV: Mastering Language and Style Chapter 9: Writing with Confidence Chapter 10: Penning the Perfect Paragraph Chapter 11: Finding Your Voice Part V: Tightening Your Structure and Organisation Chapter 12: Preparing the Aperitif: The Introduction Chapter 13: Serving the Main Course: The Essay's Body Chapter 14: Dishing up Dessert: The Conclusion Chapter 15: Acknowledging Sources of Information Part VI: Finishing with a Flourish: The Final Touches Chapter 16: It's all in the detail Chapter 17: Perfecting Your Presentation Chapter 18: The afterglow Part VII: Part of Tens Chapter 19: Ten Tips to Avoid Things Going Wrong Chapter 20: Ten Ways to Make Your Essay Stand Out Covers the elemental principles of writing that empower you to write as a way to explore your thinking. This book presents a problem-solution structure to show you what most guides only tell you. The principles are offered not as hard-and-fast rules, but as commonsense approaches to help you diagnose your own prose quickly and revise it effectively. Williams' book engages you in a conversation on writing and teaches you techniques that can help you write clearly--with grace and style.--from publisher's description.
No one is born with good writing skills. It takes time to learn proper writing techniques and a great deal of practice to improve your skills. Our exercises allow you to improve writing and grammar skills while rewriting real world English passages. The English passages included in this book are mostly workplace oriented. Therefore they are more suitable for working adults. Rewrite the passages as directed. One suggested answer is provided for each passage. As there is no 'best' way to write and rewrite (to be honest, there's simply no particular way), it is recommended that you try your best and rephrase or restructure the sentences as needed. You may write several different versions and then decide which one operates best for your purposes. We assume that your basic grammar is accurate and that you have a minimal level of skills writing and going into detail. You should be able to read and write basic information, and use individual words and phrases in familiar situations.
The Writers at Work series prepares ESL students to tackle academic essay writing. Writers at Work: The Paragraph is designed for high-beginning to low-intermediate writing students. It uses personal topics such as "A Person Important to You" and "Holidays" to teach the basics of paragraph writing. A five-step process approach teaches students how to generate ideas, write a first draft, revise, edit, and self-evaluate their writing.
The 25 chapters contained in this book were all written by scholars working in the field of applied linguistics and English language teaching in various East Asian contexts. East Asia is large and diverse in terms of socio-economic, linguistic, and ethnic parameters. Statistics alone cannot give a clear understanding of what goes on in rural and urban universities and what challenges English language teachers and learners face in those contexts. To understand this wide gamut of issues in English language teaching in East Asia is thus a very large undertaking. The book addresses some of these issues, arranging its 25 chapters into five sections: namely, Assessing Language Performance; Teaching English Writing; Learner Autonomy; Corpus and Discourse Research; and Learning English in East Asian Contexts. Many of the chapters in this volume concern familiar topics such as linking assessment to teaching, learning and curriculum; conducting assessment validation research; examining meta-cognitive strategies; investigating teaching and learning English for academic purposes; and profiling prevailing word lists for language learners. Other chapters are on novel or lesser known topics such as non-verbal delivery in speaking assessment; the use of visualization as a reading strategy; learner strategies in a Facebook corpus; effects of discourse signaling cues and rate of speech; and an ontogenetic analysis of college English textbooks. Collectively, these chapters showcase English language learning, teaching, and assessing in a range of contexts using a variety of methods and techniques to deal with issues relevant to East Asian teachers, learners and researchers.
The author wrote this workbook for his English essay writing classes. It contains more than 200 questions and answers on English grammar topics associated with developing good academic English writing skills. The questions are typical of those used in exams for an English diploma for university entrance. These exercises were developed as practical exercises to help support his previous three books: 1. "Learn English Paragraph Writing" 2. "Practical Academic Essay Writing" 3. "The 5 Step Essay Writing Process" The exercises develop different areas required for fluent and confident English essay writing. They include: - Capitalization - Punctuation: commas and apostrophes - Subject/Verb agreement -
"Pinker has a lot of ideas and sometimes controversial opinions about writing and in this entertaining and instructive book he rethinks the usage guide for the 21st century. Don't blame the internet, he says, good writing has always been hard. It requires imagination, taking pleasure in reading, overcoming the difficult we all have in imaging what it's like to not know something we do know."--Publisher information.
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Access Free Learn English Paragraph Writing Skills Esl Paragraph Essentials For International Students Academic Writing Skills Volume 1
Sentence Structure: Simple, Compound, and Complex - Sentence errors: Fragments, Run ons, Comma splices Sentence Combining - Appositives The author recommends ESL Students in low-intermediate to low-advanced English classes use this workbook for developing their English essay writing skills.
The nature of technology has changed since Artificial Intelligence in Education (AIED) was conceptualised as a research community and Interactive Learning Environments were initially developed. Technology is smaller, more mobile, networked, pervasive and often ubiquitous as well as being provided by the standard desktop PC. This creates the potential for technology supported learning wherever and whenever learners need and want it. However, in order to take advantage of this potential for greater flexibility we need to understand and model learners and the contexts with which they interact in a manner that enables us to design, deploy and evaluate technology to most effectively support learning across multiple locations, subjects and times.
Introduces basic concepts of paragraph writing, explains the essentials of paragraphs, and provides practice exercises. Quickly master English writing skills with THE LEAST YOU SHOULD KNOW ABOUT ENGLISH: WRITING SKILLS, FORM C, Eleventh Edition. Brief and uncomplicated, this text has helped students learn the basics of English writing for over thirty years with its clear, concise concept explanations and useful, relevant corresponding exercises. Topics include spelling, word choice, sentence structure, punctuation, paragraph and essay writing--as well as more advanced skills such as argumentation and quotation. Check your work easily with exercise answers located in the back of the book, making it an excellent writing resource even after the course has ended. Available with InfoTrac Student Collections http://gocengage.com/infotrac. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
"Writing Preparation and Practice 2" is a high-beginning and low-intermediate writing skills textbook for English language learners. Students can use this text to learn to write well and achieve more complete English proficiency by learning and practicing writing skills simultaneously with other English language skills. Students are supplied with the basic vocabulary; they are also taught explicitly how the English language organizes information. With these tools, students are able to write on a variety of provocative and sophisticated topics. Features Attention to different patterns of organization through the use of "model paragraphs" Guidance and practice in recognizing and writing the "parts of the paragraph" Guided practice in each stage of the paragraph writing process, including specific techniques for "prewriting," "writing," and "revising " Numerous and varied "paragraph-writing" opportunities Attention to "style "through presentations and activities on coherence, transitions, and the use of signal words Editing practice in error correction and proofreading Additional individual practice in paragraph-writing skills The "Writing Preparation and Practice" series also includes "Writing Preparation and Practice 1"and "Writing Preparation and Practice 3."
This worktext guides students through a seven-step writing process—from generating ideas to completing a paragraph—and repeatedly demonstrates each step while covering the structure of nine types of paragraphs, including narrative, descriptive, comparison/contrast, and summary paragraphs. Questions about each stage promote paragraph analysis and critical-thinking skills.
Sentences -- Paragraphs -- Paragraph forms -- Organizing information into paragraphs -- Transparencies.
"HELP! My Students Can't Write!" Why You Need a Writing Revolution in Your Classroom and How to Lead It. The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, TWR can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities TWR is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content. Study Writing is for students at intermediate level and above who need to develop their writing skills and write better academic essays, projects, research articles or theses. Study Writing encourages students to develop their writing strategies, seek feedback on their own writing and analyse expert writers' texts in order to become more reflective and effective writers. Study Writing helps learners to write more effectively by: - introducing key concepts in academic writing such as the role of generalizations and definitions and the application of principles like the Clarity Principle and the Honesty Principle - exploring the use of information structures, including those used to develop and present an argument - familiarizing learners with the characteristics of academic genre - analysing the grammar and vocabulary associated with these aspects of academic writing - offering practice in processes and strategies known to help learners improve their academic writing. The book contains a full answer key and helpful teaching notes. This second edition has been updated to reflect modern thinking in the teaching of writing, to include more recent texts in the disciplines presented and to take account of new media and the growth of online resources.
I am a TESOL Instructor of English academic writing who has 5 years experience teaching essay writing to undergraduate ESL students for university entrance. This book is about the 5 step essay writing process only. It contains tips, ideas, and a basic process for ESL Students to follow. It doesn't contain anything about paragraph or essay essentials. They are covered in my first two books of the series Academic Writing Skills. Any international students including high school, graduate and undergraduate, and mature age will benefit greatly from understanding and applying the process. The book outlines the basic 5 steps which include: - Pre-write - Organize - First Draft - Revise and Edit - Final Copy The benefits to you are you will learn a practical 5 step essay writing process that works every time. The best part is you results will improve which means you and your instructor will be happy. Take action and you will write your way to a BA.
Learn English Paragraph Writing Skills is an academic writing skills guide for International ESL students. The book is the first in a series of academic writing handbooks for international undergraduates, graduates, high school students, and mature age students of English as a second language. It was designed as supplementary guide to support IELTS and ESL students' regular English classes. It specifically addresses academic paragraph writing skills and development. In particular, it covers: - What academic writing is - Paragraph format and structure - Paragraph organisation In addition, it covers more comprehensively the areas of capitalization, punctuation, and sentence structure. This unique academic writing skills guide will teach you good academic writing skills for university entrance. Ideal for the International ESL Student. Get better results with Academic Writing Skills series. Write your way to BA.
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Access Free Learn English Paragraph Writing Skills Esl Paragraph Essentials For International Students Academic Writing Skills Volume 1
New material featured in this edition includes updates and replacements of older data sets, a broader range of disciplines represented in models and examples, a discussion of discourse analysis, and tips for Internet communication.
Designed to enable non-native English speakers to write science research for publication in English, this book is intended as a doit-yourself guide for those whose English language proficiency is above intermediate. It guides them through the process of writing science research and also helps with writing a Master's or Doctoral thesis in English
Learn English Paragraph Writing SkillsLulu Press, Inc
The New York Times best-selling book exploring the counterproductive reactions white people have when their assumptions about race are challenged, and how these reactions maintain racial inequality. In this "vital, necessary, and beautiful book" (Michael Eric Dyson), antiracist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and "allows us to understand racism as a practice not restricted to 'bad people' (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterized by emotions such as anger, fear, and guilt, and by behaviors including argumentation and silence. These behaviors, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.
The Elements of Style is an American English writing style guide in numerous editions. The original was composed by William Strunk Jr. in 1918, and published by Harcourt in 1920, comprising eight "elementary rules of usage", ten "elementary principles of composition", "a few matters of form", a list of 49 "words and expressions commonly misused", and a list of 57 "words often misspelled". E. B. White greatly enlarged and revised the book for publication by Macmillan in 1959. That was the first edition of the so-called Strunk & White, which Time named in 2011 as one of the 100 best and most influential books written in English since 1923.
"Practical Academic Essay Writing Skills: An International ESL Students Essay Writing Handbook" is the second book in a series on Academic Writing Skills. The book was written for non-English speaking International ESL Students to gain university entrance, but by no means only for ESL students wanting to learn English academic writing. This practical guide can also be used by anyone such as a high-school student, an undergraduate or graduate student, or even a mature age student wishing to understand more about English academic essay writing. This book will help you produce consistent results and grades for your assignments and essays. With 5 years TESOL experience in practical English essay writing, the author has managed to make himself clearly understood by his students. This short but concise academic writing skills guide will teach you good academic writing skills. It is ideal for the International ESL Student. Write you way to a BA with the Academic Writing Skills series.
Doctoral Thesis / Dissertation from the year 2016 in the subject Pedagogy - School Pedagogics, , course: TEFL, language: English, abstract: The target of this research was to examine whether or not the effects of implementing the learning together method improved eleventh graders' paragraph writing skills in terms of content, vocabulary, layout, grammar and mechanics. The research also examined the extent to which the implementation of the learning together method brought about changes on social skills in relation to communication, leadership, group management and conflict resolution skills. The quasiexperimental research was employed and the sample population was taken from two sections of eleventh grade. The learning together method was implemented in the experimental group after the students had been made to have awareness about it whereas in the control group, the students were taught their lessons through the same method in which the elements and theoretical perspectives of the method were not used. Data were collected through tests, questionnaire, structured nonparticipant observation checklist, focus group interview and semi-structured interview. Dependent t-tests were employed to test whether or not there were significant intragroup differences in paragraph writing and social skills at 0.05 risk levels whereas independent samples t-tests were used to check if there were significant inter-group differences in paragraph writing tests and social skills questionnaire at 0.05 alpha levels. The analyses of paragraph writing pre-test and social skills pre-questionnaire of the inter-groups showed that both groups had similar backgrounds in writing paragraphs and practicing social skills at the initial stage of this research. Nevertheless, after the treatments had been given to the experimental research participants, the analyses of the data indicated that the experimental group outscored significantly (p
This is my second academic writing skills workbook. It contains questions and answers on topics to improve academic English writing skills. The questions are typical of those used in exams for an English diploma for university entrance. These practical writing exercise support my previous three "Academic Writing Skills" series books: 1. "Learn English Paragraph Writing Skills" 2. "Practical Academic Essay Writing Skills" 3. "The 5 Step Essay Writing Process" The exercise groups cover grammar areas such as capitals, commas, sentence structure and errors, and subject/verb agreement required for confident academic English writing skills. As well as the common grammar questions, there are questions to improve essay writing skills such as topic and supporting sentences, unity, coherence, and examples of transition signals. I would recommend ESL Students in low-intermediate to lowadvanced English classes use this workbook for developing their academic English writing skills.
Educators continue to strive for advanced teaching methods to bridge the gap between native and non-native English speaking students. Lessons on written forms of communication continue to be a challenge recognized by educators who wish to improve student comprehension and overall ability to write clearly and expressively. Methodologies for Effective Writing Instruction in EFL and ESL Classrooms brings together research and practices for successful written communication teaching among students of diverse linguistic backgrounds. With technological advancements and resources, educators are able to implement new tools into their lesson plans for the benefit of their students. This publication is an essential reference source for professionals, educators, and researchers interested in techniques and practices for written communication in English language teaching geared towards non-native English speaking students.
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GCSE Business
Describe the difference between an
Topic 1.3 Putting a Business idea into Practice Knowledge Organiser
State 3 financial objectives a business may have:
State 3 non-financial objectives a busi- Units sold: 240
aim and an objective ness may have:
Calculate the Total Cost of the business
Key word
Market share
Definition
The proportion of sales in a market that are taken by one business
i
i
| Profti | The amount of revenue lef tover once costs have been deducted |
|---|---|
| Social objectvies | Likely to be non-fniancial, such as to reduce the carbon emissions of a business or improve the quality of life for a local community |
| Income stream | The source of regular income that a business receives. This could be through the money it receives from customers, or other seas such invest- ment income |
| Viable | Capable of working or succeeding |
| Income statement | A fniancial statement showing the amount of money earned and spent in a partciular period and resultnig profit and loss |
| Stakeholder | Anyone who has an interest in the actviiteis of a business, such as its work- ers, its suppliers, the local community and the government |
| Break-even point | The point where revenue received meets all of the costs of the business |
| Credit | The amount of money that a fniancial insttiutoin or supplier will allow a business to use, which it must pay back in the future at an agreed tmi e |
| Overheads | Fixed costs that come from running an office, shop or factory, which are not affected by the number of specific products or services that are sold |
| Insolvent | A business that is unable to pay its debts and/or owes more money than it is owed |
| Consumables | Items that get ‘used up’, such as pens, paper, staples and other items that a business has to replace regularly |
| Trade credit | A credit arrangement that is offered only to businesses by suppliers |
| Overdraft | A facility offered by a bank that allows an account holder to borrow money at short notcie |
| Cheque | A written order to a bank to pay an amount of money from an account holder’s account to a specifeid person |
| Venture capital | Money to invest in a business is sourced from individuals, or groups of people, who wish to invest their own money into new businesses |
| Return on investment | The amount of money that an investor gets back in return for investnig a business |
| Shareholders | Investors who are part-owners of a company |
| Share capital | Money to invest in a business is raised by the business issuing shares that it then sells to those who wish to invest in the company |
| Credit check | A check on the fniancial status of a business or individual to ensure that the business or the individual has a reliable credit history and does not have any existnig outstanding debts |
| Security | When the lenders asks the borrow to put up an asset, such as a house, or a valuable item owned by the business |
| Asset | Any item of value that a business owns, such as its machinery or premises |
| Guarantor | A named person who guarantees to pay the repayments on a loan should the person who has taken out the loan not be able to make the payments |
| Retained profti | Money that a business keeps, rather than paying out to its shareholders |
i
i
Command Word
Multiple choice question
Define
Give
State
Identify
Calculate
Complete the table
Outline
Explain
Discuss
Analyse
Justify
Evaluate
Formula
Profit
You are required to...
Select one or more correct answer from a choice of answers. These questions test recall of knowledge from the specification content
define a term from the specification content give an answer testing recall of knowledge from the specification
content give an answer, no longer than a sentence, referring to a piece of
contextual information from which students must select the answer select the correct answer from reading a graph or table of data
use mathematical skills to reach the answer, based on given data.
Calculators may be used and workings should be given work out the values missing from the presented table of data
give two linked points about a business concept or issue, placed in context in the question
give a statement of fact, with two further expansion points. These may expand on each other, or both from the same fact. There is no
context in these questions write an extended answer, requiring expansion and exploration of a
business concept or issue. These questions will not have context but students may bring one in for illustration purposes
write an extended answer, requiring expansion and exploration of a business concept or issue. The answer will be placed in context by
the question write an extended answer, using information provided in order to
recommend one of two options to a business owner write an extended answer, using knowledge of specification content
to reach a supported conclusion about a business situation.
Formula
Revenue — total costs
Revenue Units sold X selling price
Break Even Total Revenue = Total
Costs
Total Variable
Costs
Total costs
Margin of Safety
Variable costs X output
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Literacy Policy
Reviewed November 2021
1. AIMS
1.1 To be a school where all members of the community live according to Gospel values and the principles and teachings of Mary Ward, promoting the virtues of freedom, sincerity, justice, truth and joy, to allow all members of the community to feel secure and able to work and live in an atmosphere of courtesy and respect.
1.2 The Governors seek to ensure that the values of Mary Ward are reflected in the planning and delivery of all policies. The principle values covered by this policy are:
- Truth - Literacy is a vital skill to enable our pupils to search critically for answers to the great questions of life, and make reasoned argument both orally and in writing.
- Joy - This policy will allow pupils to appreciate the pleasure of reading and writing as a means of promoting delight for themselves and others.
1.3 To create a caring and stable environment, in which each person is respected as an individual with unique gifts, talents and ambitions, and is given the freedom and confidence to develop these.
2. INTENT
2.1 All members of staff at Loreto College are expected to help students improve their levels of oracy, reading and writing. This is so that students are better equipped to:
- explore, articulate and extend their understanding within every subject area;
- contribute successfully to society as adults.
- read and write with confidence, fluency and understanding, and
3. IMPLEMENTATION
3.1 Each department is expected to:
i) promote oracy by encouraging pupils to listen discerningly to others, to use appropriate English in their oral work, and to broaden their vocabulary;
ii) promote reading skills by using the academic reading strategies listed in the pupil planner, and
iii) promote writing skills by recognising and rewarding the use of good punctuation, spelling and grammar, by highlighting a selection of any mistakes made, and by providing pupils with an opportunity to correct these mistakes.
3.2 Each department also has its own policy providing further specific guidance on the promotion of literacy within the context of the subjects it delivers.
3.3 Staff will receive regular training in the promotion of literacy across the school. Where appropriate, the promotion of literacy may also be a feature of the performance management process.
4. IMPACT
4.1 The successful promotion of literacy will be assessed by:
- monitoring the progress of pupils in English language lessons and assessments;
- reviewing marking for literacy in work scrutinies for all subjects.
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Spreadsheets —Knowledge Organiser
Why do we use Spreadsheets?
Layout of a Spreadsheet
Spreadsheets are used to store information and data. Once we have our information in a spreadsheet we can run powerful calculations, make graphs and charts and analyse patterns.
Uses of spreadsheets:
* Budget tracker
* Stock tracking of a business
* Money use in a business
* Teacher may use it to keep a record of students grades
Cell reference
Sort & Filter
A cell reference is the name given to a cell to uniquely identify it. E.g. E4
An absolute cell reference ensures that 1 cell always remains constant even when autofill is used.
E.g. $E$4
Sorting data organises it in a specific way e.g. alphabetically
Filtering data makes it easy for us to find one specific piece of data without having to look through every piece of data
Formulas
Only use when creating a calculation between 2 cells.
E.g.
= A1 + B1 (adds)
= A1 - B1 (subtracts)
= A1 * B1 (multiplies)
= A1 / B1 (divides)
Graphs
Click on the insert tab at the top of Excel
Pick the chart that you need:
Autofill
Click on the cell you want to duplicate, grab the black cross in the bottom right-hand corner and drag it down to the remaining cells.
Data Validation
Click on the Data tab at the top of Excel
Click on this button to get the data validation window
Use these headings to set up your data validation.
Conditional Formatting
Click on this button to add conditional formatting
Then click on highlight cell rules, depending on what your rule is select
the next option that matches the rule you want to create.
Keywords
Formula
Worksheet
Cell
Cell
Borders
| Autofill/Fill Handle a software function that automatically enters data in spreadsheet s | Data Validation restrict data entry to certain cells, it displays an error message when a user enters invalid data. | Spreadsheet an electronic document in which data is arranged in the rows and columns of a grid and can be used in calculations. | Function a predefined formula that performs calculations using specific values in a particular order. | Formatting To change the appearance, layout or organisation of a spreadsheet |
|---|---|---|---|---|
| Sort the arrangement of data into a specific sequence. E.g. A-Z, smallest to highest | Filter to allow only certain data to be displayed. | Graphs/Charts a visual representation of data from a worksheet that can bring more understanding to the data than just looking at the numbers. | Conditional Formatting a feature of Excel which allows you to apply a format to a cell or a range of cells based on certain criteria. | Data types a particular kind of data item, as defined by the values it can take, e.g. Numbers, text, date |
| Ascending arranged in a series that begins with the least or smallest and ends with the greatest or largest | Descending arranged in a series that begins with the greatest or largest and ends with the least or smallest | Absolute Cell Reference A cell reference that does not change when the cell is moved, copied or filled | Column Heading is the grey- coloured row containing the letters (A, B, C, etc.) used to identify each column in the worksheet. | Rows the range of cells that go across (horizontal) the spreadsheet /worksheet. |
| Profit a financial gain, especially the difference between the amount earned and the amount spent in buying, operating, or producing something. | Columns a vertical series of cells in a chart, table, or spreadsheet. | IF statement The Excel IF Statement test s a given condition and returns one value for a TRUE result and another value for a FALSE result. | VLookUp ‘Vertical Lookup'. It is a function that makes Excel s earch for a certain value in a column (the so called 'table array'), in order to return a value from a different column in the same row. | Macro an action or a set of actions that you can run as many times as you want. When you create a macro, you are recording your mouse clicks and keystrokes. | | <urn:uuid:fde5bfe1-297d-44f1-8023-dbdb64e0006d> | CC-MAIN-2022-33 | https://www.st-annes.stockport.sch.uk/attachments/download.asp?file=800&type=pdf | 2022-08-09T23:37:21+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882571090.80/warc/CC-MAIN-20220809215803-20220810005803-00062.warc.gz | 886,130,544 | 872 | eng_Latn | eng_Latn | 0.98452 | eng_Latn | 0.990784 | [
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ART 4301: STUDIO CONCENTRATION
2-4.50pm, Tuesday and Thursday | Aug - Dec, 2020 | Room BAB 303, Sul Ross State University
Avram Dumitrescu
firstname.lastname@example.org 432-837-8380 Office: FAB 07
Office Hours: TBA, and by appointment
Course Introduction
This class will allow you to focus on a discipline of your choice. Over the semester you will work with the professor to create a series of projects that you can use in a portfolio, or to simply explore further your chosen specialty.
Learning Objectives
In this course, you will:
* Explore your discipline
* Learn by copying existing artworks so that you grow as an artist
* Become more comfortable with various software programs that your discipline requires
* Learn how to determine realistic goals by planning your own calendar of projects
* Research contemporary art practices and vocabularies
Grading and Evaluation
Each student will work with the professor to create an Excel sheet onto which grades will be kept. This is due to every student doing very different work from each other. Each student must complete the following written projects. More details can be found under the Important Dates section.
* Essay – 5%
* Resume – 5%
* Artist Statement – 5%
* Participation and attendance of both critiques – 10%
* Artwork – 75%
Materials and Text
* Online account to back up your data (e.g. Google Drive)
* 4GB (at least) jump/flash drive
No textbook is required for this course but a jump-drive is essential for saving your work. Back up your projects to another location, such as at a free service like www.dropbox.com or www.google.com/drive. Not submitting a project because you lost your jump-drive or some other technical difficulty will not be accepted as an excuse and will earn you a zero for that project.
*** NEW *** Gallery Exposure
In an effort to give you more gallery exposure, each semester you are to create and frame two pieces of art for either the Annual Juried Art Exhibition at Sul Ross or Alpine's Artwalk.
Reference Material
It is NOT acceptable to use only the internet for reference material (you may use a small portion, however). You MUST find your own via books of illustration, paintings, and photography at the library or take your own photographs.
Tobacco Products
Tobacco products of any kind and e-cigarettes are not allowed in the classroom.
Email
Check your email account EVERY day. This is the account registered at Blackboard, and is usually your Sul Ross email account.
Software Availability
Besides access to the software in BAB 302-303, you can find Photoshop and Illustrator in FAB 207 and the computer lab in the ACR building. The second floor of the SRSU library has copies of Photoshop too.
Provided you have your own computer, a fully-working 30-day trial version of Photoshop and Illustrator can be downloaded from Adobe. Files created on the Mac version of Photoshop will work on a PC.
Rules and expectations
Attendance is compulsory. If you must miss a class for a school-related activity, the absence must be discussed (and arrangements made regarding coursework) prior to the absence. If you must miss a class for an emergency or illness, please contact me by email or phone as soon as possible. Six (6) absences result in you being dropped from the course with a grade of "F" as per Sul Ross State University policy. Five (5) unexcused absences will result in a zero for your attendance and participation grade. Arriving to class on time is also essential – arriving late more than two times will be counted as one absence. Lateness is defined as 15-minutes after the start of class. Leaving before class ends will result in you being marked absent for that day.
Below is a guide to how much each absence impacts your attendance and participation grade.
* One (1) unexcused absence:
-20%
* Four (4) unexcused absences:
* Two (2) unexcused absences:
-40%
* Five (5) unexcused absences:
-80% - 100%
* Three (3) unexcused absences:
-60%
* Six (6) unexcused absences:
FAIL
No cell phone usage. No social-networking websites. No instant-messaging. No checking personal emails. Headphones and earbuds are allowable ONLY when you are working, but not when the professor or a fellow student is speaking. Doing any of these, or anything I consider disruptive to the class, will drastically drop your attendance and participation grade. You may be also asked to leave the class and will be marked absent for that day.
Late work will not be accepted.
Plagiarizing, cheating, or any other dishonest behavior in the classroom will not be tolerated. Rules and regulations regarding plagiarism, dishonesty, and other issues concerning classroom participation can be found in University Rules and Regulations and Student Handbook.
SRSU Disability Services
Sul Ross State University (SRSU) is committed to equal access in compliance with Americans with Disabilities Act of 1973. It is SRSU policy to provide reasonable accommodations to students with documented disabilities. It is the student's responsibility to initiate a request each semester for each class. Students seeking accessibility/accommodations services must contact Rebecca Greathouse Wren, LPC-S, SRSU's Accessibility Services Coordinator at 432-837-8203 (please leave a message and we'll get back to you as soon as we can during working hours), or email email@example.com. Our office is located on the first floor of Ferguson Hall (Suite 112), and our mailing address is P.O. Box C-122, Sul Ross State University, Alpine, Texas, 79832.
SRSU Library Services
The Sul Ross Library offers FREE resources and services to the entire SRSU community. Access and borrow books, articles, and more by visiting the library's website, library.sulross.edu. Off-campus access requires your LoboID and password. Check out materials using your photo ID. Librarians are a tremendous resource for your coursework and can be reached in person, by email (firstname.lastname@example.org), or phone (432-837-8123).
SLOs
1. Students will expressively communicate an original idea or concept visually through an original artwork.
2. Students will demonstrate proficiency in writing within the arts discipline.
3d. Students with a concentration in Digital Art will be able to demonstrate knowledge and familiarity of digital image creation and knowledge of professional practices in digital art.
a. Demonstrate the ability to produce a cohesive professional thematic capstone project which is well crafted and has a defined technique or personal style.
b. Demonstrate technical mastery of digital skills as they apply to the selected media.
c. Ability to produce a professional portfolio that meet current industry standards.
d. Ability to work in a timely manner.
Marketable Skills
1. Solving problems though critical thinking.
2. Creating ideas with independence of thought.
3. Communicating professionally through written and spoken presentation.
Exam
Missing the exam at the end of the semester will result in your final score dropping an entire letter grade for the class.
IMPORTANT DATES
Please note that this syllabus is subject to change
First class day:
Class introduction. Begin working on your 15-week schedule, due the second-class day as a Word document. Below are discipline suggestions, but you are responsible for designing your projects and methods of research, pending professor approval. Submit your schedule as a one-page calendar to email@example.com
Second class day:
Tell the class about your self-generated idea and begin work! Your 15-week schedule is also due in Word format (see template on next page).
TBA:
Statement is due (10% of your overall grade)
Research presentation to the class (not required for ART 4303 students)
DUE TODAY - Select an artist you admire in your discipline, or a technique you wish to explore during the semester and write a 750-word essay about your topic. If you chose an artist, talk about their major artworks, and what makes their work important. If you want to write about a particular method of working, break it down in detail and then discuss artworks where the techniques have been used. All essays should list sources and include images. (10% of your overall grade)
TBA:
Email a resume to the professor no later than the start of class (5% of your overall grade)
TBA:
Exam is from TBA-TBA. Present your project to the class.
WRITING A STATEMENT
Taken from "The Successful Artist's Career Guide: Finding Your Way in the Business of Art by Margaret Peot"
1) Honestly answer the questions below
2) Combine these into a statement
3) Do not use the beginnings below. Rewrite and reorder the beginnings.
4) Make sure your text flows.
5) Be clear. Do not alienate your audience with technical terms (if you do need to use technical terms, explain what they are)
6) Craft a personal text – this is an introduction of your artwork to the world when you're not present
I make ________________________________________________
It is made from _________________________________________
I started making this because ______________________________
With this work, I would like to say __________________________
I am influenced by _______________________________________
I chose this particular technique because ____________________
The direction I see this work going ___________________________
Name: ____________________________________________
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ILLUSTRATION
RESEARCH
* DESCRIPTION – You need to be aware of contemporary illustrators and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary illustrators that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Sign up for a free newsburst from the following websites - http://hyperallergic.com/ and the blog at https://www.creativereview.co.uk. Search for relevant stories and build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
Sketchbook
* DESCRIPTION – Create 100 direct-observation line drawings in a traditional sketchbook. Spend a minimum of 15-minutes per illustration. No color or texture. Do use varying thicknesses of line.
* FORMAT – Traditional sketchbook. Can be any size. Loose pages will not be accepted unless they are all bound together.
Materials Exploration
* DESCRIPTION – Draw 20 scenes from life using at least four different media (i.e. draw one scene in crayon, another in ink, NOT four different media on one illustration). Examples include crayon, pencil, pen and ink, marker, watercolor, charcoal, ballpoint pens, etc. You may include color and texture.
* FORMAT – Traditional sketchbook. Can be any size. Loose pages will not be accepted unless they are all bound together.
SUGGESTION 01: WINE LABELS
* DESCRIPTION – Design a series of labels for a range of wines. Remember that each label should have something in common, be it an illustration style, typeface, or related imagery.
* FORMAT – Explore existing wine labels (the grocery store is a good place to visit for this exercise) and base them off these.
SUGGESTION 02: Self Portrait
* DESCRIPTION – Use TWO mirrors to draw a self-portrait. Media choice is up to you.
* FORMAT – Ideally traditional and can be mixed with digital. Final illustration MUST be submitted as a JPEG.
* INSPIRATION – Rembrandt, Lucien Freud, David Hockney, etc.
SUGGESTION 03: Book Cover
* DESCRIPTION – Create an illustrated cover (front, back, and spine) for a book that isn't typically visual (not a graphic novel, for example) – a biography, novel, manual, young reader, academic title, etc. Media choice is up to you.
* FORMAT – Ideally traditional and can be mixed with digital. Final illustration MUST be submitted as a JPEG.
* THUMBNAILS – Create five quick thumbnails. Spend no more than FIVE minutes drawing out each thumbnail.
SUGGESTION 04: Graphic Novel
* DESCRIPTION –Choose an interesting event that has happened to you or to friend/family member and turn it into part of a graphic novel.
o Minimum of one spread, 20" wide by 10" tall.
o Illustrated cover with typography
o Number of panels is up to you BUT you must have a large number of panels.
DISCIPLINES
* SKETCHES – Roughly sketch out your two-page comic strip before working on the final illustrations so that you can play with frame sizes, transitions, etc. Provide THREE five-minute sketches for the cover.
* FORMAT – Ideally traditional and can be mixed with digital. Final illustrations MUST be submitted as a multipage PDF.
* INSPIRATION – Understanding Comics by Scott McCloud is really worth reading, Daniel Clowes, www.beecomix.com, Chris Ware, Robert Crumb, or here: http://www.peopleofprint.com/general/20-comicbook-artists/
SUGGESTION 05: Newspaper Editorial Illustration
* DESCRIPTION – Choose three recent op-eds from the New York Times and illustrate them.
* FORMAT – You must stick with black and white – no shades of grey or color (though you may suggest tone and texture using hatching, dots, etc.). Ideally traditional and can be mixed with digital. Final illustration MUST be submitted as a JPEG.
* THUMBNAILS – Create six quick thumbnails to explore your ideas, two for each editorial article.
SUGGESTION 06: Editorial Illustration
* DESCRIPTION – Find an article in a magazine that does not have any kind of illustration or photography and illustrate the following:
o A half-page illustration
o A full page illustration
* THUMBNAILS – Create two quick thumbnails to explore your full-page illustrations, and two more for your half-page illustrations.
* FORMAT – Ideally traditional and can be mixed with digital. Final illustration MUST be submitted as a JPEG.
SUGGESTION 07: Travel Posters
* DESCRIPTION – Choose three destinations, anywhere in the world, and create three posters for each location that all share a common style. Typography is vital but only need consist of the location name – e.g. Marfa, Paris, New York City, etc.
* THUMBNAILS – Create six quick thumbnails (two for each location) to explore your ideas.
* RESEARCH – This is vital. Look at WPA posters for ideas, and then seek out illustrated travel posters.
* FORMAT – Ideally traditional and can be mixed with digital. Final illustration MUST be submitted as a JPEG.
Self-Generated Project
* DESCRIPTION – Discuss with the professor.
CHARACTER DESIGN
RESEARCH
* DESCRIPTION – You need to be aware of contemporary character design artists and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary artists that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Find showcases for contemporary character design artists, such as http://characterdesign.blogspot.com/, http://www.characterdesignpage.com/blog, http://hyperallergic.com/ and the blog at https://www.creativereview.co.uk. Look at art books for animated movies (traditional and CGI) and art books about modern game design. Search for relevant stories and build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
SKETCHBOOK
* DESCRIPTION – Fill a sketchbook with drawings of people, animals, and creatures. The majority should be from life, but you may include imaginary creatures and people too. By the end of the semester you should have at least 100 drawings. Color may be used.
* FORMAT – Submit a physical sketchbook sometime during the semester. Loose pages will not be accepted unless bound.
INTERIORS AND EXTERIORS
* DESCRIPTION – Over the semester you are to design TEN bipeds, TEN quadrupeds, and TEN creatures (some may be imaginary and some real). Each of your 30 designs must consist of a front, back, and side view. Each of your 30 designs MUST begin with at least 10 quick sketches as you explore ideas. Please do your best work – by the end of the semester you should aim to have work you can include in an art portfolio.
* FORMAT – Put all the views of each character onto one page. Each page should resemble a character design page. Save your illustrations using the following format: LASTNAME-FIRSTNAME-NUMBER.PDF. For example, Dumitrescu-Avram-24.PDF
ENVIRONMENTAL ART
RESEARCH
* DESCRIPTION – You need to be aware of contemporary environment art designers and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary artists that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Find showcases for contemporary character design artists at sites such as http://hyperallergic.com/ and the blog at https://www.creativereview.co.uk. Look at art books for animated movies (traditional and CGI) and art books about modern game design. Build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
SKETCHBOOK
* DESCRIPTION – Fill a sketchbook with drawings from life of exteriors and interiors. By the end of the semester you should have at least 50 drawings. Color may be used.
INTERIORS AND EXTERIORS
* DESCRIPTION – Over the semester you are to design FIVE interiors and FIVE exteriors. They must be a mix of the imaginative and the historic. Each interior and each exterior must be extremely detailed, with multiple views, so that a 3d modeler could then build your designs in a 3d modeler such as Maya, Blender, or 3ds Max. Each scene may need extra drawings detailing various props that populate each room.
* FORMAT – Save your illustrations as a multi-page PDF using the following format: LASTNAMEFIRSTNAME-INTERIOR or EXTERIOR-xx. For example, Dumitrescu-Avram-exterior-01.PDF
3D MODELING
RESEARCH
* DESCRIPTION – You need to be aware of contemporary trends in 3d modelling and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary artists that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Find showcases for contemporary character design artists. Search online for professional portfolios of relevant artists. Look at art books for animated movies (traditional and CGI) and art books about modern game design. Build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
SUGGESTION 01: 42 Simple Objects
* DESCRIPTION – Over the semester you must model and texture 42 simple objects (approximately 3 per week). Suggestions are below:
* FORMAT – Save the following way: LASTNAME-FIRSTNAME-OBJECT_NUMBER.mb. For example, Dumitrescu-Avram-09.mb
o Clothespin, box of matches (open with matches showing), toothbrush, tube of toothpaste, cup and saucer, box grater, scissors, chair, can of shaving cream, deodorant, box of cereal, pen, pencil, cellphone, light switch with cover and screws, lamp, rock, book, shoe, child's block, potted plant, musical instrument, flashlight, etc.
SUGGESTION 02: Biped
* DESCRIPTION – Build, texture, rig, light, and animate a walking two-legged creature.
* FORMAT – Save the following way: LASTNAME-FIRSTNAME-biped.mb.
SUGGESTION 03: Quadruped
* DESCRIPTION – Build, texture, rig, light, and animate a walking four-legged creature.
* FORMAT – Save the following way: LASTNAME-FIRSTNAME-quadruped.mb.
SUGGESTION 04: Vehicle
* DESCRIPTION – Build, texture, and light a vehicle of some kind. It may be something that currently exists, or your own design.
* FORMAT – Save the following way: LASTNAME-FIRSTNAME-vehicle.mb.
Self-generated project
* DESCRIPTION – Discuss your ideas with the professor. You may make an animation or build, texture, rig, and light more models.
ANIMATION
RESEARCH
* DESCRIPTION – You need to be aware of contemporary animators and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary animators that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Find information about your field at http://www.cartoonbrew.com/, http://www.awn.com/, and other relevant sites. Search for relevant stories and build a presentation using IMAGERY (this may consist of short video clips). The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
BRAINSTORMING
* DESCRIPTION – Brainstorm 20 stories that can be told in 30-seconds. One of these will become your final project
* FORMAT – Microsoft Word format (either .doc or .docx) – LASTNAME-FIRSTNAME-IDEAS.doc
MORNING STORYBOARD
* DESCRIPTION – Storyboard your morning routine without dialog. Use movement in your images. Design interesting shots. Consider close-ups, unusual angles, cropped images, etc.
* FORMAT – Series of JPEGS: LASTNAME-FIRSTNAME-MORNING-01.jpg
* QUANTITY – You should have a minimum of 20 images for this project.
IDEAS STORYBOARD
* DESCRIPTION – Storyboard your best TWO ideas from the brainstorming session. Again, make your shots interesting.
* FORMAT – Series of JPEGS: LASTNAME-FIRSTNAME-IDEA-01.jpg
* QUANTITY – You should have a minimum of 30 images for each idea.
RECIPE STORYBOARD
* DESCRIPTION – Storyboard a relatively complex recipe or something else sequential that you can tell.
* FORMAT – Series of JPEGS: LASTNAME-FIRSTNAME-STEPS.jpg
* QUANTITY – You should have a minimum of 20 images for this project.
MAIN PROJECT
* DESCRIPTION – Take your best storyboarded idea from the brainstorming session and fully animate it. Your animation should last a minimum of 30-seconds or 720 frames (24 * 30).
* FORMAT – LASTNAME-FIRSTNAME-FINAL.MOV
DIGITAL PAINTING
RESEARCH
* DESCRIPTION – You need to be aware of contemporary digital artists and the language used in your field. Create a 12-slide presentation showcasing the work of 12 contemporary artists that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Visit https://www.visualnews.com/tag/digital-painting/, http://io9.gizmodo.com/tag/digitalpainting, and any other relevant sites. Search for relevant stories and build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used.
PAINTING EMULATION
* DESCRIPTION – Find paintings by three artists made non-digitally and recreate them in Photoshop or Painter. Confirm your choice of artists and the artworks with the professor before beginning. The point of this project is to encourage you to develop stylistically.
* BOOK SUGGESTION – Techniques of the Great Masters of Art by Quantum Books
* INSPIRATION – Suggestions include – David Hockney, Lucian Freud, Jenny Saville, Turner, Picasso, Bosch, El Greco, Degas, Manet, Cezanne, Francis Bacon, etc.
* Save the following way: LASTNAME-FIRSTNAME-ARTIST-NAME.JPG
SUGGESTION 01: 30 POSTCARDS
* DESCRIPTION – Draw 30 postcards using Photoshop or similar software. Subject matter and style are up to you but must be from direct observation.
* FORMAT – 6" x 4", 300 dpi. Save the following way: LASTNAME-FIRSTNAME-POSTCARDNUMBER.JPG e.g. Dumitrescu-Avram-postcard-14.jpg
* INSPIRATION – See the A Painting a Day art movement (e.g. http://duanekeiser.blogspot.com/ and http://karinjurick.blogspot.com/)
SUGGESTION 02: SELF-PORTRAIT
* DESCRIPTION – Use TWO mirrors to draw a TWO self-portraits of yourself in Photoshop or similar software.
* INSPIRATION – Rembrandt, Lucien Freud, etc.
* COLOR – Please make each self-portrait monochromatic (shades of one color, e.g. red).
* FORMAT – 11" x 14", 300 dpi. Save the following way: LASTNAME-FIRSTNAME-PORTRAIT01.JPG
SUGGESTION 03: ARCHITECTURE
* DESCRIPTION – Two interiors or exteriors. Ensure your perspective is strong.
* FORMAT – 10" x 10". Save as LASTNAME-FIRSTNAME-INTERIOR or EXTERIOR 01/02 .JPG
* COLOR – Use color to suggest a mood. Your color choices do not have to be realistic and can be impressionistic to convey an emotion
SELF-GENERATED PROJECT
* DESCRIPTION – Discuss a major project to work on. Suggestions include a children's illustrated book, an exhibition of digital paintings, a series of illustrations for a magazine article, etc.
GRAPHIC DESIGN
RESEARCH
* DESCRIPTION – You need to be aware of contemporary graphic designs and the language used in your field. Create a 12 slide presentation showcasing the work of 12 contemporary designers that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX
* METHOD – Visit www.dexigner.com/news/Graphic-Design, http://gdusa.com/, https://www.creativereview.co.uk/, etc. and any other relevant sites. Build a presentation using IMAGERY. The only text should be the artist's name, the title of the piece, and if possible, the year it was made and the media used. Be ready to show this research to the class.
SUGGESTION 01: BALLOT REDESIGN
* DESCRIPTION – Find a copy of the Florida Butterfly Ballot from the 2000 US election and redesign it to make it easier to read: https://en.wikipedia.org/wiki/Florida_election_recount#/media/File:Butterfly_large.jpg
* FORMAT – Must be black and white. Patterns are fine, but no shades of grey. Save the following way: LASTNAME-FIRSTNAME-VOTE.PDF
SUGGESTION 02: TYPOGRAPHY POSTER
* DESCRIPTION – Research type-only posters and design your own for an upcoming local cultural event (art exhibition, music recital, film screening, etc.)
* FORMAT – Landscape or portrait, 13" x 19". Save the following way: LASTNAME-FIRSTNAMETYPE.PDF
SUGGESTION 03: SWISS POSTER
* DESCRIPTION – Replicate one of the posters found at this link: http://luna.library.cmu.edu/luna/servlet/CMUccm~3~3 . Now, choose a local cultural event and create your own poster in the Swiss Style.
* FORMAT – 13" x 19". Save the following way: LASTNAME-FIRSTNAME-SWISS.PDF
SUGGESTION 04: POSTAGE STAMPS
*
http://www.jnevins.com/stampguidelines.htm
DESCRIPTION – Create a postage stamp according to UPS guidelines:
* FORMAT – Scalloped edges can be found here: http://mod4gd1.blogspot.com/2012/03/scallops.html. Save the following way: LASTNAME-FIRSTNAME-STAMP.JPG
SUGGESTION 05: WINE LABELS
* DESCRIPTION – Design a series of labels for a range of wines. Remember that each label should have something in common, be it an illustration style, typeface, or related imagery.
* FORMAT – Explore existing wine labels (the grocery store is a good place to visit for this exercise) and base them off these.
SELF-GUIDED PROJECTS
* DESCRIPTION – For the remainder of the semester work with the professor to design more graphic design projects. Disciplines to explore include illustration, poster design, book design, product packaging, corporate design, etc.
USER INTERFACE DESIGN
RESEARCH
* DESCRIPTION – You need to be aware of contemporary UI design and the language used in your field. Create a 12-slide presentation showcasing a range of excellent mobile apps, games, interactive publications, and software applications that you are drawn to and present it to the class.
* FORMAT – Save your PowerPoint using the following format: LASTNAME-FIRSTNAME-PP.PPTX and be ready to share with the class
* METHOD – Visit https://dribbble.com, www.behance.net, http://www.uxbooth.com/, http://alistapart.com/blog, www.creativereview.co.uk , and any other relevant sites. You may want to include GIFs or movies, and build a presentation using IMAGERY. The only text should be the designer's name, the title of the software, and if possible, the year it was made.
SUGGESTION 01: APP RESDESIGN
* DESCRIPTION – Choose an app and redesign every part of the UI and artwork.
* FORMAT – Use the resolution of the most recent iPad air and the most recent iPhone models as your templates. Decide if you should use portrait or landscape format. Build your design using https://www.sketchapp.com or Adobe XD.
SUGGESTION 02: WEBSITE RESDESIGN PLUS MOBILE VERSION
* DESCRIPTION – Find a website in need of a redesign and redesign it. Once built, then make a mobile version of the website.
* FORMAT – Research the most typical website resolutions and design to them. Be aware that websites will vary depending on the size of the user's browser, so you may choose to make your design fluid. Build your design using https://www.sketchapp.com or Adobe XD.
SELF-GUIDED PROJECTS
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HPNC: Parent Handbook
Fall 2020 – Winter 2021
Hyde Park Neighborhood Club 5480 S. Kenwood Ave Chicago, IL 60615
TABLE OF CONTENTS
WELCOME!
Dear Parents and Guardians,
Welcome to HPNC! Thank you for choosing our Out-of-School Time (OST) Programs for your child. This handbook contains valuable information pertaining to the care of your child while at HPNC. It outlines our programs, services, policies and other important information.
We look forward to getting to know you and your child!
Sincerely,
Angela Habr-Paranjape Executive Director firstname.lastname@example.org
Johari Shuck Program Director email@example.com
Hyde Park Neighborhood Club 5480 S. Kenwood Avenue Chicago, IL 60615
phone: 773-643-4062
fax: 773-643-4262
website: www.hpnclub.org
email: firstname.lastname@example.org
1. COMMUNICATION
We believe that communication between HPNC and home is vital part of our working together. Daily activities will be posted at the front desk and in the classrooms, and staff will be available for further information.
We will regularly send you updates and important information via e-mail and text notification. Please add email@example.com to your safe senders list to ensure you are receiving our messages. If you need assistance, please contact us!
There is a bulletin board in the main hallway where we post resources, information on childcare, community events and current HPNC activities, etc. We welcome parent involvement and sharing of special skills or talents, family customs or cultural events, ideas and materials for the projects.
If you have questions or concerns, you may always contact the Program Director.
2. OUT-OF-SCHOOL TIME (OST) PROGRAMS & SERVICES
We provide OST programming and care for school-aged children ages 5 to 13. Current information and registration is available on our website. The programs are as follows:
Learning Hub is aligned with the CPS calendar and runs from December 7, 2020-February 5, 2021. The program will be in session on CPS non-attendance days to accommodate families who would normally utilize HPNC's No School/Vacation Days. This includes Presidents' Day and other CPS non-attendance days, but excludes MLK Day.
As a facility, HPNC is open 8:00 am – 5:00 pm Monday-Friday. We are closed for 8 holidays a year including: Martin Luther King Jr. Day, Memorial Day, Independence Day, Labor Day, Thanksgiving Day and the day after; we will also be closed December 24-January 3. Additional times may be added for enrichment programming, such as Basketball.
3. CURRICULUM & PROGRAM EVALUATION
HPNC is committed to offering high quality programming. We continuously evaluate our programs to remain up to date with best practices. We utilize the Youth Program Quality Assessment (YPQA), which is a goldstandard evaluation instrument. To learn more about this tool, please reach out to the OST Program Manager.
Our curriculum is planned to be developmentally appropriate for all areas of a child's growth: physical, emotional, social and cognitive. The environment is designed so that children can learn through active exploration and interaction with adults, other children and materials.
We offer a balance between semi-directed activities and teacher directed activities, because we acknowledge that both kinds of experiences are important for a child's overall development. We provide for both quiet and active play, indoors and outdoors, messy and clean.
4. APPROPRIATE ATTIRE & CHANGE OF CLOTHES
While at HPNC, kids participate in a variety of hands-on activities including art projects, science experiments, cooking, gardening and outdoor sports. They will have fun and they will get dirty! Please send your child in appropriate clothing for messy activities.
In Chicago, seasonal weather patterns vary. Outdoor activity is a part of HPNC's daily programs. Please have your child dressed appropriately for the day's weather. This includes snow, rain, sunshine, and muddy conditions. Except in the case of extreme weather, HPNC after school pickups will remain the same (i.e. walking from school to HPNC), and children should be dressed appropriately for the short walk.
* Play clothes for messy activity and unencumbered movement;
* Close-toed shoes for heavy play and outdoors;
* Seasonally appropriate layers;
* Modest attire with appropriate images/language that is not offensive or disruptive.
All children should have a change of clothes to leave in their cubby at HPNC. Throughout the day, children may participate in various water games/activities and other messy programming. We want our participants to be comfortably dressed at all times and have a change of clothes accessible to them as needed.
HPNC staff is not permitted to assist children in any way while in the bathroom. Children may have toileting accidents. Our staff will not assist with the clean-up of accidents and parents will be called if children have bathroom issues. "Accidents" by definition are unusual incidents and should only happen infrequently.
5. WALKING TRIPS, FIELD TRIPS & PARK TIME
At times, HPNC may take the children on walking trips and to the local parks. Parents/ guardians must complete required forms and waivers upon enrollment in programs for their child to participate.
6. PERSONAL BELONGINGS & LOST, STOLEN, DAMAGED ITEMS
Children are encouraged to focus their attention on programming while at HPNC. Children should not bring personal items from home, such as personal electronics, small toys or books, unless the teacher designates it to be a theme day or something similar. Please LABEL everything you send with your child. HPNC has an onsite lost and found at the Front Desk, however, HPNC is not responsible for lost, stolen, damaged, or unattended items.
7. MEDIA & IMAGE CONSENT
Photographs, images, and/or videos may be taken at HPNC for family gifts and to display in individual classrooms, in the parent HPNC Facebook group, and in other HPNC publicity materials. Your child will not be included without your written permission.
8. ABSENCES
Parents must inform HPNC of their child's absence. Please note that absences, planned or otherwise, do NOT qualify for refunds and/or pro-rated program fees.
9. DISMISSAL
A child will be released from HPNC only to the child's parent(s), guardian, or to a person designated in writing by the parent/guardian to receive the child.
Pick-up time at dismissal is strictly enforced. You will be billed $1/ minute for every minute past designated pick-up time. We may call all phone numbers on file in an effort to locate you. Please see detailed schedule information, including dismissal times of particular programs, on our website.
10. ADMISSION REQUIREMENTS
To enroll a child in our OST programs, the following requirements must be completed:
[x] Online Registration
[x] Required Document Packet
[x] Submission of Current DHS Certificate of Health Record
[x] Immunization Records (dated within past 6 months)
[x] Copy of Certified Birth Certificate (for children 13 and under)
[x] Program & Registration Fees
11. IMMUNIZATIONS AND HEALTH RECORDS
The Department of Children and Family Services requires us to have a copy of your child's most recent physical and immunizations on file. DCFS standards require we have on file a physical for each child prior to entering kindergarten and again prior to starting sixth grade.
12. PERSONAL INFORMATION
All personal family and income information will be regarded and handled in confidence and will not be released without express authorization from the parent or guardian.
13. REFUND POLICY & PAYMENT TERMS
Due to COVID-19, HPNC is operating under severe financial constraints. With social distancing and sanitation requirements, our programs will operate at one-third of normal capacity, yet the cost of cleaning, sanitation, and supplies has increased. For this reason, we have revised our refund policy to ensure the viability of our school year programs for everyone.
REFUND POLICY OVERVIEW:
* All payments are FINAL- No refund/no credit for any reason, except the special circumstances as defined in the full Refund Policy & Payment Terms document addendum.
* All Registration Fees, Enrollment Deposits, and Transaction Fees are NON-REFUNDABLE.
* No make-ups, prorating, or refunds for missed days.
* No transfers to a different session will be honored once registration has been completed.
*See full Refund Policy & Payment Terms document available on our website.
14. PENALTY FEES
15. DISENROLLMENT, CANCELLATIONS & WITHDRAWALS
Disenrollment, cancellation, and withdrawals must be completed in writing. Non-attendance and/or absence is not grounds for refund. Refunds and prorating will not be granted, with the two exceptions noted in the Refund Policy. See Refund Policy above for details.
16. GUIDANCE & DISCIPLINE POLICY
We believe in guidance and discipline, rather than punishment. Guidance and discipline are positive ways to help a child develop self-control and confidence handling their needs in a socially acceptable way. This is an on-going process, not a single act. We are here to teach each child skills to manage their own behavior.
Guidance & Discipline Techniques Used by Our Staff
* Offer a stimulating, organized, well-equipped, and well-designed classroom to avoid problems.
* Set rules with the children at the beginning of the school year
* Set clear limits and be consistent.
* Redirect children whenever possible.
* Include the children in the problem-solving process.
* Model socially acceptable behavior and manners along with positive reinforcement and acknowledgement of good behavior.
* Remove the child from the area, discuss the improper behavior, what a better choice would be for next time, and allow the child to return to the activity when he/she feels they can manage their behavior appropriately.
If the teachers see a continuing pattern of misbehavior, the following steps will be initiated:
* Phone call from the teacher informing the parents of the concerning behavior observed.
* Implementation of corrective behavior plan.
* Conference with parents, teachers, and director to discuss goals, implementation of goals, and measuring progress.
* Follow-up meetings (face to face or phone) to discuss progress.
Prohibited Guidance and Discipline Techniques
* Any form of corporal punishment.
* Ridiculing a child or the child's family.
* Blaming, teasing, insulting, name-calling, or threatening the child with punishment.
* Withholding food, affection, or positive attention.
Parent's Role in the Guidance Process
* Share any relevant information with the teachers to help understand any underlying issues.
*
Be open when the teacher gives notification of a concern or if a continuing pattern of misbehavior is observed.
* Follow through on any recommendations made by the staff.
* Work as a team with the staff so everyone can be consistent in expectations and help the child understand what behavior is acceptable and not acceptable.
Child's Role in Guidance Process
* The children will be involved in writing the class rules.
* The child will have a reasonable opportunity to resolve their own conflict before a teacher steps in.
* Make an effort to change any unacceptable behavior.
* If the child has hurt another child, the injuring party will stay with the injured child until they are ready to return to normal classroom activities. The child will be asked what he/she can do to make the child feel better.
17. BULLYING
HPNC has established a Zero Tolerance Policy on bullying, based on the guidelines set forth in the State of Illinois Public Act 096-0952. If a student is involved in a fight or bullying, the result is immediate expulsion. HPNC has made all personnel, including contractors, volunteers, staff, drivers, counselors, etc., aware of this policy.
HPNC believes that a safe and civil learning environment is necessary for students to achieve academic success and that bullying causes physical, psychological, and emotional harm to students and interferes with students' ability to learn and participate in our activities. Because of the negative outcomes associated with bullying in educational environments, HPNC follows the Illinois General Assembly's mandate to educate our families, clients, students, and personnel on what behaviors constitute prohibited bullying.
Bullying on the basis of actual or perceived race, color, religion, sex, national origin, ancestry, age, marital status, physical or mental disability, military status, sexual orientation, gender-related identity or expression, unfavorable discharge from military service, association with a person or group with one of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited at HPNC.
No student shall be subjected to bullying:
* During any HPNC-sponsored education program or activity.
* While on our property, in our programs or activities, on our bus, at designated bus stops.
* Through the transmission of information from an HPNC computer, computer network, or other similar electronic equipment.
* Through the electronic transmission of information via an outlet related to HPNC activities or programs (e.g. Facebook, Twitter, websites, etc.)
HPNC defines bullying as any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
* Placing the student(s) in reasonable fear of harm to their person or property.
* Causing a substantially detrimental effect on their physical or emotional health.
* Substantially interfering with their program performance.
* Substantially interfering with their ability to participate in or benefit from the services, activities, or privileges provided by HPNC.
HPNC and the State of Illinois state that bullying may take various forms including but not limited to one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and not exhaustive.
18. DISCIPLINE-RELATED DISCHARGE
After attempts have been made to meet the individual needs of the child (including but not limited to a 1-2 day suspension from programs), any child that has demonstrated inability to benefit from the type of care offered by the HPNC, or whose presence is detrimental to the group, shall be discharged from the program. The needs of the child and parent(s)/guardian will be considered by planning with the parent(s) for alternatives when the child leaves. This may include referrals to other agencies or facilities. HPNC will refund any prepaid balances in the event of discipline-related discharge.
19. ILLNESS* (see #22 below for additional Covid-19 protocols)
When your child is sick, we ask that s/he stay home to prevent illness from spreading. These are the symptoms that would require you to keep your child home:
* Fever (temperature of 100 or higher)
* Diarrhea
* Vomiting 2 or more times in 24 hours
* Sore throat or difficulty swallowing
* Uncontrolled coughing
* Difficulty breathing
* Rash or spots on skin, ringworm, scabies
* Eye discharge, pink eye
* Unusual nasal discharge
* Lice
* Chicken Pox (within six days)
* Mouth sores
Your child should not return to HPNC until 24 hours after the last sign of the symptoms or a medical professional has approved their return. Please let us know if your child contracts a highly contagious illness. We will notify parents of the illness going around, but will maintain the anonymity and confidentiality of your child.
If a child becomes ill at HPNC, we will notify parents immediately. If we are not able to reach a parent, we will call one or more of the emergency contacts. We ask that you make arrangements to pick up your child as soon as possible.
20. EMERGENCY PLANS
Fire Prevention and Tornado Procedures
1. Monthly fire drills and yearly tornado drills are conducted. A log is kept in the main office.
2. There is an evacuation route displayed in all classrooms and offices.
Medical Emergency
If your child becomes injured at HPNC the teacher in charge will administer simple first aid, such as washing the injury, applying ice, and bandaging. The teacher will then fill out an incident report. If the injury is serious, we will:
1. Call parent or guardian.
2. Call one or more of the listed emergency contacts.
3. In the case of severe injury, we will call an ambulance and have the child taken to a Comer Children's Hospital emergency room. A staff person will accompany the child in the ambulance. (Any and all expenses incurred will be borne by the child's parents or guardian.)
Unauthorized Pick-Up of a Child
If an unauthorized person or one who is incapacitated or suspected of abuse attempts to pick up a child, HPNC will not release the child to that person. We will call 911 if the person attempts to use force.
Missing Child
If a child is missing, the staff will first conduct a search for the child. We will call 911 and the parents if the child is not found.
Missing Parent
If the parent of a child does not arrive to pick up their child, the staff will make attempts to call the parents and all other authorized people by phone. If no one is reached within 30-minutes of program dismissal, the child will be turned over to the police. A note will be left on HPNC's door with a phone number for the police station and an explanation of where the child has been taken.
As emergencies are unexpected but can occur, please update your account and notify HPNC immediately when contact information for parents or emergency contacts changes.
Mandated Reporting of Abuse/Neglect of a Child
All program staff members have completed the DCFS Mandated Reporter training. As Mandated Reporters, we are legally required to report any suspected abuse or neglect of a child to DCFS. A report will identify a specific incident, the child involved, the person allegedly responsible for the incident, the nature of the incident, and any other information as required by DCFS.
21. INTEGRATED PEST MANAGEMENT PLAN
We make efforts to ensure that pests do not have entrance to our facility. Most cracks and crevices are to be filled. Natural cracks and crevices are treated and cleaned with hand dusters and compressed air sprayers. This is the first step in our integrated pest management plan.
The second step includes the daily efforts made by staff. These efforts include food storage in sealed containers and prompt return of food to its proper storage area. Garbage is to be emptied daily and taken to our outside trash area. This outside trash area is to be kept free of visual garbage and debris. All garbage is placed in a sealed plastic bag before being placed in the outdoor garbage receptacle. This method helps to keep rodents and pests away from our building.
In addition to staff responsibilities, Terminex will visit our building monthly to treat the grounds and external portions of our building. The exterior portion of the building is sprayed with PT Cy-Kick CS (Cyfluthrun) .0075%. In areas such as food areas, restrooms, trash areas and storage rooms, Drione Dust: Pyrethrins 1%, PB010%, Silicon Gel 40% or Alpine Dust Dinotefuran 0.25% EPA Reg # 499-527—2oz will be used. Such pesticide will occur monthly as needed and will not occur in classrooms or areas where children will be exposed to the chemicals.
If you would like to be notified prior to the monthly pesticide application, please let our Program Manager know.
22. COVID-19 SAFETY PROTOCOLS*
HPNC will abide by and continuously update rigorous Covid-19 safety policies, protocols and procedures in accordance with the constantly evolving CDC guidelines.
*All Covid-19 protocols supersede the general guidelines, #19 Illness, above.
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What Caused The War Of 1812
by Sally Senzell Isaacs
What Caused the War of 1812? (Documenting the . - Amazon.com Key Events & Causes: War of 1812. Event, Date, Location SparkNotes: The War of 1812 (1809-1815): Summary Causes and Effects of the War of 1812. CAUSES of the War of 1812. Cause #1 – British interference with American shipping – naval blockade. GB and France Causes of the War of 1812 - YouTube The origins of the War of 1812 were in the conflict that raged inrope for almost two decades after Napoleon . Origins of the War of 1812 - Wikipedia, the free encyclopedia The War of 1812 was the result of rising tensions between the United States and Great Britain during the early years of the 19th century including the frequent . Causes of the War of 1812 - Military History - About.com The Expanding Republic and the War of 1812. The war years also led to the final disintegration of the Federalists, whose strength in New England, which, War of 1812 - Wikipedia, the free encyclopedia The real origins of the War of 1812 were in the conflict that raged inrope for two decades after Napoleon Bonaparte. These Napoleonic Wars caused Great Short History of the War of 1812 - USS Constitution Mum The practice angered Americans and was one cause of the War of 1812. But American naval officers engaged in the same practice against British sailors.
[PDF] Ashas Mums: By Rosamund Elwin & Michele Paulse ; Illustrated By Dawn Lee
[PDF] A Night In The Forest: First Fragment Of An Autobiography
[PDF] Better Times
[PDF] Judaism In Art: The Windows Of Shaare Tikvah
[PDF] Nouveau Dictionnaire Dhomonymes, Rimes, Etc., Par M. Baillairgae [PDF] Hatchards Crime Companion: The 100 Crime Novels Of All Times
[PDF] Ecological Imperialism: The Biological Expansion Ofrope, 900-1900
29 Jun 2015 . In this lesson, youll examine the events that led to the War of 1812, as well as the effects that the war had on a young American nation. Then, War of 1812 - Facts & Summary - HISTORY.com The British also attacked the USS Chesapeake and this nearly caused a war two year earlier. Additionally, disputes continued with Great Britain over the what was the reason for the war of 1812 in our history - Askville 13 Jul 2010 . There were several arguments that were made for going to war with Great Britain in 1812. First there were those who hoped to gain new War of 1812 Overview The British and French interfered with our American Trade, the British didnt treat us Independent, and we wanted Canada. Theses were the major War of 1812 Causes and Events: A Timeline 15 Jul 2011 . Best Answer: 1. France & Britain are at war. a. U.S. traded with both & profited greatly. b. Both Britain & France tried to cut off trade to the other. Friends of Fort McHenry Education Programming The United States declared war on June 18, 1812, for several reasons, including trade restrictions brought about by the British war with France, the impressment of US merchant sailors into the Royal Navy, British support for Native American tribes againstropean American expansion, outrage over insults to national . War of 1812 On June 12, 1812, the United States declared war on Great as a . It did not address the issue of impressment, one of the major causes of the war. However with the downfall of Napoleon and peace inrope, the Royal Navy no ?An American Perspective War of 1812 PBS EXPLORE STAR-SPANGLED BANNER AND WAR OF 1812 RESOURCES. Prepare your students What Caused the War of 1812? The Citizens Defense of Caustic Causes War of 1812 PBS Causes of the War American shippers took advantage of the hostilities inrope to absorb the carrying trade betweenrope and the French and. War of 1812 - The Canadian Encyclopedia 9 Nov 2009 . Welcome to the first in a series on the War of 1812---the United States most forgotten war (even more forgotten than the Korean War). Here we What caused the War of 1812? The Historic Present War Of 1812. Facts, Summary Information, Causes & Articles About The War Of 1812 Fought Between The United States And The British Empire. War of 1812: Causes of the War Infoplease Find out more about the history of War of 1812, including videos, interesting articles . Causes of the war included British attempts to restrict U.S. trade, the Royal SparkNotes: The War of 1812 (1809-1815): Summary 5 Aug 2014 . War of 1812, 1812, War of [Credit: The National Maritime Mum, London] The tensions that caused the War of 1812 arose from the French What events lead to the War of 1812? Yahoo Answers Best listing of causes and events of the War of 1812. The Expanding Republic and the War of 1812 [ushistory.org] (Documenting the War of 1812) [Sally Senzell Isaacs] on Amazon.com. *FREE* shipping on qualifying offers. Book Details: Format: Paperback Publication Date: War Of 1812 History Net: Where History Comes Alive – World & US . Why is this war so obscure? One reason is that no great president is associated with the conflict. Although his enemies called it Mr. Madisons War, James Causes and Effects of the War of 1812 There were several immediate stated causes for the U.S. declaration of war: First, a series of trade restrictions introduced by Britain to impede American trade with France, a country with which Britain was at war (the U.S. contested these restrictions as illegal under international law); second, the impressment ( Key Events & Causes: War of 1812 - Earthlink Commencement One class Period. Program Segments. Introduction (3 ½ minutes) 1800 – 1810 Prelude to War (3 minutes) 1810 – 1811 Calls for War (7 ½ War of 1812 United Kingdom-United States history Britannica.com War of 1812 Causes - 19th Century History - About.com 17 Feb 2008 - 6 min - Uploaded by
DukeofWilmingtonhttp://americanhistory.suite101.com/article.cfm/causes_of_the_war_of_1812 A video explaining What were the key issues that led to the War of 1812? - Homework . The immediate causes of the War of 1812 were a series of economic sanctions taken by the British and French against the US as part of the Napoleonic Wars . The War of 1812: Stoking the Fires The War of 1812 has been called Americas forgotten war. Wedged between the Revolution and the Civil War, its causes, battles and consequences are familiar The War of 1812 Summary & Analysis - Shmoop France and Britain,ropes two most powerful nations, had battles almost constantly since 1793, and their warfare . War of 1812: Causes & Effects - Video & Lesson Transcript Study.com ?The War of
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T.I. MATRICULATION HIGHER SECONDARY SCHOOL, AMBATTUR HALF YEARLY EXAMINATION- DECEMBER 2018
SCORING KEY
PHYSICS
PART A
Class:X
I.Choose the correct answer
(6x1=6)
1.The hindrance presented by material of conductor to the smooth passing of electric current is known as:
(Resistance , Conductance , Inductance , None of these)
2. If A and B are two objects with masses 10 kg and 42 kg respectively, then
(A has more inertia than B, B has more inertia than A ,
A and B have same inertia ,None of the two has inertia)
3.Screw Gauge is an instrument used to measure the dimensions of very small objects upto
(0.1 cm, 0.01 cm, 0.1 mm,0.01 mm)
4. Which of the following device works on electromagnetic induction? (ammeter, voltmeter, generator, electric motor)
5.The amount of energy produced by the conversion of 1 kg of substance into energy is
( 1.6 x10 J, 1 MeV,9x10 J, 3x10 J)
-18
16
8
6.The direction of current in Fleming's right hand rule is represented by (thumb, fore finger, middle finger, little finger)
PART B
II Answer any SEVEN of the following.
7. What are the advantages of heating effect of current?
toaster, iron box, heater or relevant examples
(7x2=14)
2 marks
8. Match the column A with column B
4x1/2= 2 marks
9.Spot the error /mistake
a. The unit of G and g is Nm 2 /kg 3 and m/s 2
The unit of G is Nm 2 /kg 2 and m/s 2
1 mark
b. A space station is a natural structure designed for human to live and work in earth space for a long time.
A space station is a artificial structure designed for human to live and work in earth space for a short time 1 mark
10.Calculate the required value:
A bullet of mass 15 g is horizontally fired with a velocity 100 m/s from a pistol of mass 2 kg. What is the recoil velocity of the pistol?
Mu1 + mu2= mv1 +mv2 0 =15 x 10 -3 x100 +2 x v2 v2 = -0.75 m/s
½ mark
½mark
½+1/2 marks
11.In our homes, we receive supply of electric power through a main supply either supported through overhead electric poles or by underground cables.
(a)Name the three connecting wires of the cable which is used to supply power to a house and also mention its colour?
One of the wires in the supply,usually with red insulation, is called live wire. Another wire, with black insulation,is called neutral wire. In our country, the potential difference between the two are 220 V. Another wire in green insulation is called earth wire.
1 mark
(b)Which two of the three wires are at the same potential?
Live wire and neutral wire
12.Fill up the blanks:
(a)Unit for potential difference is Volt
1 mark
1 mark
(b)In E=m c 2 , c represents velocity of light
1 mark
13.Which uses more energy, a 250 W TV set in 1 h or a 1200 W toaster in 10 min?
Energy 1= Power x time= 250 x 1 =250 Wh or 0.250 Kwh
½ +1/2 mark
Energy 2= 1200 x 10/60 =200 Wh= 0.200 KWh
TV uses more energy
½ mark ½ mark
14.An electric bulb draws a current of 0.2 A when the voltage is 220 volt. Calculate the amount of electric charge flowing through it in one hour.
Q=I x t
½ mark
Q=0.2 x1x 3600
Q=720 C
½ mark
½+1/2 mark
15. State Flemings left hand rule.
Stretch the thumb, forefinger and middle finger of your left hand such that they are mutually perpendicular. If the forefinger points in the direction of magnetic field and the middle finger points in the direction of current, then the thumb will point in the direction of motion or the force acting on the conductor.
2 marks
16. How to increase the power of a electric motor.
(i) an electro magnet in place of a permanent magnet (ii) a large number of turns of the conducting wire in the current-carrying coil(iii) a soft iron core on which the coil is wound .
2 marks
PART C
III Answer any TWO of the following.
(2X5=10)
17. List out any five achievements of chandrayan
Chandrayaan operated for 312 days and achieved 95% of its planned objectives. The following are its achievements:
* The discovery of wide-spread presence of water molecules in lunar soil.
* Chandrayaan's Moon Mineralogy Mapper has confirmed that moon was once completely molten.
* European Space Agency payloadChandrayaan-1 imaging X-ray spectrometer (CIXS) detected more than two dozen weak solar flares during the mission.
* The terrain mapping camera on board Chandrayaan-1 has recorded images of the landing site of the US space-craft Apollo-15, Apollo-11.
* It has provided high-resolution spectral data on the mineralogy of the moon.
* Lunar Laser Ranging Instrument (LLRI) covered both the Lunar Poles and additional lunar region of interest.
* The X-ray signatures of aluminium, magnesium and silicon were picked up by the CIXS Xray camera.
* The Bulgarian payload called Radiation Dose Monitor (RADOM) was activated on the very same day of its launch and worked till the mission ended.
* More than 40,000 images have been transmitted by Chandrayaan camera in 75 days.
* The Terrain Mapping Camera acquired images of peaks and craters. The moon consists mostly of craters.
* Chandrayaan beamed back its first images of the Earth in its entirety
. • Chandrayaan-1 has discovered large caves on the lunar surface that can act as human shelter on the moon
Any five points
(5x1=5 marks)
18. Force is acting on a current carrying conductor placed in a magnetic field. Explain this with an experiment.
We know that an electric current flowing through a conductor produces a magnetic field. The field so produced exerts a force on a magnet placed in the vicinity of a conductor. French scientist Andre Marie Ampere suggested that the magnet must also exert an equal and opposite force on the current-carrying conductor.
The force due to a current-carrying conductor can be demonstrated through the activity Take a small aluminium rod AB of about 5 cm. Using two connecting wires suspend it horizontally from a stand • Place a horse-shoe magnet in such away that the rod lies between the two poles with the magnetic field directed upwards. For this put the North Pole of the magnet vertically below and South Pole vertically above the aluminium rod • Connect the aluminium rod in series with a battery,a key and a rheostat. • Now pass a current through the aluminium rod from end B to A. • it is observed that the rod is displaced towards the left. • Reverse the direction of current flowing through the rod and observe the direction of its displacement. It is now towards the right. •
The displacement of the rod in the above activity suggests that a force is exerted on the current-carrying aluminium rod when it is placed on a magnetic field. It also suggests that the direction of force is also reversed when the direction of current through the conductor is reversed. Now change the direction of the field to vertically downwards by interchanging the two poles of the magnet. It is once again observed that the direction of force acting on the current-carrying rod gets reversed. It shows that the direction of force on the conductor depends upon the direction of current and the direction of magnetic field. Experiments have shown that the displacement of the rod is maximum when the direction of current is at right angles to the direction of the magnetic field.
2 mark+2 mark {Explanation can be in their own words – need not stick on to exactly the same words}
19. State and prove the law of conservation of momentum.
The law of conservation of momentum states that, in the absence of external unbalanced force, the total momentum of a system of objects remains unchanged
1 mark
Proof:
Consider two objects (two balls) A and B of masses 'm1' and 'm2' travelling in the same direction along a straight line at different velocities 'u1' and 'u2' respectively. Fig.15.6(a). There are no other external unbalanced forces acting on them . Let u1 > u2 and the two balls collide with each other as shown in Fig. During collision which last for time 't' , the ball A exerts a force F1 on ball B , and the ball B exerts a force F2 on ball A. Let v1 and v2 be the velocities of two balls A and B after collision respectively in the same direction as before collision. 1 mark
{Explanation can be in their own words – need not stick on to exactly the same words}
1 mark
Newton's second law of motion,
The force acting on B (action) F1 = mass of B X acceleration on B
The force acting on A (reaction) F2 = mass of A X acceleration on A
According to Newton's third law of motion,
F1 = F2
–
m2v2
–
m2u2 =
–
m1v1 + m1u1a m1v1 + m2v2 = m1u1 + m2u2a
Therefore, m1u1 + m2u2 = m1v1 + m2v2
1+1 mark
The total momentum before collision is equal to the total momentum after collision. The total momentum of two objects remain unchanged due to collision in the absence of external force.
20.The equivalent resistance of eight resistances in series is 48 Ω. What would be the equivalent resistance if they are connected in parallel?
1/R
p
=n/R
1 mark
R
p
=R/n
Rs =nR
48=8xR
R
p
=R/n
R
p
= 6/8
= ¾ Ω
mark
1 mark
½ +1/2 mark
1 mark
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1: Consent Form | Outdoor Life
The Spiders on the Case (The Deadlies) [Kathryn Lasky] on www.amadershomoy.net *FREE* shipping on qualifying offers. They're sweet and friendly but they just happen to be super toxic. The Deadlies are the world's most misunderstood family of spiders.
Who would have thought that spiders could be so cool? Not only did I like the library setting, but I liked What a fun adventure with a unique family of crime fighting spiders. Not only did I like the library setting, but I liked the way Kathryn was able to incorporate some fun science and history lessons into the story. I like it when my kids can read a fun book and take something away from it. The history part of the story comes from the collectable books were the spider family makes their home and the science part of the story comes from learning a ton of cool or gross spider facts, depending on how you look at it. The illustrations that go along with this story are great. I really liked Tom, and admired his respect for the spiders and how nice he was to them. Kathryn also includes a great facts page at the end of her story about the library and spiders. Gotta start looking in the teen section I guess. I think its more for younger kids and for girls. Way too much history and boring book stuff - you will probably like it though. I did like the pictures throughout the book and some of the gross spider stuff was fun, but that was it. Adorable story for the middle school reader in the 7 - 9 range. Its set in a library so you can see the appeal for me, but I think Jake will find it interesting as well update to my original review: Lots of gross spider stuff for kids to enjoy and some science and history lessons weaved into the story as well. The illustrations will help keep the more reluctant reader interested in the story. Young kids will appreciate the dynamics between the family members and feel a connection with the overlooked kid. A good story for a classroom library to get the students interested in learning more about spiders in a fun way. Because of their hidden viewpoint, they are the first to observe a theft. Someone is carefully cutting out valuable maps from old library books! How can they warn the humans who run the library? Their solution is creative, and not without some difficulty and danger. This mid Jo Bell and the rest of her family of brown recluse spiders have recently taken up residence in the Boston Public Library, and they feel safely concealed from humans who might try to eliminate them. I might have given it 4 stars, except for the "ewww" factor. Their human friend, Tom, is the person in charge of the rare book collection. The Deadlies are welcomed to eat all the bugs that damage the rare books. A new spider, Buster, is introduced. Two people are cutting up the rare books and its up to the Deadlies to help put a stop to it. I enjoyed it and the illustrations were well done.
2: Spiders on the Case by Kathryn Lasky | Scholastic
The Deadlies is a family of brown recluse spiders, now residing in the Boston Public Library's Rare Books room. This is a quick read, with many black and white illustrations showing spiders with hair and hands. The author does include a disclaimer at the end of the book, admonishing readers not to touch real brown recluse spiders.
