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Name _____________________________ Date ___________
Vocabulary Building Activity
New Vocabulary Words
Short i
SKILL 1 – Definition Clues
Teacher discusses pronunciation and meaning of each word at left with students. Students are then given an example (or definition clue) for each word. For more information on "Definition Clues" click or go to www.tampareads.com/definitionclues
SKILL 2 – Letter Soup
Match scrambled letters below with one of the new vocabulary words from the list.
Write correct answer in the space to the right.
1. tumble
2. vehicle
3. capable
4. motorcycle
5. tricycle
6. flexible
7. cattle
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
1.
exellbif _______________
2.
tatelc ________________
3. triccley _______________
4. bleapac ______________
5.
liveche _______________
6. colortymec ____________
7. belmut ________________
SKILL 3 – Sentence Writing – Word Definition
Directions: Write a sentence using each new vocabulary word. Sentences must contain at least 7 words and show word meaning. If you are unable to think of a sentence then use a dictionary to write the word definition.
1. tumble:
2. vehicle:
3. capable:
4. motorcycle:
5. tricycle:
6. flexible:
7. cattle:
SKILL 4 – Timed Reading
7 6 5 4.9 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4.0 3.9 3.8
Use a stopwatch (or wristwatch) to time your student in saying the 7 new vocabulary words. Place an "x" on the student's time in the box above. Timing should continue until student can say the list words in 4 to 5 seconds. The repetition and concentration used in this SKILL has been shown to dramatically increase the ability of students to permanently learn the list words.
Along with vocabulary mastery, reading fluency (reading words quickly - easily and smoothly) has also been shown to be essential for achieving maximum reading comprehension in reading textbooks and tests. By insuring your student can say the above list words in under 5 seconds, fluency will increase significantly when reading in school textbooks and tests.
LESSON 17 Tue
Name _____________________________ Date ___________
Vocabulary Building Activity
New Vocabulary Words
al ending
SKILL 1 – Definition Clues
Teacher discusses pronunciation and meaning of each word at left with students. Students are then given an example (or definition clue) for each word. For more information on "Definition Clues" click or go to www.tampareads.com/definitionclues
SKILL 2 – Letter Soup
Match scrambled letters below with one of the new vocabulary words from the list.
Write correct answer in the space to the right.
1. natural
2. capital
3. rental
4. vertical
5. horizontal
6. accidental
7. material
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
1.
cartlive _____________
2. talzoniroh _____________
3.
tranula _______________
4. talcadenic _____________
5. palitac ______________
6.
trailame ______________
7.
tralen ________________
SKILL 3 – Sentence Writing – Word Definition
Directions: Write a sentence using each new vocabulary word. Sentences must contain at least 7 words and show word meaning. If you are unable to think of a sentence then use a dictionary to write the word definition.
1. natural:
2. capital:
3. rental:
4. vertical:
5. horizontal:
6. accidental:
7. material:
SKILL 4 – Timed Reading
7 6 5 4.9 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4.0 3.9 3.8
Use a stopwatch (or wristwatch) to time your student in saying the 7 new vocabulary words. Place an "x" on the student's time in the box above. Timing should continue until student can say the list words in 4 to 5 seconds. The repetition and concentration used in this SKILL has been shown to dramatically increase the ability of students to permanently learn the list words.
Along with vocabulary mastery, reading fluency (reading words quickly - easily and smoothly) has also been shown to be essential for achieving maximum reading comprehension in reading textbooks and tests. By insuring your student can say the above list words in under 5 seconds, fluency will increase significantly when reading in school textbooks and tests.
LESSON 17 Wed
Name _____________________________ Date ___________
Vocabulary Building Activity
New Vocabulary Words
est
SKILL 1 – Definition Clues
Teacher discusses pronunciation and meaning of each word at left with students. Students are then given an example (or definition clue) for each word. For more information on "Definition Clues" click or go to www.tampareads.com/definitionclues
SKILL 2 – Letter Soup
Match scrambled letters below with one of the new vocabulary words from the list.
Write correct answer in the space to the right.
1. freshest
2. tiniest
3. busiest
4. prettiest
5. roughest
6. straightest
7. wealthiest
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
1.
substie _______________
2. sleawiteth _____________
3.
steinit ________________
4. shreseft ______________
5. treetstip ______________
6. groushet ______________
7. testhigstra _____________
SKILL 3 – Sentence Writing – Word Definition
Directions: Write a sentence using each new vocabulary word. Sentences must contain at least 7 words and show word meaning. If you are unable to think of a sentence then use a dictionary to write the word definition.
1. freshest:
2. tiniest:
3. busiest:
4. prettiest:
5. roughest:
6. straightest:
7. wealthiest:
SKILL 4 – Timed Reading
7 6 5 4.9 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4.0 3.9 3.8
Use a stopwatch (or wristwatch) to time your student in saying the 7 new vocabulary words. Place an "x" on the student's time in the box above. Timing should continue until student can say the list words in 4 to 5 seconds. The repetition and concentration used in this SKILL has been shown to dramatically increase the ability of students to permanently learn the list words.
Along with vocabulary mastery, reading fluency (reading words quickly - easily and smoothly) has also been shown to be essential for achieving maximum reading comprehension in reading textbooks and tests. By insuring your student can say the above list words in under 5 seconds, fluency will increase significantly when reading in school textbooks and tests.
LESSON 17 Thu
Name _____________________________ Date ___________
Vocabulary Building Activity
New Vocabulary Words
less - ness
SKILL 1 – Definition Clues
Teacher discusses pronunciation and meaning of each word at left with students. Students are then given an example (or definition clue) for each word. For more information on "Definition Clues" click or go to www.tampareads.com/definitionclues
SKILL 2 – Letter Soup
Match scrambled letters below with one of the new vocabulary words from the list.
Write correct answer in the space to the right.
1. restless
2. endless
3. worthless
4. usefulness
5. wilderness
6. boldness
7. witness
1. __________________
2. __________________
3. __________________
4. __________________
5. __________________
6. __________________
7. __________________
1.
twinses ______________
2. fluesensus _____________
3. oldsnebs ______________
4.
sendles ______________
5. wortshels ____________
6.
stressle ______________
7. redsliwens _____________
SKILL 3 – Sentence Writing – Word Definition
Directions: Write a sentence using each new vocabulary word. Sentences must contain at least 7 words and show word meaning. If you are unable to think of a sentence then use a dictionary to write the word definition.
1. restless:
2. endless:
3. worthless:
4. usefulness:
5. wilderness:
6. boldness:
7. witness:
SKILL 4 – Timed Reading
7 6 5 4.9 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4.0 3.9 3.8
Use a stopwatch (or wristwatch) to time your student in saying the 7 new vocabulary words. Place an "x" on the student's time in the box above. Timing should continue until student can say the list words in 4 to 5 seconds. The repetition and concentration used in this SKILL has been shown to dramatically increase the ability of students to permanently learn the list words.
Along with vocabulary mastery, reading fluency (reading words quickly - easily and smoothly) has also been shown to be essential for achieving maximum reading comprehension in reading textbooks and tests. By insuring your student can say the above list words in under 5 seconds, fluency will increase significantly when reading in school textbooks and tests. | <urn:uuid:f3e0a376-55c1-42f1-b8b0-72c3ae7f0d0f> | CC-MAIN-2024-18 | http://www.readingkey.com/cd-files/Files/CD-4/ws-4new/week4-17.pdf | 2024-04-13T09:03:33+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00345.warc.gz | 53,084,665 | 2,109 | eng_Latn | eng_Latn | 0.998548 | eng_Latn | 0.998515 | [
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World's Population in Decline
Americans are having fewer babies, and they are not alone. The World Bank, which keeps birth statistics for every country, shows a decline pretty much across the entire world -- some more drastic than others. The worldwide fertility rate is around 2.4 children per woman, roughly half the 1950 level (4.7). The number of births per thousand people in the U.S. has dropped since 1960. To put this into perspective, it would take an average of 2.1 babies per adult woman to maintain the current population, but today's U.S. 'fertility rate' is only 1.7.
Comparatively, every European country has a fertility rate below 2.0 (France is the highest, at 1.9), and some demographers have called Italians 'an endangered species,' with a fertility rate down around 1.3. China's fertility rate is hovering at around 1.7, while Singapore and Hong Kong are among the lowest, at 1.1. There are some exceptions to this trend -- a number of African countries, including Somalia (6.1 children per woman) and Niger (6.9) still have rapidly growing populations.
The question becomes - is this trend beneficial or troubling? It is certainly beneficial because there will be fewer people consuming the planet's resources, and one can easily project lower pollution levels if there are fewer people consuming energy and dropping plastic into the oceans.
However, the declining birthrate could force some to make some potentially complicated adjustments. For one thing, fewer babies now means there will be fewer workers to contribute to the economy in the future. People are also living longer, which means the population balance will shift toward older people. If the ratio of workers to retirees were to shift too far, there would be major changes in consumption. For instance, healthcare would consume a much higher percentage of the total GDP, and services for the elderly would become a major employer of younger workers.
The most basic shift is a decline in total GDP as increases in total production and consumption have historically come from population increases. The U.S., and many other countries, are moving into uncharted territory, and few policymakers seem to be making preparations.
Sources:
* https://data.worldbank.org/indicator/SP.DYN.CBRT.IN?end=2019&locations= US&start=1960&view=chart
* https://worldpopulationreview.com/country-rankings/total-fertility-rate
* https://www.capita.org/capita-ideas/2021/5/26/deflecting-americas-birth-rateasteroid
The Social Security Choice
If you have at least 10 years of work history, then reaching Social Security age comes with some choices – begin drawing on your Social Security benefit or wait? Should you begin to take those benefits as soon as you reach 62 years? One could invest the income received. Or, should you wait until full retirement age at 67? Alternatively, you could wait longer and start receiving higher benefits at 70. While this debate has settled down more recently, it has been quite a debate in the past.
Now, most advisors recommend waiting, if possible, until at least full retirement age (67) and, even better, holding off until age 70. Why is this the recommendation? One reason not to invest the income is that older calculations assumed the US investment markets would follow historical long-term averages, which is not guaranteed. Instead, what can be counted on is Social Security benefits rising with each and every year that a qualified recipient waits to start taking them.
If you were born after 1943, the "delayed retirement credit" is a significant 8% per year. In other words, each year you wait to collect Social Security means the monthly check will be 8% higher than it would have been before. This is not a guaranteed increase you are going to see from the investment markets.
The Social Security Administration calculator shows the percentage of your normal retirement age benefits you would receive, depending on what age you start taking those benefits. For a person born in September of 1960 who decides to turn on the Social Security benefits at age 62, the benefits represent 70.4% of the benefit the same person would have received had they started taking benefits at age 67. By waiting until age 70, the same person would receive 124% of the so-called "primary insurance amount."
Social Security is the one of the only guaranteed source of retirement income that is protected against inflation – protecting a recipients purchasing power. Larger benefit checks become proportionately larger depending on the inflation rate. That is not the case with annuity checks and most pension accounts -where the amount received will be less valuable with each passing year.
It is important to acknowledge that Social Security's solvency is still in question. The Social Security Trust Fund has been projected to run out of money in 2033, which wouldn't mean a total loss of benefits, since working taxpayers would still be paying into the system. In a worst-case scenario, those payment amounts would cover 78% of today's projected benefits. But it seems unlikely that
Congress would fail to shore up a system that currently delivers benefits to 69.1 million voters.
In fact, the Social Security Enhancement and Protection Act was reintroduced in the U.S. House of Representatives. Among the provisions is a 5% increase in monthly benefits for all beneficiaries who have been retired for 20 years, and bolstering the Trust Fund by phasing out the Social Security payroll tax cap, which currently applies only to wages up to $142,800. In addition, the payroll tax rate would gradually rise from the current 6.2% to 6.5%.
Sources:
* https://www.ssa.gov/oact/quickcalc/early_late.html
* https://www.cnbc.com/2021/08/19/bill-in-congress-aims-to-keep-socialsecurity-beneficiaries-out-of-poverty.html | <urn:uuid:0c7273de-c490-4fae-87e7-40069e6dd215> | CC-MAIN-2024-18 | https://jicinvest.com/jic_web_project/Documents/Resources/Newsletter/2022/202207JulyNewsletter.pdf | 2024-04-13T09:16:19+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00345.warc.gz | 300,870,764 | 1,245 | eng_Latn | eng_Latn | 0.998653 | eng_Latn | 0.999063 | [
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How to deal with social isolation during quarantine?
The current situation of Coronavirus is having a great impact in every individual's lives and changing what we all used to have as normal daily routines. This period of time can represent a big challenge for most of people all over the world. Therefore this is a very important time to be resilient, compassionate and supportive to each other, use all kind of strategies and coping mechanisms, so everyone is able to overcome this difficult time in the best way possible.
Here is a list of suggestions that can help you go through this stage, maintaining your mental health:
1. Filtering the news
Try not to spend too much time reading the news or updating yourself about numbers related with the disease. This can be overwhelming within time and can generate unnecessary anxiety and panic about the situation. Also there are a number of facts circulating on social media that could not be accurate to the actual reality.
Set a specific moment of your day to keep yourself informed by selecting a trustful source of information. Make sure that moment don't have a negative impact on you. If necessary, share your views with someone you trust (family or friends), this can be reinsuring and containing of any worries that can come from those news.
2. Stablish a meaningful, pleasant and balanced routine
Think about and plan a routine that could be effective and fulfilled for this period of time. The purpose of this is to dedicate yourself to different tasks that could allow you to have a balanced routine
as possible, which can facilitate your day to day, helps you feel productive and fulfilled with a range of things. This can also help you to link with positive activities to help you keep your mood stable between eventual difficult days you may face along this stage.
Not having a structured routine in a long-term can lead you to feel depressed, anxious and over-preoccupied and consequently affect your mental health (generating irrational thoughts, negative assumptions, disrupting your sleep, affecting your eating pattern and mood).
Taking advantage of your free time on a positive way:
- Set a time to practice physical exercise
(There are many options of videos and online programs that you can follow on YouTube Facebook or google, orientated by personal trainers and qualified professionals to help you keep fit, explore the options of exercises that you feel more interested: yoga, Pilates, cardio, gymnastics, walks).
It can also help diffusing signs of anxiety or tension from your body, helps you relax and it can stimulate you to practice exercise join with other family members or housemates, contributing for a good moment for all.
For those who can have a garden, use your outside space as much as possible. For those that don't have that option, be creative and practice exercise indoors (link with programs on your TV).
- Set a timetable with reasonable slots to complete work tasks/duties for every week
Don't forget to alternate this slots with break times for eat, exercise, leisure activities (movies, TV shows, music) and socialise with friends.
For those who don't have many work tasks to get busy, explore options of courses online or workshops for self-development of skills and talents, improve your knowledges in areas of your interest. This could help giving you a purpose to achieve goals for every week per example. It can also help you feel self-realised with the thigs you are setting for yourself, building your selfconfidence and stimulating your brain in a positive and productive way.
3. Keep social interaction as much as possible, but respecting the current government recommendations
You have many options to keep your social interaction on-going with friends and family, even during quarantine (phone, video, skype, facetime, group chats on WhatsApp).
Make sure you keep a regular connection with people that are important for you (you can set a slot in your day to interact with your friends on social media – chat, play games and share experiences of your activities using your electronic devices). This will help you not feeling depressed, sad, isolated or lonely during quarantine. This could be a way of supporting and motivating each other and working on compassion and resilience to overcome this period together. If you have a pet (cat, dog or other), enjoy time playing with your pet, they can be important and loyal partners in your days.
4. Take care of your self
Taking care of yourself is important to keep you on a balance state, self-esteem and self-confidence (sleep properly, eat healthy, cook your own meals and explore different recipes, practice meditation - mindfulness, relaxation, engage in doing things you enjoy, be creative and stimulate your imagination).
Take advantage of your time to do things you like and that you didn't have time before. Be happy and grateful by being able to do those things and praise the effort you are doing on your own behalf.
This could keep you motivated and can motivate others around you as well.
5. Spend quality time with your family
This could be a good timing for families to improve their relationships and to support each other, to work together as team to overcome this period of time on a more positive and calming way for all of you.
Create moments of fun and joy, laugh together, work together, and share experiences (play board games, be creative in entertaining each other, learn and study together, set times to share thoughts and feelings and to understand each other, identify the positives of your day together, share your hopes and dreams, create a positivity diary with notes, photos or important things you do together during quarantine).
This can be incredibly motivating and important to bring every family member more close to each other. Creating good and positive memories for all of you can be just priceless!
Example of a structured timetable
Create your own timetable according with your preferences and life style. Repeat the things that are working well with you every week and make adjustments of the things that are not working so well, you can do weekly reviews of you plan and about the things you want to vary in your routines.
Keep hopeful and positive and make sure you smile every day | <urn:uuid:fb8c2fd6-2b4c-44fb-bf3a-364de739a9b4> | CC-MAIN-2024-18 | https://www.justmind.co.uk/support%20for%20quarantine.pdf | 2024-04-13T08:35:56+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296816587.89/warc/CC-MAIN-20240413083102-20240413113102-00348.warc.gz | 779,631,691 | 1,215 | eng_Latn | eng_Latn | 0.997643 | eng_Latn | 0.998406 | [
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science7thcrctreview (7thgradesciencecrctreview)
Name:_____________________________________________
Date:________________________
1. During photosynthesis, green plants remove a substance from the air. The substance is
A. water.
B. oxygen.
C. sulfur dioxide.
D. carbon dioxide.
2. During a drought in a grassland, the amount of grass that grows is limited. Which of these organisms would MOST immediately be affected?
A. mice
B. owls
C. snakes
D. toads
3. Thad is a potato farmer who is trying to produce potatoes that are large and resistant to fungus. Which of these would be BEST for him to use to produce only large, fungus-free potatoes?
A. budding
B. fertilizers
C. irrigation system
D. selective breeding
4. Giant fossil ferns have been found in Canada. Which conclusion can be drawn from this discovery?
A. Canada once had a much warmer climate.
B. Giant dragonflies once lived among the ferns.
C. Canada was once covered by an ancient sea.
D. Dinosaurs once lived in Canada.
Permission has been granted for reproduction by the Virginia Department of Education © Virginia Department of Education
5. The main function of most muscle cells is to
A. control breathing.
B. digest food.
C. carry blood.
D. allow movement.
The picture above shows a starfish common to the Mediterranean Sea. They are a problem because they tangle fishing nets and eat shellfish, such as oysters. Frustrated fishermen would pick starfish out of their nets and cut them into little pieces. Unfortunately, this only helped the starfish to reproduce and make more starfish. This type of reproduction is
A. sexual reproduction by regeneration.
B. sexual reproduction through gamete production.
C. asexual reproduction by budding.
D. asexual reproduction by fragmentation.
How does the organism pictured above obtain energy?
A. It coverts carbon dioxide and water into food.
B. It uses sunlight to make its own food.
C. It converts minerals in the soil into food.
D. It consumes and recycles dead organisms and wastes in soil.
8.
What type of cell MUST take up carbon dioxide in order to stay alive?
A. plant cell
B. animal cell
C. fungal cell
D. yeast cell
9.
What is true of the offspring of organisms that reproduce sexually?
A. They are genetically identical to one of the parents.
B. Genetically, they are completely different from their parents.
C. They have some genetic traits of both parents, but are not exactly like either.
D. They always have twice as many chromosomes as their parents, since they have two parents.
10. Two species of butterfly look almost identical, even though they are not related. One of the species is poisonous to birds, causing them to become ill, while the other species is not poisonous. What is the MOST LIKELY reason that the two species of butterfly look so similar?
A. The two butterfly species have adapted to look like each other so that they could breed.
B. Over time the two butterfly species have adapted to look like each other because they eat the same food.
C. Over time the non-poisonous butterfly has adapted to look like the poisonous butterfly to help protect it from predators.
D. The poisonous butterfly has adapted to look like the non-poisonous butterfly so that it can live in the same environment.
science7thcrctreview (7thgradesciencecrctreview)
11. What is the original source of energy for the organisms in the picture below?
A. grass
B. mouse
C. water
D. sunlight
12.
Place the levels of biological organization in the correct order.
A. cell organelle tissue organ
B. cell tissue organelle organ
C. organelle cell organ tissue
D. organelle cell tissue organ
science7thcrctreview (7thgradesciencecrctreview)
Poodles, like all dog breeds, are so closely related to wolves that they can breed with them. What is the best explanation for why wolves and poodles do not look alike, despite being extremely close relatives?
A. Poodles have naturally evolved to look differently from wolves.
B. Wolves once resembled poodles, but quickly died out in the wild.
C. Wolves once resembled poodles, but they evolved to look differently.
D. Poodles are the result of people selectively breeding them for specific traits.
14. After walking through a field, you find a tick attached to your leg. What is the tick's relationship to you?
A. predator
B. decomposer
C. producer
D. prey
15. Which part of the body receives messages transmitted by nerve cells located throughout the body?
A. heart
B. lungs
C. brain
D. liver
science7thcrctreview (7thgradesciencecrctreview)
Answer Key
1. D) carbon dioxide.
2. A) mice
3. D) selective breeding
4. A) Canada once had a much warmer climate.
5. D) allow movement.
6. D) asexual reproduction by fragmentation.
7. D) It consumes and recycles dead organisms and wastes in soil.
8. A) plant cell
9. C) They have some genetic traits of both parents, but are not exactly like either.
10. C) Over time the non-poisonous butterfly has adapted to look like the poisonous butterfly to help protect it from predators.
11. D) sunlight
12. D) organelle cell tissue organ
13. D) Poodles are the result of people selectively breeding them for specific traits.
14. A) predator
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Name:_______________________________________ Date: ___________________
Vocabulary Building Worksheet – Level IV – Week 14A
proper cause automatic automobile awkward withdraw lawyer
DEFINITIONS: Numbers 1 through 7 show definitions of the list words. Select the correct word that matches the definition from the two words at the end of each definition. Write it in the blank space provided. While students can be asked to complete this entire assignment on their own (with help from a dictionary), it can also be beneficial for teachers to first discuss the meanings of the seven words above. All words (except one) are repeated 3 times in the activities below to give the repetition needed for accelerated memorization.
1. Acting or operating by itself without outside control: _________________ (cause, automatic)
2. Clumsy – not graceful – an embarrassing moment: _______________
(awkward, lawyer)
3. A motor powered passenger vehicle, usually with 4 wheels: _______________
(proper, automobile)
4. The expected or typical way of doing something - appropriate: _______________ (awkward, proper)
5. Their job is to give legal advice and represent someone in court: _______________ (lawyer, cause)
6. The reason why something happened: _______________ (proper, cause)
7. To take back or away – to remove – to retreat: __________________
(withdraw, retreat)
DEFINITION CLUES: Carefully read the phrase or riddle below. Choose the word you think goes best with the phrase or riddle and write it in the blank space provided. Be careful! These can be tricky!
8. Even though you don't think about it, your heart beats about 70 times per minute: ______________
9. This person researches law and can defend you in court: ______________________
10. This can travel fast - is fun to ride in – and has a motor: _______________________
11. We really should wear a coat and tie when going to the formal church dinner: _______________
12. I got so scared when speaking in front of class I forgot what to say: ____________________
13. The reason the house burned down was because the child lit matches in the kitchen: ___________
14. Your hand would do this if you accidentally put it in hot water: __________________
FILL-IN-THE-BLANK: Each sentence below is missing one word. Read the sentence carefully and choose the vocabulary word that best goes in the blank space provided.
15. Blinking is an ___________________ response performed by eyelids to keep the eyeballs moist.
16. Lightning which heats the air is the actual _______________________ of thunder in a storm.
17. I no longer desire to be class president so I will __________________ my name from the list.
18. It's nice to see him hold a spoon the __________________ way when eating with guests.
19. Fighting is against the law so he'll need a good __________________ when he goes to court.
20. It was __________________ trying to throw the ball with my left hand since I am right handed.
Copyright © 2005 ReadingKey Inc. – Materials available at TampaReads.com
Name:_______________________________________ Date: ___________________
Vocabulary Building Worksheet – Level IV – Week 14B
ounce outline discount outgoing housing proud tour
DEFINITIONS: Numbers 1 through 7 show definitions of the list words. Select the correct word that matches the definition from the two words at the end of each definition. Write it in the blank space provided. While students can be asked to complete this entire assignment on their own (with help from a dictionary), it can also be beneficial for teachers to first discuss the meanings of the seven words above. All words (except one) are repeated 3 times in the activities below to give the repetition needed for accelerated memorization.
1. To sell at an amount lower than the regular price: ________________ (discount, proud)
2. Not shy – someone with a strong personality – talkative: _____________ (proud, outgoing)
3. Feeling pleasure over something done or something that is owned: _______________ (tour, proud)
4. Used to measure light weights – also, measures volume of liquids: ____________ (discount, ounce)
5. A trip which visits different places of interest: ___________________ (tour, ounce)
6. Buildings or structures that provide a place to live: _______________ (discount, housing)
7. A line marking outside boundaries – also, a listing of major points: ___________ (outline, outgoing)
DEFINITION CLUES: Carefully read the phrase or riddle below. Choose the word you think goes best with the phrase or riddle and write it in the blank space provided. Be careful! These can be tricky!
8. Examples of this include apartments, houses and even trailers or mobile homes: ________________
9. On President's Day I bought new sneakers on sale for 25% off the usual price: _______________
10. A parent would feel this way if their child finished high school or went to college: _____________
11. 1/16 th of a pound – also, when measuring liquids it takes 32 of these to make a quart: ___________
12. On our vacation to Rome we took a bus ride to many historical sites: ___________________
13. My grandmother is constantly telling jokes when we have large parties: ___________________
14. Before writing the science report we must list all important points to be written about: _________
FILL-IN-THE-BLANK: Each sentence below is missing one word. Read the sentence carefully and choose the vocabulary word that best goes in the blank space provided.
15. We can receive quite a _________________ on the purchase price as everything is 50% off.
16. Remember, the best way to write a quality report is to first make a thorough _______________.
17. It would be a lot of fun to take a ____________________ of our government offices..
18. Much lighter than a pound, a pencil weighs approximately one __________________.
19. Homes are so expensive, it's nice to see our city develop _________________ that is affordable.
20. Mom was ________________ when I gave her a bumper sticker saying I made the honor roll.
Name:_______________________________________ Date: ___________________
Vocabulary Building Worksheet – Level IV – Week 14C
moist moisture foil disappointed avoid royal employ
DEFINITIONS: Numbers 1 through 7 show definitions of the list words. Select the correct word that matches the definition from the two words at the end of each definition. Write it in the blank space provided. While students can be asked to complete this entire assignment on their own (with help from a dictionary), it can also be beneficial for teachers to first discuss the meanings of the seven words above. All words (except one) are repeated 3 times in the activities below to give the repetition needed for accelerated memorization.
1. A very thin sheet of flexible metal: _____________ (avoid, foil)
2. To try to stay away from something – escape: _________________ (avoid, royal)
3. Water vapor in the atmosphere or water droplets on an object: ____________ (employ, moisture)
4. Relating to the service of a kingdom – also means superior quality: _____________ (foil, royal)
5. The feeling when one is unable to achieve what is hoped for: _____________ (disappointed, avoid)
6. An object that feels slightly wet – damp: __________________ (moist, moisture)
7. To hire someone – to put to work: _____________________ (avoid, employ)
DEFINITION CLUES: Carefully read the phrase or riddle below. Choose the word you think goes best with the phrase or riddle and write it in the blank space provided. Be careful! These can be tricky!
8. I didn't want to catch a cold so I stayed away from the sick person: __________________
9. To keep the chicken fresh, my mother wrapped it in a thin flexible piece of aluminum: __________
10. I want to graduate from school so a business will hire me when I'm older: ________________
11. I was very sad when I didn't get the bicycle I wanted for my birthday: _________________
12. After the rainstorm you could see droplets of water all along the ceiling: ___________________
13. Squeeze the sponge so there is only a small amount of water in it: __________________
14. It is foolish and a waste of money to think you must buy the best of everything: ______________
FILL-IN-THE-BLANK: Each sentence below is missing one word. Read the sentence carefully and choose the vocabulary word that best goes in the blank space provided.
15. To keep moisture out, builders sometimes put metal ___________________ inside the walls.
16. If you are smart enough not to smoke cigarettes you can ________________ many illnesses.
17. Even two hours after steam cleaning the carpet, it still felt somewhat __________________.
18. The businessman was glad to ___________________ the new worker who graduated from college.
19. I was very ______________________ that the boy didn't return the wallet he found.
20. After daily rain for a week the _________________ in the ground caused high humidity in the air.
Copyright © 2005 ReadingKey Inc. – Materials available at TampaReads.com
Name:_______________________________________ Date: ___________________
Vocabulary Building Worksheet – Level IV – Week 14D
proof shampoo toothbrush toothpaste crew chewy cruel
DEFINITIONS: Numbers 1 through 7 show definitions of the list words. Select the correct word that matches the definition from the two words at the end of each definition. Write it in the blank space provided. While students can be asked to complete this entire assignment on their own (with help from a dictionary), it can also be beneficial for teachers to first discuss the meanings of the seven words above. All words (except one) are repeated 3 times in the activities below to give the repetition needed for accelerated memorization.
1. A small brush with a long handle used to clean teeth: _________________ (toothpaste, toothbrush)
2. A food that requires more than the usual amount of chewing: ________________ (cruel, chewy)
3. Facts or evidence that leave no doubt: _____________________ (proof, shampoo)
4. To cause suffering – painful: __________________ (cruel, crew)
5. Any of various soaps or detergents used to wash hair: ________________ (toothpaste, shampoo)
6. A paste for cleaning teeth that is put on a toothbrush: _______________ (toothbrush, toothpaste)
7. A group of people working together: __________________
(crew, cruel)
DEFINITION CLUES: Carefully read the phrase or riddle below. Choose the word you think goes best with the phrase or riddle and write it in the blank space provided. Be careful! These can be tricky!
8. A tool that we use several times a day to keep teeth clean: _____________________
9. Caramel is a candy that requires considerable crushing by your teeth: ________________
10. If you don't use this your hair will appear oily: ____________________
11. Only a person without a conscience would hurt or tease animals:____________________
12. This is often found in a tube and squeezed daily: ___________________
13. The scientist wanted clear facts before believing it was true: ________________
14. To complete the job rapidly we will need more than one person to work: __________________
FILL-IN-THE-BLANK: Each sentence below is missing one word. Read the sentence carefully and choose the vocabulary word that best goes in the blank space provided.
15. The older 50 year old man had few teeth he didn't use a __________________ regularly.
16. Next time you see someone being ________________ to a classmate be sure to tell someone.
17. Before being sent to prison for stealing, there must first be __________________ he is guilty.
18. Since his hair always appears oily, I don't think he ever uses ___________________ to clean it.
19. My jaw gets sore if I eat ____________________ candy for too long.
20. To finish the roofing job in one day we'll need a _____________________ of 8 people.
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MINNESOTA WETLAND RESTORATION GUIDE
PROMOTING POLLINATOR HABITAT IN WETLANDS
TECHNICAL GUIDANCE DOCUMENT
Document No.: WRG 5A-18
Publication Date: 8/30/2017
Table of Contents
Introduction
Application
Other Considerations
Costs
Additional References
INTRODUCTION
Each year native and domesticated bees pollinate around 30% of crops in the United States with a value of approximately $23 billion. They also pollinate around 70-80 percent of flowering plants in the Midwest, playing a key role in their seed production. Native bee populations that include more than 4,000 species in North America have declined in recent years due to habitat loss and pesticides use among other factors. At the same time, managed colonies of European honey bees have suffered losses.
While Honey Bees and Bumble Bees are the most commonly known pollinators, they only make up about 2% of bee species in Minnesota. The remaining species are solitary bees that do not live in colony systems like Honey or Bumble bees (with division of labor and cooperative rearing of young). Supporting native solitary bee habitat is important, as like honey bees, their populations are also in decline.
Other pollinators of concern include Butterflies, moths, beetles, and native flies. Many of these pollinators have their own unique habits and needs, for example, many moths tend to pollinate white or dull colored blossoms that flower at night. Some plant species are dependent on others for the completion of their lifecycle, such as the Monarch butterflies dependence on milkweed, and the endangered Karner Blue butterflies need for Wild Lupine. By establishing native vegetation, one can support the intricate relationships foraged between native pollinators and native vegetation that keep both populations healthy.
Many agencies and conservation groups are focused on finding ways to benefit declining populations of pollinators and other beneficial insects. Wetland restoration projects can be important areas to establish pollinator habitat due to the protection of wetland sites, variety of
Habitat complexes and corridors are important nesting and food sources for pollinators
habitats and diversity of flowers that can be part of wetland and upland buffer plantings. Wetland restoration projects can also meet the clean water and nesting needs of pollinators.
APPLICATION
Maximizing Floral Diversity – A variety of plant communities provide a diversity of floral resources that help support pollinator populations. Wet meadow and wet prairies, along with shrub wetlands are some of the most diverse communities. As part of wetland restoration projects the native seedbank can often provide diversity from species such as smartweeds, beggars-ticks, bugleweeds, hedge nettle, jewelweed, and blue vervain among other species. Wet meadow and wet prairie seed mixes are often used to supplement diversity levels. Some species such as marsh milkweed, sneezeweed, asters, native sunflowers, golden alexanders and goldenrods do particularly well from seed and seed mixes can be adjusted based on species that may establish from the seedbank. Mixes can also be maximized with species that are of high value to pollinators such as
Marsh milkweed establishes well from seed and provides important habitat for Monarchs as well as other pollinators
milkweeds, Joe-pye weed, sneezeweed, and wild mints. Restoration practitioners often try to ensure that all plant functional groups (asters, legumes, milkweeds, mints, other forbs, cool-season grasses, sedges, rushes, etc.) are filled for a seed mix to mimic natural plant communities and provide habitat for as many species as possible. In addition to seed, species can also be added as containerized plant, particularly for species that may not establish well from seed, or establish slowly such as species of liatris and lilies. When installing containerized plants supplemental watering may be needed if there is not sufficient soil moisture.
Shrubs can also provide an important early source of nectar and pollen for pollinators. Willows bloom early in the spring and can be an important early resource for bees when few other plants are flowering. Both willows and dogwood can be added as cuttings into projects with saturated soils, or as containerized plants. Some species such as native Spiraeas, Viburnums, and Buttonbush have been seeded into wetland projects and are also available as containerized plants.
In addition to seeded wetlands, upland buffer plantings also play a key role in providing pollinator habitat, as they often include a diversity of flowers that are beneficial to a wide range of species. Specific pollinator plots that are flower rich areas a half-acre in size to three acres can also be incorporated into upland buffer plantings to maximize pollinator habitat.
Providing Nesting Habitat: The nesting needs of native bees varies for different species with some that nest in the ground, and others that nest in the stems of woody or herbaceous plants. The planting of clump forming native grasses in uplands often provide areas of bare soil that benefit ground nesting species such as bumbles and mining bees. Plants that form hollow stems such as elderberries, native grasses, Joe-pye weed, and cup plant provide important habitat for stem nesting species such as carpenter bees.
Establishment - Thorough weed control is essential prior to establishing pollinator habitat. In many cases, projects are seeded into fields that were previously in soybeans or corn, as agricultural production can help ensure that weeds are sufficiently controlled. It is important that pesticides (such as neonicotinoids) that persist in the soil were not used prior to planting, as they can be taken up into plant tissues and affect pollinators. Individual pesticides should be investigated to determine their persistence in the soil.
Cover crops such as oats or winter wheat can be used to stabilize sites if additional time is needed for pesticides to break down in the soil or to stabilize soils prior to the planned seeding date. Drill or broadcast seeding is often conducted in the fall to allow forbs to naturally stratify (break their seed coat) over winter and compete with grasses in the spring. Some forbs that are important for pollinators such as sneezeweed, Dutchman's breeches, bugleweed, wild bergamot, evening primrose, smooth blue aster, mountain mint and aromatic aster do not require pre-stratification and can be successfully seeded in the spring. If broadcast seeding, rolling can be used afterward to help ensure good seed to soil contact and prevent the loss of seed from wind and birds.
Managing Floral Diversity - Wetland plant communities such as wet meadows, wet prairies and shallow marshes, often transition to a dominance of grasses or sedges over time, so natural or human disturbance such as flooding, conservation grazing and prescribed fire or other methods may be needed to maintain floral diversity . Reed canary grass in particular poses a risk to diversity, though it can be controlled through combinations of conservation grazing, prescribed fire, and spot herbicide application. Grass specific herbicides applied in late spring or early summer can be used in areas with no standing water (they are not aquatically certified) as a way to control invasive grasses.
The maintenance of pollinator plantings can be challenging due to the high diversity of forbs and difficulty of removing weeds without harming native plants or pollinators. Key steps to the maintenance of pollinator plantings involve:
Mowing annual and biennial weeds to 4-6 inches as needed during the first one to two years of establishment to provide sunlight and to decrease competition for seedlings.
Hand pulling of weeds. This is often most effective after rainfall when weeds are easier to pull.
Prescribed burning to maintain diversity and to control woody species after establishment. Burning should only be conducted on 1/4-1/2 of large sites each year to minimize impact on insects and patchy burns are ideal to provide areas of refuge. Burns are often conducted in the fall or early spring to promote floral diversity and minimize impact to pollinators.
Conservation grazing following grazing plans can be used to reduce the percent of cool-season grasses in conservation plantings and promote floral diversity.
Biocontrol of invasive species may also be a long-term maintenance strategies to minimize herbicide use and control weeds. Biocontrols are available for leafy spurge, spotted knapweed, purple loosestrife and Canada thistle.
When herbicides will be used for management it is important that target species (such as Canada thistle or wild parsnip) are not in bloom when they are sprayed and that spot herbicide application is conducted rather than broadcast spraying.
OTHER CONSIDERATIONS
Restoring flowering plants for insect diversity in wetland restorations can benefit a wide range of wildlife species. Many songbirds in particular rely on insects as a food source, particularly in the spring and summer.
COSTS
Costs: Cost related to adding floral diversity can vary greatly depending on seed mixes and other plant materials to be used. Diverse wet meadow or wet prairie seed mixes cost around $700-$800 per acre though seed can also be hand collected and sown into restored or natural wetlands or upland buffers as a low cost method of increasing diversity.
ADDITIONAL REFERENCES
BWSR Pollinator Toolbox
Minnesota NRCS Pollinator Conservation Planning Documents
Pollinator Habitat Assessment Form and Guide
Upper Midwest Plants for Native Bees
Pollinators and Roadsides, Roadside Management for Bees and Butterflies
Pollinator Conservation in Minnesota and Wisconsin
Pollinators in Natural Areas
Protecting Bees from Neonicotinoids in Your Garden
Using Farm Bill Programs for Pollinator Conservation
Monarch Habitat Guidebook
Conserving Bumblebees | <urn:uuid:766f8a0e-80fa-4627-b154-7d5e51f4cd6f> | CC-MAIN-2021-39 | https://bwsr.state.mn.us/sites/default/files/2019-01/5A-18%20Promoting%20Pollinator%20Habitat%20in%20Wetlands.pdf | 2021-09-23T03:07:15+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00091.warc.gz | 192,142,348 | 2,054 | eng_Latn | eng_Latn | 0.991543 | eng_Latn | 0.996969 | [
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Brackenfield Home Learning Map
01/03/2021
Personalised Learning Intention Activities
These are activities that support your child's progress in Personalised Learning Intentions (PLIs). A document will be sent to you via email with activities that can be done at any time. These activities are the same for the next 5 weeks so will only receive this document once. If you need some more ideas or different activities let the class team know and they will be happy to provide these for you.
Ongoing activities these week
(these can be completed every day)
Morning songs
Good morning song Days of the week What's the weather Months of the year Animal sounds song Colourbubblies
Cosmic yoga
P.E with joe
Go noodle
Parents can sign up for free on Go Noodle and have access to a range of music and movement videos
Phonics
Use sound effects to play different sounds BBC Sound Effects (bbcrewind.co.uk) You could use this BBC website for sound effects which are in categories. Name the sound you can hear once confident with the activity play a sound and get your child to name it!
Timetable
(complete these activities this week. You can choose the order you do this in)
Numeracy
Role play
Grab-it pass the parcel – fill a box with up to 20 pieces of pasta, cut a hole in top, pass box around, when music stops as child to grab a handful of pasta, count together and you could extend by writing numbers on pieces of
Community Healthy Eating
Can you design a "good food for our bodies" plate using paper, or pictures from magazines of different food. Discuss why some food are good for us and some foods not so good.
Tea party – set up a tea party with your family and/or toys. You could make sandwiches, cakes and drinks to share.
Numeracy
Have a go at writing numbers in lots of different ways, in cornflour and water, in rice, on paper with pens/chalk/ pencils. You could also have a go at making the numbers out of playdough!
Working together
Play a game of charades with your family. Write down different objects, people, actions etc. and take it in turns to choose one and act it out for everyone else to guess.
sizes & textures, bang them against a tree. What noise do they make?
* Collect some twigs, leaves, and stones to make some pictures with them. Write out their name or lay out a trail to follow. | <urn:uuid:596ae995-37f3-4d71-afb2-ed6da86d64ec> | CC-MAIN-2021-39 | https://www.brackenfield.derbyshire.sch.uk/images/image_gallery/large/1614356536.pdf | 2021-09-23T03:38:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00089.warc.gz | 712,629,195 | 521 | eng_Latn | eng_Latn | 0.996013 | eng_Latn | 0.998052 | [
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Spelling Homework Activities For 4th Grade
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We offer you this proper as with ease as simple quirk to get those all. We provide spelling homework activities for 4th grade and numerous books collections from fictions to scientific research in any way. among them is this spelling homework activities for 4th grade that can be your partner.
Learn 4th grade English Sight Words ~ You Tube ~
4 Fun Ways To Practice Spelling Words 300 Sight Words for Kids! | Learning Time Fun | High Frequency Words | Popcorn Words | Sight Words Meet the Sight Words - Level 1 (FREE) | Preschool Prep Company My Horibal Speling Learn to Read | One Syllable Words | Red Level
Instructions for Spelling Homework Syllables! | Scratch Garden Coyote School News Learn How To READ and SPELL FUN WAYS TO PRACTICE SPELLING WORDS Lesson 3 SECOND GRADE SPELLING WORDS | 2nd Grade Spelling Words How to teach any child to read EASILY and FAST! AMAZINGHow to Teach Children to Read Phonetically Tutorial! How To Teach A Child To Read - In Two Weeks Learn To Read And Spell with 3 Letter Sight Words | ABC Letter Word Phonics Reading Comprehension Activity - Pizza and Hot Dog Meet Burger 2 Lesson 1 SPELLING WORDS [Elementary School]
Spelling \u0026 Pronunciation - Words with Silent LettersCan You Win a 5th Grade Spelling Bee?
Spelling Game - ESL Game - for you class or your home - ESL Teaching Tips
Unit 8: 2nd Grade For Kids 7 8 years - Hooked on Phonics 2010Learn 3rd grade English Sight Words ~ You Tube ~
4th Grade Science Compilation Spelling Homework Blending Activities | Phonics Spelling homework practice
Sight Words Practice - 3rd Grade Worksheets | Kids Academy Learn 1st Grade English Sight Words ~ You Tube ~
Learn 2nd Grade English Sight Words ~ You Tube ~Spelling Homework Activities For 4th
For spelling hw, my 4th graders will be given a list of spelling practice activities from which to choose, such as writing each word five times, writing spelling stairs, and writing each. 4th Grade Spelling Units (Level D) From this page, you can jump to all of our 4th Grade (Level D) spelling units.
Spelling Homework Ideas For Fourth Grade
This spelling menu pack was designed to make spelling practice, homework, and/or word work in the classroom engaging, interactive, meaningful, and fun as well as to provide a means in which to differentiate!Specifically, this pack contains:--9
Read Book Spelling Homework Activities For 4th Grade
spelling menus each with 9 different activities (for a t
4th Grade Spelling Homework | Teachers Pay Teachers
Grade 4 spelling worksheets , including spelling lists and spelling exercises on jumbled words, missing letters, word links, crosswords and word searches. Free fourth grade spelling worksheets from K5 Learning; no login required.
Fourth Grade Spelling Worksheets | K5 Learning
Spelling Homework Ideas. 1. Write each word 5 times, using a different color each time. 2. Type your spelling words 10 times, using a different font each time. 3. Create a comic strip. Add captions that use 5 of your words. 4. Write the words in ABC order. 5. Write the words in reverse ABC order.
40 Spelling Homework Ideas - Spelling Words Well
Weekly Spelling Homework: 4th Grade Spelling Menu. Each week students will use their 15 spelling words (10 regular; 5 challenge) to complete 12 points worth of spelling activities from the 4th Grade Spelling Menu. A copy has been provided for each student to take home.
Fourth Grade - Weekly Homework - Google Sites
Write a story about your favorite holiday that uses at least 6 spelling words. 30. Write a story about a terrible, awful day that uses at least 6 spelling words. 31. Use building blocks, toys or other items to form your spelling words. 32. Rewrite all your spelling words using a code. Include the code on the page. Ask a family member to solve.
40 Spelling Homework Ideas - Spelling Words Well
Another great set of instant word wall activities! More suited to the lower grades. Set up spelling rotations and pick four fun activities your students can do. Word Work Grids – Upper Primary
14 Fun Spelling Activity Ideas to Use in the Classroom ...
My thoughts and feelings on homework hav... Aug 1, 2014 - One of the most frequent comments/questions I get from my readers is about my homework routine. ... Spelling Menu 5th Grade Spelling Spelling Homework Reading Homework Spelling Practice 4th Grade Writing Spelling Activities 4th Grade Reading Spelling And Grammar. More information ...
Fourth and Ten: My Fourth Grade Homework Routine ...
Spelling Worksheets Maker. Want to help support the site and remove the ads? Become a patron via patreon or donate through paypal. Words (Not all need to be filled in) Word 1: Word 2: Word 3: Word 4: Word 5: Word 6: Word 7: Word 8: Word 9: Word 10: Word 11: Word 12: Word 13: Word 14: Word 15: Word 16: Word 17: Word 18: Word 19: Word 20: Page 2/4
Spelling Worksheets Maker | Free - CommonCoreSheets
A fun collection of tasks to help children engage with their spelling. Tasks can be set by the teacher or selected by the pupil. Tags in this resource: remembering-spelling-black-and-white.png
First Level Spelling CfE Homework Grid (teacher made)
A spelling menu with 35 different ways to practise for KS2 children. I took activity ideas from a variety of spelling menus and designed one big one for children to have in their homework books. Most activities should be easy for the children to access at home and there are lots of examples of how to complete the task for them to refer to.
KS2 Homework Spelling Menu with 35 Different Activities ...
Oct 28, 2017 - Use this Spelling Menu to give students more choice with their weekly spelling homework. In our classroom, we give a pretest on Monday, and the students are given the graded pretest on Tuesday with the Menu. They then pick activities that add up to 16 points (14 on short weeks) to practice their s...
Use this Spelling Menu to give students more choice with ...
Choose 5 of your spelling words and write 5 silly sentences. Underline each spelling word. Choose one of your silly sentences and illustrate it. Example: The long line at the grocery store was empty. Spelling Bingo (use "Spelling Bingo" paper) Write your spelling words in the empty spaces on the Bingo board. Bring your board back to
My Spelling Homework Activities - kns.ac.nz
This is a list of ideas on ways to practice spelling words. I include this list in my weekly homework packet. Parents and students choose at least one activity per night. Parents have been very appreciative that I offer spelling this way. It's very flexible and students can do what is best for them.
FREE Spelling Homework Ideas by Caitlin Hynst | Teachers ...
4th grade spelling words (list #10 of 36) 4th grade spelling words (list #10 of 36) Help your fourth grader become a spelling star with our weekly lists.
4th grade Worksheets, word lists and activities ...
Rhyme Time - Write each spelling word with a rhyming word next to it. Shout It Out - Spell your words aloud for an adult. Tile It - Use Scrabble or Boggle tiles to spell out your words. Dictionary Detective - Look up your words in the dictionary and write their meanings.
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Read Book Spelling Homework Activities For 4th Grade
Creative Spelling Homework Ideas - Elm Street School
Fourth Grade Spelling Homework Activities, cover letter template for preschool teacher, educational psychology personal statement, buy technology assignment. Fourth Grade Spelling Homework Activities - welding fabrication business plan - free story essay papers » Economics - Others
Fourth Grade Spelling Homework Activities
Oct 25, 2016 - Explore Amanda Food Family Fun's board "Spelling Homework Ideas", followed by 1084 people on Pinterest. See more ideas about Spelling activities, Spelling, Spelling homework.
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Jayna Roberts TESOL 507 Resource List Project 11/4/13
Resource List Focus: K-8, Developing & Expanding
Epals inc. (2013). Epals global community: where learners connect. Retrieved November 2, 2013 from http://www.epals.com /project-detail.php?id=8cca050e-6777-49c2-98e1-4090279c6977.
Epals Global Community website provides a plethora of opportunities for cross-cultural learning in the classroom. A project entitled, "Learning About Other Countries Projects" initiated by a classroom in Canada provides real-world opportunities for learning about other cultures. In this project, students communicate via email, skype, and other internet sources about their different cultures. The communication process involves students writing letters to other students using twenty-first century technology. Writing to students in other countries helps to advance the reading and writing skills of sixth grade social studies students. Aside from promoting reading and writing skills, this project will also advance the keyboarding skills of students as they utilize computers to communicate. Additionally, the content of this project can be used throughout the school year as students learn about the geography and cultures of the world.
Red Jumper Studio. (2013). Book Creator for ipad. (Version 3.0) [Mobile application software]. Retrieved from http://www.apple.com/itunes/affiliates/download/?id=442378070.
Book Creator for ipad is an ideal application for students who are developing their writing skills. This application enables students to create their own book using the most modern and relevant technology. Students can draw their own pictures, use photographs, or upload pictures from the internet to illustrate their books. Students can choose to hand-write or type in their text. Music, videos, and sound clips can be easily imported into the book. Furthermore, books can be differentiated by adding recorded voices that read the text. This can enable students to record themselves reading their own self-created book. Book Creator is great for ELLs because it is adaptable for L1 or L2 use depending on the learner's needs. Additionally, ELLs can create books about topics that are relevant to their lives, therein making the use of this app culturally responsive. Lastly, ELLs can export their books to ibooks so that their peers and family members can easily access and benefit from their books.
Ideal for WIDA Levels 3-4
Help for families:
Getting Started Tutorial
Resources to use with this App:
* http://www.youtube.com/watch?v=M0J9ptwcGLw&feature=youtu.be (How to use this app youtube video)
* http://www.pinterest.com/bookcreator/made-in-book-creator/ (Pinterest board showcasing over 1 million examples of books created in Book Creator. Great for seeing/showing example books).
Cost: Free version (allows you to create one book for free) $4.99 version (one-time fee allowing you to make an infinite amount of books)
Compatible: Apple
Savivo A/S. (2013). English Storytelling for Kids. (Version 1.0). [Mobile application software]. Retrieved from https://itunes.apple.com/app/id704298960.
The English Storytelling for Kids app enables children to read and/or hear a story. Then the child can retell the story using pictures and their own recorded voices. The app also has over 160 pictures available for children to use during their retelling of the story. Further, the app has words available for children to use during their retelling , allowing for differentiation. Each story has a theme, which provides context-based learning that is student-centered. Lastly, students can create their own stories using the apps library of pictures and words.
Ideal for WIDA Levels 3
Help for families: http://www.savivo.com/pages/productshtml.html (informational site about the app and other similar apps)
Resources to use with this App:
* http://www.savivo.com/pages/schools.html (How educators can use this app)
Cost: Free version (10 stories) $4.99 version (unlock all stories)
Compatible: Apple and PC
Houghton Mifflin Harcourt. (2013). HMH Readers. (Version 3.0) [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/hmh-readers/id543777923
HMH Readers provides leveled books that students can read, listen to, and record their own voices on. English and Spanish books are available in content area subjects. For student's with Spanish as their L1, this feature can be invaluable to utilize at home with family members. Additionally, fiction and non-fiction works are available for students to read. When listening to books on HMH Readers, the text is highlighted on the screen. The books available on HMH Readers are intended to promote academic vocabulary acquisition, which is ideal for both expanding and developing ELLs. This app has a wide variety of books available for students at every proficiency level. The levels are labeled by grade and the books are organized under these grade-level reading categories.
Ideal for WIDA Levels 3-4
Help for families: http://www.hmhco.com/parents-and-kids (helpful website for parents to explore the app)
http://www.hmhco.com/popular-reading/books-for-teens-kids (book suggestions for teens)
Resources to use with this App:
* http://www.hmhco.com/educators (How educators can use this app)
* http://www.hmhco.com/home/search?segment=Programs;mm=programs;q=Common%20Core (Lesson plans related to the Common Core to use with this app)
* http://www.hmhco.com/shop/education-curriculum/adult-education (Adult education use with this app)
Cost: Free version (some stories available) $4.99 version (story collections)
Compatible: Apple and PC
EveraAge Consulting Inc. (2013). Story Wheel. (Version 2.1). [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/story-wheel/id437068725?mt=8.
Story Wheel is a story composition app that can be played by 1-4 students at a time. Students spin a wheel of pictures and compose a story based on each picture they get. For each picture, the student records his or her voice to develop part of that story relating to the picture. At the end, the students can hear their voices telling the story that they created, while viewing the pictures in order. Before playing, students can choose a theme for their story and the wheel will only show pictures relating to that theme. Some example themes include pirates, space, and fairytales. Students can also play the game in a variety of languages such as English, Spanish, Mandarin, and Arabic. Aside from promoting story composition skills and stimulating imagination, Story Wheel can also promote oral language skills.
Ideal for WIDA Level 3
Help for families: http://www.storywheelapp.com/about_story_wheel.xhtml (informational site about how to use this app)
Resources to use with this App:
* http://reading.ecb.org/teacher/visualizing/visual_lessonplans.html (Story Wheel lesson that can be taught prior to using Story Wheel App)
Cost: Free version (Comes with four different story wheel themes) $2.99 version (Comes with additional story wheel themes)
Compatible: Apple
Tapnik. (2010). The Brainstormer. (Version 1.4.1). [Mobile application software]. Retrieved from http s://itunes.apple.com/us/app/the-brainstormer/id374496865?mt=8
The Brainstormer app is ideal for ELL students who are working on writing skills. It can be used to randomly combine plot, setting, style, and subject to create engaging writing prompts. The Brainstormer can also be used as a tool for summoning quick prompts for journals and reflection. Furthermore, Brainstormer can be edited to include new topics and options for the plot, setting, style, or subject. This enables educators to manipulate the app to either expand upon or limit the available choices. Finally, Brainstormer is an effective app to kick-start the writing process. It can alleviate writer's block or apathetic attitudes by providing stimulating and spontaneous scenarios for writing.
Ideal for WIDA Level 3-4
Help for families:
* http://www.tapnik.com/blog/ (Blog with app updates)
Resources to use with this App:
* http://www.tapnik.com/brainstormer/ (How to use the app and how educators can receive a discount on the app)
Cost:
$1.99 Version (original)
Can pay $0.99 to add the Character Creator and $0.99 to add the World Builder
Compatible:
Apple and PC
New River Community College Games. (2011). Same Meaning Magic. (Version 1.4). [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/same-meaning-magic-
synonyms/id443212030?mt=8.
Same Meaning Magic is a game intended to promote student's vocabulary skills. In the game, students earn points when they choose the correct synonym for a word that is used in a sentence. The app also can increase academic language literacy for ELLs as many of the words and synonyms are content related terms. Additionally, the app presents players with words that are used in a sentence rather than simply presenting them singularly and out of context. Same Meaning Magic has five different levels that can be adaptable for the varying proficiency levels of ELLs.
Help for families:
* http://gameslab.radford.edu/iLearn/app-video.html?vid=7 (Instructional Video for how to use this app)
Resources to use with this App:
* http://gameslab.radford.edu/iLearn/grade-profiles.html (Website that offers educational videos for teachers about how to use this and other apps in the classroom. Videos are organized by grade level, K7)
* https://itunes.apple.com/us/app/same-meaning-magic-part-ii/id455067207?mt=8 (Same Meaning Magic 2 version)
* http://www.lwbva.org/apps.cfm (Similar learning apps by NRCC Games to use in the classroom)
Cost:
$0.99 Version (original)
Compatible: Apple and PC
E Skills Learning LLC. (2012). MiniMod Reading for Details Lite. (Version 1.4). [Mobile application software]. Retrieved from http://itunes.apple.com/us/app/minimod-reading-for-details/id409669762?mt
=8&ign-mpt=uo%3D4
MiniMod Reading for Details Lite is an app that promotes reading comprehension skills. In the app, students read a passage and then must answer questions related to the 5W's of reading comprehension; who, what, where, when, why. When students answer questions correctly they receive a token to place on a bingo board. When a student gets five tokens on their bingo board in a row, he or she wins the game. MiniMod Reading for Details Lite can be played by one student or by multiple students at once. Students can also play against the computer. The app offers three different levels that are organized according to a color:
Red Level: 2.0-3.5
Blue Level: 3.5-5.0
Green Level: 5.0-6.5
Lastly, the app has a score reporting option, which e-mails student scores to the teacher. This app is ideal for ELLs who are working on their reading comprehension skills. Furthermore, the three levels allow for mobility among proficiency levels as ELLs grow and develop as learners.
Ideal for WIDA Level 3-4
Help for families:
* http://eskillslearning.net/products/showproduct.php?product=readingfordetails (How to use this app)
Resources to use with this App:
* http://eskillslearning.net/teachers.php (Lesson plan to use with the app)
* http://www.eskillslearning.net/news/?category_name=blog (Blog with app updates and information about related apps)
Cost: $3.99 Version (original)
Compatible: Apple
Notion Inc. (2012). Popplet. (Version 1.9.2). [Mobile application software]. Retrieved from http://itunes.apple.com/us/app/popplet/id374151636?mt=8.
Popplet is a mind-mapping app that can assist ELLs in the writing process. The app structures the writing process and can also be used to create graphic organizers. For example, Popplet can provide a variety of graphic organizer formats that are best used to organize and develop ideas. Alternatively, Popplet can provide graphic organizers specific to evidence-based writing prompts and help students organize according to that format. With a text, students can use Popplet to synthesize information through, sequencing, comparing and contrasting, or by identifying cause-effect. Popplet also allows for collaboration among multiple users in the classroom. This app is also great for ELLs because it offers multi-language support, making it adaptable to use with the L1 of ELLS. Using the app in the L1 is beneficial for ELLs to use at home.
Ideal for WIDA Level 4
Help for families:
* http://popplet.com/ (How to use this app)
* http://blog.popplet.com/ (Popplet Blog)
Resources to use with this App:
* http://blog.popplet.com/english-lesson-plan-ideas-with-popplet/ (Lesson Plan ideas to use with app)
* http://blog.popplet.com/category/popplets-in-education/ (Popplet use in education)
* http://teachinghistory.org/digital-classroom/tech-for-teachers/25107 (How to use Popplet when teaching history)
* http://prezi.com/3-7ms2-aqjxf/popplet-technology-presentationlessonplan/?utm_source=website&utm_medium=prezi_landing_related_solr&utm_campaign=prezi_landing_ related_author (Prezi on how to use Popplet in the classroom, great introduction for teachers)
Cost: Free Version (Lets you create one Popplet map) $4.99 Version (Lets you create an infinite amount of Popplet maps)
Compatible: Apple and PC
E Skills Learning LLC. (2012). MiniMod Reading for Inferences. (Version 1.4). [Mobile application software]. Retrieved from https://itunes.apple.com/us/app/minimod-reading-for-
inferences/id417609077?mt=8.
Similar to the MiniMod Reading for Details app, the MiniMod Reading for Inferences app focuses on promoting reading comprehension skills. When students use this app, they first read a passage about a cultural group. After reading, the student answers questions that require them to use inferential thinking. When a student answers a question correctly, he or she gets to place a bingo marker on their board. The first player to have five bingo markers in a row wins. This app can be played by a single player, multiple players, or against the computer. Three reading levels are available for use on the app:
Red Level: 2.0-3.5
Blue Level: 3.5-5.0
Green Level: 5.0-6.5
The MiniMod Reading for Inferences app is essential for ELLs who are working on their reading comprehension skills. Additionally, using reading passages that are based on different cultures makes the app culturally responsive. Lastly, when ELLs are reading the passages in the app about different culures, they are reading and accessing academic language. Finally, this app is aligned with the Common Core.
Ideal for WIDA Level 3-4
Help for families:
* http://eskillslearning.net/ (How to use this app)
Resources to use with this App:
* http://www.gobookee.org/teaching-inferences-2nd-grade/ (Making Inferences Lesson Plan ideas to use with app)
Cost: $8.99 Version (Original)
Compatible: Apple
New River Community College Games. (2011). Aesop's Quest. (Version 1.0). [Mobile application software].
Retrieved from https://itunes.apple.com/us/app/aesops-quest/id442928041.
Aesop's Quest is a reading comprehension game, during which students must remember parts of a story to complete a level. This app encourages students to read for details and for understanding. The app has five different levels, which appeals to the varying and often changing proficiency levels of ELLs. The recommended reading levels for each game level are as follows:
Level One: 2nd grade
Level Two: 3rd grade
Level Three: 4th grade
Level Four: 5th grade
Level Five: 6th grade
Aesop's Quest is engaging for ELLs and all stories are related to Aesop's fables, uniting them under a meaningful theme.
Ideal for WIDA Level 3-4
Help for families:
* http://gameslab.radford.edu/iLearn/apps.html (How to use this app and other apps made by this company)
Resources to use with this App:
* http://greece.mrdonn.org/lessonplans/fables.html (Aesop's Quest Lesson Plan ideas to use with app)
* www.proquestk12.com/.../bcL_SBLA_languagearts_6-8_identifyingthemeinastory.doc (Aesop's Quest Identifying a Theme Lesson Plan for Grades 6-8)
Cost: $0.99 Version (Original)
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Key Terms Electromagnetic Waves Answers
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PHYS 101/102 #1: Electromagnetic Waves 15. Maxwell's Equations and Electromagnetic Waves II Frequency from Wavelength: Electromagnetic Radiation Calculation Electromagnetic Spectrum Explained Gamma X rays Microwaves Infrared Radio Waves UV Visble Light What is the Electromagnetic Spectrum? Understanding Electromagnetic Radiation! | ICT #5 Short Trick to Learn Electromagnetic Spectrum Electromagnetic waves -Part 1 The Spectral Spectrum | How do \"Photons \u0026 Electromagnetic Waves\" Work? What is Light? Maxwell and the Electromagnetic Spectrum Wave Motion | Waves | Physics | FuseSchool Light Is Waves: Crash Course Physics #39 Possible Exoplanet Radio Emission Detected 8.02x Lect 16 - Electromagnetic Induction, Faraday's Law, Lenz Law, SUPER DEMO What Is Light? Electromagnetic Interference as Fast As Possible Let There Be Light: Maxwell's Equation EXPLAINED for BEGINNERS
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Introduction Frequency, Wavelength, and the Speed of Light Maxwell's Equations, Electromagnetic Waves, Displacement Current, \u0026 Poynting Vector - Physics Sound: Crash Course Physics #18 Episode 39: Maxwell's Equations - The Mechanical Universe 9. Accelerated Charges Radiating Electromagnetic Waves The electromagnetic spectrum - in depth - master the questions on the EM spec in GCSE Physics Waves and Electromagnetic Radiation Maxwell's Equations: Crash Course Physics #37 Key Terms Electromagnetic Waves Answers
These are not the same as sound waves. Transceiver. Cordless and cellular telephones are examples of this. Photons. Vibrating electric charges that travel through space are known as these. Carrier Wave. This is the frequency of the electromagnetic wave that the radio station is assigned. Cathode-Ray Tube.
Key Terms Electromagnetic Waves Vocab Flashcards | Quizlet Start studying electromagnetic Waves Key terms. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
electromagnetic Waves Key terms Flashcards | Quizlet
The magnetic field amplitude of an electromagnetic wave is 2 \times10^{-6} \ T. Calculate the amplitude of the electric field if the wave is traveling in free space. The speed of light is 2.99792...
Electromagnetic Radiation Questions and Answers | Study.com our homes and schools. Light is a form of electromagnetic radiation made of electromagnetic waves. Electromagnetic. radiation is a stream of photons that travels in a wave-like pattern, carrying energy, and moving at. the speed of light. The electromagnetic spectrum is the range of all types of electromagnetic.
Electromagnetic Radiation - Board of Education
Electromagnetic wave worksheet Collection Electromagnetic Spectrum Worksheet/ Crossword Puzzle by Science Spot #102546 Quiz & Worksheet - Applications of Electromagnetic Waves | Study.com #102547
Electromagnetic wave worksheet Collection
transverse wave trough wavelength waves 1. when a wave strikes an object and bounces off 2. repeating disturbances that transfer energy through matter or space 3. highest point of a transverse wave 4. region where the medium is crowded and dense in a compressional wave 5. wave that makes matter in the medium move back and forth at right
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Key Terms Electromagnetic Waves Answers
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mechanical wave electromagnetic wave transverse wave longitudinal wave freq uency amplitude refraction position 4. a wave that can travel through empty space or through matter 5. the change in direction of a wave as it changes speed, moving from one medium into another 6. a wave that makes the particles of a medium
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Electromagnetic Waves Note Taking - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Note taking guide episode 1301 physics fundamentals, Note taking waves sound and light answers, Note taking section one waves answers, Note taking work electromagnetic waves answers, Note taking section one waves answers, Note taking guide episode 1301 physics ...
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Chemistry Worksheet – Wavelength, frequency, & energy of electromagnetic waves. ANSWER KEY. Show ALL equations, work, units, and significant figures in performing the following calculations. Identify the type of radiation in each problem. (Use your electromagnetic spectrum) C = λν E = hν. C = 3.00 x 108 m/s h = 6.626 2 x 10-34 J-s (or J/Hz)
Electromagnetic Spectrum Worksheet Answer Key
Visible light. radiation that comes from a lamp in someone's house or radio wave radiation that. comes from a radio station are two types of electromagnetic radiation. Other. examples of EM radiation are microwaves, infrared and ultraviolet radiation, X- rays and gamma rays.
Electromagnetic Waves Worksheets - Learny Kids
answer choices. Electromagnetic waves need a medium to travel through; mechanical waves do not. Electromagnetic waves can travel through water; mechanical waves can only travel through solid matter. Electromagnetic waves can travel through empty space; mechanical waves can not. Electromagnetic waves are long chains of vibrating molecules; mechanical waves are not.
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A detailed 33-slide PowerPoint product that introduces all major topics in a typical middle school / early high school unit on electromagnetic waves and the electromagnetic spectrum.Includes an introduction to electromagnetic waves, their characteristics, how they differ from mechanical waves, and the waves of the electromagnetic spectrum.
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Written by radiographers for radiographers, Essentials of Radiographic Physics and Imaging, 2nd Edition follows the ASRT recommended curriculum and focuses on what the radiographer needs to understand to safely and competently perform radiographic examinations. This comprehensive radiologic physics and imaging text links the two subjects together so that you understand how they relate to each other - and to clinical practice. Prepare for success on the ARRT exam and the job with just the right amount of information on radiation production and characteristics, imaging equipment, film screen image acquisition and processing, digital image acquisition and display, image analysis, and the basic principles of computed tomography. 345 photos and line drawings encourage you to visualize important concepts. Strong pedagogy, including chapter objectives, key terms, outlines, bulleted chapter summaries, and specialty boxes, help you organize information and focus on what is most important in each chapter. Make the Physics Connection and Make the Imaging Connection boxes link physics and imaging concepts so you fully appreciate the importance of both subjects. Educator resources on Evolve, including lesson plans, an image collection, PowerPoint presentations, and a test bank, provide additional resources for instructors to teach the topics presented in the text. Theory to Practice boxes succinctly explain the application of concepts and describe how to use the information in clinical practice. Critical Concept boxes further explain and emphasize key points in the chapters. Math Application boxes use examples to show how mathematical concepts and formulas are applied in the clinical setting. An emphasis on the practical information highlights just what you need to know to ace the ARRT exam and become a competent practitioner. Numerous critique exercises teach you how to evaluate the quality of radiographic images and determine which factors produce poor images. A glossary of key terms serves as a handy reference. NEW! Updated content reflects the newest curriculum standards outlined by the ARRT and ASRT, providing you with the information you need to
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Zumdahl and DeCoste's best-selling INTRODUCTORY CHEMISTRY: A FOUNDATION, Ninth Edition, combines enhanced problem-solving structure with substantial pedagogy to enable students to become successful problem solvers in the introductory course and beyond. Capturing student interest through early coverage of chemical reactions, accessible explanations and visualizations, and an emphasis on everyday applications, the authors explain chemical concepts starting with the basics and conclude by encouraging students to test their own understanding of the solution. This step-by-step approach has already helped
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Learn physics at your own pace without an instructor Basic Physics: A Self-Teaching Guide, 3rd Edition is the most practical and reader-friendly guide to understanding all basic physics concepts and terms. The expert authors take a flexible and interactive approach to physics based on new research-based methods about how people most effectively comprehend new material. The book takes complex concepts and breaks them down into practical, easy to digest terms. Subject matter covered includes: Newton's Laws Energy Electricity Magnetism Light Sound And more There are also sections explaining the math behind each concept for those who would like further explanation and understanding. Each chapter features a list of objectives so that students know what they should be learning from each chapter, test questions, and exercises that inspire deeper learning about physics. High school students, college students, and those relearning physics alike will greatly enhance their physics education with the help of this one-of-a-kind guide. The third edition of this book reflects and implements new, research-based methods regarding how people best learn new material. As a result, it contains a flexible and interactive approach to learning physics.
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Acces PDF Key Terms Electromagnetic Waves Answers
provides an examiner's overview of the module's key terms and concepts and identifies opportunities to exhibit the skills required by the unit. It is designed to help students to structure their revision and make them aware of the concepts they need to understand the exam and how they might analyse and evaluate topics and Question and Answers - sample questions and with graded answers which have been carefully written to reflect the style of the unit. All responses are accompanied by commentaries which highlight their respective strengths and weaknesses, giving students an insight into the mind of the examiner.
Consistent with previous editions of An Introduction to Physical Science, the goal of the new Thirteenth edition is to stimulate students' interest in and gain knowledge of the physical sciences. Presenting content in such a way that students develop the critical reasoning and problem-solving skills that are needed in an everchanging technological world, the authors emphasize fundamental concepts as they progress through the five divisions of physical sciences: physics, chemistry, astronomy, meteorology, and geology. Ideal for a nonscience majors course, topics are treated both descriptively and quantitatively, providing instructors the flexibility to emphasize an approach that works best for their students. 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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A LEVEL ART & DESIGN
Y11 → Y12 SUMMER HL
Welcome to Ark John Keats A Level Art and Design.
The Art department looks forward to your arrival and learning more about you as an artist.
You will need to complete the 3 pieces of HL (home learning) in this pack over the summer prior to your arrival in Y12.
1) COMPLETE A STATEMENT OF INTENT ESSAY
In this statement of intent essay, you will write an extended piece about who you are as an artist. You are expected to write a minimum of 1000 words. This is excellent practice for the written element of our A Level personal investigation project.
This essay can be typed up using a computer, written in a blue or black pen onto lined paper, or presented more creatively. Your essay must be ready to be submitted.
The following questions below are designed to help you plan your essay:
1. What themes/concepts interest you (e.g. environmental issues, politics)? What ideas did you explore and investigate in your GCSE and why?
2. Do you plan to investigate this theme/concept further in A Level? Why/ Why not? How do you think you could explore this theme/concept further?
3. Which artists have personally inspired you and how have they inspired your work? What else inspires you (e.g. films/comics) and why?
4. What area of study (e.g. Fine art, Graphics, 3D, Textiles, or Photography) are you most interested in? How could you develop this area of study further at A Level?
5. What type of media (painting, oil pastel etc.) are you most confident in and why? How could you develop your mastery over this media in A Level?
Your writing should include research and images (of your work or other artists) to support your essay. Remember to use formal elements in your writing as well to support your points (e.g. composition, tone, texture etc.). You could also think creatively about the presentation of your essay.
2) VISIT AND CONDUCT RESEARCH ON AN EXHIBITION, GALLERY OR MUSEUM
In this task, you will need to visit an exhibition, gallery or museum that links to your interests (e.g. natural history museum for environmental issues, a political exhibition for feminism) and gather research. You should research online for what exhibitions are available to attend in summer.
Because of lockdown, you may not be able to attend an actual gallery before September. Therefore, you should go to a 'virtual gallery' online, many of which have become more available during this strange time.
This research can be presented through a mini booklet, a double page in your own sketchbook or notebook. This research can be typed up or written and presented neatly.
Your research must include the following:
o The title of the exhibition
o Information about the exhibition (Who is the artist/artists? Where is the exhibition? What is the aim of this exhibition?)
o Images of the exhibition work (both your own if possible and from online sources)
o A pamphlet/information sheet from the exhibition if possible (you could highlight and make notes on this)
o Analysis of at least 4-5 artworks in this exhibition (Why have you chosen these artworks? What do you think is successful about these artworks? How could you be inspired by these artworks?)
o Your overall opinion about this exhibition (How does this exhibition link to your statement of intent and you as an artist? What could you learn from this exhibition?)
o Sketches/drawings/responses from the exhibition (this could be in any media e.g. pencil, pen, ink)
Example of exhibition research
To find virtual tours of galleries online, just type into google 'virtual gallery tours', and search for one that looks interesting to you, or use the list below.
Recommended virtual gallery tours:
https://www.saatchigallery.com/video_tours.php
https://artsandculture.google.com/partner/solomon-r-guggenheim-museum
https://www.timeout.com/los-angeles/news/you-can-soak-up-yayoi-kusamas-infinitymirorred-room-with-the-broads-new-streaming-series-040120
https://brokenships.com/explore
3) WATCH THE VIDEOS OF EXAMPLE A LEVEL WORK, MAKE NOTES AND ANSWER THE QUESTIONS
In this task, you will need to visit the 3 links below (pupils showing/talking through their A Level personal investigation projects), make notes on each of these videos, and then answer the questions in the box below.
1. https://www.youtube.com/watch?v=Su2uUFB7rjs
2. https://www.youtube.com/watch?v=zLSc_00A16o
3. https://www.youtube.com/watch?v=H3DBDd0B0Ow&t=325s
Questions to answer (paper):
-What did all 3 projects have in common?
-What was most successful about these A Level projects?
-Did anything surprise you?
-Do you think there are any differences from A Level projects to GCSE projects?
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Is Using Fluoride Toothpaste Enough?
Community water fluoridation provides crucial, added protection against tooth decay, even when both fluoride products and treatments are widely available.
Given the widespread use of fluoride toothpaste today, is fluoridated water still necessary? Yes! Consider the solid evidence from research that has been conducted since fluoride toothpaste became widely used. Here is a sample of the many studies showing fluoridated water continues to protect against decay.
* A New York study (2010) revealed that low-income children in less fluoridated counties needed 33% more fillings, root canals, and extractions than those in counties where fluoridated water was common. 1
* A study of Alaska children (2011) showed that kids living in non-fluoridated areas had a 32% higher rate of decayed, missing or filled teeth than kids in fluoridated communities.
2
* A Nevada study (2010) examined teenagers' oral health and found that living in a community without fluoridated water was one of the top three factors associated with high rates of decay and other dental problems. 3
* A study of towns in Illinois and Nebraska (1998) found that the tooth decay rate among children in the fluoridated town was 45% lower than the rate among kids in the nonfluoridated communities. This benefit occurred even though more than 94% of children in all of these communities were using fluoridated toothpaste. 4
Fluoridation remains critically important to combat tooth decay. Although the nation's oral health has improved overall during the past 50 years, tooth decay is still the most common chronic childhood disease, 5 times more common than asthma. Tooth decay affects more than 80% of Americans by the time they begin their adult years. 5
Brushing with fluoride toothpaste twice each day is important. So is seeing a dentist regularly. Many Americans put off appointments because they lack dental insurance and cannot afford the costs. At a time when more than 100 million Americans lack dental insurance, fluoridation offers an easy, inexpensive preventive strategy from which everyone benefits, simply by turning on their tap. 6
So there you have it. When it was first implemented in Michigan back in 1945, fluoridated water was a smart idea — and it still is.
Is Using Fluoride Toothpaste Enough?
Sources
1 The original figure ($23.63) was corrected in a subsequent edition of this journal and clarified to be $23.65. See: Letters to the Editor. Public Health Reports. 2010:125;788.
2 U.S. Centers for Disease Control and Prevention. Dental Caries in Rural Alaska Native Children --- Alaska, 2008 Weekly. Morbidity and Mortality Weekly Report. 2011:60(37);1275-1278.
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6037a2.htm?s_cid=mm6037a2_x. Accessed June 20, 2018. 3 Ditmyer M, Dounis G, Mobley C, Schwarz E. A case-control study of determinants for high and low dental caries prevalence in Nevada youth. BMC Oral Health. 2010:10(24). http://www.biomedcentral.com/1472-6831/10/24. Accessed June 20, 2018.
5 U.S. Centers for Disease Control and Prevention. Trends in Oral Health Status: United States, 1988–1994 and 1999– 2004. 2007:11(248). http://www.cdc.gov/nchs/data/series/sr_11/sr11_248.pdf. Accessed June 20, 2018. 6 DentaQuest Foundation. An Electronic Compendium of Resources for Building Oral Health Coalitions. 2012. http://dentaquestfoundation.org/sites/default/files/uploads/Compendium_2%2023%2012%20(2).pdf. Accessed June 20, 2018.
4 Selwitz RH, Nowjack-Raymer RE, Kingman A, Driscoll WS. Dental caries and dental fluorosis among schoolchildren who were lifelong residents of communities having either low or optimal levels of fluoride in drinking water. J Public Health Dent. 1998;58(1):28-35. http://www.ncbi.nlm.nih.gov/pubmed/9608443. Accessed June 20, 2018 | <urn:uuid:297bb970-339a-4c04-a4f9-6007b1df9f16> | CC-MAIN-2021-39 | https://ilikemyteeth.org/wp-content/uploads/2014/12/Is-Fluoride-Toothpaste-Enough.pdf | 2021-09-23T03:15:47+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00090.warc.gz | 362,397,034 | 933 | eng_Latn | eng_Latn | 0.928478 | eng_Latn | 0.994235 | [
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FROM THE DIETITIAN'S DESK: ADDRESS YOUR STRESS G B S B E N E F I T S , I N C . W E L L N E S S S E R V I C E S
Often when we are under stress, we tend to reach for food (i.e. emotionally eat). Many people associate food with comfort because of childhood cues, like Mom's chicken soup or Grandma's grilled cheese. However, there are many other beneficial ways to handle stress that don't involve food and calories. Eating mindlessly in high stress situations can lead to guilt and more stress. Try one of the following tips instead of heading for the pantry when you feel over-stretched or highly stressed out at home or at work:
*
o Go for a walk
Don't go straight for food during periods of intense stress. While it can bring a sense of immediate relief, there are other activities that are more productive and better proven to reduce stress. Here are a few options to choose from, or get creative (another stress reliever!) and think of your own:
o Jump rope (or faux jump rope, pretend to spin the rope while you jump)
o Take on a project, like sewing or tackling a puzzle
o Play with your pet
o Meditate
o Journal
o Listen to music
Whatever you choose, try doing it for at least 10 minutes.
*
Here are a few more tips to reduce stress and prevent any added stress in your day:
*
*
Clean your pantry: a person only has so much willpower in a day. A lot of that can be used dealing with stress at work. It doesn't help to come home to temptations of tasty treats in your house. Eliminate some unnecessary or less healthful items. Plan healthy snacks like carrot sticks and pea pods with cheese, yogurt dip, or peanut butter. So you have good options for when you walk in the door and need a snack.
*
*
Tea time: Drinking tea can be a great way to relieve stress without extra calories. Find a calming tea like lavender or chamomile or a mint tea to calm your digestions, that you enjoy. For added benefit, sip your tea in a quiet place where you can practice mindfulness techniques or breathing meditation simultaneously.
Nourish your body: having the right nutrients on board can give your body fighting power. Certain foods like fruits, vegetables, herbs and spices contain antioxidants. These can help your body reduce inflammation and fight stress.
Help your hormones: Stress increases cortisol, a hormone known to promote fat production. Using the above tips and tools to reduce stress can help you create and maintain a healthy body and mind. This will lead to a more productive and happy lifestyle.
EAT! Enjoy a healthy breakfast, and always take time to eat lunch. Our bodies need fuel to think, move and deal with stress. Ever noticed how small stressors seem worse when you are really hungry? Our bodies can better handle stressful situations if we are properly fueled. Think protein, carbs and fat in combination with fruit and vegetables. A well-balanced diet is key!
*
Reduce caffeine intake: capping the caffeine at 2 cups per day and limiting intake after lunch can help you sleep better at night, in part by reducing adrenaline levels. Adrenaline is a fight or flight hormone, one that is intended to be released in a stressful situation. So while you might feel you need another cup of coffee to reduce stress, it may make you feel more jittery and anxious. Try a calming decaffeinated tea instead.
Did you know?? If left unmanaged, stress can make you sick! Consuming certain foods, particularly a variety of colors from fruits and vegetables, can boost your immunity and prevent illness.
© GBS Benefits 2016 Wellness Services
© GBS Benefits 2016 Wellness Services
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Title: Grade 6 - Unit 6 Chapter 18
Student Name:
Class:
Date:
1. Saint Henry II of Germany, the only German king to become a Saint, traveled throughout his kingdom, trying to __________.
a. collect taxes
b. teach people to read and write
c. establish peace
d. build churches
2. Saint Paul's Letter to the Ephesians reminded them of the importance of __________, a virtue that's also needed to maintain harmony in families.
a. prudence
b. honesty
c. fortitude
d. modesty
3. __________ is a moral virtue that guides us to dress, talk, and move in appropriate ways.
a. Simplicity
b. Chastity
c. Modesty
d. Temperance
4. A faithful and loving couple builds up the community of faith because __________.
a. they never argue in public
b. they are living witnesses to self-giving love
c. they are never selfish or rude to anyone
d. they work in the parish nursery
5. In the Gospel story about the Cana wedding, the wine being served at the wedding __________.
a. had spoiled and tasted bitter
b. was almost gone
c. was stolen by thieves
d. had turned into water
6. Throughout the New Testament, marriage is often compared to __________.
a. Christ's relationship with the Church
b. the Temple in Jerusalem
c. a strong and beautiful tree
d. God giving the Ten Commandments to Moses
7. At the wedding feast in Cana, Jesus showed the importance of marriage by __________.
a. attending with his mother and disciples
b. performing his first miracle for the newly married couple
c. preaching during the ceremony
d. both a and b
8. In the Sacrament of Matrimony, __________ make a permanent covenant of love with each other and with God.
a. a committed man and woman
b. a baptized man and a baptized woman
c. two people who really love each other
d. all of the guests at the wedding
9. In is visit to the United States in 1987, Pope Saint John Paul II made it clear that the family __________.
a. is the basic unit of society and the Church
b. can't really educate children as well as it once did
c. is happier when there is only one or two children
d. should attend Mass every day
10. When he ruled the Holy Roman Empire, Saint Henry II and his wife Cunegond were great examples of a loving married couple when they __________.
a. adopted and raised dozens of children
b. gave much of their fortune to the poor
c. opened hundreds of soup kitchens
d. built churches all over the country
11. When we honor the __________ Commandment, purity of heart is achieved with God's grace, discipline, and prayer.
a. Ninth
b. Fourth
c. Great
d. Sixth
12. God intends that the families created by married couples will __________.
a. be rich but generous
b. read the Bible together every day
c. be living signs of faith for the Church and world
d. attend Mass every day
13. The __________ is the community of Christians in the home because God wants the family to be the place where we first learn about love and following Christ.
a. domestic Church
b. home parish
c. People of God
d. parish council
14. Because of the teaching of Jesus, the Church calls marriage "Matrimony" and recognizes that __________.
a. it is more difficult for married people to be holy
b. lifelong marriage is no longer possible
c. it is a Sacrament at the Service of Communion
d. it is a Sacrament of Healing
15. No matter what their vocation, all people are called to honor the Ninth Commandment and live according to the virtues related to sexuality: chastity, modesty, and __________.
a. humility
b. temperance
c. patience
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11th Grade Comprehension Practice
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Grade 11 English Session 1 - Comprehension Skills Reading Comprehension Exercise with answers - Level A Easy English Lesson 11th Grade Reading Reading Comprehension in English ESL Easy Listening Comprehension 3: The Library Book 11+ English comprehension / reading Reading Passages - Easy English Lesson (A level) 11th Grade Vocabulary Words | Teacher's List READING COMPREHENSION | Grade 11 | iTVLK Listening Comprehension Level 1 Question 1 11+ exam: English – Comprehension | Bond 11+ READING COMPREHENSION in Exams, Tests - Strategies, Tips and Tricks - Building Reading Skills Active Reading // 3 Easy Methods Read, Understand, and Remember! Improve your reading skills with the KWL Method READING COMPREHENSION for CHILDREN ----Exercise 1---How To Teach A Child To Read - In Two Weeks Listening Exercise: Easy English Lesson Level B 10 Tips to Improve Your Reading Comprehension
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English Grade 11 - Reading Comprehension Tests were designed to help you practice English reading comprehension for grade 11. You will read a passage. After reading, there are questions for you to answer. Each question has four choices.
Best Practices: High School Reading StrategiesRBI Grade B Success Story MITALI KAPAHI (Selected in RBI GRADE B 2019) READING COMPREHENSION for CHILDREN -----Exercise 2----- Read Short Story 11th Grade Comprehension Practice
English Grade 11 - Reading Comprehension Tests
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English Grade 11 - Reading Comprehension Test 01 was designed to help you practice English reading comprehension for grade 11. You will read a passage. After reading, there are questions for you to answer. Each question has four choices. You should choose the best answer to complete the questions. You have 10 minutes to complete.
11th Grade Comprehension Practice
Showing top 8 worksheets in the category - Comprehension 11th Grade. Some of the worksheets displayed are Grade 11 reading practice test, Introduction, Elpac practice test grades 11 12, Composition reading comprehension, Grade 11 mathematics practice test, Grade 11 reading practice test, Reading comprehension, Nonfiction reading comprehension test 7 kevlar.
Comprehension 11th Grade - Teacher Worksheets
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11th Grade Comprehension Practice - u1.sparksolutions.co
English Grade 11 - Reading Comprehension Test 01 was designed to help you practice English reading comprehension for grade 11. You will read a passage. After reading, there are questions for you to answer. Each question has four choices.
English Grade 11 - Reading Comprehension Test 01
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Comprehension Passages For Grade 11 - Learny Kids
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11th Grade Comprehension Practice
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11th grade worksheets - ESL Printables
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11th Grade Comprehension Practice - aurorawinterfestival.com On the following pages are passages and multiple-choice questions for Grade 11 Reading Practice Test, a practice opportunity for the Nebraska State Accountability (NeSA). Each question will ask you to select an answer from among four choices. For all questions: † Read each passage. Then answer each question carefully by choosing the best answer. † Mark your answers for ALL of the questions ...
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11th Grade Comprehension Practice - web-server-04.peakadx.com Grade 11. Spelling Test for 11th Grade using 11th grade Spelling Words and Spelling Bee Words for grade 11 | 11th grade listening comprehension test for improving English reading comprehension | Listening activities for school kids and ESL learners, quiz and lessons
Spelling Test for 11th Grade - SpellQuiz
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1
Reading Skills
It's important to understand the concept of various reading techniques like scanning and skimming. Knowing these techniques can help you vary your speed based on the text and time given. It also makes us capable of withdrawing conclusions from the information scanned/skimmed.
Scanning:
* the telephone directory to locate a phone number
When we are looking for a specific piece of information, we do not read each and every detail given in the reading material; rather we quickly run through it. In other words, we scan the passage to locate the information we want. For example, we scan through-
* a page of a dictionary to find out the meaning of a word
* a chapter in a text to locate specific information
* the newspaper to locate a piece of news or information, e.g. Tour packages being offered by different travel agencies
Skimming:
Skimming is one of the tools you can use to read more in less time. Skimming refers to looking only for the general or main ideas, and works best with non-fiction (or factual) material. With skimming, your overall understanding is reduced because you don't read everything. You read only what is important to your purpose.
Difference between Skimming and Scanning
Skimming is reading rapidly in order to get a general overview of the material. Scanning is reading rapidly in order to find specific facts. While skimming tells you what general information is within a section, scanning helps you locate a particular fact.
How to attempt reading comprehension
You may get to appear in some tests and "reading & comprehension" is a common section to assess reading skills of candidates. In this section, you will get a paragraph to read and some questions to answer.
These questions can be of 6 types:
* Questions that ask about the main idea
* Questions that ask you to make inferences
* Questions that ask about supporting ideas. (Hint - these all support the main idea)
* Questions that ask about the author's tone/point of view
* Questions that ask about the logic of the passage. This means the structure/ purpose of the argument. What is the passage trying to accomplish?
* Questions that require you to make an analogy or to hypothesize what would happen under different conditions
Process you can follow for reading and comprehension:
* First read the title
* Look for keywords
* First sentence of each paragraph usually gives away the topic of the rest of the paragraph
* Read in blocks
* Take notes
* Read the questions first (but not the answer options)
* You don't necessarily need to know the details
When:
during session
Activity: Reading & Comprehension
How: Read the Passage Below and Answer the Questions)
We must do all we can to stop conflicts and civil war. Most conflicts happen in poor countries, especially those which are badly governed or where power and wealth are not distributed fairly between different tribal or religious groups. So the best way to check fighting is to make a political arrangement in which all groups have their representatives. The need is to ensure human rights and economic development of all. The next fundamental freedom is one that is not mentioned in the UN charter. In 1945, the leaders could not imagine that such a situation would arise. That is the freedom of future generations to live on this planet. Even now many of us have not understood its importance. We are using up the limited resources for our present use. We are over
using and even wasting them. We are, in fact, robbing our children of their right to live. We must preserve our forests, fisheries and wildlife. All of these are collapsing because of our own habit of consuming or destroying them.
1) Most wars happen in which countries?
Answer: _________________
2) Which is the best way to check fighting?
Answer: _________________
3) How are we robbing our children's right to live?
Answer: _________________
4) Which Freedom is not mentioned in the UN Charter?
Answer: _________________
5) Name one Limited resource mentioned in the Passage?
Answer: _________________
1
1 Answers: 1-Poor, 2-Making political arrangement, 3-By over using limited resources, 4-Freedom of Future Generations, 5- Forest
Activity: Reading and making a decision
When: during session
How: Read the situation and do the needful under trainer's guidance
Situation: You are planning to take a short break from work without spending much time and money. You come across the following pieces in a newspaper. Scan through them to decide which place would be the best option. Coorg
By Air: The nearest airports are Mangalore (135 km) and Bangalore (260 km).
Madikeri, the district headquarters, is the only gateway to Coorg. The misty hills, lush forest and coffee plantations will cast a spell on you. Find a resort, coffee estate or stay in a home for a truly Coorg experience.
There are flights to Mangalore from Mumbai and to Bangalore from
By Rail: The nearest railheads are Mysore, Mangalore and Hassan.
Ahmedabad, Chennai, Delhi, Goa, Hyderabad, Kochi, Kolkata, Mumbai and Pune.
By Road: There are two routes to Coorg from Bangalore. Both are almost the same distance (around 250-260 km). The route via Mysore is the most frequented one. The other route is via Nelamangala, Kunigal and Chanrayanapatna.
Kumaon
If you really want to relax, then visit only one place at a time. The fabulous Kausani is one of the many queenly haunts of Kumaon. October is great when the going is comfortable, the air bracing, balmy and crisp.
Kumaon is a place which dreams are made of. Be it Ranikhet, Nainital, Bhimtal, Pithoragarh or Almora - they form the rich, picturesque mantle of Kumaon.
You have two choices to reach there. Either you can go via Ranikhet or via Almora. Either way the distance is more or less the same for Kausani, which is around 303 km. From Delhi one can go by train till Kathgodam. Convenient bus and taxi services are available from Delhi and Kathgodam. Ideally, take your own vehicle. The Kumaon Mandal Vikas Nigam Guest House provides excellent accommodation. It offers rooms between Rs. 250 to Rs. 800.
Kausani is famous for its sunrise and sunset. One is completely mesmerized by the sight. The area has a number of pilgrimage spots. Simply sitting and gazing at the distant peaks is rejuvenating for the people living in polluted Delhi.
Dhanaulti
Dhanaulti is a romantic getaway: covered with snow, few people around, an early morning mist to give you the feeling that you are walking in the clouds. Lambs gambol in meadows. The beauty of the pine forest can transform you.
There is a great variety of birds: the blossom-headed parakeet, the flycatcher, the whistling thrushes, Tickell's thrush, chloropsis or the greytit. Take the loop and come down via Mussoorie, 25 km away and watch the white-cheeked bulbuls and the blue magpies.
The drive from Mussoorie is grand. In March, the mountainsides are mantled with alpine flowers, wild pear and apple blooms and the rhododendron sets the forests afire with its ruddy flowers. Round the year it is great for trekkers. When you reach Dhanaulti, stroll down in any direction. No vehicles and no pollution. Tracks lead through deodar and pine and you come upon stone house clinging to mountainsides.
From Delhi, you can drive to Mussoorie that is about 250 km, then to Dhanaulti; or, take the train to Dehradun, then drive three hours to Dhanaulti. GMVN Guest house offers rooms for Rs. 250 to Rs. 400. Dhanaulti Breeze rooms provide rooms from Rs. 800 upwards.
Justify your choice: (give two reasons)
i).__________________________________________________________________
___________________________________________________________________
ii).__________________________________________________________________
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Conroe ISD Health Services
Head Lice Fact Sheet
What are head lice?
Head lice are parasitic insects that can be found on the head of people. Head lice feed on human blood several times a day, and live near the scalp. Head lice lay eggs, called nits, on the hair shaft, very close to the scalp. Nits further than ¼ inch from the scalp are likely dead/hatched. Lice do not spread disease.
What are the symptoms of head lice?
our hair
How do you get rid of head lice?
behind the ears, and the back of the neck. Nits are easier to see than live lice.
available over-the-counter (according to package directions) or by prescription (according to physician directions).
comb every nit and louse you can. Live nits that are not combed out will hatch within 7-10 days. Combing is the most time-consuming step, but also the most important.
hairs that may have a live nit attached, wash and dry clothes, sheets, pillow cases, and towels using hot water and high heat. Vacuum the floor and furniture to pick up loose hairs. Combs and brushes can be soaked in hot water for 5-10 minutes.
t product directions for when to retreat. It is usually recommended to retreat 7-10 days after the initial treatment. Continue to check heads daily until 1 week after second treatment or 1 week after last louse or nit is removed.
How are head lice spread?
Head lice are spread by direct contact with the hair of an infested person. The highest risk involves head-to-head contact. Lice crawl; they do not jump, and they do not have wings. Spread by contact with clothing or other personal items is fairly uncommon. Personal hygiene and cleanliness have nothing to do with getting head lice.
How are head lice prevented?
-to-head (hair-to-hair) contact during play at home, school, and elsewhere (sports activities, playground, sleepovers, camp).
Is there a season for head lice?
September is National Head Lice Awareness Month. Head lice incidences peak shortly after school starts particularly among young children. This is most likely due in part to younger children playing closely together and having head-to-head contact. During the winter season, the sharing of coats and hats may contribute to head lice occurrences. As spring comes, outdoor playing and sports activities bring children close together. Summertime often means summer camps and sleepovers which can lead to the spreading of head lice. So it seems as if there is no "one" season for head lice. Year round awareness and routine family inspection will help prevent head lice occurrences.
Resources:
Center for Disease Control & Prevention-http://www.cdc.gov/parasites/lice/head/index.html Texas Department of State Health Services-http://www.dshs.state.tx.us/schoolhealth/lice.shtm#2
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Sound And Music Worksheet Answers
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The Sound of Music's DO RE MI (READ AND SUNG ALOUD for KIDS!)Music Theory - Treble Clef (Understanding \u0026 Identifying Notes)
Classical Music for Reading - Mozart, Chopin, Debussy, Tchaikovsky...
STUDY POWER | Focus, Increase Concentration, Calm Your Mind | White Noise For Homework \u0026 School
\"The Lonely Goatherd\" - THE SOUND OF MUSIC (1965)
Music Theory - Bass Clef (Understanding \u0026 Identifying Notes)
\"Do-Re-Mi\" - THE SOUND OF MUSIC (1965)
The Sound of Music (5/5) Movie CLIP - So Long, Farewell (1965) HD
Time Travel Tuesday (\u0026 Announcement): The Sound of Music - ASMR - Soft Spoken, Tapping, Page TurnsHow to Solve a Rubik's Cube | WIRED
How to Read Music - Episode 4: Counting and Clapping
The Sound of Music Part 1 class 9 Question answer | Evelyn Glennie listens to sound
How to Learn Faster with the Feynman
Technique (Example Included)
Remember What You Read - How To Memorize What You Read!
How To Remember Everything You Learn How to Read Music - Basics for Beginners - Music Theory Lesson Biologist Explains One Concept in 5 Levels of Difficulty - CRISPR | WIRED
Question answers discussion of the chapter The Sound of Music Part 1Why Holding Your Breath For 24 Minutes Is Almost Impossible | WIRED REMEMBER ANYTHING with the Memory Palace Method 43 AWESOME SCHOOL HACKS YOU WISH YOU KNEW BEFORE The Sound Of Music || Beehive Book || Class 9 || Part 1 || CBSE || QUESTION ANSWER ||
BY DEEPAK SIR
Fall Asleep with Powerful Waves at Night on Museddu Beach - Ocean Sounds for Deep Sleeping
Science - Sound - What is Sound and how sound is produced - English The sound of music
Short questions answers The Sound of music lesson 2 class 9 UP BoardHow to speak so that people want to listen | Julian Treasure America's Great Indian Nations - Full Length Documentary Sound And Music Worksheet Answers
____ Music ____ High note ____ Sounds ____ Loud note Give short answers: 1. Can sound travel through empty space? Why or why not? 2. How are sound waves like water waves? How are they not like water waves? 3. Name 2 ways a player of a musical instrument can change the sound of the instrument. 4.
Sound and Music Worksheet - OpenStax CNX
Sound And Music Crossword Worksheets - there are 8 printable worksheets for this topic. Worksheets are Sound and music work, Sound crossword...
Sound And Music Crossword Worksheets - Teacher Worksheets
Worksheet 6 Worksheet 8 Worksheet 7 ACROSS 1. drum 3. piccolo 5. trombone 8. bassoon 9. flute DOWN 1. double bass 2. saxophone 3. piano 4. oboe 5. trumpet 12. cor anglais 13. mouth organ 15. french horn 16. timpani 6. viola 7. cello 10. clarinet 11. violin 12. cymbal 14. harp ANSWERS Which of the following instruments are not percussion instruments. Cross them out.
Musical Instruments - Music Fun Worksheets
The Sound Music - Displaying top 8 worksheets found for this concept.. Some of the worksheets for this concept are Sound and music work, Lesson 1 sound and music the physics classroom, Analyze a sound recording, The sound of music, Sound recording analysis work, Sound work answer key, Light and sound, Bill nye sound video.
The Sound Music Worksheets - Kiddy Math The Sound of Music Video Worksheet study guide by lexi_alyssa0422 includes 26 questions covering vocabulary, terms and more. Quizlet flashcards, activities and games help you improve your grades.
The Sound of Music Video Worksheet Flashcards | Quizlet
The Sound Of Music Movie Displaying top 8 worksheets found for - The Sound Of Music Movie . Some of the worksheets for this concept are The sound of music interactive teachers guide, Distribute this activity after the broadcast the, Sing along activity kit, Sound and music work answers, Sound and music work, My favorite things music the sound of music, 1 what is world music fact, Analyze a sound recording.
The Sound Of Music Movie Worksheets - Learny Kids
ID: 593333 Language: English School subject: Music Grade/level: 1º Age: 5-7 Main content: Music Other contents: Add to my workbooks (7) Download file pdf Add to Google Classroom Add to Microsoft Teams
Sound and silence worksheet
ID: 1421617 Language: English School subject: Music Grade/level: 2º ESO Age: 11-16 Main content: Qualities of sound Other contents: Add to my workbooks (0) Add to Google Classroom Add to Microsoft Teams Share through Whatsapp
Qualities of sound worksheet
Showing top 8 worksheets in the category - Billy Nye Soundwaves Answer Key. Some of the worksheets displayed are Bill nye the science guy waves, Bill nye sound, Bill nye video answer key evolution, Bill nye sound video, 5th grade, Read online light and sound answer key, Sound and light answer key, Name date anatomy of a wave work.
Billy Nye Soundwaves Answer Key Worksheets - Teacher ...
Sound Of Music, The Trivia Questions & Answers : Movies Q-T This category is for questions and answers and fun facts related to Sound Of Music, The ., as asked by users of FunTrivia.com. Accuracy: A team of editors takes feedback from our visitors to keep trivia as up to date and as accurate as possible. Related quizzes can be found here: Sound Of Music, The .
Sound Of Music, The Trivia Questions & Answers | Movies Q-T
Answer: B. Beats occur whenever two sound sources emit sounds of slightly different frequencies. The beat frequency is just the difference in frequency of the two sources. In this case, the beat frequency would be 2.0 Hz, which means that 2 beats would be heard every 1 second or 4 beats every 2 seconds.
Sound Waves and Music Review - Answers
Sound Visualization Stations—Seeing Sound Worksheet Answer Key 1 Seeing Sound Worksheet Answer Key Instructions: At each activity station, complete the questions below. Station 1: Oobleck Dance 1. Observe how oobleck responds to a range of low-frequency sounds. At which frequency does oobleck dance most wildly? The answer depends on the consistency of the oobleck, but expect it to be in the range of 30-60 Hz.
Seeing Sound Worksheet Answer Key - TeachEngineering
Sound and Music The following downloadable PDF files represent a collection of classroom-ready worksheets pertaining to the topic of Sound and Music. Worksheets are synchronized to readings from The Physics Classroom Tutorial and to sublevels of the Minds On Physics Internet Modules. Teachers may print the entire packet or individual worksheets ...
Physics Curriculum at The Physics Classroom
The Nature Of Sound Waves Answer Key - Displaying top 8 worksheets found for this concept. Some of the worksheets for this concept are Lesson 1 sound and music the physics classroom, Chapter 21 directed reading work the nature of sound, A guide to sound waves, Sound and waves work, Waves sound and light, Light and sound, Physics in concert teacher notes and student work, Waves and sound work 1.
The Nature Of Sound Waves Answer Key Worksheets - Kiddy Math Speakers playing rock music do, bill nye sound worksheet answers, but will not a series. Body are all the bill sound worksheet has a grade or blog link where teachers is included. Use the listed bill nye video presentation about sound vibrations in a video is a video. Ask if the bill nye sound worksheet answers, pushing other air, bill nye
Bill Nye Sound Worksheet Answers
This Sound and Music Worksheet Worksheet is suitable for 7th - 10th Grade. In this sound and music learning exercise, students match 20 terms related to the science of sound and music to their definitions. They also answer 5 questions about sound and how it relates to music.
Sound and Music Worksheet Worksheet for 7th - 10th Grade ...
A worksheet I created for my students to complete while viewing the film "The Sound of Music". Students are asked to identify the order of the songs performed in the movie, and which characters are singing in each number, also there are a series of short answer a
Sound Of Music Questions Worksheets & Teaching Resources | TpT
Find out in this science worksheet that answers the question: What is sound? As students in fifth grade explore physical science, they will enjoy reading about the particle vibrations and sound waves that are behind different noises and pieces of music.
What is Sound? | Worksheet | Education.com
Worksheet Overview When sounds are made, something moves. When we blow into a recorder, the air moves. When we hit a drum, the skin moves.
How are Sounds Made? Worksheet - EdPlace
Sound Worksheet. IPC. STUDY. PLAY. Sound. Is the movement of compression waves hitting our ears. ... If a sound is 40dB, what would the dB if we double the loudness of the sound ... -10dB cuts the loudness in half. If you went from 50dB to 60dB the music would be - Twice as loud. Speed of sound in air is - 340 m/s.
Velocity of a sound ...
Sound is invisible waves moving through the air around us. In the same way that ocean waves are made of ocean water, sound waves are made of the air (or water or whatever) they are moving through. When something vibrates, it disturbs the air molecules around it. The disturbance moves through the air in waves - each vibration making its own wave in the air - spreading out from the thing that made the sound, just as water waves spread out from a stone that's been dropped into a pond. This books explains acoustics (the physics of sound waves) as it relates to music and musical instruments. At also includes suggestions for explaining these concepts to younger audiences. Catherine Schmidt-Hones is a music teacher from Champaign, Illinois and she has been a pioneer in open education since 2004. She is currently a doctoral candidate at the University of Illinois in the Open Online Education program with a focus in Curriculum and Instruction.
A Modern Music Production Course That Makes Basic Music Technology Fun! A perfect approach for students with a passion for music outside of traditional programs, Alfred's Music Tech 101 Teacher's Handbook correlates to Alfred's Music Tech 101 which covers the basics of music technology without heavy technical reading, using plain-English explanations. No musical experience is required, and classroom-tested course material has been developed through years of student feedback. Includes correlating interactive media to stream or download, plus a corresponding website with teacher resources and updates. * No musical experience required * Studies on producing music using modern techniques for college and high school students * A perfect approach for students with a passion for music outside of traditional programs * Cross-platform approach to technology applicable to any software used for music production * Great for students with musical goals outside the classroom * Covers the basics of music technology without heavy technical reading, using plain-English explanations * Simple and straightforward information, reinforced with projects and assessments * Classroom-tested course material, developed through years of student feedback * Includes correlating interactive media to stream or download * Corresponding website with teachers' resources and updates
Sound Advice offers an innovative approach to integrating ear training and theory into music study. By working with Sound Advice books and recordings both at home and during lessons, students will gain an enriched understanding and appreciation of music that will last a lifetime. Teachers will find these materials ideal for use in studio and classroom settings for students of all instruments as well as singers and choristers. - Back cover.
Presented in a gorgeous binder edition, this inspirational wedding resource offers a host of easy-to-follow checklists and worksheets to help readers step-by-step through every detail of planning a wedding, accompanied by money-saving tips, sensible advice, answers to etiquette questions and more. Original.
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University Physics is designed for the two- or three-semester calculus-based physics course. The text has been developed to meet the scope and sequence of most university physics courses and provides a foundation for a career in mathematics, science, or engineering. The book provides an important opportunity for students to learn the core concepts of physics and understand how those concepts apply to their lives and to the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Coverage and Scope Our University Physics textbook adheres to the scope and sequence of most two- and three-semester physics courses nationwide. We have worked to make physics interesting and accessible to students while maintaining the mathematical rigor inherent in the subject. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from fundamental to more advanced concepts, building upon what students have already learned and emphasizing connections between topics and between theory and applications. The goal of each section is to enable students not just to recognize concepts, but to work with them in ways that will be useful in later courses and future careers. The organization and pedagogical features were developed and vetted with feedback from science educators dedicated to the project. VOLUME I Unit 1: Mechanics Chapter 1: Units and Measurement Chapter 2: Vectors Chapter 3: Motion Along a Straight Line Chapter 4: Motion in Two and Three Dimensions Chapter 5: Newton's Laws of Motion Chapter 6: Applications of Newton's Laws Chapter 7: Work and Kinetic Energy Chapter 8: Potential Energy and Conservation of Energy Chapter 9: Linear Momentum and Collisions Chapter 10: Fixed-Axis Rotation Chapter 11: Angular Momentum Chapter 12: Static Equilibrium and Elasticity Chapter 13: Gravitation Chapter 14: Fluid Mechanics Unit 2: Waves and Acoustics Chapter 15: Oscillations Chapter 16: Waves Chapter 17: Sound
"Do you have a favorite sound?" little Yoshio asks. The musician answers, "The most beautiful sound is the sound of ma, of silence." But Yoshio lives in Tokyo, Japan: a giant, noisy, busy city. He hears shoes squishing through puddles, trains whooshing, cars beeping, and families laughing. Tokyo is like a symphony hall! Where is silence? Join Yoshio on his journey through the hustle and bustle of the city to find the most beautiful sound of all.
Cambridge Primary Science is a flexible, engaging course written specifically for the Cambridge Primary Science curriculum framework. This Teacher's Resource for Stage 1 contains guidance on all components in the series. Select activities and exercises to suit your teaching style and your learners' abilities from the wide range of ideas presented. Guidance includes suggestions for differentiation and assessment, and supplementing your teaching with resources available online, to help tailor your scheme of work according to your needs. Answers to questions from the Learner's Book and Activity Book are also included. The material is presented in editable format on CD-ROM, as well as in print, to give you the opportunity to adapt it to your needs.
With this Eighth Edition, The Musical Classroom celebrates thirty years as a leading resource for future and in-service teachers as they engage children in the exciting world of music! Teachers, with the help of this user-friendly text, can develop the understandings and skills needed to teach elementary school music. The forty-four model lessons are the centerpiece to the book's long-lasting success. A collection of over 170 children's songs from around the world; instructional information for learning to play the recorder, keyboard, guitar, and Autoharp(TM); and the theoretical, pedagogical, and practical backgrounds needed for reaching all learners complete the comprehensive resource of The Musical Classroom. Note: This is the standalone book. If you want the accompanying audio CD, order the ISBN 9781138656703, which is available for separate sale.
Cambridge Primary Science is a flexible, engaging course written specifically for the Cambridge Primary Science curriculum framework. This Teacher's Resource for Stage 4 contains guidance on all components in the series. Select activities and exercises to suit your teaching style and your learners' abilities from the wide range of ideas presented. Guidance includes suggestions for differentiation and assessment, and supplementing your teaching with resources available online, to help tailor your scheme of work according to your needs. Answers to questions from the Learner's Book and Activity Book are also included. The material is presented in editable format on CD-ROM, as well as in print, to give you the opportunity to adapt it to your needs.
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Feast of Unleavened Bread Chosen by God
The Jewish Roots of Christianity
Feast of Unleavened Bread
Where Passover pictures for us the saving work of the Lamb's blood, the Feast of Unleavened Bread gives us an image of being saved by His life. At Passover, the Israelites were marked by the blood of the Lamb as belonging to God's protection and salvation. The period of the Feast of Unleavened bread was their movement out of slavery, into freedom. Some believe that the Red Sea crossing, and the defeat of the Egyptian army happened on the final day of the Feast of Unleavened Bread. They literally passed through the waters into freedom from slavery - a tremendous image of our own salvation. We have been marked as His, now we move toward that mark.
Leaven is a powerful image of sin used throughout Scripture. What would it mean to be consciously and intensely focused for one week each year in examining ourselves and rooting out the leaven in our lives? To spend a holy seven days of introspection, inspecting every corner of our lives for the leaven that would corrupt us? Spring cleaning indeed!
How does Romans 6:15-23 describe how we, like the Israelites, have been set free to live toward God's mark? ________________________________
_____________________________________________________________
In John 8:31-36, how is God setting mankind free? ____________________
_____________________________________________________________
What discourse is given on our freedom in Romans 6:1-11? _____________
_____________________________________________________________
___________________________________
What is the warning given to Christians in 1
Cor. 10:1-11? ________________________ ___________________________________ ___________________________________
What comparative warning is given between the Israelites and the Christian in Hebrews
10:26-39? ___________________________
_____________________________________________________________
What happens to those who shrink back? ____________________________ _____________________________________________________________
"Don't be afraid. Just stand where you are and watch the Lord rescue you. The Egyptians that you see today will never be seen again. The Lord himself will fight for you. You won't have to lift a finger in your defense!"
Exodus 14:10,13-14 NLT
What kept the Israelites from shrinking back? The presence of the enemy! What would happen if we had a clearer view of the enemy, and of his leaven that has not been cleaned out of our homes, our churches, our lives? _______
_____________________________________________________________
INSIDE:
The Feast p.2
Puzzle Page - Leaven p.3
Answers and Sources p.4
Feast of Unleavened Bread
The word matzah (unleavened bread) first appears in Scripture in Genesis 19:3 when Lot serves the angelic guest to his home in Sodom unleavened bread. Under the circumstances of only Lot and his family being saved, what is the significance of this meal? ____________________________________
__________________________________________________________________________________ __________________________________________________________________________________
What were the circumstances of the first Feast of Unleavened Bread? (Exodus 12:15-17) ___________
__________________________________________________________________________________ __________________________________________________________________________________
What does Egyptian slavery compare to according to Hebrews 11:25-26? _______________________
__________________________________________________________________________________
What instructions were given in regard to the Feast of Unleavened Bread in Lev. 23:6-8? ___________
__________________________________________________________________________________
What was special about the first and last days of this feast? (Nisan 15 and 21) ____________________
__________________________________________________________________________________
How is the High Sabbath of Nisan 15 referred to in John 19:31? _______________________________
__________________________________________________________________________________
The Greek word for "high" is megas, meaning exceedingly, great, high, large, mighty, strong. We use it in words like megaton, megabytes, or just as MEGA to mean huge. Having looked at the importance of Sabbath, how would the Jewish people have viewed a mega Sabbath? ________________________
__________________________________________________________________________________
What was done during the Feast of Unleavened Bread in Numbers 28:16-25? ____________________
__________________________________________________________________________________
How connected does Feast of Unleavened Bread seem to be with the Passover in Matt. 26:17? ______
__________________________________________________________________________________
In Mark 14:1 and 12? ________________________________________________________________
In Luke 22:1, what clarification is given about the Feast of Unleavened Bread? __________________
__________________________________________________________________________________
Do you think this follows God's original intent, or was a departure from it? Why? ________________
__________________________________________________________________________________
Did the early church continue to observe this Feast? (1 Cor. 5:8) ______________________________
__________________________________________________________________________________
What does it seem a missionary trip was scheduled around in Acts 20:6? ________________________
__________________________________________________________________________________
What does Col. 2:16-17 remind us about the 'holy days'? ____________________________________
__________________________________________________________________________________
Who is the bread of life in John 6:32-35? _________________________________________________ __________________________________________________________________________________
What was Christ's view of the Feast of Unleavened Bread, and Passover, in Luke 22:15-16? ________
__________________________________________________________________________________
How will it be fulfilled in the kingdom of God? ____________________________________________
__________________________________________________________________________________
Describe how Jesus fulfilled the Feast of Unleavened Bread: _________________________________
__________________________________________________________________________________ __________________________________________________________________________________
How does the Feast of Unleavened Bread, as revealed through Jesus, apply to our lives today? ______
__________________________________________________________________________________
Puzzle Page—Leaven
Across
Down
1 keep it (5)
1 how leaven works (12)
4 the leaven of the Pharisees Luke 12:1 (9)
5 pictured by leaven (3)
7 often contains leaven (5)
9 unleavened bread also called the bread of __________ (10)
11 called leaven 1 Cor. 5:8 (10)
13 a little affects the whole lump 1 Cor. 5:6-8 (6)
15 unleavened bread eaten at this meal Ezek. 45:21 (8)
16 reason given for lack of leavening in the dough taken in the Exodus from Egypt (5)
2 a type of leaven (5)
3 _______ of heaven is like leaven Matt. 13:33 (7)
6 beware of their leaven Matt. 16:11-12 (9)
8 feast of unleavened bread observed with this in 2 Chron. 30:21 (8)
10 consumed Gideon's unleavened cakes (4)
12 number of days following Passover that no leven was to be used Ex. 12:15 (5)
14 Gideon made unleavened bread from an ______ of flour Judges 6:19 (5)
15 must do this with the old leaven 1 Cor. 5:6-8 (5) | <urn:uuid:7d737fd5-8e79-41ca-9dde-8212295d64e0> | CC-MAIN-2021-39 | https://downvictoryrd.com/_files/200000267-d04e6d1486/11%20Feast%20of%20Unleavened%20Bread.pdf | 2021-09-23T02:39:17+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00095.warc.gz | 269,491,818 | 1,446 | eng_Latn | eng_Latn | 0.923838 | eng_Latn | 0.980339 | [
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YEAR TWO
Mr Herbert Mrs Hill (TA), Mrs Davies (TA)
Mrs Taylor Ms Albertsen (TA)
2H
2T
wardenhill.gloucs.sch.uk/year-2/ wardenhill.gloucs.sch.uk/events/ wardenhill.gloucs.sch.uk/weekly-bulletins/
Please can you ensure that your child brings in their book bag (link book, reading book and reading journal), a coat and a water bottle to school each day.
Please can your child wear PE kit to school on the following days:
Our final term as Warden Hill Infants is upon us. We have loved learning about our units 'Where in the World', 'The Great Fire of London' and experimenting with materials as well as other engaging units that we have covered since September. We are excited to continue our learning and explore new themes in the summer term.
THE SAHARA DESERT
Due to the children starting our geography spring unit a couple of weeks later than planned, we will continue with our work on the Sahara Desert after the Easter break, where the children will be comparing life in the Sahara to our own and researching and creating animal fact files. Linked to this theme we will be making our own Moroccan salad in DT and creating clay tagines in art.
TOYS OVER TIME
In term 6, we will be learning about 'Toys Over Time' where we will be researching about toys from the past. We will also compare toys from the past to toys today and in DT we will be using our understanding to design and make a winding toy!
ENGLISH
We will make our own toy which we will then write instructions for so that others can follow, along with using our imaginations to write a narrative about opening a mystery toy present.
We will also be writing letters to family members and friends to discover more about the toys from the past that they used to enjoy playing with.
Finally, we will finish the term by preparing the children for their transition to the Juniors and they will be given the opportunity to write about themselves to let their future Year 3 teacher know all about them!
MATHS
We will cover measurement and data handling as well as solving a range of problems using the four operations. We will also be addressing any gaps that we feel the children need to cover after their period of home learning.
In our final term, we will be recapping several key mathematical areas in preparation for Year 3.
SCIENCE
We will be taking the opportunity, in the warmer weather, to get outside and spend time in the nature area and Forest School where we will be exploring living things as part of our unit called 'Living Things and
Their Habitats'.
PE
For our indoor PE session, we are really looking forward to starting a new unit of learning from our Jasmine Core Real PE scheme, where we will be covering dynamic and static balances and our focus will be the Cognitive Cog which is all about being able to explain performance and understand tactics. In our second session of PE, we will be getting outside on the field and developing our athletic skills.
RE
We will be looking at the theme 'Community and Belonging', discussing the key question 'Does going to a Mosque give Muslims a sense of belonging?'
MUSIC
We are really looking forward to Mrs Wilson joining us in year 2 after Easter to lead our music lessons. We will chant and sing, listening to music. We will be discussing together how the music portrays mood and creating our own sound picture.
ART
Alongside out clay tagines in art, we will also continue analysing and designing our own African prints after Easter, linked to our current Sahara Desert theme.
HOME LEARNING
LINK BOOKS AND READING JOURNALS
Please continue to use the link books to inform us of anything that you feel we need to know for the day or alternatively you can email the school office who will notify us. If not already doing so, please record all reading at home, including books that have been read for pleasure.
HOMEWORK
Homework will resume in term 5 and it will be a consolidation of the children's learning from that week. It will be set on a Friday and the due date will be given on the homework cover sheet. Please encourage your child to work as independently as possible but feel free to help your child if needed.
TIMES TABLES
The children did an amazing job during our school TT Rockstars competition and this worked well to improve their confidence as well as their recall of the 2, 5 and 10 times table facts. However, we will focus on these tables again in term 5 and practise the related division facts for them.
SPELLING
To be in line with the rest of the school, we will be moving our weekly spelling test from a Monday to Friday. The children will have a new spelling booklet to bring home for term 5 and term 6. The test date will be indicated at the top of the page. Please encourage your child to practise these daily. | <urn:uuid:781f2783-369a-48ea-8b6d-3cf8bc859d64> | CC-MAIN-2021-39 | https://wardenhill.gloucs.sch.uk/wp-content/uploads/2021/04/Summer-2021-YEAR-2-Curriculum-Newsletter.pdf | 2021-09-23T03:21:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00094.warc.gz | 638,144,718 | 1,024 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.998615 | [
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MAKING THE LEARNING PROCESS VISIBLE FOR A VOCATIONAL STUDENT
Making the learning process visible is a central part of web-based guiding. This is done by planning the teaching beforehand and creating a general view of the process. This will help the student to understand how the studying proceeds. This might also be called a pledge: 'this is what we promise'.
A learning process proceeds in time and in stages; it is pre-planned and goal-directed. It is a longer goal-oriented teaching whole formed of several learning situations. Think of the learning process as a trip or a path, a whole formed of several stages; a walk from one place to another, or a road, an adventure or a game.
The learning process is formed on the basis of the goals in the curriculum. A vocational education curriculum is a mix of everything involved in learning: goals, content, results, evaluation, learning environments, timetables, the integration of the various subjects, and the different ways of acquiring knowledge and skills. They are usually described in a national curriculum, which is then implemented in practice in the schools.
Have you thought about the ways in which your students can grasp the content of the subject you are teaching? Do the students understand what will happen, and how they are supposed to be studying? Have you opened the curriculum in such a way that it will support the learning process? Is it enough to open up one part of the whole, or should you also highlight the connections and dependencies between the different subjects? Do the descriptions open up the collaboration between teachers that is required in a workplace?
Students will be better motivated and committed to their studies if they understand from the start what kind of learning must be acquired, and what the assignments and achievements should be. It is also important for the students to know what the environment for learning will be like, who you can learn with, and how much time should be reserved for studies. It would also be good if students knew how their decisions will affect their futures.
When planning the learning process, one should choose pedagogical models and supporting learning materials, learning assignments, digital applications and guiding methods best suited for the process. A pedagogical model is a loose frame within which the learning process is planned. The final execution will be through the activities of the students. You should always leave room in the process for individual learning paths and alternative solutions.
Students will construct their own learning processes while studying, and should document them at every stage.
Therefore you must make the learning process visible, so that the student can create his/her own learning strategy. A well-described individual learning process created with the student will help the student think about the way to proceed. The student can take responsibility for what he or she does, and think about the time required for the different stages. The students can plan their timetables so that they have enough time for independent study and for working with other students. One of the assignments is for the students to describe their previous knowledge in relation to their goals.
It is helpful to review the various means the students can use to illustrate their knowledge. In some assignments, a written format is part of the learning goals, but often some other method of illustration might be better, and may also reveal certain obstacles to learning. You should explain the various digital ways and means through which students can make their learning visible.
Poor study results or motivation, difficulty in selecting a training program, study interruptions or dropping out of school, etc., may be signs that the student doesn't know what is expected of him or her. Or, students may simply be unaware of the choices they need to make. It may also be that the students haven't understood how much time they should reserve to complete each of the assignments. Collaboration between teachers and a proper demonstration of the learning process can help prevent having learning processes that are too 'heavy' for an individual student.
In vocational education, the learning process will be constructed on the basis of the skills and knowledge requirements stated in the degree requirements. The starting point is that in all vocational education one must take into consideration all previously-acquired skills and concentrate on acquiring the missing skills and knowledge. The student should only study what he doesn't already know.
This is why a clear description of the learning process is very important for success in studies. The different parts of the degree must be opened up so that each student can build his or her own personal development plan.
Each part of the degree must have a clear plan which includes requirements for skills and knowledge. All this should be digital, presented in a way that is easy to understand. The parts must also include descriptions of the common part of the degree, such as communications and interactive skills, sciences, and social and working-life skills. Students must be able to grasp what the goals for learning are, what parts, assignments and credits the studies include, how the student's progress will be
monitored, and what the evaluation criteria are. Students should also understand how much time will be needed for the different parts. This will help them understand what they already know, and what they should be concentrating on next.
The study materials and assignments should be available and usable regardless of time and place. You should also agree on the digital tools to be used, and how results will be posted, documented and monitored. You should always give the students feedback on their progress, throughout their studies. The students can demonstrate their skills and knowledge by doing practical assignments in authentic work situations.
How do you listen to the student in the midst of all this?
Currently in vocational education, learners often say that their general picture of their studies is fragmented. The student should be able to build his own learning path. However, this requires a clear overview of the contents of the studies. A well-visualized learning process which highlights the connections between goals, credit acquisition and evaluation will help the students. An illustration and visualization of the learning process is helpful; it is equally important to consistently use common symbols and terms to avoid adding to the student's load the need to understand each different teacher's way of presenting material.
What are the challenges of a skills-based curriculum?
A skills-based curriculum brings with it all kinds of challenges. The curriculum is no longer a unique, linear construction. Instead the breadth and order of the studies, credit acquisition, etc., depend on the students' skills and knowledge. How clear is this to the students? How easy will it be for students to recognize the potential alternatives? Does the process include different learning materials and varying levels of assignments which can best support learners of various stages? Are there enough multimodal materials to make sure that all learners will have access to the study materials and assignments in forms that they can understand? Students need increasingly individual study solutions, alternative educational paths and opportunities to succeed based on their individual abilities. Digital means enable the contents of the common subjects in vocational education to be visually linked to different parts of the degree.
A digital, well-visualized general description will help students build their own paths, plan their own progress, and understand the level of their learning. Descriptions of the aims will enable each student to understand what he or she needs to study to achieve future goals. This general view will help the students create their individual paths, and acquire the skills and knowledge they need.
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Responsibilities
In P7 there is an expectation that pupils will:
- Come to school prepared and organised.
- Adhere to the school uniform expectations.
- Complete set reading homework (30 minutes each night), in good time to ensure class tasks are completed successfully.
- Set an example to others in terms of attitude and behaviour both in and out of school.
- Become increasingly independent.
- Develop a range of problem solving skills and strategies to deal with issues within the school, and social circumstances.
Absences
- To keep your child's record up to date, please note any absences from school must be notified through the office and not through Class Dojo.
What can you do to help? :
- Join our Class Dojo and Whitelees Twitter account to keep up to date with current learning.
- Talk to your child about their school day, and ask questions about their learning.
- Encourage your child to pack their own school bag and P.E. Kit, showing an awareness for what is happening the next day.
- If possible, promote your child's sense of independence by beginning to let them walk to school, helping to develop their time management skills.
- Managing your child's time on technology has a direct impact on classroom focus and behaviour.
If you would like to find out more about how best to support your child's learning, visit our class blogs at…
www.whitelees.n-lanark.sch.uk Or
Education Scotland Parentzone at…
WHITELEES PRIMARY SCHOOL
PRIMARY 7 Parent Guide
Reading
Children will read a range of fiction and non-fiction texts throughout the course of the year from the NLC Active Literacy programme for P7. We encourage children to be reading their own home books to help further develop their reading and vocabulary skills. Children will work on their class reading book using the 6 Reading Strategies.
Strategy 1 – Prior Knowledge
Strategy 2 – Metalinguistics
Strategy 3 – Visualisation
Strategy 4 – Inference
Strategy 5 - Main Ideas
Strategy 6 - Summarising
Writing
Children will follow the NLC Stage 7 Writing programme. Four days of your child's written work will be linked to your child's reading book. One session will be a dedicated Taught Writing Lesson covering the following genres:
- Narrative
- Information
- Instructional/Procedural
- Discursive
- Recount
- Explanation
- Report
Spelling
Children will follow the Stage 7 spelling programme. Each week will focus on a different spelling rule or topic specific vocabulary. Spelling words will be practised as part of daily literacy lessons, and as homework. Words will be tested on a Friday along with a dictated passage.
Health and Wellbeing
Health and Wellbeing is taught through the use of the Healthy Schools pack and the Knowing Me, Knowing You programme, which focuses on the SHANARRI indicators. The SHANARRI indicators are:
- Safe
- Healthy
- Achieving
- Nurtured
- Active
- Respected
- Responsible
-
Included
Alongside this the children will also experience two hours of physical education each week, with two sessions split between indoor P.E and outdoor P.E. There is a structured plan to follow, allowing each child the opportunity to explore a range of different sports and to improve techniques.
- As they move through the school, we increase the amount of homework that we give your child. Children in Primary 7 are expected to complete between 20-30 minutes of homework each night. Homework will consist of spelling, reading, maths and choice tasks. Please sign pupil's Homework Tasks and write any comments that helps support their learning.
Maths and Numeracy
In Primary 7 the children will follow the progression pathway devised by North Lanarkshire, allowing them to experience a range of different focuses. All children will work at a level to suit their ability. Children will be learning new concepts, as well as developing taught skills and linking them through problem solving and real life situations. The NLC Maths Pathway allows a vast range of Maths topics. These topics include:
Number and Number Processes
Shape, Position and Movement
Money, Time and Measure
Number Talks
At the beginning of each maths lesson the class will spend around 15 minutes developing their mental agility and recall speed through 'Number Talks'. This is a programme designed to equip children with a multitude of different strategies to solve equations, as well as allowing the children the floor to discuss their own thought processes.
Class Dojo and Communication
Class Dojo points have been agreed in consultation with the class e.g. PE kit, Homework in on time, Spelling and Working Hard.
Children have the opportunity to earn dojos but they can also lose Dojo's which are non-negotiable. If you are messaging Class Teachers – please be aware that we are teaching throughout the day so it may be the end of the school. .day before we are able to respond.
Please be aware Class Dojo is switched off at 5 o'clock. Important messages must go through the school office. | <urn:uuid:aa3499f9-e990-48f4-9d61-065d8a62cb4c> | CC-MAIN-2021-39 | https://blogs.glowscotland.org.uk/nl/public/whitelees/uploads/sites/20834/2018/08/P7-Parent-Guide.pdf | 2021-09-23T04:09:59+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057416.67/warc/CC-MAIN-20210923013955-20210923043955-00099.warc.gz | 191,399,248 | 1,040 | eng_Latn | eng_Latn | 0.998427 | eng_Latn | 0.998359 | [
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Animal Farm Activities Chapter 1
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Animal Farm Activities Chapter 1
Animal Farm by George Orwell Chapter 1 Activity Packet I've tried to make my units in line with Common Core Curriculum, and provide evidence-based assessment. This is a free packet of worksheets and other lesson resources designed to be used with Chapter 1 of the novel, Animal
Animal Farm Chapter 1 Worksheets & Teaching Resources | TpT Animal Farm Chapter 1. Showing top 8 worksheets in the category - Animal Farm Chapter 1. Some of the worksheets displayed are Animal farm workbook, Name animal farm chapter one review, Chapter 3, George orwells, Animal farm tg, Animal farm, Animal farm, Animal farm chapter one questions.
Animal Farm Chapter 1 Worksheets - Teacher Worksheets Summary and Analysis Chapter 1. After Mr. Jones, the owner of Manor Farm, falls asleep in a drunken stupor, all of his animals meet in the big barn at the request of old Major, a 12-year-old pig. Major delivers a rousing political speech about the evils inflicted upon them by their human keepers and their need to rebel against the tyranny of Man. After elaborating on the various ways that Man has exploited and harmed the animals, Major mentions a strange dream of his in which he saw a vision ...
Animal Farm: Chapter 1 Summary & Analysis | CliffsNotes Animal Farm Activity Pack by Peter Cigrovski 7 PLOT – CHAPTER 1 (STANDARD LEVEL) ANIMALS GATHER IN THE BIG BARN The story takes place on an English farm near Willingdon. In the text, find the following: the name of the farm: _____ the owner of the farm: _____
ANIMAL FARM ACTIVITY PACK - srednja
Animal Farm Chapter 1 DRAFT. 9th - 12th grade. 716 times. English. 67% average accuracy. 2 years ago. mrclark2018. 2. Save. Edit. Edit. Animal Farm Chapter 1 DRAFT. ... a companion who shares one's activities or is a fellow member of an organization. a person or thing that loses or has lost something, especially a game or contest. ...
Animal Farm Chapter 1 | Reading Quiz - Quizizz
Animal Farm Chapter 1 Vocabulary. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. britany_sellers. Key Concepts: Terms in this set (15) ensconce. establish or settle (someone) in a comfortable, safe, or secret place. comrade. a companion who shares one's activities or is a fellow member of an organization ...
Animal Farm Chapter 1 Vocabulary Flashcards | Quizlet
1. Make a presentation comparing Animal Farm to North Korea. 2. Write a short story about an event in Korean history using the Animal Farm allegory. 3. Pretend that the events in Animal Farm happened in 10 days (10 chapters = 10 days). Write and present a news report (like KBS or MBC news) that looks at the rise and fall of Animal Farm. You may use PPT. 4.
Animal Farm Workbook - Mister Ambrose
A vocabulary list featuring Animal Farm Chapter 1. ... With the ring of light from his lantern dancing from side to side, he lurched across the yard, kicked off his boots at the back door, drew himself a last glass of beer from the barrel in the scullery, and made his way up to bed, where Mrs. Jones was already snoring.
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Animal Farm Chapter 1 - Vocabulary List : Vocabulary.com
Chapter I – Twelve-year-old Major, Manor Farm's prize-winning boar, calls a meeting of all of the animals to talk about the difficulty of their lives under man's rule. He reveals his dream and prophesies a future rebellion of animals against man, teaching the animals a song called "Beasts of England."
Animal Farm Literature Guide by George Orwell - TeacherVision
Animal Farm Activity Pack by Peter Cigrovski 7 PLOT – CHAPTER 1 (STANDARD LEVEL) ANIMALS GATHER IN THE BIG BARN The story takes place on an English farm near Willingdon. In the text, find the following: the
Animal Farm Activities Chapter 1 - old.dawnclinic.org
Animal Farm Activities Chapter 1 Merely said, the animal farm activities chapter 1 is universally compatible with any devices to read Most free books on Google Play are new titles that the author has self-published via the platform, and some classics are conspicuous by their absence; there's no free edition of Shakespeare's
Animal Farm Activities Chapter 1 - pompahydrauliczna.eu
In Chapter 1, Which animals learn the song quickly? The pigs and the dogs learn the song quickly, they are the smartest. In Chapter 1, How do the animals respond to the song? The animals loved the song and sang it over and over, the song arouses comraderie and unity, gives them motivation and purpose.
Animal Farm Questions Ch 1-4 Flashcards | Quizlet Animal Farm Chapter 1. popholes (n.) lurched (v.) scullery (n.) boar (n.) the small door of a hen house usually with a ramp. unsteady and uncontrolled walk. small kitchen or room for dirty housework. domestic male pig that can father piglets.
of reading chapter 1 animal farm Flashcards and Study Sets ...
In Chapter 1 of Animal Farm by George Orwell, the stage is set for dissension as the residents of Manor Farm begin to dream of a better life without human interference. George Orwell, perhaps in a...
Animal Farm Chapter 1: Summary | Study.com
Animal Farm: Chapter 1. LitCharts assigns a color and icon to each theme in Animal Farm, which you can use to track the themes throughout the work. The owner of Manor Farm, Mr. Jones, locks his henhouses for the evening—but he's too drunk to remember to shut everything before he goes to bed.
Animal Farm Chapter 1 Summary & Analysis | LitCharts
This is our reading of George Orwell's Animal Farm, Chapter One.You can find all the other chapter readings from Animal Farm at the playlist here: https://ww...
Animal Farm, Chapter 1 Audiobook - YouTube
Animal Farm lesson that focuses on the first half of Chapter 2. A fully resourced and differentiated 1 hour lesson for KS3 and KS4 students based on George Orwell's Animal Farm, specifically Chapter Two. Students analyse key sections of the chapter to develop an understanding of characters, plot and also historical context.
Animal Farm Chapter 2 | Teaching Resources
Animal Farm Chapter 1 Vocabulary. ensconce. comrade. tyrannise. hearken. establish or settle (someone) in a comfortable, safe, or secre…. a companion who shares one's activities or is a fellow member…. rule or exercise power over (somebody) in a cruel and autocrat…. listen.
animal farm vocabulary chapter 1 2 Flashcards and Study ...
Chapter 1 Questions: What is significant about how the animals arrange themselves as they gather to hear Major? What might this arrangement say about future meetings or events? According to Major,...
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Towering Mathematics
Teacher Notes
7 8
9
10
11
12
TI-Nspire CAS
Investigation
90min
Aim:
To determine a relationship between the number of disks in the 'Tower of Hanoi' and the number of moves required to transfer the disks from one stack to another.
Number & Algebra – Year 9: Linear and non-linear relationships
Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
ScOT:
Linear functions
Number & Algebra – Year 10: Linear and non-linear relationships
Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)
ScOT: Exponentials, Data Representation
Equipment:
For this activity you will need:
- TI-Nspire CAS
- TI-Nspire CAS file (tns): HanoiV2
Students can use a physical models of this problem for initial exploration instead of this digital resource, however the act of counting and tracking moves can distract from the observation of pattern. The digital model allows students to focus on the pattern whilst accurately recording the number of moves. Feedback is also provided with regards to whether the problem could be solved in fewer moves.
Problem Description:
The Tower of Hanoi problem, also called Tower of Brahma was invented by the French Mathematician, François Édouard Anatole Lucas in 1883. The objective is simple:
Move all the disks from one column to another.
The rules:
- Disks must always be stacked on a column (spike)
- Move only one disk at a time
- A large disk can not be placed on a small disk
Author:
The aim of this investigation is to develop a rule relating the number of disks (x) and the number of moves (y) required to solve the problem.