The upper sections generally have thick "beards" that filter solid lumps out of their food, as spiders can take only liquid food. The upper surface of the cephalothorax is covered by a single, convex carapace , while the underside is covered by two rather flat plates. The abdomen is soft and egg-shaped. It shows no sign of segmentation, except that the primitive Mesothelae , whose living members are the Liphistiidae , have segmented plates on the upper surface. Its place is largely taken by a hemocoel , a cavity that runs most of the length of the body and through which blood flows. The heart is a tube in the upper part of the body, with a few ostia that act as non-return valves allowing blood to enter the heart from the hemocoel but prevent it from leaving before it reaches the front end. Hence spiders have open circulatory systems. Mygalomorph and Mesothelae spiders have two pairs of book lungs filled with haemolymph, where openings on the ventral surface of the abdomen allow air to enter and diffuse oxygen. This is also the case for some basal araneomorph spiders, like the family Hypochilidae , but the remaining members of this group have just the anterior pair of book lungs intact while the posterior pair of breathing organs are partly or fully modified into tracheae, through which oxygen is diffused into the haemolymph or directly to the tissue and organs. Some pump digestive enzymes from the midgut into the prey and then suck the liquified tissues of the prey into the gut, eventually leaving behind the empty husk of the prey. Others grind the prey to pulp using the chelicerae and the bases of the pedipalps , while flooding it with enzymes; in these species, the chelicerae and the bases of the pedipalps form a preoral cavity that holds the food they are processing. The mid gut bears many digestive ceca , compartments with no other exit, that extract nutrients from the food; most are in the abdomen, which is dominated by the digestive system, but a few are found in the cephalothorax. Malphigian tubules "little tubes" extract these wastes from the blood in the hemocoel and dump them into the cloacal chamber, from which they are expelled through the anus. The outer pair are "secondary eyes" and there are other pairs of secondary eyes on the sides and top of its head. However, in spiders these eyes are capable of forming images. Unlike the principal eyes, in many spiders these secondary eyes detect light reflected from a reflective tapetum lucidum , and wolf spiders can be spotted by torch light reflected from the tapeta. The principal eyes are also the only ones with eye muscles, allowing them to move the retina. Having no muscles, the secondary eyes are immobile. They achieve this by a telephoto -like series of lenses, a four-layer retina and the ability to swivel their eyes and integrate images from different stages in the scan. The downside is that the scanning and integrating processes are relatively slow. Cave dwelling species have no eyes, or possess vestigial eyes incapable of sight. In fact, spiders and other arthropods have modified their cuticles into elaborate arrays of sensors. Various touch sensors, mostly bristles called setae , respond to different levels of force, from strong contact to very weak air currents. Chemical sensors provide equivalents of taste and smell , often by means of setae. Males have more chemosensitive hairs on their pedipalps than females. They have been shown to be responsive to sex pheromones produced by females, both contact and air-borne. In web-building spiders, all these mechanical and chemical sensors are more important than the eyes, while the eyes are most important to spiders that hunt actively. On the other hand, little is known about what other internal sensors spiders or other arthropods may have. Although all arthropods use muscles attached to the inside of the exoskeleton to flex their limbs, spiders and a few other groups still use hydraulic pressure to extend them, a system inherited from their pre-arthropod ancestors. These tufts, known as scopulae , consist of bristles whose ends are split into as many as 1, branches, and enable spiders with scopulae to walk up vertical glass and upside down on ceilings. It appears that scopulae get their grip from contact with extremely thin layers of water on surfaces. Spider silk An orb weaver producing silk from its spinnerets The abdomen has no appendages except those that have been modified to form one to four usually three pairs of short, movable spinnerets , which emit silk. Each spinneret has many spigots , each of which is connected to one silk gland.
There are at least six types of silk gland, each producing a different type of silk. It is initially a liquid, and hardens not by exposure to air but as a result of being drawn out, which changes the internal structure of the protein. In other words, it can stretch much further before breaking or losing shape. The fibers are pulled out by the calamistrum , a comb-like set of bristles on the jointed tip of the cribellum, and combined into a composite woolly thread that is very effective in snagging the bristles of insects. The earliest spiders had cribella, which produced the first silk capable of capturing insects, before spiders developed silk coated with sticky droplets. However, most modern groups of spiders have lost the cribellum.
3: Spider Facts for Kids: Arachnid Information for Students
Buster, a walnut orb weaving spider, enlists the help of Jo Bell, a friendly brown recluse spider, to help stop humans who are stealing from the Rare Books room.
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4: Scientists Investigate How Marijuana & Caffeine Affect Spiders - Intent Blog
The book, Spiders on the Case [Bulk, Wholesale, Quantity] ISBN# in Hardcover by Lasky, Kathryn may be ordered in bulk quantities. Minimum starts at 25 copies. Availability based on publisher status and quantity being ordered.
5: Spiders on the Case (The Deadlies, #2) by Kathryn Lasky
Buy Spiders on the Case at www.amadershomoy.net Free Grocery Pickup Reorder Items Track Orders.
6: Spider-Man: Into the Spider-Verse -- Who are all these Spider-people? - CNET
The Deadlies #2: Spiders on the Case by Kathryn Lasky Can Jo Bell spin a web big enough to catch a criminal? The world's friendliest spiders take center stage in bestselling author Kathryn Lasky's latest book about The Deadlies!
7: Spider - Wikipedia
It's been a while, but I'm back with Spider-Cop to stop the baddies from causing trouble!! Make sure to give me a like it puts a smile on my face!
8: Unruly Spider Case Study Example | Topics and Well Written Essays - words
Buster, a walnut orb weaving spider, enlists the help of Jo Beth, one of a family of poisonous but friendly brown recluse spiders, to help stop humans who are stealing from the rare books room of the Boston Public Library, where the spiders live.
9: Spiders on the Case : Kathryn Lasky :
Can Jo Bell spin a web big enough to catch a criminal? The world's friendliest spiders take center stage in bestselling
author Kathryn Lasky's latest book about The Deadlies!They're sweet and friendly but they just happen to be super toxic. The Deadlies are the world's most misunderstood family of spiders.
Girls and subcultures : an exploration Angela McRobbie and Jenny Garber A Spider in the Bath The summer prince alaya dawn johnson Nimzo-Indian defence classical variation Battling Dragons Tattoos The Burning Hills The rape of Tamar The Old And Middle English The rural economy of Norfolk Federico Borromeo and Baronius Introduction to ADA Women: Images and Realities The Grass Grows by Itself Western education : because it works . for now Suzanne Kowalski The Heart Disease Breakthrough Blackwell, W. L. The old believers and the rise of private industrial enterprise in early nineteenth-cent The problem of the evil editor Experts Answer 101 Tough Practice Management Questions Education a very short introduction The town becomes a city (1953-present) 42 months to glory Llevame a Casa, Osito Polar! (Little Polar Bear, Take Me Home!) The businessman and the artist, by R. O. Anderson. Hopeless Homer-Long O Ferrari Racing Cars Memorandum from foreign policy adviser David Manning to the Prime Minister, 14 March 2002 (excerpt) Mickey Pallas Dena McDuffie Hebrew life and times Steve jobs isaacson chomikuj Autobiography, childhood, and adolescence Sidney sheldon ebooks Interpretation of medieval lyric poetry Which continues throughout the research, the analyst gradually comes to Use your head, friend Anarchist of Love Glass House (Voices of the South) Mechanics of aircraft structures 2nd edition Toward equal educational opportunity XLI. How the venerable Friar Simon delivered from a great temptation a friar, who for this cause was mind Characteristics of a good report writing | <urn:uuid:9787e18d-5f38-4a39-9c36-84765138a8c6> | CC-MAIN-2019-04 | https://www.amadershomoy.net/spiders-on-the-case-29m7.pdf | 2019-01-24T08:08:29Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00295.warc.gz | 715,481,594 | 4,804 | eng_Latn | eng_Latn | 0.995837 | eng_Latn | 0.998076 | [
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The Epic of Gilgamesh Reader's Guide
Part 1: Gilgamesh King in Uruk, The Coming of Enkidu
1. We are told that Gilgamesh “was the man to whom all things were_________; this was the king who knew the _____________of the__________. He was _________, he saw _____________ and knew __________ __________, he brought us a tale of before the _________. He went on a long ___________, was __________, worn out with __________, returning he ___________, he _____________on a ___________ the whole ____________.”
2. Think: What characteristic usually associated with heroes is not even mentioned here?
3. The goddess gave Gilgamesh a perfect _________, full of ____________ and ____________.
4. What fraction of Gilgamesh was god? _________ What fraction was man? _________
5. What did Gilgamesh build in Uruk that the narrator says is still there? _______________________
6. Gilgamesh went all over the world, but never found what until he came to Uruk?_______________
7. Name two things Gilgamesh did that angered “the men of Uruk”:
a.
b.
9. The people say “the king should be a ___________ to his people.” What does that mean?
10. The gods heard these complaints, so they cried to the god of ________, who told the goddess of _________: “You made _________; now create his ___________ … his second _______, stormy _______ for stormy ________. Let them __________ together and leave _______ in _________.”
11. Put that plan into your own words:
12. This goddess “pinched off ____________, and noble __________________ was created.”
13. What Biblical character was created in a similar way? ____________________________
14. Look at the description of Enkidu’s appearance, and look back at the description of Gilgamesh’s appearance (question #4). What is different?
15. Where did Enkidu live, what did he act like, and how is that different from Gilgamesh?
16. One day a ___________ saw Enkidu, and told his father that Enkidu was causing what problem?
17. The father told the son to tell Gilgamesh to send a ____________ to defeat Enkidu by doing what?
18. After this, how did beasts react to Enkidu, and what happened when Enkidu tried to run?
19. “Enkidu was grown ________, for ________ was in him, and the thoughts of a ______ were in his _________.”
20. The harlot says that Enkidu is ______and “become like a ______,” so she will take him to _______.
21. What does the harlot tell Enkidu about Gilgamesh – and what does Enkidu promise to do?
22. When Enkidu walks into Uruk, what do the people do and say?
23. What happens when Gilgamesh and Enkidu meet?
24. What happens when the fight is over?
Part 2: The Forest Journey
1. Enkidu tells Gilgamesh that the “father of the gods has given you ________________, such is your destiny; ______________________ is not your destiny.”
2. What does the word “destiny” mean? ________________
3. Enkidu says that Gilgamesh has been given the power “to be the _____________ and the ______________ of mankind.” Then he says, “But do not _______________ this power.”
Dickerson—Humanities 9
4. Enkidu then weeps because he is “oppressed by ______________.” What does this mean?
5. To solve this problem, Gilgamesh says “I will go to the country where the ____________ is felled” to kill a giant named “________________, whose name is _______________.” ANALYZE AND WRITE: So – why are they killing the giant?
6. Enkidu says that _______________ has “appointed” this giant to guard _______________, and says of this giant, “When he roars it is like _________________________________, his breath is like ___________, and his jaws are ___________ itself.”
7. Gilgamesh asks, “Where is the man who can__________ to _________?” What does he mean?
8. He says that, when he looks over the city’s wall, he sees what and realizes what ?
9. He asks for Shamash’s help in his quest, and Shamash “accepted the sacrifice of his ___________________” and sent what to help Gilgamesh?
10. Gilgamesh has his craftsmen make axes that weigh “__________ score pounds.” A “score” is twenty; so how much do the axes weigh? ________________
11. He has the craftsmen make swords that weigh __________ score pounds. Again, a “score” is twenty; so how much do the swords weigh? ________________
12. The biggest axe is given what name?
13. Gilgamesh tells the people of Uruk that he will “show” Humbaba “the strength of” whom?
14. What warning do “the counselors of Uruk” give him?
15. How does Gilgamesh respond to this warning?
16. A “league” is about three miles, so Enkidu and Gilgamesh walk _______ miles the first day?
17. In three days they’ve walked as far as most men walk in how long?
18. What does Gilgamesh do to get Humbaba to come out of the forest and fight?
19. Why does Humbaba say that Gilgamesh ought to feel pity for him?
20. At first, “The ______________ of Gilgamesh was moved with ___________________.”
21. What does Enkidu advise?
22. So what do Gilgamesh and Enkidu do?
23. What sacrifice to Gilgamesh and Enkidu give to the god Enlil?
24. How does this god respond to the gift?
Part 3: Ishtar, Gilgamesh and the Death of Enkidu
1.
Who kills Enkidu, and why, and how?
2. Gilgamesh cries, “the dream was ________________ but the terror was ____________; we must treasure the ____________ whatever the ____________, for the dream has shown us that ____________ comes at last to the healthy man, the end of life is _______________.”
3. Enkidu cries, “I feared to fall, but happy is the man who __________________________, for I must die in _________________.”
4. After Enkidu dies, Gilgamesh weeps, then admits that he is most afraid of what?
5. Who is Utnapishtim, and why does Gilgamesh go to seek him?
6. Gilgamesh tells the Man-Scorpion, “I thought my friend would come back because of” what?
7. Shamash tells Gilgamesh, “You will never find _______________________.”
8. Siduri, the maker of wine, tells Gilgamesh, “You will never find ___________________.”
9. Siduri tells Gilgamesh, “fill your ___________ with ______________________; day and night, night and day, ______________ and be ______________, ________________ and _____________. Let your _______________ be fresh, ________________ yourself in _____________, cherish the _______________________________, and make your ___________________________________; for this too is ____________________.”
Dickerson—Humanities 9
10. FREEWRITE 10 words : In your own words, summarize Siduri’s advice:
11. What is Utnapishtim doing when he sees Gilgamesh?
12.
THINK AND ANSWER: Would Gilgamesh be happy doing this? Explain your answer.
13. Gilgamesh says to Utnapishtim, “Because of my brother I am afraid of __________.”
14. Gilgamesh then asks how Utnapishtim came to “possess _________________________.”
15. Utnapishtim tells Gilgamesh, “I will reveal to you a __________, I will tell you a __________.”
Part 4: The Story of the Flood and the Return to Uruk
1. According to Utnapishtim, why did Enlil persuade the gods to destroy mankind?
2. Who warned Utnapishtim that this was coming? ______________________
3. Once the flooding started, how did the gods react to the destruction of the world?
4. How long did the storm last? ______________________________
5. Utnapishtim sent out three birds. Which did not return, signaling that land is near? __________
6. Why was Utnapishtim saved? __________
7. THINK: Use the above to find 3 differences between Utnapishtim’s flood story and Noah’s:
a.
b.
c.
8. Utnapishtim asked Gilgamesh, “Who will _______________________ for your sake, so that you may find _________________________?” What answer is implied?
9. What test did Utnapishtim devise for Gilgamesh to prove his worth for eternal life?
10. What happened in Gilgamesh’s attempt to complete this test?
11. After this, Utnapishtim devised another test. What must Gilgamesh find, and where?
12. What happened after Gilgamesh found it?
13. When they returned home, Gilgamesh asked Urshanabi to do what?
14. Compare the chapter’s final paragraph to the story’s first paragraph (in the Prologue). What do you notice?
15. Was Gilgamesh successful in attaining the destiny “decreed” for him? In what way?
16. What is Nigizzida called on the final page?
17. What was your favorite part of this ancient poem? What about that part is interesting to you?
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Instructions for Creating a "Slowmation" on a Mac or PC using "SAM Animation Software"
Copyright 2010 © Garry Hoban. All Rights Reserved University of Wollongong, Australia (modified 21-4-10)
SAM (stop-action-motion) Animation is an easy to use software developed at Tufts University Center for Engineering Educational Outreach in Medford, USA. It was funded from a US National Science Foundation grant under the direction of Brian Gravel. It is a front end for QuickTime and the software costs US$49 but the free demo version is satisfactory for producing a Slowmation. The URL to download the free demo software SAM for both Mac or PC use is http://www.samanimation.com/. You need to register on the site first and the software will be emailed to you in a compressed zip file. The following instructions are based on the 5Rs teaching approach for creating a slowmation that involves students designing and making a sequence of five representations. We assume that you have already completed the first two representations (i) Background and (ii) Storyboard (along with scripting the narration).
Representation 3: Models and Photographs
1. Make sure the students are aware that many small movements, about 1cm, are better than large movements. Demonstrate a simple animation using some post it notes and flip them. Start small by making a simple slowmation showing small movements using existing models or people.
2. Lay down a project cardboard sheet or butcher's paper (which can be coloured) and build the models on the floor flat with the camera mounted on a tripod looking down at the models. Make sure the models are movable and not stuck to cardboard. Tape the cardboard and camera to the floor for stability. Existing plastic models can be used standing up so position the camera at about 45 degrees to the models.
3. Make sure the image size for the pictures is set on the SMALLEST SIZE such as 640 x 480 pixels or the lowest resolution. If you are using more than one camera make sure that they are the same photo size.
4. Move the models about 1cm at a time for each photo. A 30 sec slowmation needs about 50 photos.
5. Take one photo at a time which can be copied later for a static image and labels can be later added.
6. Connect the camera to the computer and download the photos onto the computer.
7. Make a folder on the desktop, name it and copy your photos into the folder. Disconnect the camera.
Representation 4: The Animation Uploading and Editing
1. Click on "SAM" and click "Create A New Project"
2. Write the name of your project in "Save As" and click "Where". I usually place the folder on the desktop, click "Create Project".
3. Click on "import". Find the folder with the photos on the computer desktop, click on the first image and then press "shift" and drag the curser down to select all the photos to import all the photos. Click "open"
4. Select the speed of the frames by moving the frame slider under the left hand screen Most slowmations work best on “2fps” (2 frames/second) or write “2” in the box which is half a second per photo.
5. Make sure the pointer is at the beginning by clicking the small arrow with the one vertical line second from the end . Click on the large arrow to show the program. Your left and right arrows on the computer allow you to move quickly through the photos to delete the ones that are unnecessary or to copy. The structure is like a loose leaf folder in which you can delete photos or insert them one by one.
Making Static Images to Suit a Narration
1. Some photos are important to explain the concept and need to stay on the screen longer than half of a second. Play the animation by clicking the large arrow and pause it by clicking on the arrow again. You can move frame by frame using the arrow with two lines or use the arrow keys on your computer. Select the important images to stay on the screen longer than .5 sec and click on "Edit" and then "Duplicate" as many times as needed.
Adding real-life photos
1. You can insert real photos from the web along side existing photos. Click on the "Import" arrow, select photo and import. These need to be copyright free so you can get them from Wikipedia http://en.wikipedia.org/wiki/Main_Page or from Creative Commons at http://search.creativecommons.org/
Adding a narration
1. Slowmations need a narration or text but usually not both. It is advisable to write a narration when storyboading to help you think about the sequence of movement. Click the microphone icon on the top right hand corner to turn on the microphone.
2. Click the red recording button to start recording and click again to stop. Make sure your arrow is at the beginning. If you don't like the narration just click on the squiggly line under the photos and press "delete".
3. Don't worry if you have trouble aligning the narration with the photo sequence, you can easily click on the photos and either delete or duplicate photos to fit the narration.
IMPORTANT: Saving the Animation in the Right Format
1. Make sure you click on "File" and "Save" regularly as you go.
2. Whilst you are using SAM animation, it is not a completed movie as the photos and narration need to be compressed into a finished format. When the animation is completed you need to make it into a QuickTime movie because it is still within the software program. Go into "File" and click "Export" and name your file in "Save As" dialogue box and where it is to be saved to in the "Where" box (usually to the desktop). It is best to leave the "Export" box as "Movie to QuickTime Movie" or you can change it to another file size for uploading to the internet or Ipod if needed. The finished project should be a ".mov" file which you can now copy it to a thumb drive, a CD or upload to the internet. | <urn:uuid:bc7cb234-308a-427a-aaa9-f16e65616aa5> | CC-MAIN-2019-04 | https://slowmation.uow.edu.au/resources/SAM_Animation_Instructions.pdf | 2019-01-24T09:27:43Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00299.warc.gz | 634,475,633 | 1,264 | eng_Latn | eng_Latn | 0.997828 | eng_Latn | 0.998054 | [
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COGNITIVE-BEHAVIOR THERAPY FOR INSOMNIA
Charles M. Morin, Ph.D. Université Laval, Quebec, Canada
Description of the Disorder
Insomnia is a condition that involves problems with sleep. The following are symptoms of insomnia:
* Trouble falling asleep at bedtime (taking longer than 30 minutes to fall asleep)
* Waking up too early in the morning and cannot fall back asleep (with less than 6.5 hours of sleep)
* Waking up in the middle of the night (awake for more than 30 minutes)
Because of insomnia, people can struggle with tiredness, attention and focusing problems, and problems with their mood. The diagnosis of this disorder is made when people complain of having problems falling or staying asleep for three of more nights per week and lasting more than one month. In addition, the insomnia causes a lot of distress and or problems with the person's ability to function during the day. Insomnia can be the main problem or it can be a symptom of a medical, psychiatric, or another sleep disorder. Insomnia is more common among:
* women
* shift workers
* older adults
* patients with medical or psychiatric problems.
Treatment Comparison
Cognitive-behavioral treatment, a form of therapy that focuses on changes in thoughts and behaviors, has helped 70 to 80% of patients with insomnia. Only a small group (25%-30%) become good sleepers, however. Of the different methods used in CBT, sleep restriction and stimulus control have been found to be most helpful. However, therapists will most often use different methods in combination. These methods focus on thoughts, behaviors and education in order to deal with the different parts of insomnia. CBT is also helpful for treating insomnia in older adults. There is no specific research on outcome with ethnic minority groups.
Certain medications (e.g., hypnotics like temazepam, zolpidem, zaleplon) can be useful for the short-term treatment of insomnia that not chronic. However, they should be used only as an addition to CBT when it comes to treating ongoing insomnia. The few studies comparing CBT and medication have shown that these two treatment forms, singly and combined, produce similar benefits after 4, 6, and 8 weeks of treatment. However, the early benefits that come with medication are quickly lost after medication is stopped. The results of CBT hold up over time.
Treatment Description
CBT for insomnia can be done over a period of 6-8 weeks, with an average consultation time of about 5 hours. Individual and group therapy produce about the same results. There are no reasons not to use CBT for insomnia. However, patients with another sleep disorder (e.g., sleep apnea) should be referred to a sleep disorders clinic.
There are many different causes of insomnia. Often the first step in the treatment of insomnia is to determine and treat the underlying causes. For example, if insomnia is a symptom of an underlying major depression, treatment should target the depression first. Likewise, when pain is the main cause of sleep problems, treatment should initially focus on reducing pain. The various methods of treatment include:
* relaxation-based treatments
* sleep restriction
* stimulus control therapy
* cognitive therapy, and
* combined cognitive-behavioral therapy.
The main goals of these forms of treatment are:
* to change poor sleep habits and scheduling issues,
* teach patients helpful skills to deal with occasional insomnia and its results.
* correct misunderstood ideas about sleep, and
Relaxation treatments. There are several types of relaxation-based treatments. Some methods (e.g., progressive-muscle relaxation, autogenic training) focus on reducing physical tension, whereas other methods (e.g., imagery training, meditation) deal with worry or unwanted thoughts. The different methods are all helpful in terms of sleep. The most important issue is to make sure that the chosen technique is practiced regularly for 2-4 weeks, at first during the day. When the method is mastered, it can be used at bedtime or upon nighttime awakening.
Stimulus control therapy. People who often have insomnia often become troubled around bedtime and connect the bed/bedroom with anxiety, frustration, and tension rather than with sleep. This pairing of the bedroom and difficult feelings happens over a period of weeks or months. Stimulus control therapy has a set of five guidelines that are designed to re-connect bedtime and the bed or bedroom with fast sleep onset. This can be done by
* (a) delaying bedtime until sleep is close,
* (b) getting out of bed when unable to sleep and,
* (c) limiting activities in the bedroom that are not related to sleep (i.e., no reading, watching television, or worrying in bed).
The second goal of this method is to set up a consistent sleep/wake rhythm by (c) keeping a strict schedule for a regular waking time and (d) avoiding a daytime nap.
Sleep restriction. Poor sleepers often spend more time in bed in a misguided effort to provide more chances for sleep. This strategy is more likely to result in poor quality sleep. Sleep restriction therapy has a person limit the amount of time spent in bed to the actual amount of time asleep.
Cognitive therapy. Cognitive therapy seeks to change unhelpful thoughts about sleep and insomnia. For example, when a person cannot sleep at night and worries about the possible results of sleep loss on the next day's performance, this can feed into the vicious cycle of insomnia, emotional upset, and more sleep problems. Treatment challenges unrealistic expectations ("I must get my 8 hours of sleep every night."), as well as other problematic thoughts ("My insomnia is entirely due to a biochemical imbalance.").
Sleep hygiene education. Teaching about the affect of lifestyle (diet, exercise, substance use) and environmental factors (light, noise, temperature) on sleep is an important part of insomnia treatment. Sleep hygiene guidelines include:
* staying away from stimulants (e.g., caffeine, nicotine) several hours before bedtime,
* staying away from alcohol as a sleep aid as it disrupts sleep,
* keeping the bedroom quiet, dark, and comfortable.
* exercising regularly, but not too close to bedtime,
It is also useful to give basic facts about:
* normal sleep,
* about changes in sleep over the course of the life span.
* individual differences in sleep needs, and
This information is very useful to help older patients understand true insomnia from normal, age-related, changes in sleep patterns.
Charles M. Morin is Professor of Psychology and Director of the Sleep Disorders Center at the Universite Laval in Quebec City, Canada. Dr. Morin's research on insomnia is funded by the National Institute of Health and the Canadian Health Research Institute. A Diplomate of the American Board of Sleep Disorders Medicine, he is a past recipient of the "Distinguished Scientific Award for an Early Career Contribution to Psychology" from the American Psychological Association. Dr. Morin is currently President of the Canadian Sleep Society. | <urn:uuid:db4fe30e-f2b2-4335-b4b3-d536876553ae> | CC-MAIN-2019-04 | http://www.therapyadvisor.com/LocalContent/geriatric/GeriatricInsomniaCBT.pdf | 2019-01-24T08:08:51Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00298.warc.gz | 392,394,404 | 1,446 | eng_Latn | eng_Latn | 0.998273 | eng_Latn | 0.998369 | [
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Would My Child Benefit from a Psychological Assessment?
By Mary Susan Crawford Ph.D., C.Psych
Many parents, educators and physicians are presented with children and teens experiencing a variety of problems including; learning at school, attending and focusing in the classroom, acting out or oppositional behaviour and pervasive sense of being down and/or worried, low self-esteem and/or difficulty making and maintaining friendships.
Psychological assessments and psychoeducational assessments are often recommended when parents report the following types of concerns:
* "My son has had a hard time reading since he began school. At first we thought he'd grow out of it ('that's what everyone told us'), but he just does not seem to recognize many words. He struggles to sound out even the simplest words. Sometimes he will correctly read a word, but three lines later he does not recognize it. His teacher recently told us that his reading comprehension is very poor."
* "If I get one more call from the school about my son's behaviour I just don't know what I will do. I am told he is constantly disrupting the class by talking, clowning around, and just 'getting up' when there is no reason. His teacher tells me that he is very bright but not working up to his potential because he is never paying attention. He has always been such a fun loving child. What is happening?" • "My child appears to be bored in the
classroom. She finishes her work quickly and
does not find it challenging. I am afraid she'll stop trying."
* "My teenager is struggling and I am worried he will fail. He never seems to know what his homework is. He leaves everything to the last minute and, even when he does complete work, he often forgets to hand it in. Does he just lack motivation?"
* "My child just doesn't seem to be able to complete written work quickly enough and he is still reversing bs and ds and even some of the letters in words, like writing 'saw' for 'was'. I've been told that this is normal, but now he is in grade three and is really falling behind the other kids. He does not like going to school anymore and, yesterday, he told me that he thought he was stupid. My heart almost broke when I heard that."
* "My child really doesn't seem to like to go to school anymore. Every day she mentions a sore stomach or headache. What should I do? She was always such a happy, easygoing child before. Her teacher is concerned that she is so shy and hesitant. She seldom answers questions at school."
Helping your child succeed at school and with his or her peer group is not an easy job. A psychological assessment may help to shed some light on the precise nature of the problem and, most importantly, provide you, your child, and, when applicable, the teacher, with strategies to address the identified
problems. However, most individuals are not aware of what they should look for in a "good assessment" and whether or not their child really needs one.
To decide whether an assessment is necessary, it is important to determine if the problem is recent (less than six months in duration), whether there has been a change in the child's life which might account for the observed problems, if the child is exhibiting the problems in all areas of his or her life, and how severe the impact of the problem is on the child's successful functioning on a daily basis. At this point, talking with your child's teacher and family physician can be beneficial. You may also want to have a consultation with a psychologist specializing in child and adolescent development. During this interview, the psychologist can also offer an opinion as to whether a full assessment appears necessary or, alternatively, provide some suggestions us to how to intervene.
Most assessments that explore why a child might be having difficulties in school will involve at least five to six hours of testing, a thorough clinical interview in which the child's developmental and familial history is reviewed, consultation with the school when relevant, and discussion of the results after testing is completed. For most children, the testing sessions need to be broken into several shorter testing sessions (from one to three hours in length) to ensure that the child does not become fatigued.
Academic testing allows the psychologist to determine if the child is achieving as well as could be expected given his or her measured learning potential. Once problems are identified (e.g., a significant delay in reading), then specific tests exploring different skills (e.g., phonological processing and visual sequencing) involved in reading can be administered so that the precise nature of the learning disability can be identified. Typically, it is important to explore memory functioning (both for visual and verbal information) as well as attentional capacity. Examination of how the child is feeling about him / herself is important as, often, children with learning disabilities or attention problems have become so discouraged that they lack the motivation to try.
Often, children are referred for possible attention problems (i.e., attention-deficit / hyperactivity disorder). A thorough assessment is vital because what may present as inattentive behaviour in the classroom could be due a verbal memory problem, a language processing disorder, anxiety, emotional preoccupation (e.g., the child is focused on a recent death in the family), neurologically-based attention problems, or may mask a learning disability. Without a comprehensive assessment, the wrong diagnosis could be made and the child's needs not appropriately met. This same rationale is important in differentiating between many different childhood problems that have some similar symptoms.
Five to six hours of testing may sound like a long time period, but it is necessary to obtain a comprehensive picture of the child's abilities so that accurate conclusions can be drawn about the child's problem. Typically, testing includes the administration of a test of intellectual or cognitive ability. This provides an overall measure of the child's learning potential.
There are a variety of different types of learning disabilities and it is important to clearly identify the child's needs. Often different types of learning problems co-occur. In ensuing newsletters, different types of childhood learning and behavioural disorders will be highlighted. | <urn:uuid:6fd55ac1-8ad6-45cd-873d-6531966b4596> | CC-MAIN-2019-04 | https://www.fvb.ca/assets/files/pdf/Mary-Crawford-ChildBenefit-01.pdf | 2019-01-24T09:31:53Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00297.warc.gz | 790,960,072 | 1,242 | eng_Latn | eng_Latn | 0.999219 | eng_Latn | 0.999409 | [
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Ohio Administrative Code 5123:2-17-02 requires all developmental disabilities employees to review Health and Welfare Alerts released by the department as part of annual training. All previous alerts are listed on the department's website.
Health and Welfare Alert
Dental Care #59-12-17
Taking good care of mouth, teeth, and gums is critical to a person's overall health. Good oral hygiene can help prevent bad breath, tooth decay, and gum disease and can help keep teeth healthy.
In general, people with developmental disabilities struggle to maintain good oral health and hygiene. According to a 2014 study by the American Dental Association, people with developmental disabilities have a high prevalence of cavities, gum disease, and tooth loss.
The study noted 85 percent of adults with developmental disabilities received assistance with teeth cleaning. It also found 63 percent of caregivers reported that behavioral problems interfered with oral health care routines more than any other factor.
Terms to Know
Decay – This is the destruction of tooth enamel, which is the hard, outer layer of teeth. Bacteria in the mouth use sugar from foods and drinks to produce acids that dissolve and damage the teeth. Repeated acid attacks make cavities grow bigger.
VIDEO: Dr. Danielle Johnson-Curry, dental director at Ohio State University Nisonger Center, explains helpful positioning techniques while assisting Jacob from Franklin County to brush his teeth.
Gum Disease (Periodontal Disease) – Untreated gingivitis can advance to periodontal disease. Tissues and bone that support the teeth are broken down and destroyed. It is irreversible.
Gingivitis – Irritated, red, swollen gums bleed easily. It is reversible.
Plaque – Sticky film of bacteria on teeth can contribute to tooth decay and gum disease.
Ohio Department of Developmental Disabilities • 30 E. Broad Street • Columbus, Ohio 43215 • (800) 617-6733 • dodd.ohio.gov
An Equal Opportunity Employer and Provider of Services
Dental Care #59-12-17
Steps to a Healthy Mouth
These are general guidelines about dental care. Check the person-centered plan for the person you support about their dental routine.
Timeline
Brush teeth twice daily
Brush tongue twice daily
Floss teeth once daily
Visit the dentist every six months
Tips
Use a soft bristle toothbrush
Use pea-size amount of fluoride toothpaste
Brush teeth in a circular motion from the gums to teeth
Replace the toothbrush at least every 3 months
National Core Indicators Survey
"Had a Dental Exam in the Past Year"
14,558 people
81 %
National Average
419 people
80 %
Ohio
SOURCE: NCI Adult Consumer Survey State Results: 2015-16
About 20 percent of Ohioans who were interviewed had not seen a dentist in the past year, according to the 2015-16 National Core Indicators Adult Consumer Survey.
21. However, most dentists recommend cleanings two times per year.
Some significant barriers for access to dental care include
* Access to quality care – Some dentists might not have experience treating people with disabilities.
* Funding – Medicaid will generally only pay for one dental cleaning visit per year for people age 21 and older, and two dental cleanings per year for those younger than
* Transportation – Getting to and from the dentist might be difficult for some people.
* Fear – People might have fears about going to the dentist or anticipate a painful experience.
If using an electric toothbrush, introduce gradually into routine
Check out this video from Dr. Johnson-Curry about daily tips to follow for good oral hygiene.
Ohio Department of Developmental Disabilities • 30 E. Broad Street • Columbus, Ohio 43215 • (800) 617-6733 • dodd.ohio.gov
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Maryland State Department of Education
Service-Learning Unit
Diakonia Personal Needs Drive
Jamie Barlett Stephen Decatur High School Worcester County
Primary Subject: Social Studies (Government)
Grade Level: 9 - 12
Additional Subject Area Connections:
- Health/Family Life
- Science
Maryland State Curriculum Indicators Met
Unit Title: Personal Needs Drive
Type(s) of Service: Indirect
Unit Description: Students work as a team to collect personal needs items for a local homeless shelter, Diakonia.
Government Core Learning Goals:
1.1.3: The student will evaluate roles and policies the government has assumed regarding public issues.
1.1.4: The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions.
3.1.1: The student will evaluate demographic factors related to political participation, public policy, and government policies.
Potential Service-Learning Action Experiences:
- Collection of personal needs items
- Assembly of toiletry kits
- Delivery and distribution of kits to homeless shelter
____________________________________________________________________________________________________
Alignment with Maryland's Best Practices of Service-Learning:
Diakonia Personal Needs Drive
1. Meet a recognized community need
Diakonia, Inc. is a non-profit organization that serves homeless men, women, and families in Ocean City, Maryland and surrounding areas. As a non-profit organization, Diakonia relies on funding from a variety of sources, including private donations, government grants, and public support. In addition, Diakonia relies on community donations of food, clothing, and volunteer hours to maintain their services.
2. Achieve curricular objectives through service-learning
By participating in this service-learning project, students are able to see first hand the ways in which the government operates to benefit its citizens. For example, under the Government Core Learning Goals, students will "evaluate roles and policies the government has assumed regarding public issues" (1.1.3). By working with Diakonia, students will learn about the role of local government in providing for citizens who are in need.
3. Reflect throughout the service-learning experience
Participating in this service project enables students to reflect on their own lives and compare that to the experiences of the people Diakonia serves. In most instances, students come away with an appreciation for the comforts they enjoy.
4. Develop student responsibility (Students have opportunities to make decisions about the service-learning project.)
Throughout this project, students are expected to take on leadership roles and responsibilities. For example, they must make contact with the director of Diakonia and determine what their particular
needs are. They must work together to advertise the personal needs drive, and determine how the items will be collected. They must take on the responsibility of collecting, sorting, and delivering the items to the shelter.
____________________________________________________________________________________________________
5. Establish community partnerships
As a non-profit organization, Diakonia is reliant on the community for support, whether monetary or through material donations. Holding the personal needs drive establishes the local school system as a community partner willing to provide both material items and volunteer hours.
6. Plan ahead for service-learning
This project requires extensive planning on the part of the students participating. For example, they must first determine the needs of the shelters, establish a plan for the items they wish to collect, and decide when and how those items will be collected. It is also important for the students to determine the goals of the project during their planning stages.
7. Equip students with knowledge and skills needed for service
Students must have an understanding as to the purpose of their service. Therefore, it is important for students to research the issue of homelessness and poverty in their area. In addition, it is also important for students to understand how Diakonia serves those in need, and how they are able to achieve this. Finally, students will need to have an understanding of the sensitive nature of Diakonia's services and the importance of confidentiality of the residents and their situations.
____________________________________________________________________________________________________
Procedures with Resources:
Diakonia Personal Needs Drive
These procedures represent an example of a service-learning lesson on this specific topic, but can be changed to meet individual classroom interests or varying community needs. You are encouraged to adapt this unit to fit your unique classroom and community and to solicit student input in planning and decision making.
1. Contact local homeless shelter to determine their needs. This could be done through a meeting with personnel or visit to the shelter itself.
2. Once needs have been recognized, determine a plan of action as to how items will be collected (items needed, timeframe, sources of donations, incentives, etc).
3. Create fliers, posters, and other means of advertising the collection drive.
4. Hold collection drive for the allotted timeframe (for example, one week).
5. Sort and deliver items to homeless shelter.
6. Resources:
- Worcester County Department of Social Services http://www.dhr.state.md.us/worcester.htm
- Diakonia Website http://diakoniaoc.org/
- Info on Diakonia's needs http://www.mdcoastdispatch.com/article.php?cid=37&id=2764
7. Rubric for Assessing the Use of the Maryland's Seven Best Practices of Service-Learning
Created: 1/4/09
____________________________________________________________________________________________________
Additional
Interdisciplinary
Connections
Science
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The Early Childhood Landscape in
NEW JERSEY
OVERVIEW
Learning is a continuum that begins from our first day in the world, not just the first day of school. As we begin to understand how the opportunities and environments early in life impact long-term learning and life outcomes, our systems of education have begun to gradually encompass children of younger ages. Because early childhood learning is largely undefined and decentralized, this packet is meant to serve as a compilation of the various statistics, data, and research available. While by no means comprehensive, we hope it provides a foundational understanding of the current landscape of early learning in your state.
Number of Children Age 8 and Younger, 2015
Children in Poverty, Age 0–5 (2015)
Children in Low-Income Working Families, Age 0–6 (2015)
Children Age 0–4 by Race, 2015
VIEW DATA RESOURCE HERE
STATE DEMOGRAPHICS
Early childhood initiatives are often crafted to support specific populations within a state—such as infants, children from low-income families, and English language learners—which is why it is important to first understand your state's demographics.
Questions To Consider
How many young children are in my state?
How does this impact the scale of policies?
What is the economic status of families with young children?
Are there unique cultural needs for young children in my state?
Current Status of Infant and Toddler Well-Being
| Unintended Pregnancy (% of all pregnancies) | 53% |
|---|---|
| Prenatal Care Before 3rd Trimester (% of live births) | N/A |
| Teen Mothers (% of live births) | 1% |
| Home Health Visit (% of children ages 0-3) | 9% |
| Well-Baby Check (% of babies) | 86% |
| Developmental Screening (% of children ages 10 months to 5 years) | 25% |
VIEW DATA RESOURCE HERE
Maternal and Child Health Grant
The federal government allocates the Title V Maternal and Child Health (MCH) Block Grant to states. New Jersey provides additional funding to the MCH program (as shown below).
The state has identified eight national performance measures to focus on:
* Well-Woman Visit
* Breastfeeding
New Jersey MCH Funds by Source
* Safe Sleep
* Developmental Screening
* Adolescent Well-Visit
* Medical Home
* Transition (Children with Special Needs)
Federal $12,069,963
State
Local
Program Income
Other
$0 $0 $0
* Preventive Dental Visit
New Jersey | MCH 2015 Expenditures
| Pregnant Women | 96,471 | $5,706,929 |
|---|---|---|
| Infants | 103,305 | $5,477,241 |
| Children (Age 1-22) | 206,221 | $6,360,046 |
| Children with Special Needs | 64,700 | $105,732,529 |
| Others | 30,000 | $0 |
| Total | 500,697 | $123,276,745 |
$112,335,864
INFANT AND TODDLER SUPPORT
Infants and toddlers develop and learn at exponential rates as they explore and engage with the environments and adults around them. In order to support their health and development, pregnant women, infants and toddlers, and parents need access to information and services.
Questions To Consider
Are women and children receiving health care services before and after birth?
Are families prepared for and educated about the needs of young children?
What areas of maternal and child health is my state focusing on?
Paid Family Leave
New Jersey has a statewide paid family leave policy.
States with Paid Family Leave Policies
Home Visiting
Home visiting is a type of service targeted to expectant parents and parents with children ages 0-5 to support healthy child development. Though models and programs vary, home visits typically allow trained experts to provide services, share best practices, and connect families to other resources all within the home setting.
4,226 48,465
Number of Families Served Through Home Visits in 2016 2
Number of Home Visits Provided in 2016 1,2
New Jersey uses the following evidence-based models for home visiting programs: 1,2
* Healthy Families America
* Home Instruction for Parents of Preschool Youngsters
* Nurse-Family Partnership
* Parents as Teachers
VIEW DATA RESOURCE 1
VIEW DATA RESOURCE 2
INFANT AND TODDLER SUPPORT
Questions To Consider
What does paid family leave look like across the country? Is that conversation happening in my state?
Is my state funding a significant percentage of home visits? Were home visits an MCH priority for my state?
What models for home visiting is my state utilizing? How are different models used to support families' unique needs?
Cost and Affordability of Infant Care
$11,534
Average Annual Cost of Infant Care in New Jersey
13%
Infant Care Cost as a Share of Median Family Income in New Jersey
According to the U.S. Department of Health and Human Services, child care is affordable if it costs no more than 10% of a family's income.
By this standard, only
38%
of families in New Jersey can afford infant care.
VIEW DATA RESOURCE HERE
Public Support for Infant Care
| Early Head Start | Federal (with optional state supplement) | Funds child care slots for children ages 0-3 from low-income families in addition to some health and family services. | Federal |
|---|---|---|---|
| | | | State |
| Child Care and Development Fund | Federal and State | Provides financial assistance to low-income families to access child care so they can work or attend a job training or educational program. | |
INFANT AND TODDLER SUPPORT
Questions To Consider
Is the cost of infant care in my state affordable?
What percentage of families have all available parents in the labor force? What does that mean for the demand for infant care?
What type of public support is available in my state for infant care?
Pre-Kindergarten Trends
64.5%
3- and 4-Year Olds Enrolled in Pre-K Public and Private (Estimated 139,182 children)
6.0%
3- and 4-Year Olds Enrolled in Head Start Program (Estimated 12,894 children)
24.4%
3- and 4-Year Olds Enrolled in State pre-K Program (Estimated 52,770 children)
VIEW DATA RESOURCE HERE
VIEW DATA RESOURCE HERE
VIEW DATA RESOURCE HERE
Percentage of 3- and 4-Year-Olds Enrolled in Pre-K, Public & Private by Race
The following group(s) have enrollment rates in pre-school programs that are below the state average: Hispanic
VIEW DATA RESOURCE HERE
$10.61
Median Hourly Wage Child Care Worker
$16.90
Median Hourly Wage Preschool Teacher
53%
Median Wage for Child Care Worker as Percent of State Median Income
74%
Median Wage for Preschool Teacher as Percent of State Median Income
VIEW DATA RESOURCE HERE
$9,546
Average Annual Cost of
Child Care for 4-year-old
THREE- AND FOURYEAR-OLDS
At ages three- and four, children may be eligible to enroll in pre-Kindergarten, or "pre-K," programs, both private and public. Pre-K programs are not compulsory, and families may elect to continue any arrangement of their choice.
Questions To Consider
How many children are attending pre-K, public or private?
Are certain populations more likely to attend pre-K?
What percentage of children are enrolled in pre-K due to public support?
How expensive is child care for 4-year-olds?
Pre-Kindergarten Policy
NEW JERSEY FORMER ABBOTT PRESCHOOL PROGRAM
| ACCESS | Family Income - Eligibility |
|---|---|
| | Other Risk Factors - Eligibility |
| | Child Age |
| | Required District Participation |
| FUNDING | State Agency |
| | Total Spending (2016) |
| | Funds by Source |
| | Dedicated Revenue Source for State Funds? |
| | Agencies Eligible to Receive Funding |
| | Permitted Subcontracting Agencies |
| | Minimum Daily Hours |
| | Minimum Days Per Week |
| | Annual Operating Schedule |
| | Maximum Class Size |
THREE- AND FOURYEAR-OLDS
As states begin to develop and fund pre-Kindergarten program, eligibility and quality requirements have also been adopted.
Questions To Consider Does my state support pre-K enrollment? If so, for which children?
What are the funding sources for pre-K?
What requirements must providers meet in order to be eligible for the state pre-K program?
NEW JERSEY FORMER ABBOTT PRESCHOOL PROGRAM – CONTINUED
| STANDARDS | Early Learning and Development Standards |
|---|---|
| | Year Revised |
| | Alignment with College and Career Ready Standards for Early Grades |
| EDUCATORS | Teacher Degree |
| | Required Specialization in ECE |
| | Assistant Teacher Degree |
| | Quality Rating and Improvement System (QRIS) |
| | Required Participation in QRIS |
| | Number of Levels |
VIEW DATA RESOURCE HERE
THREE- AND FOURYEAR-OLDS
Questions To Consider
Are pre-K standards aligned with goals of the K-12 system?
Does my state require pre-K teachers to have a certain degree? If so, what?
Has my state developed a system to assess the quality of pre-K and child care providers? Is participation mandatory for state pre-K programs?
Pre-Kindergarten Policy
NEW JERSEY FORMER NON-ABBOTT EARLY CHILDHOOD PROGRAM AID
| ACCESS | Family Income - Eligibility | No income requirement |
|---|---|---|
| | Other Risk Factors - Eligibility | N/A |
| | Child Age | 3- and 4-year-olds |
| | Required District Participation | Required for all |
| FUNDING | State Agency | Department of Education, Division of Early Childhood Education; Department of Human Services, Division of Family Development; Department of Children and Families; State Head Start Collaboration Office |
| | Total Spending (2016) | $53,937,664 |
| | Funds by Source | State, $42,329,000; Federal, $11,608,664 |
| | Dedicated Revenue Source for State Funds? | Yes: State aid formula |
| | Agencies Eligible to Receive Funding | Public schools, Head Start |
| | Permitted Subcontracting Agencies | Public schools, Head Start |
| | Minimum Daily Hours | 2.5 (part-day); 6 (school day) |
| | Minimum Days Per Week | 5 days per week |
| | Annual Operating Schedule | School or academic year |
| | Maximum Class Size | 18 |
THREE- AND FOURYEAR-OLDS
As states begin to develop and fund pre-Kindergarten program, eligibility and quality requirements have also been adopted.
Questions To Consider Does my state support pre-K enrollment? If so, for which children?
What are the funding sources for pre-K?
What requirements must providers meet in order to be eligible for the state pre-K program?
NEW JERSEY FORMER NON-ABBOTT EARLY CHILDHOOD PROGRAM AID – CONTINUED
| STANDARDS | Early Learning and Development Standards | Preschool Teaching and Learning Standards |
|---|---|---|
| | Year Revised | 2014 |
| | Alignment with College and Career Ready Standards for Early Grades | Yes |
| EDUCATORS | Teacher Degree | BA |
| | Required Specialization in ECE | Yes |
| | Assistant Teacher Degree | High school diploma or equivalent |
| ACCOUNTABILITY | Quality Rating and Improvement System (QRIS) | Grow NJ Kids |
| | Required Participation in QRIS | No |
| | Number of Levels | 5 |
| | Required Rating for Funding | N/A |
VIEW DATA RESOURCE HERE
THREE- AND FOURYEAR-OLDS
Questions To Consider
Are pre-K standards aligned with goals of the K-12 system?
Does my state require pre-K teachers to have a certain degree? If so, what?
Has my state developed a system to assess the quality of pre-K and child care providers? Is participation mandatory for state pre-K programs?
Pre-Kindergarten Policy
NEW JERSEY FORMER EARLY LAUNCH TO LEARNING INITIATIVE
THREE- AND FOURYEAR-OLDS
| ACCESS | Family Income - Eligibility | 185% of FPL |
|---|---|---|
| | Other Risk Factors - Eligibility | Locally determined risk factors |
| | Child Age | 3- and 4-year-olds |
| | Required District Participation | Not required, but funding is awarded on a competitive basis |
| FUNDING | State Agency | Department of Education, Division of Early Childhood Education; Department of Human Services, Division of Family Development; Department of Children and Families; State Head Start Collaboration Office |
| | Total Spending (2016) | $3,345,721 |
| | Funds by Source | State, $2,280,300; Federal, $1,065,421 |
| | Dedicated Revenue Source for State Funds? | Yes: State aid formula |
| | Agencies Eligible to Receive Funding | Public schools |
| | Permitted Subcontracting Agencies | Public schools, Head Start |
| | Minimum Daily Hours | 2.5 (part-day); 6 (school day) |
| | Minimum Days Per Week | 5 days per week |
| | Annual Operating Schedule | School or academic year |
| | Maximum Class Size | 20 |
As states begin to develop and fund pre-Kindergarten program, eligibility and quality requirements have also been adopted.
Questions To Consider Does my state support pre-K enrollment? If so, for which children?
What are the funding sources for pre-K?
What requirements must providers meet in order to be eligible for the state pre-K program?
Early Childhood State Overview |New Jersey 10
NEW JERSEY FORMER EARLY LAUNCH TO LEARNING INITIATIVE – CONTINUED
| STANDARDS | Early Learning and Development Standards | Preschool Teaching and Learning Standards |
|---|---|---|
| | Year Revised | 2014 |
| | Alignment with College and Career Ready Standards for Early Grades | Yes |
| EDUCATORS | Teacher Degree | BA |
| | Required Specialization in ECE | Yes |
| | Assistant Teacher Degree | High school diploma or equivalent |
| ACCOUNTABILITY | Quality Rating and Improvement System (QRIS) | Grow NJ Kids |
| | Required Participation in QRIS | No |
| | Number of Levels | 5 |
| | Required Rating for Funding | N/A |
VIEW DATA RESOURCE HERE
Quality Ratings of Child Care Programs
In recent years, many states have designed Quality Ratings and Improvement Systems (QRIS) to evaluate child care providers. The QRIS rating is often a reflection of various measures such as teacher-child interactions, classroom environment, family engagement, and staff educational attainment. Often voluntary, QRIS systems are meant to help improve the quality of child care providers and help families choose the right provider for their children.
Child Care Providers By QRIS Level
THREE- AND FOURYEAR-OLDS
Questions To Consider
Are pre-K standards aligned with goals of the K-12 system?
Does my state require pre-K teachers to have a certain degree? If so, what?
Has my state developed a system to assess the quality of pre-K and child care providers? Is participation mandatory for state pre-K programs?
Early Childhood State Overview |New Jersey 11
K–3 Policy
K–3 COMPONENT
| ATTENDANCE | Compulsory Age of Attendance1 | 6 |
|---|---|---|
| | Kindergarten Entrance Age1 | LEA option |
| | State-Required Full-Day Kindergarten1 | No, full-day kindergarten is not required. *Abbott Districts are required to offer full-day kindergarten. |
| | State-Required Half-Day Kindergarten1 | No |
| | Required Kindergarten Attendance1 | No |
| STANDARDS AND ASSESSMENTS | Required Kindergarten Entrance Assessment (KEA)2 | Not specified in statute, rules or regulations. |
| | Statewide KEA3 | In Progress |
| | KEA Results Use2 | Not specified in statute, rules or regulations. |
| | K-3 Formative Assessment Consortium Member3 | No |
| | Dual Language Learner (DLL) Assessment4 | Assessing Comprehension and Communication in English State-to-State for ELLs (ACCESS 2.0) |
| | Number of States Using DLL Assessment2 | 36 |
| | 3rd-Grade Reading Retention Law2 | Retention and promotion policies are determined locally. |
| EDUCATORS | Early Childhood Education License Required for Kindergarten Teachers3 | No |
| | Science of Reading Test Required for Elementary Teachers6 | New Jersey requires elementary teacher candidates to pass the Praxis II Multiple Subjects (5001) test, which includes reading as a topic; this assessment does not generate a separate reading score. |
| | Teacher-to-Student Ratio Requirement2 | 1:25, 1:21 in K-3 in Abbott districts. |
NEW JERSEY
VIEW DATA RESOURCE HERE¹
VIEW DATA RESOURCE HERE³
VIEW DATA RESOURCE HERE
5
VIEW DATA RESOURCE HERE²
VIEW DATA RESOURCE HERE 4
FIVE- TO EIGHTYEAR-OLDS
At age five, children are eligible to begin kindergarten—generally considered the start to their formal education. In these early grades, there is a strong focus on learning to read due to research indicating that 3rd-grade literacy is crucial for success in school and life.
Questions To Consider
Are districts required to offer full-day kindergarten?
At what age are children eligible to attend school? At what age is attendance compulsory?
How are children assessed in grades K-3? What are assessment results used for?
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Student
Activities
2015-2016
Dr. Lewis S. Libby School STUDENT ACTIVITIES HANDBOOK
Extracurricular Activities
It is our belief that a successful extra-curricular program provides a wide variety of activities, both non-athletic and athletic, to all middle level students. The emphasis should be on creating a worthwhile and enjoyable experience for students, while broadening their education in areas such as sportsmanship, leadership, citizenship, and participation in lifelong activities. All activities should help each student gain the knowledge and skills associated with the activity for his or her enjoyment and benefit.
Extracurricular activities are an integral part of the life of a school. A primary goal of our athletic program is to maximize student involvement in extracurricular programs. Participation in any interscholastic activity is a privilege the student earns through being a responsible citizen and maintaining strong academic standing.
The knowledge and skills learning through these activities are important to the healthy development of students. Music and Drama student may participate in presentations but will not participate in exchange concerts, district festivals, or other trips by the school.
General Goals for the Program
1. To develop physical excellence and an understanding of the value of competition in our society through the following:
a. Emphasizing the educational value of trying to win and learning to compete.
b. Emphasizing sport differences from, and similarities in everyday life.
c. Emphasizing the importance of winning with grace and losing with dignity.
2. To develop good citizenship, character, and respect for rules, organization and leadership by:
a. Persistently teaching principles of justice, fair play and good sportsmanship.
b. Emphasizing the discipline required in extensive training and practice.
3. To promote and contribute to the goals of the total educational program:
a. Through the development of physical fitness and realization that a healthy body increases the probability of success.
b. By emphasizing the role of organized sport in an educational institution.
4. To promote community interest and involvement in school athletics:
a. By providing enjoyable experiences for participants and spectators.
b. By establishing rules and standards for athletics that reflect the behavior approved by the community.
Eligibility
ACADEMIC PROBATION:
1. All subjects would be used to determine eligibility for extra curricular participation.
2. Academic eligibility will be determined on a half-trimester basis. Students receiving a failing grade on a progress report or a report card will be on academic probation.
3. During the academic probation, the student will work with his/her teachers and parents to develop a plan to improve his/her grades.
4. After two weeks (14 days), if the student is passing all subjects he/she will be eligible to participate in all extracurricular activities. If, at the end of two weeks, the student is not passing all subjects, he/she will complete another two weeks of academic probation.
5. A student may attend practices, but not participate in games or events during academic probation. They cannot play or suit up for games or travel with team to away functions so that they may concentrate their energies on their academics.
6. The administration also reserves the right to declare a student ineligible if it is in the best interest of the student's academic success.
7. Grades for eligibility are based on the last progress report or rank card issued. If a sport season is not in session, the probation period will consist of the first two weeks/ten days of the next sports season.
*Eligibility penalties do not carry over from one school year to the next.
8. Incomplete grades are considered as failing grades for eligibility purposes.
Grading System
BEHAVIORAL PROBATION:
School rules apply during all school-sponsored activities including after school functions and off- site events. To read more about the Milford School Department Student Code of Conduct, please see Policy ADAA.
1. Students participating in extracurricular activities that are referred to administration for behavioral infractions more than three times during a half-trimester time period will be placed on behavioral probation.
2. Behavioral eligibility will be determined on a half-trimester basis.
3. Academics and citizenship comes first. Students will be suspended from the team under conditions of academics and/or behavioral probation.
4. After two weeks, if the student has not received any further office referrals for misbehavior, he/she will be eligible to participate in all extracurricular activities. If, at the end of two weeks, the student has received additional office referrals for misbehavior, he/she will complete another two weeks of behavioral probation.
5. Administration will have discretion in any final decisions regarding both academic and behavioral probation.
General Eligibility Requirements
1. Student athletes are expected to have insurance coverage. If a student is not covered under an insurance policy, it is an expectation of the parents to seek insurance coverage. The Dr. Lewis S. Libby School offers student accident insurance for this purpose. If parents/guardians choose to not have accident/health insurance for their child cost of injury will be passed on to the parent/guardian.
2. A record of a physical must be on file in order for a student to participate in a school sport. The examination must have taken place up to two years prior to the date of the end of the season. All physical examination information must be completed on the Dr. Lewis S. Libby School Medical Form. Parents will be expected to complete a health history update form if a student's physical exam is already on file in the school office from the previous year.
3. Student participation in athletics will be determined by grade level. Students in grades K – 4 will not have the option to participate in middle level athletics. Students in grades 6-8 will have the opportunity to participate in Girls/Boys soccer, Baseball, Softball, and Girls/Boys A-Level Basketball. Students in grades 5-8 will have the opportunity to participate in Cross-Country, B-Level Basketball and Cheerleading.
Students will adhere to the following sport specific guidelines:
Extracurricular Activities
The Dr. Lewis S. Libby School sponsors teams in soccer, cross country, basketball, cheering, baseball, softball, and spring track. Selection to teams is based on skills demonstrated during tryouts.
Student-athletes have a special responsibility to represent their school with dignity and good sportsmanship, keeping the following in mind:
* Our primary empahasis is on the development of our student-athletes' skills and fundamentals in addition to providing a positive experience for all participants.
* All athletic opponents and visitors are guests, and students will show them respect and courtesy.
* Cheering should be for our team and not against our opponents.
* Students will show courtesy and respect to game officials, and accept their decisions graciously.
* Abusive comments and derogatory remarks are always in poor taste and deserve no place in our school program. Administration will hold both student-athletes and spectators accountable for their behavior.
* Student-athletes need to learn to win with humility and lose with grace.
Students will adhere to the following sport specific guidelines:
Cross Country:
- Fifth grade students may fully participate.
- Fifth grade students may participate in the B-Level Basketball Team only.
- If the number of students trying out for the Basketball Team creates a need to make cuts, 6 th , 7 th , and 8 th grade students will receive preference.
- Eighth grade students who have participated in 6 th and 7 th grade BBasketball programs will be given preference to make the A Basketball team.
- Administration will have discretion in any final decision when numbers for participation are limited.
- Fifth grade students will participate in practices and games, but will not a be a part of cheerleading competitions.
- Fifth grade students will not be allowed to participate in stunting during practices and/or games.
- Fifth grade students will not be fliers.
Basketball:
Cheerleading:
General Athletic Policies
Responsible Citizenship
1. Players under school suspension may not practice, play or attend a game during their suspension.
2. The theft or willful destruction of school equipment or facilities, or the theft of the personal property of another person, will result in a reprimand, suspension, or dismissal from the team.
3. Vulgar language will not be tolerated and is just cause for a reprimand, suspension, or dismissal from the team.
4. No gambling shall be permitted while the student is under school supervision. This applies to the locker room, field, court, or while travelling.
5. An athlete whose behavior outside of school reflects poorly on the school or community, or who violates the law, will be subject to reprimand, suspension, or dismissal from the team.
6. Individual coaches and the athletic director have the right to take disciplinary action pertaining to any problems that may arise that are not covered by specific policy prohibitions. These may apply to sportsmanship and game and bench conduct as well.
7. At an athletic event, the second team to play is expected to dutifully watch, cheer, and support the first team to play. The first team is expected to dutifully watch, cheer, and support the second team to play. The coach is expected to supervise his/her team during this time.
Attendance
1. Athletes must be in attendance at school for a full day unless excused by a physician, administrator, or the athletic director in order to participate in games or practices.
Transportation
1. All teams are expected to travel to away games with the team in an authorized vehicle (most often a school bus). The athletic director or school administrator must approve any exception in advance. Failure to follow this rule will result in loss of playtime, suspension or dismissal from the team.
2. In order to facilitate team unity, team members are expected to return from away games on the bus with the team. The exception to this expectation is as follows:
a. Students that do not return with their team from an away athletic event on the bus will only be released from the event directly to a parent/guardian or to an adult that a parent/guardian has requested to pick up their son/daughter. This request must be a written note to the coach, signed by the parent/guardian. Also the person identified must sign their name nest to the name of the parent/guardian. Coaches have the right to request proper identification from any adult that is leaving with a student athlete from an athletic event.
3. There are high expectations for behavior on buses to and from athletic competitions. Horseplay, moving from one seat to another while the bus is moving, excessive loudness, etc. will not be tolerated. Student-athletes will be required to meet any expectations set forth by individual bus drivers as well.
Equipment
1. The care of school equipment issued to a student becomes the responsibility of that student. The student will be responsible for payment of equipment or uniforms that are lost or used unreasonably.
2. No school own athletic equipment or clothing should be used or worn except when participating in a practice, game, or under the direction of the coach.
3. During the soccer season, any athlete needing to purchase a mouth guard may do so from the Athletic Director or school office.
Athletic Rules and Regulations
1. Athletes are expected to attend practice every day- if an exception is required, the student should let the coach know as early as possible. Excused absences include, but are not limited to, personal illness, family emergency, documented injury, or religious observance.
a. Any student-athlete that misses a practice due to an unexcused absence will not be able to participate in the next game during the 1 st half of the event.
b. Any student-athlete that misses a second practice due to an unexcused absence will need to meet with the coach, athletic director, and parent/guardian to discuss whether or not the student-athlete will continue to be part of the team.
c. Any student-athlete that misses a third practice due to an unexcused absence will be removed from the team.
2. All athletes are expected to be neatly dressed when traveling to out-of –town contests. At a minimum, athletes dress must meet school dress code requirements.
3. Players will act in a sportsmanlike manner. Failure to do so may result in suspension or dismissal from the team.
Guidelines for Fundraising Groups
* Students will not miss instructional time to participate in fundraising activities. Instructional time will not be used by teachers and students for the collection and recording of fundraising monies.
* Activities undertaken by students must be approved in advance by the school principal.
* Fundraising activities that render a service or product for the contributions received are preferred as opposed to requests for cash donations.
* Student participants in fundraising activities must be supervised by an adult and are to follow the school's behavior code of conduct.
* School-affiliated organizations shall not raise funds for non-school purposes except for approved charitable purposes.
* Revenue and expenditure reports shall be submitted to the principal and all fundraising activity is subject to the school department's accounting and auditing procedures.
* Students at the elementary level are prohibited from participating in fundraising activities involving door-to-door solicitations other than to family, friends and neighbors that are approved by their parents.
* Projects resulting in alterations or additions to the physical plan/grounds of the schools must have the prior written approval from the Superintendent. Groups desiring to dedicate funds for facilities must seek the approval from the principal.
* Any school-affiliated group wanting to use the school department's Federal I.D. # must make the request in writing to the Superintendent. The group must receive written approval prior to use. (Adopted 9/7/06 Cross-Reference-JJF-Student Activities Funds)
Milford School Department Use and Abuse of Alcohol and Other Drugs by Students
Substance Use and Abuse by Students
Since the use of chemical substances (including tobacco, alcohol) is dangerous to students, the use, possession or sale of such substances at school or at any school activity is strictly forbidden. The Libby School has a detailed drug/alcohol policy which is sent home with all students and is available for review in the office upon request
No student shall distribute, dispense, possess, use or be under the influence of any alcoholic beverage, malt beverage, fortified wine or other intoxicating liquor, nor shall a student manufacture, distribute, dispense , possess, use or be under the influence of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, anabolic steroid, designer drug or any
other controlled substance defined in federal and state laws/regulations, any look-alike substance, or any substance that is represented to be a controlled substance.
No student shall furnish, sell, receive, buy, possess, use or be under the influence of any substance which, when used or abused, can affect or change a student's mental, physical or behavior pattern, including, but not limited to, volatile materials such as glue, paint or aerosols, when possessed for the purpose of inhalation; steroids; paraphernalia or implements use for the distribution or consumption of a prohibited substance; or any substance that is represented as, or is reported to be a prohibited substance
These prohibitions apply to any student who is on school property, who is in attendance at school or at any school-sponsored activity, on school transportation or whose conduct at any time or place directly interferes with the operations, discipline or general welfare of the school.
The Libby School has a detailed drug/alcohol policy including procedures for questioning and searches of students. This policy is sent home with all students and is available for review in the office upon request. Anyone in violation of this policy will be subject to both school discipline and a referral to appropriate law enforcement and/or child protective agencies. (Policy JICH-R Students)
COACH'S JOB DESCRIPTION
Coaches must have an understanding of the physical, social, and emotional complexities of student-athletes. The great variation among students at the middle level is of vital importance in developing a philosophy for activities at this level. Athletic participation must be healthful, positive and safe for everyone involved, conducted in an environment that teaches values and ethics, strengthen the community, promotes competition without conflict and enrich the lives of the student athletes.
Coaching Skills
* Teaches athletes core fundamentals and skills necessary to be competitive.
* Promotes appropriate physical conditioning with safety in mind.
* Prepares team for each contest and follows guidelines for participation in each contest.
* Understands and follows contest rules and regulations.
* Develops team rules that support integrity and sportsmanlike play and effectively maintains team discipline.
* Encourages and models good citizenship by providing positive leadership for students.
Organizational Skills
* Cares for equipment including: issue, collection, inventory, and storage.
* Cares for the practice and game facilities.
* Provides proper supervision of student athletes throughout the season.
* Commits appropriate time to the program during the season.
* Delegate's responsibility to assistants when appropriate.
* Organizes effective and well-developed practice sessions that are kept on file.
* Makes good use of team managers and supervises them appropriately.
* Takes responsibility for monitoring the students' eligibility, transportation, inventories, and awards.
* Follows the Dr. Lewis S. Libby Student/Parent Handbook, and Student Activities Handbook, as well as the sport and League's rules.
* Creates team rules, which include athletic expectations, reviews them with students and parents, and consistently applies them throughout the season.
Professional Relations
* Cooperates with building administration and keeps the athletic director informed about unusual events.
* Cooperates with fellow coaches and is supportive of other extracurricular programs.
* Develops a rapport with the student-athletes, parents and staff.
* Dresses appropriately at practices and games.
* Participates in required League meetings.
* Holds a meeting for parents and student athletes at the beginning of the season to go over team expectations.
* Communicates with parents throughout the season.
* Maintains appropriate sideline conduct at contests with respect to players, officials and other workers.
Coaching Performance
* Develops respect by example in appearance, manners, behavior, language and conduct during contests.
* Demonstrates knowledge about his/her sport.
* Creates well-developed practices to effectively prepare athletes for contests.
* Demonstrates an attitude that is fair, understanding, tolerant, sympathetic and patient with team members.
* Uses innovative coaching techniques.
* Arrives promptly for practices and games.
* Creates an atmosphere in which values of integrity, work ethic, academics, citizenship, sportsmanship and competition are balanced.
* Exhibits enthusiasm and self-motivation.
* Exercises fairness.
* Maintains a sense of humor.
* Maintains poise and composure during games and contest.
* Displays enthusiasm and exhibits interest in coaching.
* Motivates student athletes to meet personal and team goals.
* Maintains a rigorous practice schedule, which expects student athletes to attend either an athletic event or practice Monday through Friday during the season.
* Offers non-mandatory team practices during school vacations.
Related coaching Responsibilities
* Provide the athletic director team rosters, required league and school paperwork, weekly practice schedules, year-end uniform and equipment collection and inventory in a timely manner.
* Completes sportsmanship PVML reports after each game and submits them promptly to the athletic director.
* Writes a game summary after each game to be posted on the school's website.
Legal Duties
* Must properly instruct athletes of proper and correct techniques.
* Must want student of inherent dangers of the sport.
* Must provide proper supervision.
* Must create a safe environment.
* Must provide health care (including pre-injury care, emergency care and post-injury care.)
* Must teach and enforce rules and regulations.
* Must classify and group participants based on ability level for competition.
* Must safely transport students.
* Must give athletes their right to due process.
SELECTION OF COACHES
The selection process for coaching positions is divided into three phases:
1. The position will be advertised.
2. The athletic director and/or administrators will screen and contact suitable candidates for an interview.
3. Once interviews are completed the athletic director will make a recommendation to school administrators. The remaining candidates will be notified after the school committee has accepted the nomination.
Selection Criteria: the following criteria will be used to select coaches.
1. Years of successful experience in coaching or related experience as a player or participant.
2. Degree of success in coaching.
3. Experience at appropriate skill level.
4. Ability to articulate and evaluate the sport.
5. Ability to express a positive plan of action to promote the sport.
6. References provided from previous employer or communities that verify good community relations and communication skills.
7. Ability to be an appropriate role model for student athletes.
8. Ability to demonstrate cooperation with the school program.
9. Ability to teach and demonstrate athletic skills to students.
10. Evidence of skills in planning, organization, and attention to detail.
11. Knowledge and application of appropriate disciplinary procedures.
12. Ability to exhibit a high level of concern for safety and proper conditioning.
13. Evidence of professionalism.
Parent & Student-Athlete Contract
We recognize that healthy sports experiences take commitment from student athletes and their parents. This contract is based on the Sports Done Right: A Call to Action on Behalf of Maine's Student-Athletes, Core Principles. We have agreed upon the following Core Principles to support quality sports at the Dr. Lewis S. Libby School:
1. Student athletes and parents exhibit good sportsmanship and show respect for everyone associated with the program, including teammates, coaches, support staff, opponents and officials.
2. Student athletes and parents understand the value of competition-without-conflict and how to handle success with grace and failure with dignity. The spirit of excellence replaces a "win at all cost" mentality.
3. Student athletes and parents commit to upholding substance abuse policies endorsed and enforced by the Dr. Lewis S. Libby School and supported by the community.
4. Student athletes and parents commit to a focus on lifetime health and fitness, including habits of fitness and good nutrition.
5. Student athletes and parents appreciate sports opportunities regardless of the degree of success, the level of skill or time on the field/court/course.
6. Student athletes and parents respect coaches and appreciate the importance of contributing to the team and its success, even when there may be a difference of opinion.
7. Student athletes and parents attend relevant school meetings to build relationships, support coaches and the athletic director and to learn firsthand about the expectations for participation in interscholastic athletics.
8. Parents serve as role models, see the "big picture", support all programs and athletes and help their student athlete to do the same.
Student athletes seek, and parents encourage, participation in multiple sports and activities, with academics placed first and foremost. We know that school sports experiences can contribute greatly to the values and ethics of each player, and that positive sports citizenship and encourage an active lifestyle.
I have read and agree to the guidelines outlined in the Dr. Lewis S. Libby School Student Activities Handbook and give permission for my child to take part in the Interscholastic Sports programs for this school year including meetings, practice sessions, participation in athletic events, and transportation to and from such events.
________________________________________ ___________________________________
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3.12 Head Lice
Purpose
To provide a policy that documents John Street's approach to identification, exclusion, and treatment of head lice.
Objective
For educators and families at John Street to be guided by procedures to minimise the outbreak of head lice and, in the event of head lice being detected, procedures for families and educators working together in the identification, exclusion and treatment of head lice at John Street.
Scope of Policy
This policy applies to children, families, educators and the John Street community.
Policy Statement
Pediculosis Capitis, or head lice, can be a problem at John Street like any other school or children's service centre. Head lice are easily spread and can cause great discomfort for the child/adult carrying them.
John Street acknowledges the importance of early identification and treatment of head lice to ensure the wellbeing, health and safety of children, families, educators, and the community at large, in accordance with the Public Health and Wellbeing Act 2009.
Procedures
Head lice are tiny insects. They do not have wings, so they cannot fly. Head lice have strong claws and swing from hair to hair – they cannot jump. They live on the hair and suck blood from the scalp. Head lice can only be spread from one person to another by direct head-to-head contact.
Anyone can get head lice – they have no preferences for cleanliness, hair colour, hair type, ethnicity, or age. Head lice are a nuisance, but they do not cause disease or illness.
Itching is often the first thing that raises concern about head lice, however it is not a reliable sign of head lice. Head lice need to spend their entire life on human heads to survive. Head lice will die from dehydration within 6–24 hours when removed from the human head, depending upon humidity and when they last fed.
Policy Document: Head Lice
Procedures to minimise the outbreak of head lice:
* The Director will make available information on the detection and control of head lice to parents/guardians and educators for referral as required.
* Families are asked to inform themselves about identification and treatment of head lice.
* Families are asked to conduct regular checks for head lice on the whole family, particularly children once a week. If head lice are found, begin treatment immediately and check for effectiveness, and keep checking every 2 days until no lice are found for 10 consecutive days.
* Educators will endeavour to reduce head-to-head contact, where possible, between all children during activities when they are aware that someone at John Street has head lice.
In the event of head lice being detected:
* Educators will provide practical advice and a sympathetic attitude to avoid stigmatising families who are having trouble with control measures.
* Identification of an individual child with head lice is usually a marker of head lice in a much larger group and a group approach rather than an individual approach is needed.
* Educators will encourage parents/guardians to continue regularly (preferably once a week) to check their child for head lice.
* The Director will place a notice in the foyer advising of current head lice outbreaks; individual children will not be identified.
* Educators will contact the parent/s of any child carrying head lice or eggs to advise they will need to arrange for immediate collection and subsequent treatment of their child from attendance until the day following treatment.
* Families are asked to respond immediately and courteously to requests from John Street educators to collect their child/children from care if required due to head lice detection.
* Families are required to treat head lice with approved solutions or "conditioner & comb method" and physically remove all eggs from their child (treatment solutions will not kill eggs).
* Child/children and Educators must be excluded from John Street until the day after appropriate treatment has commenced, as per Schedule 7 of the Public Health and Wellbeing Regulations 2009 - the Minimum Period of Exclusion from Primary Schools and Children's Services Centres for Infectious Diseases Cases and Contacts.
* Educators and children with longer hair will be asked to tie their hair back during an outbreak to reduce the chance of transmission.
Policy Document: Head Lice
July 2018
Identification and Treatment
Itching is often the first thing that raises concern about head lice; however, it is not a reliable sign of head lice. Most children who itch do not have head lice. You can have head lice and not know. Lice move fast in dry hair and are easy to miss. If you find head lice early, they are easier to treat. Everyone (adults and children) in the family needs to be checked, and if you find head lice, you need to decide on a treatment option.
Using hair conditioner and combing is the most effective way of finding and treating head lice. Conditioner and combing can be used for detection and/or treatment. The conditioner stuns the lice for some minutes, so they can be easily removed. Conditioner and combing are reasonably inexpensive. It also avoids the use of head lice chemicals (pesticides).
Conditioner and Combing Technique:
| Step 1 | Untangle dry hair with an ordinary comb. |
|---|---|
| Step 2 | Apply hair conditioner to dry hair (use white conditioner as it makes it easier to see the |
| | nits). Use enough conditioner to thoroughly cover the whole scalp and all hair from |
| | roots to tips. |
| Step 3 | Use the ordinary comb to evenly distribute conditioner and divide the hair into four or |
| | more sections using hair clips. A mirror helps if combing yourself. |
| Step 4 | Change to a head lice comb. |
| Step 5 | Start with a section at the back of the head. Place the teeth of the head lice comb |
| | against the scalp. Comb the hair from the roots through to the tips. |
| Step 6 | Wipe the comb clean on a tissue after each stroke. In good light, check for head lice. |
| | Adult lice are easier to see – young lice are difficult to see. A magnifying glass will help. |
| | You may see some eggs. |
| Step 7 | Comb each section twice until you have combed the whole head. If the comb becomes |
| | clogged, use an old toothbrush, dental floss, or safety pin to remove the head lice or |
| | eggs. |
Chemical Treatment
When choosing a chemical treatment product, ensure you only choose chemical treatments that are designed specifically to treat head lice. Choose only chemical treatments which have an 'Aust. L' or 'Aust. R' number on the label. These products are licensed or registered with the Therapeutic Goods Administration (TGA) in Australia. This means they are approved for safety. Be wary of chemical treatments which are not officially approved. Be sure to follow instructions provided as there is no chemical treatment which will kill eggs, so repeat treatments are essential for treating young lice.
Responsibility
Both parents/guardians and educators need to work together to ensure the wellbeing of children, families, educators, and the community, which includes systematic identification and treatment of head lice, and building the knowledge of the community on such measures.
General Information
Scientific research (NHMRC publication Staying Healthy in Child Care) has shown:
* Sharing hats presents no risk. It does not increase the chance of getting head lice. Researchers examined hats worn by 1000 school children and found no head lice even when many head lice were found on the children's heads.
* Placing hair grooming implements in a container of very hot water (60°C) for at least 30 seconds will kill any head lice caught in the comb after grooming. A domestic hot water service usually does not reach 60°C. If you do not have a thermometer, it may be easiest to use water shortly after it has gone off the boil.
* Researchers examined 118 carpeted classroom floors and found no head lice or eggs. When the students from those rooms were examined, they had a total of 14, 563 live head lice on their heads.
Legislative Provisions
Education and Care Services National Law Act – Section 2 (2)(a); 167 (1)(2) and (3)
Education and Care services National Regulations:
| R.4 | | Definitions -infectious disease |
|---|---|---|
| | r.85 | Incident, injury, trauma and illness policies and procedures |
| | r.86 | Notification of incident, injury, trauma and illness |
| | r.87 | Incident, injury, trauma and illness record |
| | r.88 | Infectious Diseases |
| | r.98 | Telephone or other communications equipment |
| | r.99 | Children leaving the education and care service premises |
| | r.106 | Laundry and hygiene facilities |
| R.168 | R.168 | Education and Care Services Must have policies and procedures |
| | | (2) Policies and procedure to be kept in relation to the following: |
| | | (b) – incident, injury, trauma and illness procedures complying with regulation 88 |
| | | (c) dealing with infectious diseases, including procedures complying with regulation 88 |
| | | (d) – policies and procedures are required in relation to dealing with medical conditions in |
| | | children, including matters set out in regulation 90 |
| | r.170 | Policies and procedures to be followed |
| | r.171 | Policies and procedures to be kept available |
| r.172 | Notification of change to policies or procedures |
|---|---|
| r.173 | Prescribed information to be displayed |
| r.174 | Time to notify certain circumstance to Regulatory Authority |
| r.175 | Prescribed information to be notified to Regulatory Authority |
| r.177 | Prescribed enrolment and other documents to be kept by approved provider |
| | (b) –an incident, injury, trauma and illness record as set out in regulation 87 |
National Quality Standard for Early Childhood Education and Care & School Age Care
| Element 2.1.1 | | Each child’s wellbeing and comfort is provided for, including appropriate |
|---|---|---|
| | | opportunities to meet each child’s need for sleep, rest and relaxation. |
| Element 2.1.2 | | Effective illness and injury management and hygiene practices are promoted and |
| | | implemented. |
| Element 4.1.1 | T | he organisation of educators across the service supports children's learning and |
| | | development |
Background Legislation
| Public Health & Wellbeing Regulations | |
|---|---|
| 2009 | |
| Occupational Health & Safety Act 2004 | Providing a safe environment |
Sources
Department of Health, Victoria, Australia, Minimum Period of Exclusion from Primary Schools and Children's Services Centres for Infectious Diseases Cases and Contacts (Public Health and Wellbeing Regulations 2009) Retrieved February 2012 from www.health.vic.gov.au
National Health and Medical Research Council. (2005) Staying Healthy in Child care. Preventing infectious diseases in child care. 5 th ed. 2013. NHMRC Publications Unit. Available on line. https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_5th_edit ion_150602.pdf
Victorian Government's 'Better Health Channel' guide, https://www.betterhealth.vic.gov.au/health/conditionsandt reat men t s/head-l ice -ni t s.
Related John Street Policies, Procedures and Guidelines
Authorisation
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Upper Wharfedale School
Social, Emotional and Mental Health Policy
| Person Responsible: | Mrs H Mukherjee | Frequency of Review: |
|---|---|---|
| Authorisation By: | Headteacher | Notice Date: |
| Authorisation Date: | 28/11/2018 | Review Due By: |
Contents
1 of 11|P a g e
1 Policy Statement
"Mental health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community."
World Health Organisation
2 Aims
At Upper Wharfedale School we aim to promote positive mental health for every member of our student body and staff. In addition and linked to the whole school aims of creating active, responsible citizens who are prepared for their future, we aim to support students to be able to manage change.
We pursue these aims using both universal, whole school approaches and specialised targeted approaches aimed at vulnerable students.
The importance of social, emotional and mental health (SEMH) is recognised within the School Development Plan with the aim of creating a successful SEMH strategy to ensure that students receive the mental health support they need quickly and efficiently.
The school intends to test its developing provision and current systems for SEMH through the application for The Carnegie Centre of Excellence for Mental Health in Schools. It is a whole school award, which focusses on ensuring effective practice and provision is in place that promotes the emotional wellbeing and mental health of both staff and students. The award has focus on changing the long-term culture of a school, and embedding an ethos where mental health is regarded as the responsibility of all.