Technology:
Open the file:
HanoiV2.tns
Navigate to the problem page (shown opposite).
Setting the number of disks
Use the [menu] key and set the number of disks to three.
The single and two disk problems will be determined by reasoning rather than modelling.
Moving Disks
Move the mouse over the top disk, the mouse changes to an open hand. Press and hold the touchpad to grab the disk. Move the disk to a new column, press and hold the touchpad to release the disk.
Moves
The number of moves is automatically recorded in the top right corner of the screen.
Once a move has been made, you can't take it back.
Solve the three disk puzzle and make a note of the number of moves.
Entering Data
Navigate to the spreadsheet on page 1.3
Enter the numbers 1 to 8 in column A.
Leave the first two entries in column B blank. These will be included by reasoning and logic later. Record the minimum number of moves used to solve the three disk problem in cell B3.
Students use a spreadsheet to tabulate results. If students have a reasonable working knowledge of spreadsheets they should be encouraged to develop a recursive formula for the rule relating the number of disks and the number of moves required to solve this problem.
Questions
1. Use the puzzle to determine and record the minimum number of moves required to solve:
a. The three disk problem. 7 moves
b. The four disk problem. 15 moves
If the number of moves increases by the same amount each time a disk is added the relationship is said to be linear.
2. If the relationship between disks and moves is linear, how many moves should it take to solve the five disk problem?
Three disk problem = 7. Four disk problem = 15. Increased by 8 moves. If the relationship is linear then the five disk problem will take 23 moves. (15 + 8). This question combined with the linearity definition (above is aimed at focusing students on number patterns. Students should be able to recognise linear and non-linear number patterns, not just their visual and graphical representation.
3. Use the puzzle to determine the minimum number of moves required to solve the five disk problem and hence determine if the relationship is linear or non-linear. Record your answer to the five disk problem in the spreadsheet.
The purpose of this question in conjunction with the previous question is to have students understand that the problem is not linear. The linear model does not provide an accurate (correct) prediction for the number of moves. More subtly, this question looks at why equations and models need to be accurate. An appropriate and relative discussion about the importance of accurate modelling can be included at this point. Examples such as modelling global warming patterns. Mathematicians and scientists have developed models to try and predict long term weather patterns. Can we accurately predict long term forecasting (50yrs) when we can not accurately predict the weather for the next day?
4. Determine the number of moves required to solve the one and two disk problems. Explain how you determined these values.
Record the number of moves in the spreadsheet.
This data provides further evidence that the model is not linear.
5. Navigate to the graph page, with your data for the one, two ... and five disk problems in the spreadsheet you will see five points on the graph. Do the points on the graph form a straight line or a curve?
Students will observe from the graph that the points do not lie in a straight line. While the graph provides a visual representation of this non-linear relationship, it is more abstract than the numerical data.
6. The image shown opposite is a partial solution to the four disk problem. The large disk has yet to be moved.
a. How many moves have taken place so far?
The three disk problem has essentially been solved. This scaffolding aims to help students break the problem down by using previous answers to help identify the relationship. (7 moves)
b.
Without referring to your previous data, how many moves are required to complete the puzzle?
The large disk needs to be moved (one move) then the three disk problem needs to be solved again (seven moves).
c. Explain how you determined your answer to the previous question.
Double the number of moves for the three disk problem plus one move for the bottom disk. (Development of recursive formula)
7. The image shown opposite is a partial solution to the five disk problem. The large disk has yet to be moved.
a. How many moves have taken place so far?
15 moves
b. How many moves are required to complete the puzzle?
15 + 1 = 16 moves
8. Use logic and your answers to the previous questions to predict the number of moves required to solve the six disk problem.
31 moves for previous problem, therefore total moves for 6 disks: 31 + 1 + 31 = 63
9. Set the number of disks in the software to six and solve the problem; record your answer in the spreadsheet.
10. Compare your prediction and practical solution in the previous two questions and explain any patterns you have observed relating the number of disks and moves.
Double the previous answer and add one.
11. Predict the values for the seven and eight disk problems.
Enter the predicted values in the spreadsheet.
Students may use the spreadsheet to determine the number of moves for the 7 and 8 disk problems or they may use pen and paper techniques. It is not expected at this level that students will independently devise an exponential equation. The questions in the 'developing a rule' section scaffold the rule development.
Seven disk problem: 127
Eight disk problem: 255
Developing a Rule
The aim of this section is to develop a mathematical rule or formula for predicting the number of moves based on the number of disks in the problem.
12.
Find the next 4 terms in the following sequence: 2, 4, 8, 16, ___, ___, ___, ___.
Sequence: 2, 4, 8, 16, 32, 64, 128, 256
13. Compare the sequence in the previous question with the number of moves required to solve the one, two, three... and eight disk problems.
Sequence from Tower of Hanoi: 1, 3, 7, 15, 31, 63, 127, 255
The Tower of Hanoi moves are one less than the sequence in the previous question.
14. Navigate to the calculator page (1.5) and press the [menu] key, from the number menu select factor. Write the result for each of the following:
a. Factor(4) Factor(4) = 2 2
b. Factor(8) Factor(8) = 2 3
4
c. Factor(16) Factor(16) = 2
d. Factor(32) Factor(32) = 2 5
15. Use your answers to the previous three questions to formulate a rule relating the number of disks (x) and the number of moves (y) to solve the Tower of Hanoi problem.
16. Check your formula from the previous question by drawing a graph on page (1.4). Note: You will need to change the graph type first. Press [menu] – Graph Type – Function.
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AlphaWorld
The Land Around Us
Written by Marilyn Woolley
Published edition © Eleanor Curtain Publishing 2004 Text © Kerrie Shanahan Photographs © Eleanor Curtain Publishing
First published 2004
Apart from any fair dealing for the purposes of study, research, criticism or review, as permitted under the Copyright Act of Australia, no part of this book may be reproduced by any process, or transmitted in any form, without permission of the copyright owner. Where copies of part or the whole of this book are made under Part VB of the Copyright Act, the law requires that records of such copying be kept and the copyright owner is entitled to claim payment.
Developed by Eleanor Curtain Publishing Text: Kerrie Shanahan Consultant: Susan Hill Designed by Alexander Stitt Production by Publishing Solutions
Printed in China
ISBN 0 7253 3038 4
1 2 3 4 5 6 7 8 9 04 05 06
Selected text features
* Features a refrain: 'Look at this land. What can you see?'
* Colour photographs support the text
* Captions provide extra information to support the text and photographs
* Map of the world locates images from the text
* Glossary
How to use this book
Before reading: Talkthrough
Talk through the book with the children. Encourage them to predict the text from the cover and the pictures, and to think about the information provided. Direct the children's attention to aspects of the text that may challenge them. Support the children as they deal with these challenges by asking the Talkthrough questions on each page.
During reading: Observe and support
Observe the children as they read and encourage them to monitor their own reading. Help the children to use reading strategies and cues to respond to reading challenges that arise in the text. Interruptions to the child's reading should be minimal and focused on a specific learning need.
After reading: A range of comprehension and response activities
To develop children's understanding of the text, select from the activities found on page 12 and the inside back cover. These whole text, sentence and word level activities reinforce the teaching focus of this book. Assessment ideas are provided to assist with further teaching plans.
Vocabulary
canyon, cliffs, desert, frozen, glaciers, mountain, river, rocky, waterfall
Setting the context
Give the children time to browse through factual texts that show different landforms. Discuss what they have seen. What sort of landforms did you see in the books?
Make a list of the children's ideas.
Front cover
Show the front cover. This book is called The Land Around Us. What sort of land can you see on the front cover?
What sort of land do we have around us?
Title page
Turn to the title page. Where is the author's name? What other information can you see on this page?
Turn to pages 2–3
Look at these photographs. What can you see? Which of these places could you visit? Why?
Turn to pages 4–5
Look at this land. What can you see?
This mountain is the tallest mountain in the world.
Does anyone know the name of this mountain?
What do you think it would be like at the top of Mount Everest?
Observe and support
Do the children search for a range of information on the page to support their reading?
When you looked at the photos before you read the page, what were you looking for?
How did that help you?
What else did you check?
If any of the children are having difficulty, you could say: Have a look at the photographs. What can you see? What might the text on this page be about? What words in the text do you recognise?
Turn to pages 6–7
Look at this land. What can you see? This river is called the Nile. It is the longest river in the world.
Why might a city be built near a river?
Turn to pages 8–9
Look at this land. What can you see?
The largest waterfall in the world is called Victoria Falls.
How do you think a waterfall is made?
Observe and support
Can the children identify and understand different features of the text?
What different ways has the author given information on this page?
Can you point to the caption?
Why do some pictures have captions?
What extra information does this caption give us?
5
Turn to pages 10–11
Look at this land. What can you see? The highest cliffs in the world are in Hawaii. How might cliffs be made?
Turn to pages 12–13 Look at this land. What can you see? This is a canyon. Do you know the name of a well-known canyon? How do you think a canyon is made?
Observe and support
Do the children use a range of strategies to work out new vocabulary?
You read the word 'canyon'. How did you work out that it was 'canyon'?
If any of the children are having difficulty, you might say: Can you see any smaller words that you know within this word? What would make sense here?
Turn to pages 14–15
Look at this land. What can you see? What do you think a glacier is made of? Where would you find glaciers? Do glaciers move? What makes you think so?
Turn to pages 16–17 Look at this land. What can you see? The biggest desert in the world is the Sahara Desert. Why does the sand in this desert have ridges in it?
Observe and support
Ask a child having difficulty to read aloud to you. You might point out the paragraph breaks and say:
Did you notice the extra space between these two lines? This tells us a new idea is coming.
It is a good idea to pause a little before reading a new paragraph.
Do the children take note of punctuation to support expressive reading?
Can you see a question mark on this page?
What does this tell you about the way you should read this when reading aloud?
Turn to pages 18–19
This is a map of the world. What countries do you recognise? What do you think this map is showing us? Where on the map is the Grand Canyon? Where is the glacier?
Turn to page 20
This is the glossary. What is a glossary used for? What can you tell me about the way the words are ordered? When would you use a glossary?
Observe and support
Can the children explain the diagram on the page?
What is shown on this map?
Why are there photographs on this map?
What are they telling us?
Can you tell me where the Sahara Desert is?
What is found in Antarctica?
How else could the author have made a summary of the information in her book?
Do you think this is a good way of gaining information? Why or why not?
The Land Around Us
After reading
Being a meaning maker
Encourage the children to support their answers to these questions with evidence from the book:
What sorts of landforms are found in the world?
What is the name of the longest river?
What is the name of the highest mountain?
How are cliffs formed?
What are glaciers made of?
Being a code breaker
Explore the following language features:
* Punctuation: use of capital letters, commas, full stops, question marks
* Words with double letters: bigger, deep, flatter, look, see, waterfall
* Homophones: see/sea
* Use of suffixes: 'est' – biggest, deepest, highest, largest, longest, tallest; 'er' – bigger, closer, flatter
Being a text user
What have you learnt from reading this book?
Why has this book got a glossary? Would it matter which page in this book you read first? Why or why not?
Being a text critic
What would the author have needed to know to write this book?
How might the author have found out the information for this book?
Are all children interested in this sort of book?
Will this information always be true? Why or why not?
Responding to text
The children could work in groups to write quiz questions using facts from the book. These questions could be read to the whole class or the children could role-play a quiz game.
The children could make a brochure or poster that advertises an amazing thing that can be seen somewhere in the world. Encourage the children to refer to the book to check their facts.
Ask the children to find words in the text that end with the suffix 'est' and make a list. Then ask them to see if they can add to it. For example: biggest, deepest, highest, largest, longest, tallest.
Possible assessment focus
Can the children:
* explain the information contained in the captions and relate this to the pictures?
* point out words with the suffix 'est'?
* read the map of the world and relate it to the images from the text?
sentence activity
Writing links
The children could innovate on the text by writing about local landforms. For example: Near our school there is a river. It has clear, fresh water in it. It is a long river.
The children could write about the place in the book they would most like to visit. Have them include reasons why they would like to visit this place, how they would get there and what they might do when they got there.
The Land Around Us
Topic: Environment/ Earth
Curriculum link: Earth Science
Text type: Report
Reading level: 12
Word count: 249
Vocabulary: canyon, cliffs, desert, frozen,
glaciers, mountain, river, rocky, waterfall
Possible literacy focus:
* Gaining extra information from captions.
* Using 'est' as a suffix.
* Understanding how to read the information provided on the map of the world.
ESL possibilities:
* Identify superlatives: biggest, deepest, largest, longest, tallest.
* Practise correct pronunciation of superlatives.
* List adjectives used to describe land features: high, rocky, wide.
* Look at photographs and add adjectives.
AlphaWorld
Summary
This book explores different types of land features. These include the largest waterfall in the world and the biggest desert.
ISBN 0- 7253- 3038- 4
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Exit Stage Left
Student Activity
7 8
9
10
11
12
MathPrint™
Introduction
The term "exit stage left" refers to an uneventful departure, making way for more interesting events. If you're female and working in the Hollywood, you might be mistaken for thinking the definition said "youthful" rather than "interesting". When a 28 year old actress is knocked back because she is too old to play the love interest of a 39 year old actor, and a 37 year old actress too old for the 55 year old actor, something is clearly wrong. Could all of this be mumurs and rumblings from a small gendered group of disgruntled celebrities or is there data to support these claims?
In 2004 Geena Davis founded the "Geena Davis Institute on Gender in Media", the organisation has been busy collecting data. Now it's your turn, is this a case of "Entrapment" (1999) or "Somethings Gotta Give" (2003). The data source used for this investigation comes from the pinacle of the movie industry: the Academy Awards®. These awards commenced in May 1928. Since 1935, Pricewaterhouse has managed the awards and initiated the secrecy of the result by placing the winner's name in a sealed envelope, coining the phrase: "The envelope please". Past award winners include Jodie Foster (29), Gwyneth Paltrow (26), Julia Roberts (33), Will Smith (52), Jack Nicholson (60) and Anthony Hopkins (82).
Data Collection: Males
This activity uses all three of the TI-30XPlus MathPrint lists; it is therefore appropriate to clear all the lists before starting.
Press:
… select option 4, Clear All.
The first set of data to be explored is the age at which 'actors' (male) received their award. This activity uses the past 40 years as a sample from almost 100 years of awards.
The data for the male ages will be stored in List 2.
Navigate to list 2. Your teacher will present the data using a series of PowerPoint slides. Each slide contains the year, actor's age (at the time of the award) and an item number. The item number should match the list item number on your calculator.
In the calculator screen image (opposite), Will Smith's age has been entered as the first item in list 2: L2(1) = 52
Match the item number on each slide to make sure your data is correct.
Data Entry
Once you have finished entering the data, your screen should show the last item as: L2(40) = 38.
Texas Instruments 2022. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Author: P. Fox
Median
The median is the middle number in a sorted list, this means that 50% of the data lies above the median and 50% below. If the quantity of items in the list is even, the 'average' of the middle two items is calculated.
Sorting the List
We want to retain the current order for the data so the sorted data will be sent to a separate 'working' list.
Press:
… select option 1: Sort Smallest to Largest.
Our data is located in List 2 (L2).
The sorted data will be sent to List 1 (L1).
Once these selections have been made, select "SORT".
An ordered copy of List 2 will be sent to List 1.
We can see from the sorted list that the youngest actor to win an award in this forty-year period is 28 years of age. Navigate down to the 20 th item in List 1.
Remember: There is an even quantity of data in the list.
Question: 1.
Use your sorted list to help determine the following statistics for male award winners over the past 40 years.
a) Minimum Age (Q0)
b) Maximum Age (Q4)
c) Median Age (Q2)
d) First Quartile (Q1
)
e) Third Quartile (Q3)
The calculator can determine each of these quantities using the statistics menu.
Press:
… select option 2 (1 Variable Statistics)
The original data is located in List 2 (L2). The data does not include any frequency information, therefore, select "ONE" for the Frequency option, the select calculate (CALC).
Question: 2.
The mean age for male award winners over the past 40 years is approximately 44.5. Suggest reasons why this statistic is greater than the median for the same set of data.
Outliers
An outlier for a boxplot is a data point that lies beyond the whiskers. To calculate if a data point is an outlier, determine the Inter Quartile Range (IQR = Q3 – Q1) and then calculate the lower and upper fence.
1
Lower fence
: Q
– 1.5
×
IQR
Upper fence
: Q
3
+ 1.5
×
IQR
Texas Instruments 2022. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Author: P. Fox
Question: 3.
Use your previous calculations to help determine each of the following:
a) Inter-Quartile Range (IQR)
b) Lower Fence
c) Upper Fence
d) Which data points (if any) are outliers?
Question: 4.
Use the statistics determined previously, to draw a boxplot for the male award winners over the past 40 years.
Note: The additional space is for the female data to be added later.
Data Collection: Females
It's time to enter the data for the actresses. The slide set is in the same format. Use the clapper-board to make sure your data is correctly aligned.
Store your data in List 3 (L3).
Do NOT delete the data for males, this will be used again later!
Press:
… navigate across to List 3 and enter the data.
The calculator screen opposite shows the first entry: 43 that has been entered into list 3: L3(1) = 43
Question: 5.
Use the statistics functionality of the calculator to determine the following statistics for female award winners over the past 40 years.
a) Minimum Age (Q0)
b) Maximum Age (Q4)
c) Median Age (Q2)
d) First Quartile (Q1)
e) Third Quartile (Q3)
Texas Instruments 2022. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Author: P. Fox
4
Question: 6.
The mean age for female award winners over the past 40 years is approximately 38.9, just over five and a half years younger than their male counter-parts. Discuss whether you believe this to be a significant difference.
Question: 7.
Use your previous calculations to help determine each of the following for females:
a) Inter-Quartile Range (IQR)
b) Lower Fence
c) Upper Fence
d) Which data points (if any) are outliers?
Question: 8.
Use the statistics determined to draw a boxplot for female award winners over the past 40 years. Note: Use the additional space provided adjacent to the male boxplot.
Question: 9.
How do the adjacent boxplots support the concerns expressed by the Geena Davis Institute on Gender in Media?
Miss Representation
Our boxplots may be misrepresenting the data as they don't show trends over time.
To explore if any changes have occurred, the years need to be added, these will be stored in List 1 (L1).
Press:
and select option 3 (Sequence)
Select List 1 (L1) for the time series information.
Match the settings shown opposite.
The first data entry is for 2021, the last one is for 1982, so our dates are stepping backwards (-1).
Select SEQUENCE FILL and the years will be sent to List 1.
It's now time to see if there are any trends in our data.
Press:
… select option 4: LinReg ax + b
The "years" data is located in List 1 (L1), the ages for males located in List 2 (L2), store the regression equation in g(x)
Match the settings shown opposite then select CALC.
Texas Instruments 2022. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
Author: P. Fox
Question: 10.
Determine the regression equation and comment on whether there is any trend in the data for the males.
Question: 11.
The regression equation has been stored in ( ) g x .
a) Calculate ( ) g x using the Table tool and Stat-Vars where x represents the 'average' (mean) year.
b) Recall and compare the average (mean) age with the previous calculation.
Question: 12.
Determine the regression equation for the females and comment on whether there is any trend.
Question: 13.
The regression equation has been stored in ( ) f x , calculate and compare ( ) f x and compare the result to the average age of female award winners.
Hidden Figures
The data investigated in this activity has focused only on the past 40 years. Trends may have occurred over longer periods of time, including movie directors and scripts incorporating leading roles for older females. For example, in the 1980's Katherine Hepburn (74), Shirley MacLaine (49), Geraldine Page (60) and Jessica Tandy (79) all won awards.
To analyse this data, "5 point median smoothing" will be applied.
Example:
Question: 14.
Using the above table:
a) Calculate the mean.
b) Calculate the median
c) Which statistic, mean or median best represents the data?
Question: 15.
Collect the median data for the life span of the awards for both males and females and determine the following:
a) The regression equation for the 5 point median data for females.
b) The regression equation for the 5 point median data for males.
c) Discuss the two equations and the corresponding correlation.
Texas Instruments 2022. You may copy, communicate and modify this material for non-commercial educational purposes provided all acknowledgements associated with this material are maintained.
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Borderline Personality Traits in Youth
Summary: All humans are social, and one of our deepest needs is to attach, or feel connected to others. It is natural then, that one of our deepest fears is lack of attachment, or rejection, or abandonment. For youth with borderline personality traits, these fears become overwhelming and extreme.
Introduction
All humans are social, and one of our deepest needs is to attach, or feel connected to others. In fact, we can't survive without others. When we're young, our most important attachments are to parents and adult caregivers. As we get older, our attachments change to include friends and peers. In adulthood, it changes to focus on romantic partners.
Because one of our deepest needs is to attach, it is natural then, that one of our deepest fears is lack of attachment, or rejection, or abandonment.
Positives of being sensitive
Being sensitive may mean they can be very thoughtful and conscientious of other's feelings, which can help other's feel empathized, validated and good about themselves.
When in a good place, they can be extremely fun, exciting and passionate to be with.
It is normal for everyone to be sensitive from time to time.
However, in some people, their emotional sensitivity can be so extreme that it may be part of 'borderline personality traits...'
Extreme, Intense Emotions May Be 'Borderline Personality Traits'
In some people with intense emotions, their symptoms are part of a condition known as 'borderline personality traits'. Knowing that someone is struggling with 'borderline personality traits' can be helpful, because it can help direct people to appropriate supports and services. Without this recognition, many people end up being blamed for their problems by well meaning family and friends. Featuers include:
They may have extreme fears of being rejected or abandoned, and feel easily rejected by others, even when the other person did not intend to reject them.
They may need excessive reassurance from others.
When triggered, they may experience strong feelings that are hard to self-regulate.
They may shift from feeling fine to feeling...
Depressed , and may even feel that life is no longer worth living.
Anger and hatred of others.
In order to cope with their feelings, they may try various coping strategies. Some of these might be positive (e.g. distraction, reaching out to others, physical activity), however others might be negative (e.g. selfcutting, using drugs or alcohol to soothe).
Unfortunately, fears of abandonment and rejection can be a self-fulfilling prophecy. Behaviours (like excessive clinginess and jealousy) can then make it hard for others to be around them.
Friends and family may feel like they are 'walking on eggshells'.
What Causes Borderline Personality Traits?
It is likely caused by several factors such as:
Genetics and temperament: Some people are simply born or "hard-wired" with a very intense emotional system, or temperament.
Life events. Many sensitive people have experienced situations that they have been overwhelming or stressful for them, contributing to their concerns of rejection or abandonment. This includes obviously stressful situations such as trauma or abuse. It can also include stresses such as parental separation or divorce. It can be bullying from peers. It may also simply be that the person's need for emotional validation / acceptance, was higher than that which the environment was able to provide. Some children simply have high emotional / attachment needs, and their well-meaning environment / parent(s) may simply have been unable to meet that need.
How Common are Borderline Traits?
There are very few studies of borderline traits in youth. Studies suggest that 1-3 out of every 100 youth under 18 may have these traits. Researchers estimate that 1-2 out of every 100 adults have Borderline Personality Disorder (BPD). Recent studies show that the number of women and men in the community with BPD are similar. More women see professionals for treatment, through.
Other Conditions
People with borderline personality traits are at a higher risk of having other conditions such as:
Mood disorders (like depression);
Anxiety disorders;
Substance abuse;
Eating disorders, (usually binge eating or bulimia, but sometimes anorexia nervosa).
When and Where to Find Help?
Ask yourself:
Have the problems with intense emotions persisted for a long time?
Are the problems significant enough to cause troubles at home, school or relationships?
If so, then see a health professional such as:
Your primary care provider (e.g. family physician, nurse practitioner);
A mental health agency;
Professional in private practice such as a psychologist, social worker, psychiatrist or counsellor/therapist;
Call a crisis support line or visit a mental health walk-in clinic if there are any more pressing concerns about your child's mental well-being.
A health professional can explore other contributing issues such as:
Stress, anxiety, depression;
Learning issues such as attention deficit hyperactivity disorder (ADHD);
Sensory processing issues and self-regulation issues;
Emotional intensity disorder (a newer term proposed to replace the older term 'borderline personality disorder").
Do Borderline Traits Get Better?
Most youth who receive appropriate supports and services will benefit and show improvement. Youth who don't get treatment are at higher risk for aggression, criminal behaviour, ongoing mental health problems, suicide, homelessness and problems in their relationships.
In adults, the symptoms of Borderline Personality Disorder (BPD) are worse in early adulthood and the young adult years. But most have more stable lives and emotions in their 30's and 40's. Newer, more effective therapies, like Dialectical Behaviour Therapy (DBT), outlined below, can help youth recover more quickly. With this therapy, youth learn skills to help them build a life they feel is well worth living.
Self-Help: Supporting Your Loved One
Is Your Loved One in a Calm, Logical, Rational State? (aka Green Zone)
When people are in the "green zone", they are able to reason, talk about things, and be rational (at least more than in other states). In this state, you can try some of the following things: Do's
Do try to understand what helps your loved one be in a good place.
Physical needs include having regular routines and getting enough sleep, healthy nutrition, physical activity, outdoor time.
Higher needs include having people and activities in our routines that give purpose, belonging, hope and meaning.
Do schedule regular, one on one time alone with your loved one. Go for a walk, take in a movie, play a board game, bake or build something together. When you make a plan for regular 'special time' together with just you and your loved one, you are showing that person that you value them.
Do you find that your loved one is expecting too much of you?
If so, gently set clear expectations with your loved one about what you can and cannot do, in order to avoid you from burning out. For example, you may need to make it clear that you need a little time to yourself to recharge. Your loved one might see this as rejection.
Start with loved one's perspective
You: "I know that you want me to spend time with you on Wednesday evenings. I enjoy those times very much."
You: "I'm starting on yoga class Wednesday evenings. I'll be away 6-8 PM. We can make sure we spend special time together before or after. What do you think?"
Do try to understand what triggers your loved one.
Typical triggers include times when our loved one might be wanting validation / acceptance, but we happen to give them invalidation, criticism, or non-acceptance.
Your loved one tries to do something nice for you (e.g. vacuum, make you dinner), and start by criticizing it.
Your loved one tells you something, and they want validation of their feelings, but you start by giving them advice or criticizing them.
Are there problems or stresses? It is in this zone that you can talk to them and try to problem-solve -- at least more easily than in other zones.
Is Your Loved One Emotionally Upset? (aka "Yellow Zone")
Life is stressful, and sensitive people can become easily triggered into a "yellow zone." During these times, they may be upset, and need emotional support -- they need "support not solutions" (aka "connection before direction"). Do's
Do start with "support not solutions" (aka "connection before direction".
Support
Support is about giving empathy, validation and acceptance, as opposed to starting with "solutions", which is giving advice.
Empathy is one of the most powerful ways to support an individual who is emotionally sensitive.
Your loved one: "I can't believe my friend was so mean to me today."
You: "I'm so sorry to hear that!" "I'm here for you... Do you want to tell me more? Or we can do something together to get your mind off it."
Do ask your loved one how they would like to be supported. You might say: "I'm here for you. How can I support you?" Your teen might respond in many ways, for example, "I just need someone to listen to me", or "Let's go out for a walk" or "I need a hug…" or "I need your advice…".The key is to follow your loved one's lead. If your loved one can't tell you what support would help, then you might make a make a suggestion.
Don't start with advice, i.e. "Have you tried doing __?"
Is your loved one upset with you?
This might be hard, but try your best to see their perspective.
Example
You are busy with your work, and your loved one is upset that can't spend time with them.
Your loved one: "You just don't care!"
You: "I'm so sorry. You want to spend time with me, and it feels like I don't care because I'm busy with work right now..."
Don't get upset or critical when they are upset -- you may be absolutely correct in saying certain things, but if you do say something, better to say those things when your loved one is calmer in the "green zone".
Don'ts
Don't give advice unless your loved one is calm and ready for it. Or until your loved one is asking for it. All of us need to be accepted and validated. When you give someone advice without being asked, they get the message that you don't accept them and want them to change. If you really feel you need to give advice, then ask for permission: "I am worried about you. Can I give you some advice?"
Is Your Loved One OverWhelmed, in Fight/Flight/Freeze (aka "Red Zone")?
When people are emotionally overwhelmed, they are not able to access their logical brain, perhaps not even their emotional brain. They may be in a primitive "reptilian" brain. Do's
Do give them time and space, so that their brain can calm back down into an emotional zone ("yellow zone.")
Do provide a calm, soothing environment, and do reduce any sensory overload, e.g. reduce sound if its too loud; dim the lights if its too bright.
Do talk in a calm, reassuring voice.
Do give eye contact which is gentle and calm, and try your best to not look aggressive or upset.
Do focus on doing whatever you need to do to help the person calm down.
Don't talk too much when people are overwhelmed -- their brains can't process too much.
Don't give consequences when your loved one is overwhelmed, as they may feel threatened by it.
Dont's
Are you upset with your loved one's behaviours?
Don't focus on punishment or consequences when your loved one is overwhelmed. Threatening punishment or consequences will lead them to feel threatened, which can worsen the situation. Focus on getting everyone calmed down, and logical consequences can be discussed when everyone is calm.
Don't be a therapist. Remembering that you are not the therapist (even if you happen to be a therapist, your role is to be a supportive family or friend in this situation). Avoid trying to 'analyze' your loved one. And if you're asked for advice, just share some suggestions. Don't be too forceful in telling your loved one what to do.
Do support your loved one's treatment. Family and friends can play an essential role to effective treatment. Help your loved one get to appointments, and take part in family education and group sessions.
Supporting a Loved One That Self-Injures
Youth with borderline personality traits often self-injure as a way of coping, however this can be very stressful for their family and friends.
Do's:
Do remember that your loved one is simply trying to self-regulate and cope with intense emotional pain.
Do 'Connect before Directing'. You might be tempted to start with giving your loved one advice, like "You shouldn't cut, try your coping strategies instead", but it is better to connect first. Connect by asking how your loved one teen is feeling. You could also observe out loud that your teen must be in a lot of emotional pain and are trying to cope ("I see that you're hurting and trying to cope").
If your loved one responds, then express how you care, and gently offer your support in helping to find other ways to cope. If your teen is seeing a therapist, ask if the therapist has suggested things to do in times of intense emotional distress.
Do understand that while it's ideal if your loved one can confide in you, s/he may not always be able to.
If your loved one just can't share thoughts or feelings with you, do remind him/her about other family/friends, professionals (e.g. therapists) or a crisis line.
Let your loved one know that you care and that you will be there to help with the problem when she's ready. When your loved one is self-injuring, focus on what is causing the most immediate stress. For example, "What's causing you to feel upset?" "What stresses are you under?" You can then help resolve some of those stresses.
Do understand that if your loved one has self-injured and needs requires medical attention for the injuries (like stitches for self-cutting), then bring your loved one to medical attention, such as an emergency department.
Don'ts
Do not simply tell your loved one to stop self-injuring, or make them feel guilty about it. This doesn't help, and will probably make things worse in the long run, because your loved one may will feel worse, and will be less likely to turn to you or share feelings with you. Besides, if your loved one could simply stop injuring him or herself, then s/he would have done so by now.
Don't say things like, "How can you do this to me?". Don't take your loved one's behaviour personally, because it's not about you.
Treatment
1. Dialectical Behaviour Therapy (DBT)
In DBT, youth learn to accept themselves without judgment. At the same time, they learn to find ways to change problem behaviours in ways that bring them closer to their own ultimate goals. This therapy includes education for parents and family members. In DBT, youth learn many skills to help them handle their intense emotional system including:
Mindfulness;
Interpersonal effectiveness;
Distress tolerance;
Emotional regulation.
2. Psychodynamic and interpersonal therapies
It can be hard to find a therapist who is trained in DBT. But there are other types of therapy that can be helpful for youth with borderline personality traits. In practice, most therapists will use a combination of therapies depending on their training, and your teen's situation.
3. Medications
There are no medications that treat borderline personality traits specifically. But medications may be helpful for anxiety or depression that is not getting better with talk therapy.
Focus on Dialectical Behaviour Therapy (DBT) Skills
Mindfulness
Highly sensitive youth can become "stuck" in their intense and distressing emotions, "I feel terrible; I'm such a bad person for feeling this way."
Mindfulness meditation can help youth get "unstuck". It can help them cope with these feelings, and give more options on how to cope, "I'm feeling terrible. Anyone would feel terrible in this situation. This is what I'm going to do about it…"
Mindfulness is one of the core strategies in DBT. It is a kind of meditation where youth:
Practice being in the present moment, instead of thinking or worrying about the past or future. Focusing on the body (sights, sounds, body sensations, breathing) while letting other thoughts go, can help a lot with worries.
Learn to look at themselves and the world in a way that helps them to accept themselves, without being critical or judgmental.
Distress Tolerance
For highly sensitive youth everyday conflicts and problems can feel like life or death situations. In these situations, these youth tend to react quickly in ways that reduce their emotional distress. Unfortunately, these reactions don't usually help to solve these problems in the long run.
With support, youth can learn to tolerate intense emotional responses without doing things that will make the situation worse.
Emotional Regulation is about:
Working with emotions so that youth are able to use them effectively.
Being able to keep feelings in balance and not let them become overwhelming. This allows youth to stay calm and rational, even when faced with emotionally difficult situations.
Emotional regulation includes:
Recognizing your feelings
E.g. "I'm feeling upset… I'm angry that my sister didn't say hi to me in front of the other family members.
Accepting your emotions
E.g. "Its natural to feel upset in a situation like this."
Being able to calm down if you're too upset
E.g. "I'm too upset to deal with this right now. I'm going to go to the bathroom and calm down before I do anything rash."
Choosing how to respond appropriately
E.g. "Maybe she's upset with me, or just too busy with the other guests? Either way, the safest thing to do is to be nice. When things are quieter, we can talk alone and see what's up. Even if she is
pissed off now, if I'm kind and helpful, she'll apologize later. It won't help to get angry and upset at her."
Types of emotional regulation strategies that are taught in DBT:
Keeping a healthy 'emotional bank account' by doing things that make youth less susceptible to intense and 1. negative emotions (for example, eating well and getting enough sleep).
Thinking about whether or not feelings "make perfect sense" for the situation at hand. If they do, youth 2. should act on these feelings. But if the feelings aren't justified by the facts of the situation, youth can learn how to change their feelings by adopting an opposite emotion.
Positive coping
Youth can learn many different ways to handle challenges and problems more positively. Problem-Solving
What's the problem?
What would I like to see happen (goals)?
What are possible solutions to reach that goal?
What are the pros and cons of each possible solution?
Did it work? Should I try something else?
Grounding exercises
Connecting to the present moment. For example:
"What day is it? Its Saturday."
"Where am I? I'm in the living room."
"What's in the room? I see the couch, the coffee table, and my cup of tea."
Keeping busy (behavioural activation)
Being passive and obsessing about stresses doesn't help. Keeping busy with an activity can be a really positive way to handle stress. Relaxation exercises
Deep breathing
Progressive relaxation
Mindfulness meditation.
Getting social support
Spending time with family and friends.
Reaching out to talk with people close to you during rough times.
Websites for more information
Behavioural Tech is the website for Marsha Linehan, founder of Dialectical Behaviour Therapy (DBT). www.behavioraltech.com/
NEA-BPD National Education Alliance for Borderline Personality Disorder www.borderlinepersonalitydisorder.com
About this Document
Written by Dr's Deanna Mercer (Ottawa Hospital); Dr. Marjorie Robb (CHEO), Dr. Michael Cheng (CHEO) and CHEO's Mental Health Information Committee. Special acknowledgements to the Ottawa BPD Network for their comments and suggestions.
License
Under a Creative Commons License. You are free to share, copy and distribute this work as in its entirety, with no alterations. This work may not be used for commercial purposes. View full license at http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
Disclaimer
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Sennen School Marking Policy
1 Aims
The aims of this policy are:
* To ensure a consistent approach to the marking of children's work, throughout the school.
* To facilitate the use of assessment for learning through marking, by allowing children to recognise where they have been successful, and what they need to do next to improve their skills, knowledge and understanding of concepts.
2 The Principles, Policy and Practice of Marking
The primary purpose of children's written work is to allow pupils to demonstrate the extent of their understanding of the learning objective and as such is a crucial part of the assessment for learning process. Further it enables the teacher, through marking, to give feedback to the pupil: praising their effort and success and helping the child to identify what they need to do in order to improve their work.
However, whilst marking is an important tool in assessment for learning it can also be very time-consuming and therefore it is essential that a method is adopted that is both efficient for the teacher and effective in allowing the child to recognise the next steps to be undertaken.
Literacy and Numeracy are the subjects that will be most rigorously marked by use of marking codes, highlighting, next steps and brief comments (e.g. well done) as outlined below.
3 Sennen Marking 'at a glance'
* Quality feedback and developmental marking is used.
* Marking focuses on the main learning objective and success criteria, the pupil's current target(s) and other knowledge that has been taught. Teachers do not correct errors that have not yet been taught, so as not to discourage pupils from making ambitious choices (e.g. a child may attempt to use speech marks in year1).
* Marking codes are used for efficiency. The marking codes used, reflect the programme of study and are only introduced once taught.
*
Highlighters may also be used: green for great (praise) and pink for think (next step).
* Regular 'response to marking' time is given to children (purple polish work)
* Teachers mark in green and TAs in black so it is clear who has marked. Marking should be completed be legible and neat; acting as a positive role model to the child.
* Pupils respond to all formative marking with purple pen.
4 Marking in Literacy and Maths
Many of the marking codes apply more to writing than Maths; however, the principles of marking are the same in both subjects:
* Success Criteria or WALTs should be stuck in at the beginning of most pieces of written work and Maths. In maths this may include a self assessment before the lesson and then again after the lesson to gauge pupil confidence
* Children should check and assess their own work against the success criteria in most lessons.
* Work should be marked by the adult who worked with the child in that lesson (teacher or teaching assistant).
* Adults also mark against the success criteria and may highlight evidence of where this is met in the work (green). Highlighting may also be used to recognise where the child has achieved outside of the success criteria with a brief comment making this clear.
* Errors/areas for improvement can also be highlighted, in pink. The relevant marking code is used alongside the highlighting to explain to the child what type of error has been made.
* Marking codes are written on to the work for younger pupils so they can see exactly where the error is. As pupils gain confidence, the marking codes are put into the margin rather than on the work, to encourage the pupils to be independent and take more responsibility for editing and improving their work.
* Highlighting should be used sparingly as it should not overwhelm the child when they check their work and should only relate to those aspects of the work that it is reasonable to expect the child to complete correctly.
* All written feedback should include a positive comment and next step focusing on the following: improvements made by the child compared to previous work / on-going targets / learning objective / success criteria / the child's own assessment.
* Verbal feedback given during, or after, a lesson can be regarded as a developmental remark and a note should be made on work to this effect by writing V.F. on the work.
* Support given to the child during the lesson should be recorded where appropriate on the work by the use of the following initials: T (teacher support), TA (teaching assistant support) or PS (peer support). Further annotations may be used where necessary, such as I to indicate where independent work has begun.
* Peer Assessment is a useful tool in the Assessment for Learning process and should be done regularly, especially with older pupils.
* Children should be given regular time (e.g. at the start of each lesson or during 'early morning work') to respond to marking using a purple pen. This should happen at least twice a week.
Marking of spelling:
Pupils' work is sensitively marked to enable all aspects of their creative writing to be assessed; particularly the use of interesting vocabulary that they may not necessarily have spelt correctly but have attempted. Wherever possible, spelling errors are tackled with pupils present. Teachers highlight misspelt words in Key Stage 1 as appropriate and up to three misspelt words (High Frequency) in Key Stage 2 using the initials 'sp' in the margin. To support self-correction Years 3 and Year 4 pupils' misspelt words can be highlighted with a line underneath; misspelt words in Year 5 and Year 6 are identified using 'sp' in the margin or at the bottom of the page. Pupils are given time to correct any spelling errors.
In Numeracy:
* Work should be marked with a tick if correct and an arrow if the child needs to try again.
* At least twice a week each child should have a developmental task included in their feedback. This can be through the use of 'Mathematics Mastery' extensions, asking the children to expand or deepen the learning of a question they have already written or a new challenge. Some examples are below:
Where a child has not understood the lesson, a same day intervention needs to be delivered as a form of tutorial and marked with the adult's initials.
Other Curriculum Areas
Whilst Science being a Core Subject should be developmentally marked regularly, in all other subjects such detailed marking is not required, although basic spelling and punctuation errors should be highlighted. Children should still feel that their efforts in these lessons is valued, so a brief comment should be added at the end (e.g. well done, good understanding, you have worked hard).
Policy Review
This policy will be reviewed annually during Term 5.
The next review of this policy is due: Summer Term 5, 2020.
5 References
The Marking Policy forms part of the Whole-school policy on Assessment.
6 Appendices:
Appendix A: Marking codes
Appendix B: Guidance on formative marking in Literacy – 'level 1' and 'level 2' marking
Appendix C: Ways to hold pupils to account and make marking worthwhile
Appendix D: Other examples of formative response marking: DINT (Do It Now Task)
Appendix E: Examples of using Mathematics Mastery stickers
6.1 Appendix A - Marking Codes
In EYFS and Key Stage 1, marking codes should be used sparingly, reflecting what has been taught. E.g. if capital letters have not yet been taught, it is not appropriate to mark to show they are missing. The teacher or TA may mark directly onto the work, or above the words. During very young pupils' emergent writing, it is important to encourage and praise their efforts. Teachers may tick every correct sound in a word when pupils are first learning to encode phonetically.
In Key Stage 2 (and Year 2 if pupils are ready), marking codes will usually be used in the margin, to promote pupils' independence and encourage them to take responsibility for editing their work. E.g. if they have omitted a question mark, the teacher will use the correct marking code in the margin on the same line; the pupil will need to look along that line to find the error and correct it with green pen.
EYFS and KS1 Marking codes (to be introduced one at a time as knowledge is taught):
Full Marking codes (for use in KS2):
6.2 Appendix B – Formative marking in Literacy
Level 1 marking: Describing
6.3 Appendix C – Ways to hold pupils to account and make marking worthwhile
Find evidence
* Circle your most powerful adverb
* Underline all your adjectives
* Circle your capital letters
Edit/improve own work
* Add in the missing punctuation
* Replace the green words with better vocabulary choices
* Add in the missing words
* Finish your final sentence
* Re-write paragraph 3 in neat, joined handwriting
* Rewrite this sentence, using a subordinate clause.
* Show me you can using commas in a list/write a rhetorical question.
Extend:
* Why?
* Explain why you have used this word.
* Write the rule for using apostrophes for contractions.
* You have used __ - what other words could you have used?
* What other words use an apostrophe for contraction?
* Why did that you need a © at the start of a place name.
* Write a definition of a noun/verb/adverb/adjective.
* Use a thesaurus to collect some good vocabulary for tomorrow's setting description.
* Justifying author's intent
* What is the purpose of _________ device (stylistic choice)
6.4 Appendix D - Other examples of formative response marking:
DINT (Do It Now Task)
Cloze procedure/multiple choice:
List:
Match:
Change:
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alphakids
Written by Mary-Anne Creasy
Flying Machines
Published edition © Eleanor Curtain Publishing 2004
First published 2004
Apart from any fair dealing for the purposes of study, research, criticism or review, as permitted under the Copyright Act of Australia, no part of this book may be reproduced by any process, or transmitted in any form, without permission of the copyright owner. Where copies of part or the whole of this book are made under Part VB of the Copyright Act, the law requires that records of such copying be kept and the copyright owner is entitled to claim payment.
Developed by Eleanor Curtain Publishing Text: Nicole Di Marco Consultant: Susan Hill Designed by Alexander Stitt Production by Publishing Solutions
Printed in China ISBN 0 7253 3415 0
1 2 3 4 5 6 7 8 9 04 05 06
Text highlights
* A table of contents is provided.
* Chapter headings and subheadings are used to organise the text.
* A summary grid tabulates the information presented in the book.
How to use this book
Before reading: Talkthrough
Talk through the book with the children. Encourage them to predict the text from the cover and the pictures, and to think about the information they provide. Direct the children's attention to aspects of the text that may challenge them. Support the children to deal with these challenges by asking the Talkthrough questions on each page.
During reading: Observe and support
Observe the children as they read. Encourage them to monitor their own reading as they comprehend the text. As needed, support the children by helping them to discover and use reading strategies and cues to solve problems and respond to reading challenges that arise in the text. Interruptions to the children's reading should be minimal and focused on specified learning needs.
After reading: Comprehension, returning to the text, responding and writing links
To further develop children's understanding of the text, select from activities found on page 16 and the inside back cover. These whole text, sentence and word level activities reinforce the teaching focus of this book. Assessment ideas are provided to assist with planning for further teaching.
Vocabulary
aeroplane, blades, engines, glider, hang glider, helicopter, machines, space shuttle, without
Setting the context
Draw up two columns on the board headed 'Flying machines with engines' and 'Flying machines without engines'. Ask the children to name some flying machines and tell you whether or not they have engines, and list their responses in the appropriate column.
Front cover
What can you see on the front cover? Would it have an engine? Is the front cover inviting? Does it make you want to read the book? Why or why not?
Introducing the book
This book is about different flying machines. It looks at whether or not they have engines and how they fly.
Title page
What sort of flying machine do you think this is? Have you ever seen one like this? Point out the name of the author.
What is a table of contents? How do you use it? What would I find on page 12? Why is some of the writing in black and some in blue?
Observe and support
Can the children demonstrate how to use a table of contents?
Where would I look for information about flying machines with engines? Can you show me what to do?
The heading on this page says 'Introduction'. What does this mean?
Read the page. What information has the author included in the introduction? Why?
Observe and support
Do the children use an understanding of letter-sound relationships to check words?
You read, 'They have made many different machines that can fly'. How did you know that word was 'different'? What did you look at? What did you think about?
A chapter heading describes what the chapter is about. What is the chapter heading here?
A subheading describes what a section of the chapter is about. What is the subheading?
How does a hang glider fly without an engine? Have you ever seen a hang glider?
Observe and support
Do the children pause at paragraph breaks to support expressive reading?
Point to one of the paragraph breaks.
Did you notice the extra space between these two lines? This tells us that a new idea is coming. It is a good idea to pause a little before reading the next paragraph aloud.
Demonstrate reading the text, pausing at the paragraph breaks.
What is this chapter heading? What is the subheading? How is a glider like a hang glider? How does it get up into the air without an engine?
Observe and support
Can the children locate what the author says about gliders?
How does a glider move through the air? Show me where it tells you this.
What chapter are we reading now? What is the subheading? What makes an aeroplane move fast?
Observe and support
Can the children read the text fluently? I liked the way you read that. It was very smooth and made it easy for me to understand.
What is the chapter heading here? And the subheading? What does the engine of a helicopter do? What happens when the blades are turning?
Observe and support
Can the children use a range of information on the page to understand new vocabulary? What is a blade? What helped you to work that out?
'Space Shuttle' is the subheading on this page. What is the chapter heading?
A space shuttle has a rocket engine. Where does the space shuttle go once it lifts off the ground?
Observe and support
Can the children support their understanding of the text with direct evidence from the page? Does a space shuttle have blades? How do you know?
Model how to interpret the grid, ensuring the children understand how it works.
What is a summary? How is this summary presented? What do we know about an aeroplane from looking at this summary grid? What about a helicopter?
After reading
Being a meaning maker
Encourage the children to support their responses with evidence from the book as they discuss these comprehension questions:
Which flying machines have engines? Which do not?
How does a helicopter fly?
What other machines fly with engines?
How are a glider and an aeroplane the same?
How are they different?
Being a code breaker
Explore the following language features:
* Hearing words: ask the children to listen for words with consonant blends at the beginning; for example, blades, fly, flying, glider, glides, ground, through, space.
* The layout and organisation of information presented in a grid.
Being a text user
Refer to the text and the lists made prior to reading when discussing these questions:
What is a table of contents? How do you use a table of contents? What does the table on page 16 tell you? How do you read the table? What kind of book is this: fact or fiction? Do we need to make any changes to our lists now that we have read the book?
Being a text critic
What did the author need to know to write this book?
What information has she chosen to include? What information has she left out? Would you like to have seen any other information in the book?
Assessment
Can the children:
* explain the purpose of chapter headings and subheadings?
* explain the purpose of the summary table in the book?
sentence activity
Responding to text
The children could work in cooperative groups to create a mock television interview. One child could take the role of the interviewer and the others could be pilots of the various flying machines. Ask the children to write questions and answers beforehand.
The children could work in cooperative groups to make a mobile of the flying machines mentioned in the book. These could have cards attached to them explaining how the machines fly.
Provide the children with some words from the text. Ask the children to study these closely and highlight or record any smaller words they can find inside. For example, shuttle – shut, hut; glider – glide, lid.
Writing
Present some of the information in the book in a different form. Review and list the features of a diagram. Model drawing a diagram of a flying machine. Add labels and pointers. As a group, discuss a title for the diagram.
word activity
alphakids
Written by Mary-Anne Creasy
Flying
Machines
Teacher Edition
Topic: Flight
Curriculum link: Technology
Text type: Report
Reading level: 11
Word count: 139
High-frequency words: an, but, by, can, does, has, have, hey, into, its, made, make, many, most, not, of, off, on, some, that, then, to
Vocabulary: aeroplane, blades, engines, glider, hang glider, helicopter, machines, space shuttle, without
Possible literacy focus
Understanding chapter headings and subheadings. Reading a summary table.
Summary
This book is a report that compares and contrasts various flying machines.
9 780725 334154
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alphakids
Written by
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Illustrated by
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BillyBanana
alphakids
alphakids
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Written by Mary-Anne Creasy
Photography by Michael Curtain
Baby Bear
Goes for a Walk
The Picnic
A Play About Goldilocks
and the Three Bears
Retold by Jenny Feely
Illustrated by Peter Paul Bajer
alphakids | <urn:uuid:b4faa79d-2c06-47f3-86c1-87abdb0088e1> | CC-MAIN-2023-06 | https://alphakidsdigital.com/wp-content/uploads/sites/5/2018/12/L11-TE-Flying-Machines.pdf | 2023-01-30T07:50:46+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00236.warc.gz | 105,555,903 | 1,962 | eng_Latn | eng_Latn | 0.997863 | eng_Latn | 0.998881 | [
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AGS Ezine
Arkansas Genealogical Society
Vol. 17, No. 12, December 2022
Artificial Intelligence in Genealogy by Scott Lee
Can artificial intelligence (AI) be used to help build your family tree? For the last few years, the answer has been yes. But only in a few limited ways. That is about to change. AI is on an exponential growth curve. Very soon, AI will become an integral part of genealogy, just like computers and the Internet did.
To demonstrate the power of AI, below is an excerpt of a "conversation" I had with an AI chatbot named ChatGPT. Notice how it understands my question and gives an answer rather than a list of links like a search engine. The answers are not always the best answer, but they are still helpful. It is not trained specifically on genealogy, but someday that will come.
Would your organization be interested in a live presentation on AI? This and other topics are available at no charge to your group. AGS members offer free Zoom presentations on a variety of genealogy topics. For more information, visit ArGenSoc.org/presentations.
Scott: What is genealogy?
ChatGPT: Genealogy is the study of family history and the tracing of lineage or ancestry. It involves researching and documenting the relationships between individuals and their ancestors, using a variety of sources such as census records, birth and death certificates, marriage licenses, and military records. Genealogy can be a hobby or a profession, and it can be a way for people to learn more about their family history, cultural heritage, and connections to their past. It can also be used to establish legal relationships or to prove ancestry for a variety of purposes, such as to claim citizenship or inheritance.
Scott: How can I get started building my family tree?
ChatGPT: Building a family tree can be a fun and rewarding hobby that helps you learn more about your ancestors and your family history. Here are some steps you can take to get started:
1. Gather as much information as you can about your immediate family, including your parents, grandparents, and any other close relatives. Write down their full names, dates of birth and death (if applicable), and any other information you have about them, such as their occupation or place of residence.
2. Consult with family members and see if they have any additional information or documents that could help with your research. This could include things like old family photos, letters, or documents.
Artificial Intelligence in Genealogy (con't)
3. Begin researching your ancestors using online resources and local libraries and archives. Some common sources for genealogical research include census records, birth and death certificates, marriage licenses, and military records. These resources can often provide valuable information about your ancestors, including their names, dates of birth and death, and relationships to other family members.
4. Use a genealogy software or website to help organize your research and build your family tree. Many of these tools allow you to enter the information you have collected and create a visual representation of your family tree.
5. Consider joining a genealogy group or society in your local area, or connecting with other genealogists online. These resources can be a great way to share information, ask for help with your research, and learn from others who are interested in genealogy.
By following these steps, you can begin building your family tree and learning more about your ancestors. It can be a rewarding and enjoyable process, and you may be surprised by what you learn about your family history.
Scott: Where can I find land records for Arkansas?
ChatGPT: In Arkansas, land records are typically maintained by the county where the property is located. You can find land records by contacting the county assessor's office or the county clerk's office in the county where the property is located. These offices may have records available online or may be able to provide you with information about how to access the records in person or by mail.
You can also try searching for land records on websites that offer online access to public records, such as the Arkansas Secretary of State's website or the Arkansas Land Records website. These websites may have a searchable database of land records for properties in the state.
In addition, you can visit the county courthouse in the county where the property is located and search for land records in the county's records room. Many courthouses also have copies of land records available for purchase.
Finally, you can try contacting the Arkansas Department of Finance and Administration's Office of Land and Property Services. They may be able to provide you with information about land records in the state.
Upcoming Lecture on Arkansas Genealogical Research
Arkansas Genealogical Society member Russell P. Baker, Editor of the Arkansas Family Historian, will present a live, internet lecture concerning Family History Research in Arkansas, on January 26, 2023, at 5:30 p.m. Central Time, 6:30 Eastern Time, sponsored by the Genealogical Center of the Allen County Public Library, Fort Wayne, IN. The lecture is free and open to anyone on Zoom.
To sign up contact Elizabeth Hodges, Senior Librarian - Genealogy Center, Allen County Public Library, (260) 421-1225, email@example.com
Or Click to Register here.
January 25, 2023 @ 1PM
TEST. ANALYZE. REPEAT:
Long-Term DNA Strategies for Success
with Diahan Southard
FREE WEBINAR
RESERVE YOUR SPOT TODAY!
Register here.
Administrative Stuff
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firstname.lastname@example.org
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To learn more about Arkansas Genealogical Society, visit our website
www.ArGenSoc.org
Subscribe: If you have friends and relatives who would like to receive this ezine, direct them to the ezine sign-up link on our website.
Membership details are on our website.
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Credit:
Items in this ezine are copyrighted by the editors or the author of the piece. If you want to reprint any of the items in this ezine, please give us credit, citing
Arkansas Genealogical Society Ezine, The publication Date and Editors Jeanne Rollberg and Andria Yakouban
Lonoke County Historical Information
The folks at the Lonoke County Museum have been hard at work putting together new historical documents about the Lonoke community.
They are selling two items that may have information about your family. The book "150 Year Celebration of the City of Lonoke, Arkansas
1872-2022" has over 400 pictures of people and places in Lonoke with stories and short biographies about the people who settled in the community for the past generations.
The other is the 2023 Lonoke County calendar which includes 24 pictures of county scenes. Both are being sold for $25.00, plus $5.00 shipping, or come by the Museum in Lonoke and pick up your copy.
Lonoke Co. Museum P.O. Box 873 Lonoke, AR 72086 501-676-6750
NAGS Meeting
Northwest Arkansas Genealogical Society serves the counties of Benton, Carroll, Madison and Washington in NW Arkansas. The Society meets on the 4th Monday of the month. The next meeting will be Monday, January 23 at 6:00 P.M. at the Bentonville Public Library, 405 South Main Street, Bentonville, Arkansas. | <urn:uuid:7e50de44-0b98-4754-b390-c8c3578b50bd> | CC-MAIN-2023-06 | https://argensoc.org/wp-content/uploads/ezine/AGS%20Ezine%202022-12.pdf | 2023-01-30T08:18:06+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00236.warc.gz | 118,338,747 | 1,563 | eng_Latn | eng_Latn | 0.974334 | eng_Latn | 0.997281 | [
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Q. 1 – Q. 5 carry one mark each.
Q.1 The expenditure on the project _____ as follows: equipment Rs.20 lakhs, salaries Rs.12 lakhs, and contingency Rs.3 lakhs.
(A) break down
(B) break
(C) breaks down
(D) breaks
Q.2 The search engine's business model ___________ around the fulcrum of trust.
(A) revolves
(B) plays
(C) sinks
(D) bursts
Q.3 Two cars start at the same time from the same location and go in the same direction. The speed of the first car is 50 km/h and the speed of the second car is 60 km/h. The number of hours it takes for the distance between the two cars to be 20 km is ___.
(A) 1
(B) 2
(C) 3
(D) 6
Q.4 Ten friends planned to share equally the cost of buying a gift for their teacher. When two of them decided not to contribute, each of the other friends had to pay Rs 150 more. The cost of the gift was Rs. ____.
(A) 666
(B) 3000
(C) 6000
(D) 12000
Q.5 A court is to a judge as _____________ is to a teacher.
(A) a student
(B) a punishment
(C) a syllabus
(D) a school
Q. 6 – Q. 10 carry two marks each.
Q.6 The police arrested four criminals – P, Q, R and S. The criminals knew each other. They made the following statements:
P says "Q committed the crime."
Q says "S committed the crime."
R says "I did not do it."
S says "What Q said about me is false."
Assume only one of the arrested four committed the crime and only one of the statements made above is true. Who committed the crime?
(A) P
(B) R
(C) S
(D) Q
Q.7 In the given diagram, teachers are represented in the triangle, researchers in the circle and administrators in the rectangle. Out of the total number of the people, the percentage of administrators shall be in the range of ___________.
(A) 0 to 15
Q.8 "A recent High Court judgement has sought to dispel the idea of begging as a disease — which leads to its stigmatization and criminalization — and to regard it as a symptom. The underlying disease is the failure of the state to protect citizens who fall through the social security net."
Which one of the following statements can be inferred from the given passage?
(A) Beggars are lazy people who beg because they are unwilling to work
(B) Beggars are created because of the lack of social welfare schemes
(C) Begging is an offence that has to be dealt with firmly
(D) Begging has to be banned because it adversely affects the welfare of the state
Q.9 In a college, there are three student clubs. Sixty students are only in the Drama club, 80 students are only in the Dance club, 30 students are only in the Maths club, 40 students are in both Drama and Dance clubs, 12 students are in both Dance and Maths clubs, 7 students are in both Drama and Maths clubs, and 2 students are in all the clubs. If 75% of the students in the college are not in any of these clubs, then the total number of students in the college is _____.
(A) 1000
(B) 975
(C) 900
(D) 225
Q.10 Three of the five students allocated to a hostel put in special requests to the warden. Given the floor plan of the vacant rooms, select the allocation plan that will accommodate all their requests.
Request by X: Due to pollen allergy, I want to avoid a wing next to the garden.
Request by Y: I want to live as far from the washrooms as possible, since I am very sensitive to smell.
Request by Z: I believe in Vaastu and so want to stay in the South-west wing.
The shaded rooms are already occupied. WR is washroom.
END OF THE QUESTION PAPER
Q.1 A certain processor uses a fully associative cache of size 16 kB. The cache block size is 16 bytes. Assume that the main memory is byte addressable and uses a 32-bit address. How many bits are required for the Tag and the Index fields respectively in the addresses generated by the processor?
Q.2 The chip select logic for a certain DRAM chip in a memory system design is shown below. Assume that the memory system has 16 address lines denoted by A15 to A0. What is the range of addresses (in hexadecimal) of the memory system that can get enabled by the chip select (CS) signal?
(A) C800 to CFFF
(B) CA00 to CAFF
(C) C800 to C8FF
(D) DA00 to DFFF
Q.3 Which one of the following kinds of derivation is used by LR parsers?
(A) Leftmost
(B) Leftmost in reverse
(C) Rightmost
(D) Rightmost in reverse
Q.4 In 16-bit 2's complement representation, the decimal number −28 is:
Q.5 Let 𝑈= {1,2, … , 𝑛}. Let 𝐴= {(𝑥, 𝑋)|𝑥∈𝑋, 𝑋⊆𝑈}. Consider the following two statements on |𝐴|.
II. |𝐴| = ∑ 𝑘( 𝑛 𝑘 ) 𝑛 𝑘=1
I. |𝐴| = 𝑛2 𝑛−1
(A) 24 bits and 0 bits
(B) 28 bits and 4 bits
(C) 24 bits and 4 bits
(D) 28 bits and 0 bits
(A) 1111 1111 0001 1100
(B) 0000 0000 1110 0100
(C) 1111 1111 1110 0100
(D) 1000 0000 1110 0100
Which of the above statements is/are TRUE?
(A) Only I
(B) Only II
(C) Both I and II
(D) Neither I nor II
Q.6 Which one of the following is NOT a valid identity?
(A) (x y) z = x (y z)
(B) (x + y) z = x (y + z)
(D) x y = (xy + x′y′)′
(C) x y = x + y, if xy = 0
Q.7 If 𝐿 is a regular language over Σ = {𝑎, 𝑏}, which one of the following languages is NOT regular ?
(A) 𝐿⋅𝐿 𝑅 = {𝑥𝑦 | 𝑥∈𝐿, 𝑦 𝑅 ∈𝐿}
(C) Prefix (𝐿) = {𝑥∈𝛴 ∗ |∃𝑦∈ 𝛴 ∗ such that 𝑥𝑦∈𝐿}
(B) {𝑤𝑤 𝑅 | 𝑤∈𝐿}
(D) Suffix (𝐿) = {𝑦∈𝛴 ∗ |∃𝑥∈ 𝛴 ∗ such that 𝑥𝑦∈𝐿}
Q.8 Consider Z = X – Y, where X, Y and Z are all in sign-magnitude form. X and Y are each represented in 𝑛 bits. To avoid overflow, the representation of Z would require a minimum of:
(A) 𝑛 bits
(B) 𝑛−1 bits
(C) 𝑛+ 1 bits
(D) 𝑛+ 2 bits
Q.9 Let 𝑋 be a square matrix. Consider the following two statements on 𝑋.
I. 𝑋 is invertible.
II. Determinant of 𝑋 is non-zero.
Which one of the following is TRUE?
(A) I implies II; II does not imply I.
(B) II implies I; I does not imply II.
(C) I does not imply II; II does not imply I.
(D) I and II are equivalent statements.
Q.10 Let 𝐺 be an arbitrary group. Consider the following relations on 𝐺:
Which of the above is/are equivalence relation/relations?
(A) 𝑅1 and 𝑅2
(B) 𝑅1 only
(C) 𝑅2 only
(D) Neither 𝑅1 nor 𝑅2
Q.11 Consider the following two statements about database transaction schedules:
I. Strict two-phase locking protocol generates conflict serializable schedules that are also recoverable.
II. Timestamp-ordering concurrency control protocol with Thomas' Write Rule can generate view serializable schedules that are not conflict serializable.
Which of the above statements is/are TRUE?
(A) I only
(B) II only
(C) Both I and II
(D) Neither I nor II
Q.12 Let 𝐺 be an undirected complete graph on 𝑛 vertices, where 𝑛> 2. Then, the number of different Hamiltonian cycles in 𝐺 is equal to
(A) 𝑛!
(B) (𝑛−1)!
(C) 1
(D) (𝑛−1)! 2
Q.13 Compute lim 𝑥→3 𝑥 4 −81 2𝑥 2 −5𝑥−3
(A) 1
(B) 53/12
(C) 108/7
(D) Limit does not exist
Q.14 Which one of the following statements is NOT correct about the B+ tree data structure used for creating an index of a relational database table?
(A) B+ Tree is a height-balanced tree
(B) Non-leaf nodes have pointers to data records
(C) Key values in each node are kept in sorted order
(D) Each leaf node has a pointer to the next leaf node
Q.15 For Σ = {𝑎, 𝑏}, let us consider the regular language 𝐿= { 𝑥 |𝑥= 𝑎 2+3𝑘 or 𝑥= 𝑏 10+12𝑘 , 𝑘≥0}. Which one of the following can be a pumping length (the constant guaranteed by the pumping lemma) for 𝐿 ?
(A) 3
(B) 5
(C) 9
(D) 24
Q.16 Which of the following protocol pairs can be used to send and retrieve e-mails (in that order)?
(A) IMAP, POP3
(B) SMTP, POP3
(C) SMTP, MIME
(D) IMAP, SMTP
Q.17 The following C program is executed on a Unix/Linux system:
```
#include <unistd.h> int main() { int i; for (i=0; i<10; i++) if (i%2 == 0) fork(); return 0; }
```
The total number of child processes created is ________.
Q.18 Consider the following C program:
```
#include <stdio.h> int jumble(int x, int y){ x=2*x+y; return x; } int main(){ int x=2, y=5; y=jumble(y,x); x=jumble(y,x); printf("%d \n", x); return 0; }
```
The value printed by the program is ________.
Q.19 Consider the grammar given below:
S → Aa
A → BD
B → b | ϵ
D → d | ϵ
Let a, b, d, and $ be indexed as follows:
Compute the FOLLOW set of the non-terminal B and write the index values for the symbols in the FOLLOW set in the descending order. (For example, if the FOLLOW set is {a, b, d, $}, then the answer should be 3210)
Answer: ________.
Q.20 An array of 25 distinct elements is to be sorted using quicksort. Assume that the pivot element is chosen uniformly at random. The probability that the pivot element gets placed in the worst possible location in the first round of partitioning (rounded off to 2 decimal places) is ________.
Q.21 The value of 3 51 mod 5 is ________.
Q.22 Two numbers are chosen independently and uniformly at random from the set {1, 2 , . . . , 13}. The probability (rounded off to 3 decimal places) that their 4-bit (unsigned) binary representations have the same most significant bit is ___________.
Q.23 Consider three concurrent processes P1, P2 and P3 as shown below, which access a shared variable D that has been initialized to 100.
The processes are executed on a uniprocessor system running a time-shared operating system. If the minimum and maximum possible values of D after the three processes have completed execution are X and Y respectively, then the value of Y – X is _____________.
Q.24 Consider the following C program:
```
#include <stdio.h> int main(){ int arr[]={1,2,3,4,5,6,7,8,9,0,1,2,5}, *ip=arr+4; printf("%d\n", ip[1]); return 0; }
```
The number that will be displayed on execution of the program is ___________ .
Q.25 Consider a sequence of 14 elements: A = [−5, −10, 6, 3, −1, −2, 13, 4, −9, −1, 4, 12, −3, 0]. The subsequence sum 𝑆(𝑖, 𝑗) = ∑ 𝐴[𝑘] 𝑗 𝑘=𝑖 . Determine the maximum of 𝑆(𝑖, 𝑗), where 0 ≤𝑖≤𝑗< 14. (Divide and conquer approach may be used.)
Answer: ________.
Q.26 Consider the following C function.
```
void convert(int n){ if(n<0) printf("%d",n); else { convert(n/2); printf("%d",n%2); } }
```
Which one of the following will happen when the function convert is called with any positive integer n as argument?
(A) It will print the binary representation of n and terminate
(B) It will print the binary representation of n in the reverse order and terminate
(C) It will print the binary representation of n but will not terminate
(D) It will not print anything and will not terminate
Q.27 Consider the following C program:
```
#include <stdio.h> int r(){ static int num=7; return num--; } int main(){ for (r();r();r()) printf("%d",r()); return 0; }
```
Which one of the following values will be displayed on execution of the programs?
(A) 41
(B) 52
(C) 63
(D) 630
Q.28 Consider three machines M, N, and P with IP addresses 188.8.131.52, 184.108.40.206, and 220.127.116.11 respectively. The subnet mask is set to 255.255.255.252 for all the three machines. Which one of the following is true?
(A) M, N, and P all belong to the same subnet
(B) Only M and N belong to the same subnet
(C) Only N and P belong to the same subnet
(D) M, N, and P belong to three different subnets
Q.29 Suppose that in an IP-over-Ethernet network, a machine X wishes to find the MAC address of another machine Y in its subnet. Which one of the following techniques can be used for this?
(A) X sends an ARP request packet to the local gateway's IP address which then finds the MAC address of Y and sends to X
(B) X sends an ARP request packet to the local gateway's MAC address which then finds the MAC address of Y and sends to X
(C) X sends an ARP request packet with broadcast MAC address in its local subnet
(D) X sends an ARP request packet with broadcast IP address in its local subnet
Q.30 Consider three 4-variable functions f1, f2, and f3, which are expressed in sum-of-minterms as f1 = (0, 2, 5, 8, 14), f2 = (2, 3, 6, 8, 14, 15), f3 = (2, 7, 11, 14)
For the following circuit with one AND gate and one XOR gate, the output function f can be expressed as:
(A) (7, 8, 11)
(B) (2, 7, 8, 11, 14)
(C) (2, 14)
(D) (0, 2, 3, 5, 6, 7, 8, 11, 14, 15)
Q.31 Which one of the following languages over Σ = {𝑎, 𝑏} is NOT context-free?
(A) {𝑤𝑤 𝑅 |𝑤∈{𝑎, 𝑏} ∗
}
(C) {𝑤𝑎 𝑛 𝑤 𝑅 𝑏 𝑛 |𝑤∈{𝑎, 𝑏} ∗ , 𝑛≥0}
(B) {𝑤𝑎 𝑛 𝑏 𝑛 𝑤 𝑅 |𝑤∈{𝑎, 𝑏} ∗ , 𝑛≥0}
(D) {𝑎 𝑛 𝑏 𝑖 | 𝑖∈{𝑛, 3𝑛, 5𝑛}, 𝑛≥0}
Q.32 Let the set of functional dependencies F = {QR → S, R → P, S → Q} hold on a relation schema X = (PQRS). X is not in BCNF. Suppose X is decomposed into two schemas Y and Z, where Y = (PR) and Z = (QRS).
Consider the two statements given below.
I. Both Y and Z are in BCNF
II.
Decomposition of X into Y and Z is dependency preserving and lossless
Which of the above statements is/are correct?
(A) Both I and II
(B) I only
(C) II only
(D) Neither I nor II
Q.33 Assume that in a certain computer, the virtual addresses are 64 bits long and the physical addresses are 48 bits long. The memory is word addressible. The page size is 8 kB and the word size is 4 bytes. The Translation Look-aside Buffer (TLB) in the address translation path has 128 valid entries. At most how many distinct virtual addresses can be translated without any TLB miss?
(A) 16×2 10
(B) 256×2 10
(C) 4×2 20
(D) 8×2 20
Q.34 Consider the following sets:
S1. Set of all recursively enumerable languages over the alphabet {0,1}
S2. Set of all syntactically valid C programs
S3. Set of all languages over the alphabet {0,1}
S4. Set of all non-regular languages over the alphabet {0,1}
Which of the above sets are uncountable?
(A) S1 and S2
(B) S3 and S4
(C) S2 and S3
(D) S1 and S4
Q.35 Consider the first order predicate formula 𝜑:
∀𝑥 [(∀𝑧 𝑧|𝑥⇒((𝑧= 𝑥) ∨(𝑧= 1))) ⇒∃𝑤 (𝑤> 𝑥) ∧(∀𝑧 𝑧|𝑤⇒((𝑤= 𝑧) ∨(𝑧= 1)))] Here '𝑎|𝑏' denotes that '𝑎 divides 𝑏', where 𝑎 and 𝑏 are integers. Consider the following sets:
S1.
{1,2,3, … , 100}
S2. Set of all positive integers
S3. Set of all integers
Which of the above sets satisfy 𝜑?
(A) S1 and S2
(B) S1 and S3
(C) S2 and S3
(D) S1, S2 and S3
Q.36 Consider the following grammar and the semantic actions to support the inherited type declaration attributes. Let 𝑋1, 𝑋2, 𝑋3, 𝑋4, 𝑋5, and 𝑋6 be the placeholders for the nonterminals D, T, L or L1 in the following table:
Which one of the following are the appropriate choices for 𝑋1, 𝑋2, 𝑋3 and 𝑋4?
(A) 𝑋1 = 𝐿 , 𝑋2 = 𝑇, 𝑋3 = 𝐿1, 𝑋4 = 𝐿
(B) 𝑋1 = 𝑇 , 𝑋2 = 𝐿, 𝑋3 = 𝐿1, 𝑋4 = 𝑇
1
(C) 𝑋1 = 𝐿 , 𝑋2 = 𝐿, 𝑋3 = 𝐿1, 𝑋4 = 𝑇
(D) 𝑋1 = 𝑇 , 𝑋2 = 𝐿, 𝑋3 = 𝑇, 𝑋4 = 𝐿
Q.37 There are n unsorted arrays: A1, A2, …, An. Assume that n is odd. Each of A1, A2, …, An contains n distinct elements. There are no common elements between any two arrays. The worst-case time complexity of computing the median of the medians of A1, A2, …, An is
(A) O(n)
(B) O(n log n)
(C) O(n 2 )
(D) Ω(n 2 log n)
Q.38 Let 𝐺 be any connected, weighted, undirected graph.
I. 𝐺 has a unique minimum spanning tree, if no two edges of 𝐺 have the same weight.
II. 𝐺 has a unique minimum spanning tree, if, for every cut of 𝐺, there is a unique minimum-weight edge crossing the cut.
Which of the above two statements is/are TRUE?
(A) I only
(B) II only
(C) Both I and II
(D) Neither I nor II
Q.39 Consider the following snapshot of a system running 𝑛 concurrent processes. Process 𝑖 is holding 𝑋𝑖 instances of a resource R, 1 ≤ 𝑖 ≤ 𝑛. Assume that all instances of R are currently in use. Further, for all 𝑖, process 𝑖 can place a request for at most 𝑌 𝑖 additional instances of R while holding the 𝑋𝑖 instances it already has. Of the 𝑛 processes, there are exactly two processes 𝑝 and 𝑞 such that 𝑌 𝑝 = 𝑌 𝑞 = 0. Which one of the following conditions guarantees that no other process apart from 𝑝 and 𝑞 can complete execution?
(A) 𝑋𝑝 + 𝑋𝑞 < Min {𝑌 𝑘 | 1 ≤𝑘≤𝑛 , k p, k q}
(C) Min (𝑋𝑝 , 𝑋𝑞) ≥ Min {𝑌 𝑘 | 1 ≤𝑘≤𝑛 , k p, k q}
(B) 𝑋𝑝 + 𝑋𝑞 < Max {𝑌 𝑘 | 1 ≤𝑘≤𝑛 , k p, k q}
(D) Min (𝑋𝑝, 𝑋𝑞) ≤ Max {𝑌 𝑘 | 1 ≤𝑘≤𝑛 , k p, k q}
Q.40 Consider the following statements:
I. The smallest element in a max-heap is always at a leaf node
II. The second largest element in a max-heap is always a child of the root node
III. A max-heap can be constructed from a binary search tree in Θ(𝑛) time
IV. A binary search tree can be constructed from a max-heap in Θ(𝑛) time
Which of the above statements are TRUE?
(A) I, II and III
(B) I, II and IV
(C) I, III and IV
(D) II, III and IV
Q.41 Consider the following four processes with arrival times (in milliseconds) and their length of CPU bursts (in milliseconds) as shown below:
These processes are run on a single processor using preemptive Shortest Remaining Time First scheduling algorithm. If the average waiting time of the processes is 1 millisecond, then the value of Z is________.
Q.42 The index node (inode) of a Unix-like file system has 12 direct, one single-indirect and one double-indirect pointers. The disk block size is 4 kB, and the disk block address is 32-bits long. The maximum possible file size is (rounded off to 1 decimal place) _________ GB.
Q.43 Consider the augmented grammar given below:
S' → S
S →〈L〉 |id
L → L,S|S
Let I0 = CLOSURE ({[S' → •S]}). The number of items in the set GOTO (I0 , 〈 ) is: ________.
Q.44 Consider the following matrix:
$$𝑅= [ 1 2 4 8 1 3 9 27 1 4 16 64 1 5 25 125 ]$$
The absolute value of the product of Eigen values of 𝑅 is .
Q.45 A certain processor deploys a single-level cache. The cache block size is 8 words and the word size is 4 bytes. The memory system uses a 60-MHz clock. To service a cache miss, the memory controller first takes 1 cycle to accept the starting address of the block, it then takes 3 cycles to fetch all the eight words of the block, and finally transmits the words of the requested block at the rate of 1 word per cycle. The maximum bandwidth for the memory system when the program running on the processor issues a series of read operations is __________× 10 6 bytes/sec.
Q.46 Let 𝑇 be a full binary tree with 8 leaves. (A full binary tree has every level full.) Suppose two leaves 𝑎 and 𝑏 of 𝑇 are chosen uniformly and independently at random. The expected value of the distance between 𝑎 and 𝑏 in 𝑇 (i.e., the number of edges in the unique path between 𝑎 and 𝑏) is (rounded off to 2 decimal places) .
Q.47 Suppose 𝑌 is distributed uniformly in the open interval (1,6). The probability that the polynomial 3𝑥 2 + 6𝑥𝑌+ 3𝑌+ 6 has only real roots is (rounded off to 1 decimal place) ________.
Q.48 Let Σ be the set of all bijections from {1, … , 5} to {1, … , 5}, where 𝑖𝑑 denotes the identity function, i.e. 𝑖𝑑(𝑗) = 𝑗, ∀𝑗. Let ∘ denote composition on functions. For a string 𝑥= 𝑥1 𝑥2 ⋯𝑥𝑛 ∈Σ 𝑛 , 𝑛≥0 , let 𝜋(𝑥) = 𝑥1 ∘𝑥2 ∘⋯∘𝑥𝑛. Consider the language 𝐿= {𝑥∈Σ ∗ | 𝜋(𝑥) = 𝑖𝑑 }. The minimum number of states in any DFA accepting 𝐿 is .
Q.49 Consider that 15 machines need to be connected in a LAN using 8-port Ethernet switches. Assume that these switches do not have any separate uplink ports. The minimum number of switches needed is__________.
Q.50 What is the minimum number of 2-input NOR gates required to implement a 4-variable function expressed in sum-of-minterms form as f = (0, 2, 5, 7, 8, 10, 13, 15)? Assume that all the inputs and their complements are available. Answer: _______________.
Q.51 A relational database contains two tables Student and Performance as shown below:
Student
Performance
The primary key of the Student table is Roll_no. For the Performance table, the columns Roll_no. and Subject_code together form the primary key. Consider the SQL query given below:
```
SELECT S.Student_name, sum(P.Marks) FROM Student S, Performance P WHERE P.Marks > 84 GROUP BY S.Student_name;
```
The number of rows returned by the above SQL query is ________.
Q.52 Consider the following C program:
```
#include <stdio.h> int main(){ float sum = 0.0, j = 1.0, i = 2.0; while (i/j > 0.0625){ j = j + j; sum = sum + i/j; printf("%f\n", sum); } return 0; }
```
The number of times the variable sum will be printed, when the above program is executed, is _________________.
Q.53 Consider the following C program:
```
#include <stdio.h> int main() { int a[] = {2, 4, 6, 8, 10}; int i, sum = 0, *b = a + 4; for (i = 0; i < 5; i++) sum = sum + (*b – i) – *(b – i); printf ("%d\n", sum); return 0; }
```
The output of the above C program is __________.
Q.54 In an RSA cryptosystem, the value of the public modulus parameter 𝑛 is 3007. If it is also known that φ(𝑛) = 2880, where φ() denotes Euler's Totient Function, then the prime factor of 𝑛 which is greater than 50 is ____________________.
Q.55 Consider the following relations P(X,Y,Z), Q(X,Y,T) and R(Y,V).
How many tuples will be returned by the following relational algebra query?
___________.
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LEARNING RESOURCE Hördur
rd
3
/4
th
Level & Senior Phase (suitable for S1 – S4/S5)
Curriculum for Excellence subject areas: Health and Wellbeing / German / Social Studies / History / Literacy across learning
Topics: Immigration, multicultural societies, bullying, violence, family relations, fatherdaughter relationship, friendship
Produced by Goethe-Institut Glasgow. Written by Anke Hilt.
Hördur – Zwischen den Welten
Germany 2014; German with English subtitles; 81 minutes
Hördur is an inspiring coming-of-age drama set in contemporary Northern Germany. The film tells the story of 17-year old Aylin, a teenage girl of Turkish origin, and her struggle to fit into the various roles she is required to fulfil as a young woman. Hördur conveys the gripping story of Aylin`s conflicts and her battle to take part in a riding competition against all odds. The film shows her struggle in a realistic and convincing manner and it was awarded the certificate "highly commended" by the German Board of Film Classification. It will grip an audience whether it is interested in horses or not! The film tells the experience of young migrants in modern day Germany in a sensitive and authentic way, it is moving and inspiring.
Crew
Director: Ekrem Ergün. Screenplay: Dorothea Nölle (based on a story by Ekrem Ergün and Stefanie Plattner). Camera: Eric Ferranti. Musik: Eike Hosenfeld, Moritz Denis, Tim Stanzel. Production: Storming Donkey Productions
Cast
Aylin – Almila Bagriacik Hasan – Hilmi Sözer Emre – Noë Chalkidis Iris – Felicitas Woll Jaqueline – Ceci Chuh
Plot Summary
Aylin is a 17-year-old girl of Turkish origin. She lives in a northern coastal town in Germany with her father, Hasan, and her little brother, Emre. Her Mother has recently died. Aylin is taking care of the housework and looks after her little brother. At school she is being bullied until she loses it and beats up the main bully, a girl called Jaqueline. A judge orders Aylin to community service at local stables where the owner, Iris, treats her very strictly. Aylin is fascinated by the Iceland horse Hördur, which means "warrior" in Icelandic. Her fondness of Hördur changes Aylin; she starts making an effort with her work at the stables and wins Iris's sympathy. Iris agrees to teach her how to ride and soon it transpires that Aylin is very talented. Aylin also improves in school and the other pupils start to respect her. When Aylin wants to enter a riding competition her father says No. Turkish women don't ride! Hasan thinks that riding is a decadent Hobby for Germans. He is planning to leave Germany with his family.
Learning Resource:
Hördur
a) Before watching the film
Look at the image on the poster.
What do you think the film
Hördur is about?
What type of film might it be?
Here is another picture of Aylin, the main character of the film. Work is small groups to discuss these questions below. Afterwards, share your results with the class:
* Where do you think the name Aylin comes from? Does is sound like a German name?
* What mood is Aylin in? What do you read in her face? Make some assumptions.
* Think about your own situation: Do you have relatives or friends who have come to Scotland from other countries?
* Do you speak languages other than English in your family?
d) During watching the film:
1 Watch the opening scene of the movie. What can you say about Aylin´s dream? Look at the colors and the camera, what might those two things tell us about Aylin´s character? Make some predictions.
The colours and the camera moves and shots in this dream sequence are…
This makes us feel…
Aylin might feel………
2) In the school corridor, Jaqueline pours a drink over Aylin. (Teacher`s note: Stop the movie at 10 minutes in, just before we see Aylin´s reaction to this provocation.)
Discuss and explore the following questions:
* What do you think will happen next, how will Aylin react?
* How do you think you would react if you were in her situation?
3) At the end of the movie Aylin´s father apologies to her. He says "Es tut mir leid", which is German for "I am sorry") (Teacher`s note: Stop the movie at 1 hour 13 minutes in).
* What do you think he is apologizing for?
* How will the film progress/end - what will happen next?
I can show my understanding of what I listen to or watch by commenting, with evidence, on the content and form of short and extended texts. LIT 3-07a
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 3-04a / HWB 4-04a
c) After watching the film
The full German title of the film is "Hördur – Zwischen den Welten", which means "in between worlds".
* Why do you think the film was given this title?
* What are the worlds the title refers to?
* Do you think the problems Aylin faces are problems you can identify in your own community?
Discuss in small groups and share your findings with the class afterwards.
I can explain why a group I have identified might experience inequality and can suggest ways in which this inequality might be addressed. SOC 3-16
Using this diagram, write down all aspects to Aylin`s character and to her life. Which aspects of her life are a source of conflict for her? Mark those in red.
Write down words and phrases, firstly in English and then use a dictionary to find their German equivalents and write them in your diagram.
I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a
I can use a bilingual dictionary independently to help me understand a new language. MLAN 3-11a
I can recognize features of words in the language I am learning and use them to make sense of vocabulary and of the connections between words. MLAN 3-11b
RESEARCH PROJECT AND PRESENTATION
Germany and its "guest workers" in the 1960s
Turkish workers arrived in Germany in the 1960s because there was a demand for cheap labor in the industrial areas of Germany. Originally the Turkish workers were supposed to only come and work in Germany for a couple of years but many stayed and created the beginning of the multicultural society Germany is today. The employment of Turkish workers was meant to be for a limited time just like with the Greeks, Italians and Spanish workers who had previously come to Germany as guest workers. In the midsixties the recruitment treaty allowed the Turkish workers to stay for longer than two years. Later, the workers were even allowed to bring their families with them. Today, around 2.5 million people with a Turkish background live in Germany, meaning either they or their parents were born in Turkey, making them the largest migrant group in the country.
Use the internet to research the arrival of Turkish guest workers in the 1960s. Find answers to the questions below and prepare a short presentation (5 minutes).
* Why were Turkish men recruited to work in Germany?
* What is the German "economic miracle"?
* Why were the people who came to work in Germany called "guest workers"?
* Using a dictionary, can you translate the term guest worker into German?
* How many people with Turkish migration background live in Germany today?
* Which other countries did people come from?
* Why did so many Turkish people stay in Germany?
I have worked with others, using a variety of media including ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a country where the language I am learning is spoken. MLAN 2-06b
I have contributed to a group to plan and prepare short talks in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken. MLAN 3-06a
LISTENING AND TALKING
In the film Hördur the main character Aylin confronts many conflicts and changes in her life and we follow her on her journey of growing up. In small groups, discuss how her relationships change from the beginning to the end of the film:
When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion.
I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a
LISTENING AND TALKING
Migration is a big topic in Germany. There are more than 16 million people with migration background living in Germany today. Since 2015 Germany has taken in more than 1.5 million refugees. Many migrants and refugees are fleeing warzones, others are looking for a better life. There are many problems migrants face in a new country. Migrants often don't speak the country's language; they have no friends or family and they need to become familiar with the customs of a new country. Try and imagine what the situation for migrants might be like:
a) Using the conditional tense (Konjunktiv II), answer the following questions in German. Then interview your partner!
1. Warum würde ich mein Heimatland verlassen?
2. Wohin würde ich gehen?
3. Warum würde ich dieses Land wählen?
b) What could the term "Migrationshintergrund" mean? Please work this out with a partner, using a dictionary. Try and write a definition of the term in German.
c) Now think about your own country.
1) Are there many people in Scotland with a migration background?
2) What countries have they come from?
3) Do you know any reasons why they might have migrated to Scotland? Collect some information in small groups to present to your class.
I can take part effectively in more detailed conversations using an extended range of language structures to exchange information, experiences, feelings and opinions and by offering more detailed reasons for having these opinions. MLAN 4-03a
I can explain why a group of people from beyond Scotland settled here in the past and discuss the impact they have had on the life and culture of Scotland. SOC 3-03a
I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2-12a / MLAN 3-12a / MLAN 4-12a
WRITING
Look at the two pictures of Aylin. If Aylin wrote a diary, what do you think she would write about her life in the city and about her life in the country? Write a paragraph of a diary entry for both, include how Aylin might feel.
This morning Emre woke me up really early. I got up and made him some breakfast, then…
This afternoon I went out to the stables, I felt…
By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organize essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a / LIT 4-26a
WRITING
For many Muslim girls integration into Western Society can be difficult. They sometimes face conflicting ideas of what is expected of them in terms of their families and their religion and what life for girls and women can be like in a Western society.
a) Please work with a partner: Practicing your German modal verbs, please write down some sentences about Aylin in German.
* reiten
* in die Schule gehen
* Gewalt anwenden
* an einem Reitwettbewerb teilnehmen
* das Essen kochen
* den Tee servieren
* Sozialstunden leisten
* in der Türkei leben
* die Hausaufgaben vorlesen
* Emre von der Schule abholen
I can check the accuracy of my writing using my knowledge about language, the support of others and appropriate reference materials, including success criteria. MLAN 3-14a
Aylin gives a presentation in her class on the topic: Mein Lebenstraum – My life dream. Write a couple of paragraphs in English: What is your greatest dream? Imagine your dream coming true and describe it in as much detail as possible: what does it feel like, what does it look like, what does it involve (for example other people, or certain equipment)?
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a
By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information for ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a
WRITING
Kannst du auch Aylins Hausaufgabe machen? Schreibe einen Text über einen Traum von dir, oder über einen Wunsch oder eine Angst von dir.
Diese Vokabeln helfen dir:
Angst haben vor (+ Dativ) - to be frightened of
träumen von (+Dativ)
- to dream of
sich wünschen (+Dativ)
- to wish
I can write about experiences, feelings and opinions and can offer reasons for having those opinions. MLAN 413b
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Q.1 Choose the right option and rewrite the sentences :
1)
One should always keep a …………… box for emergency.
a. lunch b. first aid c. compass d. pencil
2) Cold winds blowing from the north of ……………. are obstructed by the Himalayas.
a. Asia b. Siberia c. Russia d. China
3) The evergreen forests of India are found ............... rainfall region.
a. 1000mm b. 2000mm c. 3000mm d. 400 mm.
4) Brazil was under ............. rule for more than three centuries.
a. British b. Spanish c. Portuguese d. American
Q.2 Match the correct pair.
Q.3 Answer in one sentence. (Any four)
1) Out of which process has the plateau of Maharashtra formed?
2) Which sector of Brazil economy provide maximum contribution to its G.O.P.l.?
3) Which country has a larger latitudinal extent : Brazil or India?
4) Where does the rain-shadow region lie in Brazil ?
5) In which part of India does the Temperature drop down to – 40° C.
Q.4 (A) Do as per the instructions given below.
Fill information in the map of India, give titles and prepare an index/legend.
i. River Ganga.
ii. River Narmada.
iii. River Kaveri.
iv. The Himalayas.
v. Western Coastal Plain
vi. Andaman and Nicobar Islands.
(B) Answer the following questions on the basis of the map given. (Any four)
(4)
(4)
(4)
(4)
(4)
Answer the following questions reading map of Brazil.
i. What is the title of map?
ii. Name the two states of Brazil where population in between 91 to 100% urbanize.
iii. Name the two state having population between 71 to 80% urbanize.
iv. Name the two state having population least urbanize.
v. In which category of organization does Rio De Janerio fall.
Q.5 Give geographical reasons. (Any two)
1) In Brazil majority of population in found in the eastern coastal areas.
2) Around 60% of the land in India is under cultivation.
3) There are no West flowing rivers in Brazil.
4) Vegetation is scarce in high altitudes of Himalaya.
Q.6 (A) Draw a graph / Answer the help of the given statistical information.
Prepare a multiple bar graph and write the answers
i. Brazil belongs to which type of balance of trade?
ii. In which year there was highest percentage increase in Brazil's exports?
iii. In which year there was highest percentage increase in Brazil's imports?
OR
(B) Answer the following by reading the graph/diagram.
2021 – 22 : SET – 1 2
(6)
(6)
i. What was the percentage of urbanization in 1961?
ii. In which decade was urbanization highest?
iii. In which decade was the growth of urbanization lowest?
iv. What inference can you draw regarding India's urbanization after reading the graph?
v. What was the increase in percentage of urbanization in 1991 - 2001?
vi Which decade witnessed the highest increase in the percentage of urbanization?
Q.7 Answer the following in detail. (Any two)
1) Explain the location of both India and Brazil.
2) What environmental issues are faced by Brazil and India?
3) Write short note on Amazon river basin.
2021 – 22 : SET – 1 3
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Reaction Time
with Dr. Manal Fakhoury, Fakhoury Leadership International
Each CLASS will need:
* White board for group discussion
* A means for showing videos in the classroom
Each TEAM will need:
* Yardsticks or rulers (one per team of two students)
* Timers (students can use their cell phones)
* Data Collection Sheet (one per student available in down-loads)
* Clip board (one per team, if available, for the data collection sheets)
* Pencils
Optional:
* Candy bars
* Deck of cards (one per team)
* Whistle (one per class)
* Squishy balls (one per team)
I. IMPORTANCE OF TEAM WORK (2-3 minutes)
Experiment Rules: (1-2 minutes)
* Be Polite
* Work Together
* Participate
* Raise hand to ask question
* Take Notes
* Keep work area clean
* Have fun
II. INTRODUCTORY GAME
Tag your Partner's Knee (video available from downloads). Show the video, and have the class pair up and do this experiment for some initial insights into reaction time. Do this for fun, no data collection is required.
III. REACTION TIME EXPERIMENT
1. Definition: What is reaction time?
The time needed to respond to a stimulus or situation
The speed at which we are able to process information and make decisions.
When you have advance notice that you are going to need to respond, your reaction time is faster. In other words, when you are alert, you have a faster reaction time.
Why is this important?
It often determines our success, for example in:
* Sports
* Test taking
* Safety (for example, driving)
Reaction time has 2 main components:
* Stimulus Time
* Response Time
Stimulus time: Stimulus time is the time it takes your sensory system to send a message to your brain.
Response Time: Response time is the time it takes your brain to send a message to your muscles and for your muscles to begin to react.
Distractions increase reaction time because you are not as alert to possible situations on the road.
We all have a measurable reaction time.
Reaction time is affected by distractions.
Reaction time without distractions is about 0.12s
How is this important? Ask for examples.
2. Factors That Influence Reaction Time
Age
Practice
Fatigue
Exercise
Overall health
Heredity (genetics)
Sensory system - sight vs touch
Gender - males are generally faster
Limb used
Personality - outgoing vs shy
Body temperature - warmer is faster
Alertness level - excited vs lethargic
3. Distractions: Give examples.
Sneezing
Bad Weather
Sudden changes on your windshield
What are some distractions that can be avoided?
Does everyone have the same reaction time?
4.Basic Reaction Time Experiment.
The Ruler Drop Test - How Fast Are You?
Show the video (Mr. O) from the downloads to provide visual instructions for the experiment to the students.
This activity is designed to measure your response time to something that you see.
Get a ruler or a yardstick. Yardsticks, if available, are better, especially for younger students who may have slower reaction time. Hold the ruler near the end (highest number) and let it hang down. Have another person put his or her hand, resting on a desk or table, aligned with the bottom of the ruler and have them ready to grab the ruler as it drops. (They should not be touching the ruler).
Tell the other person who you will drop the ruler sometime within the next 5 seconds and that they are supposed to catch the ruler as fast as they can after it is dropped. Record the level (inches or centimeters) at which they catch the ruler (you can convert the distance into reaction time with the table in downloads). Test the same person 3 to 5 times and record the results on the worksheet provided. (Vary the time of dropping the ruler within the 5 second "dropzone" so the other person cannot guess when you will drop the ruler).
Use the table provided with the worksheet to convert the distance on the ruler to reaction time. For example, if you caught the ruler at the 8 inch mark, then your reaction time is equal to 0.20 seconds (200 ms). Remember that there are 1,000 milliseconds (ms) in 1 second.
Older students should be careful to hold their hand in exactly the same way for each trial, and the same as the other students in the class - with the same amount of separation between the fingers and the thumbs. For younger students, this level of accuracy is not as important.
Older students can interpolate the correct reaction time from the table, younger students can choose the closest distance to what they recorded.)
See Table of Distance and Reaction Time on the Downloads page.
GETTING STARTED
Step 1: What is your hypothesis?
(Examples - the subject will have a fast reaction time, or a faster than average, all students will have similar reaction time, etc.)
Step 2: Conduct the experiment
1. Have your subject rest their hand on the table
2. Hold a ruler at the top edge.
3. Have the subject put their thumb on one side of the bottom of the ruler and thier fingers on the other side. They should not grasp the ruler though. It must be able to freely fall between his fingers.
4. Without warning the subject, let go of the ruler.
5. When the subject notices that the ruler is falling, they should try to grasp it by closing his thumb
and fingers around it. They should not move their hand.
6. Look at the ruler and see where the subject grasped it. Find the location in centimeters on the ruler where the hand is grasping the ruler. This should tell you how far the ruler fell before the subject reacted and grasped the ruler.
7. Record the location of the grasp on your sheet.
8. Repeat steps 1 through 7 two more times for this subject.
9. Repeat the whole procedure (steps 1 through 8) with additional subjects.
Step 3: Record and Organize Data
Use the provided data sheet, available from downloads
After each trial, the subject records their own data on the worksheet. After all trials for each group member have been completed, the students will convert their measurements to their to reaction time using the provided data conversion table.
Step 4: Draw Conclusions and Present Results
Now look at your results. What do they tell you about your hypothesis? This is your conclusion. Generally, there are three possible conclusions:
My hypothesis was correct
My hypothesis was incorrect
I'm not sure if my hypothesis was correct or incorrect
Each group presents their results to the class.
(OPTIONAL)
Compare boys vs. girls. On average, are the boys or girls faster?
Calculate time with distraction and non-distraction. For this experiment, have the person holding the ruler distract the subject by making funny noises, or making faces, or singing a song, snapping their fingers, etc. before and/or while dropping the ruler.
Compare the scores after practice. Does reaction time improve with practice?
Have each group present their results.
Other variations: There are many variations of the rulerdrop test, including blindfold / tactile (where you touch their shoulder and then drop the ruler while they are blindfolded), warning vs no-warning, two rulers (one for each hand).
Another variation uses a candy bar instead of a ruler, which the subject gets to keep if they catch it. (This tests whether motivation improves reaction time.)
ADDITIONAL REACTION TIME EXPERIMENTS
Whistle Experiment:
Ask for a boy and girl volunteer to come up to the front.
Stand behind them.
Blow the whistle and see who reacts faster by raising their hand. Do it several times.
Simple or Multiple Choice Reaction Time, Card Experiment:
Simple - There is only one response to a given stimulus, no decision making.
Multiple Choice - There is more than one stimulus and or there is more than one response. The greater the number of possibilities, the more time it takes for someone to react.
Card experiment can be done in several phases. Have the students specify their hypothesis before beginning.
1. All cards in the deck are in a single facedown stack, measure the time it takes to flip them over, one by one. (simple).
2. All the cards are face down, measure the time it takes to flip them over and separate into the two colors. (choice)
3. All cards are face down, separate into suits (four stacks).
4. All cards are face down, separate into suits and face cards (five stacks).
Record the time that it takes each ssubject to complete each phase. You would expect to see the biggest reaction time between #1 and #2, when you move from simple to multiple choice.
How do athletes improve their reaction time:
Squishy ball practice, see download videos for instructions.
Have students try the various ways to practice.
DOWNLOADS
Conversion of distance measured with ruler to Reaction Time
DISTANCE
REACTION TIME
(Conversions between inches and centimeters are approximate)
REFERENCES
Tag your partners knee https://pedl.uoregon.edu/tag/knee-tag/ https://www.youtube.com/watch?v=asbgD6vsjfM&t=175s
Mr. O and the yardstick/ruler test https://www.youtube.com/watch?v=MRosXcIyNG4
Improving your Reaction Time https://www.youtube.com/watch?v=R42rz4DlYDA
DO MORE/LEARN MORE
Compare your reaction time to visual stimulus to that of a university athlete, doing 3 simple tests with computer: https://www.youtube.com/watch?v=e0TAR4d_FdM
Improving reaction Time with Practice: Have your class practice with the squishy ball every day for ten or fifteen minutes, for some number of days. Then repeat the yardstick/ ruler experiment, collect data, calculate, and see whose reaction time improves. Before beginning the daily prac-tice, have students record their hypothesis.
Dollar experiment: This is another alternative to yardstick / ruler. It seems like it will be easy, but it turns out that very few people can catch the dollar, because the dollar is shorter in length than what is needed to accommodate the average person's reaction time. https://www.youtube.com/watch?v=7PXxHsI29cQ
Reflex Test https://www.youtube.com/watch?v=CbR1298JVjQ
Reaction Time Intro - Drugs (For older students)
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Whitehill Junior School Physical Education Curriculum Overview and Information 2020
Year 3 Goals:
-Ability to throw/pass and catch various types of balls with accuracy and fluency. (Football, cricket, lacrosse, beanbags et al.)
-Confidence with use and correct technique of stick sports (Tennis. Hockey, Lacrosse)
- Confidence with ball skills and how to link these together.
- Strive to achieve personal bests in athletic events
- The ability to work in small groups to create and perform simple routines in Dance and Gymnastics
- Knowledge of jumping and landing in Gymnastics.
- Be able to use a range of travels and movement patterns in dance and gymnastics.
- Have the self-motivation and confidence to join extra-curricular clubs.
- 6 weeks swimming intervention at Hitchin Swimming Pool.
-Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities.
Year 4 Goals:
-Ability to throw/pass and catch various types of balls with accuracy and fluency. (Football, cricket, lacrosse, beanbags et al.) -Confidence with use and correct technique of stick sports (Tennis. Hockey, Lacrosse) and how to link these skills together in simple game scenarios.
- Confidence with ball skills and how to link these together.
- Strive to achieve personal bests in athletic events
- The ability to work in small groups to create and perform more complex routines in Dance and Gymnastics
- Be able to use a range of travels and movement patterns in dance and gymnastics with increasing confidence and fluency.
- The ability to perform a forwards and/or backwards roll with/without support.
- Have the self-motivation and confidence to join extra-curricular clubs.
- 6 weeks swimming intervention at Hitchin Swimming Pool.
-Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities.
Year 5 Goals
-Fluency and accuracy to send and receive various types of balls. (Football, cricket, lacrosse, netball et al.)
- Competence in stick skills and the ability to use these in game situations.
- Strive to achieve personal bests in athletic events
- Performing complex routines in Dance and Gymnastics and adapt and refine through feedback.
- Develop strength and flexibility through gymnastics and dance conditioning based exercise.
- The ability to perform a forwards and/or backwards roll with/without support.
- Have the self-motivation and confidence to join extra-curricular clubs.
- Water confidence or regular lessons at a swimming facility.
-Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities.
- Begin to analyse performance and providing coaching input.
- Ability to use tactics and space within game situations.
Year 6 Goals
- Fluency in hand eye, foot eye coordination and can use a range of sticks and balls to send and receive within a game scenario.
- Strive to achieve personal bests in athletic events
- Performing complex routines in Dance and Gymnastics and adapt and refine through feedback.
- Develop strength and flexibility through gymnastics and dance conditioning based exercise.
- The ability to perform a forwards and/or backwards roll with/without support.
- Have the self-motivation and confidence to join extra-curricular clubs.
- Water confidence or regular lessons at a swimming facility.
-Have an understanding of Healthy lifestyle and how this can impact your wellbeing and performance in other curricular activities.
- Ability to analyse performance and providing coaching input.
- Ability to use tactics and space within game situations.
- Can perform complex skills in a range of different activities.
-Understanding of the importance of teamwork and unity within sport.
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Awareness, use and perceived effectiveness of Government-funded programmes and services aimed at preventing and reducing child obesity in New Zealand
A consumer perspective
March 2013
CONTENTS
1.0 Executive summary
This report provides consumer input to a larger project being completed by the Office of the Auditor General (OAG) in order to examine whether or not the public service is effectively working towards preventing and reducing obesity to improve children's health now and into the future.
This report provides commentary based on four focus groups conducted in Auckland between the 25th and 28th of February 2013, with Mäori and Pasifika parents of children aged 5 to 14 years of age.
Key findings – What did the research tell us?
There are four key findings:
1. Child obesity is widely recognised as an issue affecting the health and wellbeing of many children in New Zealand, particularly those in Mäori, Pasifika, low-income and urban households.
Child obesity is of particular concern to Pasifika parents. The Pasifika parents we spoke to were much more likely to say that obesity (in general) was an issue within their own immediate family than were the Mäori parents we spoke to.
Mäori parents believe child obesity is mainly related to poverty, with many unable to afford to buy healthy, nutritious food for their families.
The cost and convenience of low quality foods and the over-abundance of take-away outlets in urban areas were also identified by Mäori parents as contributing factors, as was a general lack of physical activity.
Although Pasifika parents also mentioned the same factors, the main issue for them was a cultural one, in which food and eating to excess plays an integral part. Pasifika people have also historically viewed big babies and children as a sign of health, strength and the children being well-cared for.
However, having attended funerals of people who had died due to obesity-related illnesses, Mäori and Pasifika parents are very aware of the health implications of child obesity.
Despite this, the Mäori and Pasifika parents we spoke to said they would not become concerned about a child's weight unless there were signs that it was affecting the child's physical or mental state.
2. The awareness of services and programmes varies.
The Mäori parents we spoke to (from the Orakei and Waitemata areas) were not aware of any services or programmes in their communities that are available to improve health issues related to child obesity.
In contrast, the Pasifika parents we spoke to (all of whom were from South Auckland), were aware of many such programmes.
3. A number of barriers were seen to inhibit access and on-going participation in these types of services and programmes.
These include:
Low awareness of the programmes and services available.
Financial cost of attending programmes and services.
Apathy or a lack of motivation in attending obesity-related programmes and services.
Not being able to connect with the service provider because they are not from the local area, are not of the same ethnicity, or because they lack the enthusiasm or ability to keep participants motivated and engaged.
4. Where programmes and services have been accessed, participants are generally satisfied with the standard of service provided.
The types of programmes considered most successful were those that:
Involved the whole family (i.e. parent(s) and children together).
Involved a combination of physical activity and practical advice/information about nutrition and how to prepare healthy (and appealing) meals.
Involved more than one session per week.
Involved on-going support and encouragement between sessions (via phone calls or text messages).
Were run by professionals with ties to the local community.
Were provided free of charge.
4
2.0 Introduction
This section provides important background information about this research, including why it was completed, what we wanted to find out and how we did it.
2.1 Background – Why was the research done?
Child obesity represents a significant health issue in New Zealand today, particularly amongst Mäori and Pacific families.
The OAG is conducting a performance audit on child obesity, to see how effective the public service is in its efforts to prevent and reduce child obesity in New Zealand.
To help inform the audit, we conducted a series of focus groups with Mäori and Pasifika parents to get their perspective (as potential end users) on the provision of obesity-related services.
2.1.1 Research objectives – What did we want to know?
The research sought to answer the following questions:
To what extent do Mäori and Pasifika parents see child obesity as an important issue in their homes and their community in general?
To what extent are Mäori and Pasifika parents aware of the range of support and services that are available to improve health issues related to child obesity?
What if any barriers exist that are inhibiting access to these types of services and support programmes?
Where programmes and services have been accessed, how satisfied are participants with the standard of service and the facilities provided?
2.2 Methodology – What did we do?
Following an initial planning meeting with OAG, an interview guide was developed that listed each of the relevant topic areas that we wanted to explore relating to child obesity. Interview guides are not questionnaires as such, but a list or schedule of areas of relevant questioning which are used by Researchers to moderate focus group discussions. A copy of the interview guide used in this research can be found in Appendix A.
Following the development of the interview guide, we conducted four focus groups, interviewing a total of 31 Mäori and Pasifika parents from Counties Manukau, Waitemata and Orakei, Auckland.
The group discussions were completed between the 25 th and 28 th of February, 2013. All participants were recruited on the basis that they were parents or guardians of children aged 5-14 years of age.
The first focus group was held in Waipareira, with Mäori parents from the wider Waitemata DHB area. The second group was with Mäori parents from Orakei.
Both of the two focus groups with Pasifika parents (and grandparents) were held in Otara, South Auckland. They included people from Samoa, the Cook Islands, Tonga and Tahiti. Participants from the first Pasifika group were all Island-born, having moved to New Zealand in their late teens or as adults. The other group consisted of Pasifika people who were born in New Zealand. This distinction was made so we could see if there were any differences in their views about childobesity and their understanding of the goodness and nutritional value of particular foods.
The focus groups took around one and half hours each to complete. Light refreshments were provided and each participant was given a koha of $60 in appreciation of their time and to cover their transport costs. None of the participants knew what the topic of the discussion was going to be, prior to attending.
Participants were recruited with the assistance of Mäori and Pasifika community-based organisations. The Researchers who hosted the focus groups were themselves of Mäori and Pasifika descent. The focus group with Mäori parents was also co-hosted by our Mäori research partner, from T&T Consulting.
2.2.1 Constraints and limitations
The exploratory nature of the research and the type of information required, meant that the qualitative face to face approach used, was the most appropriate.
However, due to the number of interviews completed, qualitative research cannot be regarded as representative of the population from which the participants were drawn.
3.0 Extent to which Māori and Pasifika parents see child obesity as an important issue for their community
This section explores Mäori and Pasifika parents' views about child obesity, including the extent to which they feel obesity is an issue for their own children, their wider community and/or specific population groups. We also explored what they believed were the main contributing factors behind child obesity and the ways in which obesity can affect their health.
3.1 Health-related issues affecting Mäori and Pasifika children in New Zealand
Summary
According to the parents we spoke to, there are many health-related issues affecting Auckland's Mäori and Pasifika children. In this context, poverty was an underlying concern for many parents, with many implications resulting, including their ability to buy food of high quality and nutritional value.
However, child obesity was only identified as an issue on an unprompted basis by Pasifika parents.
The primary issue identified by Mäori parents as affecting the health of children in their community was poverty
Mäori parents said poverty was having a major impact on the diet and the nutritional value of the food eaten by children in the Auckland area, with many low-income parents struggling to provide healthy and wholesome meals for their families.
While Mäori said parents knew their children should be eating fresh fruit and vegetables, financial constraints led many families to prioritise quantity over quality when purchasing food. Fresh fruit, vegetables and high quality meats were considered too expensive, particularly for larger families with many mouths to feed.
Putting food on the table and sending the kids to school with lunch is a hard one.
The cheaper the food is, the more you're going to buy. I'd rather go to the Mad Butchers and buy $10 sausages that are fully processed and get 50 of them, instead of going to Pak n Save and giving them $10 and you get five.
Go for what you can afford. What you can get, in bulk. If you could only afford that, then you just have to make a feed out of that.
Other health-related issues commonly identified by Mäori parents as affecting children in their community included:
Glue-ear
Asthma
Eczema
Bronchitis
Whooping cough
Family violence
Depression and suicide.
While poverty was also mentioned by Pasifika parents, child obesity was more likely to be mentioned by this group
When asked to identify what health-related issues were affecting children in their community, child obesity was one of the first issues identified by Pasifika parents without prompting. Whilst they felt poverty was a contributing factor behind obesity, for Pasifika parents the main hurdle was a cultural one. This is discussed in more detail in section 3.2.
Other health-related issues identified by Pasifika parents as affecting children in their community included:
Glue-ear
Asthma
Eczema
Bronchitis
Rheumatic fever
Diabetes.
3.2 Views on child obesity
Summary
Further discussion confirmed that child obesity is widely recognised as an issue affecting many of New Zealand's children, particularly amongst Mäori, Pasifika and low-income families. Child obesity was also considered to be more prominent in urban areas (i.e. Auckland) than in rural New Zealand, or in the Pacific Islands.
Māori are aware that obesity is an issue for Māori and Pasifika children, particularly those who are urban-based
When prompted, both groups of Mäori parents we spoke to acknowledged that child obesity was an issue in the wider Auckland area. However, parents from the Orakei area said child obesity was not an issue in their particular community. In fact, they struggled to think of any children in their area who were overweight.
This particular community is a very close-knit and centred around their local marae. The local iwi is actively involved with many of the families in their area, encouraging them to be physically active and motivated to make healthy choices in life. Healthy eating policies are in place for all iwi-based activities and hui, and also within their köhanga reo. The application of these policies was evidenced in the choice of food provided at the focus group itself. The hosts were unaware of the topic of the research, yet the food provided was healthy and nutritious and included a range of fresh fruit and vegetables.
These parents also commented that obesity was not an issue for their children as they were all physically active. There were a number of local sports teams their children belonged to, and because it was considered a safe, child-friendly community where everyone looked out for one another's children, they were also encouraged to spend a lot of time playing outdoors.
Looking around here, the kids have been alright – they pretty much 'burn' it all off. The kids are quite active around here. It's quite a big massive area not just one little box in your own back yard.
We're more aware of it and that's why our kids are into fitness. We allow them to mix and mingle and to play for 5 hours a night. They come home at 9 o'clock just before it gets dark.
We have heaps of sports teams. Every season we've got different types of sports going so that tamariki can be active.
They did however acknowledge that obesity was an issue for other children in the wider Auckland area, particularly Mäori and Pasifika children. Comparisons were also made between children living in the city as opposed to the more rural areas, where child obesity was considered less of an
issue. Respondents felt that rural-based children were less likely to be obese because they are more active, have less fast-food outlets and ready access to fresh fruit, vegetables and meat. They also felt that rural children tend to have a more positive and relaxed mental outlook compared to those in the city who are more exposed to peer pressure to look and behave in a certain way.
Mäori from the Waitemata area also felt that child obesity was more prominent amongst Mäori and Pasifika children, low income families, and that it was more of an issue amongst urban-based children as opposed to those who live in rural areas. However, this group also reported that childobesity was an issue in their own community and for some, in their own homes.
This group of parents mainly attributed the issue of child obesity to poverty and easy access to fast foods. They felt it was ironic that the foods promoted by the Government as being the healthy options are the very foods they cannot afford.
Pasifika parents see child obesity (and obesity in general) as one of the most important issues affecting their community
Pasifika respondents saw child obesity as a major issue for their community. However, while they felt Pasifika people are becoming more aware of the issue and beginning to take steps in the right direction, the biggest barrier is a cultural one, in which food (and excess) plays a major role.
I think it's changing now; the children's well-being is taking over. There's been a big push even within our community. I've seen people out in the street now that I wouldn't normally see hitting the roads, walking as Pasifika families. You wouldn't have seen that in Otara 5 or 10 years ago. .
We're all Islanders and it's part of our culture. You know, we were brought up on pisupo (corned beef) and the kalo (taro). There is a risk when it comes to kids. What can I say? That's what we eat. We're all raised in that tradition.
All Pasifika gatherings involve food. At special events and occasions (i.e. weddings, funerals, and birthdays), the hosts and their extended family are expected to provide an excess of food for their guests. In turn, the guests are expected to show their appreciation for the food by eating as much of it as they can.
Because if you go to someone's house and they don't put on a good feed, you sorta think, 'whoa, that wasn't good' and then when people come to your house for dinner, you're expected to do the best that you can. It's like the food portrays the 'family mana'.
With us, we tend to go 'above and beyond'… and because of our poverty or our lack of income, we tend to go hard at the wedding or go hard at the 21 st or the 80 th because we're not sure how good the next meal is going to be … we overindulge.
Our grandparents were always feeding us. I was like that with my kids, always make sure that they're full. I was telling my husband 'you know Palagi (Pakeha), they have
this little serving like with a potato, piece of meat and veges and they're full … and a bit of dessert. But for us, we have to have the biggest plate with heaps on it and you're always asking the kids, 'are you full? You want something else to eat?' We just feed them until they're really full. So we eat until we drop, until we can't really do anything.
It is also important to note that to Pasifika people, a big baby or child has traditionally been viewed as strong, healthy and well cared for. In contrast, a small baby or skinny child is considered weak, unhealthy and possibly neglected.
Growing up, the perception was, that being big was being 'healthy'. That your parents had looked after you well because you were big.
If you have a baby and the baby is chubby – that's a good thing. If you have a skinny baby – they're like, 'are you feeding it?'
In this regard, respondents felt that mothers needed more education and advice about good nutritional care for their babies. One respondent who works with young Pasifika mothers said there was a common misconception amongst Pasifika families that if a baby cries it must be hungry or not getting enough nutrition from breast milk alone. As a result, the baby is often given solids very early in life and encouraged to eat more than they actually need.
I work with a lot of young mums and I've noticed that they are feeding their kids solids before they're even one. Starting from 3 months because they don't even know when to feed them solids. Parents and grandparents are saying 'the baby's hungry! You're breast milk is not filling the baby up!' Some of these babies are eating Happy Meals before they are one years old.
Some Pasifika parents also mentioned that they themselves did not have treats or luxuries when they were growing up. So when they became parents, they wanted to give their children the things they felt they had missed out on. Because food is such an important part of Pasifika culture, these 'treats' are often based around food.
I'll buy them McDonald's now and then as a treat. I say a 'treat' but then you get worried when they start throwing the [Happy Meal] toy away saying 'oh, I've got that toy! I've got all of those one's!'
Recognising the fact that their own behaviour and that of their families before them, had inadvertently encouraged obesity amongst Pasifika children, a common Samoan phrase was quoted in both Pasifika focus groups, "Alofa valea" or "Killing them with kindness" (literal translation is "stupid love").
Some of us, they feel proud when their kids are big. But it's wrong. And they just keep feeding them and feeding them. My brothers girls need to go the hospital nearly every week because of their breathing, because they are so big. And I always say to my brother you are alofa valea.
Although this research was completed on a qualitative basis, and therefore has no statistical validity, it is interesting that around half of the Pasifika parents said child obesity was an issue within their immediate or extended family.
I know that sometimes it hurts them (children) when we go to buy clothes. With their age group, there are clothes that won't fit them. For an Island girl, they're not too big. They're only 14 and 13. I don't want them to keep on putting it on. They say 'Mum, it's you! You keep on feeding us' … that makes me feel really bad.
When I see them, I see me … I have high blood pressure now and you know, I don't want them to go through what I have gone through … I've got to change for them and for me.
As well as the cultural issue, child obesity was also attributed to the cheap cost and easy accessibility of takeaways and convenience food. "Good" or healthy food was considered expensive and time consuming to prepare.
It's really big. For my family, it's really easy for kids to walk out and buy junk food and stuff. There are heaps of takeaways. In Otara there's heaps of takeaways and it's easier for kids and families to pick up, go home and eat and it's a bit cheaper for them than actually buying 'healthy'.
It was also mentioned that in today's world, families have little time to prepare or monitor what their children are eating. Both parents are often working, juggling other commitments and so food needs to be quick and easy. Mornings in particular were very rushed and often resulted in the parents giving the child a couple of dollars to buy themselves something to eat on the way to school.
Pie and a soft drink - the perfect breakfast! At least with the pie, you know they're getting something warm.
3.3 Health implications of child obesity
Summary
Mäori and Pasifika respondents are well aware of the health implications associated with child obesity and obesity in general. Most reported having attended the funeral of a friend or family member who had died due to an obesity-related illness.
Māori parents are aware of the health implications associated with child obesity
The following illnesses and conditions were mentioned by Mäori as being associated with obesity, for children and adults alike:
Diabetes
Breathing/respiratory problems (Asthma)
Heart disease
Skin problems (i.e. eczema)
Mental health issues (depression, low self-esteem)
Death.
At both focus groups with Mäori, respondents mentioned having attended funerals of people who had died from obesity-related illnesses.
It's been a big shift from what I remember as a kid with what we eat now. It also stems from us going to tangi. Our old people, some of them have died from diabetes, cancer, heart diseases - a lot of deaths from bad food.
When asked about the health implications of children being overweight, one respondent reported having taken her 11 year old son to the doctor recently due to concerns about his weight and the effect it was having on his breathing. At 11 years of age, the boy's weight had reached 87 kgs.
This led to a discussion amongst participants about, at which point they would consider a child's weight to be a problem. One respondent said you could not label very young children as being overweight because most of them would 'grow out of it'. Others agreed that weight was not an issue until there were signs that it was directly affecting the child concerned, either in a physical sense (i.e. if they develop health problems, breathing problems, etc.) or if it was affecting their mental health (i.e. if they become withdrawn, depressed, are being bullied or excluded by their peers, etc.).
Your boy [referring to another respondent], he's the same – he's a big boy. You can tell that he's going to grow into it. You can't label him as obese. It's just the way he is.
Pasifika parents are also well aware of the health implications associated with child obesity
Pasifika parents were also well aware of the consequences of obesity. At least half of the participants interviewed either had diabetes themselves, or had lost a family member to diabetes. Others said they had a family history of heart problems.
I think it is changing. People are sort of more aware now because of all the sicknesses that are happening like diabetes, high blood pressure and dialysis. There are a lot of people in the community who are going through that … people losing loved ones.
Similar to the response from Mäori, Pasifika parents identified the following illnesses and healthrelated issues associated with obesity in general:
Diabetes
Breathing/respiratory problems (Asthma)
Heart disease
Psychological issues (depression, bullying).
I work with children and they're really wonderful but they can be mean sometimes. Because they're so honest, they tell kids how they really feel, but they're very shallow – they take things at face value and so if you look different, if you're the "fat kid" at school, then you're going to get picked on and be the 'butt' of the joke, an outcast.
Pasifika parents also held similar views to Mäori in terms of identifying the point at which their child's weight would become a concern. Although aware of the health consequences of obesity, it is not until the child is actually showing symptoms or signs that their weight is affecting them that parents are likely to become concerned about their child's weight or to see it as an issue.
I think sometimes people think it's cute for kids to be that size. I don't think they take into account that it can be health hazard.
Some Pacific people would get quite offended even talking about this topic, obesity. Because they're like, that's normal! What's the problem?
I started talking to my daughter about how she felt. Her self-confidence and self-esteem had started to drop and that's when I identified that as an indicator - that something has to be done.
4.0 Services and programmes available in the community to improve health issues related to child obesity
This section explores respondents' awareness, experience and views of services and programmes available in their community to improve health issues relating to child obesity.
4.1 Awareness of services and programmes relating to child obesity
Summary
Awareness of services and programmes relating to child obesity was very high amongst the Pasifika respondents we spoke to, but practically non-existent amongst the Mäori respondents who live outside the South Auckland area (i.e. those living in the Orakei and Waitemata areas).
Māori parents were not aware of any programmes or services currently available in their community to address child obesity
One Mäori mother said that she had taken her child to the doctor as she was concerned about his weight. The child was now seeing a dietician.
Aside from the above example, none of the Mäori respondents we spoke to were aware of any services or programmes currently available in their community specifically designed to address the issue of child obesity. A few initiatives such as "5+ a Day" and "Breakfast in Schools" were mentioned, but respondents believed that both of these programmes had been cancelled due to a lack of Government funding.
The Government can play their part. I mean back in the day, I remember there was a lot of emphasis on healthy eating; '5+ a day' – all those kinds of initiatives. That's all gone now.
Pasifika parents were aware of many services and programmes available in South Auckland
In contrast, Pasifika respondents described a number of services and programmes that are currently available in South Auckland, ranging from healthy eating programmes in schools through to community-run exercise programmes.
Programme/service
Healthy Eating programme/policies
(publically funded)
Fit-life Otara Boot Camp
(not publically-funded)
Youth exercise programme for the morbidly obese
(not publically funded)
Description (as provided by the focus group participants)
Healthy Eating programmes involved schools placing restrictions on the type of food students are allowed to bring to school. A Heart Foundation representative is also invited to visit the school to talk to the children about nutrition.
Having a representative advise Pasifika children about the types of food they should (or should not) be eating was not considered to be a very effective approach. Respondents argued that regardless of what the children might want to eat, parents have the final say on what food their child will be given.
The Fit-life Boot Camp is a free exercise and nutrition programme. This outdoor programme runs for 6-8 weeks, with a 6:00 am start, three days a week. Anyone can sign up for the programme and while most participants are adults, children and teenagers are also able to attend. Participants represent a range of fitness levels from those who are obese or overweight, through to physically fit sports people looking to supplement their existing fitness regime. Most of those who attend are Pasifika or Mäori.
The programme is delivered by professionals in the fitness industry who are from South Auckland.
Originally funded by the DHB, then run by a local church group, the Fitlife Boot Camp is now funded by East Tamaki Healthcare.
The programme is promoted through Facebook and by word of mouth.
One respondent mentioned having seen a notice at the Otara Leisure Centre about a youth exercise programme that she thought her teenage sons might be interested in.
Upon further investigation she discovered the entry requirement for the programme was that participants were 'morbidly obese'. This would be determined through an initial home-based assessment. The respondent said her sons were not obese so she did not take it any further.
She was not sure who funded the programme or how effective it was.
4.2 Opinions of the services and programmes that had been attended were generally positive
Summary
Opinions of the programmes and services that had been attended were generally positive.
Māori parents' opinions of services and programmes relating to child obesity
Only one of the Mäori respondents we spoke to reported having been involved in any specific service or programme relating to child obesity. This is described in the table below.
Pasifika parents' opinions of services and programmes relating to child obesity
A number of Pasifika parents reported having been involved in services and programmes in South Auckland, designed to address child health issues relating to obesity. Their views on these services and programmes are provided below.
Programme/service
Breakfast Club
(not publically funded)
Active Families
(publically funded)
Fit-life Otara Boot camp'
(not publically funded)
Perceived effectiveness of the programme
Two of the Pasifika respondents were teachers who worked in schools that ran a Breakfast Club programme. However, many other parents were at least aware of the initiative.
While views on the Breakfast Club concept were generally positive, a small number of respondents raised concerns. One was that children could 'double-dip' by having breakfast at home, then have a second breakfast when they get to school. Another concern was that the Breakfast Club shifts responsibility away from its rightful place (i.e. from the parents).
One of the Pasifika fathers attended this programme with his two young children. Whilst they found the programme 'a lot of fun', it was not considered to be effective because it was not held often enough to maintain its momentum.
The programme involved a one-hour session, once a week for 12 weeks. In between sessions there was no follow up or support which led the respondent to lose motivation.
Although the provider did ask participants for feedback or suggestions as to how the programme could be improved, the father said he didn't want to sound ungrateful so he did not raise any concerns.
One of the Pasifika fathers had attended the Fit-life Boot Camp. Although some Pasifika children did participate in the programme, his own children (aged 8 and 9 years) did not take part because it was too early in the morning.
Being obese himself, he was initially reluctant to be seen exercising in public. However, he found that other participants were very supportive and inspired by the fact that he was taking part.
He also appreciated the support and encouragement received from the physical instructors, both during and between sessions.
5.0 The 'ideal' service
Mäori and Pasifika parents were asked to imagine they had been tasked with designing a service or programme for their community to address the issue of child obesity. This section describes what their ideal service would look like.
5.1 What would the 'ideal' service or programme consist of?
Summary
Mäori and Pasifika parents both identified similar aspects that they believed were key to the 'ideal' service or programme. These aspects related to who the service provider should be, who would be able to access the service, and what specific services would be provided in order to successfully address obesity.
The ideal service provider would be someone with ties to the local community and be of the same ethnicity as the participants
Respondents felt the ideal service would be run by (past or present) members of their local community; someone who understands the community and the people who live there. For Mäori, the service would ideally be supported or promoted by their local iwi, and for Pasifika through their churches.
It was also important that the service be run (or at least fronted) by people of the same ethnic background as the participants. That is, someone friendly and open, who understands their cultural needs and makes them feel comfortable and at ease.
If the service is fronted by someone who is not obviously Mäori or Pasifika, they must be friendly, able to relate well with participants and ideally have some sign of a Mäori or Pasifika connection (i.e. through their clothing or greenstone/bone jewellery for example).
The people running the programme/providing the services need to be enthusiastic and motivated if they are to keep their clients on track. It is also important that the people running the service are themselves not overweight.
Respondents felt it was also important the programme be developed by people with relevant professional knowledge and experience. Once the final programme has been developed and tested, it could then be adopted by other communities. Rather than have many different providers working in isolation to create their own obesity programmes, a collaborative, unified approach would result in a more efficient use of resources and expertise.
The service would be available to everyone in the community, not just Māori, Pasifika or low income people
The service would ideally be free and available to not only Mäori or Pasifika but to people of all ethnicities and income brackets. Although note, that if the service were available to other ethnicities it would need to have staff members of each of those ethnicities.
One group of respondents also suggested that in order to improve the service's access to the wider community, some type of mobile unit could be used to visit homes or areas of the community that otherwise may not be able to visit one particular site or would feel uncomfortable doing so.
The service needs to involve the whole family, not just the children
To achieve the cultural and behavioural change required to effectively address the issue of child obesity, respondents felt it was important to get the whole family involved, not just the children, but the household decision-makers.
Respondents also felt it was the parent's responsibility to lead by example, not only in relation to food, but by participating in physical activity.
You can't tell the kids to go outside and play so you can sit on the couch and watch a movie.
They also felt that providing a service that focused on families with children who were already overweight was one that was not going to be effective. Educating parents and getting them to change their behaviour and encourage their children to do the same would be the ideal way to prevent the issue from occurring – rather than trying to fix it after it had already happened.
The service would provide information, advice and physical activity
The ideal service or programme would provide a range of activities to address the issue of obesity. However, the key feature would be one that focused on educating parents. Educating them about health and nutrition, about the consequences of being overweight, and how they might access or provide healthy food options for their families.
As well as being education-based, the service would also need to involve physical activities and goals for the whole family. It was also suggested that budgeting services be provided.
The duration of the ideal service was also discussed. Based on their own experience, the ideal service would involve at least two sessions per week, over the course of 5-6 months. However, in order to achieve long term behavioural changes, respondents felt on-going support would be required to keep people on track and motivated to continue their efforts in the years to come, so they in turn could pass the knowledge and positive behaviours gained on to the next generation.
Past programmes were introduced for 3 months or 6 months and then pulled. When this happens the gains are quickly lost and everyone slips back to where they were.
5.2 What are the barriers to access and how might they be overcome?
The main barriers identified by Mäori and Pasifika respondents were very similar:
5.3 Other suggestions as to how to address the issue of child obesity
Respondents also raised a number of suggested ways in which they felt the Government could help address New Zealand's child obesity issue. These suggestions are listed below:
Remove the GST from fruit and vegetables.
There's always going to be a cost and if that means taking off that GST, then so be it. I know that if GST went off Mr Asian-man's fruit shop, I'd be there in an instant.
Make the healthy foods cheaper. I remember going to Pak 'n' Save and a bag of tomatoes was $8! I was like 'wow!' … especially when hearing that it's 'New Zealand grown'.
All the food that they promote us to eat. Make it cheaper! The fruit, the vegetables, lean meat, seafood. All the food that is recommended by the Ministry of Health!
Reducing the cost of public facilities such as swimming pools, costs involved in sports administration, swimming lessons, etc. One respondent said they registered a softball team and it cost $5,000.
For the sports, like swimming, give subsidies, more subsidies. Make it cheaper to play sports so children can be more active.
We did our baseball this year, and just for one team, under 8's, it was $5,000 and we've got two of those. And then swimming is like $250 a term for one kid. It's not cheap.
Develop communications campaigns similar to those used to change New Zealanders' attitudes towards smoking. Use shock tactics to show the consequences of obesity.
With Island people, education is one thing but I think that when it comes to health issues, we need to scare them! Don't just educate them, scare them.
There are real life stories … if a kid comes in with a bag full of medicine (all sorts of medicines), and you have to try to live through that for the rest of your life, trust me … you will never ever want to go down that path. The message has to go to the people for them to see that this is proof! Look at the reality of this, this is the damage!
I think until someone dies of that [obesity-related illness], will they get it.
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Frequently Asked Questions
1. How are the menus planned?
Menus are planned by a Registered Dietitian to provide students an opportunity to select nutritious foods that they will both enjoy eating as well as contribute to their good health. A wide variety of choices are offered in every school setting. Choices increase as students advance from elementary through middle school, to high school. Standardized recipes are utilized to ensure that all customers receive appetizing, high quality meals, and are prepared using food safety practices for preparing and serving food.
2. What qualifies as a reimbursable (Free, Reduced or Paid price) meal?
Carmel Clay Schools participate in the government National School Breakfast and School Lunch Programs and must meet the meal pattern requirements and 2010 Dietary Guidelines for Americans. A basic meal compliant with these programs consists of the following:
BREAKFAST
LUNCH
1 breakfast entrée
1-2 servings of fruit or 100% juice
1 Low-fat milk
1 serving of meat/meat alternate
1 serving of fruit
1-2 servings of vegetables
1 serving bread/grain
1 Low-fat milk
Students have the option of declining components of a meal. For example, at lunch, a student may decline one or two components, but must take at least 3 total components. At lunch, students must take a fruit and/or vegetable to make the meal reimbursable. For breakfast, students may decline either the fruit/vegetable component or the milk, but must take the grain/protein component. Students must meet the minimum number of components in order to receive the reimbursable meal price.
3. Are school meals healthy?
Yes! Through the National School Breakfast and Lunch Program regulations, breakfast is designed to supply approximately ¼ of the Recommended Dietary Allowance (RDA) for protein, calcium, iron, vitamins A and C. Lunch is designed to supply approximately 1/3 of the same nutrients. The nutritional value of the meals is evaluated over a period of a week rather than calculated on a single meal or food item. USDA has daily and weekly minimums and maximums for fat, saturated fat, sodium and calories that are age appropriate for all students grades K-12. CCS has eliminated all fryers in the kitchens, and all foods served are steamed or oven baked to assure no additional fats are incorporated into the product. A variety of fresh fruits and vegetables are available daily in every school. The Government Accounting Office (GAO) reports that "children who eat school meals consume more fruits, vegetables, whole grains and dairy items than children who do not eat school meals."
4. How are portion sizes determined?
The USDA regulates the portion sizes of foods that are considered part of the reimbursable meal. The meal pattern specifies the minimum number of servings and portion sizes for each of the required components. Serving sizes are adjusted to meet the nutritional needs of students according to age. Meal prices are calculated based on the recommended serving sizes.
Frequently Asked Questions
5. What are government commodities, and are these high quality foods?
Commodities are allocated by the USDA and ordered by schools depending upon availability. Commodities must meet high quality specifications, as do all CCS foods purchased. Commodities are offered at a reduced cost to school corporations. This allows the department to keep food costs down and, keep meal prices reasonable. Additional food items are purchased through recognized leaders in the food service industry in the form of a central Indiana food buying group.
6. How is the food service department funded?
The school food service budget is a delicate balance between income and expenditures and is not-forprofit. The program is funded by breakfast and lunch payments, federal reimbursement dollars and commodity foods. These funds must stretch to cover food costs, repairs, replacement and purchase of equipment, salary and benefits, supplies, laundry, and training of staff. The food service program does not receive money from the general fund.
7. Why purchase a school meal?
b. Food is prepared and served in a food safe and sanitary environment
a. Nutritious meals reflect the 2020-2025 Dietary Guidelines for Americans
c. Cost is less than bringing an equally nutritious meal from home
d. Wide variety of healthy choices are available daily
8. How are meal payments made?
The food service department uses a computerized meal payment program. Prepayment is encouraged at www.EZSchoolPay.com. Prepayments for meals may be made for any amount online (by credit/debit card) or through the Cafeteria Manager in each school (by check or cash). Prepayment is encouraged as this expedites the service to students through the serving line, allowing more time to eat. The online prepayment service is FREE for all families with no service fees. Elementary students are identified in the serving line by their name, teacher and school picture and secondary students use their student identification card.
9. Why is pricing different for adults and guest meals?
The food service program receives varying amounts of reimbursement for each student meal it serves; however, no funds are received for adult/guest meals. As a result, an adult/guest is charged pricing which reflects the actual cost of the meal.
10. Can my child purchase extra items?
The school meal program sells extra items such as milk, fruits, juices, extra entrees and a few additional healthier snack items to students. Money to cover the cost of the additional items must be in your child's account for them to purchase a la carte items at any grade level. If you do not want your child to purchase additional items, please let the Cafeteria Manager at your school know, and she/he can place a limit on your child's account. | <urn:uuid:9ad0a6d0-f1c5-4dc9-982d-bdd7cad84289> | CC-MAIN-2023-06 | https://resources.finalsite.net/images/v1611591849/ccsk12inus/ysmrn00ts9q5lh4dgykj/10FrequentlyAskedQuestionsAboutSchoolLunch.pdf | 2023-01-30T07:53:33+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00235.warc.gz | 503,785,055 | 1,148 | eng_Latn | eng_Latn | 0.998511 | eng_Latn | 0.998535 | [
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CONTENTS
Preface: Finding Everyday Muslim American Lives ix
1 The Culturally Contested Lives of Muslim Youth and American Teenagers 1
2 "Cool Piety": How to Listen to Hip Hop as a Good Muslim 22
3 "The American Prayer": Islamic Obligation and Discursive Individualism 50
4 "Keeping It Halal" and Dating While Muslim: Two Kinds of Muslim Romantic Relationships 78
5 On Being a Muslim in Public 112
6 Growing Up Muslim and American 149
Appendix: The Legendz 169
Acknowledgments 171
Notes 177
References 183
Index 191
1
The Culturally Contested Lives of Muslim Youth and American Teenagers
Sunday Morning at the City Mosque
I steer my rusty green Toyota Camry into a parking spot in the lot behind the mosque. I turn off the engine, step out of my car, and walk toward the back of the white, two-story building. I yank open the heavy back door and step into the open space of the social hall, set at the back of the mosque. The large room is alive with a bustling mix of adults and children—Arab American, African immigrant, East Asian, South Asian, and a few African American and white Muslim families as well. The adults' chatter and the kids' playful noises echo around me as I weave my way through the crowd and toward the opposite door, through which I pass into the more spacious and sunlit front lobby. Here I see Thomas, a short, balding, dark-skinned man, stationed at his normal post at the front reception desk, which is positioned oddly but as usual, facing away from the mosque's front door. Thomas's face breaks into a wide smile as I approach, and I briefly stop to shake his hand.
"As salaamu alaikum," I say.
2
Chapter 1
He smiles and greets me in return: "Wa alaikum as salaam."
"I'm going up to the youth program," I tell him. He nods and jokingly sweeps his arm dramatically in the direction of the staircase, as if I don't already know where to go. I swing around to my right and climb the winding, carpeted stairs to the second level, where I take a sharp right turn, walk a few steps, and push open the door to the youth room.
This room is even noisier than the social hall, with about thirty- five middle and high school–aged kids sitting and talking in various clusters. I scan the width of the space for a particular group of boys but don't see them. I consider the possibility that they're late today, which would not be surprising. Suddenly, I hear a voice from my left call out, "Hi, John!" I look over to see Miriam and Sana, two of the youth program's older members, sitting side by side and waving to me. Today both of them are wearing their curly hair tucked under intricately decorated black hijabs, or headscarves. I wave back and say hello. Just then, Farah, one of the youth program's leaders, crosses in front of me and says to someone else, "Are they in there?" I figure she might be referring to the "they" for whom I'm also looking, so my eyes track her as she walks toward the door to the youth program office—a small box of a room off the main youth room—and opens it. I peer around her and catch a glimpse of Muhammad and Yusef, perched on the edge of the desk at the back of the office. As Farah walks into the room, I slip in behind her. Yusef sees me and says, "What's up, John?" and the other boys follow suit. Each of them gives me "dap"—a combination of a handclasp and half-hug—and says, "As salaamu alaikum" as they do. It took me a while to get the mechanics of this particular greeting down. But now, about a year into my time at the mosque, it's become habitual.
Sitting on the large black desk at the back of the room, their legs dangling and swinging, are five teenage boys: Yusef, Ali, Muhammad, Abdul, and Fuad. 1 They range in age from fourteen to seventeen, are of various ethnic and racial backgrounds, and are all Muslim. I walk over and take a seat on the desk to the right of Fuad. Now we're all
Culturally Contested Lives
3
facing Farah, who stands directly in front of us, her eyebrows raised in an expression of stern expectation.
"Are you guys ready?" she asks. I ascertain that the boys are supposed to be preparing some sort of presentation and are expected to share their work with the rest of the group in a few minutes. They are each holding small white and green books of the hadith—abbreviated collections of the sayings and behaviors of the Prophet Muhammad authenticated by the ninth-century Islamic scholar Muhammad al- Bukhari, among others.
As if to reassure the group, Muhammad says, "We're just doing the five pillars. It's Sunday School stuff!"
I say, "You guys have to do the five pillars?"
Yusef says, "Yeah, it's a hadith about the five pillars."
From my own experience with Islam, I know that the "five pillars" are considered the core religious obligations of Muslims and include an initial proclamation of faith (the shahadah); prayer five times per day (salat); the paying of alms to the poor (zakat); ritual fasting during the month of Ramadan (sawm); and the pilgrimage to Mecca (Hajj), which includes walking seven times around the Kaaba, a cube-shaped holy site. The review and reinforcement of the five pillars is often a standard activity within Muslim youth programs such as this one.
The boys speak rapidly, trying to determine which of them will present which of the five pillars to the larger group.
"Okay, I'm doing shahadah," Yusef says.
"I'll do fasting," Ali volunteers, adding with a shrug, "That's easy—Ramadan."
"Okay, who's doing prayer?" asks Yusef.
Muhammad raises his hand: "I'll do it."
Yusef replies, "Okay," then turns to the remaining two boys.
Abdul says, "I'll do Hajj."
Fuad follows with, "I'll do zakat. That's easy; just giving money to the homeless. What is it—like 25 percent?"
"No," I tell him. "It's lower, like 2.5 percent."
"Oh," he replies.
4 Chapter 1
Farah looks at me with a smile and says, "Okay, you're in charge," and leaves the office.
Adopting a tone that suggests it's time to get down to business, Yusef turns to the others: "Okay, you guys. We gotta get this straight." He raises the small book in front of his face and reads with sincerity: "These are the five pillars as recorded by . . . Bu-kar-i." He stumbles over the name a little.
Fuad asks, "Bacardi?" Abdul and Muhammad crack up.
Yusef says, "Come on, you guys!" Then he pronounces it more carefully, using his native Arabic: "Bukhari . . . Bukhari . . . Okay. . . . After I read this introduction, we can each read the part about our pillar and then say whatever we want to add about it."
They do a quick rehearsal. Ali reads the part of the hadith about shahadah and then adds, "This is the declaration of faith. The beginning of everything."
Next, Muhammad reads the section about prayer and says, "You should do this five times a day."
Yusef looks at Muhammad, frowns thoughtfully, and offers, "You could say that if people think it's hard to pray five times a day that they should be thankful because it was going to be fifty times, but Prophet Muhammad went to the Prophet Mousa [Moses] and said, 'My people cannot pray fifty times.' So, it could have been fifty."
Muhammad responds, with friendly aggravation, "Man, you got that from Omar!" He is referring to Omar Hashmi, the mosque's religious director, who often gives lessons on Islamic education as part of the youth program. Many community members refer to Omar as the imam, or religious leader, of the mosque.
"So?" says Yusef, slightly defensively. "It's a good story so people understand that it's not that hard to pray five times a day."
"Man, you're like a baby Omar!" says Muhammad, smiling.
Fuad reads the passage about fasting and adds, "This is what we do during Ramadan."
Abdul reads the section describing Hajj and states, "Hajj is a pilgrimage." There's silence as if the others are expecting more, but when Abdul remains quiet, the others start to laugh.
Culturally Contested Lives5
"That's it?" asks Fuad.
"Um, you walk round the box seven times," Abdul adds. When everyone laughs loudly and hoots disapprovingly, he continues, "Okay, okay, it's a pilgrimage to the House of God, and you walk around the black box seven times . . . and I'm not talking about the cable box."
Everybody cracks up. "Come on, Abdul!" cries Yusef, with an undertone of genuine frustration with his brother.
"Okay, okay," Abdul replies. "You walk round the Kaaba seven times." This seems to appease Yusef and everyone else.
Finally, Fuad reads the section about zakat, concluding, "This is when you give money to the homeless . . . or to me?" He smiles.
Farah opens the door and calls in, "Okay, you guys, it's almost time to go."
As the door closes again, Yusef looks around at the others: "Okay, are we straight?" He channels his nervous energy into a quick spinning dance move in the center of the office and remarks: "Hoo! That was like the Jackson Five."
As we all gather and walk toward the door to the larger youth program room, I elbow Abdul and say in a teasingly accusatory tone, "Around the box seven times?"
Abdul smiles and nods: "I'm gonna say that."
Ali eggs him on, "Yeah, yeah, you should really say that!"
"No, come on, you guys!" Yusef interjects with a flash of serious aggravation.
"See, he's like a little Omar," Muhammad says to the other three.
In response, Yusef unbuttons his khaki Dockers and tucks his blue and white–striped button-down shirt deep into his pants so that he can pull them comically high. "Here we go," he says, in a mock-nerdy voice.
"Oh, no!" Muhammad and the other boys cry out, laughing hard.
As Yusef readjusts his clothing back to normal in preparation to step out the door and the group's laughter dies down, Muhammad turns and faces his friend directly with a quizzical, thoughtful look on his face. "I don't understand, Yusef," he says. "How are you an
6
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athlete, a math nerd, a rapper, a gangster, and an imam?" Yusef looks straight back at him with a bemused smile and shrugs his shoulders. They turn and walk through the open door together.
———
Muslim Young Men and Muslim American Lives
This book tells the story of a group of young men growing up together in early twenty-first-century America. At the time of my fieldwork, the friends at the center of the story—whom I call the "Legendz" after the name of their sometimes active hip hop group—were urban American teenagers and second-generation immigrants. They attended large and diverse public schools, were exposed daily to mainstream American media and pop culture, and lived in a multi-ethnic, working-class neighborhood in a major city in the United States. This social location meant that these young men faced expectations from school peers, community friends, and each other to engage in cultural practices, styles, and discourses associated with modern urban American teenage life, including hip hop music and fashion, dating and romantic love, personal independence and autonomy, and a low-key presentation of ethnic identity. In other words, they were expected to live a social and cultural life that was recognizably adolescent American. These young men were also at the very same time self-identified and practicing Muslims embedded in a tight- knit religious community. This social location meant that they were expected by parents and community adults, peers, and sometimes each other to meet the religious and social obligations of Muslims as understood within their local context, including praying five times daily, attending the mosque, fasting for Ramadan, abstaining from premarital dating and sexual intercourse, avoiding consumption of alcohol and drugs, limiting their exposure to potentially profane pop culture, and identifying as Muslims in public. In other words, they were expected to live a religious and cultural life that was recognizably Muslim. As some of the central cultural expectations associated with urban American teenage life were understood to be in tension
Culturally Contested Lives7
with or even direct opposition to those locally associated with being a "good Muslim," these young men led what I call culturally contested lives. As such, the everyday lives of the Legendz were characterized in part by the presence of two competing sets of cultural expectations, or what I will call cultural rubrics: urban American teen culture, as manifested in their schools, peer groups, and the media they consumed, and religious Islam, as locally practiced in their mosque and by their families.
Because of this complex social position, the Legendz often faced practical situations of cultural tension in their everyday lives. The cause of this tension did not lie in any inherent or fundamental incompatibility between Islamic and American youth cultures but rather in the way that particular elements associated with each culture were often treated as fundamentally incompatible with or in opposition to one another by individuals who were socially significant to the Legendz—parents, religious leaders, other Muslim youth, friends at school, and, sometimes, themselves. When individuals who were important to the Legendz repeatedly emphasized alleged incompatibilities between specific aspects of religious Islam and specific aspects of American youth culture, a tangible sense of cultural tension could be perceived in these young men's lives.
When the Legendz came up against these situations of cultural tension as they moved through their daily lives—situations that were usually centered around popular music, romance and dating, ritual commitment, and the presentation of Muslim identity in public—it could seem to them that the appropriately "Islamic" behavior or course of action was directly in conflict with the culturally "American" behavior or response. At these points, the Legendz faced a practical cultural dilemma: If they took the more culturally "American" adolescent course of action, they risked falling short of local expectations of acceptable Islamic religiosity and identity. If they took the more Islamically appropriate route, they risked losing their status as "cool" and culturally American urban teenagers. In response to these recurring and vexing dilemmas, the Legendz worked together to come up with and utilize an array of practical strategies for the management of their culturally contested lives. They used and adapted
8
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tangible cultural materials, adopted and altered recognizable modes of speech, embraced and amended locally meaningful embodied practices, and both invoked and rejected particular aesthetic genres in subtle and ongoing efforts to signify complex identities, perform multiple and shifting states of belonging, and reveal themselves as both sufficiently "Islamic" and acceptably "American." Precisely how these young Muslim American men innovated and applied these creative social solutions to their immediate cultural dilemmas, and how these efforts marked them as fundamentally similar to a broad range of other American teenagers, is the focus of this book.
EVERYDAY ISLAM AND YOUTH CULTURE IN THE LIVES OF THE LEGENDZ
At the heart of the Legendz's friendship group were two pairs of brothers, Muhammad and Fuad, and Yusef and Abdul. The two older brothers—Muhammad and Yusef—first became friends at the age of nine while attending Qur'an classes at the City Mosque's "Sunday School." Over time, they and their wider families grew so closely intertwined and familiar that by the time I met them eight years later, all four of the boys referred to each other as "brothers," regularly spent time in each other's homes, and were alternately cared for and gently scolded by each other's parents. Both families had immigrated to the United States when the boys were quite young, Muhammad and Fuad's family (the Abdulkarims) from Sudan, and Yusef and Abdul's (the Hussainis) from Jordan. In the United States, the boys' families were all solidly working class, with their parents employed as taxi drivers, daycare providers, and social workers, and the boys attended large and diverse urban public schools. A central activity in their lives was regular participation in the Muslim Youth Program (MYP) housed at the City Mosque. It was in this context that they also pulled a few other young Muslim men closely into the orbit of their friendship circle, most notably two South Asian youths named Tariq and Salman, as well as a Somali young man named Abshir.
The particular form of Islam taught to the Legendz was shaped by and filtered through various historical and social forces, most
Culturally Contested Lives9
notably the worldwide Islamic revival of the 1970s and 1980s, which emphasized a return to basic texts (i.e., the Qur'an and the hadith) and practices (e.g., prayer and fasting) 2 ; the City Mosque leadership's flexible approach to the interpretation of issues such as gender and music; and their parents' desire to raise their children as "good Muslims" who would maintain the minimum local requirements of that identity. For the Legendz, the cultural rubric of religious Islam took institutional and social form in their lives through their participation in the mosque, their family homes, and, to some extent, their friendship group. Among its other functions, the City Mosque served as a space where the culture of religious Islam was visibly present and alive, manifested in the call to prayer heard five times a day, when people would stop other activities and move toward the prayer area; in the prayer area itself, which was set off from the main lobby and held an ornate chandelier and framed selections of the Qur'an written in calligraphy; in the hijab worn regularly by some women and during prayers by all of them; in the Qur'anic verses (suras) recited together by the youth group at the end of their gatherings; in the names of young people called out across the lobby or playground outside ("Yusef!", "Omar!", "Aziz!", "Yasmin!", "Sara!", "Noor!"); in the warm greetings of "As salaamu alaikum" as people met one another in the social hall; and in the lectures of mosque elders Dr. Mubarak and Dr. Nasr as they spoke about an Islamic approach to bioethics or introduced new converts to the life of the Prophet Muhammad, their words ringing out through the lobby, amplified by a slightly too loud microphone.
The cultural rubric of religious Islam, as it was locally manifested, was also present in the homes of the Legendz's families. It was evident in the "Bismillah" ("In the name of God") spoken before eating; in hangings on the wall that depicted mosques in Medina or the ninety-nine names of Allah (God) in Arabic calligraphy; in the prayer rugs rolled up by those walls; in the call to prayer that resounded from a clock in the shape of a mosque; in a mother's question: "Have you prayed yet?"; and in the Qur'an and other Islamic books on the shelf. Part of what made the cultural rubric of religious Islam so central and meaningful in the lives of the Legendz was the fact that
10
Chapter 1
this set of practices, symbols, and expectations for behavior was so tightly intertwined with their relationships with specific socially significant others—their families, their friends, and members of the City Mosque community.
American youth culture—and in particular the urban American youth culture of the early twenty-first century—was the second cultural rubric at the center of the Legendz's social lives. While the social power of religious Islam rested partly in its association with family, Muslim friends, and the mosque community, the social power of urban youth culture stemmed primarily from its association with the Legendz's adolescent peers, both Muslim and non-Muslim. As working-class youth of color attending diverse public schools in the urban United States in the early 2000s, the Legendz were expected to participate in or at least exhibit knowledge of hip hop music, videos, artists, and styles; romantic love and dating; parties with alcohol and drugs; MP3 players and smartphones; cars and motorcycles; skateboarding; Facebook and Twitter; urban gangs; fast food; and basketball. In addition, American teen culture assumes that every adolescent should be consistently gaining independence from his or her parents and should be relatively autonomous when it comes to decision-making and individual action. 3 These are the numerous and cumulatively intensive demands of legitimate participation in American youth culture. The Legendz were regularly exposed to these cultural expectations through interactions with peers at school, neighborhood friends, mass media, and one another.
American Teenagers and Culturally Contested Lives
People like the young Muslim men of the City Mosque who are located at the intersection of multiple and sometimes contradictory sets of cultural expectations can be thought of as living culturally contested lives. In this book, I will refer to the competing sets of schemas, habits, symbols, and practices that such people face (e.g., "urban American youth culture" and "religious Islam") as cultural rubrics. 4 As I define these concepts, individuals living culturally contested lives inhabit a social context in which two or more of the
cultural rubrics central to their lives are highly demanding in terms of what constitutes legitimate participation, are associated with and enforced by groups of socially significant others, and are often treated—by both outsiders and insiders—as inherently contradictory. As a result, the daily experiences of people leading culturally contested lives are characterized by a high level of involvement in the active, ongoing, and strategic management of the multiple cultural rubrics that vie for their attention and allegiance in the course of their everyday lives.
People whom we might think of as living culturally contested lives in late twentieth- and early twenty-first-century America include working mothers, first- and second-generation immigrants, upwardly mobile working-class people, gay suburbanites, and highly religious scientists. 5 But another social group whose members consistently face and wrestle with multiple sometimes contradictory yet highly demanding sets of cultural expectations—though we may not always think of them as such—are American teenagers. A brief look at how the lives of various groups of young people growing up in the United States—including white suburban public high school students, African American and Latino public high school students, second-generation immigrant youth, and youth from highly religious communities and families—also exhibit qualities of cultural contestation will assist us in placing the case of Muslim American youth within the broader sociological context of modern American adolescence.
DIVERSE AMERICAN TEENAGERS AND CULTURALLY CONTESTED LIVES
Foundational and contemporary sociological studies of high school– aged young people in the United States have usually focused on large, mostly white suburban or mid-sized city high schools and have situated teenagers in a social world populated by a range of competing peer cultures, each with its own associated set of styles and practices. The everyday labels of these peer cultures will be familiar to most readers and may conjure pleasant or not-so-pleasant
12
Chapter 1
high school memories: "jocks," "burnouts," "nerds," "goths," "preps," "skaters," "gangstas," "smokers," and "cholos," among others. 6 While these social categories may seem frivolous to those with some distance from high school, such labels and their boundaries are immediate and meaningful for those experiencing adolescence and often serve as the symbolic categories through which status hierarchies in high school are mentally organized and socially maintained. 7 The use of such group labels in everyday life, especially in the historically durable dichotomy recognized in most high school settings between the "jock"/"prep"/"popular" crowd and the "burnout"/"smoker"/"loser" crowd, can create the impression that these widely recognized social categories are in fact the most dominant and populous social groups within adolescent society, and that most high school students are members of one or the other. However, a close look at Penelope Eckert's influential ethnography of a suburban American high school reveals that while the "jock"/"prep" crowd and the "burnout"/"smoker" crowd are certainly highly visible and symbolically significant social groups, the majority of young people in high school fit neatly into neither of these categories. Writing about the school on which her study was based, Eckert noted:
Not everyone in Belten High School describes themselves as a Jock or a Burnout. In fact, only about 30 percent or 40 percent of them do. But that does not make these categories any less powerful in the social structure of the school. The fundamental status of these categories is underscored by the fact that almost all those who are not professed Jocks or Burnouts describe themselves and are described as "in-betweens." . . . Most of the In-betweens do not choose alternative behavior, but simply mix Jock and Burnout choices. 8
Eckert makes an important distinction in this passage, one that will prove significant in understanding the social world of the Muslim American youth in this book. Although prominent youth social categories such as "jock" and "burnout" or "good Muslim" and "American teenager" are powerful lenses through which young people and adults organize their understanding of youth worlds, this does not
mean that the majority of young people consistently or completely inhabit social groups congruent with these categories in practice. On the contrary, and in keeping with Eckert's statement quoted here, sociologists of high school culture have repeatedly found that most young people do not consider themselves as fitting neatly into a defined social category but rather view themselves as inhabiting an "in-between" social space. 9 Instead of embracing a coherent and singular social identity, most high school–aged teenagers maintain a more complicated identity and status located somewhere between two or more widely recognized social poles. Indeed, a survey of studies of other subsets of American teenagers reveals that a vast majority of them seem to inhabit a social situation quite similar to the one described by Eckert and others as typical of the average American high school student: one in which the adolescent is confronted by and exposed to multiple socially powerful cultural rubrics but in practice works to exist somewhere between them.
For African American and Latino teenagers growing up in American cities, the two "contrasting conceptual categories" central to their social worlds are that of the "decent" or "good" young person and that of the "street" or "ghetto" youth. 10 In his influential formulation, Eli Anderson carefully specifies that the terms "street" and "decent" do not describe real groups of people, but rather "categories" that people may affix to themselves or one another and "orientations" that they may attempt to strategically adopt or reject. 11 African American and Latino youth's social location between these two rubrics—one associated with aspiration, responsibility, and morality; the other with deviance, laziness, and "cool" 12 —presents them with an ongoing practical cultural dilemma. While the cultural rubric and identity of a "decent" young person is attractive because of its alignment with academic and professional success, too close an association with this model of identity makes a person vulnerable to accusations by peers that he or she is "acting white" or is a "nerd" and may lock him or her out of local definitions of "cool." And although embracing the cultural rubric of the "street" risks consequential categorization as a dangerous deviant, engaging in this set of styles and behaviors may also be "thrilling" and carry tangible social rewards
14
Chapter 1
of peer approval and aesthetic pleasure. 13 The result is an African American and Latino adolescent version of a culturally contested life in which young people are faced with two distinct models of identity and cultural behavior that vie for their affiliation through their competing sets of social advantages and limitations. Ethnographers of urban American communities have repeatedly demonstrated that in responding to this culturally complex situation, African American and Latino youth often attempt to somehow move between these available models of teenage life, not fitting neatly into either category but rather striving to find a manageable mode of social life that vacillates between them. 14
For second-generation immigrant teenagers, the two dominant cultural rubrics generally include one associated with "home country" culture or "tradition" and another associated with "American" culture that is often treated by socially significant others as in conflict with the first. 15 As a result, the lives of immigrant youth often involve an ongoing series of low-level cultural dilemmas caused by their location between these rubrics. 16 Such practical everyday dilemmas, which often involve choosing between more "American" or "traditional" courses of action or behavior, are frequently experienced as highly significant and consequential to immigrant youth themselves, in large part because these actions carry the potential for the young person to be interpreted by one or another party as "too American" or, alternatively, "too Vietnamese," "too Indian," or "too Mexican." Ethnographic accounts of immigrant youth are rife with stories of social sanction faced by young people who have been seen by adults or other youth as not living up to an expected authentic immigrant identity. 17 However, if these youth retreat too far from American youth culture and remain visibly and consistently ensconced in "home culture," they are likely to be reprimanded for being "fresh off the boat" by peers working to establish themselves as authentically American. 18 Adding to the complexity of the situation is the fact that the definition by parents, community members, school peers, or the larger society of what is sufficiently "Mexican," "Indian," "Vietnamese," or "American" is often vague and shifting, rooted in the mutable social perceptions and cognitive interpretations of others. 19 Thus, it frequently happens
that one-and-a-half- and second-generation immigrants, like Eckert's "in-betweens" and Anderson's neither fully "decent" nor completely "street" youth, actually desire a social existence somewhere between the poles of home culture "tradition" and American "independence"— one that allows them to participate meaningfully in both cultural rubrics and their accompanying social memberships—but face the practical social dilemma of how to craft such a life for themselves. 20
As with the subsets of American teenagers discussed earlier, young people from highly religious communities and families also generally find themselves in situations of cultural contestation among competing cultural rubrics, in which one set of expectations represents the norms, behaviors, and beliefs connected with being a "good" adherent to the faith, and the other comprises those symbols and practices associated with mainstream American youth culture and "coolness." 21 The specific challenge for young people from highly religious communities and families is that the rubric associated with being "cool" in the popular sense often calls for behaviors, symbols, and practices—such as early romantic involvement, familiarity with salacious pop culture, exposure to alcohol and drugs, and emphasis on personal freedom over institutional authority—that may conflict with the behaviors condoned by their religious tradition. This cultural tension produces and shapes a practical dilemma for highly religious teenagers who also desire some measure of mainstream youth culture acceptance and participation. If young people move too far in the direction of religious propriety, deeply embracing the full set of behaviors, symbols, and practices associated with communal religiosity, they risk being seen by less religious peers as uncool, boring, or sanctimonious, or as mindless followers. 22 However, if they move too far beyond the realm of communal religious norms, they risk losing their status as legitimate members of their communities and, possibly, of their families. 23 While there are those who respond to this dilemma by moving more deeply into either pious behavior or adolescent cool and deviance, 24 there are many religious young people who desire continued participation in both the religious cultural rubric and the teen cultural rubric and work to find ways of belonging to and identifying with both ways of life. 25
16 Chapter 1
CRAFTING EVERYDAY SOLUTIONS TO CULTURALLY CONTESTED LIVES
If the lives of most American teenagers are characterized by a social existence positioned between multiple cultural rubrics and associated identities, with each competing for allegiance and affiliation, how do teenagers manage these complex situations on a daily basis? According to scholars who study American teenage life in a variety of settings, the most common way in which young people inhabit this cultural middle ground is through the ongoing, active, and strategic use of what Penelope Eckert terms "category symbols," that is, the styles, behaviors, and objects that carry a strong association with some locally salient social category, identity, or rubric. As Eckert observes, "category symbols attain their value from association with clear differences in both form and content, developing around salient social differences between the categories, and maximizing distinctiveness in visible form." 26 The category symbols that American teenagers strategically apply, withdraw, adapt, and combine in the course of everyday life fall into four loose types: material objects (e.g., clothes, cars, book bags, sneakers), behavioral practices (e.g., sports, dancing, the use of certain drugs or alcohol), cultural discourses (e.g., American individualism, religious piety, racial authenticity), and aesthetic genres (e.g., hip hop music, horror movies, punk rock). 27
While there are some teenagers who use category symbols in a focused manner to appeal for full membership in one particular social crowd (e.g., "jocks," "punks," or "goths") or obtain affiliation with a highly visible group identity, 28 most young people engage in a more subtle and therefore more easily overlooked process of creatively applying, withholding, and combining category symbols to express sometimes strong, sometimes weak, sometimes single, sometimes multiple, sometimes shifting, and sometimes static affiliations with locally salient social identities and their associated cultural rubrics. 29 By strategically mobilizing particular styles, practices, and behaviors associated with one or the other locally salient social category, these many young in-betweens work to reap the social and personal benefits of affiliation with the cultural rubrics central to their social
worlds while striving to avoid an overly intensive, exclusive, or limiting involvement with any particular one. In this way, diverse American teenagers immersed in culturally contested lives engage with cultural elements—material objects, behavioral practices, cultural discourses, and aesthetic genres—in creative, ongoing, and patterned ways aimed at managing the immediate cultural contradictions present in their lives and maintaining a tenable mode of social life and identity within a context of continual and potentially socially consequential cultural cross-pressures.
A review of previous studies of subsets of American teenagers reveals an intensive and creative engagement with category symbols that is prevalent among diverse social groups of young people who live culturally contested lives. African American and Latino youth who are caught between the possible social categorizations of "good" and "ghetto" but fit neatly into neither work in the material, behavioral, aesthetic, and discursive realms to manifest a limited participation in styles, behaviors, and practices associated with the "street" while seeking to avoid the complete adoption of a dangerous lifestyle or full membership in a deviant social group. Some African American and Latino youth turn to material elements of fashion or style (e.g., jackets, gold chains, cell phones, baseball caps) to signify "street" affiliation, even though they do not actually participate in the illegal activities sometimes associated with this social category. 30 In terms of behaviors and discourse, generally "decent" African American and Latino youth often adopt ways of walking, talking, and looking at others that signify a deeper "street" affiliation; for example, they might engage in discourse on ghetto adventurism, telling tales of urban danger in order to burnish their "street" credentials. 31 Young hip hop fans listen to this genre of music in part to experience and project a sense of "strength" and "power" and, sometimes, to symbolically "capitaliz[e] on the dangerous nature of blackness." 32 Limited involvement in the cultural rubric of the "street" holds powerful attraction for African American and Latino youth, not only because of this rubric's links with racial and ethnic authenticity and association with social popularity, but also because it allows these young people to live out what most American
18
Chapter 1
teenagers seem to yearn for: a lived—if temporary—sense of rebellion against mainstream society that does not entail a significant amount of real social risk. 33
Working to navigate the cultural rubrics associated with their "home" and "host" countries, second-generation immigrant youth use material, aesthetic, behavioral, and discursive cultural forms in strategic ways that attempt to position themselves as both "American" and affiliated with their country of origin. In accounts of American immigrant teenagers of Mexican and Indian origin, music, fashion, and sports are consistently identified as cultural media through which young people seek and often achieve satisfying experiences of bicultural social life. In actively consuming forms of popular culture that include or have been adapted to accommodate elements associated with both "home" and "host" country cultures—Indian and West Indian music with hip hop beats, for example, or traditional public religious rituals from Mexico adapted to a New York setting— second-generation immigrants are allowed to at least momentarily transcend the boundaries between the different cultural rubrics that frame their lives and to experience a bicultural moment. 34 Second- generation immigrant teenagers are also likely to apply discourses associated with either "home" or "host" country culture in strategic ways to forge practical solutions to everyday situations of cultural contestation. For example, Mexican young women support each other in their "traditional" decision to remain virgins by discussing this "choice" in a way that emphasizes an American-style voluntarism. 35 Similarly, Vietnamese American women seeking to curb domestic violence in their community frame the problem as one of traditional family responsibility, thereby avoiding affiliating themselves too closely with the "American" notion of individual rights. 36 In both cases, discourses associated with "traditional" home country culture (e.g., family collectivity, sexual modesty) and those affiliated with American culture (e.g., individual rights, voluntarism) are creatively adapted in an attempt to maintain allegiance with both "home" and "host" country cultural rubrics.
Youth from highly religious communities navigate participation in religious and teenage cultural rubrics in ways that closely resemble
the strategies practiced by immigrant, African American, and Latino youth. Like members of these groups, highly religious young people intentionally and creatively mobilize material, behavioral, and aesthetic category symbols (e.g., popular youth musical genres, forms of slang, and fashion) in attempts to complicate what they fear may be identities that are too "boring" or "good." 37 Otherwise devout Christian and Jewish young people demonstrate their familiarity with popular culture (e.g., movies, television shows, music, sports, and video games) and current fashions and styles to show others as well as themselves that they do not exist strictly within an orthodox religious subjectivity but are also "cool" teenagers. 38 In a way that parallels the discursive strategies used by second-generation immigrant youth, highly religious young people working to navigate dual cultural rubrics regularly frame their religiously associated practices—attending worship services, dating in a responsible way, exercising sexual abstinence, and not drinking—as the results of a more culturally American "personal choice," or even as a kind of countercultural independence, rather than as consequences of communal or religious pressure. 39 In these ways, religious activities that seem to pull against the expected behaviors of "cool" teenagers are placed within a discourse associated with the mainstream American and youthful values of independence, individualism, and personal pleasure. A consistent feature of the category symbol mixing done by highly religious teens is the negative and contrastive attention paid to those who are deemed less successful at such mixing and are therefore portrayed as "too religious." This constant reference to and disparagement of those religious youth deemed too "good," "boring," and "culturally monochromatic" is a means through which highly religious youth who wish to appear "cool" try to maintain the existence of a category of religious youth who are relatively less cool and more restrictively "religious" than they themselves are. 40
In sum, most American teenagers live lives of cultural contestation, positioned between various cultural rubrics that compete for allegiance and are each associated with particular and meaningful social relationships, identities, and institutions. Most young people respond to this situation not by moving more fully into one or the
20
Chapter 1
other rubric, but by attempting to navigate a middle path between them. While such processes may sometimes seem frivolous and facile to outsiders, for the young people involved, these decisions carry potentially severe social consequences, since a misstep can result in a real sense of distance or alienation from an important peer group, a significant religious or ethnic identity or community, or even one's immediate family. In other words, at stake in these navigations is not simply a sense of temporary or surface-level teenage "identity," but deeply meaningful experiences and feelings of belonging, community, and selfhood. In order to respond to this situation, most American teenagers continually engage in strategic (though often not coherently logical or completely conscious) attempts to signify belonging to and identification with multiple locally salient social categories. The principal way they do this is through the subtle use of cultural materials, behaviors, and aesthetic genres as category symbols to signify multiple belonging and complex identities, as well as the strategic employment of discourses that portray more "traditional" behaviors as youthful and American, or vice versa. As will be seen throughout this book, the Muslim American teenagers studied here consistently revealed their deep similarity with other kinds of American teenagers both through their shared position within a situation of cultural contestation and through their use of strikingly similar solutions to the common and culturally complex adolescent American predicaments they faced.
Muslim Americans Managing Culturally Contested Lives
My three and a half years with a group of Muslim American young men ultimately led me to this finding: the central concerns and preoccupations of young urban American Muslim men are profoundly similar to those of most other American teenagers, focusing largely on coolness, pop culture, and fashion; girlfriends and romance; independence and pushing limits; and social acceptance, friendship, and family. The difference, however, lies in the fact that for the group of young men observed here, these concerns were continually intertwined with and sometimes experienced as being at odds
with the expectations that surrounded being a "good Muslim" as defined by their local community. Consequently, when these young people were together, much of their time and attention was focused on figuring out how to resolve, or at least temporarily reconcile, the tensions that arose between these sets of cultural expectations. Explaining exactly how these young Muslims worked together to manage the cultural tensions present in their day-to-day teenage lives—in the areas of popular culture, communal obligation, romantic love, and public identity—and demonstrating how these efforts at cultural navigation marked Muslim youth as fundamentally similar to rather than inherently different from other American teenagers are the central aims of this ethnography. This book thus offers an ethnographically detailed and sociologically contextualized answer to the question that Muhammad posed to Yusef in the City Mosque's youth room one Sunday morning: "How are you an athlete, a math nerd, a rapper, a gangster, and an imam?" In other words, exactly how do you manage a culturally contested life?
INDEX
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ENGLISH TEST QUESTIONS
Click on the letter choices to determine if you have the correct answer and for question explanations. (An actual ACT English Test contains 75 questions to be answered in 45 minutes.)
DIRECTIONS: In the passage that follows, certain words and phrases are underlined and numbered. In the right-hand column, you will find alternatives for the underlined part. In most cases, you are to choose the one that best expresses the idea, makes the statement appropriate for standard written English, or is worded most consistently with the style and tone of the passage as a whole. If you think the original version is best, choose "NO CHANGE." In some cases, you will find in the right-hand column a question about the underlined part. You are to choose the best answer to the question.
You will also find questions about a section of the passage, or about the passage as a whole.
These questions do not refer to an underlined portion of the passage, but rather are identified
by a number or numbers in a box.
For each question, choose the alternative you consider best and fill in the corresponding oval on your answer document. Read the passage through once before you begin to answer the questions that accompany it. For many of the questions, you must read several sentences beyond the question to determine the answer. Be sure that you have read far enough ahead each time you choose an alternative.
Fanny Pack
Although the name—fanny pack—did not appeal to me as the product itself did. It was sleek,
1
eye-catching, and best of all;
appeared to be
2
actually functional. Pocketless shorts have always posed a problem for those who jog or bike. No
doubt the fear of being caught without so much as 3
a dollar bill or an identification card was the reason
unimagined level of personal fitness.
10
What I hadn't counted on, however, was the relations of its size for
my necessities. When I
11
laid everything out on the kitchen table, I realized I
couldn't fit everything I needed into the pack.
Granted, I found room for my house keys and wallet, but every time I tried to stuff a large bag of chips
into one of the zippered compartments, resulting
12
was a bag filled with millions of minuscule potato chip fragments.
13
10. Suppose that the writer were to change the end of the preceding sentence from "a previously unimagined level of personal fitness" to read simply "better health." If made, this change would cause this sentence to be more:
F.
dramatic.
G.
H.
J.
A.
B.
C.
D.
F.
G.
H.
unreasonable.
fantastic.
straightforward.
NO CHANGE
relative size of relationship with
relatively sizing as to
NO CHANGE
as a result the result
J.
thus resulting
13. The way in which the words millions and minuscule function in the preceding sentence might best be described as being:
A. exaggeration working on behalf of humor.
B. understatement acting to restrict the essay's dramatic impact.
C. accuracy intended to mask the writer's disgust with fanny packs.
D. nonsense working to further the writer's strongly impassioned prose style.
NO CHANGE
11.
12.
TV Guide.
and
MATHEMATICS TEST QUESTIONS
Click on the letter choices to determine if you have the correct answer and for question explanations.
(An actual ACT Mathematics Test contains 60 questions to be answered in 60 minutes.)
DIRECTIONS: Solve each problem, choose the correct answer, and then fill in the corresponding oval on your answer document.
Note: Unless otherwise stated, all of the following should be assumed.
Do not linger over problems that take too much time. Solve as many as you can; then return to the others in the time you have left for this test.
You are permitted to use a calculator on this test. You may use your calculator for any problems you choose, but some of the problems may best be done without using a calculator.
1. Illustrative figures are NOT necessarily drawn to scale.
2. Geometric figures lie in a plane.
3. The word line indicates a straight line.
4. The word average indicates arithmetic mean.
1.
If 5
a
= 25, then
a
2
= ?
A. 5
B.
20
C.
25
D.
125
E.
625
2. A rock group gets 30% of the money from sales of their newest compact disc. That 30% is split equally among the 5 group members. If the disc generates $1,000,000 in sales, how much does one group member receive?
F.
$ 30,000
G. $ 50,000
H.
$ 60,000
J. $200,000
K. $300,000
3.
4.
5.
2
x
If the expression
–
kx
x
If
If
=
x
– 12 is equal to zero when
= 4, what is the value of
A. 7
B. 1
C. –1
D. –3
E. –7
= 4, then
F.
G.
H.
J. 6
K. 8
u
, then
A. –3
B. –1
C. 3
D. 4
E. 5
= ?
= ?
k?
6. What positive value ofkwould make the lines below parallel in the standard (x,y) coordinate
plane?
kx + 2y = 8
18x + ky = 12
F.
0
G. 2
H. 6
J. 8
K. 12
7.
A circular coin has a radius of inch. When lying flat, how much area does the coin cover, in square inches?
A.
B.
C.
D.
E.
8. If the angles X and Y each measure between 0° and 90°, and if sin X = cos Y, what is the sum of the measures of the angles X and Y ?
F. 30°
G. 45°
H. 60°
J. 90°
K. 135°
10.
x
Which of the following is the graph of the solution set of –2
> 4 ?
11. Which of the following is an equation of a line that passes through the origin and is parallel to the
line 2x–y= 5 ?
A. –2x + y = 5
B. 2x + y = 5
C. x – y = 0
D. 2x – y = 0
E. 2x + y = 0
READING TEST QUESTIONS
Click on the letter choices to determine if you have the correct answer and for question explanations.
(An actual ACT Reading Test contains 40 questions to be answered in 35 minutes.
DIRECTIONS: The passage in this test is followed by several questions. After reading the passage, choose the best answer to each question and fill in the corresponding oval on your answer document. You may refer to the passage as often as necessary.
NATURAL SCIENCE: This passage is adapted from Mark Littman's Planets Beyond: Discovering the Outer Solar System (©1990 by John Wiley & Sons).
5
10
15
20
25
30
35
[From the surface of the planet Pluto,] we look up at Charon in the sky, 20 times closer to Pluto than our Moon is to Earth. It is an impressive sight. Charon may rank twelfth in size among moons in the solar system, but it is so close to Pluto—only 11,650 miles (18,800 kilometers) above Pluto's equator—that it appears larger than any other moon appears from the surface of its planet. Charon covers almost 4 degrees in Pluto's sky—eight times as wide as our Moon appears from Earth. On our planet, you can hold a pea out at arm's length and completely eclipse our Moon. On Pluto, to block Charon from view, you would need a billiard ball.
It was no surprise that Charon rotates in the same period of time as it revolves so that it always presents the same hemisphere to Pluto. All the inner satellites and all the major satellites in the solar system have synchronous rotation and revolution because they are tidally coupled to their planets. A planet's gravity creates a slight tidal bulge in its moons and pulls on that bulge so that the moons cannot turn it away from the planet. One side of the satellite always faces the planet and the other side always faces away while the planet rotates rapidly, so that the moon rises and sets for all parts of the planet.
But Pluto furnished a surprise. Pluto and Charon are so close to twins in size and so close together that Charon's gravity induces a bulge in Pluto. The bulge is great enough that Pluto is tidally coupled to Charon just as Charon is tidally coupled to Pluto. Thus, Pluto always shows the same face to Charon just as Charon always shows the same face to Pluto. It is the only example of mutual tidal coupling in the solar system. The result is that for an astronaut standing on Pluto, Charon is either always visible or never visible.
40
45
50
55
60
65
70
75
80
85
The shadows we see on Charon reveal an uneven, cratered landscape. Like Pluto, Charon is light gray, although somewhat darker and more even in color than Pluto, as was known from measurements made from Earth using the Pluto-Charon eclipses. The very slightly reddish brown hue of Pluto is missing from Charon—or at least from Charon's Pluto-facing side, that is the only side we get to see from the surface of Pluto. Missing too from Charon is the methane frost which partially covers Pluto. With Charon's smaller mass and therefore weaker gravity, whatever methane ice there was at the surface has evaporated. Perhaps this in part explains why Charon is less reflective. The escaping methane has exposed frozen water to view.
On Earth, we are used to the rising and setting of the Sun, Moon, and stars as our planet turns. On Pluto, the Sun rises and sets, if somewhat slowly, but Charon stays fixed in the sky. It never rises or sets, thanks to tidal coupling. As Charon revolves once around Pluto in 6.4 days, Pluto spins once around on its axis in that same period of time. The result is that Charon hangs almost stationary in the sky while the Sun and stars glide slowly past in the background. Because Charon is so large in the sky, stars are frequently blocked from view. These stellar occultations are the only eclipses visible during the 120-year gap between seasons of solar and lunar eclipses.
From the vantage point of Earth, Pluto and Charon pass in front of and behind one another very rarely. The Earth experiences solar and lunar eclipses at least four times and sometimes as many as seven times a year. Because of Pluto's axial tilt and Charon's position over Pluto's equator, the pair go for almost 120 years without their shadows ever falling upon one another. Then, in a period roughly six years long, Charon's orbit is nearly edge on to Earth and every 6.39-day orbit Charon makes carries it across the face of Pluto and then around behind Pluto. The result is an eclipse frenzy. Serendipitously, that eclipse season began in 1985, soon after Charon was discovered.
During an eclipse of the Sun on Pluto, Charon would look like a giant dark hole in the sky, marked only by the absence of stars. It would be dark but not black because it would be illuminated by reflected light from Pluto. The corona—the outer atmosphere of the Sun, which makes solar eclipses seen from Earth so beautiful—would be visible only just after the Sun vanished and just before it reappeared. At mid-eclipse, the disk of Charon covers the entire orbit of the Earth. The corona is far too faint at that distance from the Sun to peer around the edges of Charon.
1. The passage states that Charon never sets because of:
6. The passage asserts that one feature of Pluto that is lacking on Charon is:
5. The long spans of time that elapse between periods of eclipse frenzy on Pluto are the result of:
A.
an eclipse frenzy.
B.
stellar occultations.
C.
tidal coupling.
D. escaping methane.
2. The passage asserts that Charon's relationship with Pluto is unique in our solar system in regard to:
F. frequency of eclipses.
G.
mutual tidal coupling.
H.
synchronous rotation.
J.
axial tilt.
3. The main point of the first paragraph is that:
A. Charon is more similar to Earth's moon than you might expect.
B. Charon is surprisingly similar to Pluto.
C. Charon's closeness to Pluto makes it appear huge from the surface of its planet.
D. in terms of size, the Earth is to Pluto as a billiard ball is to a pea.
4. As it is defined in the passage, the Sun's corona is:
I. the Sun's outer atmosphere.
II. illuminated by reflected light.
III. reflected light.
F.
I only
G.
III only
H.
I and III only
J.
I, II, and III
F.
escaping methane.
G.
noticeable gravity.
H.
a cratered landscape.
J.
methane frost.
7. It can reasonably be deduced from the first paragraph that the number of degrees in the Earth's sky taken up by our Moon is roughly:
A.
0.5 degree.
B.
1.0 degree.
C.
4.0 degrees.
D.
8.0 degrees.
8. The passage states that the methane ice on Charon evaporated because of that moon's:
I. smaller mass.
II. weaker gravity.
III. axial tilt.
F.
II only
G.
I and II only
H.
I and III only
J.
I, II, and III
9. The passage states that all major satellites in our solar system have in common the fact that they have:
A. axial tilt and somewhat noticeable mutual tidal coupling.
B. closer proximity to their respective planets than our Moon has to Earth.
C. synchronous rotation caused by tidal coupling to their planets.
D. periods of eclipse that are frenzied and also serendipitous.
I.
Pluto's axial tilt.
II. methane escaping Charon's surface.
III. Charon's position relative to Pluto's equator.
I only
III only
I and II only
I and III only
A.
B.
C.
D.
10.
The passage suggests that the discovery of Charon was made even more interesting for scientists because that discovery coincided with:
F. the discovery of the synchronous rotation of satellites.
G. a large number of eclipses occurring on Pluto.
H.
the realization that our Moon is identical to Charon.
J. a demonstration of tidal coupling by Earth and its Moon
SCIENCE TEST QUESTIONS
Click on the letter choices to determine if you have the correct answer and for question explanations.
(An actual ACT Science Test contains 40 questions to be answered in 35 minutes.)
DIRECTIONS: The passage in this test is followed by several questions. After reading the passage, choose the best answer to each question and fill in the corresponding oval on your answer document. You may refer to the passage as often as necessary.
You are NOT permitted to use a calculator on this test.
Several methods were investigated to reduce pollution emissions from a steel mill smokestack. Steel is mostly iron (Fe), but it also contains carbon (C). Impurities containing sulfur (S), nitrogen (N), or phosphorus (P) form gaseous compounds with oxygen that become pollutants. The smoke contains these pollutants and also tiny dust particles that pollute the air, are blown around by the wind, and eventually fall to the ground.
Method 1
Steel mill smoke was passed across a set of electrified plates in the smokestack. The electrified plates attracted the dust particles in the smoke and removed them from the emissions. The efficiency of dust particle removal, which is dependent on the size of the particles, is shown in Table 1.
Method 2
The smoke was passed through filters of different pore size in the smokestack that trapped dust particles and also decreased the amount of smoke leaving the stack. The data are shown in Table 2.
Method 3
To reduce pollution by chemical means, the smokestack emissions were bubbled through solutions of concentrated alkali (solutions of OH – ions). Table 3 shows the percent of the 3 pollutants removed versus the alkali concentration.
1. If the plant's smoke contained equal amounts of S, N, and P, which of the following alkali concentrations would remove the most total pollution?
A. 1%
B. 3%
C.
5%
D. 10%
2. Which of the following statements about the alkali concentration is consistent with the results of Method 3 ?
F. A higher alkali concentration results in more P removed.
G. A higher alkali concentration results in more S removed.
H. A lower alkali concentration requires more filters to remove dust particles.
J. A lower alkali concentration results in an increased time required to remove all of the chemical pollutants.
3. Based on the characteristics of the filters used in Method 2, which of the following best describes the practical problem involved in choosing the best type of smokestack filter? The filter that traps the highest percentage of particles:
A. requires the highest voltage across the electrified plates.
B. reacts with alkali solutions.
C. needs to be replaced least often.
D. needs to be replaced most often.
4. If the smokestack of the steel mill was doubled in height, what effect, if any, would this be expected to have on the removal of pollutants?
F. Filter efficiency would decrease because dust particles could more easily fall back down the stack.
G. Electrostatic plate efficiency would increase because voltage increases with height.
H. Dust particles would accumulate into larger pieces and would be more easily removed from the smoke.
J. It cannot be determined from the given information.
5. Which of the following assumptions about reducing pollution emissions is common to both Methods 1 and 2 ?
A. Emissions can only be removed by filters.
B. Emissions can only be removed by electrified plates.
C. Emissions must be captured in the smokestack to be removed.
D. Emissions must be captured after they leave the smokestack.
6. To further investigate the effects of voltage on the removal of dust particles from steel mill smoke, the scientists could use which of the following procedures?
F. Determining where the particulate matter falls to the ground after leaving the smokestack
G. Determining what sizes of particles are removed from the smoke at different voltages
H. Determining how the filters react when an alkali solution is passed through them
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AlphaWorld
Published edition © Eleanor Curtain Publishing 2004 Text © Kerrie Shanahan Photographs © Eleanor Curtain Publishing
First published 2004
Apart from any fair dealing for the purposes of study, research, criticism or review, as permitted under the Copyright Act of Australia, no part of this book may be reproduced by any process, or transmitted in any form, without permission of the copyright owner. Where copies of part or the whole of this book are made under Part VB of the Copyright Act, the law requires that records of such copying be kept and the copyright owner is entitled to claim payment.
Developed by Eleanor Curtain Publishing Text: Kerrie Shanahan Consultant: Susan Hill Designed by Alexander Stitt Production by Publishing Solutions
Printed in China
ISBN 0 7253 3058 9
1 2 3 4 5 6 7 8 9 04 05 06
Selected text features
* Contents page
* Introduction and conclusion
* Text boxes provide extra information
* Colour photographs support the text
How to use this book
Before reading: Talkthrough
Talk through the book with the children. Encourage them to predict the text from the cover and the pictures, and to think about the information provided. Direct the children's attention to aspects of the text that may challenge them. Support the children as they deal with these challenges by asking the Talkthrough questions on each page.
During reading: Observe and support
Observe the children as they read and encourage them to monitor their own reading. Help the children to use reading strategies and cues to respond to reading challenges that arise in the text. Interruptions to the child's reading should be minimal and focused on a specific learning need.
After reading: A range of comprehension and response activities
To develop children's understanding of the text, select from the activities found on page 12 and the inside back cover. These whole text, sentence and word level activities reinforce the teaching focus of this book. Assessment ideas are provided to assist with further teaching plans.
Vocabulary
bridge, crossings, mine, mountains, passage, railroad, shafts, signal, traffic, tunnels, underground
Setting the context
Make a chart listing the things the children know about tunnels and the things they would like to find out about them.
Front cover
Show the front cover.
This book is about tunnels.
It might provide the answers to some of the questions we have about tunnels.
Title page
Turn to the title page.
This is the title page.
What information can you see on this page?
Turn to the contents page
This is the contents page. A contents page tells us what sort of information will be in the book.
Read out the section headings.
Which part of this book would you most like to read? Why?
Turn to pages 4–5
Tunnels can go through mountains, under the ground or under water.
Point to the photo on page 5.
What might this tunnel be used for?
People once used hand tools to carve tunnels. What do you think they use to make tunnels now?
Observe and support
Ask any of the children are having difficulty to read aloud to you. Do they attend to paragraph breaks to support expressive reading?
Point out the paragraph break.
Did you notice the extra space between these two lines? This tells us that a new idea is coming. When you are reading aloud, it is a good idea to pause a little before reading a new paragraph.
Turn to pages 6–7
This section is about road tunnels. What vehicles would use road tunnels?
There are signs and lights in road tunnels. Why are they needed?
Turn to pages 8–9
Some tunnels are used by trains. These tunnels are called railway tunnels.
Do you think many people use this train?
How are the people able to see in the tunnel?
Observe and support
Do the children search for a range of information on the page to support their reading?
When needed, you might say:
Look at the picture. What does it show you?
What sort of word do we need here?
What would sound right?
What would make sense?
5
Turn to pages 10–11
Some tunnels are built through mountains. Why would a tunnel be built through a mountain?
Some tunnels carry water. The water goes to a power station to help make electricity.
Where has the tunnel in the diagram been built?
Turn to pages 12–13
This section is called 'Tunnels under the water'.
The diagram shows a tunnel for trains that has been built under the water.
How do cars and other vehicles cross the water? Do you think there are tunnels under the water for cars too?
Observe and support
Do the children understand the meaning of the text? Do they get extra information from the text through the diagrams? Point to the diagram on page 11.
This tunnel has been built through a mountain. The tunnel carries water. Where does the water come from?
Where is it going?
Point to the diagram on page 12.
This tunnel goes under the water. It is a railway tunnel.
Where is the water?
Where is the tunnel?
Where does the train travel?
How do cars cross the water?
Turn to pages 14–15
These tunnels are for people to walk through. Have you ever walked through a tunnel?
Some tunnels help to keep people safe from traffic. What is the tunnel on page 15 for?
Turn to pages 16–17
These people work in tunnels. They are called miners.
Miners dig tunnels deep underground to look for gold, diamond and coal.
Miners need to be very careful. Why do you think they need to be so careful?
Observe and support
Do the children use a range of strategies to work out new vocabulary?
You read the word 'dangerous'. How did you know that this word was 'dangerous'?
What did you check?
When needed, you might say:
Look at the start of the word. What sound might this word start with?
What would sound right?
What would make sense here?
Turn to pages 18–19
This is the conclusion. The conclusion summarises the information covered in the book.
Use the pictures to help predict what might be included in this conclusion.
Turn to page 20
This is the index. It lists some of the words in the book and the pages where you will find information about the words. When would you use the index?
Observe and support
Do the children understand the purpose of an index? Are the children able to use the index?
This is the index. The words are listed in alphabetical order so that they are easy to find.
What is an index used for?
Where would I find out information about tunnels that are used by trains?
What is the information on page 16 about?
Tunnels
After reading
Being a meaning maker
Encourage the children to support their answers to these questions with evidence from the book:
What are some different sorts of tunnels?
Why do we need tunnels?
How do tunnels help us?
Why do miners need to be careful when they are doing their job?
Are tunnels important? Why?
Being a code breaker
Explore the following language features:
* Punctuation: capital letters, commas, full stops, question marks
* Words with double letters: carry, crossings, different, passage, streets, traffic, tunnels
* Word families: /ight/ as in lights – fight, night, right, sight; /er/ as in river – miners, underground, underwater; /ai/ as in rail – fail, hail, mail, sail
* Words with four syllables: introduction, underwater
Being a text user
What type of text is this? (report)
How do you know?
What does this book teach you about tunnels?
Does this book tell you how to build a tunnel?
Being a text critic
Does the author think that tunnels are important?
What makes you think this?
How would he have found out about tunnels?
Does this book cover all of the different kinds of tunnels there are? How would you find out?
Responding to text
Working in small groups, the children could revisit the chart made before reading. They could write answers to the questions under the column 'What we would like to find out about tunnels'. Encourage them to correct any misconceptions they had before reading the text.
The children could use blocks to build a tunnel. They could then write about the tunnel, explaining its purpose and who it is used by.
The children could quiz each other about where in the book certain information can be found. They could use the index to find the specific information.
Possible assessment focus
Can the children:
* integrate the extra information provided in the captions and the diagrams with the body of the text?
* provide the most relevant details from the text when summarising a particular section?
* use the index?
sentence activity
Writing links
After reading Tunnels, the children could construct a concept web to show what they know about tunnels.
underground
underwater
through mountains
used by
people in cars
TUNNELS
used by people
used by miners
in trains
used by people
word activity
Tunnels
Topic: Science/ Technology
Curriculum link: Study of Society/
Technology
Text type: Report
Reading level: 17
Word count: 440
Vocabulary: bridge, crossings, mine,
mountains, passage, railroad, shafts, signal, traffic, tunnels, underground
Possible literacy focus:
* Gaining extra information from the text through the use of captions and diagrams.
* Summarising information from the text.
* Interpreting the text to explain the importance of tunnels.
* Using an index.
ESL possibilities:
* Identify compound words in the text: railway, underground, underwater.
* Skim through the book to list different types of tunnels and how they are used.
AlphaWorld
Summary
This book is a report that explores the different types of tunnels that people build, what they are used for and where they are found. | <urn:uuid:1d921516-1515-4348-8ba5-afb09d0049b7> | CC-MAIN-2023-06 | https://alphakidsdigital.com/wp-content/uploads/sites/5/2018/12/AlphaWorld-L17-TE-Tunnels.pdf | 2023-01-30T07:36:28+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00238.warc.gz | 115,681,967 | 2,078 | eng_Latn | eng_Latn | 0.997674 | eng_Latn | 0.998818 | [
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Teacher: M. Rinaldi
Grade Level: Kindergarten
Class: General Music
Music Element: Timbre
1. Stick and Claves
2. Bread and Slapstick
3. Pot and Shaker Gourd
4. Coat and Sandpaper Sliders
5. Stuffed Horse and Vibraslap
6. 2 Drums
7. Silver, Burdette. (2005). Making Music Grade 1 (Teachers ed.), "Drum" pg. 119. Pearson Education, Inc.
National Core Music Standards
MU:Cr1.1.Ka: With guidance, explore and experience music concepts (such as beat and melodic contour).
MU:Pr4.1.Ka: With guidance, demonstrate and state personal interest in varied musical selections.
MU:Pr4.2.Ka: With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
Objectives (Outcomes)
SWBAT actively listen to a story
SWBAT perform their "role" in the story (actor, sound effects, audience)
SWBAT identify the different sounds regarding different objects of the story
Assessment
I can play various roles in our story.
I can take responsibility with my assignment.
Strategy/Procedure
1. Introduce the story "Drum" to the class by reading it aloud.
2. Assess the listening of the class by asking the class about characters, objects, and events of the story in order. Feel free to remove or switch gender labels.
a. Mother gives son a piece of wood (claves)
b. Old woman building a fire (slapstick)
c. Father and son needing food (gourd)
d. Washer woman and man fighting over broken pot (sandpaper sliders)
e. Man who was robbed and had no clothes (vibraslap)
f. Bridegroom who need to get to the wedding (drum)
3. Assign each student a character or sound effect, remaining class will be audience.
a. Students will be acting out the story with appropriate props
b. Students will play their instrument on their object's trigger word (i.e. piece of wood = clave hit)
4. Act out the story 2-3 times making sure everyone has had an opportunity to perform.
Follow-Up or Extension
What did the _____ sound like? Was it wooden? Metal? Soft? Hard? Long? Short? Etc.
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The Value of Public Health to Our Lives & Pocketbooks
Quick Facts:
* The U.S. spends far more on health care than any other country, with such costs rising ten-fold from 1980 to 2010 and expected to rise faster than national income during the foreseeable future. However, investing just $10 per person each year in proven, community-based public health efforts could save the nation more than $16 billion within five years. That's a $5.60 return for every $1 invested. 1
* Routine childhood immunizations save $9.9 million in direct health care costs, save 33,000 lives and prevent 14 million cases of disease. 2 Every dollar spent on childhood immunizations alone saves $18.40. 55
* Each 10 percent increase in local public health spending contributes to a 6.9 percent decrease in infant deaths, a 3.2 percent decrease in cardiovascular deaths, a 1.4 percent decrease in deaths due to diabetes, and a 1.1 percent decrease in cancer deaths. 8
* Expanding the diagnosis and treatment of depression has an ROI of $7 for every $1 invested. 16 Also, substance abuse treatment has an ROI of $4–$7 for every $1 invested. 17
* The cost of providing dental care for children enrolled in Medicaid and living in communities without fluoridation is twice as high as for children who receive the oral health benefits of drinking water fluoridation. 5
* From 1991 to 2006, investments in HIV prevention averted more than 350,000 infections 13 and saved more than $125 billion in medical costs. 14
Every day, public health practitioners work to ensure everyone has the opportunity to lead a healthy life. They collect the data that show which communities are at highest risk and where resources are needed most; they convene diverse stakeholders and build the community capacity needed to tackle a problem and sustain efforts over the long term; and they empower communities with the tools, knowledge and resources to make a difference and take charge of their health. As the country's leading voice for prevention and health equity, public health practitioners work in every corner of our communities — the places where health happens and prevention comes to life.
The value of a strong public health system is quite literally all around us — it's in the air we breathe, the water we drink, the food we eat, and the places where we all live, learn, work and play. It's in the thousands of people whose lives are saved by seat belts, the young people who say 'No!' to tobacco and the children given a healthy start thanks to vaccines. It is no stretch to say that we are all living examples of the public health return on investment.
In the business world, a return on investment, or ROI, refers to the amount of profit made in relation to the capital invested. In the world of public health, however, ROI is much different. Oftentimes, public health ROI refers to avoided medical spending due to investments in prevention and early disease detection. However, public health ROI should also be measured in the number of diseases and injuries prevented, the number of lives saved and the amount of productivity gained due to investing in public health and prevention.
By adequately supporting public health and prevention, we can transform a health system that's now focused on treating illness to one focused on preventing disease and promoting wellness. And we all have a role to play. By taking small actions, we can help our communities, friends and families see the much larger benefits of prevention. | <urn:uuid:b7b59182-dde5-4242-a5f5-bffe4afbf896> | CC-MAIN-2023-06 | https://www.waukeshacounty.gov/globalassets/health--human-services/public-health/public-health-week-shortened.pdf | 2023-01-30T09:10:35+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00238.warc.gz | 1,067,404,150 | 731 | eng_Latn | eng_Latn | 0.999064 | eng_Latn | 0.999064 | [
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Sweet Clara
and the
Freedom Quilt
by Deborah Hopkinson
Objective: ...locate information using dictionary, encyclopedia, and other library references including data base searching strategies
The Underground Railroad
Use your library resources to discover as much as you can about the Under-ground Railroad that Aunt Rachel told Clara about. Work with a partner and use the 5 W's plus H to guide you! When you are finished, design a short play about the Underground Railroad and act it out for your class.
WHO?_____________________________________________________________ __________________________________________________________________ __________________________________________________________________
WHAT?_____________________________________________________________ __________________________________________________________________ __________________________________________________________________
WHERE?___________________________________________________________ __________________________________________________________________ __________________________________________________________________
WHEN?____________________________________________________________ __________________________________________________________________ __________________________________________________________________
WHY?______________________________________________________________ __________________________________________________________________ __________________________________________________________________
HOW?_____________________________________________________________ __________________________________________________________________ __________________________________________________________________
Circle the picture below that best represents the Underground Railroad:
Page 130
Bluebonnet Celebrations 1995-96
© 1995, Suzy Red
Volume 1
Sweet Clara and the Freedom Quilt
by Deborah Hopkinson
Objective: ...understand the difference between standard and non-standard English
The English Quilt
Standard English is usually used in public: at work, at school, or in more formal settings.
Non-standard English is sometimes used at home, with friends, by very young children, or in plays or literature by characters who have not had formal education.
On the quilt below, each pair of patches should say the same thing. One says it in standard English. The other says it in non-standard English. The sentences in the squares are in NON-STANDARD ENGLISH. Write the sentence in the matching patch in STANDARD ENGLISH.
We was really happy to find freedom.
Clara done made a map.
She come back late that night.
Clara never been to school.
She come back late that night.
Her fingers was tired.
When
they arrived, they says
GLORY!
Clara never seen white people up close.
In one month, Clara
learn to sew.
We ain't far from the river.
It be easy if you could get a map.
She work hard for freedom.
Them men was here.
Sweet Clara and the Freedom Quilt
by Deborah Hopkinson
Objective: ...using logic, map skills, and recognition of details to develop literal meaning
Which Way to Freedom?
Sweet Clara led Young Jack to freedom by recalling the landmarks on her quilt. Follow the clues below to mark their path to freedom in Canada. On the map on page 133, draw a red ribbon that shows which way they went. Label the Ohio River, the creek, Canada, the boat, the swamp, Mr. Morse's farm, the Verona Plantation, Home Plantation, North Farm, woods north of the Ohio River,
Clues:
1. The Ohio River ran from west to east, but the creek flowed from the eastern edge to southern edge of the quilt.
2. Home Plantation was in the southeastern corner of the quilt.
3. North Farm was to the west of the corn fields, and the Richmond Plantation was north of the swamp. Mr. Morse's farm was southeast of the Verona Plantation.
4. At first they traveled west until they found the tree which had been hit by lightning. Then they headed toward the swamp.
5. At night, they crossed the creek and the road which ran beside the creek so no one would see them.
6. To get through the swamp safely, they followed the hunting path which led right across the middle of the swamp from east to west.
7. On the west side of the swamp, they kept traveling toward the west and crossed a field of black-eyed peas.
8. They turned north to follow the western edge of the field of black-eyed peas until they reached the shallow pond where they ate some of cattails growing there.
9. Northwest of the cattail pond, they entered fields of corn which were west of the Verona Plantation. In the middle of the fields, they turned west to go to the North Farm where Clara found her mother.
10. When they left the North Farm, they had to go to the west into the field of watermelons to avoid the patrollers.
11. In the field of watermelons, they walked north until they came to another field. There, they turned east and walked on the edge of a field of black-eyed peas. They continued eastward, crossed a field of beans, and slipped past two farm houses which were not on the Underground Railroad. They got supplies at the third farm that was part of the Underground Railroad.
12. The people of Underground Railroad wished them luck and pointed them north to the Ohio River. At the river, they followed the bank west until they found a boat in which to row across.
13. From there, they went through the woods and followed the North Star to Canada.
Sweet Clara and the Freedom Quilt
by Deborah Hopkinson
Which Way to Freedom?
Follow the directions on page 132 to mark the freedom path on Clara's Freedom Quilt:
Complete this part:
Key:
Field of black-eyed peas
Farm House
Slaves' Quarters
Patrollers who look for runaway slaves boat
Dead Tree which was struck by lightning
Watermelon Field
Bean Field
Cattail Pond
One stop in the Under-ground Railroad
Sweet Clara
and the
Freedom Quilt
by Deborah Hopkinson
Objective: ...using cause and effect to develop literal meaning
Friends and Freedom
Use your skills in identifying cause and effect to answer the following questions from Sweet Clara and the Freedom Quilt.
___1. Why did Aunt Rachel teach Clara to sew?
A. She thought Clara wasn't strong enought to work in the fields.
B. She wanted Clara to have nicer clothes.
C. Aunt Rachel wanted Clara to make a freedom quilt so she could escape.
D. Aunt Rachel knew that Clara was thin so she also got cold easily and needed to be able to make a quilt to keep her warm.
___2. Clara was sent away from her mother when she was 12. What effect did this have on Clara?
A. She was glad to get to go out on her own.
B. She made friends easier after that.
C. Clara began to dream of freedom and finding her mother again.
D. Clara hated everyone and everything.
____3. Why did Aunt Rachel make Clara tear out the longer stitches?
A. Aunt Rachel was trying to keep Clara busy so she wouldn't think about escaping.
B. She was a mean lady and wanted everything perfect.
C. If Clara would become an excellent seamstress, she had to practice the right way.
D. The quilt wouldn't look right with long stitches.
____4. What caused Clara to take so long in making the quilt?
A. She didn't want to get caught making the map in the quilt.
B. Clara had to collect directions and the right kind of cloth for the quilt.
C. She was very slow so she could make short stitches.
D. She knew she had to wait until the boat was ready for her.
____5. What caused Clara to get the idea of making a map in a quilt?
A. People in the Big House told her about map quilts that they had seen.
B. One day Clara noticed that a piece of a blanket she was sewing was in the shape of a land form near her home.
C. She copied it from a map she was given.
D. Young Jack drew one for her in the dirt.
Sweet Clara and the Freedom Quilt
by Deborah Hopkinson
Friends and Freedom (Continued)
____6. Aunt Rachel pointed out the North Star to Clara. What effect did this have on Clara?
A. Clara began to study the stars and planets.
B. Clara decided to sew a star into her quilt to make it prettier.
C. Clara wanted to get on the railroad train with the star on it.
D. Clara knew which direction she would have to go to reach freedom.
____7. Clara drew the map on the ground for Young Jack. What effect did this have on Young Jack.
A. He got upset and told Sweet Clara that she shouldn't think about escaping.
B. He didn't smile the way he used to.
C. Young Jack seemed to grow more hopeful.
D. Young Jack started talking more and more.
____8. People came by often to visit with Clara as she sewed on her quilt. What effect did this have on Clara?
A. It gave her new ideas about where to sew in new landmarks on her map.
B. It made her proud that everyone thought she was such a good seamstress.
C. They all warned her about what could happen to her if she escaped.
D. She knew where the best place to plant corn was.
____ 9. What caused Clara to say she couldn't sleep under the quilt?
A. She didn't want to marry Young Jack.
B. The weather was too warm where she lived to need a quilt.
C. It was just made of scraps that weren't very pretty.
D. Clara had made this quilt to guide her to freedom not to keep her warm.
___10. Clara left the quilt with Aunt Rachel. What effect did this have on others?
A. Clara got sick and cold when she ran away.
B. Aunt Rachel let others use the map on it so they could reach freedom.
C. Many other people learned to sew by looking at her work in the quilt.
D. Clara and Young Jack got lost in the swamp because they didn't have a map to follow.
11. On the back, name two causes for Clara wanting to leave Home Plantation. | <urn:uuid:9fbadffd-71b9-4a5f-8bd9-9744ac5d0a32> | CC-MAIN-2023-06 | http://suzyred.com/2008sweetclara.pdf | 2023-01-30T08:30:24+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00238.warc.gz | 38,925,122 | 2,011 | eng_Latn | eng_Latn | 0.913 | eng_Latn | 0.999653 | [
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Y6 Autumn Overview
Writing
Maths
Ancient Egypt
Add and subtract any two fractions
Add mixed numbers
Subtract mixed numbers
Multi-step problems
Multiply fractions by integers
Multiply fractions by fractions
Divide a fraction by an integer
Divide any fraction by an integer
Mixed questions with fractions
Fraction of an amount
Fraction of an amount - find the whole
Converting Units
Metric measures
Convert metric measures
Calculate with metric measures
Reading
Texts covered: 'Macbeth', 'The Day I was Erased'
Objectives:
- Predictions using basic text images
- Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
- Explore Shakespearian language and compare it to the modern day.
- Drawing inferences, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- Making comparisons with and across books
- Examining characters, settings and plot lines
- Participating in discussions about books, explaining their understanding of what they have read and provide reasoned justification for their views
Miles and kilometres
Imperial measures
History
Medieval England
'How can we re-discover the wonders of Ancient Egypt?'
- Where is Egypt and why do so many people enjoy going on holiday there?
- Who was Tutankhamun and why was he so significant?
- What is an archaeologist and how have they helped us to find out about the past?
- How can you recreate the wonder of the pyramids?
- What have we learned from Ancient Egyptian writing?
- Who were the Pharaohs, and why were they very important?
- What would you ask an Ancient Egyptian?
- Reflection – Were the Egyptians more advanced than we are?
'How would you have survived Medieval England?
- How brave and honest would you have to be to be a knight in Medieval England?
- What do we know about the code of Chivalry amongst knights?
- Is there any connection between 'Ring a Ring o' Roses' and the Black Death?
- How differently did the rich and poor live in Medieval England?
- How important was religion in the Middle Ages?
- Can you create a board game based around knights and Medieval England?
- Have neighbours always fallen out?
- Reflection – Produce a PowerPoint on the advantages and disadvantages of being alive during the Medieval period.
PE
Swimming
-Swim competently, confidently and proficiently over a distance of at least 25 metres.
-Use a range of strokes effectively [for example, front crawl, backstroke and breaststroke].
-Perform safe self-rescue in different water-based situations.
Football
-I can create and use space to help my team.
-I can dribble, pass, receive and shoot the ball with increasing control under pressure.
-I can select the appropriate action for the situation and make this decision quickly.
-I can use marking, tackling and/or interception to improve my defence.
-I can use the rules of the game consistently to play honestly and fairly.
-I can work collaboratively to create tactics with my team and evaluate the effectiveness of these.
-I recognise my own and others strengths and areas for development and can suggest ways to improve.
Dodgeball
-I can officiate and help to manage a game by refereeing.
-I can select the appropriate action for the situation and make this decision quickly.
-I can use a wider range of skills with increasing control under pressure.
-I can use the rules of the game consistently to play honestly and fairly.
-I can work collaboratively to create tactics with my team and evaluate the effectiveness of these.
-I can work in collaboration with others so that games run smoothly.
-I recognise my own and others strengths and areas for development and can suggest ways to improve.
- Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Living Things and their habitats
- Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
- Give reasons for classifying plants and animals based on specific characteristics.
Art
Mattisse
Use sketching techniques to draw portraits, working on using accurate realistic facial proportion
Improve art and design techniques, including drawing, painting and sculpture with a range of materials (charcoal, pencil, pastel, watercolour and chalk)
Use this range of materials to create a range of atmospheres through art (Macbeth's witches, fireworks etc)
Explore detail and shading in order to make portraits more realistic Discuss accuracy of portraits from history (Henry VIII)
PSHE
Family and relationships
Understand that everyone can expect a level of respect but this can be lost.
Understand what respect is and how they should be respected.
Understand how stereotypes influence our ideas and opinions.
Understand a range of stereotypes and share this information effectively.
Create a resolution guide that includes strategies to manage conflicts and describes situations where conflict is likely to arise.
Understand the term grief and describe some of the associated emotions.
Composition Notation (Ancient Egypt)
Sing in time and in tune with other people and the backing track.
Remember the lyrics to a song
Identify the structure of a piece of music and match this to non-standard notation. Improvise their own piece of music.
Play a melody with reasonable accuracy.
Perform with confidence and in time with others.
Compose and play a melody using stave notation.
Contribute meaningfully to the group performance and composition.
Use hieroglyphic notation to show the structure of their piece.
Design Technology
Mechanical Systems – Automata Toys
Mark, saw and cut out the components and supports of their toy with a varying degree of accuracy to the intended measurements.
Follow health and safety rules, taking care with the equipment.
Attempt a partial assembly of their toys using an exploded-diagram, following a teacher's demonstration.
Develop a design idea with some descriptive notes.
Explore different cam profiles and choose three for their follower toppers with an explanation of their choices.
Create neat, decorated follower toppers with some accuracy.
Measure and cut panels that fit with some inaccuracies to conceal the inner workings of the automata.
Decorate and finish the automata to meet the design criteria and brief.
Evaluate their finished product, making descriptive and reflective points on function and form.
MfL
Language Angels
- At School
- Repeat and recognise the vocabulary for school subjects.
- Say what subjects they like and dislike at school.
- Say why they like/ dislike certain school subjects.
- Tell the time (on the hour) in French.
- Say what time they study certain subjects at school. | <urn:uuid:e112cc88-30d2-4d06-baec-2d190d3e978a> | CC-MAIN-2023-06 | https://www.dearham.cumbria.sch.uk/wp-content/uploads/2022/09/Y6-Autumn-2022.pdf | 2023-01-30T08:57:45+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00240.warc.gz | 724,871,131 | 1,357 | eng_Latn | eng_Latn | 0.997703 | eng_Latn | 0.997875 | [
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Hacking in C
Assignment 1, Tuesday, April 14, 2020
)
Handing in your answers: Submission via Brightspace (https://brightspace.ru.nl
Deadline: Tuesday, April 21, 12:30
Grading scheme: You will receive a grade of "Insufficient" (I), "Sufficient" (S) or "Good" (G). This grade should reflect how much work you should still put in to get a satisfying grade on your exam. The feedback provided should help you find the points that deserve some extra attention.
If you get a grade of "Fail" (F), you did not put forward sufficient effort or there is some issue with your hand-in. You should be getting feedback telling you who to contact to resolve this issue.
1. Log into a Linux machine, either locally, or through ssh into lilo.science.ru.nl or stitch.science.ru.nl.
(a) Use the command line to create a directory called hic-SNUMBER1-SNUMBER2 (replace SNUMBER1 and SNUMBER2 by your student numbers: e.g. hic-s7654321-s1234567). In this directory, create 3 subdirectories called exercise1, exercise2, and exercise3.
(b) Write a text file called names.txt
with your names and student s-numbers and place this file into the directory
hic-SNUMBER1-SNUMBER2.
(c) How large (in bytes) is the directory hic-SNUMBER1-SNUMBER2? Write your answer to a file called 1b.txt and place this file in the exercise1 directory.
(d) Write all commands that you used for the other parts of this exercise to a text file called commands and place this file in the exercise1 directory.
Note: It may be helpful to look into some command line tutorials. Thom's Linux Workshop https://thomwiggers.nl/teaching/hacking-in-c-2020/ shell-tutorial/ MIT Missing Semester: the shell https://missing.csail.mit.edu/2020/ course-shell/ Cheat sheet https://github.com/LeCoupa/awesome-cheatsheets/blob/master/ languages/bash.sh Alternate cheat sheet https://cryptojedi.org/peter/teaching/hic2019/
bashcheatsheet.pdf
2. Download the file https://cryptojedi.org/peter/teaching/genome.txt. You will see that it consists of 500 lines, each consisting of 100 characters, each of those characters being A, C, G, or T. See the content in this file as one long sequence of genome.
(a) Use Linux shell commands to find out how often the subsequence GATTACA is contained in this genome. Write your answer and how you found this answer into a file called 2a.txt. Place this file in the exercise2 directory.
Hint: Be careful, the sequence GATTACA may be spread over two lines in the file! Using the built-in manual may be helpful: man <command>.
(b) Write a shell script called genome.sh, which receives as first argument a filename and as second argument a string, and prints, how often the string appears in the file, also counting occurrences of the search string being spread over several lines. Place the script genome.sh into the exercise2 directory.
(c) Write a shell (bash) script called gengenome.sh, which generates output that looks like the content of genome.txt, but with random choices of A, C,G, or T. Make sure that
* the program generates new random output each time it is called;
* the probability for each of the four letters at each position is 25%; and
* the program prints exactly 500 lines of 100 characters each.
Place the script gengenome.sh into the exercise2 directory.
Note: Bash scripts are just a list of commands you might type on the command line, in a text file. You may be familiar with the similar .bat files on Windows. It may be helpful to take a look at Bash programming tutorials online.
```
Bash scripting cheatsheet https://devhints.io/bash Extensive shell scripting tutorial https://www.shellscript.sh/
```
(d) Write a C program called parsegenome.c, which checks whether a file given as first command-line argument is of the format of the genome.txt file, i.e., whether it has exactly 500 lines with 100 characters (+ newline) each, where each of the 100 characters of each line is one of either A, C, G, or T. Let the program return 1 if the file does not have the correct format and 0 if the file has the correct format. Furthermore, if the file has the correct format, make sure that the program counts how often each of the 4 characters occurs and print these 4 counts to standard output. Place the file parsegenome.c into the exercise2 directory.
(e) Write a Makefile that compiles parsegenome.c and place the Makefile into the exercise2 directory.
```
Note: If you have never programmed in C before, consider looking into some of the following resources: C tutorial https://www.learn-c.org/en/Welcome Overview of I/O functions https://en.wikipedia.org/wiki/C_file_input/ output Handling command-line arguments https://www.tutorialspoint.com/ cprogramming/c_command_line_arguments.htm
```
Note: If you have never written a Makefile before, consider looking at some of the following resources:
Makefile tutorial and common issues https://thomwiggers.nl/teaching/
hacking-in-c-2020/makefiles/
Extensive Makefile video tutorial https://youtu.be/8oyQ3ixxDaM
3. Unix and Linux sytems use special files in the /dev directory to handle access to devices. Two such special device files provide a source of random numbers. These files are /dev/random and /dev/urandom.
(a) Find out what the conceptual difference between these two files is. Write your answer to a text file named exercise3a.txt and place it in the exercise3 directory.
(b) Write a program in a file called exercise3b.c that opens the file /dev/urandom for reading and then performs a loop which
* reads one byte from /dev/urandom;
* prints one line consisting of the value of this byte as signed decimal integer, as unsigned decimal integer, and in hexadecimal notation (seperated by a space);
* exits (from the loop) if the value of the byte is 42.
The last line of output from the program should thus be
42 42 2a
Place the file exercise3b.c into the exercise3 subdirectory.
(c) Run the program and write the output to a file called exercise3c; place this file into the exercise3 subdirectory.
(d) Write another program called exercise3d.c, which does the same as exercise3b.c, except for the following:
* Use 16-bit unsigned integers instead of bytes (datatype uint16_t, you need to include the file stdint.h).
* In the loop, initialize the 16-bit unsigned integer with two random bytes (16 bits) from /dev/urandom.
* In the loop, print one line containing the value of the 16-bit unsigned integer as fixed-width 4-character hexadecimal value (padded at the front with leading zeros).
* Again, terminate the loop if the value is 42, the last line of output is thus 002a
* Run the program 10 times and each time count the number of output lines. Write these counts to a text file called exercise3d.txt.
(e) Write a brief description of how you obtained the line counts in part 3d in a text file called exercise3e.txt.
(f) Place the files exercise3d.c, exercise3d.txt, and exercise3e.txt into the exercise3 subdirectory.
4. Generate a tar.gz archive of the whole hic-SNUMBER1-SNUMBER2 directory. Submit this archive in Brightspace. | <urn:uuid:6e80d3a8-a087-4a09-9d1c-56df8abb78b6> | CC-MAIN-2023-06 | https://thomwiggers.nl/teaching/hacking-in-c-2020/assignments/assignment1.pdf | 2023-01-30T07:20:10+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499804.60/warc/CC-MAIN-20230130070411-20230130100411-00245.warc.gz | 587,872,030 | 1,760 | eng_Latn | eng_Latn | 0.993351 | eng_Latn | 0.993619 | [
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Reorganization of States with special references to the Northeast Region of India
The reorganization of states in India has been an intricate and evolving process since 1947, the year of Independence from British Rule. This paper examines the complex history of the reorganization of states with special emphasis on the northeastern part of the country. The paper explores the historical background, social conditions, political movements, and economic implications of the reorganization. Beginning with the formation of states under the British, this paper highlights the flash points such as the subsequent reorganization commissions formed after independence and subcommit to understand the demands of the tribal areas of northeast. It also discusses the territorial lessons from globalization. How the process of globalization has shaped territorial distribution. The historic reorganization of states was mainly based on the linguistic and ethnic identities of the majority of the population of the prospective region to maximize the acceptance of new boundaries.
Keywords: Northeast region, autonomy, sixth schedule, self–government, reorganization
Introduction
The process of reorganization of states in India after independence has been a compelling and crucial aspect of India's independence history. Charismatic leaders like Nehru, Maulana Azad, Sardar Patel, VP Menon, etc., were committed to preserving the diversity of India along with effective governance. This process was made quite a few times to satisfy the growing demands of the local populace. It is a matter of debate, whether there should be larger states or smaller states. Just after independence, most of the states were formed to improve governance and administrative efficiency. But many communities demanded the reorganization on linguistic lines. The agitation started in the southern part of India in the form of the Vishal Andhra movement demanding Telugu Telugu-speaking state to be segregated out of the Madras province. Consequently, the Union Government set up committees to examine the demand for the reorganization of states on linguistic lines. 1 In 1956, the Reorganization Act was passed allowing reorganization on linguistic lines. In addition, in the 1960s and 70s, states like Arunachal, Punjab, Haryana, and Maharashtra were created, the latest one being Telangana in 2014.
The paper also refers to the reorganization of states in the northeastern region of India. The reorganization of states in northeastern India was a much more tedious job as the tribal communities were not willing to accept the limited autonomy offered by the government under the 6 th schedule of the newly written and adopted constitution of India. Many Communities in northeast India wanted total independence from the union of India. These demands soon turned violent and insurgent groups started to fight the Indian army through guerilla warfare. However, the insurgent groups were contained by the army, and states like Nagaland, were carved out of Assam to ensure permanent peace
1Jawaharlal Nehru established the State Reorganization Commission in 1953. Fazal Ali, the retired Chief Justice of the Supreme Court, was named as its Chairman; H. N. Kunzru and K. M. Panikkar were its other two members.
in the region. Many former princely states like Manipur were also incorporated into the Indian Union, and all the tribal areas were given limited autonomy in subjects related to their internal matters.
Reorganization of independent India
India on the eve of independence was in a chaotic condition, not only economically but also socially. India was divided into more than 500 disjointed princely states which were ruled by independent rulers accepting the British as 'paramount power'. The princely states were enjoying limited autonomy concerning their internal affairs. After the partition, the independent princely states were given the choice to either join India, and Pakistan or remain independent. The majority of the princely states joined India or Pakistan depending upon geographical feasibility and perks offered to them by Jinnah or Nehru. On the Indian side, this tedious job was handled by Sardar Patel and VP Menon. However, there were some of the princely states that wanted to be independent like the Maharaja of Kashmir, or some of them, wanted to join Pakistan but were situated in mainland India like the Nizam of Hyderabad and Junagarh. These two Muslim-ruled states were incorporated through military action by the Indian army (Operation Polo in Hyderabad). The rulers of all the princely states were guaranteed remittance from the government, named Privy Purse.
After the adoption of the Indian constitution in 1950, the constitution guarded a four-fold classification of the Indian union into Part A, B, C, and D states. Part A states comprised nine erstwhile governor's provinces of British India. Part B states consisted of nine erstwhile princely states with the legislature. Part C states consisted of the erstwhile chief commissioner's province of British India and Part D consisted of Andaman and Nicobar Islands only. This arrangement of states was based on political and historical facts. As mentioned above, there was a demand among the communities that the states should be divided on a linguistic basis. The demand gained momentum gradually with the start of the Vishal Andhra movement. It demanded that the Telugu-speaking areas should be separated from the erstwhile Madras province of which they were part and be made into a separated Andhra province. To look into the demand the government appointed the SK Dhar committee in 1948, the commission submitted its report concluding that the reorganization of states should be based on administrative convenience including historical and geographical considerations, and not linguistic. In December 1948 a new commission was appointed which comprised Jawaharlal Nehru, Vallabh bhai Patel, and Pattabhi Sitaramayya to study the same demand. This committee submitted its report in 1949 and again rejected the idea of forming states on linguistic lines.
The Vishal Andhra movement escalated due to the central government's indecisiveness. Potti Sriramulu, a congress leader went on an indefinite fast that led to his death after 56 days. This caused great unrest, and finally, the Prime Minister announced the formation of a separate Andhra state in December 1952. Again in 1952, Prime Minister Jawaharlal Nehru appointed a fresh committee to look into the matter under the chairmanship of Fazal Ali. This committee submitted its report in 1955 and suggested that the whole country be divided into 16 states and 3 centrally administered areas on a linguistic basis. The Nehru government partially agreed and divided the country into 14 States and 6 Union Territories under the aegis of States Reorganization Act-1956.
By the passing agitations broke out in 1960 to bifurcated Bombay province into Gujrat and Maharashtra. The Marathi manus and the Samyukta Maharashtra movement demanded a separate Marathi-speaking state. Marathi, Gujarati, Kutchi, and Konkani were the main dialects of Bombay. After the division Marathi and Konkani-speaking populations became part of Maharashtra while Kutch and
Gujrati became part of Gujarat. Further, the formation of Nagaland took place in 1963, Haryana was carved out of Punjab in 1966, and Himachal Pradesh was formed 1971. Meghalaya Mizoram, and Arunachal Pradesh came into being in 1987, followed by Telangana in 2014.
Reorganization of North–Eastern States
The northeastern states, initially also known as the seven-sisters, today comprise eight states: Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland, Tripura, and Sikkim. The annexation of Sikkim took place in 1975 and is now considered part of the northeastern states. The northeast region of India in the 1950s was characterized by challenging geographical terrain. Nested in the eastern Himalayas and had international borders with China, Bhutan, Myanmar, and Bangladesh. The northeastern states previously were largely dominated by Assam as a major entity. Manipur was located east of Assam and was a princely state, Meghalaya was a part of Assam, Mizoram was initially known as Lushai Hills district and was administratively under Assam, Nagaland was a separate territory in the 1950s, Arunachal Pradesh during 1950s was known as NEFA (Northeast Frontier Agency), Tripura located in the southern part of the northeast was also a princely state.
The northeast is connected with the rest of India through a narrow Siliguri corridor popularly known as 'Chicken Neck' which is just 22 km wide, it is also very strategically placed as it shares international borders with China, Bangladesh, Bhutan, and Myanmar. The political arrangement of northeast India was divided into two main divisions. The first one was the Indian province of which Assam was a part and secondly, there were princely states like Manipur, Tripura, and Khasi states. In fact, the majority northeast Indian states were carved out of Assam, Nagaland in 1963, Meghalaya in 1972 Arunachal, and Mizoram in 1987. There were two princely states Manipur and Tripura during the colonial period.
After India gained independence the constituent assembly constituted a special sub-committee under Gopinath Bordeloid a congress leader from Assam to suggest what kind of administrative arrangement should be made for the tribal areas of the northeast region. Based on the recommendation of the Bordeloid committee, the constituent assembly of India inserted Schedule 6 in the constitution which deals with the administrative, social, and political autonomy of the tribal areas of Assam. Under the provision of Schedule 6, district councils and regional councils were also to be set up in the tribal areas of Assam. Special autonomy concerning administrative subjects is given to these district and regional councils. Now it is observed that there were many operational shortcomings in the functioning of autonomous district and regional councils. The political aspirations of leaders belonging to these hilly areas were not satisfied with the limited autonomy for instance the case of Nagaland, part of them did not accept the limited autonomy and continued the armed struggle to gain independence from India.
The formation of states such as Meghalaya, Nagaland, Manipur, and Mizoram are an outcome of long-drawn political movements and, a desire for more autonomy. The desire for more political autonomy was highly visible in the views expressed by the tribal leaders to the Simon Commission of India when the Simon Commission toured the hill areas of the northeast almost all the hill districts had various demands most of them expressed the demand that Assam legislature should not have the power to legislate upon the subject concerning their district. However, the 6 th schedule did not satisfy the demand of the tribal leaders, and this led to a movement for more autonomy in part of northeast India after the independence. There was violent agitation in the areas of Nagaland while democratic and peaceful agitation was visible in Manipur and Meghalaya.
Manipur was a princely state during the British Raj and Maharaja Bodhachandra Singh ruled the state. After India gained independence in 1947 negotiations between the Indian government and Maharaja of Manipur started on joining the Indian Union. The Maharaja signed the instrument of assessment with the Indian government with the assurance that the internal autonomy of Manipur would be maintained. Under public pressure, the Maharaja of Manipur was forced to conduct elections to the state legislative assembly in 1948 and the state became a constitutional monarchy. In the state legislative assembly on the question of merger with the Indian union, there were sharp differences of opinion. However, the Congress party was successful in pressuring the Maharaja to sign the merger agreement in September 1949. The state of Tripura was also a princely state like Manipur, its last ruler Bir Bikram Kishore Debbarman, and his successor Kirit Bikram Kishore Deb Brman, was just thirteen years old. The council regency formed Queen Kanchan Prava Devi. Tripura faced a crisis, internal threats, and threats from external forces on the advice of the government of India the queen dissolved the Council of Regency, and a year later on 9 th September, she signed the Tripura merger agreement. Tripura became part of the Indian Union as C category states like Manipur.
The demand for separate states in part of northeast India is a long-drawn struggle. The multiple reasons can be attributed to such demand. Northeast India is a very diverse region with numerous ethnic groups, languages, and cultures. Many communities in the region for instance the Nagas have distinct identities and seek greater autonomy to preserve their unique culture out of other communities of the northeast. The region is geographically isolated from the rest of India, due to challenging terrain and connectivity issues have led to marginalization and underdevelopment. These factors promoted the call for greater self-government again and again. Additionally, the concerns over the equal distribution of resources, and development funds within the northeast have triggered demand for separate states. Many communities of northeast want to have greater political autonomy to shape their destiny, make decisions about their unique culture, and manage local affairs independently. Some even argue that smaller states are well governed. The problem of insurgency has led some to call for separate states as a means to attain political objectives.
Similar was the demand of the Bodo Land movement, which was a socio–political movement in the state of Assam. The movement sought to create a separate state comprising of Bodo people. Bodo's are the single largest tribal community of Assam. They demanded a separate state as they considered their identity different from that of the Ahoms of Assam. In 1966-67 the demand for a separate state was raised under the banner of the plain's tribal council of Assam a political outfit. In 1987, all Bodo student unions demanded a fifty-fifty division of Assam. The demand soon turned violent, but by 2003 the government of India was able to strike a deal with the insurgent group the Bodo Liberation Tigers. Accordingly, the Bodoland Territorial Council was formed. It is an autonomous council under the 6 th schedule. Another group led by Ranjan Daimary was not satisfied with the agreement; the group named 'National Democratic Front of Bodoland' continued a non-violent struggle. Soon the group was divided into two factions NDFB-P and NDFB-R, after continuous fighting with the much stronger Indian army both the groups agreed to negotiate with the government of India and there is a separate Bodoland territorial council comprised of four districts, also individually funded by the Government of India.
Conclusion
The process of globalization is a watershed event in human history. It utterly influenced our understanding of various issues which include territories and borders. It emphasizes the idea that economic relationships go beyond geographical boundaries. Similarly, regional collaboration has gained importance, showing that globalization interconnecting nation's regional cooperation still plays a crucial role in addressing shared challenges. However, the demand for a separate state persists in small pockets of northeastern states, but largely the separatist tendencies have died down due to the long tiring process. The majority of the insurgent groups have wanted and realigned themselves back into mainstream society. Still, there are some shortcomings in the working of the autonomous district and regional councils of north northeast which need to be addressed. Overall, the valuable insights from the reorganization of Northeast India should serve as an insight for policymakers. They highlight the inclusive approach (unity in Diversity) to the reorganization of the state especially in a country like India with immense diversity and unique challenges.
Taha Ali is currently pursuing a Masters in Conflict Analysis and Peacebuilding at the Nelson Mandela Center for Peace Studies, Jamia Millia Islamia.
References
Mawdsley, E. (2002) Redrawing the body politics: federalism, regionalism and the creation of new states in India, Commonwealth & Comparative Politics, 4(30), pp. 34–54
Oommen, T. K. (1990) State and Society: Studies in Nation Building (New Delhi: Sage Publications)
Penrose, J. (2002) Nations, states and homeland: territory and territoriality in nationalist thought, Nation and Nationalism, 8(3), pp. 277–297
States Reorganization Commission (1955) Report of the States Reorganization Commission (New Delhi: Government of India)
Ram, M. K. (2007) Movement for Telangana state - a struggle for autonomy, Economic and Political Weekly, 42(2), pp. 90–94.
Territories beyond geography: an alternative approach to the demands for new States in India M. Amarjeet Singh & Narendar Pani
Singh, M. A. (2008) Ethnic diversity, autonomy, and territoriality in Northeast India: a case of tribal autonomy in Assam, Strategic Analysis, 32(6), pp. 110–1114.
Majeed, A. (2003) The changing politics of states' reorganization, Publius, 33(4), pp. 83–98.
Linguistic Provinces Commission (1948) Report of the Linguistic Provinces Commission (New Delhi: Government of India)
Khan, R. (1992) Federal India: A Design for Change (Delhi: Vikas Publishing House)
Majeed, A. (2003) The changing politics of states' reorganization, Publius, 33(4), pp. 83–98
Kumar, A. (2010) Exploring the demand for new states, Economic & Political Weekly, xlv(33), pp. 15– 18
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CASE STUDIES – GOOD PRACTICES
CASE STUDY 1
CASE STUDIES – GOOD PRACTICES
CASE STUDY 1
Partnership Partenaires
Level (local, national, international) Niveau
Overall objective Principaux objectifs
Specific objectives Objectifs spécifiques
→ Service Education à l'environnement Ligue de l'enseignement FAL19
Project carried out in France, in the Corrèze department.
A local project covering the entire length of the Vézère and Corrèze rivers. From their source to their confluence and the exit of the Vézère from the département...
→ Enable every student along the Vézère and Corrèze rivers to have a global vision of water quality along its entire course.
→ Understand that actions on the upstream environment have an impact downstream.
→ To enable each participating school to introduce the others to the specific features of its geographical area and any related problems.
→ To draw up a qualitative assessment of the two rivers concerned.
→ Highlight the Vézère and Corrèze rivers, and by extension their watersheds.
→ Focus on the notions of eco-citizenship and sustainable development.
→ Be able to situate your school on the linear scale of the river river concerned.
→ Be able to understand the project, its usefulness and the commitment required.
→ be able to objectively assess their knowledge of freshwater pollution. of freshwater pollution.
→ To be aware of the necessity of water for mankind.
To be able to identify the main uses of water.
→ Be able to understand the possible impacts of these uses of water.
→ Be able to acquire knowledge of the physical and chemical characteristics of water.
chemical characteristics of water.
Target group Groupe cible
Impact
Link
→ Be able to use tools to measure water quality.
→ Be able to follow and understand a protocol.
→ Be able to understand the notion of downgrading parameters.
→ To be able to acquire a vocabulary specific to water.
→ Be able to use a determination key.
→ To be able to estimate the hydrobiological quality of part of a watercourse.
→ To be able to understand one's territory.
→ To be able to use office automation tools.
→ Be able to work collectively.
→ To be able to think in a scientific way.
→ Be able to take a global view of the Vézère-Corrèze watersheds, their quality and problems.
→ Be able to understand the upstream-downstream impact.
→ Be aware of the benefits of collaborative work.
→ Be aware of the benefits of participatory science.
This project is aimed at all CM2, 6ème and 5ème pupils in communes near the Vézère and Corrèze rivers.
In the case of multi-level classes (CE2-CM1-CM2 for example), even if some pupils are not in one of the levels concerned, they are nevertheless included.
Beyond the schoolchildren, the project is intended to be collaborative, and will benefit associated partners working in similar fields. Indeed, they have at their disposal an animation tool that can subsequently be used with other classes and, if they so wish, it can even be transposed to other watersheds.
It also benefits the two rivers concerned, by enabling them to be showcased to young people who, in turn, learn more about them.
→ Corrèze line 590 pupils enrolled, i.e. 30 schools
→ Vézère line 426 pupils enrolled, i.e. 20 schools
See attached lesson plan
CASE STUDIES – GOOD PRACTICES
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Understanding bullying and harassment
Key points
- Some acts of bullying and harassment are easy to identify, but others may be more difficult to recognise and address.
- Sometimes a person can be unaware that their behaviour is a form of bullying or harassment, and they can also be unaware of the damage they are doing to their colleagues and the workplace.
- Information and awareness campaigns about bullying and harassment can be a good way to help a person recognise and take responsibility for their actions, and a good way to help the person being bullied or harassed to know what they can do.
Defining bullying, harassment and inappropriate behaviour
Workplace bullying or harassment don't have to be obvious to cause harm. They can happen in a variety of situations and circumstances.
Unless we better understand what behaviour contributes to an environment of bullying and harassment, we can't change things. The first step is to recognise what we can change.
Learn more about the definitions of bullying, harassment and inappropriate behaviour so you can know better.
Workplace bullying is repeated, unreasonable behaviour directed toward a worker, or group of workers, that creates a risk to health and safety. It can take place between a worker and manager/supervisor, co-workers or workers and another person in the workplace (eg a client).
Harassment includes behaviour such as telling insulting jokes about particular racial groups, displaying racially offensive or pornographic posters or screen savers, making derogatory comments about someone's race, making humiliating comments about a person's disability, or asking intrusive questions about someone's personal life.
Harassment can be against the law when it is discriminatory (discrimination), when it includes conduct of a sexual nature (sexual harassment) or when it causes a risk to someone's health or safety (occupational health and safety).
Sexual harassment is a distinct category of harassment that is prohibited specifically under anti-discrimination laws.
Sexual harassment is unwelcome sexual behaviour which could be expected to make a person feel offended, humiliated or intimidated. Sexual harassment can be physical, verbal or written.
Inappropriate behaviour at work covers a range of unacceptable, unprofessional, disrespectful or harmful behaviours that have negative consequences for individuals, teams and for organisations. Inappropriate behaviour includes bullying, discrimination, harassment and sexual harassment.
It also covers workplace violence or going to work under the influence of alcohol or drugs. However, it does not include reasonable management action.
Contributing factors
Risk factors that can increase the likelihood of bullying include:
Presence of work stressors
o High job demands
o Limited job control
o Organisational change
o Role conflict and ambiguity
o Job insecurity
o An acceptance of unreasonable workplace behaviours
o Lack of behavioural standards
o Unreasonable expectations
Leadership styles
o Where little or no guidance is provided
o Responsibilities are inappropriately, unfairly or informally delegated
o Abusive and demeaning behaviour that may include inappropriate or derogatory language or malicious criticism and feedback.
Systems of work
o Lack of resources
o Lack of training
o Inappropriate work scheduling and poorly designed rostering
o Unreasonable performance measures or time frames
Poor work relationships
o Poor communication
o Isolation
o Low levels of support
o Work group hostility
Workforce characteristics
New workers, interns, casual workers, young workers
o Injured workers and workers on return to work plans can be more at risk of being exposed to workplace bullying.
Can workplace bullying be an offence under legislation?
Workplace bullying may amount to a breach of the Occupational Health and Safety Act 2004 (Vic) where:
- It has created a risk to a person's (including an employee's) health and safety, and the employer has failed to take all reasonably practicable steps to prevent and address it.
- An employee has acted in a way that fails to take reasonable care for the health and safety of themselves and others at work.
Workplace bullying may also be considered a criminal offence under section 21A of the Crimes Act 1958 (Vic), also known as Brodie's Law, which applies to all forms of serious bullying, including physical, psychological, verbal and cyberbullying.
Am I contributing? Recognising the signs of bullying, harassment or inappropriate behaviour
- Examples of bullying
o Verbal abuse
o Intimidation and threats
o Withholding information that is essential for someone to do their job
o Excluding or isolating others
o Interfering with someone's personal property or work equipment
o Belittling or humiliating comments
o Practical jokes
o Unjustified complaints or unreasonable criticism that is not part of managing a person's performance
- Examples of harassment
o Telling insulting jokes about particular racial groups
o Sending explicit or sexually suggestive emails or text messages
o Displaying racially offensive or pornographic posters or screen savers
o Making derogatory comments or taunts about someone's race
o Asking intrusive questions about someone's personal life, including his or her sex life.
- Examples of inappropriate behaviour
o Swearing
o Short, rude responses
o Eye rolling
o Throwing items in anger.
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Plugged
Lesson plans for online (plugged) Hour of Code activities.
Lesson 1: Write your first computer program
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for young learners, ages 4-10, but can be adapted for older learners using the differentiation suggestions provided.
Lesson 2: Code with Anna and Elsa
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for learners in the middle grades, ages 10-13, but can be adapted for younger or older learners using the differentiation suggestions provided. Students should have a basic understanding of simple geometry and drawing angles.
Lesson 3: Make a Flappy game
In this lesson, learners get an introductory experience with computer science and create a game using basic block code.This lesson has been designed for learners in the middle grades, ages 1016, but can be adapted for younger or older learners using the differentiation suggestions provided.
Lesson 4: Playlab
In this lesson, learners get an introductory experience with computer science and create a game using basic block code.This lesson has been designed for learners in the middle grades, ages 1016, but can be adapted for younger or older learners using the differentiation suggestions provided.
Lesson 5: Star Wars: Building a Galaxy with Code
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has two versions.
Lesson 6: MINECRAFT Hour of Code
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson works well for any students old enough to read (ages 6+). Younger learners will probably not finish the tutorial, but will have lots of fun working through the puzzles for an hour. High school students will mostly finish the tutorial and have some time to play on the free play level at the end.
Lesson 7: Intro to App Lab
Tutorial Summary: This tutorial is designed to quickly introduce the App Lab programming environment as a powerful tool for building and sharing apps. The tutorial itself teaches students to create and control buttons, text, images, sounds, and screens in JavaScript using either blocks or text. At the end of the tutorial students are given time to either extend a project they started building into a "Choose Your Own Adventure", "Greeting Card", or "Personality Quiz" app. They can also continue on to build more projects featured on the code.org/applab page.
Lesson 8: Dance Party
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for learners of all ages but does require reading. This activity requires sound as the tool was built to respond to music.
Lesson 9: AI For Oceans
Tutorial Summary: First students classify objects as either "fish" or "not fish" to attempt to remove trash from the ocean. Then, students will need to expand their training data set to include other sea creatures that belong in the water. In the second part of the activity, students will choose their own labels to apply to images of randomly generated fish. This training data is used for a machine learning model that should then be able to label new images on its own.
If you are interested in licensing Code.org materials for commercial purposes, contact us.
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Lesson 1: Write your first computer program
Overview
View on Code Studio
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for young learners, ages 4-10, but can be adapted for older learners using the differentiation suggestions provided.
Purpose
This lesson introduces the core CS concepts of coding and programming (using blocks), as well as simple debugging techniques.
Agenda
Assessment (2 minutes)
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Extended Learning
Beyond an Hour of Code
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
Differentiation Suggestions
Adjustments for K-2 Teachers
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Hour of Code Educator
Review the
Guide and
Best Practices from
Successful Educators in order to begin to
plan your Hour of Code event.
Register your Hour of Code event you'd like to receive swag or classroom
support.
Review and complete the online tutorial yourself:
Write your first computer program
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Exit Ticket
Print one or more of the examples
at the end of this lesson plan, or create your own.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded
if into something that can be run by a machine.
Teaching Guide
Assessment (2 minutes)
Give each student an "Exit Ticket" and ask them to summarize what they learned today, how they felt, or what they experienced. Students can draw, write or express themselves in any way they feel comfortable. Collect an "Exit Ticket" from each student on their way out of the room. If you like, you can post the "Exit Tickets" on a bulletin board or some place prominent in the school as a reminder of your Hour of Code.
Wrap Up (5 minutes)
Debrief
Ask students to reflect on the day's activities. What did they learn about coding? Programming? Debugging? How do they feel about computer science and code after spending one hour exploring?
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Invite a computer science expert to talk to your class about his or her work . Don't know any local computer scientists? Try signing up for a virtual classroom visit through Code.org's and Skype's Guest Speakers in Computer Science program.
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
Teaching Tip
Define:
Coding means to write code, or to write instructions for a computer.
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For young learners, we suggest "The Hour of Code is Here ."
Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity).
Debugging means to check code for mistakes and try to fix errors.
Activity (30-45 minutes)
Teaching Tip
Challenge your students to complete the Write your first computer program tutorial.
Depending on the age and ability of your students, you might consider:
You'll want to spend very little time front-loading or introducing your Hour of Code. With young learners, it's best to jump in as quickly as possible. Too much explanation or lecture at the beginning tends to spoil the fun, and fun is the whole point!
For younger students, we suggest you break your class into pairs or very small groups (three to four students each) and ask each group to work together to complete the tutorial using pair programming.
For learners in the middle grades, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren't interested in Angry Birds, they can get a similar experience with the Code with Anna and Elsa or Make a Flappy Game tutorials.
For older or adult learners, the Write your first computer program tutorial works extremely well either as an independent challenge or a pair programming activity.
If a group or individual finishes early, they can attempt another tutorial by visiting code.org/learn.
Teaching Tip
Differentiation Suggestions
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Adjustments for K-2 Teachers
Have the first level of the activity already pulled up on students' computer screens when they students start the activity.
If possible, have students sit away from the computers while explaining the directions to the activity.
Explain the 3 commands that the bird can do: move forward, turn right, and turn left.
Do a live example of the first 3 levels. Try putting tape on the floor to make it look like the bird's maze. Model the commands yourself and then pick 1 or 2 student volunteers to model for the class.
Have students pair program by sitting 2 students at the same computer. Have the person controlling the mouse and keyboard first be a "1" and the other student who makes suggestions, points out errors, and asks questions be a "2." Every 5 minutes, have the students switch roles.
Practice clicking and dragging blocks before attempting to solve any of the puzzles. Also, practice dragging blocks to the trash can.
Standards Alignment
CSTA K-12 Computer Science Standards (2011)
CD - Computers & Communication Devices
CI - Community, Global, and Ethical Impacts
CPP - Computing Practice & Programming
ISTE Standards for Students
1 - Creativity and Innovation
4 - Critical Thinking, Problem Solving, and Decision Making
6 - Technology Operations and Concepts
Common Core English Language Arts Standards
L - Language
RI - Reading Informational
SL - Speaking & Listening
Common Core Math Standards
MP - Math Practices
OA - Operations And Algebraic Thinking
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 2: Code with Anna and Elsa
Overview
View on Code Studio
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for learners in the middle grades, ages 1013, but can be adapted for younger or older learners using the differentiation suggestions provided. Students should have a basic understanding of simple geometry and drawing angles.
Purpose
This lesson introduces the core CS concepts of coding and programming (using blocks), as well as simple debugging techniques.
Agenda
Assessment (2 minutes)
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Extended Learning
Beyond an Hour of Code
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Make connections between computer science concepts and the real world
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Hour of Code Educator
Review the
Guide and
Best Practices from
Successful Educators in order to begin to
plan your Hour of Code event.
Register your Hour of Code event you'd like to receive swag or classroom
support.
Review and complete the online tutorial yourself:
Coding with Anna and Elsa
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
Review the supplementary lesson plan, "The Drawing Machine" to determine whether or not you'd like to lead this lesson in advance of your Hour of Code.
One Day Before Your Hour of Code
Write the words "coding", "programming" and "debugging" on the board or add them to your word wall if you have one.
Write the words "Computer Science" in the middle of your board or on piece of paper at the center of a bulletin board. This will serve as your "mind map" for the Getting Ready and Assessment activities.
Have protractors available for students new to measuring angles
Each student who completes the activity if
should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded into something that can be run by a machine.
Teaching Guide
Assessment (2 minutes)
Ask students to add their "Whip Around" sticky notes or note cards to your "Computer Science" mind map on their way out the door. Try to populate the board with lots of great ideas about what CS is and why it matters.
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Teaching Tip
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
If you have time or if your students need a bit more background information, you might consider delivering "The Drawing Machine" before your Hour of Code event. This brief lesson introduces students to the idea of computer-assisted drawing, which will set them up for more success with the Code with Anna and Elsa tutorial.
Define: Coding means to write code, or to write instructions for a computer. - Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity). - Debugging means to check code for mistakes and try to fix errors.
Teaching Tip
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For learners in the middle grades, we suggest "The Hour of Code is Here."
Ask students to name some jobs they have heard of that are related to coding. Students might mention things such as "programmer", "computer scientist", "software developer," or "engineer". Capture student responses on your "Computer Science" board, making a mind map of the information your students share.
Say: "You're right, folks! There are no right or wrong answers here...just about any job these days involves some sort of knowledge of code. While there are many, many careers that require some knowledge of coding, learning to code is something anyone can do. And we're going to do it today. The things we're going to do today may not seem immediately like those, but everything you learn today could lead into making the next Angry Birds or Twitter."
Activity (30-45 minutes)
Challenge your students to complete the Code with Anna and Elsa tutorial.
Depending on the age and ability of your students, you might consider:
For younger students, we suggest you break your class into pairs or very small groups (three to four students each) and ask each group to work together to complete the tutorial using pair programming. Students in grades K-5 may struggle with the mathematics in the tutorial (it requires a basic understanding of angle measurement). If your students are on the younger side, consider delivering the supplementary lesson plan, "The Drawing Machine" to introduce the
basics before you facilitate your Hour of Code.
For older students, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren't interested in Frozen, they can get a similar experience with the Write Your First Computer Program tutorial.
For adult learners, Code with Anna and Elsa works extremely well either as an independent challenge or a pair programming activity.
If a group or individual finishes early, they can attempt another tutorial by visiting code.org/learn.
Teaching Tip
Wrap Up (5 minutes)
Debrief
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Give each student a few sticky notes or notecards. Facilitate a quick "Whip Around" activity:
Pose a prompt that has multiple answers such as "Share back something you really liked about the Hour of Code activity you completed" or "Share some skills you learned today."
Have students write down as many responses as possible, one idea per sticky note or note card. "Whip" around the room, calling on one student at a time. Have students share one of their responses. When called on, students should not repeat a response; they must add something new.
After completing the whip around, have students discuss which ideas and themes showed up most in their responses.
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Research some of the careers in coding you identified today. Find resources on planning career research projects on Sharemylesson.com.
Invite a computer science expert to talk to your class about his or her work . Don't know any local computer scientists? Try signing up for a virtual classroom visit through Code.org's and Skype's Guest Speakers in Computer Science program.
Standards Alignment
CSTA K-12 Computer Science Standards (2011)
CPP - Computing Practice & Programming
ISTE Standards for Students
1 - Creativity and Innovation
4 - Critical Thinking, Problem Solving, and Decision Making
6 - Technology Operations and Concepts
Common Core English Language Arts Standards
L - Language
RI - Reading Informational
Common Core Math Standards
G - Geometry
MD - Measurement And Data
MP - Math Practices
NBT - Number And Operations In Base Ten
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 3: Make a Flappy game
Overview
View on Code Studio
In this lesson, learners get an introductory experience with computer science and create a game using basic block code.This lesson has been designed for learners in the middle grades, ages 10-16, but can be adapted for younger or older learners using the differentiation suggestions provided.
Purpose
This lesson introduces the core CS concepts of coding and programming (using blocks), as well as simple debugging techniques.
Agenda
Assessment (2 minutes)
Speak Up
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Extended Learning
Beyond an Hour of Code
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Make connections between computer science concepts and the real world
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Hour of Code Educator
Review the
Guide and
Best Practices from
Successful Educators in order to begin to
plan your Hour of Code event.
Register your Hour of Code event you'd like to receive swag or classroom
support.
Review and complete the online tutorial yourself:
Make a Flappy Game
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Write the words "coding", "programming" and "debugging" on the board or add them to your word wall if you have one.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded
if into something that can be run by a machine.
Teaching Guide
Assessment (2 minutes)
Speak Up
Challenge students to share some aspect of their Hour of Code experience on social media using #hourofcode as a way to lend their voices to this world wide movement. Students can share their game, images, videos or just their thoughts.
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
Teaching Tip
Define:
Coding means to write code, or to write instructions for a computer.
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For young learners, we suggest "Anybody Can Learn."
Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity).
Debugging means to check code for mistakes and try to fix errors.
Ask students to think about what their ideal next step might be after high school graduation. Ask students to raise their hand if they believe that next step will require them to use a computer. Everyone should raise their hand, because computers are all around us...in our phones, in our cars, even in our microwaves and dishwashers!
Ask students to guess how many K12 schools there are in the United States of America. The answer is around 100,000. Now ask students to guess how many of those K12 schools offer a course in computer science. The answer is less than 1 in 4 schools. That means that less than 25% of the US population has the opportunity to learn computer science in school. Ask students: how does this impact a young person's ability to land their dream job or get into their ideal college, if they have little to no experience with computers? And this problem exists not just in the US, but all over the world.
Explain that across the globe, young people just like your students are participating in Hour of Code as a way to bring awareness to this injustice -- the lack of access to computer science education. Your class will be taking part, not just to learn the basics of CS and have a little fun -- but also to take a stand and use your voice to speak up about the importance of CS for all.
Activity (30-45 minutes)
Challenge your students to complete the Make a Flappy Game tutorial.
Depending on the age and ability of your students, you might consider:
For middle and high school students, we suggest you choose tutorials that allow free play and creation of apps or games. You can have students work independently or in pairs or small groups. There are many other tutorials on
code.org/learn that allow for free creation, including Playlab and our new beta tool AppLab.
For younger students, we suggest you break your class into pairs or very small groups (three to four students each) and ask each group to work together to complete the tutorial using pair programming.
For adult learners, the Write your first computer program tutorial works extremely well either as an independent challenge or a pair programming activity.
If a group or individual finishes early, they can attempt another tutorial by visiting code.org/learn.
Teaching Tip
Wrap Up (5 minutes)
Debrief
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Facilitate a "Turn and Talk." Ask students to share their game, app or final product with a friend for feedback. Then switch and check out your partner's app or game. Ask a few groups to share out their experience: what did you learn about how apps and games work today? How do you feel having had the opportunity to study computer science?
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Invite a computer science expert to talk to your class about his or her work . Don't know any local computer scientists? Try signing up for a virtual classroom visit through Code.org's and Skype's Guest Speakers in Computer Science program.
Standards Alignment
CSTA K-12 Computer Science Standards (2011)
CPP - Computing Practice & Programming
CT - Computational Thinking
1 - Creativity and Innovation
4 - Critical Thinking, Problem Solving, and Decision Making
6 - Technology Operations and Concepts
Common Core English Language Arts Standards
SL
- Speaking & Listening
Common Core Math Standards
MP - Math Practices
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 4: Playlab
Overview
In this lesson, learners get an introductory experience with computer science and create a game using basic block code.This lesson has been designed for learners in the middle grades, ages 10-16, but can be adapted for younger or older learners using the differentiation suggestions provided.
Purpose
This lesson introduces the core CS concepts of coding and programming (using blocks), as well as simple debugging techniques.
Agenda
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Assessment (2 minutes)
Speak Up
Extended Learning
Beyond an Hour of Code
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
View on Code Studio
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Make connections between computer science concepts and the real world
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide and Best Practices from
Successful Educators in order to begin to plan your Hour of Code event.
Register your Hour of Code event if
you'd like to receive swag or classroom support.
Review and complete the online tutorial yourself:
Playlab
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Write the words "coding", "programming" and "debugging" on the board or add them to your word wall if you have one.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded
into something that can be run by a machine.
Teaching Guide
Wrap Up (5 minutes)
Debrief
Facilitate a "Turn and Talk." Ask students to share their game, app or final product with a friend for feedback. Then switch and check out your partner's app or game. Ask a few groups to share out their experience: what did you learn about how apps and games work today? How do you feel having had the opportunity to study computer science?
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Assessment (2 minutes)
Speak Up
Challenge students to share some aspect of their Hour of Code experience on social media using #hourofcode as a way to lend their voices to this world wide movement. Students can share their game, images, videos or just their thoughts.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Invite a computer science expert to talk to your class about his or her work . Don't know any local computer scientists? Try signing up for a virtual classroom visit through Code.org's and Skype's Guest Speakers in Computer Science program.
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
Teaching Tip
Define:
Coding means to write code, or to write instructions for a computer.
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For young learners, we suggest "Anybody Can Learn."
Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity).
Debugging means to check code for mistakes and try to fix errors.
Ask students to think about what their ideal next step might be after high school graduation. Ask students to raise their hand if they believe that next step will require them to use a computer. Everyone should raise their hand, because computers are all around us...in our phones, in our cars, even in our microwaves and dishwashers!
Ask students to guess how many K12 schools there are in the United States of America. The answer is around 100,000. Now ask students to guess how many of those K12 schools offer a course in computer science. The answer is less than 1 in 4 schools. That means that less than 25% of the US population has the opportunity to learn computer science in school. Ask students: how does this impact a young person's ability to land their dream job or get into their ideal college, if they have little to no experience with computers? And this problem exists not just in the US, but all over the world.
Explain that across the globe, young people just like your students are participating in Hour of Code as a way to bring awareness to this injustice -- the lack of access to computer science education. Your class will be taking part, not just to learn the basics of CS and have a little fun -- but also to take a stand and use your voice to speak up about the importance of CS for all.
Activity (30-45 minutes)
Challenge your students to complete the Playlab tutorial.
Depending on the age and ability of your students, you might consider:
For middle and high school students, we suggest you choose tutorials that allow free play and creation of apps or games. You can have students work independently or in pairs or small groups. There are many other tutorials on code.org/learn that allow for free creation, including the Make a Flappy Game](https://studio.code.org/s/flappy) and our new beta tool AppLab.
For younger students, we suggest you break your class into pairs or very small groups (three to four students each) and ask each group to work together to complete the tutorial using pair programming.
For adult learners, the Write your first computer program tutorial works extremely well either as an independent challenge or a pair programming activity.
If a group or individual finishes early, they can attempt another tutorial by visiting code.org/learn.
Teaching Tip
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Standards Alignment
CSTA K-12 Computer Science Standards (2011)
CL - Collaboration
CPP - Computing Practice & Programming
CT
- Computational Thinking
ISTE Standards for Students
1 - Creativity and Innovation
2 - Communication and Collaboration
4 - Critical Thinking, Problem Solving, and Decision Making
6 - Technology Operations and Concepts
Common Core English Language Arts Standards
W - Writing
Common Core Math Standards
MP - Math Practices
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 5: Star Wars: Building a Galaxy with Code
Overview
View on Code Studio
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has two versions.
Option 1: Blocks
The first option uses drag-drop blocks. This version works best for:
Students on mobile devices without keyboards
Younger students (6+ because the tutorial requires reading)
International students
We recommend this for international students because JavaScript syntax is not translated and for the first Hour of Code, the translated blocks provide a better introduction.
Option 2: JavaScript
This option teaches the same basic concepts, but because it uses both drag-drop blocks and JavaScript, the students need to be able to type on a keyboard. For older students on computers, learning JavaScript can be fun and provide an additional challenge. This version of the tutorial is also great if you have some students in your class who have already learned some coding. It is recommended for ages 11+.
Purpose
This lesson introduces the core CS concepts of coding and programming including sequencing and events. The JavaScript version of the tutorial also lets the students experience typing code.
Agenda
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Extended Learning
Beyond an Hour of Code
Assessment (2 minutes)
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Make connections between computer science concepts and the real world
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide and Best Practices from Successful Educators in order to begin to plan your Hour of Code event.
Review and complete the online tutorial yourself:
Star Wars: Building a Galaxy with Code
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Write the words "coding", "programming" and "debugging" on the board or add them to your word wall if you have one.
Write the words "Computer Science" in the middle of your board or on piece of paper at the center of a bulletin board. This will serve as your "mind map" for the Getting Ready and Assessment activities.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write
instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded into something that can be run by a machine.
Teaching Guide
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
Teaching Tip
Define:
Coding means to write code, or to write instructions for a computer.
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For learners in the middle grades, we suggest "Change the World: Hour of Code 2015."
instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and
Programming, similarly, means to write code or paper (if you're using an unplugged activity).
Debugging means to check code for mistakes and try to fix errors.
Ask students to name some jobs they have heard of that are related to coding. Students might mention things such as "programmer", "computer scientist", "software developer," or "engineer". Capture student responses on your "Computer Science" board, making a mind map of the information your students share.
Say: "You're right, folks! There are no right or wrong answers here...just about any job these days involves some sort of knowledge of code. While there are many, many careers that require some knowledge of coding, learning to code is something anyone can do. And we're going to do it today. The things we're going to do today may not seem immediately like those, but everything you learn today could lead into making the next Angry Birds or Twitter."
Activity (30-45 minutes)
Challenge your students to complete the Star Wars: Building a Galaxy with Code tutorial.
Depending on the age and ability of your students, you might consider:
For younger students, we suggest you break your class into pairs and ask each pair to work together to complete the tutorial using pair programming.
For older students, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren't interested in Star Wars, they can get a similar experience with the Write Your First Computer Program tutorial.
For adult learners, Star Wars: Building a Galaxy with Code works extremely well either as an independent challenge or a pair programming activity.
At the end of the tutorial, the students have the opportunity to build a Star Wars game. If students finish early, encourage them to try each other's games and then make their own games more interesting or challenging.
You can also let a group or individual attempt another tutorial by visiting code.org/learn.
Wrap Up (5 minutes)
Debrief
Give each student a few sticky notes or notecards. Facilitate a quick "Whip Around" activity:
Pose a prompt that has multiple answers such as
"Share back something you really liked about the Hour of Code activity you completed" or "Share some skills you learned today."
Have students write down as many responses as possible, one idea per sticky note or note card. "Whip" around the room, calling on one student at a time. Have students share one of their responses. When called on, students should not repeat a response; they must add something new.
After completing the whip around, have students discuss which ideas and themes showed up most in their responses.
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Research some of the careers in coding you identified today. Find resources on planning career research projects on Sharemylesson.com.
Invite a computer science expert to talk to your class about his or her work . Don't know any volunteers, reach out to a few on the volunteer map.
Assessment (2 minutes)
Ask students to add their "Whip Around" sticky notes or note cards to your "Computer Science" mind map on their way out the door. Try to populate the board with lots of great ideas about what CS is and why it matters.
.
Teaching Tip
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Lesson 6: MINECRAFT Hour of Code
Overview
View on Code Studio
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson works well for any students old enough to read (ages 6+). Younger learners will probably not finish the tutorial, but will have lots of fun working through the puzzles for an hour. High school students will mostly finish the tutorial and have some time to play on the free play level at the end.
Purpose
This lesson introduces the core CS concepts of coding and programming (using blocks), as well as simple debugging techniques.
Agenda
Activity (30-45 minutes) Getting Started (5 minutes)
Setting the Stage
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Assessment (2 minutes)
Extended Learning
Beyond an Hour of Code
Objectives
Students will be able to:
Define "coding" and "computer science"
Identify key computer science vocabulary
Identify places to go to continue learning computer science and coding
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide and Best Practices from Successful Educators in order to begin to plan your Hour of Code event.
Register your Hour of Code event if you'd like to receive swag or classroom support.
Review and complete the online tutorial yourself:
MINECRAFT Hour of Code
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Print one or more of the Exit Ticket examples at the end of this lesson plan, or create your own.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Debugging - Finding and fixing problems in an algorithm or program.
Program - An algorithm that has been coded into something that can be run by a machine.
Teaching Guide
Activity (30-45 minutes)
Challenge your students to complete the MINECRAFT tutorial.
Depending on the age and ability of your students, you might consider:
For younger students, we suggest you break your class into pairs and ask each group to work together to complete the tutorial using pair programming.
For learners in the middle grades, we find that working independently on tutorials works well. Sometimes it helps to allow students to choose their own tutorial. If students aren't interested in MINECRAFT, they can get a similar experience with the Code with Anna and Elsa or Star Wars tutorials.
For older or adult learners, the MINECRAFT tutorial works extremely well either as an independent challenge or a pair programming activity.
If a group or individual finishes early, they can attempt another tutorial by visiting code.org/learn.
Teaching Tip
Getting Started (5 minutes)
Be sure to play through your chosen tutorials yourself, before asking your students to attempt them. That way you'll know what to expect and can make decisions about whether to let students choose their own tutorial, or if you want to assign tutorials based on student needs.
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Say: "Today we're going to spend one hour learning to code. Has anyone here heard the term "code" before? What does it mean?"
Students might mention that a "code" is like a secret message, or that it's related to computers in some way.
Explain that in computer science, "code" means a set of instructions that a computer can understand. Let students know that today, they are going to practice "coding," "programming" and "debugging".
Teaching Tip
Define:
Coding means to write code, or to write instructions for a computer.
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For young learners, we suggest "The Hour of Code is Here ."
Programming, similarly, means to write code or instructions. Today, you will program with blocks on the computer (if you're using an online tutorial) or with pen and paper (if you're using an unplugged activity).
Debugging means to check code for mistakes and try to fix errors.
Wrap Up (5 minutes)
Teaching Tip
Debrief
Ask students to reflect on the day's activities. What did they learn about coding? Programming? Debugging? How do they feel about computer science and code after spending one hour exploring?
Celebrate
You'll want to spend very little time front-loading or introducing your Hour of Code. Especially with young learners, it's best to jump in as quickly as possible. Too much explanation or lecture at the beginning tends to spoil the fun, and fun is the whole point!
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Assessment (2 minutes)
Give each student an "Exit Ticket" and ask them to summarize what they learned today, how they felt, or what they experienced. Students can draw, write or express themselves in any way they feel comfortable. Collect an "Exit Ticket" from each student on their way out of the room. If you like, you can post the "Exit Tickets" on a bulletin board or some place prominent in the school as a reminder of your Hour of Code.
Extended Learning
Beyond an Hour of Code
After your Hour of Code ends, there are many ways to continue teaching computer science in your K-5 classroom. Here are some ideas:
Teach the Code Studio Computer Science Fundamentals courses. These four courses are designed for young learners. Students work their way through a series of puzzles that teach them to code, and educators have access to engaging lesson plans that help make the learning coming alive. Code.org offers free professional development for these courses, online or in-person.
Invite a computer science expert to talk to your class about his or her work . Don't know any local computer scientists? Reach out to a volunteer on our volunteer map
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 7: Intro to App Lab
Overview
View on Code Studio
Tutorial Summary: This tutorial is designed to quickly introduce the App Lab programming environment as a powerful tool for building and sharing apps. The tutorial itself teaches students to create and control buttons, text, images, sounds, and screens in JavaScript using either blocks or text. At the end of the tutorial students are given time to either extend a project they started building into a "Choose Your Own Adventure", "Greeting Card", or "Personality Quiz" app. They can also continue on to build more projects featured on the code.org/applab page.
Age Appropriateness: The tutorial is designed for students over 13. Because it allows students to upload custom sounds and images, young students should not use this without supervision. To protect students privacy, if your students are under 13, they will not be able to use this tutorial unless you first set up accounts for them in a section you manage.
Checking Correctness: This tutorial will not tell students whether they completed the level correctly. Encourage students to use the target images and directions provided in every level to know if they are on the right track. If students want to move on past a particularly tricky level they can simply click "Finish" and continue on.
Have fun completing your Hour of Code with App Lab!
Purpose
This lesson is your students' first step with App Lab. The tutorial itself should be an approachable introduction to a powerful tool with broad functionality. Students should have a positive experience during the tutorial and more importantly should be motivated to keep building in App Lab. They are only scratching the surface of what the tool is capable of here, so afterwards they should use the code.org/applab page or the project gallery to get inspired for more complex types of projects they want to make.
Agenda
Warm Up
Build Excitement!
Activity
General Support Setting Properties - Levels 1-4 Make It Interactive - Levels 5-7 Images and Sounds - Levels 8-9 Design Mode - Levels 10-13
Objectives
Students will be able to:
Build and share their own apps in App Lab using features like buttons, text, images, sound, and screens.
Continue building projects in full App Lab using the resources provided on the code.org/applab page.
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide and Best Practices from Successful Educators in order to begin to plan your Hour of Code event.
Register your Hour of Code event if you'd like to receive swag or classroom support.
Review and complete the online tutorial yourself
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Print one or more of the Exit Ticket examples at the end of this lesson plan, or create your own.
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Celebrate and Keep Going!
Teaching Guide
Warm Up
Build Excitement!
Motivate: Explain to students the goals of today's activity. They are going to start using a new tool that will let them quickly make apps they can instantly send to themselves or friends to use.
Video: The first level of this activity is a video that should both motivate students to complete the activity and explain how it will work. Consider watching it as a class and quickly debriefing afterwards to answer questions.
Activity
General Support
General Support: As a teacher your role is primarily to support students as they make their way through the tutorial. Here are a few tips that should help students regardless of the level they're working on
Collaborate with Neighbors: Encourage students to check in with a neighbor when they're getting stuck. Since this tutorial includes videos and students may be wearing headphones it can get easy to "go into a bubble". Help break those barriers by actively pairing students if they seem like they need help.
Read the Instructions: The instructions usually provide helpful tips on how to complete the level. Before completing a level for a student ensure they've actually looked closely at the target image and read all the text there.
Stuck? Click here: Each level includes a GIF showing exactly how to complete the level. If students want help they can and should use these GIFs. If they only want to use them as a hint, just have them close the GIF once they've seen the first part.
Move On and Come Back: Sometimes students will benefit more from coming back to a tricky level. Except for the "Design Mode" sequence, all levels are independent of one another, though they do rely to some degree on previously introduced concepts.
Setting Properties - Levels 1-4
These levels are all about learning to use the setProperty() block. The dropdowns in this block make it easy to know exactly what it is capable of changing. That said, there's a couple tips that can help
When to use Double Quotes: The setProperty() block automatically changes the final dropdown when you select what properties you want to change, including whether they use double quotes. When in doubt, students should first change the first two dropdowns, then use the last one as a model for what values work there. The most common error is failing to use double quotes around a color name.
Hover to Read IDs: By hovering over an element in your app you can read its ID. This will help students when they're trying to change multiple elements on their screen.
Make It Interactive - Levels 5-7
This sequence introduces the onEvent() block. Here's some helpful tips if students are getting stuck.
onEvents Don't Go Inside One Another: Students just starting out may try to put one block inside of the others. This is never the intended behavior for this tutorial. Even though this is mentioned in the videos, a quick reminder might help get kids unstuck.
Check Your IDs: You need to change the "id" property in onEvent() so that it detects events with the correct element.
You Can Use Multiple Blocks in an onEvent() : If you want multiple things to happen when you click the same button, just add more blocks to the same onEvent() . You should never have a program that has two onEvent() blocks for the combination of element (e.g. "button1") and event type (e.g. "click").
Images and Sounds - Levels 8-9
Teaching Tip
This section has a single level that has students add an animal to a soundboard. This level is a little more involved that the previous ones, so expect that students may need to either rewatch the video beforehand or read instructions carefully to complete all the steps.
Finding Images: Students do not need to search for images or sounds online in order to complete this lesson, but they may wish to. You'll likely want to prepare in advance to advise responsible and appropriate searching for images.
Images Use setProprety() : To add an image to a screen element students can use the "image" property. There is no new block.
Link to Images: Students can copy the URL of images they find directly into the setProperty() block in order to add them to their apps. There's no need to download them to their computers and upload them to App Lab if they don't wish to.
Design Mode - Levels 10-13
In the last sequence students are working on the same project for three bubbles in a row. They are now learning to add screen elements themselves which means that the total number of things they can do in App Lab has grown a lot. Assume that some students will spend some time exploring at this point as they try out all the new tools.
Using Good IDs: An important part of programming in App Lab is giving your elements good IDs. Up to this section students have had their IDs created for them, so they haven't had a chance to practice this skill. This is a useful reminder for the teacher to reinforce during this section.
Share Your App - Levels 14-15
This section is very open-ended. The tutorial itself is designed to give students ample time to keep working on this project, either making Choose Your Own Adventure, or one of their own creation.
Try the Samples: Students are provided 3 sample apps that should help them brainstorm their own ideas.
Encourage Sharing: If students have cell phones with a data plan they can quickly text a link to their projects to their own phone or a friend's. If your school policy allows it, encourage them to do so here.
Encourage Creativity: Compared to other activities in this lesson, this section asks students to be much more creative. Ask students to think "what will your story be about?" or do a quick group brainstorm so that classmates can hear ideas from one another.
Wrap Up
Celebrate and Keep Going!
Print Certificates: Print certificates for students to celebrate their achievement.
code.org/applab: At the end of the lesson encourage students to head to the App Lab home page where they can get ideas for more ways to keep their adventure with App Lab going.
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 8: Dance Party
Overview
In this lesson, learners of all ages get an introductory experience with coding and computer science in a safe, supportive environment. This lesson has been designed for learners of all ages but does require reading. This activity requires sound as the tool was built to respond to music.
Purpose
This lesson introduces the core CS concepts of coding and event programming (using blocks).
Agenda
Getting Started (5 minutes)
Setting the Stage
Activity (30-45 minutes)
Music Filtering
General Support
Level by Level
Wrap Up (5 minutes)
Debrief
Celebrate
Next Steps
Go Viral
Assessment (2 minutes)
View on Code Studio
Objectives
Students will be able to:
Develop programs that respond to timed events
Develop programs that respond to user input
Create dance animations with code
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide and Best Practices from Successful Educators in order to begin to plan your Hour of Code event.
Register your Hour of Code event if
you'd like to get classroom support, discounted posters, or participate in the
robotics give-away (US only).
Review and complete the online tutorial yourself:
Dance Party
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
Review the supplementary lesson plan,
"The Big Dance Party" to determine whether or not you'd like to lead this lesson in advance of your Hour of Code.
One Day Before Your Hour of Code
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
(optional) Encourage students to bring in headphones to use during the activity.
Links
Heads Up! Please make a copy of any documents you plan to share with students.
For the Teachers
Spotify Playlist (all ages)
Vocabulary
code - (v) to write code, or to write instructions for a computer.
Event - An action that causes something to happen.
Program - An algorithm that has been coded into something that can be run by a machine.
Teaching Guide
Getting Started (5 minutes)
Setting the Stage
Welcome students to class and very briefly introduce the day's activity.
Remarks
Teaching Tip
Today we're going to do something really creative. What's your favorite way to be creative?
Encourage students to share the ways they express creativity, such as with art, dance, music, writing.
Explain that today we're going to be creative with "code", which just means means a set of instructions that a computer can understand. Just like choosing which type of colors of paint to use, or what kinds of words you write with can be express creativity, choosing what code you write and how people interact with it can be an opportunity to express your creativity too!
If you have time and would like to prepare your students with an unplugged activity, consider delivering "Dance Party: Unplugged" before your Hour of Code event. This brief lesson introduces students to the idea of events triggering different dance moves.
Teaching Tip
Get up and dance: Announce to the class that today we're going to see how we can combine coding with dancing in a creative way. Ask your kids to floss, dab, or
One way to introduce the Hour of Code if you are not very familiar with coding yourself is to show one of our inspirational videos. Choose one you think your students will find inspiring, and share it now. For learners in the middle grades, we suggest The Hour of Code is Here.
do a creative dance move of their own for 10 seconds to get them in the mood. You can play a song from this Spotify Playlist (all ages) to help kick things off. Capture your class's moves on video.
Activity (30-45 minutes)
Music Filtering
This tutorial features songs from popular artists. To get a preview of the song list in this tutorial, check out this Spotify Playlist. We are using radio-safe versions of all songs and for students under 13, we limit the music to this filtered list Spotify Playlist (all ages) . If you would like to use the filtered list with older students, you can share this link with your classroom.
General Support
General Support: As a teacher your role is primarily to support students as they make their way through the tutorial. Here are a few tips that should help students regardless of the level they're working on
Collaborate with Neighbors: Encourage students to check in with a neighbor when they're getting stuck. Since this tutorial includes videos and students may be wearing headphones it can get easy to "go into a bubble". Help break those
barriers by actively pairing students if they seem like they need help. Depending on the age and ability of your students, you might consider formally breaking your class into pairs to complete the tutorial using pair programming.
Read the Instructions: The instructions usually provide helpful tips on how to complete the level. Before completing a level for a student ensure they've actually looked closely at the target image and read all the text there.
Stuck? Look for hints: Each level includes a hint with further details about how to pass the level. If students are
trying to pass puzzles as quickly as possible, they might find they just need to wait a certain amount of time for all of the code to play out before moving on. Many levels contain a second hint with suggestions of ways to get even more creative by extending the task.
Move On and Come Back: Sometimes students will benefit more from coming back to a tricky level. All levels are independent of one another, though they do rely to some degree on previously introduced concepts.
Take your time and experiment. Even though the first couple levels tell students exactly what they need to do to pass, they should also feel free to try out their own ideas.