- With this award we will demonstrate that we are committed to:
- Promoting mental health as part of school life
- Improving the emotional wellbeing of our staff and students
- Ensuring mental health problems are identified early and appropriate support provided
- Offering provision and interventions that matches the needs of our students and staff
- Engaging the whole-school community in importance of mental health awareness
- Capturing the views of parents, carers, students and staff on mental health issues
In addition to promoting positive mental health, we aim to recognise and respond to mental ill health. In an average classroom three children will be suffering from a diagnosable mental health issue. By developing and implementing practical, relevant and effective mental health policies and procedures, we can promote a safe and stable environment for students affected both directly and indirectly by mental ill health.
3 Scope
This document describes the school's approach to promoting positive mental health and wellbeing and is intended as guidance for all staff and governors.
This policy should be read in conjunction with the following policies:
Any member of staff who is concerned about the mental health or wellbeing of a student should speak to one of the SEMH Team in the first instance. If there is a fear that the student is in danger of immediate harm then the normal child protection procedures must be followed with an immediate referral to the Designated Safeguarding Lead (DSL) or deputies if the DSL is unavailable. If the student presents a medical emergency then the normal procedures for medical emergencies must be followed, including alerting student support, first aid staff and contacting the emergency services if necessary.
Where a referral is required, including Healthy Child Team, Compass Buzz, Compass Reach, Child & Adolescent Mental Health Services (CAMHS) or other external agencies; this will be led and managed by the Mental Health Lead. Staff OT referrals or other agency support for mental health and wellbeing will be lead and managed by the Headteacher.
5 Team Members
Whilst all governors and staff have a responsibility to promote the mental health of students and staff a core group of governors and staff will play a significant role in the development of the SEMH strategy and for ensuring successful application for the Mental Health Award.
6 Identification of Students with SEMH
Using a range of data and information, the school will identify and record students about who we have SEMH concerns. CPOMS (safeguarding and child protections software) will be used to record incidents, behaviours and emotions, which can be interpreted as expressions of SEMH e.g. self-harm, anxiety, suicidal thoughts, being withdrawn, challenging behaviour etc. CPOMS along with Provision Mapper will be used to record diagnosed SEMH conditions e.g. eating disorders, Attention Deficit Hyperactivity Disorder (ADHD), Obsessive Compulsive Disorder (OCD), and Post Traumatic Stress (PTS) etc.
This data and information will allow the student support / safeguarding teams working in conjunction with the SENCO to flag students who have significant SEMH concerns.
Risk Assessments for some students who require them will be shared via staff portal.
7 Individual Care Plans
Individual care plan for students causing concern or who receive a diagnosis pertaining to their mental health. This must be drawn up involving the student, the parents, carers and guardians and relevant health professionals. This can include:
- Details of a student's condition
- Special requirements and precautions
- Medication and any side effects
- What to do and who to contact in an emergency
- The role the school can play
8 Teaching about Mental Health
The skills, knowledge and understanding needed by our students to keep themselves and others physically and mentally healthy and safe are included as part of our subject curriculum, through the assembly programme and deep learning days.
Social, Emotional and Mental Health Policy The specific content of lessons will be determined by the specific needs of the cohort, but there will always be an emphasis on enabling students to develop the skills, knowledge, understanding, language and confidence to seek
5 |
Page help, as needed, for themselves or others. Signposting will be an important aspect for all four of these elements as well as teaching about the underlying factors of SEMH. Each subject area will be required to develop an SEMH Promise; this outlines each curriculums areas approach to:
- Creating an ethos and environment that supports SEMH
-
That includes teaching about SEMH
- That enables Student Voice
- That develops staff understanding of SEMH
- That helps to identify need
- That works with parents, carers and guardians in supporting SEMH
- And that helps in targeting support for students with SEMH need
We will follow the PSHCE Association Guidance to ensure that we teach mental health and emotional wellbeing issues in a safe and sensitive manner, which helps rather than harms.
9 Signposting
We will ensure that staff, students and parents, carers and guardians are aware of sources of support within school and in the local community. This will be provided on the School Website, on information boards in classroom and through the SEMH Bulletins. We will regularly highlight sources of support to students within relevant parts of the curriculum and in other presentations and assemblies. Whenever we highlight sources of support, we will increase the chance of student help-seeking by ensuring students understand:
- What help is available
- Who it is aimed at
- How to access it
- Why to access it
- What is likely to happen next
10 Warning Signs
School staff may become aware of warning signs, which indicate a student is experiencing mental health or emotional wellbeing issues. These warning signs should always be taken seriously and staff observing any of these warning signs should communicate their concerns with our SEMH team. This must be recorded on CPOMS.
Listed below are some possible examples of warning signs of SEMH. This list is not comprehensive but give a small insight into some examples of SEMH expression:
- Physical signs of harm that are repeated or appear non-accidental
- Changes in eating or sleeping habits
- Increased isolation from friends or family, becoming socially withdrawn
- Changes in activity and mood
- Lowering of academic achievement
- Talking or joking about self-harm or suicide
- Ab using drugs or alcohol
- Expressing feelings of failure, uselessness or loss of hope.
- Change in clothing, e.g. long sleeves in warm weather
- Secretive behaviour
- Skipping PE or getting changed secretively lateness to or absence from school
- Repeated physical pain or nausea with no evident cause
- An increase in lateness or absenteeism
11 Managing Disclosures
A student may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure. Staff must follow the guidance in the schools Child Protection Policy.
If a student chooses to disclose concerns about their own mental health or that of a friend to a member of staff, the member of staff's response should always be calm, supportive and non-judgemental. Staff should listen rather than advise and our first thoughts should be of the student's emotional and physical safety rather than of exploring 'Why?'
All disclosures must be recorded in writing and then transferred to CPOMS as part of the student's confidential file. This written record should include:
- Date
- The name of the member of staff to whom the disclosure was made
- Main points from the conversation
- Agreed next steps
- This information must be shared, via CPOMS but as these incidents are often urgent, personal contact is also required to communicate the issue with the DSL or deputy DSL. Support and advice about next steps will then be agreed.
12 Confidentiality
We should be honest with regard to the issue of confidentiality. If it is necessary for us to pass our concerns about a student on, then we should discuss with the student:
- Who we are going to talk to
- What we are going to tell them
- Why we need to tell them
We should never share information about a student without first telling them. Ideally, we would receive their consent, though there are certain situations when information must always be shared with another member of staff and / or a
parent, is appropriate. This will be when students are in danger of harm.
It is always advisable to share disclosures with a colleague, usually the Mental Health Lead and the DSL. This helps to safeguard our own emotional wellbeing as we are no longer solely responsible for the student, it ensures continuity of care in our absence; and it provides an extra source of ideas and support. We should explain this to the student and discuss with them who this will be, as finding the most appropriate support and help is imperative.
Parents, carers and guardians must always be informed regarding SEMH, unless this puts the student at further risk (This decision will be taken by the MHL or DSL) and students may choose to tell their parents, carers and guardians themselves. If this is the case, the student should be given 24 hours to share this information before the school contacts parents, carers and guardians. We should always give students the option of us informing parents, carers and guardians for them or with them.
If a child gives us reason to believe that there may be underlying child protection issues, parents, carers and guardians should not be informed, but the DSL must be informed immediately.
13 Working with Parents and Carers
Where it is deemed appropriate to inform parents and carers, we need to be sensitive in our approach. Before disclosing to parents, carers and guardians we should consider the following questions (on a case by case basis):
- Can the meeting happen face to face? This is preferable.
- Where should the meeting happen? At school, at their home or somewhere neutral?
-
Who should be present? Consider parents, carers and guardians, the student and other members of staff.
- What are the aims of the meeting?
It can be shocking and upsetting for parents, carers and guardians to learn of their child's issues and many may respond with anger, fear or upset during the first conversation. We should be accepting of this (within reason) and give the parent time to reflect.
We should always highlight further sources of information (signposting) and give them information to take away where possible, as they will often find it hard to take much in whilst coming to terms with the news that is being shared. Sharing sources of further support aimed specifically at parents, carers and guardians can also be helpful too, e.g. the school website, parent helplines and forums.
We should always provide clear means of contacting us with further questions and consider booking in a follow-up meeting or phone call right away as parents, carers and guardians often have many questions as they process the information. Finish each meeting with agreed next steps and always keep a brief record of the meeting on the child's confidential record on CPOMS.
Parents, carers and guardians are often very welcoming of support and information from the school about supporting their children's emotional and mental health. In order to support parents, carers and guardians we will:
- Highlight sources of information and support about common mental health issues on our school website
- Ensure that all parents, carers and guardians are aware of who to talk to, and how to go about this, if they have concerns about their own child or a friend of their child
- Make our mental health policy easily accessible to parents, carers and guardians
- Share ideas about how parents, carers and guardians can support positive mental health in their children through our regular information evenings
- Keep parents, carers and guardians informed about the mental health topics their children are learning about in PSHCE and share ideas for extending and exploring this learning at home.
14 Supporting Peers
When a student is suffering from mental health issues, it can be a difficult time for their peers and friends. Friends often want to support but do not know how. In the case of self-harm or eating disorders, it is possible that friends may learn unhealthy coping mechanisms from each other. In order to keep peers safe, we will consider on a case by case basis which friends may need additional support. Support will be provided either in one to one or group settings and will be guided by conversations with the student who is suffering and their parents, carers and guardians with whom we will discuss:
- What it is helpful for friends to know and what they should not be told
- How friends can best support
- Things friends should avoid doing or saying which may inadvertently cause upset
- Warning signs that their friend may need help (e.g. signs of relapse). Additionally, we will want to highlight with peers:
- Where and how to access support for themselves
- Safe sources of further information about their friend's condition
- Healthy ways of coping with the difficult emotions they may be feeling
15 Equalities Committee
The student leadership team will include one committee with the brief of Equality including SEMH. The council will be formed from a selected group of students; this will be done by the Pastoral and Welfare team. This council will have the following aims:
- To represent the students with regard to outlining SEMH issues within the student body
- To help in assemblies and with dissemination of signposting
- To help evaluate current provision for students and propose solutions
- This council will be appropriately trained, with agreement from PCGs where necessary, to ensure that they and those they speak to remain safe, particularly as they will be involved in 'Peer Listening'
16 Managing Expectations
Mental health issues can be ongoing for a long time. They can influence a student's ability to access learning. We need to ensure that all members of staff are familiar with students who are suffering from mental health and provide information that helps manage expectations of affected students in order to ensure those students are not placed under undue stress which may exacerbate their mental health issues.
In addition to the SEMH Team, Teachers will play a significant part in monitoring these identified students, taking a holistic approach which may include considering issues addressing:
- Academic achievement
- Absence and lateness
- Access to extra-curricular activities including sport
- Duration and pace of recovery
- Ability to interact and engage within lessons
17 Continuous Professional Development
As a minimum, all staff will receive regular training about recognising and responding to mental health issues as part of their regular child protection training to enable them to keep students safe. We will host twilight training sessions for all staff to promote learning or understanding about specific issues related to mental health. We will host relevant information on our Website for staff who wish to learn more about mental health.
Training opportunities for staff who require more in depth knowledge will be considered as part of our appraisal process and additional CPD will be supported throughout the year where it becomes appropriate due developing situations with one or more students.
The school will train all staff in Level 1 SEMH awareness. The school will also train an identified group of staff as in Mental First Aid. These staff will emphasised to all in the school community. They will be drawn from all aspects of the school not just from the teachers.
18 Further Information and Sources of Support about Common Mental Health Issues
- Prevalence of Mental Health and Emotional Wellbeing Issues
- 1 in 10 children and young people aged 5 - 16 suffer from a diagnosable mental health disorder- that is around three children in every class.
- Between 1 in every 12 and 1 in 15 children and young people deliberately self-harm.
- There has been a big increase in the number of young people being admitted to hospital because of self-harm. Over the last ten years this figure has increased by 68%.
- More than half of all adults with mental health problems were diagnosed in childhood. Less than half were treated appropriately at the time.
- Nearly 80,000 children and young people suffer from severe depression.
- The number of young people aged 15-16 with depression nearly doubled between the 1980s and the 2000s.
- Over 8,000 children aged under 10 years old suffer from severe depression.
- 3.3% or about 290,000 children and young people have an anxiety disorder.
- 72% of children in care have behavioural or emotional problems - these are some of the most vulnerable people in our society.
- Below, we have sign-posted information and guidance about the issues most commonly seen in school-aged children. The links will take you through to the most relevant page of the listed website. Some pages are aimed primarily at parents, carers and guardians but they are listed here because we think they are useful for school staff too.
- Support on all these issues can be accessed via Young Minds (https://www.youngminds.org.uk), Mind (https://www.mind.org.uk) and for e-learning opportunities Minded (https://www.minded.org.uk).
19 Types of Mental Health
19.1 Self-Harm
Self-harm describes any behaviour where a young person causes harm to themselves in order to cope with thoughts, feelings or experiences they are not able to manage in any other way. It most frequently takes the form of cutting, burning or non-lethal overdoses in adolescents, while younger children and young people with special needs are more likely to pick or scratch at wounds, pull out their hair or bang or bruise themselves.
Online support includes:
www.selfharm.co.uk/National
www.nshn.co.uk/
Books:
- Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers
- Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers
- Carol Fitzpatrick (2012) A Short Introduction to Understanding and Supporting Children and Young People Who Self-Harm. London: Jessica Kingsley Publishers
19.2 Depression
Ups and downs are a normal part of life for all of us, but for someone who is suffering from depression these ups and downs may be more extreme. Feelings of failure, hopelessness, numbness or sadness may invade their day-to-day life over an extended period of weeks or months, and have a significant impact on their behaviour and ability and motivation to engage in day-to-day activities.
Online support includes:
www.mind.org.uk/about-us/what-we-do/depression-alliance/
Books:
- Christopher Dowrick and Susan Martin (2015) Can I Tell you about Depression?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers
19.3 Anxiety, Panic Attacks and Phobias
Anxiety can take many forms in children and young people, and it is something that each of us experiences at low levels as part of normal life. When thoughts of anxiety, fear or panic are repeatedly present over several weeks or months and/or they are beginning to impact on a young person's ability to access or enjoy day-to-day life, intervention is needed.
Online support include:
www.anxietyuk.org.uk
Books:
- Lucy Willetts and Polly Waite (2014) Can I Tell you about Anxiety?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers
- Carol Fitzpatrick (2015) A Short Introduction to Helping Young People Manage Anxiety. London: Jessica Kingsley Publishers
19.4 Obsessions and Compulsions
Obsessions describe intrusive thoughts or feelings that enter our minds which are disturbing or upsetting; compulsions are the behaviours we carry out in order to manage those thoughts or feelings. For example, a young person may be constantly worried that their house will burn down if they don't turn off all switches before leaving the house. They may respond to these thoughts by repeatedly checking switches, perhaps returning home several
10 |P a g e
times to do so. Obsessive compulsive disorder (OCD) can take many forms – it is not just about cleaning and checking.
Online support includes:
www.ocduk.org/ocd
Books:
- Amita Jassi and Sarah Hull (2013) Can I Tell you about OCD?: A guide for friends, family and professionals. London: Jessica Kingsley Publishers
- Susan Conners (2011) The Tourette Syndrome & OCD Checklist: A practical reference for parents, carers and guardians and teachers. San Francisco: Jossey-Bass
19.5 Suicidal Feelings
Young people may experience complicated thoughts and feelings about wanting to end their own lives. Some young people never act on these feelings though they may openly discuss and explore them, while other young people die suddenly from suicide apparently out of the blue.
Online support include:
www.papyrus-uk.org www.nspcc.org.uk/preventing-abuse/research-and-resources/on-the-edge-childline-spotlight/
Books:
- Keith Hawton and Karen Rodham (2006) By Their Own Young Hand: Deliberate Self-harm and Suicidal Ideas in Adolescents. London: Jessica Kingsley Publishers
- Terri A.Erbacher, Jonathan B. Singer and Scott Poland (2015) Suicide in Schools: A Practitioner's Guide to Multilevel Prevention, Assessment, Intervention, and Postvention. New York: Routledge
19.6 Eating Problems
Food, weight and shape may be used as a way of coping with, or communicating about, difficult thoughts, feelings and behaviours that a young person experiences day to day. Some young people develop eating disorders such as anorexia (where food intake is restricted), binge eating disorder and bulimia nervosa (a cycle of bingeing and purging). Other young people, particularly those of primary or preschool age, may develop problematic behaviours around food including refusing to eat in certain situations or with certain people. This can be a way of communicating messages the child does not have the words to convey.
Online support includes:
www.b-eat.co.uk/about-eating-disorders
Books:
- Bryan Lask and Lucy Watson (2014) Can I tell you about Eating Disorders?: A Guide for Friends, Family and Professionals. London: Jessica Kingsley Publishers
- Pooky Knightsmith (2015) Self-Harm and Eating Disorders in Schools: A Guide to Whole School Support and Practical Strategies. London: Jessica Kingsley Publishers
- Pooky Knightsmith (2012) Eating Disorders Pocketbook. Teachers' Pocketbooks
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1: Disabled Village Children - Hesperian Health Guides
"Disabled Village Children is a powerful, engaging, and readable reference for (developing world) health and rehabilitation workers. It provides ideas and techniques relevant for the novice and the veteran, as well as for the interested observer.
In order to minister more effectively to children with disabilities, we first must understand the context surrounding children with disabilities and the consequences of disability on them. This book, complied by Phyliss Kilbourn, provides helpful training to those who desire to engage in more informed ministry to disabled children. Ronnie Linda Leavitt Language: Persons with disabilities, and existing and potential modes of rehabilitation in the developing world, have yet to attract the attention they deserve from within the medical community or among health care researchers. It is estimated that about 10 per cent of the population, or million people, are disabled World Health Organization [WHO] There is remarkably little in the way of descriptive or empirical studies on cultural patterning of disability and rehabilitation, and there is a similar dearth of published information describing international rehabilitation services. The specific objectives of this research are: The research for this book was conducted in St. Eighty-one caretakers of disabled children who are participants in a community based rehabilitation program known as the 3D Project were interviewed. The development of community based rehabilitation coincides with all increasingly universal support of a community approach to all health care and is similar to other primary health care PHC models in that it involves measures taken at the community level to use and build upon the resources of the community. It is based on practical, scientifically sound, and socially acceptable methods and technology made universally available to individuals and families. CBR is expected to be low cost and highly accessible to the local people. With regard to the three salient theoretical domains that were the focus of this research: Although negative conditions exist, it appears that disabled children are not particularly stigmatized at the household level. Nevertheless, societal stigmatization and apathy do exist. As a result, disabled children are not being prepared to fully integrate into Jamaican society. There is a range of variation of beliefs and behaviors with regard to disability and rehabilitation. The concept of intracultural diversity is supported. This population has adapted their cultural belief systems and actual behaviors to match their material realities. That is, it would appear that people who have a disability, and their caretakers, have demonstrated "contextual accommodation. Community based rehabilitation programs, based on the primary health care and community participation principles enumerated by the WHO are theoretically sound and practically attainable in Jamaica. CBR conceptualizes a means by which the positive aspects of the culture of rehabilitation can be transmitted to the community level. The 3D Project is a sound model from which to draw on when developing new programs. This path-breaking Handbook of Disability Studies signals the emergence of a vital new area of scholarship, social policy and activism. Drawing on the insights of disability scholars around the world and the creative advice of an international editorial board, the book engages the reader in the critical issues and debates framing disability studies and places them in an historical and cultural context. Five years in the making, this one volume summarizes the ongoing discourse ranging across continents and traditional academic disciplines. The Handbook answers the need expressed by the disability community for a thought provoking, interdisciplinary, international examination of the vibrant field of disability.
2: disabled village children | Download eBook pdf, epub, tuebl, mobi
At the Center on Disability Studies at the University of Hawaii, we use Disabled Village Children to teach teachers and family members how to support the related services needs of children with severe disabilities.
Ronnie Linda Leavitt Languange: Persons with disabilities, and existing and potential modes of rehabilitation in the developing world, have yet to attract the attention they deserve from within the medical community or among health care researchers. It is estimated that about 10 per cent of the population, or million people, are disabled World Health Organization [WHO] There is remarkably little in the way of descriptive or empirical studies on cultural patterning of disability and rehabilitation, and there is a similar dearth of published information describing international rehabilitation services. The specific objectives of this research are: The research for this book was conducted in St. Eighty-one caretakers of disabled children who are participants in a community based rehabilitation program known as the 3D Project were interviewed. The development of community based rehabilitation coincides with all increasingly universal support of a community approach to all health care and is similar to other primary health care PHC models in that it involves measures taken at the community level to use and build upon the resources of the community. It is based on practical, scientifically sound, and socially acceptable methods and technology made universally available to individuals and families. CBR is expected to be low cost and highly accessible to the local people. With regard to the three salient theoretical domains that were the focus of this research: Although negative conditions exist, it appears that disabled children are not particularly stigmatized at the household level. Nevertheless, societal stigmatization and apathy do exist. As a result, disabled children are not being prepared to fully integrate into Jamaican society. There is a range of variation of beliefs and behaviors with regard to disability and rehabilitation. The concept of intracultural diversity is supported. This population has adapted their cultural belief systems and actual behaviors to match their material realities. That is, it would appear that people who have a disability, and their caretakers, have demonstrated "contextual accommodation. Community based rehabilitation programs, based on the primary health care and community participation principles enumerated by the WHO are theoretically sound and practically attainable in Jamaica. CBR conceptualizes a means by which the positive aspects of the culture of rehabilitation can be transmitted to the community level. The 3D Project is a sound model from which to draw on when developing new programs.
3: Disabled Village Children | Download eBook PDF/EPUB
Disabled Village Children is for those concerned with the well being of disabled children living in rural or poor areas. The book contains a wealth of information crucial for therapists, professionals and community groups facing a variety of common childhood disabilities including polio, cerebral palsy, juvenile arthritis, blindness and deafness.
Usually children whose minds are slow to develop are also slow in learning to use their bodies. They begin later than other children to lift their heads, roll, sit, use their hands, stand, walk, and do other things. They are physically delayed because of their delayed mental development. In other children the opposite is true. Their minds are basically complete and undamaged, but certain physical disabilities make it harder and slower for them to develop the use of their minds. For example, a child who is born deaf but whose brain is normal will have difficulty understanding what people say, and in learning to speak. As a result, she is often left out of exchange of ideas and information. On the next page is a true story that shows how a severe physical disability can lead to slow mental development, and how a family found ways to help their child develop more fully. He was born blue and limp. He did not start breathing for about 3 minutes. As a result, he developed severe cerebral palsy. His body became stiff and made strange movements that he could not control. His head often twisted to one side and he had trouble swallowing. But as the years went by, he did not gain any control of his body. His mother kept him on the floor in a corner so that he would not hurt himself. He spent most of his young life lying on his back, legs stiffly crossed like scissors, head pressed back, looking up at the roof and the mud brick walls. By age 3 he had learned to speak a few words, but with great difficulty. By age 6 he spoke only a little more. He cried a lot, had temper tantrums, and did not control his bowels or bladder. In many ways he remained like a baby. Still lying alone in the corner, Enrique grew increasingly withdrawn. At age seven-if his mother understood him correctly-he asked her for a gun to kill himself. The workers realized that he would probably never have much control of his hands and legs. But he desperately needed to communicate more with other people and see what was going on around him, to be included in the life of his family and village. But how could he do this lying on his back? His mother had tried many times to sit him in a chair, but his body would stiffen and he would fall off or cry. They taught his mother and sister how to help him sit in a way that would keep his body from stiffening so much. Later, they added wheels to the chair. With his new chair, Enrique was able to sit and watch everything that was going on around him. He was excited and began to take more interest in things. He could also sit at the table and eat with the family although his mother still had to feed him. Everyone talked to him and soon he began to talk more. Although his words were difficult to understand, he tried very hard. In time, he spoke a little more clearly. He also began to tell people when he had to use his toilet. He discovered he was no longer a baby, and did not want to be treated as one. One day Enrique begged to go too, and they pushed him there in his chair. Soon he went every day, and began to learn to read. Enrique had begun to develop more control of his head. A happier and fuller life had begun for Enrique. Enrique was slow to develop mentally because he did nothing but lie on his back in a corner. He had almost no control of his body movements. However, his eyes and ears were good. When at last his body was placed so he could see and experience more of the world around him, and relate more to other people, his mind developed quickly. With a little help and imagination, he learned to do many things that he and his family never dreamed he could. Similarly, a child who is mentally slow is often delayed in physical development. Development of body and mind are closely joined. Each child, of course, has his or her own special needs. Parents and rehabilitation workers can try to figure out and meet these needs. But all children have the same basic needs. They need love, good food, and shelter. And they need the chance to explore their own bodies and the world about them as fully as they can. It involves body movement and the use of all the senses-especially seeing, hearing, and touching. For the non-disabled child, stimulation often comes naturally and easily, through interaction with other people and things. But it is often more difficult for the disabled child to experience and explore the world around him. For his mind and body to develop as early and fully as possible, he will need extra care and special activities that provide easy and enjoyable ways to learn. An understanding of normal child development can guide us in planning activities that will help the disabled child
progress. Every child develops in 3 main areas: In each area, she develops skills step by step in a certain order. During the first year of life, normally a baby gains more and more control of her body. Body control develops progressively from the head down: First, she has to be able to hold up her head and see what is around her. This encourages her to use her arms and hands so that she can then learn to lift herself to sit. While sitting, she begins to reach, lean, and twist. All this helps her to develop balance and to shift her weight from side to side-skills she will soon need for standing and walking. Normally, the stimulation that a child needs to advance through these stages comes from ordinary day-to-day interaction with people and things. However, a child who has a disability may need special help to keep progressing. Seeing stimulates her to try to learn and do more. If a child cannot see, this basic part of early stimulation is lacking. To prevent her from falling behind, we must look for other ways to encourage her to learn and do things. For example, if a baby cannot see: From the first we should hold her and speak to her a lot. Help her to reach out to touch and feel different things. Later, we can encourage her to lift and turn her head, and then reach out, toward different sounds. When she begins to sit, again we can help her to recognize different sounds and reach toward them. When she begins to walk we can help her find her way with guide poles, and in other ways. For more ways to help a child who cannot see well, see Chapter It is important for parents to realize that a child develops control and use of her body in a certain order: Often parents of an older child who is delayed will try to help her learn more advanced skills which other children her age are learning before she is ready. This often leads to disappointment and frustration both for parents and child. For example, Nina is a 3-year-old girl with cerebral palsy. She still has trouble holding up her head or sitting without falling over. Several times each day she holds Nina in a standing position and moves her forward, so that her feet take stiff, jerky steps on tiptoe. She is not yet ready to walk. To help her develop further, her mother will need to: Figure out what developmental age or stage the child is at. Decide what are the next steps forward, so that the child can build new skills on the ones she has now, in the same order in which a normal child develops. In each area of development, she notes the different things Nina can do, the things she cannot do yet, and the things she is just beginning or trying to do, but still has trouble with. She can then decide at what level her child is at in each area of development, and what are the next steps to work toward. You can use it to figure out where a child is in her development, and to plan the next steps that she needs help with. The development chart shows the average ages when children begin to do things. But the ages at which normal children develop different skills vary greatly. Just because a child has not developed certain skills by the ages shown does not mean he is backward or has a problem. Be sure to look at the whole child.
4: Disabled Village Children - CHAPTER 34 (CHILD DEVELOPMENT AND DEVELOPMENTAL DELAY)
This heavily illustrated volume is a reference book intended to bring together basic information to help community health workers, rehabilitation workers, and families in rural areas of developing countries meet the needs of village children with a wide range of disabilities.
Many persons have contributed in different ways. Some have helped to write or rewrite different sections. Some have criticized early drafts; Some have used it in their programs and sent us feedback; Some have sent original ideas or technologies that we have tested and then included. In all, persons or programs from 27 countries on 6 continents North and South America, Africa, Asia, Europe, Australia have contributed. The entire book has been carefully reviewed by specialists in related fields: We cannot include the names of all those who have helped in so many ways, but the help of the following has been outstanding: Their involvement and interaction in exploring, testing, inventing, and discovering simplified alternatives has led to the formation of this book. For this book we have borrowed information, ideas, illustrations, methods, and designs from many sources, published and unpublished. Often credit has been given, but not always. For their excellent and dedicated work in preparing the manuscript for publication, special thanks go to: We want to give an extra word of thanks to Carol Thuman for coordination, typing, and correspondence and Janet Elliott for graphics, artwork, and paste-up, and to both for sharing the responsibility for the preparation and quality of this book. Finally, we would like to thank David Werner for his careful and hard work in preparing this book. His vision and advocacy for disabled people around the world is reflected throughout the book. This book is divided into 3 parts. Section A Chapters 2 to 5: You will also have to look in other chapters. There are several ways to find out where to look. As you read a chapter, often you will come to page references such as " See Page To find all the different places in the book that give important information about a specific disability or topic, use the INDEX. In some chapters, where further reading is essential, there is a list of references to other parts of the book at the end of the chapter. See, for example, Page It is very important that you learn how to look up these references, and do so. The best way to learn how to use this book is to work for a while with the guidance of experienced rehabilitation workers. Homemade wheelchairs and wheel boards. Disabled Village Children is a book of information and ideas for all who are concerned about the well - being of disabled children. It is especially for those who live in rural areas where resources are limited. But it is also for therapists and professionals who assist community-based programs or who want to share knowledge and skills with families and concerned members of the community. It gives a wealth of clear, simple, but detailed information concerning most common disabilities of children: It discusses ways of starting small community rehabilitation centers and workshops run by disabled persons or the families of disabled children. Over 4, line drawings and , photos help make the information clear even to those with little formal education. Medicine, Popular - Handbooks, manuals, etc. Rehabilitation - Handbooks, manuals, etc. Community Health Aids Handbooks, manuals, etc.
5: Disabled Village Children - Encyclopedia Dramatica
Unfortunately, some children, because of illness, paralysis or weakness, are not able to stretch all parts of their bodies easily during their play and daily activities. If some part of their body is not regularly stretched or moved through its full range, contractures may develop.
When an arm or leg is in a bent position for a long time, some of the muscles become shorter, so that the limb cannot fully straighten. Or shortened muscles may hold a joint straight, so it cannot bend. Contractures can develop in any joint of the body. Miguel spent the first years of his life crawling because one leg was paralyzed. Because he could not stand, he kept his hip and knee bent and his foot in a tiptoe position, like this. In time, he could not straighten his hip or knee, or bend his foot up. He had developed a: Because of the contractures, Miguel could not stand or walk, even with a brace. Contractures develop whenever a limb or joint is not moved regularly through its full range of motion. This is likely when: Most contractures can be prevented through exercise and other measures. Yet in many communities, at least half of the physically disabled children already have contractures. Contractures make rehabilitation more difficult. Often they must be corrected before a child can walk or care for himself. Correction of contractures is slow, costly, and often very uncomfortable or painful. It is best not to let contractures develop, and it they do begin to develop, to correct them as soon as possible. Early contractures often can be easily corrected at home, with exercises and positioning. Advanced, old contractures are much more difficult to correct, and may require gradual stretching with plaster casts, or surgery. For all these reasons. Every family with a disabled child should understand how contractures develop, how to prevent them, and how to recognize and correct them when they first begin. When paralysis, painful joints, or spasticity see Page 89 cause a muscle imbalance, contractures are much more likely to develop. The knee may even straighten more than normal. Muscle imbalance causing contractures can result from spasms, or spasticity, that increase the pull of certain muscles cerebral palsy and spinal cord injury. For example, the bent elbow and crossed legs of this child with spastic cerebral palsy can lead to contractures so that his legs cannot be spread apart or his elbow straightened. To check for muscle imbalance, test and compare the strength of the muscles that bend a joint, and of the muscles that straighten it. See muscle testing, Page Most contractures will be obvious when you test for them. But hip contractures can easily be missed. Also be sure joints do not dislocate when you test for contractures, because this can fool you, too. How to tell contractures from spasticity Spasticity muscle tightening that the child does not control is common when there is damage to the brain or spinal cord. It is sometimes mistaken for contractures. It is important to know the difference. If at first it resists under steady pressure, and then it slowly yields, it is probably spasticity. If it resists under steady pressure, and does not yield, it is probably a contracture. Spasticity often leads to contractures. For details, see Page and You can record your measurements with stick figures. Or an easier, more fun way is to use a flexikin see Page Or make a simple instrument of 2 thin pieces of wood joined by a bolt or rivet, tight enough so that they move stiffly. Contractures usually begin with shortening of muscles, causing tight cords tendons. When a contracture is only in the muscles and cords, it can usually be straightened by exercises and casts at a village rehab center, although sometimes this may take months. But if the contracture also involves the joint capsule, it is often much more difficult or impossible to correct, even with many months of using casts. Surgery may be needed. If you find the information on this page hard to understand, do not worry. Come back to it later, when you meet very stubborn contractures. Check the range of motion of the knee with the hip straight and then bent. If the knee straightens more when the hip is straight than when the hip is bent, probably this is a muscle contracture a short hamstring muscle. This can often be corrected in the village. But if the knee straightens equally when the hip is straight or bent, probably there is contracture of the joint capsule. This often requires surgery. Cheek the range of motion of the ankle with the knee straight and then bent. One of the main muscles that pulls the foot to a tiptoe position runs from the thigh bone all the way to the heel. This causes the heel cord to pull more when the knee is straight than when the knee is bent. If the foot pushes down more when the knee is straight than when the knee is bent, it is a muscle contracture. But if the foot angle is the same when the knee is straight or bent, there probably is
a contracture of the joint capsule. With exercises, try to gradually increase the movement. This often happens when there is a lot of pain and damage in the joint. When a joint has fused, exercise will usually not bring back motion. This surgery is very costly, and if the person is very active, the joint may not last more than a few years.
6: Disabled Village Children - CHAPTER 8 (CONTRACTURES)
Disabled Village Children. A guide for community health workers, rehabilitation workers, and families. By David Werner.
7: El niño campesino deshabilitado - Hesperian Health Guides
Buy Disabled Village Children (2nd edition, ) from Health Books International, providing books, downloads, training materials and equipment to developing countries Request notification when product is back in stock Please complete the details below and we email you when this product is back in stock.
8: Disabled Village Children - CONTENTS
A Guide for community health workers, rehabilitation workers, and families. Peter Limbrick writes: This is book is a rich store of ingenuity, creativity, care and compassion. It is in the spirit of caring activism in that it suggests how to help disabled village children when no help is available from a.
9: Disabled Village Children by David Werner. This book is highly recommended by TAC Bulletin
Disabled Village Children: A Guide for Community Health Workers, Rehabilitation Workers, and Families 2nd (second) Edition by David Werner published by Hesperian Foundation () on www.amadershomoy.net *FREE* shipping on qualifying offers.
We are never getting back together sheet music Feng Shui For Beginners Whitchurch Township Constitutional law 19th edition The book of delusions cioran Criterion 3: Maintenance of forest ecosystem health and vitality. The White House Beckons Patrick Doyle presents Edgar Fonts hunt for a house to haunt. Chapter 27 a visit to the races The Complete Bilingual Lawn Landscape Training Guide The beaux, stratagem, by G. Farquhar. Kentucky the Myddelton tokens (p. 66) The idea of a local economy Wendell Berry 60 years, safeguarding the gains of the great October Revolution Lectures on inverse problems Piet Groeneboom 14. NAWAB ASADULLA KHAN (1780-1784 A. D.) The beef cow-calf industry, 1964-87 The golden caravan Torpedo Leader on Malta Five Orchestral Pieces and Pelleas und Melisande in Full Score Under the Mushroom Cloud (Passages to Adventure I Hi: Lo Novels) Research in Collegiate Mathematics Education 3 (Cbms Issues in Mathematics Education) The Sabbath manual An address on the subject of convention! Nature the human genome A brief history stokstad and cothren 5th edition Human security and Japanese diplomacy : debates on the role of human security in Japanese policy Makoto S Right side indention in A Variorum Commentary on the Poems of John Milton, Vol. 1 The Grammar of Genes: How the Genetic Code Resembles the Linguistic Code (European Semiotics: Language, C Falsehood Disguised The haunted shul and other Devora Doresh mysteries What would a satisfactory moral theory be like? Sports injuries Kevin Shea, Eric Edmonds, Hank Chambers. The Bible book of lists Divine right theory of the origin of the state How to run your department successfully Its a mistake to think youre special I am as one walking in a dream Private Higher Education in Africa: Six Country Case Studies Bev Thaver | <urn:uuid:16bd16f5-d084-4b6c-b3ea-aa9796cbb425> | CC-MAIN-2019-04 | https://www.amadershomoy.net/disabled-village-children-20c76.pdf | 2019-01-24T08:51:11Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00300.warc.gz | 722,918,266 | 5,365 | eng_Latn | eng_Latn | 0.993424 | eng_Latn | 0.998709 | [
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SETTLEMENTS AND HOUSING ON NIAS ISLAND ADAPTATION AND DEVELOPMENT
P.Gruber a , U. Herbig b aVienna University of Technology, Institute of Architecture and Design, Department of Building Construction (HB 2), firstname.lastname@example.org
b Institute for Comparative Research in Architecture, email@example.com
KEY WORDS: Nias, earthquake resistant architecture, adaptive structures, vernacular architecture, settlement structure
ABSTRACT: On December 26th 2004 a major earthquake caused a Tsunami in the region of the Indian Ocean. The epicentre of the quake lay offshore the Indonesian Island of Sumatra close to its neighbouring island Nias. 3 months later Nias was again hit by a series of earthquakes causing death of 900 people.
Besides the human tragedy the earthquake the natural disasters showed that outstanding resilience of the vernacular buildings: whereas 80 percent of the modern style houses collapsed few old buildings where damaged, causing less harm to the inhabitants. The traditional architecture of the Island of Nias is an outstanding example of the adaptation to specific environmental conditions. The design and the location of the settlements, used materials, building construction and techniques result from development over centuries.
Even though, the knowledge and application of these techniques is endangered due to different reasons.
The authors undertook an interdisciplinary excursion to Nias in summer 2005. The building surveys and results of ongoing interdisciplinary research shall finally lead to the development of earth quake resistant architecture in Nias for the 21st century considering indigenous principles, knowledge and techniques.
1. INTRODUCTION
Nias is a small island 120 kilometres west offshore the Indonesian archipelago of Sumatra. Until recently it has been renowned as a perfect surf spot only to a small group of people. In the aftermath of the Tsunami, on the 28 th of March 2005 Nias was struck by a severe earthquake, which destroyed numerous buildings. About 900 people lost their lives in the collapsing houses. Only these recent natural disasters made the island known to the general public.
Significantly most of the destroyed buildings have been built out of concrete within the recent decades following western influence, but not meeting western standards concerning foundation and safety. In contrast comparatively few vernacular houses collapsed or were damaged by the quake. In the indigenous architecture of Nias special constructions have been developed over many generations to make buildings resistant to earthquakes. Particularly interesting are the foundations and the elevation with unique and complex arrangement of vertical and diagonal columns. If the buildings are well maintained they can last over generations and withstand even strong seismic shocks. Even if damage occurs the threat to life is not as dangerous due to the relative lightness of the wooden constructions.
Although the vernacular architectural of Nias has undoubted advantages the people prefer to build bungalow style buildings made of concrete following modern influences. The recent catastrophe may start a process of reconsideration of the traditional ways of building. Research of the indigenous building types has to be carried out in order to apply the findings to the design of new forms, constructions and typologies.
The Viennese Institute for Comparative Research in Architecture started to work on a documentation of the traditional building methods in Indonesia in 2003. A first outcome of the research has been published in a documentary film, which was finished by the time the Tsunami hit the region. Our first reaction was to use the presentation of the preview to collect donations for the victims.
Furthermore the building surveys will provide a basis for comprehensive analysis of the traditional buildings in Nias. In interdisciplinary cooperation with Indonesian scientists and considering the indigenous construction principles, knowledge and techniques, proposals for future earthquake resistant architecture will be worked out.
2. ABOUT NIAS
"Tano Niha", the island of men, is about 150 km long and 50 km wide. This part of the Indonesian archipelago includes also smaller islands in the south and north which sum up to a total area of 5625 km². The topography of the main island of Nias is characterised by big rivers, valleys and mountains up to 887 meters high. The climate is tropic, warm with a humidity of 8090% and an average of 250 days of rain per year with frequent storms and heavy rains.
Due to the rough topography Nias is not densely populated. In the region of the capital is Gunung Sitoli live 65.000 people. The largest town in the south is the port Teluk Dalam. Two more towns to mention are Lahewa in the North and Sirombu on the west coast. Especially Sirombu was badly hit by the tsunami.
Traditionally villages were built inland. Coastal settlements were founded as base for trade with the Netherlands and later as missions in the 18th and 19th century. They have grown significantly and accommodate the majority of Nias population nowadays.
The infrastructure in Nias is in general very bad. Only the main roads from the capital are paved. Heavy rains, landslides and big rivers make it difficult to maintain the traffic routes. The street along the east coast is relatively new and now in a good condition. Smaller routes inland are still gravel roads or just footpaths connecting the villages. Electricity is only available along the bigger roads. Water supply is still a problem in most regions.
In former times Nias has been densely forested with primeval forest rich of species. Today only few of the original forest is left and good building timber is scarce. Unlike the neighbouring Sumatra Nias has no fertile volcanic soil. The land along the rivers and the coastal plains are agriculturally used. Extensive plantations of rubber and patchouli cover the island, its export are the main sources of income. Besides banana, coconut, cacao, and rice are harvested. In agriculture also animal husbandry is important. Pig breeding has special significance as pigs are needed for all sorts of feasts and rituals. Fishing is also usual but only on a small scale.
3. TECTONIC SITUATION
In the aftermath of the Tsunami in December 2004, on the 28th of March 2005 a severe earthquake struck Nias. The epicentre of the earthquake lay just 100km north of the capital Gunung Sitoli. The massive shocks destroyed 80% of all modern buildings. 900 people lost their lives in collapsing houses.
Nias is part of a very active tectonic area. Lying on the fracture zone of the so called Eurasian and Indo-Australian tectonic plates it is shaken by earthquakes regularly causing the inhabitants to call Nias "the dancing island". There is no volcanism, but very unstable ground condition with big regional differences.
4. POPULATION
The history of settlements in North Sumatra and Nias is still unclear, but historians assume that the island has been continuously settled for at least 1500 years. Settlers came from Southeast Asia and imported a culture cultivating rice, processing metal and erecting megaliths. As the natural resources on Nias always have been limited people are depending on economic exchanges with neighbouring Sumatra, trade was and still is of high significance. An Arab trader who mentioned an island off shore of Sumatra in 851 made so first records about Nias. Nias was known by then not only because of its richness of swine, but also the light-skinned slaves of the island. Especially the people of South Nias have been dreaded for their martial behaviour of head hunting and enslaving people.
In the second part of the 19 th century the Netherlands colonised Nias and Missionaries followed also from Germany. At that time the written recording and research of the so far oral history of the island started.
After a short period under Japanese rule Indonesia claimed independence 1945 under Soekarno, later Soeharto. Today Nias belongs to the district of North Sumatra, and is divided into Kecamatan Nias and Nias Selatan.
Population census: 1900
estimated 150.000 (Schröder)
1961 300.000 (Government figures)
1996 633.630 (Government figures)
2003 760.000 (UN figures)
The number of inhabitants of Nias is still rising although many people left the island in the last two years. The population growth is the reason for many big problems.
5. SOCIETY AND CULTURE
Although the island of Nias is not big the culture of the various regions is differs significantly. Due to the rough topography the development of society and culture took place independently. In the South society was hierarchically structured and based on kinship. On top of the social pyramid of a village stood the king. His house symbolised the outstanding position of the owner in dimension and design. Nobles and commoners shared the villages. The lowest hierarchical step built by the slaves with no rights. The slavetrade brought wealth to the South nias villages and was common already before European influence. Even today everyone on Nias belongs to a clan that can be wide spread but is still held together by the joint forefather. The affiliation to a clan is passed by the father in the patrilineal system. There is a very complex system of crosslinear marriage. In North Nias the structure also based kinship but the hierarchy has never been so strict. Still, each village is headed by a chief whose house can be recognised by the number and size of megaliths in its front.
The traditional law, the "Adat", regulates every day life of the people. The unwritten rules regulate any part of life and demand a specific rhythm of rituals and feasts, for which Nias was famous. (Hämmerle 1999, Beatty 1992) The Adat is still very important, even if society is about to change radically.
6. EARTHQUAKE MARCH 2005
A major earthquake occurred in the night of Monday, March 28, 2005. The magnitude was 8.7 on the Richter scale and the epicentre located 90 km south of Sinabang with in a depth of 30 km. No Tsunami was triggered, but the earthquake was also felt in Thailand, Singapore, Malaysia and Cocos Island and Australia. Major effects were noted in the areas of Nias and Simeulue Island.
The biggest damage through the earthquake happened in the populated coastal areas especially in Gunung Sitoli, enhanced by the bad alluvial soils and the cheap concrete structures. These were responsible for 758 casualties, 705 persons badly hurt and 781 people hurt. 84,388 persons are still internally displaced (IDP), living in camps or with host families.
Reports from local authorities stated that 70% of buildings collapsed in Gunung Sitoli town. Telecommunication facilities were totally destroyed. 50% of all bridges were destroyed and land transportation blocked. Also electricity was cut partially.
About 50% of all public buildings were destroyed. Out of 122.652 housing units about 71.000 were damaged or destroyed. (IOM 2005)
Significant differences could be observed considering building materials. Most casualties were victims of collapsing concrete structures. The benevolence of wood, not only in the traditional, but also in the Malayan style buildings saved lives.
The (usually bad) economic situation of the island was boosted by the recovery efforts of the government and international help. But this upswing comes together with high inflation and a serious shortage of raw material.
7. CULTURE ZONES
Original traditional settlements never were by the sea. Indigenous inhabitants of Nias agree that the culture began in Central Nias in an area called Gomo. (Feldman 1984)
Due to the rough topography most of the settlements were erected inland, in the most southern and most northern parts of the island. The territories were isolated and developed independently. Differences in social organisation and village formation divide Nias into at least three distinct regions: north, central and south. The west of Nias is recently referred to as a fourth and modern cultural zone. (Hämmerle 1999)
Between the regions there are linguistic, social and cultural differences, as well as diversities in architecture. Each cultural zone developed a particular house typology.
8. TYPOLOGY OF TRADITIONAL NIAS HOUSES
North Nias houses have an oval floor plan, rows of diagonal bracings (X form) in the substructure and a huge hat like roof. Central pillars lead from basement to ridge pole. The façade is all around the house.
In Middle Nias houses have a rectangular floor plan, slanting sidewalls and an oblique front façade, which is often decorated with carvings and/or colour. In the substructure v-shaped diagonal bracings are significant. Layouts of Central Nias houses can vary from rectangular to cross-shaped. The hybrid typology of these houses has not yet been fully examined. Research on its origin and influences on North- and South Nias types will form an important part of our project.
Houses of South Nias have a rectangular floor plan, straight load bearing sidewalls and a slanting front façade. Significant is the v-shaped diagonal bracing in the front façade and the very high steeply pitched roof. Houses are built side by side in a row. So the house has just one front façade with open louvers and decoration.
All house types are entered from the side, the entrances sometimes being very creative annexes. In former times the houses were entered from below through bottom flaps. In the core of the house used to be the fireplace. Under the colonial rule of the Netherlands a decree ordered that kitchens had to be placed in an annex outside the house. Nowadays all kitchen and sanitary facilities are situated in these annexes. For the oval shaped North Nias houses the annex construction is quite difficult. No typology has yet evolved for these recent building parts.
Very significant for all Nias houses are the window flaps in the roofs. This kind of opening is peculiar to the island of Nias and cannot be found elsewhere in the Archipelago of Indonesia.
9. TRIPARTITE STRUCTURE
The construction of the buildings has evolved reflecting the tectonic situation under the steady threat of seismic shocks.
As in many other types of houses in Indonesia, we also find in all Nias house types a vertical zoning of three different levels, each level having its own structural system and serving a different function. The tripartite structure refers to a spiritual differentiation: the underworld, the present world and the upper world of the ancestors.
The ground floor represents the underworld. This originally open space is only used for storage and for animals. The living area allegorises the present world, the place where every day life takes place. Ancestors and gods have their space in the roof as the place of the over world.
Besides the spiritual meaning of the tripartite zoning this construction idea is responsible for the earthquake resistance of the buildings.
The houses rest on a structure of vertical and oblique posts which are placed on slabs of stones. Vertical posts and X and V bracings are the elements of this substructure. The threedimensional structure offers great resistance and has the required elasticity because it does not settle in the ground. The separation of the house from the ground is the most important concept for earthquake resistant building in traditional form.
The first floor - the living floor - is in itself a very stable boxlike structure. Even if the substructure collapsed, the box persists. In the 11 villages we visited, nobody was killed during the earthquake of 28 th March 2005 due to the breakdown of a traditional house.
The living floor is separated into public, private and transitional spaces either by wooden walls or changes in the height of the floor. This element to organise space is most elaborate in South Nias houses and will show up also on the village level.
Large openings over whole front facades provide good ventilation. They enable the inhabitants to overview the neighbourhood. Depending on the distance to the opening a good control of contact and visibility is possible.
Houses are hardly furnished, the inhabitants belongings stored in chests. The most important piece of furniture is a long plank below the louvers, which the tenants use as a bench.
The steeply pitched roofs are a notable feature of Nias houses. The roofs of the chief's houses, called "Omo Sebua" can reach up to 20m. Still most roofs are covered with palm leaves, although the use of tin is getting more popular.
The light multi-storey roof-construction is resting on 2 main pillars in the North and Middle Nias type, and on sidewalls in South Nias. The steep sloping roof zone is a very light 3d structure. Minimising material is the most important issue of this intelligent construction. Furthermore, the large overhangs protect the wooden connections from rain and provide additional space outside.
10. MATERIALS AND DETAILS
For the traditional house only local grown plant material was used. Even nowadays the use of metal even for the renovation of traditional houses is avoided. The wooden beams are jointed using elaborate mortise and tenon connections. They are very flexible and don't break in case of earthquakes. Loosened connections can be fixed easily.
Different kinds of wood are used according to the position within the construction. Noticeable are the posts of a very slow growing hardwood called "Manawa Danö" which is used in the North Nias houses. As this wood is very hard and trunks are built in the construction as they are grown, the posts of the substructure have very different shapes and give the substructures very interesting designs.
For the interior of South Nias kings houses huge plates of ebony have been used being most impressive. With the beginning of extensive cultivation of land for plantation the growth of building timber declined.
Ebony was grown on the island of Telo but also here it is still used for the roofs and coconut fibres are used for binding.
getting scarce. Apart from wood, palm leaves and bamboo are Natural stones are used for the base underneath the posts in the substructure of the houses. For the pavement of the roads especially in South Nias slab stones are laid very exactly. Similar techniques and designs of carving are applied to wood. South Nias houses have the fine decoration inside the house. The wooden carvings show the status of the owner. Especially the Omo Sebua have numerous fine carvings.
11. SETTLEMENTS
The structure of the settlements in the three regions reflects directly the different typologies.
11.1 North Nias Villages
Traditional villages in the northern part of Nias consist either of groups of 6 to 12 oval houses, which are being oriented longitudinal-side towards the street, or single cottages far away from each other, also in oval shape.
In former times the settlements where fortified with fences of bamboo or with an earth walls overgrown with trees. In front of the houses traditionally megaliths are placed. These stones symbolize the connection between the living and the dead. They reflect the social status of the house owner. Nias is famous for its megalith culture, culminating in the elaborate pieces of South Nias. The houses were entered from the village square, through a bottom flap underneath the house. A staircase has replaced this entrance or a front porch as this defensive preparation is not needed any longer.
The situation of the settlements was very well adapted to the environmental conditions. Some villages in Middle Nias are situated in valleys along rivers. The villages in South Nias are on high ground, mostly on top of a hill, with excellent views and easy to protect.
The orientation of the main axis depends on the main direction of the surrounding topography, as is clearly visible on the satellite image.
11.2 Central Nias Villages
Settlements in Central Nias are with scattered single buildings or combined houses. Although the settlement history of Nias has its roots in Central Nias nowadays the architecture of this region appears as a hybrid of northern and southern styles. Like in the villages of North Nias the settlements are a collective of single buildings. But different from the North the houses can be combined and are situated with their eaves facing the village square. This orientation and the rectangular floor plan are also found in the South Nias villages. The space in front of the houses is paved with stones and is used for drying agricultural products or laundry. Stairs and steps are used to define spatial relations. Interestingly the combination of two Middle Nias houses can happen in two variations: sharing a common entrance-space in between (South Nias variation), or standing closely together and thus having two separate entrances on the sides.
Characteristic features of the architecture in Central Nias are decoration and ornamental art. At the fronts samples and animal representations serve as protection for the house and its inhabitants. Other symbols inform about the conditions of the family regarding fertility, for example the number of women living in the house.
11.3 South Nias Villages
South Nias is famous for the traditional rowhouse - settlements. Villages in South Nias are situated on hills and are named after their location. In the past, when warfare and headhunting raids were endemic, an outer palisade of sharpened bamboo stakes fortified the village with a deep ditch behind.
The settlements can consist of several hundred dwellings arranged on either side of paved street, which may be up to 100 meters long. The basic linear street pattern can be enlarged to Tor L shaped configuration.
The layout of these villages reflects the structure of the nias society. One village was the settlement of one clan. People lived together on a very narrow space, under constant social control. Due to the elevated sites of the villages they have to be entered by grand stone staircases forming the beginnings of the streets. The entrance situation is always accentuated, impressive stair cases are flanked by symbolic protective animals, lizards.
The stability of the site is required for any earthquake proof building. On our field trip we found that all of the old village cores are built on exceptional good ground. The stability can vary locally to a high degree. Just in very few cases topographic situations were not considered thoughtfully like in the village of Siwalawa, where the earthquake has triggered a big landslide, breaking away the new village extension just beside the staircase of the old settlement entrance.
The settlements can consist of several hundred dwellings arranged on either side of paved street, which may be up to 100 meters long. The basic linear street pattern can be enlarged to Tor L shaped configuration. The form of these villages reflects the structure of the Nias society. One village was the settlement of one clan. People lived together on a very narrow space, under constant control.
Between two coupled houses covered entrance terraces are shared by pairs of adjacent households. Neighbouring houses are also connected with doors to provide escape routes, which were needed in the past.
The houses have a public room in front and sleeping rooms in the back. The front room is lighted by an opening, which is stretching over the whole street facade and is secured by a wooden grid. Like in the north the furniture is sparse. Constructive elements of the cantilevered front façade create different floor levels in the interior space, being used as benches and for storage purposes.
The standard typology of the South Nias house is a rectangular shaped elevated row house construction oriented with the eaves towards the street. The substructure is made of 4 rows of strong pillars (Ehomo), reaching from ground to first level. Diagonal posts like in North-Nias houses support them. But on the contrary to this typology here the v-shaped columns are situated at the very front, acting as support and as representative element. Again, all house posts rest on foundation stones on one hand to prevent them from rotting and on the other hand to make the construction as a whole more flexible. The space created beneath the house is used for storage and as a stable.
In contrast to the "normal" houses the houses of the chief are entered from below over a staircase. The house of the chief was usually the largest structure and is located at the centre of the village. Beside it there used to be a meeting house, called bale. In some cases more than one Omo Sebua existed.
Due to the change in society only four Omo Sebua still exist in Nias. The loss of these structures is usually followed by a fast decline of the traditional architecture of the village. To keep the structures alive, a new function would have to be found.
Meeting places are still very important in the villages and are frequently used for village gatherings. The traditional building type of the meetinghouses (Osali) has not survived (Schröder 1917), but modern meetinghouses are common and situated in the centre of the village. The traditional stone benches in front of the Omo Sebua are still used for village meetings.
All parts of the settlement spaces form a hierarchy that refers to the transition from private to public. The most private part is on the backside of the house. The living room is in front. Between two coupled houses covered entrance terraces are shared by pairs of adjacent households. Neighbouring houses are also connected with doors to provide escape routes, which were needed in the past. In the covered area in front of the houses along the street semi-public space is used for working, socialising and for transition. A drainage gutter defines the border. The following area towards the street is reserved for the megaliths as representation space. This zone is called "wall of stones" (öli batu) and indicates the rank of the householders. The megaliths are a kind of petrified model of the social hierarchy and feasts of merit. The stones are classified by gender, and come in a variety of forms, which include menhirs, benches and circular seats.
The space between the öli batu and the public walkway in the middle belongs to the respective house and has to be maintained by the owner. It can be used for drying agricultural products or laundry. In the case of the catastrophe, which caused heavy damage to the houses, the space is used for temporary shelters. The only real public space is the narrow walkway.
Because of the remoteness of the villages in the south help has not yet reached most places. The lack of building material prolongates the situation. People don't have the resources for the maintenance of the houses any longer. Bad maintenance is the main reason for damage of traditional houses.
12. OUTLOOK AND CONCLUSION
Our research project serves as a documentation of the present situation and we hope to stimulate the support of the reconstruction efforts. The traditional knowledge and the qualities should not be lost but find a new and modern interpretation. Modern settlements lack the spatial qualities of the traditional villages. Common places do not exist (with rare exceptions), even markets happen to be just beside any street. The existing building regulation obviously couldn't provide reasonable guidelines for settlements.
Traditional shapes are influencing modern buildings. But what is learned from tradition until now is pure form. The diagonal bracing of the South Nias house became a characteristic emblem for Nias, which is used on many public buildings. But also private house owner make use of a formal reinterpretation of these elements. Although they lack their former constructive function, they stand for a stability, which could have been provided much easier using concrete as a building material.
The book and the film documentary, which are in the course of production, will be shown to public audiences in Nias. All research material will serve as a basis for future projects. We hope that it will be used for the enhancement of the situation of the Nias people.
Financial support of the people owning traditional houses was done by funds, which have been collected after the Tsunami in December 2004 and after the Earthquake 2005. Funding and implementing of reconstruction is initiated and supported by Pater Johannes Hämmerle Pusaka Nias Museum in Gunung Sitoli.
In the winter term 2005 a design program was carried out at department of HB2 of the Vienna University of Technology to apply the knowledge of the traditional architecture on future designs.
REFERENCES
Beatty, Warren: Society and Exchange in Nias, Clarendon Press, Oxford, 1992
Brenner-Felsach, Joachim; Mittersakschmöller, Reinhold (Hg.): Eine Reise nach Nias, Böhlau Verlag, Wien Köln Weimar 1998
Feldman, Jerome: Fragile Traditions, Indonesian Art in Jeopardy, University of Hawaii Press Honolulu 1994
Hämmerle, Johannes Maria: Nias - eine eigene Welt, Academia Verlag Sankt Augustin 1999
IOM: Post Desaster Damage Assessment on Nias and Simeulue Island, June 20, 2005, The International Organisation for Migration
Schröder, E.E.W.Gs.: Nias., Brill E.J. Leiden 1917
Tjahjono, G. (Ed.): Indonesian Heritage: "Architecture" Archipelago Press, Editions Didier Millet, 1998
Viaro, Alain M.: Urbanisme et architecture traditionels du sud de líle de Nias, Etablissements humains et environnement socioculturel UNESCO 1980
CONTACT
Petra Gruber is an architect at the Vienna University of Technology, Department for Building Construction HB2. She specializes in architecture and bionics and also works in her own enterprise on architectural implementations.
Petra can be contacted either through her office hotpen at firstname.lastname@example.org or email@example.com
Zentagasse 38/1, A-1050 Wien
Phone: +43 699 19678151
Ulrike Herbig is an engineer of surveying and works on the implementation of an interdisciplinary approach for the recording of cultural heritage. She is chief secretary of the Vienna based Institute for Comparative Research in
Architecture.
Ulrike can be contacted through
firstname.lastname@example.org or email@example.com
Neubaugasse 36/3/43, A-1070 Wien
Phone Fax: +43 1 5262274
The authors have been working in the executive board of the Institute for Comparative Research in Architecture for three years. Together they create and carry out multi disciplinary research projects in the field of architecture.
The Institute can be contacted via www.iva-icra.org | <urn:uuid:5351756c-018e-4433-ac9a-3371d828e15d> | CC-MAIN-2018-51 | https://publik.tuwien.ac.at/files/pub-ar_7056.pdf | 2018-12-11T23:28:17Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00623.warc.gz | 704,794,929 | 6,290 | eng_Latn | eng_Latn | 0.985531 | eng_Latn | 0.998618 | [
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Name: Kyes
1. The lowest and highest scores are given below for different sets of scores. In each case, the scores are to be grouped into class intervals. For each, give (1) the range, (2) your choice of class interval width, (3) the score limits for the lowest interval, and (4) the score limits for the highest interval (do this directly without listing any of the intervals between the lowest and the highest):
2. For each of the following intervals, give (1) the interval width, (2) the exact limits of the interval, and (3) the score limits and exact limits of the next higher interval (assume the scores are rounded to the nearest whole number or decimal place indicated unless otherwise specified):
a. 10-14 5, 9.5-14.5, 15-19, 14.5-19.5
b. 20-39 20, 19.5-39.5, 40-59, 39.5-59.5
c. 2.5-2.74 .25, 2.495-2.745, 2.75-2.99, 2.745-2.995
d. 1.0-1.9 1, .95-1.95, 2.0-2.9, 1.95-2.95
e. 30-40 (accurate to the nearest 10) 11, 25-45, 50-60, 45-65
3. The following is the cumulative frequency distribution for 30 scores on an anxiety test.
A. Fill in the two blank columns (round the cumulative percentages to the nearest whole number).
B. Find the cumulative percentage for each of the following scores: 67, 57, and 49.
C. Roughly two-thirds of the cases fall at or below which score?
61
D. One-fifth of the cases fall at or below which score?
55
E. Between what two scores is the "middle" of this distribution?
59 & 60
4. Imagine the data below are the GPAs for a sample of 60 sophomores at your university. Prepare a relative frequency distribution (use proportions), using an interval width of .30 and .90-1.19 as the score limits for the lowest interval.
5. Select one quantitative variable (interval or ratio scale) from a data set from Green & Salkind (2005) and create a categorical variable (nominal or ordinal). Create a frequency table for the newly created categorical variable and explain what you found. Turn in the frequency table and the explanation next week.
Range = 20 – 0 = 20
20/10 = 2; 20/20 = 1; 20/4 = 5
0 – 4 = Healthy 5 – 9 = Okay 10 – 14 = Sick 15 – 19 = Chronic
20 – 24 = Say Your Prayers
When reducing quantitative data of interval or ratio scale to nominal (categorical) or ordinal scale, you just group your data and form class intervals, then label each interval. The downside of doing this is that you lose all sense of the actual score. When we group data we lose some specificity as to where each case falls in a given range of scores. When we place a label on a range of scores, we lose further specificity since we no longer show what scores qualify for a given category. For instance, case #1 had a score of 12. When we grouped the data into class intervals this case became a member of an interval of scores ranging from 10 – 14, which has a frequency of 10 but only two of those cases—including case #1—had actual scores of 12. So, of the 10 cases which make up the interval range 10 – 14 we have no idea of the actual score of each case. Further, by naming each interval we no longer know the score range of a category. So, if we were asked to add a case to our frequency table with the same score as case #1, we would have no idea what category to place it in.
(Data from, Green & Salkind (2005), Lesson 26 Data File 1, variable "days" defined as: "Number of days with cold symptoms in the second year")
Graphing Homework (The 4 th Homework) Name: Answer Key (Examples)
The goal of this assignment is to ensure you are able to create and modify graphic representation of data using SPSS by utilizing lessons 15A-17A (pp.74-94) in Green and Salkind (4 th Ed.). Note to those with the newest edition (5 th Ed.), these are lessons 16A18A (pp.78-102). The lesson 16 and 17 data will be needed to create and modify graphs. NOTE: THE LESSON 16 & 18 DATA FILE IS NOT ON THE DATA DISK! I've created this file from past lessons to help with the learning process. YOU WILL ONLY FIND THIS FILE ON ELECTRONIC RESERVES.
Bring a print out of a line graph, a bar graph, a histogram, a pie chart, and a boxplot. In addition, you should use the chart editor to modify the bar graph or histogram and include the revised graph as part of your output (six graphs total). Modifications should produce an APA formatted graph with an overall title and altered titles for both axes (the purpose is to demonstrate that you are understand how to use the chart editor). Make sure you use the correct type of graph for the data you are displaying (i.e., no histograms for nominal data). You are welcome to try other graphing techniques if you are so inclined, I only ask that you include the six required graphs at the beginning of your homework.
Good luck and happy graphing ☺
Professor Gender
Professor Age
Sex of Teacher
Grade and Mean Score
Central Tendency Worksheet (the 5 th Homework)
Name: ____Answer Key
1. For each of the following sets of scores, find the mode, the median, and the mean:
a. 12, 10, 8, 22, 8
Mo
= 8,
Mdn
= 10,
M
= 12
b. 14, 12, 25, 17
Mo does not exist,
Mdn
= 15.5,
M
= 17
c.
10, 6, 11, 15, 11, 13 Mo = Mdn = M = 11
2. In the following quotation, taken verbatim from a company newsletter, the author was attempting to provide statistical enlightenment:
One of the most misused words is the word "average." It is often confused with "mean." The difference is this: If five products sell for $2, $3, $5, $8, and $67, the average price is $17. The median, or mean, price is $5, the $5 price being the middle price-two prices are higher and two are lower. The average of a series may or may not be the middle.
Comment on the accuracy of the author's remarks, sentence by sentence.
The first sentence is correct the word average is often misused.
The second sentence is also correct as far as it goes. The average, technically, is computed the same way as the arithmetic mean. However, because people often misuse the word average to refer to any measure of central tendency, it is important to maintain a distinction between the words "average" and "mean".
The third sentence is also correct—except for the "difference" the author is trying to point out—as long as we assume that he meant to use the word "average" as being equal to the arithmetic mean. In this sentence, he has computed the arithmetic mean.
The fourth sentence is incorrect. In this sentence, the author equates the median with the mean. These are two separate measures of central tendency and may share the same value in certain cases—i.e. normal curve—however, in this case they do not; Mdn = 5, M= 17.
The fifth sentence is correct assuming that "average" = arithmetic mean and "middle" = median.
3. Comment on the probable shape of each of the following distribution:
a. M = 52, Mdn = 55, Mo = 60
Negative Skew b.
M
= 78,
Mdn
= 78,
Mo
= 78
c. M = 50, Mdn = 50, Mo = 60, 40
Normal Curve
Bi-modal Curve
d.
M
= 28,
Mdn
= 26,
Mo
= 20
Positive Skew
4. State the likely relative positions of the mean, median, and mode for the following distributions:
a. Family income in a large city
Mo
<
Mdn
<
M
b. Scores on a very easy exam
Mo > Mdn > M
c. Heights of a large group of 25-year-old males Mo = Mdn = M
5. A newspaper editor once claimed that more than half of American families earned below average income. Could this claim possibly be correct? Explain.
Yes, providing the editor was using the word "average" to denote the arithmetic mean. Since half the scores in any distribution lay both above and below the median and income distribution curves tend to be positively skewed the arithmetic mean ("average") would lie to the right of the median because extreme outliers in the distribution influence the arithmetic mean. The mode—scores with the greatest frequency—would lie to the left of the median. Mo < Mdn < M
6. Choose ONE variable in the "Teacher Scale Results" data set (in the Week TWO folder) and create a SPSS table with the mean, median, and mode and provide a description of the distribution (What kind of shape? Where is mean, median, or mode compared to the others) without looking at a graphic representation. Attach the table.
Table1: Frequency of Teacher 1 Scores
[DataSet1] G:\Documents\school\EMU\Kim research project\EDPS 621 files\teacher_scale_results_1.sav
Statistics
teacher1
teacher1
This distribution of "Teacher 1" scores has a slight positive skew. The Mo and Mdn scores are the same (3.00) yet the M has a higher score (3.44). This indicates that the scores at the far right of the distribution have a greater degree of variance from the median than the scores at the far left of the distribution. This greater variance of the scores on the far right causes the higher score of the arithmetic mean, which pulls its location to the right of the median.
Variability Homework (the 6 th Homework)
```
Name: _____Answer Key________________________ 1. Compute the range, variance, and standard deviation. 3, 8, 2, 6, 0, 5 Range = Xmax - Xmin = 8 – 0 = 8 = ΣX/n = (3+8+2+6+0+5)/6 = 24/6 = 4 (X- ) 2 (3-4) 2 = (-1) 2 = 1 (8-4) 2 = (4) 2 = 16 (2-4) 2 = (-2) 2 = 4 (6-4) 2 = (2) 2 = 4 (0-4) 2 = (-4) 2 = 16 (5-4) 2 = (1) 2 = 1 S 2 = Σ(X- ) 2 /n S 2 = (1+16+4+4+16+1)/6 S 2 = 42/6 S 2 = 7 SD = √Σ(X- ) 2 /n = √SS/n and S 2 = SS/n therefore SD = √S 2 SD = √S 2 SD = √7 SD = 2.65
```
```
2. Given: S 2 = 18 and SS = 900. What is n? S 2 = SS/ n 18 = 900/ n 18 n = 900/ n x n 18 n = 900 n = 900/18 n = 50
```
3. For each of the following statistics, what would be the effect of adding one point to every score in a distribution? What generalization do you make from this? (Do this without calculations).
a. Mode – score value up one point
b. Median – score value up one point
c. Mean – score value up one point
d. Range – no change
e. Variance – no change
f. Standard Deviation – no change
When increasing all score by a constant, measures of central tendency will increase according to the value of that constant. However, there is no change in the variability of the scores.
4. If you wanted to decrease variance by adding a point to some (but not all) scores in a distribution, which scores would you modify? What would you do if you wanted to increase variance?
To decrease variance, add a point to any score below the mean. To increase variance, add a point to any score at or above the mean.
5. After you have computed the mean, median, range and standard deviation of a set of 40 scores, you discover that the lowest score is in error and should be even lower. Which of the statistics above will be affected by the correction? (Explain)
The median is not affected. Since we are not increasing the number of scores and are decreasing the value of a score already below the median, the middle score (50% of scores are above and 50% of scores are below) remains the same.
The range is affected. Since we are changing the value of Xmin and Range = Xmax - Xmin, we are affecting the calculation, which will result in an increased range value.
The mean is affected. Since we are changing the value of a score and all score values are used for the calculation of the mean, M = ΣX/n , the value of the mean will change; it will decrease.
The standard deviation is affected. Since we are changing the value of a score and all score values are used for the calculation of the standard deviation, SD = √Σ(X- ) 2 /n , the value of the standard deviation will change; its value will increase.
6. Imagine that each of the following pairs of means and standard deviations was determined from scores on a 50-item test. With only this information, describe the probable shape of each distribution. (Assume a normal distribution unless you believe the information presented suggests otherwise.)
a. M = 25, SD = 3
normal curve
b. M = 48, SD = 4 negative (left) skew
c. M = 50, SD = 0
no curve
7. Determine the sum of squares (SS) corresponding to each of the following standard deviations (n = 30).
8. Given: M = 500 and SD = 100 for the SAT – V.
a. What percentage of scores would you expect to fall between 400 and 600? 68.26%
b. Between 200 and 800?
99.72%
Normal Distributions and Standard Scores (the 7
th
Homework_new)
Name:
Answer Key
1. M = 82 and SD = 12 for a distribution of scores on a test of introversionextroversion that is completed by a large group of college students (high scores are in the direction of introversion). Convert the following scores to a z score:
z = X -
/SD
2. Convert the scores in Question 1 to T scores.
T = 50 + 10z
3. Convert the following z scores back to introversion-extroversion scores from the distribution of Question 1 (round answers to the nearest whole number)
z = X -
/SD
4. In a normal distribution, what proportion of cases fall (report to two decimal places):
a. Above z = +1.00? .1587 .16
b. Below z = -2.00? .0228 .02
5. The Maine Education Assessment (MEA), a test completed annually by all students in the state in select grades, has M = 250 and SD = 50. What MEA score separates the upper 30% of the cases from the lower 70%?
Find z using table A from the text. Use column 3 "Area Beyond z" and locate the proportion that is closest to 30% (.3000).
z = .52
z = X -
/SD
6. Given an normal distribution with M = 500 and SD = 100, find the percentile ranks for scores of:
z = X -
/SD
Normal Distributions and Standard Scores (the 7
th
Homework)
Name:
Answer Key Class Number:
1. M = 82 and SD = 12 for a distribution of scores on a test of introversionextroversion that is completed by a large group of college students (high scores are in the direction of introversion). Convert the following scores to a z score:
z = X -
/SD
2. Convert the scores in Question 1 to T scores.
T = 50 + 10z
3. Convert the following z scores back to introversion-extroversion scores from the distribution of Question 1 (round answers to the nearest whole number)
z = X -
/SD
4. In a normal distribution, what proportion of cases fall (report to two decimal places):
a. Above z = +1.00? .1587
b. Below z = -2.00? .0228
5. The Maine Education Assessment (MEA), a test completed annually by all students in the state in select grades, has M = 250 and SD = 50. What MEA score separates the upper 30% of the cases from the lower 70%?
Find z using table A from the text. Use column 3 "Area Beyond z" and locate the proportion that is closest to 30% (.3000).
z = .52
6. Given an normal distribution with M = 500 and SD = 100, find the percentile ranks for scores of:
z = X -
/SD
Normal Distributions and Standard Scores (the 7 th Homework)
Name: _____________________________ Class Number__________
1. M = 82 and SD = 12 for a distribution of scores on a test of introversionextroversion that is completed by a large group of college students (high scores are in the direction of introversion). Convert the following scores to a z score:
a. 60
b. 110
2. Convert the scores in Question 1 to T scores.
a.
3. Convert the following z scores back to introversion-extroversion scores from the
distribution of Question 1 (round answers to the nearest whole number)
a. 0
b. -.70
4. In a normal distribution, what proportion of cases fall (report to two decimal places):
a. Above z = +1.00?
b. Below z = -2.00?
5. The Maine Education Assessment (MEA), a test completed annually by all students in the state in select grades, has M = 250 and SD = 50. What MEA score separates the upper 30% of the cases from the lower 70%?
6. Given an normal distribution with M = 500 and SD = 100, find the percentile ranks for scores of:
a. 400
b. 510
Correlation (Pearson r)
Name: _______________________
1. Why is it important to inspect scatterplots?
2. Answer the following questions using the data below:
a. Draw (by hand) a scatterplot of the data.
b. From the scatterplot, describe your impressions of the strength and direction of the association between X and Y.
c. Do you detect any outliers or evidence of curvilinearity?
d. Estimate the correlation between X and Y using the scatterplot.
3. Calculate the covariance of X and Y from question 2. Make sure to show your work!
4. Calculate the correlation of X and Y from question 2. Make sure to show your work!
5. Divide the values for X in question 2 above by 2 and construct a new scatter plot.
a. How does this scatterplot differ from the one in question 2?
b. How do you think this change will affect the covariance? The correlation? Answer before moving to question C, remember this is a thought exercise ☺
c. Calculate the covariance of X and Y using the X/2 data. Show your work!
d. How is the covariance affected by this transformation?
e. Calculate the correlation of X and Y using X/2 data. Show your work!
f. How is the correlation affected by this transformation?
g. What generalizations do these results permit regarding the effect of linear transformations (e.g., halving each score) on the degree of linear association between two variables?
Regression
Name: ________________________
1. Use the following data table, documenting student performance on two quizzes, to answer the questions below.
2. The following are the summary statistics for the scores given in Problem 1:
3. From the records of a large HMO, an investigator is able to gather a sizable sample of males for whom heights both at age 10 and as adults are known. The following are the summary statistics for this sample:
a. Draw the scatter plot and estimate the least-squares regression line for prediction Y from X.
b. Use a straight edge with the regression line to estimate (to one decimal place) the predicted Y score (Y') of each of the five individuals.
c. Use the answers from Problem 1b to determine the error in prediction for each of the five individuals.
d. Use the answers from Problem 1c to compute the error sum of squares.
e. If any other line were used for prediction, how would the error sum of squares compare with your answer to Problem 1d? Why?
$$X = 5.00, Sx = 2.97, Y = 6.00, Sy = 3.03, r = +.62$$
a. From these values, compute intercept and slope for the Y-on-X regression equation; state the regression equation.
b. Obtain predicted scores (Y') for Keith, Bill, Charlie, Brian, and Mick. Compare your answers with those obtained in Problem 1b; explain and discrepancies.
c. Compute the mean of the predicted scores and compare with the summary statistics above. What important generalization (within the limits of round error) emerges from this comparison?
d. Compute the sum of the prediction errors for these five individuals, and state the generalization that this sum illustrates (within the limits of rounding error).
a. Use the values above to compute intercept and slope for predicting adult height from height at age 10 (round to the second decimal place); state the regression equation, using the form of Formula (8.1).
b. With this regression equation, predict the adult height for the following 10-year-olds: Jean P. (42.5 in.), Albert B. (55.3 in.), and Burrhus S. (50.1 in.).
c. Consider Jean's predicted adult height. In what sense is that value a mean? Explain.
4. Gayle falls one standard deviation above the mean of X. What is the correlation between X and Y if her predicted score on Y falls:
a. One standard deviation above Y ?
b. One-third of a standard deviation below Y ?
c. Three quarters of a standard deviation above Y ?
d. One-fifth of a standard deviation below Y ?
1 of 2
Subject: Syllabus & Assignments for EDPS 621
From: Kyung-Hee Kim <email@example.com>
Date: Thu, 30 Aug 2007 09:21:23 -0400 (EDT)
BCC:
Dear EDPS 621 Students,
This will be my first of many messages to you, my future students, in EDPS 621.
You will need to complete the attachment which will be the first Professionalism assignment and 10% of your Professionalism Grade. Please fill out the information in order, and email the attachment with a recent photograph of yourself (showing your face) to me by September 5 (before the class starts) (by September 10 for Monday Class). I will have your information posted as soon as possible on the E-reserve for this class.
Please Note: This information will be shared with your fellow classmates so it will be public information. I will also attach my vitae to introduce myself to you.
I will attach the second Professionalism assignment, Pre-assessment, which will be 10% of your Professionalism Grade. You will need to submit this assignment by beginning of the first class (September 5 for Wednesday Class; by September 10 for Monday Class). You do not have to study for the pre-assessment. You just have to guess if you do not know the answer. However, please do not say, "I do not know" or "I do not have any idea" You should answer the questions as best as you can so that you can receive some points.
I will attach the first Homework assignment, reading the article (Learning From Each Other), which will be 10% of your Homework Grade. You will also need to submit this assignment (a paragraph of reflection of the reading) by beginning of the first class (September 5 for Wednesday Class; by September 10 for Monday Class).
I will also attach the syllabus for my EDPS 621 class here. Please read VERY carefully and ask questions on the first class.
I look forward to this semester. I am expecting to receive great work from all of you because it is my sincerest hope that you all earn an "A" in this class.
Thank you.
Dr. Kim
2007-8-28-Dr. Kim_Vitae For EDPS 621.pdf
Content-Type: application/pdf
Content-Encoding: base64
Pre Assessment_EDPS_621.pdf
Content-Type: application/pdf
Content-Encoding: base64
10/16/2007 2:04 PM
2 of 2
10/16/2007 2:04 PM
Review Worksheet (The 2 nd Homework)
Name: _Keys______________________
2 2 2 2
2. Does the sum of the squares equal the square of the sums (e.g., (2 + 3 + 4) 2 = or ≠ 2 2 + 3 2 + 4 2 )? Explain. No the sum of the squares does not equal the square of the sums.
3. Compute the following: ½ + ¼, ½ * ¼, ½ ÷ ¼, (½) 2
4. Convert the following fractions to decimals: ¼, 1/16, 1/25
1/4 = .25
1/16 = .0625
1/25 = .04
5. Compute the square root of the following: 1/25, 324, 432
√1/25 = .2
√
324 = 18
√
432 = 20.785
6. Compute the following: 7 + (-13), (-3) * 8, (-3) * (-8), (-6) 3
7 + (-13) = - 6
7. Solve the following equations: 7x + 12 = 33, 3x ÷ 4 = 8, x – ¼ x = 12
8. Indicate which scale of measurement each of the following variables reflects:
a. _Ratio_____ reaction time
b. _Ordinal__ urbanicity (where 1 = urban, 2= suburban, and 3 = rural: in order of how rural? Or how urban? )
c. _Nominal __the numbers on soccer players' jerseys
d. _Interval___ Scholastic Assessment Test (SAT) score
e. _Nominal __ type of psychotherapy
f. _Ordinal ___ university ranking (in terms of library holdings)
g. _Ratio _____ class size
h. _Nominal ___religious affiliation (1 = Protestant, 2 = Catholic, 3 = Jewish, etc.)
i. _Ordinal____ restaurant rating (* to ****)
j. _Nominal __ astrological sign
k. _ Ratio_____ miles per gallon
9. Which of the variables from question 8 are qualitative variables and which are quantitative (identify with the letter above)?