Level by Level
2019 Tutorial - View on Code Studio
2018 Tutorial - View on Code Studio
Wrap Up (5 minutes)
Debrief
Pose a prompt that has multiple answers such as "What is something you enjoyed about today's activity?" or "What is the connection between creativity and computer science?"
Celebrate
Explain that you are spending one hour coding today, because this week is CS Education Week, and millions of other students across the globe have also been learning one Hour of Code this week. Congratulate students on being part of this world wide movement.
Give each student a certificate with his or her name on it.
Next Steps
Let students know that if they enjoyed today's activity, they have many options for continuing to code. Encourage students to visit code.org/learn for a list of options, or, if you're planning any of the extension activities that follow, tell students what's coming next in your classroom.
Go Viral
The Hour of Code is about creativity, and we can't wait to see what you create! Please share student creations, photos, and videos on social media! Teachers, record your classroom coding a dance, or dancing the dance. Make your video special by adding an ending clip.
Be sure to include #HourOfCode and tag us on Facebook, Twitter and Instagram. Bonus points for tagging the artist whose music your students used. Code.org will re-share our favorite posts to our millions of followers.
Of course, make sure to respect your school's social media policy.
Assessment (2 minutes)
Ask students to add their "Whip Around" sticky notes or note cards to your "Computer Science" mind map on their way out the door. Try to populate the board with lots of great ideas about what CS is and why it matters.
If you are interested in licensing Code.org materials for commercial purposes, contact us.
Lesson 9: AI For Oceans
Overview
Tutorial Summary: First students classify objects as either "fish" or "not fish" to attempt to remove trash from the ocean. Then, students will need to expand their training data set to include other sea creatures that belong in the water. In the second part of the activity, students will choose their own labels to apply to images of randomly generated fish. This training data is used for a machine learning model that should then be able to label new images on its own.
Checking Correctness: This tutorial will not tell students whether they completed the level correctly. It is possible to skip through the different parts of the activity quickly. Encourage students to watch the videos, read the instructions, and try different things along the way. At any time, they can share their findings with you or a classmate.
Have fun completing your Hour of Code!
Purpose
This tutorial is designed to quickly introduce students to machine learning, a type of artificial intelligence. Students will explore how training data is used to enable a machine learning model to classify new data. Students should have a positive experience during the tutorial and more importantly should be motivated to keep learning computer science.
Agenda
Warm Up
Build Excitement!
Activity
General Support
Level 1 - Machine Learning
Levels 2-4 - Train AI to Clean the Ocean
Level 5 - Training Data & Bias
Levels 6 - Using Training Data
Level 7 - Impacts on Society
Level 8 - Teach A.I. a new word
Extended Learning
Help Classify Animals at Mountain Zebra National Park Wrap Up
Celebrate and Keep Going!
View on Code Studio
Objectives
Students will be able to:
Discuss the role artificial intelligence plays in their lives.
Train and test a machine learning model.
Reason about how human bias plays a role in machine learning.
Preparation
One Week Before Your Hour of Code
Review the Hour of Code Educator Guide in order to begin to plan your Hour of Code event.
Register your Hour of Code event .
Review and complete the online tutorial yourself.
Be sure to test it first before asking your students to complete it. Check your technology and decide if you need to troubleshoot anything in advance of your Hour of Code.
One Day Before Your Hour of Code
Each student who completes the activity should receive a certificate. Print one for everyone in advance to make this easier at the end of your Hour of Code.
Links
Heads Up! Please make a copy of any documents you plan to share with students.
For the Students
AI: Machine Learning - Video (download
)
AI: Training Data & Bias - Video (download)
AI: Impact on Society - Video (download)
Vocabulary
Machine Learning - How computers recognize patterns and make decisions
without being explicitly programmed
Teaching Guide
Warm Up
Build Excitement!
Motivate: Explain to students the goals of today's activity. They are going to start using a new tool that will let them train a real machine learning model, a form of artificial intelligence.
Video: The first level of this activity is a video that gives important context around artificial intelligence and machine learning. Watch it as a class and debrief afterwards to help students build connections to the content.
Activity
General Support
General Support: As a teacher your role is primarily to support students as they make their way through the tutorial. Here are a few tips that should help students regardless of the level they're working on
Collaborate with Neighbors: Encourage students to check in with a neighbor to discuss what they are experiencing. Since this tutorial includes videos and students may be wearing headphones it can get easy to "go into a bubble". Help break those barriers by actively pairing students.
Read the Instructions: The instructions usually provide helpful information about what is happening behind the scenes.
Go back and try different things: If students finish quickly, encourage them to go back to "Train More". More training data tends to make the machine learning model more accurate and consistent. Students can also learn by purposefully training their model incorrectly, or not training it at all.
Level 1 - Machine Learning
Video: AI: Machine Learning - Video
Quick Share-out: Where have you seen or experienced artificial intelligence in your lives? Examples from the video include:
email filters
auto-complete text
video recommendation systems
voice recognition
translation apps
digital assistants
image recognition
Prompt: Based on what you saw in the video, what is machine learning?
Discuss: Beginning in small groups then moving to whole class, students share their responses.
Teaching Tip
You can share these stories with your class to help them see how AI will impact the future.
Food Waste Is a Serious Problem. AI Is Trying to Solve It
AI tech can identify genetic disorders from a person's face
How an AI Startup Designed a Drug Candidate in Just 46 Days
MIT AI tool can predict breast cancer up to 5 years early
The Army steps up its pace on self-driving cars
San Francisco says it will use AI to reduce bias when charging people with crimes
Say: Computers can learn from data. Machine learning works by finding patterns in data. In this activity you're
AI is helping scholars restore ancient Greek texts on stone tablets
going to supply the data to train your own machine learning model. Imagine an ocean that contains creatures like fish, but also contains trash dumped by humans. What if we could train a computer to tell the difference and then use that technology to help clean the ocean?
Levels 2-4 - Train AI to Clean the Ocean
Students can work through the first three levels on their own or with a partner. To program A.I., use the buttons to label an image as either "fish" or "not fish". Each image and label becomes part of the data used to train A.I. to do
it on its own. Once trained, A.I. will attempt to label 100 new images on its own, then present a selection that it determined have the highest probability of being "fish" based on its training. Students who consistently label things correctly should see an ocean full of different types of sea creatures, without much (or any) other objects.
Level 5 - Training Data & Bias
Quick Share-out: How well did A.I. do? How do you think it decided what to include in the ocean?
Video: AI: Training Data & Bias - Video
Prompt: How do you think your training data influence the results that A.I. produced?
Discuss: In small groups, students share their responses. Circulate the room and listen to student ideas. This can be followed with full class discussion, or students can jump right back into the tutorial.
Levels 6 - Using Training Data
In the second half of the activity, students will teach A.I. about a word of their choosing by showing it examples of that type of fish. As before, A.I. doesn't start with any training data about these labels. Even though the words in this level are fairly objective, it's possible that students will end up with different results based on their training data. Some students may even intentionally train A.I. incorrectly to see what happens. If students are reflecting on how machine learning works, it should be encouraged!
Level 7 - Impacts on Society
Video: AI: Impact on Society - Video
Say: Artificial intelligence systems learn from the data we give it, but that data could be opinion-based or biased.
Say: Think back to the examples of artificial intelligence we discussed at the beginning. Think of a time where machine learning might have got something wrong in the real world? (For example, voice recognition fails to understand you.)
Discussion
Goal
Goal: The goal of this discussion is to bring students back to the context of artificial intelligence in the real world.
Prompt: How could biased data result in problems for artificial intelligence? What are ways to address this?
Discuss: Beginning in small groups then moving to whole class, students share their responses.
Say: In the final part of the activity you're going to teach A.I. a word that could be interpreted in different ways.
Discussion
Goal
Goal: Get students acquainted with the world of artificial intelligence. Reflect on the prevalence of artificial intelligence in our lives and think broadly about potential future innovations.
Content Corner
Every image in this part of the tutorial is fed into a neural network that has been pre-trained on a huge set of data called ImageNet. The database contains over 14 million hand-annotated images. ImageNet contains more than 20,000 categories with a typical category, such as "balloon" or "strawberry", consisting of several hundred images. When A.I. is scanning new images and making its own predictions in the tutorial, it is actually comparing the possible categories for the new image with the patterns it found in the training dataset.
Discussion
Goal Goal: Get students to reflect on their experience so far. It is important at this point that they realize the labeling they are doing is actually programming the computer. The examples they show A.I. are the "training data".
Content Corner
Rather than looking at these images on a pixel-by-pixel basis, A.I. is now looking at the components of each fish such as the type of mouth, tail, eyes, scales, and fins, or the body color, shape, and size. The machine learning model here works by looking for patterns in the training data. It will be more likely to label a fish the same way the student would have if it has matching traits.
Level 8 - Teach A.I. a new word
Here, as before, students will use training data to teach A.I. to recognize different types of fish. The words in this list are intentionally more subjective than what students will have seen so far. Encourage students to decide for themselves what makes a fish look "angry" or "fun". Two students may choose the same label and get a very different set of results based on which fish traits were their focus. Encourage students to discuss their findings with each other or go back and choose new words. Each student will rely on their own opinions to train A.I. which means that A.I. will learn with the same biases held by the students. As students begin to see the role their opinion is playing, ask them to reflect on whether this is good or bad, and how it might be addressed.
Open question: What is a problem you care about that artificial intelligence could help to solve?
Extended Learning
Help Classify Animals at Mountain Zebra National Park
Snapshot Safari has placed hundred of camera traps across southern Africa, capturing millions of images of beautiful and rare animals. Students can help protect the endangered Cape Mountain Zebra by classifying the different animals in these images. Read about the project below, then click "Classify" to give it a try!
Snapshot Mountain Zebra - Zooniverse
Wrap Up
Celebrate and Keep Going!
Print Certificates: Print certificates for students to celebrate their achievement.
code.org/learn: At the end of the lesson encourage students to head to Code.org/learn where they can get ideas for more ways to keep their adventure with computer science going.
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Lou's tips on how to create a sustainable and beautiful garden.
*Observe your natural surroundings.
Go for walks in bushland close to where you live and take photos and notes about what plants are growing together. Pay attention to the way nature 'designs' spaces. Fallen logs, ground covers, shrubs and trees all harmonise in the natural environment.
*Experiment with native plants.
If you like the look of a plant, take a photo or a sample and have it identified but be mindful of the soil type and conditions it is growing in. If it is a species' local to your area, you can feel confident that it will do well in your garden and be less reliant on water and maintenance.
Don't add manures to soil where you want to grow natives.
*When starting a new garden, prepare the surface by protecting it.
Covering the earth with biodegradable mulch or gravel will prevent top-soil and moisture loss. It will also contribute to the creation of new soil, suppress dust and help to cool the atmosphere.
*Design the entire space.
Even a rudimentary design can help you identify your boundaries, connections and opportunities. A design drawn to scale gives you a big picture idea of how pathways, open spaces and garden beds relate. It can help you decide where you will want large trees, seats, sculptures, paving and under cover areas. It can also save you a lot of time and money because it acts as a guide to stage your projects, knowing the pieces will all come together.
*Good earth for growing food.
Australian soils are old, shallow and nutrient deficient so if you want to grow food you'll need to make some soil. An early project at the onset of building a garden should be the creation of a compost heap so that you can immediately start collecting organic matter. Keep ALL your compost and collect manure, leaves, lawn clippings and shredded newspaper. This can all be added to your vegie garden beds in perpetual rotation.
Isolate the vegie garden from the rest of the garden so that you limit the high maintenance and irrigated space to one area to keep it practical and achievable. You may need to make this area vermin-proof.
If you want chooks, keep the chook shed and run within this space so that you can develop a permicultural relationship between the chooks and the food garden. Vegies like chook poo, chooks like vegie scraps…
*Plant large trees first.
These take the longest to grow and provide shelter for understory plants in summer as well as shade for you. Plant in late April/early May to get the best out of the winter/spring growing season.
*Don't be afraid to experiment.
Remember it's your garden and you can do whatever you like with whatever you like. The best materials for construction are the free ones! You can make seats, retainer walls, paved areas, sculptures, chook runs and pergolas all out of recycled materials. There are no rules. Any material in great quantity and repetition has potential to make a statement.
*Provide habitat for animals, birds and insects.
There is nothing more satisfying than creating a garden that can be shared by all creatures. A good layer of mulch will encourage skinks and insects which in turn, will bring ground foraging birds into your garden. You don't need to feed birds. Plenty of nectar-producing native plants will provide more than enough tucker for honey-eaters and spine-bills. Medium-sized dense shrubs, especially prickly ones, will create good nesting and protective habitat so that small bushland birds can flee from aggressors like noisy miners and cats. Woody debris (aka larger sticks and logs) will provide habitat for larger lizards. And a range of bird-baths, preferably one sitting under every garden tap for ease of re-filling, will astound you with the different variety of birds they attract.
If you want to see native wildlife thrive in the space you've created, keep your cat away from the garden. Even during the day, cats kill dozens of small reptiles and birds. They can't help it. It's their nature. Preferably create a cat enclosure to keep your cat safe and native wildlife safe from your cat.
*Nest boxes for arboreal animals.
If you are lucky enough to have large trees, install a few nest boxes for parrots, kookaburras, sugar gliders, micro bats and other arboreal animals. The presence of tree hollows in the landscape is declining though the loss of large old trees so nest boxes provide much needed interim accommodation. It can take a eucalypt well over one hundred years to establish a small hollow and birds like owls, kookaburras and large parrots need big hollows.
Leave dead trees standing; they are havens for a myriad of native species and provide perches and nesting sites for larger birds.
*Remove barbed wire.
Barbed wire is the cause of death for too many native animals each year. Gliders and bats are easily entangled in the sharp barbs and cannot escape. Consider replacing the barbed wire with plain wire.
*Spend time in the garden.
Gardening is known to be one of the most rewarding and healing activities that a human can undertake with research showing that on average, gardeners live healthier and longer lives. So, the more time you spend in the garden, the happier you'll be. Observe the changes. Watch the animals and birds - perhaps record, draw or photograph them so that you have a record of the evolution of your space. The presence of a range of animal species is an indication that your garden is in a successful balance with nature. Experiment with different plants, materials and designs. Don't be afraid to change things, remove things, replace things.
And make sure you put seats all over the garden because eventually, when you've finished digging, mulching, raking and building, you're going to want to sit on one of them and just stare at the incredible place you've created.
Happy sustainable gardening! If you'd like help with your garden contact: Louise Costa 0437 153 203 email: email@example.com Rushworth, Victoria. | <urn:uuid:e25042cc-86aa-4398-822c-1958cf73e59d> | CC-MAIN-2025-08 | http://www.apsmitchell.org.au/wp-content/uploads/Lou-Costa-Tips-on-gardening-Jun-2018-1.pdf | 2025-02-06T16:32:56+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00744.warc.gz | 32,056,590 | 1,271 | eng_Latn | eng_Latn | 0.998868 | eng_Latn | 0.998842 | [
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THE WEST COAST SHELDONS – HENRY HARGRAVE SHELDON
Sheldon C. Bachus
It is said that 19th century immigrants to California and the West Coast came in three successively larger waves: those arriving in the 1840s seeking land; those in the 1850s searching for gold; and those in the 1860s and afterward looking for a new or better life 1 .
After enduring the hardships of the Great Basin badlands and then struggling over the precipitous mountain passes of the Sierra Nevada, the Bartleson-Bidwell party arrived in California's great Central Valley just before the winter of 1841. This small band of thirty-two men and a single women 2 represents the first wave of adventurous Americans hoping to settle in the benign but bountiful hills and valleys of Alta California. Seven years later in January 1848, James Marshall would discover gold in the South Fork of the American River, which in turn prompted a far larger wave of American immigration – a wave that transformed California from a lethargic Mexican colony to a dynamic American state in 1850. Arguably, California statehood would not have occurred as quickly had gold not been discovered, and if the region had not been subjected to this second and significantly larger influx of immigrant "49er" gold seekers. By the early 1860s the search for gold had exhausted most of the easily mined deposits, and had been replaced by a subsequent quest for silver sought in part to fund the Union's prosecution of the Civil War 3 . Later in 1869, with the completion of the transcontinental railroad, a third wave of immigrants streamed overland, seeking to settle in the still great open spaces of the Far West 4 . Henry Sheldon was among this still continuing migration of Americans seeking to improve their lives and fortunes along the eastern shore of the Pacific Ocean.
Bristol in Hartford County, Connecticut, where he worked as a copper mine clerk 8 . At the time of the 1850 census, Henry and Laura had three children -- Charles Saber born in 1844, Dexter Brittan born in 1846, and Laura Frances born in 1848. In the ensuing decade the family grew to include three additional children – Frederick Nott born in 1854, Henry in 1856, and Mary in 1858. The 1860 Federal Census 9 shows that the family had moved to Warren, New Hampshire where Henry was employed as the superintendent of a lead and silver mining operation.
Henry Hargrave Sheldon 5 was born in Troy, New York, on August 30, 1820. The son of the local justice of the peace, Daniel Sheldon, he represents the sixth generation of Sheldons in America descending from John Sheldon, who originally immigrated from Warwickshire, England in the mid-1600s to Pawtuxet in Providence County, Rhode Island. Little is known of Henry's early life, however, unverified but reasonably consistent genealogical records 6 show that he married Laura Porter Thayer on June 6, 1843. Interestingly, Laura was born in Troy, New York, on August 19, 1820 – just 11 days before her husband. From this it would probably be safe to assume that Henry and Laura were schoolmates, and that they were in all likelihood married in Troy. Additional evidence indicates that their marriage ceremony was performed by " the Rev. Dr. Nott", however, this is conjecture and is subject to verification 7 . Seven years later at the age of 30, Henry is listed in the 1850 Federal Census as living in
At some point in the mid-1860s Henry decided, as did many of his fellow east coast Americans, to pursue the opportunities offered in California on the far edge of the United States' western frontier. Most likely he sailed from New York to Colón, portaged the Panama isthmus to what is now Panama City, and then proceeded by sea on to San Francisco. His first documented presence in California appears in the 1866 Great Register of California, which reports him to be a mine superintendent and voting resident of Copperopolis 10 . Founded in 1860 and originally known as Copper Canyon, Copperopolis is located in the Sierra Nevada foothills between Stockton and the gold town of Angels Camp, made famous by Mark Twain for its legendary jumping frog contests 11 . During the Civil War, copper was in great demand by the Union army, and by 1863 the rich vein at Copperopolis was annually producing over $1.5 million worth of ore, which was shipped around Cape Horn, eventually to be smeltered into brass at east coast armament factories in New York, Boston and Philadelphia. When Henry first arrived in 1866 or shortly before, Copperopolis was estimated to have a population of over 10,000. With the end of the Civil War, however, the market price of copper plunged from $0.55 to $0.19 a pound, mining operations became far less profitable, and both the size and prosperity of the town diminished significantly.
As recorded in the Great Register of California of 1866, Henry Sheldon had satisfied the Calaveras County residency requirement for voter registration by November 22, 1866. From this record, however, it is not clear how long he had been in California prior to 1866, or whether his family had accompanied him to the West Coast. Most likely, Henry's family remained in Connecticut. There are several reasons for this assumption. First, although in becoming California's largest city San Francisco's civility had matured beyond the violent vigilantism of the previous decade, life in California's mining camps during the Civil War era remained a very rough and raw experience. This was a life to which Henry did not want bring his wife and children. Likewise, given the fact that Henry was a mine superintendent, he was well paid for his work, most likely received free room and board from the mining company, and therefore could live and work in the camp frugally while adequately supporting his family back East. Another factor also to consider is the difficulty of moving a family West prior to the completion of the transcontinental railroad – although the journey overland or by sea had become less hazardous than it was for the 49ers, it nonetheless remained arduous and not without danger.
By 1870 Henry had finally reunited with his wife and children in San Francisco. Based on U.S. federal census records 12 , it appears that the family lived in Ward 11 of the 2 nd Supervisorial District – probably near current San Francisco's Noe Valley neighborhood 13 . The census documents cited here indicate that only four children – Dexter, Laura, Mary and the younger Henry -- resided with Henry and his wife. Frederick, then 16, is reported as living with the Babcock family in the same ward and district, and that he was employed there as a delivery clerk 14 . Additional information found in the Sheldon Family Association archives indicates that Henry's eldest son, Charles, had died of unspecified causes in Washington D.C. on June 18, 1864. It is not clear if Dexter accompanied his father west, however, voter registration records 15 indicate that he was a resident of Mokalumne Hill, the county seat of Calaveras County, in 1867. Reflecting his father's occupation, it is quite likely that Dexter worked in placer mining operations until the remaining gold was exhausted by the late 1860s, and then decamped from the Sierra foothills and settled with the family in San Francisco in 1870.
Although U.S. federal census records indicate Henry was a resident of San Francisco in 1870, the California state Great Register of voters for 1872, shows, as it did six years previously in 1866, that he was still a voting resident of Copperopolis in Calaveras County 16 . From this it can be reasonably assumed that Henry spent most of his time supervising the mine in Copperopolis, and returned only to San Francisco in 1870 for census enumeration purposes, and to be with his family. Given the continuing depressed market price of copper, Henry departed Copperopolis sometime shortly after 1872, as his voting residence is given as 934 Pine Street in San Francisco per the 1876 Great Register 17 . This address, between Taylor and Mason streets, indicates a structure, which if not extant in 1906, was certainly destroyed by the great earthquake and fire of that year.
After his return to San Francisco in 1876, we have no clear evidence to show that Henry met Adolphe Sutro there, or if he journeyed to Virginia City in Nevada seeking employment as an accountant with the Sutro Tunnel Company. In any case his efforts were successful, and Sutro Tunnel Company records archived by the Bancroft Library indicate that Henry was working as Sutro's chief accountant beginning in 1878 in Virginia City 18 . Named after its founder, successful financier and future mayor of San Francisco, Adolph Sutro, the Sutro Tunnel drained the
Virginia City silver mines tapping the Comstock Lode. Started in 1869, the Sutro Tunnel intersected the main shaft of the Savage Mine 1,640 feet below its Virginia City opening. At completion in 1878, the tunnel exited near Dayton, after passing through six miles of the western Nevada mountains. Shortly prior to selling his stock in the Sutro Tunnel Company and moving to San Francisco, Sutro assigned Henry additional management responsibilities, including oversight of mine operations. In this capacity in October 1879 Henry accompanied former President U. S. Grant on a tour of the Sutro Tunnel. An article from the 1879 General Telegraph News refers to Henry as the tunnel's "Superintendent", although it is not clear that Sutro had yet formally transferred that title to him 19 Shortly later in 1880, however, Sutro wrote Henry a letter, which would indicate certainly by that point Henry had assumed full responsibility for managing the tunnel 20 .
Quite clearly 1880 census documents show that Henry and his wife lived essentially separate lives with Henry managing the mine tunnel and residing in Sutro, Lyons County, Nevada 21 ; while his wife Laura was far across the Sierra Nevada and California's great Central Valley in western Sonoma County, about 70 miles northwest of San Francisco 22 . The 1880 census also indicates that by the summer of 1880 Laura, who was then nearly sixty years old, had moved with her grown son, Dexter (age 34), and daughter, Laura (age 32), from an urbanized San Francisco to a rural valley on what had been only several decades earlier the final edge of the western frontier. With $1,129.50 paid in U.S. gold coins 23 Laura and Dexter bought 38 acres on the headwaters of Green Valley Creek five miles south and west of Sebastopol in western Sonoma
County. Interestingly, the official Sonoma County map of 1890 24 showing the location of the
Sheldon property was drawn by the county surveyor, Lucius Edgar Ricksecker, whose daughter, Alice, married Dexter Sheldon in 1884. Discussions 25 with Raymond Sheldon, Dexter's son, indicate that it was through Ricksecker that Dexter came to meet Luther Burbank 26 , who offered agricultural advice to the Sheldons regarding what trees and crops they should plant on their property. In the 1890s the family expanded the farm to include an inn, which they called Inwood, and to which they hoped to attract vacationers from San Francisco, many of whom would journey up the North Pacific Coast Railroad which passed through nearby Freestone on its route to the Russian River vacation area. Unfortunately, most travelers continued on to the River, and subsequently both the inn and farm failed financially. The former Sheldon property at Inwood is located in what is known today as Furlong Valley in western Sonoma County 27 . The town of Sutro, where Henry Sheldon lived in the early 1880s is now a ghost town on the edge of the Great Basin, near Dayton, Nevada 28 .
Although documentation is sparse, it appears that Henry retired from the mining business during the late 1880s. Unfortunately, the 1890 federal census, the first to be automated by machine processing, was destroyed in a fire in the Commerce Department building in Washington, DC, in 1921, so there are no specific census records indicating where Henry was living as he entered the last decade of the 19 th century. However, the 1894 Sonoma County Voter Register 29 shows him residing in rural western Sonoma County, presumably on the family farm at Inwood. Later the 1900 federal census 30 similarly shows him still at that location as he commenced his 80 th year along with the new century. As a less than positive commentary on the status of women in 1900, Henry's occupation is listed in the census as "Landlord" and that of his wife, Laura, is left blank except for the notation "wife" – although she retained title to the family's property along with her son, Dexter. Although requiring further research, records provided by the Sonoma County Genealogical Society 31 preliminarily indicate that Henry died in 1903 on the Sheldon farm at Inwood.
In retrospect the life of Henry Hargrave Sheldon is reminiscent of Wallace Stegnar's novel, Angle of Repose 32 . In this sense Henry's journey to the California frontier, his prolonged stays in the rough mining camps of the Sierra foothills and western Nevada, and the long separations from his wife, Laura -- all seem in many ways to parallel the life of, Oliver Ward, the central character in Stegnar's novel. Nonetheless both men found their angle of repose: Oliver Ward in the memories of his grandson, and Henry Hargrave Sheldon in the redwood covered hills surrounding his final home in western Sonoma County.
Notes and References
[All references below designated by [URL] indicate material directly accessible on the Internet.. Assuming readers are online via a Wi-Fi or similar ISP connection, they may click on these URLs and access supporting documentation containing additional text, images and maps.]
1 Starr, Kevin, Americans and the California Dream, 1850–1915. New York, NY: Oxford University Press, (1973 and 1986). Represents the definitive statement of California's role in the American western movement.
2 Carter, Lyndia, "Nancy Kelsey, The First White Woman to Cross Utah" [URL], History Blazer (November 1996). Quoted as saying, "Where my husband goes I can go. I can better stand the hardships of the journey than the anxieties for an absent husband", Nancy Kelsey accompanied her husband, Ben, and approximately thirty other settlers over 2000 miles with the Bartleson-Bidwell Party in 1841. After the loss of all their oxen in the western Nevada badlands, she accompanied the party, carrying her infant baby on her hip, over the Sierra Nevada mountains on foot.
3 Brewer, William H., Up and Down California, Francis P. Farquhar, ed., 3 rd edition, Berkeley: University of California Press, 1974 (1 st edition © 1966). This journal provides both an excellent picture of California in the early 1860s, as well as a comprehensive survey of both the new state's natural and specific geological resources. Brewer was second in command of the Whitney expedition, which was commissioned by the State legislature in 1860 to inventory and assess California's "silver, tin, quicksilver and even coal" resources. His journal makes frequent references to the Civil War, and the importance of the Whitney expeditions efforts to the Union effort.
4 Ambrose, Stephen E., Nothing Like It In The World, New York: Simon and Schuster, 2000. Provides an historical overview of the building of the U.S. transcontinental railroad, and the impact of its completion in 1869. It focuses especially on the engineering and construction effort necessary to cross the Sierra Nevada, as well as the importance of California's "Big Four" – Leland Stanford, Collis Huntington, Charles Crocker and Mark Hopkins – in ensuring its success.
5 ________ For purposes of genealogical documentation, all Sheldon family members are identified by the Sheldon Family Association (SFA) genealogical reference number system. SFA reference numbers for Sheldon family members named in this article are Henry Hargrave (S5343), Daniel (S2106), John (S0008), Charles Saber (S5343x1), Dexter Brittan (S5343x2), Laura Frances (S5343x3), Frederick Nott (S5343x4), Henry (S5343x5), and Mary (S5343x6). SFA references appearing only in these notes include Raymond Rinke (S5343x23) and Sheldon Conner (S5343x23111).
6 ________ "Ancestral File," database, FamilySearch [URL] (http://familysearch.org/pal:/MM9.2.1/M1GG5JB : accessed 2014-02-07), entry for Henry Hargrave Sheldon.
7 Thayer, Bezaleel, Memorial of the Thayer Name, Oswego: R. J. Oliphant, Steam Book & Job Printer, 1874, p. 21. Although providing a detailed genealogical review of the Thayer family, this now dated work is suspect in light of current and more rigorous genealogical research techniques. For example, he cites (loc. cit) that after their marriage, Henry and Laura Sheldon "settled in Grass Valley, California" which, as documented here, is in error.
8 ________ 1850 U.S. Federal Census [URL].
9 ________ 1860 U.S. Federal Census [URL].
10 ________ 1866 Great Register of California [URL].
11 Twain, Mark, The Celebrated Jumping Frog of Calaveras County, and Other Sketches. New York: C. H. Webb. Republished by Oxford University Press (1997).
12 ________ 1870 U.S. Federal Census [URL] – Note: taken on August 9, 1870 in Ward 11 of the Second Supervisorial District, San Francisco County, this census shows Henry Sheldon to be a resident of the City of San Francisco, and that his wife Laura and his five remaining children are living with him.
13 ________ 1870 San Francisco Ward and District Map [URL] - San Francisco Genealogical Society (ref: http://www.sfgenealogy.com/sf/elect.htm; accessed 11 February 2014) – "Eleventh Ward, District No. 2—Bounded on the north by Sixteenth Street to Dolores Street, on the east by Dolores Street from Sixteenth Street to Ridley Street, on the north by Ridley Street and a direct line to the Pacific Ocean, on the west by the Pacific Ocean, on the south by San Mateo County line, and on the east by San Bruno Road to Folsom Street, thence on the east by Folsom Street to Sixteenth Street". This citation also provides a detail Ward and District Map [URL].
14 ________ 1870 U. S. Federal Census, FamilySearch [URL] (http://familysearch.org/pal: /MM9.1.1 /MN6Y-HMF: accessed 11 Feb 2014) California, United States; NARA microfilm publication M593, FHL microfilm 000545583, p. 214. Note: shows Frederick Sheldon in household of the George Babcock family.
15 ________ "California Great Registers, 1866-1910," FamilySearch [URL] (http://familysearch.org /pal:/MM9.1.1/VTDR-P9R: accessed 11 Feb 2014), Dexter Britton Sheldon, 1867.
16 ________ "California, Great Registers, 1866-1910," FamilySearch [URL] (http://familysearch.org/pal: /MM9.1.1/VTDR-N44: accessed 12 Feb 2014), Henry Hargrave Sheldon, 1872.
17 ________ "California, Great Registers, 1866-1910," FamilySearch [URL] (http://familysearch.org/pal: /MM9.1.1/VT6L-92S: accessed 12 Feb 2014), Henry Hargrove Sheldon, 1876
18 ________ "Adolph Sutro Papers", BANC MSS C-B 465, The Bancroft Library [URL] University of California, Berkeley; Series 6 Sutro Tunnel Company records 1869-1888, Box 15, H. H. Sheldon, Accountant, 1878-79.
19 ________ "Grant at the Nevada Mines", General Telegraph News [URL] New York: New York Times (October 30, 1879.
20 Mercer, Frank, "A Few Memories of the Late Adolph Sutro", News Notes from California Libraries [URL] Vol. 13, July 1918, p. 274.
21 ________ 1880 U.S. Federal Census [URL]
Sutro, Lyons County, Nevada.
22 ________ 1880 U.S. Federal Census [URL] Analy Township, Sonoma County, California.
23 ________ Sonoma County Assessor's Office, Sheldon Deed [URL], 10/02/1880
24 Ricksecker, L. E., Sonoma County Map 1890 [URL] – inset showing location of Sheldon family farm.
25 Sheldon, Raymond R., Miscellaneous Anecdotal Conversations With Sheldon C. Bachus, 1955-1964.
26 ________, "Luther Burbank", Wikipedia [URL] (accessed 10 March 2014);
] 27 ________, Map, Furlong Valley, [URL] Sonoma County, California – when viewing this map online, use the scale slider on left margin to zoom in on exact the location of Furlong Valley.
28 ________, Map, Sutro Ghost Town [URL], Dayton, Lyons County Nevada – when viewing this map online, use the scale slider on left margin to zoom in on the exact the Sutro ghost town.
29 ________,1894 Sonoma County Voter Register [URL], p. 140
30 ________,1900 U.S. Federal Census [URL], North Sebastopol, Sonoma County, California.
31 ________, "Sonoma County, California Death Records, 1873-1905", 2 nd ed.;– Sonoma County Genealogical Society [URL], (http://www.rootsweb.ancestry.com/~cascgs/dr_saslo.htm accessed 15 February 2014) – see specific document on file at the Sonoma County Library reference: S1630 ISBN: 0788416308 Son. Lib: 929.379418 SONOMA.
32 Stegnar, Wallace, Angle of Repose, New York, Penguin, 1992 (1 st pub. 1971). It should be observed that Stegnar's protagonist, Oliver Ward, in fact was accompanied by his family to the primitive mining camps of the West, while Henry Sheldon's family did not join him either at Copperopolis or Sutro..
Image Credits
a) Bachus, Sheldon C. -- electronically scanned tin-type image found in the estate of Raymond Rinke Sheldon.
b) ____________ "Copperopolis History – The Madam Felix Mining District", Copper Gazette [URL] April 24, 2011.
,
c) ____________ "Sutro Tunnel", Wikipedia [URL], (accessed March 13, 2014)
d) Sheldon, Frederick Nott -- scanned sepia image found in the estate of Raymond Rinke Sheldon. Frederick Nott Sheldon, Dexter Sheldon's younger brother, started his career as a photographer, and took a large number of photographs of the Sheldon farm in Western Sonoma. | <urn:uuid:e4b2814a-8e13-487e-9d6c-cbd6dd1659ab> | CC-MAIN-2025-08 | http://www.enfratech.net/shelbachus/docs/SFA_2014_05.pdf | 2025-02-06T16:51:24+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00741.warc.gz | 32,759,643 | 5,116 | eng_Latn | eng_Latn | 0.956787 | eng_Latn | 0.992722 | [
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MISSION 9: Game Spinner
Overview:
Time: 60-90 minutes
Cross Curricular:
In this project, students will make a Game Spinner that can make a selection, just like a spinner in a game. The game spinner will show a spinning arrow on the LCD display when Button A or B is pressed, and then slow down and stop in one of 8 random directions.
* Supports language arts through reflection writing.
* See Mission 9 Remix Lesson Prep for several cross curricular ideas and projects.
Materials Included in the learning portal Teacher Resources:
Mission 9 Slidedeck
The slide deck is for teacher-led instructions that let you guide students through the material using the slides. It is an alternative to the students reading a lot of instructions in CodeSpace. The slides mirror the instructions, with simplified language that is chunked into smaller sections at a time. The information is shown on slides with "Objective". The tasks to complete are on slides with "Mission Activity''.
Mission 9 Workbook
The workbook can be used instead of slides for student-led or independent work. It is an alternative to students reading a lot of instructions in CodeSpace. It mirrors the instructions (and the slide deck), with simplified language that is chunked into smaller sections at a time. Each objective is on its own page. The tasks to complete are labeled "DO THIS" and have a robot icon next to it.
Mission 9 Log (and answers)
This mission log is the worksheet for students to complete as they work through the mission. It should be printed and given to each student before the mission starts. They write on the mission log during the assignment and turn it in at the completion of the mission (assignment).
Mission 9 Lesson Plan
The lesson plan comes from the CodeX Teacher Manual and is included here for easy reference.
Mission 9 Remix Folder
Following Mission 9, students should complete a remix of their code. Get supplemental materials from the folder.
Additional Resources:
Formative Assessment Ideas:
* Mission 9 Solution (Game Spinner) – in Answers section
* Kahoot (Mission 9)
* Exit ticket
* Mission log completion
* Completed program
* Kahoot Mission 9 Review
Vocabulary:
* Logical Operator: Operators that handle combinations of Boolean results; not, and, or
* Function: A named chunk of code you can run anytime just by calling its name; also called a procedure
* Parameter: A local variable in a function that receives a value passed into the function when it is called; information the function needs to complete its task
* Argument: The value passed into a function – information the function needs to complete its task. An argument can be a literal value, a variable, or an expression.
* Control Variable: A variable used in a condition that determines when a loop will end; must be incremented or changed inside the loop.
Preparing for the lesson:
Students will use the Codex throughout the lesson. Decide if they will work in pairs or individually.
* Look through the slide deck and workbook. Decide what materials you want to use for presenting the lesson. The slide deck can be projected on a large screen. The workbook (if used) can be printed or remain digital through your LMS.
* Be familiar with the Mission Log (assignment) and the questions they will answer.
* Print the Mission Log for each student.
* The mission program does not need to be portable. If you want students to use the CodeX without a cable, then have batteries available.
Lesson Tips and Tricks:
💡 Teaching tip:
You can use a variety of discussion strategies to get the most engagement from your students. For example, you can have students write their answers before asking anyone for an answer. You can use one of many think-pair-share methods. You can have students write their answer and share with someone, and then have other students share answers they heard from their peers. You can randomly select students to answer.
🧑🤝🧑 Pre-Mission Discussion (Slide 2, page 1):
Students can write in their log first and then share, or discuss first and then write in their log.
There is one question for the pre-mission. There aren't any "right" answers here. The purpose is to get them thinking about the need for selecting something random. Also, there are real-world applications to what they are learning.
* In the last mission, you learned about random numbers. Other than a game, give an example of when you want to select a random person:
💻 Mission Activities:
Most of this lesson is on the computer, writing code to make a digital game spinner with arrows.
* Each student will complete a Mission Log.
* Students could work in pairs through the lesson, or can work individually.
* Students will need the CodeX and USB cable.
💡
Teaching tip: Objective #1
-- Slides 3-5, Pages 2-3
This objective is review. Students use a random number to display an arrow from a predefined list.
🗝️ NOTE: The list of arrows DOES NOT need to be typed.
💡 Teaching tip: Quiz -- Slide 6, Page 4
Students take a ❓short quiz. The 2 Quiz questions are below. You can decide if you need to go over the question with your students.
💡 Teaching tip: Objective #2 -- Slides -13, Pages 4-6
Two concepts are introduced in this objective.
* First, students learn there is a buttons.is_pressed, different from the buttons.was_pressed. This concept was actually introduced in Mission 4 but not used until this mission.
* Second, logical operators are introduced. The embedded instructions mention and, or and not. In the workbook and slide deck, only and and or are shown. Only OR is used in the code.
* Two activities are given for students to complete. They will write in the mission log and complete code in CodeSpace.
💡 Teaching tip: Objective #3 -- Slides 14-22, Pages 7-11
Students learn about writing their own functions. This is an important concept. The slide deck and workbook give an example from Mission 3 and Mission 4 where students could write a function. Then the instructions go into more detail with the example from Mission 3. You could have students open the program and do the example for extra function practice.
The last next couple slides (page) go through the function creation for the current mission.
Two activities are given for students to complete. They will complete code in CodeSpace by writing and calling a function. Then they will write in their mission log what they learned about functions.
💡 Teaching tip: Objective #4 -- Slides 23-26, Pages 12-14
A loop that isn't infinite is the new concept. Students will use a condition, like they do for if statements, to control a loop. The control variable will be the index. It will also be used for accessing an item from the arrows list. The images on the slides/pages give an example of how this will work in the current program.
🗝️ NOTE: Do not move too quickly on this concept. You could even have students practice on extra examples if you are comfortable creating some. See "Examples of practice problems" below.
💡 Teaching tip: Quiz -- Slide 27, Page 14
Students take a ❓short quiz. The 3 Quiz questions are below. You can decide if you need to go over the question with your students.
💡 Teaching tip: Objective #5 -- Slides 28-33, Pages 15-17
Two key concepts are introduced here: parameters and arguments. An example of each is given for this mission. This is a pretty important concept, so students will also write their own definitions in their mission log as part of the objective activities.
💡 Teaching tip: Objective #6 -- Slides 34-36, Pages 18-19
This objective introduces an error in the code. Students change the parameter to something greater than 8. When the code is run, they will get an error. This will be fixed in the next objective.
🗝️ NOTE: The activity for the objective uses the debugger. It has been awhile since students used the debugger. The instructions are divided into two slides. You may want to do a refresher with them, or do this part together as a class.
🗝 NOTE: To really see what is happening, students will need to view the local variables in the console. They can get everything checked off without opening the console, but they won't learn anything from the exercise unless they observe the changes in the console.
🗝️ NOTE: Remind the students as they are working to observe the value of index in the console log when the error occurs. They will write down the value in their mission log.
💡 Teaching tip: Objective #7 -- Slides 37-40, Pages 20-21
Two concepts are given in this objective.
* Using index to wrap around a list (from mission 7)
* Using a different variable to control the loop. In this case, a variable called "loops".
Completing these two concepts will correct the error from objective #6. You may need to take time to go over the changes, so students have a clear understanding of the variables being used in the while loop, and the purpose of each variable.
💡 Teaching tip: Objective #8 -- Slides 41-42, Page 22
Students will add one more variable to the function. This time the variable will be used to slow down the arrow spinning, which means it will be used in the sleep() command and students will name it delay, like they did in earlier missions. A detailed image of the changes is given.
💻 Mission Complete:
This mission ends with a completed, working program that will act as a digital game spinner with 8 possible arrows, spinning when either A or B is pressed. You need to decide how you will use the program for assessment. You could:
* Go to each student and check-off their code
* Have the students download their code to a text file and turn it in using your LMS
* Have students print their code (either download and then print the text file, or print a screenshot)
* Have students switch computers and run each other's code. Fill out a simple rubric and turn in to teacher
* Any other way that works for you
🧑🤝🧑 Post-Mission Reflection:
The post-mission reflection asks students to think about real-world applications for animation, and also to reflect on their coding experience during the mission. You can change the questions if there is something else you want to emphasize with your students.
* What are some coding projects or applications that could use animation?
* What is something you did well during this mission? (Answers to this question could be coding related, or having to do with a soft quality like persistence, working together, etc.)
End by collecting the Mission Log and any formative assessment you want to include.
💻 IMPORTANT Clearing the CodeX:
The students have already created a "Clear" program. Students should open and run "Clear" at the end of each class period.
SUCCESS CRITERIA:
❏ Display an Arrow in a random direction
❏ Detect an input- button A or B - to trigger the Arrow spin
❏ Use a loop to animate an arrow spinning around
❏ Define a function for spinning arrows
❏ Use a parameter in the function and an argument in the function call
❏ Define a function that displays one random arrow
❏ Use three variables:
❏ Variable for the index
❏ Variable to control the loop
❏ Variable to vary the speed of the animation
❓ Quiz #1 Questions
❓ Quiz #2 Questions
Objective 4 Examples of Practice Problems
Write a loop that will loop 5 times. Use the variable count as the control variable. Print the value of count inside the loop.
Write a loop that will loop 10 times. Use the variable loopy as the control variable. Print "hello" inside the loop.
Your program has a list: list_images. Write a loop that will display the images one at a time until the last image. Use index as the control variable. Use the length of the list to know when to stop.
CHALLENGE:
Write a loop that starts at 10 and counts down to 1. Print the value of the control variable inside the loop.
CHALLENGE:
Write a loop that displays the last image in a list, and ends with the first image in the list. Use index as the control variable, and the length of the list as the first value. | <urn:uuid:aab96236-fc02-472c-b7db-3850fe869a0d> | CC-MAIN-2025-08 | https://learn.firialabs.com/teacher-resources/licensed/codex-licensed/codex-lesson-prep/elementary/A%20-%20Lesson%20Prep%20Mission%209.pdf | 2025-02-06T15:14:26+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00743.warc.gz | 344,287,021 | 2,623 | eng_Latn | eng_Latn | 0.995924 | eng_Latn | 0.998837 | [
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SPORT PARENT CODE OF CONDUCT
The essential elements of character-building and ethics in sports are embodied in the concept of sportsmanship and six core principles: trustworthiness, respect, responsibility, fairness, caring and good citizenship. The highest potential of sports is achieved when competition reflects these principles.
I THEREFORE AGREE THAT:
1. I will not force my child to participate in sports.
2. I will remember that children participate to have fun and that the game is for youth, not adults.
3. I will inform the coach of any physical disability/ailment that may affect the safety of my child or others.
4. I will learn the rules of the game and the policies of the league.
5. I (and my guests) will be a positive role model for my child and encourage sportsmanship by showing
6. respect and courtesy, and by demonstrating positive support for all players, coaches, officials and spectators at every game, practice or other sporting event.
7. I (and my guests) will not engage in any kind of unsportsmanlike conduct with any official, coach, player, or parent such as booing and taunting; refusing to shake hands; or using profane language or gestures.
8. I will not encourage any behaviors or practices that endanger the health and well-being of the athletes.
9. I will teach my child to play by the rules and to resolve conflicts without resorting to hostility or violence.
10. I will demand that my child treat other players, coaches, officials and spectators with respect regardless of race, creed, color, sex or ability.
11. I will teach my child that doing one's best is more important than winning, so that my child will never feel defeated by the outcome of a game or his or her performance.
12. I will praise my child for competing fairly and trying hard and make my child feel like a winner every time.
13.
I will never ridicule or yell at my child or other participants for making a mistake or losing a competition.
14. I will emphasize skill development and practices and how they benefit my child over winning. I will also de-emphasize games and competition in the lower age groups.
15. I will promote the emotional and physical well-being of the athletes ahead of any personal desire I may have for my child to win.
16. I will respect the officials and their authority during games and will never question, discuss or confront coaches at the game field, and will take time to speak with coaches at an agreed upon time and place.
17. I will demand a sports environment for my child that is free of profanity, drugs, tobacco and alcohol, and I will refrain from their use at all sporting events.
18. I will refrain from coaching my child or other players during games and practices, unless I am one of the official team coaches, or I have been asked to provide assistance.
19. If I fail to abide by the Sport Parent Code of Conduct, I may be subject to disciplinary action that could include:
* Verbal warning by an MMAA official (umpire), coach, and/or MMAA Executive member
* Written warning from the MMAA Executive
* Parental game suspension with written documentation of incident kept on file by the MMAA
* Parental season suspension and forfeit of registration fees
COACH RESPONSIBILITIES & CODE OF CONDUCT
The MMAA greatly appreciates you as a Volunteer Coach and your commitment to the positive development of our youth through recreational softball. In addition to abiding by the SPORT PARENT CODE OF CONDUCT, as a Coach you have additional responsibilities and obligations.
Coaches must review the CONCUSSION CODE OF CONDUCT and CONCUSSION AWARENESS SHEET; and they must submit a Vulnerable Sector Check (VSC) or sign an annual VSC Declaration Form.
BEFORE THE GAME:
* Have your team players show up on time for pre-game warm-up and practice. Make sure players are properly dressed to play.
* Show your players proper techniques, such as where and how to stand; how to hold and swing a bat; how to throw and catch the ball. Explain the rules of the game and help your players understand the play. If you need assistance, the MMAA is happy to train.
* For Atom, PeeWee and Bantam, have your player line-up ready for the scorekeepers by 6:25 pm.
DURING THE GAME:
* Be a Coach, not just another spectator. Play all your players equally at different positions, considering skill level and safety.
* Try to take the focus off the score (Atom, PeeWee and Bantam).
* Find something positive to say to your players and be encouraging. Negative comments towards the players, the other team's players or coaches, or the umpires, will not be tolerated.
* Ensure that your players respect each other, the players / coaches on the opposing team, and the umpires.
* Do not put yourself in an awkward position with the players.
* Refrain from making any calls in advance of the umpires. Respect the umpires' calls and discuss any concerns with them between innings.
* Ensure that the players do not deliberately abuse the equipment or cause damage in the dugout.
* Check the recorded score occasionally between innings with the other team to ensure no discrepancies.
AFTER THE GAME:
* Have your team line up and shake hands with the opposing team.
* Take a few moments to discuss the game with the players in the dugout, identifying positive aspects of the game and areas that need improvement.
* Make sure the players take their belongings home – hats, gloves, water bottles, etc. If a player leaves an item behind, keep it with you until the next game.
* Put away equipment and supplies, and properly close and lock the equipment lockers.
* Make sure the dugouts are clean and the garbage pails are emptied.
* A coach from each team must sign the GAME SHEET for all Divisions except T-Ball. This is how umpires get paid, and this is where the Official Game Score is agreed to and recorded.
* Contact the MMAA Executive if there are equipment needs or issues, field maintenance requirements, or issues with players, Coaches or spectators. | <urn:uuid:69180ee7-a44f-4288-8b2e-9e51a2b37783> | CC-MAIN-2025-08 | http://mmaa.tbay.me/files/7517/3791/4673/Code_of_Conduct__Responsibilities_for_Parents__Coaches.pdf | 2025-02-06T17:08:38+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00743.warc.gz | 17,017,010 | 1,271 | eng_Latn | eng_Latn | 0.99867 | eng_Latn | 0.998926 | [
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FOSTER CARE
Helping Children Through Grief
What do you do when a foster child is returning home? If you've had a foster child in your home for any length of time, you know how easy it is for foster parents to get attached. However, since reunification is always the original goal of foster care, what can a foster parent do when a foster child is returning home? Exactly how does a foster parent get over the feeling of loss?
10 Things to Do When a Foster Child is Returning Home
BY PENELOPE https://foster2forever.com/2014/06/foster-child-returning-home.html
1. Grieve! You will miss your foster child and always wonder how they are doing. Sometimes it takes time for our hearts to heal. It's hard for a foster parent to keep emotions in check all the time.
2. When the birth family agrees, maintain some connection to your foster children after they leave your foster home . . . that can make a huge difference!
3. Cry! Watch a sad movie to give yourself an excuse to cry. Remind your children that it is okay to be sad sometimes.
4. Take a time-out from foster parenting. If you need to, put things away that reminds you of your foster child for a while and give yourself time to heal.
5. Indulge yourself in what makes you happy. That could mean taking a vacation or a weekend getaway. You might treat yourself to a pedicure or massage. Or simply enjoy an indulgent meal/dessert with your family.
6. Spend some quality time with your forever children. Devote to family bonding time. Cling to and love the family in your home.
7. Keep yourself busy. Work on projects and throw yourself into painting a room, rearranging rooms or some other project with your forever family.
8. Make a memento of your foster child's stay. Make a photo album of your foster child. Add your foster child's photo to your wall. Make a Christmas ornament for each of your foster children.
9. Pray for your foster children and their families!
10. Foster a child {again}! Get ready for the revolving door of your foster home to open for the next hurting foster child. There are so many children in foster care that need a loving home.
"It's hard to be a foster parent, but even harder to be in foster care".
-LFS foster parent
Coping With Loss: How to Help Your Child
by Katie Hurley https://www.everydayfamily.com/blog/coping-with-loss-helping-your-child/
Losing a grandparent or other close family friend is often a child's first true experience with death. Sure, they might have lost a goldfish or two along the way, but facing the loss of a loved one can feel like an impossible task for a child.
While children process loss in different ways depending on age, there are ways to help them work through their grief and process these very confusing and overwhelming feelings.
Be honest but brief:
Parents often wonder what to tell kids following a loss. Do we share the details? Do we talk around it and hope they stop asking questions? How do we proceed? The truth is that kids know what's going on around them. They might not be able to connect all of the dots, but they tend be fairly intuitive when it comes to the emotions floating around in the home.
Give a brief but honest description of what happened. Do not get into the details, as too many details can be scary and lead to anxious thoughts. Take some time to prepare a script in your mind and repeat as necessary. Kids will often ask the same questions repeatedly as they process the loss.
Reassure them:
Children tend to jump to conclusions when it comes to loss. When you give a generic description that tells them Grandpa was old, so he died your child might very well worry that you are old and you will die next. Reassure your child that this is something that happened to Grandpa, not you.
Create a send-off:
While funerals and other services can be a beautiful family experience, they are often boring to children. Also, it's very confusing and unsettling to watch a room full of grown ups cry. While sharing your own sadness can normalize feelings for your kids, you need to be careful not to project your feelings onto your child.
Consider a kid friendly send-off instead. Write notes to your loved one and tie them to a bouquet of balloons in his or her favorite color, and then send them off into the sky (not green-friendly, but very powerful imagery for children). Plant a tree or bush in your yard and place a garden bench nearby as a place to remember your loved one.
Expect regression:
Loss is anxiety producing and difficult to process. While some kids might seem to lack any reaction at all, others might express opposite emotions (laughter can be a sign of confused emotions and/or anxiety). And many will show regressed behavior.
Bedwetting, difficulty sleeping through the night, baby talk, hitting and biting, and difficulty eating are all common.
You might be temporary in their lives.
They might be temporary in yours. But there is nothing temporary about the love or the lesson.
Talk about feelings:
Check in with your child often. Talk about how it feels to lose a loved one. Be honest about how difficult it can be to say goodbye. Allow your child to verbalize her feelings openly and often without judgment. Feelings faces posters can be very helpful for younger children that struggle to find the words for their feelings.
Help your child create her own scrapbook to remember her loved one. Let her choose the pictures and memories that are important to her, and help her write down the stories to describe the picture. It can be tempting to jump in and create the scrapbook for our kids, but when we let them put the memories together, it holds more meaning for them.
Share stories:
Memories help us remain focused on the positive, instead of thinking about the end. Share your favorite stories. Tell them over and over again. Look through old photos together and watch any videos you might have. A walk down memory lane can soothe the soul.
Make a scrapbook:
Help your child create her own scrapbook to remember her loved one. Let her choose the pictures and memories that are important to her, and help her write down the stories to describe the picture. It can be tempting to jump in and create the scrapbook for our kids, but when we let them put the memories together, it holds more meaning for them.
Additional Resources
Articles -
"What I Wish Others Knew About How Foster Parents Grieve" - https://www.adoptioninstitute.org/news/whati-wish-others-knew-about-how-foster-parents-grieve/
"How Can I Cope When My Foster Child Leaves?" - https://adoption.org/can-cope-foster-child-leaves
Books –
Foster Parenting 101: When a Foster Child Leaves by Dr. John DeGarmo
Children's Books -
The Invisible String by Patrice Karst
The Kissing Hand by Audrey Penn Sad Isn't Bad: A Good Grief Guidebook for Kids Dealing with Loss by Michaelene Mundy Healing Activities for Children in Grief by Gay McWhorter
Watch -
Inside Out - https://whatsyourgrief.com/inside-out-offers-important-lessons-for-grieving-children-and-adults/
Remember, you did a good job.
A seed buried in the dirt has the greatest potential to bloom.
Saying goodbye does not necessarily signify the end.
Tear Soup (There is a book that can go with the movie as well. It is called Healing Grief and Loss Activities book.)
Play -
Healing Hearts: A Game for Children about the Journey through Grief https://www.playtherapysupply.com/ games/healing-hearts--a-game-for-children-about-the-journey-through-grief
The Talking, Feeling, and Doing Grief Card Game
Grief Jenga
Arts and Crafts ideas That Can Help Children Express Grief -
Puzzle Memorial
Memory Book
Memory Rock
Memory Ball | <urn:uuid:4c8bc466-ab5a-49b7-8593-d1fea389a442> | CC-MAIN-2025-08 | https://lfsrm.org/userfiles/2522/files/Helping-Children-Through-Grief.pdf | 2025-02-06T15:53:41+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00745.warc.gz | 328,453,357 | 1,703 | eng_Latn | eng_Latn | 0.996088 | eng_Latn | 0.997582 | [
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Victoria Road Primary School
Accessibility Plan
Prepared by:
Adopted by Board of Directors
CEO and Principal
Spring 2023
Statement of intent
All AET policies are written to support our schools and communities. We do this by ensuring they are always in line with our Colleague Values:
Applying these values to everything we do means always acting with integrity, in the interests of others, being honest, open and transparent and putting the safety of our children first.
This plan outlines how Victoria Road Primary School aims to increase access to education for pupils with disabilities in the three areas required by the planning duties in the Equality Act 2010 (i.e. the curriculum, physical environment and information).
A person is regarded as having a disability under the Equality Act where they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.
This plan aims to:
* Increase the extent to which pupils with disabilities can participate in the curriculum.
* Improve the physical environment of the school to enable pupils with disabilities to take better advantage of education, benefits, facilities and services provided.
* Improve the availability of accessible information to pupils with disabilities.
The above aims will be delivered within a reasonable time frame, and in ways which are determined after taking into account pupils' disabilities and the views of parents and pupils. In the preparation of an accessibility strategy, the LAC / Trustees will have regard to the need to allocate adequate resources in the implementation of this strategy.
The Board of Trustees also recognises its responsibilities towards employees with disabilities and will:
* Monitor recruitment procedures to ensure that individuals with disabilities are provided with equal opportunities.
* Provide appropriate support and provision for employees with disabilities to ensure that they can carry out their work effectively without barriers.
* Undertake reasonable adjustments to enable staff to access the workplace.
The plan will be resourced, implemented, reviewed, and revised in consultation with:
* Pupils' parents.
* The Principal and other relevant members of staff.
* Governors – both LAC and Trustees.
* External partners.
1. Roles and Responsibilities
The Trustees will be responsible for:
* Ensuring that all accessibility planning adheres to and reflects the principles outlined in this plan.
* Approving this plan before it is implemented.
* Monitoring this plan.
The Principal will be responsible for:
* Ensuring that staff members are aware of pupils' disabilities and medical conditions.
* Establishing whether a new pupil has any disabilities or medical conditions which the school should be aware of.
* Consulting with relevant and reputable experts if challenging situations regarding pupils' disabilities arise.
* Working closely with the Trustees, LAC, LA and external agencies to effectively create and implement the school's Accessibility Plan.
The SENCO will be responsible for:
* Working closely with the Principal, Trustees and LAC to ensure that pupils with SEND are appropriately supported.
* Ensuring they have oversight of the needs of pupils with SEND attending the school, and advising the Principal in relation to those needs as appropriate.
Staff members will be responsible for:
* Acting in accordance with this plan at all times.
* Supporting disabled pupils to access their environment and their education wherever necessary, e.g. by making reasonable adjustments to their practice.
* Ensuring that their actions do not discriminate against any pupil as a result of their disability.
2. The Accessibility Audit
The Principal and the Trust Central Team will undertake a Tri-annual Accessibility Audit. The audit will cover the following three areas:
* Access to the curriculum – the Trust will assess the extent to which pupils with disabilities can access the curriculum on an equal basis with their peers.
* Access to the physical environment – the Trust will assess the extent to which pupils with disabilities can access the physical environment on an equal basis with their peers.
* Access to information – the Trust will assess the extent to which pupils with disabilities can access information on an equal basis with their peers.
When conducting the audit, the Trust will consider all kinds of disabilities and impairments, including, but not limited to, the following:
* Ambulatory disabilities – this includes pupils who use a wheelchair or mobility aid.
* Dexterity disabilities – this includes those whose everyday manual handling of objects and fixtures may be impaired.
* Visual disabilities – this includes those with visual impairments and sensitivities.
* Auditory disabilities – this includes those with hearing impairments and sensitivities.
* Comprehension – this includes hidden disabilities, such as autism and dyslexia.
The findings from the audit will be used to identify short-, medium- and long-term actions to address specific gaps and improve access. All actions will be carried out in a reasonable timeframe, and after considering pupils' disabilities and the preferences of their parents. The action that will be undertaken are detailed in the following sections of this document.
AUDITS & ACTION PLANS
Access Audit
Date: 20/03/23
Lead member of staff: Kathy Nichol (Executive Head)
Section 1 The school can deliver the curriculum to all children / young people. Give details of items developed, current practise and things to be developed.
Lessons are responsive to diversity. Lessons allow children / young people to work
x
This is quite well-developed,
Section 2: Physical Environment
Section 3: Access to information
Access Planning Template for Period 2023 - 2026
Lead member of staff: Kathy Nichol Date: 20/03/23
Date of Review: 20/03/23
Name of Reviewer: Kathy Nichol (Executive Head)
The main priorities in our access plan focus on:
* Increasing the extent to which disabled children / young people can participate in the school curriculum.
* Improving the physical environment of the school to increase the extent to which disabled children / young people can take advantage of education and associated services.
* Improving the delivery to disabled children / young people of information that is provided in writing for children / young people who are not disabled.
Additional Views from Consultation
Insert any other views of those consulted during the development of the plan.
Staff are eager to have training to further improve their knowledge in specific, identified areas of SEND. Finance plays a huge part in when costly adaptations/amendments can be made.
Checking the School's Access Plan
When a new Access Plan is formulated (every 3 years), the following check will be completed prior to publication.
Lead member of staff: Kevin Simpson (CEO) Date: 20/03/23
Period of Plan being checked;
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Adventure Requirements
Complete requirements 1 - 3 plus at least one other.
1. With your parent, guardian, or other caring adult, name and collect the Cub Scout Six Essentials you need for a hike. Tell your den leader what you would need to add to your list to prepare for rain.
2. Go for a short hike with your den or family and carry your own gear. Show you know how to get ready for this hike.
3. Do the following:
a. Listen while your leader reads the Outdoor Code. Talk about how you can be clean in your outdoor manners.
b. Listen while your leader reads the Leave No Trace Principles for Kids. Discuss why you should "Trash your Trash".
c. Apply the Outdoor Code and Leave No Trace Principles for Kids on your Tiger den and pack outings. After one outing, share what you did to demonstrate the principles you discussed.
4. While on the hike, find three different kinds of plans, animals, or signs that animals have been on the trail. List what you saw in your Tiger Handbook.
5. Participate in an outdoor pack meeting or pack campfire. Sing a song or act out a skit with your Tiger den as a part of the program.
6. Find two different trees and two different types of plants that grow in your area. Write their names in your Tiger Handbook.
7. Visit a nature center, zoo, or another outside place with your family or den. Learn more about two animals and write down two interesting things about them in your Tiger Handbook.
Parent Corner
Tigers in the Wild is about preparing for outdoor adventures and respecting the outdoors. On this adventure your Scout will learn how to be a Tiger in the Wild
Requirement #1: Six Essentials
RANK ADVENTURES
What you will need:
* Band Aids, Anti-biotic ointment, Sting Eeze pads, Anti-septic wipes, Zip bag
* 6 essentials activity sheet
* Sunscreen, whistle, water bottle, flashlight, trail food
Instructions
Review the 6 Essentials in your Tiger Cub Scout Handbook
Gather the 6 Essentials and keep them in a place where you can find them quickly when you are ready to go on a hike. Find the first aid materials in your box.
Find the 6 Essentials for Hiking activity sheet on the following page. Cut into individual pieces.
Select the correct cards for the 6 Essentials for Hiking.
Pee Wee Says
What else should you pack to be prepared if rain is coming? You will want to pack a lightweight rain poncho or waterproof jacket and an extra pair of socks.
Is there anything else you should pack? Will you need insect spray?
Requirement #2: Leave No Trace (LNT)
Instructions
Watch this video to learn more about Leave No Trace.
Listen while a leader reads the Leave No Trace Principles to you:
Leave No Trace Principles
I promise to practice the Leave No Trace Principles where ever I go:
1. Know Before you Go
2. Choose the Right Path
3. Trash Your Trash
4. Be Careful with Fire
5. Respect Wildlife
6. Be Kind to Other Visitors
Pee Wee Says
Trash your "Trash".
Throwing away trash properly is one way to have clean outdoor manners.
What you will need:
Requirement #3: Outdoor Code
Instructions
The Outdoor Code is a promise to take care of nature by following a few simple ideas. Listen while your leader reads the Outdoor Code to you.
Outdoor Code
As an American, I will do my best to Be Clean in my Outdoor Manners, Be Careful with Fire, Be Considerate in the Outdoors, And be Conservation Minded.
Discuss how you can be clean in your outdoor manners.
Pee Wee Says
One part of the Outdoor Code is a promise to be clean in your outdoor manners. Have you ever been somewhere beautiful and seen trash that someone left behind? Yuck! Now, imagine how that place would look if everyone who visited left their trash behind.
What you will need:
Requirements 2-4 and 6: Hike!
Instructions
Go for a short hike with your den or family, and carry your own gear.
Apply the Outdoor Code and Leave No Trace principles for Kids on your hike.
While on the Hike, find three different kinds of plants, animals, or signs that animals have been on the trail.
Find two different trees and different types of plants that grow in your area. Record on the Observation Sheets on the following pages.
Discuss what you did to demonstrate the Outdoor Code and Leave No Trace principles.
Pee Wee Says
There is a lot to do here. Here is the list of Achievements in this activity:
2. Go for a short hike with your den or family and carry your own gear. Show you know how to get ready for this hike.
3c. Apply the Outdoor Code and Leave No Trace Principles for Kids on your Tiger den and pack outings. After one outing, share what you did to demonstrate the principles you discussed.
4. While on the hike, find three different kinds of plans, animals, or signs that animals have been on the trail.
6. Find two different trees and two different types of plants that grow in your area
What you will need:
* My Observation Sheets
* Pencil
Requirement 7: Nature Center
What 2 animals did you choose?
1. ______________________
2. ______________________
Which animals did you like best in the zoo video? You can draw them in the space below.
Pee Wee Says
Animals live on this planet too. We are responsible to maintain their habitat so they can keep living.
What you will need:
* Pencil
* Crayons, markers or colored pencils
Instructions
Watch this video about wildlife.
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Office of Veterans Advocacy
BULLETIN July 2022
STATE OF IDAHO
BRAD LITTLE, GOVERNOR
VETERANS AFFAIRS COMMISSION
JOSH CALLIHAN, CHAIRMAN ARTHUR L. GIMPEL JINNY CASH ROCKEY DAVIS
DIVISION OF VETERANS SERVICES
MARK TSCHAMPL, CHIEF ADMINISTRATOR
VETERANS SERVICES BUREAU CHIEF
BILL HEYOB
VETERANS SERVICE OFFICERS
FRANK FABBI
DARREL HOMER
IRIS HIGGINS
TED MCAUSLAN
KELLY MCCARTNEY
WES MCAUSLAN
NICK PERCY
JT RAMONDETTA
JIM PHILPOTT
MATT RANSTROM
ABEL SILVA
JOE RIENER
ROBERT SMITH
STACY WHITMORE
SCOTT THORSNESS
To be connected with a VA suicide prevention and mental health professional, call the toll-free National Suicide Prevention hotline and indicate you are a veteran. (800) 273-8255
ALL EMPLOYMENT ACTIVITIES AND SERVICES ARE ADMINISTERED IN A NONDISCRIMINATORY MANNER IN CONFORMANCE WITH FEDERAL AND STATE EEO AND CIVIL RIGHTS LAWS
TABLE OF CONTENTS
If you've not already done so, please volunteer to receive the bulletin via email by emailing Jennel Binsky at firstname.lastname@example.org
FROM BILL'S DESK
I hope everyone is enjoying the summer heat and all the activities that go along with it! Here are some of the issues concerning veterans and family member benefits within the Department of Veterans Affairs. Thanks go out to the Veterans of Foreign Wars' National Veterans Service for many of these updates.
While the Office of Veterans Advocacy has not had any new changes, James Earp has accepted a position with the National Cemetery Administration in Washington D.C. and will be leaving the Idaho State Cemetery in Boise. James is a Retired Army Sergeant Major who began his service in the Idaho Division of Veterans Services as a Veteran Service Officer in the Boise VA Regional Office before moving over to the State Veterans Cemetery. James has been instrumental in the expansion and upkeep of the Boise State Veterans Cemetery along with the approved location and construction of the State Cemetery in Blackfoot. I wish James the best of luck with the new position though I warned him that life would be much better here in Idaho than having to relocate to Washington D.C.!
In September 2020, Congress passed legislation to create a three-digit national suicide hotline as an alternative to 911 for mental health emergencies. All telephone service providers must activate the code "988" for this service no later than July 16, 2022. As part of the new 988 rollout, the Department of Veterans Affairs released the attached memo with information regarding this new program. Once a veteran's telephone service provider activates 988, they may use this option to access the Veterans Crisis Line by dialing "988" then pressing "1." The current phone number, 800-273-TALK (8255) will remain active with are no plans to discontinue this number.
As most of you are probably aware, all eyes from the Veteran Service Organizations have been on the bill in Congress titled "Honoring Our PACT Act". The bill has passed the House of Representatives and has been moved back to the Senate for a vote/approval. The comprehensive legislation would help millions of toxic-exposed veterans receive VA health care and benefits and will provide additional entitlements and access to healthcare of various groups of veterans exposed to radiation, herbicides (such as Agent Orange), and Gulf War toxins to include exposure for burn pits and airborne hazards. The VA is preparing for the passage of this bill by hiring 20,000+ employees in order to work the additional disability compensation claims that are expected to be submitted. At this point, we do not know what new presumptive conditions are associated with this bill.
As a reminder, processing of herbicide presumptive conditions (i.e. Agent Orange) remain extremely slow compared to other types of claims. This work is still being centralized to one of 12 different VA Regional Offices (the Boise VA Regional Office is not one of them) and has created huge delays in Vietnam herbicide-presumptive claims being completed. It is not uncommon to see some of these claims take over a year and a half or longer to be completed. Requests to expedite these claims will only be granted if a veteran is homeless, has a terminal condition, or is experiencing extreme financial hardship.
The VA's Insurance Program is preparing to roll out a new benefit called the Veterans Affairs Life Insurance (VALife). This program will replace the Service-Disabled Veterans Insurance or Supplemental S-DVI, and no new application for the Service-Disabled Veterans Insurance will be accepted after December 31, 2022. Those insured under S-DVI can keep their current coverage or switch to VALife. Veterans who are insured under S-DVI and elect to transfer their coverage to VALife can be insured under both programs during the initial two-year period after enrollment in VALife, if they apply between January 1, 2023, and December 31, 2021. Veterans who convert from S-DVI to VALife after December 31, 2025, cannot keep S-DVI during the VALife waiting period. So what is VALife?
On March 14, 2022, the Department of Veterans Affairs released their recommendations on the future footprint of the VA Health Care System, known as the Asset and Infrastructure Review Commission process (AIR Commission). The VA recommendations can be found at www.va.gov/aircommissionreport.
* Veterans who have a service connected disability rating (0-100%) and are age 80 and under are eligible.
* Eliminated deadlines to apply (prior program had a strict-two year window).
* Service-disabled Veterans who are 81 or older may qualify.
* Coverage is available up to $40,000 in $10,000 increments.
* Can be an Investment Opportunity for veterans.
* Offers a Cash Value component after 2 years.
* Once locked, rates will never increase.
As mentioned in previous newsletters, the VA was experiencing backlogs in printing and mailing notification letters to veterans and claimants. As a result, the VA is currently testing proof of concept of electronic notifications, called eCommunications (eCOMMS). eCOMMS allows veterans to receive electronic correspondence related to compensation and pension benefits electronically in the QuickSubmit platform. This is currently a pilot program by the VA, but we expect to see expansion in this type of notification.
Please remember VALife opens for enrollment on January 1, 2023, and once enrolled, there is a two-year waiting period for coverage to begin.
As of March 7, 2022, the National Personnel Records Center (NPRC) has resumed normal operations. To submit a request, you can log onto www.archives.gov/veterans/military-service-records.
If there are any questions, please feel free to contact our offices and have a fun and safe summer season!
Beginning October 1, 2022, the VA Medical Center's Family Caregiver Program is preparing to expand to all generations of veterans. More information on the program can be found at www.va.gov/family-member-benefits/comprehensiveassistance-for-family-caregivers.
PREPARING FOR THE TRANSITION FROM MY HEALTHEVET TO MY VA HEALTH
Press Release
The Department of Veterans Affairs (VA) transitioned to a new electronic health record (EHR) system on July 23, 2022. The new EHR system will transform health care for veterans, allowing VA clinicians, staff and community health care providers to access your full medical history on a single platform without you or your provider needing to track down previous health information. As part of this change, if you use My HealtheVet to manage your care at Boise VA Medical Center (VAMC), you will need to use a new online patient portal called My VA Health.
Refill and renew prescriptions early. Submit VA prescription refill and/or renewal requests as soon as possible to avoid possible delays in processing your prescriptions. You can use My HealtheVet to request online prescription renewals until midnight MT on July 18 th and to request online prescription refills until midnight MT on July 20 th . You can still request refills during an appointment, by mailing in a refill slip, or using the automated refill line by calling 208-422-1000, pressing 1 for pharmacy related calls, and following the prompts to refill a prescription or speak to a representative. Your early action will assist pharmacy staff to help you prepare for the new patient portal.
You may review My VA Health features and functions in the Veteran User Guide for My VA Health. You can find this guide along with other information at www.va.gov/boise-health-care/programs/my-va-health.
Double-check your account type. To access My VA Health, you can use any of these accounts: Premium Department of Defense Self-Service (DS) Logon account, Premium My HealtheVet account, a verified login.gov account, or a verified ID.me account. Please note that My VA Health will require you to enable multifactor authentication to log in. If you have a Basic My HealtheVet account, you should upgrade your account now by going to www.myhealth.va.gov/premium. At that link, you will find a step-by-step guide on how to upgrade your account to Premium at no cost.
Other resources: You must continue to use the My HealtheVet patient portal to request prescription refills or renewals for your medications ordered by VA providers from other VA medical facilities not using the new EHR system. Prescriptions from VA medical facilities not using the new EHR will not be transferred to Boise VAMC.
Confirm your contact information on file is accurate. Make sure your contact information, including physical and email addresses, are up to date in your VA profile at VA.gov before the new My VA Health patient portal is launched on July 23 rd . To make updates, log in to VA Profile at www.va.gov/profile/personal-information or through VA.gov using your Premium DS Logon account, Premium My HealtheVet account, a verified login.gov account, or a verified ID.me account. You can contact Boise VAMC at 208-422-1000 with any questions or if you need additional assistance.
Log in to the new patient portal, My VA Health at patientportal.myhealth.va.gov.
We are here to support you throughout this transition to the new EHR system and patient portal. To learn more about these changes at Boise VAMC and access your patient portal, visit www.va.gov/boise-health-care/programs/boise-vaelectronic-health-record-modernization-ehrm. You can call My VA Health support 24 hours a day, 365 days a year, at 888-4446982 or 888- 444-MYVA.
Bring your third-party insurance card to your next VA provider visit. If you use third-party insurance, bring your insurance card to your first appointment with your VA provider on or after July 23 rd . Doing so will help ensure we have the correct information on file for you.
VA ESTABLISHES PRESUMPTIVE SERVICE CONNECTION FOR RARE RESPIRATORY CANCERS Press Release, April 25, 2022
* Squamous cell carcinoma of the larynx.
As part of President Biden's Unity Agenda commitment to support the nation's veterans, the Department of Veterans Affairs is adding nine rare respiratory cancers to the list of presumed service-connected disabilities due to military environmental exposures to fine particulate matter. The following list of rare respiratory cancers have been added to the VA's regulations through an Interim Final Rule published in the Federal Register on April 26, 2022:
* Squamous cell carcinoma of the trachea.
* Salivary gland-type tumors of the trachea.
* Adenocarcinoma of the trachea.
* Adenosquamous carcinoma of the lung.
* Salivary gland-type tumors of the lung.
* Large cell carcinoma of the lung.
* Sarcomatoid carcinoma of the lung.
The VA determined through a focused review of scientific and medical evidence there is biological plausibility between airborne hazards and carcinogenesis of the respiratory tract — and the unique circumstances of these rare cancers warrant a presumption of service connection. The rarity and severity of these illnesses and the reality these conditions present, is a situation where it may not be possible to develop additional evidence, prompted the VA to take this action. "Last year we made promises to fundamentally change and improve how we establish and expedite presumptions — now we're keeping them," said VA Secretary Denis McDonough. "We are taking a new approach to presumptives that takes all available science into account, with one goal in mind — getting today's veterans — and vets in the decades ahead — the benefits they deserve as fast as possible."
* Typical and atypical carcinoid of the lung.
The VA will begin processing disability compensation claims for veterans who served any amount of time in the Southwest Asia theater of operations beginning August 2, 1990, to the present; or Afghanistan, Uzbekistan, Syria, or Djibouti beginning September 19, 2001, to the present. Any veteran who has or had one of the listed cancers at any time during or after separation from military service may be eligible for disability compensation benefits. The VA will contact impacted veterans and survivors to inform them about their eligibility and will provide information on how to apply. Veterans, survivors, or dependents who had claims previously denied for any of these respiratory cancers are encouraged to file a supplemental claim for benefits. If you are a veteran, survivor, or dependent applying for the first time, file a new claim. To apply for benefits, veterans and survivors may contact their local veterans representative; or visit VA.gov or call toll-free (800) 827-1000.
SIMPLIFIED MEDICAL DEBT RELIEF APPLICATION PROCESS FOR VETERANS
Press Release
What type of changes have been made to the application process for medical debt relief and why were these changes made? In early March 2022, the White House announced an effort to reduce financial hardship for veterans by simplifying the process by which veterans can apply for medical debt relief. In June 2022, the Veterans Health Administration (VHA) launched a simplified application process, meant to allow veterans easier access to the debt relief they might need. Veterans may continue to apply for medical debt relief through a Facility Revenue Office or the Health Resource Center (HRC). Objective income threshold criteria will now be used for the processing and consideration of debt relief. Supplemental documents to support requests will no longer be recommended for submission of applications.
Where can veterans access their statement? Patient statements are mailed monthly. Veterans can also view them online at eauth.va.gov/accessva or www. va.gov/manage-va-debt.
Is it still necessary to fill out VA Form 5655 for medical debt relief? Yes. A VA Form 5655 must be used to apply for medical debt relief. You can access the form online at www.va.gov/COMMUNITYCARE/revenue_ops/Financial_Hardship or www.va.gov/findforms/about-form-5655. You can also pick up the form at your facility revenue office. You can submit the completed forms to a facility revenue office or by calling the HRC
Will there be more changes to the application process in the future? Yes. Veterans and their financial well-being are top priorities for VA. VA teams continue to work on modernizing the debt relief application process. A future state will include the addition of an online automated approval process for medical debt relief.
VA ADVANCES EQUITY IN BENEFITS, SERVICES, & HEALTH CARE
Press Release, April 14, 2022
To serve all veterans, the VA must reach the most marginalized and underserved — regardless of race, gender, age, or socio-economic status. The plan sets forth a myriad of goals to effectively incorporate equity across the department. To help achieve broad equity in every area of VA operations and engagement includes:
On April 14 th , the Department of Veterans Affairs released its Equity Action Plan to eliminate barriers to health care, benefits, and services, and to create opportunities to improve access and experiences for historically marginalized veterans. The VA's Equity Action Plan is part of the Biden-Harris administration's broader focus on advancing equity as outlined in Executive Order 13985, Advancing Racial Equity and Support for Underserved Communities Through the Federal Government. "The department's mission is to ensure equity and access for all those who served their country in uniform and the Equity Action Plan is a natural extension of that mission," said VA Secretary Denis McDonough. "We have efforts underway to change policies, processes, and procedures, as well as identify infrastructure and data enhancements to enable access to all veterans, including underserved veterans."
* Building and maintaining trust with underserved veterans.
* Improving access for advancing outcomes when it comes to:
* Developing data to measure equitable delivery of care and services.
o Health care, benefits, and services for underserved veterans.
This follows the creation of an Inclusion, Diversity, Equity, and Access task force, April 1, 2021, which developed a set of 20 recommendations to ensure equitable treatment and experiences for all VA employees, and veterans and their families, caregivers, and survivors.
o Contracts awarded to minority, small disadvantaged and women-owned businesses.
In partnership with the Social Security Administration and Bureau of Prisons, the Veterans Benefits Administration is working diligently to streamline information-sharing processes among these three agencies to ensure VBA receives prison release dates for veterans within 30 days after release to improve timeliness to reinstate benefits as applicable.
The Department of Veterans Affairs introduced new efforts to improve interagency coordination and expand outreach to criminal justice partners, to better help those reentering into society after incarceration. In conjunction with a presidential proclamation designating April as Second Chance Month, the initiative is part of the Biden-Harris administration's goal to provide meaningful redemption and rehabilitation for formerly imprisoned persons. "Justice-involved veterans deserve an opportunity to fully reintegrate into society," said VA Secretary Denis McDonough. "During Second Chance Month, the VA is taking action to enable veterans committed to rejoining society, post-incarceration, by expanding the use of a web-based tool to identify and connect them to needed VA care, while also restoring VA benefits faster."
Currently, veterans bear the administrative burden of restoring benefits post-incarceration. Once released, a veteran notifies the VA, and the department then must obtain verification of prison release dates from corrections facilities. This multi-step process causes a delay in the restoration of a wide range of health, rehabilitation, and subsistence benefits for veterans. It also hinders their successful and full reintegration into our communities. Through collaborative informationsharing, the VBA will ensure the load is on the agency, not the veteran. Assistance available to impacted veterans includes:
* Assistance through the VA's Veterans Reentry Search Service, a free web-based tool criminal justice partners and prison and jail staff can use to identify incarcerated veterans and connect them to needed services post release.
* Expansion of the VA's existing outreach campaign to state prison systems and jails to increase the number of veterans to whom it can offer individualized reentry services and connect more veterans to post-release services while they are still incarcerated.
* Help through Health Care for Reentry Veterans and Veterans Justice Outreach which make up Veterans Justice Programs. Its mission is to identify justice-involved veterans and engage them through outreach to facilitate access to VA services at the earliest possible point.
The Bureau of Justice Statistics reports there are approximately 107,400 veterans in state or federal prison. Following release, these veterans are at increased risk of homelessness, suicide, and death by drug overdose — that's why it's vital to reconnect veterans to VA care and benefits to which they may be entitled, post-incarceration.
* Outreach by Veterans Justice Programs specialists for the purpose of linking veterans to needed Veterans Health Administration services and other community resources.
VA SUSPENDS ANNUAL REASSESSMENT IN THE PCAFC PROGRAM
Press Release, June 9, 2022
The Department of Veterans Affairs is suspending annual reassessments for participants of the Program of Comprehensive Assistance for Family Caregivers while the department continues its review of PCAFC. This applies to all veterans and family caregivers participating in the program; additionally, the VA will not discharge or reduce stipends based on a reassessment. "President Biden has made clear 'because veterans are the backbone, the spine of who we are as a country,' we have a sacred obligation to care for them, their families, caregivers and survivors," said VA Deputy Secretary Donald Remy. "Although we've come a long way in supporting caregivers through the Program of Comprehensive Assistance for Family Caregivers, we have much more work to do. In our effort to uphold our sacred obligation to families of Veterans, VA continues its review of PCAFC to ensure department requirements and procedures meet the needs of caregivers and Veterans participating in the program."
Facility Caregiver Support Program staff will however continue to initiate reassessments for veterans and family caregivers for certain purposes, such as when a veteran or caregiver requests to be considered for an increase in stipend level or if there is evidence of an increased need for personal care services. The VA will also continue to conduct wellness visits. Appeal and review options for those who disagree with a PCAFC determination remain the same.
GO GREEN AND GET THE BULLETIN VIA EMAIL
The bulletin will arrive in your in-box every quarter as a Word document, which will allow to you forward or print and disseminate as many copies as you like. In addition to receiving the quarterly bulletin, you will also receive our annual Veterans Resource Directory via email.
In our continual effort to reduce costs and lessen our "ecological footprint," the Office of Veterans Advocacy is again asking for your help. In order to reduce printing and mailing costs, as well as the amount of paper used, we are asking you to volunteer to receive the bulletin via email.
If you can help us with our goal of reducing costs and the saving paper, please email Jennel Binsky at email@example.com. Thanks for your help with this most worthwhile endeavor! And don't forget you can always view and print the Bulletin and Resource Directory by visiting our website at www.veterans.idaho.gov.
NOTICE OF FUNDING OPPORTUNITY FOR SUICIDE PREVENTION PROGRAM Press Release, April 14, 2022
Organizations may apply for grants worth up to $750,000, as well as apply to renew awards from year to year throughout the length of the three-year community-based grant program. Information about the Staff Sergeant Parker Gordon Fox Suicide Prevention Grant Program, as well as eligibility and award process can be found at VA.gov.
As part of the Department of Veterans Affairs and White House national suicide prevention efforts, the VA published a Notice of Funding Opportunity for approximately $51,750,000 in suicide prevention grants. Under Section 201 of the Commander John Scott Hannon Veterans Mental Health Care Improvement Act, grants will be awarded to organizations that provide or coordinate suicide prevention services for veterans at risk of suicide and the families of those veterans. "Communities are important partners in our work to end veteran suicide," said VA Secretary Denis McDonough. "The Staff Sergeant Parker Gordon Fox Suicide Prevention Grant Program will fund programs in local communities that provide suicide prevention services and resources to veterans and their families along with ensuring veterans have access to our community partners who know how to reach them."
VA DEVELOPS NATIONAL STANDARDS FOR HEALTH CARE PROFESSIONALS Press Release, June 30, 2022
The proposed national standard of practice for Blind Rehabilitation Specialists is consistent with the four national certifications from the Academy for Certification of Vision Rehabilitation and Education Professionals; therefore, Blind Rehabilitation Specialists will continue to practice in the VA as set by their national certification. There is no national or state license or certification for Visual Impairment Services coordinators. They will adhere to the national standard for the occupation in which they hold a license, certification, or registration.
The Department of Veterans Affairs published its first of 50 draft national standards of practice in the Federal Register on June 30 th , along with the Notice of Request for Information on the VA's Blind Rehabilitation Specialist and Visual Impairment Services Team Coordinator Standard of Practice. National standards of practice are a standardized set of services that all health care professionals in a given occupation can perform within the VA, regardless of what is permitted by state licensure, certification, or registration, per Authority of VA Professionals to Practice Health Care. "VA is undertaking a multi-year endeavor to develop national standards of practice for each of its 50 health care professions to ensure the continued safe, high-quality care for our nation's veterans," said Deputy Under Secretary for Health Performing the Delegable Duties of Under Secretary for Health Steven Lieberman, M.D. "These standards will ensure VA health care professionals are able to deliver services in regions other than where they may be licensed, registered, certified, or limited by a state requirement, so veterans can get the care they need, when they need it."
The development of national standards of practice enables the VA to move health care professionals seamlessly throughout the organization. Further, national standards will support VA health care professionals practicing across state lines and creates standardized practice and business operations across VA medical facilities. The VA is using a robust, interactive development process for these national standards that includes consultation with internal and external stakeholders, including state licensing boards, VA employees, federal labor partners, professional associations, veteran service organizations, and others.
The final national standards of practice will be approved by VA leadership and published as an appendix into a new Veterans Health Administration policy. The policy will establish basic principles that apply across all national standards of practice, including oversight, reporting, implementation, training, and recertification. The VA values input and feedback from the VA workforce and external stakeholders. Please visit the National Standards website for additional information and to subscribe to the newsletter.
The VA will share all draft standards on the Federal Register. Veterans, the public, professional associations, and medical leadership are welcome to provide their comments during the 60-day posting period. VA employees will have a separate, internal mechanism to provide comments during the 60-day posting period. Comments will be reviewed and considered before the VA finalizes each national standard of practice. Information pertaining to timing of all VA national standards and hyperlinks to the appliable commenting platform can be found on the National Standards website.
VA EXPANDS LIVE DONOR CARE & SUPPORT
Press Release, June 30, 2022
* Initial screening, tests, and studies necessary to qualify an interested individual as a live donor for a specific veteran.
The Department of Veterans Affairs implemented a final rule, July 1 st , describing the authority to provide support for donation procedures and related care to those who donate an organ or bone marrow to veterans for transplants. Live donor support includes the following at no cost to the live donor, both in-house and in the community:
* Medical care and services related to the solid organ or bone marrow donation procedure.
* Necessary travel and temporary lodging expenses, including those of one needed attendant or support person for the live donor, at rates prescribed in the regulation.
* Post-donation follow-up, to include medical care and services required to address reasonably foreseeable donor health complications resulting directly from the donation procedure for the period specified in the regulation.
The final rule also highlights the informed consent rights of live donors, including the right to revoke their consent at any time and for any reason. Additionally, growing awareness and use of paired kidney donations or kidney donation chains in the private sector are voluntary efforts that could benefit veterans, and so these are specifically addressed in the final rule. "The more live donors we have, the more the gift of life is given to the veterans we serve," said VA National Director of Clinical Services Manimegalai Murugavel D.N.P. "We know the availability of live organs and bone marrow does not meet the need for transplants nationwide. That's why it's important we find live donors to facilitate transplantation within a reasonably short time compared to the wait time of an organ from a deceased donor."
As part of the integral care required by an eligible veteran in need of a transplant, the VA has offered solid organ transplant services since 1962 and bone marrow transplant services since 1982, including providing care and services for live donors donating a solid organ or bone marrow to a veteran. On average, the VA receives over 3,500 referrals for transplants each year and performs more than 480 solid organ and bone marrow transplant procedures including live donor transplantation. Learn more about the VA National Transplant Program.
VA ADOPTS LOGIN.GOV FOR A UNIFIED VETERAN SIGN-IN EXPERIENCE Press Release, June 28, 2022
Implementing Login.gov fulfills a key objective of President Biden's Executive Order on Transforming Federal Customer Experience and the VA plays an integral role in innovative technologies driving simplified access to the world-class care and benefits veterans have earned. "Login.gov is a secure digital credential designed to streamline how users access government benefits and services," said Chief Technology Officer Charles Worthington. "As part of the department's digital transformation efforts focused on continuous improvement, we're embracing the innovative technology designed by Login.gov to provide our veterans a seamless sign-in experience to better serve, engage and enhance the customer experience." "This is an important example of using technology to deliver services that provide convenient access to benefits while supporting veterans as they transition into civilian life," said Director of General Services Administration's Technology Transformation Services Dave Zvenyach. "It's our mission at GSA to provide a secure and seamless digital experience for veterans and those supporting them."
By creating an account on Login.gov, veterans can now use the same login and password to access a growing list of federal government websites, including the Department of Veterans Affairs, Office of Personnel Management, and Small Business Administration to deliver a secure and streamlined identity verification experience. Currently, veterans can login to VA.gov, My HealtheVet, and the VA's flagship Health and Benefits mobile app using Login.gov. Operated by the General Services Administration's Technology Transformation Services, the availability of Login.gov at the VA marks a major milestone in improving how veterans access their benefits and services.
The launch of Login.gov follows several other digital transformations including the relaunch of VA.gov, and the launch of the VA's flagship mobile application enabling veterans to schedule and track health care appointments. To learn more about the sign-in experience visit Login.gov.
VA EXPANDS REIMBURSEMENT AGREEMENT PROGRAM TO URBAN INDIAN ORGANIZATIONS Press Release, April 28, 2022
The partnership is possible through Section 1113 of the Consolidated Appropriations Act, 2021 which amended Sharing Arrangements with Federal Agencies to allow UIOs to participate in the department's Reimbursement Agreement Program to deliver health care to the 70% of AI/AN veterans now living in urban areas. "VA has partnered with the Indian Health Services/Tribal Health Program since 2012 to deliver the Reimbursement Agreement Program — which continues to evolve to meet the needs of all veterans," said Acting Chief Medical Officer of the VA's Office of Integrated Veteran Care Sachin P. Yende, M.D. "Partnering with Urban Indian Organizations will widen access to culturally sensitive care and build mutuallybeneficial relationships to better serve American Indian/Alaska Native veterans."
The Department of Veterans Affairs partners with Health and Human Services' 41 Indian Health Service (HIS) grantfunded Urban Indian Organizations (UIO) serving eligible American Indian/Alaska Native (AI/AN) veterans. The collaboration is part of a recent expansion of the VA's health care Reimbursement Agreement Program. UIOs provide unique access to quality health care and culturally appropriate services for AI/AN people living in urban areas, who may not have access to Indian Health Service or Tribal health care services because they do not live on or near a reservation or reside outside of an IHS area.
THE STORY OF INDEPENDENCE DAY
At the time of the signing, the United States consisted of 13 colonies under the rule of England's King George III. There was growing unrest in the colonies concerning the taxes that had to be paid to England. This was commonly referred to as "Taxation without Representation," as the colonists did not have any representation in the English Parliament and had no say in what went on. As the unrest grew in the colonies, King George sent extra troops to help control any rebellion. In 1774, the 13 colonies sent delegates to Philadelphia, Pennsylvania to form the First Continental Congress. The delegates were unhappy with England, but were not yet ready to declare war.
Independence Day is the national holiday of the United States of America commemorating the signing of the Declaration of Independence by the Continental Congress on July 4, 1776, in Philadelphia, Pennsylvania.
In April 1775, as the King's troops advanced on Concord, Massachusetts, Paul Revere would sound the alarm "The British are coming, the British are coming" as he rode his horse through the late night streets. The battle of Concord and its "shot heard round the world" would mark the unofficial beginning of the colonies war for Independence.
To make it official, John Hancock, President of the Continental Congress, signed the Declaration of Independence. It is said that John Hancock signed his name "with a great flourish" so "King George can read that without spectacles!" The following day copies of the Declaration were distributed. The first newspaper to print the Declaration was the Pennsylvania Evening Post on July 6, 1776. On July 8 th , the Declaration had its first public reading in Philadelphia's Independence Square. Twice that day the Declaration was read to cheering crowds and pealing church bells. Even the bell in Independence Hall was rung. The "Province Bell" would later be renamed "Liberty Bell" after its inscription – "Proclaim Liberty Throughout All the Land Unto All the Inhabitants Thereof."
The following May, the colonies again sent delegates to the Second Continental Congress. For almost a year the congress tried to work out its differences with England, again without formally declaring war. By June 1776 their efforts had become hopeless and a committee was formed to compose a formal declaration of independence. Headed by Thomas Jefferson, the committee included John Adams, Benjamin Franklin, Philip Livingston, and Roger Sherman. Thomas Jefferson was chosen to write the first draft, which was presented to the congress on June 28 th . After various changes, a vote was taken late in the afternoon of July 4 th . Of the 13 colonies, nine voted in favor of the Declaration, two - Pennsylvania and South Carolina voted no, Delaware was undecided, and New York abstained.
Although the signing of the Declaration was not completed until August, the 4 th of July has been accepted as the official anniversary of United States independence. The first Independence Day celebration took place the following year, July 4, 1777. By the early 1800's, the traditions of parades, picnics, and fireworks were established as the way to celebrate America's birthday. And although fireworks have been banned in most places because of their danger, most towns and cities usually have big firework displays for all to see and enjoy.
DATES TO REMEMBER
CONVENTION SCHEDULES – ALL DATES SUBJECT TO CHANGE
American Legion
State ........................ July 14-17, 2022, Moscow, ID
National .................. August 26-September 1, 2022, Milwaukee, WI
AMVETS
National .................. August 16-20, 2022, New Orleans, LA
Disabled American Veterans
National .................. August 6-9, 2022, Orlando, FL
Marine Corps League
National .................. August 15-19, 2022, Daytona Beach, FL
Military Order of the Purple Heart
National .................. August 14-19, 2022, Rapid City, SD
Veterans of Foreign Wars
National .................. July 16-21, 2022, Kansas City, MO
Vietnam Veterans of America
National .............. August 9-13, 2022, Greenville, NC
THE STAR SPANGLED BANNER
Oh, say can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? Whose broad stripes and bright stars, through the perilous fight, O'er the ramparts we watched, were so gallantly streaming? And the rockets' red glare, the bombs bursting in air, Gave proof through the night that our flag was still there. O say, does that star-spangled banner yet wave O'er the land of the free and the home of the brave?
And where is that band who so dauntingly swore That the havoc of war and the battle's confusion A home and a country should leave us no more? Their blood has wiped out their foul footstep's pollution. No refuge could save the hireling and slave From the terror of flight, or the gloom of the grave: And the star-spangled banner in triumph doth wave O'er the land of the free and the home of the brave.
On the shore, dimly seen through the mists of the deep, Where the foe's haughty host in dread silence reposes, What is that which the breeze, o'er the towering steep, As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the morning's first beam, In full glory reflected now shines on the stream: 'Tis the star-spangled banner! O long may it wave O'er the land of the free and the home of the brave.
Oh! thus be it ever, when freemen shall stand Between their loved homes and the war's desolation! Blest with victory and peace, may the heaven-rescued land Praise the Power that hath made and preserved us a nation. Then conquer we must, when our cause it is just, And this be our motto: "In God is our trust." And the star-spangled banner in triumph shall wave O'er the land of the free and the home of the brave.
DAV VAN CONTACTS TO AND FROM VA MEDICAL CENTERS
All appointments for rides must be made 72 hours in advance.
BOISE & SURROUNDING AREA TO BOISE VAMC
For the schedule or an appointment, call Jim Rossette at the Boise VA Medical Center (208) 422-1000 ext. 7555.
LEWISTON & SURROUNDING AREA TO SPOKANE VAMC
For the schedule or an appointment, call the DAV Transportation Office at the Spokane VA Medical Center (800) 325-7940.
All appointments for rides must be made 72 hours in advance.
LIBBY & SURROUNDING AREA TO SPOKANE VAMC
For the schedule or an appointment, Call the DAV Transportation Office at the Spokane VA Medical Center (800) 325-7940.
All appointments for rides must be made 72 hours in advance.
COEUR D'ALENE & SURROUNDING AREA TO SPOKANE VAMC
For the schedule or an appointment, Call the DAV Transportation Office at the Spokane VA Medical Center (800) 325-7940.
All appointments for rides must be made 72 hours in advance.
SANDPOINT & SURROUNDING AREA TO SPOKANE VAMC
For the schedule or an appointment, call the DAV Transportation Office at the Spokane VA Medical Center (800) 325-7940.
All appointments for rides must be made 72 hours in advance.
LEWISTON TO WALLA WALLA VAMC
Arrives at Walla Walla at 10:00 a.m. Departs Walla Walla at 1:30 p.m. Arrives Lewiston at 3:30 p.m.
Thursdays: Walla Walla VA Medical Center Van. 8:00 a.m. departure from the CBOC at 1630 23 rd Avenue, Building 2.
If your appointment runs past the departure time of 1:30, there is no alternative for returning to Lewiston.
POCATELLO, IDAHO FALLS, & SURROUNDING ARE TO SALT LAKE CITY VAMC
For the schedule or an appointment, call the VTS/DAV Transportation Office at (800) 613-4012 ext. 2003 or 1027.
All appointments for rides should be made 72 hours in advance.
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How to teach Art at Bowling Green Academy?
Curriculum Overview
Art at Bowling Green is taught in Autumn 1, Spring 1 and Summer 1. Art and Design is alternated with DT on a halftermly basis and is taught as a discrete curriculum subject. We have a bespoke curriculum that has been planned to expose children to a range of key artists, as well as, build upon drawing, painting, college, sculpture and printing in a progressive nature throughout their time at Bowling Green whilst meeting and exceeding the expectations of the National Curriculum.
In Early Years, teachers adopt a text-led approach and the long term plan is formulated based on 3 overarching topics: who am I?, what am I?, where am I?. Art is covered under the Expressive Arts and Design part of development matters. These objectives form carefully planned formal and play-based activities.
The Art Curriculum has unit by unit and year group by year group knowledge organisers that contain the subject components which should be used to inform medium-term and short-term planning of the unit. It contains the key knowledge, content and vocabulary that the children should be taught in their lessons. This document can be found on staff shared and an example is shown below:
Lesson sequence
Art lessons at Bowling Green should follow a similar pattern in both Key stage one and Key stage two. The first lesson of every unit will introduce children to a key artist and allow the children to evaluate their work, this could be in sketchbooks or on seesaw. The final lesson of every unit will allow the children to evaluate their own work and compare this to the key artist from the unit, again this could be in their sketchbook or on seesaw.
In each lesson, to enable children to meet the intent of the subject and learn more and remember more flashbacks, sharing of learning objectives and introduction of key vocabulary should take place at the start of each lesson. The example lesson plan below shows what an art lesson should contain.
Starter – flashback five on previously covered content and subject specific key learning.
LO introduction. - Make sure LO is child friendly.
Vocabulary introduction – introduce vocabulary and definitions for the lesson's key vocabulary. Put vocabulary into context.
Content introduction – In this section the main skill of the lesson should be explored, discussed and modelled. Teachers may model the skill if confident or well researched YouTube videos may be used. Discussions should be child focussed and allow them to ask any questions. Any misconceptions need to be addressed during this stage.
Tasks – During this stage children should be working in groups, pairs or individually on a task which allows the children to practice the key skill of that lesson. Tasks can be completed directly into sketchbooks or onto small pieces of paper. Each skill must be evidenced in the child's sketchbook.
Plenary/sharing of final thoughts – At the end of the lesson children should be allowed to reflect against the LO. Teachers should allow suitable time for this as misconceptions and further questions may need to be addressed.
Teachers must ensure that their lessons do not allow for cognitive overload if the lesson is a painting lesson do not add drawing give the children a picture to paint. If the lesson is a drawing lesson do not add painting at the end as a holding task.
Teachers must ensure that all skills are evidenced.
Assessment
Teachers should use the knowledge organisers in sketchbooks to decide if a child has achieved or is working towards the small step objectives. When assessing Art, teachers should based their judgement upon the skills leading up to the final piece, as well as, the final piece. Teachers should use the Art assessment sheets saved at T:\2022 - 2023\Planning Curriculum\Assessment Tools.
They should consider the child's progress against the relevant knowledge and skills objectives for the unit studied and mark them at either A or WT. Where a child has shown secure understanding of some objectives and skills but not others the teacher should use their best judgement to assess the child.
Please see the examples below to help guide your assessment:-
Assessment Strategies
In Art, introducing children to key artists and how these artists have shaped the world of art today, as well as, allowing children to evaluate this work (what do they like/not like) and then comparing this to the work they create are a fundamental part of our curriculum. Core skills (Painting, Printing, Drawing and Sculpture) are explored, revisited and built upon throughout the children's time at Bowling Green.
Children receive regular retrieval practice, such as Flashbacks, that allow a teacher to assess children's understanding from recent and previous learning, during these flashbacks children are expected to use vocabulary from previous year groups where appropriate. Units of Work have key skills broken down into small steps that teachers assess children's artistic abilities alongside final pieces. Further examples of assessment across our Art curriculum include:-
Open Ended Questioning – Why do you prefer this piece of art work compared to this piece? What is it about your work that you prefer over the work of Piet Mondrian?
Children have time to reflect – at the end of each unit children are asked to compare their work to the work of the key artist for that unit. Children are also asked to think about what they would improve if they carried out their final pieces again.
Think-pair-share – children get the opportunity to share their opinions and ideas.
Observing
Self-Assessment – children get the opportunity to assess their final piece, and decide if there is anything they would do differently if they did the same piece of work again.
Inclusion
What knowledge must learners acquire?
* to use a range of materials creatively to design and make products
* to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
* to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
* about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
* to create sketch books to record their observations and use them to review and revisit ideas
* to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
* about great artists, architects and designers in history.
Strategies to support learners:
* Scaffolded work
* Additional support from adult/peers
- Checklist of learning steps.
- Modelling
- Visual aids
- Modelling using YouTube videos
Where is vocabulary and language explicitly taught?
Within each lesson, key words are referred to and discussed, highlighted and reinforced throughout each unit of work.
Key words are displayed and referred to – expectation that these will be spelt correctly (largely and age-appropriate).
Strategies to support learners include:
- Memory activities
- Waiting/processing time
- Uncluttered tasks
- Use of high quality wagolls
- Modelling
What does progression look like?
Strategies to support learners include: • Use of reward system- house and dojo For each pupil with SEND, progression will look different depending upon their individual learning and development needs.
points • All pupils will be
Catching children doing the right thing
*
Adult and peer support
-
Pre teaching
- Repetition of key learning points.
- Clear language
- Differentiated scaffolded and extended work to ensure all children are challenged.
Seesaw
Teachers should plan for effective use of seesaw in Art lessons where appropriate. Some examples of the use of seesaw within art lessons are:-
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Geography – Year 7
Cycle A - Fantastic Places
Cycle B - Map Skills
How does this meet the National Curriculum?
Why does this knowledge matter?
Why do we teach in this sequence?
Teaching "Fantastic Places" aligns with the Geography National Curriculum by inspiring curiosity about the world and developing key geographical knowledge and skills. It supports locational knowledge as students identify and locate landmarks, continents, and countries. It enhances place knowledge by exploring the similarities and differences between diverse environments and cultures. The topic also integrates human and physical geography, examining features like mountains, rivers, and cities alongside human activities like tourism and urban development. Additionally, it builds essential skills such as interpreting maps, atlases, and digital tools, providing an engaging context for understanding global connections and meeting curriculum objectives.
Teaching "Fantastic Places" matters because it engages students' curiosity and fosters a sense of wonder about the world, which is central to inspiring a lifelong interest in geography. It helps students understand the diversity of environments, cultures, and landscapes, promoting global awareness and empathy. By exploring unique locations, students can connect human and physical geography, develop critical thinking, and consider issues like sustainability and environmental impact. The topic also provides an imaginative context for applying key geographical skills, such as map reading and data interpretation, equipping students with tools to understand and navigate the world effectively.
This student gives an overview of various geographical topics from the start of their KS3 journey. By learning about places around the world it immediately widens their geographical understanding whilst making them more interested in the world around them.
Map skills in the Geography National Curriculum are designed to develop students' spatial awareness and geographical understanding through progressive stages. Students will build on their locational knowledge from KS2. They will develop their contextual knowledge of the location of globally significant places, and begin to develop competency in a number of geographic skills (NC Aim 1 and 3).
Map skills are essential because they equip students with the ability to interpret, analyze, and present spatial information, fostering a deeper understanding of the world. They develop critical thinking, problem-solving, and navigation skills, which are vital for understanding human and physical geography. Beyond geography, map skills connect to other subjects like mathematics, history, and technology, promoting interdisciplinary learning. They also prepare students for real-world applications, enabling them to analyze data, understand global and local patterns, and navigate the environment effectively, making them valuable for lifelong learning and practical decision-making.
Map skills are an important fundamental skill in geography to learn. Building on from their previous topic which introduced them to various places of geographical significance globally, this will add to their knowledge of where places are. It will also begin to introduce student to key skills.
Cycle C - Development
Students will begin to develop contextual knowledge of globally significant places, including their defining human and physical characteristics. Students will also begin to understand the processes that give rise to key human geographical features of the world and continue to develop competency in a range of geographic skills (NC Aim 1, 2 and 3). Students will extend locational knowledge and spatial awareness of the world's countries (NC Content Point 1). Students will understand, through detailed place-based exemplars, the key processes in human geography relating to international development. Students will understand the geographical similarities, differences, and links between places through the study of human and physical geography within a region of Africa.
Students will consider development in different parts of the world, and how that affects peoples' lives in different ways. Students will learn the categories that are used to group countries at different levels of development, indicators that are used to create these groupings, and the limitations of these indicators. Understanding these classifications and the causes and consequences of varying global development is important for understanding how the world is changing and the different challenges countries at differing levels of development face.
Understanding concepts such as the economy, the global distribution of wealth, and being introduced to the causes and consequences of varying global development is critical to students understanding the different challenges that countries face in areas such as population growth, coastal management, tectonic hazard management, and climate change. Therefore, being introduced to these concepts prior to these topics is important.
Cycle D - Population
Students will continue to develop contextual knowledge of globally significant places, including their defining human characteristics. Students will continue to build on their understanding of the processes that give rise to key human geographical features of the world and continue to develop competency in a range of geographic skills (NC Aim 1, 2 and 3).
This topic focuses on understanding important human geographical concepts and ideas – population distribution, change, growth and migration. This will enable students to begin to consider the impacts of these geographical processes on human populations, and governmental systems.
Through the use of place based exemplars students will further their understanding of the differences and similarities between places around the world.
Students will build on their knowledge of global development patterns from Cycle C to understand how and why populations have changed over time. Their knowledge of global development patterns and natural resources will support students in understanding the different opportunities and challenges that face cities depending on the countries level of wealth.
Geography – Year 8
Cycle A - Tectonic Hazards
Cycle B - Weather and Climate
Cycle C - Global Issues
Cycle D - Africa and Kenya
Why do we teach in this sequence?
Geography – Year 9
Cycle A - Globalisation
Cycle B - Ecosystems
How does this meet the National Curriculum?
Why does this knowledge matter?
Why do we teach in this sequence?
Globalisation is closely linked to the Geography National Curriculum as it helps students understand the interconnectedness of the world in terms of economies, trade, migration, and cultural exchange. It enhances human geography by exploring the movement of people, goods, and ideas, while also developing locational knowledge as students examine global networks and resources. Through geographical skills, students analyze global trends and their impact on local areas using maps and data. Additionally, globalisation connects to physical geography by highlighting environmental issues and the effects of industries on the planet. Overall, it encourages critical thinking about sustainability and prepares students to engage with the challenges and opportunities of a globalized world.
Teaching ecosystems links closely to the Geography National Curriculum by helping students understand the complex interactions between living organisms and their environments. In Key Stage 2 (KS2) and Key Stage 3 (KS3), students explore different types of ecosystems, such as forests, deserts, and oceans, and learn how physical and human factors affect them. This ties into topics like climate, vegetation, and the impacts of human activities on the natural world. Students also develop geographical skills by analyzing data and using maps to study the distribution of ecosystems and biodiversity. Teaching ecosystems fosters a deeper understanding of sustainability and environmental issues, encouraging students to think critically about how to protect and preserve natural habitats for the future.
Teaching globalisation matters because it helps students understand the complex and interconnected world they live in. It fosters awareness of how global forces like trade, technology, migration, and culture influence economies, societies, and the environment. By exploring these connections, students develop critical thinking and problem-solving skills, preparing them to address global challenges such as inequality, climate change, and sustainability. Teaching globalisation also promotes empathy, as students learn about diverse perspectives and the impact of their actions on others around the world. Ultimately, it equips students to be informed, responsible global citizens who can navigate and contribute to an increasingly interconnected future.
Teaching ecosystems is important because it helps students understand the delicate balance between living organisms and their environments, highlighting the interdependence of all life forms. It fosters an awareness of biodiversity, the role of natural processes like the water and carbon cycles, and the impact of human activities on ecosystems. By learning about ecosystems, students develop critical thinking skills and a deeper appreciation for environmental sustainability. This knowledge equips them to address global challenges such as climate change, habitat destruction, and conservation. Ultimately, teaching ecosystems empowers students to make informed decisions about protecting the natural world and ensuring its future health.
This topic requires a deeper geographical understanding than those taught in Year 7 and 8 and begins to draw on their knowledge of geopolitics. It begins the year with a more complex focus and allows them to look at the world through a new perspective.
Locational knowledge and key concepts covered over the three-year course will be reconsolidated and embedded within this topic, encouraging students to actively retrieve previous knowledge. Students will consider both hot and cold environments, topics that consider a complex interaction of human and physical activity and change.
Cycle C - Middle East
Teaching the Middle East links to the Geography National Curriculum by providing an opportunity to explore a region with rich cultural, historical, and physical geographical significance. At Key Stage 2 (KS2) and Key Stage 3 (KS3), students study the region's diverse landscapes, including deserts, mountains, and rivers like the Nile and TigrisEuphrates, connecting to physical geography topics such as climate, water resources, and ecosystems. The curriculum also encourages understanding of human geography, including population distribution, urbanisation, and the impact of conflict, migration, and trade. By studying the Middle East, students develop locational knowledge, explore global issues like oil production and geopolitics, and gain insights into how geography influences culture, economy, and global relations, aligning with curriculum objectives in both human and physical geography.
Cycle D - UK Physical Landscapes
Students will further enhance their contextual knowledge of globally significant places (NC Aim
1). They will continue to develop their understanding of the processes and interactions that explain features, distribution patterns, and changes over time and space (NC Aim 2). Students will continually draw on a range of geographic skills (NC Aim 3).
Students will cover physical geography relating to weather, climate and hydrology as well as human geography relating to population and urbanisation. Through this, students will understand geographical similarities, differences and links between places (NC Content Point 2, 3 and 4).
The region of the Middle East is large and diverse. Sitting across two continents, the region offers opportunities to explore how human and physical geographical aspects interlink with one another. Students will explore the link between tectonic activity and mountain ranges, climate and population distribution, cultures and migration, natural resources and war. Students are given the opportunity to apply knowledge from previous cycles to a new space in the world. This will build upon their knowledge of globes, maps and atlases as they become familiar with the 18 countries that make up the Middle East. The cycle also contains ample opportunities for students to build upon their enquiry skills.
Teaching about the UK's physical landscapes is important because it helps students understand the diverse natural environments that shape the country, including its mountains, rivers, coasts, and valleys. It fosters an appreciation for the unique geographical features of the UK and the processes that have formed them, such as erosion, glaciation, and weathering. This knowledge also enables students to explore how physical landscapes influence human activities, such as settlement patterns, agriculture, and tourism. Additionally, understanding the UK's physical landscapes supports environmental awareness, helping students appreciate the need for conservation and sustainable management of natural resources. Ultimately, it provides a foundational understanding of the natural world that is relevant to their lives and the challenges the country faces in managing its environment.
This topic provides opportunities to explore, or make links to, tectonic activity, climate, populations, natural resources and development through oil and gas reserves. Consequently, all of these geographical concepts have been explored prior to this cycle. This provides opportunity to explore the Middle East freely and delve into rich geographical knowledge, applying a combination of new and old geographical skills and knowledge.
Similar to previous cycles, this topic considers the interactions between human and physical activity. Students will apply their previous knowledge and geographical skills to new and unfamiliar content. Utilising the analysis and evaluative skills developed over previous cycles, students will consider new content whilst applying similar analysis and writing methods visited earlier in the year. Moreover, it empowers them to have more knowledge before entering GCSES. | <urn:uuid:562ef096-bc77-4000-9775-2079cc12a4cb> | CC-MAIN-2025-08 | https://www.bolderacademy.co.uk/attachments/download.asp?file=209&type=pdf | 2025-02-06T15:47:49+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00749.warc.gz | 637,292,035 | 2,452 | eng_Latn | eng_Latn | 0.955318 | eng_Latn | 0.995872 | [
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Integrated Civic SEL
Submitted to the Education Innovation and Research Program of the
U.S. Department of Education by the
Center for Civic Education
July 22, 2024
Table of Contents
Appendices
A.
Nonprofit Status Verification
J.
References
A. Significance
(1) Introduction
High-need/underserved studentsincluding students of color, students from low-income backgrounds, English learners, and others who lack academic resources that promote successful graduation and credentials of value that lead to careers offering economic mobility (U.S. Department of Education 2023)face critical civics and social-emotional empowerment gaps. Current curricular requirements and classroom practices do not sufficiently support underserved students, whose learning and achievement gaps were exacerbated during the COVID-19 pandemic (U.S. Department of Education 2021).
Social-emotional learning (SEL) is the process through which people develop the knowledge, skills, and attitudes conducive to achieving personal and collective goals, maintaining positive relationships, and making meaningful societal connections (CASEL 2024). Civic SEL, the integration of civics content and methods with SEL competencies that promote engaged citizenship, can be instrumental in addressing current complex civic and societal challenges that exceptionally impact underserved students. While national SEL organizations call for the integration of SEL in academic instruction, not one of the forty established SEL frameworks identified by Harvard's EASEL Lab's comprehensive inventory of high-quality programs was designed for the civics domain (EASEL Lab 2024). The Center for Civic Education's (Center) Civic SEL Framework addresses this gap.
The Center and its research partner, the Civic Education Research Lab at Georgetown University (CERL), propose Integrated Civic SEL (ICS). This evidence-based program will holistically address middle and high school students' civic and SEL development by engaging them in Project Citizen, a powerful, project-based curricular program developed by the Center in
1993. The Center and CERL will use the Civic SEL Framework to engage in an iterative development and research process to create, implement, and evaluate new instructional resources and teacher professional development (PD).
ICS will sharpen teachers' focus on SEL as they engage students in identifying, researching, and developing solutions to community problems. The new PD and curricular supports will provide powerful alternatives to existing civic education strategies, meeting Absolute Priorities 1 and 4 to address student SEL and academic needs. The proposed project will also meet Competitive Preference Priorities 1 and 2 by working in partnerships with entities underrepresented in Education Innovation and Research (EIR) programs and involving teachers in student needs assessment and evidence-based instructional approaches.
(2) Urgency for Quality Civic Education Programs
Civic education and engagement are at a critical juncture. Research indicates that civic engagement in the United States has been on the decline, exacerbating issues such as declining trust in government and increasing political polarization (Beljon-Regen 2023). In some cases, polarization fed by misinformation has devolved into violence (Berner 2020). These trends are evident in American schools. Sixth graders distrusting and disliking others based on political disagreements is occurring at an earlier age than in decades past (Tyler and Iyengar 2023).
The civic empowerment gap increases these problems because political power is concentrated among more privileged populations (Levinson 2010; Swalwell 2015; Van Camp and Baugh 2016). Marginalized youth have greater levels of societal and political mistrust. Despite years of awareness of these gaps, inequitable access to quality civic education has grown along racial and class lines over the last 20 years (Hansen et al. 2018). Young people from disadvantaged backgrounds continue to have fewer school-based opportunities to develop civic,
social, and emotional competencies that lead to success in school, the 21st-century workforce, and civic life (Kahne and Middaugh 2008; Snellman et al. 2014; Aspen Institute 2018).
There is an urgent imperative for quality civic education that is universally available to American students. The time devoted to civics has declined for decades, especially in elementary and middle schools (Tyner and Kabourek 2021; Ollila and Macy 2019). A high-quality civic education is a powerful lever that supports people in developing civic capacities. The myriad challenges posed to democracy, coupled with the impact of the COVID-19 pandemic on civic learning ([Redacted] 2024b), warrant increased emphasis on classroom teaching that promotes knowledge of government and politics, the acquisition of civic dispositions and skills, and the development of Civic SEL competencies (EAD 2021).
Research shows that when exposed to high-quality civic education, students are more likely to become civic actors that vote, discuss politics at home, complete college, develop skills for the workforce, volunteer, and work on community issues (Pasek et al. 2008; Gould et al. 2011; Winthrop 2020). This impact is even more profound for marginalized students when they are exposed to equitable civic education opportunities (Burroughs 2010; Gainous and Martens 2012; [Redacted] 2020). K–12 educators have a unique opportunity to combat the historical exclusion of underserved populations by starting young people on the path to healthy democratic participation (Schairer 2023; Hope 2022).
(3) Urgency for SEL Programs
The imperative for Civic SEL has never been more pressing. Recent events have prompted calls from across the political spectrum for unity to counter malevolent polarization and for respectful disagreement to replace incendiary discourse. Civic SEL addresses inequities and empowers young people to thrive and contribute to healthy communities. It can instill in
students competencies that support democracy by developing lasting skills of cooperation, collaboration, respectful engagement, and civil discourse (Korbey 2021). Numerous independent studies demonstrate that SEL leads to better academic performance, improved well-being, and safer schools (Greenberg 2023; Jones et al. 2022). SEL fosters positive school environments where children learn essential skills for academic and future success. SEL skills are more malleable during childhood, and it is particularly important to invest in progressive SEL skillbuilding during schooling (OECD 2015).
Students of all ages are dealing with more mental-health issues since the COVID-19 pandemic (CDC 2023; Elharake et al. 2023). Nearly 30% of adolescents aged 12 to 17 received mental-health treatment in the past year (SAMHSA 2023). The pandemic has disproportionately affected underserved students (U.S. Department of Education 2021). Schools, particularly those in underserved communities, continue to grapple with how to meet the pressing social, emotional, and mental-health needs of students (Cook and Murphy 2023). Research has shown that embedding SEL into classrooms is a vital tool to help combat the increasing mental-health crisis among students. It can combat social isolation and address students' mental-health needs.
(4) Importance of Integrating SEL and Civic Learning
ICS will leverage the Center's Civic SEL Framework to make SEL a focus of civic learning. As evidenced in Project Citizen, as well as other Center programs, Civic SEL proficiencies have the potential to shape students' civic dispositions, skills, literacy, and engagement (Hartzell 2020; [Redacted] 2024b). Educators leverage research-backed strategies to infuse SEL into the curriculum and foster inclusive learning environments. Students gain civic competencies, and in the process, develop skills critical for academic success and lifelong learning. They are empowered to become informed, engaged citizens prepared to succeed and
thrive in life.
ICS will forge relationships between students and teachers, helping them learn to appreciate divergent viewpoints and develop a disposition to seek root causes and solutions to community and societal problems. The Center has found that when students participate in inclusive classrooms and experience hands-on SEL-rich learning opportunities, their civicidentity formation, social awareness, and other Civic SEL competencies excel. Instructional strategies that support whole-child development are an important equity measure (OECD 2015).
(5) Development and Demonstration of New Strategies Building on Existing Strategies
The Center's Civic SEL Framework aligns with educational objectives and outcomes with CASEL's five core SEL competencies of (1) self-awareness, (2) self-management, (3) responsible decision-making, (4) social awareness, and (5) relationship skills. In CERL's current EIR-funded research, mentor teachers identified specific SEL competencies to emphasize in civics instruction. These include civil discourse, respectful engagement, active and empathetic listening, tolerance of diverse ideas, problem-solving, collaboration, cooperation, public communication skills, self-regulation, self-advocacy, and social awareness, among others ([Redacted] and [Redacted] 2023). Teachers, schools, and districts have the unique opportunity to incorporate these competencies directly into curriculum and academic instruction.
For ICS, the Center, CERL, expert teachers, and civic education partners across the country will engage in an iterative research and development process to create student materials and a curriculum guide for teachers. The new materials will support Civic SEL competencies. They will guide teacher PD and support the infusion of impactful SEL throughout students' Project Citizen experience.
(6) Project Citizen Curricular Program
Project Citizen provides students with unique opportunities for active engagement with each other and their communities—features that are not offered by more traditional civic education curricula. Though the curriculum is very well received where it has been introduced, many schools, particularly in underserved communities, have yet to learn about its advantages and incorporate it into their instructional practices. Project Citizen combines project-based learning (PBL) and civic education. Its effectiveness is demonstrated by rigorous research, including the recently completed Project Citizen Research Program (PCRP) randomized controlled trials meeting What Works Clearinghouse (WWC) standards, funded by the Institute of Education Sciences at the U.S. Department of Education ([Redacted] 2024b).
In Project Citizen, students work in collaborative groups in a multistep process to identify problems in their community, select a problem to address, research the problem, develop a policy-based solution, and build a curated portfolio of their research. The process culminates with a presentation of the portfolio in a simulated or actual public hearing in which students showcase their process, findings, and reflections and respond to questions from community members and/or local policymakers. Through this process, students participate in policy processes, interact and problem solve with other students, involve adult stakeholders in their school and larger community, engage in civil discourse, and develop lifelong civic skills.
The Center and mentor teachers throughout the country have the capacity to provide teacher PD with summer and academic-year training that provides them with a professional learning community (PLC), mentorship, high-quality curriculum and resources, and pedagogical tools. These pedagogies are generally applicable to civics instruction and are central to successfully implementing the Project Citizen curriculum.
Meta-analysis of three decades of Project Citizen studies corroborates its effectiveness with underserved students (Hartzell 2020). CERL's recent research demonstrates that teachers improve their capacity to implement active-learning strategies that foster Civic SEL skills (Gallo and Owen 2021). Students, including marginalized populations, increase their civic knowledge, civic skills, civic dispositions, civic engagement, STEM skills, and SEL-related competencies (Owen and Irion-Groth 2020; Owen 2024b).
(7) Iterative Development and Research Process
The Center will develop and research the impact of ICS PD and curricular materials using evidence-based practices and learnings from past program implementation and research processes, including the PCRP and its current EIR grant focused on innovating the We the People civic-education curricular program for targeted groups of underserved students. In the EIR-funded James Madison Legacy Project Expansion Program (JMLPE), the Center and CERL designed an iterative research and curriculum-development process to address imperative civic education and SEL needs identified by teachers of English learners, students with disabilities, and students of color, who have faced significant learning gaps due to the COVID-19 pandemic. The JMLPE offers a blueprint for the development, implementation, and assessment of civic education programs through a cooperative, systematic process. The project employs designbased implementation research where program developers and evaluators work in partnership to solve problems of practice (Owen, Phillips, and Irion-Groth 2024).
In ICS, the Center and CERL will work collaboratively with educator-experts to develop and assess a curricular model that aims to increase the effectiveness of the Project Citizen program for the target student populations. CERL will conduct formative research that informs the design and implementation of the PD program and curricular materials.
(8) Model for Teacher PD and Enduring Support
The Center has been working with a network of coordinators in all 50 states to provide PD, reaching more than 12 million students and 100,000 teachers. Its model of sustained teacher PD and in-state support is unique among national civic education organizations, which generally offer shorter PD opportunities without sustained teacher support during implementation.
The model begins with the recruitment of state coordinators from the Center's national network to lead programs in their states. To ensure everyone involved is well prepared, the Center works closely with state coordinators and mentor teachers to provide comprehensive training that covers project specifications, effective pedagogical strategies, and methods for embedding SEL into the classroom. State coordinators and mentors then plan and conduct a multiday PD institute for teachers in their state. During this intensive training, teachers receive instruction on civics content, pedagogy, and the Project Citizen program.
After the initial PD institute, mentors take the lead in developing a PLC with the continuous support, and celebrate milestones as teachers engage their students in Project Citizen.
participating teachers. The mentors keep in regular contact with their mentees, provide To ensure continued growth, state coordinators and mentors plan and conduct follow-up PD sessions throughout the academic year. Teachers also become part of an enduring network of civic education teachers in their state, fostered by the state coordinator, who continues to share information and PD as part of their ongoing role beyond grant funding. This model ensures that teachers are well equipped to implement SEL and Project Citizen effectively in their classrooms.
Numerous efficacy studies conducted by CERL demonstrate that this robust approach to PD and support lead to positive and equitable outcomes for underserved students. PCRP PD had significant positive impacts on teachers and students over a three-year period. Teachers
increasingly incorporated civic dispositions in their classes, with notable jumps: 40% to 73% of teachers in Year 1, 57% to 71% of teachers in Year 2, and 22% to 47% of teachers in Year 3. This shift in classroom instruction directly resulted in student civic civic-knowledge gains of 44% in Year 1, 76% in Year 2, and 66% in Year 3 ([Redacted] 2024b). Students became more inclined to stay informed about government and politics. High school students in particular reported being very likely to turn out to vote in elections69% to 72% in Year 1, 63% to 69% in Year 2, and 66% to 76% in Year 3and expressed interest in pursuing careers in government or running for office one day themselves ([Redacted] 2024b).
The large-scale James Madison Legacy Project (JMLP) study, funded by a SEED grant from the U.S. Department of Education, focused on high-need students and met WWC standards of strong evidence of effectiveness. On average, middle school students scored 63% higher and high school students scored 78% higher on a standards-based civic-knowledge test after taking a civic education course taught by a Center-trained teacher. Additionally, 76% of middle school students and 79% of high school students felt that they were more prepared to become involved in their community ([Redacted] Hartzell, and Sanchez 2020).
The Center's PD model provides levers for teacher retention, equitable access to civics instruction, and inspirational student outcomes (Hartzell 2020; Volcy 2024). The sense of community students obtain from participating in high-quality civic education goes hand in hand with the goals of SEL. Moreover, teacher retention is key to sustaining effective SEL programs.
B. Project Design
(1) Civic SEL Framework
The Center developed the Civic SEL Framework (see Appendix E) as a roadmap for fortifying civic instruction in alignment with the objectives and outcomes with CASEL's five
core SEL competencies to enhance civic learning, foster the acquisition of civic skills, and promote the development of civic dispositions. This framework will serve as a guidepost for the development of teacher PD and instructional-support materials for ICS. Appendix E also shows how Project Citizen activates Civic SEL targets.
(1a) Logic Model
The logic model in Appendix G provides a conceptual framework for the project activities and research by defining the contextual moderators and aligning the program components, mediators, and outcomes with the goals of the project.
(2) Goals, Objectives, and Outcomes
Objectives
Outcomes
Goal 1: Innovate Project Citizen curricular and educator support materials using the Center's Civic SEL Framework
Develop curricular and educator support materials to engage teachers in analyzing students' needs and sharpen teacher focus on opportunities to support student Civic SEL using Project Citizen
A publicly available online module for educators with training, instructional support, and assessment materials (including at least eight inquiry-based lesson plans) ready for use in PD and classroom implementation
Pilot new materials in Project Citizen PD and classroom implementation for middle and high school teachers and students
10% increase in teachers' knowledge of Civic SEL competencies and their ability to successfully use pedagogies; 10% increase in students' Civic SEL competencies, including aligned knowledge, skills, and dispositions.
Objectives
Outcomes
(3) Project Design Meeting the Needs of the Students, Teachers, and Others
By engaging expert teachers in an iterative development, implementation, and research process, the Center and CERL expect that ICS will have powerful, lifelong impacts on underserved students. ICS will respond to current teacher and student needs, address the impacts of the COVID-19 pandemic on students, take a unique and effective approach to addressing student SEL, and provide teachers and students with engaging and meaningful ways to reduce the civic empowerment gap and become more involved in their communities.
Some key factors that limit high-quality civic education in American classrooms include a lack of adequate resources, vague state standards, teachers not feeling supported by their schools and communities to discuss certain topics, and a focus on memorization of content over engaging with real-world civic competencies (Ward 2023). ICS will provide real-world experiences for students, ongoing teacher support, and alignment with state social studies and other applicable standards.
The Center will select six project sites from among the following 16 states where Project Citizen coordinators expressed both the need and their commitment to ICS (see Appendix C): Delaware, Hawaii, Kansas, Kentucky, Massachusetts, Michigan, Mississippi, Missouri, New Jersey, New York, Oklahoma, Pennsylvania, Tennessee, Virginia, Washington, and West Virginia. The Center and CERL will work with state coordinators and experienced Project Citizen mentor teachers in the implementation of K–12 PD and instructional-support programs. During implementation, it will be possible for other states in the Project Citizen network to express interest in participating or collaborating with the initial states selected.
(3a) Responding to Evolving Teacher and Student Needs
Through ongoing research and implementation of national civic education programs, the
Center and CERL identified the urgent need for programs that address civic engagement and SEL gaps among underserved students and ongoing teacher learning and support. Underserved students benefit more from highly effective teachers than advantaged students do (Nye, Konstantopoulos, and Hedges 2004; Kahne and Middaugh 2008; Lin 2015). Yet, underrepresented students and those living in poverty are disproportionately assigned teachers with the least preparation and the weakest academic backgrounds (Murnane and Steele 2007; Levine 2009; Adamson and Darling-Hammond 2012; Isenberg et al. 2013; Goldhaber, Theobald, and Tien 2015; REL Northwest 2020). Key ICS project activities will provide an ongoing analysis of and responsiveness to teacher and student needs. CERL will design its evaluation to provide feedback and insights from each of the following activities:
Key Activity 1: Preliminary Teacher Survey. In the first three months of the grant, CERL will field a survey to more than 10,000 middle and high school teachers across the country to gain feedback on current challenges and curricular and PD needs aligned with Civic SEL, as well as the impacts of COVID-19, empowerment gaps, and equity concerns they experience with underserved students in their classrooms.
Key Activity 2: Curriculum Development. The Center will bring together 12 experienced teachers who already implement Project Citizen and SEL pedagogies with underserved students to participate in a three-day curriculum development workshop to help draft eight new lesson plans and other educator support materials. The CERL team will provide input from past research and the preliminary teacher survey. The Center will engage an SEL expert to enhance the teachers' knowledge and capacity to align the materials to Civic SEL and culturally
responsive pedagogies. Following the workshop, the Center will work with the teachers over a period of two to three months to review and revise each lesson's alignment and support for Civic SEL content, pedagogies, and assessment. The Center's curriculum team will also work on developing and compiling teacher PD materials with input from the SEL expert. The materials will provide teachers with an understanding of Civic SEL and a capacity to implement Project Citizen pedagogies. They will also provide educators with directions and best practices for using the new lesson plans. This activity will take place over three months.
Key Activity 3: Pilot Study. Once the eight lessons are complete, the Center will invite 30 teachers to a four-day PD workshop and to pilot the lessons with 750 middle and high school students during their 2025–2026 Project Citizen implementation. The six state coordinators will take part in the workshop to become closely familiar with Civic SEL and the new materials. The teacher and student data collected by CERL will inform further lesson development and revisions. The Center will modify the lessons and teacher PD materials based on the evaluation results to best support Civic SEL.
Key Activity 4: State Coordinator and Mentor Workshops. Prior to implementing the teacher PD and classroom programs in Year 2, the Center and CERL will conduct a three-day planning and training workshop with state coordinators and mentor teachers to exchange expertise and build capacity to implement all aspects of ICS. The Center, CERL, expert teachers, and Project Citizen coordinators and mentors will share their latest experiences and strategies for working with teachers and underserved students in their states.
Key Activity 5: Teacher PD Program. In Years 2 and 3, the Center will work with the six project sites to provide the ICS PD and curricular program to 180 teachers and more than 8,100 students. PD content, as described in Appendix D, will include Civic SEL targets and methods,
civics content, and the implementation of Project Citizen. Content of Project Citizen includes what is and what is not public policy; federalism focusing on the different levels of government (community, state, and national); the branches of government and separation of powers; and the role of government departments and agencies, nongovernmental organizations, and interest groups in the policy process. The PD sessions will include a 30-hour in-person summer institute with at least 16 hours of follow-up sessions during the academic year. Teachers will participate in a site-level PLC led by mentor teachers to support the emerging needs. Key Activity 6: Engaging Underserved Students in Project Citizen. Before beginning Project This includes all steps of the previously described Project Citizen process whereby students work
Citizen instruction, teachers will conduct asset-mapping and needs assessment to identify students who have become disengaged from learning, as responsive to Competitive Preference Priority 2. The educators will identify strategies to re-engage students and support family involvement. These will be incorporated into their instructional plans. Teachers will design targeted approaches to ensure successful student engagement and provide students with opportunities to successfully meet challenging civics content standards. Teachers will make use of the new ICS lesson plans as they implement at least 20 hours of Project Citizen instruction. in collaborative groups to research and develop a public policy solution and presentation addressing a community-level problem they identify.
Key Activity 7: Local and State Public Hearings. Students will present their project portfolios to their school and/or local community in a simulated-public-hearing format or at an actual public meeting. When appropriate to school policies, teachers are encouraged to invite policymakers who deal with the policy area the students choose. In addition, each state coordinator will organize a state Project Citizen showcase for students from the different
participating schools to present their projects. Students from differing communities will have the opportunity to meet one another, as well as policymakers and other adult leaders, and discuss their policy concerns. This will provide a unique learning opportunity for students from marginalized communities who may not otherwise have substantive discussions with peers or access to state-level policymakers.
(3b) Addressing Impacts of the COVID-19 Pandemic (Competitive Preference Priority 2)
ICS will address the impacts of the COVID-19 pandemic by focusing on underserved students and the educators who serve them. CERL's PCRP research documented effects of the pandemic on teacher efficacy and student learning ([Redacted] 2024b). By conducting asset mapping in Key Activity 6, teachers will identify and address the needs of disengaged students. Through PD, the teacher PLC, and mentorship, ICS will provide coaching and support to educators as they design and implement targeted approaches to ensure successful student engagement. ICS materials will provide teachers with a diverse toolkit of strategies based on Universal Design for Learning principles that they are able to draw upon when designing individualized approaches.
(3c) Evidence Indicating the Project Will Successfully Address Student Civic SEL Needs
Research supports that ICS will successfully address students' Civic SEL needs. PBL, as employed in Project Citizen, can improve student outcomes in civics and related fields. Evidence suggests that students in PBL classes have greater gains in civic knowledge than those in traditional lecture-style courses (Kingston 2018). PBL's emphasis on authentic, active, and collaborative learning contributes to its ability to increase students' civic orientations and related SEL competencies (Almulla 2020). Learnings from Project Citizen support that PBL can also be a gateway to lifelong civic engagement, as it encourages students to participate in their community, conveys knowledge of how the system works, instills an authentic desire to work for
the good of society, and imparts the proficiencies necessary for participation. PBL is highly conducive to students developing SEL competencies, such as critical thinking, collaboration, and communication skills, that facilitate high-level civic engagement ([Redacted] 2024a).
Civics, PBL, and SEL skills are deeply linked through their shared focus on holistic development and real-world application. PBL provides a platform for students to engage in authentic civic experiences, where they apply civics knowledge while deepening their practice of SEL competencies, such as collaboration and empathy. Meanwhile, SEL principles such as selfawareness and responsible decision-making are cornerstones in both civic education and PBL (Fester 2022), as they both aim to foster engaged and informed participation and empower students to address societal challenges with empathy and knowledge (Korbey 2021). As students engage in meaningful civic experiences through PBL, they use and develop SEL skills.
Project Citizen students use Civic SEL competencies such as collaboration, cooperation, problem-solving, and communication skills as they work with their classmates and community stakeholders to research and propose solutions to local issues. Middle and high school students demonstrate a significant advancement in their problem-solving abilities and civic-expression skills, expressing their views publicly, engaging with local media and government stakeholders, and leveraging social media to address community issues. Over the three years of PCRP, middle and high school students who took part in Project Citizen showed statistically significant increases in civic expression skills, whiles gains in Civic SEL skills were notably smaller or nonexistent for control-group students ([Redacted] 2024b).
Teachers, in turn, developed their own Civic SEL capacities by participating in Project Citizen. In PCRP, teachers reported feeling more capable in conveying civic knowledge, providing educational resources to others, promoting students' self-care and self-management,
developing students' relationship skills, facilitating respectful classroom discourse, and encouraging students' involvement in civic activities. While 77% of the participating teachers felt that Project Citizen played a pivotal role in their students' acquisition of SEL competencies, control-group teachers saw a decline in their confidence regarding their ability to instill SEL competencies in students ([Redacted] 2024b).
(3d) National Availability of Project Deliverables
In addition to the six sites implementing the ICS program, the new curricular and educator support materials will be publicly available through an online module on the Center's website. Project Citizen state coordinators across the country will share this resource with educators in their states through educator communications and other PD sessions and meetings as part of their ongoing, routine practice supporting civic education. Upon the culmination of the Early-phase grant research, the Center and CERL will organize a two-day national dissemination conference, Civic SEL Research-to-Practice, to provide training on the new module and share research findings with Project Citizen state coordinators, mentor teachers, and other education leaders, such as state social-studies curriculum leaders. This will enhance the use of the curriculum in underserved communities as educational leaders deepen their understanding of Civic SEL and the curriculum's alignment with educational goals.
C. Project Personnel
The Center has more than 50 years of experience managing multiyear, multisite projects, supported by more than $300 million in current and past federal-grant funding. (See Appendix D for the Center's history.) Center staff members are deeply experienced in nonpartisan K–12 civic education curriculum and teacher PD; capacity building and support for program sites; monitoring compliance with project requirements and federal regulations; collaborating with evaluation
teams; and widely disseminating results. These staff have recently been engaged in innovative research and curriculum-development projects that meet WWC standards and foster SEL, culturally responsive educational practices, student-centered inquiry, and PBL.
The Center is proud to be an Equal Opportunity and Affirmative Action Employer. It actively seeks applicants from underrepresented groups and does not discriminate based upon race, religion, color, national origin, gender, sexual orientation, sexual expression, age, status as an individual with a disability, or any other legally protected characteristics.
The Center's project-management and oversight team will lead program implementation, work with national program managers and coordinators, and collaborate with the Center's operations team for administrative, accounting, and information-technology support. [Redacted] , CERL at Georgetown University, will lead the research team. [Redacted] , President, Center, will provide executive project-management oversight. [Redacted] , VP/COO/CFO, Center, will oversee federal-fund management. [Redacted], Sr. Director of Civic Education, Center, will oversee program staff, strategic partnerships in participating states, and the development of ICS materials. [Redacted] , Manager of Civic Learning and Curriculum, Center, will manage the development of curricular and teacher PD materials. [Redacted] , Sr. Manager of National Programs and PD, Center, will provide technical assistance for PD, student-portfolio development, and hearings at the sites. [Redacted] , Director of Program Grants and Innovation, Center, will lead grant reporting and site administration. [Redacted] , Director of Publishing and Communications, Center, will oversee the design, production, editing, and dissemination of curricular resources and online outreach to educators. The resumes of key personnel are provided in Appendix B.
D. Management Plan
The Center has considerable experience successfully managing personnel, task timelines, and budgets to achieve program objectives on time and within budget. The project-management team at the Center will coordinate with CERL and oversee the contracted experts. It will launch the project, conduct training of coordinators and mentors, provide technical assistance to statelevel implementation teams, monitor implementation, use formative-evaluation information to keep the project on track, and lead its national network in planning for dissemination. The Center will also work with CERL to facilitate the timely gathering of data.
The contracted state coordinators work for nonprofit organizations that partner with the Center on its programs. These partners have years of experience coordinating civic education programs and conducting outreach to educational stakeholders throughout their states. They have successfully provided teacher PD and implementation support in other federally funded grants, working with school, district, and state leaders. Many of the state coordinators are current or former state, district, or school-level educational administrators or social studies supervisors.
State partners collaborate with community colleges, Historically Black Colleges and Universities, Tribal Colleges and Universities, and minority-serving institutions, as indicated in their letters of support in Appendix C. To achieve Competitive Preference Priority 1, these colleges and universities will provide input on ICS PD, contribute expert speakers, host project events for teachers and students, engage with students during public hearings, and provide students with feedback on their project portfolios.
The below table identifies the lead staff and timeline for each key project milestone.
Dissemination of research findings and project results, including online and print publications
[Redacted]
[Redacted]
E. Quality of the Project Evaluation
(1) Methods of Evaluation
The research plan, consistent with the logic model (Appendix G) specifying a teacher and a student intervention, will have two components. It will determine whether the ICS program has a demonstrable effect on middle and high school (grades 6 through 12) teacher and student outcomes. A study will determine whether the ICS teacher PD program (1) has a positive effect on teachers' knowledge and understanding of Civic SEL, (2) improves their teaching practices, and (3) increases their professional engagement. Based on the project design and prior research, it is reasonable to expect that teachers receiving the ICS intervention will achieve statistically significant increases on these measures. A second study, which is a priority of the proposed efficacy evaluation, will assess the extent to which the ICS curriculum intervention results in an increase in students' acquisition of (1) Civic SEL capacities, (2) knowledge of government and the policy making process, (3) civic dispositions, and (4) civic skills. It is reasonable to expect that students receiving the ICS intervention will achieve statistically significant improvements on these indicators.
The independent research studies will be conducted by a staff led by [Redacted] , professor at Georgetown University and director of CERL. [Redacted] has extensive experience with evaluating education programs, including those funded by grants from the U.S. Department of Education and the Educating for American Democracy national initiative.
Jan. 2026–Dec. 2027
(1a) Research Questions
The research will be guided by the following questions about the effectiveness of the teacher PD program:
* To what extent does participation in the ICS program improve middle and high school teachers' knowledge and understanding of Civic SEL?
* To what extent does participation in the ICS program improve middle and high school teachers' pedagogy? Are teachers more likely to integrate Civic SEL into their classes because of the ICS PD program? Are teachers more likely to incorporate active-learning elements into their classes due to the ICS PD program?
The study will address the following research questions related to student outcomes:
* To what extent does ICS improve middle and high school students' acquisition of Civic SEL competencies?
* To what extent does ICS impact students' knowledge of government and the public policy process?
* To what extent does ICS impact students' acquisition of civic dispositions consistent with Civic SEL?
* To what extent does ICS impact students' acquisition of civic skills aligned with Civic SEL? The teacher and student studies will employ a combination of quantitative and qualitative methods to measure outcomes and provide a more comprehensive evaluation of the effectiveness of the ICS intervention for teachers and their students. The teacher study examines the effectiveness of the teacher PD program with the focal outcomes of Civic SEL knowledge and improved teaching practices. Civic SEL knowledge is defined as understanding the meaning of SEL concepts aligned with civics and grasping how students can develop and use Civic SEL
skills. ICS's influence on teaching practices accounts for how well teachers integrate Civic SEL into the Project Citizen curriculum, especially by using active pedagogies associated with PBL. The student study will evaluate the effectiveness of the ICS curriculum intervention on students' acquisition of Civic SEL competencies and civic knowledge, skills, and dispositions. Civic SEL competencies are aligned with self-awareness, self-management, social and cultural awareness, relationship skills, and responsible decision-making (see Appendix E). Civic knowledge reflects students' mastery of content related to American government and the public policy-making process. Civic dispositions cover support for democratic values and principles, tolerance, civic duty, and political efficacy. Civic skills include problem solving, respectful communication, collaboration, and cooperation. The qualitative components of the research design will include (1) ethnographies of the teacher PD program, (2) classroom ethnographies, and (3) semistructured teacher interviews.
(1b) Pilot Study
A pilot study of teachers and students that employs a quasi-experimental design will be conducted in the first year of the project. A sample of 30 teachers, who will participate in the first iteration of the ICS PD and administer the curriculum intervention with their students, will be recruited for the study from the Center's network. Pretests will be given to teachers prior to the start of the PD program. Posttests will be taken at the end of the summer institute and after completion of the PD program and curricular instruction. Students will be pretested prior to the start of their ICS class and posttested when the class has concluded. Interviews will be conducted with teachers to gain deeper insights into the survey data, identify best practices and challenges, and solicit feedback for improving the interventions. [Redacted] and CERL researchers will
confer regularly with Center staff and issue a report. Center staff will revise the program, as needed, prior to implementation of the core research study in Year 2.
(1c) Teacher and Student Randomized Control Trial (RCT) Studies
The core quantitative research studies to be conducted in the second and third years of ICS are designed to meet WWC evidence standards without reservations. Multisite, school-level RCTs will be conducted for teachers and students. The school is the appropriate unit of randomization as Project Citizen is often implemented as a school-based project that can involve more than one teacher and/or class. The schools in the sample will be public and private middle and high schools, serving grades 6–12, in six project sites located across the country that are representative of schools in their district. The study uses a multisite design with random assignment of middle and high schools to intervention and control groups. Schools will be assigned to groups entirely by chance. Any differences in assignment probabilities will be adjusted according to methods specified by WWC Standards Handbook, vol. 5.0. The sampling procedure should yield diverse schools that will represent the broad, authentic conditions under which the curriculum intervention can be implemented. In-service civics, social-studies, and American-government teachers in schools assigned to the intervention group will receive the ICS PD and implement the ICS curriculum. Since the intervention is at the school level, all civics instructors in the intervention group will be invited to participate in ICS. In the case of treatment noncompliance in intervention-group schools, complier average causal effects (CACE) will be estimated as per WWC Standards Handbook, vol. 5.0. Teachers with the same profile in the control-group schools will not receive the PD program, will have no prior experience with Project Citizen, and will not implement the ICS curriculum in their classrooms. All students of teachers in the intervention and control groups are eligible for inclusion in the research. The
potential for study contamination is minimized because only the Project Citizen intervention will be implemented in the intervention classes. Schools in the control condition will employ a standard civics, social-studies, or American-government curriculum where teachers work from a textbook and use typical pedagogies, such as lecture and class discussion. CERL will work closely with the state coordinators to develop a randomization protocol and ensure the integrity of the randomization procedures. The coordinators are present on-site and are in a unique position to attend to the needs and concerns of school district administrators, principals, and teachers, to achieve buy-in, and to troubleshoot as the research is undertaken. Coordinators will work closely with CERL researchers to ensure that all legal requirements, including those for working with human subjects, are in compliance.
The RCT design will have a sufficiently large sample size to ensure high-quality analysis. A total of 50 schools will be randomly assigned to intervention (25 schools) and control (25 schools) groups. Based on prior research ( [Redacted] 2024b), we estimate 30 students per school for a total of 1,500 students (750 per intervention and control conditions). The study is sufficiently powered. (See Appendix F for power analysis computation.)
The teacher and student studies will be based on pretest/posttest surveys that assess the impact of the PD program on teachers and the Civic SEL-infused curriculum on students. Pretests will be administered to teachers in the intervention group prior to the start of the PD program to get baseline measures of the outcome indicators. Measures with known reliability and validity derived from sources, including CASEL and RAND (2019), will be employed. In addition, new measures will be developed to reflect the novel attributes of Civic SEL. (See Appendix F for examples of measures.) Teachers will take posttests measuring these concepts after completion of the PD program and classroom instruction of the curriculum. Timing of the
control-group testing will coincide with that of the intervention group. Students in the intervention and control groups will be tested prior to and following their class. The student evaluation will include measures with known reliability and validity, including those used in the PCRP and others derived from CASEL, RAND (2019), Education Analytics (2019), and the Raikes Foundation (Haggerty, Kevin, Jenna Elgin, and Andrew Woolley, 2011). Additional measures will be developed to measure Civic SEL. (See Appendix F for examples of measures.) Teacher and student testing will be conducted using a secure online platform. Site coordinators or CERL staff will proctor teacher tests. Teachers will administer student testing in class.
Sample attrition will be carefully monitored and documented for teachers and students. "Stayers" and "leavers" will be identified for the teacher sample, as no teachers will join the study after it commences. "Stayers," "leavers," and "joiners" will be tracked for the student sample by comparing class lists with study participants at points in the research when data are collected. The study will be monitored for overall attrition and differential attrition, with the potential for bias assessed using procedures articulated in the WWC Standards Handbook, vol. 5.0. Steps will be taken to minimize attrition of teachers and students. [Redacted] will provide informational letters to principals, administrators, and teachers to foster understanding of the program and cooperation. The CERL team will be readily available to provide assistance and consultation. Teachers in both the intervention and control groups will be offered monetary incentives and will have access to the study results. As the study design uses random assignment, unless there is a high level of attrition, establishing baseline equivalence is less of an imperative than if assignment is nonrandom. Nonetheless, the research will document that the intervention and control groups are equivalent at baseline on key indicators. If necessary, a statistical adjustment, such as ANCOVA, will be made.
(2) Performance Feedback and Assessment
CERL and the Center will employ design-based implementation research (DBIR) where program developers and evaluators work in partnership to solve problems of practice to maintain regular, cooperative, systematic feedback and program assessment. This process was used successfully with the JMLPE and PCRP ([Redacted] [Redacted] and [Redacted] 2024). DBIR reconceptualizes the relationship between research and practice to be a multiway, recursive experience between innovators who design curriculum and PD programs, implementers who teach the curriculum, and researchers who conduct assessments. ICS is guided by a theory of change positing that the ICS PD program and curriculum will significantly improve civiclearning outcomes. The development process incorporates regular feedback from participants and data from CERL's research studies. DBIR aims to instruct the development of ICS and to facilitate scaled-up and improved teacher and student outcomes in a variety of settings.
(3) Implementation Study
Fidelity of implementation will be assessed for the teacher PD program and the implementation of the curriculum in the classroom. The implementation study will employ relevant elements of the framework developed by Weiss, Bloom, and Brock (2014) focusing on content, quantity, quality, and conveyance. Data will consist of both quantitative measures (e.g., numbers of teachers and students recruited for ICS, number of hours of PD completed by teachers at each site) and qualitative data collected through on-site observations and interviews with coordinators and teachers. Findings of the implementation study will be regularly conveyed to Center staff, coordinators, and teachers. Instances where the measurable thresholds for acceptable implementation are not met and that would potentially compromise the research will be discussed, and steps will be taken to remediate the issues. This process was successfully followed for the JMLP and PCRP. (See Appendix F for more details on implementation
measures, which are aligned with components, mediators, and outcomes specified in the project's logic model.) | <urn:uuid:c89f0159-0672-405c-a8ef-cffe1273788a> | CC-MAIN-2025-08 | https://www.ed.gov/media/document/center-civic-education-narr | 2025-02-06T16:26:16+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00747.warc.gz | 690,753,409 | 9,574 | eng_Latn | eng_Latn | 0.95841 | eng_Latn | 0.996265 | [
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Mission 12: Night Light
Intro and Discussion Points:
In this project, students use an external light sensor to detect ambient light, and program the CodeX's LCD display to act as a "nightlight."
Extension
Optical Feedback!
Using your first ON/OFF version of the nightlight project, try placing the photocell near the LCD display, so that when the display is ON it shines right at the photocell. Make sure the room is relatively dark…
- Dark → LCD ON → Light → LCD OFF → Dark → LCD ON → Light →… where will it end??
- If you've ever heard speakers squeal when a microphone gets too close to them, you know about audio feedback. This is the optical version!! (it also shows how fast the CodeX is sampling the ADC and controlling the LCDs)
Unit 3: Using Inputs and Outputs
FOCUS CSTA STANDARDS: 2-CS-02, 2-AP-17, 3A-DA-09, 3A-DA-11
LEARNING TARGETS:
* I can apply input and output values to a program.
* I can explain the differences between analog and digital I/O.
* I can explain the differences between reading and writing I/O.
* I can use variables to calculate and convert measurements.
SUCCESS CRITERIA:
Create two versions of the Night Light:
❏ 2 - Variable dimming: The darker it gets, the brighter it shines!
❏ 1 - Simple on/off control: Light turns ON when sensor crosses a pre-set "dark threshold."
KEY CONCEPTS:
* The photocell helps convert light level into an electrical voltage level.
* Analog means infinite variation from dark to light, cold to hot, and so on. The CodeX's analog to digital converter (ADC) gives a digital approximation of the photocell's analog reading.
* Create your own Image object, using the fill() function to set all pixels to a given brightness level.
* I/O pins can be read with read_digital() and read_analog()functions.
DISCUSS REAL WORLD APPLICATIONS:
Welcome to Smart Lighting!
This project has introduced students to an area with lots of potential for improving the world! Light Sensors and LCD lights controlled with code can reduce energy consumed and make lighting more awesome!
This code can enable and enhance many real-world applications:
* Outdoor Lighting
o Street Lights, Parking lots, Home lighting
* Stadium Lights
o Even controlling the light color so it looks better on camera
* Indoor Lighting
o Sensing daylight from windows and skylights is calLCD Daylight Harvesting - it saves energy!
o That's exactly what your last NightLight code was doing!
ASSESSMENT STRATEGIES:
Remix suggestions (set aside 0.5-1.5 periods to complete):
* The photocell is very sensitive. Write code that counts up whenever the sensed value changes by a small amount.
- Can you detect how many times someone has walked by the sensor?
- Detect any object breaking a beam of light shining on the photocell!
* Send a radio message when the light goes ON or OFF. (More on this later in the Radio Project!)
- Finally you can test if the light in the fridge goes OFF when the door is shut!
TEACHER NOTES:
Always refer to Answer Keys by Mission if you get stuck. All coding solutions are available, in alphabetical order. | <urn:uuid:2bb8b795-ea7f-466f-a2a3-bcd66ba93251> | CC-MAIN-2025-08 | https://learn.firialabs.com/teacher-resources/CodeX/Python%20with%20CodeX%20Elementary%20Resources/Unit%203%20-%20Mission%209-12/Mission%2012/Mission%2012%20Lesson%20Plan.pdf | 2025-02-06T16:50:30+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00753.warc.gz | 329,085,001 | 700 | eng_Latn | eng_Latn | 0.996925 | eng_Latn | 0.996607 | [
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HOMEWORK POLICY
MISSION STATEMENT
Our Parish School of Our Lady of Lourdes welcomes everyone in the community, to share with us the joys of our Catholic Faith. We worship, learn and play together in the love of Jesus, helping one another to become the people God has created us to be.
Commitment to equality:
We are committed to providing a positive working environment which is free from prejudice and unlawful discrimination and any form of harassment, bullying or victimisation. We have developed a number of key policies to ensure that the principles of Catholic Social Teaching in relation to human dignity and dignity in work become embedded into every aspect of school life and these policies are reviewed regularly in this regard.
Policy approved by Governing Body on:
30 th September 2024
Date of next review:
30 th September 2027
1. Statement of intent
Homework is any work or activity that pupils are asked to do outside lesson time. Homework should be understood by pupils and parents, and not be seen as an onerous task.
Children are encouraged to establish good homework habits from the beginning of their school life. The main focus of homework will be Maths and English, with occasional tasks to extend and enhance learning across the curriculum.
We are aware that pupils have opportunities and experiences outside school that are equally important in developing and enriching their lives. We therefore give careful consideration to balancing homework time across the school.
2.
Aims
2.1 The homework policy aims to:
* Develop a consistent approach to homework throughout the school.
* Make sure that teaching staff, parents and pupils are aware of their responsibilities with regard to homework.
* Ensure that parents have clarity on what their child is expected to do.
* Encourage pupils to develop the responsibility and self-discipline required for independent study.
* Work with parents and involve them in their child's learning and to keep them informed about the work their child is covering.
* Use homework as a tool for raising standards of attainment.
* Improve the quality of the learning experiences by extending it beyond the classroom.
* Give pupils further practice and deeper understanding of skills, knowledge and concepts learned during the school day.
2.2 The purpose of homework is:
* To encourage pupils to develop the confidence and self-discipline to work on their own.
* To consolidate, reinforce and extend learning that has taken place in school.
* To consolidate the development of skills and understanding.
* To extend school learning, for example through additional reading.
* To provide opportunities for research and creativity.
* To support revision and preparation for relevant assessments.
* To support the home school relationship.
Homework tasks will vary in form and content depending on a number of factors including the subject and the age of the pupil.
3. Responsibilities
3.1 The role of the Headteacher and Governing Body is to:
* Monitor the effectiveness of the policy.
* Review the policy and make appropriate updates as required.
* Support parents with information about homework.
3.2 The role of the teacher is to:
* Plan and set up a regular programme of homework for pupils and communicate this with pupils and parents/carers.
* Ensure that homework is posted routinely onto the school's on-line system for both pupils and parents to access. This is Microsoft Teams and Tapestry (Reception class).
* Provide an explanation of homework tasks and ensure pupils and parents/carers understand what they have to do.
* Ensure all homework given is purposeful and links directly to the curriculum.
* Set homework that is appropriate to the child's ability.
* Monitor homework regularly and make sure pupils are completing it to an appropriate standard.
* Give feedback to pupils as appropriate.
* Communicate with parents if there is a problem regarding homework.
* Be available for discussion, if necessary, to parents and pupils about homework.
* Ensure homework takes equal opportunities into account and that the needs of pupils with additional needs and disabilities are considered.
* Where appropriate, reward quality work and praise children who regularly complete homework.
3.3 The role of parents/carers is to:
* Support their child in completing homework and handing it on online.
* Check and monitor their child's Microsoft Teams or Tapestry account regularly.
* Become involved in their child's homework and encourage their child to have a positive attitude towards it.
* Support their children in completing homework to the best of their ability, to the right standard and to the deadlines that have been set.
* Provide suitable conditions and resources for their child to complete homework.
* Praise their child and celebrate achievements with regard to their homework.
* Inform teachers of any issues that may arise and co-operate with the school to find a solution.
* Keep the school informed of any change in circumstances which may affect their child's learning and homework.
3.4 The role of pupils is to:
* Take responsibility for their own learning and submit completed work in a timely manner.
* Have a positive approach towards homework.
* Put the same effort into homework as would be expected of classwork.
* Make sure they understand the tasks that have been set and seek clarification if required.
* Ensure that they have everything they need to complete homework.
* Take pride in the presentation and content of their homework and perform to a high personal standard.
4. Homework Duration Guidance
Homework should extend and enrich school-based learning and the duration of tasks should be age and ability appropriate. Therefore, the completion of such tasks should be achievable in an appropriate timeframe.
The time devoted to homework should increase as the pupil progresses through the school.
Homework will involve some or all of the following activities:
* Reading: independent, shared or paired reading, with possible activities to reinforce comprehension and understanding of texts as children progress through school.
* Spellings and vocabulary extension: learning sounds and spellings; activities to apply spelling rules and patterns to extended tasks.
* Research into an aspect of the curriculum as preparation for, extension to, consolidation of or follow up to work carried out in class.
* Learning number facts and practice of calculation, including problem solving (multiplication tables, number bonds, etc..).
* Written assignments in English and Maths.
* Handwriting
* Other tasks to extend work done in class, including topic-based work.
The table below shows homework examples and is a guide. Daily reading is encouraged in all year groups and tasks may be set in addition to the activities outlined.
Homework Expectations Guide
The majority of homework tasks will be set on Teams or Tapestry (for reception class) and work should be 'handed in' online, via these platforms. We no longer collect in paper copies of homework; teachers can view and monitor the children's homework online. There may be occasional homework tasks that need to be physically handed in but this will be made clear when teachers set the tasks.
5. Equal Opportunities
Governors and staff members are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity and social, cultural or religious background. All children have equal access and inclusive rights to the curriculum regardless of their gender, race, disability or ability. Teachers will liaise with parents/carers, where necessary, to ensure specific learning needs, relating to homework, are considered. | <urn:uuid:dd9e8ec0-089c-4b1d-9f11-c7bc2ece0811> | CC-MAIN-2025-08 | http://www.ololschool.enfield.sch.uk/attachments/download.asp?file=125&type=pdf | 2025-02-06T15:02:16+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00752.warc.gz | 42,686,742 | 1,454 | eng_Latn | eng_Latn | 0.997872 | eng_Latn | 0.998246 | [
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CMSC 435/634: Introduction to Graphics
Midterm Exam
October 9, 2002
Instructions: Clearly write your name on this sheet. Answer each problem in the space provided. If you need extra space, write "on extra sheet" in the answer space on the exam paper, clearly label the problem number on an extra sheet of paper, and staple the extra sheet to the exam when you hand it to me.
You may a calculator to assist you in simple arithmetic. You may also use any notes you have written on one side of a single 8.5 x 11 inch sheet of paper. No other notes or books are allowed.
The exam consists of four parts and several sub-parts. Each is marked with a number of points. There are 75 points total. You have 75 minutes.
Strategy: Read all parts of each problem before you start answering it. The work for some problems is split across several questions. You may find that later questions will guide the method you use to solve the problem. You may even find that later questions will jog your memory.
If something isn't clear, ask.
Good luck
Name: _____________________________________________________________________________
1 Odds and ends
1.1 If there were a country song about your experience with assignment 2, what would the title be? (1 point)
1.2 Name two things Ivan Sutherland did.
1.3 How many control points for a quartic (t 4 ) Bezier curve?
1.4 What is a scan line?
1.5 What are these three coordinate systems called (as indicated by the gray boxes)?
(33,27)
(750,500)
(0,0)
(1,1)
(5.5, 20.2, 0)
(22.9, 31.7, 0)
1.6 What is gamma correction and why do we need it?
(11 points total)
(2 points)
(1 point)
(2 points)
(3 points)
2 Transformations
2.1 The OpenGL command for scaling is glScalef(x,y,z)
2.1.1 What is the 4x4 matrix form for glScalef(2,2,2)? Its inverse?
2.1.2 Do objects scaled by this get bigger or smaller?
I want perform the illustrated non-uniform scaling oriented at 45˚ to the coordinate axes and centered around the point (2,1): (8 points)
2.2.1 The basic OpenGL transformation functions are glScalef(x,y,z), glTranslatef(x,y,z) and glRotatef(angle,x,y,z). The rotation angle is given in degrees, and follows the right hand rule (so if the vector (x,y,z) points toward the viewer, the rotation will be counterclockwise). How would you decompose this transformation into a sequence of OpenGL calls? Since this is just a 2D transformation, your transformation should leave z alone. Please fill in the calls with real numbers.
2.2.2 Draw a series of sketches to show how each stage of the decomposition affects the three objects. Your sketches don't have to be exact, but please do show the coordinate axes in each.
2.2
(14 points total)
3 Sutherland-Hodgeman Clipping
(25 points total)
This problem uses the following scenario of (small) 8x7 window and single triangle. For this problem, you will be working through the steps to clip the polygon against the screen. For ease of exam-time computation, I've set it up so the numbers will come out well. You must show your work including any equations you use to find the clip intersections for full credit.
The Sutherland-Hodgeman algorithm clips against each edge of the window in turn. Here is pseudocode for clipping against one edge:
```
for each vertex input to this stage if (condition1) output vertex to next stage if (condition2) compute intersection with window edge output intersection vertex to next stage
```
3.1 Complete the algorithm
(10 points)
3.1.1 What 'if' condition would you use to decide whether to output each vertex to the next stage (condition1)? Use either code or equations and describe what it means.
3.1.2 What 'if' condition would you use to decide whether to output a new intersection vertex to the next stage (condition2)? Use either code or equations and also describe what it means.
3.1.3 If you need to compute an intersection point, how would you do it? Use either code or equation form in terms of vertex and window variables.
3.2 Top Edge
3.2.1 A) Is v1 output to the next stage (condition1)? B) Is an intersection point between v1 and v2 output (condition 2)? C) If so, where (show the equation!)
3.2.2 Repeat A), B) and C) of 3.2.1 for v2
3.2.3 Repeat A), B) and C) of 3.2.1 for v3
3.2.4 List the coordinates of all points output from the top edge clipping stage, in order.
3.2.5 Draw what the triangle looks like at this point.
(8,7)
(0,0)
3.3 Bottom Edge
3.3.1 Repeat 3.2.1 for each point listed in 3.2.4.
(6 points)
3.3.2 List the coordinates of all points output from the bottom edge clipping stage, in order.
3.3.3 Draw what the triangle looks like at this point.
(8,7)
(0,0)
3.4 Left Edge
3.4.1 Repeat 3.2.1 for each point listed in 3.3.2.
3.4.2 List the coordinates of all points output from the left edge clipping stage, in order.
3.4.3 Draw what the triangle looks like at this point.
(8,7)
(0,0)
3.5 Right Edge
3.5.1 Repeat 3.2.1 for each point listed in 3.4.2.
3.5.2 List the coordinates of all points output from the right edge clipping stage, in order.
3.5.3 Draw what the triangle looks like at this point.
(8,7)
(0,0)
4 Midpoint Circle Algorithm
(25 points total)
This final problem uses a circle of radius r = 3, centered at (xc,yc) = (4,4) in the same small 8x7 window:
4.1 What is the implicit function for this circle, F(x,y)=0?
(1 point)
4.2 We will step using the midpoint algorithm to step along marked octant, starting at (xc,yc-r) = (4,1), deciding at each step from x to x+1 whether to plot pixel at (x+1,y) or (x+1,y+1). What condition in the form d>0 would you use to decide to plot (x+1,y+1) instead of (x+1,y)? (3 points)
4.3 Since we want this to be fast, we'll use DDA to incrementally update the decision variable, d. (12 points)
4.3.1 What is the increment, ∆ xd, to find d at (x+1,y) from d at (x,y)? What is the increment, ∆ xyd, to find d at (x+1,y+1) from d at (x,y)?
4.3.2 ∆ xd and ∆ xyd are not constant. What are the increments, ∆ x ∆ xd and ∆ xy ∆ xd to find ∆ xd at (x+1,y) and (x+1,y+1) from ∆ xd at (x,y)? What are the increments, ∆ x ∆ xyd and ∆ xy ∆ xyd to find ∆ xyd at (x+1,y) and (x+1,y+1) from ∆ xyd at (x,y)?
4.4 Evaluating DDA
4.4.1 What are the values of d, ∆ xd and ∆ xyd at x=4 and y=0.5?
4.4.2 What DDA additions would you perform to step to x=5? What are the values of d, ∆ xd and ∆ xyd at x=5? What point to you plot at x=5?
4.4.3 What DDA additions would you perform to step to x=6? What are the values of d, ∆ xd and ∆ xyd at x=6? What point to you plot at x=5?
4.4.4 Mark each of these three points with an X, and their reflections to the other eight octants with an O:
Do not open the test until told to begin!
CMSC 435/634: Introduction to Graphics Midterm Exam
March 17, 2004
Instructions: Clearly write your name on this sheet. Answer each problem in the space provided. If you need extra space, write "on extra sheet" in the answer space on the exam paper, clearly label the problem number on an extra sheet of paper, and staple the extra sheet to the exam when you hand it to me.
You may a calculator to assist you in simple arithmetic. You may also use any notes you have written on one side of a single 8.5 x 11 inch sheet of paper. No other notes or books are allowed.
The exam consists of four parts and several sub-parts. Each is marked with a number of points. There are 75 points total. You have 75 minutes.
Strategy: Read all parts of each problem before you start answering it. The work for some problems is split across several questions. You may find that later questions will guide the method you use to solve the problem. You may even find that later questions will jog your memory.
If something isn't clear, ask.
Good luck
Name: ________________________________________________
Do not open the test until told to begin!
1 Odds and ends
1.1 If there were a comic book written about your experience with assignment 2, what would the title be?
1.2 Why do we use RGB color in graphics? What do R, G and B stand for?
1.3 What degree polynomial do you need to pass through six points with a single interpolating curve?
1.3.1 What is a pixel?
1.4 Name one display device that is not raster-based.
(10 points total)
(1 point)
(4 points)
(2 points)
(2 points)
(1 point)
2
Modeling
(15 points total)
You are given an L-system grammar with the following symbols:
2.1 Draw the next three stages of evolution of these rules, starting with a single T
T = S[+T][-T]ST
S=SS
2.2 Draw the next three stages of evolution of these rules, starting with a single T
T = S[+T]S[-T]ST
S=SS
2.3 Draw the next three stages of evolution of these rules, starting with a single T
T = S[-S]+S[-T]+S
(5 points)
(5 points)
3 Transformations
(20 points total)
For this problem, you will be drawing a table set for four as shown in (a) below. You have already written the drawing functions fork(), knife(), spoon(), plate() and table(), which draw these objects with the origin, orientation and scale shown in (b).
3.1 Write the code for a placeSetting() function that produces a single place setting as shown in (c). You may use the drawing functions mentioned above as well as the graphics functions Scale(x,y,z), RotateXY(θ), Translate(x,y,z), PushMatrix(), and PopMatrix(). RotateXY rotates around the Z axis: equivalent to the axis/angle rotation Rotate(θ, 0,0,1)
3.2 Now write the code to lay out all four place settings as shown in (a), using any of (7 points)
the functions mentioned above as well as the new placeSetting() function.
3.3 Write out each of the following transformation matrices
3.3.1 Scale(x,y,z)
3.3.2 RotateXY(θ)
3.3.3 Translate(x,y,z)
4 Rasterization
(30 points total)
The first part of this problem deals with the sorted-edge-table scan-line polygon rasterization algorithm covered in the notes and in class.
4.1
Write pseudo-code for this algorithm. Clearly label the setup, per-scanline, and per-pixel phases of your pseudo-code.
4.2 What data-structures do you require?
(10 points)
4.3 Given the following polygon
4.3.1 What are the values in your data structures after setup?
4.3.2 What are the values at the beginning of the second scanline (the lower bold line in the figure)?
4.3.3 What are the values at the beginning of the fourth scanline (the upper bold line in the figure)?
4.4 If you have a scan-line renderer using this algorithm and must add visibility, which method would you use? Why? What are the potential drawbacks to your choice? (5 points)
(10 points)
Do not open the test until told to begin!
CMSC 435/634: Introduction to Graphics
Midterm Exam
October 21, 2004
Instructions: Clearly write your name on this sheet. Answer each problem in the space provided. If you need extra space, write "on extra sheet" in the answer space on the exam paper, clearly label the problem number on an extra sheet of paper, and staple the extra sheet to the exam when you hand it to me.
You may a calculator to assist you in simple arithmetic. You may also use any notes you have written on one side of a single 8.5 x 11 inch sheet of paper. No other notes or books are allowed.
The exam consists of four parts and several sub-parts. Each is marked with a number of points. There are 75 points total. You have 75 minutes.
Strategy: Read all parts of each problem before you start answering it. The work for some problems is split across several questions. You may find that later questions will guide the method you use to solve the problem. You may even find that later questions will jog your memory.
If something isn't clear, ask.
Good luck
Name: ________________________________________________
Do not open the test until told to begin!
1 Odds and ends
(10 points total)
1.1 If your experience with assignment 3 were made into a Broadway musical, what would the show be called?
1.2 What is Non-Photorealistic Rendering?
1.3 Interactive graphics requires approximately what range of frame rates?
1.4 Why would you ever want to use a rendering technique that is not interactive?
1.5 How long is the cross product of two vectors, a → and b → .
(1 point)
(2 points)
(2 points)
(3 points)
(2 point)
2 Modeling
(30 points total)
Consider an L-system with terminal symbols interpreted to perform the following transformations:
[
PushTransform()
] PopTransform()
r(θ ) Rotate(θ, 0,0,1)
s(α) Scale(α,α,α)
t(x) Translate(x,0,0)
and one non-terminal, interpreted to draw a triangle with the origin shown (z pointing out of the page):
2.1 Given this rule:
T→s(.5)T[r(60)t(1)r(-60)T]t(1)T
2.1.1 What is the symbolic form for the next two generations after the start symbol T
2.1.2 Draw the graphical representation of the same two generations.
(10 points)
2.2 Propose a rule or rules to generate this snowflake from start symbol T (T and the following two generations are shown) (10 points)
2.3 Show that a symbol for Translate(x,y,0) is not necessary by constructing Translate(x,y,0) using any of r(θ), s(α), t(x), and any standard math library functions. (5 points)
2.4 Show that the parameter in t(x) is not necessary by constructing t(x) using any of r(θ), s(α), t(1) and any standard math library functions. (5 points)
3 Cohen-Sutherland Clipping
For this problem, you will be clipping the line shown against the top, bottom and near planes of the view frustum:
3.1 Edge testing
(8 points)
3.1.1 What is the general formula for determining if a point is inside or outside one of the clip planes?
3.1.2 Compute this test for each of the endpoints and each of the clip planes (you should have six answers).
3.1.3 Show the three-bit outcode for each endpoint (in near/top/bottom order)
3.2 Trivial accept and reject
(4 points)
3.2.1 Show the pseudo-code and result for the trivial reject test. Is this line trivially rejected?
3.2.2 Show the pseudo-code and result for the trivial accept test. Is this line trivially accepted?
3.3 Intersection computation
3.3.1 What is the general formula for computing the intersection point of the line with a clip plane?
3.3.2 Compute the intersection point with the near plane.
3.3.3 Compute the intersection point with the top plane.
3.4 Walk through the Cohen-Sutherland clipping algorithm for this line. You may use text, equations, pseudo-code, computed values and/or pictures to illustrate the algorithm's progression, but please be complete and descriptive enough to show you know how the algorithm works. For results computed earlier in this part, you may refer back to the previous computation (e.g. "find intersection with top plane, (15 points)
blah, from 3.3.3")
4 Extra Credit
(15 points total)
In a laser scanner, a laser is used to create a plane of light. The plane of light shines on the object to be scanned in a line. This line of laser light is seen by a camera. If you know the configuration of the laser and camera, you can triangulate the position of points on the object.
Consider three spaces:
1. laser: laser at origin; light projected along the y/z plane
2. camera: camera at origin; projected point on image at PIM
3. world: 3D space containing model
And two transforms
1. ML: transforms points in laser space to world space
2. MC: transforms points in camera space to world space
Write formula(s) to compute P in world space in terms of PIM, ML, and MC. (Hint: try actually solving in laser space) | <urn:uuid:37d0bfd9-2aed-44b5-9e9a-d2ae3123bcb1> | CC-MAIN-2025-08 | https://userpages.cs.umbc.edu/olano/class/435-06-8/midterms.pdf | 2025-02-06T15:08:51+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951417.58/warc/CC-MAIN-20250206145742-20250206175742-00752.warc.gz | 574,203,902 | 3,996 | eng_Latn | eng_Latn | 0.990624 | eng_Latn | 0.998209 | [
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Code of Practice for the Welfare of
Rabbits
Sustainability at the heart of a living, working, active landscape valued by everyone.
Welfare of Animals Act (Northern Ireland) 2011
Contents
1
Introduction
This introduction, which is not part of the Code of Practice, tells you about the Code and provides advice on owning a rabbit.
This Code explains what you need to do to meet the standard of care the law requires. If you are a parent or guardian of a child less than 16 years old, you are responsible for any animal that child is in charge of or owns. Breach of a provision of this Code is not an offence in itself but, if proceedings are brought against you for a welfare offence under the Welfare of Animals Act 2011 ("the Act"), the court may take into account the extent to which you have complied with the Code in deciding whether you have committed an offence or have met the required standard of care.
Owning and caring for a rabbit is great fun and very rewarding, but it is also a big responsibility and a long-term caring and financial commitment as they normally live for 7-12 years. You control your pet's lifestyle so it is your responsibility to make sure that its needs are met, whatever the circumstances.
The law requires that you must take reasonable steps to ensure that it;
- has a suitable environment to live in;
- has a healthy diet;
- has appropriate company, and
- is able to behave normally;
- is protected from pain, suffering, injury and disease.
These are explained in more detail in sections 1-5 of this Code. For further advice, speak to your vet or a pet care specialist.
Other sources of information are listed in Appendix 1.
This Code of Practice is issued under section 16 of the Welfare of Animals Act 2011.
It is your responsibility to read the complete Code of Practice to fully understand your rabbit's welfare needs and what the law requires you to do.
Section 1 – Environment
Need for a suitable environment
1.1 A rabbit's environment is where it lives - not just where it sleeps, eats, exercises and goes to the toilet, but any place that it has access to. The environment also includes all the objects a rabbit comes into contact with and the materials, such as bedding, that it needs to make use of to stay healthy and happy. Consideration should be given to providing sufficient space with adequate ventilation, with protection from predators and extremes of temperature.
1.2 A rabbit should have access to appropriate places and provisions to do all of the following:
- rest and sleep in comfort;
- eat and drink undisturbed;
- exercise and explore safely;
- shelter from the weather including wind, cold, rain and sun;
- hide when afraid or feeling insecure;
- interact with (and escape from) companions;
- play if it wants to;
- mark its scent on solid objects, and
- chew whenever it feels the need;
- look out for companions or danger.
Resting area
1.3 A rabbit requires a resting area and an exercise area (which is described later). Your rabbit's resting area should have at least two compartments. A darkened sheltered area for sleeping away from noise and another for eating/relaxing. All areas should be well ventilated, dry and draught free as damp, poorly ventilated, hot or dirty environments can cause illness. The resting area should ideally be permanently attached to an exercise area to which the rabbit has free access at all times.
1.4 The resting area should be as large as possible. At least:
- big enough for your rabbit to lie down and stretch out comfortably in all directions;
- be high enough for it to stand up fully stretched on its back legs without its ears touching the top, and
- be long enough so that it can move around, feed and drink. (As a guide, your rabbit should be able to take three hops from one end to another as an absolute minimum. For a fully grown average breed of rabbit this can equate to around 150/180cms in length and 60cms in height.)
In many cases the resting area is bought at the same time as the rabbit and this is when the rabbit is usually young and not fully developed.
Therefore consideration needs to be given to future accommodation requirements and revising the rabbit(s) living area accordingly as the rabbit grows in size.
NOTE: If you keep more than one rabbit together, there should be enough space so that each adult rabbit can behave as outlined at 1.4 above. There should also be safe hiding places where each rabbit can choose to be alone if it wants to be.
If your rabbit lives outside
1.5 Rabbits can be kept outdoors all year round but ideally their resting area should be brought into a shed or unused garage with natural light and ventilation for the winter months or otherwise protected from bad weather (for example in the form of tarpaulin). In addition to the resting area an exercise run should always be available. Many consider a small shed fitted with a cat flap into a secure run as a good permanent accommodation.
1.6 If you are planning to keep your rabbits outdoors, make sure the resting area is:
- draught-free and fully weatherproof;
- placed in a sheltered position (out of direct sun and prevailing wind);
- raised off the ground to keep the floor dry;
- sturdy and easy to clean;
- protected from predators;
- has an attached safe exercise run.
- fitted with secure catches to prevent escape or theft, and
Never house your rabbits outdoors if you purchase them in late autumn/ winter as they won't have had a chance to build up a winter coat and may not survive. A constant supply of fresh water needs to be provided at all times. It is important to check the water bottle and food bowl as they are prone to freezing in low temperatures. If rabbits are unable to drink they become dehydrated leading to health problems.
Keeping your rabbit inside
1.7 Rabbits can live quite happily indoors and they should be provided with a secure accommodation where they can feel safe, sleep, use a particular area as a toilet, and be confined to when unsupervised. If let loose indoors particular attention should be given to restricting access to areas where there are electrical cables which rabbits may chew through. As rabbits are prone to heat stroke attention should also be given to where their accommodation is situated as central heating systems can cause health problems.
Bedding
1.8 Bedding should be provided to give your rabbit extra insulation, somewhere to hide and something to nibble on. It should be clean and dry and should also be safe for your rabbit to eat. Examples include hay and straw. Use of wood shavings as bedding material should be avoided.
Exercise area - the run
1.9 Rabbits are very active, athletic animals. To exercise appropriately, they must be able to crawl, hop and run about. Jumping on and off raised areas, such as appropriate sturdy platforms, helps rabbits maintain their bone and muscle strength. If your rabbit does not have enough exercise, its bones can become weak and break; this can happen even if your rabbit simply struggles when you pick it up.
1.10 Your rabbit should have daily access to an exercise area (the run). The run should be as large as possible to allow your rabbit to stretch upwards to full height and to run, as opposed to just hop. The run should contain raised areas for jumping and preferably should be outside with access to a grassy area. The run should be moved regularly to avoid any chance of burrowing out or overgrazing of the grass. Rocks, large terracotta plant pots, logs and chew toys can be provided within the run to prevent boredom. The run should be escape proof and secure enough to prevent any threat from predators. The run should provide shade and protection from the wind and rain if the living area has been brought into a shed or garage during the autumn/winter period an exercise area must also be provided.
1.11 Where more than one animal is kept together, there must be a sufficient number of areas to shelter from the sun, wind and rain so that all the animals can shelter and choose to be in contact with others or to be alone.
Indoors and outdoors: protection from predators
1.12 Living areas and runs should be secure from predators such as dogs, cats, foxes, rats and birds of prey.
1.13 Rabbits should have 24 hour access to appropriate hiding places where they can run if they feel afraid, stressed, unwell, or simply want to be on their own for a while.
1.14 There should always be at least the same number of hiding places in any enclosure as there are animals. Hiding places should be an appropriate size for your rabbit and should ideally have more than one entrance.
1.15 Suitable hiding places include cardboard or wooden boxes, paper sacks, sections of wide-bore drain pipes and shelves that your rabbit
can get under. You will need to make sure that these are non-toxic and contain no sharp edges.
Ventilation and temperature
1.16 Rabbits should be protected from bad weather as well as strong sunlight or changes in temperature. This includes your rabbit's living area and run.
1.17 Outdoors a cover, blanket or piece of old carpet or other insulation material could offer added protection on cold nights provided there is enough ventilation.
1.18 Indoors, a rabbit's living area should be placed in a cool room, out of direct sunlight and draughts, as well as away from radiators (as rabbits can suffer from overheating) and loud noises.
Hygiene
1.19 Part of providing a suitable environment is making sure that it is safe, clean and hygienic.
1.20 Newspaper or shredded paper should be used as a toilet area. Alternatively a litter tray can be provided with non clumping, non toxic material. Wood shavings containing pine or clay based cat litters should not be used as they can be hazardous to rabbits.
1.21 Your rabbit's living area should be cleaned daily. You should:
- remove and replace any shavings or bedding that are wet or dirty;
- thoroughly clean water and food containers before refilling.
- remove any uneaten fresh foods, and
1.22 The entire living area should be cleaned thoroughly at least once a week but as often as necessary to ensure a clean hygienic environment for your rabbit.
1.23 You should:
- use a good quality, pet-friendly disinfectant that, if necessary, you rinse off and allow to dry before allowing your rabbit to enter, and
- replace all bedding and shavings with a fresh supply. It may be useful to leave some used but clean bedding so your rabbit feels safe, by recognising its own scent.
1.24 You should not keep more animals than you can look after and meet their welfare needs. The more animals you have, the more work is involved in keeping them clean.
Protection from poison and other hazards
1.25 You should be careful when using either herbicides or pesticides. You should not allow your rabbit access to flower beds or other areas that are likely to contain poisonous plants.
1.26 In the house, potentially poisonous plants should not be kept or should be placed where your rabbit cannot reach them. Household cleaning materials including liquids, medicines or other products intended for people or other animals should also be kept out of reach. You should contact your vet promptly if you think your rabbit has come into contact with anything that could harm it.
Travel
1.27 You may need to transport your rabbit by car or other vehicle. Rabbits should be transported in a secure pet carrier of adequate size and with good ventilation. Your rabbit should be familiar with the carrier to help it feel at ease and reduce the stress of transportation.
1.28 The carrier should be secured firmly in place with a seat belt, or wedged in the foot well of the car, making sure there is adequate ventilation. The carrier should not be placed where your rabbit will become too hot, such as in direct sunlight or next to the car's heater. Do not put the carrier in the boot of a saloon car.
1.29 Your rabbit should have access to food in its carrier and on long journeys you should regularly offer water and the use of a litter tray, but only within the safe confines of the vehicle when it has stopped.
1.30 Rabbits should not be left unattended in a car or other vehicle in warm weather. This can be life threatening and you could be prosecuted for causing unnecessary suffering. The temperature in the vehicle can rise extremely quickly and cause heat stroke or even death in a short period of time.
When you are Away
1.31 You have a responsibility to make sure that your rabbit is cared for while you are away. Someone looking after a rabbit for you must supply the rabbit's needs every day. When someone is looking after your rabbit in your absence, they are legally responsible for its welfare and you should ensure that they understand its needs and any special requirements it may have. Contact details to deal with an emergency medical situation should be provided.
1.32 Many rabbits prefer to stay in a familiar environment, but you should make suitable arrangements with a neighbour or pet sitter. You should make sure that they can meet all of your rabbit's needs.
1.33 You may wish to consider whether a good boarding facility would be better, where your rabbit can be monitored and cared for by someone knowledgeable on how to look after rabbits.
Section 2 - Diet
Need for a suitable diet
2.1 It is your responsibility to ensure your rabbit is fed an appropriate diet. Rabbits are herbivores, they need a diet that is high in fibre to wear down their continuously growing teeth, keep their intestines functioning properly and help prevent them from becoming bored.
2.2 A rabbit's daily diet should consist mainly of large quantities of hay or dried or fresh grass that will provide the necessary fibre for the rabbit. Rabbits should have access to hay or dried or fresh grass throughout the day and night.
2.3 Green plants and a small amount of high quality specialist rabbit food such as extruded nuggets or high quality pellets should make up the remainder of your rabbit's diet. Muesli-type mixtures may be attractive, but you must ensure a balanced diet is eaten because your rabbit may only pick out the 'tastier' ingredients, often called selective feeding. You should check that all of the previous meal has been eaten before offering more and any food that is mouldy should be removed as soon as discovered.
2.4 Fresh grass can be fed to a rabbit if plucked from the ground, but avoid dirty roadsides or places where the grass may have been treated with pesticides or contaminated with faeces. Lawn mower clippings should not be fed as they can contain metal slivers and oil which can be harmful.
2.5 Obesity, teeth and gut problems in rabbits can be caused by inappropriate diets and overfeeding. Root vegetables can be given occasionally but, as carrots are especially high in sugar, you should use the carrot tops and only a little of the carrot itself. All fruit should be regarded as a treat item and fed in limited quantities as fruit is high in sugar and can lead to gastro-intestinal disturbance as well as causing dental problems. High-fat or high-carbohydrate foodstuffs should be avoided completely including commercial 'rabbit treats', bread, milk, breakfast cereal, nuts, seeds and chocolate.
2.6 Do not make any sudden changes to your rabbit's diet as this could upset its digestive system and make it very ill. Rabbits are very sensitive to any change in their diet so any alterations must be introduced gradually. This is especially so when weaning rabbits and introducing them to green plants. Examples of suitable green plants include broccoli, cabbage, parsley, watercress, celery leaves and kale. Safe wild plants include chickweed, bramble, raspberry, blackberry and strawberry leaves and dandelion. All green foods should be washed and dried. You should not feed any plant to your rabbit unless you are sure of its identity and safety. Many plants can be poisonous to your rabbit.
2.7 Changes in the amount your rabbit eats may indicate illness.
Water
2.8 Your rabbit must always have access to fresh water in either a bowl and/or a metal-tipped bottle. Both will need cleaning daily. Water bottles must be checked for leaks and air blocks. In cold weather, make sure that the water has not frozen. Water bottles can be insulated to help prevent this. Water bowls should be of a non-spill type.
2.9 Cater for your rabbit(s) preference in using either a water bowl or water bottle. It is best to use whatever your rabbit is familiar with. If the water is presented in a new way, your rabbit may refuse to drink and become dehydrated.
Healthy weight
2.10 Your rabbit should not be too fat or too thin. Ideally you should easily be able to feel its ribs. Adjust how much you feed your rabbit to make sure that it does not become over or underweight. Rabbits should be weighed regularly to assess any increases or decreases in weight as rabbits that are over or under weight may suffer.
Other Dietary Needs
2.11 Sometimes rabbits have different dietary needs, such as when they are recovering from an illness, or if they are pregnant, or experiencing cold weather. Your vet or appropriately qualified pet care specialist will be able to advise you about this.
Section 3 - Behaviour
Need to be able to exhibit normal behaviour patterns
3.1 Rabbits have several specific behavioural needs that can make them a complex pet to keep. These needs relate to rabbits being prey animals and so easily frightened. Fear is a response that enables an animal to avoid dangerous situations. However, animals that are put in situations where they are constantly fearful become very stressed. This will affect their health and welfare.
Early experiences
3.2 A prospective owner should be satisfied that the rabbit they are thinking of getting is old enough to live without help from its mother, which is when it is over 8 weeks of age. The rabbit should be bright and alert and should not appear stressed or lethargic. You should find out what breed it is so you know how big it will grow.
3.3 Every rabbit is an individual and some are naturally more confident than others. However, the way each rabbit behaves is largely influenced by experiences during the first few weeks of life.
3.4 Socialisation with people and rabbits is an essential part of early learning. This process starts with the breeder who should ensure that the baby rabbit is introduced appropriately to different people, objects and sounds so that they develop into confident adult rabbits. Generally, rabbits that are well 'socialised' at an early age will be able to cope with most new situations and people confidently. If your rabbit is likely to come into contact with other animals it is important to introduce and socialise them gradually at an early age. Never leave your rabbit alone with a cat or dog, even if they are familiar with each other.
3.5 Once your new rabbit is home you should continue to gradually introduce it to being handled by people and normal sights and sounds, always ensuring it has a safe place to which it can retreat. To lift a rabbit place one hand under the rabbit's chest and the other hand under its bottom. Hold the rabbit close so that it feels secure and it is prevented from falling.
3.6 Forcing your rabbit to interact may lead to behaviour problems. A rabbit owner should make new situations as relaxed and pleasant as possible for their rabbit so that it will want to investigate.
Signs of stress
3.7 Rabbits respond to stress in different ways. It is important that you can recognise any changes in the behaviour of your rabbit. In most cases, where rabbits are afraid they prefer to run away to a quiet and hidden location. This is normal behaviour, but is reason for concern if it happens more than just once in a while.
3.8 You should be able to recognise signs of stress in your rabbit. Signs of stress may include:
- appearing nervous (freezing, hunched up with ears flat against the body);
- being excessively jumpy and watchful (bulging eyes);
- being aggressive to people or other rabbits, particularly if the behaviour is unusual;
- lethargy and lack of interest in its surroundings, food and so on;
- being aggressive when handled;
- being restless;
- hiding or trying to run away;
- being very inactive;
- breathing heavily;
- over-grooming;
- altered feeding or toileting habits;
- not grooming, and
- showing repeated movements that do not seem to have a purpose, such as biting a water bottle, biting bars, circling or head bobbing.
3.9 If you see any of these signs of stress you should contact your vet promptly. Your vet will be able to advise you on the best course of action.
3.10 You should take reasonable steps to protect your rabbit from being stressed. Typical things that can make your rabbit stressed include:
- novelty (for example the first trip in a car or being handled by a stranger);
- social stress (for example too many individuals in a small space, loss of a companion, living alone);
- fear-inducing stimuli (for example sudden noises);
- inability to perform normal behaviour patterns (for example a lack of companionship or mental stimulation, insufficient exercise or being unable to run away from something that is causing stress);
- pain, discomfort or illness;
- lack of space;
- being unable to control environmental factors (for example lighting or temperature);
- withdrawal of food or water;
- lack of adequate ventilation.
- boredom, and
Boredom and Frustration
3.11 Rabbits rely on you to provide everything for them, including entertainment. You should ensure that your rabbit has enough mental stimulation from you and from its environment to avoid boredom and
frustration. A rabbit with nothing to do will quickly become unhealthy, unhappy and possibly aggressive. It is your responsibility to provide opportunities for your rabbit to satisfy all of its behavioural needs. Suggestions include:
- foraging for food and having suitable objects to play with are excellent ways of ensuring a rabbit is kept properly occupied;
- the company of another rabbit as rabbits are social animals in nearly every case. (see Section 4);
- the opportunity to investigate and spend time with unfamiliar items (as rabbits are inquisitive animals), and
- providing your rabbit with suitable materials that allow digging behaviour and areas to mark its territory with chin secretions, urine and droppings.
3.12 You should supervise the introduction of any new object to make sure that your rabbit is not frightened or stressed by its presence (see above for signs of stress).
3.13 Never shout at or punish your rabbit. It is unlikely to understand and can become more nervous or scared. If your rabbit's behaviour becomes an ongoing problem, seek expert advice.
Reproductive behaviour
3.14 Reproduction is one aspect of a rabbit's natural behaviour. However, owners should consider neutering pet rabbits for the reasons outlined in Sections 4 and 5.
Section 4 - Company
Need to be housed with, or apart from, other animals
4.1 This section offers guidance on providing your rabbit with suitable company. Some parts of this section may not apply if you are planning to breed from your rabbit.
4.2 If you are planning to breed from your rabbit, you should seek advice from your pet care specialist. Unless a rabbit is being kept for breeding it should be neutered (see Section 5).
4.3 Rabbits are social animals and should ideally be kept with an appropriate companion such as another neutered rabbit, preferably a male/female neutered pair. If your rabbit is left on its own for long periods of time, it will feel frustrated and its behaviour may change to reflect this stress.
4.4 Rabbits instinctively fear other kinds of animals. Through careful training and very sensitive handling, pet rabbits can learn to enjoy the companionship of people.
4.5 Most rabbits will choose to spend much of their time in the company of another friendly rabbit. An appropriate companion is a neutered rabbit of a similar size and opposite sex. Rabbits of the same sex are more likely to fight.
4.6 Rabbits may accept a guinea pig as a companion, but this is not advised. The powerful hind legs of even a small rabbit could cause serious internal injury to a guinea pig that could be fatal. Rabbits and guinea pigs also have different dietary requirements and ways of communicating.
4.7 Where rabbits of different sizes are kept together, you should provide hiding places, so that a smaller rabbit can escape from the attention of a larger rabbit.
4.8 When kept in pairs or groups, the size of the accommodation will need to be large enough for the number of rabbits you keep. Make sure your rabbit has places it can go to get away from companions if it wants to.
4.9 A rabbit, whether kept alone or with other rabbits, should have the opportunity to interact with its owner for several hours a day.
Introducing and keeping rabbits together
4.10 A successful relationship between two rabbits will depend on a number of important factors. The following need to be given very serious consideration when pairing rabbits together as potential companions and you should seek advice from your pet care specialist on:
- how, where and when they are introduced;
- whether they are neutered or not;
- their gender (male or female);
- the age that they are introduced;
- their previous life experience - particularly when very young; their relative size - a smaller or younger one could be injured or bullied by a larger or older companion, and
- their individual personality;
- the accommodation they live in (rabbits in cramped conditions may fight)
4.11 If you are introducing rabbits to each other you should seek advice from a pet care specialist on how to proceed to minimise the risk of fighting (for example: rabbits kept in cramped conditions will fight) and other welfare problems.
4.12 If your rabbits have had to be separated for any reason, such as having been hospitalised, you should seek advice from a pet care specialist on how to re-introduce them to minimise the risk of fighting and other welfare problems.
Section 5 - Health & Welfare
Need to be protected from pain, suffering, injury and disease
Health care
5.1 Good health is an essential part of good rabbit welfare. Your vet is best placed to advise you about routine health care for your rabbit, such as neutering, vaccination, internal and external parasite control as well as any health problems your rabbit may have. Only use medicines that have been specifically prescribed or recommended for your rabbit by a vet.
5.2 As the person responsible for your rabbit's welfare you should consider:
- prevention of disease; there are vaccines that are designed to protect rabbits from diseases such as Myxomatosis and Viral Haemorrhagic Disease (VHD). Both of these diseases are usually fatal and your rabbit should be vaccinated. Your veterinary surgeon can provide information on the prevention of diseases;
- provision of the right environment that minimises the risk of injury and disease,
- provision of a healthy balanced diet,
- prompt action if a rabbit becomes ill or shows a change in its behaviour, and
- checking your rabbit daily.
5.3 Prevent your rabbit having contact with wild rabbits or areas where wild rabbits have been.
Illness
5.4 Healthy rabbits are alert with bright eyes, dry nostrils and clean, shiny coats. Droppings in their resting area should be small, firm pellets. You should consult a vet if your rabbit shows any signs of illness or a change in behaviour.
5.5 Rabbits are prey animals and, to avoid attracting attention from predators, they often do not look ill until they are very unwell. They can become worse very quickly, so you need to act promptly.
5.6 Indications of illness may include:
- a change in behaviour, such as sitting still and hunched up;
- a change in eating and drinking habits, such as a lack of appetite or excessive drinking;
- signs of injury such as a swollen limb or walking in an abnormal way;
- signs of disease or illness, such as a discharge from the eye, ear or nose, difficulty in going to the toilet or diarrhoea;
- finding soft pellets (droppings) on the ground;
- any change in behaviours such as becoming aggressive or wishing to be more alone more often;
- signs of pain, such as not wanting to be touched on parts of its body;
- teeth grinding;
- difficulties in breathing, especially if your rabbit is breathing through its mouth rather than its nose, and
- flinching;
- redness on skin around belly, bottom or on underside of feet.
Routine Health Check
5.7 You should check your rabbit regularly for signs of ill health. Listed here are the main health checks you should undertake:
5.8 During warm weather, rabbits should be checked at least twice daily underneath and around the bottom for droppings. Having a dirty bottom can increase the risk of a condition known as fly strike which can kill a rabbit in a matter of hours. Fly strike occurs when flies lay their eggs in the rabbit's dirty fur. The hatched maggots eat into the rabbit's flesh, causing severe damage and releasing toxins. If untreated, this will produce shock, severe illness and even death. It is recommended that a daily check for any wounds or injuries is also carried out.
5.9 You should contact your vet immediately if you find maggots on your rabbit.
5.10 Contingency Planning – it is important that your rabbit(s) are registered with a veterinary practice and that you understand the outof-hours system that that veterinary practice operates. That will ensure that appropriate veterinary assistance is available at all times should an emergency occur.
Grooming
5.11 Rabbits naturally moult at the end of the winter and summer but our varying temperatures, as well as central heating, means that many rabbits are constantly moulting (shedding fur). Regular grooming is needed to keep your rabbit comfortable and prevent it swallowing lots of fur as this can cause a blockage of the bowel. Rabbits with a short coat should be groomed weekly but longhaired rabbits should be groomed at least once a day to avoid matts and tangles. Longhaired rabbits can also be clipped by a vet or pet care specialist.
Nails
5.12 Your rabbit's nails should be kept at an appropriate length. Rabbits' nails wear down naturally when they exercise on harder surfaces or when digging. How often your rabbits' nails need to be trimmed depends on where your rabbit is kept.
Dental Care
5.13 Your rabbit's teeth will grow continuously throughout its life. Dental health relies on a diet high in hay and grass which will wear down its teeth.
5.14 Check your rabbit's front teeth to make sure that they are not misaligned or overgrown. Rabbits' front teeth grow constantly throughout their lives and if they grow too long they can be very painful and feeding can become difficult. Only a vet should correct misaligned or overgrown teeth. Back teeth cannot be seen easily and should be checked by your vet. They can be misaligned and grow sharp spurs which can cause pain to your rabbit when it eats.
5.15 Dental problems can cause a poor appetite, runny eyes, a wet chin or drooling. If your rabbit is showing any of these symptoms you should take it to see your vet promptly.
Neutering
5.16 One particularly important consideration is getting your rabbit neutered. The benefits of neutering can be discussed with your veterinary surgeon. Neutering will not only prevent any unwanted baby rabbits but provides other advantages. Rabbits that are not neutered tend to show problematic behaviour and may suffer health problems.
5.17 If a female rabbit is not neutered it can:
- be aggressive to other rabbits;
- develop a life-threatening womb infection or cancer.
- try to make a nest by digging, which can damage its nails, and
5.18 If a male rabbit is not neutered it can:
- be aggressive to other rabbits;
- spray urine, and
- mount other rabbits and animals.
5.19 Un-neutered rabbits prevented from breeding may suffer frustration causing behaviour problems.
5.20 Rabbits are very sociable animals, and should be provided with a companion where possible. The best and most natural group is to have two rabbits, one neutered male and one neutered female. Animals that have not been neutered might not be able to be kept with other rabbits. The age when rabbits can be neutered varies with the rabbit's gender and breed. Females are usually neutered when they reach sexual maturity, at the age of 4 months, and males at the age of 3 months.
5.21 If you are considering breeding from your rabbits, you need to make sure that the welfare needs of the parents and their potential offspring are met. Consult your vet as necessary. You should ensure you have found suitable homes for the baby rabbits and you should avoid unplanned pregnancies.
5.22 A female rabbit can produce between 4 to 12 babies per litter, and will become pregnant again soon after she has given birth. If kept with an un-neutered male, the female may have 6 litters a year, potentially 72 babies.
Identification
5.23 You should not allow your rabbit to escape. However, if it does escape and is found, then permanent identification such as a microchip will assist in re-uniting you with your rabbit.
What to do if your rabbit is missing
5.24 You should contact any local animal welfare charities, veterinary practices, and rescue centres to see if your rabbit has been handed in. You may also wish to put up notices locally where legally permissible.
Appendix 1
Sources of Information
The structure and relevant contact details for enforcement of the Welfare of Animals Act (Northern Ireland) 2011 is set out in the DARD web site at the following link: www.daera-ni.gov.uk/articles/introduction-animal-welfare
Legislation
Links to relevant legislation
- Welfare of Animals Act (Northern Ireland) 1972
- Noxious Weeds (Northern Ireland) Order 1977
- Welfare of Animals Act (Northern Ireland) 2011
- The Welfare of Animals (Transport) Regulations (Northern Ireland) 2006
- Council Regulation (EC) No 1/2005 on the Protection of animals during transport and related operations
- Your vet.
- Local libraries and bookshops for up to date books on rabbit care.
- The Royal College of Veterinary Surgeons to find details of vets in your area: www.rcvs.org.uk – the website has a "find a vet" facility.
Websites such as:
.
- Association of Pet Behaviour Counsellors: www.apbc.org.uk
- Blue Cross: www.bluecross.org.uk .
- PDSA: www.pdsa.org.uk .
- British Rabbit Council: www.thebrc.org
- Pet Care Trust: www.petcare.org.uk
- Pet Food Manufacturers Association: www.pfma.org.uk
- Rabbit Behaviour Advisory Group: www.rabbitbehaviour.co.uk
- Pet Health Council: www.pethealthcouncil.co.uk .
- Rabbit Welfare Association & Fund: www.rabbitwelfare.co.uk.
- USPCA (Ulster Society for Prevention of Cruelty to Animals): www.uspca.co.uk
- DAERA (Department of Agriculture Environment & Rural Development): www.daera-ni.gov.uk
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Keeping rats out
Do the following and reduce the chances of your home becoming infested with rats:
* Maintain a tidy garden, keeping possible shelter to rats to a minimum. Try to keep compost heaps in good order, sheds secure and cut back overgrown areas
* Maintain your taps and pipes to reduce water in your garden, also checking any sewer covers are fitted tightly and in place
* Do not leave rubbish where rodents can get at it. A locked shed or sealed bins are recommended
* Make sure that any food intended for garden birds are on a bird table or feeder, do not place food scraps directly on the ground
* Ensure that all defective drainage to your home is promptly repaired, such as broken drainpipes, and drainage chamber covers
* Ensure your bin is emptied regularly, and refuse is not allowed to accumulate in the garden
* Seal structural defects in the house to prevent rats gaining access to your home
* Having a good housekeeping system for any outdoor pets, for example rabbits in hutches or pigeons in lofts. Poor housekeeping can easily result in a rat infestation.
If you think you have a rat problem?
If you suspect a rat problem or notice for example fresh rat droppings, gnaw or smear marks, take immediate action to control the infestation.
For advice or treatment contact Slough Borough Council on (01753) 875255.
Please note there will be a charge for treatment carried out by the council.
Designed and printed by Slough Borough Council
CO/5374/02-06-08
Do you have a rat problem?
Information for residents
Rat infestations
The most common rat in the UK is the brown or sewer rat which can be found anywhere where there is food, water and shelter. In homes they will live in loft spaces, wall cavities, cellars or under floorboards. In gardens, they will burrow into compost heaps or live under sheds. They are also commonly found living in sewer systems.
Rats live in nests or burrows, which are tunnels 7 - 12cm in diameter. It is quite easy for infestations to build up without ever noticing a rat. If a rat is seen during the day, it is usually an indicator of a sizeable rat problem.
Their favourite foods are cereal products, although they will eat almost anything available to them. They will foul food and work surfaces with their urine and droppings. Outside they will eat waste food left in or outside bins, and any naturally occurring fruit and vegetation.
What harm do they do?
Rats can be hazardous to health. They are responsible for the spread of many diseases including Weil's disease and salmonella and they will also contaminate food with urine, droppings and fur.
Rats can cause considerable damage by gnawing at woodwork, water pipes, electric cables and household items.
How to recognise a rat problem?
You may have a rat problem if you see any of the following:
* A rat that is dead or alive or its droppings
* Entrance holes 7-12cm in diameter in grassy banks, under tree roots, at the end of paving or drain cover surrounds
* Gnaw marks or you hear gnawing itself. Rats need to gnaw even when not eating to keep their teeth sharp and worn
* Trails through the grass or vegetation and foot and tail prints through dust or mud. Rats leave runs, as they tend to follow the same route when travelling
* Smears - dark grey marks left on surfaces by repeated contact with rat fur
* Damage to food and other objects. Rats will often exercise their teeth by gnawing on timber, wiring, pipe work etc. Soft metals such as lead and aluminium are no barrier to an active rat.
Keeping rats out
Do the following and reduce the chances of your home becoming infested with rats:
* Maintain a tidy garden, keeping possible shelter to rats to a minimum. Try to keep compost heaps in good order, sheds secure and cut back overgrown areas
* Maintain your taps and pipes to reduce water in your garden, also checking any sewer covers are fitted tightly and in place
* Do not leave rubbish where rodents can get at it. A locked shed or sealed bins are recommended
* Make sure that any food intended for garden birds are on a bird table or feeder, do not place food scraps directly on the ground
* Ensure that all defective drainage to your home is promptly repaired, such as broken drainpipes, and drainage chamber covers
* Ensure your bin is emptied regularly, and refuse is not allowed to accumulate in the garden
* Seal structural defects in the house to prevent rats gaining access to your home
* Having a good housekeeping system for any outdoor pets, for example rabbits in hutches or pigeons in lofts. Poor housekeeping can easily result in a rat infestation.
If you think you have a rat problem?
If you suspect a rat problem or notice for example fresh rat droppings, gnaw or smear marks, take immediate action to control the infestation.
For advice or treatment contact Slough Borough Council on (01753) 875255.
Please note there will be a charge for treatment carried out by the council.
Designed and printed by Slough Borough Council
CO/5374/02-06-08
Do you have a rat problem?
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Milton Keynes Education Trust
Equalities and Community Cohesion
Policy
1. LEGAL DUTIES
1.1 Walton High acknowledges its duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the Disability Discrimination Acts 1995 and 2005; the Sex Discrimination Act 1975 as amended by the Equality Act 2006 and Employment Equality (Age) Regulations, 2006.
1.2 Walton High acknowledges its duty under the Education and Inspections Act 2006 to promote community cohesion.
1.3 We recognise that these four sets of duties are essential for achieving the five outcomes of the Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998.
2. GUIDING PRINCIPLES
In fulfilling the legal obligations referred to above we are guided by seven principles.
2.1 PRINCIPLE 1: ALL LEARNERS ARE OF EQUAL VALUE
We see all learners and potential learners as of equal value:
o whether or not they are disabled
o whatever their ethnicity, culture, religious affiliation, national origin or national status
o whichever their gender
o whatever their age
2.2 PRINCIPLE 2: WE RECOGNISE AND RESPECT DIVERSITY
Our policies, procedures and activities do not discriminate, but take account of the kinds of barrier and disadvantage which people may face in relation to:
o disability, so that reasonable adjustments are made
o ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised
o gender, so that the different needs and experiences of girls and boys, women and men are recognized
2.3 PRINCIPLE 3: WE FOSTER POSITIVE ATTITUDES AND RELATIONSHIPS, AND A SHARED SENSE OF COHESION AND BELONGING
2.3.1 We intend that our policies, procedures and activities should promote:
o positive attitudes towards disabled people, good relations between disabled and non-disabled people, and an absence of harassment of disabled people
o positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or national status, and an absence of prejudice-related bullying and incidents
o mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment
o positive attitudes towards people of all ages
2.4 PRINCIPLE 4: STAFF RECRUITMENT, RETENTION AND DEVELOPMENT
2.4.1 Policies and procedures benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development:
o whether or not they are disabled
o whatever their ethnicity, culture, religious affiliation, national origin or national status
o whichever their gender
o whatever their age
2.5 PRINCIPLE 5: WE AIM TO REDUCE AND REMOVE INEQUALITIES AND BARRIERS THAT ALREADY EXIST
2.5.1 In addition to avoiding or minimising possible negative impacts, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between:
o disabled and non-disabled people
o people of different ethnic, cultural and religious backgrounds
o girls and boys, women and men
o people of different ages
2.6 PRINCIPLE 6: WE CONSULT WIDELY
2.6.1 People affected by a policy or activity are consulted and involved in the design of new policies, and in the review of existing ones. We involve:
o disabled people as well as non-disabled
o people from a range of ethnic, cultural and religious backgrounds
o both women and men, and girls and boys
2.7 PRINCIPLE 7: SOCIETY AS A WHOLE SHOULD BENEFIT
2.7.1 We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of:
o disabled people as well as non-disabled
o people of a wide range of ethnic, cultural and religious backgrounds
o girls and boys, women and men
o people of different ages
3. ACTION PLANS
We recognise that the actions resulting from a policy are what make a difference.
Each year we draw up a school improvement plan and associated action plans, setting out the specific actions and projects we shall undertake to implement the principles in paragraph 4 above.
3.1 THE CURRICULUM
We keep each curriculum subject or area under review in order to ensure that teaching and learning reflect the seven principles in paragraph 4 above.
3.2 ETHOS AND ORGANISATION
3.2.1 We ensure that the principles listed in paragraph 4 above apply also to the full range of our policies and practices, including those that are concerned with:
o learners' progress, attainment and assessment
o learners' personal development, welfare and well-being
o teaching styles and strategies
o admissions and attendance
o staff recruitment, retention and professional development
o care, guidance and support
o behaviour, discipline and exclusions
o
working in partnership with parents, carers and guardians
o working with the wider community.
3.3 ADDRESSING PREJUDICE AND PREJUDICE-RELATED BULLYING
3.3.1 The school is opposed to all forms of prejudice which stand in the way of fulfilling the legal duties referred to in paragraphs 1 and 2:
o prejudices around disability and special educational needs
o prejudices around racism and xenophobia, including those that are directed towards religious groups and communities, for example antisemitism and Islamophobia, and those that are directed against Travellers, refugees and people seeking asylum
o prejudices reflecting sexism and homophobia.
o prejudices related to age
There is guidance in the staff handbook on how prejudice-related incidents should be identified, assessed, recorded and dealt with.
We report termly to the local authority about the number and type of racially prejudiced incidents.
3.4 ROLES AND RESPONSIBILITIES
3.4.1 The governing body is responsible for ensuring that Walton High complies with legislation, and that this policy and its related procedures and strategies are implemented.
3.4.2 A member of the governing body has a watching brief regarding the implementation of this policy.
3.4.3 The Principal is responsible for implementing the policy; for ensuring that all staff are aware of their responsibilities and are given appropriate training and support; and for taking appropriate action in any cases of unlawful discrimination.
3.4.4 A senior member of staff has day-to-day responsibility for co-ordinating implementation of the policy.
3.4.5 All staff are expected to:
o promote an inclusive and collaborative ethos in their classroom
o deal with any prejudice-related incidents that may occur
o identify and challenge bias and stereotyping in the curriculum
o support pupils in their class for whom English is an additional language
o keep up-to-date with equalities legislation relevant to their work.
3.5 INFORMATION AND RESOURCES
3.5.1 We ensure that the content of this policy is known to all staff and governors and, as appropriate, to all students and parents.
3.5.2 All staff and governors have, via the internet, access to a selection of resources which discuss and explain concepts of equality, diversity and community cohesion in appropriate detail.
3.6 RELIGIOUS OBSERVANCE
3.6.1 We respect the religious beliefs and practice of all staff, students and parents, and comply with reasonable requests relating to religious observance and practice.
3.7 STAFF DEVELOPMENT AND TRAINING
3.7.1 We ensure that all staff, including support and administrative staff, receive appropriate training and opportunities for professional development, both as individuals and as groups or teams.
3.8 BREACHES OF THE POLICY
3.8.1 Breaches of this policy will be dealt with in the same ways that breaches of other school policies are dealt with, as determined by the Principal and governing body.
3.9 MONITORING AND EVALUATION
3.9.1 We collect, study and use quantitative and qualitative data relating to the implementation of this policy, and make adjustments as appropriate.
3.9.2 In particular we collect, analyse and use data relation to achievement, broken down as appropriate according to disabilities and special educational needs, ethnicity, language and gender. | <urn:uuid:5be3dfd7-fec7-4490-9b84-26b08ee17d6a> | CC-MAIN-2021-43 | https://www.heronsgate.org.uk/wp-content/uploads/2020/08/Milton_Keynes_Education_Trust_Policy_-_Equalities_and_Communioty_Cohesion.pdf | 2021-10-17T16:33:55+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00372.warc.gz | 982,583,475 | 1,761 | eng_Latn | eng_Latn | 0.933428 | eng_Latn | 0.978326 | [
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Ready, Steady, Go! – Anticipation games
Why are anticipation games important?
Anticipation games are important to support:
- The development of relationships and socialisation
- Shared interactions and joint attention within an activity
- The child to predict, anticipate and engage in an activity
- Independent and active learning
- The child to learn a pattern of events and develop memory skills
- The development of early concepts such as object permanence and cause and effect
- The development of early communication
Suggested activities:
1. Develop use of a consistent phrase, e.g. "are you ready?" then either "1, 2, 3… or ready, steady, go!"
2. Allow the child plenty of time to explore the objects that you are going to play with, establish a game, then build in opportunities to anticipate by following this suggested structure:
Pour water from a height
o Establish a pleasurable game with the child using water and one brightly coloured container (picking up on any colour preference)
o Raise the full container above the child's head, does s/he track it? Does s/he become excited? Does s/he reach up for it?
o Say, "are you ready?" wait for the child to look (encourage them by tapping the container), then "1, 2, 3,….. go!" and pour the water. You could: wait for the child to vocalise, reach, look after you have said 3 then continue to pour the water once s/he has let you know!
Set off a party popper/blower
o Allow the child plenty of time to explore the blower
o Tell him/her "get ready for a big noise!"
o Say, "are you ready?" wait for the child to look (encourage by tapping the party blower), then "1, 2, 3,….. go!" and blow the party blower. On the first occasion, s/he is likely to be a bit shocked as this maybe a new experience. Provide reassurance
and praise for listening, looking etc. Then repeat the sequence (explore, get ready, blow!)
o Things to look for: expression of preference/dislike. If s/he really does not like the experience, tell him/her that you have noticed this and stop the game.
Knocking down a tower of noisy blocks (old sweetie tins make a great sound when they tumble)
o Support the child to explore the blocks/tins
o Help him/her to build a tower ((you can use simple language to support this, such as 'up,up,up')
o Say, "are you ready?" wait for the child to look (encourage him/her by tapping the top of the tower), then "1, 2, 3,….. go!" and knock down the tower.
o You could: wait for/encourage the child to knock it down themself (s/he may need you to do this on the first few occasions)
Let go of an inflated balloon
o Involve the child in blowing up the balloon: let him/her explore the empty balloon, then whilst you are very close inflate it
o Encourage the child to explore the inflated balloon
o Move the balloon from his/her right to left, above their head and below, encouraging him/her to relocate it visually or through use of their hands
o Say, "are you ready?" wait for him/her to look (encourage by tapping the balloon), then "1, 2, 3,….. go!" and release the balloon
o Repeat the sequence
Tickle the child with a feather duster
o Establish a pleasurable game with the child using a brightly coloured feather duster (e.g. shaking it, stroking his/her face/hands)
o Allow him/her time to explore it independently
o Move the duster from the child's right to left, above their head and below, encouraging him/her to relocate it visually or through use of her hands
o Say, "Are you ready?" wait for him/her to look (encourage by shaking the duster), then "1, 2, 3,….. go!" and tickle his/her face, head, hands, tummy etc.
Other examples, flowing a similar routine include:
o Spray water
o Blow bubbles
o Rumble on the resonance board
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Prevent digging into natural gas and electric lines
Call 811 at least two business days before starting any digging project.
Any digging is digging. Whether you are planting a tree, installing a fence or working in your garden, you may be working around underground electric lines and gas pipelines.
Learn how to keep your family, your neighbors and the community safe when digging near electric and natural gas lines.
Call 811 or visit california811.org to have the underground utilities marked before you dig.
Plan a safe digging project
Call 811 or visit california811.org— Contractors are required and homeowners encouraged to call two business days before work begins. Please provide the address, location, type of work and start date. Underground Service Alert (USA) will provide a ticket reference number valid for 28 calendar days.
Mark work area and get marked—Identify your work area by using white paint, flags or even flour. PG&E will mark its underground facilities with colored paint or utility flags. Leave these in place while working.
Dig safely—Use hand-held digging tools when digging within 24 inches of any underground lines.
Replace the soil—Carefully cover and pack the soil to ensure the underground facility is covered and no longer exposed.
Call 811—Know what's below
811 is a FREE, one-call service that notifies local utility companies to locate and mark their underground facilities so you can dig safely.
California law requires that all contractors and construction professionals call 811 at least two business days before starting any digging projects. Calling 811 or visiting california811.org can prevent potential hazards like digging into underground electric lines and natural gas pipelines.
How to spot and respond to a natural gas leak
Natural gas pipeline leaks can occur due to careless or unsafe excavation and may lead to evacuations, natural gas service outages, fire, property damage or serious injury.
Smell: Smelling a "rotten egg" odor may be an indication of a gas leak due to the odorant we add for your safety.
Sounds: Listen for hissing, whistling or roaring sounds coming from underground or gas appliances.
Sight: Look for dirt spraying into the air, bubbling in a pond or creek and dead/dying vegetation in an otherwise moist area.
Respond to a gas leak
If you damage an underground facility or suspect a gas leak:
1. Leave the area immediately to an upwind location and alert others of possible danger.
2. Call 911 to notify emergency personnel and call PG&E at 1-800-743-5000.
Understand utility markings
Look for these markings to know what utilities are underground.
PROPOSED EXCAVATION
TEMPORARY SURVEY MARKING
ELECTRIC, POWER LINES
GAS, OIL, STEAM, CHEMICAL
CABLE, COMMUNICATION
POTABLE WATER
RECLAIMED WATER
SEWER, STORM DRAIN
Learn more about our natural gas pipelines
Underground pipelines are the safest way to transport natural gas. Our larger transmission pipelines carry gas from one part of the state to another.
Our distribution lines are smaller and deliver natural gas to homes and businesses for heating and cooking.
Safety is our highest priority
To ensure safety, PG&E monitors our gas pipeline system 24 hours a day, 7 days a week. We conduct regular ground inspections, aerial patrols and surveys to check for possible leaks and other damage. Visit pge.com/gassafety for more information about our gas pipelines.
For assistance in English, please call 1-888-743-7431 Para ayuda en español, por favor llame al 1-800-660-6789
要用粵語/國語請求協助，請致電
1-800-893-9555
Kung kailangang makipag-usap sa nakakasalita ng Tagalog, tumawag sa 1-888-743-7431
1-800-298-8438
"PG&E" refers to Pacific Gas and Electric Company, a subsidiary of PG&E Corporation. ©2017 Pacific Gas and Electric
Company. All rights reserved. Printed on recycled paper. Printed with soy-based ink. COT-0417-7626
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JOINT STATEMENT FOR EDUCATORS
January 2021
In wake of the attack on our Capitol and the current climate of polarization in our country, educators face the challenging job to help students process the recent events and think critically about the media presence in our society. We must find a way to discuss current events with impartial and unbiased views.
Nelson Mandela famously observed "Education is the most powerful weapon which you can use to change the world." To support teachers, the Educator's Institute for Human Rights and the Illinois Holocaust Museum & Education Center have curated resources to facilitate difficult discussions in the classroom around media literacy.
These tools contain creative lessons and articles on media ethics, identifying propaganda, leading discussions after a crisis, and teaching controversial issues in the classroom. With these tools, teachers will be equipped to conduct meaningful and informed conversations in the classroom, promoting learning and understanding around this critically important topic.
Educators know their students, classrooms, and community best. As with any resource, be sure to review and determinewhich resources best serve your specific circumstances.
Advice from Experts:
How Should Schools Teach Kids About What Happened at the US Capitol on January 6th
The Conversation, January 12, 2021
Leading Conversations After Crisis
Teaching Tolerance, January 7, 2021
Responding to Events at the Capitol
Facing History and Ourselves, January 6, 2021
Response to Events at the Capitol
Beyond the Spotlight, January 6, 2021
Teaching in Times of Crisis
Vanderbilt University Center for Teaching, 2001; Revised and updated in April 2013
What to Say to Kids When the News is Scary
National Public Radio (NPR), January 10, 2020
White Supremacy and the Attack on the Capitol
Erica Pernell, January 2021
Confronting Hate Toolkit
Illinois Holocaust Museum & Education Center, generously sponsored by Fifth Third Bank
Core Principals for Media Literacy Education in the United States
National Association for Media Literacy in Education, 2021
On The Media: Breaking News Consumer's Handbooks
WNYC Studios, various dates
Teaching about controversial issues: A resource guide
The Choices Program, Brown University, August 22, 2019
Are you propaganda proof? Take the Quiz!
Disinformation Nation, 2021
Classroom resource: Three ways to teach the insurrection at the U.S. Capitol
PBS NewsHour EXTRA, January 6, 2021
Disinformation Nation: Separating Politics & Propaganda
Media Ethics: Fairness Formula Starts With Accuracy
The Speed of News: Where Do We Get the News
Newseum ED, 2021
The Hope and Fragility of Democracy in the US
Facing History and Ourselves, January 15, 2021
Lesson Plan: The Fairness Doctrine
C-Span Classroom, August 13, 2013
What Is Media Literacy and How Do We Practice It Using Pulitzer Center Reporting?
Pulitzer Center, October 27, 2020
Tools for Action:
How to Contact Your Elected Officials
Learn how to contact your federal, state, and local elected leaders.
Rock the Vote
Rock the Vote is the most trusted and effective nonpartisan nonprofit dedicated to building the political power of young people.
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PART 1 Summary and Explanation
SUMMARY AND EXPLANATION
1. The Council's Constitution
The Stevenage Borough Council has a Constitution that sets out how the Council operates, how decisions are made and the procedures that are followed to ensure that these are efficient, transparent and accountable to local people. Some of these processes are required by the law, while others are a matter for the Council to choose.
The Constitution is divided into 14 articles that set out the basic rules governing the Council's business. More detailed procedures and codes of practice are provided in separate rules and protocols at the end of the document.
2. What's in the Constitution?
Article 1 of the Constitution commits the Council to providing Community Leadership, supporting the involvement of citizens in decision-making and other essential elements.
Articles 2 – 14 explain the rights of citizens and how the key parts of the Council operate.
These are:
- Members of the Council (Article 2)
- The Council (Article 4)
- Citizens and the Council (Article 3)
- The Mayor and Youth Mayor (Article 5)
- The Executive (Article 7)
- Scrutiny (Article 6)
- The Standards Committee, Regulatory and other Committees (Article 8)
- Joint Arrangements and Joint Committees (Article 9)
- Decision making (Article 11)
- Officers (Article 10)
- Finance, contracts and legal matters (Article 12)
- Suspension, interpretation and publication of the Constitution (Article 14)
- Monitoring and Revision of the Constitution (Article 13)
3. How the Council operates
The Council is composed of 39 councillors elected every four years with one third elected three years in four. Councillors are democratically accountable to residents of their ward. The overriding duty of councillors is to the whole community, but they have a special duty to their constituents, including those who did not vote for them.
A1
Councillors have to agree to follow a code of conduct to ensure high standards in the way they undertake their duties. The Standards Committee is responsible for training and advising them on the Code of Conduct.
All Councillors meet together as the Council. Meetings of the Council are normally open to the public. Here Councillors decide the Council's overall policies and set the budget each year.
Every four years the Council appoints the Leader, who then appoints a Deputy Leader and an Executive of between 2 and 9 councillors and allocates to them specific areas of responsibility (Portfolios). NonExecutive business is decided upon by Committees which are appointed by Council each year.
The Council meetings incorporate a number of special features:
- Leader of the Council's update
- Questions from the Youth Council
- Petitions and deputations from local people
- Questions from local people
- Councillors' questions to Executive Members or Chairs of Committees
- A main debate on a matter of local interest, with the opportunity for local people to participate
4. How Decisions are Made
The Leader and the Executive are the main decision making bodies of the Council. When major decisions are to be discussed or made, these are published in the Leader's forward plan in so far as they can be anticipated.
Decision-making meetings of the Executive will generally be open for the public to attend except where personal or confidential matters are being discussed (matters referred to as 'confidential information' or 'exempt information' under the Local Government Act 1972 and as defined in the Access to Information rules in Part 4 of this Constitution).
The Leader / Executive has to make decisions which are in line with the Council's overall policies and budget. If a decision is to be taken that is outside the budget or policy framework, then, unless the Council has given the Leader / Executive some discretion in this respect, the proposed decision must be referred to the Council as a whole to decide.
Executive decisions may also be made by its Committees in accordance with their terms of reference, individual Members through the Local Community Budgets, and individual members and officers where such decisions have been delegated to them.
A2
5. Overview and Scrutiny
There is an Overview and Scrutiny Committee and 2 Select Committees that support the work of the Leader / Executive and the Council as a whole. The Committees undertake scrutiny studies of aspects of the Council's services and contribute to the development of individual policies and strategies. This work may lead to reports and recommendations which advise the Leader / Executive and the Council as a whole on its policies, budget and service delivery. The Overview and Scrutiny Committee also monitors Executive decisions taken. They can call-in an Executive decision which has been made but not yet implemented. This enables them to consider whether the decision is appropriate. They may recommend that the Leader / Executive reconsider the decision.
6. The Council's Staff
The Council has people working for it (called officers) to give professional advice, implement decisions, manage and action the day-to-day delivery of its services. Some officers have a specific duty to ensure that the Council acts within the law and uses its resources wisely. A code of practice governs the relationships between officers and members of the Council.
7. Citizens' Rights
Citizens have a number of rights in their dealings with the Council. These are set out in more detail in Article 3. Some of these are legal rights, whilst others depend on the Council's own process.
Where members of the public use specific council services, for example as a council tenant, they have additional rights. These are not covered in this Constitution.
The Council welcomes participation by its citizens in its work. The Access to Information Rules set out in Part 4 of this Constitution sets out the citizens' rights to access meetings and papers.
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SUZANNE PERRIN B.A.Hons., M.A. Japanese History & Culture Lectures
CONTENTS OF LECTURES
THE CLASSICAL ERA 6th-12thC
The aristocratic court culture of the Nara and Heian eras covers the importation of Chinese culture in the early centuries to its refinement and adaptation during the later Heian period. Chinese writing system, administration, building techniques, Buddhism and Confucian doctrines laid the foundations for Japan's development as an autonomous nation state. The Heian era (9th-12thC) saw the flowering of the Golden Age of arts and letters, where poetry, music, fashion and painting expressed the lifestyle of the aristocratic nobles that has created the legacy of classical style in Japanese art and literature.
THE MEDIAEVAL ERA 13th-16thC
The fine arts and martial arts of the Samurai era during the Kamakura and Muromachi periods set a precedent for hard work, honesty, austerity and discipline among the emergent warrior class. Zen Buddhism influenced the era and cultivated the ruling Shoguns into the new patrons of art and architecture, building magnificent castles, temples, and shrines. The samurai spirit is shown in dynamic sculpture. beautifully crafted armour and swords, and in the arts of ink panting, poetry, Noh theatre and garden design, still preserved in Japan today.
THE POPULAR CULTURE OF EDO 17th-19thC
The rise of the merchant class in the cities of Edo and Osaka during the era of Great Peace brought prosperity to the commoner and mass culture to the city dweller, displacing military austerity with boisterous, sophisticated urban culture. Mercantile patronage or the arts catered to the popular taste of Kabuki theatre and woodblock prints, where famous actors, beautiful women, tea houses and brothels were captured in the 'ukiyoe' style of the floating world of earthly pleasures.
ARCHITECTURE, GARDENS & TEA CULTURE
The art of Tea Culture was defined in the 16thC by Grand Tea Master Sen no Rikyu, who distilled the essence of tea philosophy into an aesthetic awareness of connoisseurship and the appreciation of simple things as art. The development of tea house style preferred by Rikyu took its form from domestic dwellings and the rustic, reclusive lifestyle of scholars in Chinese Song dynasty painting and poetry. The synthesis of these ideas became the foremost style of teahouse and garden design still favoured by connoisseurs today. The garden environment, tea pavilion and tea wares featuring ceramics, wood and lacquer form an integrated philosophy of harmony between man, nature and the universe.
SPECIAL FOCUS LECTURES
WOODBLOCK PRINTS OF THE EDO PERIOD: Hokusai & Hiroshige
The two greatest and most prolific artists of the 18th-19th centuries, Katsushika Hokusai and Ando Hiroshige, have become as synonymous with Japanese art as Michelangelo has been with me Italian Renaissance, or Monet is with the French Impressionists. Among the literally hundreds of woodblock artists that worked during the two centuries of artistic production, Hokusai was the undisputed innovative genius "mad with drawing" who created the most famous images of Mount Fuji that are now world famous. Hiroshige, who closely followed his mentor, created subtle and atmospheric depictions of landscape and scenery that, together with Hokusai's work, elevated the woodblock print into a collector's item and created a new classical genre.
BUDDHISM & THE SILK ROAD
From its inception in northern India in 6th century BC, the development of Buddhism in its Mahayana form traces the civilizing force of culture along the silk trade routes from central Asia through China to the Far Eastern realms of Korea and Japan. Hindu iconography was mixed with early Christian, Taoist and Confucian ideals to produce a signified and exotic Buddhist culture that unified many states across the Asian land mass, and gave the basis for religious expression on a par with Christianity in Europe. Buddhist caves, temple architecture, mural paintings and statuary trace their origins through four distinct cultures over one thousand years from India to Japan. Priceless treasures from the silk route are still housed in the Shosoin repository in Nara, Japan, where they form one of the world's richest collections of Asian culture.
THE SCHOLAR'S DESK
Central to Chinese civilization is the importance of writing and painting which date back over 3000 years, with me humble brush as the oldest implement still in continual use. As the Chinese courts developed their bureaucratic regime through a complex system of state examinations, the educated scholar-official became the arbiter of taste and awareness in literary and artistic pursuits, defining the aesthetic ideals of sophisticated culture through the acquisition of fine objects to adorn his desk. Just as important was the attitude, ritual preparation and enjoyment of using the carefully chosen implements and artefacts, made from a variety of materials including jade, ivory, bamboo, hardwoods, bronze, cloisonné, porcelain, pottery and textiles
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Making the Most of "Hot Moments" in the Classroom
'Hot moment': a sudden eruption of tension or conflict within the classroom. How might you handle such a moment? How can you take advantage of it as an opportunity to advance student learning?
General ideas to consider
* Think ahead about how you might handle difficult classroom dynamics -- and what aspects of your course content might produce them.
* If tensions arise, do acknowledge them, in the moment or later.
* Be flexible with your plans: if students are intensely attuned to an issue, let it have the time and attention it needs. Use the intensity to facilitate students' learning.
"Know yourself. Know your biases, know what will push your buttons and what will cause your mind to stop. Every one of us has areas in which we are vulnerable to strong feelings. Knowing what those areas are in advance can diminish the element of surprise. This self-knowledge can enable you to devise in advance strategies for managing yourself and the class when such a moment arises. You will have thought about what you need to do in order to enable your mind to work again."
● Try to depersonalize insensitive or marginalizing statements. You can model for students how to acknowledge a comment's potential offensiveness or erasure of other perspectives in ways that critique the statement and not the speaker: e.g., rather than "X's comment," you can refer to "the last comment about Y…. what does it leave out?" Or you might speak of the effect of "these words," without attributing motive to the speaker: "When I hear these words, I respond like this…" You can also depersonalize by acknowledging, when appropriate, that a widely-held view has been raised: "Many people share this perspective. What might their reasons be?" And then: "And why might others disagree or object to this position?"
● When appropriate, validate the student's contribution. You might say, "Thank you for raising that perspective. It's widely held, and you provide us an opportunity to talk about it--and for me to explain why we're challenging such a perspective in this class." Or "You're clearly thinking very seriously about this topic and raising important questions we need to think carefully about."
● Find a way to connect student comments meaningfully to course material or learning goals. Is it a course where you focus on writing skills? The moment could be an opportunity to discuss the critical importance of the words we choose or assumptions we make. Does your course focus on the use of evidence to test hypotheses? Perhaps this is a moment to think together about evidence in a different context. Is it a course where you've emphasized trial and error as an important process in the pursuit of knowledge? If so, you can highlight in a hot moment that mistakes can often be critical learning opportunities--if we reflect upon and learn from them.
● Use index cards or small sheets of paper to let all students share anonymously a brief response to the topic or tension that has erupted. You can read these aloud right away or take them out of class to have some time to analyze them as a whole—and share what you learned in the next class.
● Ask the class as a whole, "What just happened here?" and facilitate a dialogue about the topic and/or the class dynamics, encouraging them to share their perspectives and ask respectful questions of one another.
● After discussing intense issues, guide students to reflect individually and/or collectively on the issues raised and the perspectives they heard on these issues.
● Talk outside of class with the students most directly involved in the moment, to show your commitment to their success in the course and to help them learn from the experience.
* Other ideas? | <urn:uuid:b5384764-356a-4eda-a4d9-3fa4b04d732d> | CC-MAIN-2021-43 | https://www.csuchico.edu/freespeech/_assets/documents/classroom/hotmomentshandoutcrlt.umich.edu.pdf | 2021-10-17T14:58:29+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00376.warc.gz | 867,640,104 | 771 | eng_Latn | eng_Latn | 0.998489 | eng_Latn | 0.99842 | [
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Rotator Cuff Problems
Rotator cuff injuries are one of the most common complaints affecting the shoulder. The tendon can become worn and painful due to repeated use of the arm, or may be injured after trauma such as after a fall. The rotator cuff is prone to being worn between the acromion and humerus bones when the arm is moved. The subacromial bursa, a sac of tissue that sits under under the acromion may also become inflamed.
The process by which he tendon can become worn is often due to impingement where the tendon(s) become pinched between the bones as the arm is lifted. This can occur for various reasons; such as muscle weakness posture or arthritis.
Treatment
Shoulder complaints that are dealt with promptly are more likely to settle quickly, with a full return to normal strength. Relative rest – that is avoiding activities that trigger the pain – is usually recommended.
The treatment will depend upon the specific diagnosis, but the initial things that you can do yourself are:
Relative rest
Mild cases of shoulder problems can be treated at home. The priority is to rest the injured area by stopping or changing the activity causing the problem. . Try to avoid the movements that are most painful, especially those that hold your arm away from your body and above shoulder height for prolonged periods
To relieve symptoms, you can:
Apply an ice pack - for a maximum of 20 minutes. A bag of frozen peas wrapped in a damp cloth works well because it moulds to the shape of the arm. Ensure that the skin does not change colour (the sign of an ice burn). If the skin has turned bright pink or red after a few minutes, stop using the ice. Applying a film of oil (cooking oil will do) to the skin before applying the pack helps to avoid burning the skin.
Apply heat – for example a hot water bottle in a cover – can also help to settle muscle spasm and alternating with ice can be commonly helpful.
Anti-inflammatory drugs may help. For example, Ibuprofen tablets taken according to the directions on the packet, up to the maximum daily dose. Avoid these if you have a history of indigestion or stomach ulcers, and possibly if you have asthma. Paracetamol is an alternative to anti-inflammatories.
Seeing a doctor
Shoulder pain should always be taken seriously. So, if these approaches are not successful, see a doctor to ensure the diagnosis is correct and to progress treatment.
Many different shoulder problems can be diagnosed on the basis of listening to the story and a good clinical examination. A diagnostic ultrasound is also very useful particularly in rotator cuff problems and x-rays may also be useful. An MRI scan and/or blood tests may also be indicated. The doctor will also want to rule out referred pain, that is a problem elsewhere causing pain in the shoulder.
Physiotherapy
Treatment will include exercises both for the arm and for the neck, as some arm pain can be referred to the elbow. Some of these are shown below and you can start these before you see a physiotherapist. If necessary they may then provide a structured approach to returning to the activity that caused the problem, involving strengthening muscles, flexibility work changes to sporting technique and other activities. Postural changes are also helpful.
A programme of resistance training, using weights or rubber bands, will strengthen the arm muscles. You can return to sports and other activities when the arm is pain-free and strength is back to about four-fifths of what it was before the injury.
Sportspeople may need advice and training from a coach to correct errors of technique and equipment.
Other treatments:
Medications: There are some medications and supplements that may aid healing of the tendon.
Injection therapies may be indicated. There are various forms of injections used now that your doctor may discuss with you.
Shock wave therapy are forms of high energy therapy that can relieve the pain from the condition.
The vast majority of shoulder problems do not need surgical intervention. However, when there is a torn tendon, a cartilage injury or severe arthritis, AND where no improvement has been obtained after non-surgical approaches, then surgery may be an option. | <urn:uuid:b6c35e9c-f874-4d1c-b504-e365bf30bb11> | CC-MAIN-2021-43 | https://www.cathyspeed.co.uk/wp-content/uploads/2017/12/Rotator-cuff-problems.pdf | 2021-10-17T16:27:00+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00375.warc.gz | 840,275,084 | 846 | eng_Latn | eng_Latn | 0.99922 | eng_Latn | 0.99931 | [
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An Introduction to
ZORBIT'S MATH ADVENTURE
Zorbit's is a blended learning platform for K-3 math designed to guide better math learning and help students, and teachers, discover their love for learning math. Through rich tasks, Zorbit's promotes critical thinking, creative problem-solving, and genuine numeracy development at every student's level.
As students play the game, our learning
system collects and analyzes
student
performance data
to reveal insights for
teachers, schools and districts. When
paired with teacher's
observations, it
provides a
crystal-clear
picture of student
performance.
The research-proven
Zorbit's Math
Adventure game
is the foundation of
the platform. The game-based
activities foster creative
problem-solving
and conceptual
understanding
through rich math
tasks embedded
in a play-based
adventure.
Embedded, on-demand, and live PD and support build teachercapacity and confidence in math. We provide white
glove support to every user.
Customize content to match needs. Craft targeted assignments and use specific activity recommendations to help close gaps, cement strengths and promote a growth mindset.
Reports for Schools & Districts
Stay connected to student growth across a school or an entire school board. The Admin Dashboard provides actionable insights that inform professional learning initiatives and supports for teachers and students. No more waiting for last year's standard testing data!
RIGOROUS PEDAGOGY + PLAY
The blended resources in the Zorbit's Math Adventure game and the Classroom Resources library merge play and pedagogy like no one else.
Grades K-3
300+ Offline Resources
78 Digital Games
150 Math Concepts
Endless Possibilities
These rich math tasks are proven to:
* Promote deep mathematical thinking.
* Spark mathematical discourse
* Encourage multiple strategies and solutions.
* Foster resilience and a growth mindset
* Adapt to meet individual students' needs.
* Reduce math anxiety
But, don't take our word for it! Listen as district leaders across North America explain what excites them about Zorbit's pedagogy at go.zorbitsmath.com/watch-pedagogy-video
"Something I really admire about the Zorbit's team is how much love and effort they put into helping students see how awesome math really is. It's a platform that wants kids thinking and engaging and being curious about mathematics."
Kyle Pearce, K-12 Math Consultant, Greater Essex County District School Board"
www.zorbitsmath.com | <urn:uuid:c5fec1ac-95a6-4433-8394-b11597d456e0> | CC-MAIN-2021-43 | https://www.neuronlearning.com/wp-content/uploads/2021/05/Zorbits-Overview-Brochure-2021.pdf | 2021-10-17T15:30:41+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00379.warc.gz | 1,121,898,225 | 514 | eng_Latn | eng_Latn | 0.996768 | eng_Latn | 0.997432 | [
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Name: ________________________________
Main Idea with Robots
Directions: Read each passage and ask yourself, "What is the author doing in this paragraph?" Write your answer in the summary box and then think of an appropriate title for the passage based on the main idea of the passage.
1. What do you get when you cross a robot and an astronaut? A Robonaut! Robonauts are robot helpers designed to work side-by-side with astronauts. Work on the first Robonaut began in 1997, and by 2002 Robonaut B was revealed to the public. Robonaut B featured interchangeable lower bodies, like four-wheel mode or hydraulic legs. Yet scientists and engineers continued to improve Robonaut. In February of 2010, Robonaut 2 was released to the public. Robonaut 2 moved four times faster than the first Robonaut. An advanced version of Robonaut 2 was finally tested in outer space in 2011. Robonaut 2 functioned exactly as designed.
4. Many people use the words cyborg and android interchangeably, but these words have different meanings. Both refer to beings powered by robotics, but an android is powered entirely by machinery. Cyborgs are partly powered by a living organism. They also look different. Androids may be completely mechanical, but they are designed to look like humans. They may have synthetic skin, hair, and other human-like features. Cyborgs are usually designed in a way that accents their robotic modifications. A cyborg's mechanically enhanced eye may cast a red light or have a chrome plate surrounding it, for instance. So you see, though the terms cyborg and android seem similar, they refer to different things.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
An appropriate title: _____________________________________________________________
2. Automation is the use of machines to reduce the need for human labor. In other words automation is when jobs done by people become jobs done by robots. Automation can be a good thing. Clothing, cars, and other manufactured products are available at good prices and in large supply because of automation. But automation can also be a bad thing. Because of automation there are over 700,000 robots in America that do jobs once performed by humans. The way of automation may not be best for humanity, but it is the course we are taking.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
An appropriate title: _____________________________________________________________
3. My grandma may not look very strong, but with the help of hydraulic power, she can stop a car with her foot. How does hydraulic power work? First, fluid is rapidly released into a chamber through a valve. As the fluid collects, the valve is slammed shut. This causes a pressure spike, but since the chamber is sealed, the pressure has nowhere to go. The hydraulic mechanism channels the pressure and provides great power. And that's how, with the help of hydraulics, my grandma can stop a speeding car with one foot.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
An appropriate title: _____________________________________________________________
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
An appropriate title: _____________________________________________________________
5. It is a widely acknowledged fact that machines are stronger than people. Is it possible for them to become smarter than us too? Some scientists fear that it is, or so says the theory of technological singularity. In a nutshell, the theory of technological singularity says that there will be a moment when a computer can improve its own capabilities. This computer will go into an infinite loop, getting progressively smarter. Inevitably this will lead to machines becoming smarter than people, or so the theory goes. Such gains in available intelligence might lead to huge improvements in science and medicine. Diseases could be cured and such. But it could also lead to the total domination or replacement of mankind by robots, which would be bad. If the latter were the case, I, for one, would welcome our new computer overlords.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
An appropriate title: _____________________________________________________________
6. Fellow Members of the Springfield Robotics Club: we have a problem. It has come to my attention that the workshop has been left an absolute mess on at least two separate occasions. Remember, that this is a shared space, so we must clean up behind ourselves after every meeting. It is in the spirit of keeping our club meeting space that we establish this rule: when you take a tool off the rack, put it back. If everyone puts their tools back immediately after using them, there will be minimal mess to clean up, and we won't get kicked out of the spot. So, if you like having a meeting place, and being part of our club, put your tools back.
Summarize this paragraph in one sentence. Be specific and clearly explain the main idea.
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Dear JRC Families,
Mazel tov! This is a very exciting time in your family's life, and we are thrilled to celebrate you and your child through the Bnai Mitzvah process at JRC. We know that this can be a time in your family full of activity – between middle school, homework, many activities and commitments, and a busy life, we are happy to work with you to make this experience as meaningful as it can be. Our Jewish education program celebrates Judaism that not only includes contemporary voices and interpretations, but encourages questions, looks for deeper meaning, and engages to make meaning out of our rich traditions. It is our hope that the Bnai Mitzvah process will not only engage and guide the child through this process, but the entire family.
What does it mean to become Bar/Bat Mitzvah?
Becoming Bar or Bat Mitzvah will mean different things to different families and children, because Judaism means different things to different people. Just as there is no "one way" to be Jewish, there is no one way to make meaning out of claiming one's Jewish identity as one's own.
Some people connect through prayer. Some people connect though the study of Torah and other texts. Some people connect through food, flavors, and holiday celebrations. Some work to achieve social justice as their primary Jewish practice. Some connect through Hebrew, some through Yiddish, some through music and meditation, and some through silence. At JRC, we connect to Judaism in all of these ways and more. Part of what we hope to impart to our children is the diversity of practice and exposure to a wide variety of Jewish expressions, guiding them to find their own place and voice in the fabric of the Jewish people.
To become bar/bat mitzvah means to literally become a "child of the commandments." More than being considered a "Jewish Adult" (a confusing and cliché phrase in a society in which parents are in charge and our 13 year olds are far from adulthood), becoming Bar or Bat Mitzvah involves making a commitment to Jewish practice, the Jewish people, and to being part of Jewish traditions. We hope to nurture a sense of obligation in our Bnai Mitzvah, an awareness that their Jewish identity is connected to a family, and community, a congregation, and a larger Jewish world. It is our hope that by the time a child becomes Bar or Bat Mitzvah, they will have begun to engage in the conversation of "what does being Jewish mean to me? And how will being Jewish be an important part of my life?
Where did the Bar/Bat Mitzvah ritual come from?
Bar and Bat Mitzvah rituals evolved over time, from as early as the 6 th century CE, through the Middle Ages. By the 13th or 14th century, the custom of calling a boy up to the Torah was established as the way of recognizing entry into manhood. The bar mitzvah boy would chant the blessings, all or part of the Torah portion of the week, and/or the haftarah section from the prophetic books. The bar mitzvah boy would often give a scholarly address on the Torah portion or some section of the Talmud. Then followed a gala feast, called s'udat mitzvah ("meal of celebrating the mitzvah"), to which family, friends, and the entire Jewish community would be invited.
The first girl to be called to the Torah as a Bat Mitzvah was Judith Kaplan in 1922. The daughter of an orthodox rabbi, her father (founder of Reconstructionist Judaism Mordecai Kaplan) called her to the Torah at the Society for the Advancement of Judaism in New York. Since that time, the Conservative, Reconstructionist and Reform movements call children of all genders to the Torah to celebrate becoming B'nai Mitzvah.
How does JRC celebrate Bar/Bat Mitzvah rituals?
JRC celebrates Bnai Mitzvah rituals on Shabbat mornings in the context of our Shabbat Morning services. We believe that it is important that this life cycle ritual take place within the context of our synagogue community, both as a community that witnesses the Jewish life of the child, and that gathers to celebrate Shabbat and honor Jewish tradition together.
Our Bnai Mitzvah learn to chant from the Torah (5 Books of Moses/Hebrew Bible) and the Haftarah (prophetic texts), as well as lead portions of the Shacharit (morning) service. After learning their Parshah (Torah portion), they share a Dvar Torah (Torah teaching) with the congregation.
JRC's Bnai Mitzvah engage in learning about prayers, Torah text, Jewish rituals, and Social Justice. Each Bar or Bat Mitzvah contains some common rituals, while allowing for individual learning needs, goals, styles and creativities of each family. Families will work with the rabbi and cantor to make this ritual as meaningful as it can be for your family. | <urn:uuid:1a44a82a-796a-47e3-895b-cd7037d558b9> | CC-MAIN-2021-43 | https://images.shulcloud.com/1321/uploads/uploaded_documents/bnai_mitzvah_at_jrc_intro_0.pdf | 2021-10-17T17:04:02+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00380.warc.gz | 430,995,219 | 1,070 | eng_Latn | eng_Latn | 0.995706 | eng_Latn | 0.997386 | [
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- When should I use group work as an assessment?
- How can I design a fair and reliable group work assessment?
- How do I mark group work assessment effectively and efficiently?
- What support do my students need to do assessable group work? ?
This resource discusses when to use group work as assessment and outlines some tips to design and evaluate group work assessment. It also provides some useful resources related to the advantages and disadvantages of different grading methods.
Why use group work assessment?
Group work is often used to assess individual teamwork skills and interaction and/or individual work in a group project. Groupwork is best suited to projects that require collaboration. Group work can help students construct knowledge collectively while developing skills in collaboration, communication and teamwork (Chang & Kang, 2016).
Common challenges include free riding, group processes, group size, and selecting types of task (Piezon, 2008). Therefore, incorporating group assessments into units requires thoughtful decisions on group work design, facilitation, and evaluation.
Assessing group work
The same basic principles of assessment design apply to both group and individual work (Chang & Kang, 2016). However, some additional aspects of group work assessment need to be considered:
- What to assess: Decide whether to assess process (individual teamwork skills and interaction) or product (quantity and quality of individual work in a group project), or both product and process. This decision depends on the aims and purposes of the assessment.
- How to evaluate/grade or grading methods:
*
Decide whether the group work assessment will be marked by an instructor or by group members.
https://www.cmu.edu/teaching/assessment/assesslearning/groupWorkGradingMethods.html
The types and advantages and disadvantages of each grading method can be found here:
or https://teaching.cornell.edu/resource/group-work-how-evaluate-it
* Group performance must be translated into fair and equitable grades. It is important to clarify criteria before the task and explain how individuals are graded in the group (Chang & Kang, 2016).
* To increase fairness and motivate students, multiple methods of evaluation may be used: instructor evaluations, self and peer evaluations (Thompson & Ku, 2010).
- Group formation (including determining group size and how to form groups) is crucial because it affects group performance, student satisfaction and learning. Here are some quick tips:
* Groups should not exceed six members to maximise interactions and learning (Bridges and Hallinger, 1995).
* Give students control over the process, content and outcomes of their group work, which motivates them in learning (Brindley, Walti & Blaschke, 2009).
- Instructor support
* Provide clear learning objectives, task requirements, timelines with explicit expectations (marking rubrics and grading methods) in the unit learning guide and vUWS.
* Explicitly teach students how to work in groups (for example, https://www.online.drexel.edu/news/ group-tips.aspx) and, if relevant, how to use marking rubric to self-assess or peer-assess.
* Monitor each group's work with prompt support and feedback. This keeps the group on task, addresses issues as they arise, and encourages students to build good relationships (Brindley et al. , 2009; Coll, Rochera, de Gispert, & Díaz-Barriga, 2013).
An example of a group work marking rubric
Peer assessment of other members' contribution to group work
For each member of your group, award a mark out of 5 for their level of performance as you saw it in each of the following aspects:
Attitude:
Did they have a positive approach to working in your group? Were they willing to contribute and give it a go at assigned tasks? Were they collaborative with other members and did they treat them with respect?
Participation:
How involved were they with the group? Did they attend all the meetings and if they had to miss a meeting due to a decent reason, did they let the group know and make effort to catch up or contribute in other ways, such as through emails? Did they respond to group's emails or requests in a timely manner?
Research:
Did they contribute, collect, gather and share research?
Leadership:
Did they help with your group organisation, decisions or make relevant suggestions?
Writing-up:
Did they contribute to writing up the assignment? Did they provide useful comments/feedback on the sections that other members write? Did they provide editing work and/or making sure the assignment read as a whole?
Use the following rubric and enter a mark out of 5 for each member for his/her level of performance.
1. didn't contribute in any way to this aspect
2. willing, but not much use
3. average compared to other team members
4. above average, a useful person to have in my group
5. outstanding in this aspect
Technical considerations
- Group tools are available on vUWS: Group Blog, Group Discussion Board, Email, File Exchange, Group Journal, Group Tasks, and Group Wiki
View the Group Tools Handout resource
References
Bridges, E. M., & Hallinger, P. (1995). Implementing problem-based learning in leadership development. Eugene, OR: ERIC Clearinghouse on Educational Management. Retrieved from ERIC database. (ED400583)
Brindley, J. E., Walti, C., & Blaschke, L. M. (2009). Creating effective collaborative learning groups in an online environment. International Review of Research in Open and Distance Learning, 10(3), 1–18. Retrieved from http://www.irrodl.org/index.php/irrodl/
Chang, B. & Kang, H. (2016). Challenges facing group work online, Distance Education, 37(1), 73-88, DOI: 10.1080/01587919.2016.1154781
Coll, C., Rochera, M. J., de Gispert, I., & Díaz-Barriga, F. (2013). Distribution of feedback among teacher and students in online collaborative learning in small groups. Digital Education Review, 23, 27–45. Retrieved from http://revistes.ub.edu/index.php/der/issue/view/1014
Piezon, S. L. (2008). Perceptions of social loafing in online learning groups: A study of public university and U.S. naval war college students. International Review of Research in Open and Distributed Learning, 19(2). Retrieved from http://www.irrodl.org/index.php/irrodl/
Thompson, L., & Ku, H. (2010). Degree of online collaboration and team performance: A case study. Quarterly Review of Distance Education, 11, 127. Retrieved from http://www.infoagepub.com/quarterly-review-ofdistance-education.html
Useful links
Assessing by Group Work - UNSW Grading Methods for Group Work - Carnegie Mellon University Group Work: How to Evaluate It - Cornell University Assessing group work - UTS | <urn:uuid:eb5d5ca3-623e-434a-92d2-0d8be3185d69> | CC-MAIN-2021-43 | https://www.westernsydney.edu.au/__data/assets/pdf_file/0010/1746235/Group_work_assessment.pdf | 2021-10-17T16:36:58+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00380.warc.gz | 1,307,333,411 | 1,472 | eng_Latn | eng_Latn | 0.919272 | eng_Latn | 0.986811 | [
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Method
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Anxiety is an integral part of life in today's world. It is a natural emotional state that appears in everyday life situations, such as public speaking, an interview or an exam. In some moments, reacting with fear is appropriate and necessary, it protects us from taking risky and life-threatening actions. The state of concern is when the anxiety persists for a long time, thus preventing normal functioning in life, and the person experiencing anxiety cannot cope with everyday matters and cannot control this negative emotional state. Anxiety becomes a disorder when it begins to exert a paralyzing effect on a person's life - when it significantly reduces its quality and limits its functioning (e.g. causing withdrawal from social life) and is a source of mental suffering.
Anxiety disorders differ from the normal one which is acceptable in everyday life anxiety ,when the anxiety occurring in them is:
* long-lasting (persists for weeks or even months and does not subside despite the fact that the stimulus that caused it has passed long time ago)
* more intense - excessive, inadequate to the situation (e.g. panic attacks)
* leads to phobias that prevent daily functioning.
The main types of anxiety disorders are:
Anxiety disorders occur in both adults and children, more often in women than men. They are thought to be one of the most common mental disorders.
* panic disorder - severe anxiety attack combined with a feeling of terror and vegetative symptoms (e.g. fear of death),
* slow flowing anxiety - penetrating, indefinite anxiety,
* appreciable anxiety - related to waiting for an alleged event that you don't really know about,
* alleged anxiety - arising on the basis of perceptions about the threat rather than the actual state,
* situational (phobic) fear - fear of a specific situation that leads to its avoidance,
* hidden anxiety - displacement from a manifestation into a form, e.g. somatic,
* agitation - severe anxiety combined with motor restlessness,
* fear of fear - waiting anxiety for an anxiety attack.
There are the following types of anxiety disorders:
* Anxiety disorder with panic attacks
They are characterized by a sudden, sharp or intense attack of fear. It is important that the attack appears for no apparent reason and lasts no more than a few minutes. It happens that it returns with "waves" for up to two hours.
The following symptoms may occur during an attack:
* dizziness,
* shortness of breath
* hot or cold flashes,
* rapid heartbeat, palpitations,
* nausea and stomach aches,
* a sense of unreality, the feeling of being 'out of body',
* balance problems, fainting,
* tingling or numbness in the hands or feet,
* sweating,
* pain in the chest,
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* fear of dying, fear of loss of senses
* Generalized anxiety disorder
They are characterized by long-term, chronic anxiety (lasting for at least 6 months) without additional symptoms such as panic or phobia. It is important that anxiety and worry concern at least two areas of life, such as e.g. finances, family relationships, health, work or study.
These disorders are accompanied by the following symptoms:
* feeling nervous or anxious,
* problems with sleeping,
* problems with concentration,
* getting tired quickly
* irritability,
* muscle tension.
* Obsessive compulsive disorder
They are characterized by intrusive, recurrent thoughts (obsessions), which are accompanied by repetitive or even ritual behavior (e.g. frequent hand washing).
Compulsions are behaviors or rituals performed to get rid of obsessions. The most common are: hand washing, counting, checking (e.g. whether the light has been turned off or the door closed).
Obsessions are recurring thoughts, impulses or imaginations. They are meaningless, irrational, but persistently return despite attempts to suppress them.
* Anxiety disorder - post-traumatic stress disorder (PTSD)
They are characterized by the fact that mental symptoms are a consequence of a traumatic event. Although dramatic events are a thing of the past, people with this disorder are still struggling with symptoms. The most common are:
* recurring nightmares associated with a traumatic event, •problems with sleeping,
* avoiding thoughts and feelings that are associated with trauma,
* intrusive, constantly recurring thoughts and memories that make the patient feel as if he was experiencing a dramatic event over and over again,
* avoiding activities that are associated with a dramatic event,
* lack of interest in activities that previously (before the occurrence of a traumatic event) gave pleasure,
* anesthesia, emotional numbness,
* avoiding contact with other people
For the first time, this disorder was diagnosed during World War I by soldiers. They suffered from prolonged anxiety caused by persistent, recurring war memories.
Post-traumatic stress disorder (PTSD) can develop in anyone who has suffered a severe trauma and has experienced suffering beyond the limits of human comprehension.
* Anxiety disorder in the form of a phobia
Phobias are irrational, chronic fears of something. It can be a situation, an object or social relations and interactions. A phobia is not a one-time experience. Occurs whenever a phobic item appears. It also happens that it turns into an
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obsession, e.g. obsessive fear of losing a loved one or fear of death, although we are completely healthy. There are the following types of phobias:
- agoraphobia - fear of open space (people suffering from this type of phobia are afraid of being in a place where it would be difficult to escape or getting help would be difficult or impossible)
- social phobia - fear of establishing relationships with other people or finding yourself in a specific social situation,
- specific forms of phobia - fear of a particular type of object or a situation associated with avoidance (e.g. fear of animals, before visiting a doctor, riding an elevator, illness, etc.)
Due to their nature, anxiety disorders can cause complications. The most common complications of anxiety disorders include:
-depression
- infections
- problems with coping with stress,
sleep disturbance
- teeth grinding
- digestive problems
- eating disorders,
- drug addiction,
alcoholism
feeling helpless feeling lonely, which can lead to suicide.
Anxiety disorders can be caused by a variety of factors. There are the following reasons:
1. Predisposing, those which are conditioned by childhood events (operating in a long time) These are:
- factors related to the period of childhood, way of raising a child, e.g. too high requirements for the child, suppression
- heredity
of assertiveness, teaching the child excessive caution in the surrounding world, failure to provide an adequate level of security, emotional dependence,
2. Biological
- increasing and persistent stress.
There are more evidence suggesting that biological factors are involved in anxiety disorders. Specific types of anxiety disorders are more common in relatives, suggesting genetic factors.
* Direct causes
- stimulations that cause panic attacks (stressors), e.g. an important life change, loss of a loved one, stimulants,
These are triggering factors acting in a short time, which include:
drugs,
- post-traumatic stress disorder (PTSD), trauma, specific phobias.
* Supporting causes
These are factors directly related to lifestyle, attitudes and behaviors that can promote the development of anxiety
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| Method disorders. These include, among others:
- erroneous, unsupportive beliefs,
- lack of assertiveness,
- stressful lifestyle,
- emotional withdrawal,
- avoiding situations that trigger fear,
- improper diet,
- no sense of life or sense of purpose in life.
Analysis of the above factors shows that among them we can influence, to a greater or lesser extent (e.g. lifestyle, life attitudes), and those on whose occurrence we have no influence (e.g. hereditary factors, traumatic events) . It is worth focusing especially on those that are a subject to our influence.
The treatment of anxiety disorders depends on the individual condition of the patient. Mild symptoms can be silenced by relaxation techniques or lifestyle changes. If you are dealing with more serious symptoms, which in addition persist for a long time, use the professional help of a psychologist or psychiatrist.
When we include into everyday life physical exercises, breathing and relaxation techniques, proper eating habits, attention and work with emotions, internal dialogue, beliefs, assertiveness, self-esteem and self-confidence; can make life more balanced and anxiety disorders unlikely.
Psychological therapies help to regain balance and prevent recurrence of anxiety. One of the most popular forms is behavioral-cognitive psychotherapy, during which a person experiencing anxiety disorders learns to see mechanisms and patterns in their own way of thinking and acting. He recognizes those that predispose to anxiety. If negative patterns are recognized, you can consciously and intentionally change them into ones that will be supportive, and above all they will reduce anxiety and strengthen the skills to deal with it.
the case of drug disorders.
Based on developed by P.C. Kendall's "STOP" plan, one can distinguish four stages of the therapeutic process in
* The first step is to recognize the feeling of anxiety. At this stage, it is important to observe yourself and your own physiological reactions. The idea is to identify the mechanism. Learn to notice in time how your body reacts in situations where anxiety occurs. It will be helpful to ask yourself: "Am I already afraid?", "What is happening to my body?", "What do I feel?"
At this stage, relaxation techniques (e.g. focus on breath, meditation, Sedona method) can be introduced to alleviate physiological symptoms.
At this stage, relaxation techniques (e.g. focus on breath, meditation, Sedona method) can be introduced to alleviate physiological symptoms.
* In the next stage, focus on internal speech. Observation should refer to thoughts related to anxiety (identifying the thoughts preceding anxiety and "anxiety speech", i.e. what I think when I feel anxiety, what scenarios I create in my head, what I expect). Identifying negative mental patterns allows you to change them into positive, supportive ones. It is worth paying attention to internal dialogue and looking at common mental traps, which include:
- excessive generalization - assuming that if something bad happened once, then the next time, in a similar situation,
- skipping the positives - downplaying your own achievements and successes, diminishing yourself ("It came easily, so it has no greater value", "It worked")
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the same will happen ("Nobody understands me", "I always get bad at interviews")
- catastrophe - assuming that the worst possible scenario will happen ("If I don't get this job, I'll end up under the bridge")
- black glasses - focusing on negative aspects, not noticing the positive ones
- black and white thinking - perceiving people and situations in terms of "all or nothing" ("If I don't pass this exam it means I'm a loser")
- mind reading - assuming that I know what other people think ("They think I'm hopeless"),
- predicting the future - predicting the future in black colors („I will not pass this exam", "I will not get a job"),
- labeling - assigning negative qualities to yourself and other people ("I'm stupid", "He is unfair"
* abuse of statements such as "I must", "I should", „it has to„ ("I must get this job", "I should take exams best")
- generalizing - creating very general conclusions based on individual events ("All men are hopeless")
3. Step three involves rejecting passivity and developing a plan to deal with anxiety.
It is necessary to examine various options for changing the situation, determine which action will be nearest and easiest to carry out
4. Step four is the process of judging and rewarding yourself. It is important that everyone decides for themselves whether they are satisfied with themselves and their work in the therapeutic process, and sets a reward for it. Returning to the methods of dealing with anxiety, we should mention pharmacotherapy (antidepressants with anxiolytic effect and benzodiazepines). It is used most often in people whose anxiety is very severe and impedes functioning, and those who, for various reasons, cannot undergo psychotherapy. It is worth emphasizing that drugs are a temporary solution in the process of dealing with anxiety.
The following tips are no substitute for professional help, but they may be useful. When anxiety occurs:
- postpone serious life changes - these are difficult situations even without increased fear, so if possible, postpone serious decisions until you feel better,
- maintain a healthy lifestyle - eating healthy, exercising regularly and getting enough sleep can help you deal with anxiety,
- take care of relationships - problems in relationships can contribute to anxiety, so work on communication skills and solve problems as they begin to grow,
- use relaxation techniques - meditate, practice mindfulness, focus on the breath, develop your own set of techniques that are useful to you,
- work developmentally on shaping the right sense of value, confidence and assertiveness. Anxiety is a factor that sabotages our actions. His opposite is self-confidence, a state of good emotional well-being and comfort of feeling when performing various activities. This attitude makes life much easier, and at the same time a kind of mirror in which we look and we know how we feel about ourselves. Confidence has many definitions and affects us at many levels:
- limit your consumption of alcohol and stimulants - they can cause long-term problems and hinder recovery;
* cognitive - thoughts, memories, beliefs,
Behavioral - behaviors and words,
* emotional - feelings and emotions,
* physiological - changes occurring in our body, e.g. change in pulse.
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An important element of the confidence building process is to identify activating situations, i.e. situations in which we lose confidence. They usually fall into one of the following categories:
* situation related to the task - the need to perform a specific task reduces self-confidence, especially when the results of previous work have been evaluated,
* social situations - for people with low self-confidence, various social interactions are difficult, regardless of where they occur,
* automatically appearing negative "black" thoughts,
The activating situation (A) triggers beliefs (B) that have negative consequences (C): feelings (e.g. anxiety, uncertainty) or behavior. The described process is an ABC model, developed by the renowned psychologist Albert Ellis.
* pondering - confidence decreases when thoughts of past events torment you.
Beliefs are different judgments, concepts and generalizations about the reality that surrounds us, which we consider to be true and fundamental ("You have to work hard for money," I don't deserve love "). By their nature, they are somewhat limited. They always constitute a generalization and simplification of reality.
There are many ways to change beliefs, and their effectiveness will vary from person to person. Due to the fact that beliefs are a kind of simplification, it is possible to undermine and consequently change them by examining their sources. By asking the right questions and searching for answers, you can identify where they are falsified.
Changing beliefs from negative, limiting to positive, supportive is an important stage in the process of building healthy confidence and dealing with anxiety disorders.
Such questions include:
* How do you know?
* Why?
* How?
* In what situations?
* Which of them?
* In what situations not?
* In whose opinion?
* How often?
* Where / when / with whom?
* What is the conclusion?
Beliefs have many sources. These include: upbringing in the family, school, modeling by people important to us (parents, grandparents, friends, teachers, acquaintances), past experiences. The factor that influences the formation of beliefs is the environment in which we live
Beliefs about yourself influence our attitude in life. Positive ones strengthen our self-esteem and sense of value. However, those from the "restrictive" category have the opposite effect. The way we think about other people has an impact on the relationships we build with them and their quality. The size of your circle of friends, friendship durability and building lasting relationships based on love and trust depend on it. Beliefs affect our sense of satisfaction with life, strongly affect the emotions we experience. When we are accompanied by "winging" beliefs, we experience pleasant emotions such as: self-confidence, satisfaction, happiness, acceptance, delight, and
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similarly with "limiting" beliefs, we are accompanied by unpleasant emotions such as: fear, anxiety, frustration, dislike, uncertainty, shame.
Self-confidence is shaped over the years, and the process of building it consists of a number of internal and external factors. Especially if we mean deep and true self-confidence as our feature, and not the attitude that we temporarily adopt or try to develop in given situations.
Working with beliefs is difficult, time-consuming and often requires support from a psychologist or therapist. However, it is an extremely important element in the process of building self-confidence and coping with anxiety disorders and stress.
Real and constant self-confidence results above all from self-awareness of one's thoughts and feelings. Many people cheat themselves, make decisions based on false premises and cannot get inside and have real feelings, their own self. Self-acceptance is the second element in building confidence. We will not build confidence if we do not accept ourselves as we are. Of course, this does not mean that we do not have to work on ourselves - selfawareness of our strengths and weaknesses will also help us here. However, this means that we accept ourselves as a whole, despite the fact that we are working on the details. In addition, self-confidence comes not only from self-acceptance, but also from self-satisfaction, trust and self-confidence, as well as self-esteem and self-esteem. We can only develop self-confidence if we feel responsible for ourselves - taking responsibility for our lives in our own hands means that we can change what we want in this life.
An internal critic is a voice in our head suggesting thoughts such as "you are lame", "you have achieved nothing", "you lost again". Such formulations are hurting, blocking, undercutting the wings. What is worse, they are usually unjustified and unfair.
One of the reasons for the lack of confidence, low self-esteem, or lack of motivation are limitied beliefs. Inna is an internal critic. ( inna to wewnetrzny krytyk?
The Inner Critic is formed in early childhood. Then the years of unsupportive experiences in relationships make it grow stronger (frequent criticism, lack of unconditional love and full acceptance from parents or other people important to us in childhood, constant comparison).
A psychologist or psychotherapist is very helpful when working with an internal critic, because they help to look at our lives and thinking patterns from a different perspective. It is worth working independently on neutralizing our critic, using available techniques and methods. Here are some tips:
1. Get to know him
Think about the situations in which he is most active. When his words become the most severe and best heard. What connects these circumstances?
Think about whether his voice reminds you of someone. Perhaps one of the parents or guardians or a teacher. Realize if the opinion of these people is still so important to you. If compliance with it was beneficial in childhood, it does not mean that it still is. Remember that it is no longer the voice of a real person, but his image in your mind. Imagine him as a person, an animal or maybe an object. Draw, see how it looks.
* Think about the benefits of listening to an internal critic.
* Start an internal dialogue with your inner critic.
What does it give you, what needs does it meet, what does it protect against? How else could you take care of these needs. Think about the negative effects of his words. What does it help you in, and how does it hurt You can make a list of profits and losses.
Consider how much truth is in his words. When you hear, "You never succeed, you can say that you have succeeded many times." Ask who thinks so and what evidence does he have. Pay attention to the key words: always, never,
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again. Try to rationally, objectively assess the situation, do not give in to the words of an internal critic passively. Most likely, most of them are not real.
* Build a distance to his words.
Consider which of his words may be useful to you, how to change them so that they are supportive.
Imagine talking in a funny voice. Speed up or slow down his words. Experiment with tone, volume and expression. Criticism expressed in a cartoon voice will not be so overwhelming and it will be easier for you to discuss it. If you imagined an internal critic as a person or painted him, try to change something in his appearance. Make him look funny, nice, grotesque. Put on funny clothes, paint a strange mustache or change the colors for more joyful.
An internal critic has been with you for a long time. It will be difficult to change it right away. Give yourself time to learn more, discuss and negotiate. You need time and patience to change it step by step into a more positive form.
* Be patient.
* Be assertive.
The topic of Assertiveness is worth paying more attention because it is extremely important in the whole process of building healthy self-confidence and shaping attitudes conducive to dealing with anxiety and stress.
Being assertive also means being able to accept and express criticism, praise and other opinions, and the ability to respond in a non-violent manner, including refusing. Assertive attitude usually accompanies people who have an image of themselves (who they are) adequate to reality, and therefore set realistic goals and largely use their capabilities. They do not undertake too difficult tasks, which means that they do not expose themselves to frustration and criticism of the environment.
Assertiveness is the ability to express one's opinion, feelings, attitudes in an open manner, within the limits of neither the rights nor the mental territory of other people or one's own. In other words, it is the ability to behave simultaneously with respect for oneself and for others, in a non-aggressive way, without causing suffering to others or one's own. An assertive person is guided by the motto: "Your rights and needs are as important as mine." No one is born assertive. It is an acquired skill that is built on the basis of relationships with other people. This term defies submission and aggression. A submissive man, due to low self-esteem or fear of rejection, gives up expressing his views and allows his rights to be violated. In turn, aggressive people are characterized by anger, anger or verbal attack.
An assertive person feels freely revealing himself (within reasonable limits) to others. He can build relationships honestly and directly without undue fear. Is also adequate awareness of its own strengths and weaknesses, so it is not dependent on momentary successes and failures. He can afford to make mistakes and trips, treating them as a lesson.
* Analysis of situations in which it is difficult for us to remain in harmony with ourselves, our own values and feel the pressure to do something against ourselves.
Building an assertive attitude is a process. Below are a few steps to facilitate this process.
Without knowing such situations, we don't know how to control them. Usually, everything happens quickly, and before we know it, we've probably already made a decision - but often not assertive. The worst thing you can do is try to act "intuitively" (read blindly).
2. Determining the benefits of assertive proceedings in the above situations. Most often these are emotional benefits - greater self-confidence, self-respect, pride and so on. It is worth that you list the advantages that are most important to you in such proceedings. You need to get to know yourself best to
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9
10
be able to make changes.
If there are known situations in which it is difficult to behave assertively, and know the benefits of introducing changes, then the next stage should be to develop and plan such behaviors that will express an assertive attitude.
* Determine the behaviors you want.
Building attitudes conducive to coping with anxiety and stressful situations as well as shaping healthy selfconfidence is a complicated and long-lasting process. It depends on many different factors, as evidenced by the above study. Finally, it is worth noting that the use of relaxation techniques is important at every stage of the process. There are plenty of methods, and their effectiveness will depend on individual preferences.