Qualitative = b, c, e, h, i, j
Quantitative = a, d, g, k f = could be qualitative (1 to 4 ranks) or quantitative (5 or more ranks)
10. For the three questions that follow, illustrate your reasoning with a variable from the list in question 8 (use the letters above to illustrate).
a. Can a ratio variable be reduced to an ordinal variable?
Yes. Variable "a" could be reduced to a simple ranking: 1 st , 2 nd , 3 rd , etc.
b. Can an ordinal variable be promoted to a ratio variable?
No. Variable "i" cannot become ratio because it lacks a real zero and equal intervals.
c. Can an ordinal variable be reduced to a nominal variable?
Yes. Variable "f" can be reduced to nominal (dummy coding: below average: 0; above average: 1).
11. Round the following numbers as specified:
a. To the nearest whole number: 8.545, -43.2, 123.04, .095
8.545 = 9
-43.2 = -43
123.04 = 123
b. To the nearest tenth: 27.33, 1.9288, -.38, 4.9746
27.33 = 27.3
1.9288 = 1.9
-.38 = -.4
c. To the nearest hundredth: -31.519, 76.0048, .82951, 40.7442
.095 = 0
4.9746 = 5
-31.519 = -31.52
76.0048 = 76
.82951 = .83
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Nurturing Faith…
Every Day in Every Way
November 1, 2015
All Saints Day
Isaiah 25:6-9
Psalm 24 (5)
Revelation 21:1-6a
John 11:32-44
"A Saviour Who Weeps" Object: No object.
Do you ever cry? Of course you do. Even you big strong boys sometimes cry -- even though someone may try to tell you that "big boys don't cry." I made a list of some things that make us cry. Have you ever fallen off your bicycle and hurt yourself so badly that you cried? Have you ever slipped and fallen while carrying a tray of food in the school cafeteria, and though you weren't hurt, you were so embarrassed that you cried? Have you ever moved to a new school where you didn't know anyone and you were so lonely that you cried? Has anyone ever said something mean and hurt your feelings so badly that you cried? Have you ever had a friend that was crying, so you just cried along with them? I think that we all could answer, "yes" to at least one of these questions. We all cry, don't we?
Did you know that Jesus cried? The shortest verse in the entire Bible says, "Jesus wept." What are some of the things that made Jesus cry? I know of at least three things that made Jesus cry.
(2) The Bible also tells us that Jesus cried when he saw people who were missing out on what God wanted for them. Luke tells us that as Jesus approached Jerusalem and saw the city, he wept over it and said, "I wish that even today you would find the way of peace. But now it is too late, and peace is hidden from you." (Luke 19:41-42 NLT)
(1) The Bible tells us that Jesus cried when he prayed for others. It says, "While Jesus was here on earth, he offered prayers and pleadings, with a loud cry and tears." (Hebrews 5:7 NLT)
(3) Another time, the Bible tells us that Jesus cried when friends of his were hurting. Jesus had a friend named Lazarus who became very sick. His sisters, Mary and Martha, sent word to Jesus and asked him to come and heal Lazarus, but when Jesus arrived, Lazarus had already died. The Bible tells us that when Jesus saw Mary weeping because her brother had died, he cried too. That isn't all that Jesus did -- listen to what happened next.
Jesus went with Mary and Martha and some others to visit the grave where Lazarus was buried. It was a cave with a large stone across the entrance. When they arrived at the tomb, Jesus said to some of the men who were with them, "Take away the stone." Then Jesus called in a loud voice, "Lazarus, come out!" And Lazarus walked out of the grave. I imagine that when she saw that, Mary's tears of sadness turned to tears of joy.
Gospel Acclamation: Alleluia They are before the throne of God, and the one who is seated on the throne will shelter them. Alleluia (Rev. 7:15)
We all cry, and I am glad that we have a Savior who weeps too. I am glad that he loves us so much that he hurts when we are hurting. He feels our pain.
Dear Jesus, it is comforting to know that when we cry, you cry with us. But it is even more comforting to know that you have power over death and the grave. Amen. - Used by permission, sermons4kids
TEAR DROP HUNT: The teacher can cut out large tear drop drawings with words from today's lesson written on each tear drop. The children can be sent out to find some tear drops and bring them back to the classroom table. Discuss the words on the tear drops. Then tape the tear drops to a poster that will have a large title - JESUS WEEPS WITH HIS CHILDREN. BIBLE ART: Children can draw a Bible and cut it out. Then trace that Bible onto a larger paper and glue the two Bible tracings together. In various colored markers, children can decorate and write JESUS WEPT. With pencil or pen, children can write some of the reasons that Jesus wept. Encourage children to take their "Bibles" home this week and to remember that JESUS cried and HE cries with us and understands! | <urn:uuid:f0144306-848e-40cb-b5ff-9c9470a6b85c> | CC-MAIN-2019-04 | https://www.vasynod.org/wp-content/uploads/2012/11/All-Saints-Sunday-110115.pdf | 2019-01-24T08:41:01Z | crawl-data/CC-MAIN-2019-04/segments/1547584519757.94/warc/CC-MAIN-20190124080411-20190124102411-00303.warc.gz | 969,647,091 | 936 | eng_Latn | eng_Latn | 0.998629 | eng_Latn | 0.998629 | [
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Junior High Junior High Handbook Handbook And Curriculum Guide And Curriculum Guide
201 2017 7 7 7 - 2018 2018
Welcome to Independence Christian Middle School
Principal's Message
Dear Parents and Students:
I welcome you to Independence Christian School. This begins our 42 nd year of serving the Lord by presenting a Christian education to our students and families. Yes, we've been doing this for a long time. Relax, take a deep breath, and trust us to prepare you spiritually, academically, and organizationally for high school. We exist to provide you with the truthful facts you'll need to succeed. Are you ready to learn? We are loved and forgiven by Christ Jesus, so we will conduct ourselves in a loving manner towards you. We are on your side. If you desire extra help, we will be right there with you. The key is this: you must desire to grow in wisdom and lead a Godhonoring life.
Look at what God promises in the book of Ezekiel 36:26-27:
"And I will give you a new heart-I will give you new and right desires-and put a new spirit within you. I will take out your stony hearts of sin and give you new hearts of love. And I will put my spirit within you so that you will obey my laws and do whatever I command."
As we learn, we change. So expect to become more like the person God created you to be.
Sincerely,
Mr. Ron Cushing, Principal
School Mission and Philosophy
We, the School Board and Staff, believe in:
* The inspiration of the Bible, equal in all parts and without error in its origin.
* The one God, eternally existent Father Son, and Holy Spirit, who created man by a direct and immediate act.
* The pre-existence, incarnation, virgin birth, sinless life, miracles, substitutionary death, bodily resurrection, ascension to Heaven and second coming of the Lord Jesus Christ
* The fall of man, the need of regeneration by the operation of the Holy Spirit on the basis of grace alone, and the resurrection of all to life or damnation.
The Christian School is an extension of the Christian home in training young people for time and eternity. The staff will work closely with parents to train the whole child. The objective of our school is to provide a program that will develop the individual spiritually, mentally, physically and socially. The student is taught to interpret life according to God's principles and purposes. The main goal of Christian education must be to help the child fulfill the purpose for which he was created, that is, to bring glory to God. We endeavor, through qualified and dedicated Christian teachers, to make this objective a reality and help young people in their preparation for life.
A.C.S.I Affiliation
The Association of Christian Schools International provides a host of services and benefits for Christian Schools. In addition to receiving enrichment through speech meets, art fairs, spelling bees, science fairs, music and athletic competitions, member schools receive assistance, which prevents legal red tape. The Association also provides a standard for accreditation. As a member school we will benefit from yearly teacher and administrator conferences, printed materials, survey information, training tapes, speakers and the opportunity to be involved with other member schools. Part of your child's registration fee covers membership in A.C.S.I.
School Staff
All personnel of Independence Christian School must first and foremost give evidence that they have a personal relationship with Jesus Christ as their Lord and Savior. Then, they must display good parental traits. Finally, they must be able to teach. All three of these qualifications are essential in order to have a properly balanced role model, which is the part the teacher plays in a child's life.
Non-Discriminatory Policy
Our school has a non-discriminatory policy. Independence Christian School staff makes no distinction in its admission policy of educational services on the grounds of race, color, or national origin.
Curriculum
Our entire curriculum is Biblically based with every course encouraging the child to seek to understand God's perspective on the subject. Programs are designed to challenge each student to his/her optimum. Through a well-balanced program, we seek to develop the individual spiritually, mentally, physically, and socially. Luke 2:52, "And Jesus increased in wisdom and stature and in favor with God and Man."
Parent Involvement
Parents are encouraged to take an active part in their child's education. Classroom help is always appreciated. If you would like to become a Room Parent please let your teacher know. Membership in the Partners In Education (P.I.E.) is also encouraged.
General Information
I.) Report Cards, Promotion and Conferences:
1) Progress and Report Cards: Independence Christian School has four 9-week grading periods. Unsatisfactory progress reports will be available on line the 5 th week of each term to students who are failing one or more subjects or when grades have dropped by one or more grade points from the prior quarter. The purpose of this is to inform the parent prior to report cards so that the possible failing grade might be raised. Quarter grades are averaged to a semester grade and only semester grades are kept on file permanently. Report cards will be emailed home and do not have to be returned except for the first quarter's which will be delivered at conference time.
2) Parent-Teacher Conferences: A parent-teacher conference is required after the 9 th week of school with the homeroom teacher. Two half-day sessions will be scheduled at the end of the first quarter. The conferences will be scheduled by the teachers to accommodate their schedules. Please make arrangements for both parents to attend. We encourage you to discuss problems concerning your child
with the teacher. If you would like to meet with another teacher besides your child's homeroom teacher, please contact the teacher directly or through the school office. Meetings outside of the parent-teacher conference week can be scheduled.
Contact your teacher through the school office to make an appointment.
II.) Activities
1) Fieldtrips: Students have field trips scheduled throughout the school year. Each grade has particular curriculum based outings designed for your child. These trips include Catalina and Washington DC. Although such off-campus experiences are of real enjoyment to the students, the main purpose is to enrich learning. Parents will be notified in advance of all field trips. Permission slips for each field trip must be signed and returned no later than the day before the fieldtrip.
2) Fund-raisers: ICS fund-raisers are a source of additional income, which we will use to improve our school facilities. It is a necessary part of our operation to continue to grow. We have enjoyed great parental support and ask for your continued involvement.
3) Spelling Bees: During the middle of the year all students participate in a spelling bee. The winners then go on to the district ACSI competition.
4) Math Olympics: Students from each class will be selected to go to the ACSI Math Olympics to compete against regional schools.
5) Speech Meet: Students from each class will compete in a speech meet. The winners will then go to the ACSI Speech Meet to compete against regional schools.
6) Creative Writing Festival: This is an optional activity for any student wishing to participate. Writing categories include Short Story, Essay, and Poetry.
7) Science Fair: Top scoring individual projects from the Middle School Science Fair will be presented at the ACSI Science Fair at Biola University in mid-Spring.
8) Christmas and Spring Musicals: Every student may have the opportunity to participate in one of our two musicals. They will learn these during their music class time and perform them for the parents.
9) Book Fair: Every year there is a book fair. Proceeds raised will enable the library to purchase new and updated materials.
10) Summer Camp: We offer a fun and exciting summer program, grades first through eighth. Activities include crafts, movies, roller skating, amusement parks, etc.
11) Back to School Night & Open House: Twice a year we open our school to parents during the evening to come and see their child's classroom, teacher and their child's work.
12) Weekly Chapel Programs: Every Friday is school-wide chapel, and some Fridays we will have a special Middle School Chapel. Standard Chapel Dress is required. This is a special time set aside for the Middle School students to fellowship together in the youth room with guest speakers. If you have any questions regarding Middle School Chapels, please contact the school office.
13) Deeper Life Week: Every year, one week is set aside as special chapel time. Our students are taught about different topics that will help them with their spiritual walk.
III.) Other Important Information
1) Medication: Medication distribution is done as a service to our parents. It is the sole responsibility of the parent and child to make sure the medication is taken. The office will keep all medication, but the student must remember to come to the
office and take it. This includes asthma medication such as inhalers. All medication must be sent in its original container and a medication dispense release form must be filled out. No personal notes will be accepted. This is for the protection of your child. ALL prescribed medication must be in "chewable" form. No liquid medicine will be administered. This is much easier on the student.
2) Hot lunch: Hot lunch is offered daily through the Pacific Catering Company. Lunch tickets may be purchased in the school office. Menus for the current month will be sent home via the school newsletter. As a courtesy to our Middle School students, we offer an "Upper Grade" Lunch, for an additional charge.
3) Lunch: Lunches delivered by parents should be brought to the office. Students are not allowed at any time to meet a parent at the front curb or parking lot to receive a delivered lunch. Lunches are not to be delivered to the class or the Middle School Grounds. Arrangements for the delivery should be made prior to the beginning of school. Students are responsible for retrieving lunch from the office. The office will not call to the classroom or the Middle School Grounds for the student.
4) After School Sports: We offer after school sports to children in grades 4 and up. Grades 7-8 will compete in the Jr. High league. These include: basketball, football, soccer, and volleyball. We compete in a Christian school league. According to league rules, a failing (below 70%) progress report or report card grade makes a student ineligible to participate until the next progress report or report card with a passing (70% or more) grade. All girls and boys of the appropriate age are encouraged to try out for the sports of their choice.
Lockers
Lockers will be provided on the school campus for all Middle School students. Lockers are secured with a sturdy combination lock that is provided by the student. Students will be assigned a locker at the beginning of the year. Lockers will be used to store books, notebooks, personal articles, etc. They must be used. No stickers or advertisements allowed. The security of the items in the locker is the responsibility of the student. No student should share his or her combination with another student. NO sharing of lockers allowed. ICS will not be responsible for any items removed from an unsecured locker or for items left unattended on the school grounds. Books left out will be confiscated and sent to the office to be retrieved by a parent during office hours. Remember that having a locker is a privilege. Any student found not using appropriately risks losing the privilege. Students will not deface the lockers either inside or out. Defacing includes writing, painting, marking, any type of stickers, or damaging. Students who deface lockers will be charged a $10.00 fee for repairs. No stickers, "questionable content", or advertisements allowed!!
School Supplies
A list of required supplies is sent home with the school's first mailing. These supplies must be brought to school on the first day. All students are expected to come to each class fully prepared everyday with the proper supplies. Unprepared students face the possibility of penalty and ultimately detention. Supplies must be replenished throughout the year.
Cell Phones and Electronic Devices
Upon arrival at school, students are expected to turn off their cell phones and/or all electronic devices. All students are expected to keep their cell phones and electronic devices in a container provided by their homeroom teacher from 8:30 am until 3:00 pm. They will be allowed to retrieve their cell phone when leaving campus with a parent or other supervising adult.
When leaving for sports activities, students may retrieve their cell phones as they leave class, but may not turn them on until they are in the car and given permission by a supervising adult. Any cell phone or electronic device in use while waiting for rides will be taken away, and will incur a Cell Phone/Electronic violation.
After school, cell phones and electronic devices are to be kept in a container provided for daycare students upon arrival and until departure. The daycare teacher on duty will decide whether students will be allowed to use cell phones and/or electronic devices during daycare time, on a day-to-day basis.
A cell phone/electronic violation will occur when
1.) A cell phone or electronic device is seen or heard by any staff member.
2.) When there is any evidence that a cell phone has been used during the school day (posts to social media, seen by another student, etc.).
∗ Please note that a violation can occur without student use.
Cell Phone Violations:
* 1 st Offense: Phone will be take away immediately and turned in to the office. It can be picked up only by the parent at the end of the school day.
* 2 nd Offense: After school detention. Phone will be take away and turned in to the office. A parent will be required to pick up the phone after school. Detention must be served the same day, or the next school day.
* 3 rd Offense: Meeting with parents regarding one-year cell phone ban or school suspension.
Attendance
Regular school attendance is required by law and is necessary for good scholarship. It is our school policy that anyone absent 15 or more times from any one class is considered on academic probation for that class, meaning that advancement and promotion to the next grade will be conditional upon school board approval. Excessive absence often means that a child has missed important discussions and classroom activity that may hinder their education. Excessive absence is also a violation of the State of California mandatory education law.
There are three types of absences:
* Excused: Illness, injury, or family emergency. They will be excused by a signed note from the parent or guardian. All missed work must be made up. For every day a child is out, they have one day back to make up the work. It is the responsibility of the student to get the make-up work. Any request, by a parent, for make-up work must be received by 9 AM, (the day of the absence) to be made available by 3:15 PM. Planned absences must be pre-arranged IN WRITING at least one week prior to leaving in order for that absence to be excused.
* Unexcused: Any absence that has NOT been pre-approved by the school office. Example: Trips to Disneyland, fishing, shopping, and new movie reviews etc. While we support family activities, please keep in mind that school should be viewed as a priority. Play days should be scheduled for when the student is not in school.
* Truant: Absence for reasons which are neither acceptable to the school or the parents, or when evidence shows that parents have misrepresented facts regarding the absence.
Consequences:
* Excused: All missed work and tests MUST be made up. Student is responsible for obtaining and completing make-up work.
* Unexcused/Truant: Work and tests CANNOT be made up. A grade of zero will be given to any missed work or tests.
Tardiness
Students arriving more than 5 minutes late must first go to the office to get a tardy slip. An unexcused tardy will be given to any student who is late and not accompanied to the office by an adult or with a note. Some excuses do not warrant an excused tardy i.e.: overslept, just wanted a few extra minutes to sleep, lost school materials, lost car keys, etc. Five unexcused tardies will count as one unexcused absence. In past years, tardiness has been a problem. Being late is inconsiderate of the time of the teachers and others who have arrived on time. Tardy students who miss work at the start of class will not be able to make it up. If there is ever a problem foreseen, please contact the office.
Tardy to Any Class
Students must be lined up outside their appropriate classroom at the time the class begins. There are no exceptions. Four minutes is ample time to exchange classroom materials and go to class. This passing time is not a time for socializing. Students arriving late to class cause a disruption in the classroom structure. After the first week of school, two tardies will result in one detention to be served at lunch.
Dress Code
***UPDATED FOR 2017 - 2018***
Students enrolled are expected to follow modest guidelines of dress. Students in all areas of appearance-clothes, hairstyles, etc., should look neat and natural with emphasis on cleanliness and modesty. While we encourage individuality in our students, choices in the clothes they wear MUST always be honoring to God. When traveling off campus for events such as field trips, these same dress code guidelines apply.
NO BRAND NAMES OF CLOTHING WILL BE APPROVED IF IT REPRESENTS A COMPANY OR INDIVIDUAL THAT CONFLICTS WITH THE VALUES OF OUR SCHOOL. IF ANY ARTICLE OF CLOTHING IS IN QUESTION, "DON'T WEAR IT!" NO SECULAR PATCHES, STICKERS, ETC. WILL BE ALLOWED ON CLOTHING, HATS AND BACKPACKS.
ALL CLOTHING WILL BE SUBJECT TO SCHOOL'S DISCRETION.
Chapel Uniform
*New for 2017 -2018*
*** Chapel uniforms must be purchased from American Casual in Anaheim or online at www.american-casual.com/ICS. ***
To encourage a Godly, positive attitude on Chapel Days (Fridays), the school will require each student to wear Standard Chapel Uniform through the entire day.
Standard Chapel Uniform
Boys- Must wear a solid red or navy blue polo shirt and khaki pants. All shirts are to be tucked in.
Girls- Must wear a solid red or navy blue polo shirt with a skirt, skort, or jumper. Skirt, skorts or jumpers are also to be khaki colored. They are to be no shorter than 3" above the knees when kneeling. Leggings or tights are permitted to be work under skirts or skorts on colder days only. Both boys and girls are to wear solid (no designs of any kind) red, white or blue socks.
School sweatshirts may be purchased form American Casual to be worn on cold days. No other jackets or sweaters are approved for Chapel dress days.
Shoes may be casual or dress of a solid color coordinated with the outfit.
On Chapel Days, Chapel Uniform must be worn. NO EXCEPTIONS.
Girls
All clothing should be modest and in good taste. Proper undergarments must be worn at all times. The following list cannot cover every possible situation. Therefore, the school reserves the right to determine that which "attracts undue or excessive attention to the wearer".
Shorts and Skirts
* Short-shorts, leggings, "yoga pants," and mini-skirts (even with leggings) will not be worn.
* Shorts, skirts, and skorts should be no shorter than 3" above the knee when kneeling including any slits in the garment.
* Underwear/undergarments showing will not be allowed (including panties and bra straps).
* Clothes should never be skin tight or form fitting (eg. leggings worn as pants, workout pants or "yoga pants").
Shirts
* Unacceptable items: see-through tops, tight knits tops, crop tops, low necklines, tops with one strap, low backs, halter tops, tube tops, sheer blouses, off the shoulder, spaghetti straps, revealing, low-cut, or bare midriff tops will not be worn.
* Strap size must be 2"-3" across the shoulder.
* Shirts should not be more than 2" below the collarbone, and should be long enough to cover the waist and midriff when arms are raised above the head. No bare midriff is allowed.
* Shirts with suggestive statements such as Hottie, Flirt, etc. are not acceptable.
* Any slogans that could have multiple meanings or images that are in question must be approved by administration prior to being worn.
* When a bathing suit is appropriate for an event, it must be either a one-piece or a tankini. No bare midriff is allowed.
Shoes
* Students must wear shoes at all times; no-bare feet.
* Shoes that are open-toed, steel-toed or lacking back straps are not permitted.
* Shoes must be of correct size and tightness. They must be properly laced at all times.
* Heels on shoes must be 2" or less.
Hair, Make-up, Earrings and Miscellaneous
* Students must keep their hair clean and neat.
* No unnatural hair colors or hair designs including Mohawk will be allowed. Bleaching of one's hair is NOT ALLOWED.
* Light cosmetics application is allowed. However, excessive makeup such as dark eye shadow, eyeliner, lipstick, black or dark purple nail polish etc. is not permitted.
* Earrings may not dangle more than a half-inch below the ear.
* Other body piercings are not allowed.
* Writing on the skin with ink or paint is not permitted.
* Tattoos are not acceptable.
* Baseball hats, visors, or hats, for the purpose of sun protection only, may only be worn at recess, lunch or after school, not in the classroom. The bill of the hat must face forward. Hats are to be worn by the owner only. Wearing/taking another's person's hat is not permitted.
Boys oys oys
All clothing should be modest and in good taste. Proper undergarments must be worn at all times. The following list cannot cover every possible situation. Therefore, the school reserves the right to determine that which "attracts undue or excessive attention to the wearer".
Pants and Shorts
* Pants and shorts should be worn without holes, frayed edges, and not drag on the ground.
* A belt should be worn when appropriate. Studded Belts are not allowed.
* Pants and shorts must fit at the natural waistline. When shirt is lifted up, underwear/undergarments should not be exposed.
* Pant and short in-seam must not hang low.
* Swimsuits/trunks are not to be worn as shorts.
Shirts
* Tanks tops and sleeveless shirts will not be allowed.
* Shirts (jackets and sweatshirts included) with controversial pictures or slogans, advertisements for secular rock groups, drugs or sex will not be allowed.
* Underwear/undergarments showing will not be allowed.
* Shirts must be of proper size. They should not be too large!
* Any slogans that could have multiple meanings or images that are in question must be approved by administration prior to being worn.
Shoes
* Students must wear shoes at all times; no-bare feet.
* Shoes that are open-toed, steel-toed or lacking back straps are not permitted.
* Shoes must be of correct size and tightness. They must be properly laced at all times.
Hair and Miscellaneous
* Boys haircuts should be neatly trimmed, not capable of hanging below the eyebrows, out of the students' eyes, and not hanging below their chin.
* No unnatural hair colors or hair designs including Mohawk will be allowed. Bleaching of one's hair is NOT ALLOWED.
* Earrings or other body piercings on boys will not be allowed.
* Painting or coloring of the nails is not allowed.
* Tattoos are not acceptable
* Writing on the skin with ink or paint is not permitted.
* Baseball hats, visors, or hats, for the purpose of sun protection only, may only be worn at recess, lunch or after school, not in the classroom. The bill of the hat must face forward. Hats are to be worn by the owner only. Wearing/taking another's person's hat is not permitted.
* On colder days and up to teacher's discretion, beanie hats may be worn in class.
Hygiene: All students are expected to take personal pride in their appearance. They must regularly bathe, wash hair and wear deodorant.
Dress Code Violations
We would like to see every student follow the dress code with the sincerest motives. Parents can help their child to follow these guidelines.
Dress Code Violations:
1 st Offense: Warning. Sign "Dress Code Violation" Log.
2 nd Offense: Immediate recess detention. Sign "Dress Code Violation" Log.
3 rd Offense: Immediate lunch detention. Sign "Dress Code Violation" Log.
4 th Offense: Immediate after school detention. Referral written and parents notified.
Physical Education Class
All students will be taking a physical education class on Mondays, Tuesdays, and Wednesdays. This class will focus on routine exercise, nutrition and healthy life styles. It will include medium to high intensity workouts that will focus on targeting muscle groups, lessons on healthy food choices, and opportunities to set personal goals toward a healthier way of living. Proper physical education shirt and shorts are mandatory. Properly laced athletic shoes required. No slip on shoes, platform tennis shoes, or loose fitting street shoes will be allowed. On colder days, plain navy or black sweatpants are allowed. If a student is unable to participate in physical education for a medical reason, the student must bring a doctor's note and will be given alternative assignments to complete during the period.
Homework Policy
There are two major educational goals that relate directly to homework: acquiring basic knowledge and acquiring critical thinking skills. The assignment of homework becomes most effective when it directly relates to these educational goals.
With instructions carefully given to the students, by the teacher, and by effectively communicating with supportive parents, this approach to homework has proven to work. This means that the parents must take an active role in their child's homework.
Three types of homework will be given:
1. Prepare – enables a student to be ready for the classroom lesson by introducing the students to basic factual knowledge prior to the teachers more detailed instructions.
2. Practice – emphasizes memorization to the point of automatic response to ensure that what needs to be learned will not be forgotten.
3. Create – taking information learned and combining it with the creative arts which enhances reasoning and critical thinking skills.
Assigned homework will require only those skills students have already learned in class or will serve as an introduction to materials to be taught. Homework will be assigned five nights per week, and will generally be within the following time frame:
*
Seventh & Eighth Grade- 120 minutes maximum
Tests, quizzes, reports, and special long-range assignments such as research projects and book reports may take extra time.
We expect:
* All homework to be completed properly.
* To be done to the best of the student's ability.
* Turned in neatly.
* Turned in on time. No credit will be given for late assignments.
Homework is expected to be on time. Long range assignments, such as Book Reports, Research Projects, and Special Projects, not turned in by the due date will receive an automatic 10% penalty, unless arrangements have been made at least one day in advance. Late homework and or assignments will be finished at the teacher's discretion and will be given NO credit.
We strongly suggest that parents help their students with their homework by providing the following arrangements at home.
* Establish a quiet, well-lit work area, which will be used for doing homework every night. Make sure that the area is well stocked with supplies.
* Set up a schedule with your child which includes a specific time every night that homework is to be completed. For example, from 5:30 to 7:00 would be a designated homework time. If they finish prior to 7:00 then they can spend the rest of the time reading, studying or working on a long term assignment. This will prevent them from rushing through assignments or "forgetting" assignments.
Make-up Work: Make-up work for excused absences will be available for the student at 3:30 pm if requested by 9:00 am the day of absence. It is the student's responsibility to request make-up work, and to complete it in the allotted time. Make-up days allowed for excused absences are equal to the days missed. (For example, if a student is absent one day, he or she will have one day to complete the make-up work.) Students who do not take responsibility for their personal make-up work are in jeopardy of receiving no credit for missed work. At the teacher's discretion, not all class work from an extended absence needs to be made up.
Gradelink.com: At ICS, we use Gradelink.com, an on-line grading program, to post all class grades. Gradelink.com allows parents to have direct access to their student's academic progress at any time through a confidential password. Gradelink.com is very user friendly and affords you the ability to track all class grades. The school office will issue an initial password for log-in and then you may create your own password. It is very important to keep your Gradelink.com password confidential. The classroom teachers strongly urge all ICS parents to take advantage of all the unique Gradelink.com features; especially, the customized notification options. With Gradelink, you may select special email options which will alert you via email about current test grades, any significant drop in standing grade percentages, missing assignments (0%), along with several other custom options. We recommend checking your child's Gradelink.com account on a regular basis (at least bi-weekly). Typically, you may expect your student's most current grades to be posted within one week of the assignment or test's completion date.
Binder Reminder: All assignments will be recorded, by the student, in the Binder Reminder. The Binder Reminder is used, by the students, to organize their assignments, and track due dates. Homework assignments will be copied into the Binder Reminder at the end of each class. Parents may be required to sign the Binder Reminder each night.
We suggest that parents help their children with their homework by establishing it as a top priority, providing a quiet well-lit work area, and ample time each homework night. Parents should not allow their child to "get out" of doing homework, but provide a positive support when homework is completed. With instructions carefully given to the students by the teacher, and by effectively communicating with supportive parents, this approach to homework has proven to work.
Academic Honesty Policy
Students should understand that:
* Learning to adequately prepare for an exam is as important as the materials being covered.
* There is real value in integrity.
* The final value of education is what is learned and not what grade is given.
* The rationalization that others are cheating gives no reason for another individual to cheat. This is damaging to both educational and character development.
* Grades mean little when cheating is accepted and learning is thereby devalued.
* Allowing others to cheat without doing something about it is the same as endorsing it.
Definitions of Cheating
1.) Cheating on tests-Any intentional giving, receiving, or use of external assistance relating to an examination, test, or quiz, without express permission of the teacher.
Examples:
* Copying another student's test paper during a test.
* Using a "cheat" sheet during a test to get the right answers.
* Stealing a test from a teacher and preparing for the test by researching and memorizing the answers.
2.) Any intentional falsification or fabrication of data, or other material in the academic exercise.
Examples:
* Using a term paper that was written for one class in another class.
* Creating false data for a footnote or bibliography.
* Watching a video of a literary work but then representing that the piece was read.
* Reading Masterplots or Cliffnotes instead of reading the assigned literary work.
3.) Unauthorized Collaboration- Intentional collaboration on an assignment between a student and another person, if such collaboration is not permitted. Examples:
* Copying another student's homework, and thereby putting forth no effort to do the assignment.
* Borrowing a study sheet or calculator with the answers and copying them as your own.
* Working with another student on an individual assignment and sharing the answers.
4.) Plagiarism-Any intentional use of another's ideas, words, or work as your own. Plagiarism includes the misuse of published material and the work of other students.
Examples:
* Copying verbatim (word for word) from a source and not giving credit in a footnote when writing.
* Copying any work by someone else, and representing it as your own.
* Allowing anyone (including parents) to modify or rewrite your assignment and represent it as his or her own.
Student Conduct
At school, a well-adjusted and fulfilling experience can be achieved by following the standards of conduct listed below:
* Follow all adult directions without comment.
* Respect the feelings and rights of others.
* Keep hands, feet, and objects to one's self.
* Remain in assigned areas both before and after school.
* Complete all assigned work on time.
* Observe classroom rules.
* Stand in line in an orderly and quiet fashion.
* Use equipment properly.
* Eat in designated areas only. Food is not allowed in the classroom.
* No Chewing Gum.
* Do not litter.
* No smoking, cigarettes, or tobacco products will be allowed on campus at any time. This also applies to parents.
* Books, magazines, posters, logos, labels, stickers, clothing, jewelry which is questionable in moral standards is not allowed on school grounds and will be confiscated by the principal.
* Stickers, posters, pictures, or lyrics of secular bands are not allowed on notebooks, lockers or on clothing. Names of secular bands written on notebooks, lockers, or backpacks are not allowed.
* Walkman players, CD players, I Pod's (or similar), radios, Game boys, DS's, toys, etc. are not allowed during school hours, including break times and lunch.
Because school is a place of business, a place where we are all learning more about life and our responsibility in it, we feel strongly that each student must be diligently striving to accomplish these standards. If students are not in control of their behavior and/or are behind in their work, they may have to forgo all privileges. Privileges are for the responsible student!
Students not complying with the standards of conduct as set forth by the Independence Christian School Board, may, at the discretion of the administration, be dismissed from school.
Harassment Policy
Harassment occurs when an individual is constantly tormented, intimidated, or threatened in their environment because of the individual's race, creed, color, national origin, physical disability, or gender. Harassment may not occur during any school-related activities. Some examples of harassment include the following:
Verbal Harassment
Verbal Harassment is threatening or negative comments, jokes or words spoken to another person. Bullying another student is a form of verbal harassment and will be handled based on the severity. The Bible says "Do not let any unwholesome talk come out of your mouths, but only what is helpful for building up others, according to their needs, that it might benefit those who listen" Ephesians 4:29
Physical Harassment
Physical Harassment is unwanted physical contact such as touching, assault, blocking motions or any other intimidating interference into normal work or movement.
Visual Harassment
Visual Harassment is negative or threatening drawings, gestures, written words, etc.
Sexual Harassment
Beginning January 1, 1993, the State of California adopted new laws regarding sexual harassment of and by students. Sexual Harassment is defined as unwanted sexual behavior that interferes with the educational environment, and/or school activities. It may result in physical, verbal, written, or visual behavior towards another student. We at ICS prohibit sexual harassment involving students, employees, or non-employees. Reporting and/or disciplinary actions will be taken against all persons involved including, students, teachers, and nonemployees on campus.
We at ICS will not tolerate harassment of any kind. We wish to provide all students with a comfortable, relaxed educational atmosphere, therefore, if this kind of behavior occurs, it will be dealt with immediately.
Detention
Rule violations may include recess detention, lunch detention, or after school detentions of a minimum of one hour. These may include work duty, cleaning the campus, written work, etc. and are left up to the discretion of the administrator.
Discipline
Proper discipline is the key to students gaining self-control, and having a productive, purposeful, and spiritual life. Discipline is basically the responsibility of the parents. Without parental involvement and support, our attempts at discipline are undermined and then become ineffective. We invite your support in encouraging your child to be a responsible student. Our goal is to help your child become more self-controlled and to develop self-discipline.
Each day your child will have the opportunity to begin anew. Each student is expected to exhibit appropriate behavior in the classroom setting as well as in the overall school environment. If
your child chooses to break a rule, the lunch detentions will be served. Severe disruptions will result in a referral and sent to the principal.
Below is a list of Major Infractions for before and after school hours, which may result in suspension or expulsion.
1.) Any illegal activity
2.) Drug and alcohol involvement
3.) Extreme disrespect or insubordination
4.) Fighting
5.) Forged Notes
6.) Profanity
7.) Sexual misconduct
8.) Smoking or possession of tobacco
9.) Stealing
10.) Vandalism
11.) Weapons (i.e. Guns, knives, fireworks, etc.)
It is the policy of ICMS that any public display of affection between Middle School students is inappropriate. Personal relationships should be entirely glorifying to God. Each student should be personally responsible for his or her conduct and actions. There is nothing wrong with holding hands and hugging, however, students must be cognizant of appropriate behavior on the school campus. Middle School students must assume the position of a godly example to the younger students. Inappropriate behavior of this kind will be dealt with on an individual basis.
Curriculum Guide
We will be using the Ignitia digital curriculum for all subjects in Middle School this year. All textbooks, seatwork, quizzes, and tests will be completed using Chromebooks in the classroom. Each student will be assigned a Chromebook for school use, and will be expected to treat the Chromebook with care and respect. Ignitia is a digital curriculum, built specifically for Christian schools. Written from a Christian worldview, all lessons incorporate Biblical principles across the subjects. Ignitia courses include text-based lessons, assignments, quizzes, and tests that engage students while they learn. Optional external web links, interactive learning games, audio and video clips, and off-computer assignments help students develop the skills necessary for academic success in a media-rich environment.
Seventh Grade
Bible - A developmental and in-depth academic study of the teachings of the Old and New Testaments. Topics may include worship, mankind, the attributes of God, prayer, salvation, prophecies about Christ, the living of balanced lives, the books of Psalms and Proverbs, and the life of Christ. These areas target five content strands: theology, the attributes of God, biblical literature, and Christian growth.
History – Medieval History and Geography develops an understanding of and appreciation for God's activity as seen in the record of man and his relationships. The course focuses on Medieval World History, with an emphasis on Western Europe. Specifically, it covers World History from 500 B.C. through the end of the 18 th century, highlighting early Christianity (through the Reformation).
Language Arts - Language Arts 700 continues to build on the sequential development and integration of communication skills in four major areas—reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students' understanding in the following ways:
* Reading–develops students' reading skills, including the identification of main ideas, supporting details, and sequence; teaches students how to reach logical conclusions as well as use appropriate reading rates; shows students how to identify parts of speech in sentences, with emphasis on adjectives, adverbs, conjunctions, pronouns, and verb types; helps students develop basic literary comprehension skills through the reading of biographical and autobiographical pieces, poetry, and character analyses.
* Writing–develops students' understanding of sentence structure, providing handson experience with coordination, conjunctions, subject-verb agreement participles, and phrases; familiarizes students with roots, affixes, and basic word relationships, including homonyms, synonyms, and antonyms; develops students' vocabulary and spelling skills; gives students the opportunity to develop their abilities in writing paragraphs, character analyses, character sketches, short biographies, and summaries; develops students' critical thinking skills through speculative writing on morality.
* Speaking–teaches skills that enable students to become effective speakers and communicators, weaving the skills together throughout the course.
* Listening–teaches effective listening comprehension skills, weaving these together throughout the lessons; builds upon students' study skills.
Science- Life Science curriculum is based on the California Science Content Standards. Major units of study include the following: Cell Biology; Genetics; Evolution vs. Creation; Earth and Life History; Structure and Function in Living Systems; Physical Principals in Living Systems; Investigation and Experimentation.
Math: Math 700 – Mathematics 700 is designed to prepare junior-high students for Pre-algebra. This course focuses on strengthening needed skills in problem solving, number sense, and proportional reasoning. It also introduces students to integers, equations, and geometric concepts. Students will begin to see the "big picture" of mathematics and learn how numeric, algebraic, and geometric concepts are woven together to build a foundation for higher mathematical thinking.
Math Honors: Pre-algebra – An introductory algebra course designed to prepare middle-school students for Algebra I. The course focuses on strengthening needed skills in problem solving, integers, equations, and graphing. Students will begin to see the "big picture" of mathematics and learn how numeric, algebraic, and geometric concepts are woven together to build a foundation for higher mathematical thinking.
Eighth Grade
Bible - A developmental and in-depth academic study of the teachings of the Old and New Testaments. Topics may include worship, mankind, the attributes of God, prayer, salvation, prophecies about Christ, the living of balanced lives, the books of Psalms and Proverbs, and the life of Christ. These areas target five content strands: theology, the attributes of God, biblical literature, and Christian growth.
History – Medieval History and Geography develops an understanding of and appreciation for God's activity as seen in the record of man and his relationships. The course focuses on Medieval World History, with an emphasis on Western Europe. Specifically, it covers World History from 500 B.C. through the end of the 18 th century, highlighting early Christianity (through the Reformation).
Language Arts – Language Arts 800 continues to build on the sequential development and integration of communication skills in four major areas—reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students' understanding in the following ways:
* Reading– reinforces reading comprehension skills by teaching students how to analyze propaganda and other forms of writing, including biographies, autobiographies, formal essays, and informal essays; shows students how to make denotative, symbolic, and connotative readings of a text; introduces both Old English and Middle English languages and literature to develop students' understanding of English language formation and
development; prepares students for the higher level literary comprehension skills required in the upper grades.
* Writing– develops students' understanding of sentence structure, providing hands-on experience with conjunctions, transitions, clauses, and common sentence errors; teaches language histories and etymologies to help students build on knowledge of word structures, including topics like prefixes, roots, and suffixes; expands on students' vocabulary and spelling skills; gives students the opportunity to develop their abilities in writing business letters, friendly letters, informal essays, and basic literature analyses.
* Speaking– offers students experience in delivering oral reports; teaches skills that enable students to become effective speakers and communicators, weaving these skills together throughout the course.
* Listening- teaches effective listening comprehension skills, weaving these together throughout the lessons; builds upon students' study skills, as well as helping them become reliable and efficient note takers.
Science- Physical Science curriculum will be based on the California Science Content Standards. Major units of study include the following: Motion; Forces; Structure of Matter; Earth in the Solar System; Reactions; Chemistry of Living Systems; The Periodic Table; Density and Buoyancy; Investigation and Experimentation.
Math - Pre-algebra – An introductory algebra course designed to prepare middle-school students for Algebra I. The course focuses on strengthening needed skills in problem solving, integers, equations, and graphing. Students will begin to see the "big picture" of mathematics and learn how numeric, algebraic, and geometric concepts are woven together to build a foundation for higher mathematical thinking.
Math Honors – Algebra I – A high school level course that is intended for the student who has successfully mastered the core algebraic concepts covered in the prerequisite course, PreAlgebra. Within the Algebra I course, the student will explore basic algebraic fundamentals such as evaluating, creating, solving and graphing linear, quadratic, and polynomial functions.
Independence Christian School
Acknowledgement of Handbook 2017 - 2018
Sign and date the form below and return to your child's homeroom teacher or the school office.
--------------------------------------------------------------------
I have read the current Independence Christian Middle School Handbook. I acknowledge that there may be changed rules and consequences from previous handbooks. I accept its contents. I will abide by its rules and consequences. I also agree to support the Administration and staff when executing the policies and procedures found in the Middle School Handbook.
Student Name__________________________________________________
Student Signature_______________________________________________
Parent/Guardian Name___________________________________________
Parent/Guardian Signature________________________________________
Date_______________________________ | <urn:uuid:8b4a049d-4213-44c3-a77c-686d0e9c176c> | CC-MAIN-2018-51 | https://0o.b5z.net/i/u/6067584/f/Junior_High_Handbook_2017_-_2018.pdf | 2018-12-11T23:08:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00624.warc.gz | 530,081,691 | 9,841 | eng_Latn | eng_Latn | 0.97601 | eng_Latn | 0.998665 | [
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PERTUSSIS (Whooping Cough)
Pertussis is a very contagious bacterial infection of the respiratory tract. Usually it appears as a persistent cough that follows what seems like a cold.
2. 4-6 years of age and who have not yet received the second booster dose (usually the fifth dose of DTaP) should be vaccinated.
Who gets this disease?
Pertussis occurs in all age groups. Untreated cases in older children and adults can spread pertussis to infants and young children at home. The most serious disease and complications are seen in infants and very young children.
How is it spread?
The bacterium is spread by direct contact with discharge from the nose or throat of an infected person, or by breathing in infected droplets in the air when an infected person coughs. The period of greatest risk of spread is during the first two weeks.
What are the symptoms?
The disease begins with the cold like symptoms such as runny nose and watery eyes, and progresses to include cough that becomes more severe and persistent. Within 2 weeks, the patient has episodes of violent coughing that sometimes end with the typical high-pitched "whoop." The "whoop" sound may be absent in older children and adults. Vomiting often follows the cough. Between bursts of coughing, the patient appears well. Coughing attacks may continue to occur for 10-12 weeks. Pertussis is frequently complicated by pneumonia and ear infections, particularly in infants. Death from pertussis is rare.
What if someone is exposed to pertussis?
For close contacts to a pertussis case:
1. Younger than 7 years of age who have not completed the four-dose primary series should complete the series with the minimum intervals.
3. 11 years old and older can receive a single dose of Tdap.
4. Pregnant women should receive Tdap with each pregnancy.
5. Your physician may recommend antibiotics for close contacts.
How can this disease prevented?
A combination vaccine of Diphtheria, Tetanus and acellular Pertussis (DTaP) is required for both childcare and school attendance. The Advisory Committee on Immunization Practices (ACIP) recommends immunizing children against pertussis, along with diphtheria and tetanus, beginning as early as six weeks of age. The fivedose series should be completed at 2 months, 4 months, 6 months, 15-18 months, and 4-6 years of age. If the child has a contraindication to the pertussis vaccine, they would receive a vaccine called DT which does not contain the pertussis antigen.
A single booster dose of Diphtheria, Tetanus, and acellular Pertussis (Tdap) is recommended for adolescents 11-18 years of age who have completed the recommended childhood DTP/DTaP vaccination series. Adults who are 18 and older should receive one dose of Tdap if they have not received Tdap previously. The Td booster is recommended every 10 years thereafter to provide protection.
Reportable?
Yes. Pertussis is reportable by New Hampshire law to the Division of Public Health Services, Bureau of Infectious Disease Control at (603) 271-4496.
Revised August 2018 | <urn:uuid:e4fed078-2cf9-42d3-8457-fe52f1b6866d> | CC-MAIN-2018-51 | https://www.dhhs.nh.gov/dphs/cdcs/documents/pertussis.pdf | 2018-12-11T22:14:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00626.warc.gz | 854,709,520 | 688 | eng_Latn | eng_Latn | 0.999088 | eng_Latn | 0.999088 | [
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The Ten Most Unwanted Varmints in Texas (Invasive Forest Pests Present or Threatening to Enter
)
2. Formosan Termite
5. Gypsy Moth 6. European Wood Wasp
9. Soapberry Borer
Description of Invasive Forest Pests Present in or Threatening Texas
1. Emerald ash borer: Agrilus planipennis (Buprestidae). Exotic pest of ash, recently introduced from Asia; present in southeastern Michigan, Ontario, Virginia, Maryland, and northwestern Ohio. May infest and kill small to very large trees. Symptoms include dead or dying ash with D-shaped exit holes and winding, sawdust-filled galleries under the bark. Adults are bright green, about 13 mm (½") long. Not yet found in Texas.
2. Formosan termite: Coptotermes formosanus (Rhinotermitidae). Present in some 20 Texas counties. Identifiable by tear drop-shaped heads of soldiers (compared to parallel-sided heads of native subterranean termites). Winged adults swarm in May or early June and are attracted to lights. Infests wood in use and may nest in variety of live trees. May be transported in infested landscape timbers or mulch to colonize new areas.
3. Asian longhorned beetle: Anoplophora glabripennis (Cerambycidae). Large black beetle, 20 - 40 mm (3/4-1½") long with white spots and long black and white antennae; introduced into northeastern U.S. in 1996. Attacks and kills a variety of hardwoods, preferring maples (also poplar, willow, elm, etc.). Symptoms are declining trees with large, circular exit holes and boring dust in bark of trunk and large limbs. Not yet established in Texas.
4. Sudden oak death: Caused by the newly-identified fungus Phytophthora remorum. Detected in several counties in California and Oregon on oaks and variety of other hardwoods and some conifers. Cankers and black ooze on trunk of affected trees precede death. Not yet detected in Texas.
5. Gypsy moth: Lymantria dispar (Lymantriidae). Introduced from Europe and well established in eastern U.S. Larva is hairy with parallel rows of red dots on body. Feeds on and defoliates a variety of hardwoods, particularly oaks. Females are unable to fly and larvae disperse on silken threads. Egg masses may be transported long distances on recreational vehicles, outdoor furniture, etc. Not yet established in Texas.
6. European wood wasp: Sirex noctilio (Siricidae). Introduced pest of pines, including loblolly pine, in Australia, New Zealand, Africa, and South America. Larva is cylindrical, creamy white grub without legs, up to 30 mm (1¼") long. Larval tunnels in wood are packed with chewed bark. Adult of variable size (9-36 mm) with four yellow membranous wings. Infested trees have discolored foliage and may be killed. Not yet detected in Texas.
7. Banded elm bark beetle: Scolytus schevyrewi (Scolytidae). Newly-discovered bark beetle infesting elms in numerous western states, including New Mexico (also may attack Russian olive, willows, and fruit trees). A native of Asia, the adult is a small, cylindrical beetle (3-4 mm in length) with light and dark bands. It is a close relative to the bark beetle that vectors Dutch elm disease. Not yet detected in Texas.
8. Pine shoot beetle: Tomicus piniperda (Scolytidae). Established in Lake States, where infestations are of concern in Christmas tree plantations. Southern pines are suitable hosts. Adults are black beetles about the size of a match head. They bore in pith of pine shoots for maturation feeding. Attacks seldom kill the host tree, but cause shoot dieback. Larvae feed in pine stumps and logs. Not yet found in Texas.
9. Soapberry borer: Agrilus prionurus (Buprestidae). First detected in September 2003 in Austin attacking soapberry (Sapindus spp.) trees. Native of Mexico and Central America. Adult is metallic wood borer that leaves oval exit hole in bark when it emerges; larvae are white, elongated grubs with the segment behind the head enlarged and flattened. The larvae make sawdust-filled galleries beneath the bark and in the sapwood.
10. Japanese cedar longhorned beetle: Callidiellum rufipenne (Cerambycidae). Wood-boring beetle of Asian origin, recently found in Connecticut and North Carolina. Attacks variety of cedars and cypress trees. Adults are 6-12 mm (¼-½") long with long antennae. Larvae feed beneath bark, eventually entering wood. Not yet found in Texas.
If you detect any of these invasive forest pests in Texas, contact Joe Pase, TFS Forest Pest Management in Lufkin (Phone 936-639-8170; e-mail = email@example.com) or Kim Camilli , TFS Forest Pest Management in Austin (Phone: 512-371-7011; e-mail = firstname.lastname@example.org. For more information and photos, visit the invasive and exotic species web site at http://www.invasive.org/. | <urn:uuid:296130fe-926c-4a2c-8aac-6111ec8fbc0c> | CC-MAIN-2018-51 | https://texasinvasives.org/resources/publications/TFS_Alien_Pests.pdf | 2018-12-11T22:09:19Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00625.warc.gz | 743,241,403 | 1,191 | eng_Latn | eng_Latn | 0.972485 | eng_Latn | 0.990767 | [
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EXAM INFORMATION
Items
71
Points
71
Prerequisites
B
IOLOGY OR
C
HEMISTRY
Grade Level
11-12
Course Length
ONE YEAR
Career Cluster
H
EALTH
S
CIENCE
Performance Standards
I
NCLUDED
Certificate Available
Y
ES
Biotechnology
DESCRIPTION
Biotechnology is designed to create an awareness of career possibilities in the field of biotechnology. Students are introduced to diagnostic and therapeutic laboratory procedures that support bioscience research and practice
EXAM BLUEPRINT
STANDARD 1
STUDENTS WILL INVESTIGATE THE PAST, PRESENT, AND FUTURE APPLICATIONS OF BIOTECHNOLOGY AS WELL AS RELEVANT CAREERS.
Objective 1
Describe historical applications of biotechnology.
1. Create a timeline of historical biotechnology developments.
2. Replicate a historical application of biotechnology (e.g., yogurt, cheese, sauerkraut, and bread).
Describe applications of present technology and theorize future implications.
1. Evaluate the ethical, legal, and social implications in biotechnology (e.g. vaccines, genetically modified organisms, cloning, genetic engineering).
2. Describe the technologies that have been developed to identify, diagnose, and treat genetic diseases (e.g., gene therapy, genetic testing, genetic counseling, and Human Genome Project, Real-time PCR, Next Gen sequencing).
3. Research and present biotechnology concepts using effective communication skills (e.g., Pharmacogenomics, Therapeutic cloning, Transgenics).
Explore the various science and non-science fields and careers associated with biotechnology.
1. Use the Internet, field trips, job fairs, interviews, and speakers to explore biotechnology.
2. Outline career paths for various occupations in the biotechnology field.
Standard 1 Performance Evaluation included below (Optional)
STANDARD 2
STUDENTS WILL DEMONSTRATE APPROPRIATE SAFETY PROCEDURES AND EQUIPMENT USE IN THE LABORATORY.
Objective 1
Demonstrate appropriate use of personal protective equipment (PPE).
1. Describe how personal protective equipment (PPE) protect the experiment and the lab worker.
2. Wear personal protective equipment (PPE) when appropriate (e.g., lab coats, gloves, and eye protection).
3. Demonstrate safe removal of gloves.
Maintain a sanitary laboratory environment.
1. Explain the appropriate sterilization methods (e.g., autoclave/steam, chemical - ethanol and bleach).
2. Demonstrate proper aseptic/sterilizing procedures.
Exhibit appropriate behavior to protect coworkers and self.
1. Explain the dangers of contamination via food, drink, electronics, cosmetics, lotion, eye drops, and contact lenses.
2. Follow proper disposal and clean-up procedures with respect to chemicals and laboratory equipment as indicated by SOP and SDS (e.g., broken glass, sharps, and spills).
3. Show locations of emergency exits and equipment (e.g., fire extinguishers, blankets, eyewashes, and showers).
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Objective 2
Objective 3
Objective 2
Objective 3
Objective 4
Objective 2
Objective 3
Use biotechnology laboratory equipment correctly and safely.
1. Identify equipment and describe when to use it.
2. Demonstrate the proper use of biotechnology equipment
1. Micropipette
2. Centrifuge
3. Spectrophotometer
4. pH meter
5. Electrophoresis apparatus - protein and DNA
6. Thermocycler
7. Microscope
8. Autoclave
9. Balance
10. Water baths
3. Demonstrate proper use and handling of micropipettes.
Standard 2 Performance Evaluation included below (Optional)
STANDARD 3
STUDENTS WILL FOLLOW LABORATORY PROCEDURES PROPERLY.
Objective 1 Follow laboratory protocols.
1. Understand the purpose of individual steps within a protocol.
2. Perform the steps of laboratory protocols accurately and in sequence.
Comply with policies and requirements for documentation and record keeping.
1. Follow standard operating procedures.
2. Maintain accurate records and documentation according to minimum good documentation practices (GDP).
Demonstrate proper handling of chemicals.
1. Communicate the rationale for various laboratory-labeling procedures.
2. Recognize and comply with the labeling of chemicals used in a laboratory setting for safe handling and storage.
1. Flammability
2. Corrosive
3.
Toxic
4. Environmental Hazard
5. Biohazard
6. Electrical Shock Hazard
7. NFPA 704
1.White
2.Yellow
3.Red
4.Blue
3. Reference and interpret the guidelines in Safety Data Sheets (SDS).
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Standard 3 Performance Evaluation included below (Optional)
STANDARD 4
STUDENTS WILL DESCRIBE THE PROPERTIES OF ATOMS AND MOLECULES AND PREPARE LAB REAGENTS.
Objective 1 Explain chemical concepts relevant to biotechnology.
1. Atomic mass
1. Molecular weight/formula weight
2. Bonding
1. Ionic
2. Covalent
3. Hydrogen
3. Characteristics of the four types of bio-molecules
1. Carbohydrates
2. Lipids
3. Proteins
4. Nucleic acids
4. Characteristics of molecules in water
1. Hydrophobic vs. hydrophilic
2. Polar vs. non-polar
5. Acid base chemistry, pH scale, and buffer properties
Demonstrate accurate and correct solution preparation.
1. Use the metric system, common conversions, and proper units of scientific measurement.
2. Calculate concentrations of solutions
1. Moles
2. Molarity
3. % volume per volume
4. % weight per volume
5. Concentration
1.mg/ml
2. ug/ul
3.x concentration
3. Calculate how to dilute a stock solution to make the following:
1. Working solution (C1V1 = C2V2)
2. Serial dilutions
4. Measure and adjust the pH of specific solutions with commonly used acids and bases.
5. Correctly label reagents with the following:
1. Chemical
2. Concentration and pH
3. Initials
4. Date
6. Prepare solutions of defined concentrations and pH.
Relate dilution to solution preparation.
Objective 2
Objective 3
1. Explain dilution principles.
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Biotechnology
2. Prepare serial dilutions of specific solutions.
3. Measure absorbance and determine concentration of solutions. (e.g., spectrophotometer, fluorometry)
STANDARD 5
STUDENTS WILL DESCRIBE THE STRUCTURE AND FUNCTION OF CELLS AND THEIR COMPONENTS.
Objective 1 Identify key cellular components and correlate with function.
1. Describe the structure of the following and explain the major function of each.
1.Nucleus
2.
Ribosomes
3.Mitochondria
4. Cell wall
5.Cell membrane
Compare and contrast prokaryotic and eukaryotic cells.
1. Describe a prokaryotic cell including the following:
1. Cell structure
2. Reproduction
3. Applications in biotechnology
2. Describe a eukaryotic cell including the following:
1. Cell structure
2. Reproduction
3. Applications in biotechnology
STANDARD 6
STUDENTS WILL DEMONSTRATE PROPER BACTERIAL IDENTIFICATION AND MAINTENANCE OF CULTURES.
Objective 1 Prepare bacterial growth media.
1. Identify growth requirements for common microorganisms.
2. Utilize the appropriate media and conditions for specific experiments.
1. Antibiotics
2. Temperatures
3. Selective media
Objective 2 Inoculate agar and broth media.
1. Explain the different methods of inoculation.
2. Select the appropriate media and methods of inoculation.
3. Inoculate media using various techniques
1. Streak
2. Spread
4. Demonstrate the ability to culture and maintain microorganisms.
5. Correctly label specimen samples (e.g., bacterial strain, antibiotic, date, media).
Identify common categories of bacteria.
Objective 3
1. Explain and identify bacterial properties useful for classification
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Objective 2
Objective 3
Objective 4
1. Cell wall composition
2. Morphology
3. Metabolism
2. Perform gram stain tests to identify bacteria
Standard 6 Performance Evaluation included below (Optional)
STANDARD 7
STUDENTS WILL COMPARE AND CONTRAST DIFFERENT TYPES OF NUCLEIC ACIDS AND PROTEINS AND ILLUSTRATE THE FLOW OF GENETIC INFORMATION WITHIN THE CELL.
Objective 1
Describe the structure of nucleic acids.
1. Identify the components of nucleotides.
2. Compare and contrast the structure and function of DNA and RNA.
3. Explain how the chemical structure of DNA applies to gel electrophoresis.
4. Perform a restriction digest and analyze the results with gel electrophoresis.
Objective 2 Describe how DNA functions as a template for DNA replication.
1. Identify the major components and outline the process of DNA replication.
2. Explain how DNA replication applies to the amplification of nucleic acids in PCR and DNA sequencing.
3. Amplify and analyze DNA using PCR and gel electrophoresis.
4. Demonstrate the ability to use PCR technology.
Describe the structure and function of proteins.
1. Describe the four levels of protein structure.
1. Primary
2. Secondary
3.
Tertiary
4. Quaternary
2. Explain the relationship between the structure and function of proteins.
3. Identify functional classes of proteins (e.g., structural, regulatory, enzymes, and transport).
4. Discuss ways proteins are used in biotechnology.
5. Use computer resources to visualize the three-dimensional structure of proteins (e.g., Protein Data Bank, Cn3D).
6. Explain proper separation techniques to differentiate between proteins based on size and structure (e.g., chromatography, SDS-PAGE).
7. Discuss the effects of environment on the function of enzymes.
1. Temperature
2. pH
3. Salt concentration
Outline the process of protein synthesis as related to the Central Dogma of Molecular Biology.
1. Explain the progression of information from DNA to traits.
2. Identify the major components, outline the process, and describe the products of transcription.
3. Distinguish between transcription in prokaryotic and eukaryotic systems
1. Introns
2. Exons
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Objective 2
Biotechnology
3. Posttranscriptional modifications
4. Identify the major components, outline the process, and describe the product of translation.
5. Describe the uses of recombinant proteins in biotechnology (e.g., medicine, agriculture, etc.).
6. Manipulate the production of recombinant protein in bacteria (e.g., GFP).
Objective 5 Describe how DNA mutations affect the organism.
1. Characterize the different types of mutations
1. Silent
2. Missense
3. Frame shift
4. Nonsense
2. Explore the consequences of mutations on the organism. (e.g., cancer and genetic disease).
3. Explore how DNA differs between individuals within a species.
1. Identify single nucleotide polymorphisms (SNP)
2. Describe the role of single nucleotide polymorphisms (SNP) in biotechnology applications (e.g., paternity, forensics, pharmacogenomics, evolutionary origins).
Standard 7 Performance Evaluation included below (Optional)
STANDARD 8
STUDENTS WILL EXPLAIN RECOMBINANT DNA TECHNIQUES IN BACTERIA.
Objective 1 Describe the use of plasmids in bacterial transformation.
1. Describe the elements of a functional plasmid
1. Origin of replication
2. Selection gene
3. Multiple cloning sites
4. Promoter
2. Explain the role of restriction enzymes in generating recombinant plasmids.
3. Describe competent cells, transformation, and selection methods.
4. Perform a bacterial transformation and analyze results.
Describe the process of plasmid DNA isolation.
1. Analyze the protocol for isolating plasmid DNA.
2. Understand how to quantify the amount of DNA purified.
Standard 8 Performance Evaluation included below (Optional)
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Biotechnology Performance Standards (Optional)
Performance assessments may be completed and evaluated at any time during the course. The following performance skills are to be used in connection with the associated standards and exam. To pass the performance standard the student must attain a performance standard average of 8 or higher on the rating scale. Students may be encouraged to repeat the objectives until they average 8 or higher.
Students Name_________________________________________________________________
Class_________________________________________________________________________
STANDARD 1 Application & Careers
Score:
Research and present biotechnology concepts using effective communication skills.
STANDARD 2 Safety Procedures
Score:
Demonstrate appropriate use of personal protective devices.
Demonstrate proper aseptic/sterilizing procedures.
Demonstrate proper use and handling of micropipettes.
STANDARD 3 Laboratory Procedures
Score:
Maintain accurate records and documentation according to minimum good documentation practices.
STANDARD 6 Bacterial Identification & Cultures
Score:
Prepare bacterial growth media.
Demonstrate the ability to culture and maintain microorganisms.
STANDARD 7 Nucleic Acids & Proteins
Score:
Perform a restriction digest and analyze the results with gel electrophoresis.
Demonstrate the ability to use PCR technology.
Demonstrate the ability to use proper separation techniques to differentiate between proteins based on size/structure.
o Chromatography and SDS-PAGE.
STANDARD 8 DNA Techniques
Score:
Perform a bacterial transformation and analyze results.
PERFORMANCE STANDARD AVERAGE SCORE:
© Precision Exams 708.1819
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What are the Implications of Possible Selves Research for School Counseling Practice?
School Counselors can help students develop the knowledge, skills, and work habits that all students need to be successful. Some students, however, do not connect with school on a motivational level and therefore fail to thrive in the public school environment. These students do not find school intrinsically interesting and do not seem to make the connection between academic achievement and future success. They are frequently described by educators as "unmotivated". If public schools are to be successful in helping all students achieve, educators need to develop approaches that will help all students develop the motivation to expend sustained and persistent effort on learning tasks which appear far removed from their ultimate rewards and benefits. Possible Selves theory and its related research base (Markus and Nurius, 1986) provide a potentially powerful framework for this technology.
Possible Selves theory is an extension of self-concept theory. Similar to other approaches in this tradition, Possible Selves theory emphasizes the impact that a student's self-definition has on school behavior. The special contribution of Possible Selves theory is its focus on the motivational power of students' views of themselves in the future. Students' views of the selves that they would hope to become, fear they will become, and expect to become can be powerful motivators for present school behavior.
"Possible selves are the ideal selves that we would very much like to become. They are also the selves that we could become and are afraid of becoming. The possible selves that are hoped for might include the successful self, the creative self, the rich self, the thin self, or the loved and admired self, whereas, the dreaded possible selves could be the alone self, the depressed self, the incompetent self, the alcoholic self, the unemployed self, or the bag lady self." (Markus and Nurius, 1986, p. 954)
Students' motivation to engage in effortful learning in school is related to how vividly they can picture different possible selves, the nature of their possible selves, and the connections students perceive between school behavior and either achieving a positive self or avoiding a negative self. Possible selves are projections about the future that are rooted in students' present and past experiences. Both positive and negative possible selves reflect what students have come to believe are actually possible for themselves. The nature of students' possible selves is strongly influenced by their culture, class, socioeconomic circumstances, family environment, and personal experiences of success or failure in school. Students' possible selves are also shaped by role models and exposure to media.
Possible Selves and Academic Achievement
Several studies document the relationships between students' possible selves and their achievement and school-related behavior. Leondari, Syngollitou and Kiosseoglou (1998) studied the relationships between high school students' possible selves and school behavior and performance. They coded students' open-ended possible selves essays on a range of dimensions and correlated these different dimensions with both self-reported school behavior and achievement measures (i.e, GPA). Results indicated students who had clear and specific descriptions of their possible selves showed higher levels of task persistence and school achievement.
Anderman, Anderman, and Griesinger (1999) reported two studies that illustrated relationships between elementary students' possible selves and academic achievement. The authors found that students who had a positive academic future self (i.e. they described themselves as being a "good student") were more likely to show academic improvement between the sixth and seventh grade.
Oysterman and Markus (1990) explored the relationships between characteristics of the possible selves of 13- to 16-year-old students and their levels of delinquent behavior. The researchers constructed an open-ended questionnaire that probed for descriptions of hoped for, expected, and feared possible selves. The most salient finding was that non-delinquent youth showed a better balance between their expected and feared possible selves. Balance occurred when aspects of the expected self (e.g. graduating from college) would be expected to prevent the occurrence of the feared self (e.g., being poor and unemployed). When delinquent youth described their expected possible selves, they often failed to include features that mitigated against the possibility of their feared possible self occurring. For example, the feared possible self of delinquent students frequently entailed being unemployed; at the same time, few of these students described an expected possible self that included doing well in school.
Similarly, Oyserman, Grant and Anger (1995) examined the relationship between the balance of positive and negative possible self descriptions for African-American middle school students and school performance. The research showed that a greater balance of positive and negative descriptions was predictive of effort and persistence in school.
Taken as a whole, these studies suggest that (a) a vivid, concrete positive possible self that includes academic success can motivate present school behavior and result in achievement; and (b) while students may be motivated by both positive and negative features of their possible selves, the optimal motivational circumstance may occur when students' expected possible selves include desired features (e.g. school achievement) that mitigate against the occurrence of the feared possible self features (e.g. criminality and unemployment).
Intervention Outcome Research on Possible Selves Interventions
To date, there have been only a few attempts to develop and evaluate school counseling interventions based on Possible Selves theory and research. Two such attempts, described below, showed the potential of Possible Selves-based interventions to promote effective school behavior and reduce the academic achievement gap.
Day, Borkowsky, Ponzo, and Howsepian (1994) developed and evaluated an eight lesson, small group-based intervention designed to increase the concreteness and balance of the positive and negative possible academic self descriptions of Mexican-American elementary school students. This intervention taught three specific metacognitive strategies that the researchers hypothesized could be used by students to attain a positive or avoid a negative possible self. These strategies included thinking ahead about the school work that needs to be done, thinking about the process of actually doing the school work, and thinking about what they have learned. An accompanying parent intervention was also designed and evaluated. Results of the child-only intervention group compared to the child-plus-parent intervention group proved showed no statistical difference, suggesting that the parent intervention did not add impact to the child intervention. Both of the intervention groups, however, showed important differences from the non-treatment control group.
Children participating in the intervention groups showed increases in their understanding of the importance of education and their understanding of the relationship between education and later occupational success and financial security. They also showed more complete descriptions of the behavior of good students and reported thinking more about the connections between present schooling and future occupational success. Anecdotal findings indicated that three components of the intervention seemed particularly impactful: (a) creating a "Possible Me Tree" to provide a developmentally-appropriate framework for 3 rd , 4 th , and 5 th graders to generate concrete visual maps of the distal goals; (b) using metacognitive strategies to achieve proximal academic goals; (c) explicit linking of current school work with distal educational and occupational status.
Oyserman, Bybee and Terry (2006) developed and evaluated an 11-week, middle school, classroom-based intervention called School-to-Jobs (STJ). STJ was specifically designed to address hypothesized connections between aspects of urban African-American students' possible selves and their school behavior and academic performance. The intervention was designed to help students: (a) develop description of their positive selves; (b) identify concrete, plausible strategies for attaining positive and avoiding negative possible selves; (c) reduce potential conflict between their possible selves and their social identity; and (d) maintain persistence in strategy use through metacognitive routines that designed to help students to avoid the tendency to abandon strategy use in the face of setbacks or failures. STJ was delivered in consecutive biweekly sessions in eighth grade homerooms with half the students in each homeroom randomly assigned to the intervention and non-treatment control groups.
Following the intervention, students had more balance between positive and negative selves and more plausible strategies for attaining positive and avoiding negative possible selves. Data indicated that the intervention resulted in increased attendance rates, reduced retention rates, higher GPA, and higher standardized test scores. Longitudinal data suggested the positive academic effects of STJ persisted at least through ninth grade and students who participated in the intervention had lower depression scores than non-participants.
Implications, Development and Evaluation of New School Counseling Interventions
These promising findings suggest that Possible Selves theory and research may provide a very useful foundation for preventative-developmental school counseling interventions that enhance students' motivation, promote achievement and reduce the achievement gap. Efforts should be directed at using the existing knowledge base of Possible Selves theory to develop manualized, curriculum-based and group-based developmental school counseling interventions. Welldesigned school counseling interventions based on Possible Selves research are likely to promote academic achievement.
Existing theory and research suggest that school counselors keep the following principles in mind when developing effective Possible Selves-based interventions:
* Interventions that help students develop vivid, compelling visions of their "hoped for", "feared", and "expected" possible selves can be expected to promote achievement by enhancing students' motivation.
* Students are more likely to translate enhanced motivation into actual achievement if the intervention is designed to help them: (a) see the connection between their current behavior and the attainment of desired future selves and/or the avoidance of undesired future selves; (b) establish goals that regulate and direct needed learning; and (c) identify specific skills and/or strategies that they have or need to learn to achieve their goals.
* Many students will benefit from interventions that expand their range of "hoped for" possible selves, especially when factors such as poverty, discrimination, media, and the absence of role models have resulted in an artificial constriction of possible futures .
* Interventions that help students envision a positive academic self that is strongly connected to attaining a desirable, or avoiding an undesirable future self, are more likely to promote achievement motivation and enhance school performance.
* Many students could benefit from interventions that integrate an achievement-oriented academic identity with a positive social group identity and harmonize those identities with achievement oriented goals.
The school counseling profession needs more research-based and empirically-supported interventions focused on promoting academic achievement (Dimmitt, Carey, McGannon & Henningston, 2005). Using Possible Selves theory and research as the foundation for the design
and development of these interventions is clearly warranted. We strongly recommend that school counseling research and practitioners partner to create and evaluate preventativedevelopmental interventions.
References
Anderman, E.M., Anderman. L.H., & Griesinger, T. (1999). The relationship of present and possible academic selves during early adolescence to grade point average and achievement goals. The Elementary School Journal, 100, 3-17.
Day, J.D., Borkowski, J.G., Punzo, D., & Howsepian, D. (1994). Enhancing possible selves in Mexican American children. Motivation and Emotion, 18, 79-103.
Dimmitt, C., Carey, J.C., McGannon, W., & Henningson, I. (2005). Identifying a school counseling research agenda: A Delphi study. Counselor Education and Supervision, 44, 214-228.
Leondari, A., Syngollitou, E., & Kiosseoglou, G. (1998). Academic achievement, motivation and possible selves. Journal of Adolescence, 21, 219–222
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969.
Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91, 188–204
Oyserman, D., Gant, L. and Ager, J. (1995). A socially contextualized model of African-American identity: Possible selves and school persistence. Journal of Personality and Social Psychology, 69, 1216-1232.
Oyserman, D., and Markus, H. R. (1990). Possible selves and delinquency. Journal of Personality and Social Psychology, 59, 112-125.
John C. Carey
Director,
Center for School Counseling Outcome Research
Ian Martin
Graduate Assistant
Center for School Counseling Outcome Research
The Center for School Counseling Outcome Research is dedicated to enhancing school counseling by grounding practice in research. The Center publishes periodic Research Briefs that review research that is especially relevant to improving practice. The complete collection of briefs is available on the Center's website, http://www.cscor.org. | <urn:uuid:cdad684a-f026-4472-b649-4e89fa1ef69b> | CC-MAIN-2018-51 | https://esteemjourney.com/wp-content/uploads/2018/07/School-Counseling-Research-Brief-5.2.pdf | 2018-12-11T23:11:02Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00625.warc.gz | 588,509,299 | 2,690 | eng_Latn | eng_Latn | 0.967163 | eng_Latn | 0.995878 | [
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VALMY 1792
This Revolutionary War battle made all later Napoleonic battles possible. The Allied monarchs wanted the French Revolution crushed as soon as possible and their veteran armies moved invincibly into France. After a series of demoralising French retreats, routs and leader defections the French novice armies finally made a stand against the Prussian Veterans on the 20 th September 1792 at Valmy.
N
Prussians:
1 x Sub Cdr (-1 CAP)
CinC
Brunswick
2 x HC
French:
1 x Sub Cdr
4 x LC(M)
3 x LC
2 x Lt
5 x LC
8 x Ms
CinCDumouriez(-1 CAP)
(French 'Battle Cavalry' of the time)
1 x Ms(E)
6 x Ms
4 x Ms/Lt(M)
1 x Lt
2 x FA(M)
(Range 100paces, Close Combat as Elites)
2 x HA(M)
This game is fought on the standard size table.
Prussian Infantry of this time only fought in line formation, did not use skirmish screens to support the Line Infantry and relied heavily on strong discipline and the bayonet in the assault. To reflect this Prussian Ms have a firing range of 100paces and cannot have '2 nd Rank Support' if attacking however all Prussian Ms close combat as Elites. The Prussian Ms may pursue one base depth after winning close combat.
Historically at this time the Prussian cavalry was far superior to French cavalry.
The French Ms/Lt (M) were Brigades of 'Massed Patriots' who were poorly trained but very adaptable. The French Regular Ms and Lt were the Ex Royal Infantry, they were adequately trained but were not so keen on close combat with the Prussian Veterans.
All 3 villages in this scenario were small but well developed, and therefore are classed as fortifications.
French deploy first, anywhere east of the dotted line. Prussians deploy west of the dotted line no closer than 400paces from any French unit. French move first. The game should last no more than 14 turns.
Both sides need 7 Victory Points (VP) to win (one point per casualty). The owner of the villages gain 1VP per village, therefore the French start with 3VP. This means, that as with the case in the actual battle, if the Prussians loose the first few combats they will withdraw from the battlefield with a dented pride and a French victory.
Infantry can cross the river as bad going, cavalry and artillery must cross at the bridges. | <urn:uuid:d92ad10f-b9e6-4e45-819a-64cdae4f8b9a> | CC-MAIN-2018-51 | https://dbnwargaming.weebly.com/uploads/1/6/5/7/16577496/valmy1792.pdf | 2018-12-11T23:37:18Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00629.warc.gz | 579,017,295 | 538 | eng_Latn | eng_Latn | 0.998412 | eng_Latn | 0.998412 | [
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.
South Australian Mathematics Talent Quest (SAMTQ)
2018 Senior Section
In Years 11 and 12, Assessment Type 2 requires student to complete at least one Mathematical Investigation. Students investigate mathematical relationships, concepts, or problems, which may be set in an applied context. The subject of a mathematical investigation may be derived from one or more subtopics, although it can also relate to a whole topic or across topics.
The Australian Curriculum requires all mathematics students to be able to demonstrate the four proficiencies at all year levels. How will you get your students to demonstrate their proficiency in Problem Solving and Reasoning. eg At Year 8 Problem Solving includes formulating and modelling practical situations in a variety of content areas. The Australian Curriculum also includes seven General Capabilities, in particular Numeracy, Literacy and Critical and Creative Thinking.)
What better way to allow your students to develop and show these capabilities and proficiencies than giving them the opportunity to undertake a mathematical investigation, create a mathematical artefact or research a mathematical idea?
1. BACKGROUND AND INTRODUCTION
The aim of this project is to involve students, regardless of their levels of mathematical experience, in an enjoyable project activity of their choice. Participants will gain invaluable experience in areas that SACE mathematics (and other subjects as well) demand e.g. directed investigations, project work and a literacy requirement. By undertaking an activity of this sort they are demonstrating many of the capabilities and proficiencies required by the Australian Curriculum.
2. POSSIBLE PROJECTS
Students may choose any area of interest, provided that there is a clear evaluation of the mathematical content in the chosen activity. e.g. a conclusion in a statistics project or an evaluation in a game entry.
Class teachers can give students ideas and inspiration as well as a timeline for preparation. The MASA website has several examples to assist teachers in directing students to possible topics
For example:
Students could be encouraged to investigate a particular theme following formal class lessons in that area.
Another approach may be to use the "Find out all you can about ..." approach to initiate brainstorming.
An excursion to a building site, farm, factory, supermarket or courtroom may provide useful ideas and motivation.
Students may wish to investigate the mathematics of their particular area of interest - eg sport, recreation, spending money, watching television, computing applications, informatics.
3. FORMAT OF ENTRIES
* Entries may be in whatever format students desire.
* However, fragile projects do risk being damaged in transit if they are sent interstate for the National Mathematics Talent Quest.
NB Outstanding entries may be entered in the AAMT National Mathematics Talent Quest which are judged in Victoria.
Where possible please provide an electronic copy.
Written:
Should be typed or neatly handwritten, pages should be numbered and securely bound - no loose sheets.
Entries can be in the form of: essays, play scripts, collection of poems or letters, booklet-text with illustrations, newspaper format or anything else that the students choose.
Should convey an idea briefly and clearly, and generally not contain a great deal of written information.
Should have visual impact.
It may be necessary to provide a separate written component if it is felt that the poster does not contain enough information.
Entries must have appropriate documentation, be entertaining to listen to or watch, and reinforce a mathematical concept or principle.
Please check that your project works on several different platforms. If the judges cannot view the file they will not consider the project.
A collection of photographs which tell a story or display a mathematical idea. Each entry should be accompanied by a written description explaining the student's thoughts.
May be either static or working. Models requiring construction must have clear instructions for doing so. Models should be original, skilfully constructed and demonstrate a mathematical principle.
NB: Kit models should not be entered, unless there is substantial, original student input as well.
Explanatory notes should accompany all models.
Should have clear directions and be of relatively sturdy construction, allowing for ease of transport.
Posters:
Film, Video or Audio
Tape:
Photographic Essay:
Models:
Games:
Computing
Applications:
It is the responsibility of the entrants to supply all required hardware & software for judging purposes.
Entrants may use programming, spreadsheets, data base, word processing or any other multimedia formats.
Please check that your project works on several different platforms. If the judges cannot run the application they not consider the project.
Include anything else that the students deem appropriate as long as there is a clear description of the mathematics involved.
The following notes are included as a guide in line with the SACE Board requirements.
A report on the mathematical investigation may take a variety of forms, but would usually include the following:
* an outline of the problem to be explored
* the method used to find a solution
* the application of the mathematics, including
– generation or collection of relevant data and/or information, with a summary of the process of collection
– mathematical calculations and results, using appropriate representations
– discussion and interpretation of results, including consideration of the reasonableness and limitations of the results
* the results and conclusions in the context of the problem.
A bibliography and appendices, as appropriate, may be used.
The format of an investigation report may be written or multimodal.
4. ENTRY DETAILS
This project is open FREE of charge to all students, regardless of their levels of mathematical experience, from Years 11 and 12. Entries may be from individuals, groups of at most five members, or from classes (which may involve six or more students).
Entries must reach the MASA office by Friday 10 August 2018.
All entries submitted for judging should be accompanied by the appropriate cover sheet and should have all of the following information.
a. A Project Title
b. A Report which should include discussion of:
* composition and formation of group if appropriate
* any changes of ideas
* selection of topic
* ideas for improvement
* benefits gained
* conclusions
c. Acknowledgment of any assistance by adults (including teachers) in the preparation of the entry for submission.
d. A Bibliography listing all references used in researching the project.
e. There is no upper or lower limit on the 'length' of entries, but material should be relevant and not mere 'padding' for effect.
5. IMPORTANT DATES
Registration:
6 July 2018
Entries Submitted 10 August 2018 All Entries to MASA office, during office hours Monday - Friday 9:30 am - 4.30 pm
Presentation Ceremony to be held on 22 October 2018
Office:
The Mathematical Association of South Australian Inc 80 Payneham Road, Stepney 5069
Postal Address:
The Mathematical Association of South Australian Inc P.O. Box 94 Stepney 5069
6. JUDGING OF ENTRIES - Guidelines for Schools
All entries will be judged for cash prizes on following aspects of the chosen projects:
Choice of topic Investigative processes Communication of findings Mathematical processes Creativity Acknowledgement Evidence
For more details, check the Mathematics Enrichment Project Rubric
* Winning entries may be required for general display at future promotional activities of MASA.
* It is the responsibility of the entrants to supply all required hardware & software for judging purposes. Entrants may use programming, spreadsheets, data base, word processing or any other multimedia formats. Please contact the MASA if you have any queries.
* Schools are responsible for the transportation of their entries to and from judging.
* Prizes may not be awarded in a category, if Judges deem the standard of entries to be inadequate.
* The judges' decision will be final and no correspondence will be entered into.
MASA South Australian Mathematics Talent Quest (SAMTQ) 2018 Senior Section
Registration of Interest
The Mathematical Association of South Australia Inc (MASA)
PO Box 94, Stepney SA 5069
Telephone: 08 8362 4332 Facsimile: 08 8312 6292
email: email@example.com
SCHOOL REGISTRATION FORM (Please use block letters)
NOTE: This Registration form must reach the MASA office no later than 6 July 2018
School:
_______________________________________________________________________
Address:
_______________________________________________________________________
____________________________________
Postcode: _________________
Telephone: ___________________
Facsimile: ________________________
SAMTQ 2018 Co-ordinator:
_____________________________________________________________
Contact email: _____________________________________________________
Telephone: ______________________________________
* Please state below the number of entries your school will be submitting in each section.
I give permission for any prize winning entries from my school to be used by MASA for promotional purposes.
Signed:
_______________________
SAMTQ 2018 Co-ordinator
WHILST GREAT CARE WILL BE TAKEN WHEN HANDLING ENTRIES, NO RESPONSIBILITY CAN BE TAKEN BY MASA FOR LOSS OR DAMAGE TO ENTRIES | <urn:uuid:f0cf88b5-b4c0-4377-a657-e4c02601d0d1> | CC-MAIN-2018-51 | https://www.masaonline.org.au/resources/Student%20activities/More%20Details_SAMTQ%20Senior.pdf | 2018-12-11T22:20:29Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00629.warc.gz | 965,027,773 | 1,818 | eng_Latn | eng_Latn | 0.972047 | eng_Latn | 0.997129 | [
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The First Rhode Island Regiment: The Jackie Robinsons of the American Military and Lafayette
In his landmark work "Colored Patriots of the American Revolution," Boston (1855), William C. Nell, this country's first African-American historian recounts a speech given in 1842 before an Anti-Slavery Society by a now aged veteran of the Revolution, identified only as Dr. Harris, who had served in the Rhode Island Campaign in 1778: "There was a black regiment … Yes, a regiment of negroes fighting for our liberty and independence – not a white man among them, but the officers – stationed in [a] dangerous and responsible position. Had they been unfaithful, or given way before the enemy, all would have been lost. Three times in succession they were attacked, with most desperate valor and fury by well-disciplined and veteran troops, and three times did they successfully repel the assault and preserve our army from capture. They fought through the war. They were brave, hardy troops. They helped to gain our liberty and independence."
We are gathered here today to pay a tribute of respect and gratitude to the men of the First Rhode Island Regiment near the spot where these enslaved persons of color, African and Native American, fought valiantly to preserve the American Army during its withdrawal from Aquidneck Island on August 29, 1778, 235 years ago.
These heroic men, I submit, are the Jackie Robinsons of the American military. Like Jackie Robinson, they blazed the trail; they led the way. Others followed. And, having grown up in Brooklyn and seen the Brooklyn Dodgers play at Ebbets Field when I was a boy, I know Jackie Robinson.
The First Rhode Island Regiment, the Black Regiment, was created because of military necessity. Simply put, the State of Rhode Island could not otherwise supply its quota of troops to the Continental Army. It also came into being because blacks wanted to volunteer and were
willing to risk their lives in return for freedom. So it was that the Rhode Island legislature, in February 1778, voted that any slave volunteering for the new regiment would be declared "absolutely free" after his service and would be entitled to the wages and bounties of regular soldiers.
The first test of the Black Regiment came only 6 months later in the engagement that Dr. Harris described. During the evacuation of Aquidneck Island, the Black Regiment was assigned to what turned out to be one of the hottest sectors of the American right wing and was the target of three charges, by principally Hessian forces. As Sidney Kaplan wrote in "The Black Presence in the Era of the American Revolution 1770-1780," published in 1973, "Here the Germans 'experienced a more obstinate resistance than they had expected,' noted an observer. 'They found large bodies of troops behind the work and at its sides, chiefly wild looking men in their shirt sleeves, and among them many negroes.' 'It was in repelling these furious onsets,' wrote a Rhode Island historian in 1860, 'that the newly raised black regiment, under Col. Greene, distinguished itself by deeds of desperate valor.' The day after the battle, the Hessian colonel 'applied to exchange his command and go to New York, because he dared not lead his regiment again to battle, lest his men shoot him for having caused them so much loss.' General Sullivan announced that 'by the best Information the Commander-in-Chief thinks that the [Black] Regiment will be intituled [sic] to a proper share of the Honours of the day.'"
The men of the First Rhode Island Regiment had enlisted for the duration of the war; that was a condition of their freedom. And they proved their valor and courage on more than one occasion. "In the attack made upon the American lines, near Croton river [in New York State], on the 13 th of May, 1781," wrote William C. Nell, "Colonel Greene [Christopher Greene, a cousin of General Nathanael Greene], the commander of the regiment, was cut down and
mortally wounded: but the sabres of the enemy only reached him through the bodies of his faithful guard of blacks, who hovered over him to protect him, and every one of whom was killed."
General Lafayette had commanded troops in the invasion force during the Rhode Island Campaign. He was mortified to have missed the Battle of Rhode Island on August 29 as he was just returning from Boston where he had tried unsuccessfully to have the French Fleet return to Rhode Island and support General Sullivan's forces. Lafayette did return in time to lead the rear guard of the Army off the island to Tiverton.
During the month of September, Lafayette was in charge of the defense of the mainland, and the men of the First Rhode Island Regiment served as part of his division in Bristol and Warren.
By the time of the siege of Yorktown the losses suffered by the First and Second Rhode Island Regiments were so great that the two regiments had been combined to form the Rhode Island Regiment, also known as Olney's Battalion after their Commander Jeremiah Olney. At Yorktown, due to their reputation for bravery, General Lafayette handpicked 40 men from Olney's Battalion for the final assault on Redoubt #10. So during the siege of Yorktown and the successful storming of Redoubt #10 in October 1781, which led to the Surrender of the British Army a few days later, these men served nobly in a truly integrated regiment. Again, the men of the First Rhode Island Regiment blazed the trail. They led the way, although it took 200 years and the Vietnam War to create a truly integrated Army.
It is probable that his experience with the men of the First Rhode Island Regiment and with an enslaved African-American spy, James Armistead, who reported to him from Lord
Cornwalis' camp during the Virginia Campaign and the siege of Yorktown, influenced Lafayette to become a sincere and committed abolitionist.
After the peace treaty that ended the American Revolution was signed in Paris, Lafayette wrote his paternal friend Washington a letter dated February 5, 1783:
"Now, my dear General, that you are going to enjoy some ease and quiet, permit me to propose a plan to you which might become greatly beneficial to the Black Part of Mankind. Let us unite in purchasing a small estate where we may try the experiment to free the Negroes, and use them only as tenants – such an example as yours might render it a general practice, and if we succeed in America, I will cheerfully devote a part of my time to render the method fascionable in the West Indies. If it be a wild scheme, I had rather be mad that way, than to be thought wise on the other tack."
Washington replied in an April 5, 1783 letter from Headquarters in Newburgh, New York:
"The scheme, my dear Marquis, which you propose as a precedent, to encourage the emancipation of the black people of the Country from that state of Bondage in which, they are held, is a striking evidence of the benevolence of your Heart. I shall be happy to join you in so laudable a work; but will defer going into a detail of the business, till I have the pleasure of seeing you."
Although Lafayette visited America in 1784 and spent over a week at Mount Vernon with Washington and his family, Washington never joined him in that "so laudable a work."
4
However, Lafayette was true to his word. He purchased a plantation in French Cayenne on the Northern coast of South America in 1785 and established a program of gradual emancipation for the enslaved workers.
After Lafayette wrote Washington on February 6, 1786 to inform him about his purchase of the Cayenne plantation "in order to make that experiment" of freeing the negroes, Washington responded by letter dated May 10, 1786:
"The benevolence of your heart my dear Marquis is so conspicuous upon all occasions, that I never wonder at any fresh proofs of it; but your late purchase of an Estate in the Colony of Cayenne with a view of emancipating the slaves on it, is a generous and noble proof of your humanity. Would to God a like spirit would diffuse itself generally into the minds of the people of this country, but I despair of seeing it …"
Many historians attribute Washington's decision in his last will and testament to free his slaves upon his and Martha Washington's death to the influence of Lafayette.
In a letter to a Boston abolitionist in 1845, the great British abolitionist, Thomas Clarkson, Lafayette's long-time friend, quoted Lafayette as follows: "I would never have drawn my sword in the cause of America if I would have conceived that thereby I was founding a land of slavery." This statement became a rallying cry for Northern abolitionists in the 1840's and 1850's. William C. Nell quoted Lafayette's anti-slavery lament and described the Cayenne project in the Appendix to his 1855 book. He also gave Lafayette this tribute: "Lafayette was consistent, having bravely and disinterestedly acted in vindicating America's rights, he did not incur the reproach of hypocrisy by turning and trampling on the rights of others."
Lafayette returned to America in 1824 and stayed for 13 months visiting all 24 states. When he arrived in New Orleans in 1825, he was greeted by the corps of men of color who had fought for America under Jackson in the Battle of New Orleans. In his remarks which were reported in the local newspapers, Lafayette acknowledged the courage and sacrifice of the First Rhode Island Regiment before praising the Freedmen who served during the War of 1812.
"Gentlemen, I have often during the War of Independence, seen African blood shed with honor in our ranks for the cause of the United States," he said. Then he continued: "I have learnt with the liveliest interest, how you answered to the appeal of General Jackson; what a glorious use you made of your arms for the defense of Louisiana. I cherish the sentiments of gratitude for your services, and of admiration for your valor. Accept those also of my personal friendship, and of the pleasure I shall always experience in meeting with you again."
The First Rhode Island Regiment blazed the trail; the men of the colored corps of Freedmen who fought with Jackson at the Battle of New Orleans in 1814-1815 followed it.
As we commemorate the 150 th anniversary of the Civil War, we continue to learn about the Black soldiers who fought for the Union, particularly the Massachusetts 54 th Regiment whose courage was dramatized in the movie "Glory." Governor John Andrew of Massachusetts said of them:
"I know not where, in all of human history, to any given 1000 men in arms there has been committed a work at once so proud so precious, so full of worth and glory."
The First Rhode Island Regiment blazed the trail; the Massachusetts 54 th followed it.
In 1877 Henry Ossian Flipper became the first black graduate of West Point, the US Military Academy. A former slave born in 1856, he was commissioned as a 2 nd Lieutenant. He became the first non-white officer to lead a regiment of the so-called "Buffalo soldiers" – black
regiments of calvary and later infantry who fought in the Indian Wars out West and later in the Spanish American War (1898), the Phillipine-American War (1899-1903) and the Mexican Expedition (1916).
The First Rhode Island Regiment blazed the trail and the Buffalo soldiers and Lieutenant Flipper followed it.
Segregated black regiments served in World War I and World War II, most notably the Tuskegee Airmen in World War II. The commander of the Tuskegee Airmen was Benjamin Davis, Jr., an African-American officer who later became the first black US Air Force General. His father Benjamin O. Davis, Sr. had been the first black US Army Brigadier General.
The First Rhode Island First Regiment blazed the trail; General Benjamin O. Davis, Sr., the Tuskegee Airmen and General Benjamin O. Davis, Jr. followed it.
Despite President Truman's post-World War II executive order integrating the US Armed Forces, the first war in which we had a truly integrated military since the Rhode Island Regiment of 1781 was, not Korea, but Vietnam.
The men of the First Rhode Island Regiment blazed the trail; the American armed forces in Vietnam, Iraq and Afghanistan followed it.
President George H.W. Bush appointed General Colin Powell Chairman of the Joint Chiefs of Staff, the second highest military position in the country in 1989. And he served ably in that capacity until 1993.
The First Rhode Island Regiment blazed the trail and General Powell followed it.
Finally, and you know where I'm going with this, in 2008 Barack Obama was elected President and when he took that oath of office on January 20, 2009, he became the Commander in Chief of the American military. The Commander in Chief, the highest rank in the land.
The men of the First Rhode Island Regiment, the Jackie Robinsons of the American military, blazed the trail; and President, and Commander in Chief, Barack Obama followed it.
God bless the United States of America and God bless the men of the First Rhode Island Regiment whose memory we are celebrating here today. | <urn:uuid:18e03e32-4361-447c-bd1e-804104285581> | CC-MAIN-2018-51 | http://www.lafayetteinamerica.com/wp-content/uploads/2011/12/The-First-Rhode-Island.pdf | 2018-12-11T22:23:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00629.warc.gz | 417,932,220 | 2,834 | eng_Latn | eng_Latn | 0.998102 | eng_Latn | 0.99876 | [
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Why Use Storytelling as a Teaching Tool?
1. Storytelling is the oldest form of education. Cultures have always told tales as a way of passing down beliefs, traditions, and history to future generations. Stories are at the core of all that makes us human.
2. Stories are the way we store information in the brain. A list of facts will be forgotten, but stories are remembered. Stories help us to organize information, and tie content together.
3. Stories go straight to the heart. Because students are emotionally involved and truly enjoy storytelling, it can help to create a positive attitude toward the learning process.
4. There is a difference between telling and reading. Without the book as a barrier, the teller looks directly into the eyes of the audience and is free to use gestures, facial expression, and body movements to enhance the telling and help children understand the story better. The reader sees only the words on the page, while the storyteller sees the wonder and excitement on the faces of the listeners.
5. Listening to stories instills the love of language in children and motivates them to read.
6. Storytelling stimulates the imagination. Scientist Albert Einstein said that "imagination is more important than knowledge."
7. Stories teach lessons. Stories are excellent tools for teaching about desirable behaviors and strengthening character.
8. Storytelling develops listening skills. Storytelling helps students develop concentration, and the pure pleasure that they experience while listening to a story helps them to associate listening with enjoyment.
9. Stories act as a humanizing element. They help to counteract the increasing emphasis on technology at home and in school.
10. Telling stories from around the world creates an awareness and appreciation of different cultures.
11. Storytelling by teachers motivates students to tell stories. Students recognize storytelling to be an authentic activity, and a skill that is well-worth acquiring. We have found this to be true whether they are telling world tales, works by other authors, or their own stories. But you, the teacher, must model for them.
You don't have to tell a story perfectly or very dramatically to be successful! Students of all ages love stories and are very forgiving audiences. After watching us tell stories, teachers often say: "Look at how quiet those kids were; they were mesmerized." We tell them it's not us creating the "hush." It's the stories. If you choose a story you really love and tell it from the heart, you'll have that great attention, too.
Copyright 2007 Martha Hamilton & Mitch Weiss, Beauty & the Beast Storytellers Adapted from Children Tell Stories: Teaching and Using Storytelling in the Classroom For more information, see: www.beautyandthebeaststorytellers.com | <urn:uuid:dbe686d6-42a0-4dc0-9d51-88fe4154ba9b> | CC-MAIN-2018-51 | http://beautyandthebeaststorytellers.com/Handouts/WhyUseStorytelling.pdf | 2018-12-11T22:54:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00630.warc.gz | 32,103,746 | 564 | eng_Latn | eng_Latn | 0.998469 | eng_Latn | 0.998469 | [
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Stuck
(Dealing with Desperate Behaviors)
Purpose: 1) Help students understand how feelings of being "stuck" can lead to panic and then to desperate behaviors. 2) Improve student awareness of the role that counseling can play in the prevention of becoming stuck, breaking the emotional sequence that leads to panic and to differentiate between desperate and drastic behaviors.
Materials: Picture of Stuck/Trapped/Cornered/Can't Escape and Picture of Panic Button (see attached.) Overhead projector is optional.
Student Materials
: Sheet of paper and pen/pencil.
Time: 20-25 Minutes.
Key Words/Concepts: Stuck, Panic, Desperate and Drastic
Introduce: Or reintroduce yourself to the class and any new students.
Review: The Shoe Box activity. Explain the activity was about how sometimes people lose their way in becoming the kind of person he/she always wanted to become and how counseling gets people back on track.
Part 1:
Have: Students take out a sheet of paper and place their name on the top along with the teacher's name and classroom number.
Ask: Students to number their paper 1 to 3.
Begin: The activity by asking students to come up with a name for the picture you'll be showing them. Explain that the picture will contain four images that come together to form one picture.
Show: The stuck/trapped/cornered/can't escape picture using an overhead projector or walk up and down the aisle displaying the picture for everyone to see.
Ask: Students to write down the name they've given the picture on line number 1.
Call: On volunteers to share the name they've given the picture.
Reinforce: Picture names that support the concept of stuck, trapped, cornered, restricted.
Announce: "I'm going to try to get all of you to stand up by asking the class several Stuck or Trapped questions. Once you're up, continue standing until my questions are complete. What I mean is that when I ask you a question and if your answer is "yes" you should stand up. Continue standing until I tell everyone to sit down."
Sixth Grade Lesson #2 fiftystepscloser.com
Questions:
1. Stand up if you've ever been stuck in a Tree.
2. Stand up if you've ever had a Ring stuck on your finger.
3. Stand up if you've ever been trapped or stuck in the Snow.
4. Stand up if you ever had a Boot stuck on your foot.
5. Stand up if you've ever been locked in or couldn't get out of a Closet.
6. Stand up if you ever had your head get stuck in a Sweater.
7. Stand up if you ever had your Zipper get stuck.
8. Stand up if you've ever been stuck on a Roof.
9. Stand up if you've ever been stuck in Line.
10. Last chance; stand up if you've ever been stuck in Traffic.
Know: That nearly everyone will be standing, if so acknowledge it's pretty common to get stuck in or on something (stuck experiences/issues.)
Recognize: Not everyone gets stuck. For those that aren't standing, state to the class that not everyone gets stuck or knows what it's like to get stuck but most do.
Have: Students sit down.
Call: On several students to say how he/she felt when he/she were stuck/trapped in any of the previously mentioned 1-10 things.
(Ex.: For those of you that were ever stuck in a tree, in traffic or in a line…how did you feel?)
Highlight/emphasize: The feelings of Frustration/Anger, Anxious, Scared, Frightened, etc…
Validate: The following feeling words that often go along with being stuck/trapped/cornered/can't escape:
1. Frustrated/Angry
2. Anxious
3. Scared
Part 2
Challenge: Students to stand again if they have ever felt trapped or stuck in any of the following situations:
Questions:
(Stand up if you were ever…)
Sixth Grade Lesson #2 fiftystepscloser.com
1. …Stuck without enough money to buy something.
2. …Stranded without a ride somewhere.
3. …Stuck without enough time to finish something (tv show, homework or project.)
4. …Trapped/Stuck with something you'd ordered at a restaurant.
5. …Couldn't get out of turning a school project in on time.
6. …Stuck with a chore (the dishes) or the consequence of something you've done.
7. …Trapped sitting in the back seat on a long trip!
8. …Stuck with your first answer about something.
9. …Trapped in a lie you've told.
10. …Couldn't get out of a promise you'd made.
Know: Not everyone will be standing but many will be.
Have: Students sit down again.
Call: On several students to say how he/she felt when he/she had been stuck/trapped in any of the previously mentioned 1-10 situations.
Introduce & Show: The Panic Button Picture.
Announce: That people who sometimes get stuck may also feel frustrated, anxious, scared, and sometimes will Panic.
Explain: Panic behaviors are actions without much thought.
Say: "Panic behavior usually happen when people who are stuck/trapped and feeling a combination of frustrated, anxious and scared stop thinking and when that happens, they stop managing their emotions.
Ask: Students to write a definition of the word Desperate on line number 2.
Call: On students to read aloud their definitions. Look for and or offer an explanation or definition: Last chance, only thing left to do, last resort, hopeless action, bad, serious, dangerous behaviors and or a complete disregard for consequences.
Offer: Sometimes people who think of themselves as being stuck, trapped and cornered (restricted) also begin to feel frustrated/angry, anxious, scared and after a while they hit the panic button and become desperate.
State: Desperate people do desperate things when they feel stuck, trapped, cornered & restricted. It's almost as if they hit their own personal panic button. Panic Button responses often look like very desperate behaviors!
Sixth Grade Lesson #2 fiftystepscloser.com
Part 3
Challenge: The students again to stand if they know of any kids or adults that have ever done any of the following desperate behaviors (no names or shout-outs please.)
Questions:
(Stand up if you know kids or adults who have ever…)
1. …Stolen (stuff, electronics, bikes or answers.)
2. …Broken in (cars, houses, apt. desks etc.)
3. …Used/Sold/Made Drugs.
4. …Ran away from home (kids or adults.)
5. …Done self harm (cutting, hitting fists in walls, overdoing medications)
6. …Gone to juvenile hall, jail or prison.
7. …Suddenly left/quit/walked out on their family or job.
8. …Dropped out of school.
9. …Used beer/alcohol/drugs to get high or intoxicated.
10. …Practiced extreme weight loss methods.
Look: To see how many students are standing and make a supportive comment like "Everybody seems to know at least one person who has done something desperate." Ask all to sit down.
Remind: Students that many people do extreme things/desperate behaviors because they feel Stuck/Trapped/Cornered/Can't Escape which may lead to frustration/anger, anxiety, fright, and then panic. Panic often leads to desperate behaviors.
Monologue: You may be one of several thousand people who go see a counselor someday because you might feel stuck, trapped, or can't escape certain…
1. Situations (rumors, backed into a corner, someone calling you out, gossip)
2. Relationships (abuse, have no on else, needing support)
3. Jobs (dead end job/career, no advancement, minimum wage, no job)
4. Debt (owe too much, feeling overwhelmed, no way out)
5. Own body (unhappy with looks, weight, health, etc. )
Remind: Students that counselors' help people learn how to:
1. Avoid Stuck/Trapped/Cornered/Can't Escape situations.
2. Learn how to manage frustration, anxiety, fright, and panic.
3. Choose non-desperate behaviors that don't make things worse…only better.
Ask: Students to write on line 3 about a time you felt like hitting the "Panic Button" or did something desperate because you were feeling stuck, trapped, cornered or couldn't escape a situation and panicked.
As: Students write, talk out loud how desperate situations do sometimes call for drastic behaviors…but not necessarily panic/desperate behaviors.
For example State: "Calling 911 might be considered a drastic but necessary behavior when people at home are out of control and hurting each other. Drastic behaviors show that you've kept your wits about you when everyone else might be panicking. Running away from home and hitchhiking down the nearest highway would be considered foolish and desperate behavior as a way to deal with that situation."
Gather: Papers and thank students for participating in the counseling activity.
Privately: Review student responses.
Follow up: With students who have or are currently feeling stuck/trapped in a situation and at risk for doing something desperate. | <urn:uuid:e67ec029-fd01-4fe8-b746-73eca11c9b2e> | CC-MAIN-2018-51 | http://fiftystepscloser.com/files/Stuck.pdf | 2018-12-11T23:05:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00630.warc.gz | 102,621,890 | 1,962 | eng_Latn | eng_Latn | 0.998737 | eng_Latn | 0.998878 | [
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Discipline Courses-I
Semester-I Paper: Programming Fundamentals Unit-IV
Lesson: File
Lesson Developer: Ritu Singhal
College/Department: I.P College, University of Delhi
Table of Contents
Chapter 1: File
- 1.1: Text I/O
- 1.1.1: Learning Objectives
- 1.1.2: Input and Output Entities
- 1.1.3: Streams
- 126.96.36.199: Standard streams
- 1.1.4: Standard input/output functions
* 188.8.131.52: Overloaded operator >>
* 184.108.40.206: Overloaded operator <<
* 220.127.116.11: getch() function
* 18.104.22.168: putch() function
* 22.214.171.124: getline() function
* 126.96.36.199: write() function
* 1.1.5: formatted I/O operations
* 188.8.131.52: ios class functions and flags
* 184.108.40.206: Manipulators
* 1.2: File handling –I
- 1.2.1: Learning Objectives
- 1.2.2: C++ stream classes
- 1.2.3: Steps in processing a file
- 1.2.4: Opening a file
- 220.127.116.11: Opening a file using constructor
- 18.104.22.168: Opening a file using open() member function
- 1.2.5: File modes
- 1.2.6: closing a file
* 1.3: File Handling – II
* 1.3.1: Learning Objectives
* 1.3.2: Error handling during file operation
* 1.3.3 Text file
* 22.214.171.124 Reading/ Writing in text files
* 1.3.4 Copy the contents of one text file to another
* 1.4 File Handling – III
* 1.4.1 Learning Objectives
* 1.4.2 Binary File
* 126.96.36.199 Read() function
Institute of Lifelong Learning, University of Delhi
* 188.8.131.52 Write() function
* 1
.4.2.3 Reading /writing an array in a file
* 1
.4.2.3 Reading /writing a structure in a file
* 1
.4.2.3 Reading /writing an object of a class in a file
* 1.4.4 Command Line arguments
* Summary
- Exercises
- Glossary
- References
1.1 Text I/O
You have done a number of programs in earlier chapters, have you noticed what is the program doing? It is taking data from some source, processing that data and giving you the result i.e. output at the destination. Accepting data, processing and giving output, is the work of a processor. So a program is like a data processor (as it processes data). How do we get data? Data may be obtained from many sources, for example keyboard, file and many more. Similarly output can go to many destinations like monitor, files or printer. So handling Input/Output is a complex task.
C++ considers each source of data as an input entity and result (processed data) as an output entity. Since all input devices are different, their way of accepting data is also different; C++ uses same input operations for each input device and same output operations for all types of output devices. All I/O operations are handled by Streams.
1.1.1 Learning objectives
After reading this topic you should be able to:
- Define Input and Output Entities.
- Define Standard input/output functions by using Unformatted and formatted I/O operations.
- Use operator >>, operator <<, getch(), putch(), getline(), write() functions for unformtted operations.
- Format I/O operations by using ios class functions and flags, manipulators.
1.1.2 Input and Output Entities_
Input entity: Any source from that we can accept data is known as an input entity.
Output entity: The result of any program that we obtain after processing the data is known as an output entity.
In Figure 1.1, the interfacing of program with input and output entities is shown.
Here, we talk about two common input entities, keyboard and files and two output entities monitor and files. Files come in both input and output entities. So let us discuss files first.
Files
A File is a collection of related data or information usually stored at one place. Place may be hard disk, floppy disk, pen drive, CD, DVD or any other secondary storage device.
When computer reads data from a file, the data from the secondary storage device moves to main memory. This data movement uses a special area known as buffer. A buffer is a temporary storage area that hold the data during swapping. The activities buffer do to handle data are taken care by the device drivers (software that supplied by supplier to install a particular device) or access methods provided by operating system.
Standard Input
Keyboard is standard input device through which user can enter the data for a program.
Standard Output
Monitor is standard output for a program. By default, output of a program is displayed on monitor.
Standard Error
When we run a program, there may be any error. The type and reason of the error should be communicated to the user. This communication is performed through Monitor. So monitor is also treated as standard error device. we can see all the errors on monitor and correct them.
1.1.3 Streams
A stream is a sequence of bytes. A stream is an abstract representation of an input data or output data. It acts either as a source from which the input data can be obtained or as a destination to which the output data can be sent. So, programmer need not know the operation of each data source or destination that may be attached to the computer.
Input stream: The source stream that provides data to the program is called the input stream.
Output stream: The destination stream that receives output from the program is called the output stream.
A program takes the bytes from an input stream and inserts them into an output stream. Keyboard or any storage device provides data for input stream and the data in the output stream can go to the screen or storage device.
So, a stream acts as an interface between the program and I/O devices. And because of these I/O stream C++ program handles data independent of the device implementation.
C++ uses stream and stream classes to implement its I/O operations with the console and files.
Following tasks are performed for sending or receiving the data:
1. In first step streams are created. To create a stream, you should aware of three things :
a. Whether it is input stream or output stream i.e. type of the stream.
b. I/O entity that stream use for data transmission.
c. Transfer mode i.e. text mode or binary mode ( details are given in later topics).
2. After creation, stream must be connected to required source or destination.
3. After completion (I/O no longer needed), it should be disconnected from the stream.
c++ defines following standard streams to complete the execution. The task of disconnecting standard streams to standard I/O entities is handled by the operating
system. When a program stops execution, the entities are disconnected from the corresponding streams.
184.108.40.206 Standard Streams
When we execute C++ program, the following streams are opened and closed when the program complete the execution.
```
I Standard input stream II Standard output stream III standard error stream IV standard logging stream
```
Standard input stream
It is represented by an object cin of istream class (from which input is received). This stream by default receives input from keyboard, but by using redirection (>>) the stream can take input from a disk file or other input device.
cin : Input stream connected to the standard input device ( keyboard).
For example cin >> val;
Standard output stream
It is represented by an object cout of ostream class (to which output is sent). This stream by default sends output to computer screen, but by using redirection(<<) stream output can be sent to a disk file or some other output device.
cout: Output stream connected to standard output device ( computer screen).
For example,
```
int val = 45; cout << "Value = " << val << endl
```
```
; Output is : Value = 45
```
Standard error stream
It is represented by an object cerr of ostream class (stream to which error messages are sent). This stream sends all the error messages to the screen. It is unbuffered i.e. the
error displayed on the console immediately after it is written. The redirection does not work here.
Standard error is where you should display error messages.
```
For example : cerr << "Can't open input file input.txt!" << endl;
```
Standard logging stream
It is represented by an object clog of ostream class.It is a fully buffered version of cerr, therefore, it does not display on the console until the buffer is full.
1.1.4 Standard input/output functions
C++ contains a number of input and output functions. You have used objects cin and cout earlier for input and output of data. It becomes possible by overloading operators. I/O functions that we can use in our program are:
- Overloaded operator >>
- Overloaded operator <<
- get() function
- put() function
- getline() function
- write() function
Let us discuss them in detail:
220.127.116.11 Input using Overloaded operator >> :
The syntax for reading the data from the input device using operator >> (known as extraction operator ) is :
cin>>VariableName;
Do you know what will happen?
This statement will cause the compiler to stop the execution and wait for the input from keyboard. The operator >> reads the data character by character and assigns it to the variable. The reading of the data will be terminated either on pressing enter key or white space or a character that is different from data type of variable to be read terminates the input.
The operator >> is overloaded in the istream class.
Here are some examples:
a) int a; cin>>a;
```
if we give input 345p, then it read 345 as it is integer and leave 'p' and end this statement. So value of variable a is 345.
```
b) int a,b,c; cin>>a>>b>>c;
```
Suppose we input 1 4 9 then value of variables will be a=1, b=4, c=9.
18.104.22.168 Output using Overloaded operator << :
This operator is overloaded in the ostream class.
The syntax for writing the data to the output device using insertion operator ( <<) is:
cout<<VariableName;
Here operator sends the variable to the output device. For example:
int sum=9;
cout<<sum;
Here operator<< will send the value 9 to computer screen.
If we want to send more data to output stream, then can use either separate statements or cascade operator<< as given below:
```
cout<<var1<<var2<<var3; For example int area = 5; cout<<"Area of triangle :- "<<area<<" mts "; This code will produce the output Area of triangle :- 5 mts
```
22.214.171.124 get() function :
The get() function reads one character, including at a time, including white space character from the input stream. It is overloaded in istream.
There are two types of get() function-
```
1) int get(void); // it return a character 2) void get(char *); // it reads character into variable For example : char c; cin.get(c); // input a character from keyboard and assign it to c or
char c; c = cin.get(); // input a character from keyboard and assign it to c
```
The details for stream classes for console operations are given below in table 1.1.
126.96.36.199 put() function :
The put() function sends one character at a time to the output stream. It is overloaded in ostream class. It can be used with standard output stream object or with user defined object of the ostream class.
Syntax is :
```
void put(char); For example cout.put('A'); // display the character A or char ch='A'; cout.put(ch); // display the character A
```
Value addition: Source code
Heading text
Count number of characters in a text.
```
/* Program that accepts a text and terminates by newline character. It counts number of characters in the text */ #include<iostream.h> int main() { int count = 0; // initialize count to 0 char ch; cout<<"enter the text : "<<endl; ch = cin.get(); // input character while ( ch != '\n' ) // check for newline character { cout.put(ch); // prints a character count++; // increments one character ch= cin.get(); // reads one character } cout<<"\n Number of characters = "<<count<<endl; //print total character
getchar(); } Output is : enter the text : computer science Number of characters = 16 Source: self
```
188.8.131.52 getline() function :
As the name implies, getline() function reads a line of text at a time.
Syntax is :
void getline( line, size );
This function reads characters into variable line. We can terminate either by reading newline character '\n' or by reading size-1 characters. The newline character is read but not saved and it is replaced by null character.
For example
```
char text[15]; cin.getline(text,15); If we input Computer Deptt < press enter> then output will be Computer Deptt
```
Here size of text variable is 15. So input will be terminated after 14 characters ( size – 1). In this example complete text will be printed.
```
If we input computer science < press enter> then output will be computer scien
```
Here size of text variable is 15. So input will be terminated after 14 characters (size – 1).
184.108.40.206 write() function
Write () function displays a line at a time.
Syntax is:
cout.write( line, size);
line is the name of string to be displayed.
The size is the number of characters to be displayed.
If size is more than the number of character then write() function sends the character beyond the line otherwise it will send the characters equal to the Size.
Value addition: Program2 Source code
Heading text : Demonstrate getline() and write( ) function
```
// Program accept line as an input and print the same using write() #include<iostream.h> #include<string.h> void main() { char line[60]; int length; cout<<"enter the line : \n"; cin.getline(line,60); length = strlen(line); cout<<"\nline that you entered : \n"; cout.write(line, length ); cout<<"\n"; getchar(); } Output is : enter the line : Hard work is the key to success. line that you entered : Hard work is the key to success.
```
Source: Self
1.1.5 Formatted I/O operations
Now, You are aware of I/O functions, but the output that you want to print is not formatted. If you want output in proper format you have to adjust as per your requirement again and again. And many times you do not have any control. We can control input, as we enter data ourselves or by initializing the values, but we cannot control the format of output. To solve the problem, C++ provides us a number of features to format the output.
These features are :
- ios class functions and flags
- Manipulators
220.127.116.11 ios class functions and flags:
Following functions provide us very efficient way of formatting:
width()
precision()
fill()
setf()
unsetf()
Value addition: Table 1
Source:
Let us discuss them in detail:
18.104.22.168.1 Defining Field width using width( ) function:
Width( ) function is used to define the width of a field for the output of an item. It is a member function of the ios class.
Syntax is :
int width( int );
It is invoked on an object of output stream.
cout.width(w);
As width( ) is a member function we have to use an output object to invoke it.
It specifies the width for the item that follows it immediately. After displaying that item ,the default width activates.
Default width is the number of columns that is equal to the number of characters in the output item.
For example
```
int a = 123; int b = 55 int c = 90; cout.width(4); cout<<a; cout.width(5); cout<<b<<c;
```
output will be
1 2 3
5 5 9 0
C++ never truncate the values, if specified width is smaller than the size of the value, C++ expands the width of field to fit the value.
22.214.171.124.2 precision( ) function
In floating point numbers six digits are printed after decimal point that make presentation of data quiet odd. So if we want to set number of digits after decimal point than we can use precision( ) function. This function is a member function of ios class.
Syntax is :
int precision( int );
As it is a member function , an object of ios class will be used to invoke it.
cout.precision(d); // d is number of digits right to decimal point
precision() function retains the setting till you reset it.
```
For example float x = 34.24432; cout<<"value of x = "<<x<<endl; cout.precision(2); cout<<"value of x = "<<x; Output will be : value of x = 34.24432 value of x = 34.24
```
126.96.36.199.3 fill() function
When mentioned width for printing the value is large and the value is small then unused fields are filled with white spaces by default. But if we want to fill that space with some other character then we can use fill( ) function.
It fills unused fields with the character we desire.
```
Syntax is : char fill( char ); Here char argument specify the fill character. As fill( ) is a member function of the ios class so it is invoked through an object of output stream. cout.fill(char); For example int a = 234; cout.fill('#'); cout.width(8); cout<<a<<endl;
```
Output will be
188.8.131.52.4 setf() function
When we print a value using width() function then printed value is right justified. But generally we want value to be left justified. This facility is provided by setf() function. The setf() function provides a number of formatting facilities.
The setf( ) function is a member function of ios class and is invoked through an object of output stream.
Syntax is :
long setf ( long setbits, long field);
```
long setf ( long setbits );
```
Here first argument setbits is one of the flags defined in ios class. It specifies action required for the output. Second argument known as bit field is an ios constant, specifies the group to which the formatting flag belongs.
setf stands for set flags. It sets flag and bit fields.
Following table shows flags and bit fields for setf( ) function and their related actions.
Table 1.1 Flags that have bit fields for setf( ) function
Following table shows flags for setf( ) function and their related actions.
Table 1.2 Flags without bit fields for setf( ) function
Examples of the flags with and without field are given below:
Justify the Output
We can justify output to left, right or internal as per user's requirement.
Left justify prints the output to left side.
Right justify prints the output to right side.
Internal justify prints sign first then fill the extra space with padding and finally print the value.
for example:
Code is:
```
int x=1200; int y=-456; cout.setf(ios::right, ios::adjustfield); cout.width(12); cout.fill('*');
cout <<y<<endl; cout.setf(ios::left, ios::adjustfield); cout.fill('#'); cout <<x<<endl; cout.setf(ios::internal, ios::adjustfield); cout.fill('^'); cout <<y<<endl;
```
Output is :
Use basefield of your choice
You can use numeric flag for your choice and can have octal and hexadecimal values. Turn on the corresponding flag that you want. The choice for entering data can be any the following formats: decimal, octal, hexadecimal.
For Decimal data: Value does not start with a 0.
For Octal data: Value starts with 0.
For Hexadecimal data: Value starts with 0x or 0X.
For example if you want 25 in these three formats, then result will be like this :
In Decimal : 25
In Octal : 031
In hexadecimal : 0X19
Value addition: Source Code
This program prints the given integer in three different bases: decimal, octal and hexadecimal.
```
#include<iostream.h> cout<<"Value of "<<a<<" in three bases is given below\n "<<endl;
```
```
int main() { int a; cout<<" Enter the any integer : "; cin>>a; cout.setf(ios::showbase); // showbase to indicate base cout.setf(ios::uppercase); // activate uppercase
cout.setf(ios::dec, ios::basefield); // set base to decimal cout<<" In decimal form :"; cout.width(6); cout<<a<<endl<<endl; cout.setf(ios::oct, ios::basefield); //set base to octal cout<<" In Octal form :"; cout.width(6); cout<<a<<endl<<endl; cout.setf(ios::hex, ios::basefield); // set base to hexadecimal cout<<" In hexadecimal form :"; cout.width(6); cout<<a<<endl; cout.unsetf(ios::hex); // clear the hex flag cout.unsetf(ios::uppercase); // clear the uppercase flag cout.setf(ios::dec); // set base flag to decimal getchar(); return 0; } Output is : Enter the any integer : 32 Value of 32 in three bases is given below In decimal form : 32 In Octal form : 040 In hexadecimal form : 0X20
```
Source: self
Using floatfield flag
In scientific notation, the significant and exponent are specified separately. Significand part is a floating point number that contains significant digits. The exponent specifies the magnitude of the number. It may be positive or negative. For example:
4.561200e+05
In fixed point notation, the number is displayed in normal decimal point format.
4561.20000
Value addition: Source Code
This program prints the given floating point number in scientific and fixed point notation.
```
#include<iostream.h> int main() { float a; cin>>a; cout.setf(ios::scientific, ios::floatfield); cout.setf(ios::fixed, ios::floatfield); getchar(); return 0;
```
```
cout<<" Enter the floating point number : "; cout<<"\n Scientific notation : "<<a<<endl; cout<<"\n Fixed point notation: "<<a<<endl; } Output is: Enter the floating point number : 6733.89 Scientific notation : 6.733890e+003 Fixed point notation: 6733.890137 Source: self
```
Display '+' sign in output
Till now sign is printed with negative number not with positive number. But it is also possible to print '+' sign with positive number. By using setf() function with showpos flag as an argument. If showpos flag is set, then '+' sign is printed with positive number.
```
Syntax is : cout<<" values of x, y without showpos :"<<endl;
```
```
cout.setf(ios::showpos); For example : float x = 5.78, y = 134.8; cout<< x<<endl<<y<<endl; cout.setf(ios::showpos);
```
Institute of Lifelong Learning, University of Delhi
cout<<" values of x, y showpos flag :"<<endl; cout<<x<<endl<<y; output will be: values of x, y without showpos : 5.78 134.8 values of x, y showpos flag : +5.78 +134.8
```
Display trailing zeros in output
If we want to print 19.00 or 45.50 then the output will be 19 or 45.5 . Here trailing zeros have been truncated. If we want to print these zeroes then use setf() function with showpoint flag.
Syntax is :
```
cout.setf(ios::showpoint); Example : float x = 5.00, y = 4.30; cout<<" values of x, y without showpoint :"<<endl; cout<< x<<endl<<y<<endl; cout.setf(ios::showpos); cout<<" values of x, y with showpoint flag :"<<endl; cout<<x<<endl<<y; output will be: values of x, y without showpoint : 5 4.3 values of x, y with showpoint flag : 5.00 4.30
```
Skip White Space using skipws:
By default this flag is set on. That's why C++ skips leading white space while reading. But if you want to read white space, then you have to turn off this flag using unsetf() function. The syntax is :
cin.unsetf(ios::skipws);
Unit Buffer
It ensures that output has been written before the program terminates. If program is going to abort and we want any pending output be written. Then set unitbuf flag on.
stream.setf(ios::unitbuf)
Here stream is output.
184.108.40.206 Formatting with Manipulators:
Manipulators are defined in iomanip.h and used to manipulate the output formats. They provide same features as the member functions of ios class, but more convenient to use.
They are defined in two categories:
1) Parameterized manipulators : Takes argument
2) Non parameterized manipulators : Takes no argument
Parameterized manipulators:
Table 1.3 List of Parameterized manipulators
Non parameterized manipulators
Table 1.4 List of Non Parameterized manipulators
Output Manipulators (no args)
Example:
```
int x = 45; cout << oct << x << endl; // Output is 55 cout << hex << x << endl; // Output is 0x2d cout << dec << x << endl; // Output is 45 Output Manipulators (1 arg) Program to demonstrate the use of predefined manipulators #include<iostream.h> #include<iomanip.h> int main() { cout << setiosflags(ios::fixed | ios::showpoint); cout<< setw(7); cout<< setprecision(2); cout<< setfill('*'); cout<< 1234.267 << endl; getchar(); return 0; } Output is : 1234.27
```
1.2 File Handling - I
Programs we have done till now accepts the input from the keyboard at the time of execution. Any data or instructions that are to be processed are present in main memory. When processing completes, operating system reallocates the space occupied by processed data and instructions to some other program and its data and instructions. So, every thing stored in previous program is rewritten or not available. If we want that data again then we have to execute the program again. Main problem to this approach comes when we handle large amount of data. For example if we have to enter data for 100 students or more, what will happen…………..
- It takes a lot of time.
- If we make a mistake then we may have start from beginning.
- If same data is to be processed again at some later stage, then we have to enter the whole data again.
- And…..if we need initial data or processed data after some days, then what will we do? Either repeat the process (as RAM is volatile) or store the data at the place from where we can access as and when required. And here comes the Files.
1.2.1 Learning objectives
In this chapter you will learn the basics of file handling in C++ and able to :
- Define different types of C++ Stream Classes
- Use the data file for I/O operations
- Use different types of file modes like output, append, truncate and many more…
- To open and close files
1.2.2 C++ stream classes
You have read about streams in previous section. Now we will study streams that you use in files. C++ I/O system contains the hierarchy of classes (known as stream classes ) that define various streams to handle console and disk files.
Figure 1.3 Hierarchy of console stream classes( Source cplusplus.com)
Here ios is the base class for istream (for input) and ostream (for output). istream and ostream are base classes for iostream(input/output stream). The class ios provides the support for formatted and unformatted I/O operations.
These classes are declared in the header file iostream.h. So this file should be included in all programs that communicate with the console unit.Data coming in or going out of the computer can be viewed as an infinite stream of bytes, and the stream library provides controlled access to this data.
Figure 1.4 Flow of data using secondary storage device
Keyboard
cin
istream
ofstream
ifstream
cout
ostream
monitor
Disk
The above diagram illustrates streams cin and cout, the console I/O streams. You can use the same stream mechanism, with minor adjustments, to do I/O to files .
C++ I/O system contains a set of classes for handling data files.
Description of the classes is given below:
Table 1.4 Description of classes
1.2.3 The process of using a File in C++:
A file is a collection of data stored on secondary storage devices (hard disk, floppy disk, pen drive etc.). As secondary memory is non volatile, i.e.whatever we store in a file remains there and we can use it at any time.
Therefore, if data is input for a program, processed and finally stored in a disk file, then the program can read the file from the disk whenever required and that too at very fast speed ( very fast than human typing).
Also, the output of one program may become input for another program.
Almost all real world programs save data in files. Word processors, spreadsheets, Database management system, C++ programs etc. are the examples that use files.
File Names
Every file has a name that is used for the identification by the operating system and the user. Each operating system has some rules for naming the file. For example MS-DOS allows file names of maximum of eight characters with an optional three character extension.
File name identifies file's purpose and the extension identifies the type of information in the file.
Following steps are taken to process a file:
1) Naming a file: First step is to select proper name. File name should indicate the type of its contents and purpose. Some examples of valid name are text.dat, input.dat, output.dat, file1.txt, datafile.txt .
2) Opening a file: File must be opened. If the file does not exist, then it must be created. File should be opened in appropriate mode. We will discuss different types of mode later on.
3) Reading from / writing onto a file: Once a file is opened data can be read from a file or written to a file in a number of ways.
4) Closing the file: Once the program finished using the file, the file must be closed.
Set the program for file I/O
A C++ program must be set properly before file I/O is performed.
As iostream.h is required for cin and cout, fstream.h header file is required to access file operations in C++. File processing in C++ is performed using the fstream class. fstream is a complete C++ class with constructors, a destructor and overloaded operators and it contains all the declarations required for file operations. It is included with the following statement:
#include<fstream.h>
You can declare an instance of an fstream object, while using file. If you do not know the name of the file you want to process, you can use the default constructor. The fstream class provides two classes for file processing. One for writing into a file and the other for reading from a file. The fstream.h header file declares the data types ofstream, ifstream and fstream. Before using a file in a program, it must declare an object of one of these data types.
1.2.4 Opening a File
Before writing and reading, the file must be opened first. For opening a file, First create a file stream then link it with the file. A file stream can be from class ifstream, ofstream or fstream that are defined in fstream.h header file. The requirement of class depends on the purpose i.e., whether you want to read from the file or write to the file.
A file can be opened in two ways:
Using constructor of the stream class..
Using the function open().
220.127.116.11 Opening a file using constructor
As we have studied earlier constructor is invoked to initialize an object while it is created. Similarly, the constructors of stream classes (ifstream, ofstream or fstream ) are used to initialize file stream objects with the filenames passed to them.
If you want to input data from keyboard and save data in a file then use ofstream object. The syntax of constructor of ofstream class is:
ofstream (const char* FileName, int FileMode);
The ofstream( const char* FileName, int FileMode) constructor provides a method for creating a file. It does this with two arguments. The first argument, FileName, is a
string that specifies the name of the file that needs to be saved. The second argument, FileMode, specifies the kind of operation you want to perform on the file (table of file modes, is given in next topic).
Similarly, If you want to open an already existing file to have access to its contents, C++ provides the ifstream class. Like ofstream, the ifstream class provides various constructors you can use. If you have enough information about the file you want to open, you can use the following constructor:
ifstream(const char* FileName, int FileMode);
The first argument of the constructor, FileName, is a constant string that represents the file that you want to open. The second argument, FileMode, specifies the kind of operation you want to perform on the file(table of different file modes, is given in next topic).
You can use fstream for above options. The syntax is:
fstream(const char* FileName, int FileMode);
Here file mode will include both input and output mode
When you open a file, you should provide the path that specify its location as well as its name if the file is not present in current directory. For example, if you want to open a file on A: drive of a DOS or Window computer, you have to specify file's drive and path. If you want to open a file located on some secondary device say A: then you will write
```
ofstream outputfile("A:\\data.txt");
```
In the above statement, the file "A:\\data.txt" is opened and linked with outputfile.
Following examples demonstrate the opening of file using constructor.
```
i ifstream infile("text1.dat"); // opens a file named as text1.dat for input mode. char ch; infile>>ch // read a character from the file "text1.dat" ii ofstream outf("text.dat"); //opens a file named as text.dat for output mode. int sum=20; out<<sum; // stores value of sum variable in file "text.dat" iii fstream file1("text.dat"); //opens a file named as text.dat for both input and // output mode. iv fstream dfile("sum.dat", ios::in | ios::out); //open the file "sum.dat" in both I/O //mode
```
Following program uses << operator to store data.
Here is a program that demonstrate the usage of << operator for saving data in a file. It uses ofstream constructor. #include <fstream.h> #include<iostream.h> int main() { char FirstName[15], LastName[20]; int Age; char FileName[10]; cout << "Enter First Name: "; cin >> FirstName; cout << "Enter Last Name: "; cin >> LastName; cout << "Enter Age: "; cin >> Age; cout << "\nEnter the name of the file you want to create: "; cin >> FileName; ofstream Students(FileName); // here you create an output file Students<<FirstName<<endl<<LastName<<endl<<Age; // stores data cout<<endl; return 0; } Output will be : Enter First Name: Ishita Enter Last Name: Singhal Enter Age: 7 Enter the name of the file you want to create: name.dat Data of file name.dat is Ishita Singhal 7
```
Table 1.5
Similarly, you can take data from above created file and display on the screen. Following program demonstrate the use of ifstream constructor.
Value addition: Source code Here is a program accepts data from file "name.dat" and display on screen. "name.dat" file we have created in earlier. It uses ifstream constructor. #include <fstream> #include <iostream> using namespace std; int main() { char FirstName[15], LastName[10]; int Age; char FileName[10]; cout << "Enter the name of the file you want to open: "; cin >> FileName; ifstream Students(FileName); Students >> FirstName >> LastName >> Age; cout << "\nFirst Name: " << FirstName; cout << "\nLast Name: " << LastName; cout << "\nEnter Age: " << Age; getchar(); return 0; } Output is: Enter the name of the file you want to open: name.dat First Name: Ishita Last Name: Singhal Enter Age: 7 Source : Self
```
18.104.22.168 Opening a file using open() member function
You can also open a file using the open() method. The syntax of the open method is:
void open(const char* FileName, int FileMode );
This method behaves exactly in the same way, as the constructor described above. The first argument represents the name of the file you are using and the second argument,
FileMode, specifies the kind of operation you want to perform on the file (table of file modes, is given in next topic).
The open() function is invoked on a file stream object as
FileStreamObject.open(" Filename",file_mode);
For example ofstream outfile; // the default constructor to declare an ofstream variable,
outfile.open(" data.txt", ios::out);
Here file named data.txt is opened for output with read and write permissions.
The fstream class in this case is declared as ofstream, the compiler is aware that you want to save a file (as the use of ofstream means that you want to write to a file, in other words you want the FileMode with a value of ios::out), you can call the open() method with only the name of the file.
For example
```
ofstream outfile; outfile.open(" data.txt");
```
Similarly you can open file in input mode.
For example
ifstream infile; // the default constructor to declare an ifstream variable,
```
infile.open(" input.txt", ios::in);
```
Here file named input.txt is opened in input mode with read and write permissions.
As discussed earlier, if file is not in working directory then mention path that specify its location as well as its name. For example If you want to open a file located on secondary storage device drive then you will write
```
infile.open("A:\\data.txt");
```
In the above statement, the file "A:\\data.txt" is opened and linked with infile.
1.2.5 File modes :
When processing a file, you will specify the type of operation you want to perform. The operation is specified by the file mode. It can be one of the following:
Table 1.5 File modes
Several modes may be used together by connecting them with bit-wise OR operator (|). Suppose you want to open a file in both input and output mode i.e information may be written to and read from the file then we write fstream dfile("sum.dat", ios::in | ios::out);
If you want to open a file in such a way that information will only be written to its end then write the following statement:
fstream dfile("sum.dat", ios::out | ios::app);
1.2.6 Closing the File
After using a file, you should close it. This is taken care by using the ofstream::close() method. A file is closed by disconnecting it with the stream it is attached with. The syntax is:
void close();
For example
```
infile.close()';
```
It closes file associated with file stream object infile irrespective of file opened for reading, writing or others.
The close() function flushes the buffer before terminating the connection of the file with the stream.
1.3 File Handling - II
In section 1.2, you have learnt opening and closing of files in specific modes. What will happen if you try to open a file to see the contents of that file and file does not exist? Or want to write on a file that already contains some different data. How do you know the end of a file? In this section you will learn how to handle above situations. Here we study about text files, reading and writing data in it.
1.3.1 Learning objectives
After reading this section you should be able to:
- Handle different type of errors that occur in file operation by using eof(), bad(), good(), fail().
- Read and write characters in text file
- Write different programs that use text files i.e. opening, closing, reading, writing data in multiple files.
1.3.2 Error Handling during file operations:
You may face problem during following situations while handling the files:
- trying to open a file for reading that does not exist.
- giving the name for a new file and that already exists.
* trying to open a file with invalid filename.
- trying to manipulate an unopened file.
- trying to attempt an invalid operation such as reading after the end-of-file, writing into a file that is opened in read-only mode.
There are some errors handling functions that may help you to handle above situations.
i) eof()
ii) fail()
iii) bad()
iv) good() v) clear()
```
eof()
This function returns true value( non zero value) if end of file (eof) is encountered while reading the file otherwise it returns false (zero).
For example :
```
while(!file.eof()) { ch = file.get(); }
```
fail()
It returns true value if any of open, write or read operation fails, else return zero i.e. false to indicate the success of operation.
For example :
```
ifstream infile; infile.open("text.dat"); if(infile.fail()) { cout<<"unable to open the file text.dat "; return; }
```
In this example we have opened a file in input mode and want to read the data from file. By using fail() function we can check whether file can be opened or not ( i.e. file does not exist or there is some other problem in reading due to media error file permission does not match ).
good()
It returns non-zero value if every thing is fine otherwise it returns zero value.
```
if(datafile.good()) { datafile>>st.a>>st.b; }
```
bad()
It returns non-zero value if invalid operation is attempted or any want to read unrecoverable data from media otherwise it returns zero (false) value.
For example :
```
ifstream datafile; datafile.open("text.dat"); while(!datafile.eof()) { datafile>>ch; if(datafile.bad()) { cout<<" \n error while reading file "<<endl; return 0; } }
```
In this example we have opened a file in input mode and reading the data from file. By using bad() function we can check if there is any problem during reading the data from file, If bad() returns true, then there is problem else will return false means we can read data.
1.3.3 Text files
In C++ File system, depending on the way a file is opened for processing, it is classified in two categories: Text file and Binary Files
The mode of opening a specific file tells how files are handled. For example the numbers in the text format are stored as string of characters and in binary format they are stored in the same way as they are stored in computer's main memory. Now we will discuss reading and writing in both types of files.
Text file are those file where we do not include the ios::binary flag in their opening mode. These files are designed to store text and all values that we input or output from/to them. In these files, data is stored in its ASCII code irrespective of the data type.
For character data, ASCII codes of the individual characters are stored.
For numeric data, ASCII codes of the individual digits of a number are stored.
Text files can be manipulated by any text editor. Text files do not provide an efficient storage.
By default files are opened in text mode.
For example:
```
ofstream outfile("text1.dat"); int a = 271;
outfile<<a;
Value of a is stored in file like this:
In ASCII code :
22.214.171.124 Reading and Writing of character data in a text file:
In section 1.2, you have studied a simple way of reading and writing in file when you opened the file using constructors. Here we will learn functions for reading and writing data in the file.
For reading and writing character data we use character I/O member function of ifstream and ofstream classes. For writing in a file, we can use put() and write() function of ofstream class. For reading from a file using character input function get() and getline() of ifstream class can be used. As we have discussed this function with cin and cout, their role is same here. get() function read single character and getline() reads a line or string including whitespace characters.
For example:
```
outfile.put(ch); infile.get(ch); infile.getline( string,80, '|')
```
getline() read character array string with maximum number 80. Here '|' is a delimiter character of our choice.It mean if this delimiter is encountered, function will stop reading before completing maximum number of characters.
By default '\n' is the delimiter.
```
Reading and writing in the file using get() and put() #include<fstream.h> #include<iostream.h> int main() {
\
```
char text[12],ch; int length; cout<<" enter the file name \n"; cin>>text; ofstream file(text); if(file.fail()) { cout<<"unable to open file "; return 0; } cout<<"enter text and terminate by ^z followed by <enter> key\n"; while(!cin.eof()) { cin.get(ch); file.put(ch); } file.close(); ifstream infile(text); cout<<"contents of file : "; while(!infile.eof()) { infile.get(ch); cout<<ch; } file.close(); getchar(); return 0; } Output is : enter the file name file1.dat enter text and terminate by ^z followed by <enter> key Hard work is the key to sucess^Z ^Z contents of file Hard work is the key to sucesss
Value addition: Did you know ?
Role of Buffer
When we operate with file streams, these are always an internal buffer of type streambuf is attached. It is a memory block that acts as an intermediator between the stream and the physical file. For example, when we use an ofstream, whenever member function put() (that writes a single character) is called, the character is not written directly to the physical file with which the stream is associated. Instead of that, the character is inserted in that stream's intermediate buffer.And from the buffer the data goes to file.
Source:
1.3.4 Copy the contents of one text file into another text file
Here we will use above information to copy the contents of one file into the another.So, What steps you are going to follow?
Here you need two files, One for input and other for storing output. So open these files in corresponding modes.
ifstream file(file1); // for input ofstream outfile(file2); // for output
( The file we open in input mode should contain data. So either put data in the file by opening it in output mode through programming or store data in the file using MS-Word, wordpad etc. )
After trying to open, You have to check whether file is opened in desire form or not.
For that you can use fail() function. If it retruns true then file is not opened, otherwise we are successful in opening the files.
After opening the files. start reading character by character from the file you have opened in read mode. You can take care of end of file using the following statement.
```
while(!file.eof())
```
While reading , if error occurs check it by using error handling functions bad() as given below:
if(file.bad()) // if true error in reading else start reading
After reading character using get() function, start putting the character in destination file using put() function. Again check whether data is written on file or not by using bad() or
good() functions.If it is written. Well you are successful in putting all data from source file to destination file (as you have used while loop).
In the end close both the files.
C++ code with the output is given below.
```
//Program that copies the contents of source file to destination file #include<fstream.h> #include<iostream.h> #include<iomanip.h> int main() { char file1[12],file2[12],ch; int length; cout<<" Enter the file name of source file : "; cin>>file1; ifstream file(file1); if(file.fail()) { cout<<"Unable to open "<<file1<<"file "<<endl; return 0; } cout<<" Enter the file name of destination file : "; cin>>file2; ofstream outfile(file2); if(outfile.fail()) { cout<<"Unable to open "<<file2<<"file "<<endl; return 0; } while(!file.eof()) { ch = file.get(); if(file.bad()) {
cout<<"\n Error in reading the file "<<file1<<endl; return 0; } outfile.put(ch); if(outfile.bad()) { cout<<"\n Error in writing the file "<<file2<<endl; return 0; } } cout<<"\n file copied successfully. \n"; file.close(); outfile.close(); } Output is: Enter the file name of source file : ddd Enter the file name of destination file : bbb Contents of file ddd (we have stored data in this file i.e. source file) To every action there is equal and opposite reaction We all are Indian first and last. Contents of file bbb ( destination file ) To every action there is equal and opposite reaction We all are Indian first and last.
```
1.4 File Handling – III
Till now we have studied basics of files, reading and writing in text file and handling of error that occurs during file operation. Although text file store information in the form that is easily readable, but it takes more space as information is in ASCII form. But if we
want to store blocks of information by using single statement and in efficient manner then it is not a good solution. For these purpose we can use binary files.
The programs we have done till now do not take inputs from command line. In this section you are going to learn how can an argument be taken from command line and used in the program.
1.4.1 learning Objectives
After reading this section you are able to
* Open binary file for reading and writing.
* Store or retrieve arrays, structures and object of classes in or from a file.
* Write programs that uses binary files.
* Pass arguments from command line.
* Write programs using command line arguments.
1.4.2 Binary Files:
All the files we are working till now are text files. That means the data is stored as ASCII text in the file. Whatever data we stored with the <<operator, is converted to text.
By default files are opened in text mode.
For example:
```
ofstream outfile("text1.dat"); int a = 271; outfile<<a;
```
Value of a is stored in file like this:
In ASCII code (as you have seen earlier):
but if it is formatted as a binary number,it will occupy two bytes( size of short int type is 2 bytes).So binary mode use memory efficiently.
Information can also be stored in a file in binary format.
In binary files, data is stored in the same way as it is stored in memory irrespective of the data type. For character data, their ASCII codes of the individual characters are stored. For numeric data, numbers are stored in binary format.
Binary files provide more efficient way of storage in memory, but we can read the binary files only through programs. So, Binary files can not be manipulated by any text editor. In binary files, input and output data with the extraction and insertion operators (<< and >>) and functions like getline is not efficient, as we do not need to format any data, and data may not use the separation codes used by text files to separate elements (like space, newline, etc...).
For opening a file in binary mode use ios::binary flag.
For example :
```
file.open("text.dat", ios::out | ios::binary);
```
file is opened in both output and binary modes.
Here, File streams include two member functions specifically designed to input and output binary data sequentially: write() and read(). The first one (write) is a member function of ostream inherited by ofstream. And read is a member function of istream that is inherited by ifstream. Objects of class fstream have both members.
126.96.36.199 write () member function:
To store binary data to a file write () member function is used.
Syntax of write() is:
file.write((char *)buffer, sizeof(buffer));
(char *)buffer
This argument is the starting address of the memory that is to be written to the file. Here buffer is the name of an array. The address is always in pointer-to-char form, so cast operator is applied here.
sizeof(buffer)
This argument is the size of the data being written( in byte).
188.8.131.52 read() member function:
Read() function is used to read unformatted data from a file into memory.
```
Syntax is : file.read((char *)buffer, sizeof(buffer)); Here
```
(char *)buffer
This argument is the starting address of the memory that is to be read from the file. Here buffer is the name of an array. Here too address is in pointer-to-char form, so cast operator is applied here.
sizeof(buffer)
This argument is the size of the data being read( in byte).
Institute of Lifelong Learning, University of Delhi
184.108.40.206 Reading /write an array in a file
You can read and write an entire array in a file just by a single statement. This way storing information in binary mode makes life simple. If you want to write and read elements in an array a[] having 10 elements use following single write() and read() functions .
Statements are:
```
outfile.write((char )a, 10*sizeof( int )); // for writing infile.read((char )a, 10*sizeof( int )); // for reading
```
Value addition: Source Code
Program demonstrating reading and writing an array in binary file.
/* This program firstly writes an array a[] in a file then read from file in other array b[] and display all the values of array b[]. */
```
#include<iostream.h> #include<fstream.h> int main() { int a[6]= { 10,20,30,40,50,60}; int b[6]; ofstream ofile("text.dat",ios::binary| ios::out); //open text.dat for writing if(ofile.fail()) // check if file can be opened { cout<<"\n Unable to open the file "<<endl; return 0; } ofile.write((char *)a, 6*sizeof(int)); // writes array in the file ofile.close(); // close the file ifstream ifile("text.dat",ios::binary| ios::in); // open file for reading if(ifile.fail()) // check if file can be opened { cout<<"\n Unable to open the file "<<endl; return 0; }
ifile.read((char *)b, 6*sizeof(int)); //reads the array from file & store in b[] ifile.close(); // close the file cout<<"\n Array read from binary file: \n"<<endl; for(int i=0;i<6;i++) cout<<"b["<<i<<"] = "<<b[i]<<endl; // displays on screen getchar(); return 0; } Output is: Array read from binary file: b[0] = 10 b[1] = 20 b[2] = 30 b[3] = 40 b[4] = 50 b[5] = 60 Source: Self
```
220.127.116.11 Reading/Writing structure in a file
You have done structures in earlier chapters. Recall the concept of structures. In a structure we can have a number of data items of different data types. So if you want to store information of an employee, you just declare structure containing employee's code, name, dept., salary. To store the information of this structure we just need single statement that makes storing information in file simple.
We can read and write entire structure (For example student) in single read() and write() operation as we have done in arrays.
Statements are:
```
outfile.write((char ) &student, sizeof( student)); infile.read((char ) &student, sizeof( student));
```
This Program writes the structure student ( Data of student ) in a file using single write operation, and then reads the same data using read operation.
#include<iostream.h>
#include<fstream.h> struct student // this structure contains information of student { int rollnum; char name[20]; int marksmath; int markscomputer; int marksenglish; }; int main() { student stud = { 15, "Ananya", 89, 90, 86 }; // Initializing the values ofstream ofile( "out.dat", ios::binary | ios::out ); // open file in output mode if (ofile.fail() ) { cout<<"\n Unable to open the file "<<endl; return 0; } ofile.write( (char*) &stud, sizeof(stud)); // writing data of structure in the file if (ofile.fail() ) { cout<<"\n Unable to write data in the file "<<endl; return 0; }
ofile.close(); ifstream infile("out.dat", ios::binary | ios::in ); // open file in input mode if (infile.fail() ) { cout<<"\n Unable to open the file for reading this file "<<endl; return 0; } infile.read( (char*) &stud, sizeof(stud) ); // Reading the data from file if (infile.fail() ) { cout<<"\n Unable to read from the file "<<endl; return 0; } infile.close(); cout<<"\n Information of a student is given below "<<endl<<endl; cout<<" Roll number of the student : " << stud.rollnum <<endl; cout<<" Name of the student : " << stud.name <<endl; cout<<" Marks in Maths : " << stud.marksmath<<endl; cout<<" Marks in Computer : " << stud.markscomputer<<endl; cout<<" Marks in English : " << stud.marksenglish<<endl; getchar(); return 0; } Output : Information of a student is given below Roll number of the student : 15
Name of the student : Ananya Marks in Maths : 89 Marks in Computer : 90 Marks in English : 86
```
18.104.22.168 Reading/Writing an Object of class in file
Similarly, we can read and write an object ( For example stud ) in single read() and write() operation as we have done in above statements.
Statements are:
```
outfile.write((char ) &stud, sizeof( stud)); infile.read((char ) &stud, sizeof( stud));
```
Value addition: Source Code
Program reads and writes the data of an object of a class student in a binary file;
```
/* This program firstly writes data of an object in a file then reads from file in other object and display all the values. */ #include<iostream.h> #include<fstream.h> class student { private: int rollno; char name[15]; float total; public: student(){ } void input() { cout<<" Enter roll number of the student : ";
cin>>rollno;
```
cout<<" Enter name of the student : "; cin>>name; cout<<" Enter total marks of the student : "; cin>>total; } void display() { cout<<" Roll number of the student : " << rollno <<endl; cout<<" Enter name of the student : " << name <<endl; cout<<" Enter total marks of the student : " << total<<endl; } }; int main() { student st; char ch = 'y'; int sno = 0; ofstream ofile("text.dat",ios::binary| ios::out); if(ofile.fail()) { cout<<"\n Unable to open the file "<<endl; return 0; } while(1) { st.input(); ofile.write((char *)&st, sizeof(st)); if(ofile.bad()) { cout<<"\n Error while writing to file \n"; return 0; } cout<<"\n Want to enter more data (y/n) : "; cin>>ch; if((ch == 'n') ||(ch == 'N'))
{
```
ofile.close(); break; } } ifstream ifile("text.dat",ios::binary| ios::in); if(ifile.fail()) { cout<<"\n Unable to open the file "<<endl; return 0; } while(!ifile.eof()) { ifile.read((char *)&st, sizeof(st)); if(ifile.bad()) { cout<<"\n Error while reading file \n"; return 0; } sno++; cout<<"\nStudent No : "<<sno<<endl<<endl; st.display(); cin.get(); } ifile.close(); getchar(); return 0; } Output is : Enter roll number of the student : 1 Enter name of the student : Reena Enter total marks of the student : 70 Want to enter more data (y/n) : y Enter roll number of the student : 2 Enter name of the student : Ajay Enter total marks of the student : 75 Want to enter more data (y/n) : n Student's Data is given below :
Student No : 1
Roll number of the student : 1
Enter name of the student : Reena
Enter total marks of the student : 70
Student No : 2
Roll number of the student : 2
Enter name of the student : Ajay
Enter total marks of the student : 75
Source: Self
1.4.3 Command Line Arguments:
In the programs we have done till now, we never pass arguments or use parameters in main ().Here we are introducing this concept. Command line arguments are used when we invoke a program from command line. They are used to pass the name of a data file or some value you want to input through command prompt.
C> sum text.dat data
Here, sum is the name of the file having program to be executed. text.dat and data are two filenames that are passed to the program as command-line argument.
Command-line arguments are typed by the user and are delimited by a space. The first argument is always the filename that contains the program to be executed.
To read command-line arguments in program, main() function is used. The main() function that we are using till now without arguments, will take two arguments.
Statement is:
```
main(int argc, char * argv[])
```
The first argument argc known as argument counter, represents the total number of arguments in the command line. The second argument argv known as argument vector, is an array of char type pointers that point to the command line argument. The size of this array is equal to the value of argc.
For example, for the command line c>add abc.dat xxx.dat
the value of argc would be 3 and the argv would be an array of three pointers to strings as given below.
```
argv[0] = add ( the name of the program ) argv[1] = abc.dat argv[2] = xxx.dat
argv[0] always contains the name of program invoked. Here argv[1], argv[2] are the filename you want to use in program.
Similarly for the statement c>sum 5
argv[0] i.e. sum, is the file name to be executed and argv[1] is 5.
The following program demonstrate the usage of command-line arguments
This Program calculate the sum of first n natural numbers. The value of n is taken as command line argument.
```
#include<iostream.h> #include<cstdlib> main(int argc, char * argv[]) { int sum=0, i, n; n = atoi(argv[1]); for(i = 1; i<=n; i++) sum = sum + i; cout<<" Sum of first "<<n<<" natural numbers :- "<<sum; return 0; } Output is : Sum of first 8 natural numbers :- 36 Here we have passed 8 as command line argument
```
Value addition: Source Code
Program that stores the square of n numbers in a file and then displays data by taking input from file. Value of n and name of file is given by user as command line argument
```
#include<iostream.h> #include<fstream.h> #include<cstdlib> main(int argc, char * argv[])
{ int m, i; ofstream file1; file1.open(argv[1]); if(file1.fail()) { cout<<" Unable to open file \n"; return 0; } for( i=1; i<atoi(argv[2]);i++) { m=i*i; file1<<m<<" "; } file1.close(); ifstream infile(argv[1]); char ch; cout<<"\n Square of First "<<argv[2]<<" numbers taken from file"; cout<<argv[1]<<endl<<endl; do { infile.get(ch); cout<<ch; } while(infile); cout<<endl; infile.close(); getchar(); return 0; } c> program1.cpp 6 ddd Here, program1.cpp is the name of this program and file name "ddd" and "6" are passed as argv[2] and argv[1] i.e. arguments to this program. Firstly square is calculated and then data is stored in file "ddd". Then output on screen is displayed by taking data from "ddd" file. Output is : Square of First 6 numbers taken from file ddd
0 1 4 9 16 25
Source: Self
Summary
* A file is a collection of data on some storage device.
* Large volume of data can be handled easily by using files.
* The standard input device is keyboard.
* The standard output device and standard error device is monitor.
* By default, every C++ program has access to cin, cout, cerr and clog streams.
* Input can be performed either by using extraction operator (>>) or by using get() and getline() function of the input stream.
* Output can be performed either by using insertion operator (<<) or by using put() and write() function of the output stream.
* Output of C++ can be formatted or unformatted
* Output of C++ can be formatted by using member functions of ios class or manipulators.
* Use precision() to print fixed precision numbers (3.40 instead of 3.4)
* Set the width of a printing field by width().
* The default fill character is a space.
* Once a file is opened, it may be used exactly as cin is used.
* When reading an entire file, put the file input inside of the loop condition ckecking eof().
* A file can store data either as a text file or as a binary file.
* A file can be opened by constructor of the required stream class or by open() member function of the appropriate stream class.
* For handling file I/O fstream header file is included.
* The ifstream class ties a file to the input stream for input
* The ofstream class ties a file to the output stream for output
* The fstream class ties a file to the stream for both input and output.
* A file mode describes how a file is to be used to read it, write to it, append the data.
* Different file mode are ios::in, ios::out, ios::ate, ios::binary.
* To open an existing file in append mode use ios :: out | ios :: app.
* Data in binary files can be read from and written to file by using read() and write() functions.
* C++ provides some error handling functions. These functions are eof(), bad(), fail() and good().
* File can be opened in two mode: Text file and Binary file.
* You cannot print the contents of a binary file.
Exercises
1 Answer following Questions:
1.1 Define stream? Name the streams used for file I/O.
1.2 What is the role of iomanip.h file?
1.3 What is the difference between manipulators and ios member functions? Give example.
1.4 How are binary files different from text files in C++?
1.5 What are file modes? Explain different types of file mode constants?
1.6 What are different functions for error handling in C++ file I/O?
1.7 Name the library file that provides file I/O operations.
1.8 What are the two ways of opening files ?
1.9 What is the purpose of ios::binary filemode?
1.10 What happens when a file is opened for output and that file does not exist?
1.11 Write a program that reads a text file and copy the contents in other file.
1.12 Write a program that find sum of first n natural numbers and stores the series and sum in a text file.
1.13 Write a program that store records of n students in binary files.
1.14. Write a program that appends the contents of one file to another file. File name is provided by user.
1.15 How data is stored when a file is opened in binary mode?
1.16. Write a program that prompts the user to input the name of text file that already contains some data, read the file and change all lower case characters in uppercase.
1.17 Write a program that copies the odd numbers to one binary file and even numbers in second binary file from a given list of numbers.
1.18 Differentiate between text files and binary file.
1.19 Write a program in C++ to find sum of first n even numbers. The value of n should be taken as command line argument.
a) 1.20 State whether the following statements are True or False.
b) Manipuators are used to format the output.
c) The ios::ate mode allows to write data anywhere in file
d) The data written with write() function in file can be read with get() function.
e) The ios::app mode is used to read data from the file.
f)
The << operator may be used to read data from a file.
g) Several file access flags may be joined by using the | operator.
h) Binary files stores unformatted data.
1.21 Give the statement for following output specifications for printing float values:
(a) 14 columns width
(b) left – justified
(c) Filling of unused places with ^
(d) 3 digits precision
(e) two digits after the decimal point in a five character width.
(f) trailing zeros and '+' sign with positive number
Glossary
address: The physical location in memory where data or program instructions are stored.
append: the mode that allows to add data to the end of a file during processing of file.
ASCII: American Standard Code for Information Interchange. This encoding scheme defines characters for the 128 values in a byte.
binary file: a collection of data stored in the same format in a file, as in memory of computer.
buffer: memory used to store data temporarily that have been read before they are written or processed.
efficency: optimal use of computer resources.
eof: end of file. An ios member function that indicates the end of the file.
File: A collection of related data stored on secondary storage device.
File mode: A designation of file's I/O that define how a file is used in a program i.e. reading, writing, appending.
flag: usedin a program to indicate the presence or absence of a condition.
formatted I/O:
By using standard library functions reformat data while read or written.
hexadecimal: a number system with base 16.Its digits are 0-9,A-F.
Insertion operator: C++ operator (<<) which receives data from the program and gives to output object.
manipulator:
an I/O function which provides efficient formatting to data.
octal: number system with base 8. Its digits are 0-7.
standard error file:
the file to which cerr is connected.
standard input file:
the file to which cin is connected.
standard output file:
the file to which cout is connected.
Stream:
A sequence of bytes.
text file:
A file in which data is stored as character.
write mode:
file attribute indicates that file is opened for output only.
References
1. B. A. Forouzan and R. F. Gilberg, Computer Science, A structured Approach using C++, Cengage Learning, 2004.
2. R.G. Dromey, How to solve it by Computer, Pearson Education
3. E. Balaguruswamy, Object Oriented Programming with C++ , 4 th ed., Tata McGraw Hill
4. S.K. Salaria, Object Oriented Programming using C++ , 2 nd ed.,Khanna book publishing.
5. Tony Gaddis, Starting out with C++, 2 nd ed., Scott/Jones publishers
6. J. R. Hubbard, Programming with C++ (2 nd ed.), Schaum's Outlines, Tata McGraw Hill
7. D S Malik, C++ Programming Language, First Indian Reprint 2009, Cengage Learning
8. R. Albert and T. Breedlove, C++: An Active Learning Approach, Jones and Bartlett India Ltd.
Web Links
1. http://www.gurus4pcs.com
2. http://www.functionx.com
3. http://www.cprogramming.com/tutorial/
4. http://www.cplusplus.com
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Parent Handbook
"helping children grow into their biggest dreams"
Revised April 2018
701 Grandview North Oshawa, ON L1K 2K1
289-240-9188
905-925-9818
Program Statement
At Royal Bear Child Care Centre, we believe that children are competent and capable beings that are full of wonder, ideas and potential. As such they are entitled to learning environments that honours them. We view curriculum as everything that happens during our time together. We believe that each moment we share with children offers us an opportunity to build positive relationships and create an atmosphere that nurtures children, educators and families. We encourage children to pursue their passions, curiosity and interests through environments that invite them to explore, collaborate, reflect and communicate using a wide range of resources and materials. Our commitment to a high-quality learning environment is linked by the children, parents, and educators.
How Does Learning Happen?
Using the common framework referred to in How Does Learning Happen?, our centre strives to support the children and assist in achieving the goals listed below. We aim to meet the expectations for programs building on the four foundations for healthy growth and development:
The four foundations and their definitions are as follows:
Our Strategies
Our child care centre has combined the Early Learning for Every Child Today (ELECT) principles, along with the provincial pedagogy for early learning. These strategies strengthen the quality of our programs and ensure high-quality experiences that promote the health, safety, nutrition and well-being of children.
Royal Bear Child Care Centre will plan for and create positive early learning environments that:
1) Promote the health, safety and well-being of young children, families and educators.
- Photographs and names of all the educators posted
You will see:
- Well organized environments, with lots of materials that are easily accessible to the children
- Healthy menus, following Canada's Food Guide.
- A process to sign your child in and out of the program, to ensure they are safely supervised.
- Children and educators washing their hands frequently throughout the day to promote good hygiene and to prevent the spread of illness.
- Snacks are
available to the children
who arrive early and are set out for the children to promote independence. The Hand over hand technique will be used to assist younger children. Water is always available to the children throughout the day.
- Older children serve themselves and are encouraged but never forced to try new foods.
- At meal times, the educators sit and eat with the children and will participate in conversations with the children.
- An abundance of opportunities for gross motor play as children are encouraged to use their entire bodies to explore the world.
- The centre is kept clean throughout the day.
- Positive language that emphasizes accomplishment and effort.
- Security systems are installed and all visitors are required to sign in and out of the centre.
- Educators follow the health and safety guidelines set out by the Ministry of Education and the Durham Region Health Department.
- There are no televisions and video games in the programs for the children. Educators will assist children on mobile technology (tablets/phones) to look up information on the Internet to expand or enhance their play and learning.
Healthy Food and Active Play Make a Difference
Additionally, opportunities for rest and a balance between active and more reflective play are strategies that will be implemented to support positive interactions and facilitate healthy development.
2) Support positive and responsive interactions between educators, children and families.
- During the process to enrol your child at our centre, the Supervisor or designate will provide you with a tour of the facility and introduce you and your child to the educators. A meeting will be held to compile information about your child's specific needs, likes and dislikes, and what comforts your child. This will allow educators to begin to build an understanding of your child's individual needs.
You will see:
- Our Parent Handbook provides the operational details of our programs, hours of operations, fees and payment processes, and outlines our operational policies so families know what to expect when they choose our services.
- Educators using calm voices and at the child's level for face-to-face interactions.
- Educators who greet and welcome you and your child upon arrival at the program.
- Parents and educators talking together, sharing information and knowledge about each child.
Strategies to Support and Strengthen Positive Interactions
Positive interactions are encouraged and supported by the development of enriched environments where all children belong and where there are a range of interesting, intriguing and developmentally appropriate activity options to engage children. Educators are reflective practitioners whose knowledge and understanding of the individual children and child development supports positive behaviours on the part of children, educators and families. The focus on the positive is a key component of our affirming approach.