This method is special because of its ease of use. You can use it anywhere, anytime. It is based on the power of feelings and involves asking yourself a few questions. It is important to be open and mindful, which allows you to get rid of negative emotions and thoughts and replace them with positive and supportive ones. The Sedona method consists of the following steps:
One of them is the Sedona method, which is a technique of releasing emotions related to various aspects of our lives. It allows you to get rid of especially those painful, blocking feelings and emotions, but also blockades and beliefs that negatively affect our quality of life.
* Focus on what you feel at the moment. Accept this feeling fully, don't try to fight it. We are usually focused on the past or future, with little awareness of what is happening here and now. And the moment that lasts is the only time when we can change our thoughts and feelings. The more often you practice the technique of focusing on "here and now", the easier it will be to identify your feelings.
Answer this question intuitively, without thinking. It doesn't matter what your answer is. The negative feeling will be released anyway.
* Ask yourself: "Could I let this feeling go away?"
* Ask yourself: "Will I let it go?"
* Ask yourself: "When?"
As before, answer without thinking and internal analysis of the situation. With this question you will confirm whether you are ready to "release" an unwanted feeling. If the answer is other than "yes", ask yourself if what you feel is what you want and need to feel.
It is an encouragement for you to let the feeling leave here and now. It depends on you
* Repeat this process until you feel free / free of unwanted emotion.
you'll make a decision. Remember that if you decide at the moment that you will persist in this feeling, it is ok. It is your choice. You may want to use this method at another time.
Each time it will allow you to release unwanted, negative emotions and feelings with greater freedom and ease. It may be difficult at first, but over time the results will become more noticeable.
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"The reader will observe that my early work on high chromium steels was not inspired by any intention or hope on my part of discovering a stainless steel."
Harry Brearley, Torquay, 1929
BREARLEY'S AUTOBIOGRAPHICAL NOTES were written in 1929, when he was 58 years old and convalescing from an illness at Torquay, a seaside resort in Devon. The papers were bound and sent to his only son, Leo. In 1988, at the time of the 75th anniversary of Brearley's discovery of stainless steel, British Steel Stainless planned a commemoration and began collecting memorabilia concerning Brearley and his work. Brearley's notes were found in Australia in the possession of his grandson, Basil. The notes were published as Harry Brearley— Stainless Pioneer by British Steel Stainless and the Kelham Island Industrial Museum in time for the 75th anniversary celebration.
Readers will discover how Brearley's early life and experience led him to become a self-trained chemist and metallurgist. Outokumpu Sheffield (a successor company to British Steel Stainless) has kindly granted permission to quote portions of Brearley's autobiography.
The Early Years
"I was born on February 18, 1871, in a backyard off Spital Street, Sheffield, in what was called a 'House, Chamber and Garret' dwelling.
*Permission granted by Louise Fairweather, Outokumpu-Sheffield (successor company to British Steel Stainless), to use excerpts from Harry Brearley—Stainless Pioneer, published by British Steel Stainless, 1988
The house would be less than twelve foot square. How we lived I do not know, and I do not know how my mother managed to keep us reasonably clean.
"I am the eighth child of John and Jane Brearley's nine children and the youngest of five sons. My elder sister had gone into domestic service before I began to take notice. My earliest recollection was of my crying myself awake. After comforting me my mother took me to take back some washing. My mother did other people's washing to help keep the home going, wonderful woman.
"I should be about five years of age when we moved from the backyard in Spital Street into a front house in Marcus Street. Instead of playing in a crowded court we had the run of a quiet street and plenty of spare land running steeply down to the railroad sidings. This was for some years a wonderful playground, ample, varied and stocked with raw materials for every game we knew or could invent."
Harry's Schooling. "I began to go to school about this time, going with my brothers, but all I can remember of these earliest school days is that we marched towards the school exit at noon singing 'Home to dinner, Home to dinner, There's the bell, There's the bell, Mash a tater in a can, Ding dong bell, Ding dong bell.' "
At a very early age, Harry expressed a keen interest in the working of metals. "I learned many things in those early days as I made my roundabout way home. I spent hours watching pocket blades forged, files ground, lead toys cast and metal buffed and burnished to shining brightness.
"I have no idea of how I learned to read. My father and mother and brothers were readers of novelettes and blood and thunder stories. But there were no books at home, absolutely none. Although I had less than average schooling as a child I never clamored for more. As a child I was delicate. I remember hearing my schoolmistress telling my mother I was delicate. I didn't know what it meant but I realized that it was some disadvantage which might prevent regular attendance at school."
Harry describes the work of his father and grandfather in the metal trades and ironmaking. "My grandfather was a country blacksmith and my father was a steel melter. I suppose I had heard my father and mother talk about smithy work and hardening steel by cooling it off in water.
"Home lessons for the next day's school had no terrors for me. I did no home lessons. I was caned occasionally but that was no penalty for the freedom of the streets which I enjoyed. Neither my father nor my
mother ever mentioned home lessons; it would have been an impractical proposal. There really was no room indoors for the family, to say nothing of a vacant table. There was not even a chair apiece. As a child I never thought of sitting on a chair. We youngsters stood round the table at meal times and disappeared out of doors as soon as meals were over, wet or fine, summer or winter.
"Since I 'got on' I find myself constrained to do many things which are not worthwhile, and one of them is to sit in a stiff chair when I would rather squat on the floor.
"My mother had six months of schooling as a girl but she could read and write. Whatever driving force there is in me came from my mother. My father was a dreamer, strong, industrious and able at his job or at anything to which he turned his hand, but entirely lacking in ambition and the considered use of his talent for the support of a large family. We were always poor even when my father had regular work. We never starved in the sense that we wanted bread, but it ran to bread and butter on Sundays only."
Harry's First Jobs. "It was a great time when I was able to add a copper or two to my mother's purse. I began regularly to do so by bundling sticks. A few boys and girls in Marcus Street were allowed to bundle sticks after school hours. We were paid a penny per dozen bundles but we often had to chop our own sticks. The owner of the stick shop was a timber yard labourer who made and sold bundled sticks as an extra.
"Before I was eleven years of age I had passed the 6th standard and was entitled to leave school. First began the job at Marshland's Clog Shop. My job was to do nothing in particular but everything I was asked to. My job was fetch and carry. The day began at eight and finished at eleven. My next job was at Moorwood's Iron Foundry where I was warehouse boy. Having the run of the works was full of interest— put black varnish on kitchen stoves—had to leave when found to be below factory age.
"My next job was as cellar lad in the crucible steel-making furnaces. I was a slim, fair-haired, blue-eyed boy and altogether too frail, the workmen thought, to make a cellar lad, much less a steelmaker. My father never expected me to be a steelmaker, as he believed I was not strong enough. I ceased being a cellar lad because I was below the minimum age regulation of the Factory Act."
Harry Becomes a Bottle Washer. "In October, 1883, when I was just twelve years of age, a newly-appointed chemist took charge of the laboratory at the Norfolk Works of Messrs. Firth & Sons. The new
chemist, James Taylor, was a dark, thin, pale man, thirty-five years of age. A few weeks after he arrived he wanted a boy to wash up and I was chosen. The first day I spent with Taylor left an impression I never shall forget. I had never been in a lab before. In fact, I had never heard the word 'laboratory' and had no idea what purpose the place served once I got inside it. There was so much glassware about I thought it might be a room where something to drink was prepared.
"The first days in the lab were unspeakably dreary. Taylor was not the kind of person to arouse interest and confidence in the undisciplined boy. During the second week Taylor asked me what I read and I said 'Boy of England, the Comic Journal and Jack Harkaway.' He appeared not to have heard of these papers. Eventually I worked diligently at whatever book Taylor suggested to me. The first was 'The Irish National Arithmetic.' With this little book I began at simple addition and worked to the end. Taylor was pleased with my industry and I was pleased because he would talk about arithmetic, although he had nothing to say about 'Jack Harkaway.'
"In 1885, when I was fourteen, Taylor bought me a copy of 'Todhunter's Algebra,' a large book of about 600 pages which cost 7/6 d. I was touched that anyone should think it worthwhile to give a book costing so much money. I can see myself proudly taking it home and showing it to my mother who was swilling down the pavement after a load of coal had been delivered. I still have that book.
"Taylor suggested that I should attend night school and study math. Whatever he suggested I attempted, he was my king and could do no wrong or think it either. I attended night school two or three evenings as week and worked at my books until I was driven to bed.
"I was a bottle washer to Taylor and two assistants. It was an easy job with spare hours I could devote to school work which consisted mostly of math and general physics. One of the lab assistants was Colin Moorwood. I owe a great deal to him. He sang snatches of opera in the lab and recited bits of poetry. He smiled when I asked if Shakespeare was an Englishman, but understood sympathetically the depths of my ignorance. He understood the Sheffield dialect but taught me to speak English and I learned from him the music of words and some verses full of high aim and chivalry. Colin was a gent who taught me by example and has remained one of my best friends. He had been brought up in a comfortable home. I knew his home, first as a boy when I would take a message and receive a chunk of sweet cake from his dear mother, and later when, being neither man nor boy, I was learning to feel at home among 'educated' people.
"I learned gradually to make whatever pieces of apparatus might be required. Taylor gave me my first lessons in glass blowing and, in time, I learned to do it better than he. I made a habit, before work in the lab commenced, of working with the joiners and plumbers so that by the time I was twenty, although I had no trade, I was quite at home working with many handicraft tools."
Brearley Becomes a Laboratory Assistant. "I had become an assistant in the lab before Taylor left England and I lost my mother about the same time. My mother's death caused our home to be broken up and I found myself in lodgings with my brother Arthur and, as usual, he was keeping an eye on me. I became interested in the girl who ultimately consented to marry me, and whose feet now adorn the fender on which mine are now resting. I had attended a bible class at the Sunday School. It was one means of meeting Nellie but it had other attractions. Some of the young men were very wide awake. They were interested in talking and a few of them talked of strange books. There was a mutual improvement class on Saturday evenings where good speeches would sometimes be made. I was so much attracted by some of Ruskin's books that I neglected everything else to read them and to read some of the intelligible Carlyle. Ruskin's 'Unto the Last' was a revelation. Ruskin's 'Analytical Economics' and Todhunter's 'Algebra' are the two books that I prize above all others. This excursion into literature excited an appetite which will never be satisfied. But I saw no living in it and I was really equally greedy to understand some of my work from which interests I had temporarily separated myself. There was some prospect of becoming an analyst which I could not afford to neglect."
Brearley Rises to Analytical Chemist. "I decided to understand chemical analysis thoroughly and began reading about the determination of manganese in steel. I attacked one steelmaking interest after another, until at the end of six years I knew my special subject backwards and forwards. I was so poor I had to provide a week's lunches out of 18 p—a brown loaf and dates costing 4 p half penny would serve for two days. It was a regular B. Franklin existence, but my teeth were good."
"At twenty-four I thought about getting married, now earning £2 a week. Had I been asked how I proposed to keep a wife I should have shown my hands and said, after Abernathy, 'with these and a determination to use them.' We were a practical couple with no expensive habits, who were very much in love with each other and delighted to be in the country away from town life.
"After the excitement of marriage I settled down again to reading chemistry. I began to write about the analysis of steelworks materials. Between 1895 and 1902 I contributed scores of articles to Chemical News and other journals. Taylor wrote me from Australia in 1897 offering me a position in the assay lab dealing with gold and silver and the lead-antimony-tin alloys generally known as white metals, but I was to study the assay and analysis of the metals before going. I decided to turn it down."
Brearley's First Book. As a young man of 31, Brearley was working as a chemist at Kayser Ellison's steelworks in 1902. "I was their first chemist and Mr. C.W. Kayser kindly allowed me to do some private analytical work. They were in the tool steel business. Whilst there I wrote, with Fred Ibbotson, my first book, The Analysis of Steelworks Materials. The actual writing was done in six or eight weeks, but I was so full of the subject and wrote easily, so long as I ignored tenses, moods, split infinitives and other niceties of composition of which I had no real knowledge. Ibbotson thought the English of that part of the book that I wrote was imperfect but he said there was blood in it. This was almost literally true. When I was finished I felt exhausted; I felt as a woman must feel after giving birth to a wanted child— exhausted and triumphantly glad."
About this time, Brearley became involved in a part-time venture with Colin Moorwood, which they called Amalgams. Brearley had discovered how to produce a certain claylike material that a large company would buy from him. "Every evening and every weekend I worked for the Amalgams Company, sometimes in the workshop and sometimes at home. One room of our house was littered with experimental bits and pieces and packages of the material; and then it was improved so much out of recognition as to be a new material. Within two years the business warranted the engagement of a man to look after it; I had other things to do."
Brearley Becomes a Chemist at the Riga Steelworks. "At about this time Firth's bought a partly erected steelworks at Riga to which John Crookston, their Odessa agent and a naval architect by profession, was appointed manager. Crookston and Moorwood met in Riga to consider how the partly built works should be completed and started. On Moorwood's recommendation, Crookston offered me a job as the chemist of the Riga Works. I accepted the job and prepared to leave for Russia in the new year of 1904. I was then thirty-three years of age. About the middle of January Colin and I traveled overland to Russia."
Brearley busied himself setting up an analytical laboratory and buying the various chemicals and pieces of glassware needed. The place was unheated, and because it was in the dead of winter, he worked in an overcoat, a dressing gown, and a long pair of rubber snowshoes. He had a portable, smelly, paraffin stove that he moved from place to place as he worked.
The Russo-Japanese War had been declared by the time Brearley reached Riga, and this war directed the attention of the Salamander Works to the manufacture of armor-piercing projectiles. Billets were to be imported from Sheffield, forged to shape, annealed, machined, and hardened and tempered. The factory was ill equipped and had no experienced men.
Firth's sent out a man from Sheffield named Bowness, who was said to know all about hardening shells, but he proved to be incompetent. His shells failed at the firing tests at St. Petersburg, and Bowness was promptly sent back to Sheffield. Brearley was then offered the job of shell hardening, which he accepted without hesitation. Brearley's brother, Arthur, who was overseeing the building of the melting furnaces, took over the laboratory. When back in Sheffield, Harry had trained his brother in the art of analyzing steel.
Brearley is Promoted to Heat Treater and Then to Works Manager at Riga. Harry needed to test samples of the shell steel that were hardened at different temperatures to find the ideal hardening temperature, but there were no thermocouples or any other pyrometric devices. The temperature of the hardening furnace could only be determined by eye. Harry thought it might be possible to find some salts that would melt at different temperatures. By mixing chemicals in the laboratory, he finally found three metallic salts that melted at approximately what they thought might bracket the hardening temperature. Each of the three mixtures was melted and cast into small cylinders that were then coated with brown, green, or blue wax to identify them and protect them from moisture. They called the little cylinders "Sentinels" or "Sentinel Pyrometers."
Harry sent the formulae for the three Sentinels to his Amalgams Company in Sheffield and said that his little invention resulted in the production and sales of thousands of the Sentinels.
Under Brearley's supervision, and while using the Sentinels, the first batch of shells that was heat treated passed the firing test, and they never again failed to pass the test. After his success with shell hardening, Brearley was promoted to Works Manager. It had been just one
year since his arrival in Riga. He spent three more years in Riga, leaving for Sheffield in 1909.
Brearley Becomes Manager of Firth Brown Research Laboratories
In an unusually cooperative spirit, Thomas Firth & Sons and John Brown & Company, two neighboring steelworks in Sheffield, decided to set up a research laboratory that they would operate jointly. When Brearley returned from Riga, he was offered the position of research director. Brearley accepted the job, although he had other options. He still owned the Amalgams Company and had some other ideas about doing private consulting. He was then 38 years of age.
Before accepting the job, however, Brearley thought to have a clause in his contract stating that "any discovery and patents resulting from his work shall be the property jointly of the Company and Brearley."
By now Brearley was a skilled analytical chemist and a self-trained metallurgist, by virtue of his experience as Works Manager of the Salamander Plant at Riga. However, he admitted that he knew least about the physical changes taking place during the heating and cooling of steel. The little he did know related to the influence of heat treatment on the mechanical properties as determined by tension testing and "nicking and breaking." He admitted to being completely ignorant of the microstructure of steel and more than a little confused.
Brearley was given free reign on his research projects and was even given the option of turning down any job in which he was not interested. He set about studying heat treating and became much involved in Izod notched-bar impact testing, ordering two of the earliest machines. He went on to study armor plate. He wrote a book, Tool Steel, and another, The Case Hardening of Steel, that even had a German edition. He thought his finest work was the book Ingots and Ingot Moulds that he co-authored with his brother, Arthur.
In May 1912, Brearley visited the Royal Arms Munitions factory at Enfield to investigate the erosion and fouling of rifle barrels. He had worked with steels containing 5 to 6% chromium and thought steel with more chromium content might be a solution to the rifle problem, particularly because of the high melting point of chromium. At that time, chromium steels were already being used for exhaust valves in airplane engines.
Brearley made a number of different melts of 6 to 15% chromium with varying carbon contents, using first a crucible process and then
an electric furnace. The first steels later to be recognized as stainless were melted in August 1913. At this time, Brearley was still trying to find a steel with more wear resistance. However, he then discovered that the new steel strongly resisted chemical attack, after samples of the steel were polished to a mirror surface and etched with a nitric acid solution (as part of the process to examine the crystalline structure of the steel at high magnification).
Brearley Discovers Stainless Steel. On August 20, 1913, Brearley made a cast of steel (No. 1008) having 12.8% chromium, 0.24% carbon, 0.44% manganese, and 0.20% silicon (as noted by Dr. K.C. Barraclough in his account of the 75th anniversary of Brearley's discovery). This was the first commercial cast of what came to be called stainless steel. An ingot was forge cogged to 3 inches square and rolled to a 1½ inch diameter bar. Twelve sample gun barrels were forwarded to the arms factory.
Although Brearley's steel did not prove useful for gun barrels, he described the moment of his actual "discovery" of stainless steel as follows:
"When microscopic studies of this steel were being made, one of the first noticeable things was that the usual reagent used for etching the polished surface of a microsection would not etch or etched very slowly. I found, moreover, with both the usual reagents, that different pieces would etch and some would not etch. I was satisfied, therefore, so far as corrosion with the etching acids was concerned, that merely to specify the composition of the material was not sufficient, because from the same bar of steel I could cut a piece and then a second piece and a third piece, and in different conditions of heat treatment some of them would etch and some would not. The significance of this is that etching is a form of corrosion, and the specimens behaved in vinegar and other food acids as they behaved with the etching reagents."
Brearley also noticed that cut samples of the steel left in the laboratory did not rust. He described his remarkable discovery 16 years after the event in a rather matter-of-fact manner. He also made the very significant discovery that the chemistry and heating and processing of steel are all equally important.
From the end of 1913, Harry Brearley talked of his idea of producing cutlery. Until that time, cutlery had been made of carbon steel. The town of Sheffield also had been the center of the cutlery industry
in England for 300 years. Brearley recognized that his new steel had definite advantages over the 25% nickel steel formerly used to resist tarnishing, because it could be softened for machining and subsequently heat treated. However, the making of cutlery out of his steel was not easily accomplished. Two Sheffield cutlers by the name of George Ibberson and James Dixon, who were originally sent bars from the first cast, reported that it was almost impossible to forge, difficult to harden, and dirty when polished.
There also was definitely a prejudice against the idea of producing cutlery blades that would not rust. One of the foremost cutlers of the city said, "It would be counter to nature." G.E. Wolstenholme, one of Firth's directors, downplayed the whole idea by saying, "Rustlessness is not so great a virtue in cutlery, which, of necessity, must be cleaned after each use."
"Perhaps the idea of producing on a commercial scale a steel which would not corrode sounds ridiculous, at least my directors failed to grasp the significance of it."
Harry Brearley, Torquay, 1929
Brearley's directors at Firth's couldn't see any future in stainless steel. They refused Brearley's offer to supply heat treated blanks ready for grinding into knife blades, and they refused to apply for a patent for something they deemed useless. In hindsight, the situation was understandable. The cutlers and the steel manufacturers thought that steel that never rusted would adversely affect the demand for their products. This may be so from their perspective as a cutlery supplier (but not from the customer view, nor with demand from dozens of new products that would also be made of the material).
Brearley was left in a quandary, not knowing which way to turn but convinced that the problems of making cutlery from his material were not insurmountable. In June 1914, Brearley happened to be introduced to Ernest Stuart, who was the cutlery manager at the firm of Messrs. R.E. Moseley in Sheffield. Mr. Stuart was skeptical that a rustless steel could possibly exist, but he agreed to work the small sample provided into a few cheese knives.
"A week later Mr. Stuart produced the knives he had made and pronounced them to be both rustless and stainless." Stuart is said to have been responsible for introducing the term stainless when, after testing the steel with vinegar, he said, "This steel stains less." Prior to that, Brearley had referred to his invention as "rustless steel." However, after the first attempt, Stuart also said, in unprintable language, that the steel was very hard and that all his stamping tools were ruined. Brearley said that those first knives were still in use in his home 15 years later and looked as good as new.
Then, Mr. Stuart tried a second time and produced finished knives without damaging the forging and stamping tools. However, the knives were very hard and brittle and were similar to cast iron when fractured. Mr. Stuart had made the steel hot enough so that it would work easily but so hot that it became brittle upon cooling. Brearley himself was invited to attend a third attempt. He admitted that he knew nothing of knifemaking and had not previously witnessed the making of a single table blade. However, he knew the temperature at which this particular steel should be worked and hardened. He assisted in making a dozen blades.
Brearley immediately recognized the practical uses of the new material. In a report dated October 2, 1914, he wrote, "These materials would appear specifically suited for the manufacture of spindles for gas or water meters, pistons and plungers for pumps, ventilators, and valves in gas engines and, perhaps certain forms of cutlery." Thus, the discovery of chromium steel as stainless steel is attributed to Brearley's research. In this same period, others in Germany (Maurer and Strauss at Krupp) and America (Haynes, Armstrong, Becket, and Dantsizen) were also experimenting with alloys of high-chromium steels for possible commercial use.
The steel received quick acceptance by the cutlery industry in the Sheffield area. Mr. Moseley ordered the Firth-produced steel through the Amalgams Company and, within two months, had seven tons on order. He would have liked to have had a monopoly, but by then, other cutlers were lining up to get into the business. "The steel declared dead and nigh worthless was made an absorbing topic of conversation among cutlers and steelmakers." Harry Brearley declared Moseley's to be the first successful producer of what was beginning to be called stainless steel cutlery. In January 1915, a brief announcement of the new metal appeared in the New York Times. Firth also promoted the stainless steel in a 1915 advertisement (Fig. 6).
Nonetheless, Brearley had felt wronged by the Firth's directors, who refused to supply blanks and apply for a patent. Because of this situation, Brearley tendered his resignation on December 27, 1915, giving six months' notice, which was accepted. Brearley was 44 years of age. He was not worried about the future, but he was saddened to be separated from the new steel to which he had lost his heart. Above all, he
regretted that circumstances forced him to break with a connection that had lasted for seven years. He said, "I need not trouble to describe the attempts made to reach an agreement since none of them was acceptable to me." It was not a happy New Year.
A Stranger Calls. Early in the new year of 1915, from out of the blue, a total stranger appeared one morning on Brearley's doorstep. He was an elderly, white-haired, well-dressed gentleman, 75 years of age. John Maddox was his name, and he had just come up from London. He said that he had connections in the textile business. However, Maddox wanted to know all about stainless steels and was even more enthusiastic than Brearley about the future of them. Maddox said that he knew America well and had considerable experience with patents. He left Brearley with the understanding that he might go to the trouble and expense of getting a patent in Brearley's name. How Maddox had found Brearley is not known.
Brearley was not predisposed to think about patents at that time and dismissed the incident. Maddox, however, turned out to be a man full of energy and became a good friend. When he failed to get a patent, he came back to Sheffield again and again, urging Brearley to apply for an American patent.
Brearley Applies for Patents. Brearley finally set his mind to it and filed for a U.S. patent on March 29, 1915, and for a Canadian patent on April 21. The American application was denied because, with no British patent, the steel was being made by John Brown & Co., Hadfield's, Sanderson, Vicker's, and other Sheffield firms in addition to Firth's and Brown Bayley's. Brearley immediately solicited the help of Sir Robert Hadfield, Dr. Stead, and R.A. Harbord, all of whom provided written statements of their support of Brearley's new application, which was filed on March 6, 1916, and granted on September 5, 1916, excerpts of which are printed in Fig. 7.
Brearley's Canadian patent, which was filed on April 21, 1915, was slightly different from the American patent. Instead of "Cutlery," the title of the patent was "Malleable Steel." The average mechanical properties of the "typical steel," which is actually the composition of the steel of Brearley's discovery in both patents, are for material oil hardened from 900 °C and tempered at 700 °C. The Canadian patent was granted on August 31, 1915.
It is especially interesting to note that Brearley did not try to patent an alloy per se but rather cutlery. This apparently was to overcome the objection of the patent office, which was that patents for chromium steels had already been applied for.
Fig. 7 Text excerpts from Brearley's 1916 patent of a stainless steel
When word of this patent reached the directors of Thomas Firth & Sons, they were astonished and immediately foresaw problems in America for their subsidiary, Firth-Sterling Steel Company at Mc Keesport, Pennsylvania. Brearley's American patent could interfere with the production of stainless steel, which had already been underway at Firth-Sterling for over a year. After considerable debate, Firth's directors agreed that they should offer to purchase a half-share in the American patent. They were only now agreeing to act in accordance with the terms under which Brearley had accepted the position (i.e.,
"Any new facts relative to the Company's manufactures which shall be discovered by Harry Brearley during the period of engagement and any patents based thereon, shall be the property jointly of the Company and Harry Brearley in equal proportion.").
The Firth-Brearley Stainless Steel Syndicate
Brearley agreed to accept the company's offer to purchase a halfshare in his patent only if they agreed to his plan to establish a FirthBrearley Stainless Steel Syndicate, which would be formed "to foster the world-wide production of stainless steel cutlery." This involved Brearley's renewed association with the directors of Firth's, the people he felt had behaved irresponsibly to him, but it seemed quite obvious that Brearley planned to manage the syndicate. The agreement on the syndicate was reached in July 1917, and it stipulated that henceforth "all knife blades made of Brearley's stainless steel alloy shall be stamped with the following logo:"
FIRTH-BREARLEY STAINLESS
In the meantime, Brearley had started his job as Works Manager of Brown Bayley's Steel Works in Sheffield on July 15, 1915. Brearley was then 44 years of age. He threw himself into the work of the new job as if trying to forget the recent unpleasantness. Brearley was kept busy supervising the modification of manufacturing processes. Because of the war, the company was being pressed to undertake the manufacture of special steels, aero-engine crankshafts, and rifle barrels, none of which had been in Brown Bayley's line of work. Brearley also served on several committees associated with the Ministry of Munitions until the end of the war. He worked at Brown Bayley's Steel Works until 1925.
Stainless Steel Becomes Critical for the War Effort. As the Great War progressed and the Kaiser's bombs began dropping on London and other parts of England in 1915, there was a major effort to build fighter planes for the Royal Air Force. Stainless steel was found to be an ideal material for withstanding the high temperatures of aircraft engine exhaust valves when the chromium was increased from 12.5% for the cutlery alloy to 14%.
In 1916, Firth's, the firm that had belittled the value of stainless steel, immediately began marketing Firth's Aeroplane Steel, or FAS. The production of high-chromium steels for other than defense purposes was prohibited by government decree for the duration of hostilities. By that time, most of the steelworks of Sheffield were producing varieties of stainless steel.
The Firth-Brearley Stainless Steel Syndicate Faces an Unexpected Problem in America. An unexpected problem came up in America when Elwood Haynes (Fig. 8) opposed Harry Brearley's patent. Haynes was the president of the Haynes-Stellite Company in Kokomo, Indiana. Haynes had been experimenting with high-chromium, low-carbon steels as early as 1911, primarily to determine if those alloys might make a less expensive cutting tool material than the cobaltbase Stellite alloys of his company. Haynes had filed for a U.S. patent a little earlier than Brearley's first application of March 29, 1915. When Haynes' application was denied, he appealed and requested an interference order, while agreeing that the discoveries were similar and made independently. In the middle of 1917, the Patent Office granted an interference order to Haynes' patent, which he appealed, and finally granted him Patent 1,299,404 on April 1, 1919 (Fig. 9).
Fig. 9 Text excerpts from the 1919 stainless steel patent of Elwood Haynes
The American Stainless Steel Company (1918–1936)
In the meantime, the patent problem was resolved. In 1917, one of the first actions of the syndicate was to make plans to establish a patent-holding company in America to manage the licensing of the Brearley patent. The American Stainless Steel Company was established in Pittsburgh in 1918, just three weeks before Haynes was granted the interference order. The Brearley people went to Haynes after he had successfully contested their patent and, as a compromise, offered him a position on the board and a 30% share in the new company.
The new company, with an office in the Oliver Building in Pittsburgh, was incorporated in the state of Pennsylvania with the following ownership: Firth-Brearley Stainless Steel Syndicate (40%), Elwood Haynes (30%), and the balance shared equally among Firth-Sterling Steel, Bethlehem Steel, Carpenter Steel, Crucible Steel, and Midvale Steel. Each party would receive a royalty, according to their share in the company, on all of the stainless steel manufactured by the various steel companies licensed to make steel under the Brearley and Haynes patents. The two patents together, although quite similar, would make a formidable barrier to any company that planned to make steel without paying what would come to be quite high royalties, on the order of 20%.
The first president of the company was James W. Kinnear of Pittsburgh, who was a prominent corporation attorney. He served until his death in 1922 and was succeeded by James C. Neale, also of Pittsburgh. There were ten directors in all, with Elwood Haynes having two seats, one of which he assigned to his son, March Haynes.
The first manager of the company appears to have been W.H. Marble. He would be involved in licensing agreements, the collection of royalties, the arrangements for meetings of the board, and the promotion of stainless steel. With regard to the latter, it should be noted that, despite its attractive qualities, stainless steel was not easy to sell in the beginning, and it cost four to five times that of carbon steel.
Early in 1920, Marble gave a paper at the Philadelphia convention of the American Society for Steel Treating. His paper was entitled "Stainless Steel—Its Treatment, Properties and Applications" (Transactions of the American Society for Steel Treating, Vol 1, Cleveland, Ohio, 1920). The paper was undoubtedly the most comprehensive yet given on cutlery steel. It contained summaries of recent information from five sources, including Dr. W.H. Hatfield, who was Brearley's successor at Brown Firth Research Laboratories, Elwood Haynes, the
New York Testing Laboratories, the National Bureau of Standards, and the Joint Iron and Steel Committee of the Society of Automotive Engineers and the American Society for Testing Materials.
Marble started out on a favorable note by saying, "During the late war period in England all stainless steel supplies were appropriated by the Ministry of Munitions." He reviewed the chemistry specifications, the effects of various elements, manufacturing, forging, rolling, annealing, hardening, and tempering. He also showed an interesting table of temper colors for stainless and tool steels, which revealed that, for a given color, the stainless steel is always a higher temperature than for tool steel, with the difference increasing for higher temperatures. A greenish-blue color, for example, is produced at 1300 ºF for stainless steel and at only 625 ºF for tool steel.
A chart was also displayed on scaling tests, which showed weight losses for six alloys when tested in air at temperatures from 1300 to 1560 ºF when weighed at 24 hour intervals. Stainless steel showed practically no weight loss after 268 hours at 1540 ºF and was lower than either 25% nickel steel or tool steel and much lower than for carbon steel and 5% nickel steel.
A table showed the mechanical properties of stainless steel samples that were hardened from 1650 ºF. Five samples each were quenched in air, oil, or water and tempered at five temperatures. The elastic limit, tensile strength, percent elongation, and reduction of area were recorded for each specimen. Although not stated, the data are recognized to be from Brearley's test report of October 2, 1913, on an early cast of stainless steel.
Marble ended his paper with the following conclusion:
"The steel is costly to produce in the form of cutlery by reason of the necessity for better grinding and more careful forging in consequence to its great hardness. For general use, it may be said that it is costly to manufacture by reason of the expensive alloy employed, and the comparatively heavy waste (due to scrap) involved as a result of very careful inspection; but there is a very wide field of usefulness before it."
In 1918, licensees of the American Stainless Steel company included Bethlehem Steel, Carpenter Steel, Washington Steel and Ordnance, and Crucible Steel.
American Stainless Steel Company versus Ludlum Steel Company. Ludlum Steel of Watervliet, New York, was not among the licensees,
and when Ludlum Steel began to market its own Neva-Stain and Silchrome stainless steels, there was a possible basis for a lawsuit. These alloys were chromium-silicon steels developed by P.A.E. Armstrong and patented in 1919. The Armstrong alloy was an aircraft valve steel that was sold under the Ludlum Steel trade name Silchrome and later identified in Society of Automotive Engineers' specifications as HNV-3.
In approximately July 1920, F.A. Bigelow, president of Carpenter Steel and one of the directors of the American Stainless Steel Company, sent Elwood Haynes the analysis of the new Ludlum alloy for his comments. Haynes immediately replied, saying it was clearly an infringement of his patent because "the alloy contains more than 8% chromium and was practically stainless." He said his patent was based on "the combination of iron and chromium, and was independent of all other metals, whether added in inappreciable or larger quantities. Neither does it cover the methods of working or heat treating same. Any article made of a combination, therefore, which involves a steel containing more than 8% chromium is an infringement against the patent." The Ludlum alloy was 8% chromium and 3% silicon.
The American Stainless Steel Company board considered the matter and decided to attempt a settlement, but the Ludlum Company stood firm and announced that they would defend any suit based on the use of the unlicensed Neva-Stain cutlery steels. On December 31, 1920, a patent attorney by the name of Christy filed the suit "The American Stainless Steel Company vs. Ludlum Steel Company." The American Stainless Steel Company retained the services of Prof. William Campbell of Columbia College to make some experiments. Harry Brearley also was asked to come to New York, making it clear that just his travel expenses would be paid.
The case came to trial early in1922, with the noted jurist Learned Hand on the bench. Haynes and Brearley testified at different times. Brearley wrote the following in his autobiography about his part in the testimony:
"When the case opened I was in the witness box for three hours and enjoyed every minute. I had nothing to conceal from the cross-examining and understood the subject and the value of his direct evidence better than he did."
The judge dismissed the case, declaring the patents valid but not infringed by the Armstrong alloys. The Hand decision, which was delivered on April 13, 1922, was reported in Iron Age:
"The issue . . . is whether the addition of silicon, which obviates the additional heating of the plaintiff's composition beyond its critical point, makes the resulting article an infringement. Obviously this could not be . . . Granting that the addition of silicon would not avoid infringement, it does not create."
Haynes felt that the American Stainless Steel Company had proceeded on the wrong basis and listed points he thought should be brought up during an appeal, stressing the idea that neither his nor Brearley's patent covered "any process for either polishing or tempering the alloys." Haynes repeated a point he had presented to his patent attorney: that the primary invention was his "discovery that stainless steel articles can be made from an alloy consisting essentially of 8% or more of chromium and 92% or less of iron." Carbon was not an essential ingredient, but with 0.6% carbon or more, such articles may be tempered or hardened by slightly modifying the manufacturing process. With a chromium content of 10 to 18% and the carbon at 0.6%, "the stainless quality of the article may be enhanced by a suitable heat treatment. The latter feature is covered by Mr. Brearley's patent only, but he gives no specific method for hardening the article."
In October 1922, the Board of Directors decided to appeal Hand's decision and also to dissolve the company if the appeal was lost. On April 16, 1923, the Circuit Court of Appeals handed down a decision that was most welcome to the Board of the American Stainless Steel Company: "Haynes and Brearley both held pioneer patents valid and infringed." In the following statements, Judge Hough gave Haynes credit for first discovering the basic properties of stainless steel:
"The object of both patents is the same and may be shortly described as a desire to produce what for some years have been increasingly called 'stainless steels.' Although Brearley's patent date is earlier, his date of application is later, and it may be summarily held that Haynes is the generic and Brearley is the specific patent."
Judge Hough gave the reason for reversing the lower court's decision. He reasoned that the defendant has by "omitting silicon . . . produced 'stainless steel;' with the silicon added, he has also produced 'stainless steel;' therefore, in respect of infringement, the silicon is immaterial no matter how beneficial it may be." (Note: A close reading of Judge Hough's reason for reversing the lower court's decision shows that he had come to the erroneous conclusion that all of the alloys
covered by the Brearley and Haynes patents, that is, from 8 to 16% chromium, would be stainless steels. However, any alloys today having less than 10.5% chromium would not be considered to be stainless steels.)
Haynes died on April 13, 1925, at the age of 67. The American Stainless Steel Company continued to have good earnings from 1925 through 1929. However, in the early 1930s, there was a suit with the Rustless Iron Company of Baltimore in which the American Stainless Steel Company failed to have their patents upheld. This may have led to their demise, the date of which is not known. In any event, the company would have been dissolved in 1936 when Harry Brearley's patent expired.
Brearley's Later Years
From 1918 on, after the settlement of the Brearley and Haynes patent dispute, the Firth-Brearley Syndicate continued to play an active role. There was the patent infringement suit of the American Stainless Steel Company against the Ludlum Steel Company, in which the Brearley and Haynes patents were involved. Harry Brearley gave some of the most important testimony, but the court decision, at first, was against the American Stainless Steel company. After an appeal, the decision was reversed.
Because Brearley was in America for the trial, he spent some time on syndicate work. He visited a number of cutlery manufacturers and the Firth-Sterling Steel Company at McKeesport, where he had a good discussion with Gerald Firth, the president. Brearley also reported that he assisted them in making a melt of stainless iron. He concluded his visit in America at the Massachusetts Institute of Technology, where he was invited to give a lecture on stainless steel to the students and some interested men from the area.
Brearley also made an extended trip to South Africa, where he gave lectures on stainless steel at Capetown, Durban, and Pretoria. He delivered six lectures at Johannesburg, which were attended by groups from various scientific societies.
A Fraud-Detection Scheme. After Brearley's retirement, the FirthBrearley Syndicate stayed in business for a while. The syndicate became involved in one of the most unusual cases in the history of metallurgy when they had reason to believe that A.W. Gamage, a London store, was illegally selling knives with blades stamped "FIRTH STAINLESS," which Firth believed were not made of Firth Steel.
Ordinarily, a case of piracy such as this would be difficult and costly to prove, but not so for Firth's, who had foreseen that such an event might occur and had taken certain precautions.
Firth's had been doping their stainless steel with a small amount of element "X," which was added from an unmarked brown packet to each melt by the melting shop manager toward the end of a melt. The chief chemist and one laboratory assistant were the only ones who knew the identity of element "X," nor was its purpose explained if anyone noticed it. Suspected cases of piracy were proved or disproved by one analyst, working alone after hours, who used a color test to detect element "X." Years later, the Brown Firth laboratories revealed that element "X" was cobalt in an amount equal to approximately 0.03%.
Brearley Receives Metallurgy's Highest Recognition. In 1920, the Council of the Iron and Steel Institute presented Harry Brearley with the Bessemer Gold Medal, which is awarded for outstanding services to the steel industry. He was the fourth recipient of the medal. In his autobiography, Brearley wrote, "This is the only distinction I had ever audibly coveted. I valued this presentation all the more because it was made by Dr. Stead, that dear old man whose simple character and manner and life were as admirable as his metallurgical investigations were excellent."
The following is the last paragraph of his acceptance speech:
"Dependence on the willing help of others is the part of all who successfully direct a laboratory for industrial research. Most prob lems relating to iron and steel cannot be definitely stated, and the individual, best qualified by experience to study the problem, and to solve it, might be some workman who is engaged on the job day after day. It is the investigator's greatest achievement to inspire interest in such men to make them confederates to his plan. The lust to work, the desire to find out and to understand things is not confined to those who regularly wear a clean collar and, in thanking the Council and Members of the Iron & Steel Institute for this high honour, I am proud to confess my life-long indebtedness to scores of friends, with hard hands and black faces, who toil at laborious tasks in mills and forges."
After the war, Brearley gave up his job as Works Manager at Brown Bayley's but continued to be responsible for the melting plant, heat treatment, and the laboratory.
Brearley Retires. In 1925, although only 54 years of age, Brearley decided to retire. Since returning from Russia in 1907, he had almost always earned more than enough to supply his wants. He had lived simply and never had a fine house, motor cars, or luxurious food. In addition to savings, he still had income from the American Stainless Steel Company in which he held a 40% interest, and he still had income from the Amalgams Company.
He wanted to live more out of doors, play games, and, in general, do things he had never been able to do in his younger days because of lack of time or money.
Harry Brearley retired from Brown Bayley's on the best of terms, so it seems. His salary stopped, but he still came to work and tended to certain company business. However, as time went on, he became more involved with other matters. He assisted J.H.G. Monypenny, chief of the Research Laboratory at Brown Bayley's, in writing the world's first book in English on stainless steel, Stainless Iron and Steel, which was published in 1926. Monypenny acknowledged Brearley "particularly for much help and advice."
Within a year or so, Brearley agreed to do some private metallurgical consulting for half a dozen manufacturers who were not steel producers. Brown Bayley's built him a new 30 square foot office, well lighted, heated, and decorated according to his wishes. He was welcome to entertain his clients there, and he also had use of the laboratory. He was soon busier than ever but relished his work with his new clients. Never had a retiree been treated in such an elegant manner by an employer.
In 1927, approximately ten years after the Firth-Brearley Stainless Steel Syndicate was established with the agreement that all blades made with Firth's stainless steel would be stamped with the logo FIRTH-BREARLEY STAINLESS, Firth's dropped Brearley's name from the logo without consulting him. Brearley was furious, but Firth's was adamant. He never completely got over it. The fact that some degree of cordiality had been restored, however, is evidenced by the later writing of Dr. W.H. Hatfield, his successor at Brown Firth Laboratories, whom he must have met, at least on syndicate business. Hatfield wrote:
"The city has, of course, been famous for its knives for hundreds of years, but down to a generation ago would rust or stain, and needed much attention in cleaning. Nearly all knives now are
made of stainless thanks to the researches of my friend, Harry Brearley, and those who have assisted in the development. This is a delightful instance where the product of a major industry has been revolutionarily transformed by local effort."
In 1929, while Brearley was recuperating from an operation at Torquay on the coast of Devon, he wrote but did not publish his autobiography. He had the manuscript typewritten and sent it to his only son, Leo, who eventually passed it on to his son, Basil. When planning a celebration to commemorate the 75th anniversary of Brearley's accomplishment, the staff of British Steel Stainless searched for memorabilia and found Basil, who was in Australia, and retrieved the manuscript. British Steel Stainless published the book, which was called Stainless Steel Pioneer—The Life of Harry Brearley, along with contemporary photographs, which were furnished by the Kelham Island Industrial Museum.
Brearley set up a fund to reward Sheffield authors of creative papers on metallurgy. The biennial prize was to be awarded by the Sheffield Metallurgical Association. He called it the James Taylor Prize, in honor of his first boss.
Another award of recognition came to Brearley in June 1939 when he was 68 years of age. It was the Freedom of Sheffield Scroll and a Freedom of Sheffield Casket, which was a small, ornate metal box that was adorned with six figures engaged in various metals trades.
In 1941, Brearley wrote another autobiography entitled Knotted String and published a record of the old Sheffield steel trade called Steelmakers. Brearley continued on as a director on Brown Bayley's Board, a position he held until his death in 1948 at age 76.
75th Anniversary. In 1988, the 75th anniversary of Brearley's discovery of stainless steel was organized by British Steel Stainless to celebrate his achievement. As part of the celebration, a scholarly paper entitled "Sheffield and the Development of Stainless Steel" was presented at the Brearley Centre, British Steel Stainless, on October 25, 1988, by Dr. K.C. Barraclough, who had worked on the devel opment of stainless steel while he was at the Firth Brown Research Laboratories. | <urn:uuid:39cebb57-5467-43b3-8200-5135b8d3a6f6> | CC-MAIN-2021-43 | https://ornaverum.org/reference/pdf/031.pdf | 2021-10-17T15:25:32+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00381.warc.gz | 566,387,596 | 11,650 | eng_Latn | eng_Latn | 0.998108 | eng_Latn | 0.999545 | [
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DRDP-K (2015)
Essential View
For use with transitional kindergarten and kindergarten-aged children
California Department of Education
Sacramento, 2018
The Desired Results Developmental Profile–Kindergarten© (DRDP–K (2015) ©) was developed by the California Department of Education with additional enhancements created in collaboration with the Illinois State Board of Education. The DRDP–K (2015) builds upon the progression for most measures of the DRDP (2015): A Developmental Continuum from Early Infancy to Kindergarten Entry©. Two divisions of the California Department of Education jointly developed the DRDP (2015): the Early Education and Support Division (EESD) and the Special Education Division (SED). Lead agencies that participated in the development of the instrument include the WestEd Center for Child and Family Studies, the Desired Results access Project, and the Berkeley Evaluation and Assessment Research (BEAR) Center at the University of California, Berkeley.
The complete DRDP–K (2015) instrument is available on the CDE Web site at www.cde.ca.gov/sp/cd/ci/drdpforms.asp and on the Desired Results Developmental Profile – Kindergarten Web site at www.drdpk.org.
DRDP-K (2015)
Essential View
A Developmental Continuum for Kindergarten
For use with transitional kindergarten and kindergarten-aged children
Table of Contents
Introduction
Intro-2
Introduction to the DRDP-K (2015)
Welcome to the Desired Results Developmental Profile-Kindergarten (2015: A Developmental Continuum for Kindergarten© (DRDP-K (2015)©). The DRDP-K (2015) is an assessment instrument developed by the California Department of Education designed for teachers to observe, document and reflect on the learning and development of all children enrolled in transitional kindergarten and kindergarten classes. The DRDP-K (2015) serves a number of purposes:
* Assesses kindergarten readiness of individual children to identify where a child may require additional instructional supports
Key Features of the DRDP-K (2015):
* The DRDP-K (2015) is administered through observation in natural settings, through teacher observations, family observations, or examples of children's work that includes ongoing documentation of child's knowledge, skills and behavior.
* The DRDP-K (2015) expands on and replaces the DRDP- School Readiness (2012) (DRDP-SR (2012)) assessment instrument.
* The DRDP–K (2015) represents a full continuum assessment instrument for all children in Transitional Kindergarten and Kindergarten classes. The instrument is under study so that it can be used as an appropriate measure of progress for all children with and without Individualized Education Programs (IEPs).
* The DRDP-K (2015) is aligned with the California Preschool Learning Foundations and the Common Core Standards.
* The DRDP-K (2015) takes into consideration the specific cultural and linguistic characteristics of California's diverse population of young children, with specific consideration for children who are dual language learners (see section below).
* The DRDP-K (2015) was developed with the goal of ensuring that all children have the opportunity to demonstrate their knowledge and skills. To enable access to the assessment for diverse populations, the principles of Universal Design were followed.
* Assists in curriculum planning
* Assess first grade readiness of individual children
* Demonstrates positive child outcomes
The DRDP-K (2015) is based on the previous DRDP instruments. It includes refinements made over the past several years and new elements that are essential to quality early childhood education. It aligns with the California Department of Education's Preschool Learning Foundations and the Common Core Standards. Key features of the DRDP-K (2015) are described below.
This Guide will assist teachers and administrators to:
* Observe, document, and reflect upon children's development
* Use the DRDP–K (2015) to plan curriculum for individual children and groups of children and to enhance classroom practices
* Share information about children's progress in learning and development domains with families
Information about Selected Key Features
Three of these key features: (1) consideration of children who are dual language learners, (2) universal design, and (3) a detailed description of the developmental domains that make up the instrument, are described in more detail to help assessors better understand and rate the measures of the DRDP-K (2015).
Dual Language Learners and the DRDP-K (2015)
Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language. A child's experience with one or more languages is an asset to build on in the early childhood setting.
It is critical to consider the child's communication in all the languages that he or she is learning to have an accurate picture of a child's knowledge and skills. Young children, including children with disabilities, can successfully learn two or more languages. Learning two or more languages has linguistic, social, cognitive, academic, and cultural benefits. The path to learning one language shares many similarities with the path to learning two or more languages.
There are also differences that must be taken into consideration when assessing young children who are dual language learners. Children may have vocabulary for concepts in one language and vocabulary for other concepts in another language; so it is important to assess children in all of the languages he or she understands and uses.
The DRDP-K (2015) addresses cultural and linguistic responsiveness in three primary ways:
1. Teachers observe and document children's behavior in both the home/first language and English to obtain a more accurate profile of the children's knowledge and skills across developmental domains
2. Teachers rate children's progress on two language development domains. The Language and Literacy Development (LLD) domain assesses all children's progress in developing foundational language and literacy skills. The English-Language Development (ELD) domain assesses current knowledge and skills and progress in learning to communicate in English.
3. Teachers in a Spanish-English bilingual education program (e.g., Spanish immersion, two-way immersion, developmental bilingual, transitional bilingual) can rate children's progress on an additional language and literacy development domain that assesses progress in learning to communicate in Spanish: Language and Literacy Development in Spanish (SPAN). Note: This is a supplemental domain of the DRDP–K (2015).
Universal Design and the DRDP-K (2015)
In the context of assessment, "Universal Design" refers to the development of assessments that are appropriate for all children to the greatest extent possible. Universal Design allows children the opportunity to demonstrate their knowledge and skills in a variety of ways. All young children are entitled access to, and meaningful participation in age-appropriate, individual-appropriate and culturally-appropriate early childhood curricula and assessments. Teachers and service providers support children's access and participation by identifying and providing learning opportunities, materials, and teaching strategies in flexible and individualized ways and through a variety of learning modalities. DRDP-K (2015) assessors apply universal design when they carefully consider the various ways young children can demonstrate knowledge or skills that reflect mastery of a developmental level.
The Eleven Domains of the DRDP-K (2015)
The DRDP–K (2015) is made up of 11 domains, including one supplemental domain. The focus of each domain is on the acquisition of knowledge, skills, or behaviors that reflect each domain's developmental constructs. Because there are multiple measures for each domain, a completed DRDP–K (2015) instrument provides enough information to support assessment along a developmental continuum. A child's learning and development across domains provides the child's overall learning and developmental profile.
Approaches to Learning–Self-Regulation (ATL-REG)
The Approaches to Learning–Self–Regulation (ATL–REG) domain assesses two interrelated areas that are recognized as important for children's school readiness and success. Approaches to learning and self-regulation have been combined into one assessment domain because of the strong connections between these two areas of development. The approaches to learning skills and behaviors include engagement and persistence and curiosity and initiative. The self-regulation skills include self-control of feelings and behavior and shared use of space and materials.
Social and Emotional Development (SED)
The Social and Emotional Development (SED) domain assesses children's developing abilities to understand and interact with others and to form positive relationships with nurturing adults and their peers. The knowledge or skill areas in this domain include identity of self in relation to others, social and emotional understanding, relationships and social interactions with familiar adults, relationships and social interactions with peers, and symbolic and sociodramatic play.
Language and Literacy Development (LLD)
The Language and Literacy Development (LLD) domain assesses the progress of all children in developing foundational language and literacy skills. These skills can be demonstrated in any language and in any mode of communication. Language and literacy skills in a child's first language form the foundation for learning English. Therefore, dual language learners may demonstrate knowledge and skills in their home language, in English, or in both languages. LLD measures should be completed for all infants, toddlers, and preschoolage children, including those who are dual language learners. The LLD measures should be completed for all children, including those who are dual language learners.
English-Language Development (ELD)
The English-Language Development (ELD) domain assesses the progress of children who are dual language learners' in learning to communicate in English. The developmental progression described in the four ELD measures is related to the child's experiences with English, not the child's age. Keep in mind that children acquire English in different ways and at different rates. Factors that affect English acquisition include degree of exposure to English, level of support provided in their home/first language, and individual differences such as age of exposure to English or the structure of the child's home/first language. The ELD measures should only be completed for children whose home/first language is other than English.
Cognition, Including Math and Science (COG)
The Cognition: Math (COG: MATH) and Cognition: Science (COG: SCI) domains focus on observation, exploration of people and objects, and investigation of objects and concepts. The COG: MATH domain includes the following knowledge or skill areas: classification, number sense of quantity, number sense of math operations, measurement, patterning, and shapes. The COG: SCI domain includes the following knowledge or skill areas: cause and effect, inquiry through observation and investigation, documentation and communication of inquiry, and knowledge of the natural world.
Physical Development (PD) and Health (HLTH)
The Physical Development (PD) and Health (HLTH) domains assess motor development and the development of routines related to personal care, safety, and nutrition. The PD domain includes the following knowledge or skill areas: perceptual-motor skills and movement concepts, gross locomotor movement skills, gross motor manipulative skills, and fine motor manipulative skills. The HLTH domain includes the following knowledge or skills areas: active physical play, nutrition, safety, personal care routines, and knowledge of wellness.
History-Social Science (HSS)
The History–Social Science (HSS) domain focuses on learning about the expectations of social situations, how to participate within a group, and the relationship between people and the environment in which they live. The knowledge or skill areas in this domain include
sense of time, sense of place, ecology, conflict negotiation, and responsible conduct.
Visual and Performing Arts (VPA)
The Visual and Performing Arts (VPA) domain focuses on awareness and engagement in four areas of artistic expression. The knowledge or skill areas in this domain include visual art, music, drama, and dance.
Supplemental Domain of the DRDP-K - Language and Literacy in Spanish (SPAN)
The Language and Literacy Development in Spanish (SPAN) domain is a supplemental domain. The SPAN domain is for use in a bilingual program (e.g. Spanish immersion, twoway immersion, developmental bilingual, transitional bilingual). This domain assesses children's progress in learning to communicate in Spanish. The developmental progression described in the four SPAN measures is related to the child's experiences with Spanish as part of the kindergarten curriculum, not the child's age. Keep in mind that various factors affect a child's acquisition of Spanish, including degree of exposure to Spanish and individual differences such as age of exposure to English or the structure of the child's home/first language.
About the Measures of the DRDP-K (2015)
The number of levels in a measure varies depending on the competencies appropriate for that measure's developmental continuum. The levels are organized under two categories that reflect a developmental continuum for the transitional kindergarten and kindergarten year. All but two domains, ELD and SPAN, include six developmental levels. ATL–REG, SED, LLD, COG: MATH, COG: SCI, PD, HLTH, HSS and VPA include the following developmental levels:
* Building (Earlier, Middle, Later): Knowledge, skills, or behaviors that demonstrate growing understanding of how people and objects relate to one another, how to investigate ideas, and how things work. Children use language to express thoughts and feelings, to learn specific early literacy and numeracy skills, and to increasingly participate in small-group interactions and cooperative activities with others.
* Integrating (Earlier, Middle, Later): Knowledge, skills, or behaviors that demonstrate the increasing ability to connect and combine strategies in order to express, interpret, and explain complex thoughts and feelings, solve multi-step problems through systematic investigation and application of abstract ideas, and participate in a wide range of activities that involve social-emotional, self-regulatory, cognitive, linguistic, and physical skills. Children build their capacity to engage in mutually supportive relationships and interactions.
The developmental levels for the ELD and SPAN domains are different from the format described above. The levels in the ELD domain represent the developmental progression for the acquisition of English as a second language. The levels in the SPAN domain represent the developmental progression for the acquisition of Spanish in the context of a kindergarten classroom where the curriculum provides opportunities for learning and development of Spanish.
Definitions of Terms in the Navigation Maps
Developmental Domain: A crucial area of learning and development for children.
Measure: The developmental continuum along which a child's observed behavior is assessed. Measures are the individual assessment items in the DRDP-K.
Definition: Specifies the aspects of development to be observed.
Developmental Level: A point along a developmental progression for a particular measure that ranges from earlier to later levels of development.
Descriptor: A description that defines the skills or behaviors that would be observed for a child at that developmental level.
Example: Specific skills or behaviors you might see that would demonstrate that a child has reached mastery of a particular developmental level. Note that the examples provided in the DRDP-K are not the only way a child can demonstrate mastery of a developmental level.
The Structure and Components of the DRDP(2015)-K
Developmental Domain
Measure
Definition
Descriptor
Examples
Unable to Rate
Emerging
Developmental Level
The 3 Steps to Completing the DRDP-K (2015)
Æ Step 1: Observation and Documentation
The DRDP-K (2015) focuses on the child's, knowledge, skills, or behaviors. To capture a child's behavior, the DRDP-K (2015) incorporates observation in natural settings. Observations should occur over time, in typical settings:
* In the child's typical program or settings such as transitional kindergarten or kindergarten classrooms
* As the child interacts in familiar environments and routines with people he or she knows; and
As the child engages in typical classroom typical activities and routines.
Be sure to prepare and plan for observation and documentation.
Tips for Documenting Children's Development
* Consider ways to document children's knowledge, skills, or behavior throughout the day.
* Use a variety of documenting techniques. Documentation may include anecdotal notes, photographs, audio or video documentation, and work samples.
* Label each piece of evidence with the date and the child's name.
* Set aside time on a regular basis to organize documentation records and other forms of evidence.
* Consider using portfolios to keep documentation organized. Store portfolios in a secure place and accessible place.
* Use the results of other assessments of children's learning and development to help complete DRDP–K (2015).
The following materials may be helpful for observing and documenting:
* Sticky notes
* Pre-printed labels with child's name
* Charts
* Checklists or worksheets
* Clipboard, paper, pens, and pencils
* Photo/video camera
* Voice recorder
While observing and collecting documentation, remember that words, phrases, and sentences can be communicated and understood in a variety of ways, including spoken in the child's home/first language, signed, and through other communication modes
(e.g., communication device). The teacher's direct observations of a child are the primary method used to inform ratings. The assessor should also use other sources of evidence to capture a more complete picture of a child's knowledge and skills, or behavior. Other sources of evidence include the following:
Observations by others – including teachers, family members/caregivers, and other service providers or caregivers. Observations made by others are obtained by the assessor through interviews or conversations with others.
Other documentation – including samples of children's work, photographs, and video/ audio recordings of children's communication and behavior
The Important Role of Families in the Documentation Process
Family members have repeated opportunities to observe their child's activities and interactions over time and in a range of situations. Their perspectives, combined with teachers' and service providers' observations, help assessors arrive at a more complete and reliable picture of a child's typical behaviors across settings. Inviting family members to share observations of their child's development and behavior is recommended practice for the DRDP-K (2015).
The opportunity to observe a child's level of mastery is enhanced when the child is interacting with a familiar adult. Because of this, it is helpful to observe children interacting with family members. These observations can inform assessment decisions for all domains. They are particularly important for the SED and LLD domains given social interaction and communication skills are learned through repeated interactions with familiar adults.
Observation and Documentation for Young Dual Language Learners
Dual language learners may demonstrate knowledge and skills in their home/first language, in English, or in both languages. They may also code-switch, which is using more than one language within a conversation. Therefore, communication in all languages the child uses should be considered when collecting documentation and completing the measures in all domains.
The teacher who is conducting observations and collecting documentation should speak the child's home/first language. If not, the adult should receive assistance from another adult, who does speak the child's home/first language. This may be an instructional assistant, teacher, director, parent, or other adult who knows the child.
Code switching is a strategy used by children learning more than one language:
Dual Language Learners' Use of Code Switching
* Code switching is the use of multiple languages within a single conversation. It is a typical feature of learning two or more languages.
* Children code switch to playfully experiment with the two languages and to serve their own social and communication goals. For example, children may code switch to emphasize or elaborate a point.
* Children might code switch when speaking with one person, or may use one language exclusively with one person and another language with another person.
* When children mix their two languages they use the grammatical rules of each language. For example, "I want leche" ["I want milk" in English] is an example of inserting a Spanish noun into a grammatically correct English sentence. "¡And then el niño se cayó!" ["And then the boy fell down" in English] is an example of using English linking words within a Spanish sentence.
The Role of Special Educator
The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities participate in district-wide assessments. If you serve a transitional kindergarten or kindergarten student with an IEP in a district in which the DRDP-K is being implemented, you are to support that student's participation in this assessment. This includes ensuring that accommodations are in place such as the system of adaptations described below, as well as working with the child's teacher to be sure observations of children with IEPs are accurate and complete. The special educator should communicate with the kindergarten teacher to plan how to conduct the assessment collaboratively for children with IEPs.
Using Adaptations with Children with Individualized Education Plans (IEPs)
Adaptations are changes in the environment or differences in observed behavior that allow children with IEPs to demonstrate their knowledge and skills in typical environments. Seven broad categories of adaptations have been identified for children with IEPs for the DRDP (2015).
* The adaptations listed in the table below have been developed so that the assessment will more accurately measure a child's abilities rather than the impact of a child's disability (a more detailed description of the adaptations appears in Appendix D). Adaptations must be in place for the child during the normal course of the day, and they should also be in place during observations for the DRDP (2015). Everyone working with the child should be informed of any adaptations the child uses.
* New adaptations must not be introduced solely for the purpose of conducting the DRDP (2015) assessment.
* Consideration of adaptations should be made on a regular basis from early infancy and as the child develops and grows.
Seven Categories of Adaptations
Augmentative or Alternative Communication System
Methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others.
Alternative Mode for Written Language
Methods of reading or writing used by a child who cannot see well enough to read or write or cannot hold and manipulate a writing utensil (e.g., pencil, pen) well enough to produce written symbols.
Visual Support
Adjustments to the environment that provide additional information to a child who has limited or reduced visual input.
Assistive Equipment or Device
Tools that make it possible or easier for a child to perform a task.
Functional Positioning
Strategic positioning and postural support that allow a child to have increased control of his body.
Sensory Support
Increasing or decreasing sensory input to facilitate a child's attention and interaction in the environment.
Alternative Response Mode
Recognition that a child might demonstrate mastery of a skill in a unique way that differs from the child's typically developing peers.
Æ Step 2: Rating the Measures
Determining the Child's Latest Level of Mastery
For each of the measures, determine the latest developmental level the child has mastered, and mark it appropriately. All ratings will be entered into DRDPtech©, the DRDP–K (2015) online system. Ratings may be entered directly into DRDPtech or recorded on the DRDP–K (2015) Rating Record.
The Descriptors and Examples
Consider the descriptors and then the examples to determine which developmental level is most consistent with your observations and other documentation of the child's typical behavior. A child may demonstrate behaviors at more than one developmental level. Choose the level that most closely represents the knowledge, skills, or behaviors the child is demonstrating most consistently.
Descriptors:
The descriptors define the knowledge, skills, or behaviors expected at each level along the developmental continuum of the measure (see Navigation Map). Each descriptor is illustrated by several examples of behaviors that are consistent with that developmental level.
Most of the descriptors define discrete knowledge, skills, or behaviors. However, some of the descriptors include more than one behavior or skill, separated by "or" or a semicolon (;).
If the descriptor says "or":
The child only needs to demonstrate the knowledge, skills, or behavior in one of the listed ways to demonstrate mastery for the developmental level. Either part of the descriptor may be observed to rate mastery at that level.
* An example is the level descriptor for Building Earlier in the LLD 5: Interest in Literacy measure: Looks at books page by page or participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult
If the child EITHER looks at books page by page briefly OR participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult, mastery can be rated at this level.
If a descriptor includes "and":
All parts of the descriptor are required for mastery and need to be observed together
* For example, the descriptor for Building Earlier in ATL-REG 2: Self-Comforting is: Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways.
The child needs to demonstrate both anticipating a need for comfort and preparing self during the same observation.
If a descriptor includes a semi-colon (;) followed by "and":
The child must demonstrate all the knowledge, skills or behaviors listed to rate the level as mastered, but not necessarily during the same observation within a DRDP rating period.
* An example is the level descriptor for Integrating Middle in the LLD8: Phonological Awareness measure: Matches initial and final sounds of words; and Segments and blends initial and final phonemes of words
What is Mastery?
A developmental level is mastered if the child demonstrates the knowledge, skills, and behaviors defined at that level:
Æ Consistently over time
Æ In different situations or settings
Important notes about mastery:
* Children may demonstrate mastery of knowledge and skills through a variety of communication modes, languages, and behaviors.
* Many of the behaviors that you observe in determining a child's mastery level may not appear on the list of examples, although they are consistent with the descriptor.
Review and Reflect:
* It is a good idea to have a system to keep track of documentation to ensure a complete picture of the child. Halfway through the documentation period, check the measures of the DRDP–K (2015) instrument for which you have documentation. Plan to observe the child at times when the remaining measures can be documented.
* During the rating period, review the observations and documentation of the child's development collected (portfolio with work samples, anecdotal comments, photographs, video, other learning and development assessments, etc.). Reflect on what the evidence reveals about the child's development across the domains and measures of the DRDP–K (2015) instrument.
* If the documentation does not provide a clear picture of the child's development in one or more areas, determine how to gather additional evidence. Plan other opportunities to observe the child's behavior. Speak again with family members, staff, and others who know this child to ensure that you have the most complete and accurate picture of the child's skills and abilities.
To be rated as mastered at this level, the child must BOTH match initial and final sounds of words AND segment and blend initial and final phonemes of words, although the teacher does not have to observe both behaviors during the same observation within a rating period.
Examples:
Keep in mind these important points about examples:
* The examples are not a checklist of what the child must demonstrate to be rated at mastery of the knowledge, skills, or behaviors that reflect a developmental level.
* An example is one of many possible ways a child might demonstrate mastery of a developmental level. Teachers will identify other examples as they conduct their observations.
* Mastery is determined over time and across situations or settings.
* A child may not demonstrate any of the specific examples provided for a developmental level, but may demonstrate mastery in other ways that are consistent with the intent of the descriptor.
* Children demonstrate mastery in diverse and sometimes unique ways.
Additional Rating Options
Emerging to the Next Developmental Level:
If your observations indicate that the child has demonstrated mastery for a developmental level and is also beginning to demonstrate knowledge, skills, or behaviors described for the next level (although not yet consistently across situations or settings), the child may be emerging to the next level.
To indicate emerging:
* First, mark the developmental level the child has mastered.
* Then, mark "emerging" if the child also demonstrates behaviors described for the next developmental level.
Unable to Rate:
In the rare instance that you are unable to rate a specific measure provide the reason(s) as to why in DRDPtech or in the designated column if you are submitting ratings on a rating record.
Notes about Emerging:
* Do not mark emerging if the child has mastered the last level on a measure.
* Marking that the child is emerging to the next level does not affect the rating of mastery for the measure.
Æ Step 3: Finalize the Assessment
* To finalize, simply review the assessment to make sure that:
* Teachers and special educators enter ratings for all required measures of DRDP–K (2015) into DRDPtech or on the DRDP–K (2015) Rating Record. DRDPtech will provide prompts to complete any missing information.
* The Information Page is complete and up-to-date.
Using Information from the DRDP-K (2015)
When used on an ongoing basis, the DRDP–K (2015) instrument will provide teaching staff with information that will benefit children, families, and schools.
Information from the DRDP–K (2015) can be reviewed and analyzed at the level of the individual child. In addition, the DRDP–K (2015) results can be summarized to provide information on groups of children. Teachers, special educators, and other staff will review, share, and analyze the DRDP–K (2015) assessment results for the individual students in their classroom and use the information for curriculum planning and development.
Because the DRDP–K (2015) provides opportunities to observe and document children's knowledge, skills, or behaviors systematically across many areas of development, the information it yields can be used to identify areas of development that may need to be addressed and supported, either for a specific child or group of children. Teaching staff may also find it useful to interpret a child's ratings on individual DRDP–K (2015) measures. DRDP results may indicate that the child might benefit from additional support in one or more specific areas of development, such as in developing self-control of feelings and behavior or with number sense of quantity. This information, together with other sources of information about the child's development, can be used to plan curriculum tailored to the interests and needs of all children.
For Classroom or School Level
* Teachers or other staff may summarize DRDP–K (2015) information using DRDPtech.
* DRDP–K (2015) data collected within a classroom or for a school site may indicate a need to change or add activities in a specific area covered by the DRDP–K (2015), such as mathematics or language and literacy development.
* Thus, results from the DRDP–K (2015) can assist teaching staff in supporting the learning and development of individual children and groups of children, and can inform overall school improvement efforts.
Communicating with Families about Children's Progress
It is vital that schools work in partnership with families to foster children's learning and development. This requires ongoing and meaningful two-way communication. Family members should be involved in the DRDP assessment process from the beginning. Teachers who observe and document the child's behaviors and rate the DRDP–K (2015) measures are encouraged to seek input from families. Input from family members about the child's knowledge, skills, or behaviors can enrich and complement evidence collected by teachers and other staff.
The Child Developmental Profile that summarizes results from the DRDP–K (2015) assessments can be found at DRDPtech. Teachers, including special educators, and family members can use this summary as a tool for sharing information about the child's learning and development during parent-teacher conferences. Teachers should review the Child Developmental Profile with the family, and may be used to generate ideas about ways in which the family and the school can work together to support the child's development both at home and in the school setting.
A Developmental Continuum from Early Infancy to Kindergarten Entry
For use with Transitional Kindergarten and Kindergarten Programs
1a. Child's Legal First Name:
1b. Child's Legal Last Name:
Date assessment completed (mm/dd/yyyy):
Assessment Period (e.g., Fall 2015):
2. Agency Identifier or Statewide Student Identifier (10-digit SSID) __________
3. Child's Classroom or Setting:
__________ __________
4. Birth date (mm/dd/yyyy): __________ __________
5. Gender:
male
female
6. Initial date of enrollment (mm/dd/yyyy): __________ __________
Date child was withdrawn from the program (mm/dd/yyyy): __________ ______
7. Does this child qualify for free or reduced lunch?
yes
no
8a. What is this child's ethnicity? Check one.
Hispanic or Latino
Not Hispanic or Latino
8b. What is this child's race? Mark one or more races to indicate what this child considers himself/ herself to be, even if Hispanic or Latino is selected.
Asian Indian
Black or African American
Cambodian
Chinese
Filipino
Guamanian
Hawaiian
Hmong
Japanese
Intentionally left blank
Child Information
Korean
Laotian
Native American
Other Asian
Other Pacific Islander
Samoan
Tahitian
Vietnamese
White
9. Agency:
__________ __________Site: __________ __________
10. County:
__________ __________State: __________ __________
11. Your Name:
__________ __________ Title: __________ __________
12. Are you the primary teacher working with this child?
Yes No
13. Did another adult assist you with assessing this child?
Yes (role/relationship):
Language Support Cultural Support Additional Support Other
__________
No
Observer Information
14. Child's Home Language(s):
__________ __________
Is a language other than English spoken in the child's home?
Yes
No
If yes, the ELD measures must be completed for a preschool-age child
15. Child is enrolled in (check all that apply):
Half Day Full Day
Transitional Kindergarten
Kindergarten
Child's Language Information
16. Does this child have an Individualized Education Program (IEP) or an Individualized Family
Service Plan (IFSP)?
Yes
No
Don't Know
DRDP-K (2015): A Developmental Continuum for Kindergarten
Child:
Date of assessment:
Assessor:
Classroom:
District/Agency:
School or Site:
Instructions: Mark the developmental level the child has mastered for each Measure. Check EM (emerging) if the child is "emerging" to the next level (optional). In the rare circumstance that you are unable to rate a particular Measure, check UR (unable to rate) and circle the reason why you are unable to rate this Measure (absence or other).
1
absence other
2
3
4
1
2
3
4
1
3
4
6
8
9
10
absence other absence other
absence other absence other
absence other absence other
absence other absence other
absence other absence other
absence other absence other
absence other absence other
1
2
3
4
1
2
3
4
5
6
1
2
3
4
1
2
3
4
DRDP-K (2015)
Essential View Rating Record
Child:
Reason absence other
absence other absence other
absence other
Reason absence other
absence other absence other
absence other absence other
absence other
Reason absence other
absence other absence other
absence other
Additional Measures for Spanish Immersion/Bilingual Classrooms
absence other absence other
absence other absence other
DRDP-K (2015): A Developmental Continuum for Kindergarten
DRDP-K (2015)
A Developmental Continuum for Kindergarten
Essential View
Measures at-a-Glance
For use with transitional kindergarten and kindergarten‑aged children
Developmental Domain: ATL-REG — Approaches to Learning—Self Regulation
ATL-REG 1: Curiosity and Initiative in Learning
Child explores the environment in increasingly focused ways to learn about people, things, materials, and events
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Curiosity and Initiative in Learning
ATL-REG 1 (of 4)
ATL-REG 1
Developmental Domain: ATL-REG — Approaches to Learning—Self Regulation
ALT-REG 2: Self-Control of Feelings and Behavior
Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time
Mark the latest developmental level the child has mastered:
O Unable to rate this measure due to extended absence
O Child is emerging to the next developmental level
ATL-REG 2 (of 4)
Self-Control of Feelings and Behavior
Developmental Domain: ATL-REG — Approaches to Learning—Self Regulation
ATL-REG 3: Engagement and Persistence
Child increasingly persists in understanding or mastering activities, even if they are challenging or difficult
Mark the latest developmental level the child has mastered:
O Unable to rate this measure due to extended absence
O Child is emerging to the next developmental level
ATL-REG 3 (of 4)
Engagement and Persistence
ATL-REG 3
Developmental Domain: ATL-REG — Approaches to Learning—Self Regulation
ATL-REG 4: Shared Use of Space and Materials
Child develops the capacity to share the use of space and materials with others
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Shared Use of Space and Materials
ATL-REG 4 (of 4)
ATL-REG 4
ar- ly
n- an-
cy
Developmental Domain: SED – Social and Emotional Development
SED 1: Identity of Self in Relation to Others
Child shows increasing awareness of self as distinct from and also related to others
Mark the latest developmental level the child has mastered:
w
O
Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Identity of Self in Relation to Others
SED 1 (of 5)
SED 1
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved Page 5 of 39
ar- ly
n- an-
cy
Developmental Domain: SED – Social and Emotional Development
SED 2: Social and Emotional Understanding
Child shows developing understanding of people's behaviors, feelings, thoughts, and individual characteristics
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
Social and Emotional Understanding
SED 2 (of 5)
SED 2
ar- ly
n- an-
cy
Developmental Domain: SED – Social and Emotional Development
SED 3: Relationships and Social Interactions with Familiar Adults
Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Relationships and Social Interactions with Familiar Adults
SED 3 (of 5)
SED 3
ar- ly
n- an-
cy
Developmental Domain: SED – Social and Emotional Development
SED 4: Relationships and Social Interactions with Peers
Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
SED 4 (of 5)
SED 4
Developmental Domain: LLD – Language and Literacy Development
LLD 1: Understanding of Language (Receptive)
Child understands increasingly complex communication and language
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Understanding of Language (Receptive)
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved Page 9 of 39
Developmental Domain: LLD — Language and Literacy Development
LLD 3: Communication and Use of Language (Expressive)
Child's communication develops from nonverbal communication to using language with increasingly complex words and sentences
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
Communication and Use of Language (Expressive)
LLD 3
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved Page 10 of 39
Developmental Domain: LLD — Language and Literacy Development
LLD 4: Reciprocal Communication and Conversation
Child engages in back-and-forth communication that develops into increasingly extended conversations
Mark the latest developmental level the child has mastered:
`
`
`
`
`
`
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
you don't feel well if you don't want to play what you want. Responds to adult, "Maybe I
to peer's response, adds, "I like broccoli with three crackers?" after a peer communicates,
crackers for everyone." Then communicates,
LLD 4
LLD 4
Reciprocal Communication and Conversation
Developmental Domain: LLD — Language and Literacy Development
LLD 6: Comprehension of Age-Appropriate Text
Child develops capacity to understand details and ideas from age-appropriate text presented by adults
Mark the latest developmental level the child has mastered:
`
`
`
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
Developmental Domain: LLD — Language and Literacy Development
LLD 8: Phonological Awareness
Child shows increasing awareness of the sounds (elements) that make up language, including the ability to manipulate them in language
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
LLD 8
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved Page 13 of 39
Developmental Domain: LLD — Language and Literacy Development
LLD 9: Letter and Word Knowledge
Child shows increasing awareness of letters in the environment and their relationship to sound, and increasing understanding that letters make up words
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
LLD 9
O Unable to rate this measure due to extended absence
LLD 9
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved Page 14 of 39
Developmental Domain: LLD — Language and Literacy Development
LLD 10: Emergent Writing
Child shows increasing ability to write using scribbles, marks, drawings, letters, characters, or words to represent meaning
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
LLD 10
O Unable to rate this measure due to extended absence
Emergent Writing
LLD 10
Developmental Domain: ELD — English-Language Development
ELD 1: Comprehension of English (Receptive English)
Child is progressing toward fluency in understanding English
O This measure is not rated: English is the only language spoken in this child's home
Mark the latest developmental level the child has mastered:
`
`
`
`
`
`
O Child is emerging to the next developmental level
ELD 1 (of 4)
O
Unable to rate this measure due to extended absence
Comprehension of English (Receptive English)
ELD 1 (of 4)
Conditional Measure
Developmental Domain: ELD — English Language Development
ELD 2: Self-Expression in English (Expressive English)
Child shows increasing progress toward fluency in speaking English
Conditional Measure
O This measure is not rated: English is the only language spoken in this child's home
Mark the latest developmental level the child has mastered:
both`
`
`
`
`
`
`
`
O
O Child is emerging to the next developmental level
Unable to rate this measure due to extended absence
Self-Expression in English (Expressive English)
ELD 2 (of 4)
ELD 2 (of 4)
Developmental Domain: ELD — English Language Development
ELD 3: Understanding and Response to English Literacy Activities
Child shows an increasing understanding of and response to books, stories, songs, and poems presented in English
O This measure is not rated: English is the only language spoken in this child's home
Mark the latest developmental level the child has mastered:
and support`
`
`
`
`
`
The Three
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Understanding and Response to English Literacy Activities
ELD 3 (of 4)
ELD 3 (of 4)
Conditional Measure
Developmental Domain: ELD — English Language Development
ELD 4: Symbol, Letter, and Print Knowledge in English
Child shows an increasing understanding that print in English carries meaning
O This measure is not rated: English is the only language spoken in this child's home
Mark the latest developmental level the child has mastered:
meaning`
`
`
`
`
`
`
`
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Symbol, Letter, and Print Knowledge in English
ELD 4 (of 4)
ELD 4 (of 4)
Conditional Measure
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 1: Classification
Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
COG: MATH 1
Classification
COG: MATH 1
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 2: Number Sense of Quantity
Child shows developing understanding of number and quantity
Mark the latest developmental level the child has mastered:
three`
`
`
`
`
`
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
COG: MATH 2
Number Sense of Quantity
COG: MATH 2
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved
Page 21 of 39
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 3: Number Sense of Math Operations
Child shows increasing ability to add and subtract small quantities of objects
Mark the latest developmental level the child has mastered:
or less`
`
`
`
`
`
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
COG: MATH 3
Number Sense of Math Operations
COG: MATH 3
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 4: Measurement
Child shows an increasing understanding of measurable properties such as size, length, weight, and capacity (volume), and how to quantify those properties
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
COG: MATH 4
COG: MATH 4
Measurement
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 5: Patterning
Child shows an increasing ability to recognize, reproduce, and create patterns of varying complexity
Mark the latest developmental level the child has mastered:
`
`
`
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
COG: MATH 5
Patterning
COG: MATH 5
Developmental Domain: Cognition: Math (COG: MATH)
COG: MATH 6: Shapes
Child shows an increasing knowledge of shapes and their characteristics
Mark the latest developmental level the child has mastered:
`
`
`
`
`
`
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
COG: MATH 6
Shapes
COG: MATH 6
Developmental Domain: PD – Physical Development
PD 1: Perceptual-Motor Skills and Movement Concepts
Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
PD 1 (of 4)
O
Unable to rate this measure due to extended absence
Perceptual-Motor Skills and Movement Concepts
PD 1 (of 4)
PD 2: Gross Locomotor Movement Skills
Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping)
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Gross Locomotor Movement Skills
PD 2 (of 4)
Developmental Domain: PD – Physical Development
PD 3: Gross Motor Manipulative Skills
Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching)
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Gross Motor Manipulative Skills
PD 3 (of 4)
PD 3 (of 4)
Developmental Domain: PD – Physical Development
PD 4: Fine Motor Manipulative Skills
Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional tasks
Mark the latest developmental level the child has mastered:
O Child is emerging to the next developmental level
O
Unable to rate this measure due to extended absence
Fine Motor Manipulative Skills
PD 4 (of 4)
PD 4 (of 4)
Language and Literacy Development in Spanish (SPAN) Domain DRDP-K (2015): A Developmental Continuum for Kindergarten
Additional measures for use in Spanish immersion and Spanish bilingual classrooms.
DRDP-K (2015): A Developmental Continuum for Kindergarten © 2014-2018 California Department of Education – All rights reserved
Page 30 of 39
Developmental Domain: SPAN — Language and Literacy Development in Spanish
Child shows understanding of vocabulary and language structures in Spanish that give coherence and meaning to the child's world
SPAN 1: Language Comprehension in Spanish (Receptive)
Mark the latest developmental level the child has mastered:
or and routines`
`
`
`
`
`
O
Child is emerging to the next developmental level
O Unable to rate this measure due to extended absence
Language Comprehension in Spanish (Receptive)
SPAN 1 (of 4)
SPAN 1 (of 4)
Developmental Domain: SPAN — Language and Literacy Development in Spanish
SPAN 2: Language Production in Spanish (Expressive)
Child uses increasingly complex oral language in Spanish to communicate
Mark the latest developmental level the child has mastered:
events`
`
`
`
`
`
`
`
`
`
`
`
vocabulary.
development.
O Child is emerging to the next developmental level
SPAN 2 (of 4)
Language Production in Spanish (Expressive)
SPAN 2 (of 4)
O
Unable to rate this measure due to extended absence
Developmental Domain: SPAN — Language and Literacy Development in Spanish
Child increasingly develops knowledge of sounds in Spanish
SPAN 3: Phonological Awareness in Spanish
Mark the latest developmental level the child has mastered:
riddles`
`
`
`
`
`
O Child is emerging to the next developmental level
SPAN 3 (of 4)
O
Unable to rate this measure due to extended absence
`
`
Developmental Domain: SPAN — Language and Literacy Development in Spanish
Child shows increasing ability to write in Spanish using scribbles, symbols, letters, and words to represent meaning
SPAN 4: Emergent Writing in Spanish
Mark the latest developmental level the child has mastered:
`
`
peers.
`
`
O Child is emerging to the next developmental level
SPAN 4 (of 4)
O Unable to rate this measure due to extended absence
Emergent Writing in Spanish
SPAN 4 (of 4)
Appendix A: Glossary of Terms and Phrases Used in the DRDP-K (2015)
Assemblage: An artistic composition made from scraps, junk, or odds and ends.
(California Department of Education. [2011]. California Preschool Curriculum Framework, Vol. 2, p. 286. Sacramento, CA: Author.) Appears in VPA 1: Visual Art
Investigates/Investigation: In the process of scientific inquiry, asking a question and conducting systematic observations or simple experiments to find an answer.
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento, CA: CDE Press.) Appears in: COG:SCI 2: Inquiry Through Observation and Investigation and COG:SCI 3: Documentation and Communication of Inquiry
Locomotor Skills: The ability to project the body into or through space.
(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62. Sacramento, CA: CDE Press.) Appears in: PD 2: Gross Locomotor Movement Skills and PD 3: Gross Motor Manipulative Skills
Manipulative Skills: Also known as object-control skills in which the arms, hands, legs, and feet are used to give force to an object (for example, throwing a ball) or to receive and absorb the force from an object (for example, catching a ball).
(California Department of Education. [2010]. California Preschool Learning Foundations, Vol. 2, p. 62. Sacramento, CA: CDE Press.) Appears in PD 3: Gross Motor Manipulative Skills
Observes/Observation: Gathering information about objects and events by using the senses of sight, smell, sound, touch, and taste and noticing specific details or phenomena that ordinarily might be overlooked.
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 3, p. 95. Sacramento, CA: CDE Press.) Appears in: COG:SCI 2: Inquiry Through Observation and Investigation and COG: SCI 3: Documentation and Communication of Inquiry
Onset: The first consonant or consonant cluster in a syllable (e.g., the h in the one-syllable word hat; the m and k in the two syllables in the word monkey).
(California Department of Education. [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento, CA: CDE Press.) Appears in LLD 8: Phonological Awareness
Rime: A linguistic term that refers to the portion of a syllable that starts with a vowel. In the word big, the rime unit is /ig/. In the word bring, the rime unit is /ing/. (California Department of Education [2008]. Preschool Learning Foundations, Vol. 1, p. 89. Sacramento, CA: CDE Press.) Appears in LLD 8: Phonological Awareness
Appendix B: Comprehensive Definitions of Adaptations to be Used with the DRDP-K (2015)
Adaptations are changes in the environment or differences in observed behavior that allow children Individualized Education Plans (IEPs) to demonstrate their knowledge and skills in their typical environments. Adaptations that are in place for the child during the normal course of the day should also be in place during observations for the DRDP-K (2015). New adaptations should not be introduced solely for the purpose of conducting an assessment. Seven broad categories of adaptations are used with the DRDP-K (2015). This is the same system of adaptations developed for and used in the DRDP access.
1. Augmentative or Alternative Communication Systems
Augmentative and alternative communication systems are methods of communication other than speech that allow a child who is unable to use spoken language to communicate with others. An augmentative communication system is used to augment or facilitate the development of speech. An alternative communication system is used in place of speech. Some examples include sign language, picture cards, and electronic communication devices. Assessors should use these systems as part of the observation of a child using language in a natural context. Assessors should not just elicit responses or contrive adult-directed situations.
If American Sign Language is the child's primary language, it is designated as the home/first language, and not an adaptation. If sign language is used as a bridge to learning verbal language, then it is considered an adaptation
2. Alternative Modes for Written Language
Alternative Modes for Written language are methods of producing written language used by a child who cannot see well enough or cannot hold and manipulate a writing utensil well enough to produce written symbols. If a child cannot see or cannot hold a pencil or marker, this adaptation may be used to assist in reading or writing, or emergent reading or writing. Examples of this adaptation include using a Braillewriter, keyboard, or computer.
Naturally, preschool-age children are not proficient at reading and writing. This adaptation allows for children to explore reading and writing and develop their skills in a developmentally appropriate manner.
3. Visual Support
Visual supports are adjustments to the environment that facilitate a child's ability to see or to understand the surrounding environment or events. Acceptable visual supports include:
* Adjustments in contrast
* Adjustments in lighting
* Distance from objects
* Increased size of materials
* Verbal description of events
4. Assistive Equipment or Devices
Assistive equipment or devices are tools that make it possible or easier for a child to perform a task. The child should be familiar with the use of the device. Any type of adaptive equipment or assistive device that the child needs for mobility, positioning or manipulating objects is acceptable, including:
* Walkers
* Standers
5. Functional Positioning
Functional positioning enables postural support that allows a child to have increased control of his body. It is important that positioning devices are available to the child across settings so that the child may access daily routines and activities and so they may be observed in a variety of activities. Some examples include:
* Standers
* Cube chairs
* Tricycles with seat belts and built-up pedals
6. Sensory Support
Sensory support includes either increasing or decreasing sensory input to facilitate a child's attention and interactions in the environment. Some children may need increased sensory input and others may need decreased input. Some children require different types of sensory support in different activities. Sensory support may include:
* Reducing background noise
* Adjusting tactile stimulation
* Adjusting visual stimulation
7. Alternative Response Mode
Using alternative response modes means recognizing that a child might demonstrate mastery of a skill in a way that differs from a typically developing child. For this adaptation, the environment is not modified as in the other adaptations. Rather, the child's unique yet consistent responses that may indicate the presence of a skill are identified. For example, the child with autism may look out of the corner of his or her eye instead of establishing direct eye contact, or the child with a physical impairment may use atypical movement patterns. The form of a child's response may differ from that of his peers and still be considered to demonstrate mastery of a skill. | <urn:uuid:d76b26d1-5358-40f5-aa70-05c25aaaa51e> | CC-MAIN-2021-43 | https://www.desiredresults.us/sites/default/files/docs/forms/DRDP2015K_Essential20180813.pdf | 2021-10-17T16:50:53+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00380.warc.gz | 918,606,515 | 12,889 | eng_Latn | eng_Latn | 0.941047 | eng_Latn | 0.994113 | [
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Theses and Dissertations
Virginia Commonwealth University
VCU Scholars Compass
Graduate School
2018
A LABORATORY STUDY OF STRESS REACTIONS TO WITNESSING A POLICE KILLING OF AN UNARMED BLACK MAN: DISCRIMINATION, DISTRESS TOLERANCE, ETHNIC IDENTITY, AND RISK-TAKING
Michael A. Trujillo
Follow this and additional works at: https://scholarscompass.vcu.edu/etd
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© Michael A. Trujillo 2018 All Rights Reserved
A LABORATORY STUDY OF STRESS REACTIONS TO WITNESSING A POLICE KILLING OF AN UNARMED BLACK MAN: DISCRIMINATION, DISTRESS TOLERANCE, ETHNIC IDENTITY, AND RISK-TAKING
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University by
Michael Anthony Trujillo Bachelor of Arts, California State University Long Beach, 2008 Master of Science, Virginia Commonwealth University, 2015
Director: Paul B. Perrin, Ph.D. Associate Professor, Department of Psychology
Virginia Commonwealth University Richmond, Virginia May 2018
Acknowledgements
There are several people who I would like to acknowledge and thank for their contributions. I would like to thank my advisor and chair of my dissertation, Dr. Paul B. Perrin, for his guidance and support over the years. I will be forever grateful for his unwavering confidence in me during my occasions of doubt. I would also like to extend my gratitude to my dissertation committee, Drs. Karen McIntyre, Faye Belgrave, Eric Benotsch, and Shawn Utsey, for their feedback and insight throughout the course of this project. This project would not be possible if not for the help of a number of graduate and undergraduate students involved with this project, as well as the participants who elected to participate in such a topical study. This project is especially dedicated to the many seen and unseen victims of police violence, particularly Black men who are disproportionately and negatively impacted by the broader law enforcement system.
As a first-generation college student and the product of immigrant parents, I am especially grateful for a number of people who have supported and believed in me over the years including my given and chosen family. Words are insufficient to acknowledge my level of gratitude for all of your hard work that allowed me to achieve this milestone. Thank you for your authenticity and never letting me lose sight of who I am and where I come from. Thank you to my friends, both near and far, and especially my partner who continues to be unconditionally supportive of all my pursuits (even when it takes us from one coast to the other and back again). I am appreciative of the innumerable mentors/advisors I have had over the years (and your neverending guidance) and especially the Ronald E. McNair Scholars Program—the defining educational support system that set me along the path to succeed in attaining this degree.
This study was supported in-part by the National Science Foundation Graduate Research Fellowship Program.
Table of Contents
Acknowledgements ......................................................................................................................... ii
List of Tables
List of Figures
Abstract
A LABORATORY STUDY OF STRESS REACTIONS TO WITNESSING A POLICE
KILLING OF AN UNARMED BLACK MAN: DISCRIMINATION, DISTRESS
TOLERANCE, ETHNIC IDENTITY, AND RISK-TAKING
By Michael Anthony Trujillo
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University.
Virginia Commonwealth University, 2018
Major Director: Paul B. Perrin Associate Professor Department of Psychology
Black individuals have been disproportionately targeted by law enforcement, most notably in shooting deaths at the hands of police, and has contributed to a general distrust of law enforcement. A rise in citizen journalism has helped document excessive use of force by police on video; however, little is known how individuals respond to viewing this type of media. A history of race-based stress is likely to contribute to an expectation of racism and may impact how individuals respond to videos of the treatment of unarmed Black men at the hands of police, with some evidence suggesting ethnic identity may moderate this relationship. Additionally, stress has been previously associated with risky health behaviors and risk-taking more generally; however, little is known whether the response to race-related stressors is in line with past work and whether distress tolerance may moderate this relationship. This study sought to contribute to vii
this literature by examining if racial differences exist in the stress response to a video of police fatally wounding an unarmed black man and if this response (1) was predicted by stigma-related stressors (discrimination, anticipatory racism); (2) was associated with risk-taking; and (3) was moderated by ethnic identity and distress tolerance. Results showed that White respondents evidence greater galvanic skin response than Black respondents; however, there were no other significant racial differences in heart rate variability, systolic blood pressure, or negative affect via facial electromyography in response to the video. The stress response did not predict risktaking nor was distress tolerance a significant moderator of this relationship. Among Black respondents, stigma-related stressors did not predict the stress response. Levels of ethnic identity commitment marginally interacted with discrimination in predicting heart rate variability, such that individuals with greater levels of commitment evidenced lower heart rate variability as experiences of discrimination increased compared to those with lower levels of commitment. There were no other significant or marginally significant interactions of ethnic identity with stigma-related stressors in predicting the stress response. Stigma-related stressors did not predict risk-taking nor were there indirect effects through the stress response. Health implications and directions for future research are discussed.
Chapter 1: Literature Review
Shooting Deaths of Black Individuals in the US
A series of high-profile fatal shootings by police of Black men (e.g., Michael Brown in Fergusson, MI; Philando Castile in Falcon Heights, MN; Tamir Rice in Cleveland, OH; Walter Scott in North Charleston, SC) have shined a brighter spotlight on police use of deadly force and how these deaths are tracked, if at all (Bialik, 2016). According to former Attorney General Eric Holder (U.S. Department of Justice, 2015):
"The troubling reality is that we lack the ability right now to comprehensively track the number of incidents of either uses of force directed at police officers or uses of force by police…[t]his strikes many – including me – as unacceptable."
Indeed, the U.S. Department of Justice does not keep a comprehensive database on police shootings and instead opts for self-report of officer-involved shootings from the nation's more than 17,000 law enforcement agencies as part of the FBI's annual data on "justifiable homicides" by law enforcement titled "FBI's Supplemental Homicide Report" (Lowery, 2014). Because of the structurally biased nature of reporting (e.g., Florida police departments have failed to file fatal police shooting reports since 1997; Gabrielson, Grochowski Jones, & Sagara, 2014), many have critiqued the report as an underestimate of true events (Barber, Hemenway, Hochstadt, & Azrael, 2002; Crosby & Lyons, 2016; Lowery, 2014). Though Congress passed a Death in Custody Reporting Act (DCRA) in 2000, which required the collection of individual data on deaths in the process of arrest, local jails, and state prisons, it expired in 2006 and produced limited data as a result (Schwartz, 2014). Legislation by the same name was reintroduced in 2013 and signed into law in 2014 with some notable modifications: it requires the head of every federal law enforcement agency to report to the attorney general certain information about
individuals who die while detained, under arrest, or incarcerated, as well as allows the Justice Department to withhold federal funds from states that fail to comply (Schwartz, 2014; Scott, 2014). In similar fashion as the Supplemental Homicide Report, data regarding arrest-related deaths of the DCRA are currently suspended due to concerns around data coverage and quality (Bureau of Justice Statistics, 2016b).
Another option is to examine the National Violent Death Reporting System (NVDRS), administered by the Centers for Disease Control and Prevention (CDC), which collects data on both legal intervention deaths and homicides of law-enforcement officers. The NVDRS is a state-based surveillance system that collects data from a variety of state and local agencies including: law-enforcement agencies, medical examiners, and death certificates (Centers for Disease Control and Prevention, 2016). This system can elucidate a fine level of detail found in the narratives of the medical examiner and law-enforcement agency submitting the report (CDC, 2016; Crosby & Lyons, 2016). However, the NVDRS has a number of limitations, which preclude true estimates of these causes of death: it is not nationally representative as not all states elect to participate, data missing from a medical examiner or law-enforcement officer's report will reflect in missing data in the system, and the database has at times been difficult to utilize (Crosby & Lyons, 2016).
One source that has specifically examined fatal police shootings in the United States and has been able to address the primary limitation of missing data has come from a newspaper organization, The Washington Post. For the years 2015 and 2016, The Washington Post has put together a publically available, comprehensive database of every fatal shooting in the United States by a police officer in the line of duty since January 1, 2015 titled the "National Police
Shooting Database" (Tate et al., 2016). 1 This database is replete with details such as whether the deceased was experiencing a mental health crisis at the time of the event, whether the person was armed or unarmed, and whether an officer was named in the reporting of the event, among other information (Tate et al., 2016). To gather these data, The Washington Post utilizes a variety of methods including examining local news reports, law enforcement websites, social media, and independent databases, with the newspaper often conducing additional reporting in many of the cases (Tate et al., 2016). Though the database is not perfect, it offers a more comprehensive and detailed overview of the issue. In fact, the database has logged twice as many fatal shootings as the FBI in 2015 (Tate et al., 2016), suggesting it is an appropriate substitute in the absence of a formal government database.
According to the National Police Shooting Database, 991 individuals were fatally shot by police in 2015 (Tate et al., 2016).
2
Most civilians shot were male (95.8%), White (50%), and between the ages of 25 and 34 (31.4%;
M
= 36.7). The majority of civilians shot and killed were armed with a deadly weapon (82.4%), while 93 civilians (9.4%) were unarmed (Nix, Campbell,
Byers, & Alpert, 2017). Of the total civilians shot, 258 (26.1%) were Black individuals. What is important to note is that although White individuals composed the majority of civilians shot,
Black individuals make up only 13.3% of the population, whereas White individuals compose
61.6% according to the most recent census (US Census Bureau, 2016). If these shootings were proportionate to the population, 610 (61.6% of 963 shootings) civilians would be White and 131
(13.3% of 963) would be Black—18.8% lower and 96.9% higher than what would be expected
1
The dataset for 2015 can be found here:
https://www.washingtonpost.com/graphics/national/police-shootings/
. The dataset for 2016 can be found here:
https://www.washingtonpost.com/graphics/national/police-shootings-2016/
2 The total was 991 as of February 2, 2017.
.
for White and Black individuals, respectively. This disparity becomes even more evident when examining unarmed civilians, as 38 (40.4%) were Black and 32 (34.0%) were White of the 94 total individuals fatally shot by police, an almost three-fold increase in what would be expected for Black civilians. While data from 2016 seem to indicate that fewer unarmed Black civilians were fatally shot compared to the previous year (35.4% versus 40.4%), this rate remains disproportionate compared to unarmed White civilians (45.6%), as a function of the population (Tate et al., 2016).
Though the National Police Shooting Database suggests shooting deaths higher than those by other government sources, a number of additional crowdsourced databases (e.g., Fatal Encounters, the Gun Violence Archive, and Mapping Police Violence), including one by The Guardian newspaper using similar methodology as that of The Washington Post, all indicate much higher counts. For example, 1,152 people were killed in 2015 according to Mapping Police Violence (mappingpoliceviolence.org) compared to 991 reported in the National Police Shooting while The Guardian found 1,146 victims (The Guardian, 2016). 3 While these types of discrepancies are likely to occur, it is also possible that the statistics proposed above are underestimates, as not all shootings are likely to be reported by the media, which affects the accuracy of these crowdsourced databases. Given the unmistakable deficit in the accuracy of these data, the U.S. Department of Justice announced in August of 2016 that it would begin to keep a comprehensive database of fatal officer-involved incidents that uses similar methodology to that of The Guardian to verify the incidents seen in local media reports and other sources
3 The total was 1146 as of February 9, 2017. The dataset can be found here: https://www.theguardian.com/us-news/ng-interactive/2015/jun/01/the-counted-police-killingsus-database.
(Bureau of Justice Statistics, 2016a). More accurate reporting of these incidents will optimistically give rise to more critical analysis of the issues around police use of force.
Police Use of Force
Police use of force is a controversial topic with a contentious history. One reason for this is exemplified by the lack of a universally agreed-upon definition of use of force (National Institute of Justice, 2016). Though the International Association of Chiefs of Police define it as the "amount of effort required by police to compel compliance by an unwilling subject," individual agencies provide guidance to their own officers on when and how much force should be used, indicating the lack of an accepted set of rules on this issue (National Institute of Justice, 2016). By extension, most law enforcement agencies have agency level policies that outline police use of force on a continuum from no force to non-physical force to physical force that escalates in intensity and that is driven by contextual cues (National Institute of Justice, 2016). It is the absence of a widely-accepted definition and set of governing rules on use of force that contributes not only to the inability to fully comprehend how frequently force is used but also to an understanding of the motivation by law enforcement officers to use force in different situations. Nevertheless, researchers have sought a better understanding of the frequency and mechanisms that motivate police use of force for decades (Alpert & Dunham, 1997; Bittner, 1970; Fridell & Lim, 2016; Reiss, 1968, 1973; Westley, 1953). While early research tended to be focused on excessive and lethal use of force (e.g., homicide by police), more recent work has taken a less myopic perspective and focused on the nature of force that does not necessarily reach the level of inappropriateness (Terrill, Leinfelt, & Kwak, 2008). This broadened perspective has been driven by the belief that understanding all forms of force, not exclusively excessive or lethal, are paramount to the assertion that "the police are nothing else than a
mechanism for the distribution of situationally justified force in society" (Bittner, 1973, p. 39). Police use of force is examined within this context that defines the central role of police in modern society as one that has the capacity and authority to use force and therefore necessitates inquiry into how, when, why, and upon whom force is used.
Police use of force as a line of research has generally been examined through one of four perspectives: individual, situational, organizational, or ecological (Friedrich, 1980; Nix et al., 2017). The individual approach posits that the use of force is predicated on individual characteristics of police officers (e.g., their background and outlook; Friedrich, 1980). For example, law enforcement officers with higher levels of education are less likely to use force (Paoline & Terrill, 2004, 2007; Terrill & Mastrofski, 2002). It is thought that law enforcement officers with greater educational attainment possess better decision making skills and make better officers (Worden, 1990). In fact, it was the recommendation of the President's Commission on Law Enforcement and Administration of Justice that all police officers should be required to have a college degree, as it was thought that this would improve the quality of policing (1967). Studies on police experience have yielded mixed results with some identifying a negative relationship with police use of force (Paoline & Terrill, 2007; Terrill & Mastrofski, 2002), while others have failed to identify significant results (Mccluskey & Terrill, 2005; Sun & Payne, 2004; Terrill et al., 2008). Interestingly, race/ethnicity and gender of police officers have generally not been related to use of force (Mccluskey & Terrill, 2005; Paoline & Terrill, 2004, 2007; Sun & Payne, 2004; Terrill & Mastrofski, 2002), implying that other individual characteristics may play a greater role in the motivation to use police force. These results suggest that despite greater educational attainment predicting less force, other individual characteristics yield mixed findings at best.
Understanding use of force via the situational perspective examines characteristics of the situation by which police encounter citizens including: the type of alleged offense, the physical setting, and the behavior and characteristics of the citizens they encounter (e.g., race, age, class; Friedrich, 1980). An examination of the type of alleged offense indicates that unsurprisingly the use of force increases as the seriousness of the offense increases (Friedrich, 1980; Worden, 2015). An inspection of data from police departments in three metropolitan cities indicates that while violent (i.e., the use of force or injury to another person) and non-violent crime are more likely to result in reasonable use of force, only violent crime is likely to yield improper or unreasonable use of force (Worden, 2015). This likelihood of force steadily increases as the number of bystanders increases beyond four, when there are between two and five officers, and is greatest when there are more than five officers present (Worden, 2015). However, the majority of the work within this perspective has focused on characteristics of the citizen or "suspect" involved.
Characteristics of the organization or agency help define the organizational approach. Within this context, police use of force is a product of the policies and culture at a given agency (Brown, 1988; Wilson, 1968), whereby patterns of police behavior may be predicted by the organizational rules, regulations, standard operating procedures, incentives and disincentives, and administrative direction set forth by a particular agency. It can be presumed then that organizations which condone and encourage heavy reliance on force will ultimately lead to greater use of force among members within that agency (Friedrich, 1980). Examination of longitudinal data has found that restrictive deadly force policies yield fewer instances of deadly force (Sherman, 1983). Similarly, agencies that require greater supervisory oversight in reporting use-of-force demonstrate lower rates of force compared to agencies that allow officers to follow
through with reporting these instances on their own (Alpert & MacDonald, 2001). In a separate study, more "formal" agencies (i.e., agencies with a greater number of written policies), did not have a lower number of police killings; however, more extensive field training was positively associated with a higher number of police killings (Smith, 2004). It was proposed that more extensive field training increases contact with more experienced officers and may encourage traditional occupational norms—norms that may stress respect for police authority and personal protection over defense of life (Smith, 2004).
Lastly, the ecological perspective emphasizes that the use of force is based upon the broader context of any given incident (e.g., perception of a setting as dangerous; Nix et al., 2017). According to Smith (1986), law enforcement officers' behavior is susceptible to change depending on the neighborhood context, which has been supported by Terrill and Reisig's (2003) findings that officers are more likely to use greater levels of force in disadvantaged (e.g., individuals in poverty, high percentage unemployed) and high crime neighborhoods even after accounting for those situational (e.g., suspect resistance) and individual (e.g., officer age, education, and training) factors. Additionally, neighborhood context mediated the association between suspect race and level of force. An examination of police shootings between 2003 and 2012 in St. Louis, Missouri found that neither neighborhood disadvantage nor racial composition was associated with police shootings; however, levels of firearm violence were associated with police shootings in a curvilinear fashion. Specifically, neighborhoods with a moderate amount of firearm violence had a greater number of police shootings than those with low or high amounts of violence.
Taken together, this body of work supports the generalization that police use of force is complex and is likely influenced by a number of factors. A systematic review of the literature
(Harris, 2009) concluded that psychological variables (e.g., officers' attitudes toward their job and to African Americans), situational variables (e.g., the nature of the offense and the individuals' behavior), and organizational variables (e.g., characteristics of the police department) all affect the improper use of force. Additionally, improper use of force was more likely to be committed against individuals who were hostile toward police, intoxicated, poor, and African American, and was more likely to be committed by young male officers with less police experience. The four perspectives discussed above all support this claim to varying degrees; however, a number of individual and often unconscious factors may also motivate this behavior.
Racial bias as a motivator? A significant number of publicized events in recent years depicting law enforcement officers using deadly force on Black civilians has reignited a discussion of the impact of stereotypes on the decision to use force by law enforcement officers. One mechanism that appears to have substantive impact on this relationship can be understood through implicit social cognition theory. According to this theory, cognitions can be the result of two different processes: (1) a controlled process that is intentional, effortful, slower, and dependent on cognitive capacity and motivation by the individual; or (2) a relatively automatic process that does not require intention, attention, or resource capacity and is quick compared to controlled processes (Devine, 1989; Devine & Sharp, 2009). Controlled processes are considered to be more flexible than automatic processes and thus more useful for decision making (Devine & Sharp, 2009). These processes are thought to underlie our understanding of "implicit" and "explicit" biases toward out-group members (i.e., Black men), that is that implicit attitudes tap into cognitions that are less readily available than explicit ones. 4 Although it is possible that
4 Though the literature has debated the unconscious nature of "implicit" cognitions until recently (Hahn & Gawronski, 2014; Payne & Gawronski, 2010), the terms implicit and explicit will be
some law enforcement officers hold explicit racial biases toward minorities when deciding on the use of force, there is substantive work demonstrating the significant role that implicit biases may have on police behavior (Kahn & McMahon, 2015). This is especially important considering that implicit racial bias has become more prevalent and pervasive in society while explicit racial bias has become less frequently endorsed in the past 50 years (Dovidio, Glick, & Rudman, 2005).
There is a wealth of research indicating that compared to Whites, Black individuals are subject to automatic negative stereotypes and prejudice (Devine, 1989) that directly impact racial bias against them. Researchers have highlighted the frequency and durability of these negative stereotypes across a range of outcomes beginning in youth. In a series of studies, Goff, Jackson, Di Leone, Culotta, and DiTomaso (2014) examined whether Black boys were equally perceived as childlike compared to White and Latino boys. Participants, college students and law enforcement officers, were asked to evaluate young Black, White, or Latino suspects and estimate their age and culpability for their actions. Researchers found that Black boys were perceived to be older and less innocent than White boys and were more likely to be candidates for greater use of police force. These results were largely motivated by the implicit dehumanization of Black individuals as vicious and violent. In both student and police officer samples, Black boys were both perceived to be older and more adult-like, suggesting that the force used on adults might be perceived as appropriate for a teenager.
Though prior work has largely examined the dehumanization of Black individuals (Haslam & Loughnan, 2014) and has been found to justify police violence against Black, but not White suspects (Goff, Eberhardt, Williams, & Jackson, 2008), more recent work has begun to
used to describe the features of cognition that arise from relatively automatic and controlled processes, respectively.
examine superhumanization in this population. Indeed, Black individuals are also perceived to maintain superhuman qualities, or "possessing mental and physical qualities that are supernatural… extrasensory…and magical" (Waytz, Hoffman, & Trawalter, 2015, p. 1). In one study, Whites were more likely to perceive superhuman qualities in Black individuals at both an implicit and explicit level, and this perception predicted higher attributions of pain tolerance in Black targets (Waytz et al., 2015). This misperception of greater pain tolerance in Black individuals has been identified among students, nurses, and primary care physicians (Staton et al., 2007; Trawalter, Hoffman, & Waytz, 2012), despite evidence to the contrary (Tait & Chibnall, 2014), suggesting that Black individuals may be perceived as less susceptible to harm and more invincible to physical attacks than a non-Black person.
Stereotypes depicting Black people as violent, criminal, and aggressive persist in society and have been well-documented in the psychological literature (Allport & Postman, 1947; Devine, 1989; Duncan, 1976; Payne, 2001). For instance, Black men compared to White men are more likely to be misremembered as carrying a weapon (Allport & Postman, 1947) and to activate concepts related to crime (Eberhardt, Goff, Purdie, & Davies, 2004). Black men are also more likely to be perceived as aggressive or hostile in ambiguous situations (Devine, 1989; Duncan, 1976). One study found that Black men were perceived to be bigger (taller, heavier, more muscular) and more physically threatening (stronger, more capable of harm) than White men; this judgement justified greater use of force against unarmed Black men (Wilson, Hugenberg, & Rule, in press). In fact, Black men have reported being mindful of the ways in which their physical stature and tone of voice could be perceived as menacing and oftentimes behave in ways so as to not reinforce these negative stereotypes (Brooms & Perry, 2016).
Implicit bias. Given the abundance of negative stereotypes about Black men and the wealth of research pointing to a racial bias against this population, researchers have sought to examine if implicit bias may have an effect on the use of deadly force against them. In one of the first experimental studies to examine this potential association, respondents were primed with either an image of a Black or White face, which they were told to ignore, followed by the image of a gun or a tool flashed on screen. They were then instructed to identify the object as a gun or a tool as quickly as possible. Participants were faster to identify a gun when they were primed with a Black versus White face and were more likely to mistakenly identify tools as guns if it had been preceded by a Black face (Payne, 2001). In a separate study, participants engaged in a firstperson shooter task whereby they were randomly presented with either a White or Black man with either a gun or some other object. Participants were asked to determine whether the man was holding a gun and to decide whether to "shoot" or "don't shoot" as quickly as possible. Results indicated that participants shot at armed Black men more quickly than at armed White men, and decided not to shoot at unarmed White men faster than unarmed Black men (Correll, Park, Judd, & Wittenbrink, 2002). The results of the previous studies suggest that race is likely a factor in the decision to shoot; however, the samples primarily consisted of undergraduate students and community members and likely do not generalize to law enforcement officials who receive significant training on the decision to use their weapons.
With that in mind, a series of studies have been conducted to directly examine if the previous results were maintained with police officers and have produced mixed and complex results. In one study, police officers were compared to a community sample in terms of the speed and accuracy with which they made simulated decisions to shoot (or not shoot) Black and White targets. Both showed pronounced racial bias in response times and decisions. While police
officers were more likely to make correct decisions (shooting an armed target, not shooting an unarmed target) and were faster in making those decisions, they were faster to shoot armed targets when they were Black (rather than White), and they were faster to choose a don't-shoot response if an unarmed target was White rather than Black (Correll et al., 2007). This bias certainly suggests that police attend to race and to racial stereotypes. In another study using a computer simulation, Plant and Peruche (2005) examined police officers' decisions to shoot Black and White criminal suspects. The study revealed that officers were more likely to mistakenly shoot unarmed Black versus White unarmed suspects upon initial exposure to the program but after numerous trials, the bias was no longer present. In a follow-up study (Peruche & Plant, 2006), researchers examined the correlates of police officers' explicit attitudes toward Black individuals including their beliefs of criminality of Black suspects to the officers' computer simulation results described above. Results identified that officers with negative compared to more positive beliefs about the criminality of Black individuals were more likely to shoot unarmed Black suspects while those with positive contact with Black individuals in their personal lives were particularly able to eliminate these biases after numerous trials.
More recent work utilizing more sophisticated technology meant to more accurately reflect real world scenarios has built upon prior work and has similarly found mixed results. In one study (Cox, Devine, Plant, & Schwartz, 2014) using both still pictures and dynamic video stimuli (meant to increase the realism of the shooter task), police officers were instructed to hold a realistic plastic toy gun and asked to shoot any suspect who was armed in both conditions (i.e., picture stills, video format). Replicating prior work (James, Vila, & Daratha, 2013), officers were faster to shoot armed Black suspects in picture trials but slower to shoot them in video trials. The only form of race bias that arose occurred in the video blocks, and the bias observed
reflected officers correctly not shooting unarmed Black suspects, counter to what was expected. These results have been replicated across other studies utilizing similar methodology, finding that participants take longer to shoot armed Black than White suspects, and are less likely to shoot unarmed Black than unarmed White suspects (James, James, & Vila, 2016; James, Klinger, & Vila, 2014), supporting the presence of a supposed "reverse racism" effect. One study explicitly tested and failed to find an association between participants' implicit racial bias and their shooting behavior (James et al., 2016) indicating that, at least in the sample they employed, the decision to shoot unarmed Black suspects did not appear to be motivated by racial bias. It was posited that this counter bias may be driven by the belief that the officers' behavior is more likely to be caught on video (either by police dashcam or civilian cellphone) and that there might be greater repercussions to shooting an unarmed man that is Black rather than White.
A number of points are worth noting on the studies described above. One, the studies all completed data collection prior to the summer of 2014, indicating that police behavior was unlikely motivated by the increased national focus on the use of deadly force following the events that transpired in Fergusson, Missouri, and the shooting of Mike Brown. Two, the participants in all studies by James and colleagues were recruited from Spokane, Washington—a city with less than 3% of the population identifying as Black or African American (US Census Bureau, 2013), limiting the generalizability of their results to less diverse communities. Despite a significant number of methodological and theoretical concerns of James and colleagues' (2016) work (e.g., failing to acknowledge that police perceptions of behavior and demeanor are shaped by race, that "reverse racism" does not exist, that police officers are rarely charged with a crime even if police behavior is caught on camera; Roussell, Henne, Glover, & Willits, in press), it is
worth highlighting the complexity and interconnected factors that impact excessive use of force and the mechanisms taken to understand this phenomenon.
While the prior experimental studies have produced mixed and at times controversial findings, the focus has largely centered on single cities, and relatively little is known at the national level about the presence of racial bias in the decision to use deadly force. Two studies sought to address this limitation using cross-sectional methodology. In one of the first studies to use data believed to be more comprehensive and less biased than in previous work, Ross (2015) examined county-level data provided by the US National Police Shooting Database (Wagner, contrast to previous work that relied on the FBI's Supplemental Homicide Reports that were constructed from self-reported cases of police-involved homicide, this dataset is less likely to be biased, as it utilized crowd sourcing efforts to identity each shooting. The results identified a significant bias in the killing of unarmed Black versus White civilians such that being unarmed
2014) to investigate the extent of racial bias in the shooting of US civilians by police officers. In and shot by police was 3.49 times more probable among Black than White individuals. Additional results indicate similar shooting bias is more prevalent in larger metropolitan counties with low median incomes and a sizable portion of Black residents, especially when there is high financial inequality in that county. The results also failed to support the notion that racial bias in police shootings is driven by race-specific crime rates (i.e., in urban areas with more Black residents and higher levels of inequality, individuals are more likely to commit violent crime, and thus the racial bias in police shooting may be explainable by greater presence of police in areas of high violence and crime).
These results were replicated and extended by Nix and colleagues (2017) using National Police Shooting Database provided by The Washington Post. The authors identified significant
racial bias across a number of outcomes. Fifteen percent of Black civilians shot and killed by police were unarmed compared to 6% of White civilians, despite twice as many White civilians dying by police gunfire. Indeed, Black individuals were more than twice as likely as Whites to have been unarmed when fatally shot by police even after accounting for other factors (e.g., age, mental illness, neighborhood crime). These results are suggestive evidence of implicit racial bias and speak to a potential failure of threat perception by law enforcement officials.
The literature on excessive and deadly use of police force is overwhelmingly suggestive that law enforcement officials disproportionately use excessive force against Black civilians. The rationale and mechanisms through which this might operate are numerous and complex but are nevertheless indicative of systemic racism operating at multiple levels. The lack of a national police database that catalogues police shootings or excessive use of force, police agencies' reluctance and unwillingness to make their use-of-force data public, and negative stereotypes about Black individuals that have become so invariably ingrained in society in numerous aspects (e.g., individual prejudices contributing to excessive force) all contribute to and encourage injustice against Black people. A greater focus on addressing police practices and combating negative stereotypes would unequivocally aid in combating the racial bias present in law enforcement culture.
Experiences with Law Enforcement
Attitudes toward law enforcement have become significantly more polarized following a number of national shootings that drew attention to (in)appropriate police behavior. The shooting of Michael Brown in Fergusson, Missouri and death of Eric Garner in New York and their following protests/riots prompted then-President Barack Obama to sign an executive order initiating a taskforce aimed at identifying best practices in running law enforcement departments
and to make recommendations. In the report, 52% of Black citizens indicated having a great deal or a fair amount of confidence of the police officers in their community doing a good job of enforcing the law; however, the majority lacked the confidence that the police would not use excessive force (59%) and that police treat Black and White citizens equally (62%) compared to 24% and 27% of White respondents, respectively (US Department of Justice, 2015). This pervasive mistrust of the police and general negative attitude towards law enforcement may be warranted given the racial disparities across a variety of outcomes that adversely impact Black citizens. For instance, Black individuals are approximately four times more likely than Whites to be targeted for police use of force (Walker, Spohn, & DeLone, 2007) and are stopped (Gelman, Fagan, & Kiss, 2007; Miller et al., 2017) and arrested at disproportionately higher rates than their representation in the population, especially among juveniles (Federal Bureau of Investigations, 2016). According to a national survey, Black individuals are more likely than Whites to endorse the belief that Black people are more likely to be treated less fairly than Whites when dealing with the police (84% versus 50%, respectively; Pew Research Center, 2016). These experiences broadly underscore experiences of racial profiling, defined as "[the use of] race as a factor in conducting stops, searches and other investigative procedures" (Bush, 2001 as cited in Goff & Kahn, 2012), with near consensus among the public that it is damaging to those who are subjected to such behavior.
Individuals only reporting negative personal contact with law enforcement is problematic as it colors future police interactions as representations of racism. Studies show that prior direct experiences with law enforcement have a significant influence on opinions of the police (Mazerolle, Antrobus, Bennett, & Tyler, 2013), which may contribute to how they are likely to perceive future police contact. In a study by Weitzer and Tuch (2002), the authors identified that
"net of other factors, race and personal experience with racial profiling are among the strongest and most consistent predictors of attitudes towards the police" (p. 445) and that direct experience with racial discrimination can have a lasting and adverse effect on perceptions of the police. In a follow-up study, Weitzer and Tuch (2005) identified that Black individuals with negative personal experiences with the police were more likely to perceive that: (1) the police have a bias against Black individuals when compared to Whites; (2) that the police service White neighborhoods better than Black neighborhoods; (3) that racial prejudice exists among police officers; and (4) that police officers engage in racial profiling. In fact, negative contact with the police predicted future negative attitudes toward the police in a diverse community sample as well as the reverse: negative attitudes toward the police predicted future negative police contact—a particularly robust relationship for Black compared to White and Hispanic respondents (Rosenbaum, Schuck, Costello, Hawkins, & Ring, 2005). Having a history of negative contact with law enforcement, especially when these experiences are often a reflection of racial discrimination, is likely to motivate anticipation of racism in the future.
While direct experiences have a profound effect on attitudes toward law enforcement, vicarious experiences (i.e., indirect experiences) with law enforcement are often just as important in shaping attitudes, particularly for the Black community. For instance, Feagin and Sikes (1994) note that: "black victim[s] frequently share [their experiences] with family and friends, often to lighten the burden, and this sharing creates a domino effect of anguish and anger rippling across an extended group" (p. 16 as cited in Brunson, 2007). This is important as vicarious experiences with law enforcement are found to predict attitudes toward police as expected—negative experiences predict more negative attitudes while positive ones predict less negative attitudes— and that the effects of negative various experiences are strongest for African Americans
compared to White and Hispanic individuals (Rosenbaum et al., 2005). In fact, in a study of Black men's experiences with the police, the respondents indicated that they were more likely to hear about instances of police violence and misconduct from friends and family than witnessing or being the recipient of such behavior (Brunson, 2007). Despite not hearing about police misconduct every day, individuals shared their experiences often enough to warrant high levels of mistrust and resentment toward the police, which impacts how they perceive law enforcement behavior and likely contributes to Black individuals' anticipation of racism in the future. In fact, Black citizens who indicate having had negative vicarious experiences with the police are also more likely to believe racial prejudice exists among police officers and that police officers engage in racial profiling, but these effects are not stronger than negative personal experiences (Weitzer & Tuch, 2005). The collectively negative group experience of many Black individuals in their interactions with law enforcement is likely to contribute to their belief that racial stressors are ever-present and should be guarded against in future interactions.
An especially potent form of vicarious experience comes from police-citizen encounters captured on video. Given that the majority of individuals do not come into regular contact with police, individuals will draw on information obtained from other sources when they encounter a police officer in the future (Warren, 2011). An increase in citizen journalism—when average citizens engage in journalistic practices (Goode, 2009)—has allowed for an explosion of additional perspectives beyond those offered by the police, which may impact the anticipation of future racist experiences at the hands of law enforcement. Exposure to news reports on incidents of police misconduct has long been found to impact confidence in the police (Weitzer, 2002), support for the use of force as an appropriate tactic (Sigelman, Welch, Bledsoe, & Combs, 1997), and public perceptions of racial profiling (Graziano, Schuck, & Martin, 2010). Especially
troubling is that increased news consumption about police misconduct (such as police of use excessive force, verbal abuse, and corruption) via television, newspaper, or radio is predictive of several forms of perceived police bias including against minority individuals (i.e., Black, Hispanic), unequal treatment of neighborhoods, and prejudice and profiling against Black and Hispanic people (Weitzer & Tuch, 2005).
It is especially important to note that the increase in news accounts of police misconduct does not indicate that misconduct is increasing but rather that there is greater coverage of these incidents (McLaughlin, 2015), thanks in part to advances in mobile technology (Brown, 2016). In fact, one of the top stories of 2014 was the death of Eric Garner at the hands of New York City police officers, which was caught on cell-phone video by a citizen (Snyder et al., 2017) and undoubtedly contributed to an increased awareness of potential police misconduct and prompted greater police coverage by local citizens shared on mobile platforms.
Collectively, these studies highlight that negative police contact impacts negative attitudes toward law enforcement, and that these negative experiences are disproportionately reported by Black individuals. Importantly, individuals do not have to be the direct recipient of these negative experiences to color their perceptions of police, suggesting that hostile law enforcement interactions can impact large portions of a community through separate and individual interactions. This is made even more significant through an increase in citizen journalism documenting these interactions for all to see. This context is particularly important for the current study and suggests that a history of negative police contact may contribute to an anticipation of racism in the future.
Health Effects of Traumatic Media
At present, there is no research that has overtly examined the effects of watching videos depicting police brutality, due in part to the recent advancement of technology that has allowed for such types of experiences to be viewed by a large audience. Nevertheless, substantive work has examined the effects of news media coverage of violence and traumatic events and is pertinent to the study at hand. Broadly, individuals are likely to experience feelings of fear following media exposure depicting violence and brutality, even among those whom have not been directly exposed to this type of violence and for whom it poses no immediate threat (Bandura, 1986). It can therefore be posited that individuals who are exposed to the violence depicted in the media may have a more substantive and/or exaggerated response.
Research examining the effects of watching violent news media generally indicates a wide range of negative health outcomes. In a study by Schuster and colleagues (Schuster et al., 2001), researchers conducted a national survey assessing the mental health effects of the terrorist attacks on September 11, 2001 three to five days following the attack. The study authors uncovered that 44% of adults reported one or more substantial symptoms of stress, with those who watched the most coverage having more substantial stress reactions. In a separate study examining the effects of media exposure following the Boston Marathon bombings, researchers recruited participants living in the Boston area at the time of the attacks who had previously participated in a study assessing sympathetic reactivity to stress. Results revealed that media exposure and prior violence exposure were associated with post-traumatic stress disorder (PTSD) symptoms and that those with heightened stress reactivity were more susceptible to develop PTSD symptoms (Busso, McLaughlin, & Sheridan, 2014).
Similar results have been found in experimental studies manipulating news coverage. For instance, a study by Slone (2000) sought to identify if Israeli participants experienced differential
anxiety responses to television coverage of national threat situations and terrorism compared to a control group. Participants were randomized into one of two groups: (1) exposure to television news clips of terrorism and threats to national security or (2) a control condition of news clips unrelated to national danger. Slone found that individuals in the experimental condition reported greater anxiety than individuals in the control condition. Broadly, research on news media coverage following disasters like those above suggests that greater news media consumption is associated with a number of psychological outcomes including: development of PTSD and posttraumatic stress, depression, stress response, substance use, and negative emotions (Pfefferbaum et al., 2014).
When this phenomenon has been studied among journalists, results are strikingly similar. Feinstein, Audet, and Waknine (2014) conducted a cross-sectional study that aimed to examine the psychological impact that viewing graphic images may have among journalists. Researchers found that frequent exposure to violent images was uniquely associated with greater symptoms of PTSD, depression, anxiety, as well as greater somatic complaints and alcohol consumption. Duration of exposure to violent images was only predictive of intrusive thoughts. These results suggest that journalists may habituate to the content but only if they are constantly exposed. By contrast, relatively quick exposure to very violent images may be more psychologically damaging than constant exposure. This is particularly important in the context of the current study, as access to violent media is literally in the palm of a person's hand allowing for constant exposure to potentially unsettling content at any moment.
The stress of repeated media exposure can best be exemplified by a study conducted by Holman, Garfin, and Silver (2014), who assessed the role of news media versus direct exposure on acute stress response following the Boston Marathon bombing. The authors identified that,
like other studies (Busso et al., 2014), greater daily hours of bombing-related news media exposure in the week following the bombings was associated with higher acute stress. However, when this was compared to direct exposure to the bombing, news media exposure remained uniquely predictive of acute stress while direct exposure was not significant. Repeated exposure was up to nine times more likely to lead to reporting symptoms of PTSD, even after accounting for pre-bombing mental health, demographics, and prior collective stress exposure. These findings underscore the psychological impact of repeated news media exposure to a traumatic event and highlight the need for limiting exposure to graphic violence as a means of preventing stress and protecting mental health.
Collectively, these studies indicate that repeated exposure to violent news media in the aftermath of a traumatic event leads to increased psychological consequences. Though this work has been extrapolated from different violent and traumatizing contexts, the countless videos of police violence against Black individuals likely equates to relentless community stress, which can be accessed at any moment via a computer or smart phone. Although the literature on repeated stressful media exposure suggests psychological consequences, little is known about how individuals may physiologically respond to videos of police-violence against Black individuals—a gap in the literature this study hopes to fill. As has been illustrated in prior research (Holman et al., 2014), violent news media are likely to elicit a stress response, which will be described in greater detail in the next section.
Models of Stress and the Stress Response
General stress. Research examining stress has dominated the social science literature for decades with work aimed to understand its antecedents, process, and management (Antonovsky, 1987; Lazarus, 1966; Selye, 1952, 1956). Though stress has been defined in numerous ways, the
current work conceptualizes it as the constellation of cognitive, emotional, physiological, and behavioral reactions the organism experiences as it transacts with perceived threats and challenges (Harrington, 2012). However, the experience of stress is subjective; that is that not all events will elicit a stress response and that the event must first be characterized, or appraised, as stressful.
Utilizing Lazarus and Folkman's transactional theory of stress and coping (1984), an individual engages in a two-stage process of cognitive appraisal. In the first stage, an individual engages in primary appraisal whereby an event is characterized as either negative, positive, or neutral. If the event is appraised as negative, it is further characterized either as (1) harm/loss (assessment of current damage), (2) threat (potential for future harm/loss) and/or (3) challenge (opportunity for growth). Secondary appraisal follows this whereby an individual evaluates the availability of resources or coping abilities to prevent or reduce future harm. If the event is appraised as harmful or threatening and an individual has limited coping resources, an individual will experience stress.
As noted above, the stress experience is composed of an amalgam of reactions. If an event is appraised as a threat, an individual may have negative cognitive (e.g., inability to make decisions), emotional (e.g., anger, irritation, anxiety), behavioral (e.g., poor performance), and/or physiological reactions. Walter Cannon (1932) first described the physiological response to stress through his discussion of homeostasis, the biological self-regulation process allowing an organism to adapt to life's demands. In doing so, Cannon outlined that an organism will have one of two automatic responses when faced with a threat: (1) fight, confrontation of the stressor (the stimulus propelling the stress response), or (2) flight, withdrawal from the stressor.
When faced with a stressor, the sympathetic branch of the autonomic nervous system is activated, which prepares the body for physical action. During arousal, the hypothalamus activates the sympathetic-adrenal-medulla (SAM) and the hypothalamic-pituitary-adrenal (HPA) axis, two primary systems of the fight-or-flight response. As part of SAM, the sympathetic nervous system stimulates the adrenal medulla to secrete two catecholamines, epinephrine and norepinephrine, which cause the pupils to dilate, accelerates heartbeat, promotes sweating, inhibits digestion, and suppresses the immune system, among other responses. As part of the HPA axis, the hypothalamus influences the anterior pituitary gland to secrete adrenocorticotropic hormone (ACTH) into the bloodstream which stimulates the adrenal cortex to release glucocorticoids. The primary glucocorticoid secreted by the adrenal gland is cortisol which raises glucose levels in the blood (energy mobilization) and reduces inflammation. To return back to homeostasis, the parasympathetic branch serves to dampen the arousal response of the fight-orflight response by relaxing the body including constricting the pupils, slowing the heartrate, and regaining clearer thoughts (Harrington, 2012). The stress response can therefore best be described as the body's attempt to regain homeostasis or ideal level of physiological functioning following exposure to a stressor.
Rooted in evolutionary psychology, the fight-or-flight response is believed to have evolved as a survival strategy to effectively adapt to the environment. For acute, or short term, stressors, successful adaptation is more easily determined; however, chronic stressors, or longterm stressors, often require greater resources as they place substantial demand on the body. The stressors of today have changed considerably since the development of this response such that individuals experience fewer physical forms of stress (e.g., tigers, bears) and more psychological stress (e.g., job stress), with stress becoming more chronic in nature (Harrington, 2012).
According to Hans Selye (1956), the course of stress could be described by three stages which he called the general adaptation syndrome. First, an array of physiological changes occurs in an immediate effort to counter the stressor, noted as the alarm stage. If the stress continues, bodily resources are utilized to heal any damage that has occurred until its natural resources begin to deplete, known as the resistance stage. If the stress persists or is severe enough, the body's systems begin to break down in a stage of exhaustion.
While acute stressors are successfully countered in the resistance stage, chronic stressors can exert true physiological and psychological damage on the body. Chronic activation of the fight-or-fight response can lead to dysregulation of the SAM and HPA axis and depletion of resources, known as allostatic load (McEwen, 1998; Sterling & Eyer, 1988). Allostatic load can lead to a weakened immune system and increase the risk for illness and disease (Cacioppo & Berntson, 2011; Dickerson & Kemeny, 2004), including impairment of cognitive functioning (e.g., learning, memory, decision making), neural atrophy, cardiovascular disease, depression, and PTSD (Juster, McEwen, & Lupien, 2010; McEwen, 1998, 2007).
Negative affect. In addition to physiological arousal, the stress response is characterized by dispositional negative affect (NA; Folkman, 2013). Negative affect (NA) is a general dimension of subjective distress and subsumes a broad range of aversive mood states including: anger, fear, guilt, and disgust (Watson & Pennebaker, 1989). Substantive work on stress and affect has found that negative affect is associated with subjective stress (Clark & Watson, 1986; Watson, 1988) as well as the physiological response to stress (Buchanan, Absi, & Lovallo, 1999; Quirin, Kazen, Rohrmann, & Kuhl, 2009). Additional work on the frequency of stressful events indicates a similar relationship. In study of married couples, individuals who experienced a daily hassle also reported worse mood the day the hassle took place (DeLongis, Folkman, & Lazarus,
1988). Interestingly, collective stress does not appear to be associated with NA, but rather experiencing more or less stress than usual appears to predict NA in a longitudinal sample of young adults (Rehm, 1978). This suggests that individuals are likely successfully adapting to daily stress until they perceive they no longer have the resources to effectively combat the additional stress. In a study by Bolger and colleagues (1989), greater daily stress predicted NA; however, when stressors occurred on a series of days, emotional habituation occurred by the second day for all stress events except for interpersonal conflict; that is that interpersonal conflict maintained its association to NA across several days while other stressors (e.g., financial problems, work/family demands) were less likely to remain significant. Collectively, stress in its various forms appears to predict NA but interpersonal stress may be an especially formidable stressor that is robustly associated with NA.
Health effects of general stress. Research spanning more than 60 years has wellestablished myriad physical and mental health consequences due to stress (Thoits, 2010). An accumulation of stress has been found to produce elevated levels of psychological stress and has predicted the onset or recurrence of a number of psychiatric disorders including: major depression, generalized anxiety disorder, PTSD, and alcohol and substance use disorders (Brown & Harris, 1978; Dohrenwend & Dohrenwend, 1974; Mirowsky & Ross, 2003; Thoits, 1983, 1995, 2010). Stress has also been linked to a number of physical health issues including cardiovascular disease, tension headaches, atopic disorders (e.g., asthma, allergic rhinitis), upper respiratory diseases, and a greater disease progression in some chronic illnesses including HIV and cancer (Harrington, 2012; Schneiderman, Ironson, & Siegel, 2005). Experiencing a stressful life event (e.g., divorce, death in the family) has also been found to predict subsequent physical morbidity, mortality, symptoms of psychological distress, and psychiatric disorder (Coyne &
Downey, 1991; Kessler, Price, & Wortman, 1985; Thoits, 1983, 1995) and been found to predict longer durations of illnesses (Taylor, 2010). In fact, stress has been found to place individuals at greater risk for infection (Cohen, Tyrrell, & Smith, 1991) and compromise immune functioning as illustrated by slower wound healing (Kiecolt-Glaser, Marucha, Malarkey, Mercado, & Glaser, 1995) and poorer antibody response to a flu vaccine (Kiecolt-Glaser, Glasert, Gravenstein, Malarkey, & Sheridan, 1996).
Stress has been found to have a significant impact on blood pressure. Acute stress can cause spikes in blood pressure, and if the stress response is repeatedly or continuously activated, it can prevent elevated blood pressure from returning to its homeostatic levels, forcing the heart to work harder and leading to damaged arteries and plaque formation (Harrington, 2012; Schneiderman et al., 2005). In a study of students, researchers found that blood pressure was higher the day before and during a student examination (Sausen, Lovallo, Pincomb, & Wilson, 1992), suggesting that the stress associated with the anticipation and taking of an exam elevated blood pressure. Additionally, Fredrikson and Matthews (1990) determined that individuals with high blood pressure demonstrate a heightened blood pressure response to all stressors, indicative of an exaggerated physiological response to stress. These studies are important for the current study insofar as to illustrate that regular exposure to videos of police violence may have a detrimental impact on health and suggest limiting exposure to these videos to protect against the adverse effects of stress.
Race-related stress. Given that encounters with police are often perceived as negative, in particular for Black individuals, it is likely that exposure to videos depicting police brutality will elicit a strong stress response from the viewer. Being the victim of police brutality has been found to be stressful and has even been classified as a stressful life event (Hobson et al., 1998)—
stressful situations that place individuals at risk for illness—in part because they are perceived as acts of racism (Brunson, 2007), given the history of police-perpetuated discrimination against Black men (Aymer, 2016; Brunson, 2007). In fact, frequent negative police contact often results in trauma for Black individuals and especially for Black men (Aymer, 2016). Considerable work has identified that any form of discrimination is profoundly stressful, with racial discrimination as being especially potent and pernicious (Clark, Anderson, Clark, & Williams, 1999; Lewis, Cogburn, & Williams, 2015; Schmitt, Branscombe, Postmes, & Garcia, 2014; Williams & Mohammed, 2009). According to Dovidio and Gaetner (1986), one reason for this may be that racism is embedded in the "social norms, institutional policies, and cognitive and affective systems of White Americans" (p. xi as cited in Utsey & Ponterotto, 1996). In fact, stress specifically caused by or related to exposure to racial discrimination has been conceptualized as a unique construct distinct from general stress aptly known as "race-related stress" (Harrell, 2000; Pieterse & Carter, 2007; Utsey & Ponterotto, 1996). As such, race-related stress is defined as "the race-related transactions between individuals or groups and their environment that emerge from the dynamics of racism, and that are perceived to tax or exceed existing individual and collective resources or threaten well-being" (p. 44). According Harrell's (2000) racismrelated stress model, there are six types of racism-related stressors: (1) racism-related life events, (2) vicarious racism experiences, (3) daily racism microstressors, (4) chronic-contextual stress, (5) collective experience of racism, and (6) transgenerational transmission of group traumas. Especially pertinent to the current study are racism-related life events, vicarious racism experiences, and daily racism microstressors, as they are likely to impact an individual's perception of a future race-related event and their subsequent reaction to it.
The prevalence of racism in society has, and continues to have, a considerable effect on Black individuals such that many plan their lives around avoiding it or defending against experiences of discrimination (Essed, 1990). The chronicity of these experiences are inevitably stressful and are cumulative in nature such that "new encounters are interpreted on the basis of past experiences with racism, knowledge of others' experience with racism, and knowledge about the systemic nature of racism" (Utsey & Ponterotto, 1996, p. 490). This is especially important in the context of police videos as many Black individuals will likely interpret the content of the videos through this racialized frame, as noted by Utsey and colleagues (2013):
"[e]ven if an individual never personally experiences a race-related event, learning about the experiences of others (vicarious, chronic-contextual, collective, and/or transactional) creates an awareness or expectation that he or she may encounter racism at any time" (p. 537).
Witnessing harm to others of the same racial group can also lead to racial trauma—the feeling of danger from real or perceived experiences of racial discrimination, threats of harm, and humiliating events—and can occur when Black individuals are constantly reminded of the danger of being Black (W. H. Smith, 2010). To capture the unique experiences associated with race-related stress, Utsey and colleagues (2013) developed the Prolonged Activation and Anticipatory Race-Related Stress Scale (PARS). Conceptually, the measure aims to assess the cognitions that are maintained following a race-related event, secondary appraisal (i.e., an evaluation of available resources needed to effectively combat the stressor), the anticipation of future race-related events, as well as the physiological response to forthcoming stressors. The ability of the measure to assess the bodily response to future race-related stressors is especially
important for the current study, as it is likely to predict the physiological response to videos depicting police violence against Black men.
Collectively, research has underscored the importance of race-related stress as unique from general stress, especially in its chronicity for Black people and in the distinct ways it manifests (e.g., vicarious racism experiences). Similar to general stress, race-related stress can have negative consequences for effective adaption and is likely to have significant health impacts.
Race-related stress and negative affect (NA). As with general stress, prior work supports a relationship between experiences of race-related stress (i.e., perceived racism) and NA (Karlsen & Nazroo, 2002; Noh & Kaspar, 2003; Ren, Amick, & Williams, 1999). In a daily diary study of African American college students, researchers have found that experiences of prejudice were common and that many reported feelings of anger and being upset following the incidents (Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Studies utilizing ecological momentary assessments (EMA) to examine perceived racial/ethnic discrimination and daily affect in racial/ethnic minority adults have found similar results, such that baseline measures of racial/ethnic discrimination predict greater NA (e.g., anger, nervousness, sadness) throughout the day (Broudy et al., 2007), even after accounting for demographics, trait hostility, and socioeconomic status (Brondolo, Brady, et al., 2008).
Similar results have also been found in studies that experimentally induce racism. In a study conducted by Bennett, Merritt, Edwards, and Sollers (2004), researchers exposed African American men to one of two negative social interactions: one with blatantly racist content (BRC) and one with no contain racist content (NRC). Researchers found that NA scores were higher for those in the BRC scenario group than those in the NRC group. Interestingly, individuals in the
NRC group who perceived racism in the scenario reported greater NA than those who did not perceive racism in the scenario. Self-reported past experiences with racial discrimination moderated the association between perceived racism and NA among those in the NRC group. These results suggest that even in the absence of racist content, perceptions of racism may have a substantive impact on NA especially when evaluating ambiguous situations. When coupled with evidence that a history of negative police contact impacts the perception of future police interactions, it is likely that individuals with a history of race-related stress will perceive police videos as stressful and elicit NA.
Health effects of race-related stress. The literature has overwhelmingly identified the negative health impacts of racism and perceived discrimination across innumerable health outcomes (Brondolo, Hausmann, et al., 2011; Paradies et al., 2015; Pascoe & Richman, 2009; Pieterse, Todd, Neville, & Carter, 2012; D. R. Williams & Mohammed, 2009). Though not an exhaustive list, results from meta-analyses indicate racism and perceived discrimination to be associated with poor mental health (e.g., depression, distress, negative affect, life satisfaction, self-esteem; Utsey, Giesbrecht, Hook, & Stanard, 2008), poor physical health (e.g., cardiovascular disease, diabetes, respiratory problems), lower engagement in health behaviors (e.g., sleep, exercise), and/or greater unhealthy behaviors (e.g., alcohol use, substance use, smoking) and lower general health (Paradies et al., 2015; Pascoe & Richman, 2009; Pieterse et al., 2012). Substantial evidence points to Black individuals exhibiting higher rates of stressrelated diseases such as hypertension, cardiovascular disease, and stroke compared to other racial/ethnic groups (Brondolo, Gallo, & Myers, 2009; Brondolo, Love, Pencille, Schoenthaler, & Ogedegbe, 2011; D. R. Williams & Mohammed, 2009). Additional work appears to suggest that these disparities may result from Black individuals' chronic exposure to race-related stress
(Harrell, 2000; Pieterse & Carter, 2010; Utsey et al., 2012; Utsey & Ponterotto, 1996; Williams, 1999). This is important in the context of videos depicting police brutality, as greater exposure to this these types of media may contribute to chronic race-related stress and ultimately exacerbate health disparities.
Though the pathways linking racism to health are complex, considerable research on the topic has examined the effects of racism physiologically on the body. For instance, studies have documented an association between racism and/or racial discrimination and psychophysiological reactivity (Harrell, Hall, & Taliaferro, 2003), including cortisol, blood pressure, heart rate responses (Brondolo, Libby, et al., 2008; Harrell et al., 2003; Morris-Prather et al., 1996; Richman, Bennett, Pek, Siegler, & Williams, 2007), allostatic load (Brody et al., 2014), increased oxidative stress (Szanton et al., 2012), and dysregulations in cortisol (Zeiders, Hoyt, & Adam, 2014). These patterns of reactivity have been linked to the development of stress-related disorders such as hypertension (Matthews et al., 2004) and cardiovascular disease (Treiber et al., 2003), both of which have similarly been associated with experiences of racial discrimination (Dolezsar, McGrath, Herzig, & Miller, 2014; T. T. Lewis, Williams, Tamene, & Clark, 2014).
Despite the abundance of work linking the impact of discrimination on health, research examining the effects of vicarious discrimination or vicarious racism is lacking. In a study with Black college students, individuals were asked to watch excerpts of films that showed racist situations involving Black individuals, anger-provoking non-racist situations, and neutral situations. Results indicated that blood pressure increased following exposure to racist situations but not to anger-provoking or neutral stimuli (Armstead, Lawler, Gorden, Cross, & Gibbons, 1989). Additionally, in an extension of Bennet and colleagues (2004), researchers identified that Black individuals who perceived greater racism in the NRC condition evidenced greater anger
and cardiovascular reactivity in the form of diastolic blood pressure than those in the BRC (Merritt, Bennett, Williams, Edwards, & Sollers, 2006).
However, the most applicable study on the current topic is a thesis examining the physiological and affective reactivity to vicarious discrimination (Kort, 2016). In the study, Black and White participants were randomly assigned to read and give a speech about either police brutality or car accidents that harmed Black individuals. Participants completed several positive and negative affect assessments throughout the study, and data were collected on heart rate, blood pressure, and respiratory sinus arrhythmia. Individuals in the police brutality condition experienced increased reactivity in heart rate, systolic blood pressure, and respiratory sinus arrhythmia compared to individuals in the control condition. Additionally, there was a greater increase in systolic blood pressure for Black compared to White individuals. Participants in the police brutality condition also reported greater positive and negative affect compared to individuals in the control condition with the effects being stronger among Black compared to White individuals. These results give support for the current study and illustrate how vicarious discrimination impacts stress pathways of both White and Black individuals.
Engagement in risky health behaviors have been posited as an additional pathway by which racism and racial discrimination may impact health. The literature has demonstrated a relatively robust and consistent association between racism and race-related stress and risky health behaviors (Paradies, 2006) including: smoking, alcohol use, and substance use (Borrell et al., 2007, 2010; Brodish et al., 2011; Gibbons, Gerrard, Cleveland, Wills, & Brody, 2004; Landrine & Klonoff, 2000; Martin, Tuch, & Roman, 2003; Todorova, Falcón, Lincoln, & Price, 2010); less use of preventative services such as cholesterol testing, mammography, or cancer screenings (Gonzales, Harding, Lambert, Fu, & Henderson, 2013; Hausmann, Jeong, Bost, &
Ibrahim, 2008; Mouton et al., 2010; Trivedi & Ayanian, 2006); and non-adherence to medical regimens (Cuffee et al., 2013; Thrasher, Earp, Golin, & Zimmer, 2008). These associations may interact in dynamic ways that impact health (e.g., negative mood may influence autonomic functioning and smoking) and contribute to health disparities.
In addition to research on the effects of exposure to discrimination on health, there have been several studies that have examined how anticipation of discrimination and race-related stress might impact health. According to Brosschot and colleagues (2006), the experience of stress may begin before a stressor is actually encountered and endure beyond the end of the stressor. Repeated or chronic activation of the cognitive imagery of the stressor (i.e., experience of discrimination) can serve to prolong the stress and exacerbate the negative effects of stress on health (Brosschot, Pieper, & Thayer, 2005). It has been suggested that the process of perseverative cognition is most common when an individual is faced with stressors that seem out of their personal control (Brosschot et al., 2006), which is likely to include experiences of racial discrimination for Black individuals.
This anticipatory stress, reflected in chronic or sustained vigilance, can lead to dysregulation of both emotional and physiological functioning that can increase risks for multiple diseases with growing evidence heightened vigilance related to the threat of discrimination has pathogenic effects on health (T. T. Lewis et al., 2015). For instance, perseverative cognition and body alarm response of the PARS were associated with depression and anxiety in a sample of African American college students (Tilghman, 2015). In a study of Latina college students, researchers found that students who anticipated being discriminated against had greater concern and more threat emotions before an encounter with the potential perpetrator and more stress and greater cardiovascular response after the encounter (Sawyer,
Major, Casad, Townsend, & Mendes, 2012). Similarly, anticipatory ethnic discrimination was associated with lower levels of psychological health in a national sample of adults in Sweden (Lindström, 2008). More recent studies with adults in Chicago have found that racism-related vigilance predicted elevated risk of self-reported sleep difficulties (Hicken, Lee, Ailshire, Burgard, & Williams, 2013) and greater odds of hypertension for African Americans and Hispanics, even after accounting for hypertension risk factors (Hicken, Lee, Morenoff, House, & Williams, 2014). Collectively, these findings suggest that the threat of discrimination and anticipatory stress outside of actual experiences of racism or overall discrimination may be important for health outcomes.
Ethnic Identity as a Moderator
Central to the numerous videos depicting law enforcement's lethal use of force is its overwhelming target of Black men. The salience of this is in how Black individuals perceive these events, which may impact their response to racial discrimination. An important factor to consider in this relationship is the salience of ethnic identity. According to Chávez and GuidoDiBrito (1999), ethnic identity is the identification with a portion of society whose members, or others, are thought to have a common origin and share portions of a common culture and participate in shared activities. More generally this is framed as a shared set of similar traditions, behaviors, values, and beliefs. Race is also believed to be a salient feature of an individual's ethnicity (E. J. Smith, 1991). Phinney (1990) developed a model describing an ethnic identity process that indicates nondominant group members must resolve the stereotyping and prejudicial treatment by the dominant White population. However, it is believed that accomplishment of this process depends on the strength of the individual's ethnic identity (Chávez & Guido-DiBrito, 1999), which may impact an individual's perception of prejudicial treatment. This suggests that
ethnic identity may interact with experiences of racial discrimination and racial stressors in ways that may impact health.
Social Identity Theory (Tajfel, 1979; Tajfel & Turner, 1986) provides one possible explanation for how ethnic identity may interact with experiences of discrimination and racerelated stress. According to this theory, individuals are motivated to belong to and enhance their social identity group in part because of the salience of group identity to an individual's personal identity. Especially important is that the more an individual identifies with a particular social group, the more invested the person is in focusing on the positive attributes of that group. In the context of ethnic identity, individuals who identify more strongly with their ethnic group may be more likely to commit to the positive characteristics of their group even when exposed to discrimination (Yip, Gee, & Takeuchi, 2008). If distress results from an attack on self-concept following experiences of discrimination, then a strong ethnic identity might reduce the effect of discrimination on distress. Previous work has found that ethnic identity is a protective factor in buffering the negative impact of discrimination on psychological distress (Branscombe, Schmitt, & Harvey, 1999; Mossakowski, 2003; Neblett, Shelton, & Sellers, 2004; Sellers, Caldwell, Schmeelk-Cone, & Zimmerman, 2003; Sellers, Copeland-Linder, Martin, & L'Heureux Lewis, 2006).
However, if ethnicity is a central component of an individual's identity, it is also possible that having a strong ethnic identity may actually exacerbate the effects of discrimination, resulting in poor health outcomes in part because a threat to this social identity may also be interpreted as a threat to one's self. According to self-categorization theory (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987), people should be more attuned to environmental cues that are important or relevant to their ethnic identity, which may include experiences of
discrimination and race-related stressors. For instance, individuals who consider race to be a salient component of their identity perceive or report more racially discriminatory events compared to those for whom race is less central to their identity (Neblett et al., 2004; Sellers et al., 2003; Sellers, Morgan, & Brown, 2001). In prior research with a sample of African American, Asian, and Latino college students, individuals who more strongly identified with their racial/ethnic group similarly reported more incidents of racial discrimination (Major et al., 2002). Interestingly, racial/ethnic minority individuals reported equal amounts of perceived discrimination toward members of their racial/ethnic group, but individuals with a stronger ethnic identity reported greater perceived personal discrimination compared to individuals with weaker ethnic identities (McCoy & Major, 2003).
Not only are individuals with a stronger ethnic identity more likely to report racial and ethnic discrimination, but they should be more likely to negatively react to such events. Several studies support this exacerbating hypothesis that ethnic identity exacerbates the negative impact of discrimination or race-related stress. For example, Operario and Fiske (2001) found that individuals with strong ethnic identity were more vulnerable to experiences of racial and ethnic discrimination in a sample of African American, Asian, and Latino students. Similar results have been reported by McCoy and Major (2003) who found that college students who more strongly identified with their ethnic identity reported greater negative affect after reading about unfair treatment toward individuals of their ethnic group compared to individuals who indicated weaker ethnic identification. Sellers and Shelton (2003) found that African American college students high in public regard (i.e., those who felt that other groups viewed African Americans less negatively) showed greater negative emotional reactivity to racial discrimination. Additional work has found that African Americans who were more likely to anticipate race-based rejection
reacted more intensely to discrimination when it occurred. Indeed, Burrow and Ong (2010) conducted a longitudinal study that examined racial identity as a moderator of daily exposure and reactivity to racial discrimination among African Americans students. The study found that racial centrality exacerbated the effects of daily racial discrimination on daily negative affect and symptoms of depression.
Taken together, ethnic identity seems to both buffer and exacerbate the negative effects of discrimination; however, research examining the acute impact of discrimination on negative affect and stress seems to suggest that greater ethnic identity may exacerbate rather than buffer this association. It is possible that ethnic identity may buffer experiences of discrimination that impact longer term mental health rather than momentary distress following discrimination and race related stressors; however, future research in this area is necessary to substantiate these claims.
Risk-Taking and Stress
The influence of stress on cognition is well-documented with more recent work focusing on the role of stress in decision making (Starcke & Brand, 2012). Many decisions are often made under stress such as making the best decision in an emergency or deciding what type of behavior to engage in when under distress, which may be especially relevant to public health. The detrimental effects of general and race-related stress on health have been well-established including the association between experiences of stress and risky health behaviors such as smoking, drinking, or substance use (Juster et al., 2010; McEwen, 2008; Paradies, 2006). Therefore, stress may have indirect effects on health, and these effects may be mediated by the individual's suboptimal decisions in the form of risk-taking.
Most studies report greater risk-taking under acute stress. For instance, one study aimed to understand if acute stress promoted risk-taking behavior in a sample of college students (van den Bos, Harteveld, & Stoop, 2009). Half of participants experienced acute stress via induction of the Trier Social Stress Test (TSST), a validated procedure at eliciting stress, and then asked to complete the Iowa Gambling Task, a measure of risk-taking. The study uncovered that the more salivary cortisol levels are elevated following the TSST, the poorer the performance on the Iowa Gambling task; that is individuals engaged in greater risk-taking. Other studies have replicated these results utilizing a variety of stressors including psychosocial stress induction procedures like the TSST (Buckert, Schwieren, Kudielka, & Fiebach, 2014; Pabst, Brand, & Wolf, 2013; Pabst, Schoofs, Pawlikowski, Brand, & Wolf, 2013; Preston, Buchanan, Stansfield, & Bechara, 2007) and physiological stressors like the cold pressor task (Lighthall, Mather, & Gorlick, 2009), where individuals are asked to submerge their non-dominant hand in a bucket of cold water for a predetermined amount of time. These results suggest that greater risk-taking is likely to occur following experiences that are perceived as stressful.
However, as has been noted by Brosschot and colleagues (2006), the experience of stress may begin before a stressor is actually encountered which should impact risk-taking in much the same way as the actual encounter with the stressor. Starcke, Wolf, Markowitsch, and Brand (2008) tested this association in a sample of college students. In their study, students were told that they had to deliver a public speech on the topic of "how I evaluate my cognitive abilities" in front of two psychologists, who would be asking them questions regarding their actual performance on neuropsychological tasks taken before their speech. Students were given three minutes to prepare for the speech, and afterward the neuropsychological tests (including the decision making tasks) were administered. Researchers assessed stress with the Positive and
Negative Affect Schedule as well as biomarkers (salivary cortisol and alpha-amylase), both of which revealed that speech anticipation led to increased stress. In line with perseverative cognition theory (Brosschot et al., 2006) and prior results, greater anticipatory stress predicted poorer performance on the risk-taking task such that individuals with the greatest increase in cortisol engaged in greater risk-taking. Similar results have been found in another study identifying that greater anticipatory stress leads to greater disadvantageous decision making, with individuals experiencing anticipatory stress showing difficulty with comprehension compared with a control group (Preston et al., 2007).
As the experience of stress extends beyond response to acute stressors, more recent work has sought to identify whether the stress and risk-taking association includes chronic stress. Ceccato, Kudielka, and Schwieren (2016) sought to add to this literature by examining chronic stress via self-reported scales and hair samples (used to quantify accumulation of cortisol) and their association with risk-taking. The researchers discovered a significant association between risk-taking and self-reported chronic stress but not for hair cortisol. Though this study has yet to be replicated, the results are certainly suggestive that self-report chronic stress may lead to greater risk-taking behaviors, which is especially relevant for Black individuals given the chronicity of racism and race-related stress experienced by many in this community.
Despite the general trend linking stress to risk-taking, little is known about a potential relationship between race-related stress and risk-taking. Given its conceptualization as a unique and distinct form of stress, additional work in this area may help illuminate a potential pathway by which race-related stress influences health outcomes and contributes to health disparities. One study that may indirectly point to a potential association between race-related stress and risktaking is that by Jamieson, Koslov, Nock, and Mendes (2013). In their study, researchers
examined whether the experience of discrimination in sample of Black and White individuals increased risk-taking as measured by the Columbia Card Task, a measure of risky decision making. As part of the study, participants each received rejecting feedback from partners via a computer-based interaction who were either of their own race or of a difference race, which as authors note is to be interpreted as discrimination. Cross-race rejection, compared to same-race rejection, was associated with greater anger and more risk-taking. While the results of this study do not completely support an association between race-related stress and risk-taking, it is generally in line with past work outlining that experiences of discrimination are stressful and may motivate engagement in risk-taking behaviors.
It is worth noting that relatively little work has examined racial differences in behavioral measures of risk-taking similar to those above among adults. In a study among adolescents, young adults, and adults (Gardner & Steinberg, 2005), researchers sought to examine the impact of peer influence on a risk-taking measure whereby individuals are asked to make decisions about whether to stop a car that is moving across the screen once a traffic light turns from green to yellow. The appearance of the yellow light signals the impending appearance of a red traffic light, as well as a potential crash if the car is still moving when the red light appears. The study authors identified that across all age groups, non-White participants engaged in greater risktaking than did White individuals; however, these differences were negligible among adults and were more apparent among the adolescent sub-sample. Relatedly, some work has identified greater risk-taking among non-White compared to White children (Collado et al., 2017), but few have explicitly sought to examine potential racial differences among adults. Researchers acknowledge the potential role of race in risk-taking (Aklin, Lejuez, Zvolensky, Kahler, & Gwadz, 2005) and when coupled with the work of Gardner & Steinberg (2005), it suggests that
any potential differences that exist in childhood may not extend to adulthood and/or that other factors, such as stress, may be more robust predictors of any differences that may exist among adults.
One rationale that has been proposed to explain the increase in risk-taking is the selfregulation model (SRM) of decision making (Boyer, 2006). The SRM hypothesizes that an individuals' inability to internally regulate encourages engagement in risky behaviors in part because they bypass crucial decision making processes (e.g., attending to incoming information) and irrationally engage in risk-taking behaviors—behaviors that involve the potential for loss (e.g., injury, disease, arrest), such as substance use and risky driving. That is, individuals who experience emotionally loaded and/or stressful experiences may be unable to properly regulate their physiological and emotional responses which allows for poor decision making and subsequent engagement in risk-taking behaviors.
In the context of the current study, risk-taking (i.e., poor decision making) may drive risky-health behaviors in part because of poor regulation strategies. In fact, prior researcher has identified a clear association between poor decision making and risky-health behaviors. In a study examining the role of deliberate decision making (i.e., thinking through various aspects of a decision) and risk-taking behaviors, the study authors identified that less deliberate decision making was associated with drug use (e.g., marijuana) and greater frequency of getting drunk concurrently and 1 year later (Wolff & Crockett, 2011). Additionally, emotional decision making has been found to be associated to greater alcohol use (Patrick, Blair, & Maggs, 2008) and greater non-deliberate processing was correlated with real-life gambling behavior (Denes-Raj & Epstein, 1994), which is associated with alcohol and substance use (Barnes, Welte, Hoffman, & Dintcheff, 2005).
Distress tolerance as a potential moderator. One potential mechanism by which stress impacts risk-taking may be through the ability to tolerate the negative emotional state associated with the stress response. Literature on risk-taking behavior underscores the importance of negative reinforcement, such that the motivation to engage in risky behavior is to avoid or escape negative affective states, including feelings of depression, anxiety, and stress (Baker, Piper, McCarthy, Majeskie, & Fiore, 2004). Such reinforcement may be measured by distress tolerance, a construct defined as the ability to tolerate aversive emotional states (Simons & Gaher, 2005). Evidence of its relevance to risk-taking has been through findings that individuals with low distress tolerance exhibit greater risk-taking propensity (Macpherson et al., 2010) and are more likely to engage in risk-taking behavior, including risky driving (Beck, Ali, & Daughters, 2014), substance use coping (Howell, Leyro, Hogan, Buckner, & Zvolensky, 2010; Simons & Gaher, 2005; Zvolensky et al., 2009), a higher frequency of alcohol and drug use (Buckner, Keough, & Schmidt, 2007; Gorka, Ali, & Daughters, 2012), nicotine dependence (Leyro, Bernstein, Vujanovic, McLeish, & Zvolensky, 2011; Trujillo et al., 2017), and negative reinforcement (Trujillo et al., 2017).
The literature has also firmly documented that individuals with low distress tolerance (the inability to tolerate aversive emotional states) are more likely to maladaptively respond to certain situations that elicit stress (Leyro, Zvolensky, & Bernstein, 2010). For instance, one study found that among smokers who were able to abstain from smoking on a predetermined quit day, those who evidenced lower distress tolerance reported higher levels of negative affect compared to those with greater distress tolerance. Additionally, negative affect as a risk factor for early relapse was strongest for those who demonstrated lower distress tolerance (Abrantes et al., 2008). These findings suggest that individuals who evidence lower distress tolerance are more
likely to engage in behaviors that aim to mitigate aversive states, which may be rooted in the inability to make advantageous decisions following acute stress. Despite this, limited research has overtly examined distress tolerance as a potential moderator of the relationship between experiences of distress and motivation to engage in risky behaviors (Vujanovic, MarshallBerenz, & Zvolensky, 2011). Examination of distress tolerance as a potential moderating variable in the stress and risk-taking relationship may be important to consider given its association with greater risk-taking behaviors and the success around interventions aimed at reducing engagement in risky health behaviors among those with low distress tolerance (Bornovalova, Gratz, Daughters, Hunt, & Lejuez, 2012; R. A. Brown et al., 2008). This is particularly important in the context of the current study, as individuals are likely to experience distress from exposure to videos of police brutality, and distress tolerance may be one mechanism by which to reduce engagement in risk-taking behaviors.
The Current Study
Literature on discrimination has long established that it is stressful and that these experiences along with race-related stress cause poor mental and physical health, especially engagement in risky health behaviors. With the recent advancement of mobile technology, more individuals are being exposed to videos depicting police violence, particularly against Black men which are theorized to be distressing although no studies to date have examined this phenomenon. Given the institutionalized nature of racism and subsequent discrimination, especially at the hands of law enforcement, Black individuals may be likely to interpret videos of police violence against Black men as an example of vicarious racism which is likely to have adverse health effects. Despite the clear associations among discrimination, stress, and health, relatively little research has examined the effects of discrimination on risk-taking more broadly
and less so with distress tolerance as a potential moderator of this relationship. Additionally, relatively little has examined the role of ethnic identity interacting with experiences of discrimination and race-related stress in predicting the acute physiological response to a distressing news media. Therefore, the purpose of this study was to examine the connections among experiences of discrimination and race-related stress, physiological response to a video of police violence against an unarmed Black man, and risk-taking in a sample of Black and White college students, as well as examine distress tolerance and ethnic identity as components in this model.
Hypotheses
H1: Given the legacy of discrimination against Black individuals at the hands of police (Aymer, 2016; Miller et al., 2017; Tate et al., 2016; Walker et al., 2007), it was hypothesized that Black participants would elicit a more potent physiological (evidenced by lower heart rate variability, increase in systolic blood pressure and galvanic skin response) and affective response
(greater negative affect via self-report and facial EMG) to a video of police violence compared to White individuals (denoted by H1 in Figure 1).
H2: As increased stress has previously been shown to predict greater risk-taking (Brosschot et al., 2006; Ceccato et al., 2016), it was hypothesized that individuals with greater physiological and affective response to the video would engage in greater risk-taking (denoted by H2 in Figure 1).
H3: Distress tolerance has previously been found to predict engagement in risk-taking behaviors (Beck et al., 2014), potentially as a mechanism to mitigate negative affect (Abrantes et al., 2008; Trujillo et al., 2017). Therefore, it was hypothesized that distress tolerance would moderate the relationship between the physiological/affective response and risk-taking (denoted by H3 in Figure 1).
H4: Experiences of discrimination and racism are profoundly distressing (T. T. Lewis et al., 2015; D. R. Williams & Mohammed, 2009) and can elicit a psychophysiological response (Brondolo, Libby, et al., 2008; J. P. Harrell et al., 2003). As such, it was hypothesized that greater past experiences with discrimination and anticipatory racism would predict a more robust physiological response (lower heart rate variability, higher systolic blood pressure, and greater galvanic skin response) and affective response (greater negative affect) in Black participants (denoted by H4 in Figure 1).
H5: Ethnic identity has been found to moderate the relationship between experiences of discrimination and psychological distress (Branscombe et al., 1999; Sellers et al., 2006). Given prior work suggesting ethnic identity may predict acute psychological stress in response to discrimination (Burrow & Ong, 2010; McCoy & Major, 2003), it was hypothesized that ethnic
identity would exacerbate the association between discrimination and anticipatory racism with the physiological and affective response in Black participants (denoted by H5 in Figure 1).
H6: As stress has been shown to predict risk-taking and given that experiences of discrimination are profoundly distressing, it was hypothesized that prior experiences of discrimination and race-related stressors would be associated with greater risk-taking in Black participants, which is generally in line with prior work (Jamieson et al., 2013; denoted by H6 in Figure 1).
H7: Given that discrimination and race-related stressors are associated with stress, and that stress is independently associated with risk-taking, it was hypothesized that the stress response would mediate the association of discrimination and race-related stress to risk-taking in Black participants (denoted by H7 in Figure 1).
Chapter 2: Method
Participants
Individuals (N = 116) who participated in the study were undergraduate college students enrolled in a psychology course. All participants were recruited through the psychology subject pool at a large Southern research university. Participants were eligible to participate in the study if they were at least 18 years old and identify as either White or Black. Individuals were ineligible to participate if they self-report any heart condition (history of heart attacks, stroke, angina or coronary heart disease), chronic obstructive pulmonary disease, any other medical condition that may affect their heart, take medications that may affect their heart rate, tattoos on their non-dominant forearm or face, identify as both White and Black/African-American.
Participants had a mean age of 19.36 (SD = 4.09; range: 18-48). The sample was comprised of 60 individuals (51.7%) identifying as White/European-American (non-Latino/nonHispanic), 51 individuals (44.0%) identifying as Black/African American (non-Latino/nonHispanic), and 5 (4.3%) as multiracial. Of the individuals identifying as multiracial, 4 individuals identified as Black in some regard and 1 individual identified as White. The majority of the participants were women with 90 individuals identifying as women (77.6%), 23 identifying as men (19.8%), and 3 individuals identifying as another gender (2.6%). On a subjective social class measure from 1 (lowest standing) to 10 (highest standing) indicating where respondents believe they stand in their communities, the majority of individuals indicated they fell somewhere in the center (M = 5.71, SD = 1.71).
Self-Report Measures
Participants completed a series of questionnaires assessing: history of discrimination and anticipatory race-related stress, positive and negative affect, distress tolerance, ethnic identity,
and social media use. Demographic information was collected through a researcher-created questionnaire. Participants also completed a computerized risk-taking task.
Daily Life Events Scale (DLE). The Daily Life Events Scale (DLE), a subscale of the Racism and Life Experiences Scale (RaLES; S. P. Harrell, 1994), was used to assess the frequency of discriminatory experiences. The DLE is a 20-item self-report measure that assesses the frequency of daily hassles because of race in the past year. Respondents were asked how often different experiences occurred in the past year (e.g., "Been accused of something or treated suspiciously") on a 6-point Likert-type scale from 0 (never) to 5 (once a week or more). The RaLES assesses racism experienced collectively, individually, and vicariously with three types: life event/episodic stress, daily hassles, and chronic/contextual stress (S. P. Harrell, 1994). The items are averaged to create a total score with greater scores reflecting greater prior experiences of racism. Previous psychometric analyses indicate that internal consistency is adequate, with construct validity reflected by the finding that daily life experiences correlated negatively with social desirability and cultural mistrust (S. P. Harrell, 1997). Daily life experiences were related to perceived stress, psychological symptoms, and trauma-related symptoms, demonstrating evidence of criterion-related validity. Evidence of concurrent validity has been demonstrated by correlations as expected with self-esteem, cultural mistrust, racism reaction, and urban life stress (S. P. Harrell, 1997). The scale evidenced good internal consistency in the current sample (α = .93)
Prolonged Activation and Anticipatory Race-Related Stress Scale (PARS). The PARS is a 17-item self-report measure used to measure race-related stress (Utsey et al., 2012). The PARS captures prolonged activation and anticipatory race-related stress responses in Black individuals and is comprised of four subscales: perseverative cognition, anticipatory race-related stress,
anticipatory bodily alarm response, and secondary appraisal. Because the experience of racism is likely to impact the response to videos of police violence, only one subscale was used in the current study: Anticipatory Race-Related Stress Scale (ARS). The Anticipatory Race-Related Stress Scale (ARS) consists of four items and measures the degree to which an individual cognitively anticipates future encounters with race-related stressors (e.g., "I believe there is a good chance I will experience racism in the future"). Respondents use a 7-point Likert-type scale from 1 (strongly disagree) to 7 (strongly agree) to indicate their response to the race-related stressor, with higher scores indicating a greater expectation that an individual will experience race-related stress to impending encounters with racism in the future. Internal consistency for the Anticipatory Race-Related Stress Scale has been shown to be adequate (α =.83) in prior studies and excellent in the current sample (α = .81).
Positive and Negative Affect Schedule (PANAS). Positive and negative affect were assessed with the PANAS (Watson, Clark, & Tellegen, 1988). Participants were asked to rate the extent to which they felt a number of emotions at the present moment (i.e., "Indicate to what extent you currently feel the following feelings and emotions"). Ratings were made on a 5-point Likert-type scale, ranging from 1 (very slightly or not at all) to 5 (extremely). The PANAS consists of 10 items that compose a positive affect (PA) subscale (active, alert, attentive, determined, enthusiastic, excited, inspired, interested, proud, strong) and 10 items that compose a negative affect (NA) subscale (afraid, ashamed, distressed, guilty, hostile, irritable, jittery, nervous, scared, upset). Participants were assessed for positive and negative affect immediately before and after the police video. A total score is derived by the sum of the responses for each subscale with higher scores indicative of greater levels of either positive or negative affect. Internal consistency for PA and NA have been shown to be good (αs .84 for both subscales)
across different samples (Crawford & Henry, 2004; Watson et al., 1988). The reliability for the NA subscale at time 1 and time 2 (αs .75) were shown to be good.
Distress Tolerance Scale (DTS). The DTS is 15-item self-report measure that aims to assess the tolerance of negative emotional states. (Simons & Gaher, 2005). Items are rated on a 5-point Likert scale from 1 (strongly agree) to 5 (strongly disagree) with lower scores corresponding to lower distress tolerance. The DTS has four subscales: Tolerance, (e.g., "I can't handle feeling distressed or upset"); Appraisal, (e.g., "I am ashamed of myself when I feel distressed or upset"); Regulation, (e.g., "I'll do anything to avoid feeling distressed or upset"); and Absorption, (e.g., "When I feel distressed or upset, all I can think about is how bad I feel"). An overall score is calculated by averaging the four subscale scores. Only the overall score was used for the current study. The DTS has evidenced good internal consistency in past studies (αs .89; Dennhardt & Murphy, 2011; Simons & Gaher, 2005) as well as in the current sample (α = .91).
Multiethnic Group Identity Measure (MEIM-R). The MEIM-R is a 6-item scale that purports to assess strength of ethnic identity (Phinney & Ong, 2007). The measure uses a 5-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree), to assess two aspects of ethnic identity: Commitment (e.g., "I have a strong sense of belonging to my own ethnic group") and Exploration (e.g., "I have spent time trying to find out more about my ethnic group, such as its history, traditions, and customs"). These subscales can be derived by calculating the mean scores with an overall measure of ethnic identity calculated by the mean of all items. As these subscales assess different but related facets of ethnic identity (Phinney, 1992), both subscales were used in current analyses to provide greater nuance to understanding the impact of ethnic identity. The MEIM has been used widely across a variety of ethnic groups. Internal consistency for the
Exploration and Commitment subscales have been shown to be good (α = .83 and .89, respectively; Phinney & Ong, 2007) as well as in the current sample (α = .89 and .82, respectively).
Physiological and Affective Response Measures
All recordings were obtained with Biopac MP150 and integrated with Acknowledge version 4.3 software (Biopac Systems, Santa Barbara, CA). Recording of all data was synchronized with video exposure.
Facial electromyography (facial EMG). Facial EMG is used to measure muscle activity in particular regions of the face by detecting and amplifying the tiny electrical impulses that are generated by muscle fibers when they contract. Facial EMG is a precise and sensitive method to measure emotional valence (broad dimension of positive and negative affect) that does not require cognitive effort and is able to measure activities to even weak emotional stimuli (Dimberg, Thunberg, & Grunedal, 2002). Data from three particular facial regions were collected: (1) the corrugator supercilii, a muscle group associated with negative affect and located at the medial end of the eyebrow; (2) the orbicularis oculi, a muscle group associated with positive affect and located immediately below the eye distal to the nose and on the ridge of the cheekbone; and (3) the zygomaticus major, a muscle group associated with positive affect and located on the cheek between the corner of the mouth and the tragus. Facial EMG data uses a Biopac EMG100C amplifier with a gain of 2000. Data were collected continuously throughout the session. Facial EMG is used as a reliable tool for measuring emotional reactivity (Dimberg et al., 2002).
Cardiovascular activity. To capture cardiovascular activity, measurement of blood pressure, heart rate, and pulse were taken. A standard blood pressure monitor was used to capture
pulse, systolic and diastolic blood pressure, and was taken on the subject's left arm. Both are routinely used as a measure of cardiovascular activity with an increase typifying a response to stressful and/or arousing stimuli (Mendes, 2009). Systolic blood pressure was utilized in current analyses as increases in systolic blood pressure compared to diastolic blood pressure have been identified as part of an adaptive defense patterning and health consequences have been identified as resulting from increases in systolic and not diastolic blood pressure (Mendes, 2009). Heart rate was captured continuously throughout the session with three sensors placed on the radial non-dominant wrist and below the bend of the elbow on both forearms. Heart rate collection used a Biopac ECG100B amplifier, gain of 2000, with upper frequency response of 35Hz and lower frequency response 0.5Hz. Heart rate variability (HRV) was used in the current analyses as it has been found to be an indicator of physiological stress/arousal with lower HRV representing greater parasympathetic nervous system activity and an indication of the stress response (Mendes, 2009).
Galvanic skin response (GSR). GSR captures the secretion of sweat produced by sweat glands in the palm and is an indication of psychological or physiological arousal (Montagu & Coles, 1966). As sweating is controlled by the sympathetic nervous system, an increase in GSR is an indication of arousal of the sympathetic nervous system and of the stress response (Montagu & Coles, 1966). A total of two GSR sensors were placed on the left hand with one on the thenar eminence and the second placed next to the first and toward the center of the palm. A Biopac GSR100C electrodermal activity amplifier was used and set at a channel sampling rate of 10 Hz and a gain of 5 Siemens (S) per volt. Data were captured continuously throughout the session.
Columbia Card Task (CCT). Risk-taking was assessed using a computerized card game, the CCT, hot version (Figner, Mackinlay, Wilkening, & Weber, 2009). On each trial in this task, participants were presented with 32 cards and with three pieces of information, which vary across trials. Participants were instructed that the goal of the game is to turn over as many gain cards as possible without turning over a loss card; points are earned by turning over a gain card and lost by turning over a loss card. The pieces of information that vary across trials are the probability of loss (i.e., the number of loss cards in the trial—1 or 3), the amount of loss (i.e., the number of points lost by turning over a loss card—250 or 750), and the amount of gain (i.e., the number of points gained by turning over a gain card—10 or 30); these variables were independently randomized over 25 trials. If a participant chooses a loss card, the loss amount is subtracted from the score, and the trial ends. Because the loss cards represent an artificial ceiling on behavior, the number of cards turned over on non-loss trials was analyzed. Risk is operationalized as the number of cards turned over during these trials.
Procedure
Participants interested in the study, known as "The Social Media and Health Study," signed up on the undergraduate psychology participant pool and were asked to complete an online screener to assess their eligibility. Participants were informed that the purpose of the study was to understand how people respond to different forms of social media and how it might be related to their health. Following the completion of the screener, participants were informed that someone that from the study team would contact them to set up their next appointment, if they were eligible. Eligible participants were contacted within the week that they completed the online screener and were provided additional information about the study. During this conversation, they were informed that participation in the study involved coming into the lab
space for a 1.5-hour session that would involve having sensors placed on their hands, arms, and face; asked to watch different forms of media; and complete a series of surveys and a computer task. Interested participants were scheduled to come in for their session at a time that was most convenient for them. All participants were sent an email and received a reminder call with confirmation of their session as well as instructions to follow prior to attending which include: refraining from caffeine and nicotine for 30 minutes prior to their session, both of which have been shown to impact blood pressure and heart rate (Green & Suls, 1996; Minami, Ishimitsu, & Matsuoka, 1999), and to refrain from wearing cosmetics to their session as it obscures receptivity of data by the facial sensors.
All participants were consented upon arrival to their session and were asked to wash their hands in the restroom prior to placement of sensors. The skin was then prepped, and the participant was outfitted with six 4-mm Ag/AgCl facial EMG electrodes, HR, and GSR sensors. After all equipment was connected, the experimenter verified the quality of the facial EMG signals by checking impedance levels with UFI Checktrode model 1089 mk III. If adjustments were necessary (i.e., levels greater than 100 mV), they were made at this time and were noted in the session notes. Once signal quality is ensured, participants were then asked to complete a baseline measure of the PANAS on a laptop computer to assess for baseline affect. This was followed by a baseline measurement of systolic and diastolic blood pressure as well as pulse.
Following this, the experimenter began recording facial EMG, GSR, and heart rate data. The experimenter returned and informed the participant that they would be asked to view a series of two videos, the first of which lasts 30 seconds followed by a second video that lasts approximately 2.5 minutes. Participants were asked to sit as still as possible with their arms relaxed at their sides with their palms up while they viewed the videos. The first video that
participants were shown was a neutral stimulus video of a gentle flowing stream accompanied by soothing music. The second video was of a police dashcam video of a handcuffed Black man seen moving away from officers at which point he is initially tased by police and falls to the ground. The victim is then seen lying on the ground with police officers on top of him where he is subsequently tased more than 20 times. The police officers are shown holding him under his arms where he is dragged to the police vehicle. The video cuts to spotlight the victim in the back of a police vehicle, eyes open and unresponsive. An officer is seen checking his pulse followed by a statement calling out an emergency medic. The physiological and affective data collection were stopped at this point. Throughout these videos, all participants were seated on a couch with a flat-screen television approximately eight feet in front of them.
The experimenter returned following the end of the video, turned off the television, and recorded a second blood pressure measurement. The participant then completed a second assessment of the PANAS on a laptop. Following the second affect assessment, the participant completed the Columbia Card Task on the laptop. The participant was given instructions that the task involved two parts: a practice session where they learn how to play the game as noted by the computer instructions, followed by the actual trials. At the end of the practice round, any participant questions were answered, and the participant was asked to begin the actual trials. All participants completed a battery of self-report measures using a computer-presented survey at the end of the session.
Data Analysis
Preliminary analyses. Because of computer problems, 7 participants' risk-taking data were lost. A total of 8 participants were missing HRV and 1 was missing facial EMG data due to poor data quality. One participant did not have systolic blood pressure as the blood pressure cuff
was unable to get an accurate reading. As such, expectation maximization was used to impute missing data prior to data analysis. To determine whether the data were missing completely at random prior to imputation, a Little's MCAR test was conducted using all variables with the exception of race/ethnicity. The test was significant (p = .002) indicating that the data were not missing completely at random and that imputation would be appropriate. Twenty-five iterations were conducted during imputation using expectation maximization.
Physiological and affective responses. Following guidelines, measures of HRV in the time domain were derived from heart rate following recommended guidelines (Task Force of the European Society of Cardiology, 1996). Root mean square of differences of successive inter-beat intervals were used (RMSSD), as it is a reliable measure of HRV and parasympathetic activity (Task Force of the European Society of Cardiology, 1996). For GSR data, the average signal amplitude was calculated. For facial EMG, its amplitude was quantified by calculating the mean rectified EMG amplitude for the duration of the video (Van Boxtel, 2010).
Primary analyses. To address H1, a series of 3 independent samples t-tests were conducted to determine differences in HRV, GSR, and NA via facial EMG by race (White, Black). Two one-way repeated measures ANOVAs were conducted to examine changes in selfreported negative affect as well as systolic blood pressure by race.
To address H2, one multiple regression was initially proposed with risk-taking as the outcome variable and HRV, change in systolic blood pressure, GSR, and negative affect as predictor variables in the first regression. Any physiological variables not correlated with each other were examined separately as simple linear regressions predicting risk-taking
To address H3, a series of multiple regressions were conducted. Multiple regressions with correlated physiological variables were entered in the first block with distress tolerance, and the
interaction of distress tolerance with each of the physiological variables in the second block. Any simple linear regressions conducted to address H2 were conducted as multiple regressions here with the physiological variable and distress tolerance entered in the first block, and their interaction in the second block.
To address H4, two multivariate regressions were proposed with discrimination and anticipatory racism as separate predictors regressed onto HRV, difference in blood pressure, GSR, and NA via facial EMG. However, if the outcome variables are not significantly correlated, multivariate regressions are not conceptually appropriate and other statistically analyses such as multiple regression are more appropriate. As this was the case in the current study, separate multiple regressions were conducted with stigma-related stress (experiences of discrimination, anticipatory race related stress) as predictors. To address H5, a series of multiple regression were conducted with the stigma-related stressors and each MEIM subscale (Exploration, Commitment) independently entered in step one, with the interaction of each stigma-related stressor and its subsequent MEIM subscale interaction term in step two.
To address H6, a multiple regression was conducted with discrimination and anticipatory racism predicting risk-taking. To determine if the stress response mediated the association between stigma-related stressors and risk-taking and to address H7, the indirect effects from a path analysis were examined with stigma-related stressors (discrimination and anticipatory racism) leading to the stress response (consisting of heart rate, blood pressure, GSR, and negative affect) impacting risk-taking. Analyses that addressed H1 – H6 were conducted in SPSS 24.0 (IBM, 2016) and analyses addressing H7 were conducted in AMOS 24.0 (IBM, 2016).
Chapter 3: Results
Preliminary Analyses
Normality assumptions, outliers, multicollinearity. Normality assumptions were assessed prior to running the primary analyses. All measures of physiological (HRV, GSR, NA via facial EMG), as well as the DTS, MEIM subscales and total scale, DLE, and Anticipatory Race-Related Stress scale of the PARS, all met criteria for skewness and kurtosis with absolute values less than or equal to 2.0. The NA subscale of the PANAS both before (skew: 2.86, kurtosis: 13.07) and following the video (skew: 1.77, kurtosis: 4.40), as well as the difference score of systolic blood pressure from pre- to post-video (skew: -0.17, kurtosis: 4.40) did not meet the assumption of normality. An assessment of the scatterplot for each measurement showed evidence of outliers. In an attempt to retain as much data as possible, two data points were winsorized for the pre-video and one point for the post-video NA subscales. One point was winsorized for the difference score of systolic blood pressure. The subscale for the pre-video (skew: 1.34, kurtosis: 1.48) and post-video (skew: 1.41, kurtosis: 2.00) NA subscale, as well as the difference score of systolic blood pressure (skew: 0.14, kurtosis: 2.00) measure were within normality. Tolerance and VIF were used to assess multicollinearity and Mahalanobis D 2 . Tolerance values ranged from .95 to .99 and VIF values ranged from 1.00 to 1.05 indicating the absence of multicollinearity.
Bivariate correlations. In terms of bivariate correlations (Table 1), HRV was negatively associated with NA via facial EMG. Among Black respondents, the Exploration subscale of the MEIM was significantly associated with the Commitment subscale of the MEIM and marginally correlated with GSR and risk-taking in a positive direction. The Commitment subscale of the MEIM was marginally significant with risk-taking in the positive direction. The DLE scale was
Table 1. Bivariate Correlations, Means, and Standard Deviation Scores among Stigma-Related Stressors, Select Physiological/Affective Measures, Risk-taking, and Moderator Variables.
aCorrelations only among Black respondents. †p < .10, *p < .05, **p < .01, ***p < .001.
Note. NA = negative affect; HRV = heart rate variability; BP = blood pressure; GSR = galvanic skin response; EMG = electromyography; DTS = Distress Tolerance Scale; MEIM = Multiethnic Identity Measure; DLE = Daily Life Events Scale; PARS – ARS = Prolonged Activation and Anticipatory Race-Related Stress Scale – Anticipatory Race-Related Stress subscale; M = mean; SD = standard deviation.
significantly and positively associated with the ARS subscale and was marginally negatively associated with risk-taking. The ARS subscale was negatively associated with the DTS scale. All other bivariate correlations were not statistically significant.
Descriptive statistics. Respondents had a mean score of 13.02 (SD = 2.89) for selfreported NA prior to the video and a mean of 16.89 (SD = 5.70) post-video. On average, participants' systolic blood pressure was 116.49 (SD = 12.53) prior to the video and 115.07 (SD = 12.10) after the video. Descriptive statistics for the remaining variables can be found in Table 1.
Primary Analyses
Hypothesis 1: Black participants will elicit a more potent physiological and affective response compared to White individuals. A one sample t-test was performed to assess if there were significant differences in HRV, GSR, and NA via facial EMG by race. There were no significant differences by race in HRV [t(114) = -1.352, p = .179, 2 = .02] or NA [t(114) = 0.116, p = .908, 2 = .00]. There were significant differences in GSR by race, t(114) = 3.970, p < .001, 2 = .12, with race accounting for 12% of the variance in GSR. Further examination indicates White individuals (M = 7.537, SD = 4.42) evidencing greater GSR than Black individuals (M = 4.356, SD = 4.18) in response to the video.
To determine if there were significant differences in changes to systolic blood pressure and NA assessed via self-report, two mixed ANOVAs were conducted with time as the withinsubjects factor (pre-video, post-video) and race (White, Black) as the between-subjects factor. There were no significant differences in systolic blood pressure over time [F(1,114) = 2.29, p = .133, partial 2 = .02], by race [F(1,114) = 0.48, p = .489, partial 2 = .00], nor was there a time by race interaction [F(1,114) = 0.18, p = .694, partial 2 = .00]. There was a significant
difference in negative affect over time [F(1,114) = 56.08, p < .001, Pillai's Trace = .33, partial 2 = .33], such that NA increased from pre-video (M = 13.02, SD = 2.89) to post-video (M = 16.89, SD = 5.71). However, there was no significant difference by race [F(1,114) = 0.74, p = .391, partial 2 = .01] nor was there a time by race interaction [F(1,114) = 0.25, p = .618, partial 2 = .00].
Hypothesis 2: Individuals with greater physiological and affective response to the video will engage in greater risk-taking. A multiple regression was conducted with HRV, and NA via facial EMG as predictor variables and risk-taking as the outcome. The overall model was not significant, F(2,113) = 1.28, p = .282, R 2 = .01, and as a result the standardized coefficients were not interpreted. Two simple linear regressions were conducted with risk-taking as the outcome variable and the difference in systolic blood pressure and GSR as separate predictor variables. The overall models for the difference in systolic blood pressure [F(1,114) = 0.13, p = .718, R 2 = .00] and GSR [F(1,114) = 0.08, p = .781, R 2 = .00] were not significant.
Hypothesis 3: Distress tolerance will moderate the relationship between the physiological/affective response and risk-taking. A multiple regression was conducted with risk-taking as the outcome variable and HRV, NA via facial EMG, and distress tolerance entered in the first block and the interaction term of distress tolerance with each physiological measure entered in the second block. The model from block one was not significant [F(3,112) = 0.90, p = .444, R 2 = .02] and neither was the model inclusive of the interaction term [F(5,110) = 0.61, p = .690, R 2 = .03]. The standardized coefficients were therefore not interpreted for either model
Two additional multiple regressions were conducted with risk-taking as the outcome. One with the difference in systolic blood pressure and distress tolerance entered in block one, and its interaction entered in block two. The test for model one was not significant [F(2,113) = 0.15, p =
.859, R 2 = .00] and neither was the test for the model with the interaction term [F(3,112) = 0.19, p = .903, R 2 = .01]. A similar multiple regression was conducted with GSR in block one with distress tolerance and their interaction entered in block two. The model from block one was not significant [F(2,113) = 0.12, p = .890, R 2 = .00] and neither was the model in block two [F(3,112) = 0.359, p = .783, R 2 = .01]. The standardized coefficients were not interpreted for any model.
Hypothesis 4: Greater stigma-related stress will predict greater physiological and affective responses in Black participants. A series of four multiple regressions were conducted with HRV, change in systolic blood pressure, GSR, and NA via facial EMG as dependent variables and the Daily Life Events Scale (DLE) and Anticipatory Race-Related Stress subscale (ARS) as predictors. Models predicting HRV [F(2,52) = 1.16, p = .320, R 2 = .02], change in systolic blood pressure [F(2,52) = 0.27, p = .768, R 2 = .01], GSR [F(2,52) = 0.68, p = .511, R 2 = .03], and NA via facial EMG [F(2,52) = 1.11, p = .337, R 2 = .04] were not significant. Standardized coefficients were therefore not interpreted for any model.
Hypothesis 5: Ethnic identity will moderate the relationship between stigma-related stressors and physiological/affective responses in Black participants. A series of multiple regressions were conducted with HRV, change in systolic blood pressure, GSR, and NA via facial EMG as dependent variables for each regression.
Exploration subscale of MEIM. To identify if the Exploration subscale of the Multiethnic Identity Measure (MEIM) moderated the relationship between stigma-related stressors and aspects of the stress response, a series of multiple regressions were conducted. In the first four multiple regressions, the Exploration subscale, the DLE, and ARS scale were entered in block one, and Exploration DLE and Exploration ARS interactions were entered in block two. In
the first multiple regression predicting HRV, the model from block one was not significant [F(3,50) = 0.79, p = .505, R 2 = .05] and neither was the model with the interaction terms [F(5,48) = 1.16, p = .343, R 2 = .11]. In the second model predicting the difference in systolic blood pressure, the test for the model in block one was not significant [F(3,50) = 0.23, p = .878, R 2 = .01] and neither the was model with the interaction terms [F(5,48) = 0.64, p = .673, R 2 = .06]. The test for block one in the third model predicting GSR was not significant [F(3,50) = 1.48, p = .233, R 2 = .08] and neither was the model from block two [F(5,48) = 0.88, p = .504, R 2 = .08]. In the fourth regression predicting NA via facial EMG, the model from block one not significant [F(3,50) = 1.49, p = .229, R 2 = .08] as was the model from block two [F(5,48) = 1.20, p = .325, R 2 = .11].
Commitment subscale of MEIM. Similar to the prior analyses, the Commitment subscale was entered along with the DLE and ARS in step, and Commitment DLE and Commitment ARS interactions. In the first model predicting HRV, the test for the model in block one [F(3,50) = 1.66, p = .189, R 2 = .09] was not significant. The model inclusive of the interaction in block two was trending in significance [F(5,48) = 2.27, p = .053, R 2 = .19]. Purely for exploratory and training purposes, the set of predictors were observed and showed that the Commitment DLE interaction was significant ( = -1.33, p = .020). A standardized coefficient exceeding the value of 1.00 is likely due to multicollinearity with other predictors in the model and can occur in stepwise regressions when interaction terms are included in a model (Deegan, 1978). An examination of the interaction on the scatterplot (Figure 2) indicates that among individuals with low levels of Commitment, HRV increases as experiences of discrimination increases.
Conversely, HRV decreases as experiences of discrimination increase among individuals with high levels of Commitment. All other predictors in the model were not significant (ps > .214).
Figure 2. The Interaction of Experiences of Discrimination and Ethnic Identity Commitment Predicting HRV.
Note. Levels of commitment were categorized via median split.
In the second model predicting the difference in systolic blood pressure, tests of models from block one [F(3,50) = 0.24, p = .871, R 2 = .01] and two [F(5,48) = 0.55, p = .738, R 2 = .05] were not significant. In the third model predicting GSR, similar to the first two, the model with the DLE, ARS, and the Commitment subscale was not significant [F(3,50) = 1.22, p = .314, R 2 = .07] as was the model with the interaction term [F(5,48) = 0.76, p = .583, R 2 = .07]. In the final model predicting NA via facial EMG and in line with all the prior models, both models from
block one [F(3,50) = 1.16, p = .335, R 2 = .07] and two [F(5,48) = 0.85, p = .521, R 2 = .08] were not significant.
Hypothesis 6: Stigma-related stressors will be associated with greater risk-taking among Black participants. One multiple regression was conducted with the DLE and ARS as criterion variables predicting risk-taking. The model was not significant, F(2,51) = 2.49, p = .093.
Hypothesis 7: The stress response will mediate the association of stigma-related stressors and risk-taking in Black participants. In the first set of analyses, the indirect effects linking the DLE to risk-taking through the stress response were calculated. Given the small sample size, indices of model fit and interpretation of individual pathways were not examined. The indirect effects of DLE to risk-taking through HRV ( = -.01, p = .465), the difference in systolic blood pressure ( = -.00, p = .611), GSR ( = .00, p = .837), and NA via facial EMG ( = .00, p = .887) were not significant. In the second set of analyses, indirect effects were calculated for the mediation of the stress response between the ARS and risk-taking. The indirect effects of ARS to risk-taking through HRV ( = .04, p = .153), the difference in systolic blood pressure ( = .00, p = .536), GSR ( = .00, p = .629), and NA via facial EMG ( = .00, p = .712) were not significant.
Exploratory Analyses
A number of additional analyses were conducted in an effort to explore the data further and provide some additional context to the null findings in the primary results. These analyses primarily focused on two additional variables: self-reported NA and the frequency with which individuals obtain news online and on social media.
Self-reported negative affect. Though NA affect was collected physiologically and via self-report, the primary results focused almost exclusively on the data collected physiologically. Similar to the variable capturing a change in systolic blood pressure before and following the video, a new variable was created to denote the change in self-reported NA. A bivariate correlation matrix was run on the entire sample between the new difference in self-reported NA score and all physiological variables (HRV, difference in systolic blood pressure, GSR, and NA via facial EMG), as well as the DTS and risk-taking variables. All bivariate correlations were not significant (rs range: .04 to -.11; ps .236). An independent samples t-test was conducted next to identify if there was a significant difference by race in the difference of self-reported NA. The results of the t-test was not significant, t(114) = 0.50, p = .618, indicated no difference by race in the difference of self-report NA.
An additional bivariate correlation matrix was conducted on the subsample of Black participants between the difference in self-reported NA and risk taking, the DLE and ARS, and the Exploration and Commitment subscales of the MEIM. The correlation with the Commitment subscale was statistically significant and in the positive direction (r = .34, p = .013). The correlation with the Exploration subscale was marginally significant (r = .27, p = .052), while correlations with risk-taking (r = .17, p = .213), the DLE (r = .04, p = .756) and ARS (r = .04, p = .773) were not significant.
Exploration and commitment subscales. Though not all of the correlations within the subsample were statistically significant, a series of multiple regression analyses were conducted predicting the difference in self-reported NA. Using the same conceptualization that served as the framework for Hypothesis 5, the Exploration and Commitment subscales were explored as potential moderators of the relationship between the stigma-related stressors and the difference in
self-report NA. However, to offset potential issues around the lack of power, the stigma-related stressors were examined independently. In the first multiple regression, the Exploration subscale and DLE were entered in block one, and their interaction was entered in block two. The model without the interaction terms was not statistically significant [F(2,51) = 2.02, p = .143, R 2 = .01] and neither was the model inclusive of the interaction term [F(3,50) = 1.35, p = .269, R 2 = .08]. In the second multiple regression, the Exploration subscale and the ARS were entered in block one, and their interaction was entered in block two. The model from the first block was not statistically significant [F(2,51) = 1.97, p = .155, R 2 = .08] and neither was the model with the interaction term [F(3,50) = 1.61, p = .200, R 2 = .09].
In the third multiple regression, the Commitment subscale and the DLE were entered in block one, and their interaction was included in block two. The model from the first block was statistically significant, F(2,51) = 3.48, p = .038, R 2 = .12. Examination of the predictor variables indicates that the Commitment subscale was an independent predictor ( = .35, p = .012) such that as levels of Commitment increased, there was a greater positive difference in self-reported NA. The DLE was not identified as a unique predictor ( = .09, p = .522). The model with the interaction term was also statistically significant [F(3,50) = 3.05, p = .037, R 2 = .15]; however, there was no statistically significant increase in the variance accounted for by the interaction [F(1,50) = 2.03, p = .16, R 2 = .03]. An examination of the interaction term indicates it is not a unique predictor ( = .20, p = .160). The Commitment subscale fell below significance ( = .03, p = .907) and the DLE remained as not statistically significant ( = .03, p = .229).
In the fourth regression, the Commitment subscale and the ARS were entered in block one, and their interaction was entered in block two. The model from block one was statistically significant, F(2,51) = 3.31, p = .044, R 2 = .12. The Commitment subscale was a unique predictor
( = .34, p = .014) such that as levels of Commitment increased there was a greater positive difference in self-reported NA. The ARS was not an independent predictor ( = .05, p = .736). The model from the second block was marginally significant, [F(3,50) = 2.58, p = .061, R 2 = .13]; however, there was no statistically significant increase in the variance accounted for by the interaction [F(1,50) = 1.10, p = .298, R 2 = .02]. For training and exploratory purposes, the standardized coefficients of the predictors were examined. An inspection of the interaction term indicates it is not a unique predictor ( = .15, p = .298). The Commitment subscale fell below significance ( = -.13, p = .609) and the ARS remained not statistically significant ( = -.09, p = .337).
News consumption online and from social media. A frequency table was constructed to identify how often individuals obtain their news from online and social media platforms (Table 1). The majority of respondents (60.8%) obtain their news from online platforms on a daily or weekly basis. The remainder of respondents were equally dispersed across other options (less than once a month, monthly, multiple times a day). The majority of respondents report getting their news via social media on a daily basis, followed by multiple times a day, or weekly. Relatively few indicate getting their news from social media monthly or less than once a month. A bivariate correlation matrix was conducted to identify how the frequency of news consumption via these different platforms might be associated with physiological/affective measures of stress (HRV, difference in systolic blood pressure, GSR, NA via facial EMG), DTS, and risk-taking. The results of the bivariate correlation indicate that the frequency with which individuals consume their news online is positively associated with news consumption via social media (r = .28, p = .002) and is positively associated with a difference in self-reported NA (r = .24, p = .009). The frequency with which individuals obtain their news via social media was positively
associated with risk-taking (r = .26, p = .006). All other bivariate correlations were not statistically significant (rs range: .02 - .12; ps > .190).
Table 1. Frequency of News Consumption Online and from Social Media.
Given the significant correlation between the frequency of online news consumption and the difference in self-reported NA, a one-way between-subjects ANOVA was conducted to identify if there were any significant differences in the difference in self-reported NA by frequency of online news consumption. The test was significant, F(4,110) = 2.56, p = .043, partial eta 2 = .085, indicating that there was a significant difference in the change of self-reported NA by how frequently respondents consumed the news online. More specifically, the results of Tukey post-hoc tests indicate that individuals who consume news multiple times a day had a larger difference in self-reported NA (M = 7.33, SD = 8.83) than individuals who consume their news online less than once a month (M = 1.14, SD = 3.10). All other between group differences were not statistically significant (ps > .109).
Black participant subsample. An additional bivariate correlation was conducted for the subsample of Black participants between the two news consumption variables, the physiological and affective measures, the ethnic identity subscales, and the stigma-related stressor variables. The correlation matrix identified that frequency of news consumption from online platforms was significantly and positively associated with frequency of news consumption via social media platforms (r = .34, p = .011), difference in self-reported NA (r = .30, p = .026), the Exploration (r = .37, p = .007) and Commitment (r = .34, p = .012) subscales, DLE (r = .28, p = .039), and was
marginally associated with the ARS (r = .25, p = .064). The frequency of news consumption via social media was significantly associated with the Commitment subscale (r = .27, p = .046) and was marginally associated in the negative direction with HRV (r = -.24, p = .085). All other bivariate correlations were not significant (rs range: .01 - .20; ps > .155).
Given the significant associations between the difference in self-reported NA separately with the Exploration and Commitment subscales as well as the frequency of news consumption via online, the frequency of news consumption was explored as a potential moderator of the ethnic identity subscales and the difference in self-reported NA. While the news consumption variable is ordinal in nature, rather than dummy code each category for regression analyses which will increase the number of degrees of freedom and reduce power (Tabachnick & Fidell, 2007), the variable was treated as a quantitative variable as it conceptually captured an increase in frequency of news consumption across the response categories. In the first multiple regression predicting the difference in self-reported NA, the Exploration subscale and the news consumption variable were entered in block one, and their interaction was entered in block two. The model from block one was statistically significant, F(2,51) = 3.45, p = .039, R 2 = .12. Further examination indicates that neither the Exploration subscale ( = .18, p = .210) or the news consumption variable ( = .24, p = .100) were unique independent predictors. The model from the second block was not statistically significant, F(3,50) = 2.70, p = .082, R 2 = .12. In the second multiple regression, the Commitment subscale and the news consumption variable were entered in block one, with their interaction entered in block two. The model from the first block was statistically significant, F(2,51) = 4.61, p = .014, R 2 = .15. An examination of the predictors indicates that the news consumption ( = .21, p = .126) variable was not uniquely predictive while the Commitment subscale ( = .26, p = .059) was trending as a unique predictor of the
difference in self-reported NA. The model from the second block inclusive of the interaction term was also statistically significant [F(3,50) = 3.14, p = .034, R 2 = .16]; however, there was no statistically significant increase in the variance accounted for by the interaction [F(1,50) = 0.32, p = .577, R 2 = .01]. An examination of the predictors indicates that the interaction was not statistically significant ( = .15, p = .577) and that the Commitment subscale was no longer trending as a unique predictor ( = .07, p = .846).
Finally, given the significant association between news consumption via social media and the Commitment subscale as well as being marginally associated with HRV, an additional multiple regression was conducted to determine if news consumption via social media might interact with the Commitment subscale to predict HRV. Both the Commitment subscale and the news consumption via social media variables were entered in block one and their interaction was entered in block two. The model from block one was statistically significant, F(2,51) = 3.86, p = .027, R 2 = .13. An examination of the predictors indicates that news consumption via social media was a unique and statistically significant predictor ( = -.315, p = .024) such that greater frequency of consuming news via social media is associated with lower HRV. Furthermore, the Commitment subscale was also uniquely associated with HRV ( = .286, p = .040) such that as levels of Commitment increase, individuals HRV also increase. The model from the second block inclusive of the interaction was not statistically significant, F(3,50) = 2.57, p = .064, R 2 = .13.
Chapter 4: Discussion
Black individuals have been disproportionately targeted by law enforcement across a number of areas, most notably in shooting deaths at the hands of police. Excessive use of force by police against Black individuals has contributed to a general distrust of law enforcement and expectation of negative encounters with police. A rise in citizen journalism has helped document excessive use of force by police on video; however, little is known how individuals respond to viewing this type of traumatic media. Furthermore, a history of race-based stress is likely to contribute to an expectation of racism and may impact how individuals respond to videos of the treatment of unarmed Black men at the hands of police, with some evidence suggesting ethnic identity may moderate this relationship. Additionally, stress has been previously associated with risky health behaviors and engagement in risk-taking more generally; however, little is known about whether the response to race-related stressors is in line with past work and whether this association may be moderated by the ability to tolerate distress. This study sought to contribute to this literature by examining if racial differences exist in the stress response to a video of police fatally wounding an unarmed black man and if this response (1) was predicted by stigma-related stressors (discrimination, anticipatory racism); (2) was associated with risk-taking; and (3) was moderated by ethnic identity and distress tolerance.
Findings from Preliminary Analyses
The results of the descriptive statistics indicate that respondents reported little negative affect prior to the video with, on average, an almost four-point increase following the video indicating a relatively nominal increase in NA. However, an examination of the standard deviation from pre- to post-video indicates that there was greater variability in NA following the video indicating that some respondents were having a more substantive affective response to the
video. Examination of systolic blood pressure prior to and following the video indicates that it remained relatively unchanged (a one-point difference in mean). While nominal, the variability around blood pressure decreased after watching the video points to a potential issue around the video. This seems to suggest that the video may not be as physiologically stimulating as expected and, without a comparison group, it is difficult to determine the unique impact of this type of video when compared to other videos of violence. Additionally, the means and variability of risk-taking are somewhat higher than those found in other studies utilizing the similar task (Jamieson et al., 2013). One reason for this is likely due to a difference in age between the two samples. The sample in the comparative study was older (M = 24.11) than those in the current study (M = 19.8) with the majority of the current sample (95%) being aged 23 years and younger. This difference is important as risk-taking peaks in young adulthood and decreases as individuals age (Arnett, 2000), which is represented in the difference between the two samples. Levels of distress tolerance in the current study were similar to other samples (Beck, Daughters, & Ali, 2013).
Among Black participants, individuals reported experiencing racial discrimination on average "a few times a year," which is somewhat higher than levels reported in other college samples of African Americans (Banks & Kohn-Wood, 2007; Bernard, Hoggard, & Neblett, 2018; Sellers & Shelton, 2003). Levels of anticipatory race-related stress are greater than other samples close in age (Maxwell, 2016) as well as other college student samples (Tilghman, 2015). Additionally, participants in the study reported relatively high levels of commitment and exploration as the maximum value of the subscales are reached within 1.5 standard deviations from the mean. These scores are substantially higher than those found in other samples of Black college students (McClain et al., 2016); however, levels of ethnic identity among this population
tend to be higher in Southern regions of the United States when compared to other regions (M. T. Williams, Duque, Wetterneck, Chapman, & DeLapp, 2017).
The results of the bivariate correlations are intriguing. First, among the physiological variables, only HRV and NA via facial EMG were significantly and negatively correlated with each other, while all other associated pairings among the physiological stress measures (i.e., difference in systolic blood pressure, GSR) were not. While HRV, GSR, and blood pressure are all broad measures that assess facets of the autonomic nervous system (ANS), they are considered independent measurements of different branches—the sympathetic nervous system (SNS) and the parasympathetic nervous system (PNS). Though the two branches are related, their relationship is considered complex (Berntson, Cacioppo, & Quigley, 1991) and should not be interpreted simply as being reciprocally related (as sympathetic activation increases parasympathetic activity decreases; Mendes, 2009). Therefore, the lack of significant correlations among the physiological measures does not specifically indicate the lack of or an inaccurate measurement of the stress response but may instead represent the complex relationship between the branches of the ANS and their impact on the stress response. That HRV and NA via facial EMG evidence a negative association is generally in line with past work identifying an inverse relationship between NA and HRV (Sloan et al., 2017). Interestingly, there was no significant association of any physiological measure of stress with risk-taking. Though there is literature evidencing an association between stress and risk-taking (Lighthall et al., 2009; Pabst, Schoofs, et al., 2013; Starcke et al., 2008; van den Bos et al., 2009), there is also some counterevidence (Delaney, Fink, & Harmon, 2014; Gathmann et al., 2014; Lempert, Porcelli, Delgado, & Tricomi, 2012) suggesting a more complex and nuanced relationship between these two constructs. This will be expounded upon in the discussion of hypothesis two.
Among Black respondents, experiences of discrimination was positively associated with anticipatory race-related stress. This is in line with prior work (Maxwell, 2016; Utsey et al., 2012) and intuitively makes sense that that individuals with more chronic experiences of discrimination based on their race are also going to anticipate more racism in the future. Interestingly, distress tolerance was negatively associated with anticipatory race-related stress; that is that individuals who are less likely to tolerate stress are also more likely to report greater anticipatory race-related stress. It is likely that individuals who are unable to tolerate distress may also be more likely to anticipate potential stress as a way to mitigate its impact and prepare the individual to be available to respond to the stress if and when it occurs. Conceptually, this follows the underlying belief that individuals with low distress tolerance are unable to endure negative emotional states (Simons & Gaher, 2005) and therefore may be more proactive in identifying future stress as a means to avoid it.
Furthermore, the association between risk-taking and the ethnic identity subscales was trending in significance and in the positive direction. Specifically, this indicates that Black respondents who exhibit more commitment to and engage in greater exploration of their ethnic identity, engage in more risk-taking. It is possible that individuals with a stronger sense of ethnic identity may engage in behaviors that place them in positions which may be considered "risky" or force them to make decisions that place them at risk for harm. For instance, they may be more likely to get involved with a Black Lives Matter protest (Templeton & Eccles, 2011), which may be considered risky given the racially charged political climate—analogous to the protest for civil rights in the 1950s which knowingly made Black individuals targets of police violence.
Additionally, the relationship between risk-taking and experiences of discrimination was trending in significance such that greater experiences of discrimination was negatively associated
with risk-taking. Though trending in significance, this is counter to prior work (Jamieson et al., 2013) evidencing a positive association. It is possible that in this instance, individuals who have experienced greater discrimination may take less risks specifically around police as a result of their history of discrimination. In fact, Black parents say "The Talk," a nearly fundamental conversation parents have raising their children about interacting with the police, encourages Black individuals to be polite and respectful around police, and not to antagonize them (Bouchard, 2016). "The Talk" is rooted in the Black community and born from past experiences and fear for safety (Bouchard, 2016), suggesting that Black individuals with greater experiences of discrimination are more fearful of potential police violence making adherence to these behaviors a life-and-death matter. Given the size of the beta-weights and the relatively smaller sample size of the subsample, it is possible that there was insufficient power to significantly detect the described associations among the Black subsample. Nevertheless, these sets of associations should be examined and interpreted with caution given the marginal significance of the correlations.
Findings from Primary Analyses
Hypothesis 1. The first hypothesis posited that Black individuals would elicit a more potent physiological (HRV, systolic blood pressure, GSR) and affective response (NA via facial EMG and self-report) to the video compared to White individuals. Findings did not support this hypothesis. In fact, the opposite finding occurred for GSR: there were significant differences in GSR by race with White individuals evidencing greater GSR than Black individuals. However, there were no significant racial differences in HRV or NA via facial EMG. There was a significant pre-post increase across the full sample in self-reported NA, but no pre-post
difference in systolic blood pressure. However, there was no difference by race for either selfreported NA or systolic blood pressure.
Findings revealed differences in GSR by race with White individuals evidencing a greater response than Black individuals. These relationships were counter to what was expected but support prior research on desensitization. Black individuals experience a profound disparity in negative police encounters (e.g., greater number of stops, more likely to be arrested, more likely to be targeted for police use of force; Gelman, Fagan, & Kiss, 2007; Miller et al., 2017; Walker, Spohn, & DeLone, 2007). As previously indicated, police misconduct is not increasing but rather that these incidents are receiving greater news coverage (McLaughlin, 2015), suggesting that these videos are likely to be perceived as "new" or "novel" to White individuals who are likely less aware of and/or have not been exposed to these types of experiences at the same level or with the same frequency as Black individuals. This increased frequency to this type of behavior likely encourages a habituation to the effects brought on by the video. In one study (Krahé et al., 2011), researchers asked a group of undergraduate students to complete measures of habitual media violence and then exposed them to a violent film clip two weeks later. Researchers found that habitual media violence exposure was negatively associated with GSR during violent clips, that is that individuals who were more frequently exposed to media violence were habituated to violence and evidenced less arousal at the violent clip. Similar results of habituation have extended to videos of real-life violence (Carnagey, Anderson, & Bushman, 2007) and among African-American adolescents (Cooley-Quille & Lorion, 1999). Collectively this lends support to the idea that Black individuals are likely habituating to these types of videos in part to their increased exposure to police violence, when compared to White individuals.
Additional findings failed to identify any racial differences in HRV, systolic blood pressure, or NA via facial EMG and self-report. These results are best understood in the context of a similar study that examined physiological and affective reactivity to a police brutality or control condition among Black and White college students (Kort, 2016). In this study, researchers identified a significant difference by race in systolic blood pressure and a marginally significant difference by race in heart rate reactivity. Additionally, self-reported NA increased following a police brutality condition but these differences did not vary by race, which is in line with the results of the current study. The increase in self-reported NA serves as an important manipulation check and acknowledges that this type of media can be emotionally distressing for anyone who views it.
Despite the considerable conceptual overlap between the two studies, it is worth noting some important methodological differences that bear upon the current study findings. In the previous study, participants were asked to read and give a speech about the set of slides they had just viewed on cases of police brutality (e.g., Michael Brown, Walter Scott) or a car accident harming an African American individual analogous to the TSST. However, data were analyzed via reactivity scores including data from the first minute of the speech task when participants are most reactive. This makes a comparison between both studies challenging and in the case of the prior study, an exaggeration of what may have occurred if the data were localized only to the slides around violence. According to Mendes (2009), examination of ANS responses, like those in the current study, should consider the extent to which an individual engaged in an active versus a passive task. Active tasks are those that require some form of response from participants, as opposed to passive tasks, in which participants simply experience some sort of event without having to respond in some instrumental way. In the previous study, participants
were asked to actively engage with the material around police brutality while in the current study, participants were more passively engaged. This significant difference may therefore account for the difference in results.
Furthermore, the distinction between active and passive tasks is especially important as many ANS patterns are thought to index psychological states that stem from active situations and not passive ones (Mendes, 2009). For instance, challenge and threat are thought to occur only in active situations and not passive ones (Mendes, 2009). This is likely to explain the lack of support for the current hypothesis and also lends support for the lack of significant bivariate correlations among the psychophysiological variables. Specifically, as the video was a passive task, it was not likely to elicit a physiological reaction that resembled a stress profile (HRV, GSR, blood pressure). Collectively this suggests that the video in isolation may not be enough to elicit a collective stress response and that more active engagement with the video content may be more likely to elicit the hypothesized physiological response.
Hypothesis 2 and 3. The second hypothesis posited that the stress response would predict risk-taking such that a greater stress response would predict greater risk-taking. In the third hypothesis, it was postulated that distress tolerance would moderate the relationship between the stress response and risk-taking. The findings did not support either hypothesis. None of the measures of the stress response, either in combination (HRV and NA via facial EMG) or in isolation (difference in systolic blood pressure, GSR) predicted risk-taking. Furthermore, distress tolerance did not significantly interact with any measure of stress in the prediction of risk-taking.
The current study findings fail to support much of the literature around the association between stress and risk-taking (Starcke & Brand, 2012). However, to investigate the effects of
stress on risk-taking, it is especially important to ensure that the stress induction was successful (Starcke & Brand, 2012). With this in mind, much of the research on the topic has utilized laboratory stressors that contain either a physical challenge (e.g., cold pressor task), a cognitive demand (e.g., mental arithmetic) and/or a social evaluative threat (e.g., anticipation of and/or actual performance of a public speech; Starcke & Brand, 2012). As an extension of the discussion of hypothesis one, all of these tasks are active and therefore most likely to elicit the profile of a "true" stress response when compared to passive tasks like the one used in the current study. As such, the failure to identify a significant association for any of the physiological measures of stress to risk-taking is likely due to the lack of a true stress response.
Additionally, the literature has also identified important differences in risk-taking by gender. Prior work has indicated that men engage in greater risk-taking when compared to women under stressed (Lighthall et al., 2009) and non-stressed conditions (Byrnes, Miller, & Schafer, 1999). It is important to take into the account the profound imbalance in gender in the current study (78% women, 20% men) suggesting that the lack of significant findings may also be the result of the limited number of men—those who show the most robust association between stress and risk-taking. While inclusion of gender as potential moderator would be ideal, the small sample of men in the study would not produce reliable results worthy of interpretation. Additionally, the relationship between stress and risk-taking may operate differently among men and women. In one study (van den Bos et al., 2009), researchers found a linear relationship between stress (as measured by cortisol) and risk-taking among men, while an inverted U-shaped relationship was found among women. This can further obscure a comprehensive understanding of the relationship between the stress reaction to the video and its association to risk-taking.
With respect to distress tolerance, the lack of any significant bivariate association between it and any measure of the stress response makes the lack of moderation by distress tolerance unsurprising. Despite past research that has demonstrated that individuals with low distress tolerance are more likely to maladaptively respond to certain situations that elicit stress (Leyro et al., 2010) and that they exhibit greater risk-taking propensity (Macpherson et al., 2010), this study did not find distress tolerance to be an influential factor on the relationship between the stress response and risk-taking. One explanation for the lack of findings may be due to a conceptual discrepancy within the distress tolerance literature. Specifically, "distress tolerance" has been referred to as (a) the perceived capacity to withstand negative emotional/or other aversive states (e.g., physical discomfort), primarily captured via self-report, and (b) the behavioral act of withstanding distressing internal states brought forth by some type of stressor, primarily captured via behavioral measurement (Leyro et al., 2010). Although self-report measures of distress tolerance are typically associated with one another and behavioral measures of distress tolerance are typically associated with one another, self-report and behavioral measures generally do not demonstrate significant relationships with one another (McHugh et al., 2011), making comparisons of findings across studies challenging. Therefore, it is possible that the lack of significant findings in the current study may be due to this conceptual discrepancy, particularly as stress was measured physiologically and distress tolerance was captured via selfreport. Furthermore, much of the prior work linking distress tolerance and risk-taking has primarily been captured via self-report (Beck et al., 2014, 2013; Howell et al., 2010) and less so on risk-taking as defined by a behavioral task, as in the current study.
Hypothesis 4. The fourth hypothesis posited that experiences of discrimination and greater anticipatory race-related stress would be associated with a more robust physiological and
affective response in Black participants. However, the findings do not support this hypothesis. Results showed that discrimination and anticipatory race-related stress did not collectively predict any physiological or affective measure in response to the video of police violence. Though limited, prior research on vicarious discrimination and vicarious racism has found changes in blood pressure in response to films depicting racist situations (Armstead et al., 1989) and greater NA among individuals in a blatantly racist (BRC) versus non-racist condition (NRC; Bennett, Merritt, Edwards, & Sollers III, 2004). One possible explanation for the null results may be that not all individuals are perceiving the video as racist in nature which could impact the response to the video. Recall that an individual will experience stress if the event is appraised as harmful or threatening, which may result in an individual having negative cognitive, emotional, behavioral, and/or physiological reactions. In fact, self-reported past experiences with racial discrimination moderated the association between perceived racism and NA among those in a NRC (Bennett et al., 2004). Additionally, Black individuals who perceived greater racism in a NRC evidenced greater anger and diastolic blood pressure than those in the BRC (Merritt et al., 2006). This suggests that not all individuals are appraising the video as racist, thereby not eliciting a physiological reaction in line with the stress response. Unfortunately, there was no manipulation check that asked participants whether they perceived racism in the video, which could lend support to this as a viable explanation.
By extension, the extent to which Black respondents have had negative interactions with law enforcement was not assessed. It is possible that Black individuals may have a history of discrimination and may anticipate racism but not in the context of law enforcement. For instance, the majority of Black citizens indicate having a great deal or a fair amount of confidence of the police officers in their community doing a good job of enforcing the law (US Department of
Justice, 2015). Additionally, studies show that prior direct experiences with law enforcement have a significant influence on opinions of the police (Mazerolle et al., 2013), which may contribute to how Black individuals are likely to perceive future police contact or law enforcement behavior.
Gender is also likely to play an important factor within this context. For instance, both Black men and women describe police harassment as being particularly aimed at Black men (Dottolo & Stewart, 2008), and frequent negative police exposure results in trauma for many Black individuals, especially for Black men (Aymer, 2016). In one study of police encounters and mental health among primarily racial/ethnic minority young men aged 18 to 26 years (Geller, Fagan, Tyler, & Link, 2014), researchers identified that individuals reported higher levels of anxiety and post-traumatic stress disorder symptoms if they reported more police contact, particularly if that contact was more intrusive (e.g., used harsh or racially tinged language, or threatened or used physical force). In a separate study, experiences of discrimination was associated with an increased stress response among men and not women (Busse, Yim, & Campos, 2017). Given that the video in the current study represents the majority of videos depicting the shooting of unarmed Black men at the hands of law enforcement, it is possible that gender might interact with the stigma-related stressors in the prediction of this response, especially if men are likely to report negative racial experiences by law enforcement. With the small sample size, the small number of Black men, as well as the small effect sizes demonstrated in the study, an examination of these analyses by gender would be inappropriate. Future work should aim to disentangle the impact of gender and a history and tenor of police contact on the impact of stigma-related stressors and physiological response.
Hypothesis 5. The fifth hypothesis posited that ethnic identity would exacerbate the association between stigma-related stressors and the physiological and affective response to the video in Black participants. The findings do not demonstrate support for this hypothesis. The results showed that exploration (seeking information and experiences relevant to one's ethnicity) did not moderate the association between the stigma-related stressors and any of the physiological or affective responses. One reason for the null findings may be due to the context in which this study is situated. The increased frequency of these videos in the news and on social media has likely sparked conversations about these events, what they mean, and how they relate to an individuals' Black identity. That is, irrespective of an individual's personal history of discrimination and anticipation of race-related stress, many Black individuals are likely to engage in exploration around their Black identity, particularly given the rise of the Black Lives Matter movement and the current political context (e.g., the Unite the Right Rally and counterprotest in Charlottesville, Virginia). This likely also explains the relatively high levels of exploration in the current sample.
Furthermore, exploration is an ongoing process that continues over time (Phinney, 2006), tends to increase during important developmental markers, such as school transitions (Syed & Azmitia, 2009), and is based on personal experiences (Phinney & Ong, 2007). When this is considered in light of increased discussion around the importance of Black lives in our society, as well as the historical significance of VCU being situated in Richmond, VA (e.g., capitol of the confederacy) and the university's diverse student body, it may be that these particular individuals may still be in the process of developing their sense of self and the meaning behind their new experiences. In fact, exploration tends to occur as individuals encounter ethnically-charged situations and attempt to make sense of the meaning of their ethnicity within the larger setting
(Phinney, 2006). While it is unlikely that exploration will take place without some sense of belonging to their ethnic group, it is developmentally normal for individuals to vacillate in their sense of commitment to their group and engage in greater exploration (Syed, Azmitia, & Phinney, 2007).
When commitment (a sense of belonging and a personal investment in a group) was examined, the results collectively did not demonstrate that it moderated the association described above. However, the results from a model that examined commitment as a moderator of stigmarelated stressors predicting HRV indicated it was trending in significance. For exploratory purposes, the predictors were examined and indicated that commitment interacted with discrimination to predict HRV. The interaction demonstrated that individuals experienced less of a stress response (as indexed by HRV) as experiences of discrimination increased among individuals with low levels of commitment; however, individuals demonstrated a robust stress response at greater reported experiences of discrimination among individuals with high levels of commitment.
These particular results, though marginal in nature, appear to suggest that individuals with a strong ethnic identity are more vulnerable to experiences of racial and ethnic discrimination (Burrow & Ong, 2010; McCoy & Major, 2003; Operario & Fiske, 2001). While there is prior work indicating that individuals with a strong group identity perceive more discriminatory events (Branscombe et al., 1999) and that there is a positive association between discrimination and heart rate reactivity (i.e., greater stress response; Richman, Bennett, Pek, Siegler, & Williams, 2007), it could be presumed that Black individuals are perceiving the video content as racist, which in turn impacts their physiological response to the video. However, the results of the exploratory analyses suggest that frequency of news consumption via social media
might also play an important role. For instance, greater news consumption via social media was positively associated with levels of commitment and negatively associated with HRV. Additionally, when frequency of news consumption via social media was included in a model with commitment predicting HRV, greater news consumption via social media predicted lower HRV (greater stress response) while commitment predicted greater HRV (lower stress response). While the interaction of news consumption via social media and levels of commitment was not significant, this does suggest that levels of commitment may be more likely to protect against the effects of the video when accounting for news consumption via social media.
That individuals with lower levels of commitment evidenced a lower stress response at higher levels of discrimination is interesting. As individuals with less commitment also consume the news less via social media, individuals who experience less discrimination may be more impacted by these types of videos in part because acts of discrimination are more novel to them. As a result of this novelty, these videos may produce a more pronounced stress response than individuals with more discrimination who may be more habituated to experiences of discrimination (Gaylord-Harden, Dickson, & Pierre, 2016). It is possible that a three-way interaction (discrimination, news via social media, levels of commitment) may be occurring and future research efforts should aim to disentangle these relationships.
It is important to note that levels of commitment did not moderate the association between the stigma-related stressors and most measures of the stress response. The potential impact of additional factors, such as news consumption via social media, as well as the potential for individuals to both habituate to these videos as well as to experiences of discrimination and violence suggests a more complex system linking stigma-related stressors to the physiological response to these videos. Given the frequency of these events (e.g., the shooting of Stephen
Clark, an unarmed black man shot by police in his backyard on March, 18, 2017), future work is essential to understand the potential long-term impact of these videos.
Hypothesis 6 and 7. No support was rendered for the sixth and seventh hypotheses that posited that risk-taking would be directly predicted by stigma-related stressors and indirectly through the stress response. Although experiences of discrimination were marginally negatively associated with risk-taking (and at a medium effect) in bivariate correlations, anticipatory racerelated stress was not at all associated and together did not predict risk-taking. Additionally, none of the physiological measures served as mediators the relationship between risk-taking and either discrimination or anticipatory race-related stress. Despite prior work evidencing an association between risk-taking and discrimination (Jamieson et al., 2013) as well as general anticipatory stress (Starcke et al., 2008), the current study did not directly or indirectly predict risk-taking from past experiences of discrimination and anticipatory race-related stress.
There are a number of reasons that have already been expounded upon above that likely contribute to the lack of significant findings in the current study (e.g., whether the video was perceived as racist, gender differences in the stress response and risk-taking). To the author's knowledge, only one study (Jamieson et al., 2013) has overtly examined the association between racial discrimination and risk-taking thereby making comparisons challenging, particularly given the methodological differences that likely bear upon the differences in results (e.g., experimentally manipulated versus self-reported experiences of discrimination). It is also important to consider that the current study focused on vicarious rather than personal experiences of discrimination. While both personal and vicarious experiences of discrimination have been found to be stressful (T. T. Lewis et al., 2015; Utsey et al., 2012), previous stress research has primarily examined the physiological effects for personal rather than vicarious forms of
discrimination. It is possible that the physiological response between these two forms of discrimination may not be directly comparable to the extent that they impact risk-taking; however, future work should be conducted to more directly test this.
Exploratory Analyses
Difference in self-reported negative affect. A number of exploratory analyses were conducted to help contextualize the null findings in the current study. The increased variability in self-reported NA following the video as well as the significant difference in self-reported NA from pre- to post-video, suggests that some individuals' emotional response may be greater than others. Additionally, a self-reported measure of NA likely encourages individuals to interpret their emotional response to the video in a way that may be different than their immediate physiological response. This introspection may be especially important given that an individual's perception of the video can have different social and health implications. The difference in selfreported NA was not associated with any physiological variable, distress tolerance, or risk-taking among the entire sample. There was also no difference by race in the difference in self-reported NA. These results are in line with the results of the primary hypotheses and will therefore not be expounded upon here.
The results of the correlation matrix among the Black participant subsample identified a significant positive association between the difference in self-reported NA and commitment while the positive association with exploration was marginally significant. These results are in the same direction but stronger than the correlations between the subscales of ethnic identity and NA via facial EMG. In general, these associations indicate that as levels of exploration and commitment increase, the more negative affect in response to the video individuals are reporting and point to a strong ethnic identity as a potential risk factor for distress when exposed to racerelated media. When these subscales were examined as potential moderators of stigma-related stressors in predicting the difference in self-reported NA among the Black participant subsample, commitment emerged as a unique positive predictor of the difference in self-reported NA. These results are in line with prior work (McCoy & Major, 2003) indicating that individuals who more strongly identify with their ethnic identity report greater negative affect than those with weaker ethnic identities.
That neither experiences of discrimination nor the anticipation of race-related stress were associated with the difference in negative affect in bivariate correlations or in any of the models is interesting, particularly given the wealth of research in this area (Brondolo, Brady, et al., 2008; Broudy et al., 2007; Swim et al., 2003). One explanation for this may be that participants may not have felt that they had enough information from the brief video to provide a global evaluation that the police were acting with bad intentions. There is much debate in the current discourse whether the law enforcement officials seen in these videos should be viewed as individuals or whether they represent the broader police "system" (see the comments section for most news stories about police shooting of unarmed black men [e.g., St. John, Ulloa, & Change, 2018]). Therefore, participants' self-reported NA may be interpreted as a response to harm towards someone from their in-group and not specifically attributed to experiences of discrimination. Similar results around the isolated impact of perceived discrimination have been reported in other studies (Operario & Fiske, 2001). That exploration was not significantly associated with NA is generally in line the null results from the primary results and will not be expounded upon here.
News consumption online and social media. Prior work has demonstrated the potential adverse impact that consuming the news may have on the health of individuals such as
physiological hyperarousal and poor mental health (Bodas, Siman-Tov, Peleg, & Solomon, 2015), especially if they are exposed to graphic content (Busso et al., 2014; Feinstein et al., 2014; Holman et al., 2014). These associations motivated the exploratory analyses to help illuminate how news consumption through these different mediums might impact our understanding of the primary analyses.
The exploratory analyses identified that the majority of respondents get their news online either daily or weekly but get their news from social media more frequently (daily or multiple times per day). In fact, social media has become a primary form of media communication among young adults today (Fuch, 2017). It is therefore unsurprising that respondents report consuming their news via social media more frequently than through other online formats. That frequency of news consumption online was positively associated with news consumption via social media is in line with prior reports that individuals are likely to consume get their news from more than one platform (Project, 2010). Additionally, greater news consumption online was associated with a stronger NA reaction to the video. User generated content, similar to that in the current study, is regularly sought after for news programs and often depicts graphic content and extreme violence (Feinstein et al., 2014). Therefore, individuals who are more frequently exposed to this content would exhibit a stronger emotional response to similar violent content, which has been demonstrated in prior work (Feinstein et al., 2014). This rationale also supports the finding that individuals who consume the news multiple times a day exhibit a significant more robust NA reaction to the video compared to the group of individuals who consume the news less than once a month.
Among the Black participant subsample, frequency of news consumption online was associated with more frequent news consumption via social media, a larger difference in selfreported NA, stronger commitment and exploration, and more experiences of discrimination. Additionally, more frequent news consumption via social media was associated with stronger commitment and was marginally negatively associated with HRV (more stress). Collectively, these results indicate that individuals with stronger ethnic identities consume the news through online and social media platforms more frequently. While relatively little work has specifically examined news consumption and ethnic identity, there is some work showcasing social media sites as a primary source for news, that there is considerable overlap between those who consume the news on social media and through other online sites (Pew Research Center, 2017), and that ethnic minorities regularly use social media sites as a way to connect with similar others (Spies Shapiro & Margolin, 2014). In fact, Black social media users say that most or some of the posts they see on social media are about race and that they regularly have conversations about race based on what they see on their social media sites (Pew Research Center, 2016b). A bidirectional relationship may exist between news consumption and ethnic identity such that individuals may initially seek out to explore and connect with others who share their experiences and through this process are exposed to various news stories about themselves and other events. In turn, individuals who consume the news more frequently may see themselves reflected in the events and wish to explore and connect with others as a way to validate and affirm their experiences, which may explain why individuals report more discrimination as news consumption increases.
A set of multiple regressions was run to try to disentangle the effects of ethnic identity and online news consumption on the difference in self-reported NA. Results indicated that collectively exploration and news consumption online predict the difference in self-reported NA; however, none were identified as independent predictors and there was no significant interaction. This result supports the idea that individuals who engage in greater exploration of the ethnic
identity are likely to do so online and through consumption of current events (Huang, 2009). That these two constructs are intimately associated is important for our understanding of the positive and negative effects of online news consumption and distress. Similarly, commitment and news consumption jointly predict the difference in self-reported NA, with levels of commitment trending as a unique predictor while news consumption was not. Though trending in significance, individuals with greater levels of commitment may be more emotionally responsive to these videos despite greater exposure to news. Though these individuals are likely exposed to more graphic content through the news, their emotional response to these types of videos does not diminish over time and may persist for lengthy periods of time (Mendoza, 2016). This is important to consider when using these videos as a way of sharing vital information to a large audience.
Collectively, the exploratory analyses provide greater nuance in our understanding of the primary analyses: a stronger ethnic identity and increased frequency of news consumption through various means play a significant role in an individuals' response to videos of police brutality.
Implications
While the findings from this study are preliminary in nature, they do provide insight into the physiological and affective stress response to these videos among Black and White individuals and highlight the importance of ethnic identity and news consumption for how Black individuals affectively respond to videos of police violence. Prior work examining police violence against Black individuals has shown it to be particularly stressful when compared to other forms of harm (Kort, 2016) and this study has contributed to the literature by demonstrating that Black respondents are desensitized to the effects of the videos when
compared to White respondents. That Black individuals have habituated to these types of violent media has important health implications. For instance, individuals who have habituated to violent media have reported decreased prosocial behavior (Mrug, Madan, & Windle, 2016) and greater aggressive thoughts and behavior (Bushman & Huesmann, 2006). Repeated exposure to violent media has also been linked to symptoms of PTSD (Holman et al., 2014), depression, and anxiety, as well as greater somatic complaints and alcohol consumption (Feinstein et al., 2014).
One way to mitigate the impact is a reduction in the consumption of this type of violent media. In fact, the impact of violent media has been found to short lived among adults (Bushman & Huesmann, 2006) suggesting that individuals who are able to refrain from consuming this type of media may be able to improve their mental and emotional health over time. Among children and adolescents, interventions aimed to reduce violent media found a reduction in aggression and aggressive behavior (Möller, Krahé, Busching, & Krause, 2012) and were less likely to relate to violent content (Rosenkoetter, Rosenkoetter, & Acock, 2009). There has been some anecdotal evidence in the public sphere that taking a break from this type of media can improve mental health (Downs, 2016; Pajak, 2016) though scientific evidence is scarce. Future work in this area could more directly indicate the impact that reducing violent media may have on mental health among adults.
That greater news consumption online and social medial also significantly impacts negative affect and the stress response also has health implications. There is growing evidence demonstrating that exposure to the news may be adversely impacting mental health (Gregoire, 2015; Hovitz, 2018) and that it is a significant source of stress for the majority of Americans (American Psychological Association, 2017). There is also evidence that negative television news significantly alters mood, specifically sadness and anxiety (Johnston & Davey, 1997), and
this can be exaggerated given that current news is increasingly more visual and shocking, in part due to the inclusion of smartphone videos. With the many negative consequences of stress such as increased risk for cardiovascular disease, atopic disorders, and a greater disease progression in some chronic illnesses including HIV and cancer (Harrington, 2012; Schneiderman et al., 2005), reducing news consumption may be especially helpful for mitigating its impact on health. This can be especially helpful for those who primarily get their news from social media. Among teens who took a voluntary break from social media, many reported overall feeling positive during their time away (The Associated Press-NORC Center for Public Affairs Research, 2016). This data also reinforces prior efforts to prevent these videos and graphic content from automatically playing or showing the violence when they come across an individual's computer or social media device. Facebook has already changed their sharing policies to include more content warnings on graphic content (C. Lewis, 2016) and other media platforms like Twitter have similar "sensitive content" warnings which asks its users to "opt in" to viewing the content, rather than "opting out." This can have substantive health impacts on individuals most vulnerable to its impact.
Though reducing news consumption via social media may important, it may be especially helpful for Black individuals. For instance, they are more likely to get their news from various social media platforms like YouTube and Instagram and are more likely to engage with news stories by commenting or starting a discussion on the topic (American Press Institute, 2015). As it has been previously indicated, many Black individuals say that most of the posts they see are race-related and that many use social media to connect with others. Additionally, more active engagement with these types of media may be more likely to uniformly elicit a stress response (Mendes, 2009). As disconnecting from social media entirely may have negative consequences like feelings of isolation and fears of missing out on important information (The Associated
Press-NORC Center for Public Affairs Research, 2016), one way to mitigate these impacts is to refrain from sharing graphic videos and violent news. Some in the community have described that videos of police violence "are shared thousands of times, to the point that they're hard to avoid" (Reign, 2016); therefore refraining from promoting the video may allay the negative consequences associated with the video but retain the potential benefits of social media.
Lastly, that a stronger ethnic identity can be both beneficial and place Black individuals at risk for increased stress is also important for their health. The negative effects of discrimination and race-related stress on health are innumerable and can have long-lasting impacts on health (Brondolo, Hausmann, et al., 2011; Paradies et al., 2015; Pascoe & Richman, 2009). The results of the current study suggest that Black individuals with a strong sense of belonging to their racial group exhibit a strong cardiovascular response to these videos when they have experienced more discrimination and, based on prior work, may be at greater risk for developing stress-related diseases such as hypertension, cardiovascular disease, and stroke (Brondolo et al., 2009; Brondolo, Love, et al., 2011; D. R. Williams & Mohammed, 2009). Additionally, a stronger ethnic identity predicts a greater emotional response to these videos, potentially due to a greater sense of empathy towards the individual in the video (Xu, Zuo, Wang, & Han, 2009). Paradoxically, stronger ethnic identity may also protect them against the negative impact of these videos, when accounting for news consumption on social media. Together this depicts a complex system that both protects and places individuals with a strong racial identity at risk for poor health. It would therefore behoove clinicians who work with Black clients with strong racial identities to identify the ways in which they connect with their racial identity, particularly if this includes strong social media use, and the ways in which they engage with race-related content. Helping them limit their interaction in stressful racial content may help
offset the negative health impact and allow them to benefit from the sense of community that having a strong ethnic identity yields.
Limitations and Future Research
The present study has some limitations that should be considered in the interpretation of the findings. Though initial power analyses indicated an ability to detect medium sized effects, some of the effects in the study were smaller than expected and would have necessitated a larger sample size to detect any significant effects. Thus, the smaller sample size may have contributed to reduced power and may have contributed to potential type 2 error. Additionally, the lack of a comparison group makes it difficult to accurately indicate the impact of these videos when compared to other forms of violence. For instance, we were unable to indicate how the response to this video compares to a print news story of racism, or other videos depicting distress and violence. While prior research suggests there may be a difference (Kort, 2016), we are unable to determine what is particularly unique about this video and the extent to which individuals were responding to the racial content of the video. Future research could benefit from a larger sample size and inclusion of comparison groups (e.g., neutral video, video depicting a different but nonracialized type of violence) to more appropriately identify the extent to which individuals are responding to the racial content or general police violence. Additionally, the current political discourse has at times called into question the validity of news stories. As such, it is possible that the video may have been perceived as inauthentic by the study participants. Future work should make certain to indicate the authenticity of their news stories to their participants.
Additionally, the current study did not assess for specific emotions by race as a function of the video. It is possible that White and Black participants may be experiencing different emotions under the broader negative affect domain, which may yield a more nuanced
interpretation of the impact of the video. For instance, Black participants may be more likely to experience emotions like anger and fear (Brooms & Perry, 2016) while White individuals may experience guilt and shame. This differential response can have a substantive impact on the stress response and its downstream effects on health. An examination of specific emotions to these videos by race could provide a more comprehensive understanding of how individuals response to police violence and is suggested as a point for future work. By extension, we did not specifically examine whether Black participants were first-generation in this country. Black individuals who were socialized in other parts of the country may perceive the video differently than those socialized in the US. The historical significance of violence by law enforcement by be interpreted differently by individuals who have ties to this country, which can impact their physiological and affective response to the video. Future studies should aim to disentangle this important difference in additional work.
The demographics of the sample may have also had a significant impact. As it has already been expounded upon previously, the current sample was primarily composed of women which likely impacted the stress response to the video as well as the risk-taking task. Women are less likely to be targeted by police and are less likely to engage in risk-taking when compared to men. This may have obfuscated the ability to determine the stress response by those most affected by the videos and its relationship to risk-taking. Furthermore, the sample was relatively young and primarily composed of psychology students. While this population may have less cumulative personal experience with law enforcement than older samples, which may impact their response to these videos, they are also more likely to use social media compared to other age groups (Pew Research Center, 2017) and may be most susceptible to its impact. That the sample was entirely composed of psychology students limits the ability to generalize to the larger
community. This is especially important as less educated Americans are increasingly using social media to consume their news. Future research could benefit from having a more diverse sample (more men, greater variability in age, individuals from the community) who are more representative of the general population and improve the generalizability of the results.
The current study also did not assess for Afrocentric values as a component of ethnic identity or contact with law enforcement. While the ethnic identity measure utilized in the study is a measure that has been validated on multiple different ethnic groups (Phinney & Ong, 2007); the unique nature of the video and the race-specific implications of it, a measure that taps into more Afrocentric values may provide more nuance to the questions at hand. For instance, Phinney (1992) indicates that it is helpful to consider both the universal factors and culturespecific factors in understanding ethnic identity. Utilizing a measure that examines these culturespecific factors such as Afrocentric values would be helpful for more accurately capturing ethnic identity as it relates to Black individuals (Cokley, 2005). Also, history of contact with law enforcement has been shown to impact perceptions of current and future contact with police (Rosenbaum et al., 2005) and would assuredly impact how an individual perceives and responds to video such as the one used in the current study. Future work should aim to incorporate these measures to more accurately parse out the effects of the video.
Additionally, the self-report measures assessing race-related stress and ethnic identity followed the presentation of the video, which may have inadvertently primed participants to respond in a particular way. It is possible that the video may have impacted how much Black individuals were likely to anticipate race-related stress to occur in the future; though it should be noted that the levels of anticipatory race-related stress were comparable with those found in other samples (Maxwell, 2016). Also, the timing of the self-report measures may have also altered
how strongly Black individuals identify with their racial/ethnic group. It is possible that being exposed to the video may have either strengthened or even diminished an individual's ethnic identity as a way to protect against the harmful effects of the video, especially if they perceived the video as being an example of discrimination (Tajfel & Turner, 1986; Turner et al., 1987). Future work could aim to reduce these demand characteristics by offering a survey that assesses for these constructs on a separate day before individuals arrive to their experimental session.
Finally, the task used in the current study (Columbia Card Task) did not utilize monetary gain to incentivize participants, which may have affected their performance. Previous research has provided financial compensation on similar risk-taking tasks (Lejuez et al., 2002), though it is unclear whether decision making would be impacted by this compensation as little work has been done in this area; however, the current literature has identified this as an important area for future research (Buelow & Blaine, 2015).
Conclusion
The current study sought to answer a number of important questions: Are there racial differences in the way that Black and White individuals respond to police violence? Can this be predicted by a history of stigma-related stress among Black respondents? Is risk-taking predicted by stigma-related stressors and separately by an individual's stress response? Do ethnic identity and distress tolerance serve as moderators of these differential relationships? This study found some support for Black individuals having a blunted stress response to the video compared to White respondents and points to a desensitized response to the videos among Black respondents. Ethnic identity also emerged as being particularly important among Black respondents. Black individuals who reported stronger commitment showed a heightened cardiovascular response to the videos at greater experiences of discrimination when compared to individuals with less
commitment. In exploratory analyses, greater news consumption was found to predict a stronger affective and physiological response to the videos, and a stronger ethnic identity predicted a stronger affective but lower physiological response to the videos after accounting for frequency of news consumption. The current findings suggest that limiting exposure to these videos may prevent stress and its health-harming effects, particularly among Black individuals with a strong ethnic identity.
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Appendix A
Daily Life Events Scale
Directions: These questions ask you to think about experiences that some people have as they go about their daily lives. Using the 6-point scale, please determine how often you have each experience.
How often have you…
1. Been ignored, overlooked, or not given service (in a restaurant, store, etc.)?
2. Been treated rudely or disrespectfully?
3. Been accused of something or treated suspiciously?
4. Had others react to you as if they were afraid or intimidated?
5. Been observed or followed while in public places?
6. Been treated as if you were "stupid" or been "talked down to?"
7. Had your ideas or opinions minimized, ignored, or devalued?
8. Overheard or been told an offensive joke or comment?
9. Been insulted, called a name, or harassed?
10. Had other expect your work to be inferior?
11. Not been taken seriously?
12. Been left out of conversations or activities?
13. Been treated in an "overly" friendly or superficial way?
14. Been avoided, others moving away from you physically?
15. Been mistaken for someone who serves others (i.e., janitor, bellboy, maid)?
16. Been stared at by strangers?
17. Been laughed at, made fun of, or taunted?
18. Been mistaken for someone else of your same race (who may not look like you at all).
19. Been asked to speak for or represent your entire racial/ethnic group (e.g., "What do ______ people think?")
20. Been considered fascinating or exotic by others?
Appendix B
Prolonged Activation and Anticipatory Race-Related Stress Scale
Instructions
Please describe an event/situation involving racism that you or someone close to you (like a family member or close friend experienced in the past. Some examples of racism include being treated unfairly because of your race; being ridiculed, humiliated, or harassed of your race; being denied a job, housing, or access to other services because of your race; or observing a situation in which another person of your race was harassed or mistreated because of their race. These are just a few examples of how you or someone close to you might experience racism. It would be impossible to list all of the ways in which a person can experience racism, so you must decide if an event/situation happened to you because of your race. When describing your experience with racism, please provide as much detail as possible.
1. On a scale from 1 to 7 (1 = not at all stressful and 7 = extremely Stressful), I would describe my experience with racism as…
2. In the days/weeks after my experience with racism, I thought about it
3. Whenever I thought about my experience with racism, I would think about it for
4. In the days/weeks after my experience with racism, I continued to think about it for
5. I would think about my experience with racism even when I didn't mean to
6. Black people have always had to deal with these kinds of events/situations, so my experience with racism was something I could manage
7.At the time the event/situation occurred, I felt prepared to deal with it
8. At the time the event/situation occurred, I was able to think of ways to deal with it.
9. I felt I had what I needed to deal with the event/situation
10. When I am around White people, I expect them to say or do something racist
11. I believe that most Black people will experience some form of racism in the future
12. I know that if I go where there are mostly White people, there is a good chance I will experience racism
13. I believe there is a good chance that I will experience racism in the future
14. I can feel my hands start to shake whenever I think I am about to experience racism
15. I get chest pains whenever I think I am about to experience racism
16. My hands (or other body parts) sweat whenever I think I am about to experience racism
17. I get a lump (or dryness) in my throat whenever I think I am about to experience racism
Note: The response scale for Item 2 is as follows: not at all, once weekly, 2 to 3 times a week, 3 or more times a week, once a day, 2 to 3 times a day, and more than 3 times a day. The response scale for Item 3 is as follows: did not think about it, less than 1 minute, 1 to 5 minutes, 5 to 20 minutes, 20 minutes or more, but less than 1 hour, and could not stop thinking about it. The response scale for Item 4 is as follows: did not think about it at all, less than 7 days, 7 to 30 days, 1 to 2 months, 2 to 5 months, 6 to 9 months, and I still think about it. Item 5 is scaled as follows: never, rarely, sometimes, often, very often, and all the time. Items 6 to 17 are on a 7-point Likerttype scale ranging from strongly disagree to strongly agree.
Appendix C
PANAS
This scale consists of a number of words that describe different feelings and emotions. Read each item and then mark the appropriate answer in the space next to that word. Indicate to what extent you are currently feeling the indicated feelings and emotions. Use the following scale to record your answers.
Interested _____
Irritable _____
Distressed _____
Excited _____
Upset _____
Strong _____
Guilty _____
Scared _____
Hostile _____
Enthusiastic _____
Proud _____
Alert _____
Ashamed_____
Inspired_____
Nervous_____
Determined_____
Attentive_____
Jittery_____
Active_____
Afraid_____
Appendix D
Distress Tolerance Scale
Directions: Think of times that you feel distressed or upset. Select the item from the menu that best describes your beliefs about feeling distressed or upset.
1. Strongly agree
2. Mildly agree
3. Agree and disagree equally
4. Mildly disagree
5. Strongly disagree
1. Feeling distressed or upset is unbearable to me.
2. When I feel distressed or upset, all I can think about is how bad I feel.
3. I can't handle feeling distressed or upset.
4. My feelings of distress are so intense that they completely take over.
5. There's nothing worse than feeling distressed or upset.
6. I can tolerate being distressed or upset as well as most people.
7. My feelings of distress or being upset are not acceptable.
8. I'll do anything to avoid feeling distressed or upset.
9. Other people seem to be able to tolerate feeling distressed or upset better than I can.
10. Being distressed or upset is always a major ordeal for me.
11. I am ashamed of myself when I feel distressed or upset.
12. My feelings of distress or being upset scare me.
13. I'll do anything to stop feeling distressed or upset.
14. When I feel distressed or upset, I must do something about it immediately.
15. When I feel distressed or upset, I cannot help but concentrate on how bad the distress actually feels.
Appendix E
The Multigroup Ethnic Identity Measure
In this country, people come from many different countries and cultures, and there are many different words to describe the different back-grounds or ethnic groups that people come from. Some examples of the names of ethnic groups are Hispanic or Latino, Black or African American, Asian American, Chinese, Filipino, American Indian, Mexican American, Caucasian or White, Italian American, and many others. These questions are about your ethnicity or your ethnic group and how you feel about it or react to it.
Please fill in: In terms of ethnic group, I consider myself to be ____________________
Use the numbers below to indicate how much you agree or disagree with each statement.
1. I have spent time trying to find out more about my ethnic group, such as its history, traditions, and customs.
2. I have a strong sense of belonging to my own ethnic group.
3. I understand pretty well what my ethnic group membership means to me.
4. I have often done things that will help me understand my ethnic background better.
5. I have often talked to other people in order to learn more about my ethnic group.
7.- My ethnicity is
(1) Asian or Asian American, including Chinese, Japanese, and others
(2) Black or African American
(3) Hispanic or Latino, including Mexican American, Central American, and others
(4) White, Caucasian, Anglo, European American; not Hispanic
(5) American Indian/Native American
(6) Mixed; Parents are from two different groups
(7) Other (write in): _____________________________________
Appendix F
Columbia Card Task
The CCT was designed to assess risk preferences, information use, and proximity to the optimal solution (as determined using a normative model) through choices made in a card game. The CCT is presented on a computer in an experimental room. Participants play multiple trials in a card game. On each trial in this task, participants are presented with 32 cards and with three pieces of information, which vary across trials. The participants decide how many cards to turn over in hopes of earning as many points as possible; points are earned by turning over a gain card and lost by turning over a loss card. The pieces of information that vary across trials are the probability of loss (i.e., the number of loss cards in the array—1 or 3), the amount of loss (i.e., the number of points lost by turning over a loss card—250 or 750), and the amount of gain (i.e., the number of points gained by turning over a gain card—10 or 30); these variables are independently randomized over 24 trials. If a participant chose a loss card, the loss amount was subtracted from his or her score, and the trial ended. Because the loss cards represented an artificial ceiling on behavior, we analyzed the number of cards turned over on nonloss trials. Risk was operationalized as the number of cards turned over during these trials.
Above is an example of what the participant would see.
Vita
Michael Anthony Trujillo was born on May 23, 1985 in East Los Angeles, California and is a United States citizen. He graduated from Granite Hills High School and obtained his high school diploma in 2003. He attended California State University, Long Beach where he graduated summa cum laude with a Bachelor of Arts in Psychology in May of 2008. He received his Master of Science in Psychology in December of 2015 from Virginia Commonwealth University. He is a member of Phi Beta Kappa, Phi Kappa Phi, and is a proud Ronald E. McNair Scholar. He is the proud recipient of a Graduate Research Fellowship from the National Science Foundation. | <urn:uuid:1a1dc190-f8db-43ee-9514-78fe591532f4> | CC-MAIN-2021-43 | https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=6489&context=etd | 2021-10-17T16:15:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00381.warc.gz | 638,998,009 | 66,300 | eng_Latn | eng_Latn | 0.929988 | eng_Latn | 0.997728 | [
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Name: _________________________________
Genre and Subgenre Worksheet 2
Directions: Choose the genre and subgenre in which the story most likely belongs. Then explain how you got your answer.
Fiction: science fiction, historical fiction, and realistic fiction
Nonfiction: autobiographies, biographies, informational writing, and essays
Folklore: myth, fairytale, legend, tall tale, and fable
1. Journey to the Centre of the Earth by Jules Verne
The story of a German professor who believes there are volcanic tubes going toward the center of the Earth. He, his nephew Axel, and their guide Hans climb down a crater and have many wild adventures, encountering dinosaurs and prehistoric man. They eventually return to surface again in southern Italy.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
2. Sleeping Beauty retold by Charles Perrault
A beautiful princess pricks her finger on a sewing needle, after being cursed by a wicked fairy. The princess falls into a deep sleep. One hundred years later, a prince fights his way through the enchanted forest and awakens the beautiful sleeping princess with a kiss.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
3. The Reign of Attila the Hun by Ed Reaves
Attila the Hun was the scourge of both the Eastern and Western Roman Empires in the 440s and 450s. . He invaded and conquered territory in what would now be considered France and Italy, terrorizing the countryside along the way. This text tells the story of Attila's life.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
4. No Way In by Patty Slate
High school student Darren Banks is sick of being a viewed as a nerd. Darren enlists the help of his older cousin Tyrone to help him learn to dress, walk, and talk. With Tyrone's help, Darren soon climbs to the peak of high school popularity, but in his quest to become someone else, will Darren forget who he was? Find out in this exciting novel.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
5. The Big Book of Science, Grades 5-6 by Mortini School Publishing
This science book for grades 5 and 6 puts the "fun" in "fundamental." Students complete a variety of exercises to develop their science skills using materials that can be found at home. This version contains over 62 practice activities.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
6. The Fox and the Grapes retold by Aesop
One day a fox came upon a grape orchard and found a bunch of beautiful grapes hanging from a high branch. "Boy those sure would be tasty," he thought to himself. He backed up and took a running start, and jumped. He did not get high enough. He went back to his starting spot and tried again. He almost got high enough this time, but he still could not reach the grapes. He tried again and again, but he just couldn't get high enough to reach the grapes. Finally, he gave up. As he walked away, he put his nose in the air and said: "I am sure those grapes are sour anyway." It is easy to hate what you cannot have.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
7. Bump in the Night by John Fox
Fox tells the story of the fictional John Potter, a seasoned Union soldier who gets captured by Confederate forces during the American Civil War. Potter undergoes some of the most dreadful conditions imaginable while detained in a Confederate POW camp, but he soon makes friends with a Confederate guard who helps Potter survive as they realize that their differences are not as striking as their similarities.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
8. Paul Bunyan and the Seven Wonders of the World retold by Patrick Schuster
This text contains a handful of different stories about the world's largest lumberjack, Paul Bunyan, who is so big that he wrings out a handful of maple trees to make syrup for his giant waffles. He is so big that he made the Great Lakes when he couldn't find his spittoon. Read about how he met his giant blue ox, Babe, and how they became best friends and inseparable companions. Also read about how he dug the Grand Canyon by dragging his axe behind himself after a long day of work.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
9. A Princess of Mars by Edgar Rice Burroughs
When John Carter finds gold in Arizona, he makes enemies with some Apache warriors. While attempting to escape from these warriors, Carter hides in one of their sacred caves and is mysteriously transported to Mars. He finds that he has great strength and superhuman agility in this new environment as a result of its lesser gravity. He soon falls in with a nomadic tribe of Green Martians and thanks to his strength, speed, and fighting skills, Carter rises to a high position in the tribe. When the Green Martians capture Dejah Thoris, princess of the humanoid Red Martians, Carter can't help but to be taken with her beauty. He will have to make some tough decisions in the exciting novel.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
10. The Reading Times published by the Mortini Group
This periodical contains strategies for teachers and students to improve reading comprehension skills.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
11. The Silver Cross by Steve Stark
This novel tells the story of a fictional American teenager named Henry Cross. Against his mother's wishes, Cross enlists in the fight against the Germans in World War II. At first he is frightened and ineffective in battle, but after making friends with an elite sniper, Cross learns to overcome his fear in battle and become a better solider. Soon Cross is a war machine, but sometimes soldiers have to make difficult decisions concerning the lives of others. Will Cross make the right decision when he runs into just such a situation? Is there a right choice for Cross to make?
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
12. African Creation Story by unknown
According to this Bakuba account of the world's creation, the Earth was once just darkness and water and it was ruled by the giant Mbombo. One day Mbombo felt some sharp pains in his stomach, which caused him to vomit the sun, moon, and stars. The sun's rays evaporated the water covering the Earth, which created clouds, and soon the dry hills emerged from the water. Still feeling some pains in his stomach, Mbombo vomited again, this time expelling the world's first man and woman, all of the animals, the trees, falling stars, the firmament, and lighting.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
13. Shooting for the Moon by Lance Legstrong
Lance tells the true story of his own adventure into outer space. Legstrong was once an underachiever with a troubled past, until one day a teacher influences him positively. Lance describes how he worked hard from that point on until getting accepted into an experimental NASA space program and going to the moon. Lance shares with readers the many life lessons he has learned in this exciting text.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
14. The Most Exciting Moment of My Life by Mr. Morton
Mr. Morton, in a five paragraph narrative, tells the true story of the most exciting moment in his life: when he went to a reading workshop near downtown Chicago.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
15. Sir Gawain and the Green Knight by unknown
Sir Gawain is King Arthur's nephew, and this is the story of how Gawain met a challenge from a giant knight dressed in all green armor. The story is very serious and is told as though it was true; many people believe that King Arthur was a real person, but this story is probably not true. If it were true, it has been greatly exaggerated.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
16. U.S. History by Mortini Publishing Group
This textbook tells the history of America, from the Revolutionary War to the Iraq War.
Genre: ___________________________________ Subgenre: _________________________________
Explain your Answer
17. The Rising by Lindsay Logan
When Sheila moves to a new school in California, she has some trouble fitting in with the other kids. She cannot afford the expensive clothing that the other kids wear and she does not have the newest cell phone, but she does have a good heart. Will a chance run-in with a celebrity whom Sheila admires give Sheila the confidence she needs to adapt to her new environment?
Genre: ___________________________________ Subgenre: _________________________________
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Preventing Youth Suicide: Tips for Parents & Educators
Suicide is the second leading cause of death among school age youth. However, suicide is preventable. Children who are contemplating suicide frequently give warning signs of their distress. Parents, teachers, and friends are in a key position to recognize these signs and get help. Most important is to never take these warning signs lightly or promise to keep them secret. When all adults are committed to making suicide prevention a priority, and are empowered to take action, we can help youth before they engage in behavior with irreversible consequences.
Resiliency Factors
* Family support and cohesion, including good communication.
The presence of resiliency factors can lessen the potential of risk factors to lead to suicidal ideation and behaviors. Once a child or adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth. These include:
* Peer support and close social networks.
* Cultural or religious beliefs that discourage suicide and promote healthy living.
* School and community connectedness.
* Adaptive coping and problem-solving skills, including conflict-resolution.
* Easy access to effective medical and mental health resources.
* General life satisfaction, good self-esteem, sense of purpose.
Suicide Risk Factors
* Mental illness including depression, conduct disorders, and substance abuse.
Although not exact predictors, certain characteristics are associated with increased odds of suicidal thoughts. These include:
* Family stress/dysfunction.
* Situational crises (e.g., traumatic death of a loved one, physical or sexual abuse, family violence).
* Environmental risks, including presence of a firearm in the home.
Suicide Warning Signs
* Suicidal threats in the form of direct ("I am going to kill myself") and indirect ("I wish I could fall asleep and never wake up again") statements.
Most suicidal youth demonstrate observable behaviors that signal their suicidal thinking. These include:
* Suicide notes and plans (including online postings).
* Making final arrangements (e.g., making funeral arrangements, writing a will, giving away prized possessions).
* Prior suicidal behavior.
* Preoccupation with death.
* Changes in behavior, appearance, thoughts and/or feelings.
What to Do
* Remain calm.
Youth who feel suicidal are not likely to seek help directly; however, parents, school staff, and peers can recognize the warning signs and take immediate action to keep them safe. When a youth gives signs that they may be considering suicide, the following actions should be taken:
* Ask the youth directly if he or she is thinking about suicide (e.g., "Are you thinking of suicide?").
* Listen.
* Focus on your concern for their well-being and avoid being accusatory.
* Reassure them that there is help and they will not feel like this forever.
* Provide constant supervision. Do not leave the youth alone.
* Do not judge.
* Remove means for self-harm.
* Get help: No one should ever agree to keep a youth's suicidal thoughts a secret and instead should tell an appropriate caregiving adult, such as a parent, teacher, or school psychologist. Parents should seek help from school, community mental health or medical resources as soon as possible.
Parental Notification and Participation
Even if a youth is judged to be at low risk for suicidal behavior, schools will communicate with parents to provide relevant information and resources. Parents are crucial members of a suicide risk assessment as they often have information critical to making an appropriate assessment of risk, including mental health history, family dynamics, recent traumatic events, and previous suicidal behaviors. After a school notifies a parent of their child's risk for suicide and provides referral information, the responsibility falls upon the parent to seek mental health assistance for their child. Parents must:
* Continue to take threats seriously: Follow through is important even after the child calms down or informs the parent "they didn't mean it." Avoid assuming behavior is simply attention seeking (but at the same time avoid reinforcing suicide threats; e.g., by allowing the student who has threatened suicide to drive because they were denied access to the car).
* Maintain communication with the school: After such an intervention, the school will also provide follow-up supports. Your communication will be crucial to ensuring that the school is the safest, most comfortable place for your child.
* Access school supports: If parents are uncomfortable with following through on referrals, they can give the school staff permission to contact the referral agency, provide referral information, and follow up on the visit.
Adapted from 2015, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814; (301) 657-0270, Fax (301) 657-0275; www.nasponline.org; shared with permission for educational institutions. | <urn:uuid:4c9d85dd-1d5b-4fa2-afe2-494e7da383c9> | CC-MAIN-2021-43 | https://www.sduhsd.net/documents/Parents%20and%20Students/Suicide%20Prevention/Preventing%20Youth%20Suicide_%20Tips%20for%20Parents%20from%20NASP.pdf | 2021-10-17T15:31:12+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585178.60/warc/CC-MAIN-20211017144318-20211017174318-00379.warc.gz | 1,206,268,967 | 968 | eng_Latn | eng_Latn | 0.997669 | eng_Latn | 0.997956 | [
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Managing MISSISSIPPI Farm Ponds Small Lakes &
Mississippi Department of Wildlife, Fisheries and Parks • Natural Resources Conservation Service
CONTENTS
& Managing MISSISSIPPI Farm Ponds Small Lakes & Managing MISSISSIPPI Farm Ponds Small Lakes
A pond that consistently produces good catches of fish is a result of proper planning, construction, and management. Poor planning, improper construction, or lack of proper management results in lakes and ponds that are relatively unproductive. This publication encourages Mississippi landowners to plan, construct, and manage their ponds and lakes properly for recreational fishing.
If you need assistance in planning a new pond or in managing an old one, contact one of the following agencies or one of their field offices located throughout the state:
A good pond depends on location, design, construction, stocking, and management. After the pond is completed, success or failure depends on the landowner's using practices to establish and maintain good fish populations. Proper stocking and the correct species and number, a balanced harvest, proper fertilization, water quality management, and aquatic weed control are basics the pond owner should understand. Many unmanaged ponds could produce many more pounds of fish than they now produce if good management practices were followed.
MISSISSIPPI DEPARTMENT OF WILDLIFE, FISHERIES AND PARKS 1505 Eastover Dr. Jackson, MS 39211-6374 601/432-2200 (Six district offices: Tupelo, Enid, Canton, Meridian, Brookhaven, and Wiggins)
DEPARTMENT OF WILDLIFE AND FISHERIES Mississippi State University Extension Service Box 9690 Mississippi State, MS 39762 662/325-3174 (Extension office in each county)
NATURAL RESOURCES CONSERVATION SERVICE 100 West Capitol Street Suite 1321, Federal Building Jackson, MS 39269 601/965-5196 (District office in each county)
Mississippi has more than 130,000 farm ponds totaling 230,000 acres, ranging in size from 1/2 to 5 acres. There also are more than 150,000 acres of ponds ranging from 5 to 40 acres.
3
PLANNING
Site
Site selection is extremely important. Natural Resources Conservation Service personnel can assist in site selection, soil suitability, engineering survey, and design. They can estimate the cost of the earthwork, make quality control checks during construction, and provide information on other aspects of planning, design, and construction.
Before you design your pond, consider the shape of the land (topography), water supply, and soil type. If possible, consider more than one location, and study each one to select the most practical, attractive, and economical site. Figure 1 shows a typical layout of a properly constructed farm pond.
Topography
Consider topography first, because it directly affects building costs and management. Put the pond where enough water can be impounded with the least amount of earth fill. A good site is usually one where you can build a dam across a narrow section of a steep valley and where the slope of the valley floor lets you flood a large area. Such sites are ideal and minimize areas of shallow water. Avoid large areas of shallow water because they become too shallow to use in late summer and fall dry periods, and they encourage undesirable aquatic plants. Also avoid locations with constantly flowing creeks or streams.
Water Supply
Water should be adequate, but not excessive, and may be provided by springs, wells, or surface runoff. For ponds where surface runoff is the main source of water, the contributing drainage area should be large enough to maintain a suitable water level during dry periods. The drainage area should not be so large, though, that expensive overflow structures are needed and water exchange occurs too frequently. As a rule, a pond should have 5 to 10 acres of drainage area for each acre of impounded water. The amount of runoff to be expected from a watershed depends on topography, soil type, and plant cover. Deeper ponds do not necessarily produce more fish than shallow ponds. But ponds that are too shallow are at risk of drying under summer drought. The aver- age pond depth should be about 4 feet. This lets fish forage on the bottom, even in summer, when low oxygen concentrations are common in deeper water, while maintaining enough depth to sustain the fish during drought.
Soil
Suitable soil is one of the primary factors in selecting a pond site. The soil should contain a layer of material that water will not seep through. Clays and silty clays are excellent for this. Sandy clays are also usually satisfactory. To determine suitability, take soil borings at frequent intervals and have them analyzed. The Natural Resources Conservation Service office can assist with this evaluation. Not evaluating soil strata properly could result in a pond that will not hold water.
Your Extension county agent can advise you how to collect soil samples for analysis to determine the lime requirements (of the pond bottom) for the site you have selected. The State Soil Testing Lab charges a small fee for this analysis.
Permit
Mississippi law now requires that all landowners constructing an impoundment that can hold 25
4
acre feet of water file an application with the Mississippi Department of Environmental Quality before constructing a dam. There is no fee required, but there are penalties for failure to file. Under the guidelines and recommendations in this publication, most properly constructed ponds greater than 5 surface acres require this permit. Please consult your Natural Resources Conservation Service office and request the necessary permit forms.
Fish Stocking
Game fish are available from private hatcheries for stocking into new ponds. Consult the Mississippi Department of Agriculture and Commerce, district offices of the Mississippi Department of Wildlife, Fisheries and Parks, your Natural Resources Conservation Service office, or your county Extension office for a list of licensed game fish hatcheries in Mississippi.
CONSTRUCTING
When To Build
You can build a pond any time of the year, but summer is usually the best because weather and soil conditions allow use of heavy equipment. Also, the new pond fills in winter and lets you stock fish at the right times.
Size
Determine pond size by your needs and desires. Bigger is not always better. Small ponds (1 to 3 acres) provide enjoyable fishing if you follow good planning and proper management guidelines. Larger ponds and lakes provide many other uses, such as water supply, limited irrigation, swimming, boating, and hunting, and they are less susceptible to water level changes.
Depth
Ponds in Mississippi should usually be at least 6 feet deep over 20 percent of the area. This ensures that fish will have sufficient habitat during summer, when evaporation can reduce water levels 2 feet or more. To minimize undesirable aquatic plants, limit shallow water (less than 2 feet). Most Mississippi ponds have low oxygen levels at depths greater than 4 feet in summer. Deep ponds are not necessary for productive fisheries.
Dams
Dams should be at least 8 to 12 feet wide at the top, depending on the height of the dam. Dams less than 12 feet high require an 8-foot top width. Dams between 12 and 15 feet high require a 10-foot top width, and those higher than 15 feet require a 12foot top width. Dams with tops wider than the required minimum are much easier to maintain.
seepage. The slope of the dam should be no steeper than 3:1 on the water side. On the backside, a 5:1 slope lets you safely maintain the vegetation on the dam. For example, a dam with a 3:1 slope will have a 1-foot rise for every 3 feet of horizontal measurement.
Establish suitable vegetation, such as Bermudagrass, fescuegrass, Bahiagrass, Centipede, or other sod-forming grass on the dam as soon as possible to prevent erosion, muddy water, and maintenance problems. Do not let trees or shrubs grow on the dam.
Lime, fertilize, and seed the dam with an appropriate grass as soon as construction is complete. We recommend mulching the dam and other sloping areas. It is critically important to prevent erosion of the dam.
In many areas of Mississippi, soil types are such that dams must be cored with clay to prevent
Complete the pond in summer before stocking fish in the fall. If practical, do not let the pond fill with water until just before stocking. This prevents the pond from becoming contaminated with unwanted species.
Wooden or earthen piers provide increased access to the pond for anglers and swimmers. Fish feeders and fertilizer platforms can be conveniently attached to these piers.
5
Drain and Overflow Pipe
A combination drain and overflow pipe, as well as an emergency spillway, are necessary for good management. It is critical that you place the drainpipe on the bottom so you can completely drain the pond.
Controlling the water level is important for weed control and fisheries management. A drain is a necessary tool to manage the pond efficiently. The overflow pipe is the outlet for normal water flow through the pond. The emergency spillway is an area lower than the top of the dam on one side of the dam to carry excessive runoff from heavy rainfall.
Overflow and drainpipes may be corrugated metal, aluminum, steel, or polyvinyl chloride (PVC). Some materials are more durable than others and may be preferred. For example, PVC pipe, although inexpensive, is prone to breakage and vandals. Be sure the pipe meets the standards for use in a pond dam. You can add drains to existing ponds, but you will need professional assistance.
Banks
Banks should be sloped with a water depth of 2 feet near the shoreline to eliminate shallow water areas around the pond edge where aquatic plants often start. Cattle may cause bank erosion and muddy water. You may have to fence the pond to limit or prevent damage by livestock.
Seepage
Seepage in new ponds sometimes develops. Often you can correct seepage by draining the pond and compacting the bottom. If the bottom soils have marginal water-holding capacity, a blanket of clay or other soil sealant packed with a sheepsfoot roller may reduce the seepage. If the problem persists, contact any Natural Resources Conservation Service office or Mississippi Department of Wildlife, Fisheries and Parks district office.
Pond Basin
Many pond sites have trees in the basin, most of which should be cut and salvaged or piled and burned. But it is acceptable to keep some trees, bushes, and brush piles. Underwater cover provides habitat for certain aquatic organisms fish eat, as well as cover for game fish. Be sure you can find these areas after they are flooded.
Usually up to 10 percent and not more than 25 percent of the pond area should have some tree cover (fish attractors) where possible. It is important to leave tree cover in the right areas. Leave bushes and trees in deeper water areas, along creek runs, and in the middle of the pond or lake. Leave trees in small clumps. Cut standing trees about 2 feet above the normal water level, and anchor brushy tops to the base of the tall stumps. This will serve as a permanent marker to brush top locations and avoid the dangers of falling limbs in later years. Do not leave trees or bushes in shallow areas, narrow coves, or along the bank, because these areas will become difficult to fish and may develop aquatic vegetation problems. Too much cover in shallow water will make it hard for bass to control the bream. You should be able to navigate the entire shoreline by boat.
If there are no trees or brush to leave for cover, you can establish fish shelters during pond construction. See the section on fish attractors on page 23 for more
6
detailed information. Prepare the pond basin during construction because equipment and labor are available then. Most landowners are reluctant to drain the pond later for necessary improvements, so it is important to complete all work during construction.
Lime the pond bottom after all other digging and dirt work are complete. Liming is extremely important and is discussed in greater detail later. During construction, decide which trees to leave, clear unwanted trees, and develop fish attractors. Before flooding, prepare gravel fishspawning beds, and build wooden and/or earthen piers. Plant wheat, rye, millet, or other suitable grasses in the pond bottom to produce lots of aquatic life when the pond is filled and to reduce erosion and siltation.
STOCKING
Stock ponds with fish from reliable fish hatcheries so you won't bring in undesirable fish species, parasites, or diseases. Game fish for stocking are available from licensed commercial fish hatcheries. A list of the licensed commercial fish hatcheries is available upon request from the Mississippi Department of Agriculture and Commerce, Mississippi Department of Wildlife, Fisheries and Parks district offices, Mississippi State University Extension Service, and Natural Resources Conservation Service.
Bass and Bream Combinations
For the best recreational fishing in Mississippi, the recommended species for stocking new impoundments are largemouth bass, bluegill, redear sunfish, channel catfish, and fathead minnows at rates and combinations listed in
Table 1. Recommended stocking rates (number of fish fingerlings per acre) and species combinations for farm ponds larger than one acre.
* No other fish stocking is necessary after this initial stocking. It is usually a waste of money to stock additional fingerlings into a pond that contains adult fish. Supplemental stocking should be done only upon advice from a competent fisheries biologist.
Table 1. Channel catfish may be stocked with bass and bream or stocked alone. (Crappie are not recommended for impoundments less than 500 acres. Crappie should not be stocked into farm ponds because they tend to overpopulate, resulting in a pond full of stunted fish.)
* Many hatcheries no longer maintain pure Florida strains, but rather intergrades with varying percentages of mixed nothern/Florida genes.
Largemouth bass are predatory and eat a variety of foods. Their diet includes small fish, frogs, crawfish, and insects. Largemouth bass are well adapted to ponds and reproduce successfully, usually spawning only once a year. They grow rapidly in a pond where food is plentiful, generally reaching sexual maturity and spawning at one year of age. In the spring, when water temperatures reach 60 °F, mature males fan out depressions or "nest" on the pond bottom. Females lay their eggs in the nest. The male fertilizes the eggs, and they usually hatch within four days.