Questions educators ask themselves:
- Am I learning too? How do I respond when a child asks me something that I don't know? Do I redirect the child to something else or do I respond: "Let's find out together!"
- How do I engage with children in a way that builds on their strengths as opposed to identifying what they are doing "wrong"?
- Am I moving
away from viewing
play as just something children do and moving towards viewing play as intentional and inquiry based; a way for children to express themselves in multiple ways?
- Am I having fun? Is at least a part of each day filled with a shared sense of joy that is the wonder of new learning for me and the children with whom I engage? What are the clues that demonstrate that I am engaged and interested in what I am doing?
Supporting Children to Manage their Behaviour
Children benefit socially, emotionally and physically from our positive approach. Educators focus on helping the child understand their feelings and emotions and provide support to help children regulate their behaviour.
The following are unacceptable behaviour management strategies and are not permitted at any time under any circumstances:
1) Corporal punishment.
3) Harsh or degrading measures or use of derogatory language that may humiliate or undermine a child's self-respect and self-esteem.
2) Physical restraint of a child for the purposes of discipline or in lieu of supervision unless physical restraint is for preventing a child from hurting self or others and is used only as a last resort until risk of injury no longer exists.
4) Depriving a child of basic needs such as food, shelter, clothing, sleep, toilet use or bedding.
6) Confining a child by locking the exits of the centre or using a locked or lockable space to separate the child from other children.
5) Inflicting any bodily harm on children including making children eat or drink against will.
3) Encourage and enable children to interact and communicate in a variety of different ways- with each other, with educators and with their communities.
- Children to communicating their ideas, thoughts and feelings through:
You will see:
o Painting, drawing, modelling with clay, playdough and other art and creative / sensory materials.
o Singing.
o Telling or writing stories.
o Dancing.
o Talking with other children.
o Talking with educators.
o Building with blocks and other building materials.
o Solving problems.
o Conducting experiments.
o Planned excursions outside of the centre site, to promote children's connection to their local community.
4) Foster exploration and inquiry that is play based. Evidence from diverse fields of study tells us that when children are playing, they are learning.
You will see:
- Play that is supported by caring adults in environments with materials, space and time that encourage complex thinking and aid children to gain essential skills. These skills include: creative problem-solving, learning to get along with others, coping with challenges, overcoming obstacles, and learning to focus their attention. These are foundational activities that promote the development of literacy, numeracy and other important life skills.
- Children making sense of the world around them through play.
Supporting Healthy Development and Learning
At Royal Bear Child Care Centre, specific strengths, needs and developmental goals are identified. Educators set goals through individual attention, inquiry play-based learning activities, and positive learning environments in which each child's learning and development is supported. Educators focus on children's social, emotional, physical, creative, and cognitive development in a holistic way. This approach will be strengthened by:
1) Preparing the environment to foster learning and development.
3) A collaborative approach that incorporates discussion amongst team members about how to support deeper exploration.
2) Building on the children's ideas, questions and theories as observed in play.
4) Inviting and engaging others in the continuing process of program development including parents, the children themselves and other community partners including but not limited to educators within the school system.
Children learn through exploration, play, and inquiry with the educators as co-learners. Educators have thoughtful conversations with children, which encourages them to interact and communicate in a positive way, and promotes their ability to self-regulate. We use the Nipissing District Developmental Screen, children's portfolios, learning stories, pictures and other pedagogical documentation of children's activities on an ongoing basis to study, interpret, make visible, and help inform children's learning and development, as well as the overall program.
5) Provide both child initiated and adult supported experiences to foster development.
- Weekly Program Plans posted with a variety of educator planned activities that will be added to throughout the week as the children expand on the activities or move forward in new directions.
You will see:
- The number of transitions during the day are limited; children do not spend a lot of time lining up or waiting for activities to take place.
- Times when the child takes the lead in planning the activity and times when the educator builds on observations to develop and implement activities that support each child build on his/her skills and abilities.
6) Provide many opportunities for a range of experiences that support each child's learning and development.
- Children actively engaged in activities, typically using small groups.
You will see:
- Children and educators are smiling, laughing and having fun; playing and learning together.
- Educators discussing the documentation with the children.
- Educators observing and making documentation about children to build experiences.
- A focus on learning through play with educators encouraging and supporting questions, answers and problem solving on the part of the children.
and outdoor play, active play, quiet play, rest and quiet time considering the individual needs of children.
- Well stocked toy shelves and creative materials available to the children.
You will see:
- Quiet comfortable spaces for reading or quiet individual activities or rest.
- Children taking the lead; actively shaping their play.
- Children engaged in a range of different activities throughout the day.
- Educators listen and learn from the children as much as the children listen and learn from the educators.
- Quiet activities provided for children who do not require a nap during rest times.
- Educators encouraging children to explore nature and their natural environments.
8) Foster engagement of and ongoing communication with parents about the program and their children.
- Educators seek out opportunities to talk with parents without ignoring the needs of the children.
You will see:
- For Infants, daily information sheets will be completed by the educators for parents.
- Opportunities, both planned and informal for parents and educators to share ideas about how best to support each child.
- Daily Journals are the main method of communication provided by Royal Bear Child Care. The journals provide daily information regarding their child's day.
- Portfolios for each child which are accessible to parents.
- Notes posted as reminders for parents about upcoming activities.
- Accident / Incident reports completed if your child has an accident to provide you with information as required.
- Newsletters for parents sharing information about our programs.
We see children as competent individuals, capable of complex thinking, curious and rich in potential and we will value and build on their strengths and abilities. We will encourage the children to interact and communicate in a positive way and support their ability to self-regulate.
We see families as experts because they know their children better than anyone. They share relevant and valuable information to make their children's experience that much more special. We will foster the engagement and provide ongoing communication with parents, and the local community partners about the program and the development of their children.
We see our educators as knowledgeable, insightful, resourceful and rich in experience. We value the experiences and adaptive environments that are created just for the children based on interests. We will provide child-initiated experiences that are supported by adults. The centre will support staff with continuous professional development to maintain a supportive and educational environment.
Royal Bear Child Care Partnership with Parents
Educators foster engagement and ongoing communications with families regarding the program and their children. We strive to build positive and responsive relationships with children and their families. We recognize and value each family for their unique strengths, perspectives and contributions to our program. Families are encouraged to participate—as we are partners in supporting the development of healthy, happy, capable and competent children.
A strong, respectful and equitable relationship with parents is key to our ability to fully engage as colearners with the children and with their families. To this end, we seek out opportunities to engage parents in a way that meets their needs and builds on strengths while respecting the challenges that face young families including: long commutes, time pressures and the busyness inherent in raising a family. Strategies include but are not limited to:
- An "open door" policy that welcomes parents to drop off and pick up at the times that work best for their family within the hours that the centre is open and allows them to drop-in to observe whenever convenient for the parent.
- Posted documentation of activities, interactions and engagement.
- Informal discussions on a daily basis.
- Sharing resources and materials about community supports and activities.
- Inviting and encouraging parents to participate directly in the day to day activities of the centre.
- Inviting parent participation in the development of curriculum; to share cultural and family experiences.
- Social and open house activities.
Key ideas and messages we share with parents:
- What do you think that it is important that I know about your child to support his/her wellbeing?
- Our program is play and inquiry based because it is the way children learn best. A play based program provides the kinds of opportunities that children need to be fully engaged and to learn how to express themselves many ways. We will be sharing our learning with and about your children in many ways.
- These are our goals for your children and this is what we will be doing with your child to support the achievement of these goals. (outline the program expectations)
- How can we support your engagement with our program so that you feel that you belong? What works for you, your schedule and your family?
9) Actively engage with community partners and provide opportunities for the children and families to develop close connections with a range of community supports.
- Parents are welcomed at any time and are encouraged to drop in when and if they have time to do so.
You will see:
- Planned excursions to community services and programs such as the local library, grocery stores and other neighbourhood locations.
- Staff supporting parents to connect to community partners through referrals with parental consent.
- Use of community partners as a resource and support to families, children and educators. These community partners may include but are not limited to Resources for Exceptional Children and Youth, Grandview Kids, Kinark and Durham Behaviour Management Services.
- Staff working collaboratively with parents and community partners to best support the children and families in our Early Learning and Child Care Centres.
10) Strengthen the capacity of educators to collaborate effectively with children, families and their colleagues through the provision of ongoing opportunities for continuous professional learning.
- Educators encouraged and supported to attend professional development.
You will see:
- Registered Early Childhood Educators (RECE's) are required by their membership in the College of Early Childhood Educators to commit to their own ongoing professional learning.
- Materials and research shared with parents.
- New ideas and strategies to support children's development introduced throughout the program.
Continuous Professional Learning for Educators
Our early learning and child care centres are environments that support
educators, and others who interact with children, to continually self-reflect, have discussions, foster ongoing collaboration, and engage in continuous professional learning, to provide the best possible learning environment for children. Educators are provided with many mandatory health and safety related training sessions, such as Standard First Aid and Infant Child CPR In addition,
- Educators meet together to share ideas and information and to develop programs.
- Educators are encouraged to participate in up to three personal professional learning opportunities each year, based on their annual Feedback and Development learning goals.
- Educators are encouraged to participate in community learning opportunities through Capacity Building and the Durham Region Child Care Forum.
- RECEs are encouraged to participate in the College of Early Childhood Educators Continuous Professional Learning Program.
11) Use many languages to document and review the experiences of the children and the educators in order to:
o Provide tools to enable educators to reflect on the impact of their activities and strategies.
o Provide an ongoing record of development.
o Provide a visual and oral record that enables parents to review and explore the developmental trajectory of their child.
You will see:
- Different methods of recording observations about what the children are accomplishing.
- Documentation posted on the walls that tells and shows you what the children are doing.
A Commitment to Continuous Improvement
All new educators, students and volunteers are required to review the program statement prior to interaction with children in our care, and any time the program statement is updated. All educators are required to review the program statement on an annual basis. This will be accomplished at a yearend team meeting which provides an opportunity to reflect on the successes and challenges of the past year and to set goals for the upcoming year.
Program Developments
Our programs are re-evaluated to reflect changes within the CCEYA (Child Care and Early Years Act) and ideologies of Early Childhood Education. Children's developmental needs and the needs of families also play an important role in changes.
Parents/Guardians are encouraged to discuss any aspect of the programs and/or their child's progress through formal or informal interviews at any time during the day. Input from parents regarding the program is always appreciated and welcomed.
Throughout the year newsletters will be sent home informing you of daycare news or special events taking place. Seasonal Newsletters will also be distributed.
Health, Safety and Well-being
Royal Bear Child Care supports and promotes the physical, social and emotional well-being of children and all staff. We strive to meet and, where possible, exceed licensing requirements as well as the
requirements of Durham Region Public Health. To protect the health and wellness of the children attending Royal Bear Child Care, everyone is strongly encouraged to follow routine practices and proper hygiene when at all possible. As a result, we practice frequent hand washing and the use of gloves during all diapering or assistance with toileting, as well as handling any injuries if they happen. We like to provide opportunities for healthy nutrition, hygiene, and regular exercise including daily outdoor play, in a safe and clean environment. On a regular basis, the staff at Royal Bear Child Care will be learning the needs of each child in care so that the best individual care can be offered. Every staff will have a valid First Aid Certificate.
It is required that you provide the immunization history of your child so that in the event of a community or facility outbreak, there is an understanding of risk to each child in my care. If you have chosen not to immunize your child, a signed note from you, the parent, stating such will be required.
In the event of illness, all measures are taken to comfort and provide relief to sick children or staff members and their families, and to protect others from contagion. Such protection measures include exclusion from Royal Bear Child Care when illnesses from identified communicable diseases or conditions of ill health pose a risk to others.
While there are many policies dealing with illness when it occurs, it is always important to address prevention through good hygiene strategies.
Hand Washing Procedure
Steps for proper handwashing
2. Apply a small amount of liquid soap. Antibacterial soap is not required.
1. Wet hands with warm running water.
3. Rub hands together for at least 15 seconds. Rub palms, backs of hands, between fingers and under nails.
5. Dry hands with a clean, disposable towel.
4. Rinse off all soap with running water.
6. Turn Taps off with paper towel
7. Discard the used towel in the waste container.
Nutrition
- Due to allergies we are a nut free centre. Outside food is prohibited as children could have life threatening allergies and requires epipens. Any food brought in will be discussed with staff before entering the centre or the classroom.
- All food is prepared on site by a qualified cook. We serve a morning and afternoon snack as well as a nutritious hot lunch every day. Weekly menus are posted outside the kitchen. We are on a 3-week rotation. If there are any changes in regards to the menu for the current day, the changes will be posted on the menu board.
- Food exceptions are not made for individual children except in the cases of food allergies or religious convictions. Please notify the supervisor at the time of enrolment if your child has a food allergy or develops an allergy. This will then be posted in the kitchen as well as in the child's classroom ensuring it is adhered too. Should you have any questions or concerns about the meals or menu please direct them to the supervisor.
- When planning the menu Royal Bear Child Care Centre will follow Canada's Food Guide.
Safety Inspections and Procedures
Fire Drills are conducted monthly to ensure staff and children are familiar with a safe evacuation procedure.
The Fire Department may visit the centre throughout the year to conduct an inspection prior to annual licensing by the Ministry of Children and Youth Services. Municipal Program Managers complete two annual on-site inspections per year for quality assurance purposes.
The Health Department visits the centre throughout the year to monitor safe food handling, hygiene, playground safety and other health related issues.
A third party independent inspector inspects our outdoor play area and playground equipment annually to ensure the equipment and outdoor area are maintained in accordance with the CSA standards.
Child care staff conduct daily inspections both indoors and outdoors of the premises to ensure all equipment is free of hazards. Child care staff ensure the centre is clean and tidy throughout the day.
Cleaning of the centre is done on a daily basis. Toys and equipment are washed and sanitized regularly by staff.
Cleaning schedules are posted and signed off by staff. Bathrooms are disinfected and cleaned regularly throughout each day as necessary and thoroughly each evening.
Program
Prohibited Practices
- Corporal Punishment of a child
- Deprivation of a child's basic needs for shelter/food/clothing/ or bedding
- Lock the exits of the centre or permit to be locked for the purpose of confining a child without adult supervision, unless for emergency purposes.
- Physical Restraint of the child such as confining to a high chair. Car seats, stroller or any other device with the intent to discipline the child, unless the purpose of restraint is to prevent the child from harming themselves or others.
- Inflicting bodily harm on children including making the child eat or drink against their will.
- Use of harsh or degrading measures or threats or use of derogatory language that would humiliate, shame, or frighten the child or undermine their self-respect, dignity or self-worth.
If through staff's verbal efforts a child cannot be encouraged to eat, the food will be removed and the next course will be offered. (If staff are aware that a child does not like what is being served a smaller portion may be offered at first). Parents will be made aware of the indecision to have lunch or snacks.
Any type of child abuse e.g. striking a child will result in immediate dismissal and will be reported to the Children's Aid Society.
Disciplinary Actions used by staff:
Acceptable practices include:
- Discuss inappropriate behavior
- Ignore inappropriate behavior such as temper tantrums
- Redirection
- Time out from activity as a last resort
- Limit Setting
Monitoring
Monitoring will first begin with the orientation of new staff, students, and volunteers whereby the policy will be read and discussed. Every 6 months staff and supervisor will get together to review their interactions with all the children. These standard forms will be kept in all staff files available for reviewing at any time. Continued monitoring will be done through annual appraisals and casual classroom observations by the supervisor, assistant supervisor, talking with staff and feedback from parents. Notes of conversations, evaluations or observations that is confidential in nature will be kept in staff files. Otherwise notes may be put into the classroom log book but will not compromise the confidentially policy of the child care centre. The classroom daily log book will be placed in an area from public view but still accessible to the teachers to immediately record information. These records are NOT to be shown to parents unless the supervisor is made aware and has given their consent. The supervisor will retain these records for 3 years.
Open Door Policy
As a daycare that is proud of what we are and what we do, we welcome parents and visitors to drop in anytime to observe our program and our staff. Our parent handbook is made available to all parents considering care at Royal Bear Child Care Centre or upon request.
Purpose
Family Partnership & Parent Concerns Policy
The purpose of this policy is to describe our family partnership practice and provide a transparent process for families, the child care licensee and staff to use when an issue/concern is brought forward by a parent/family member.
Family Partnership
Our family partnership statement/approach allows our organization to be proactive and responsive to parent and family needs before conflict arises.
Our commitment to provide high quality child care involves remaining knowledgeable with current research in child development and working in partnership with our families.
Royal Bear Child Care educators create inclusive and respectful environments that foster positive, equitable, and collaborative relationships. When children feel safe, secure and valued they freely explore, discover, try new things, grow, learn and develop. We believe that our expertise in child care is only one part of ensuring every child has the best experience possible. We rely on our families to work side by side with us to better understand and respond to individual needs.
We encourage our families and our educators to exchange information regularly. We have an open-door policy and encourage our families to spend time in the program with their child when possible.
We use many strategies to ensure open communication with our families, and they include:
- informal information sharing during drop-off and pick-up times
- celebrations and family engagement events (eg. Open House Christmas Party)
- phone calls and emails
- meetings (coordinated at the request of the RBCC and/or the family)
- posting program plans that include observations of children's interests and activities
- photographs of children at play
- Facebook Updates, newsletters and Instagram
Parent Concerns Policy
All issues and concerns raised by parents/family members will be taken seriously by Royal Bear Child Care Centre and will receive follow up. Every effort will be made to address and resolve any concerns to the satisfaction of all parties and as quickly as possible.
Issues/concerns may be brought forward verbally or in writing. Responses and outcomes will be provided verbally, or in writing upon request. The level of detail provided to the parent/family will respect and maintain the confidentiality of all parties involved.
An initial response to a concern will be provided to parents/guardians within 2 business day(s). The person who raised the issue/concern will be kept informed throughout the resolution process.
All inquiries of concerns will be fair, impartial and respectful to all parties involved.
Confidentiality
Each concern will be treated confidentially, and every effort will be made to protect the privacy of parents/families, children, staff, students and volunteers, except when information must be disclosed for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement authorities or a Children's Aid Society).
Conduct
Our organization maintains high standards for positive interactions, communication and role-modeling for children. Harassment and discrimination will not be tolerated from any party.
If at any point a parent/family member, or Royal Bear Child Care staff member feels uncomfortable, threatened, abused or belittled, they may immediately end the conversation and report the situation to the supervisor and/or licensee.
Concerns about the Suspected Abuse or Neglect of a child
Everyone, including members of the public and professionals who work closely with children, are required by law to report suspected cases of child abuse or neglect.
If a parent/family member expresses concern that a child is, or is at risk of being abused or neglected, the parent will be advised to contact Halton Region Children's Aid Society at (905) 433-1551 directly.
Persons who become aware of such concerns are also responsible for reporting this information to CAS as per the "Duty to Report" requirement under the Child and Family Services Act.
Procedures:
Escalation of Concerns
Where parents/family members are not satisfied with the response or outcome of an issue or concern, they may escalate the issue or concern verbally or in writing to email@example.com
Concerns related to compliance with requirements set out in the Child Care and Early Years Act., 2014 and Ontario Regulation 137/15 should be reported to the Ministry of Education's Child Care Quality Assurance and Licensing Branch.
Concerns may also be reported to other relevant regulatory bodies (e.g. local public health department, police department, Ministry of Environment, Ministry of Labour, fire department, College of Early Childhood Educators, Ontario College of Teachers, College of Social Workers etc.) where appropriate.
Contacts:
Child Care Supervisors – please refer to family handbook for direct phone numbers
Ministry of Education, Licensed Child Care Help Desk: 1-877-510-5333 or firstname.lastname@example.org
Wait List Policy
A waitlist will be formed when full enrollment has been reached in the daycare.
Royal Bear Child Care has a capacity of 72 licensed spaces. Our program offers care under 18months to 12 years of age. A waiting list exists at our centre for all age groups as requests for care often out-number our available spaces. Parents must understand our waitlist does not guarantee you a spot in the centre.
We do have some priorities that we consider when inviting new families to join us. In order of priority, we consider:
Children currently enrolled and needing to graduate to the next age group;
Siblings of children currently enrolled
To register on the Wait List please call the centre at 289-240-9188, email email@example.com or visit us on our facebook page. Please feel free to contact the centre to receive an update regarding your placement /position on the waiting list.
Families are removed from the waiting list for several reasons. A child is removed once he is no longer ageappropriate to attend our program; the family asks to be removed; the family does not return a phone call requesting confirmation of interest in space; the family is not able to be contacted by phone because the phone number is out of service; or the family has moved and has not left a forwarding contact number
Classrooms
Royal Bear Child Care Centre has the facilities to accommodate the following children:
1. Infants
3. Junior/Senior Preschoolers
2. Toddlers
4. Kindergarten
5. Nursery School Program
Hours of Operation
Our child care centre provides care all year around, Monday – Friday from 6:30 am – 6:30 pm. We provide both full time and part time care. In order to secure a part time, space a minimum 2 days per week is required.
We ask that you please call the centre by 10:00 am if your child will not be coming in for the day so that we can staff accordingly. If you are going to be late, after 10: 00 am we ask that you call the centre to let staff or the supervisor know that your child will be attending however coming in late.
Nursery School Program will run September to June. The program is closed P.A Days, March Break, Christmas Vacation and summer (July & August). There is no charge for the closure.
Royal Bear Child Care Centre will be closed on all Statutory and Civic holidays. Our Centre closes at 2:00 pm on both Christmas Eve Day and New Year's Eve Day. Important to note: full payment for the holidays and early closure is required and there is no reduction in fees due to the holiday/closure.
Holiday Closure Includes
New Year's Day
Canada Day
Thanksgiving Day
Good Friday
Civic Holiday
Christmas Day
Victoria Day
Labour Day
Boxing Day
Family Day
Easter Monday
Payment Policies
Fees are due at the beginning of each month. You may pay the total amount at once or use post-dated cheques. If you have decided to make bi-weekly payments, please be sure to have the payment made on the last day of care before the following week. There is a daily late fee in the amount of $5.00. A week grace period is given before you are subjected to late fee penalties for monthly payments only. If you are scheduled for biweekly payments, please be advised late fees will apply as soon as payment is missed. In addition, any cheque that is returned NSF will be subjected to a $25.00 fee.
If child care fees are two weeks overdue your child care spot will be suspended until full payment is made. Written and verbal contact will be made with parents whose accounts are in arrears. If your child's spot has been suspended due to non-payment and you have not formally withdrawn from the centre you are required to pay for the days missed until payment is received. Although your space has been suspended it will be reserved until a decision regarding your attendance has been determined either by yourself or the centre. Royal Bear Child Care reserves the right to terminate services if payment policies are not adhered to. Fees include all absentees and statutory holidays. Note: Fees may be increased on an annual basis with an increase of 1-3%.
Tax Receipts
Tax receipts are given during the income tax period. If you are no longer attending the centre it will be the parent's responsibility to contact us to request the receipt. You can have the receipt emailed or you may pick up in person.
Late Fees
The center closes at 6:30pm. Any pick up after 6:30 pm will be subjected to a fee of one dollar per minute. The fees are to be paid directly to the staff member who stays past their shift. If a parent is consistently late they may incur a higher late fee rate or asked to make other child care arrangements
Fee Schedule
New Fee Schedule 2018
Payment Notes:
All fees are required to be paid on Friday by cheque, cash, debit or e-transfer. If fees are not paid on the Friday, you will be subjected to a $5.00 per week late fee beginning the following Monday.
Part Time is based on a minimum of two days per week. We do not accommodate for Flex schedules.
Our fees are based on a 9.5-hour day. Over-time hours are paid at the rate of $3.00 per half hour.
Fees may increase annually from 1-3 percent
Deposit
A deposit of one week's fee is due upon registration. This deposit will be used toward your child's first 2 weeks of care. All enrolment forms must be completed by parents/guardians prior to the child's first day at the center. Your deposit must accompany the form and secures your child's space in the program.
Withdrawal
We require two weeks written notice before you withdraw your child from our program. If you have not paid the two weeks prior to your notice payment must accompany the written notice. If you have any questions or require further information, please contact the supervisor.
If your fees are not paid before your child's last day your account goes directly to a collection agency regardless of the amount outstanding.
Sick
If your child is sick longer than 3 days (which are consecutive) and you are registered full time you are eligible for 50% off the total fees for the week. To receive the discounted fee, you must provide a doctor's note stating that your child was away due to illness at the time the child is absent. We will not accept dr's note that are past due. This is not applicable to part time children. We only allow for 1 discounted fees per year.
Vacation Time
A one-week vacation may be taken in 2 six-month periods. However, your child must be in attendance for 6 months. The year is the anniversary date of your child's enrollment. Vacations must be communicated directly with the supervisor.
Illness
Please keep your child at home if they show signs of the following symptoms:
- He/she has a fever of 100 degrees Fahrenheit or over
- He/she has vomited or has had diarrhea (3 diarrhea's while in the centre will result in sending your child home)
- He/she has had or has a heavy nasal discharge and a cough
- He/she has any contagious diseases or viruses
- He/she was sent home and requires prescribe medication. Your child can not come back to the center for 24 hours.
If your child becomes ill during the day with any of the above symptoms, they will be isolated from the other children and we will notify you to come and pick he/she up. To prevent or stop the spread of an outbreak your child must stay home for 24 hours after the last symptom. In the event of an outbreak the health department may require the centre to submit samples.
Head Lice
Head Lice always causes concern and frustration for some parents, staff and children. This childcare policy is intended to outline roles, responsibilities and expectations of the childcare community to assist with treating and controlling head lice in a consistent and coordinated manner.
While parents have the primary responsibility for the detection and treatment of head lice our childcare centre will work in a cooperative and collaborative manner to assist all families to manage head lice effectively.
If a child has live head lice present, they are to be excluded from the Centre until treatment has commenced and all live lice and eggs have been removed (the most important part of the treatment is the removal of eggs with a comb, treatment alone does not remove the lice and eggs). The procedure should be repeated in 7 days to ensure that any live eggs that weren't removed in the first course of treatment are killed off before hatching into lice.
What to bring to Daycare Daily in a School Bag/Diaper Bag
- Blanket or special toy for sleep time (parents are to supply a crib sheet for cribs/cots** 2 if possible)
- Two changes of clothing including, socks and underwear
- Diapers (approx 3-5 day) and wipes, cream
- Indoor shoes or slippers
- Sunscreen (May – October)
- Clothing for outside play (appropriate for current weather conditions)
ALL ITEMS BROUGHT TO THE CENTRE MUST BE CLEARLY LABELLED WITH YOUR CHILD'S NAME
If any of the above items need to be replenished a note will be placed on your child's cubby for the next day. All children should be dressed in clothing that is appropriate for physical activity and weather. Foot wear should also be comfortable and appropriate for physical outdoor activity. Flip flops are not permitted at the centre.
Medication
The staff at Royal Bear Child Care Centre will only administer prescribe medication. The medication must be in the original container as supplied by the pharmacist with the following information:
- Child's Name
- Name of the Medication
- Dosage
- Date of Purchase
- Instruction for Storage and administration clearly labelled
We require you to fill out medication authorization forms giving designated staff permission to administer the medicine. The forms will provide staff the scheduled times with given dosage. Any reaction that would result in the discontinuation of the medication must be clearly indicated on the form.
The staff at Royal Bear Child Care is not authorized to administer child's Tylenol or other such non-prescription drugs without a note from a physician, the pharmacy sticker and a medication form signed by the parent/guardian.
Epi-pen or asthma medication storage for
school- children only will be left on their
personal belonging with written permission of the parent. For quick administration if needed. Otherwise the epi-pen and asthma medication it will be stored in a locked medicine container out of reach of children.
Any contagious diseases that have been detected at the center will be posted on the front door of the center immediately. If there are more than two cases of children showing the same symptoms the health board will be contact to assist us moving forward and eradicate the illness.
Individual Medical Plans
Policy Statement: There is an individualized program plan for a child with medical needs developed in consultation with the parent of the child and with any regulated health professional who is involved with the child's health care and who, in the parent's opinion, should be included in the consultation.
Definitions: Medical Devices – tools, equipment and supports used to support child in care Individualized Medical Plan – A plan developed in consultation with parent of the child and with any resulted health professional who is involved in the child's health care and who, in the parent's opinion should be included in the consultation.
The plan shall include:
Steps to be followed to reduce the risk of the child being exposed to any causative agents or situation that may exacerbate a medical condition or cause an allergic reaction or other medical emergency
A description of any medical devices used by the child and any instructions related to its use
A description of the procedures to be followed in the event of an allergic reaction or other medical emergency
A description of the support that will be made available to the child while in Home Child Care.
Any additional procedures to be followed when child with a medical condition is part of an evacuation or participating in an off-site field trip
A child carrying his or her own medication for self-administration.
Medical Conditions form is completed containing the above information
Administration of Prescribed and Non-Prescribed Medication is completed.
Accidents
If your child has a physical accident during the day you will be given an accident report to read and sign. The report will describe the incident, staff witness, and the first-aid applied. If a serious injury occurs and we are unable to reach you an ambulance will be called. Please note: If an ambulance is required you are responsible for any fees incurred.
Emergency
Please make sure your registration file is update. Make sure we have the correct home, work and mobile numbers. All emergency contacts, phone numbers and addresses are current. Alternate emergency persons will be contacted in the case you (the parents) cannot be reached. It is imperative that we maintain up to date files always.
Serious Occurrence Notification
Although the safety and well-being of the children in our centre is always our top priority, on occasion incidents of a "serious" nature may occur. A serious occurrence is defined as follows; a) the death of a child b) abuse, neglect or allegations of abuse and neglect c) a life-threatening injury or a life-threatening illness of a child d) a child goes missing or is temporarily unsupervised e) an unplanned disruption of the normal operations that pose a risk to the health, safety or well-being of the child. If a serious occurrence is reported to the ministry a parent notification will be posted outside the office for 10 days as per ministry policy put in place November 1 st , 2011.
Legal Requirements for Reporting Child Abuse
The Child and Family Services Act states that every person in Ontario must call a Children's Aid Society immediately to report his/her belief that a child may have been abused or at risk of abuse. The governing act also clarifies that a person who works with children has an added legal responsibility to report immediately any suspicion of abuse. A professional who works with children and does not report a suspicion of abuse can be charged and fined.
Authorization to Pick Up Your Child
Unless otherwise arranged, children will not be released to any person other than those specified on the registration and permission forms. If you know someone will be picking your child who is not listed on your file, please call the centre prior to pick up.
Royal Bear Child Care requires that this person be an adult (18 years of age or older).
We will NOT release a child from the centre to anyone under the age of 16.
In an emergency only; a person, 16 years to 18 years may be permitted to pick up a child from the centre. In this situation, parents must speak directly with a supervisor authorizing Royal Bear Child Care Centre to release their child to this person. We will be asking for picture identification so please inform the person you have designated to pick up your child to be prepared to show ID.
Your child may be picked up by an older sibling on the condition there is written permission given by the parent and the person picking up is of age. If information changes, please notify us immediately.
Specialized Services
Our centre attempts to answer the needs of exceptional children when resources permit. Experts of community professionals will be sought out to respond to these special needs.
Fire Drills and Emergency Management
Fire drills are practiced monthly. Fire
procedures are posted in each room. To ensure
optimum safety, fire inspections are held yearly as well fire equipment tested. In the event there is a real emergency at the centre which include fire, lockdown, flood, sewage backup and a power outage. The children will be evacuated and brought to our designated emergency shelter which at this time is Legends Centre. We will transport the children via bus. Once a head count is conducted and each child /staff are safe the supervisor and/or designate staff will contact each parent by phone. Please make sure your contact information is up to date. If the situation is not an emergency such as explained above, there will be a written notice that goes out to the parents.
Aggressive Behaviour Policy
If your child is aggressive or violent toward other children or staff (hitting, biting, scratching, spitting, kicking etc) a meeting will be held with the supervisor to discuss various strategies that may help in dealing with the child's behavior. We will try various techniques to deal with and rectify the inappropriate behavior. If there are no changes in your child's behavior after a specified amount of time you will be given two weeks' notice to withdraw your child. If help is offered and you refuse it you will automatically be given two weeks' notice to withdraw your child. If your child's behavior jeopardizes the safety of the other children or staff your child care services can be terminated immediately without notice.
Biting
Biting is a natural developmental stage that many children go through. It is usually a temporary condition that is most common between thirteen and twenty-four months of age. The safety of the children at the center is our primary concern. The center will take the following steps if a biting incident occurs:
* Act without emotion. Acknowledge the bite by saying, "Biting hurts." "Biting is not okay."
* Console and give first aide to the child that was hurt. Allow them to return to their play group.
* The "biter" should not immediately return to their group. Take the time to help the child choose the words that describe their feelings of frustration that lead to biting. Asking a child to "use their words" is too vague for them to understand.
* Give a child who is teething an appropriate object to bite on.
The teacher in the classroom will fill out the incident report and will do the proper documentation after administering First Aid to the bitten child.
A referral will be made to Resources for Exceptional Children for help. More resources will be given to parents to prevent biting at home as well.
BABYSITTING OUTSIDE DAYCARE HOURS
Royal Bear Child Care Centre
After Hours Interactions Policy
Royal Bear Child Care Centre hours of operation are Monday to Friday, 6:30 am to 6:30 pm. Any relationships that occur between Day Care Staff and Registered Families at the Center are to remain separate from the daily operations and interactions at the Center.
Babysitting
We ask that Parents/Guardians of children enrolled at Royal Bear Child Care Centre not ask employess to provide babysitting services outside of the Center, in their homes or elsewhere. The Staff at Royal Bear Child Care Centre are certified, qualified Early Childhood Educators, and experienced assistants employed by Royal Bear Child Care Centre. Employees are also prohibited from providing babysitting services to families of enrolled children as well as soliciting babysitting positions to others while on the job. In addition, employees of Royal Bear Child Care are prohibited from taking children off the Day Care premises, outside of regular scheduled Day Care activities such as: scheduled Fieldtrips and walks to the park. Contravention of this policy may result in significant consequences (termination) for the Staff and Parents who do not comply with this policy.
Discharge Policy
Royal Bear Child Care recognizes that a child care centre is not always appropriate for all children. Many supports are put into place to create a happy and successful placement for all children. In cases of severe behaviour issues, it may be necessary to terminate the child care space. A decision to terminate a child's space will be made in consultation with parents. Our priority is for the safety of all children in its programs. Royal Bear Child Care believes in providing and maintaining a work environment in which all employees are free from violence, threats of violence, intimidation, bullying, unkind comments and other disruptive behaviour or actions which belittle, threaten, offend, embarrass, humiliate or diminish another's self-esteem, whether deliberate or unintentional, including sexual harassment and discrimination. Such actions are not tolerated, will be addressed immediately and may result in the termination of child care spaces or other consequences (e.g., police contact). Failure to comply with Royal Bear Child Care policies, including payment provisions, may in Royal Bear's sole discretion result in termination of space in the child care centre.
Rest Period
We have a two-hour rest period at which time all the children are required to lie down and rest. For this time a blanket and sleep toy (stuffed animal) may be brought in. Quiet activities are provided for early risers.
Any sleep items brought in are done so daily and will be return to your child's cubby following sleep time.
Outdoor Play
Children will have two outdoor play times consisting of an hour each weather permitted or unless a parent or physician advises otherwise in writing. Please be sure to dress your child appropriately and ensure that your children's outdoor dressing items are available.
Clothing
Each child is required to have 2 pairs of footwear at the centre; one pair for indoor use and the other for outdoor time. Sandals are not permitted for outdoor play.
We ask that each child have a change of clothing available at the center in case of accidents or spills. In the case your child requires a change of clothing but do not have any you may be called to bring in a change of clothes. We have a limited supply of extra clothing and if you are provided with child care clothes please be sure they come back laundered the following day. Finally, please be sure that your child has weather-appropriate clothing as we do spend time outdoors every day.
Potty -Training
We will work in conjunction with parents
during potty training. If you have a method that
has been working for you, please let us know and we will adopt it for your child. We will work with you - but not for you. Should you discontinue potty training at home, please let us know. If a child shows no interest in potty training, we may choose to discontinue and try again later. Please do not ask us to offer "treats" to the child for going "potty".
Toys
Please leave all toys at home except for designated show and tell days. If your child does bring in a toy, please clearly label it. Please Note: Royal Bear Child Care is not responsible for its loss or damage.
Trips and Neighbourhood Walks
Throughout the year Royal Bear Child Care may plan field trips to various locations. You will receive notice and be required to sign a permission form for such trips. Parent volunteers are welcome however, space is limited on the bus and you may need your own transportation. Neighbourhood walks may occur occasionally, locally and you may or may not be notified in advance depending on the walk.
Photography and Videos
Pictures and Videos are a great way to share in your child's child care experience. At Royal Bear Child Care Centre, we welcome staff to post pictures throughout the centre; For your child's pictures/videos to be taken and displayed a consent form must be on file. This is included upon registering your child.
Important: Please be advised for the safety of the children the child care premises are protected by a closed-circuit surveillance system. This monitoring system is strictly for protection only and will not be used for any other purposes such as broad casting or for distribution.
Custody Issues
If there are custody papers assigned, please be sure to discuss with the supervisor upon registration. A copy will be made for your child's file and the information may be shared with staff.
Inspections
Being a licensed child care facility Royal Bear Child Care is subject to several inspections throughout the year by various departments including but not limited to; The Ministry of Education, The Health Department, The Fire Department, Playground, and Durham Children Services.
Students and Volunteers
Royal Bear Child Care welcomes students for placement from local high schools and colleges. Volunteers are also with us from time to time to assist staff with various tasks. Students/Volunteers are never permitted unsupervised access to
children in our care and do not count in our required staffing ratios. Students/Volunteers are required to review all center policies and expectations and submit some criminal police check before commencing their placement.
Key Fobs
Parents will be given a key fob upon registration it is your responsibility to have the fob always. In the interest of security, the fobs are not to be transferred to unauthorized individuals. If you are having someone else pick up your child, they will be buzzed in by staff at Royal Bear Child Care Centre. Lost key fobs will require a replacement fee of $20.00 payable by the parent(s) before a new one is issued. At Royal Bear Child Care, the security of the centre and the children is paramount therefore we formerly request you are extremely careful about your access key fob
Nursery School Program
Our Nursery School hours are 9:00-3:00. Part Time and Full Time Care is available for ages 2.5 to 5 years old. Activities will include Creative Art, French, Gross Motor (Outside Time) and educational circles
Please return this page to the centre signed so that it may be kept on file.
I have read the parent handbook and understand the policy and procedures outlined within. I also understand that failure to comply may result in the termination of Royal Bear Child Care Centre services.
_____________________________________
______________________________
Signature
Date
_____________________________________
______________________________
Supervisor's Signature
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Labour Day and the value of work
Message for Sunday, September 4, 2016 by Bruce Fraser
Scripture: Matthew 20:1-16
Children's Message: Puppet play. Get children to hold the puppets, and act out the various parts.
This is a story about a elderly woman named Bobbie-Jo. She lived all alone in a big house, in a big yard. And she was famous for making the biggest chocolate-chip oatmeal cookies ever!
"Look at all those leaves piling up in my yard! What am I going to do? I know! I'll ask the children who live in the neighbourhood if they would help rake them up. I'll give them all some cookies as a reward. We'll start tomorrow morning."
That was Friday, so after school, So Bobbie-Jo went knocking on doors up and down her road. She said she'd give four of her giant chocolate chip oatmeal cookies to everyone who helped. All of the children were delighted to come, since they loved her giant chocolate-chip oatmeal cookies.
Sure enough, at eight o'clock sharp the next morning, the children came into Bobbie-Jo's yard. There was Pauline (hold up puppets as their names are called out), Ben, Howard and … "Where's Tracy? Oh, she probably slept in. Well, we'll get started without her."
So they started raking. They raked for two straight hours without stopping. By the end, they had ten big bags of leaves tied up and ready to go in the compost. Oh look! Here comes Tracy. "Tracy, the work is almost all done. But you take this rake — there are five leaves left over by that tree. You pick those up for me."
Pauline, you worked the hardest of anyone here, so I'm going to give you four giant chocolate-chip oatmeal cookies.
Ben, you weren't as fast as Pauline. You did only half as much as she did, so I'm giving you four cookies. Howard, you were the same as Ben, so you get four cookies. And Tracy, I'm disappointed in you. You did hardly any work at all. Here are four cookies for you.
Ask: was this right? Why or why not?
The point: God loves us all the same.
At the end: "All this talk about cookies has made me hungry. Look! Here we have some of BobbiJo's giant chocolate chip oatmeal cookies. Would you like one?"
Message "Labour Day and the value of work"
Tomorrow is Labour Day, and I was thinking about work.
Unemployment: it's a hard life
The unemployment rate in Canada is about 7% right now. The unemployment rate among young people is 13%. At least, those are the official rates. They don't include people who have been out of work for so long that they no longer qualify for EI benefits, people who have given up looking for work and are coping some other way, or people who have chosen to stay at home and work as a full-time mom or dad.
Numbers are helpful, but they only tell part of the story. Statistics can't describe how it feels to tell your children to eat lots of potatoes, because that's all they're getting for supper. Numbers can't convey the emptiness and discouragement inside after the 100 th person tells you, "I'm sorry, but we're not hiring right now."
Some of you here have known this feeling. Some of you may be going through it right now. My heart goes out to you. But far more important, God's heart feels for you as well.
Jesus told a story about some people who were out of work, what happened in their lives, and what happened with the people around them. As with all his parables, there are some obvious things to learn; but also some deeper truths as well.
1) Keep on keeping on
Let's look at this from the point of view of the people who didn't find a job until the end of the day. The first thing we see is that they are not portrayed as lazy. Yes, the farmer asked them,
Matthew 20:6-7, New International Version: "Why have you been standing here all day long doing nothing?"
But their answer was obvious:
They replied, "Because no one has hired us."
The village market was the place where individuals were supposed to go when they did not have a regular job of some kind or did not own their own farm. The market was the gathering spot for people who wanted to work. The very fact that they were still waiting there, even after most of the day was gone, indicates how eager they were to work, not how lazy they were.
It takes dedication to keep applying for jobs, even after 100 places have turned you down. It's especially tough to keep your head up high when you're trying your best, but others look down on you and say, "What's the matter with you? Why are you standing here all day doing nothing?" Congratulations to those of you who keep on going. You've got what it takes.
What I've just said about keeping on applies to any area of life where it's tough to keep going.
2) There's more to life than a job
There's a warning here. Dignity and self-respect don't come from a job. If your dignity and selfrespect are based on having a job — or on having a title, or a position, or whatever — then you're in trouble. Sooner or later, you're going to retire, or get laid off, or get sick, and you'll find yourself one of "them" instead of one of "us."
Dignity and self-respect come from two things: (i) Know that God made you and loves you. That means you're pretty special. In fact, you were made in the very image of God. As we learned in Vacation Bible School, "God made me, and God doesn't make junk."
(ii) Making your life count. In other words: having a purpose in life, doing something that will have lasting results — that's what makes life worth living. Whether or not you get paid for doing that is a separate matter.
Your attitude towards your job is hugely important. Sir Christopher Wren was the famous architect who helped rebuild London after it was devastated in the Great Fire of 1666. He was visiting one of his construction sites — St. Paul's Cathedral in London — and stopped to ask some workers how they were doing. He asked one, "What are you doing, sir?" His reply: "I'm laying bricks." The second one replied, "I'm making a brick wall." The third one stood back, raised his arms majestically, and said, "Can't you see, sir? I'm building a magnificent cathedral!"
All three were doing the same job. The first two likely saw it as menial labour. The third one found purpose and satisfaction in his work.
I mentioned that doing meaningful work has nothing at all to do with getting paid for it. Here's an example of what I mean.
Charles Colson tells the story of a ninety-one-yearold woman, known affectionately as Grandma Howell.
As she moved into the twilight of her life, she had more than one reason to let depression take over— to just give up and die. Her youngest son had died. Her oldest son was in declining health. Many of her friends were dying and she had begin to believe that she had nothing left to live for. One day she prayed with all of her heart and told the Lord that if he didn't have anything more for her to do, she was ready to die. As she put it, God spoke three words into her heart: Write to prisoners.
After arguing with the Lord about her lack of education and her age, Myrtle wrote her first letter:
Dear Inmate,
My love and sympathy goes out to you. I am willing to be a friend to you in correspondence. If you'd like to hear from me, write me. I will answer every letter you write.
I am a grandmother who loves and cares for you who is in a place you had not plans to be.
A Christian Friend, Grandmother Howell
When the letter was sent to the Atlanta Penitentiary, the prison chaplain sent Myrtle the names of eight prison inmates. That was the beginning of a wonderful ministry of encouragement. Over the years, this elderly woman carried on an extensive written ministry with hundreds of incarcerated men and women—and all of it was done from her little room in a high-rise home for the aged in Columbus,
Georgia. She says she prays and writes back what she's supposed to say.
No small task for anyone, for just the thought of writing to prisoners scares most people, including Christians, half to death. They have visions of dangerous criminals getting their names and addresses and, once out of prison, tracking them down for nefarious purposes. Why was this elderly, obviously frail, woman different? Why, at 91, did she care at all, let alone so much?
The answer is in the letters themselves. The prisoners devoured her letters, hungry for the loving care she expressed through them. Here's one.
Dear Grandmother,
You've given me all the love and concern and care that I've missed for years and my whole outlook on life has changed. You've made me realize that life is worth living and that it's not all bad. You claim it's all God's doing but I think you deserve the credit.
I received you letter and it made me sad when you wrote that you think you may not be alive much longer. I thought that I would wait and come to see you and then tell you all you have meant to me, but now I've changed my mind. I'm going to tell you now.
I didn't think I was capable of feeling love for anyone again but I know I love you as my very own precious grandmother.
Granddaughter Janice
When someone asked her about her letter-writing, she said: "Oh, the Lord has just blessed me so wonderful. I've had the greatest time of my life since I've been writing to prisoners."
The point of this story is not that you should start writing to prisoners (although if you desire, I can put you in touch with the prison chaplains). Rather, it's that God can use you in his work, no matter your age or health. Pray and trust him. Give your life away in serving others.
3) Fight for your rights… or… Live by grace?
Let's look at this from the point of view of the people who had worked all day. When they saw that their wages were no more than the latecomers, they protested:
Matthew 20:12, New Living Translation: "Those people worked only one hour, and yet you've paid them just as much as you paid us who worked all day in the scorching heat."
What are they feeling? Anger and frustration. They are victims of injustice. So they demand their rights.
Our society today is very similar. The back cover of the phone book has a full-page ad from a lawyer who specializes in helping people get the most money in a damages lawsuit. Forget about winning the lottery; the way to get rich these days is to sue someone! The attitude is "If I suffer, someone is going to pay for it. Someone owes me."
As Jesus tells this story, the farmer replies that they have no grounds for complaining. He paid them exactly what he had promised. But that doesn't stop him from being generous to those who need a helping hand:
Matthew 20:14-15, New Living Translation: "I wanted to pay this last worker the same as you. Is it against the law for me to do what I want with my money? Should you be angry because I am kind?"
The Bible uses a very special word to describe our relationship with God. It's not rights. It's not justice or demands or fairness. All those are words that are used in the legal system. Our relationship with God is not a legal relationship. It's a love relationship. The key word is grace.
Grace means that God loves you, no matter what.
Some people have lived for God all their lives. They've been good, decent, faithful Christians from the time they were little children. Some of you here may fit that description. There's a special place reserved in heaven for you. There's a crown of righteousness stored up for you. Jesus is waiting to welcome you and honour you for your devotion.
Some people have lived for God for only a short time. I won't describe what the rest of their lives were like; let's just say they're not proud of it. Some of you here may fit that description. There's a special place reserved in heaven for you. There's a crown of righteousness stored up for you. Jesus is waiting to welcome you and honour you for your devotion.
You get the picture? Just like the farmer paying the workers, God loves all of you just the same. The reward is not because of our righteousness. It's because of what Jesus Christ has done for us. He gave his life on the cross, so that we could be forgiven for our wrongs, and have a fellowship with God.
Next Steps:
- Keep on; don't give up. Be willing to let others help you.
- Know your identity in Christ: a child of God, made in God's image, forgiven, created to become like Jesus.
- If you're not feeling satisfied with your life, it may be because you haven't given yourself away. Jesus said, "If you try to keep your life for yourself, you will lose it. But if you give up your life for me, you will find true life." [Matthew 16:25].
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Little Women
By Louisa May Alcott Adapted by Bryon Cahill
Act I All little girls grow up
Characters
(main parts in boldface)
Louisa May Alcott, author of the story Male Narrators 1, 2, 3 Jo (Josephine) March, age 15 Meg March, age 16 Amy March, the youngest sister Beth March, age 13 Mrs. March (Marmee), mother of Jo, Meg, Amy, and Beth Laurie (Theodore Laurence), age 15, neighbor of the March family
Scene 1
Louisa May Alcott: When I started writing, I was just a little girl, and my whole world was my sisters. I began keeping a journal and then turned to writing short poems and stories. I wrote what I knew. My life became my words, and now, looking back, I've really filled the pages. Some of it is fiction, some of it is real, and all of it is heartfelt.
I wouldn't have succeeded in this world without my family. We didn't have a lot, but we had each other, and that kept me warm.
Narrator 1: At the March family home in Concord, Mass., four sisters sit in the living room, chatting in front of a fire. The year is 1861, and Mr. March is away, serving as a chaplain to Union soldiers fighting in the Civil War. Narrator 2: Before leaving, he gave most of his money to an unfortunate friend in need.
Jo March: Christmas won't be
Christmas without any presents.
Meg March: It's so dreadful being poor! Amy March: I don't think it's fair for some girls to have plenty of pretty things and other girls nothing at all.
READ
7
Kobal
Jo: Someday I will be a famous writer, and we will no longer have these worries.
Meg: That will be fine, but in the meantime, I teach tiresome children nearly all day, when I long to enjoy myself at home.
Jo: You don't have half such a hard time as I do. How would you like to shut yourself up for hours with fussy old aunt March?
Beth March: It's naughty to fret, but I do think washing dishes and keeping things tidy are the worst work in the world.
Narrator 3: The girls' mother enters the room.
Amy: When will Father be coming home from the war, Marmee? Mrs. March: Not for many months, dear, unless he falls sick. He will stay and do his work as faithfully as he can, and we won't ask him back a minute sooner than he can be spared.
Narr 1: You can see the disappointment on the girls' faces.
Mrs. March: I know what will cheer you girls up.
Narr 2: Mrs. March reveals a letter she has been holding behind her back.
Jo: A letter! A letter! Three cheers for Father!
Narr 3: Mrs. March sits, and the girls all huddle around her. As she reads the letter, their faces begin to brighten.
Mrs. March: (reading) "Tell my girls that I think of them by day, pray for them by night, and find my best comfort in their affection at all times. Give them all my dear love and a kiss. I know that they will remember what I said to them––that they will be loving children to you and conquer themselves so beautifully that when I come back to them, I may be fonder and prouder than ever of my little women."
Scene 2
Alcott: When I created these characters, I drew them from my life. Meg, Beth, and Amy are very much like my sisters. Meg is the oldest. At 16, she is beautiful and a bit vain. But she is also practical and sweether sisters and eventually becomes a tempered. Beth is 13. She is the angel––shy and quiet and always devoting herself to good works. Amy, the youngest, always seems to get what she wants. But she looks up to wonderful little lady. I guess you could say that Jo is most like me. At 15, she is a tomboy who often lets her anger take control of her.
Narr 1: On New Year's Eve, Jo and Meg attend a local party. Jo's dress was blackened when she stood too close to the stove at home, so she has to stand with her back to the wall most of the night to hide the scorched spot.
Narr 2: As Meg leaves to gossip with some friends, Jo stands alone. When a boy approaches her, she ducks behind a curtain and steps into a smaller room, where she finds herself face to face with another boy.
He is her next-door neighbor, Laurie. Jo: Oh, pardon me. I didn't know anyone was in here.
Laurie: Don't mind me. Stay if you like. I only came in here because I don't know many people and felt a little strange.
Jo: I do believe I've had the pleasure of seeing you somewhere before.
Laurie: I live next door to you with my grandfather. My name is Theodore Laurence, but I like to be called Laurie. Don't you like to dance, Miss March?
Jo: Please call me Jo. I like to dance if there is plenty of room
and everyone is lively. In a place like tread on people's toes, or do something dreadful, so I keep out of mischief and let my sister Meg sail about.
Narr 3: Laurie peeks out at the main room.
Laurie: Which one is Meg? Narr 1: Jo points out her sister to Laurie.
Laurie: She looks so fresh and quiet. She dances like a lady.
Narr 2: A grand polka begins, and Laurie holds out his hand to invite Jo to dance.
Jo: Oh, I can't. Don't laugh, but I'm afraid that the back of my dress was burned very badly earlier. I can't be seen out there.
this, I'm sure to upset something,
Laurie: Then we shall dance in here,
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and I promise I won't laugh. Narr 3: Laurie and Jo dance energetically in their private room. They laugh and swing each other around and around until the dance is finished. As they are catching their breath, Meg steps into the room. Meg: Oh, there you are, Jo. I've looked everywhere for you. I've sprained my ankle, so we must leave now.
shouldn't ask questions. Amy: You're going to the theater with Laurie, aren't you? Well, I want to go too! Meg: (to Jo) Oh, I suppose we can take her. What's the harm? Jo: If she goes, I won't. And if I don't go, Laurie won't like it. It would be very rude, after he invited only us, to drag Amy along. Come on, let's go.
Laurie: I have a carriage. I can take you girls home myself.
Narr 1: Jo and Meg leave Amy at the door.
Amy: You'll be sorry for this, Jo
'You'll be sorry for this, Jo March!'
Meg: No. That's quite all right. Thank you anyway. Jo: (to Meg) Would you rather walk home on your sprained ankle, Meg? Meg: (after a pause) Very well. Let's go quietly. Kirsten Dunst as Amy
Narr 1: Laurie takes the girls home.
Narr 2: In the coming months, Jo and Laurie visit each other often.
Alcott: I was a tomboy, like Jo. No boy could be my friend till I had beaten him in a race. Do you think there is a romance brewing between Jo and Laurie? I beg you, dear reader, to be patient. It takes two flints to make a fire.
Scene 3
Narr 3: One day, Jo and Meg are getting ready to go to the theater, when Amy starts asking them questions.
Amy: Where are you going? Jo: Never mind. Little girls
March!
Narr 2: After a charming afternoon at the theater, the girls return home. Jo finds that the book she has been writing for many years is missing, and she confronts Amy. Jo: What have you done with my book, Amy?
Amy: You'll never see your silly old
Kobal book again. I burned it up! Narr 3: Jo begins shaking Amy furiously. Crying and screaming, the older girl has to be pulled away from the child by her other sisters.
Jo: You wicked, wicked girl! I'll never forgive you as long as I live! Narr 1: Jo runs away, crying. Amy calls after her.
Amy: I'm so sorry, Jo. Please forgive me!
Narr 2: The next morning, Jo goes ice-skating with Laurie. Amy follows them onto the pond.
Amy: Jo, I'm sorry. Wait for me, please!
Narr 3: Jo ignores her and forges ahead.
Laurie: What's wrong with Amy? Jo: Just ignore her. Let's not let her ruin our day.
Narr 1: Suddenly, the ice cracks beneath Amy's feet, and she plunges into the frigid water.
Amy: (crying out) Help!
Narr 2: Jo and Laurie quickly skate back to Amy. Careful not to get too close to the hole, Laurie lies flat on his belly and stretches a branch out to her.
Narr 3: He pulls shivering Amy out of the water, wraps his coat around her, and rushes her home.
Narr 1: In front of a warm fire, Amy recovers.
Jo: Oh, Amy, will you ever forgive me? I'm so sorry. I'll never be cross with you again!
Narr 2: The child falls asleep in the warm embrace of her sister.
Scene 4
Alcott: When I was growing up, my father was a well-known writer who led high-minded discussion groups about American transcendentalism. That movement of thinkers believed in the spiritual communion of man and nature and advocated a simple way of life. My father's work was admirable, but he was often away from home, and my sisters and I worked a great deal around the house. At times, it didn't seem fair, and I guess that came through when I wrote about the Marches.
Amy: I have an excellent idea! Let's not do any lessons for a while or do any work.
Narr 3: The girls think that is a splendid idea and consult their mother.
Meg: May we take a long rest from our daily chores, Marmee? Mrs. March: You may try your experiment for a week and see how you like it. I think that by Saturday night, you will find that all play and no work is as disagreeable to you as all work and no play is.
Narr 1: The next morning, Jo has not filled the vases, and Beth has not dusted. Amy's books are scattered about, and Meg is yawning and daydreaming in the corner. Narr 2: A few days go by. Mrs. March and Hannah, the housekeeper, have stopped doing their chores as well. The house is a mess, and no one is cooking meals. Jo is out of sorts and wanders into the
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parlor to find Beth crying. Jo: Beth, what's the matter? Beth: It's all my fault—I forgot him. There isn't a seed or a drop of water left. Narr 3: Jo sees that Beth is holding their canary, Pip, in her hands. Pip is dead. Beth: Oh, Pip! How could I be so cruel to you? Narr 1: Amy enters. Amy: Put him in the oven. Beth: What? Amy: Maybe
make leisure sweet when it comes, and to bear and forbear, so that home may be comfortable and lovely to us all? Meg, Jo, Beth, and Amy: We do, Marmee, we do!
Scene 5
Alcott: I remember when I first submitted some stories for Kobal publication.
Susan Sarandon
as Marmee
'I wanted you to see how the comfort of all depends on each doing her share.'
he will get warm and revive.
Beth: (crying) He's been starved, and he shan't be baked now that he's dead. I'll make him a shroud and bury him in the garden.
Jo: Don't cry, Bethy. It's a pity, but it seems as though nothing has gone right this week, and Pip has had the worst of it all.
Narr 2: The girls bury their bird. Mrs. March: Are you satisfied with your experiment, girls, or do you want another week of it?
Jo: I don't! Meg, Beth, and Amy: Nor I! Mrs. March: I wanted you to see how the comfort of all depends on each doing her share faithfully. Don't you feel that it is pleasanter to help one another, to have daily duties that
Waiting to hear whether they
would be accepted was
sheer torture.
Laurie: Hurrah for
Miss March, the celebrated American author!
Jo: Hush! I told you that I only submitted a few stories. It won't come to anything.
Laurie: I've read your writings, Jo. You won't fail. Your stories are works of Shakespeare compared to half the rubbish that is printed every day.
Now I must tell you,
I too have a secret.
Jo: What's your secret, Laurie?
Laurie: I know where Meg's glove is.
Jo: Is that all? Meg lost her glove, and you found it? That's not much of a secret.
Laurie: I saw it in the pocket of my tutor, Mr. Brooke. She must have given it to him as a keepsake. Isn't it romantic? Jo: No. It's horrid! It won't be allowed. Oh, it's disgusting! I wish you hadn't told me. Laurie: I thought you'd be pleased to know.
Jo: At the thought of someone coming to take our Meg away? No, thank you!
Laurie: You'll feel better about it when somebody comes to take you away.
Jo: I'd like to see anyone try it! Laurie: (laughing) So should I! Jo: I don't think secrets agree with me. I feel all rumpled up in my mind.
Laurie: Race down this hill with me and you'll be all right.
Narr 3: Jo and Laurie race down the hill. Laurie saunters back to his house as Jo joins her sister Meg in the yard.
Meg: You have been running again, Jo. When will you stop your romping ways?
Jo: Never till I'm old and stiff and have to use a crutch. Don't make me grow up before my time, Meg. It's hard enough to have you change all of a sudden. Let me be a little girl as long as I can. Narr 1: Over the next two weeks, Jo acts very peculiarly. She rushes to the door whenever the postman rings, is rude to Mr. Brooke whenever they meet, and often sits looking at Meg with a sorrowful face. Occasionally Jo jumps up to kiss Meg for seemingly no reason. Narr 2: One day, as Meg sits sewing at the window, she is scandalized by the sight of Laurie and Jo as they race through the garden. They disappear from sight, but Meg can still hear shrieks of laughter and the flapping of what sounds like newspapers.
Meg: (to herself) What shall we do with that girl? She will never behave like a young lady!
Narr 3: In a few minutes, Jo bounces in, stretches out on the sofa, and begins to read a newspaper.
Meg: Have you anything interesting there?
Jo: Nothing but a story. Won't amount to much, I guess.
Amy: Read it aloud.
Jo: Very well. If you insist. It is called
'Hurrah for Miss March, the celebrated American author!'
"The Rival Painters."
Narr 1: Jo reads her story to her sisters. When she comes to the end, she reveals that she is the author.
They all cheer her.
Beth: I knew it! I knew it! Oh, my, Jo, I am so proud!
Jo: The man at the newspaper said that he liked my story very much and would like to see more. I shall be paid for the next one! Oh, I am so happy, for in time I may be able to support myself.
Narr 2: Jo is so excited, she feels as
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13
though she can't breathe. She wraps her face in the newspaper. Tears of joy drop onto the pages.
Alcott: That is so like the feeling I had when I was first published that I can't help but look back fondly and smile.
Scene 6
Narr 3: In November, a telegram arrives at the March home. It says that Mr. March is very ill and in a hospital in Washington, D.C. Narr 1: Mrs. March decides to go to him at once. While she is packing, Jo leaves the house to pick up some items for the trip. When Jo returns, the girls see that she has cut her long hair short.
Amy: Jo! Your hair! Beth: Oh, Jo, how could you? Your one beauty!
Jo: It doesn't affect the fate of the nation, Beth. It will do my brains good to have that mop taken off.
Meg: You look even more boyish than before!
Narr 2: Jo holds out a fistful of money to her mother.
Jo: Here, Marmee. I was wild to do something for Father. Please, take the money and go. Give Father my love.
Narr 3: Mrs. March takes the money and kisses Jo on the cheek before turning to them all.
Mrs. March: Meg, dear, be prudent and watch over your sisters. Be patient, Jo. Don't be despondent or do rash things; write to me often, and be my brave girl. Beth, comfort your- self with your music and be faithful to your duties. And Amy, help Hannah all that you can. I want all my girls to obey Hannah and keep happy and safe at home.
Meg, Jo, Beth, and Amy: We will, Marmee.
Mrs. March: And visit the poor
'The man at the newspaper said that he liked my story very much and would like to see more. I shall be paid for the next one!'
Hummel family whenever you get a chance. They are not well off and could use some food, supplies, and good company.
Beth: Yes, Mother. Narr 1: Mrs. March gets in her carriage, says good-bye to all the girls, and leaves to be with her sick husband.
Narr 2: That night, Meg lies awake, thinking the most serious thoughts she has ever known in her short life. She hears sobbing coming from Jo's room and goes to investigate.
Meg: Jo, dear, what is it? Are you crying about Father?
Jo: No, not now.
Meg: What, then?
Jo: My—my hair! I'm not sorry. I'd do it again tomorrow if I could. It's only the vain, selfish part of me that goes and cries in this silly way. Don't tell anyone, please, Meg. I'm sorry if I woke you.
Meg: You didn't. I can't sleep. I'm anxious.
Jo: Think about something pleasant and you'll soon drop off to sleep.
Meg: I tried that. I was thinking about handsome faces … eyes
particularly.
Jo: (amusedly) What color do you like best?
Meg: Brown. Sometimes blue. Narr 3: Jo laughs. Meg lies down next to Jo on her bed and pats Jo's new hairdo with affection. Meg: Now let's both go to sleep and dream of castles in the air. Be comforted, dear soul. There is always light behind the clouds. Alcott: My older sister, Anna, was very much like Meg. She was always the one to weather life's emotional storms. As the oldest, she often played the part of a second parent to us when Father was gone.
Scene 7
Alcott: In retrospect, living in poverty wasn't so bad. There are worse things to endure. And when they come knocking, you feel ashamed for not fully appreciating the times when you had it so good. Narr 1: It is a week later. Beth is overly tired and rests on the couch. Beth: Meg, I wish you'd go see the Hummels. You know that Mother told us not to forget them. Meg: I'm too tired to go this afternoon.
Beth: What about you, Jo?
Jo: I have a bit of a cold, and it's too stormy out.
Narr 2: Beth coughs weakly and gives Jo a disapproving look.
Meg: Why don't you go yourself, if you're so concerned about them, Beth?
Beth: I have been going! Every day! But the baby is sick, and I don't know what to do for it. My head aches, and I'm so tired. Maybe I'll just take a little nap. Narr 3: An hour goes by, and Beth cannot rest. She puts on her jacket and heads out to the Hummel home.
Narr 1: It is late in the evening when Beth returns home. She creeps upstairs and shuts herself in her mother's room. Soon after, Jo opens the bedroom door to find Beth looking grave. The girl has red eyes and holds a medicine bottle in her hand.
Jo: Christopher Columbus! What's the matter?
Beth: You've had the scarlet fever, haven't you?
Jo: Yes, years ago. Why?
Narr 2: Beth coughs and then cries out.
Beth: Oh, Jo! The baby's dead! Jo: What? What baby?
Beth: Mrs. Hummel's. It died in my lap before she came home.
Jo: Oh, my poor dear, how dreadful for you! I ought to have gone.
Beth: It wasn't dreadful, Jo, only so sad. I saw in the first minute that it was sicker than anyone thought. Mrs. Hummel had gone for
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the doctor, and when she and the doctor arrived …
Narr 3: Beth's voice trails off, and she begins to cry. Jo: What did you do?
Beth: I just sat and held it softly. It gave a little cry at one point, and then it lay still. I tried to warm its feet and give it some milk, but it didn't stir, and I knew it was dead. Jo: Oh, Beth.
Beth: Both Mr. and Mrs. Hummel have sore throats. The doctor sent me home right away and told me to take this medicine or I would catch the fever.
Jo: No, you won't! Oh, Beth, if you should be sick I shall never forgive myself! What shall we do?
Beth: Don't be frightened. It begins with a headache, a sore throat, and queer feelings like mine. But I took the medicine, and I do feel a little better.
Jo: You've been over that house for a week now. I'm afraid you're going to have it, Beth. Don't worry. Meg and I will nurse you back to health. We'll send Amy to aunt March's to keep her out of harm's way.
Beth: (crying) Jo, I'm frightened.
I wish Marmee were here.
Jo: It's going to be all right, Beth.
Everything is going to be fine. Narr 1: Jo pulls Beth close to her and holds her while she cries.
Narr 2: Over the next few days, Beth's condition worsens. The doctor does his best.
Narr 3: Hannah refuses to send word to Mrs. March, so as not to worry her.
Narr 1: Jo devotes herself to Beth day and night—not a hard task, because Beth is very patient and bears her pain without complaint. But Beth's condition grows dire.
Narr 2: The days grow dark. Heavy are the hearts of the sisters as they wait and pray. The shadow of death hovers over the once-happy home. Alcott: Forgive me, but I must rest and think a while. As I conjure these characters, I grow weak with nostalgia. Poor, dear Beth. I could write her any ending I want, but how true would that be? How do little women grow up except through loss and gain?
Kobal
Author-ity
Little Women still has fans because it was ahead of its time. Though written to be popular with 19th-century readers and to appeal to their sense of morality, there is something about the March girls, particularly Jo, that is timeless and wonderful.
Through their lives, author Louisa May Alcott dramatizes the struggles
between duty and growth. Each character wrestles with personal flaws, trying to be her best and yet learning to accept herself. Alcott's message resonates with modern readers: Be true to yourself.
In the book, Jo famously tells her sisters, "I'm the man of the family now that Papa is away." To understand Jo, look to Alcott herself. She was born November 29, 1832, the second of four daughters. Much of her childhood was spent in Concord, Mass., and was defined by the plays she put on with her sisters and the walks she took with Henry David Thoreau, who would become a famous writer in his own right. (See READ, issue 16, "Walden.")
Her father founded several schools, but all failed, and the impoverished family was forced to move many times in the Boston area. As a teen, Louisa took on as many jobs as she could find. She taught children, mended clothes, and washed laundry. After selling a poem, she realized that writing might provide the income she and her family needed.
Little Women, based on life with her sisters, was published in 1868 to instant success. It was followed by several more novels, including Little Men: Life at Plumfield With Jo's Boys (1871).
READ
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STUDENT ASSEMBLY COMMENTS:
Question #5 - What was the most valuable thing that you learned in the small group session?
That suicide thoughts or self-harm should be helped, not hidden
That everyone can change if we work together
I learned that if you think about everything in every situation it will lead you down better path
That we all aren't that different
We can chose to stop hate, drama, bullying etc.
About how powerful the spoken words are
I learned that the choice is mine and I need to make the right choice
That you can get through anything. It's your choice
Don't be afraid to go talk to an adult if you need help
Suicide isn't the right choice
How standing up for one student could change everyone
I control my life
I learned that the things I say can have larger impacts on people than I can imagine
The most valuable thing I learned was I was not alone
I've learnt the importance of knowing you're beautiful
You can't blame other people for your own mistakes
The knowledge of the consequences of my actions was renewed and built upon
I learned it was ok to be myself and it doesn't matter what bully thinks of me
Don't live your life in lies
You have no control of what you see, but you do on how you see it
My words have power
To become a more responsible person
Probably that a lot of people can hide behind a smile but on the inside they're dying
It was that I could make difference in my school
We need to treat everyone as equal.
To always be a nice person
That people aren't all what they seem
No cyber-bulling because what stay in the internet, stays there forever
Doesn't matter how you look on the outside
People have the right to choose
I learned I decide how I see people
That I can make my own choices and responsible for my own choices
That we have a lot in common if we get to know the other people
That I always have someone to talk to
That you can't hide from anything you do online
To be careful about social media
Everything said today was valuable
That many people have the same issues
I learned not to judge people by labeling them Jocks or other stereotypes
It made me look back how I lived until now
To make smart decisions
That anything you do on your phone sticks with you
That you don't know what our words can do
It made me look at things at different perspectives
I learned that many people feel bullied in my school and I don't even know it
How much your actions & words can affect a person
Not to share important information online, be careful what I put on line
Respect others, it's your choice to change
The most valuable thing I learned was the choice is yours on how your life goes but it will be much better if you do the right thing.
There is a lot of people that seal their emotions away
That everyone on the internet can see your life and your choices can come back and haunt you
I give the bully the power
I learned that all of my decisions (good or bad) have consequences
That I am not alone
Don't lie because you will eventually get caught
That what you post online can effect more than just you
That the choices are mine and my mistakes are for me to deal with
To get help from adults if you need it
Bullying can really damage someone's life
To think it through more before choosing to say or send something
Have care for others, not just by yourself
That we can help each other in need
We have to choose in order to make change
The whole presentation was a valuable lesson in my opinion
It may not seem like it but you're not the only one with problems in life
To believe in yourself and others
That we are not alone- someone can help
That bullying is not something to face on your own
That we don't know everybody's life story
That critical thinking has over my life and how I can change it for the better
That drinking is not a joke
I learned that hurting yourself is not the solution
I learned to see my fellow classmates differently and to stop the hatred
That depression/suicide are not to be taken n lightly
You should speak up if something is bothering you
Be more aware about how much your actions can have impact on other people
That everything you do has a strong impact on yourself and others
We make our own choices. Don't blame things on others
That everything online stays online and nothing is private
The digital world isn't completely private
I learned that there are multiple other people dealing with similar issues
That I can always ask for help
That words are extremely important and we really need to think before we speak, even if we're just kidding
To care for one another
That life is a gift and to jeopardize that is terrible bullies have many problems
I realized that even though I may think someone is weird I shouldn't judge them and should get to know them
That if you are thinking about suicide or you know someone who is, tell someone
Think of others around you as they may be having a tough time
To treat everyone equally
That you don't have to be afraid to be there and help others out
You're less likely to rebel if you have choices :)
How much change one person can make
That I should be myself no matter what
That it's better to lose a friend than for them to lose their life
The most valuable thing I learned was the observation I made watching actions of the crowd
A person isn't determined by labels they're given
To help me make smarter decisions
That life is valuable and things can always get better
To be who I want to be and to be nice to other people
Everyone has a story and to see others with love & kindness
It made me open my eyes and think
How fast something can go viral
People of all different types can come together
You are capable of controlling your actions and help deciding the outcome
Some adults do understand teen thinking
The whole assembly, speech, presentation was a huge reality check
Smallest things like nicknames for find your whole identity on the web
Other people have been Bullied and I am not alone
To not stand around and watch people get bullied
That you never know who somebody is unless you get to know them
Your choices have bigger consequences than you might think
It's not up to others to decide your fate
The important choices you make throughout your life affect you like rain creating a ripple in a puddle. Life is valuable, think logically & respect things.
That it's up to me to make it better and take responsibility
That every action you make on a digital device can "back fire
The most valuable thing I learned was the power of words
Use your words carefully
That you shouldn't hide who you are
That we have the power to change / save lives by simply doing something such as talking about it with the person & making them feel safe to do so.
It's better to lose a friendship then to attend their funeral
I thought it was important for people to learn what an eating disorder is. It affected me the most because I have bulimia.
That there is always a way out other than suicide
That in the end, the final decision is mine
Every word in the presentation was valuable information for me
That everybody is equal and that we need to stop bringing each other down (bullying)
Don't judge a person by how they look. Get to know them
I learned that there will always be someone there
I learned that there are a lot of jerks out there and we have the power to stop them
We aren't alone in anything
1. I should be more careful on the internet 2. I need to treat some people with more respect I don't know what they're going through
Before you hit send, think if you would say this in front of your parents
Not everyone's life is perfect, they all have problems and issues that cause different outcomes in their lives as well as others
Doing Drugs are selfish over your family
That you are not invisible
Ways that sound like they will actually work to help people
Your online profile is so important
How many people are actually all the same, everyone has negative & positive things in their lives
Life is short, don't end it before the story has even started
That we just have to give people a chance and that people may surprise you
Be truthful to everyone and be yourself
That I should make better choices when using my phone
How serious it is to be sending "sexting"
The most valuable thing that I learnt would be that you never know what people are going through
We aren't as different as we think
Never tease anyone because you don't know what their lifestyle is at home
That we are not the only ones dealing with these issues, there is many more people out there dealing with these issues also
That I am me and I am important
Even with your family history the choice is yours
To always tell the truth and never lie
To go to a teacher /parent if there is something wrong
The most valuable thing I learned was not to judge people
I think it was learning about how you can stand up to bullies and how to treat others
To use your brain online and in school and out.
That bullying or drug abuse starts or ends with me
Realising that we are the ones who can put a stop to bullying
That we have to be careful what we are posting / sending on the internet
I need to reconsider my actions
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The Lloyd Goddard Mystery
Year 9
Overall aims:
- To consolidate skills learnt during KS3: group skills, movement, use of space, Discussion, Listening skills, Narration, Hotseating
- To use Narration as a key story telling tool in a variety of interesting ways
- To introduce/ consolidate skills of abstract movement
The scheme is set out as 'sessions' rather than lesson so you can mix and match activities and move thing along at your own pace.
Pupils should be assessed on one piece of prepared performance but marking will reflect all of the work achieved in the sessions.
Session 1
Aim: to use hotseating to start building up a picture of what happened the night of the murder.
All pupils will listen and make notes about each of the suspects Most pupils will begin to make connections between characters to build up ideas of motive
Some pupils will be highly active in their role as questioner and begin to bring in outside ideas to the drama
have access to the boardroom and offices at any time. Lloyd's wife Clare and his nephew Bruce both work for the company along with his only daughter Jill"
Look at the file
- What are your first thoughts on seeing the body?
- What are your first thoughts on the timings of the murder?
- What possible motive could anyone have to kill Lloyd Goddard?
- Who would you like to talk to first?
Put the class into 3's and give 5 mins to write down any specific questions they may have for individual characters.
Choose 8 strong performers and allocate them roles. Hand them their role cards for the next activity. Ask them to learn their information and to take on a specific voice and gesture for their character.
3. Hotseating
Hotseat each character with the class writing info on their evidence sheet. Either do this as a whole class or as a carousel.
4. Recap evaluation
- Why use hotseating rather
- What drama techniques have we used today to find out information?
This could be in or out of role dependent on the group.
Again costume would help support this.
Focus on the importance of note taking and secrecy amongst groups to build up their own story of the murderer.
Interpretation, dramatic tension,
Session 2/3
Aim: to produce a duologue to show what happened the night of the murder and who the murderer was
All pupils will create a duologue which shows who killed Lloyd Goddard and why
Most pupils will begin to use the idea of climax to build up to the murder
Some pupils will use empathy to make the audience sympathetic to their motive
Session 4
Aim: to explore the motives and feelings of Alice
All pupils will explore Alice's monologue to understand who she feels towards Lloyd Goddard
Most pupils will use abstract still image to show externally what Alice feels internally
Some pupils will develop their work to include sophisticated transitions in their work
Session 5/6
Choice of crosscut scenes:
- Lloyd visiting Alice in Hospital and 'offering' her the job (why does she agree?)
- Alice getting her son ready for the first day of school
- Lloyd getting home immediately after the accident with blood on his shirt
- A police officer arresting Lloyd at work (why is the case dropped)
Focus on contrasts to show different sides to the story/ create contrasts of tone and mood. | <urn:uuid:480b9c32-8a14-46fb-81e1-bc76aa8b9368> | CC-MAIN-2018-51 | http://www.causewayschool.org/LiteratureRetrieve.aspx?ID=144907 | 2018-12-11T23:42:26Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00630.warc.gz | 351,946,949 | 693 | eng_Latn | eng_Latn | 0.999321 | eng_Latn | 0.999435 | [
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Alignment of the 2006 Pre-K–12 TESOL Standards & the IPT English
Rationale and Framework
I. Structure of the Alignment
The alignment between the IPT English tests and the 2006 TESOL Standards for Pre-K–12 has been laid out in the same way as the TESOL standards for easy reference. The TESOL standards consist of five standards that relate to the school setting, language arts, mathematics, science, and social studies, respectively. Each standard is further broken down into the four language modalities: listening, speaking, reading, and writing. This document contains one table for each modality per standard, for a total of 20 tables altogether.
A. Table Format: The top row of each table shows the standard addressed in the table. The next row shows the grade spans used in the 2006 TESOL Standards. This is followed by a row showing the items in each IPT test that align with that standard in the relevant modality for each particular grade span. In the last row, we provide examples of actual test items that apply to the standard. All tests that apply to a particular grade cluster are included in the relevant cells.
B. Test Forms: The following IPT English test forms were used in the alignment.
Pre-IPT Oral, Third Edition
IPT Early Literacy Reading, Second Edition
Pre-IPT Oral, Fourth Edition
IPT I Oral, Form E/F
IPT I Oral, Form G/H
IPT II Oral, Form C/D, Second Edition
IPT II Oral, Form E/F
IPT 1 Reading, Form 1C/1D
IPT 2 Reading, Form 2C/2D
IPT Early Literacy Writing, Second Edition
IPT 1 Writing Forms 1C/1D
IPT 2 Writing Form 2C/2D
IPT 3 Writing Form 3C/3D
C. Examples: Examples are provided for each standard and modality to the extent possible. Most examples reflect the genres and topics used in the 2006 TESOL Standards sample performance indicators and listed in the appendix. Examples were only used once across all the tables to avoid redundancy.
II. Guidelines Used to Make Alignment Decisions
A. Listening: We took a rigorous approach to determining which IPT Oral items should be considered listening and which should be considered speaking. Items that do not require language production are considered "pure" listening items. However, some items are more difficult to classify because they require speaking production in order to demonstrate listening comprehension. Many practitioners consider this item type to be one of the "most genuine" or direct ways of measuring oral comprehension. In authentic communication, a learner rarely listens without speaking. In the IPT, these items are scored on the basis of the correctness of the information in the response, not on the basis of linguistic quality (e.g., grammaticality or fluency). Therefore, we have classified the following item types as both listening and speaking: 1) oral comprehension questions that require spoken answers, 2) oral summary (students retell the story in their own words), and 3) items that require students to complete the last sentence of a short story.
B. Academic Language: Some of the items aligned to the content-related TESOL Standards (Standards 2–5) reflect the minimum levels of knowledge or vocabulary needed to function in those content areas (i.e., arm, whale, ordinal numbers are all considered basic knowledge in physiology, biology, and mathematics). No judgment is made in this document as to when particular words or items should be considered "academic" and at what point they should be considered "general" knowledge. For example, at the upper grades, words like arm and whale may no longer be considered "academic" because they become part of a "general" corpus of knowledge familiar to most adults and children. As of this writing, no research has firmly established at what grade level or age words or knowledge that are considered academic content knowledge or vocabulary at one grade are no longer considered academic at another. We used the following excerpt from page 18 of the 2006 TESOL Standards to guide word-level decisions:
The word level (vocabulary) consists of words, phrases, and expressions, including general vocabulary students need in classroom routines; nonspecialized, general academic vocabulary encountered in content classes (e.g., approach, assume, and define); and content-specialized academic vocabulary (e.g., centimeter in mathematics and personification in language arts).
C. English Language Arts: For listening and speaking, at the lower levels (Pre-IPT especially), we included grammar items, items that allow for expression, and structured items: for example, items that the student repeats what s/he hears verbatim. For reading, all items that play a role in demonstrating overall reading ability and comprehension, including vocabulary, grammar, and comprehension are included.
D. Mathematics: Items that tap into language related to early math literacy are included.
1 When more than one test form exists, the content of the items listed are parallel on each form (i.e., item 8 on forms E and F or forms G and H of the IPT I–Oral test are similar in content, although the items themselves are not always exactly the same). However, if there is a difference in item content on the two forms, then the form and item are listed in parenthesis along with the other listed items (e.g., E: 3). See the Standard 1 Speaking table below, Pre-K–K lists of items for the first occurrence of this type.
English language learners communicate for SOCIAL, INTERCULTURAL,
and INSTRUCTIONAL purposes within the school setting
2 Item 11 on Form F is aligned with this standard; whereas, item 11 on Form E is not.
English language learners communicate
for SOCIAL, INTERCULTURAL, and INSTRUCTIONAL purposes within the school setting
English language learners communicate for SOCIAL, INTERCULTURAL,
and INSTRUCTIONAL purposes within the school setting
Standard 2 English language learners communicate information, ideas, and concepts necessary for academic success in the area of LANGUAGE ARTS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
LANGUAGE ARTS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
LANGUAGE ARTS
Standard 2 English language learners communicate information, ideas, and concepts necessary for academic success in the area of LANGUAGE ARTS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
MATHEMATICS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
MATHEMATICS
Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the area of MATHEMATICS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
MATHEMATICS
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
SCIENCE
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
SCIENCE
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
SCIENCE
English language learners communicate information, ideas, and concepts
necessary for academic success in the area of
SCIENCE
Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the area of SOCIAL STUDIES
Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the area of SOCIAL STUDIES
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
SOCIAL STUDIES
English language learners communicate
information, ideas, and concepts necessary for academic success in the area of
SOCIAL STUDIES | <urn:uuid:ac4728cf-0de9-4648-b760-f5b0e26f122e> | CC-MAIN-2018-51 | http://www.ballard-tighe.com/alignments/ipt-tesol2006.pdf | 2018-12-11T22:32:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376823705.4/warc/CC-MAIN-20181211215732-20181212001232-00630.warc.gz | 337,737,878 | 1,630 | eng_Latn | eng_Latn | 0.961521 | eng_Latn | 0.989884 | [
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Student Background Questionnaire
General Directions for Grade 4
In the next two sections, you will be asked questions about yourself and your education. We will read the fi rst section together. To answer these questions, fi ll in the oval beside the answer that is true for you. For example, fi ll in the oval beside your answer to this question:
How many movies did you see last month on television and in movie theaters?
A
None
B 1 to 5
C 6 to 10
D More than 10
You should have fi lled in the oval beside the answer that best tells how many movies you saw last month on television and in movie theaters. On questions like this, be sure to make your answer mark clear and dark in the oval. If you make a mistake or want to change your answer, be sure to completely erase any unwanted marks.
You will be told when it is time to begin and end each section.
Do not go past the sign at the end of each section until you are told to do so.
If you fi nish before time is called, go back and check your work on that section only. Use your time carefully. Do as much as you can in each section.
Student Background Questionnaire
In this section, please tell us about yourself and your family. The section has 11 questions. Mark your answers in your booklet.
VB331330
VB331331
1. Are you Hispanic or Latino? Fill in one or more ovals.
A No, I am not Hispanic or Latino.
B Yes, I am Mexican, Mexican American, or Chicano.
C Yes, I am Puerto Rican or Puerto Rican American.
D Yes, I am Cuban or Cuban American.
E Yes, I am from some other Hispanic or Latino background.
A1D1
2. Which of the following best describes you? Fill in one or more ovals.
A White
B Black or African American
C Asian
D American Indian or Alaska Native
E Native Hawaiian or other Pacifi c Islander
For the rest of the questions in this section, fi ll in only one oval for each question.
VB331337
7. Is there an encyclopedia in your home? It could be a set of books, or it could be on the computer.
A Yes
B No
C I don't know.
TB001101
8. About how many pages a day do you have to read in school and for homework?
A 5 or fewer
B 6–10
C 11–15
D 16–20
E More than 20
VB331339
9. How often do you talk about things you have studied in school with someone in your family?
A Never or hardly ever
B Once every few weeks
C About once a week
D Two or three times a week
E Every day
VB331333
3. Does your family get a newspaper at least four times a week?
A Yes
B No
C I don't know.
VB331334
4. Does your family get any magazines regularly?
A Yes
B No
C I don't know.
VB331335
5. About how many books are there in your home?
A Few (0–10)
B Enough to fi ll one shelf (11–25
)
C Enough to fi ll one bookcase (26–100)
D Enough to fi ll several bookcases (more than 100)
VB331336
6. Is there a computer at home that you use?
A Yes
B No
TO THE NEXT PAGE GO ON
VB331447
10. How many days were you absent from school in the last month?
A None
B 1 or 2 days
C 3 or 4 days
D 5 to 10 days
E More than 10 days
VB331451
11. How often do people in your home talk to each other in a language other than English?
A Never
B Once in a while
C About half of the time
D All or most of the time
Student Background Questionnaire
Civics—Grade 4
This section has 9 questions. Mark your answers in your booklet. Fill in only one oval for each question.
VB594977
1. How often do you study social studies in school?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
ID100192
2. During this school year, have you studied any of the following topics? Fill in one oval on each line.
C1CB1
ID100201
3. Do you do any of the following when you study social studies? Fill in one oval on each line.
VB594978
4. This year in school, how often have you been asked to write long answers to questions or assignments that involved social studies?
A Never
B Once or twice this year
C Once or twice a month
D At least once a week
VB594979
5. How often do you use computers at school for social studies?
A Never or hardly ever
B Once every few weeks
C About once a week
D Two or three times a week
E Every day
VB594980
6. When you study social studies, do you do research projects about social studies topics using a CD or the Internet? Include things you do in class and things you do for homework assignments.
A Yes
B No
VB595182
7. How hard was this test compared to most other tests you have taken this year in school?
A Easier than other tests
B About as hard as other tests
C Harder than other tests
D Much harder than other tests
VC034559
8. How hard did you try on this test compared to how hard you tried on
most other tests you have taken this year in school?
A Not as hard as on other tests
B About as hard as on other tests
C Harder than on other tests
D Much harder than on other tests
VB595184
9. How important was it to you to do well on this test?
A Not very important
B Somewhat important
C Important
D Very important
Student Background Questionnaire
U.S. History—Grade 4
This section has 9 questions. Mark your answers in your booklet. Fill in only one oval for each question.
VB594977
1. How often do you study social studies in school?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
VB345589
2. Have you ever studied the history of the United States in school?
A Yes
B No
TO THE NEXT PAGE GO ON
C1HB1
VB598095
3. When you study history or social studies in school, how often do you do each of the following? Fill in one oval on each line.
VB598168
4. This year in school, how often have you been asked to write long answers to questions or assignments for history or social studies?
A Never
B Once or twice this year
C Once or twice a month
D At least once a week
VB598169
5. How often do you use computers at school for history or social studies?
A Never or hardly ever
B Once every few weeks
C About once a week
D Two or three times a week
E Every day
VB598170
6. When you study history or social studies, do you do research projects about history or social studies topics using a CD or the Internet? Include things you do in class and things you do for homework assignments.
A Yes
B No
VB595182
7. How hard was this test compared to most other tests you have taken this year in school?
A Easier than other tests
B About as hard as other tests
C Harder than other tests
D Much harder than other tests
VC034559
8. How hard did you try on this test compared to how hard you tried on most other tests you have taken this year in school?
A Not as hard as on other tests
B About as hard as on other tests
C Harder than on other tests
D Much harder than on other tests
VB595184
9. How important was it to you to do well on this test?
A Not very important
B Somewhat important
C Important
D Very important
Student Background Questionnaire
Mathematics—Grade 4
This section has 11 questions. Mark your answers in your booklet. Fill in only one oval for each question.
VB525162
1. How often do you use a computer for math at school?
A Never or hardly ever
B Once every few weeks
C About once a week
D Two or three times a week
E Every day or almost every day
Questions 2–5. For the following questions, think about all the times you do things for math. Include things you do at home, at school, or anywhere else.
VB525166
2. Do you use a computer to practice or drill on math?
A Yes
B No
VB525172
3. Do you use a computer to play math games?
A Yes
B No
VB525174
4. What kind of calculator do you normally use?
A I don't have a calculator
B Regular calculator (addition, subtraction, multiplication, division)
C Graphing calculator
VB517158
5. When you take a math test or quiz, how often do you use a calculator?
A Never
B Sometimes
C Always
TO THE NEXT PAGE GO ON
C1MB1
Questions 6–8. The following statements are about math. For each statement, please mark the answer that best describes you. VB473813
6. I like math.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB473814
7. I am good at math.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB473815
8. I understand most of what goes on in math class.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB595182
9. How hard was this test compared to most other tests you have taken this year in school?
A Easier than other tests
B About as hard as other tests
C Harder than other tests
D Much harder than other tests
VC034559
10. How hard did you try on this test compared to how hard you tried on most other tests you have taken this year in school?
A Not as hard as on other tests
B About as hard as on other tests
C Harder than on other tests
D Much harder than on other tests
VB595184
11. How important was it to you to do well on this test?
A Not very important
B Somewhat important
C Important
D Very important
Student Background Questionnaire
Reading—Grade 4
This section has 25 questions. Mark your answers in your booklet. Fill in only one oval for each question.
,
Questions 1–4. The following questions are about reading and writing. For each question please mark the answer that best describes you.
VB345686
1. When I read books, I learn a lot.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB345687
2. Reading is one of my favorite activities.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB345688
3. Writing things like stories or letters is one of my favorite activities.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB345689
4. Writing helps me share my ideas.
A This is not like me.
B This is a little like me.
C This is a lot like me.
VB345692
5. How often do you read for fun on your own time?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
VB345693
6. How often do you talk with your friends or family about something you have read?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
VB345696
7. How often do you write e-mails to your friends or family?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
C1RB1
VB345699
8. How often do you read stories or poems for fun outside of school?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345700
9. How often do you read to learn about real things (such as facts about dinosaurs or other countries) for fun outside of school?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345701
10. How often do you read stories or articles that you fi nd on the Internet for fun outside of school?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
11. For school this year, how often do you have a class discussion about something that the class has read?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345704
12. For school this year, how often do you work in pairs or small groups to talk about something that you have read?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345705
13. For school this year, how often do you write in a journal about something that you have read for class?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345703
VB345707
14. So far this year, how many times have you written a book report?
A Never
B Once
C 2 or 3 times
D 4 or 5 times
E 6 or more times
VB345708
15. So far this year, how many times have you made a presentation to the class about something that you have read?
A Never
B Once
C 2 or 3 times
D 4 or 5 times
E 6 or more times
VB345709
16. So far this year, how many times have you done a school project about something that you have read (for example, written a play, created a poster)?
A Never
B Once
C 2 or 3 times
D 4 or 5 times
E 6 or more times
VB345715
17. For school this year, how often have you been asked to write long answers
to questions on tests or assignments that involved reading?
A Never
B Once or twice this year
C Once or twice a month
D At least once a week
VB429518
18. When you have reading assignments in school, how often does your teacher give you time to read books you have chosen yourself?
A Never or hardly ever
B Once or twice a month
C Once or twice a week
D Almost every day
Questions 19–22. The following four questions ask about the subjects that you study in school this year.
VB345711
19. How often do you read paperbacks, softcover books, or magazines for reading?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week,
20. How often do you read paperbacks softcover books, puzzle books, or magazines for science?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345713
21. How often do you read paperbacks, softcover books, or magazines for social studies or history?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
22. How often do you read paperbacks, softcover books, puzzle books, or magazines for math?
A Never or hardly ever
B A few times a year
C Once or twice a month
D At least once a week
VB345712
VB345714
VB595182
23. How hard was this test compared to most other tests you have taken this year in school?
A Easier than other tests
B About as hard as other tests
C Harder than other tests
D Much harder than other tests
VC034559
24. How hard did you try on this test compared to how hard you tried on most other tests you have taken this year in school?
A Not as hard as on other tests
B About as hard as on other tests
C Harder than on other tests
D Much harder than on other tests
VB595184
25. How important was it to you to do well on this test?
A Not very important
B Somewhat important
C Important
D Very important
NAEP Questions Tool Tutorial
The NAEP Questions Tool provides educators, researchers, parents, and students with access to released questions from NAEP assessments in nearly all subject areas, dating from 1990.
The questions are presented as
! examples of what NAEP asks students in grades 4, 8, and 12;
! examples of questions that probe students' knowledge of specifi c content areas; and
! a way to examine student performance on a specifi c question by race/ethnicity, gender, and other student groupings across the nation and, for mathematics, reading, science, and writing.
NAEP has released over 1,000 questions from past assessments to the public, and will continue to release more after each assessment.
How to Access
The direct URL to NAEP Questions is http://nces.ed.gov/nationsreportcard/itmrls or click NAEP Questions on the Nation's Report Card home page.
How do I search for specifi c questions?
1. First, click on Search Options on the fi rst screen.
2. Next, select your question search option and click on Search or Continue. Note that there are several ways to search for questions.
3. Questions that match your search criteria will be listed on the next screen. You can then click on any question to view it.
Some NAEP questions are given to students at more than one grade level. These crossgrade questions are referred to as, for example, 4(8) or 8(4), where the fi rst number refers to the focal grade—the grade level/assessment from which the question and related material was drawn—and the second number (the number in parentheses) refers to the other grade level in which the question was also given.
Three Ways to Search for Questions
There are three ways to search for questions:
! quick search,
! advanced search, or
! search by block.
Quick Search
Select a subject and grade by using the pull-down menus.
You must choose a subject but, if you do not choose a grade, you will view questions from all grades. When you have chosen a subject or subject and grade, click on Search.
Advanced Search
Within a subject, you can search for questions by grade, content classifi cation, question type, diffi culty, and other subject-specifi c variables using Advanced Search. First, you must choose a subject and click on Continue.
Next, select your advanced search criteria. Note that options will differ depending on the subjects you choose.
Question diffi culty is determined as follows: for multiple-choice and dichotomously scored (right-wrong) items, easy questions are those with scores greater than 60 percent, medium questions are those with scores greater than or equal to 40 percent and less than 60 percent, and hard questions are those with scores less than 40 percent. For constructed-response questions, separate weights are assigned to each score category.
When you are fi nished, click on Search.
Search by Block
If you have a specifi c "block" of questions you want to view (a "block" refers to the group of questions administered to students in a test booklet), you may use this search feature.
How do I print a question or group of questions?
The NAEP Questions Tool allows users to customize and print NAEP questions. After selecting and saving questions in the Print Folder, you can change the question order, delete questions and decide what information you wish to print along with the questions (e.g., scoring guides, content classifi cations).
Selecting Questions
Select questions to be added to the print document by clicking on the check boxes in the In Folder column on the Search Results screen. A red check mark appears on each selected check box.
Note: As the check boxes are marked, the number of items in the Print Folder is NOT updated. To update the displayed information, click on To Print Folder to the Print Folder icon.
Adding All Questions to the Print Folder
Clicking on the Add All Questions link on the Search Results page automatically adds all the displayed questions to the Print Folder.
Removing All Questions from the Print Folder
Clicking on the Remove All Questions link on the Search Results page automatically removes all selected questions from the Print Folder.
Printing Individual Questions Directly
Questions are displayed as links on the Search Options page. Clicking on a specifi ed question (link) displays the entire question. Clicking on the Printable Version link takes you to a screen that has only the question and does not include the NAEP Questions Tool interface. From this page you can print using the browser's print icon.
Adding/Removing Individual Questions to/from the Print Document
You can add or remove questions you are viewing by clicking on the Add Question/ Remove Question icon on the upper right of the screen. As you add or remove questions, the number of questions in your print folder will be automatically updated.
Printing from the Print Folder
The selected questions are put into the Print Folder as one document. Clicking on the Print Folder link or icon brings you to a page where you have a number of options for formatting your print document. In the Print Options area, you can select items to include with your questions in the print document (for example, scoring guides/keys, performance data or content classifi cation information). Questions are automatically selected on this page. Once you've selected what you would like to be included in your document, you can click Assemble Document. Note: In the print document, underlined text represents text that has been substituted for items that were originally part of a set. For the exact wording of items that were given to students, please refer to the text as represented with the tool itself.
Editing the Print Document
The order in which questions appear can be rearranged in the Edit section, so that easy, medium, and hard questions are arranged in an appropriate order. For instance, a teacher might want the easier questions to appear fi rst, followed by medium, then harder questions. A question is rearranged by selecting one question then using either the Move Up or Move Down arrows to the right to move it accordingly. The change can either be retained by clicking on Save or be rejected by clicking on Restore. You can also preview a question by clicking on the View Question button. A question can be deleted from your document by clicking on Delete Question.
Clicking on Assemble Document creates a printable fi le. From here, you can print using the browser's print icon or save to disk. You may also use copy/paste to import part or all of the print document into any HTML-aware editor.
This material is from the National Assessment of Educational Progress (NAEP), which is funded by a federal government grant. This material is in the public domain (excluding any third-party copyrighted materials it may contain) and, therefore, our permission is not required to reproduce it. Please reprint any acknowledgement exactly as it appears on the material being reproduced. If no acknowledgement exists, you may acknowledge the source of your materials. You are encouraged to reproduce this material as needed.
What information can I get about each question?
When you select a question to view, a screen similar to the one below will be displayed.
Information related to a selected question is available by clicking the tabs at the top of the screen. This information includes:
Question - Shows the printable version of the question. When the screen fi rst displays, the question will display. Click on this tab to redisplay the question after another choice has been selected.
Performance Data - Shows information about how students scored on the question.
Content Classifi cation - Shows information about how the question relates to the subject area framework. This includes a description of the content domain—what is being assessed—and the cognitive skills within that domain.
Scoring Guide/Key - Shows the scoring guide or rubric for constructed-response questions and the correct answer for multiple-choice questions.
Student Responses - Shows actual student responses to the question for each score level.
More Data - Displays additional data for each item, including how subgroups (gender, race/ethnicity, parents' highest level of education, type of school, region of the country, type of location, Title I participation, National School Lunch Program and achievement level) performed on this question. Provides a link to the NAEP Data Tool, where you can search for more specifi c national and state NAEP data.
Question - When the screen fi rst appears, the question will be displayed and the Question tab will be highlighted. When you are viewing related information other than the question itself, click on this tab to re-display the question.
Links within the question - The question and related graphics or text passages may not fi t on the screen area without scrolling. To help you view the different parts of the question, we have added several links above the question on the right side of the screen.
The names of the links may change depending on the type of question and the subject area.
Note that the questions have been formatted to display on the screen and may not be presented in the same way as they were to the student. You can view the questions as they were presented to the student by printing a block of questions in its PDF form.
Performance Data - Shows information about how students scored on the question.
For Multiple-Choice Questions - Shows the percentage of students who answered the question incorrectly or correctly, or who omitted the item.
For Constructed-Response Questions - Shows the percentage of students who scored at each score level, or who omitted the question or were off-task.
The scoring criteria will vary depending on the subject and type of question. Click on Scoring Guide/Key to see a description of the score levels used for each question.
Content Classification - Shows information about how the question relates to the subject area framework. This includes a description of the content domain—what is being assessed—and the cognitive skills within that domain.
Use the links on the upper right of the Content Classifi cation screen to move between the sections of the screen. Note that the name of the links will vary depending on subject and question type.
For a more extensive description of the subject area you have chosen, click on Subject Info at the top of the screen next to the subject name.
Scoring Guide/Key - Shows information about how the question was scored.
For Multiple-Choice Questions - Shows the "key" or correct answer for the question.
For Constructed-Response Questions - Shows the scoring guide used to determine the score for the student's answer.
Note that the scoring criteria will vary depending on the subject and type of question.
Student Responses - Shows actual student responses to the question for each score level.
Use the scroll bar to move between the sections of the screen. Note that student responses are available only for constructed-response questions.
In some subjects, you will fi nd a Scorer's Commentary button after the student responses. Each subject offers a different model for the scorer's commentary—some provide one for every response, others for both responses. The scorer's commentary gives you additional information on why the response received the score that it did and often refers back to the scoring guide.
More Data - Shows information about how subgroups of students performed on the question. This information enables you to see comparisons between the subgroups. From this screen you can also link to the NAEP Data Tool (http://nces.ed.gov/ nationsreportcard/naepdata).
Information about the performance of the following subgroups is included on the More Data screen:
! Gender
! Race/Ethnicity
! Parents' Highest Level of Education
! Type of School
! Region of the Country
! Type of Location
! Title I Participation
! National School Lunch Program
! Achievement Level
Where can I fi nd more information about the subjects NAEP assesses?
You can fi nd information about each subject by clicking on Subject Info at the top of the screen next to the subject name.
This leads you to more detailed information about NAEP procedures, including a description of frameworks, assessment instruments, scoring, school and student samples for that subject, NAEP reports, and interpreting NAEP results.
You can fi nd even more information about each subject by choosing a subject on the NAEP home page.
Additional Help
For more help with features on the NAEP website, click Help in the banner. For additional help, write to us via Contact Us, or e-mail email@example.com.
NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS 2006 Operational Tests
Civics, U.S. History, Mathematics, and Reading
Information About National Assessment of Educational Progress
PROJECT MISSION. NAEP is administered by the U.S. Department of Education to report on the achievement of American students in key academic subjects. For more information about the NAEP program, visit the NAEP web site at http://nces. ed.gov/nationsreportcard or call 202–502–7420.
PARTICIPATION. States and districts that receive Title I funds are required to participate in biennial NAEP reading and mathematics assessments at grades 4 and 8. Teacher and student participation is always voluntary. Contact your school's NAEP coordinator for more information.
NAEP CONTENT. The National Assessment Governing Board (NAGB) develops frameworks detailing what students reasonably might be expected to know and do for each subject assessed by NAEP. For additional information on framework development, see the NAGB web site at http://nagb.org.
SAMPLE NAEP QUESTIONS. For each assessment, some of the test questions, along with performance data, are made available to the public to provide concrete samples of NAEP contents and results. For every assessment, NAEP distributes to participating schools sample questions booklets that provide more detailed information about the assessment design and questions. Released questions and student performance data may be viewed on and downloaded from the NCES web site at http://nces.ed.gov/nationsreportcard/itmrls.
SECURE NAEP QUESTIONS. On written request, adults may review NAEP questions and instruments still in use. These arrangements must be made in advance, and persons reviewing the assessment may not remove the booklets from the room, copy them, or take notes. Contact your school's NAEP coordinator for more information.
NAEP REPORTS. NAEP publications can be searched and downloaded from the NAEP web site at http://nces.ed.gov/nationsreportcard.
FOR FURTHER INFORMATION. For prompt fi eld staff support on these or other matters, call the NAEP Help Desk at 800–283–6237. | <urn:uuid:a06f47d1-8089-4613-8da5-b200f33598b3> | CC-MAIN-2017-13 | https://nces.ed.gov/nationsreportcard/pdf/demo_booklet/05SQ-grade4-part2.pdf | 2017-03-24T21:55:05Z | crawl-data/CC-MAIN-2017-13/segments/1490218188623.98/warc/CC-MAIN-20170322212948-00547-ip-10-233-31-227.ec2.internal.warc.gz | 804,495,438 | 6,656 | eng_Latn | eng_Latn | 0.996849 | eng_Latn | 0.998407 | [
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P.E. Activities for Junior and Senior School Children who have Dyspraxia
Michele Lee Grad.Dip.Phys, MCSP, SRP
Introduction
These activities and games can be enjoyed in PE lessons, or in clubs and groups. They have been chosen because they are fun for all children; and are particularly helpful for those who have co-ordination difficulties.
These children benefit particularly from building self-confidence and self-esteem through physical exercise. Play should be pitched at a level where they can succeed, as good esteem ensures that each child is happy to join in and build on their success.
It is important to remember:
- Always give as much praise and positive encouragement as possible.
- To start with, carry out only a few repetitions. Begin with ten repetitions and build up slowly by adding five each week. These children often have poor stamina.
- Always ensure that you start with an activity where the child can succeed – e.g. catching a beanbag, before progressing to a tennis ball.
- Make sure that you do not give too many instructions at one time.
- Ask the child to repeat the instructions to you before they carry them out and make sure they understand them all.
- Give plenty of time for changing clothes, shoes etc.
- If you ask the class or group to choose teams, make sure that specific children are not left out. You could ask the child who is never chosen to be the team leader; then ask each child once they have been chosen to pick the next team member.
Group activities for warm up
- Dodge ball (use a soft ball!)
- Duck Duck Goose
- Stuck in the mud
- Throw or kick balls to different people while running around a room. The person throwing could call the other person's name then throw the ball to them.
- Run, hop and jump around the room.
-
To help with shoulder control
Bunny hops: The child leans forwards and places his hands on the edge of a small stool. Then ask him to jump from one side to the other, keeping his hands flat on the stool.
Crabs: Practise the crab position: walking forwards and backwards and kicking balls with each leg. The hands should be pointing away from the body. The whole class can play a crab football game; or a crab relay race, crab walking around cones.
Arms & hands: Ask the child to put both his arms out and to flap his hands gently up and down; or make small circles with his hands ten times.
On all fours: Ask the child to get in the crawling position. Then ask him to move his face down towards the floor, aiming for a spot between his hands, then push back up to the crawling position. His elbow should not touch the floor and his weight should be kept forward, over the hands.
Other Beneficial Activities:
- Press-ups against the wall. Make sure the elbows stay off the wall
- Wrestling with another child, both kneeling down and with arms extended
- Writing words in the air and another child guessing what was written
- Writing on the blackboard
- Rowing
- Bowling
To help with pelvic control
Bridging: The child lies on his back with knees bent up and feet on the ground. Encourage him to lift his bottom slowly off the floor without it swaying, keeping his knees and feet together. This can be made into a game by asking the children to lie next to each other. Lifting their bottoms together, they can pass a small object down the line underneath the 'bridges'.
Leg lifting: Lying on his side, with the top leg straight and the under leg bent, he lifts the top leg slowly in the air and slowly lowers it again, keeping it straight. Turn over and repeat on the other side.
Kneeling and catching: Half-kneeling (i.e. with the bottom raised and one knee raised), practise catching bean bags, koosh or small balls and throwing them to another person.
Knee walking: Walk forwards and backwards on the knees. Have races.
Jumping: Jump forwards, backwards and over small objects.
Other Beneficial Activities
- Trampolining
- Walking
- Cycling
- Walking over uneven surfaces (e.g. mats, bean bags on the floor)
- Step ups
To help with eye/hand co-ordination
Throwing & Catching: Use a ball that will give the child success, e.g. bean bag, koosh, juggling ball, large ball or tennis ball. He can practise throwing and catching the ball with his dominant hand and bouncing the ball to another person and catching it with his dominant hand. If he has difficulty, use a hoop to bounce the ball in so that they learn to position the bounce to reach the other person.
They can also practise throwing bean bags or tennis balls and catching them themselves, with two hands or with the dominant hand. Then, ask them to touch their head between throwing and catching. When this becomes easy, he can progress to touching his tummy before catching; touching his tummy twice; touching his head and tummy; and touching his head, shoulder and tummy.
Bat & ball games: The aim is for the child to be able to bat the ball repeatedly. Children who have great difficulty could have the ball thrown to them first. A balloon may be easier to bat than a ball. The child can also bat against the wall, either by himself or to another person. The ball should bounce on the floor before the child bats it.
Other beneficial Activities
- Golf
- Rounders
- Tennis
- Basketball
- Netball
- Badminton
To help with eye/foot co-ordination
Direct the ball: The child kicks the ball into different sized goals and through tunnels.
Skittles: Kicking the ball to knock down skittles can help a child who has great difficulty with direction.
Touch objects: The child stands on a step, or a spot on the floor and is asked to touch different objects with their foot.
Floor pianos: Play-mats.
Jumping: The child jumps onto specific spots or points in a room.
Instruct to touch: The child touches different objects when instructed – for example, different coloured bean bags.
Following lines: The child walks on specific lines around a room.
Ladders: the child walks in and out of the spaces between rungs on a ladder, laid on the floor.
To help with visual and verbal short term memory
Following instructions: The child carries out activities which they are instructed to do verbally or visually. Initially, only three to five instructions should be given.
Memory songs: e.g. 'When I went Shopping with Grandma'.
Chinese Whispers
Group activities: e.g. one group is asked to make up a story which involves carrying out directions and instructions. The other group must act the story out.
Twister type games
Obstacle courses: Ask the child to complete five or six tasks, e.g. walking along the bench, jumping up to the hoop, jumping in and out of the hoop, doing ten step-ups, throwing a ball in the air and clapping hands before catching it. Increase the number of tasks as the child improves, or ask them to do the tasks in reverse order.
To help with planning
Obstacle courses: e.g. going through tunnels, under chairs, over furniture.
Climbing frames and wall bars
Making up games: and instructing the other children how to play, what the rules are and who wins.
Group games: Each group makes up and obstacle course of equipment for the other team to try out.
Map reading
To help with stamina
Trampolining
Crab Football
Races
Step ups
Bicycling
Swimming
C Michele Lee (2001)
Further information available from:
Dyspraxia Foundation, 8 West Alley Hitchin Herts SG5 1EG
Helpline Tel: 01462 454986
web:
www.dyspraxiafoundation.org.uk
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An educator's guide to
PREMIERED ON PBS MARCH 25-27, 2003
An educator's guide to
B
ecoming
AMERICAN
TH
E CHINESE EXPERIENCE
A Bill Moyers presentation
Becoming American: Chinese in America
1
ACKNOWLEDGEMENTS
Becoming American: The Chinese Experience is a production of Public Affairs Television, Inc. in association with Thomas Lennon Films. Series Producer: Thomas Lennon; Series Editor: Ruby Yang; Program Producers: Joseph Angier, Steve Cheng, Mi Ling Tsui; Writers: Joseph Angier, Thomas Lennon, Bill Moyers and Mi Ling Tsui; Program II Co-Editor: Li-Shin Yu; Director of Film Sequences: Michael Chin; Producer of Film Sequences: Jessica Cohen; Series Development: Mi Ling Tsui; Production Manager: Alex Vlack; Associate Producers: Na Eng, Todd Leong, Sharon Owyang, Rob Rapley, Laurie Wen; Associate Producer for Development: Hilary Klotz; Senior Historical Advisers: Roger Daniels and Shih-Shan Henry Tsai; Director of Special Projects: Deborah Rubenstein; Executive Producers: Felice Firestone, Judy Doctoroff O'Neill; Executive Editors: Bill Moyers and Judith Davidson Moyers.
Facing History and Ourselves wishes to acknowledge Phyllis Goldstein, Karen Lempert, Tracy O'Brien, Marc Skvirsky, Jenifer Snow, Chris Stokes, Margot Stern Strom, and Julie Sweetland.
Illustrations: Page 14, Western History/Genealogy Department, Denver Public Library, courtesy Library of Congress; page 15, courtesy of the California History Room, California State Library, Sacramento, California; page 19, The Connecticut Historical Society, Hartford, Connecticut; page 21, courtesy Wells Fargo Bank; page 23 (top left), DN-0053638, Chicago Daily News negatives collection, Chicago Historical Society, courtesy Library of Congress; page 23 (right), Western History/Genealogy Department, Denver Public Library, courtesy Library of Congress; page 25, California Historical Society: FN-13288; page 27, courtesy the Bancroft Library, University of California, Berkeley, [BANC PIC 1905.17500 v. 29:101--ALB REPOSITORY]; page 28, courtesy of A Chinatown Banquet, a community-based public art and education project about Boston Chinatown by Mike Blockstein and The Asian Community Development Corporation, http://www.chinatownbanquet.org; page 32, Chinese Historical Society of Southern California; page 35 (right), photo courtesy of asianimprov.com and Mabel Teng; page 36, copyright © Gary Jacobson; pages 40 & 47, copyright © Corky Lee.
Every effort has been made to trace and acknowledge owners of copyright materials, but in some cases, this has proved impossible. Facing History and Ourselves would be glad to add, correct, or revise any such acknowledgements in future printings.
Off-air taping rights for this program are available to educators for one year from each broadcast. For a DVD set ($99.95) or a VHS set ($89.95) of Becoming American: The Chinese Experience combined with Becoming American: Personal Journeys contact:
Films for the Humanities and Sciences
P.O. Box 2053, Princeton, NJ 08543-2053
1-800-257-5126
customer service: firstname.lastname@example.org website: www.films.com
This guide can be downloaded free of charge from the Web at www.pbs.org/becomingamerican or www.facinghistory.org.
Copyright © 2003 by Facing History and Ourselves National Foundation, Inc. and Public Affairs Television, Inc. All rights reserved. Printed in the United States of America.
TABLE OF CONTENTS
"To Learn More," a brief bibliography of books and websites of interest to students and teachers appears on pages 6, 11, 22, 34, and 44.
A LETTER FROM BILL MOYERS
Dear Reader,
Becoming American: The Chinese Experience chronicles the history of Chinese immigrants and their ongoing struggle to become American. Theirs is a compelling tale of struggle and triumph, progress and setback, separation and assimilation, discrimination and achievement. It is a story of the collision of two cultures and a saga that has often been overlooked.
It is a story I have wanted to tell for a long time now. I started getting interested in it way back in the sixties when I was a young White House assistant for President Lyndon Johnson. I worked on helping to pass the Immigration Act of 1965 and then flew with President Johnson to the Statue of Liberty in New York Harbor where he signed the bill into law on October 3, 1965. That act turned American immigration upside down. It opened the door for Asians to come here in record numbers, and it's been fascinating to watch the face of America change over the last forty years.
A few years later, I met some young Chinese Americans in San Francisco who were challenging the city's power brokers. The stories they told opened up whole chapters in the American epoch that were, at that time, all but unknown to me. Then, over the years I interviewed scores of other Chinese Americans—poets, scientists, artists, entrepreneurs. I listened to them talk about their experiences of becoming American and I watched them wrestling with the issues that every immigrant group has faced over time. What does one give up to become American? What traditional values can be preserved?
Then one day, some five or six years ago, the thought hit me, PBS has told the story of the English in America, the Irish in America, the Jews in America, the Africans in America, but except for an occasional documentary, we have not told the story of the Chinese in America. I wanted to tell that story.
Together with my wife and partner, Judith Davidson Moyers, I put together a remarkable production team who have made this series their labor of love for the better part of the last two years. It's a team as American in its diversity as the story itself. Thomas Lennon, who has created a number of extraordinary broadcasts, including The Irish in America and Jefferson's Blood, signed on as series producer. Ruby Yang joined us as series editor and did an incredible job editing not one, but all three films. Joseph Angier, Mi Ling Tsui, and Steve Cheng were producers for the three programs in the series. They found the stories and the witnesses that make the history come to life.
But it's not just a history we're telling. It's about now, today, our times. Our country is wrestling with issues of identity and democracy, how new arrivals fit in, what it takes to become American, how do we finally accept those who have demonstrated they ARE American. Although Becoming American is a series about Chinese Americans, it's really about all of us.
INTRODUCTION
INTRODUCTION
We at Facing History and Ourselves engage adults and adolescents in studies of history and human behavior that focus on the moral questions in the world today. (To learn more about our work, visit our website at www.facinghistory.org.) For years, we have been using documentaries produced by Bill Moyers and his talented associates in our work. They help us confront the complexities of history in ways that promote critical and creative thinking about the challenges we face in preserving and expanding freedom and democracy.
In a democracy, ideas are tested through conversation, discussion, and debate. Thoughtful participation requires what Judge Learned Hand once called "the spirit of liberty." He defined it as the spirit "which is not too sure it is right," the spirit "which seeks to understand the minds of other men and women" and "weighs their interests alongside one's own without bias." This guide is designed to encourage such encounters. It is a story to which each of us brings a unique perspective.
Becoming American: The Chinese Experience describes the ways the first arrivals from China in the 1840s, their descendants, and recent immigrants have "become American." It is a story about identity and belonging that will resonate with all Americans. In every generation, Americans have asked:
Who may live among us?
Who may become an American?
What does it mean to be an American?
The way we have answered those questions at various times in history is central to an understanding of the nation's past. The choices we make about one another as individuals and as a nation define identities, create communities, and ultimately forge a nation. Those choices build on the work of earlier generations and leave a legacy for those to come.
In the third episode of Becoming American, Bill Moyers asks a young Chinese American to describe the American dream. She replies:
I don 't get to choose my color but I get to choose everything else. I get to compose my life one piece at a time—however I feel like it. Not to say that it's not difficult and not to say that people don't balk at whatever I choose, not to say that there isn't challenge all the time, but more than material wealth, you get to choose what you are, who you are.
That is the American dream. That dream is embedded in our most cherished documents. Over the years, in every generation, brave individuals and groups—both immigrant and native-born—have struggled to make that dream a reality by demanding that the nation live up to its ideals. The goal of this educator's guide is to explore such universal themes in a particular history. Throughout the guide, students are encouraged to relate the story of the Chinese in America to their own history and to the history of the nation as a whole.
-Margot Stern Strom .Facing History and Ourselves
OVERVIEW
Becoming American: The Chinese Experience deepens and expands an understanding of the nation's past by focusing on a story that is central to the nation's past but too often omitted from textbooks. It is a story that raises important questions about what it means to be an American—questions that resonate throughout the nation today. The documentary is divided into three programs, each with a focus on a particular time in history. Program 1 describes the first arrivals from China, beginning in the early 1800s and ending in 1882, the year Congress passed the first Chinese exclusion act. Program 2, which details the years of exclusion and the way they shaped and mis-shaped Chinese American life, opens in 1882 and ends soon after Congress repealed the exclusion acts in 1943. Program 3 examines life during the Cold War, in the wake of immigration reform in 1965, through the years of the Civil Rights Movement, and up to the present—years of new opportunities and new challenges for Chinese Americans.
The Educator's Guide is also divided into parts. PreView prepares students for the documentary by raising questions about such key concepts as history, identity, ethnicity, membership, belonging, and assimilation. It contains several brief readings, each followed by a set of questions and activities labeled "Connections." Focus: Becoming American: The Chinese Experience contains a set of activities designed for use immediately before and after watching a single program or the series as a whole. These activities foster critical viewing and promote a general discussion of the documentary and its themes.
Spotlight provides materials for examining the documentary section by section. Each program is divided into 10- to 20-minute segments—a length well suited to classroom use. These segments may be used to provide a historical context for literary works that focus on the Chinese American experience or to enrich a US history course by offering a new perspective on such traditional topics as the California Gold Rush, the settlement of the West, the building of the transcontinental railroad, immigration, World War II, the Civil Rights Movement, or the Cold War. The timing of each segment appears in parentheses after the title. For example, Segment 1 in Program 1 is entitled Leaving Home. Following the title is the information: (9:00-13.25). That means it begins 9 minutes into the program and ends 13.25 minutes into the program. The final part—Reflections—re-examines concepts and themes developed throughout the guide.
TO LEARN MORE
The following books may be helpful in teaching about the Chinese American experience. Some provide an overview of the history, while others explore specific topics and/or concepts.
Chan, Sucheng. Asian Americans: An Interpretive History. Twayne Publishers, 1991.
Daniels, Roger. Asian America: Chinese and Japanese in the United States since 1850. University of Washington Press, 1988.
Hoobler, Dorothy and Thomas. The Chinese American Family Album. Oxford University Press, 1994. Tsai, Henry. The Chinese Experience in America. Indiana University Press, 1986.
Wu, Frank H. Yellow: Race in America Beyond Black and White. Basic Books, 2002.
Yung, Judy. Unbound Feet: A Social History of Chinese Women in San Francisco. University of California Press, 1995.
Zia, Helen. Asian American Dreams: The Emergence of an American People. Farrar, Straus, and Giroux, 2000.
HISTORY AND IDENTITY
Becoming American: The Chinese Experience opens with a busload of American students traveling through China's Guangdong Province to see for themselves where the Chinese American story began. Those students are exploring the relationship between their family history and their identity. How does one's ethnic heritage shape identity? What part does the past play in the way we see ourselves? In the way others view us? Each of the readings that follows addresses one or more of these questions. Although each focuses on the experiences of Chinese Americans, the questions they raise are universal.
Past and Present
Xuefei Jin was born in 1956 in a part of China then known as Manchuria. He came to the United States in 1985. Although English is his second language, he is an award-winning novelist and poet who writes only in English under the pen name Ha Jin. In a poem entitled "The Past," Ha Jin reflects on the relationship between past and present, history and identity:
CONNECTIONS
What does it mean to view the past "as a shadow"? How does one "wall" the past "into a garden"? How does one set up the past as a "harbor"? What may prompt someone to "drop the past like trash"? How does the poet view his own relationship with the past? In what other ways do people see their history? Which view is closest to your own?
I have supposed my past is a part of myself. As my shadow appears whenever I'm in the sun the past cannot be thrown off and its weight must be borne, or I will become another man.
But I saw someone wall his past into a garden whose produce is always in fashion. If you enter his property without permission he will welcome you with a watchdog or a gun.
I saw someone set up his past as a harbor. Wherever it sails, his boat is safe— if a storm comes, he can always head for home. His voyage is the adventure of a kite.
I saw someone drop his past like trash. He buried it and shed it altogether. He has shown me that without the past one can also move ahead and get somewhere.
Like a shroud my past surrounds me, but I will cut it and stitch it, to make good shoes with it, shoes that fit my feet. 1
What does Ha Jin mean when he writes, "the past cannot be thrown off and its weight must be borne, or I will become another man"? How does he challenge that idea in his poem? Why do you think he decides to "stitch" his past into "good shoes," "shoes that fit my feet"?
"Orientation Day"
At the age of seven, Jennifer Wang came to the United States from Beijing, China with her family. At seventeen, she wrote an essay entitled "Orientation Day." It is a response to a familiar experience: introducing oneself to a group of strangers. Wang writes in part:
Something about myself? How do I summarize, in thirty seconds, everything, which adds up and equals a neat little bundle called, Me? How do I present myself in a user-friendly format, complete with "Help" buttons and batteries? Who am I, and why do I matter to any of you?
First of all, I am a girl who wandered the aisles of Toys "R" Us for two hours, hunting in vain for a doll with a yellowish skin tone. I am a girl who sat on the cold bathroom floor at seven in the morning, cutting out the eyes of Caucasian models in magazines, trying to fit them on my face. I am the girl who loved [newscaster] Connie Chung because she was Asian, and I'm also the girl who hated Connie Chung because she wasn't Asian enough. . . .
During that time I also first heard the term "chink," and I wondered why people were calling me "a narrow opening, usually in a wall." People expected me to love studying and to enjoy sitting in my room memorizing facts for days and days.
While I was growing up, I did not understand what it meant to be "Chinese" or "American." Do these terms link only to citizenship? Do they suggest that people fit the profile of either "typical
CONNECTIONS
Jennifer Wang asks several questions about the terms Chinese and American. How would you answer the questions she poses for herself? Record your responses in a journal. You may find it helpful to use a journal to explore the ideas raised by the documentary. A journal can be a way of documenting your thinking. Share your thoughts with your classmates. What do
Chinese" or "typical Americans"? And who or what determines when a person starts feeling American, and stops feeling Chinese?
I eventually shunned the Asian crowds. And I hated Chinatown with a vengeance. I hated the noise, the crush of bodies, the yells of mothers to fathers to children to uncles to aunts to cousins. I hated the limp vegetables hanging out of soggy cardboard boxes. I hated the smell of fish being chopped, of meat hanging in a window. I hated not understanding their language in depth—the language of my ancestors, which was also supposed to be mine to mold and master.
I am still not a citizen of the United States of America, this great nation, which is hailed as the destination for generations of people, the promised land for millions. I flee at the mere hint of teenybopper music. I stare blankly at my friends when they mention the 1980s or share stories of their parents as hippies. And I hate baseball.
The question lingers: Am I Chinese? Am I American? Or am I some unholy mixture of both, doomed to stay torn between the two?
I don't know if I'll ever find the answers. Meanwhile, it's my turn to introduce myself. . . .
I stand up and say, "My name is Jennifer Wang," and then I sit back down. There are no other words that define me as well as those do. No others show me being stretched between two very different cultures and places—the "Jennifer" clashing with the "Wang," the "Wang" fighting with the "Jennifer." 2
l
your responses have in common? What new questions do they raise?
Is Wang Chinese? American? Is she a combination of the two? Why does she describe the combination of the two as "unholy"? To what extent is Wang's struggle to define her identity unique? To what extent is it a struggle that other Americans share?
How Do You Become American?
Eric Liu is a second-generation American. In an essay, Liu describes two photographs in the memorial book that his father's friends compiled shortly after his father's death in 1991. Liu writes of the first snapshot, which was taken in China:
Eight or nine of [my father's friends] are walking up a dirt road, jesting and smiling. And there's my father at the end of this happy phalanx— khaki hat a bit too big, arm pumping jauntily and foot raised in mid-march, singing a song. The face is my father's, but the stance, so utterly carefree, is hardly recognizable. I stared at that picture for a long time when I first got the book. . . .
When Chao-hua Liu came to the United States in 1955, at the age of eighteen, he was Chinese. When he died thirty-six years later, he was, I'd say, something other than Chinese. And he had helped raise a son who was Chinese in perhaps only a nominal sense. But what, ultimately, does this mean? Where does this Chineseness reside? In the word? In the deed? In what is learned—or what is already known? And how is it passed from one generation to the next? . . .
Another photograph, this one dated April 1962. It's a black-and-white shot, slightly out of focus, set in a spare apartment. There is no art on the walls, not even a calendar. . . . In the center of the picture is my father, sitting at a desk with stacks of papers and books. He is leaning back slightly in a stiff wooden chair, his left leg
CONNECTIONS
Eric Liu writes that when his father came to the United States, he was Chinese. When he died 36 years later, he was "something other than Chinese." How did his father's identity change? How does Liu view those changes?
How would you answer the questions Liu raises about his father's ethnicity and his own?
crossed, and he is reading a book that rests easily on his knee. He is wearing a sweatshirt emblazoned with ILLINOIS and a Stars and Stripes shield. He is smoking a pipe, which he holds to his mouth absently with his right hand. . . .
Maybe it's just the pipe and the college sweatshirt, or the posture. Still I can't help thinking that my father in this photograph looks—what? Not quite so Chinese, I suppose. When this shot was taken, he'd already been in the United States for over seven years. He'd worked odd jobs to save money. One of them, my personal favorite, was painting the yellow line down the middle of a South Dakota highway. He had become during this period, a devotee of Hank Williams and Muhammad Ali. He'd earned a degree in philosophy—Western philosophy—from the University of Illinois, and had become fascinated with [French philosopher Albert] Camus and existentialism. He had finished a master's in mathematics. He had been dating my mother, whom he'd met at a picnic with other students from Taiwan, for three years. They would be married a year later. . . .
In our archetype of the immigrant experience, it is the first generation that remains wedded to the ways of the Old Country and the second generation that forsakes them. This, we learn, is the tragedy of assimilation: the inevitable estrangement between the immigrant father who imagines himself still in exile and the American son who strains to prove his belonging. There is also, unfortunately, a good deal of contrivance. In search of narrative tension, we let ourselves forget that the father, too, is transformed. 3
Where does your ethnicity reside? "In the word? In the deed? In what is learned—or what is already known?" How is it been passed from one generation to the next?
How does Liu seem to define the word assimilation? Create a working definition of the term.
"Where Does Chineseness Reside?" "Where Does Chineseness Reside?"
In reflecting on his identity, author Eric Liu asks where his ethnicity resides and how it is passed from one generation to the next. Lisa See considers those questions in the foreword to a book about her family's history in the United States. Fong See, her great-grandfather, left China in 1871 to seek his fortune on "Gold Mountain," as the United States was known in China. There he became a merchant. In reflecting on his identity, author Eric Liu asks where his ethnicity resides and how it is passed from one generation to the next. Lisa See considers those questions in the foreword to a book about her family's history in the United States. Fong See, her great-grandfather, left China in 1871 to seek his fortune on "Gold Mountain," as the United States was known in China. There he became a merchant.
See writes that as a child she often stayed with her father's parents on weekends and during summer vacations. Much of that time was spent in the family's antique store, the F. Suie One Company. She recalls: See writes that as a child she often stayed with her father's parents on weekends and during summer vacations. Much of that time was spent in the family's antique store, the F. Suie One Company. She recalls:
In the late afternoons, my grandmother and great-aunt Sissee would relax in wicker chairs in the back of the store over cups of strong tea. During that quiet and comfortable time they would reminisce about the past. They told intriguing and often silly stories about missionaries, prostitutes, tong wars, the all-girl drum corps, and the all-Chinese baseball team. They spoke about how the family had triumphed over racist laws and discrimination. Then, . . . inevitably . . . would come my grandmother's assertion that, "Yes, during the war, the lo fan (white people) made all of us Chinese wear buttons so that they would know we weren't Japanese." In the late afternoons, my grandmother and great-aunt Sissee would relax in wicker chairs in the back of the store over cups of strong tea. During that quiet and comfortable time they would reminisce about the past. They told intriguing and often silly stories about missionaries, prostitutes, tong wars, the all-girl drum corps, and the all-Chinese baseball team. They spoke about how the family had triumphed over racist laws and discrimination. Then, . . . inevitably . . . would come my grandmother's assertion that, "Yes, during the war, the lo fan (white people) made all of us Chinese wear buttons so that they would know we weren't Japanese."
My grandmother taught me how to wash the rice until the water ran clear, then—without the aid of a measuring cup—pour water over the grains in the steamer up to the first knuckle of a hand. It didn't matter if it was her knuckle or mine, she explained; for five thousand years the system had worked perfectly. Finally she would place a few lengths of lop cheung, a delicious pork sausage, on top to cook as the rice steamed. Meanwhile, my grandfather would be chopping ingredients. Once the rice was on, I became my grandfather's second cook. "The best I ever had," he used to say. Together—although all these years later I can't remember a single thing I did—we would make up a dish of tomato beef for which he was remembered after his death. My grandmother taught me how to wash the rice until the water ran clear, then—without the aid of a measuring cup—pour water over the grains in the steamer up to the first knuckle of a hand. It didn't matter if it was her knuckle or mine, she explained; for five thousand years the system had worked perfectly. Finally she would place a few lengths of lop cheung, a delicious pork sausage, on top to cook as the rice steamed. Meanwhile, my grandfather would be chopping ingredients. Once the rice was on, I became my grandfather's second cook. "The best I ever had," he used to say. Together—although all these years later I can't remember a single thing I did—we would make up a dish of tomato beef for which he was remembered after his death.
At family weddings, we'd wait at our table for the bride to come by, and my grandmother would let me be the one in our group to hand over the lai see—"good-luck money" wrapped in a red envelope with gold characters of felicity and fortune limned on the outside. My grandmother would take me from table to table through huge banquet rooms, explaining who each and every person was, and how they were related to me. "This is your first cousin once removed. This is your third cousin."
In 1989, See's great-aunt asked her to write the family's history. Over the next five years, she interviewed over a hundred people and uncovered many family secrets. She writes of the experience:
What has emerged is a story of melting—how people and cultures melt in all directions. What I haven't yet mentioned is that when my grandmother included herself among the Chinese who had to wear buttons during the war, she might be tucking loose strands of red hair into her bun. My grandmother—like my great-grandmother— was Caucasian, but she was Chinese in her heart. She had melted into that side. Over the years, she had packed away her eyelet dresses with cinched waists, and had adopted black trousers and loose-fitting jackets, which she always wore with a beautiful piece of Chinese jewelry. She learned how to make lettuce soup, how to give those brides their lai see, how to be a proper Chinese daughter-in-law. My great-grandmother, grandmother, and mother were as Caucasian and "American" as they could be, yet they all chose to marry men whose culture was completely different from their own.
Many of the Chinese I interviewed talked about Caucasians as lo fan and fan gway, as white people, "white ghosts." Often someone would say, by way of explaining, "You know, she was a Caucasian like you." They never knew how startling it was for me to hear that, because all those years in the store and going to those wedding banquets, I thought I was Chinese. It stood to reason, as all those people were my
relatives. I had never really paid much attention to the fact that I had red hair like my grandmother and that the rest of them had straight black hair. But I had other proof as well. All Chinese babies are born with a Mongolian
CONNECTIONS
What does Lisa See mean when she writes that she and her grandmother are "Chinese in their heart"? How might she answer the questions Eric Liu raises? Does her "Chineseness" reside in the word? In the deed? In what is learned— or what is already known? And how has it spot—a temporary birthmark in the shape of a cabbage—at the small of their backs. I had a trace of that spot when I was born. Though I don't physically look Chinese, like my grandmother, I am Chinese in my heart. 4
passed from one generation to the next?"
How does See define the word assimilation? How is her definition similar to Liu's? What does her definition suggest about the complexities of "becoming American"?
TO LEARN MORE
Carlson, Lori M., ed. American Eyes: New Asian American Short Stories for Young Adults. Henry ..Holt, ..1994.
Jen, Gish. Mona in the Promised Land. Vintage Books, 1996.
_____.
T
ypical American.
D
utton/Plume, 1992.
_____.
Who
's Irish?
S
tories. Vintage Books, 2000.
Lin, Maya. Boundaries. Simon & Schuster, 2000.
Liu, Eric. The Accidental Asian: Notes of a Native Speaker. Vintage Books, 1998.
Nam, Vickie, ed. Yell-Oh Girls! Emerging Voices Explore Culture, Identity, and Growing Up Asian ..American. Quill, an imprint of HarperCollins Publishers, 2001.
Okihiro, Gary Y. Margins and Mainstreams: Asians in American History and Culture. University of ..Washington Press, 1994.
See, Lisa. On Gold Mountain: The One-Hundred-Year Odyssey of My Chinese-American Family. ..Vintage, 1995.
Yep, Laurence, ed. American Dragons: Twenty-five Asian Voices. HarperCollins, 1995.
1 Reprinted from "Facing Shadows" © 1996 by Ha Jin by permission of Hanging Loose Press.
2 "Orientation Day," by Jennifer Wang. In Yell-Oh Girls! Emerging Voices Explore Culture, Identity, and Growing Up ....Asian American, ed. by Vickie Nam. Quill, an imprint of HarperCollins Publishers, 2001, 199-200.
3 From The Accidental Asian: Notes of a Native Speaker by Eric Liu. Copyright © 1998 by Eric Liu. Used by ....permission of Random House, Inc.
4 Lisa See. On Gold Mountain: The One-Hundred-Year Odyssey of My Chinese-American Family. Vintage Books, ....1995, xvii-xx.
BECOMING AMERICAN: THE CHINESE EXPERIENCE
Becoming American: The Chinese Experience chronicles the history of the Chinese in the United States. The three-part documentary reveals the various ways the first arrivals from China, their descendants, and recent immigrants have "become American." It is a story about identity and belonging that has meaning for all Americans. In every generation, people have asked:
G what you learned from the program—including things that surprised you; things that you found upsetting or disturbing; questions that the program raised but did not answer.
Who may live among us? Who may become an American? What does it mean to be an American?
The way these questions have been answered at various times in the nation's history is central to an understanding of the nation's past. As you watch each program in the series, think about how Americans answered the three questions at different times in the nation's history. What were the consequences of their responses? How are those questions being answered today?
As you watch Becoming American, notice the way each program unfolds. Then use your journal or notebook to record:
G what you remember best about the program. What images or events stand out? Which stories are the most memorable? What is the moral or lesson those stories teach?
Discuss your observations with friends and classmates. Was everyone struck by the same images and events? The same stories? How do you account for differences?
Journalist Bill Moyers narrates Becoming American. Near the beginning of each program, he states its theme. A theme is the main idea of a work—it is often repeated in different forms throughout the program. What is the theme of each program? How does it relate to the program's title? How does it relate to the title of the series? To the process of "becoming American"?
Documentaries often include the "stuff" of history—letters, diaries, speeches, official documents, photographs, and drawings. How are these used to tell the story of the Chinese in the United States? What do they add to the words of the narrator? To the interviews with experts? Who are the experts in this documentary? How are they like those in other documentaries you have seen? How are they different? What do they add to your understanding of this history?
PROGRAM 1: GOLD MOUNTAIN DREAMS
SUMMARY
Program 1 begins in the mid-1800s—a time of civil war and famine in southern China, a time when many young men left their villages to seek their fortune in other parts of the world. When the news of a gold rush in California reached China in 1849, thousands headed for the United States. Like their counterparts from Europe and the Americas, few got rich, but many remained in the United States to take advantage of other opportunities in the American West.
Some Chinese helped build the first transcontinental railroad in the late 1860s. Others used their skills as miners, fishermen, and farmers to build lives in a new land. Still others improvised new jobs and acquired new skills. In China, as in the United States, cooking, cleaning, and washing clothes were considered women's work. In the West, they were often the only jobs open to Chinese men.
At first, the Chinese were praised as hard workers. Before long that praise was mixed with hostility as competition for precious metals and jobs increased. Like immigrants from other nations, the Chinese responded by banding together with others from their village or district for mutual protection. By 1862, those associations were uniting to represent the interests of all Chinese in the United States. In the long process of becoming American, one of the first steps was to become Chinese.
Timeline: 1847 _ 1882
1847 Yung Wing and two other Chinese students arrive in US for schooling.
1849 Chinese arrive in California in response to the discovery of gold in 1848.
1850 Chinese population in US is about 4,000 out of a population of 23.2 million. Chinese in California form associations for mutual protection.
1852 California targets Chinese miners by imposing special taxes on them.
1853 California Supreme Court rules that Chinese cannot testify against whites. 295 Chinese come to work in Hawaii's sugar fields.
1862 Six district associations in San Francisco unite to represent Chinese interests.
1865 Central Pacific recruits Chinese workers to build a transcontinental railroad.
1867
2000 Chinese railroad workers strike for a week.
1868
try.
1869
The first transcontinental railroad is completed.
1870 Naturalization law allows only whites and "persons of African descent" to become citizens.
1875
US bars entry of Chinese and Japanese prostitutes, felons, and contract laborers.
1877
1878
1880
Denis Kearney forms the Workingmen's Party with the aim of forcing out the
Chinese.
The US Supreme Court affirms that Chinese cannot become naturalized citizens.
Chinese population in US is 105,465 out of a total population of 50.1 million.
US and China sign a treaty allowing the US to limit Chinese immigration.
Treaty recognizes mutual right of Chinese and Americans to migrate to one another's coun
-
1. Leaving Home
(9:00-13:25)
Nearly all of the Chinese who came to the United States at the time of the California Gold Rush were from a single province in southern China—Guangdong. In the mid1800s, poverty was rampant there as wars, floods, and typhoons devastated fields and drove thousands to seek their fortune elsewhere. One migrant recalled:
There were four in our family, my mother, my father, my sister and me. . . . How can we live on six baskets of rice which were paid twice a year for my father's duty as a night watchman? Sometimes the peasants have a poor crop then we go hungry. . . . Sometimes we went hungry for days. My mother and me would go over the harvested rice fields of the peasants to pick the grains they dropped. . . . We had only salt and water to eat with the rice. 5
In the 1800s, Guangdong Province was home to several peoples, each with its own customs, traditions, and dialect. Despite such differences, people throughout the province were part of a traditional society. In a traditional society, one's position is determined in large part by custom and reinforced by one's family and village. There is continuity from one generation to the next.
An ideal Chinese family in the mid-1800s was made up of several generations living and working together as a unit. Grandparents, parents, their sons, the sons' wives and their children, and all unmarried daughters lived in one large house or a series of smaller houses that were joined together. Although only rich families could afford this ideal, the model reinforced a belief that individual desires were less important than the needs of the family as a whole. The old were responsible for the care and teaching of the young. The young, in turn, were expected to honor and respect their elders. This obligation extended past death.
Every Chinese man expected to be buried beside his ancestors and his grave along with theirs would be cared for by succeeding generations. Immigration upset this traditional network of obligations. Men who left home could still support their families by earning money and sending it home. To fulfill their other obligations, however, they would have to eventually return to China.
The role of women in Chinese society was such that few were free to leave home even for a short time. According to a popular saying, men were the masters of external affairs, women the mistresses of domestic affairs. "In other words," writes historian Judy Yung, "men ruled the country, while women stayed home to manage the household and raise the children." She explains:
Education was thus important for sons but not for daughters. . . . And because it was the son— not the daughter—who stayed within the family, worked for its honor and prosperity, continued the family lineage, and fulfilled the duties of ancestral worship, so it was that daughters— rarely sons—were sold, abandoned, or drowned during desperate times.
Neither men nor women had a choice in the selection of their spouses, but women were further disadvantaged in that they had no right to divorce or remarry should the arranged marriage prove unhappy or the husband die. . . . Widows without sons could not inherit property, and women could not participate in politics or public activities. Their proper place was in the home, where their sexuality could be regulated and controlled. Further, the practice of foot binding ensured that women did not "wander" too far outside the household gate, let alone go abroad. In fact, until 1911 the emigration of women was illegal according to Chinese law. 6
2. The Gold Rush
(13:25-26:30)
Segment 2 centers on the California Gold Rush in 1849—one year after the territory became part of the United States. Many Americans at the time saw new territory as proof of the nation's "manifest destiny." As one congressman explained, "This continent was intended by Providence as a vast theatre on which to work out the grand experiment of republican government under the auspices of the Anglo-Saxon race." That notion was central to the way these Americans viewed the West. It also shaped the way they regarded immigrants, including immigrants from China.
In the mid-1800s, many white Americans firmly believed that humankind was divided into fixed and unchanging "races." They were convinced that some "races" ranked higher than others. Not surprisingly, they saw themselves as members of the superior "race." Today scientists view "race" as a scientifically meaningless concept; human beings, regardless of their so-called "race," are more genetically alike than different. In the 1800s, however, racist ideas were taught in colleges and univer-
Why did the young men of Guangdong leave home? How did their families and villages try to ensure their eventual return? With few exceptions, most Chinese women remained at home and awaited the return of their husbands. How did tradition influence that decision? What other factors may have influenced who left home and who stayed behind?
How did custom and tradition shape life in Guangdong in the 1800s? According to Judy Yung, what other factors affected the way people there lived and worked? In a modern society, what effect do custom and tradition have on the way people live and work? What other factors make a difference?
sities, preached from pulpits, and sensationalized in popular magazines and newspapers. These ideas prevailed well into the 20th century and still survive today. How did racist ideas shape the way Americans viewed the Chinese in the 1840s and 1850s?
In this segment, Shawn Wong, one of the first professors of Asian American studies, notes,
"When the Chinese first came to San Francisco, they were welcomed with open arms. Mayor [John W.] Geary stood and welcomed them publicly from a platform." Yet by 1852, Wong observes, the Chinese had suddenly become "a 'horde,' you know, the 'horde of Chinese coming to invade California.'" "What does it mean to be seen as part of a "horde"? What part did racist thinking play in the change in attitude that Wong describes? How did the competition for gold stimulate anti-Chinese feeling? What other factors may have shaped public opinion?
California Governor John Bigler was among those who turned against the Chinese after expressing friendship toward them. In his reelection campaign in 1852, he urged fellow citizens to "check this tide of Asiatic immigration," claiming that the Chinese were incapable of becoming American. Norman Asing, the owner of a restaurant in San Francisco, responded to Bigler in the Daily Alta California on May 5, 1852. He reminded the governor that one of the quarrels between the thirteen original colonies and England centered on immigration. Asing writes:
When [England] pressed laws against emigration, [the colonies] looked for immigration; it came,
3. Improvising New Lives
(26:30-42:40)
Segment 3 explores the experiences of the Chinese on the frontier. When most Americans think of pioneers, they picture families from the eastern United States traveling in covered wagons across the Great Plains. But not all settlers in the 1800s were westward bound. The Chinese were pioneers who traveled east. How does their journey complicate our understanding of what it means to be a pioneer? One meaning of the word is innovator. T o what extent were the Chinese innovators in the West?
and immigration made you what you are—your nation what it is. It transferred you at once from childhood to manhood and made you great and respectable throughout the nations of the earth . . . . You argue that this is a republic of a particular race—that the Constitution of the United States admits of no asylum to any other than the pale face. This proposition is false in the extreme, and you know it. The declaration of your independence, and all the acts of your government, your people, and your history are all against you.
How did Asing use American history and documents to challenge Bigler's arguments? How does he seem to see himself: As a man from China? An American? As a combination of the two? What do his arguments reveal about the changes that were taking place in the Chinese community in San Francisco?
A stereotype is more than a label or judgment about an individual based on the characteristics of a group. It reduces individuals to categories by denying their uniqueness. What stereotypes did Americans in the 1850s have about the Chinese? How did men like Norman Asing try to counter those stereotypes? How do you challenge a stereotype?
l
What surprised you about the relationship between the Chinese and American miners in Idaho? How did it differ from relationships between Chinese and American miners seen earlier in the documentary? How do you account for those differences?
According to the 1860 census, nearly 4 out of every 10 Californians were foreign born. The census also revealed that nearly all of the newcomers in California, both American and foreign born, were young men—the average age was 25. Their aim was to get rich quickly and
move on. When the gold ran out in California, they headed for gold rushes and silver bonanzas in other parts of the West. As precious metals became harder to find, some newcomers, both native and foreign born, turned to other ways of earning a living and then they sent for their wives and children. The Chinese were the exception. For the most part, they continued to live in "bachelor communities" throughout the late 1800s. Why do you think they were not as quick to bring their families to the United States? What part did Chinese tradition play in their decision? What part did economics play? How might concerns for the safety of their families have shaped the choices they made?
Cooking, cleaning, and laundering were women's work in China as well as in the United States. Why did Chinese men in the West take on these jobs? What stereotypes did they challenge in doing so? What stereotypes did their new occupations foster?
Lalu Nathoy's father sold her into slavery in 1871, when she was 13 years old. In her study
4. The Railroad
(42:40-54:40)
Segment 4 describes the building of the transcontinental railroad—one of the greatest engineering feats of the 19th century. To what extent did work on the railroad challenge stereotypes about the Chinese? What did it teach the Chinese about American life?
Chinese railroad workers organized one of the biggest strikes in American history. What did the event reveal about the process of becoming American?
What was it like to build a railroad through the mountains? Chinese workers left no letters or diaries that might answer such questions. Novelist Maxine Hong Kingston imagines of Chinese women in San Francisco's Chinatown, historian Judy Yung writes of young girls like Lalu Nathoy, "Most were kidnapped, lured, or purchased from poor parents by procurers in China for as little as $50 and then resold in America for as much as $1,000 in the 1870s." Yung explains that many women had contracts that spelled out the terms of their service. She describes a typical contract as an agreement to work without pay for four to six years in exchange for the settlement of a debt. The terms were so harsh that few women lived long enough to secure their freedom. Some died of diseases, others were murdered or took their own lives.
Lalu Nathoy was among the few survivors. No one really knows how she managed to overcome the obstacles she encountered. Some believe that her skills as a healer may have helped her survive. Others attribute her survival to her ability to make the most of every opportunity she found on the Idaho frontier. To what extent is Lalu Nathoy's story one of courage and resilience?
l
what it was like for Ah Goong, her grandfather, to work on the railroad. She writes:
When cliffs, sheer drops under impossible overhangs, ended the road, the workers filled the ravines or built bridges over them. They climbed above the site for tunnel or bridge and lowered one another down in wicker baskets made stronger by the lucky words they had painted on four sides. Ah Goong got to be a basketman because he was thin and light. . . . The basket swung and twirled, and he saw the world sweep underneath him; it was fun in a way, a cold new feeling of doing what had never been done before. . . . Winds came up under the basket, bouncing it. Neighboring baskets swung together and parted. He and the man next to him looked es. They laughed. . . . Swinging near the cliff, Ah
Goong stood up and grabbed it by a twig. He dug holes, then inserted gunpowder and fuses. He worked neither too fast nor too slow, keeping even with the others. The basketmen signaled one another to light the fuses. He struck match after match and dropped the burnt matches over the sides. At last his fuse caught; he waved, and the men above pulled hand over hand hauling him up, pulleys creaking. . . . "Hurry, hurry," he said. Some impatient men clambered up their ropes. Ah Goong ran up the ledge road they'd cleared and watched the explosions, which banged almost synchronously, echoes booming like war. He moved his scaffold to the next section of the cliff and went down into the basket again, with bags of dirt, and set the next charge. . . .
Then it was autumn, and . . . the men had to postpone the basket-work. . . .
The days became nights when the crews tunneled inside the mountain, which sheltered them from the wind, but also hid the light and sky. Ah Goong pickaxed the mountain, the dirt filling his nostrils through a cowboy bandanna. He shoveled the dirt into a cart and pushed it to a place that was tall enough for the mule, which hauled it the rest of the way out. He looked forward to car duty to edge closer to the entrance. Eyes darkened, nose plugged, his windy cough worse, he was to mole a thousand feet and meet others digging from the other side. . . . Coming out of the tunnel at the end of a shift, he forgot whether it was supposed to be day or night. He blew his nose
5. The 1870s: Panic in the East
(54:40-1:02:00)
Segment 5 contrasts the experiences of Yung Wing, the first Chinese graduate of Yale, with those of Chinese factory workers in the East. In 1852, Yung Wing became a US citizen. Although the law said that citizenship was open only to white men, no one questioned his right to become a citizen. After the Civil War, Senator Charles Sumner of Massachusetts suggested that Congress remove the word white from all laws, including naturalization fifteen times before the mucus cleared again.
The dirt was the easiest part of the tunneling. Beneath the soil, they hit granite. 7
What does Kingston add to our understanding of what it meant to build the transcontinental railroad? How does her account explain why she calls her grandfather and other "China men" "heroes"?
When the railroad was completed, railroad officials and politicians gave speeches. Kingston writes:
"The Greatest Feat of the Nineteenth Century," they said. "The Greatest Feat in the History of Mankind," they said. "Only Americans could have done it," they said, which is true. . . . [Ah Goong] was an American for having built the railroad. 8
Connie Young Yu's great grandfather also worked on the railroad. When it was done, she says, he "sent for his wife to come to America." Describing the move as a "big, big leap," she explains that her great grandfather "felt that there was a future in America and it was a place to have children." Why do you think Kingston and Yu believe that their greatgrandfathers' work on the railroad made them Americans?
ll laws. Western senators vigorously objected. In the end, Congress kept the word white and added to those eligible for citizenship "persons of the African race or of African descent."
In 1878, a Chinese immigrant named Ah Yup formally asked the US Supreme Court whether he qualified as a "white person." The justices ruled that he did not qualify, because neither ordinary Americans nor scholars considered him "white." As a result of that decision, US officials denied Yung Wing's citizenship when he tried to return to the United States from a trip to China in 1898. They told him that according to the law, a man born in China could not be a US citizen. As a result, he could not enter the country. Yung Wing managed to settle in Hartford despite efforts to keep him out. He continued to regard himself as both American and Chinese. Historian K. Scott Wong explains:
Yung straddled two worlds, that of a Chinese reformer dedicated to bringing China into the modern family of nations and that of a Chinese American husband and father, concerned with the affairs of his family in Hartford, Connecticut. These roles do not appear to have been contradictory for Yung. A career devoted to serving China did not preclude a desire to be an American. 9
What do Yung Wing's experiences add to your understanding of the word assimilation? To what extent does he challenge the idea that Chinese could not assimilate?
In the factories of the late 1800s, machines set the pace of work. The people who tended those machines were paid by the piece rather than by the hour. They had few rights and no job security. When work was plentiful, many earned barely enough to survive. In periods of depression—times when businesses slow and companies lay off workers and cut wages— hunger loomed. In the late 1800s, there were two severe depressions—1873-1879 and 1893-1897. Each was marked by widespread unemployment. Working people responded to hard times with strikes to protest layoffs, pay cuts, and unsafe working conditions. Many of these strikes turned into pitched battles between labor and management.
In 1870, Calvin T. Sampson, the owner of a shoe factory in North Adams, Massachusetts, tried to end the strikes at his plant by destroying the labor union his employees had organized. The next time they walked off the job, he replaced them with 75 Chinese workers from California. On June 13, 1870, those workers arrived in North Adams by rail. Historian Ronald Takaki writes:
"A large and hostile crowd met them at the depot, hooted them, hustled them somewhat, and threw stones at them," The Nation reported. Thirty plainclothes policemen marched the newcomers to dormitories at Sampson's factory, where they were placed behind locked and guarded gates. A few days later, the Boston Commonwealth announced: "They are with us! The 'Celestials'—with almond eyes, pigtails, rare industry, quick adaptation, high morality and all—seventy-five of them—hard at work in the town of North Adams." The Springfield Republican predicted the "van of the invading army of Celestials" would free Sampson from "the cramping tyranny of that worst of American trades—unions, the 'Knights of St. Crispin.'" White workers as well as white employers watched as Sampson opened his factory again and began production.
They did not have to wait long for results. Within three months, the Chinese workers were producing more shoes than the same number of white workers would have made. The success of Sampson's experiment was reported in the press. "The Chinese, and this especially annoys the Crispins," the editor of The Nation wrote, "show the usual quickness of their race in learning the process of their new business and already do creditable hand and machine work." 10
What stereotypes are embedded in each quotation from popular newspapers and magazines? How are these stereotypes similar to those held by Americans in the West? How do you account for differences? Reporters believed that the stories they wrote about Chinese
6. Denis Kearney's Campaign
(1:02:00-1:10:00)
Segment 6 explores the effects of Denis Kearney's anti-Chinese campaign. The depression in the 1870s that caused labor unrest in the East also shaped labor relations in the West. As jobs became harder to find in California, many workers were attracted to Kearney's speeches. Huie Kin, whose story is told in Program 1, witnessed the effects of those speeches. He later wrote:
The sudden change of public sentiment towards our people in those days was an interesting illustration of mob psychology. . . . The useful and steady Chinese worker became overnight the mysterious Chinaman, an object of unknown dread. When I landed [in 1868], the trouble was already brewing, but the climax did not come until 1876-1877. I understand that several causes contributed to the anti-Chinese riots. It was a period of general economic depression in the Western states, brought about by drought, crop failures, and a presidential campaign. . . . There were long processions at night, with big torch lights and lanterns, carrying the slogan "The Chinese Must Go," and mass meetings where fiery-tongues flayed the Chinese. . . . Those were the days of Denis Kearney and his fellow agitators. . . .
The Chinese were in a pitiable condition in those days. We were simply terrified; we kept indoors after dark for fear of being shot in the back. Children spit upon us as we passed by and called us rats. However, there was one consolation: the people who employed us never turned against us and we went on quietly with our work until the public frenzy subsided. 11
workers in North Adams had a moral or lesson. What lesson did these stories teach factory owners? What did they teach the "Crispins" and members of other labor unions? What might Chinese workers have learned from these stories?
l
What do Huie Kin's comments suggest about the vulnerability of minorities in a time of crisis? Kwang Chang Ling addressed Kearney's lies in a letter to the San Francisco Argonaut on August 10, 1878:
You are continually objecting to [the] morality [of the Chinese]. Your travelers say he is depraved; your missioners call him ungodly; your commissioners call him unclean. . . . Yet your housewives permit him to wait upon them at their table; they admit him to their bedchambers; they confide to him their garments and jewels; and even trust their lives to him by awarding him supreme control over their kitchens and the preparation of their food. There is a glaring contradiction here. . . .
The slender fare of rice and the other economical habits of the peasant class [of China], which are so objectionable to your lower orders and the demagogues who trumpet their clamors, are not the result of choice to Chinamen; they follow poverty. The hard-working, patient servants that you have about you today love good fare as well as other men, but they are engaged in a work far higher than the gratification of self-indulgence; they are working to liberate their parents in China [from poverty]. . . . When this emancipation is complete, you will find the Chinaman as prone as any human creature to fill his belly and cover his back with good things.
How does the writer challenge stereotypes associated with the Chinese in the late 1800s? Why do you think his letter had little or no effect on the way many Americans viewed the Chinese? In your experience, what is the best way to counter a stereotype? Challenge a myth? Expose a lie?
As anti-Chinese feelings increased, those already in the United States tried to prepare newcomers for the realities of American life, particularly in the West. In 1875, Wong Sam and his assistants created An English-Chinese Phrase Book. Calling the book the "very first history of Chinese life in America from the Chinese point of view," Shawn Wong reads, "They were lying in ambush. He came to his death by homicide. He was murdered by a thief. He committed suicide."
What do these passages suggest about the dangers the West posed for the Chinese in the late 1800s? What does the page from the Phrase Book reprinted here add to your understanding of what Chinese life in America was like in the late 1800s?
The Chinese were not the only immigrants who had to learn a new language and figure out how to deal with people whose customs and laws differed from their own. What stories are told in your family about the process of becoming American? What stories are told about the challenges of adjusting to life in a new land? How are those stories similar to the ones told in Becoming American: The Chinese Experience? How do you account for differences?
7. Yung Wing's Dream ...and Washington D.C.
(1:10:00-1:24:00)
In Segment 7, Yung Wing dreams of a school where students from China could learn and be immersed in Western ways. Charlie Chin observes that many Americans at the time viewed Yung's students as "curiosities." What does it mean to be seen as a "curiosity"? What other factors may have shaped the way Yung and his students were seen? Suppose Yung Wing had brought workers to Connecticut rather than students. Would their reception have been the same?
In the late 1800s, how did members of Congress and other Americans answer these questions?
..Who may live among us? ..Who may become an American? ..What does it mean to be an American? What were the consequences of their responses?
In Segment 7, historian Andrew Gyory says of Senator James Blaine's anti-Chinese speeches, "What's significant is not just the nastiness
that Blaine uses, because other politicians had used nasty terms before, it's the fact that he . . . lifts the issue out of the gutter, out of the sandlots of San Francisco and makes it respectable." What does Gyory mean by that statement? How does it explain the fact that 11 different bills calling for Chinese exclusion were submitted to Congress in 1881?
At the end of Program 1, Yung Wing's students return to China. Many of them became engineers, physicians, college presidents, military leaders, and diplomats. Tang Shao-yi was the first premier of the Republic of China in
TO LEARN MORE
Books
Kingston, Maxine Hong. China Men. Vintage Books, 1977.
McClain, Charles J. In Search of Equality: The Chinese Struggle Against Discrimination in Nineteenth- ..Century America. University of California, 1994.
McCunn, Ruthanne Lum.
Chinese A
merican Portraits.
Chr onicle Books, 1988.
_____.
Thousand P
ieces of Gold
Yep, Laurence.
Dr
. B
eacon Press, 1981. A novel about Lalu Nathoy (Polly Bemis).
agon's Gate.
H
arperCollins, 1994. A novel about the transcontinental railroad.
Websites
California Gold Rush: http://www.cagoldrush.com Union Pacific Railroad: http://www.up.com/index.shtml Includes images of Chinese workers. Central Pacific Railroad Photographic History Museum: http://www.cprr.org The Multicultural American West: A Resource Site: http://www.wsu.edu:8080/~amerstu/mw/ Asian-Americans in the West: http://www.library.csi.cuny.edu/westweb/pages/asian.html The West: http://www.pbs.org/weta/thewest/ The companion website to the Ken Burns film includes historical information and photographs from the film.
Yung Wing: http://www.anb.org/articles/09/09-00834.html Biography by historian Roger Daniels.
5 Quoted in Strangers from a Different Shore: The History of Asian Americans by Ronald Takaki. Little, Brown & ....Co, 1989, 1998, 33.
6 Unbound Feet: A Social History of Chinese Women in Chinatown by Judy Yung. University of California Press, ....1995, 19-20.
7 From China Men by Maxine Hong Kingston © 1977, 1978, 1979, 1980. Used by permission of Alfred A. ....Knopf, a division of Random House, Inc.
8 Ibid., 145.
9 "Cultural Defenders and Brokers: Chinese Responses to the Anti-Chinese Movement" by K. Scott Wong in ....Claiming America: Constructing Chinese American Identities During the Exclusion Era. Edited by K. Scott Wong ....and Sucheng Chan. Temple University Press, 1998, 30-31.
10 Strangers from a Different Shore: The History of Asian Americans by Ronald Takaki. Little, Brown and Co., 1989, .... 97-98.
11 Reminiscences by Huie Kin. G.I. Trigg, 1982, 26-27.
1912. Chan Tien-Yu designed, planned, and built China's first railroads. Chang Hon-Yen managed to stay in the United States and graduate from Columbia University Law School. At first he was not allowed to practice law because he was not a US citizen. After repeated petitions to the state of New York, the legislature passed a special bill in 1887 allowing him to practice. He became an activist for civil rights. How do the accomplishments of these young men challenge the stereotypes in the congressional debates? Was Yung Wing's mission a success or a failure? How did you decide?
SUMMARY
The Chinese Exclusion Act that Congress passed in 1882 was renewed in 1892 with a new restriction—every Chinese in the nation had to carry a certificate of identity issued by the US government. In 1902, the law was renewed again and in 1904, made permanent. The stories told in Program 2 explore the impact of those laws on families kept apart, on lives distorted by countless restrictions.
Program 2 begins with the violence that followed passage of the first exclusion act. In town after town in the West, Chinese were driven out and their houses burnt to the ground. Many headed for the safety of San Francisco's Chinatown. Yet even there, the Chinese were not secure. Their long struggle to establish a secure place for themselves in American society is the focus of Program 2. The repeal of the Exclusion Act in 1943 ended the exclusion years. The repeal of antiChinese laws and the end of World War II marked the beginning of the end of "bachelor society," which had been the defining feature of the Chinese immigrant experience for nearly a century.
Timeline: 1882 _ 1944
1882 US passes first Chinese Exclusion Act; Chinese who leave US need certificate to reenter.
1884 There are 18,254 Chinese in Hawaii.
1885 Anti-Chinese violence in Rock Springs, Wyoming and other Western towns.
1888 Scott Act revokes all reentry certificates.
1890 Chinese population in US is 107,488 out of a total population of 62.9 million.
1892 Geary Act renews exclusion and requires that Chinese register with the government.
1893 In Fong Yue Ting v. US, the US Supreme Court upholds the Geary Act.
1898 In Wong Kim Ark v. US, the Supreme Court confirms that anyone born in US is a citizen.
1900 In first census to include Hawaii, Chinese population of the islands is 25,767.
1902 Congress prohibits entry of Chinese to Hawaii and Philippines.
1906 Earthquake and subsequent fire destroy all immigration records in San Francisco.
1907 Expatriation Act removes citizenship from American women who marry foreigners.
1910 Angel Island Immigration Station opens to process potential Asian immigrants.
1911 The Chinese overthrow their emperor and establish a republic.
1913 California and subsequently other states prohibit Asians from buying or leasing land.
1922 Cable Act removes citizenship from American women only if they marry aliens ineligible for citizenship.
1924 US denies entry to almost all Asians, including the Chinese wives of US citizens.
1936 All revocations of citizenship on account of marriage are abolished.
1940 Chinese population in US is 106,334 out of a total population of 132.2 million.
1941 US declares war after Japan attacks Pearl Harbor, Hawaii. China is now an ally of US.
1943 Congress repeals exclusion laws, grants Chinese the right to become citizens.
1. Effects of Exclusion
(00:00-04:50)
Segment 1 describes the violence that followed passage of the Exclusion Act in 1882. Among the places touched by violence were Alaska, Oregon, Washington, and Wyoming.
In 1885, 28 Chinese were killed in Rock Springs, Wyoming and the rest driven out. The violence began after Chinese workers employed at a Rock Springs mining company refused to join white miners in a strike for higher wages. The surviving Chinese miners sent an account of their ordeal to the Chinese consul in New York. It states in part:
About two o'clock in the afternoon a mob, divided into two gangs, came toward "Chinatown," one gang coming by way of the plank bridge, and the other by way of the railroad bridge. . . . Whenever the mob met a Chinese they stopped him and, pointing a weapon at him, asked him if he had any revolver, and then approaching him they searched his person, robbing him of his watch or any gold or silver. . . . Some of the rioters would let a Chinese go after depriving him of all his gold and silver, while another Chinese would be beaten with the butt ends of the weapons before being let go. Some of the rioters, when they could not stop a Chinese, would shoot him dead on the spot, and then search and rob him. . . . Some, who took no part either in beating or robbing the Chinese, stood by, shouting loudly and laughing and clapping their hands.
The Chinese who were the first to flee . . . were scattered far and near, high and low, in about one hundred places. Everyone of them was praying to Heaven or groaning with pain. They had . . . seen whites, male and female, old and young, searching houses for money, household effects, or gold, which were carried across to "Whitemen's Town."
Some of the rioters . . . set fire to the Chinese houses. Between 4:00 P.M. and a little past 9:00 P.M. all the camp houses belonging to the coal company and the Chinese huts had been burned down completely. 12
l
Bystanders play a critical role in situations like the one the miners describe. "They can define the meaning of events," says sociologist Ervin Staub, "and move others toward empathy or indifference. They can promote values and norms of caring, or affirm the perpetrators." To what extent does the account prepared by Chinese miners support Staub's views? To what extent does it challenge his views?
None of the white miners was prosecuted even though their names were widely known. How do you account for the government's failure to prosecute those responsible for the murders? What role did public officials play in the incident the Chinese miners describe? What did they fail to do? How important were the omissions?
As the violence spread, a few citizens and public officials tried to avoid violence. For example, residents of Olympia, Washington passed a resolution in 1885 opposing efforts to remove the Chinese by force. When white rioters threatened to do so anyway, Sheriff William Billings deputized local businessmen to help him keep order. Unlike other cities, officials in Olympia tried and convicted leaders of the riot. How do you account for the stand the sheriff and others in Olympia took? What is the moral or lesson of the story?
In 1997, Gary Locke, the first Chinese American governor of Washington, reflected on the violence in Seattle, Tacoma, Olympia, and other cities in the 1880s and recent efforts to commemorate this history. He said in part:
In the history of every minority in America, there are stark contrasts of light and dark. There are tales of terrible oppression and persecution—and, on the same page—tales of incredible courage, and passionate advocacy for equal rights.
As we work to restore the historical memory of the anti-Chinese, anti-immigrant violence of the
1880s, we must also—and equally—work to restore our historical memory of the people who opposed it.
We should build . . . monuments to the citizens and the sheriff in Olympia, who put their lives on the line when they stood between an angry, armed mob and their intended Chinese victims.
2. Chinatown
(04:50-16:30)
In Segment 2, Bill Moyers describes the exclusion years as the story of "a people in between two countries, often unsure as to which they belonged. It's about families kept apart . . . lives shaped and mis-shaped by Chinese custom as well as US law." For their history of San Francisco's Chinatown, Victor G. and Brett de Bary Nee asked Chinese Americans about the ways exclusion laws affected their communities in the early 1900s. The couple writes of one of those interviews:
Johnny's father, Ginn Wall, came to America in the 1870s to build the Union Pacific. At the age of sixty-three, he spent his life's savings to bring his wife across the Pacific, thus becoming one of the rare Chinese laborers to live with a family in America. It was on the apple orchard where his father was a tenant farmer outside Sebastopol, California, that Johnny became aware of the effects of a history he had not seen. "There were about three hundred Chinese farm workers up there, and they were all old men. I asked my dad about it and he told me they had come over here about the same time he did and they were working on the railroad. Then he began to talk a little about the railroad, something happened after they were done building it, but I didn't listen to him carefully enough then. I just knew that after the railroad was over, these guys worked in a lumber mill for a while doing shingle work, and then when the lumber mill shut down, they went from there to farming." 14
It is not enough to vilify the bigots. We must never forget to celebrate the heroism of those who stood up to them. 13
What lesson does Locke draw from the antiChinese violence in the late 1800s? What does he want citizens to remember? What would you like them to know?
As Johnny grew into his twenties, he realized that the farm settlement in Sebastopol was dying. "Well, there they were, with three hundred Chinese workers, and except for my mother, not a single woman. That was the whole Chinese settlement in Sebastopol. All those old guys thought about was how they wanted to go back to China. But there's only about six months work in the year on apples, so they never saved a thing. . . . And the reason there's no Chinese in Stebastopol today is that eventually they all died off."
What does Johnny Wall's story suggest about the ways US laws shaped and mis-shaped Chinese American life during the exclusion years? What does his story suggest about other factors that may have helped to shape and mis-shape Chinese American life?
3. The Push for Freedom
(16:30-30:00)
Segment 3 describes the way Chinese Americans challenged discrimination. Bill Moyers raises the central question: How do you change laws when you don't have votes or money or allies among whites? How did Wong Chin Foo try to answer that question? The leaders of the Six Companies in San Francisco's Chinatown? Wong Kim Ark? What do their methods suggest about the process of becoming American?
Chinese Americans challenged discrimination by bringing specific cases of injustice to the nation's courts. In case after case, Chinese plaintiffs relied on Section 1 of the Fourteenth Amendment to the US Constitution to challenge a discriminatory law or practice. It states:
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States, nor shall any State deprive any person of life, liberty, or property without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
On what part of Section 1 did the Chinese focus their cases? What is the key word? How does the Fourteenth Amendment seem to define the nation's identity?
Sociologist Kai Erikson writes that one of the surest ways to "confirm an identity, for communities as well as for individuals, is to find some way of measuring what one is not." What individuals and groups were not included in the word American in the late 1800s and early 1900s? Who is not included in the word today? What did it mean to be excluded in the late 19th and early 20th centuries? What does it mean today?
In the late 1800s, writes historian Lucy E. Salyer, Chinese immigrants "laid claim to principles and practices—habeas corpus, due process, evidentiary rules, judicial review"— that were at the heart of the American legal system. She notes that during those years, the Chinese brought 10,000 habeas corpus cases to federal courts in California alone and in the vast majority of those cases the courts ruled in favor of the Chinese. (The Latin words habeas corpus literally means "you have the body." A petition of habeaus corpus is a demand by a prisoner for a formal explanation of the charges against him or her.)
After the passage of the first Chinese exclusion act, the Chinese began to lose more and more cases. In 1893, in the case of Fong Yue Ting v. US, the Supreme Court ruled that immigration officials had the right to deport Chinese immigrants without providing evidence or even holding a trial. In a dissenting opinion, Justice David Brewer observed that the power of the government was being directed against a people many Americans found "obnoxious." He warned, "Who shall say it will not be exercised tomorrow against other classes and other people?" How would you answer his question?
The most important legal victory Chinese won in the late 1800s was in the case of Wong Kim Ark. Frank H. Wu, a professor of law at Howard University, writes of that 1898 victory:
All of us who care about our civil rights should realize that we owe a measure of our shared equality to an individual named Wong Kim Ark. A century ago in California, Wong took on the federal government in an effort to win his right to remain in his homeland.
His legal case ended up in the Supreme Court. His victory shows how, despite recurring racial prejudice, our country can remain true to its ideals. It is worthwhile to reflect on our history, not to condemn the past by contemporary standards, but to understand how we came to where we are now. There are valuable lessons in these forgotten episodes. . . .
Wong Kim Ark had sued to be re-admitted to his birthplace, after taking a trip to China. He argued that by virtue of his birth on its soil he was a citizen of the United States, even though his parents were racially barred from achieving that status.
In opposing Wong, the federal government argued in its court briefs, "There certainly should be some honor and dignity in American citizenship that would be sacred from the foul and corrupting taint of a debasing alienage.". . .
4.Women's Push for Freedom
(30:00-38:40)
Segment 4 explores the efforts of Chinese women to become American. Historian Judy Yung reveals the obstacles they faced by telling the story of her great-grandparents, Leong Shee and Chong [Chin] Lung. Her greatgrandmother was able to enter the US in 1893 because her husband had merchant status. He owned a share of the Sing Kee Company, a trading venture. He also farmed. Yung writes:
While Chin Lung continued to farm in the Sacramento-San Joaquin Delta, GreatGrandmother chose to live above the Sing Kee store at 808 Sacramento Street [in San Francisco's Chinatown] where she gave birth to five children in quick succession. . . . Unable to go out because of her bound feet, Chinese beliefs that women should not be seen in public, and perhaps fear for her own safety, she led a cloistered but busy life. Being frugal, she took in sewing to make extra money. As she told my mother many years later, "Ying, when you go to America, don't be lazy. Work hard and you will become rich. Your grandfather grew potatoes, and although I was busy at home, I sewed on a foot-treadle machine, made buttons, and [did finishing work].
Rejecting these racial arguments, the Court based its ruling on the Fourteenth Amendment. That provision of the Constitution is familiar as the source of "equal protection of the laws."
The Court gave a literal interpretation to its opening lines, that "all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside." 15
According to Frank Wu, what is the moral of Wong Kim Ark's story? What lessons do you think the story teaches? How does it deepen your understanding of the importance of the rights guaranteed in the US Constitution?
l
Great-Grandmother's secluded and hard-working life in San Francisco Chinatown was typical for Chinese women in the second half of the nineteenth century. Wives of merchants, who were at the top of the social hierarchy in Chinatown, usually had bound feet and led
bound lives. But even women of the laboring class—without bound feet—found themselves confined to the domestic sphere within Chinatown. Prostitutes, who were at the bottom of the social order, had the least freedom and opportunity to change their lives. 16
What does it mean to lead a "bound life"? What does Yung's account suggest about the obstacles Chinese women encountered in breaking the bonds that limited their opportunities?
Bill Moyers notes that the "harshest lives belonged to the prostitutes, and in the 1880s, they were almost half the women in Chinatown." He goes on to explain that their "refuge was the Protestant Church and one iron-willed missionary"—Donaldina Cameron. Historian Judy Yung says of Cameron and other Protestant missionaries, "It was largely thanks to their efforts that Chinese prostitution declined by the turn of the [twentieth] century." Yet, she writes, "In
5. Exclusion Forever
(38:40-53:40)
Segment 5 focuses on the way the drama of exclusion played out at the nation's borders in the late 1800s and early 1900s. During those years, other Americans viewed the Chinese as permanent aliens, perpetual foreigners. They had to carry special identification documents. Without these papers, Chinese Americans were subject to deportation. What do the documents suggest about the way other Americans viewed their Chinese neighbors? About the humiliations of the exclusion years? What does it add to the interviews included in this segment?
Byron Yee's family history reveals some of the ways the exclusion acts shaped and mis-shaped Chinese American life. Yee is an actor who tells audiences:
their zeal to rescue and transform Chinese women into their own image, missionary women often manipulated the law and the press to serve their ulterior motives. In the process, they not only infringed on the civil rights of an already disenfranchised population, but also helped to perpetuate negative stereotypes of the Chinese, thus adding fuel to the anti-Chinese sentiment and legislation. This effect was ironic, considering that Protestant missionaries were the one group that consistently opposed the Chinese Exclusion laws." 17
Although Yung admires the results of the missionaries' efforts, she questions their methods. To what extent do the methods used to achieve a worthwhile goal matter? Yung also raises questions about unintended consequences. What were the unintended consequences of the methods used by the missionaries? Why does she call those consequences ironic—not in keeping with expectations?
My name is Byron Yee. I am the second son of Bing Quail Yee. I am the son of a paper son.
My father was an immigrant. He came to America to escape the Japanese invasion of China in 1938. He was 15 years old and he didn't know a word of English. He didn't have a penny in his pocket and he was living in a crowded apartment in New York City with relatives he had never met. I know nothing about my father's history, about his past.
Yee tried to uncover his father's history by examining old records. He started at Angel Island. When he was unable to find out anything about his father there, he went to the National Archives regional office in San Bruno, California. Although Yee did not find his father's records there, he did find those of his grandfather, Yee Wee Thing. In that file, he spotted a reference to his father. Apparently Yee Bing Quail tried to avoid Angel Island by entering the country through the port in Boston. His file was at the regional office in Massachusetts. What did Yee learn from his father's papers?
My father at 15. He is asked 197 questions: "When did your alleged father first come to the United States?" "Have you ever seen a photograph of your alleged father?" "How many trips to China has your alleged father made since first coming to the United States?"
After reading the file, Yee suspected that his father was a paper son. He turned to his mother for help. Although she knew little about her husband's past, she sent her son a portrait of his father's family in China. Yee
6. Laundrymen and Movies
(53:40-1:06:10)
Segment 6 looks at Chinese American life during the 1920s. Historian Henry Yu describes what those years were like for Chinese Americans. He focuses on a single year, 1923:
discovered that the baby on the left was his father. A young boy in the middle of the family portrait turned to be Yee Wee Thing. He was not Byron Yee's grandfather but his uncle. Yee says of his discoveries:
It kind of floored me because all of a sudden it made a lot of sense—why he was the way he was, why he never really talked about his past, why he was very secretive. It explained a lot about him and about his history.
You see my story is no different from anyone else's. . . . In all of our collective past, we've all had that one ancestor that had the strength to break from what was familiar to venture into the unknown. I can never thank my father and uncle enough for what they had to do so that I could be here today. One wrong answer between them and I would not be here. 18
What does Byron Yee's story suggest about the way the laws shaped and mis-shaped family life during the exclusion years?
In 1907, Congress passed a law that stripped American women but not American men of their citizenship if they married a foreigner. In 1922 that law was partially repealed. Only a woman who married an "alien ineligible for citizenship" would lose her citizenship. What do these laws suggest about the way the US regarded women in the early 20th century? In the introduction to Program 2, Bill Moyers says "To become American, the Chinese would have to wage a long campaign, not just in public but inside their homes." What do these laws suggest about the particular challenges women faced in that struggle?
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If you live on the West Coast of the United States and you happen to have come from somewhere in Asia, you live a restricted existence. As an "Asiatic," a "Mongolian," an "Oriental," you are "ineligible for citizenship," unable to become a
naturalized American, and if you are in California, you are forbidden by law from owning land. If you happen to have been born in the United States, you are legally a citizen, but you face widespread discrimination in work, housing, and the law. If you are Chinese, chances are you are male, since exclusionary laws have kept Chinese women out of the country since 1882, and thus fewer than one out of eight people with Chinese ancestry are female. You would find it difficult to live outside of a Chinatown—almost no one except other Chinese would rent or sell to you. . . .
Being considered an Oriental, you find your prospects for prosperity and your choice of employment and housing curtailed by a long history of anti-Asian agitation by labor groups and nativist organizations. . . . The US Congress is just about to pass a series of new immigration laws that will virtually cut off all immigration from Asia. . . . If you are of Asian ancestry in the United States in 1923, you are seen as "alien"— very few people see you as "American." Even among those who tolerate you and your existence, there is an overwhelming sense that you are an unknown, a mystery, perhaps even inscrutable. 19
What do Yu's remarks reveal about what it means to be "shoved to the sidelines of American life"?
By the 1920s, change was coming. Bill Moyers explains, "Some men were able to bring their wives to America. And their children—raised in America—would want very different lives." A few of those children were willing to defy tradition. Among them was a laundryman's daughter who decided to become a movie star. Her name was Anna May Wong and she refused to be "shoved to the sidelines of American life." Although she faced discrimination, Karen Leong says that "it's a mistake to see Anna May Wong's career as a tragedy or her life as a tragedy." How would you assess her career? Was she a tragic figure or was her struggle to overcome the stereotypes that defined her heroic?
How did stereotypes affect the way many other Americans in the 1920s viewed Chinese Americans? The way they viewed Chinese American women? How were those stereotypes reflected in Anna May Wong's films? What stereotypes shape perceptions today? How are they reflected in current films?
In Part 1 of a three-part memoir published by Pictures magazine in August 1926, Anna May Wong described her childhood in Los Angeles. She focused on an incident that took place when she was just six years old. As she and her sister walked home from school, writes Wong:
A group of little boys, our schoolmates, started following us. They came nearer and nearer, singing some sort of a chant. Finally they were at our heels.
"Chink, Chink, Chinaman," they were shouting. "Chink, Chink, Chinaman."
They surrounded us. Some of them pulled our hair, which we wore in long braids down our backs. They shoved us off the sidewalk, pushing us this way and that, and all the time keeping up their chant: "Chink, Chink, Chinaman. Chink, Chink, Chinaman."
When finally they had tired of tormenting us, we fled for home, and once in our mother's arms we burst into bitter tears. I don't suppose either of us ever cried so hard in our lives, before or since. 20
When the name-calling continued, the girls were taken out of the public school and placed in the Chinese Mission School. Wong writes, "Though our teachers were American, all our schoolmates were Chinese. We were among our own people. We were not tormented any longer." The magazine published a second installment of Wong's memoirs the following month but went out of business before the last installment was published.
Why do you think Wong describes herself as "Chinese" rather than "American"? Why do you think she devoted much of the first installment of her memoirs to an event that took place when she was six years old? What is she trying to tell her fans about herself and other Chinese Americans through this story? What stories might you tell about your childhood?
7. Young People Push ...on Two Fronts
(1:06:10-1:14:15)
In Segment 7, Bill Moyers says, "To make lives for themselves in America, the young would have to push on two fronts, against the codes of white society—and those of their parents as well." According to Jade Snow Wong and Ark Chin, what were the issues that divided immigrant parents and their children in the 1920s? How are they similar to the issues that divide families today? What differences seem most striking?
After examining 28 autobiographies of young Chinese Americans in the early 1900s, historian Sucheng Chan found that "almost all" "believed strongly that they were, and should be treated as, 'Americans,'" but young men and women differed in what they considered to be characteristics of an American identity. "To the men, being American meant having
After Anna May Wong's death, Frances Chung wrote a poem in her memory. She entitled it "American actress (1907-1961)."
Anna May Wong L.A. laundry child phoenix woman sea green silk gown ivory cigarette holder solitary player on a fast train through China speaking Chinese with American accent 21
What does the poet suggest lies behind the stereotypes associated with Anna May Wong? How does she view Anna May Wong—as American, Chinese, or Chinese American?
certain rights—the right to be in the United States, the right to vote, the right to own property. . . . These Chinese American young men recognized that when they could not enjoy the rights that other American citizens enjoyed, . . . a discrimination based on race . . . and not Chinese culture constrained them." Chan found that "Chinese American young women thought that being American meant having certain freedoms—the freedom to not behave according to Chinese customs, to choose their own mates, to work, and be recognized for their individual achievements." 22
How do you account for the differences in the ways young Chinese American men and women defined their American identity in the early 1900s? Which is closest to the way you define an American identity?
8. World War II
(1:14:15-1:24:00)
Segment 8 focuses on the impact of World War II on Chinese Americans. The war began for the United States on December 7, 1941, just after Japan bombed Pearl Harbor, Hawaii. A few months later, the United States government authorized the removal of all Japanese Americans—aliens and citizens alike—from the West Coast. They were sent to prison camps surrounded by barbed wire and guarded by armed soldiers. Not one of them had been accused of a crime. They were imprisoned solely because of their ancestry.
To the horror of many Chinese Americans, popular newspapers and magazines in 1942 offered "tips" on how to tell a person of Chinese descent from one of Japanese descent. In "Can't Tell," Nellie Wong explores how those stories affected her parents and other Chinese Americans.
When World War II was declared on the morning radio, we glued our ears, widened our eyes. Our bodies shivered.
A voice said Japan was the enemy, Pearl Harbor a shambles and in our grocery store in Berkeley, we were suspended next to the meat market where voices hummed, valises, pots and pans packed, no more hot dogs, baloney, pork kidneys.
We children huddled on wooden planks and my parents whispered: We are Chinese, we are Chinese. Safety pins anchored, our loins ached.
Shortly our Japanese neighbors vanished
Chinese American soldier atop a captured German tank.
and my parents continued to whisper: We are Chinese, we are Chinese.
We wore black arm bands, put up a sign in bold letters. 23
Why do Nellie Wong's parents whisper, "We are Chinese, we are Chinese"? What do they fear?
In 1942, sociologist Rose Hum Lee assessed the changes that were taking place in Chinese American communities as a result of the war. Before the war began, she noted:
One half of our Chinese population lives on the West Coast. . . . Most of the others are located in large cities in the East and Midwest; New York, Chicago, Cincinnati, Detroit, and Cleveland have sizeable Chinatowns. In out-of-the-way towns are lonely laundrymen silently washing and ironing. Wherever the Chinese are, it has been possible to count the variations in ways they
can earn their living on the fingers of the hand—chop suey and chow mein restaurants, Chinese art and gift shops, native grocery stores that sell foodstuffs from China to the local Chinese community. . . .
Since the war began, Lee writes:
For the first time since Chinese labor exclusion began, absorption of the Chinese into American industry has been significant. . . .
[Chinese workers] have gone into the army and navy, into shipbuilding and aircraft plants. Even the girls are getting jobs. A personal column of the Chinese Press notes: "The newest on the defense payrolls are Jane Sai, stenographer; Rose Hom, timekeeper; Jimmy Hom, welder; J. Eric Hom, carpenter." And another item says, "In Fresno, Chinese boys and girls are training at the [National Youth Administration] resident project for employment with Consolidated Aircraft."
Lee tells similar stories about other parts of the country. She ends her essay by stating:
T o be fighting for freedom and democracy in [East Asia] . . . and to be denied equal opportunity in the greatest of democracies, seems the height of irony. With the absorption of the Chinese in industry and the proof that they are good workers, loyal citizens, and faithful to the United Nations' cause, racial barriers and prejudices should break down now and for all time. 24
Why is Lee optimistic about the future of Chinese Americans? To what extent is her optimism shared by the Chinese Americans interviewed in this segment?
In 1943, at President Franklin D. Roosevelt's request, Congress quickly passed a bill repealing 15 anti-Chinese laws, including the exclusion act. In August 1943, the Immigration and Naturalization Service Monthly Review described the testimony given at congressional hearings on the bill:
An important spokesman for repeal at those public hearings and the one who perhaps made the deepest impression . . . was Admiral H.E. Yarnell, for fifty years in the United States Navy and Commander of the Pacific Fleet from 1936 to 1939. . . . He reminded the Committee that Japan is utilizing the American exclusion laws with much effect in her propaganda campaign in China and other areas of [East Asia] and pointed out that "by the repeal of these laws, this means of stirring up hatred of Western nations will be eliminated."
Although Congress repealed the exclusion acts, it had no plans to alter the Immigration Act of 1924. Under the terms of that law, no more than 105 Chinese would be allowed to immigrate each year. Despite that restriction, writes the Review:
Fear was expressed at the hearings that the yearly number of Chinese admitted to this country would be a large one since, according to the 1924 Immigration Act, the quota under which an immigrant belongs is the quota of the country of his birth. . . . Some foresaw that large numbers of Chinese would enter outside the quota as natives of one of the Western Hemisphere nonquota countries—there are said to be many Chinese in Latin American countries—or would, because of birth in a British possession, be entitled to enter under the very large British quota. 25
One provision of the proposed bill would limit to 105 "the maximum number of Chinese quota immigrants who could be admitted from all parts of the globe in any one year." The bill did allow Chinese Americans to become United States citizens. Within a few years, over 9,000 wives took advantage of their husbands' citizenship and quickly entered the US as non-quota immigrants. What old stereotypes are reflected at the hearings? What new concerns do the hearings reflect? What information and insights might Chinese Americans have added?
Books
Nee, Victor G. and Brett de Bary Nee. Longtime Californ': A Documentary History of an American ..Chinatown. Pantheon Books, 1973.
Wong, Jade Snow. Fifth Chinese Daughter. University of Washington Press, 1990.
Wong, K. Scott and Sucheng Chan. Claiming America: Constructing Chinese American Identities ..during the Exclusion Era. Temple University Press, 1998.
Yu, Connie Young, "The World of Our Grandmothers." In Making Waves: An Anthology of Writing by and about Asian Women. Beacon Press, 1989.
Yung, Judy. Unbound Voices: A Documentary History of Chinese Women in San Francisco. University of ..California Press, 1999.
Websites
Angel Island: http://www.angelisland.org Oral histories of Angel Island detainees and their families. Angel Island Immigration Station Foundation: www.aiisf.org
Anna May Wong: http://www.annamaywong.com The first Chinese American woman to become a ..Hollywood star.
Separate Lives, Broken Dreams: http://www.naatanet.org/separatelivesbrokendreams/synopsys.html The ..companion website to a documentary exploring the origins and effects of the Chinese exclusion ..acts.
US Supreme Court: http://www.findlaw.com/casecode This website contains decisions of the Supreme Court, ..including Fong Yue Ting v. US and Wong Kim Ark v. US.
12 Quoted in Chink! by Cheng-tsu Wu. World Publishing, 1972, 152-155.
13 "Remarks, Chinese Reconciliation," by Gary Locke, May 16, 1997. http//: www.governor.wa.gov/speeches/ speech- ......view.asp?SpeechSeq
14 From Longtime Californ' by Victor G. Nee and Brett de Bary Nee © 1972, 1973. Used by permission of ......Pantheon Books, a division of Random House, Inc.
15 "Born in the USA" by Frank H. Wu. © 2001, IMDiversity.Inc.
16 Unbound Feet: A Social History of Chinese Women in San Francisco by Judy Yung. University of California Press, ......1995, 15-16.
17 Ibid, 36.
18 webcenter.ellisisland.netscape.com/immexp/wseix Copyright 2000 by The Statue of Liberty-Ellis Island ......Foundation, Inc.
19 Thinking Orientals: Migration, Contact, and Exoticism in Modern America by Henry Yu. Oxford University Press, ......2001, 16-17.
20 "The True Life Story of a Chinese Girl, Part 1" by Anna May Wong. Pictures, August, 1926.
21 "American actress (1906-1961) by Frances Chung in Crazy Melon and Chinese Apple: The Poems of Frances ......Chung. Wesleyan University Press, 2000, 144.
22 "Race, Ethnic Culture, and Gender" by Sucheng Chan in Claiming America: Constructing Chinese American ......Identities during the Exclusion Era edited by K. Scott Wong and Sucheng Chan. Temple University Press, 1998, ......132, 135.
23 From Dreams in Harrison Railroad Park by Nellie Wong. Copyright © 1978 by Nellie Wong. By permission of ......Kelsey Street Press.
24 "Chinese in the United States Today: The War Has Changed Their Lives" by Rose Hum Lee. Survey Graphic: ......Magazine of Social Interpretation 31, no. 10, October, 1942, 419, 444.
25 "Proposed Repeal of the Chinese Exclusion Acts," INS Monthly Review, Aug. 1943, Vol. 1, #2, 13-19.
SUMMARY
Program 3 focuses on the Chinese experience in the United States from the end of World War II through the Civil Rights Movement of the 1950s and 1960s to the present. In 1965, the last legal barrier to Chinese immigrants fell with the signing of a new law that ended immigration quotas based on race. In the 19th and early 20th centuries, the story of the Chinese in America was primarily a legal drama, played out on the nation's borders and in its courts. After the new immigration law went into effect, it became a personal story told one individual, one family at a time.
Many new arrivals still struggle to survive. Too often Chinese Americans still encounter suspicion and hostility. Nevertheless, Chinese Americans have achieved great success and now, like so many others, they are stitching together a new American identity. As Michelle Ling, a young Chinese American, tells Bill Moyers in Program 3, "I get to compose my life one piece at a time, however I feel like it. Not to say that it's not difficult and . . . that there isn't challenge all the time, but more than material wealth, you get to choose what you are, who you are."
1. The Cold War
(5:30-23:30)
Program 3 opens with the story of a young architecture student named Maya Lin. In 1981, at the age of 21, she created the winning design for the Vietnam War Memorial in Washington, D.C. When her work was chosen and her name revealed, there was a sudden outcry.
Bill Moyers explains, "She was born in the US. She was a teen-ager when Saigon [the capital of South Vietnam] fell [ending the Vietnam War]. . . . But suddenly she got caught among old demons—ones that ran deep in the American mind." In reflecting on her story, Moyers asks, "Was this another dispiriting tale of racism? Or the opposite? After all, her plans got built to much acclaim. It struck me, her story is like the story of Chinese America as a whole: it shows how powerful race can be in this country—and how powerless, when matched against human will." How do Moyers' words apply to Maya Lin's story? To other stories told in the documentary?
In 1949, a Communist government came into power in China. The following year, the United States fought against North Korea and Communist China as part of an effort to contain Communism. Helen Zia, whose story is told in Program 3, writes that Chinese Americans, already under scrutiny as "foreigners" were now seen as potential enemy agents. She writes:
Sharp divisions formed between Chinese Americans over the question of Communist rule in China—with a clear awareness of the trouble it might bring them in America. The more conservative community organizations mounted their own anti-Communist campaigns to prove, preemptively, that Chinese were loyal Americans.
Their fears were not unfounded. . . . The immigration service posted signs in Chinese in
Chinatowns publicizing a "Confession Program" which encouraged people to inform on friends and relatives in exchange for legal immigration status; thousands participated, including more than 10,000 in San Francisco alone.
FBI director J. Edgar Hoover was convinced that Chinese Americans posed a domestic Communist threat. In 1969 he warned: "The United States is Communist China's No. 1 enemy. . . . Red China has been flooding the country with propaganda and there are over 300,000 Chinese in the United States, some of whom could be susceptible to recruitment either through ethnic ties or hostage situations because of relatives in Communist China." 26
How does Helen Zia's account explain the visits from the FBI Charlie Chin describes? The wire tapping and tampering with the mail that Zia herself recalls as a child? How does one prove loyalty to a nation? When Hoover looked at Americans of Chinese descent, he did not see Americans but "300,000 Chinese in the United States." What does it mean to be seen as a "perpetual foreigner" even though you are an American citizen?
In 2000, Maya Lin wrote, "Sometimes a total stranger—a cabdriver, for example—will ask me where I am from." It is an ordinary question. Or is it? Lin goes on to say:
I mutter, "Here it goes again" or I will respond "Ohio," and the stranger will say, "No, no, where are you really from?" It used to upset me to always be seen as other—not really from here . . . not really American . . . but then from where? So I used to practically get into brawls with the person, insisting I was really from Ohio. At that point, more than a few have lectured me on how I shouldn't be ashamed of my heritage. So now, practiced at avoiding conflict, I say, "Ohio . . . but my mother is from Shanghai and my father is from Beijing."
2. Benny Pan and ....the Cultural Revolution
(23:30-30:00)
Segment 2 introduces Benny Pan. When the Communists took over China, Pan made a fateful decision—one that changed his life. He helped his sister Deanna escape, but he stayed behind to care for their parents. To what extent did his decision reflect Chinese cultural traditions? To what extent did his decision reflect the changes that had been taking place in China over the past 100 years?
During the Cultural Revolution, China's leaders tried to remove all opposition to Mao Tsetung's version of Communism. They targeted Christians and individuals with wealth or education. How did the revolution affect Pan? His sister says that she heard nothing from her brother or other relatives in China for years at a time. How do you think that silence shaped families in both China and the US?
The questioner generally seems satisfied.
But the question, however innocently it is asked, reveals an attitude in which I am left acutely aware of how, to some, I am not allowed to be from here; to some, I am not really an American. 29
Why do you think Helen Zia calls the question that Maya Lin describes as one that unites all Asian Americans? In Segment 1, Shawn Wong describes his childhood in the 1950s. How did the attitudes Maya Lin describes shape his childhood? Why was it important to him that the University of California had a Japanese American football player? What did Pete Domoto mean to Wong?
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Deanna Chan settled in the United States after China fell to the Communists. How is she like immigrants who came from China in the late 1800s and early 1900s? What differences seem most striking? What do those differences suggest about the way refugees differ from other immigrants? What special challenges do they face?
Benny Pan's story suggests the difficulties Chinese who wanted to emigrate faced after the Communists came to power. In the late 1900s, most Chinese who immigrated to the United States came from Taiwan and Hong Kong. Program 2 described the way Chinese customs and US law shaped and mis-shaped Chinese American life in the early 1900s. What does Program 3 suggest about the forces that shaped and mis-shaped life in China and the United States in the 1950s and 1960s?
3. The Civil Rights Movement
(30:00-39:15)
Segment 3 describes what the Civil Rights Movement meant to young Chinese Americans. Helen Zia recalls, "In college, I learned that I was an Asian American. I learned that I didn't have to call myself Oriental like a rug. It was like a light bulb going off." Charlie Chin recalls, "We were suddenly charged with the idea that we could actually make a difference, that we could actually change history for the better." Shawn Wong participated in the strikes at Berkeley and San Francisco State to win courses in Asian and African American history. He recalls the 1960s as a time Asian Americans "could speak out. You no longer wanted to be invisible." What do the three suggest about the power of the Civil Rights Movement to inspire?
In a speech at the Library of Congress in May 12, 1998, Bill Lann Lee, the first Chinese American to serve as assistant attorney general for civil rights, reflected on the importance of the laws that resulted from the Civil Rights Movement. He focused on what those laws meant to the people he encountered as a volunteer lawyer for the Asia-American Legal Defense Fund in New York City in the early 1970s:
W aiters, cooks, dim-sum girls, laundry workers came to the weekly clinic. They came with humble problems of humble people. Getting legal relief for these people meant something in their lives.
4. Immigration Act and Nixon
(39:15-44:00)
Segment 4 focuses on the impact of two events on Chinese American life: the Immigration Act of 1965 and President Richard Nixon's 1972 visit to China, which eventually led to the restoration of diplomatic relations between the US and China in 1979.
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I learned from that experience, in the most forceful and direct way, that our nation's civil rights laws really do protect all Americans. It's not about theory. It's about real people's lives and about real equal opportunity and real fairness. . . .
We need to invest in each other's civil rights. It's more important today than ever. The civil rights laws are not for any individual or group. They are for all Americans. It's like John Donne, the poet, said: "Ask not for whom the bell tolls, it tolls for thee." 28
What do Lee's remarks suggest about the way one individual, one group, one movement can inspire others?
African Americans and Asian Americans tried to reclaim their place in American history in the 1960s. Students like Shawn Wong went on strike to demand programs that included their stories. Connie Young Yu, whose story was told in Program 2, explains the importance of such demands, "Worse than burning the books is not being included in the record at all, and in American history—traditionally viewed from the white male perspective— minority women have been virtually ignored."
Why do you think she views being excluded as "worse than burning the books"? How do those who are left out find their place in the history books?
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President Lyndon B. Johnson did not think that the new immigration law would be "revolutionary." The two graphs on the next page show where immigrants came from in 1960 and 2000. What do they suggest about the way the new immigration law affected the nation? How revolutionary was the law?
Charlie Chin, Shawn Wong, and Helen Zia describe how the newest immigrants were changing Chinatowns across the nation. How did those changes challenge old stereotypes about the Chinese people and their cultures?
Instead I sounded like some hick from New Jersey, stumbling along as badly as the other American students next to me. Still my fantasy persisted; I thought I might "go back" to China, a place I had never been, as rude detractors so often urged.
Richard Nixon's trip to China made possible an opportunity that shaped Helen Zia's identity. She explains:
In kindergarten, I learned the Pledge of Allegiance. . . . Even then, I understood that "'Merica" was my home—and that I was an American.
Still a flicker of doubt was ever present. If I was truly American, why did the other American people around me seem so sure I was foreign?
By the time I was a teenager, I imagined that I was a "dual citizen" of both the United States and China. I had no idea what dual citizenship involved, or if it was even possible. No matter, I would be a citizen of the world. This was my fantasy, my way of soothing the hurt of being so unacceptable in the land of my birth.
When I got to college, I decided to learn more about "where I came from" by taking classes in Asian history. I even studied Mandarin Chinese. This had the paradoxic effect of making me question my Chineseness. Other students, and even the teachers, expected me to spout perfectly accented Chinese.
President Richard Nixon's historic trip to China in February 1972 made a visit seem possible for me. That summer, China cracked open the "bamboo curtain," allowing a small group of Chinese American students to visit the country as a goodwill gesture to the United States. I desperately wanted to be one of them, and I put together a research proposal that got the support of my professors. With a special fellowship from Princeton, I joined the group and became one of the first Americans, after Nixon, to enter "Red" China.
In China I fit right in with the multitude. In the cities of Shanghai and Suzhou, where my parents were from, I saw my features everywhere. After years of not looking "American" to the "Americans" and not looking Chinese enough to the Cantonese who make up the majority of Chinese Americans, I suddenly found my face on every passerby. It was a revelation of sameness that I had never experienced in New Jersey: The feeling didn't last long.
I visited my mother's eldest sister; they hadn't seen each other since 1949, the year of the Communist revolution in China, when my
mother left with their middle sister on the last boat out of Shanghai. Using my elementary Chinese, I struggled to communicate with Auntie Li, who seemed prematurely wizened from years of hardship. My vocabulary was too limited and my idealism too thick to comprehend my family's suffering from the Cultural Revolution, still virulently in progress. But girlish fun transcended language as my older cousins took me by the hand to the local "Friendship Store" and dressed me in a khaki Mao suit, braiding my long hair in pigtails, just like the other unmarried Chinese women.
All decked out like a freshly minted Red Guard in my new do, I passed for local. Real Chinese stopped me on the street, to ask for directions, to ask where I got my tennis shoes, to complain about the long bus queues, to comment on my Shanghai-made blouse, to say any number of things to me. As soon as I opened my mouth to reply, my clumsy American accent infected the lit-
5. The Death of Vincent Chin
(44:00-51:15)
Segment 5 describes a turning point in the 1980s for many Chinese Americans. In 1982, two white workers in Detroit murdered Vincent Chin, a Chinese American. According to court records, they thought he was Japanese and therefore to blame for economic problems in the auto industry. A municipal judge explained why he gave the pair just three years probation and a $3,780 fine, "These aren't the kind of people you send to jail. You fit the punishment to the criminal, not the crime."
The crime and its punishment outraged Asian Americans. One Chinese American was quoted as saying, "Three thousand dollars can't even buy a good used car these days and this was the price of a life." Lily Chin, the mother of the slain man, asked, "What kind of law is this? What kind of justice? This happened because my son is Chinese. If two Chinese killed a white person, they must go to jail, tle Chinese I knew. My questioners knew immediately that I was a foreigner, a Westerner, an American, maybe even a spy—and they ran from me as fast as they could. I had an epiphany common to Asian Americans who visit their ancestral homelands: I realized that I didn't fit into Chinese society, that I could never be accepted there. If I didn't know it, the Chinese did: I belonged in America, not China. 29
Upon her return home, Zia applied for a job as an intern in the China section of the State Department. She was turned down, because the department had a "policy that no persons of Chinese descent should work at the China desk." What stereotypes about "persons of Chinese descent" informed the State Department's policy? What is the moral or lesson that Zia seems to draw from the story? What moral or lesson do you draw from it?
maybe for their whole lives." 30 How would you answer the questions Lily Chin raised?
Asian Americans saw similarities between what happened to Vincent Chin in 1982 and the anti-Chinese riots. Historian Ronald Takaki explains:
They see a parallel between then and now. "What disturbs me," explained George Wong of the Asian American Federation of Union Membership, "is that the two men who brutally clubbed Vince Chin to death in Detroit in 1982 were thinking the same thoughts as the lynch mobs in San Francisco one hundred years ago: 'Kill the foreigners to save our jobs! The Chinese must go!' When corporate heads tell frustrated workers that foreign imports are taking their jobs, they are acting like an agitator of a lynch mob."
The murder of Vincent Chin has underscored the need for Asian Americans to break silences. "For a long time we have not fought back,"
6. Arrival, Struggle
(51:15-1:10:40)
Segment 6 describes the experiences of a few Chinese Americans—Jerry Yang, Jean Tang, Michelle Ling, and Benny Pan. Yang likens his experience as an immigrant to a "journey of understanding of how in this new world I could fit in." To what extent do the other three individuals share his view? How might each describe his or her journey?
What do the four have in common with people who came to the United States from China at other times in history? How do you account for differences? How has the legacy of earlier immigrants shaped the experiences of the four Chinese Americans featured in this segment? What may tomorrow's immigrants learn from their experiences? How may they benefit from their successes and failures?
Jean Tang and Michelle Ling reflect on the myth of the "model minority." What is a "model minority"? Who created the stereo declared George Suey of San Francisco. "But this time we will stand up and fight for our rights." Indeed all Asian Americans—Chinese, Japanese, Koreans, Filipinos, Asian Indians, and Southwest Asians—are standing up this time. They realize what happened to Vincent Chin could happen to them—to anyone with Asian features. 31
State legislatures have defined a hate crime as the use of force or the threat of force to willfully injure, intimidate, interfere with, oppress, or threaten an individual because of his or her actual or perceived "race," color, religion, ethnicity, or gender. Some have also included crimes committed against individuals because of disabilities or sexual orientation. Was the murder of Vincent Chin the tragic end to a barroom brawl as the judge believed or a hate crime? What distinguishes one from the other?
L
type? Helen Zia has traced its history:
In the 1960s, a new stereotype emerged on the American scene. As urban ghettoes from Newark, New Jersey, to Watts in Los Angeles erupted into riots and civil unrest, Asian Americans suddenly became the object of "flattering" media stories. After more than a century of invisibility alternating with virulent headlines and radio broadcasts that advocated eliminating or imprisoning America's Asians, a rash of stories began to extol our virtues.
"Success Story: Japanese American Style" was the title of an article that appeared in The New York Times Magazine on January 9, 1966. A few months later, US News & World Report produced a similar piece entitled "Success Story of One Minority Group in the United States," praising Chinese Americans while making transparent comparisons to African Americans: "At a time when Americans are awash in worry over the plight of racial minorities, one minority, the nation's 300,000 Chinese Americans are winning wealth and respect by dint of its own hard work."
The radical attitude shift was a too familiar experience for Asian Americans who had seen many iterations of the "friend today, foe tomorrow" treatment. Nor was the link to urban uprisings an accident. Where Asians had previously been the economic wedge to distract labor unrest, in the 1960s they were refashioned as a political and social hammer against disadvantaged groups. The "model minority" was born. 32
It has been said that a stereotype is a script that someone else expects you to follow. Who is writing the script that depicts Asians as a "model minority"? How is this new stereotype similar to those that shaped relations between Chinese laborers and union workers in the late 1800s and early 1900s? What are the similarities? How important are the differences?
The myth of the "model minority" has shaped the lives of the young Chinese Americans interviewed in this segment. What do their stories suggest about the dangers of "positive stereotypes"? It has also shaped the life of M. Elaine Mar, who came to the United States from China with her family. She writes:
For the better part of my life, I have struggled to live up the image of the "model minority" stereotype that has long been used to describe Asian Americans. I wanted to dispel the stereotype, because I know from experience it is not true. I grew up in the back room of a Chinese restaurant watching my family labor through thirteen-hourdays, seven days a week. We served up foods defined as "Chinese" by the restaurant owners, Annie and Casey Rosenberg, although we ourselves had never tasted egg foo yung or sweet and sour pork before.
We had a hard time making ends meet, since we traded a percentage of the food receipts for kitchen space—a sharecropping-type arrangement in which the owners always got paid first, the suppliers second, the wait-staff and dishwashers third, and ourselves last. When times were tough, we worked for free.
We didn't sustain ourselves with ancient fables and Confucian proverbs. Instead we watched Gunsmoke on a twelve-inch black-and-white TV (with the sound turned off, since the adults didn't understand English) and bickered in Toishanese, an obscure rural Chinese dialect (our native language) when the pressure became too intense. The adults spent their free time betting on horses, greyhounds, and American men wearing football helmets. To celebrate the lunar new year, we went to a Chinese social club for a banquet that was really another excuse for gambling.
This was my vision of the Chinese in America. Restaurant workers and seamstresses who could never find the time, will, or energy to learn English, not even enough to read street signs. The entire time I was growing up, I had no idea that Asian American lawyers, doctors, scientists, architects, and businesspeople existed. "Model minority" meant nothing to me. Such was the insular nature of our community.
The truth is, my childhood community—an informal Chinatown, since I grew up in Denver, where the boundaries were not defined by city blocks—has more in common with Harlem, Appalachia, and an Indian reservation than with the fantasy of a Horatio Alger story. The same entrenched barriers to success are in place, the same isolation from mainstream American culture, the same political disenfranchisement. 33
Ralph Ellison once wrote that as an African American, he is invisible "simply because people refuse to see me. Like the bodiless heads you sometimes see in circus sideshows, it is as though I have been surrounded by mirrors of distorting glass. When they approach me, they see only my surroundings, themselves, or figments of their imagination—indeed everything and anything except me." The distorting mirrors are stereotypes. What does Mar suggest about the importance of seeing one another without the distortions that render some of us invisible and turn others among us into perpetual foreigners?
7. Defining Identity
(1:10:40-1:28:15)
The final segment examines success and its costs. Each of the individuals featured in Program 3 reflects on what it means to be an American. How does each seem to define the American dream? Which view is closest to your own?
When asked about the American dream, Michelle Ling tells Bill Moyers:
I don 't get to choose my color but I get to choose everything else. I get to compose my life one piece at a time—however I feel like it. Not to say that it's not difficult and not to say that people don't balk at whatever I choose, not to say that there isn't challenge all the time, but more than material wealth, you get to choose what you are, who you are.
If a stereotype is a script that someone else expects you to follow, how have Ling and the others interviewed in Program 3 defied the old scripts and tried to compose their own lives? How important is that process for all Americans?
Author Gish Jen reflects in many of her novels on the challenges of composing one's own life. In a column that she wrote in 1996, she notes:
That my son, Luke, age four, goes to Chineseculture school seems inevitable to most people, even though his father is of Irish descent. For certain ethnicities trump others; Chinese, for example, trumps Irish. This has something to do with the relative distance of certain cultures from mainstream American culture, but it also has to do with race. For as we all know, it is not only certain ethnicities that trump others but certain colors: black trumps white, for example, always and forever; mulatto is not kind of a white person, but a kind of a black person.
And so it is, too, that my son is considered a kind of Asian person whose manifest destiny is to embrace Asian things. The Chinese language. Chinese food. Chinese New Year. No one cares whether he speaks Gaelic or wears green on St. Patrick's Day. For though Luke's skin is fair, and his features mixed, people see his straight black hair and "know" who he is. . . .
Then one day, Luke combed his black hair and said he was turning it yellow. Another day, a fellow mother reported that her son had invited all blond-haired children like himself to his birthday party. And yet another day, Luke was happily scooting around the Cambridge Common playground when a pair of older boys, apparently brothers, blocked his way. "You're Chinese!" they shouted, leaning on the hood of Luke's scooter car. "You are! You're Chinese!" So brazen were these kids, that even when I, an adult, intervened, they continued to shout. Luke answered, "No, I'm not!"—to no avail; it was not clear if the boys even heard him. Then the boys' mother called to them from some distance away, outside the fence, and though her voice was no louder than Luke's, they left obediently.
Behind them opened a great, rippling quiet, like the wash of a battleship.
Luke and I immediately went over things he could say if anything like that ever happened again. I told him that he was 100 percent American, even though I knew from my own childhood in Yonkers, New York, that these words would be met only with derision. It was a sorry chore. Since then I have not asked him about the incident, hoping that he has forgotten about it, and wishing that I could, too. For I wish I could forget the sight of those kids' fingers on the hood of Luke's little car. I wish I could forget their loud attack, but also Luke's soft defense: No, I'm not. 34
Why does Gish Jen believe that certain ethnicities and colors trump others? What lesson does her story teach? What does it suggest about the challenges of composing one's own life?
During the 1998 Winter Olympics, an Internet news site carried the headline, "American Beats Kwan," referring to figureskater Michelle Kwan, who was born in California. During the 2002 Winter Olympics it happened again. A headline in the Seattle Times read, "Hughes As Good As Gold: American Outshines Kwan." The previous year Congressman David Wu of Oregon was denied entry to the Department of Energy (even after showing his ID) because he did not "look American." Harmless mistakes? Frank Wu, a law professor at Howard University, is not convinced.
Most people don't see the slippery slope leading from [stereotypes about] governments and companies to nations and peoples and then to races and cultures; it is a swift slide from an overseas group to an individual by way of the catch-all phrase "you people." . . . "The distinction of US
TO LEARN MORE
Books
Jen, Gish. Mona in the Promised Land. Vintage Books, 1996.
________. Typical American. Dutton/Plume, 1992.
________. Who's Irish? Stories. Vintage Books, 2000.
Lee, Gus. China Boy. New American Library. 1991.
________. Honor and Duty. Knopf, 1994. Sequel toChina Boy.
Lin, Maya. Boundaries. Simon & Schuster, 2000.
Liu, Eric. The Accidental Asian: Notes of a Native Speaker. Vintage Books, 1998.
See, Lisa. On Gold Mountain: The One-Hundred-Year Odyssey of My Chinese-American Family.
.. Vintage Books, 1995.
Yep, Laurence. Child of the Owl. HarperCollins, 1965. A novel set in the 1960s in San Francisco's ..Chinatown.
Websites
Asian Film Foundation: http://www.asianfilm.org
Model Minority: http://www.modelminority.com Research articles, literature, pictures, and other ..sources that document the Asian American experience.
Corky Lee: http://www.nyu.edu/apa/gallery/lee/ Feature articles and images from this documentary ..photographer's portfolio.
Maya Lin: http://www.greatbuildings.com/architects/Maya_Lin.html A profile of the artist, and links ..to other Internet reference sources about her life and work.
Gish Jen: http://www.powells.com/authors/jen.html A 1999 interview with the author.
Amy Tan: http://www.barclayagency.com/tan.html A profile about the author and her novels.
citizenship, seemingly all-important, is blurred away. It is as easy now as it was a century ago to find diatribes about the Chinese government or Japanese companies that speak in terms of China or Japan as monoliths or that conclude "the Chinese are a military threat" or "the Japanese companies are an economic threat." The further proclamations that "the Chinese are belligerent" or "the Japanese are devious" don't have a clear stopping point. 35
How do his comments help us understand the Cold War experiences Helen Zia described in Segment 1? How do they help us understand why the murder of Vincent Chin still resonates with Asian Americans today? How do they help us understand why Gish Jen wishes she could forget not only the boys who attacked her son but also his reply to them? What would you would have said to Luke that day? To the boys who attacked him?
Websites, continued
Chen Ning Yang and Tseng Dao Lee: http://www.nobel.se/physics/laureates/1957/index.html ..Recipients of the 1957 Nobel Prize in physics.
Samuel Ting: http://www.nobel.se/physics/laureates/1976/index.html Recipient of the 1976 Nobel ..Prize in physics.
Steven Chu: http://www.nobel.se/physics/laureates/1997/index.html Recipient of the 1997 Nobel ..Prize in physics.
Daniel C. Tsui: http://www.nobel.se/physics/laureates/1998/index.html Recipient of the 1998 ..Nobel Prize in physics
Yuan T. Lee: http://www.nobel.se/chemistry/laureates/1986/index.html Recipient of the 1986 Nobel ..Prize in chemistry.
David Ho: http://www.time.com/time/personoftheyear/archive/stories/1996.htm Time magazine cover ..story on TIME's.1996 Person of the Year for his breakthrough research on AIDS.
Leroy Chiao: http://www.jsc.nasa.gov/Bios/htmlbios/chiao.html NASA fact sheet on Chiao, the first Chinese-American astronaut.
26 Asian American Dreams: The Emergency of an American People by Helen Zia. Farrar, Straus and Giroux, 2000, .....44-45.
27 Boundaries by Maya Lin. Simon & Schuster, 2000, 5:03-5:06.
28 Quoted in "Hope, Hard Work and a Better Life" by Donna Urschel. Library of Congress Information Bulletin, .....July 1998.
29 Asian American Dreams: The Emergence of an American People by Helen Zia. Farrar, Straus and Giroux, 2000, .....139-141.
30 Source: US Census
31 Ibid
32 "Who Really Killed Vincent Chin?" by Ronald Takaki. San Francisco Examiner, September 21, 1983.
33 From Strangers from a Different Shore by Ronald Takaki. Rev. ed. Little Brown & Co., 1989, 1998, 483-484.
34 Asian American Dreams by Helen Zia. Farrar, Straus and Giroux, 2000, 46.
35 Introduction to Paper Daughter: A Memoir by M. Elaine Mar. HarperCollins Publishers, 1999, viii-ix.
36 Copyright 1996 by Gish Jen. Reprinted from The New York Times Magazine, July 7, 1996.
35 Yellow: Race in America Beyond Black and White by Frank H. Wu. Basic Books, 2002, 88.
Becoming American: The Chinese Experience ends with a reflection by Bill Moyers.
This story is still being written. Every day, there are new arrivals: there's the bunk bed, the job in the garment factory or restaurant, the debts still owed to family and others who financed the long journey here.
Like every immigrant group, the Chinese in America are defined not so much by those who make it—but by those who keep coming, because they believe they can make it. It's an old story— and always new. America itself is becoming.
What is Moyers suggesting about the story of the Chinese in America? About the story of other immigrant groups? What can we learn about the nation from the experiences every group shares? What can we learn from the differences among them?
How important is it to know the history told in this documentary? To know how not only you and your family but also your community fits into a larger history. In college, Jennifer H. Lee wrote a paper about the anti-Chinese riots in Tacoma, Washington, in 1885. She ends her paper with a personal commentary:
I learned of the anti-Chinese riots in Washington, as I do most of my learning, through a novel, one by Annie Dillard called The Living. It was just a brief paragraph, really, about the Congress of Sinophobes and The Interests, who got together in Tacoma and decided to ship the Chinese to Portland, just like that. And that's what hit me. The way in which the wholesale expulsion of an entire community was agreed upon and executed just as any other action of any other group, in any other town. But this is where it was different. It was my hometown, Tacoma. City of Destiny, we call it now. Tacoma has sister cities in Asia, small industrial ports mirroring its hungry capitalist spirit on the other side of the Pacific. Tacoma, as
I knew it, from the view afforded from my home in neighboring University Place, was lively, relatively safe . . . nice.
So the idea of a colored past in Tacoma baffled me. . . . For most of my academic career, I could count the number of Asian students in my class on my hands. Maybe a couple districts over you'd find the larger Asian populations that allowed Western Washington to call itself so multi-cultural. But not in mine. So when I read Dillard's description of Tacoma, I took note. There once was a large Asian, Chinese population in Tacoma. For most of Washington's 20th century history, it has been Japanese Americans who were the largest group here. Increasingly it's become the Koreans, the Filipinos, the Thai.
I had grown up watching Tacoma declare itself more and more progressive. I never learned European History in high school. I learned World Historical Perspectives. I grew up reading about heritage festivals and cultural museums. Tacomans knew their history, claim to fame: hometown of Bing Crosby, local heroes: Dale Chihuly, renowned glass blower, historical Union Station, the last stop of the Northern Pacific. Nobody until Dillard said anything about the Sinophobes. I truly believe that the Chinese expulsion and decades-long exclusion was a factor in why I never learned of even the presence of Chinese immigrants in Washington. I think that in those decades after the Chinese were shipped away and the remains of their existence here had been burned to the ground, Tacomans forgot why they were gone. And they continued to forget, up to me. . . .
I'm not bitter that I didn't find out about the Chinese presence in Tacoma until I weeded it out of some fiction. I would just like to be able to share this information with others. The Chinese, Japanese, Filipino, and other Asian settlers contributed in so many ways to what Washington is today. Yet, for too long a time, they were kept (in the case of Tacoma, physically) from contributing even more. Chin Chun Hook created what is
now Seattle's International District, from one general goods store in 1868. . . . I can only wonder what other International Districts there would be in Washington, if so much had not been taken away by the violence of the 1880s and 90s.
Why does Jennifer Lee believe that she and others in Tacoma have a right to know their community's history? How does one recover a history that has been forgotten or ignored? Once we know these lost stories, what obligations do we have to tell them?
Across the country, a number of individuals and groups have been trying to reclaim their place in American history. In Massachusetts, the Asian Community Development Corporation started a project that engages young Chinese Americans in exploring the history and culture of Boston's Chinatown. They created a website (www.chinatownbanquet.org) that showcases their research. They are also working on a Chinatown Walking Trail and multi-media projection project that will make that heritage visible to everyone in the city. Find out more about Chinatown Banquet and similar efforts in other communities.
In the 1960s, Corky Lee's history textbook included a photograph taken at Promontory Point, Utah in 1869 to commemorate the completion of the first transcontinental railroad. Lee noticed that there were no Chinese workers in the photo even though thousands had worked on that railroad. As an adult, Lee has devoted himself to making Chinese and other Asian Americans visible by taking photographs of them. One of his photographs appears on page 40; another is below. What do they suggest about how one debunks a lie? Challenges a stereotype? Exposes a myth?
Reread "The Past" by Ha Jin on page 7 in the PreView section of this guide. What view of the past do such efforts reflect? How do they help us understand why Ha Jin writes, "The past cannot be thrown off and its weight must be borne, or I will become another man"?
BECOMING AMERICAN: THE CHINESE EXPERIENCE
was made possible by the generous support of:
Walter and Shirley Wang and by
The Henry Luce Foundation; The Family of Hsien Hsien and Bae Pao Lu Chow;
the Family of Kenneth and Mary Wang; the Herb Alpert Foundation; Sit Investment
Associates; Sit Investment Foundation; the John D. and Catherine T. MacArthur
Foundation; The Starr Foundation; The Kelvin Foundation (Albert Yu and Mary
Bechmann); The Tang Fund; Gina and David Chu–Nautica International; Mark and
Anla Cheng Kingdon Foundation; Intel Corporation; and Sybase, Inc.
ONGOING SUPPORT FOR Public Affairs Television is provided by Mutual of America Life Insurance Company.
SPECIAL THANKS TO Henry Tang, Eugene Sit, Lulu Chow Wang and Duncan and Anthony Wang for their early and enduring faith in our efforts.
FACING HISTORY AND OURSELVES NATIONAL FOUNDATION
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On (Elementary) Education: Reflection and Action
Nobo Komagata insi2.org
First written: February 9, 2013; Last revised January 26, 2016
Most parents want their children to be happy and fulfilled. But these days, more and more children seem to be suffering from various factors, including pressure to success (e.g., Abeles & Rubenstein, 2015, which is a truly great resource!). It also seems that parents, and grownups in general, are suffering as well, in many ways; again, one factor would be pressure to success. As both children and parents are pressured to be successful, mainly following the modern mainstream social values, we don't even have time to reflect on what is going on. What are we doing wrong? As a parent and a grownup, what should we do?
First, let us consider the natural course of human development. If children's biological and evolutionary expectations are not met, they will suffer (Liedloff, 1977). For example, the lack of timely and appropriate parental response toward her child would result in a variety of drawbacks (as described by attachment theory pioneers, John Bowlby and Mary Ainsworth, via Karen, 1994). Later on the developmental stage, elementary-school-age children would experience the shift of their focus from primary caregivers to the immediate neighborhood/community, including their schools (analogous to the idea of "matrix shift" in Pearce, 1977). The children would be interested in and eager to learn what is being done by the people in the community. If the community is relaxed, peaceful, and compassionate, the children would acquire these traits. On the other hand, if the community is stressful, violent, and self-centered, the children would acquire a rather different set of traits. I would like to live in a peaceful community and want all the children to be in such a community as well. I suppose you are no different.
In reality, though, many of us live in a community where the condition is mixed, neither entirely peaceful nor completely violent. Thus, it would be important for us to be able to improve our communities. The possibility of improvement is absolutely relevant to education. With the current, complex situation in our communities in mind, what should we do with respect to our children's elementary education?
One possibility I would consider is the following. If children are at peace unconditionally, that is, at all time and regardless of the conditions they would face, they could grow to build a peaceful community (analogous idea in Harrison, 2002; a relevant educational experiment by Hunter, 2013). Then, that may be the direction I would pursue in terms of children's education. In other words, my view of the goal of elementary education and our role in connection to that goal are to guide children to be peaceful. This would contrast with the mainstream position to
pursue our children's "success" (or even "happiness" in the convential sense). Normally, this kind of success is measured by various external conditions, e.g., test scores, athletic achievements, financial status, and popularity among friends. And these are conditional. In my view, children and parents are suffering because of these external conditions. To be at peace unconditionally, esp. through the matrix shift during the elementary-school years, these external conditions or extrinsic motivators need to be minimized.
Most grownups, parents and teachers alike, try to have their children do something according to their agenda, e.g., to be successful with respect to external conditions set by grownups. Of course, peaceful childhood is our expectation too; but we do not and cannot really control this aspect, as will be discussed below. Now, most grownups regularly and consistently employ various means, including punishment, reward, or competition, i.e., extrinsic motivators, to realize their expectations. The use of extrinsic motivators indicates that children are being forced to do things they are not inherently interested in. These external conditions cannot really motivate children. Children may turn rebellious in certain ways. Even when these extrinsic motivators appear to be working, children actually don't develop interest in the process of learning, they just learn to do things to satisfy the external conditions. These children become addicted to external conditions and function as a follower of the conditions set by other people. Since real problems in our society cannot be solved by this type of followers, children raised and educated with extrinsic motivators will not be in a position to tackle such problems.
When children go through the matrix shift from primary caregivers to their community, they would be naturally interested in the activities of the community. They could learn various things through play and other interesting activities; children will naturally learn reading and math, if that is used in the community. Well, do grownups in our community enjoy reading and use math? In other words, real education needs to begin with children's problems, not grownups' problems. Then, children don't need to be forced to do things; they will do this with intrinsic motivation (e.g., Neill, 1960; Holt, 1976; Dennison, 1969; Gatto, 1992; and Kohn, 1993). For this to work, there is no need for punishment, reward, or competition. If the things done by the people in the community are good, children learn good things. If not, they could learn bad things. In either way, children would develop the ability to work based on intrinsic motivation. To be able to learn intrinsically, one of the most crucial aspect is that children needs to be free from fear, i.e., fear of punishment, negative judgment, losing relationships, etc. (Krishnamurti, 1953). If fear, such as those just mentioned, are present, children would try to satisfy grownups in order to avoid negative reactions and consequences. Such children would sacrifice their most valuable driving force behind learning, i.e., intrinsic motivation.
So, as a parent, a teacher, or just a grownup, we need to develop our own attitude in support of our children's ability to learn without fear and with intrinsic motivation. That is, we must avoid judgment that would control the behavior of our children. We must be able to let go of our own expectations for our children. This is far more important than being preoccupied with thinking
about what subjects and topics and how much of them our children must memorize (usually only temporarily). In this respect, excessive effort to "design" ecuation and curricula seems futile. While it is all right and natural to have various expectations, including our expectation for peaceful childhood and life, if we are stuck with them and force our children to meet them, the children's intrinsic motivation will be undermined. So, we need to develop the following attitude: unconditional, non-judgmental, non-attached recognition of children. This would be the most important thing the parents and the teachers of children can offer. Even without heroic actions, if we can maintain this attitude toward children, that would be the best we can do. Without children who are based on intrinsic motivation, there will be no improvement in our society.
But what about if the environment is already problematic? Since children tend to learn things from the community, we may be concerned and frightened. If possible, we may try to escape from such a community. However, the most important thing even in such an environment is the same: unconditional, non-judgmental, non-attached recognition of children. Thus, as long as there are parents, teachers, and community members who try to maintain this attitude, there is a hope. Although it would be extremely challenging, they may have an even better chance of improving the community than the people in a less problematic community without this attitude. Now suppose that we try to send our children to isolated alternative schools which emphasize intrinsic motivation. While it might be a good idea for children to attend such a school, there also are potential drawbacks. For example, would it be a good thing to do this, simply to avoid the problems with local schools? Would the children in isolated alternative schools be able to face and solve real social problems outside the school? Wouldn't it be another kind of exclusiveness and selfishness? These are serious questions (most actively discussed in Kozol, 1972 and Graubard, 1972).
At this point, let us briefly discuss the connection between education and social issues. There are as many different approaches to social issues as there are people. And to improve society, it would be crucial for each one of us to be able to change. My view here is that just like children, adults can not really be changed by force either. If we can change, that must come from within ourselves. That is, the motivation for change must be intrinsic, not extrinsic. In this regard, we grownups are no different from children. Then, just like our attitude toward children, we will need unconditional, non-judgmental, non-attached recognition of other people, i.e., adults in this case. We need no judgment, no control, and no external conditions. Only when people are self-motivated to improve our environment and community, can a positive change occur. For this to happen, we each do the best we can and wait for things to change. Although this may sound too passive and ineffective, it may not be so because whatever we do by force will most likely rebound with exceedingly negative impacts.
In addition to children and the community, we can also apply the same attitude toward ourselves. That is, we can adopt the attitude of unconditional, non-judgmental, non-attached recognition of ourselves. This practice is basically "mindfulness" (e.g., Gunaratana, 2002),
which is a way to see things as they are. With that, our mind can be free from delusions and hatred. We may even be able to gain some wisdom. So, the bottom line would be that we can consider mindfulness as our general guidelines for all of parenting, education, and living.
Now, facing various problems, our approach would be not to "correct" them, because superficial "correction" will not lead to a real solution (as discussed in Arbinger Institute, 1998, in the context of parenting). Instead, we can focus on our own action in context, e.g., in the community, with children, and toward ourselves. This way, we try to appeal to the intrinsic motivation of the involved people, i.e., children, other people, and ourselves. This can also be seen in the following way. Instead of focusing on what, we may well focus on how. For example, instead of being consumed by finding the most appropriate school for our children, we could focus on how to live a meaningful life with our children in the current environment. Of course, if there are bad things in the current environment, e.g., social injustice and violence, we should not simply accept and tolerate them. We should certainly identify and act on them. In certain cases, it may be necessary to escape or retreat. However, even such an action should come out of mindfulness, not out of emotional reactions or by the force of an authority.
My conclusion here is simple but important. We should be mindful and act responsibly; and now and here is the best possible situation (Warner, 2001). That would be my "action."
References
Abeles, Vicki, & Rubenstein, Grace. 2015. Beyond measure: rescuing an overscheduled, overtested, underestimated generation. New York: Simon & Schuster.
Arbinger Company. 1998. The Parenting Pyramid. [http://www.arbinger.com/downloads/parenting_pyramid.pdf]
Dennison, George. 1969. The lives of children: the story of the First Street School. New York: Random House.
Gatto, John Taylor. 1992. Dumbing us down: the hidden curriculum of compulsory schooling. Philadelphia: New Society Publishers.
Graubard, Allen. 1972. Free the children: radical reform and the free school movement. New York: Pantheon Books.
Gunaratana, Henepola. 2002. Mindfulness in plain English, Updated and Expanded ed. Boston: Wisdom Publications.
Harrison, Steven. 2002. The happy child: changing the heart of education. Boulder, CO: Sentient Publications.
Holt, John Caldwell. 1976. Instead of education: ways to help people do things better. New York: Dutton.
Hunter, John. 2013. World peace and other 4th-grade achievements. Boston: Houghton Mifflin Harcourt.
Karen, Robert. 1994. Becoming attached: unfolding the mystery of the infant-mother bond and its impact on later life. New York: Warner Books.
Kohn, Alfie. 1993. Punished by rewards: the trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin Co.
Kozol, Jonathan. 1972. Free schools. Boston: Houghton Mifflin.
Krishnamurti, J. 1953. Education and the significance of life. New York: Harper.
Liedloff, Jean. 1977. The continuum concept. New York: Knopf.
Neill, Alexander Sutherland. 1960. Summerhill: a radical approach to child rearing. New York: Hart Pub. Co.
Pearce, Joseph Chilton. 1977. Magical child: rediscovering nature's plan for our children. New York: Dutton.
Warner, C. Terry. 2001. Bonds that makes us free: healing our relationships, coming to ourselves Salt Lake City: Shadow Mountain.
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Single and Multivariable Calculus
Early Transcendentals
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. If you distribute this work or a derivative, include the history of the document.
This text was initially written by David Guichard. The single variable material in chapters 1–9 is a modification and expansion of notes written by Neal Koblitz at the University of Washington, who generously gave permission to use, modify, and distribute his work. New material has been added, and old material has been modified, so some portions now bear little resemblance to the original.
The book includes some exercises and examples from Elementary Calculus: An Approach Using Infinitesimals, by H. Jerome Keisler, available at http://www.math.wisc.edu/~keisler/calc.html under a Creative Commons license. In addition, the chapter on differential equations (in the multivariable version) and the section on numerical integration are largely derived from the corresponding portions of Keisler's book. Albert Schueller, Barry Balof, and Mike Wills have contributed additional material.
This copy of the text was compiled from source at 19:59 on 5/16/2017.
I will be glad to receive corrections and suggestions for improvement at email@example.com.
For Kathleen, without whose encouragement this book would not have been written.
6 Contents
Contents
9
10
Contents
Introduction
The emphasis in this course is on problems—doing calculations and story problems. To master problem solving one needs a tremendous amount of practice doing problems. The more problems you do the better you will be at doing them, as patterns will start to emerge in both the problems and in successful approaches to them. You will learn fastest and best if you devote some time to doing problems every day.
Typically the most difficult problems are story problems, since they require some effort before you can begin calculating. Here are some pointers for doing story problems:
1. Carefully read each problem twice before writing anything.
2. Assign letters to quantities that are described only in words; draw a diagram if appropriate.
3. Decide which letters are constants and which are variables. A letter stands for a constant if its value remains the same throughout the problem.
4. Using mathematical notation, write down what you know and then write down what you want to find.
5. Decide what category of problem it is (this might be obvious if the problem comes at the end of a particular chapter, but will not necessarily be so obvious if it comes on an exam covering several chapters).
6. Double check each step as you go along; don't wait until the end to check your work.
7. Use common sense; if an answer is out of the range of practical possibilities, then check your work to see where you went wrong.
14 Introduction
Suggestions for Using This Text
1. Read the example problems carefully, filling in any steps that are left out (ask someone for help if you can't follow the solution to a worked example).
2. Later use the worked examples to study by covering the solutions, and seeing if you can solve the problems on your own.
3. Most exercises have answers in Appendix A; the availability of an answer is marked by " ⇒ " at the end of the exercise. In the pdf version of the full text, clicking on the arrow will take you to the answer. The answers should be used only as a final check on your work, not as a crutch. Keep in mind that sometimes an answer could be expressed in various ways that are algebraically equivalent, so don't assume that your answer is wrong just because it doesn't have exactly the same form as the answer in the back.
4. A few figures in the pdf and print versions of the book are marked with "(AP)" at the end of the caption. Clicking on this should open a related interactive applet or Sage worksheet in your web browser. Occasionally another link will do the same thing, like this example. (Note to users of a printed text: the words "this example" in the pdf file are blue, and are a link to a Sage worksheet.) | <urn:uuid:e78b2ad2-92f6-4655-8cbd-0be0528f5967> | CC-MAIN-2017-34 | https://www.whitman.edu/mathematics/multivariable/multivariable_00_intro_2up.pdf | 2017-08-19T09:14:02Z | crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00460.warc.gz | 1,008,671,663 | 942 | eng_Latn | eng_Latn | 0.997451 | eng_Latn | 0.998823 | [
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CARVER SCOTT EXTENSION MASTER GARDENERS 2017
HELPFUL HINTS FOR A HEALTHY GARDEN
PLAN OF ATTACK
There are so many possibilities that can turn a beautiful garden into an unhealthy mess of plants. Many of these issues can be avoided by using caution in three major areas: Soil, Plant selection and maintenance, and Pest prevention.
HEALTHY SOIL = HEALTHY PLANTS
Soil that does not provide nutrients, moisture, and porosity will cause even the toughest of plants to struggle. Organic matter is the solution to almost everything that may be ailing your soil, and can be easily provided with annual applications of compost or using cover crops.
Adapted best to new garden or vegetable garden spaces, cover crops may be grown for up to a year in advance to improve soil structure and add lots of decaying organic material when they are incorporated into the soil. Compost may be purchased or made at home in several different ways. However it's obtained, compost is known at "black gold" for its wonderful benefits to soil.
RIGHT PLANT, RIGHT PLACE
Although it's fun to try exotic or unusual plants, for best results use plants adapted to your growing conditions. Learn your planting zone, soil type, sun exposure, and soil moisture and select appropriate plants for your setting.
When selecting plant cultivars, look for those that are resistant to the common problems in your area. Mildew-resistant Monarda and Phlox varieties are available, as are black-spot resistant roses. Some cucumbers resist cucumber beetles and certain squash types are not as attractive to the squash vine borer.
For vegetables and ornamental annuals, it is strongly recommended that you try more than one variety each year to discover the ones that grow best for you.
PROPER PLANT CARE
Healthy, well-grown transplants will get your garden off to a good start. Look for well-rooted plants that aren't root-bound, and then acclimate them gradually to their new location.
Protective materials at planting can be especially important when jump-starting the season in the vegetable garden in the spring, or to cool soil and air to get a second crop in the fall.
© 2010, Regents of the University of Minnesota. All rights reserved. University of Minnesota Extension is an equal opportunity educator and employer. This material is available in alternative formats upon request. Direct requests for consultation on formats to 800-876-8636.
Printed on recycled and recyclable paper with at least 10 percent postconsumer waste material. 12/10
Adequate moisture is the single most important ingredient to a successful garden. As a rule of thumb, most plants require the equivalent of 1" of moisture per week, whether from rainfall or irrigation.
Supports are important for many plants. They assist with good air circulation, get the plants up off the ground, and result in a much neater-looking garden. Vegetable vine crops, ornamental vines, and many taller plants such as tomatoes, peppers, peonies, and smooth hydrangea will benefit from some type of support.
Mulch in general contributes to even soil moisture and helps to prevent moisture loss. However, there are a few situations where mulch is less desirable, such as around slug-ridden hosta or squash prone to squash bugs.
Pinching back plants early in the growing season will make them stockier by the time they bloom (mums, asters, Russian sage, tall sedums, eupatorium, veronica, phlox). It is often wise to pinch off blossoms of new plants so they will put energy into becoming established rather than fruiting (fruit trees for one season, strawberries for one month).
Some plants benefit from deadheading to prolong their bloom time (platycodon, campanula, gaillardia, coreopsis, delphinium, digitalis, phlox, lupine, achillea, rose) while still others show increased plant vigor with consistent removal of spent blooms (most bulbs, true lilies. A great many perennials should be deadheaded to prevent rampant seeding and future crowding of plants (aquilegia, dicentra, centaurea, lamium) but the gardener might want to encourage reseeding by leaving just a few seed stalks on other (hosta, hemerocallis, scilla, puschkinia).
The overall appearance of the garden will often be greatly improved if bloom stalks are removed as soon as the flowers fade (hemerocallis, hosta, iris, astilbe, aruncus, ligularia, oriental poppy) while some prefer to remove bloom stalks as they appear if the flowers are insignificant next to the leaves (heuchera, hosta, stachys, penstemon 'Husker's Red').
Low-growing plants can often be sheared back to encourage fresh new leaf growth when they start looking ragged in mid-season (aegopodium, geranium, artemesia, alchemilla, lamium, euphorbia, phlox subulata, nepeta, phalaris). A few perennials benefit from thinning to provide better air circulation and prevent crowding (phlox, boltonia, monarda, raspberries).
When plants begin to have fewer or smaller blooms, stunted or slowed growth, and an empty spot at the center of the plant it's time to divide them. Late summer/early fall is optimum time for peonies, iris, lilies, oriental poppies, strawberries, and rhubarb. Choose early spring to divide ornamental grasses and most perennials that bloom after mid-June.
Perennials do best over winter if we have lots of snow and if their tops are left standing until spring. However, if you suspect a plant is diseased, remove and discard the tops as soon as they are killed by frost or turn brown. And if we experience an open winter, apply a fluffy layer of mulch such as straw over the tops of perennials once the top inch of soil is frozen.
PEST CONTROL
Healthy soil and healthy plants that have been treated well will usually result in few problems. And the good news is that problems usually start slowly, often offering enough time to plan prevention strategies for the following year.
In the vegetable garden, practice crop rotation as a great tool to prevent the build-up of soilborne diseases. When insects show up, learn to tolerate some damage and look closely to be sure insect predators aren't nearby. Encourage arachnids, amphibians and reptiles, most of which consume insects.
Once insects appear, consider planting and destroying trap crops to monitor and control numbers. Physical barriers may be effective in keeping insects from your desired plants, and handpicking insects in all their life stages is always an option. Often a good blast of water or spray of insecticidal soap will dislodge them before they do much damage.
Container growing is a good option if soil-borne diseases such as fungal leaf spots become a problem.
Biological sprays such as Bt for brassicas or Spinosad for potatoes can be useful in the early stages of insect infestations. But if all else fails and a chemical treatment is the only practical solution, be sure to read and follow the label instructions. The label is the law.
RESOURCES
1. www.extension.umn.edu/garden/ type in the plant, insect, or disease in the search box for information on problems and their control
2. COVER CROPS
3. "Mulch" by Jackie Smith
Jackie Smith – Carver-Scott Extension Master Gardener www.carverscottmastergardeners.org CSEMG Help Line 952-466-5308 | <urn:uuid:4c4d6338-beed-48ba-b9b0-30ce83ff752c> | CC-MAIN-2017-34 | http://carverscottmastergardeners.org/uploads/3/6/5/2/3652066/helpful_hints_handout.pdf | 2017-08-19T09:21:08Z | crawl-data/CC-MAIN-2017-34/segments/1502886105334.20/warc/CC-MAIN-20170819085604-20170819105604-00460.warc.gz | 70,251,707 | 1,633 | eng_Latn | eng_Latn | 0.996986 | eng_Latn | 0.997127 | [
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