Mississippi) and the Florida largemouth bass. Crosses between these two, called intergrades, are also available. Although some research has been conducted to determine which, if any, of these largemouth bass strains or intergrades is best for stocking farm ponds and small lakes, no conclusive answer has been found. A few observations, based partly on science and partly on field experience, may be helpful as you decide which largemouth bass strain to stock:
The two strains of largemouth bass commonly stocked in ponds and lakes are the northern largemouth bass (native to all parts of
* Your ultimate success in managing your fishery will depend more on the quality of your management program (including bass harvest strategy) than on strain selection. Northern, Florida, and intergrade largemouth bass have all been used with success in Mississippi. The Florida strain and intergrades have the greatest genetic potential to attain trophy size. Evidence exists that the Florida strain is, on the average, harder to catch than northerns or intergrades.
7
* It is not known at this time whether all intergrades are equivalent in growth, catchability, and such factors. For example, an intergrade that is 50 percent Florida and 50 percent northern MAY perform differently from an intergrade that is 25:75.
* There is usually no difference in cost among the strains.
Bluegill and redear sunfish (bream) are also well adapted to ponds and eat a variety of foods. When small, they eat microscopic plants and animals. As they grow, their diet changes to include insects, snails, crawfish, and small fish. If enough food is available, these fish grow rapidly, reaching sexual maturity at one year. When water temperatures reach 70 to 75 °F in the spring, redear sunfish begin spawning, followed by bluegill when temperatures reach 80 °F. Bluegills may spawn several times in one season, while redear sunfish normally spawn only once or twice. Bream spawn in groups, and their collections of nests are called spawning "beds."
The two strains of bluegills commonly stocked in Mississippi are native bluegills and a Florida strain called coppernose bluegill. Biologically, the two are very similar, as are general growth rates and other characteristics. Opinions vary regarding the pros and cons of stocking coppernose instead of native bluegills, and many questions have yet to be answered. A few general observations may be helpful:
* Ultimate performance of the bluegills, regardless of strain, depends more on the quality of your management program than on strain selection.
* Both are readily available from hatcheries in Mississippi.
* Either bluegill strain is an acceptable choice.
Size of the pond has direct influence on future fishing potential, but limitations are very few if you have reasonable expectations. Ponds less than one acre are often best suited for channel catfish alone. A farm pond that is to be stocked with bream and bass should be at least one acre in size, preferably larger. Although small ponds can normally provide unlimited bream fishing, there is a potential for over harvesting the bass in ponds less than one acre.
Stocking Rates and Sequence
Follow these fingerling stocking rates and sequences:
* Bream at 500 per acre stocked in the fall or winter. One third of these can be redear sunfish.
* If you want channel catfish in your pond, stock at 50 per acre in the fall.
* Fathead minnows at 10 pounds per acre with bluegills in the fall or winter.
* Largemouth bass at 50 per acre stocked the following spring. The ratio of bream to bass should be 10 to 1 (Table 1).
* Fingerling catfish should be 6 to 8 inches long, bluegills and redear sunfish 2 to 3 inches, and largemouth bass 2 inches at the time of initial stocking.
Stock channel catfish first to ensure enough growth to prevent predation by bass. Until channel catfish are about 18 inches long, they will be in direct competition with bream for food. Stocking more than 50 channel catfish per acre may suppress growth of bream.
Bluegill and redear sunfish fingerlings stocked in the fall and winter will spawn the next spring. Stock largemouth bass fingerlings in the spring to coincide with the first bream spawn. They feed on the small bream, preventing an overpopulation of bream. Fathead minnows provide supplemental winter forage for largemouth bass and bream. If timing is such that you cannot stock the pond in this sequence, consult a fisheries biologist to discuss an alternative stocking strategy that might work. Since all situations are different, there is no single recommendation you can easily apply to all cases.
After you complete the initial stocking of fingerling fish, do not add any fish to the pond except on the recommendation of a fisheries biologist. Adding fish, including catfish, to the pond year after year can lead to overcrowd-
8
ing and stunted fish. This has ruined the fishing in many ponds in Mississippi.
With proper management, a correctly stocked pond generally results in a balanced fish population, ensuring good fishing for years to come.
Catfish Ponds
Channel catfish grow well alone, with few disease problems, stocked at 100 to 150 per acre. When stocked alone, fish will grow faster with supplemental feeding. Natural foods include decaying organic matter, plant material, crawfish, small fish, and insects. The relatively low stocking rate (100 to 150 per acre) ensures good growth to a harvestable size in a reasonably short time. You do not want to encourage catfish spawning because of potential crowding and disease problems. To control the possibility of unwanted spawning, add a few bass to the ponds to eliminate any fingerlings less than 6 inches.
One of the most common mistakes pond owners make is stocking too many catfish. In general, the natural maximum carrying capacity in most farm ponds is about 500 pounds of fish per acre. This means you can keep no more than 500 pounds of fish without aeration and additional feeding. When catfish are stocked and grown to acceptable catchable sizes (1 to 3 pounds), this carrying capacity is exceeded when more than about 150 catfish are present. Attempts to exceed this natural limit in farm ponds without supplemental aeration, feeding, and such will usually stress and cause disease in the catfish. In extreme cases, oxygen can be depleted and catastrophic losses may occur.
Recreational catfish ponds are intended to be much less intensively managed than their commercial counterparts in the Mississippi Delta.
Hybrid Bream
Stocking hybrid sunfish offers some attractive management possibilities in small ponds, if you meet certain conditions. These conditions are critical to success of ponds stocked with hybrid sunfish, and you will be disappointed unless you take proper consideration before stocking. Do not stock hybrids into ponds containing other fish, and never stock them in combination with other bream species. Always stock hybrids in combination with a predator fish since, contrary to popular belief, they are not sterile. Most hybrid populations are 85 to 95 percent males, and this results in lower reproductive potential. They will, however, still tend to overpopulate, and the offspring are not desirable. Therefore, stock hybrids in combination with either bass or catfish.
When stocked with bass, hybrid offspring do not survive, since the predacious bass quickly consume all of them. This prevents overpopulation and provides conditions for optimum growth of the originally stocked hybrids. Hybrids are best suited to ponds of 3 acres or less.
The most commonly used hybrids result from crossing male bluegills with female green sunfish. These hybrids are usually 95 percent males and are highly vulnerable to fishing. They readily accept artificial feed and grow faster than bluegills or redear sunfish under similar conditions. You can get best growth by stock- ing 750 hybrids and 50 bass per acre and then following a good fertilization program and feeding supplementally.
It is important to remember that hybrid sunfish management is for production of trophy bream, and bass growth will be less than desirable. Bass are stocked primarily as a management tool to keep hybrid reproduction down and to influence growth of hybrids favorably. Also, this is a "put and take" fishery, meaning that hybrids are grown, caught, and replaced by other hybrids stocked in subsequent years. In this sense, hybrid ponds are more like cattle feed-lot operations than some other, more traditional pond management scenarios.
In many ways, managing hybrids is similar to managing most other species. You must stock hybrids into appropriate conditions, provide ample space, cover, and food, and protect them until they reach desirable sizes. Hybrid management is specialized, though, in that protection of these fish is absolutely essential, since they can be easily fished out. Also, hybrid populations, unlike bluegill populations, are not selfperpetuating. The second generation is not desirable, and we manage the population to prevent that generation from occurring.
Periodic restocking is necessary to sustain a fishery for more than a few years. Pond owners should keep records of the number of hybrids removed and plan to restock when 50 to 70 percent of the originally stocked fish have been caught and removed. This is one more reason security from poachers is paramount. At restocking time, larger fingerlings (3 to 4 inches) are preferred,
9
since they are less vulnerable to predation than smaller fish. They will, however, cost more, and you may prefer to compensate by stocking higher rates of smaller (and cheaper) fingerlings. Restock at the same rates as the initial stocking.
You can maximize growth of hybrids by taking three steps:
* Stock with largemouth bass.
* Conduct a good fertilization program (request Extension Information Sheet 229, Fertilizing Mississippi Farm Ponds).
* Feed supplementally.
You can establish a feeding program using floating catfish pellets. A handy guide is to feed all the feed the fish will consume in 5 to 10 minutes and adjust the amount as fish grow. If fish do not eat all the feed offered in that time period, you are probably overfeeding and wasting feed and money.
A demand-type or automatic fish feeder is a good investment. One problem with hand-feeding is that someone has to be there to do it! Research shows that most people tire of the novelty of feeding fish within the first season, and then the fish may become neglected. Installing a feeder ensures that the fish receive feed on a regular basis, regardless of your schedule and availability.
For more information on managing hybrid sunfish, request Extension Publication 1893, Managing Hybrid Sunfish in Mississippi Farm Ponds from your county Extension agent.
MANAGING
You can enjoy good fishing for years if you follow a sound pondmanagement program. Building the pond properly, stocking the correct species at recommended rates, having a good fertilization program, and controlling weeds are steps in the right direction. Continued good fishing depends on harvesting the correct number, sizes, and species of fish each year. See the Farm Pond Calendar on page 28.
Fishing
For bass and bream ponds, begin fishing your pond two years after the initial stocking of bream. This will be in the fall, after the original stock of bass has spawned for the first time. To ensure a balanced fish population, release some of the bass that are caught the first, and possibly the second, year of fishing. In most cases, after the first year of fishing you can remove as many bream as you desire without harming the population.
Most of the fish harvested from the pond should be bluegill and redear sunfish. Bream reproduce throughout the summer and are the most numerous fish in the pond. A general recommendation is to harvest 3 to 4 pounds of bream for every pound of largemouth bass. It is extremely important to keep the bream harvest in line with the bass harvest. Many Mississippi ponds are under fished for bream and can stand a much greater bream harvest.
This should ensure an adequate number of bass for reproduction as well as control of the bream.
When too many bass are removed, the remaining bass can no longer control the bream, and the bream become overcrowded and stunted. Once bream become overcrowded, bass reproduction is reduced or stopped completely. To keep this from happening, keep a record of fish harvested and ask others who fish the pond to tell you the number and size (length and weight) of bass and bream they remove from the pond. A record sheet is on page 27.
If the pond is also stocked with channel catfish, spread the fishing for them over 3 to 4 years. Channel catfish may reproduce, but offspring usually do not survive because of bass predation. Restock with channel catfish when most of the originallystocked catfish have been removed. In a bass and bream pond, it is necessary to restock with 8- to 10-inch channel catfish fingerlings to ensure the bass do not quickly consume these fingerlings. Do not overstock catfish, since overstocking leads to poor growth and possible disease problems as well as excessive competition with bream for food.
Management Options
Most of the fish harvested from the pond should be bluegill and redear sunfish. It is important to keep the bream harvest in line with the bass harvest.
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After the second year, you must decide the kind of fishing experience you want the pond to provide. A bass-crowded condition commonly occurs in Mississippi ponds where bass fishing is primarily catch and release. In such ponds, most bass caught are less than 12 inches long with poor body condition, and the bream are hand-sized and in good condition. If you want large bream, a basscrowded pond will produce these results. If you want good fishing for both bass and bream, remove 3 to 4 pounds of bream for every pound of bass harvested. This management situation is suitable for most ponds. Trophy bass fishing will require careful protection of certain sizes of bass, usually through a specified protective slot limit, and also harvest of some of the smaller (10- to 12-inch) bass to prevent them from becoming crowded. You can often determine the balance between bass and bream by using a short seine and/or by close examination of fishing results (Tables 2 & 3). When fishing produces large numbers of small bass and large bream, you will probably have an overpopulation of bass. When only a few large bass and many small bream are caught, the pond
is probably overpopulated with bream. In some instances, heavy fishing on the crowded species can bring the pond back into balance.
Corrective Measures
Corrective measures vary according to circumstances. Recommendations for common balance problems are listed below. Consult a fisheries biologist for specific recommendations if you think your pond has problems similar to these.
Management Recommendations for Tables 2 and 3
1. Remove 10 to 40 pounds (depending on productivity of the pond and location within the state) of bass per acre by fishing (one time only).
Table 2. Assessment of pond balance using a seine.
Many recently hatched bluegills;
no or few intermediate bluegills
No recent hatch of bluegills'
many inermediate bluegills
No recent hatch of bluegills;
many intermediate bluegills,
may tadpoles or minnows
or crawfish.
No recent hatch bluegills;
few intermediate bluegills
No recent hatch bluegills;
few intermediate bluegills,
intermediate green sunfish
No recent hatchbluegills;
few intermediate bluegills
Many recently hatched bluegills;
few intermediate bluegills
Many recently hatched bluegills;
few or no intermediate bluegills
No recent hatch of bluegills;
no intermediate bluegills
No recent hatch of bluegills;
few intermediate bluegills
Temporary balance;
bass crowded. See Table 3,
recommendation 1, 2, or 3
Unbalanced; overcrowded
bluegills. See Table 3,
recommendation 4 or 5
Unbalanced; overcrowded
bluegills; few or no bass
present. See recommend-
ation 5 or 6
Unbalanced, population;
crowding due to cmpetitive
species (bullheads, crappie,
suckers, shad, etc.)
See recommendation 6
Unbalanced; crowding
due to green sunfish.
See recommendation
5 or 6
Unbalanced or no forage
fish present. See
recommendation 7 or 8
Balanced. See
recommendation 9
Bass crowded; will have
large bluegills. See
recommendation 1, 2 or 10
Unbalanced; may be no
blugills; bass may be
spawning, but not bluegills.
See recommendation 7 or 8
Temporary balance, leading
to imbalance; competing
species with bluegill likely,
especially shad. See
recommendation 11
Condition
A
D
E
F
A
B
C
D
B
C
I. No young largemouth
bass present
II. Young largemouth
bass present
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2. Stock 200 to 300 3- to 5-inch bluegills per acre.
3. Do nothing; you will have a crowded bass pond with large bluegills; see Table 3 (Catch Record Data), and use the table for analysis.
4. Remove intermediate bluegills with shoreline poisoning in the early fall; see Extension Publication 1954 for procedures.
5. Stock 25 to 35 10- to 12-inch bass per acre.
7. Check catch data to see if any bass are caught; if bass have been caught, stock 200 to 300 intermediate-to-large bluegills per acre.
8. Check catch data to see if any bass are caught. If no bass are caught, rotenone and restock; see Extension Publication 1954 for procedures and Publication 1892 for selecting species to restock.
6. Rotenone and restock; see Extension Publication 1954 for procedures and Publication 1892 for selecting species to restock.
9. Do nothing; you have a balanced pond. Check catch data (Table 3) to be sure fishing is desirable.
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10.If you like catching large bluegills and can live with poor bass growth, do nothing. You a have a trophy bream pond!
11.Check catch data; if you have seen shad, do a selective shad kill. Refer to Extension Information Sheet 1479 for procedures.
12.If catch rates are desirable, monitor catch and restock when catch rates decline.
CONTROLLING AQUATIC VEGETATION
Aquatic plants fulfill many natural functions and are vital in aquatic and wetland environments. But they may interfere with fishing, swimming, and boating in private ponds and lakes. Since some aquatic plants are desirable and serve as food sources for waterfowl and other wildlife, they should be controlled only when they become pests by interfering with the owner's preferred use of a particular pond or lake.
Prevention should always be the first choice, if practical, since it is usually easier and cheaper to prevent an aquatic weed problem than it is to cure one. Preventive methods include proper pond location, construction, fertilization, and drawdown. Refer to the sections on site selection, pond construction, and fertilization for specific details on these aquatic weed prevention measures. If you use proper preventive methods, aquatic weeds are seldom a problem.
If aquatic weeds become a problem, you can control them through mechanical, biological, and chemical methods. Each method has advantages and disadvantages.
Mechanical Control
This may be as simple as cutting a willow tree or removing a few unwanted plants (such as cattails) that have just gotten started along the water margin. While cutting and removing a few plants by hand can be effective in small and limited areas, mechanical aquatic weed control on a large scale is generally difficult and expensive. A properly maintained dam can be mowed, front and
back. Don't allow trees to become established on new dams.
One mechanical technique, called a drawdown (removal of part of the water), can be effective and economical in controlling many kinds of aquatic weeds. (See drawdowns on page 22.) For detailed information on winter drawdowns, request Extension Information Sheet 1501, Winter Drawdown: A Useful Management Tool for Mississippi Farm Ponds, from your county Extension agent.
Biological Control
animals provides longer-term control than other means, since the animals usually have a lifespan of several years.
The most common and effective biological control for aquatic weeds is the grass carp. The grass carp, also known as the white amur, is a Chinese carp imported into this country for biological aquatic weed control. Because of concerns about the potential impacts on the environment and native fish populations, several states restrict or prohibit their use.
Biological control involves use of an animal or other living organism to control the weeds. Many rural residents are familiar with the biological control of weeds and other plants provided by farm animals such as sheep and goats. Biological control has many advantages over other weed control means. It takes much less human effort than most mechanical control means and does not require expensive and sometimes hazardous aquatic herbicides. Additionally, use of
Triploid grass carp are sterile, so they cannot reproduce if they escape into the wild. It is recommended that pond owners stock only triploid carp.
How much vegetation they will consume depends upon several environmental conditions, such as water temperature, water chemistry, and the kinds of plants available. Consumption rates also vary with fish size. For example, until they reach weights of about 6 pounds, grass carp may eat 100 percent of their body weight in vegetation per day.
Irregular features, such as islands, peninsulas, and coves, provide greater shoreline habitat diversity, increasing the attractiveness to anglers.
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(This is equivalent to a 150pound human's eating 150 pounds of food per day.) As they grow larger, consumption decreases; up to about 13 pounds, they will eat 75 percent of their body weight per day, and above 13 pounds, they slow down to about 25 percent of body weight per day.
Grass carp prefer soft, low fiber aquatic weeds such as duckweed and various underwater plants. Table 4 provides a list of plants that grass carp typically control. If the more desired species of plants are not available, they will feed on plants above the water surface; and in cases where no aquatic food is available, they will feed on overhanging brush and tree branches. It is this strong appetite for plants that makes grass carp useful in controlling aquatic weeds.
The number of grass carp required to control weed problems varies, depending on the degree of weed infestation, kind of weed, size of pond or lake, and size of fish stocked. The general rule of thumb in farm ponds is to stock enough grass carp to control the weeds in one to two seasons but not so many that they quickly eradicate all vegetation. The best approach is to consider the carp as a weed maintenance tool rather than an eradication tool. This usually results in less environmental disturbance of the pond, and the carp are not subject to starvation from complete loss of vegetation.
Also, recent research indicates that eradication of weeds from a pond may not be desirable, since vegetation harbors many tiny organisms that contribute to productivity in the pond. Fishing around weed beds and other vegetative "structures" can be highly desirable, since they provide shade and cover for sport fish. The problem occurs when weed growth passes the "fine line" between desirable and undesirable amounts. For most farm pond situations where weeds have already become a problem, 5 to 10 grass carp per surface acre will achieve desired weed control without crowding the fish.
In severely weed-choked cases, higher rates of 15 to 20 grass carp per acre may be necessary for control. In such cases, it is sometimes more effective to treat the pond with a herbicide first, and then stock moderate numbers of grass carp. You can get assistance in diagnosing the situation by contacting your county Extension agent or a fisheries biologist from other state or federal agencies.
In new ponds where you stock grass carp as a weed preventive measure, three to five fish per acre usually do the job. In new ponds, fingerling grass carp may be successfully stocked anytime before the bass are stocked. Once bass are established, however, a carp size of at least 8 inches will be required to ensure the bass do not eat the carp. Although this size fish costs more, it is a cost-effective stocking technique, since you lessen predation losses.
Chemical Control
Chemical control requires using aquatic herbicides that have met strict EPA standards for use in an aquatic environment. The herbicides are of low toxicity to fish and wildlife (and humans) when used according to guidelines, rates, and restrictions specified on the label for each herbicide. Some herbicides have limited livestock (cattle) restrictions before reentry into treated areas.
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Chemical control has its limitations. Applying herbicides may require specialized equipment and expertise. Some herbicides can be very expensive, and some may not provide prolonged weed control. Rooted aquatics usually develop in water that is too shallow or too clear. Even after treatment of the vegetation, the conditions may still be there for aquatic weed growth. Getting back the same or another weed problem is often likely, requiring more applications of herbicides. It is important to eliminate the conditions that encourage the growth and spreading of aquatic plants.
Before using any chemical control, correctly identify the aquatic weed to be treated so you can select the most effective and economical herbicide. Publications on the identification and control of aquatic weeds are available from the Mississippi State University Extension Service (your county agent), the Natural Resources Conservation Service, and the Department of Wildlife, Fisheries and Parks. Assistance in aquatic weed identification is available from any of these agencies. In most cases, you can ship or mail a sample of your weed in a Ziploc bag with no water to any one of these offices, and a biologist can make an accurate identification. Table 4 lists many of the common aquatic weeds that occur in Mississippi and the herbicides that are usually effective in their control.
You must know the surface area and/or volume of water in the pond, since the amount of herbicide to use is determined by either the surface area or water volume to be treated, depending on the type of vegetation problem.
The herbicide label will tell how much to use per surface area of vegetation or per volume of water to be treated. For assistance in calculating treatment levels and pond volumes, request Information Sheet 673, Common Calculations Used in Fish Pond and Lake Management, from your county agent. For effective aquatic weed control, you must select the proper herbicide and apply it properly. Some herbicides may be used directly from the container; others must be mixed with water or
water plus a surfactant before being used. Always follow label instructions and precautions when applying herbicides. Some may be applied by hand (low volume, spot spray), while others require the use of power sprayers (high volume, tank mix).
NOTE: It is not intended that any suggested usage in this table be in violation of existing regulations or manufacturer's label. Use products containing copper with caution because its toxicity to fish and its effectiveness in controlling aquatic weeds depend on
1 total alkalinity of the water.
2Diquat has a 14-day livestock restriction. Use only in bright sunny weather. Do not use in muddy water or cloudy weather.
3Aquathol and Hydrothol have a 7-day livestock restriction. Do not eat fish from treated water for a period of three (3) days.
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Time of Application
The time to apply herbicides is very important. Usually, treatments applied in the spring or early summer when the weeds are actively growing bring the best results. Herbicide applications in the late summer and fall are generally less effective. Failure to control some problem aquatic plants can result in an increase in the affected area requiring treatment. Many of these plants make mature seeds by midsummer that will sprout the following year.
In hot weather, be careful not to deplete oxygen by killing too many weeds at one time. Low "dissolved oxygen" levels result from the natural decomposition of treated (killed) aquatic plants. Fish kills may result if the dissolved oxygen level becomes too low in your pond. It is seldom safe to treat more than half the pond at one time in the summer unless you are treating marginal aquatic weeds. A good rule-ofthumb to prevent oxygen depletion is to treat one third of the pond; wait one week, and treat another one third of the pond; wait a week, and treat the remaining one third.
For many types of marginal (shoreline) vegetation problems, you may simply spot treat as needed to maintain good control. On older ponds and lakes where aquatic vegetation is well established, seek professional help to gain the level of control you need.
It is against Federal Law to use any chemical other than aquatic herbicides approved and registered by the Environmental Protection Agency. Improper use of chemicals may result in serious environmental damage, fish kills, contaminated water supplies, and danger to human health.
The legal aquatic herbicides listed in Table 4 are provided for educational purposes only and generally represent various products on the market at the time of publication. References to commercial products or trade names is not an endorsement and is made with the understanding that no discrimination is intended of other labeled products that may also be suitable or become available in the future. Read and observe label precautions before using any chemical in an aquatic environment. Follow these steps in aquatic weed control:
* Identify the problem weed.
* Choose the most economical and efficient control method.
* If you select a chemical method of control, be sure it is economical, safe, and effective.
* Calculate pond area or volume affected (to be treated).
* Follow label instructions.
LIMING AND FERTILIZING
Fertilizer stimulates growth of microscopic plants, called phytoplankton. Phytoplankton form the base of the food chain and are eaten by small animal organisms, which serve as food for bream, which in turn are eaten by bass. Phytoplankton make the water turn green, or "bloom," which also shades the bottom and discourages growth of troublesome aquatic weeds. (See Figures 2 and 3.)
Proper fertilization will significantly increase the total weight of fish produced in a pond. If only a few people will fish a larger pond, it does not necessarily need
16
fertilization to have good fishing. But a heavily fished pond has to be properly fertilized to produce the best fishing.
Many Mississippi fish ponds do not develop a satisfactory phytoplankton "bloom" when fertilized at recommended rates because of low soil pH and water alkalinity. Lime can increase fish production in ponds with acid bottom mud and soft water by altering the soil pH and alkalinity of the water.
Soil Testing
If you are building a new pond, have Extension's Soil Testing Laboratory test the soil to determine how much lime is needed before the pond is filled. Soil sample boxes, instructions, and information sheets are available at your county Extension office.
Here is how to sample pond soils:
1. If pond is larger than 3 acres, partition the pond into 3-acre
Figure 2. Fertilization and liming increase fish production by increasing the natural food supply.
blocks, and sample each block separately. (If the pond is less than 3 acres, collect three samples per acre, and treat each acre as a block.)
2. Collect about a pint of soil from each of ten locations per block.
3. Thoroughly mix the ten samples together in a bucket.
4. Take one sample from the mixture and air-dry. Place this sample in a soil sample box and submit to the Soil Testing Lab at Mississippi State University. Be sure to indicate in the "crop grown?" window on the submission form that this sample is for a farm pond.
Lime
Ponds in the Delta generally do not need additional lime, and ponds in the Black Belt and thick and thin loess soils need only small amounts. Ponds in the red clay hills of North and Central Mississippi usually need 2 tons of lime per acre, and the sandy soils of South Mississippi usually need from 2 to 3 tons of lime per acre (see Figure 4). The lime needs time to react with the bottom muds and be beneficial, so add lime in the fall and winter, before spring fertilization.
5. Repeat this procedure for each 3-acre block in the pond. The sample will be analyzed, and you will receive a report indicating if your pond needs lime and how much to apply.
The best lime in Mississippi is agricultural or dolomitic limestone. This is the same form of lime that farmers use on their crop and pasture land. You can buy it in bulk or bag form. Do not use quicklime, hydrated lime, or other more potent liming agents! Lime spreader trucks can be used in new pond sites (and those that
have been drained) before flooding. On older established ponds, it may be necessary to back the spreader truck to the edge of the water and turn on the spreader. This works well if there is good vehicular access to the edges of the pond. In some cases, it may be necessary to spread lime evenly along the upper shoreline and allow it to wash by runoff into the pond, or you can spread the lime from boats. Even distribution is preferable, since the lime needs to be applied to the bottom muds.
Figure 3. Fertilization and minimum depth combine to prevent aquatic weeds.
Sometimes in very limited access areas, a small inflowing creek is the only way to get lime into the pond, but this would be the least beneficial of the methods mentioned. A lime treat-
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ment will usually last from 2 to 5 years, depending on how much water flows through the pond and how acid the bottom muds are. A method that usually works well on ponds with very acid soils is to apply the lime the soil testing report calls for, then apply onefourth of that much each following year to be sure the lime requirement is satisfied.
Type and Rate of Fertilizer To Use
Several methods and types of fertilization programs can be used, and all can be effective if the pond soil pH and water chemistry are in the right ranges. Pond fertilizers are available in liquid, granular, or powdered forms. Liquid fertilizers dissolve most readily, followed by powders, and then granular types.
Typical formulations for liquid fertilizers include 10-34-0 and 13-37-0. The key ingredient is phosphorous (middle number), and any similar formulation will be adequate. Apply these fertilizers at the rate of ½ to 1 gallon per surface acre, depending on pond location and soil fertility (Table 5). Powdered, highly water-soluble fertilizers, such as 12-49-6 or 10-52-0, have recently become available and have proven to be effective and convenient. These formulations are typically applied at the rate of 2 to 8 pounds per surface acre, again depending on pond location and soil fertility (Table 5).
Granular fertilizers are more traditional and are available in many formulations. Most older ponds respond well to a phosphorous-only fertilizer such as Triple Super Phosphate (0-46-0), which is the most economical formulation. Rates range from 4 to 12 lb per acre per application
(Table 5). In some areas, it may be difficult to buy 0-46-0, but 020-0 is usually available. If it is, use twice the amount recommended for 0-46-0.
When To Apply Fertilizer
Begin fertilization in late winter or early spring, but definitely by the time water temperatures have stabilized at 60 °F or higher. Usually this temperature occurs around March 15 in south Mississippi and April 1 in central and north Mississippi. Early fertilization will shade the pond bottom and help control filamentous algae, a common problem in Mississippi ponds in spring.
Make the first three applications of fertilizer two weeks apart; then apply whenever you can see your hand clearly with your arm under water at elbow depth. By fertilizing only when water is clear at18 to 24 inches, you will fertilize the pond at approximate 3- to 5-week intervals from spring through September.
Table 5. General fertilizer recommendations for the various soil regions in Mississippi.
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Figure 4. Location of major soil types.
DeSoto
Marshall
Benton
Alcorn
How To Apply Fertilizer
Never broadcast granular fertilizer, and never apply undiluted liquid fertilizer. The fertilizer will rapidly sink to the bottom and be tied up in soils instead of becoming available in the water. Broadcast powdered fertilizer into areas at least 2 feet deep so it can dissolve before reaching the bottom.
If you use granular forms, apply them in a way that minimizes fertilizer-soil contact. You can do this by making fertilizer platforms – one for each 5 to 6 acres of water. Build the platforms so you can raise or lower them. Lay the right amount of fertilizer on the platforms so 4 inches of water will cover them. Tear off the top layer of each sack. Waves will distribute the fertilizer throughout each pond.
Building a platform construction can be difficult in existing ponds. An alternative method is simply to place bags containing the needed amount of fertilizer in shallow water with the tops cut out. The bags separate soil and fertilizer, and waves will dissolve and distribute the fertilizer.
Dilute liquid fertilizer with at least two parts water to one part fertilizer before application. In small ponds, you can spray liquids effectively from the bank with hand-held sprayers. Boats make application easy in larger ponds. You can spray the diluted fertilizer over the water surface or let it flow into the prop-wash of an outboard motor. You can pour powdered formulations directly on the water surface.
New ponds, or those that have never been fertilized, sometimes fail to respond to fertilizer, and it can be difficult to start up a plankton bloom. If your first efforts to produce a bloom with 0-
46-0 or other low nitrogen fertilizer don't work, even after liming the winter before, use a more complete (high nitrogen) fertilizer, such as 20-20-5, at a rate of 40 pounds per acre on the specified schedule until the pond gets a green bloom. Continue with your normal application of pond fertilizers after that.
When Not To Fertilize
Some ponds should not be fertilized. Here are some cases where this is true:
* Muddy ponds. Mud keeps sunlight from passing through the water. Plankton must have sunlight to grow. If a pond stays muddy most of the time, do not fertilize the pond until the mud problem is corrected.
* Ponds infested with undesir able fish. If undesirable fish dominate the pond, poison the pond, restock, and then begin fertilizing. Request Extension Publication 1954 for details on renovating farm ponds.
* Ponds infested with weeds. During warm months, pond weeds use up the fertilizer the microscopic plants should get. The pond stays clear even after repeated fertilizer applications.
* Ponds not fished heavily. Fertilizing a large pond is a waste of time and money if you fish it only occasionally. You just produce more fish that aren't caught.
* Crowded bream population. If the bream population is overcrowded, it means there are not enough bass to keep the bream down. It would be counter productive to fertilize if this is true. Request Extension Publication 1952 and Information Sheet 1479 for information on how to determine bal-
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ance and to correct problem populations.
* Catfish ponds and small bream ponds with feeders. It is not necessary to fertilize these ponds if you follow a feeding program. If you don't follow a commercial feeding program, fertilize the same way as for bream-bass ponds.
* Too much water flow. In some spring-fed ponds, too much water flows through the pond to maintain enough plankton blooms. In this case, fertilizer is constantly being diluted and will have little positive effect.
Important Points
* Do not try to kill aquatic plants by applying fertilizer.
* Continue fertilization from year to year. Ending a fertilization program will leave you worse off than if you had never started one.
* Improper fertilization, once or twice a year, is worse than no fertilization.
* If a bloom does not develop after four applications of fertilizer, check for lime requirements, too much water outflow, too many weeds, or muddy water.
Muddy Water
Muddy water limits fish production because the fish must have sunlight to grow. Silt and mud deposits also cover fish eggs and fill the pond.
Controlling the erosion in a pond's watershed is essential for permanent control of most muddy water problems. Ponds that stay muddy because of suspended clay particles can be cleared by using one or more of the following methods:
* 500 pounds of organic material per surface acre such as hay (approximately 10 square bales broken up and broadcast evenly over the pond surface), cotton seed husks, compost, manure, and such. Be careful in the summer, since decomposition may deplete oxygen.
* Apply 20 pounds of triple superphosphate (0-46-0) per acre at 2- to 3-week intervals. This should be well dissolved in solution.
* Apply 5 to 15 pounds of alum (aluminum sulfate) per surface acre of water.
* Use gypsum (calcium phosphate) at the rate of 15 to 35 pounds per 1,000 cubic feet of pond water. Spread the gypsum from a boat over the pond surface, and stir with an outboard motor. The gypsum will keep the water clear as long as the gypsum is not washed from the pond. When used according to recommendations, it will not kill fish, change the pH of the water, or harm livestock. When water clears, return to your regular fertilization program.
If livestock are muddying your pond, fence off the pond and install drinking troughs below the pond.
Consult your local Natural Resources Conservation Service office for erosion control techniques and suggestions.
FEEDING
You do not have to feed fish in a fertilized bream and bass pond to produce good crops of fish. Natural food organisms will also be abundant enough to feed fish in fertilized bass/bream ponds. But you can significantly enhance growth of bluegills by a supplemental feeding program. Bluegills readily accept feed and can be attracted quickly to feeding areas.
Small ponds stocked only with channel catfish or hybrid sunfish should always be fed to maximize fish growth. Not feeding will give poor results. Here are some points to consider about feeding:
* Feed at the same time and place each day.
* Use floating feed, with a pellet size small enough to be easily eaten.
* Never feed more than the fish will eat in 5 to 10 minutes. Keep in mind that uneaten feed may pollute the water.
* If fish quit eating, stop feeding for a few days. Watch for signs of disease.
* Do not feed in very cold or very hot water.
* Taper the feeding rate as winter approaches to about one fourth of the feed rate of the previous summer.
* Automatic feeders will give good growth results where small ponds are unattended for long periods.
* Do not try to feed fish up to large sizes without some harvest to reduce the number of fish. Otherwise, crowded large fish may become diseased and die.
KILLING FISH
Occasionally, a fish kill occurs in farm ponds because of water quality problems, infectious disease, swarming fire ants (in the spring), or misused agricultural chemicals (pesticides). In some cases, the losses may be enough to affect the balance of the fish population. Get professional help to evaluate the fish population balance after a fish kill. In many cases, a phone call will provide enough information.
Fire Ants
In warm spring rains, fire ants are often washed into ponds, and small and intermediate sized bream may die from eating these insects. Bass are rarely affected. This generally does not hurt the population balance.
Oxygen Depletions
This is probably the biggest cause of fish kills in farm ponds. Oxygen depletions usually occur July
Warm
Cool
Temperature
Low
Oxygen
High
Figure 5. Stratification of different temperature layers during summer.
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through September in the time of highest water temperature. Dieoffs caused by low dissolved oxygen levels result from natural biological processes, and there are rarely any effective preventive measures.
One common cause of oxygen depletion is die-off of microscopic algae during several days of cloudy weather. Decay of these microscopic algae uses up the dissolved oxygen the fish require to breathe.
Another condition, often called "pond turnover," can occur after heavy cold rains in late summer or in early fall when temperatures drop suddenly. This is actually a mixing of warm surface waters with cooler bottom waters (Figure 5), more properly termed "destratification," and often results in an oxygen depletion. An early symptom of a low dissolved oxygen level is fish at the surface of the pond at sunrise. Fish appear to be "gasping for air." Adult fish die first, and intermediate fish follow if the low oxygen level continues for many days. Usually, some fingerling fish will survive, but there is a tendency toward overcrowding bream afterward.
Following a fish kill, stocking yearling-sized largemouth bass in the fall is advisable if there are no undesirable species (such as crappie) in the pond.
Infectious Diseases and Parasites
Bream and bass generally do not have significant problems with infectious diseases in well-balanced ponds, although you may see an occasional sore on individual fish during spawning season or after an injury. These external sores do not pose any health hazard to humans.
As we stated earlier, never throw bream back, and remove bass with sores from the population. Occasionally, bass and bream have small white or yellowish grubs imbedded in the flesh. These grubs, although not pleasant to look at, pose no threat to humans. You can trim away the affected area, and the rest of the fish is safe to eat.
Infectious diseases and parasites of channel catfish are common problems in catfish ponds. Overstocking, inconsistent feeding, and poor water quality contribute to this in recreational ponds. Disease and parasite problems of catfish rarely occur when you use low stocking densities (100 to 150 per acre) are used. Stress from handling may cause die-offs of fish within two weeks of stocking new or established ponds.
If you choose to stock catfish at rates higher than we recommend, (100 to 150 per acre), then you should plan ahead to cope with problems that may occur. Your county agent can provide you with Information Sheet 667, Selecting and Shipping Samples To Determine Cause of Fish Kills and help you shipping catfish samples to Mississippi State University diagnostic laboratories in several locations. You must make arrangements for someone to receive your catfish before you ship them. Do not send fish samples to the Mississippi Department of Wildlife, Fisheries and Parks or to any agency other than the Mississippi State University College of Veterinary Medicine.
Determining Factors in Fish Kills
If possible, send this information and the fish sample to the disease specialist:
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* Number of fish lost since the die-off started.
* Approximate number of fish lost each day.
* Date and time of day the losses started.
* Number of surface acres per pond (or exact dimensions of the vat or holding tank).
* Average pond depth.
* Number of fish stocked in the pond.
* Condition of the bloom:
Light – You can see at least 18 inches deep, and the pond has no accumulation of algae in the corners or on the downwind side.
Moderate – You can see 12 to 15 inches deep, and the pond may have some algae in the corners or on the down wind side.
Heavy – You can see no more than 12 inches deep.
Transporting and Shipping Samples
Place live fish in a plastic bag with no water and seal. If you are sending catfish, clip the spines to prevent them from puncturing the bag in transit. Then place the bag in an ice chest containing crushed ice.
If the fish are to be hauled for a short distance, you may place them in a container or ice chest containing well-oxygenated water. Add a few chunks of ice to keep the water cool.
You can freeze fish for transport to the lab when there is no other way to keep them from spoiling. Frozen samples are hard to work with. Avoid them whenever possible. Frozen samples are acceptable if they are for pesticide analysis.
Ice down immediately all dead fish collected but which are still acceptable for examination (red gills, etc.) to slow further tissue breakdown.
Arrange for shipping and delivery. Samples should arrive at the lab within 12 to 18 hours. Call the lab and provide details on your case and the anticipated arrival time. Mississippi State University operates two labs, one on campus (662-325-3432) and one at the Delta Research and Extension Center (662-686-9311).
DRAWDOWNS
One of the most useful and inexpensive pond management practices is called a "winter drawdown." This is reducing water levels in a pond to some predetermined level, and generally you use it to expose 35 to 50 percent of the pond-bottom area. Winter drawdowns can be useful in controlling aquatic weeds and can help manipulate fish populations. They are also useful in doing pond repairs, redesign, and liming. The main disadvantage is the pond must have a drain pipe that will let the water levels be lowered and kept down throughout the winter. Ponds without a drainpipe can be retrofitted; detailed information on how to do this is available through your county Natural Resources Conservation Service office.
Drawdown for Aquatic Weed Control
Aquatic weed problems are common in farm ponds and usually represent a challenge. Of the three basic weed control methods (mechanical, biological, and chemical), mechanical control can be the least expensive and most convenient if it consists of a winter drawdown. Winter draw- down exposes weeds to air-drying and freezing temperatures. This can be an effective weed control technique, especially if done in successive years. It also has other advantages related to fish population management.
For effective weed control, drop the water level of the pond to expose aquatic weeds in the more shallow portions of the pond. Usually, water levels are reduced enough to expose 35 to 50 percent of the pond bottom, but this percentage may vary greatly, depending upon topography and design of the pond. Maximum drawdown should be accomplished by mid to late November, and the water level should remain low through February. Spring rains will fill the pond.
After reflooding, if weeds persist and begin to sprout, apply an appropriate herbicide. The combination of a winter drawdown and effective early spring herbicide application usually does a good job of eliminating or greatly reducing aquatic weed infestations. For additional information on aquatic weed management and control, request Information Sheet 1036, Methods of Aquatic Weed Control from your county Extension agent.
Drawdown for Fisheries Management
Winter drawdown is also a good fish population management technique in largemouth bass/bluegill ponds. By reducing the water level and pond area, you drive forage fish, such as bluegills, out of shallow water refuges and concentrate them in open water, making them more vulnerable to bass predation. This is a good technique to use in ponds having "crowded bluegill" but still con-
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taining viable bass populations.
The increased predation by largemouth bass reduces bluegill numbers and provides more food for the bass. In some cases, routine annual drawdowns have helped the pond manager maintain a balanced bass/bluegill fishery.
Winter drawdown also provides a good opportunity to do repairs on piers, docks, and boat ramps, as well as minor dam repairs and shoreline renovation. Fish attractors, such as brush tops and gravel beds, can be more easily put in place while the water is down, and this is a good time to deepen edges to the recommended minimum depth of 18 to 24 inches. You can use dirt from the shoreline-deepening operation to build earthen piers at various locations around the pond. These piers increase the shoreline area of the pond and also provide increased access for fishermen.
In most farm ponds, lowering the water level 2 to 4 feet exposes the proper percentage of the pond bottom, but this is only a rule of thumb. You must consider the topography of the pond, amount of shallow water, and pond shape and design. Reach the maximum depth of drawdown by late November, and let the water remain down through February. In south Mississippi, the stand pipe can be raised a little earlier, perhaps mid-February, to let the pond refill and not hamper bass spawning activities that begin earlier in that part of the state.
Winter drawdown can be a useful tool for the farm pond manager if done properly. It poses no threat to the fish population and costs nothing if the pond is equipped with a water control structure. Drawdowns should be done only in the winter, however, never in summer! The extreme temperatures in Mississippi summers, coupled with the increased metabolism of fish and reduced oxygen levels in warm water, would prove disastrous in most farm pond situations.
ATTRACTING FISH
The primary purpose for most farm ponds in Mississippi is recreational fishing. With proper management, even small ponds can provide excellent fishing and recreational experiences. One of the best ways to enhance the fishing experience is to create fish attractors at strategic locations in a pond or lake with a well-managed fish population.
Gamefish such as bass and bream are attracted to cover or shelter of all types. Shelters provide areas where prey fish can hide from predators and where predators can find prey species. They also provide spawning areas and harbor large numbers of invertebrates and insects that small fish feed on. Natural cover that provides shelter for fish includes ditches, creeks, trees, stumps, vegetation, and irregular features of the bottom. In ponds where natural shelter for fish is missing or is inadequate, you can establish artificial structures to act as fish shelters that will attract and hold fish.
Trees as Fish Attractors
You can develop fish shelters that will increase fish harvest and angling success in existing ponds with small trees such as blackjack oak, post oak, or cedar. For small ponds, bushy-crowned trees 10 to
15 feet tall are sufficient. You can use larger trees in larger lakes. In ponds of less than one acre, one brush shelter is enough. Larger ponds need one or two shelters per acre.
Select attractor sites anglers can get to. Good locations are in water 5 to 10 feet deep near creek channels, off points, or at dropoffs. Drive a stake or use a floating buoy to mark the shelter site permanently. Place three to five trees at each location. Green trees will usually sink without weights. Some trees, such as cedar, will float. Add weights to these varieties to keep the shelters in place.
Many new pond sites have trees in the basin. Cut and salvage most of these, then cut and pile or burn them. You can keep some trees, bushes, and brush piles to use in establishing fish shelters. Up to 10 percent of the pond area can have some tree shelter.
Leave bushes and trees in deeper water areas, along creek runs, and in the middle of ponds and lakes. Leave the trees in small clumps, then cut the standing trees about 2 feet above the normal water level and anchor the brushy tops to the bases of the stumps. The tall stumps will serve as permanent markers for the shelter locations. Do not leave trees or bushes in shallow areas, in narrow coves, or along pond banks, because these areas will become difficult to fish and may develop water plant problems. Also, too much cover in shallow water will make it hard for bass to control bream successfully and will prevent navigation of the entire shoreline by boat. Fish will immediately inhabit the brush-top shelters.
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Gravel Beds as Fish Attractors
Gravel beds are extremely attractive to bream for spawning. Select an area in water 2 to 4 feet deep that is convenient for fishing. Drive a stake to mark the spot, and place washed gravel (1/2- to 1-inch-diameter) around the stake, creating a bed of gravel 4 to 6 inches deep. A 3to 5-cubic-yard load will make a gravel bed 12 to 15 feet in diameter. You can add gravel beds to flooded sites or strategically place them during drawdowns. Avoid sites that have a high silt erosion problem.
Bream will be using gravel beds frequently throughout the spring and summer. Remember to keep all the bream you catch. Never throw them back into the pond no matter how small they may be unless advised by a fisheries biologist.
Other Fish Attractors
If trees or brush piles are not available, you can place other types of structures in the pond to attract fish. Developing irregular bottom features during construction, such as ditches and underwater dirt mounds, also provides fish-attracting cover and creates excellent places to fish.
RENOVATING PONDS
The ultimate fate of many farm ponds in Mississippi is an unbalanced fish population that is undesirable to anglers, and has little recreational fishing value. Once a fish population reaches such a condition, the best alternative is usually to eliminate the resident fish and restock with a desirable combination of fish at recom- mended rates. Consult a fisheries biologist by calling any MDWFP district office to determine the condition of your pond and the possible need for a complete fish population renovation. This is free.
Antimycin-A and rotenone are two pesticides registered by the Environmental Protection Agency for eradicating fish. Only rotenone is economical for eradicating fish populations and is the more commonly used compound. You can use Antimycin to selectively kill scaled fish from catfish ponds, but treatment is usually expensive.
What Is Rotenone?
Rotenone is available at most farm and chemical supply stores. It is classified as a "restricted use pesticide," and you cannot buy it without a private pesticide applicator's certificate. You can get this certificate through your county Extension agent.
Rotenone is in the roots and stems of several tropical plants. Jewel vine (Derris spp.), Lacepod (Lonchocarpus spp.) ,and hoary pea (Tephrosia spp.) are the more common plants from which rotenone is derived. Rotenone has many common and brand names, including Cube, Derris, Fish-Tox, Nox-Fish, Prentox, Nusyn Nox-Fish, rotenone dust, and Chem-Fish.
It keeps fish from using oxygen as they release energy during normal body functions, but rotenone does not remove oxygen from the water. Fish treated with rotenone move to the shallow water or to the surface of deeper water soon after exposure to the chemical. Fish species respond differently to rotenone, so it is a good idea to know what species you have before you treat the pond.
Rotenone breaks down when exposed to the environment. The breakdown is rapid and is affected by temperature, light, oxygen, and alkalinity. Most waters are safe for restocking within 5 to 6 weeks. In general, the cooler the water, the longer rotenone lasts.
Preparing the Pond
You can treat ponds of any size with rotenone, but it can be difficult to spread rotenone for an effective fish kill in larger ponds or lakes. It is also expensive to treat large volumes of water. For these two reasons, you will need to reduce the water area and volume as much as possible before treating. You can do this by draining the pond as low as possible with a built-in standpipe, pump, or a siphon device. The less water you treat, the more cost effective the treatment.
How To Apply Rotenone
Rotenone is available in a wettable powder or a liquid formulation. Liquids are easier to get into solution and are more reliable for total fish kills. The liquid formulations typically contain 5 percent rotenone, although some contain 2.5 percent in a synergized form.
All formulations must be diluted with water and evenly distributed throughout the water column. You can spray the chemical over the pond surface or drip it into the prop wash of an outboard motor. The key is to have an even distribution; otherwise, fish may find "safe" areas and not be killed. Application in a random "S" pattern throughout the pond will maximize even coverage.
The best time to eradicate fish from a pond for restocking is late summer or early fall. Water temperatures are at their highest at
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this time, and the weather is usually dry, allowing easy draining. Killing the fish at this time reduces the time between the kill and the restocking, which minimizes the chance the pond will be contaminated by unwanted fish before restocking. This is an important consideration, since letting in unwanted species can defeat the purpose for the renovation.
If there are any puddles or pools in the upper part of the pond after draining, it is critical to treat these to kill any fish there. Many small fish can survive in these pools, puddles, or stump holes for a long time. You must kill these to have a successful renovation. Otherwise, these surviving fish can contaminate the new fish population, and the renovation will have been for nothing. For more information on using rotenone, request Publication 1954, Using Rotenone To Renovate Fish Populations in Farm Ponds from your county Extension office.
When To Restock
It is important to wait until the rotenone dissipates before restocking. If you kill in early fall, the rotenone should be detoxified by the time winter rains come to refill the pond partially. A good general rule of thumb is to wait one month. A simple test can help determine when it is safe to restock. Place a few fish (bream, goldfish, minnows) in a small cage in the pond or in a container with water from the pond. If the fish survive 24 to 36 hours, it is safe to restock the pond.
TURTLES
Turtles usually aren't a biological problem in farm ponds, but they might sometimes compete with fish for food items such as crawfish, insects, or other small food items. They can, though, create a nuisance to anglers when they are caught on hooks and must be removed, when they take baits intended for fish on trot lines, or when they eat fish on stringers left in the water. Turtles also become a problem in ponds where fish are being fed, because turtles quickly learn that fish food tastes good and represents an easy and free meal.
Shooting turtles as they bask in the sun or as they swim in the water is an old practice you should never use. Shooting into or across water is dangerous! Shooting also creates the possibility of killing a protected species, since identification from a distance is impossible. You can't use repellents or toxicants, so trapping is the only choice.
But turtles can be beneficial. Their greatest service is as scavengers to eat dead fish and other animals or to eliminate diseased or weakened fish. Except for snapping varieties, turtles do not capture many live fish at all and should not be considered a problem in this regard.
Before pursuing any type of control method, consider whether or not turtles are a genuine problem in your pond. Unless numbers are high and the interference with other pond uses is severe, it is probably best to leave the turtles alone. But if you have significant problems, you may need to consider removing some turtles.
Trapping can effectively reduce local populations. The best seasons for trapping are spring, summer, and early fall. Most turtles are inactive through the winter and feed very little, which makes baited traps ineffective during that time.
Although you can trap snappers and soft-shelled turtles using underwater baited traps, you usually don't have to remove these species from a farm pond. The more aggravating species are the "baskers," which often crowd together in large numbers on stumps, logs, or other structures above the water surface. By taking advantage of this, you can trap these species with a trap-box in the area turtles normally use.
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This trap has boards leading up from the water, with pivoting "balance boards." When the turtles crawl onto these platforms, they weigh down the boards, dropping the turtles into the collection box (Figure 6).
Check traps daily and remove all turtles, then take the turtles to another location and release them into their natural habitat. If you do not plan to use the trap for a long while, flip it over on its side so turtles are not captured and left in the trap.
Refer to Figure 6, and modify, using your own ideas and available materials. Your county agent or Natural Resources Conservation Service office can provide you with other design illustrations.
BEAVER AND MUSKRAT DAMAGE
Beavers and muskrats can severely damage farm ponds and lakes. Their burrowing can cause failure of the dam and result in expensive repairs. Tree cutting can cause an uncontrolled loss of valuable timber resources. Beaver dens or huts may be great places to catch fish, but it is at the landowner's expense. Fish attractors you install will give the same success with no sacrifices.
The best control is immediate action at the first sign that either of these animals is living in your pond or lake. Trapping is the most effective control. For detailed assistance, contact USDA Wildlife Services (662-325-3014) or your Extension county agent. Do not make repairs until you have controlled the problem animals.
Properly designed, constructed, and managed farm ponds not only provide tremendous fishing, but also provide ideal wildlife habitat, erosion control, and often, splendid natural beauty.
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FARM POND AND LAKE HARVEST RECORD
Accurate and complete data are important to fisheries management. All anglers should complete a record after each trip. For con-
Instructions:
venience, you can group fish by size-length as follows:
8 to 12 inches, 12 to 15 inches, > 15 inches
Bass categories:
3 to 6 inches, > 6 inches
Bluegill categories:
R
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FARM POND CALENDAR
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FOR MORE INFORMATION
This publication contains a wealth of information that should be helpful as you develop, improve, or maintain your Mississippi farm pond. Remember, though, that trained professionals – county agents, district conservationists, and district fisheries biologists – are available to help you manage your pond to achieve your goals and objectives. And this service is free!
Many other sources of information are also available, such as publications, local workshops, and seminars. Contact any of the three agencies that have provided this publication for details.
The Mississippi State University Extension Service and the Natural Resources Conservation Service maintain offices in every county of the state. Also, you can contact the Mississippi Department of Wildlife, Fisheries and Parks district offices at any of the following locations:
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If you have questions about information in this publication, or if you have situations or problems not mentioned here, we encourage you to seek professional help. Proceeding with management techniques when you are uncertain about the correct thing to do can be frustrating and sometimes expensive! It can also delay the progress and development of your pond. It is wise to remember and heed the old adage, "A wiser person asks many questions!"
This publication and many others on the management of farm ponds and small lakes are available on the world wide web at http://www.msucares.com
Revised by Dr. Bronson Strickland, assistant Extension professor, Wildlife & Fisheries; Don Jackson, MSU professor, Department of Wildlife and Fisheries; Dennis Riecke and Walter Hubbard, Mississippi Department of Wildlife, Fisheries and Parks; based on an edition originally written by Thomas L. Wellborn, Jr., former leader, Extension Wildlife and Fisheries.
Discrimination based upon race, color, religion, sex, national origin, age, disability, or veteran's status is a violation of federal and state law and MSU policy and will not be tolerated. Discrimination based upon sexual orientation or group affiliation is a violation of MSU policy and will not be tolerated.
Publication 1428
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in furtherance of Acts of Congress, May 8 and June 30, 1914. VANCE H. WATSON, Director (1M-08-07) | <urn:uuid:4c0ad6ff-76ca-4e80-b8e8-d5b4602ee483> | CC-MAIN-2019-04 | https://articles.extension.org/sites/default/files/w/3/36/ManagingMississippi.pdf | 2019-01-21T15:02:06Z | crawl-data/CC-MAIN-2019-04/segments/1547583792784.64/warc/CC-MAIN-20190121131658-20190121153658-00507.warc.gz | 442,383,006 | 17,282 | eng_Latn | eng_Latn | 0.975479 | eng_Latn | 0.997122 | [
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IS IT FAIR
How religion fights against injustice (no equality, human rights ignored)
* Prayers
* Fasting
* Organise awareness days
* Hold vigils
* Collect money
* Pressure government
* Campaign
All religions seek to encourage believers to speak out against injustice. It is part of their responsibility to protect all human dignity. Believers will often decide how to act by interpreting the teachings of their holy books to put beliefs in practice.
Christianity
Care for others who are in need.
Religious duty to help
Jesus demonstrated this in his own life
Fail to help is to fail God
Not just money – actions are just as good if not more so.
Christian Aid and other charitable organisations etc..
Love and share with one another
Everyone is equal – 'A CHILD OF GOD.'
Islam
To treat people justly
Care for those in need, as Muhammad did
Voluntary payments – sadaqah – or good actions for charity
Zakah – Muslim charity. A pillar of Islam. A duty
All are equal, though not the same
All Gods creation
Religious duty
NOTICE HOW THESE ARE THE SAME AS CHRISTIANITY (APART FROM JESUS)
'There is neither Jew nor Greek, there is neither slave nor free, there is neither male nor female; for you are all one in Christ.' GALATIANS 3:28
Whenever you did this (helped) for one of the least important of these… you did it for me! MATTHEW 24:40
Islam
To free a slave, or to give food in the day of hunger to an orphan, next of kin, or to some poor wretch in misery. Surah 90
Believers, stand up firmly for justice, as witnesses for Allah.
Surah 4
GCSE QS ON INJUSTICE
1.Explain what religious believers mean by injustice (2)
2.Explain how having a religious faith might influence actions against injustice (4)
3.'All religions can do is pray. This cant stop injustice.' Do you agree? Give reasons or evidence for your answer, showing that you have thought of more than one point of view. You must include reference to religious beliefs in your answer. (8)
Reasons for prejudice
PRIDE / SELFISHNESS Thinking only of self or self interest; failing to consider the needs of others (jealousy)
IGNORANCE Not knowing – not wanting to know the facts
FEAR Being uncertain of the implications of others
ANGER RETALIATION Reacting after some event. Thought to be the fault of a particular group of people
EXPERIENCES
PARENTAL / PEER PRESSURE Accepting the views of others
Prejudice
Christianity
Prejudice is unacceptable and is against Christian beliefs and teachings
God created all humans as equal, whatever race, ability or gender
10 commandments – guides us to live in harmony
Jesus' example – e.g. leapers , good Samaritan
Prejudice
Islam
The act of prayer stresses the importance of equality
The ummah (brotherhood) crosses all national, cultural, political, racial and language boundaries
Muhammad's example of respect for women
Must speak out against injustices
'Everyone is prejudice' (8)
Discrimination against women
Christianity
* Jesus did not discriminate against women
* Men and women seen to be equal before God.
* Today women can be ordained to become vicars, priests and ministers
* Women can not become bishops in some countries
* Women are unable to become priests in ROMAN CATHOLIC traditions
Discrimination against women
Islam
* Men and women seen to be equal before God
* Men and women have the same religious duties
* Men and women face the same judgement
* Women are allowed rights and protection
Discrimination Reason
Racism
Sexism
(Gender)
Religious
Teaching
Action /
Outcome
MLK – Bus
Mandela –
Discrimination Reason
Poverty
Mother Teresa
Help people to
Media
* Media can influence people for good or bad in many ways.
* Media includes TV, BOOKS, MAGAZINES, GAMES, POSTERS ETC..
Good and Bad Uses of the Media
Good Uses of Media
Informs people of world events. This allows people to respond accordingly
Good Morals and examples of people who do good deeds can be a good influence and encourage others to behave in a similar way
Media advertises and promotes worth while campaigns such as Christian Aid. This allows charity's to gain more support from the public
Good and Bad Uses of the Media
Bad uses of Media
Crime and violence shown on films, TV and video games is believed to influence others to act in a similar way.
It can discredit religion and show things in a unfair negative way. An example of this is Christians are shown as old and boring with no sense of humour. Muslims have been shown to be sexist and strict. This gives people a unfair and false understanding of religious organisations
Negative images of celebrities can influence people. Example of this is super thin fashion models.
A Need
A necessity; something that is a requirement, without which a person would be in poverty or extreme hardship.
A Want
A wish or longing for; something that is craved, but which being without would not actually bring hardship.
Religion Teaches
It is a persons attitude towards money that is important.
Money
Explain why many religious believers think the way wealth is used is important
* to help other people, especially the poor – Jesus said it is a duty
* should not gamble – money received should thank God and spend it wisely
* Christians are judged on their actions – use money only for good
Is it fair?
A
B
C
D
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ANIMAL TALK 6514 ROOSEVELT WAY N.E.
SEATTLE WASHINGTON 98115 (206) 526-1558 email@example.com WWW.ANIMAL-TALK.COM FACEBOOK.COM/ANIMALTALKPETSHOP
Necessities:
* Chew sticks
* Cage
* Bedding
* Food dish
* Water bottle
* Mineral lick
General:
The hamster's chubby fluffy appearance makes it one of the most instantly loved pets around. Syrians are the larger type of hamster. As a nocturnal animal, hamsters become active in the evenings when you are home to enjoy them. They perform cute antics and feats of wonder in their homes and, with the proper patience and care, they can be cuddled and loved. Their average life span is 3-4 years. They MUST be kept singly. Animal Talk hamsters come from Holmden Hill Hamsters, a private breeder, who handles her pups from birth. They come with their pedigree complete with parentage, birthdate and picture.
Handling/Exercise:
Hamsters are naturally nocturnal, solitary creatures and don't require much handling, but they do tolerate being cuddled as long as you spend time taming and interacting with them. Their eyesight is very poor during the day. We recommend that you move slowly and speak softly when picking up or waking up your hamster. Parents should ALWAYS supervise children when they are handling their hamster (especially very young children). Sometimes it is beneficial to use an empty coffee cup to scoop up the hamster and then gently place it in their hands. A fall from a standing child's hands can be deadly. Please DO NOT use hand sanitizers before handling. Soap and water is the best and recommended before handling, so there are no food smells on the children's hands.
Hamsters are very active little rodents, so unless yours has a very large cage, he/she needs to come out for exercise as often as possible. The easiest way to do this is to use a hamster ball and let your pet roam around, making sure he/she doesn't have access to any stairs and any other pets in the home won't be a danger.
Housing & Bedding:
A hamster can be housed in a cage no smaller than a ten gallon tank or equivalent. Remember, they run up to 2 or 3 miles per night and they will use all the space they can get. The type of cage you choose is up to personal preference, but there are pros and cons to every type. Tanks can be used, but only if cleaned very regularly (twice a week is best) because they do not provide as much ventilation as wire cages and the urine builds up phenols which are toxic to their upper respiratory systems. The nice thing about tanks is they keep the hamster safe from other house pets and provide a better chance for burrowing/nesting because the bedding can be deeper. Wire cages are good options because they provide more ventilation, but the bar spacing must be no more than 1/2" or less for young animals so they can't escape. A good combination is a 10 gallon tank with a wire cage topper so they can burrow and sleep in the tank while still getting plenty of fresh air and exercise in the wire portion. Hamsters are clumsy: if your cage is tall, make sure that your bedding is deep enough that if he/she falls that it does not get injured. When cleaning the cage a 10% bleach solution works best. Our favorite bedding for hamsters is Carefresh, but Aspen shavings can also be used. Pine bedding is okay only if changed at least twice a week as phenols can build up more quickly and are toxic to small animals. NEVER use cedar shavings! They tend to choose one corner to urinate in and this can be scooped out daily. Some hamsters can be litter box trained and litter such as Crown bedding can be used in the litter box, but it isn't soft or comfortable enough to be used as bedding.
Diet:
Hamsters are omnivorous, meaning they eat both vegetation and animal fat. As is true with most animals, a varied diet is important for the health of your hamster. If you purchase your new pet from Animal Talk, he/she has most likely been eating a mixture of rodent seeds. You should always find out what your new pet has been used to eating and start with that before changing the diet. We recommend switching to Mazuri hamster pellets or Oxbow Healthy Handfuls so your hamster can't pick and choose the less healthy parts of the diet, but both foods must be mixed and switched slowly to be sure your hamster eats the new type. When you first bring your new pet home, he should be offered as much food as he wants (especially as a baby). Once they are six months old, the amount of food you offer should depend on the body condition and activity level of your pet. You can increase exercise if your hamster is overweight, but otherwise they should always have fresh food and water. Any diet should always be supplemented with fresh foods, including vegetables and dark leafy greens. Fruit, tofu, cooked/unseasoned chicken, and commercial hamster treats should be used as occasional treats. Like all rodents their teeth are constantly growing and must be kept worn down. Giving them hard chew treats will help with this.
Heating & Lighting
Hamsters do not require extra heat as long as your house doesn't get below 65 degrees and they have plenty of bedding to nest in. If your house does get cold and you'd like to heat the cage, a reptile under-tank heater will work for a glass tank (this does not work on plastic cages), but should be placed only on one end of the tank so your pet can choose to be warmer or colder.
Hamsters do not require extra lighting other than the ambient light in the room, but it should be light during the day and dark at night to allow for a normal sleep and eating cycle.
* Wheel
* Place to hide/sleep
* Hamster food
Hamster – Syrian
Nymphicus hollandicus
Extras:
* Hamster ball
* Toys
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First Grade News December 1, 2017
What We're Learning Next Week…
Inquiry into Integrated Literacy
Next week we will be starting a new story in our literacy pilot series. We will be spending the next couple weeks reading The Recess Queen by Alexis O'Neill. Next week we will be working on skills such as using context clues and analyzing
an author's word choice. We will also continue writing opinions about characters in a text and then supporting those opinions.
Inquiry into Words Their Way
Thank you for practicing these words with your child! Please make sure to sign the Words Their Way paper in their folder.
Inquiry into Integrated Math
Next week we will continue working on Topic 4. We will use addition facts to find subtraction facts, explain the strategies we use to solve subtraction problems, solve different kinds of addition and subtraction problems, and explore
reasoning.
Inquiry into Transdisciplinary Themes
During the next two weeks we will be learning about our next unit of inquiry, How We Organize Ourselves. We will inquire about what we already know about teams and different kinds of teams (not just sports!). We will do some team building activities where we can see what roles people have in a team.
UPCOMING EVENTS
- December 6 th Picture Retake Day
- December 8 th Spirit Day – Wear a hat!
- December 22 nd Early Dismissal 12:15
- December 25 th -January 1 st No School
Special Area Schedule
Next week
Monday (Day 1): Library, Art Tuesday (Day 2): Spanish Wednesday (Day 3): Gym Thursday (Day 4): Music Friday (Day 5): Spanish
Week of December 11 th
Monday (Day 6): Gym Tuesday (Day 1): Art, Library Wednesday (Day 2): Spanish Thursday (Day 3): Gym Friday (Day 4): Music
First Grade News December 1, 2017
Announcements from Ms. Waninger
Announcements from YARCS
Picture Retake Day is Wednesday, December 6 th . Students who are not pleased with their pictures and would like to have them retaken should bring their full packet of pictures that they received to school. The original order will be filled as it was ordered in October. Anyone who was absent on picture day (October 11 th ) will have their picture taken on this day, as well.
Thank you for continuing to help your child complete the homework (math and Words Their Way) that comes home each night.
Please send a healthy snack with your child each day!
Wish List Snack (goldfish, pretzels, etc)
Please be reminded that girls should be wearing SOLID colored tights (black, brown, navy or white).
Students should be wearing predominantly navy, black, brown or white shoes. Thank you for your help with this!
Please remember to have your child wear tennis shoes on our PE day (Day 3 and 6).
As the weather gets colder, please make sure your child comes to school with a jacket for recess. Thank you!
Please remember to label your child's sweaters, jackets, etc.
Ms. Waninger's contact information: 717-801-3900 email@example.com
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the time this country has existed. I should say in the Congress—47 years in the Senate, 6 years in the House of Representatives—more than 50 years, approximately 25 percent of the time that we have been a country. He should know something about free speech. He was here on the Senate floor when the great Margaret Chase Smith, a Republican Senator from Maine, talked about the value of free speech in the Senate. He was in the Senate when the Republican Howard Baker talked about the importance of the filibuster in protecting our democracy. A gimmick? I think not.
Senator BYRD was in the Senate when the debate over civil rights took place. I heard BARACK OBAMA upstairs with the press corps say: Isn't it interesting, the filibuster was used against African Americans but they worked around it and prevailed in spite of it. They didn't move to change the rules in the middle of the game.
Senator ROBERT BYRD was here when DAN INOUYE, the Medal of Honor winner from Hawaii, a new Senator, came to the floor, and as an Asian American whose friends and family were put in internment camps during the Second World War, spoke on the Senate floor about what it means to be a minority and how the filibuster should be available to protect the minority. A gimmick? I think not.
Over the years, the filibuster has proven to be an important tool of moderation and consensus, which partly explains why the Republican leadership is opposed to it. They aren't interested in moderation. They are only interested in advancing their right-wing, radical political agenda, an agenda being driven by the people who are saying we are filibustering against people of faith.
Mr. President, every day—for 23 years—with rare exception, I go to the House gym and work out. There I met Congressman RUSH HOLT. He is a nuclear scientist, a Congressman from New Jersey. RUSH's father, also named Rush Holt, served in this Chamber in the late 1930s. As a freshman United States Senator, he led a filibuster to preserve wage and hour protections for American workers. RUSH HOLT, Jr., is so proud of his father. He talked to me about the pride he had in his father being a United States Senator, and he told me this story about the filibuster his father conducted alone to preserve wage and hour protections that had come about as part of the New Deal. He wasn't using a political gimmick. He was using something that was part of the vision of our Founding Fathers, something they wanted in this body to make it unique and different—free speech. An important tool to stand up for working men and women in this country, that is what Senator Rush Holt, Sr., was using.
Of course, the filibuster has not always been used for good. I acknowledge that. Just as it has been used to bring about social change, it was also used to stall progress—I have talked about that—things this country needed to change, such as civil rights legislation.
But Senator BARACK OBAMA speaks in favor of the filibuster. He understands, as an African American, why it is important. But at these times people have spoken and public opinion has spurred this Chamber into action, as indicated, it brings about compromise. So you see the filibuster is not a political gimmick. It is part of the fabric of this institution we call the Senate, the greatest debating society in the world—or at least it has been so far. Is that going to be taken away from us?
While I was in the gym this morning, Mr. President, I was stopped by a Republican House Member. I will not name him for fear the Republican leadership in the House will remove him from a subcommittee or whatever they do to punish people over there, and we know that happens. But everyone within the sound of my voice should know that I am telling the truth. A Republican House Member came to me this morning and said: I never thought I would say this to the Democratic leader of the Senate, but I am praying for you, that you prevail in this battle going on in the Senate. A Republican House Member is praying for me and this institution to maintain the institution as it is.
So as the moment of truth draws near, I, too, am praying, Mr. President. I do not say that lightly. I pray that cooler heads will prevail and the responsible Republicans—and they are there, I know they are there—such as this Congressman who spoke to me this morning, will join Democrats in standing up against this abuse of power, to maintain our checks and balances, to maintain the separation of powers that has made this country the power that it is, one that the world looks upon with awe, inspiration and admiration.
f
MORNING BUSINESS
The ACTING PRESIDENT pro tempore. Under the previous order, there will be a period for the transaction of morning business of up to 60 minutes, with the first half of the time under the control of the Democratic leader or his designee and the second half of the time under the control of the majority leader or his designee.
The Senator from Washington is recognized.
Mrs. MURRAY. I thank the Chair.
f
JUDICIAL NOMINATIONS
Mrs. MURRAY. Mr. President, we awoke today to see news of a breakdown in negotiations to end the socalled nuclear confrontation that some Republicans are driving this body toward.
I want to take a minute to thank our leader, Senator REID, who I believe is really doing his best to preserve the tradition and the precedent of the Senate through good-faith negotiations. He put forth a good-faith compromise
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proposal only to see it rejected out of hand. This breakdown really marks a sad day for this body.
More than 200 years ago, the Senate was created as part of the Great Compromise, and for the balance of those 200 years, compromise has been central to any and all of the great work that has been completed by the Senate. The rules are set up here to assure that the Senate serves as a center for Government compromise. We have a system of checks and balances, with the Senate checking the President through advice and consent and the President checking the Congress with the use of the veto. And all the while we have an independent judiciary that is empowered to balance out the system. Those checks and balances were put in place for a reason. They promote compromise, they promote preservation of minority rights, and they ensure that our system of government works for all of the people. Unfortunately, the goal of some becomes clearer each passing day in this body that they are not interested in compromise on the socalled nuclear option. If this Senate does remove the last check in Washington against an abuse of power, the majority will be able to appoint to lifetime seats on the Supreme Court and the Federal bench anyone they want.
The American people have rejected court packing before and I believe they will again. We are united against the abuse of power known as this nuclear option. We believe that Senators were sent here to serve all Americans, not to promote political agendas of one faction. Mr. President, Democrats will join responsible Republicans to fight this abuse of power and get back to the real work of the American people.
f
25TH ANNIVERSARY OF THE MOUNT ST. HELENS ERUPTION
Mrs. MURRAY. Mr. President, I rise today with my colleague from Washington State to very proudly mark the 25th anniversary of the day that Mount St. Helens erupted in my home State of Washington and will be joining with her later to offer a resolution to commemorate this anniversary.
For anyone who lived in the Pacific Northwest at the time, May 18, 1980, is a day we will never forget. It was a day that changed lives and it changed the landscape of Washington State forever. It was also a day that imposed a heavy toll in lost lives and lost habitat. Fifty-seven people were killed that day. More than 230 acres of forest were leveled in an instant.
Mr. President, the story of Mount St. Helens is a story of destruction, but it is also a story of renewal, a story of science, and a story of the importance of preparation. Today I rise to share that story and the lessons that it holds for us now 25 years later.
Perhaps the best place to start really is the day before the eruption, when Mount St. Helens was really a beautiful and striking feature of landscape
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in the State that I was born and raised in.
This photo behind me shows what the mountain looked like before the eruption. As you can see, it had a nearly perfect dome, and it was recognized as one of the most symmetrical mountains in the world. It was surrounded by lush forests and beautiful streams and rivers and lakes and the area was filled with wildlife of all kinds. But danger lurked right beneath that tranquil landscape.
May 8, 1980, began as a beautiful, sunny morning in the Northwest. I remember it well, sitting at home with my two young children at the time. Meanwhile, below the surface, Mount St. Helens was anything but calm. At 8:32 a.m, a 5.1-magnitude earthquake occurred, and that sparked massive eruptions which would last for 9 hours. This photo shows some of what followed. Within minutes, this massive cloud of ash and toxic gas spouted 15 miles into the air. You could see it from many places in my State. A 300mile-per-hour blast shot from the mountain, knocking down all of the evergreen stands as if they were matchsticks. The entire north face of the mountain gave way to this massive mud slide, and that mud slide carried hot water and debris that it picked up over the surrounding landscape.
The eruption itself released 24 megatons of energy. It destroyed all forms of life within the 18-mile blast zone, including roughly 7,000 bear, elk, and deer. The scope of this devastation on that day was enormous. The hot ash from this eruption, combined with the melting snow at the mountain top, created massive mud flows. This was not just a local event. More than 500 million tons of that ash was blown eastward across the United States 250 miles away in Spokane, WA. That traveling ash turned day into night for everyone who was there, and by June, a few months later, ash could be found from Mount St. Helens on the other side of the world.
As we now mark the 25th anniversary, I wanted to come here to the floor today with my colleague from Washington State, Senator CANTWELL, to pay tribute to the 57 men and women who died on that day. Some of them were there enjoying the area's beautiful scenery, some were drawn to the mountain for scientific study, and others were long-time residents who lived there who refused to give up the only homes they had ever known.
When that dust settled and the mountain quieted, nearly 150,000 acres of public and private land had been destroyed.
This photo behind me shows some of that destruction. That stand of trees was blown down in an instant. The mountain's nearly perfect dome was turned into a crater. The Toutle River, which had been vibrant and green before, a great place in my State, was now a dark, gray expanse.
Then President Jimmy Carter toured the site and later remarked:
Someone said this area looked like a moonscape. But the Moon looks more like a golf course compared to what's up there.
Everyone knew that wildlife restoration would be a major challenge. Within weeks of the eruption, however, many dedicated foresters and biologists returned to the area to assess the damages and help with the recovery. One of the strongest leaders in this revitalization has been the Weyerhaeuser Company. It lost nearly 68,000 acres of forest that day, making the company the largest private landowner impacted by this eruption. The company was able to replant over 45,000 acres with over 18 million seedlings. Weyerhaeuser has been committed to restoring the area through sustainable forestry. Now, 25 years later, many of those trees they planted in the wake of the eruption are now amazingly ready for thinning, and final harvesting will begin in another 20 years which will pave the way for the forest cycle to recommence. The U.S. Forest Service made similar efforts. On 14,000 acres of National Forest land, the Forest Service has planted nearly 10 million trees since 1980. In August of 1982, Congress established the 110,000-acre Mount St. Helens National Volcanic Monument.
The monument allows unhindered natural growth and serves as a resource for visitors and academics.
Within weeks of the eruption, signs of life literally sprouted through the layers of destruction.
As forests were replanted and vegetation again took root, the wildlife also began to return.
Roosevelt elk and Columbia blacktailed deer, for example, along with small birds and mammals, reestablished their habitats.
Today the area is a testament to the enduring circle of life, as green hills surround the crater, and blue waters flow through the valley once again.
As the ecosystem rebuilds, we are constantly reminded of the wealth of knowledge available from the monument itself.
Thousands of people have been drawn to the mountain to see the evidence of this power and to learn from its effects.
For many, the eruption sparked a new interest in the earth sciences.
It has provided new insight on seismology and volcanology, helping students and scientists to better understand the earth's natural movement.
Representatives of the U.S. Geological Survey have teamed with researchers at local and national universities to process the data and to continue monitoring movement beneath the ground.
Teachers from across the country have brought hundreds of student groups to the Forest Service's three visitor centers. There, students study the eruption and the reemerging wildlife.
Now what was once a bleak scene of destruction is now a living monument and an educational resource.
Although 25 years have passed, there is still much we can learn from the eruption of Mount St. Helens.
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Just last fall, we were reminded that we haven't heard the last from this mountain.
After 18 years of relative quiet, a series of small quakes have occurred in October.
And in March, just 2 months ago—the mountain released a 36,000 foot plume
of steam.
Today, inside the crater, the lava dome continues to grow. That is a sure sign that there is far more activity to come.
The most important lesson we can learn from the eruption is the need to improve our warning and response systems.
While we may never be able to fully protect surrounding communities, we can help reduce the risk.
For months before the 1980 blast, scientists from the USGS had monitored Mount St. Helens and were able to predict that an eruption was likely in the near future.
As a result, most people stayed away from the mountain. We must continue to support the efforts of the scientists and local officials who keep us all safe.
Unfortunately, according to a recent USGS report, monitoring of high-risk volcanoes in the U.S. leaves a lot to be desired. Of the 169 volcanoes, 55 qualify as being a ''high risk'' for eruption.
After Kilauea in Hawaii, Mount St. Helens ranks second on the list of highrisk peaks.
Mount Rainier, also in Washington State, is ranked third, followed by Mount Hood in Oregon and Mount Shasta in California.
Millions of people live near these mountains, making their monitoring and study a critical undertaking.
I want to personally commend the hundreds of dedicated scientists and local, state and federal officials who are keeping a close eye on these mountains in Washington State.
Their work is helping to ensure that the public is better prepared for any future disaster.
We can honor those who died 25 years ago by learning from the eruption and improving our ability to predict and respond to natural disasters.
While we have been fortunate not to have a major eruption in the U.S. since Mount St. Helens, the tsunami tragedy in Asia once again reminded us of the power of events beyond our control.
We know there is more to come, so together, I hope we make sure we are well-prepared, and our communities are well-protected.
My colleague from Washington State, Senator CANTWELL, is on the floor. I welcome her.
The ACTING PRESIDENT pro tempore. The Senator from Washington.
Ms. CANTWELL. Mr. President, I rise to join my colleague in the resolution commemorating the 25th anniversary of the eruption of Mount St. Helens. I thank my colleague for working on the resolution to commemorate this historic event. Not only for Washington State and the Northwest, but
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for our country, May 18 marks an incredible landmark in time for people in the Northwest and certainly marks a critical response by our Federal Government. It also allows us to reflect on the progress we have made as a nation to develop a greater understanding about the more than 160 active volcanoes in the United States.
For over 100 years, Mount St. Helens stood in silence, a relatively dormant peak and serene part of the Pacific Northwest. But on the morning of May 18, 1980, Mount St. Helens erupted releasing a plume of ash that filled the sky, circling the Earth in just 15 days. The destructive eruption eviscerated everything in its path and tore through miles of trees.
Today, 25 years later, the effect of the 1980 eruption remains evident, and the rumbling of Mount St. Helens over the past several months reminds many of us, particularly in Washington State, of those events on May 18, 1980. The level of activity of Mount St. Helens, combined with the unpredictability of it, makes it very special for Washingtonians. We embrace the mountain's beauty but remain in profound respect of its power and weary of a repeat eruption similar to 1980.
What is important to understand is that Mount St. Helens, located 90 miles south of Seattle and 65 miles north of Portland, OR, when it exploded, released such hot steam that it actually melted 70 percent of the snow and ice on top of the mountain. To give you a sense of that enormity, Mount St. Helens was, prior to this, the ninth highest peak in the State of Washington. It has now been reduced about 1,300 feet. The avalanche that was created by that explosion was close to two-thirds of a cubic mile of debris. The Geological Survey estimates that would be enough to cover Washington, DC, in more than 14 feet of ash and mud. That is basically what the Northwest dealt with when this explosion happened in 1980. We saw flows of rock and ice covering various parts of the north fork of the Toutle River, debris running down those pathways wherever it could go. The eruption destroyed 27 bridges that were part of our highway structure, 200 hundred homes, 185 miles of roadway, and 15 miles of railway.
What is unique about this is that Congress responded. We responded because of the devastation to the physical and environmental infrastructure but also because of the loss of life. My colleague and I are here to commemorate those 57 Washingtonians who died in the incident, and one particular individual, David Johnston, who was with the U.S. Geological Survey. What this anniversary marks is the great strides we've made as a Nation to response to science in this area.
David Johnston, by comparison, in 1980 had been studying Mount St. Helens for many months. In fact, on the morning of the explosion, he was 6 miles away on what is now called Johnston Ridge. Many of my colleagues may, if they turned on the TV in the last several months to see rumblings of Mount St. Helens, seen many observers, and many members of the media stationed on Johnston Ridge. When Mount St. Helens erupted on that day, David Johnston, who was our monitoring system at Mount St. Helens only had an opportunity to say: Vancouver, this is it. And the eruption took his life.
Where we are today is that we have volcanologists, geologists, seismologists in what is a robust system of emergency response. The U.S. Geological Survey, the U.S. Forest Service, the Department of Interior, the National Guard and Federal Emergency Management Agency under the Department of Homeland Security, and the Cascade Volcanic Observatory in Vancouver, WA, all provide us with a much greater sense of what is going on with Mount St. Helens and what the emergency response should be in the event of a similar explosion.
My colleague mentioned that we have seen a lot of rumblings lately on Mount St. Helens, and certainly those eruptions have caused concern. But I think today's anniversary reminds us that as a nation we responded to this activity with a better warning system, and with a much better understanding of volcanic activity in the United States. With the 162 active volcanoes in the United States, we in the Northwest want to see good research on this. The fact that Mt. Rainier and other mountains are much closer to great population centers of Washington State is something for which we want to continue to have an investment in good science.
I join my colleague Senator MURRAY and thank her for commemorating the events of May 18, 1980, as a particular point in time for Washingtonians and for our country. But as I stated this commemoration is also significant because it speaks to the advancements in science that our country has achieved in better preparing to respond to this type of emergency. When I think about the science we have applied as it relates to volcano monitoring, I am confident that with similar activity and research as it relates to tsunami activity—something that also could greatly impact the Northwest—we can better prepare for an event of that nature as well. It gives me a great deal of hope that we will, through better mapping, through better geological information, better seismic information, provide Washingtonians with greater security and safety.
As most of my State will be seeing many pictures of the eruption in 1980, I thank my colleagues from past Congresses for their support in giving us a Cascade Volcanic Observatory in the State of Washington and for the work the men and women do in various Federal agencies that provide us better scientific information and a better warning systems for our country.
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SURFACE TRANSPORTATION
Ms. CANTWELL. Mr. President, I would like to take a moment to comment on the surface transportation act we are going to hopefully pass today and a particular provision that I was happy to work on with my colleagues Senators INOUYE, STEVENS, AND LOTT, regarding giving consumers better protection and accurate information about gasoline consumption. Americans today are facing a painful reality at the gas pump, so the least we can do is to make sure the mileage stickers on their cars match up with the reality of the road. That will help them and their families make better budget plans and make better choices when buying automobiles.
It is simply that we need to have truth in labeling for stickers on automobiles. But today gas mileage stickers that appear on cars basically inflate the true vehicle fuel economy performance by anywhere from 10 to 30 percent.
That is because the Federal Government laboratory tests, on which this outdated procedures rely, are false assumptions. For example, they assume people drive 48 miles per hour on the freeway, and they never use air conditioning. Obviously, a variety of other things that represent technology improvements have not been considered in this test. When a family is on a tight budget—and right now there are many Americans on a tight budget—getting accurate information about vehicle fuel efficiency is important.
The provisions of this bill that are included in the surface transportation act would direct EPA to issue a proposed rulemaking no later than the end of this year and complete the process within 18 months. What it would do is encourage the Government to take into account real-life conditions such as speed limits, acceleration rates, braking, variations of weather and temperature, vehicle load, and a variety of other fuel-consuming features.
It is important that we pass this kind of legislation. I know the American Automobile Association supports this legislation, as do many other residents throughout the country who are consumers making gas-conscious choices when they buy automobiles. We need to give them accurate information.
I am glad the truth in labeling amendment we offered will be included as part of the package of the surface transportation act and hopefully pass today.
I yield the floor.
I yield the floor.
The ACTING PRESIDENT pro tempore. The Senator from Michigan is recognized.
Ms. STABENOW. Mr. President, I rise today in support of the Senate SAFETEA bill that is before us, the Transportation bill. I first want to thank my colleague from Washington State for her leadership on so many different issues, including provisions in the Transportation bill. I thank Senators INHOFE and JEFFORDS for drafting
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Full Length Research Paper
Education in human values (EHV): Alternative approach for a holistic teaching
Maniam Kaliannan* and Suseela Devi Chandran
Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia.
Accepted 12 August, 2010
A good and comprehensive education system is expected to create the necessary human capital and knowledge workers who will bring the country to greater heights. In this regards, a holistic education programme is needed which can equip students with both the hard and soft skills required as well as human values. However, the main emphasis in education today lies in acquiring large amounts of information, passing examinations and securing qualifications for future employment. This paper highlights the implementation of a programme called the "Education in Human Values" (EHV). This programme seeks to improve the teaching-learning environment that will foster character building through the incorporation of basic universal values, thus, contributing towards academic excellence. The stress of an ever-increasing workload, and a working environment dominated by social problems will continue to make a teacher's profession more difficult and less satisfying. The many behavioral problems in society are vividly mirrored in schools, through bullying, drug abuse, theft and vandalism and scores of criminal acts. With so many external influences, demands and constraints, it can be easy to lose hold of the values that make up a civilized society. This education in human values programme seeks to help teachers, parents and children to re-focus on the basic positive values that that underlie all aspects of a moral society. This is done through what is called a "Triple Partnership for Education" between teachers, parents and students, meaning that all three groups play key roles in reversing current trends, and in reaching towards the goal of truly successful value based education.
Key words: Education in human values (EHV), human values, triple partnership for education.
INTRODUCTION
The opportunity cost for development in many developed countries today is the deterioration of social values among the members of society especially younger generation. Developed nations such as Japan, United States (US), United Kingdom (UK), South Korea and Singapore have reported high rates in social problems among the younger generations whom are expected to lead these developments. There are many reasons that can be stated and debated over this phenomena but one cannot deny the fact that, the system of education plays an integral part in creating human capital in the right character and conduct.
*Corresponding author. E-mail: firstname.lastname@example.org.
Tel: 603-55444149. Fax: 603-55444131. H/P: 016-2925872.
The globalization impact in education has been a worrying process, precisely by the fast way that it changes. But the analysis goes beyond the realities that generates. The experiences in the most industrialized countries show that the economical development and growing had been thanks, to the education. However, when only a few power groups (political and economic) are the beneficiaries of the global education, we can not be cheerful in the concept of a world designed in this scheme. With the creation of market blocks, free commerce and the "neo-liberal" economic model, the globalization has imposed and established rules, which only benefit a few persons. The economic power is concentrated in the financial elite, represented by big multinational corporations, which has generated inequity and poverty as never before. Under this point of view, there is a great concern for the fast growing of poverty,
so the suggestion is that globalization must tend to be a "globalized profit" and not only of wretchedness (Tapia, 2009).
Schools often have to face a dichotomy between the goals of quantitative achievements in academic standards and fostering the all important needs of the child in a holistic way where the environment nurtures self-confidence, integrity, love, and other moral values required to tackle problems such as poor discipline, bullying and vandalism. Thus, the creation of a learning environment through an appropriate methodology for the school has become very important (Ritchie, 1998).
The main emphasis in education today lies in acquiring large amounts of information, passing examinations and securing qualifications for future employment. Children in many parts of the world are under tremendous pressure to succeed academically (Burrows, 1997). As a result of this, children are being robbed of their childhood and have to grow up too quickly. The jewels of childhood such as imagination and creativity are being swept aside. Instead of playing make-believe games, young children are sitting in front of computer screens and videos. Burrows (1997), firmly believes that, there should be a balance between modern technology and the holistic development of the child.
The important of the human values in education gets lost in globalization, because it only stimulates the educational system by the economic point of view and there is no other reference. The educational relationships are guide only by the mayor power of insensible and irrational use and abuse of human kind. The critic to the actual education system is located, principally, in the social unconcern in the ignorance of the social function as a generator, guidance and formatter of the human values. On the other hand, analysis that pretends to cover the concept of education in the globalize environment must concede the primacy to persons, above things. Such study would not obtain any results, when we turn people into things.
The paper is based on a case study of the implementation of human values within the conventional education system in Malaysia.
The actual education must confront the misery, poverty and inequity problems with success, but overall, it has necessarily made a deep emphasis in human values, where it recognizes person as an individual and gain the harmonic and respectful integration of the bases of justice, solidarity and subsidiary. By this way, education will be oriented in an upright humanist thought, which will be for the benefit of all.
THE HUMAN VALUES IN EDUCATION
The great defiance in the education in this millennium is, without doubt, to give special emphasis in man's, dignity and values, with a special vision that conceives him as creator who does not limit only to watch the established order. By the contrary, he dynamically participates in the changes that benefit the human race. In the years of history, man's dignity has occupied a preponderant place, but actually, we observe a deplorable decadency and crisis in the fundamental values, so we have to recover the course of our own humanity existence before that is forgotten in history route. Today, we have a society that the only practices are profits, earns, commerce and the great shares in which man is only an object, not a subject, so disposable as the same products that we make for only one use. For this reason, education development must essentiality contributes to the knowledge and significance of man as a person, and by no way allowed its mutilation, or worst, its own reduction as a thing of learning.
There are two types of education. One type is worldly education and the second type is what is referred to as "Educare" (Jumsai, 2005). Education will equip a person with knowledge that will enable him/her to earn a living. Education can help that person to become great with name and fame. However, "Educare" will bring out the latent human values from within and will transform the person into a good person with character. Education is related to educating the head whereas Educare is related to education of the Heart. Both education and Educare are necessary. However, education in human values (EHV) takes a holistic approach to educating the child and recognizes five values as an integral part of the human being (Majmudar, 2000). These values are recognized by all major religions, adopt a multi faith approach, allow and encourage each child to follow his or her faith, and are simply conducive to application in diverse cultural conditions. These values are love, peace, truth, right conduct and non-violence (Sri Sathya Sai World Foundation, 2007).
Given the scenario, what is education in human values? How educators can incorporate these principal into the daily classroom teachings? What are its benefits to the teachers and pupils?
These five values in SSEHV program define five aspects of the human personality: the intellect, the physical, the emotional, the psyche and the spiritual. Each of these five aspects corresponds to one basic human value. For instance the intellect aspect is related to truth, the vital or emotional aspect relates to peace, the psychic relates to peace, physical aspect related to the right conduct and finally spiritual aspect relates to nonviolence or more properly non-violation (Sri Sathya Sai World Foundation, 2007). We can relate the five human values to the three levels of consciousness: the conscious mind, the subconscious mind and the super conscious mind. One must realize that we are not just a body, but we also have a mind, which is very important in the learning process.
The human values integrated learning concept starts with the interaction with the environment. This is essentially education. Students have to study Mathematics, Sciences, Languages, and other subjects so as to prepare themselves for their careers in life. But at the same time, human values are integrated into all subjects so as to bring about peace and calmness of the mind which will prepare the learner for the journey within and that is Educare. When the conscious mind is raised towards the super-conscious mind, then knowledge and wisdom will be drawn out from within (Sri Sathya Sai World Foundation, 2007).
The following is the basic principle of the human values integrated instruction (Sri Sathya Sai Central Council Malaysia, 1993):
i. Human values are an integral part of all subjects and all activities in the school and in the home. In fact, human values are an integral part of our life.
iii. Human values cannot be taught, they have to be brought out from within the learner. It has been a mistake in the past, where teachers have been teaching morality, ethics, values, good character etc. as subjects. Learners can memorize them and can pass examinations, but they fail to put them into practice in their daily life. There seems to be a general decline in morality throughout the world. Transformation of the person cannot take place by mere teaching, but can be achieved through selfrealization when the values come out from within the learner. In such cases, there is a direct experience of the human values in the life of the learner.
ii. The five human values of truth, right conduct, peace, love and non-violence are one and cannot be separated. If one value disappears, then all the values will disappear. For example, if there is no love and compassion then the person does not think of others first but has become more self-centered. Thus, right conduct will disappear. The person will not feel peace when there is no love. When there is no peace, consciousness cannot be raised to the super-consciousness and so truth will disappear. Without peace, love, truth and right conduct, then, there will be violence.
iv. In real life, everything is inter-related. Thus, a good learning experience is to have an integrated approach. In our daily life, we do not just have one value throughout the day. For example, right conduct cannot be there alone but it is found that all the five human values are inter-related and exist at the same time. Thus, it would be a mistake to teach one value at a time. In the same way, Mathematics should not be taught as a separate subject as in real life, Mathematics exist along side all the subjects.
vi. Human values integrated instruction opens up a wider world view for both the teacher and learner making the learning process much more interesting.
v. Human values integrated instruction gives the learner the ability to solve problems from various perspectives by giving varied inter-related experiences.
The education in human values is a multi-cultural, multi- faith self-development programme designed for children and young people all over the world. It is a simple educational tool designed to help develop positive values in the young so that children and young adults become fit for life and not just for earning a 'good' living. There are many definitions, modules and programmes that have been designed in educating the human values, however, in this paper, the case study will be on the Sathya Sai education in human values (SSEHV) programme. It directly addresses these issues by focusing on the young children throughout the world through a self-development programme.
The international programme bears the name of Sathya Sai as the whole international programme originated from a workshop given by Sathya Sai Baba to an international group of educationists and academics and was developed by the working team in the form of an international programme for an application world-wide. At present, independent Sathya Sai Schools have been established outside India in Thailand, Zambia, Nepal, Malaysia and Australia. The SSEHV programme is introduced as appropriate in the public sector schools in 69 countries in the Eastern Hemisphere (Majmudar, 2001).
The education in human values programme originated in India. Sathya Sai Baba is the founder of this program (Sri Sathya Sai World Foundation, 2007). Sathya Sai educational institutions were established in India, which included primary, secondary schools and institute of higher learning. These are the model institutions fully accredited by the Government of India and display the highest academic standards.
The five human values and child development
The aim of the SSEHV programme is to bring out the inherent goodness in each child and help to sustain it by regular practice through the difficult period of emotional growth. Goleman (1996) argued that, emotional intelligence, or EQ, matters more than the intelligence quotient (IQ). It is increasingly recognised that some teaching of social and emotional skills should ideally start in pre-school years. The early school years, 5 or 6 to 11 years are most crucial as the emotional growth is intricately linked with other developments, which include cognition and biological maturation. Thus, the child's development in these years will have tremendous influence in later life.
The core value in the SSEHV programme is love (Jumsai, 1997). The development of empathy and love are taught through a set of related values such as: caring; friendship; generosity; kindness and sharing. Sathya Sai Baba emphasized that education must lead to a "broadening of heart". This term encompasses an expansion of love and consciousness and universal compassion. When love in this broad sense is combined
with the capacity of discernment, it is referred to as truth. Relative truth can take many forms, but when it comes from within oneself as the dictate of 'inner self', it becomes the right conduct. Peace refers to an awareness of emotions, their acceptance and skilful handling, resulting in calmness and balance. 'Peace within' can come from the practice of truth, right conduct and love. When all four values are practiced, nonviolence or non-violation emerges as the culmination of all values.
of the main values, that is, right conduct, peace, truth, love and non-violence.
Mission
The Sathya Sai School, Kuala Lumpur aims to propagate the ideals of Sathya Sai Education which is to establish character or human excellence.
Motto
Towards human excellence through integration of human values into the school curriculum.
The school started with only 46 students in the year 2002 and the total enrollment for the year 2009 is 189 students comprising of all races and about 20% of them are underprivileged students. Education in human values is incorporated in the curriculum based on the five thrust as follows:
a. Truth: Students gain a deeper understanding of truth by developing discrimination, honesty, self-reflection, and integrity.
c. Peace: Students experience peace as they gain emotional equilibrium through self-acceptance, optimism, patience, contentment and humility.
b. Right action: Students experience right action through the sub-values, which include self-confidence, forbearance, responsibility, good manners, and other social skills.
It focuses on the basic universal human values, which are truth, love, peace, right conduct and non-violence. The process of building and practicing these values is the essence of character building (Figure 1).
THE SATHYA SAI SCHOOL KUALA LUMPUR, MALAYSIA
The Sathya Sai Baba Council of Malaysia started the Sekolah Rendah Sathya Sai in the year 2002 at 61/2 mile of Jalan Puchong, an annex of the very well-known Pure Life Society a home for underprivileged children in the city of Kuala Lumpur. The school is registered as a private school under the Ministry of Education and uses the same curricula as other national primary schools throughout the country. The aim of the school is to bring about:
i. Academic excellence.
iii. A secure value based foundation with the inculcation
ii. Development of good character.
d. Love: Students develop compassion, sharing, tolerance, friendship, and sacrifice as they discover that love is not mere emotion, but the force that permeates all creation.
e. Non-violence: Students learn that true non-violence is not harming anything, living and/or nonliving, in thought word or deed. It encompasses cooperation, respect for diversity, ecological balance and the unity of life.
A day in Sai School
i) 7.10 - 7.20 am: School starts daily (Monday-Friday) with a 20 min of silent sitting. All the students and teachers will sit in a common place silently with background music.
iii) 7.30 am - 1.30 pm: Normal school hours and subjects.
ii) 7.20 - 7.30 am: Quotation for the week. Student representatives will be presenting about the quotation which centers on moral values such as love, peace, nonviolence, truth and right action.
For every class, there will be a special period for about 45 min every week on human values. Students will be exposed on values and will be taught their role in helping others. Some of the quotations used are: "Service to man is service to God", "End of education is character", Love all and serve all' etc. Moreover, students are also encouraged to put into practice what they learn, for example, for the "ceiling on desires", students were asked to save some money from their daily school allowance and at the end of the project, and the class will donate the money to needy homes or students. Another program is on Mother Nature where students were asked to plant a tree and provide care for it. The blended method of teaching and doing make students appreciate what they have learned.
Benefits to teachers
"I am happy to teach in an atmosphere of love and positive vibration which is a blessing".
"It's a second home for me. The love of the children transformed me into a lovable person".
"Being a teacher here is an unforgettable experience. Teachers are guided to lead the children into Swami's path of building excellence in character".
"I am fully indebted to all the people around me in this school. Thanks to the Almighty God who has given me such wonderful experience of teaching at Sai School".
Benefits to students
"I am very sad to leave the school after my UPSR examination this year. I am thankful to all the teachers for
their love and patience in teaching us".
"I love my teachers very much. They teach me both the subjects and human values"
"This is not an ordinary school. I am so gifted to be here. Thanks Swami".
"Sai School is the best school. I have become a hero from a zero since studying here since standard one".
As an exemplary case study of how the education in human values had brought about tremendous impact to the children and teachers in a school, is the Sathya Sai School of Ndola in Zambia or famously known as "Miracle School" (Times of Zambia, 2005).
The Sathya Sai School of Ndola, Zambia
The Sathya Sai School of Ndola, Zambia (Ritchie, 1998), has been awarded the International Gold Star Award for Quality in terms of leadership, innovation, training, and excellence in education. It is a private non-profit making school for boys located in Panodzi, Ndola and started in 1993. The school has currently 550 pupils and a teaching staff of 44. It has three inter-related aims: spiritual and moral excellence, academic excellence and environmental excellence.
The school was located in a socially and economically disadvantaged area. Many boys had failed the national primary Grade 7 examination (a precondition for entrance into secondary schools). They failed because they were truants, poor attenders and difficult to teach and were rejected. These were the same boys the Sathya Sai Secondary School in Ndola admitted. After two years and upon taking the National Grade 9 examination, not only were they among those who obtained the highest marks in the country, they all passed (100%). This success rate has been repeated at Grade 12 later for the past 10 years. Kanu's report contains impressive accounts by pupils, parents and staff, who spoke of dramatic changes for the better, both at school and at home. The school has been called 'The Miracle School of Zambia'.
The school is non-denominational. The curriculum and syllabi operate within the statutory framework of the Ministry of Education of the Republic of Zambia. The school accepts children from all backgrounds, but especially admitted the students who were rejected from proceeding to secondary school education because of their failure to achieve the necessary grades in primary seven. These students having studied at Sathya Sai School for Grade 8 and Grade 9 showed consistently over three consecutive years that they could achieve more than the required total marks at the end of grade 9 and proceed to the Senior Secondary School. The results have been virtually 100% pass rates. However, when the school was started in 1994, the situation was totally different (Ritchie, 1998).
The Vice Principal of the Secondary School emphasizes
the following: there is neither vandalism nor theft of neither school text books nor school equipment by pupils; morals are taught during assemblies in the school auditorium held twice daily, also daily during class to mould pupils to grow as proper citizens.
CONCLUSION
The human values integrated learning concept obtained through intuition, has gained wide acceptance around the world. The students and teachers have benefited greatly from this unique method of teaching and learning experience. The nation needs heroes who can bring their country to greater heights. What we witness today is that, current approaches to education only address at most one or two aspects of personality in the teachings. These techniques are not adequate in bringing out the potential latent in each child. In most education system, individuals are treated merely as action agents unable to bring out the divine potential within a child. By adopting the human values approach with the right teaching techniques, it has been proven that it is possible to create a balanced individual and society. A good education system with the education in human values can make it a reality.
REFERENCES
Burrows L (1997). Discovering the heart of teaching- The techniques for the Sathya Sai Education in Human Values Programs, Bangkok, Thailand: International Institute of Sathya Sai Baba Education.
JumSai A (1997). Integration of Human Values and Human Excellence, The Institute of Sathya Sai Education, Thailand.
Goleman D (1996). Emotional Intelligence, why it can matter more than IQ. Bloomsbury.
Jumsai A (2005). Development of the Human Values Integrated
Majmudar M (1998). Developing Values Education for the New Millennium through a cross –cultural approach: Sathya Sai Education in Human Values (SSEHV); Theory and Practice. Paper presented at the Scottish Educational Research Association Annual Conference, September 24-26 1998: West Park Conference Centre, Dundee.
Instructional Model. Unpublished Phd Thesis, Bangkok, Thailand.
Sekolah Rendah Sathya Sai, Kuala Lumpur. Handbook, 2009.
Sri Sathya Sai World Foundation (2007). Global overview of Sri Sathya Sai Education; New Dehli, India.
Sri Sathya Sai Central Council Malaysia (1993). Education in Human Values: Teacher's Handbook; Kuala Lumpur, Malaysia.
Tapia GG (2009). The importance of Human values in the Education in the presence of the Globalization challenges.International Conference on Multimedia and ICT in Education, 22-24 April 2009, Portugal.
Ritchie I (1998). Improving The Ethos of a School and Achieving Academic Excellence: The Sathya Sai Education in Human Values Approach: An Action Research, paper presented at SERA Annual Conference, University of Dundee, 1998. | <urn:uuid:67efa09e-3229-4b50-ba92-70d8093d4abc> | CC-MAIN-2020-40 | https://academicjournals.org/journal/ERR/article-full-text-pdf/715932D4218 | 2020-09-21T10:34:03+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00174.warc.gz | 259,474,729 | 5,119 | eng_Latn | eng_Latn | 0.995896 | eng_Latn | 0.998336 | [
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Commission
ontarienne des
droits de la personne
Ontario
Human Rights
Commission
TeachingHumanRigh
tsin On tario
An Educational Package for Ontario Schools
© Ontario Human Rights Commission, 2001
This material is owned by the Government of Ontario and protected by copyright law. It may not be reproduced or redistributed for commercial purposes without the prior written permission of the Queen's Printer for Ontario.
The Ontario Human Rights Commission encourages the use of this document for non-profit purposes only. Please feel free to photocopy the material as needed. When using the material, please ensure that the Ontario Human Rights Commission is credited for its development.
PERMISSION
To request permission to reproduce all or part of this package for commercial purposes, please contact:
Copyright Unit Publications Ontario
Tel: (416) 326-2678
Fax: (416) 326-4648
E-mail: email@example.com
NOTICE
The text of the Code is reproduced for purposes of convenience only. The authoritative text is set out in the official volumes.
ISBN: 0-7794-2310-0 (2001)
TABLE OF CONTENTS
REFACE
P................................................................................................................................... 5
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TEACHER'S REFERENCES
PREFACE
I am pleased to present a newly updated edition of the Ontario Human Rights Commission's Teaching Human Rights in Ontario School Package.
This teaching package is a key component of the Commission's activities in the education sector. First introduced in 1995, the package focuses on the Human Rights Code and the processes involved in dealing with complaints. Since its introduction, this practical teaching aid has been in constant demand. Ongoing requests for the package support my deep conviction as a former teacher that the classroom provides an ideal environment in which to teach the valued concepts of equality, justice and fairness.
Equally important, is the need for teachers and administrators to reinforce as well as model these principles and concepts. For this reason, the Commission has updated this kit to incorporate latest developments in case law and policy as well as respond to feedback from teachers to include more case studies.
In this new package, you will find information on the Commission's new Policy and Guidelines on Disability and the Duty to Accommodate and the addition of "same-sex partnership status" as a new ground under the Code. More information about the issues covered in this package is available on the Commission's Web site (www.ohrc.on.ca), which will be used to provide updated material in the future.
Clearly, the future of any society lies in the hands of the young people of that society. B y educating young people early on in life about the importance of advancing good citizenship through mutual respect and appreciation for our Province's diversity, I firmly believe that we can realize the climate of understanding envisioned in the Preamble to the Code, in which the dignity, worth, and rights of each person are respected.
Keith C. Norton, Q.C., B.A., LL.B. Chief Commissioner
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PREFACE T O T HE FI RST EDITION
The Ontario Human Rights Code has one singular aim—to create a climate of understanding in which the dignity, worth, and rights of all people are respected.
The province's human rights legislation embodies its public policy commitment to protect rights and provide opportunities for its citizens without discrimination. Laws alone, however, cannot guarantee the development of harmonious relations among groups of people, and a climate of understanding and mutual respect will not grow on its own initiative. Making that goal a reality calls for constant and careful nurturing and encouragement through a combination of strong legislation, active community programs and, above all, education.
A critical participant in the effort to combat prejudice and discrimination in society is its educational institutions; not only because the attitudes and values to which young people are exposed in school influence their future conduct, but also because, although it is the implicit right of citizens to act upon their "rights," they must know what those rights are before they will be able to do so.
The school room and school yard provide natural and appropriate opportunities for students to learn about recognizing and respecting the rights of others, both through formal instruction and through personal experience. On the other hand, when careful thought is not given to human rights in schools, students can just as easily learn to disrespect and devalue one another's differences and diversity.
Living in a country which increasingly reflects the human diversity of the global village, and whose prosperity depends on the harmony and unity of its mosaic, no student should graduate from a Canadian school without having engaged in serious classroom dialogue and study of the concepts and principles of human rights, and about how these can be practically applied.
I am therefore particularly pleased to introduce the following program to the teachers and students of Ontario, with the hope that the users of this package will appreciate and share our belief in the tremendous importance of the information it contains.
Rosemary Brown, P.C. Chief Commissioner Ontario Human Rights Commission
ABOUT THIS PACKAGE
INTRODUCTION
The Ontario Human Rights Code (the Code) is one of the most important pieces of legislation governing our lives here in Ontario. The Ontario Human Rights Commission (OHRC) has developed this teacher's package to facilitate discussion with your students about the rights and responsibilities that flow from the Code. It explains how to access these human rights protections and identifies who is responsible for protecting everyone's rights.
Human rights legislation deals with discrimination in particular areas of our lives. Discrimination results from prejudice, stereotyping and misuse of power, whether it be intentional or unintentional. The Ontario Human Rights Code provides a legal mechanism to prevent or stop discrimination and provides remedies for victims of discrimination. This package contains information and activities to help students learn the difference between permissible behaviours and illegal behaviours.
PURPOSE
The purpose of this educational resource package is to introduce students to the provisions of the Ontario Human Rights Code and the role of the Ontario Human Rights Commission. Information is included about the grounds under which Ontarians are protected from discrimination and the social areas in which discriminatory behaviour is illegal under the Code. You will find in the succeeding pages a series of activities to help you teach these concepts. While the package is designed for the activities to be used in the order they appear, many teachers will prefer to select individual exercises based on the needs of their class.
Teaching Human Rights in Ontario is primarily intended for secondary school teachers of law courses and cooperative education programs. However, this resource package can also be used in other courses at the high school level with little or no modification. Teachers in Grades 8 and 9 should be selective with the materials and use the parts of the package that are appropriate for their students. It is hoped that instructors in adult "English as a Second Language" classes will find the materials useful as well.
LEARNING OUTCOMES
Upon completing the activities in this package, students will:
* increase their awareness of the Ontario Human Rights Code and the work of the Commission;
* identify the grounds and social areas covered by the Code;
* be able to explain what constitutes discrimination;
* be able to explain how the Code protects individuals and groups from discrimination and harassment; and
* know their rights and responsibilities under the law, how to protect those rights and how to help others who experience discrimination or harassment.
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A NOTE ABOU T LANGUAGE
This package is written in language appropriate for secondary school students. Words or phrases that are particularly important for interpreting and understanding the Ontario Human Rights Code are defined in boxes on the Fact Sheets (Students' Handouts) and in the Glossary (Teacher's References, pages 48-64).
REAL-LIFE CASES
Most cases used in this resource are based on actual complaints dealt with by provincial human rights boards of inquiry and/or the courts. To obtain more information on these cases, consult "Case Study references" on page 37.
TEACHER'S REFERENCE S A ND STUDENTS' HANDOUTS
We have consolidated everything that you will be handing out to students in the Students' Handouts section at the end of this package. (This includes the Human Rights Quiz, five Fact Sheets and twelve Case Studies.) Instructions for the use of these are provided in this document. Along with the "Glossary," there are also seven "Backgrounders" in the Teacher's References section that will provide additional information to help you with the exercises. You should read them prior to attempting to teach the material. You may also find it useful to hand these out for students' information. All material may be freely photocopied for classroom use.
CLASSROOM ACTIVITIES
To help you teach this package, the first section (Teacher's Package) includes instructions and additional background information about each topic. No timelines are given for the activities. Each teacher will need to use his or her best judgement as to how much time to set aside for each part of the package. It is recommended that AT LEAST four to five hours be spent on the activities selected by the teacher.
ABOUT THIS PACKAGE
ACKNOWLEDGEMENTS
The Ontario Human Rights Commission would like to thank the many individuals who gave freely of their time and expertise to the development of the first edition of this publication.
In particular, many thanks to the Advisory Committee for their valuable input. The members of the Advisory Committee representing teachers, the Ministry of Education and Training, and the Ontario Human Rights Commission were:
Denese Belchetz and Paul Raymond, Ministry of Education and Training (Central Region)
Michael Liepner, Thornlea Secondary School, York Regional Board of Education
John Gamble, Galt Collegiate Institute and Vocational School
Marcia Smellie, Waterloo County Board of Education
Barbara Justason, Training and Education Coordinator, OHRC
Kie Delgaty, Manager, Eastern Region, OHRC
Robert Seales, Acting Manager, Toronto East Region, OHRC
Alan Shefman, Director, Communications & Education, OHRC
Ted Shaw, Education Officer, OHRC
Gary Speranzini, Human Rights Officer, OHRC
Valerie Dugale and Wayne Fairhead, consultants of Precedent Resource Group, designed most of the exercises and wrote the initial drafts with the direction and assistance of the Advisory Committee.
Many individuals reviewed the manuscript for its accuracy and its viability as a teaching tool. Several others took time during an extremely busy period during the school year to test the package in the classroom and give constructive feedback. It would not have been possible to complete this publication without their assistance and we offer our sincere appreciation.
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NOTES
Teacher's Package
12
WHAT I S T HE PURP OS E O F THE ONTARIO HUMAN RIGHTS CODE? (THE PREAMBLE) H
The Ontario Human Rights Code was proclaimed in order to provide comprehensive human rights legislation to protect the rights of individuals.
The intent (or "spirit") of the Code is defined in a section at the beginning of the document entitled the "Preamble." This is a statement which describes what is meant to be achieved by the legislation. It helps define the meaning of the term "equality." When we are unsure how to interpret a section of the Code, the Preamble is often referred to for guidance. It sets out the basic assumptions underlying this important legislation. If appropriate for the needs of your class, photocopy Backgrounder #1, page 51: "Preamble to the Ontario Human Rights Code," and distribute it to your students or post it in a visible place in the classroom.
The Preamble states that we recognize that all people:
* have human rights that cannot be infringed upon or dismissed;
* have individual dignity and worth;
* are entitled to equal rights and opportunities without discrimination; and,
* need a climate of understanding and mutual respect, so that everyone feels a part of society and can contribute fully to it.
While the principles of the Preamble remain constant, the way we interpret these principles has continued to evolve in step with changes to social policy. The inclusion in 1981 of sexual harassment as a violation of the Code and the addition of disability and sexual orientation as prohibited grounds of discrimination in the 1980s, are examples of how the Code has changed.
The purpose of human rights legislation is to remedy the situation for the person or group discriminated against and to prevent further discrimination. It is not meant to punish the individual or company that has discriminated.
The Ontario Human Rights Code provides for civil remedies, not criminal penalties. Individuals or companies found to have discriminated are not sent to jail but can be required to compensate a complainant or make major changes in the way they conduct their affairs.
Focus on these main points with your students and tell them that you are going to start your study of the scope and intent of the Code by discussing the topic of discrimination.
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ACTIVITY #1 : EXPLORI NG THE CON CE PT OF DISCRIMINATION
This activity will give students a chance to explore the concept of discrimination and gain an appreciation of its complexity.
Have students work in small groups. Tell them that as a class they are going to come up with a definition of discrimination and that you want each group to develop their own definition. (At this point, they should not have seen the definition in the glossary.) Remind them that they should think about the points raised in the Preamble. They should also consider such questions as: What are stereotyping and prejudice and what are the differences between these concepts and the concept of discrimination? What does "fairness" mean? What is the effect of discrimination on a person?
Have the students record their ideas on chart paper. When they are finished, have each group present their definition to the class. When all groups have presented, select those ideas that are common and use them to develop a consensus definition of the term. Compare their definition to the one in the Glossary (page 48).
Introduce or highlight the concept that "discrimination" can sometimes result from treating people the same and that occasionally we are required to treat people differently to achieve equality of results. For more information about this, refer to the definitions of "equal treatment" (page 49) and "adverse impact" (page 48) and Backgrounder #6: What is Equality: (pages 61–62).
Next, have students brainstorm a list of "Who is discriminated against?" You can do this either as a large group (with yourself or a student as facilitator) or in small groups. Be sure to record the answers. When you have listed all the answers, ask students to categorize their answers. For example, "Jamaicans," "Black people" and "South Asian people" could be grouped in a category called "racial minorities." "Lesbians," "bisexuals" and "gay men" could be grouped together in a category called "sexual orientation." Post these lists and the class definition of discrimination where everyone can clearly see them.
Finally, have students discuss in their groups some specific ways in which people are discriminated against. As before, have them record their ideas on chart paper and then compare their lists with the other students. Build a class list with input from each group.
Summarize this activity before moving on to another topic.
ACTIVITY #2 : T HE HU MAN RI GHTS QUIZ
Distribute the Human Rights Quiz (Students' Handouts, pages 67–68) to your students. Tell them that the Quiz looks at some situations in which the Ontario Human Rights Code may have been violated. Have them work individually or in groups of two or three.
When they have finished the Quiz, the students will want to discuss their answers immediately. It is recommended that you wait and discuss the answers in the order suggested here. Your students will have a more complete understanding of the concepts involved when they have completed Activities 3, 4 and 5. (Answers to the Quiz can be found on pages 16–19.)
ACTIVITY #3 : T HE SC OP E O F THE O NTARI O HUMA N RIGHTS CODE
Tell students that they will now learn where and how the Ontario Human Rights Code prohibits discrimination. First, review the Preamble (Backgrounder #1, page 51) and ask them to keep in mind how the various parts of the Code you will be dealing with reflect its "intent" as expressed in the Preamble.
Distribute copies of Fact Sheet #1: "Scope of the Code" (Students' Handouts, pages 69–70). Students may work either individually or in small groups. Have them read the information and encourage them to ask questions to ensure comprehension.
Post chart paper with the following headings around the room:
* "Areas of discrimination,"
* "Prohibited grounds of discrimination,"
* "Exceptions to the prohibited grounds of discrimination," and
* "Other points."
When they finish reading, have them complete the charts in their own words. Ask them to underline or circle key words or phrases. Review what they have written on the charts to help clarify their individual and collective understanding of the information.
ACTIVITY #4 : TYP ES OF DISCRIMINAT ION: PREPARATION
In this activity, students will work in small groups in a cooperative learning process called a "jigsaw." 1 If your class already has a "home group" structure, the following activity will flow naturally from these groupings.
To form appropriate home groups, place students in groups of five. In these home groups, have them review the examples of discrimination that they discussed earlier. Remind them of the principles stated in the Preamble and the areas and grounds of discrimination protected by the Ontario Human Rights Code. Ask them if they can think of any other examples to add to their lists.
You may want to have each group record its ideas on chart paper and report back to the class before moving into the jigsaw activity.
1. "Jigsaw" is a cooperative learning activity designed for use in the classroom. For more information about this teaching strategy, see Coelho, E., Jigsaw Plus, Unionville, 1991.
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ACTIVITY #5 : TYP ES OF DISCRIMINAT ION: USI NG T HE FACT SHEETS
For this activity, make sure that the students have access to dictionaries as they may need to look up the meaning of some words. Give each group a set of Fact Sheets 2 through 6 (Students' Handouts, pages 71–75) that describe types of discrimination: direct discrimination, harassment, sexual harassment, poisoned environment, constructive discrimination and systemic discrimination. Tell them that the Code deals with all of these categories of discrimination.
Each student should take one Fact Sheet. Then the home groups should split up into five new groups. Each individual joins a new "exploration group" comprised of the others who have the same Fact Sheet. (For example, one exploration group consists of everyone who received Fact Sheet #3: "Harassment.")
Allow students in the exploration groups time to read and discuss the information on their Fact Sheet. They may read the information aloud or silently, depending on their reading abilities, ESL requirements, other learning ability factors, and the room set-up.
Have the groups answer the following questions about the type of discrimination on their Fact Sheet:
1. What are the key words you need to understand when discussing this type of discrimination?
2. Can you give examples from real-life situations to illustrate this type of discrimination?
3. What effect could/would this type of discrimination have on someone?
4. How do you think this kind of treatment would make someone feel?
You may wish to develop other questions that will challenge the group and stimulate discussion.
After thorough discussion in these groups, have students return to their home groups. Each should then define his or her assigned type of discrimination and lead a discussion of the related situation and questions. Throughout this activity, you should act as the facilitator or coach among the groups.
ACTIVITY #6 : DEBRIEFI NG THE ANS WE RS TO TH E HUMA N RIGHTS QUIZ
If time allows, have students re-do the "Human Rights Quiz" and compare their answers with those from their first attempt. Discuss their answers to the Quiz, providing information as required to ensure that everyone understands the concepts illustrated in each situation. Discussion of each situation appears below. You may wish to read or have students read from these discussions.
Ensure that the Preamble (Backgrounder #1, page 51) and the charts listing the social areas and prohibited grounds covered by the Code are posted where they can be referred to.
TEACHER'S PACKAGE
1. A store manager has refused to hire Anthony as a clerk because he was convicted of reckless driving in the past.
Yes, the manager has violated Anthony's human rights. The Code covers employment (area) and prohibits discrimination in hiring based on one's having a record of offences (ground).
The Code says that "every person has a right to equal treatment with respect to employment without discrimination because of … record of offences." In other words, an employer cannot discriminate against someone convicted of a provincial offence or who has been pardoned for a federal offence. But each situation must be judged on its own merit.
In this scenario, Anthony's offence is unrelated to the duties he would have to perform in order to be able to do the job. However, if the job were to involve driving a car for delivery and no other employee could be given that duty, then the manager might be able to show the Commission that he had a good reason for deciding not to hire Anthony. Or, if he had had a conviction for theft, then the manager could likely prove that the store would be at financial risk to have Anthony work with cash. In either case, the manager would have to prove that driving the car or taking cash were bona fide job requirements and that no one else could reasonably be assigned the duties.
2. Rink attendants jeer at the young women's hockey team,give the team less than its allotted ice time and allow pin-up pictures of women to hang in the dressing rooms.Naomi and her friends have complained to the manager, who has done nothing.
Yes, the rink attendants and manager have violated the young women's rights. The Code covers facilities (area) and prohibits discrimination on the basis of gender or sex (ground).
The Code says that "every person has a right to equal treatment with respect to services, goods and facilities without discrimination because of … sex." First of all, by not receiving their allotted ice time, Naomi and her team are not being treated equally.
What about the jeering, pin-ups and manager's comment that they should not be playing hockey? Taken together, these actions create a poisoned environment that is threatening and demeaning to women. Such a poisoned environment takes away the rights of women to participate without discrimination in the community facility.
What do you think should be done? Both the manager and the rink attendants should be made aware of their responsibilities under the Code. They must give the women their full share of ice time, stop the jeering and remove the pin-ups. As well, measures should be taken by management to make the facilities more receptive to both genders.
3. A property manager has refused to rent a room to Don, a high school student living on public assistance, saying that he does not rent to "welfare kids."
Yes, the property manager has violated Don's rights. The Code covers discrimination in the area of accommodation (housing), prohibiting it on both the grounds of age and receipt of public assistance.
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The Code says that "every sixteen or seventeen year old person who has withdrawn from parental control has a right to equal treatment with respect to occupancy of and contracting for accommodation without discrimination." In addition, no one can be discriminated against simply because he or she receives social assistance.
In this case, the property manager based his decision on a subjective opinion. If Don felt he had been discriminated against, the Ontario Human Rights Commission would still have investigated the case—even if the property manager had not made the comment about "welfare kids." An investigator can often prove that discrimination has occurred because of comments or actions made by the respondent.
4. Restaurant staff have asked Cassandra and several Black friends to leave the premises after an argument and a food fight took place with a group of White students.
"Maybe" is the correct answer for this scenario. Assuming that the White students participated equally in the fight, Cassandra and her friends' rights may have been violated. This would depend on whether or not the White students were also asked to leave. The Code says that "every person has a right to equal treatment with respect to services, goods and facilities, without discrimination because of … race." If the staff asked only the Black students to leave, they would be treating Cassandra and her friends differently. This is an example of direct discrimination.
Would it be true to say that neither group has been discriminated against if the staff has asked both groups to leave? The service provider does have the right to ask anyone to leave the premises for being unruly or disruptive to business. So, by asking both groups to leave, he or she would be protecting the business and preventing further disturbance to other customers.
However simple this scenario might appear at first glance, it requires a great deal of analysis to understand what happened and what should be done. For example, what if the White students had been harassing Cassandra and her friends prior to the fight? The Code says that the provider of a service also has the responsibility to ensure that all of its customers are free from discrimination while on the premises. Staff would then be correct in asking only the White students to leave (See Teacher's References: Backgrounder #6, page 61).
5. Maureen and Sean, who have organized a school fundraiser for AIDS research, are facing verbal and written harassment from students, both on and off school property. The school is aware of this harassment but has done nothing to prevent it.
Yes, the students have violated Maureen and Sean's human rights. And so has the teacher and the school.
Do we know whether Maureen is a lesbian and Sean is a gay man? No, we don't.
If they are not, is there a prohibited ground? Yes, there is. Regardless of their sexual orientation, the other students are discriminating against them because of their "perceived" sexual orientation and/or association with a group protected under the Code (sexual orientation).
TEACHER'S PACKAGE
Is there an obligation for the teacher to act? Yes, under the Code the teacher is contributing to the discrimination if he or she knows about it and doesn't do something.
The students have discriminated against Maureen and Sean because of their participation in a school activity associated with AIDS, a condition wrongly identified by some people as a "gay disease." In addition, the derogatory cartoons in the classroom create a poisoned environment for Maureen and Sean. As a service provider, a school is required to ensure that everyone is treated equally, without discrimination and harassment.
If Maureen is lesbian and Sean is gay, why might they hesitate to complain to school officials or lodge a complaint with the Ontario Human Rights Commission? By taking such action, they might think they would have to publicly disclose their sexual orientation. They would not have to however, because the Commission would still take the complaint based on their association with gays or lesbians, or that they were "perceived" to be lesbian or gay.
Sexual orientation was added to the Code as a prohibited ground in 1986. Yet, of all the grounds, the Commission consistently receives the fewest number of complaints in this category. Because of homophobia, many gay men, lesbians and bisexuals feel they must conceal their sexual identity to avoid rejection, ostracism and possibly violence from friends, family, work colleagues and others around them.
6. The owner of an optician's office has refused to give Michelle a job as a part-time receptionist because she feels Michelle's accent is too difficult for her customers to understand.
Maybe there has been a violation of the Code. If it could be objectively shown that Michelle did not satisfy a bona fide occupational requirement that she be understood by customers, she was not discriminated against. However, we all have accents. Does her accent truly affect her ability to communicate effectively or is this an excuse by the owner not to hire her because of her ancestry/ethnicity/place of origin? If Michelle lodged a complaint, an investigation would probe whether the owner's decision was purely subjective or had some objective basis, such as the results of an objective test of Michelle's communication ability. What if the owner argued that customers would not like to deal with Michelle because of her accent? Customer preference is not recognized by the Code as a defence for discriminatory acts.
7. Theatre staff have told Michael, who requires the use of a wheelchair, that he must either transfer into a standard theatre seat or watch the movie from the only space available for his wheelchair—in front of the first row of seats.
Yes, the theatre has discriminated in the provision of services on the ground of Michael's disability.
This scenario is based on a case heard by the Saskatchewan Court of Appeal in 1985 (Huck v. Canadian Odeon Theatres Ltd.) which established that treating people the same does not necessarily mean treating them equally. The theatre argued that it provided Michael with the same services as all other patrons—a ticket and a seat—and had no intention of discriminating against him.
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However, Michael's lawyers argued that, unlike other patrons, he could not take any seat in the theatre, because his disability was such that he could not transfer out of his wheelchair. The area offered to him in front of the front row of seats was restricted and inferior to the range of seating offered to other theatregoers. In its judgement, the Court found that even though the theatre management did not intend to discriminate, its actions had had a discriminatory effect on Michael.
Many actions or seemingly "neutral requirements" are not intentionally discriminatory. That is why human rights legislation, such as the Code, is concerned with equality of results and not the intent of the respondent. As a result of this decision, theatres all over the country now offer a variety of spaces throughout for people with wheelchairs.
ACTIVITY #7 : USI NG THE CASE STUDIES
Two alternative methods are recommended when dealing with the Case Studies in the Students' Handouts, pages 76–87. The first method involves a forum discussion of each of the Case Studies, while the second has students role-play a Board of Inquiry hearing of each case. Using both methods is highly recommended, as students will learn more when both strategies are used.
FORUM ACTIVITY
Divide the class into groups of four or five. Give each group a separate Case Study for discussion and analysis. Each group should read its Case Study carefully and then discuss the questions that follow. If students have other questions, these should be noted and answered. Each group should select one member of the group as their representative during the feedback session.
Set up a forum or fishbowl structure through which group representatives can report to the class. To do this, arrange chairs in a circle (one for each representative), plus one for a group discussion facilitator (you or a student). Include one empty chair, where others will sit when they wish to ask questions or challenge statements raised by the reporting students. The rest of the class should sit outside the circle of representatives.
Each representative should report on her or his Case Study by explaining the scenario and sharing the group's answers to the questions.
To challenge statements and/or raise other questions, a student must sit in the empty chair, make the point and then vacate the chair.
As each group reports its findings, provide input using relevant information from the "Guide to the Case Studies" on pages 21–32.
TEACHER'S PACKAGE
BOARD OF INQUIRY ROLE PLAY
Instead of the forum activity, you can create a board of inquiry scenario for each Case Study. A board of inquiry usually consists of one person who judges the human rights complaint. A final decision by a board can force a person or company that discriminates to pay for any losses that have been suffered, and make the company change the way it operates to make sure that this discrimination does not continue. A board of inquiry decision is a legal one and, as such, can be appealed to a higher court. For more information about this process, see Backgrounder #5: "The Board of Inquiry" (Teacher's References, page 60).
Have students, in groups of seven or eight, select one of the Case Studies and prepare arguments for and against the alleged violation. In their groups, they will choose their parts: complainant(s) (the person who lodged the complaint); respondent(s) (the person that the complaint is against); lawyer(s) for the respondent, lawyer(s) for the Ontario Human Rights Commission, and lawyer(s) for the complainant; witnesses for the complainant and respondent; and the Chair of the Board of Inquiry (who conducts the hearing).
When each group has prepared its case, set up a "hearing room" in your classroom. Everyone should have a role in each case as it is acted out. Encourage everyone to try as many roles as possible.
Compare the students' conclusions with the actual findings in the following "Guide to the Case Studies."
GUIDE T O T HE C ASE STUDIES
CASE STUD Y A: DARLENE
This scenario is based on an actual case before a Board of Inquiry, known as Noffke v. McClaskin Hot House.
Was the Ontario Human Rights Code violated? Yes, it was. Darlene's employer sexually harassed her. He repeatedly touched her. He said he was sick of his wife and needed satisfaction from another woman. And he asked her to come to his apartment to have sex with him.
When Darlene first became uncomfortable with the owner's behaviour, why didn't she say something? Perhaps it was because she was too frightened, too shy, didn't know how to stop it, or didn't want to lose her job.
Would Darlene have to say anything to the owner for him to know he was violating the Code? No. The Code recognizes that people usually harass others because they think they can get away with it, as in Darlene's case. That is why the definition of harassment includes the words "… ought reasonably to be known…." Even her withdrawal from his touching was enough to let the owner know his actions were unwelcome. We can make someone know that an action is unwelcome through our body language, such as turning away, or by communicating verbally and telling them so.
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Was Darlene's termination a factor in assessing whether her rights were violated? Yes. The owner violated the Code on a second count by terminating her after she rejected his sexual advances. This is called "reprisal." Why else would he terminate her when she was performing her job well and it was the busiest time of the year for his business? It is a violation of the Code when a person in a position of authority penalizes or threatens an employee for not complying with a sexual demand.
In its finding, the Board ordered the owner to pay Darlene $2,750 for mental anguish and $240 for lost wages. It also ordered the owner to post a copy of the Code at his business site and, for a two-year period, to inform the Commission any time he terminated a female employee.
Having a separate provision for sexual harassment in the Code recognizes that the majority of harassment complaints are sexual in nature and commonly committed by people in positions of authority.
Sexual harassment is not, however, limited only to male-female situations. It can also occur between two men, two women or woman to man.
CASE STUD Y B: PARAMVIR
This was an actual case known as Pandori v. Peel Board of Education.
Would the Code take precedence over the Education Act? Yes. The Board of Inquiry has ruled that education is a service under the Code, referring to section 47 of the Code which provides primacy over the Education Act. A board of education can exercise its rights under the Education Act as long as those rights do not violate the Code or the Canadian Charter of ̀ Rights and Freedoms.
Does the weapons policy discriminate against Khalsa Sikhs? Yes. On its face, the weapons policy violates their rights. Although they can attend school, they will not be able to fulfil one of the important requirements of their religion. However, to demand that a person choose between school or a job and his/her religion, constitutes discrimination. Sikh organizations in Canada and high Sikh authorities from India verified the complainant's argument that the kirpan must be made of iron or steel and worn at all times.
Was the policy discriminatory? Can the Board of Education prove that providing Sikhs with the right to practise their religion (that is, to wear the kirpan) would cause the school undue hardship? Would it pose a substantial risk to student safety?
The main issues on which the Board of Inquiry based its decision were as follows:
* There was no evidence that Khalsa Sikhs had ever misused a kirpan in any Canadian school.
* The kirpan's similarity to a weapon (particularly when secured and worn under clothing) was irrelevant. While others might well steal a kirpan to use as a weapon, a person bent on aggression could easily obtain other weapon-like objects on school premises, such as screwdrivers, knives, forks and baseball bats.
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In its decision, the Board of Inquiry ruled that sacrificing the rights of Sikhs in order to control non-Sikhs, who might be violent, was unacceptable, given the other measures available to curtail violence in schools.
It found that the respondent had not proven undue hardship and ordered the Board of Education to withdraw the amendment regarding the wearing of the kirpan. Khalsa Sikhs would be entitled to wear real kirpans to school.
To meet the concerns of both parties, the Board of Inquiry stated that kirpans would have to be of reasonable size, worn under clothing and secured so that removing the kirpan would be difficult. Principals would also have the right to suspend the wearing of a kirpan if it were to be misused by its wearer.
CASE STUD Y C: DAN
Did the shift manager have good reason for firing Dan? No, probably he didn't. It would be difficult for the manager to show that it was Dan who caused the equipment failure, as he had already left for his break. It was not clear if the other employee had partial or total responsibility for the problem.
Dan believed he was fired because he was a Black person. What additional factors would be taken into consideration in a human rights investigation? The owner promised Dan he would be trained on the equipment by the shift manager. Yet the manager only gave him a few minutes of instruction. Why? Is it possible that the manager did not want to work with him? Is that why the owner was reluctant to hire Dan in the first place?
The shift manager was overheard to say that blacks were responsible for increased violence in the community. Could Dan reasonably expect to get equal treatment from a supervisor with that kind of attitude? The shift manager also contributed to the harassment and poisoned environment by sharing racist jokes with Dan's co-workers.
Furthermore, some co-workers ignored and isolated Dan, possibly contributing to the harassment. This and the poisoned environment constituted discrimination.
An investigation would try to determine if Dan's firing was, at least in part, due to racial discrimination on the part of the shift manager. In effect, if a Board of Inquiry finds that discrimination plays even a part in a decision by an employer, then the employer has violated the Code.
CASE STUD Y D: TAMMY
This case, Youth Bowling Council v. McLeod, was heard by a Board of Inquiry and was then appealed to Divisional Court in 1990. The Divisional Court decision was subsequently endorsed by the Ontario Court of Appeal.
Could Tammy perform the essential requirement of bowling, and should this have been a factor in determining whether a violation had occurred?
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The Court agreed that manual control and release of the ball (that is, the physical activity in delivering the ball) were the essential requirements of bowling. Tammy required the ramp to release the ball and thus could not perform the essential requirement.
Since Tammy could not perform the essential requirement without her ramp, did the Council have an obligation to accommodate her? The Board of Inquiry had said, "Yes, it did." In effect, the rule that the ball must be manually controlled has an adverse impact on many people with disabilities, such as Tammy or those not having full use of a hand or arm.
The Code says that an organization must accommodate a person with a disability who cannot meet essential requirements, unless it can prove undue hardship.
Would it cause undue hardship to accommodate Tammy in competitions? The Court said "no" for several reasons. Allowing Tammy to use her ramp would not give her an unfair advantage over other bowlers. As the tests proved, Tammy had no competitive advantage over others. While the Council said that skills should be common to all competitors, it did not account for other differences, such as height, weight or maturity which also affect one's ability to bowl.
The Court rejected the argument that special devices could be used in recreational bowling but not in competitive bowling.
Was it fair to welcome persons with disabilities in recreational bowling but not in competition, particularly when such persons would have no proven competitive advantage? As the Board had pointed out, all participants strive to win, whether they are in recreational or competitive settings and everyone should have the opportunity to participate in both settings.
In conclusion, it was decided that Tammy had been discriminated against on the basis of her disability. The Court ordered the Council to allow Tammy to use the ramp in competitions. This effectively permits all bowlers with disabilities to use special equipment as long as such equipment does not mechanically add force or speed to the ball.
CASE STUD Y E: KAREN
This scenario is based on Youmans v. Lily Cups, which went before a Board of Inquiry but was settled prior to the completion of hearings. As such, discrimination was not confirmed. For teaching purposes, the following is based on the perspective of discrimination having occurred.
What kind of discrimination did Karen face? She alleges that she faced two kinds: first, that she was harassed by her supervisors because of her sex; second, that the denial of career advancement and the supervisor's interference in her personal life essentially violated her right to freedom from discrimination in the workplace.
What other factors would lead us to believe that she or other women may have been discriminated against? There were very different rules and conditions governing men and women when they started to work and during their employment at the company. The difference in pay for "service persons" (where only men started) and "packers" (where women started) was really pay based on gender (since a woman could not start as a service person).
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Is there any reason that men should be hired as service persons and women as packers? No, there is no bona fide reason to treat them differently.
The impact of this potential inequality is serious if women want to advance in a company. They would lose the seniority they gained while they had worked as packers when they obtained a higher-level job, and, on that basis, they would lose out to men who would not have been around as long.
What about the mechanical aptitude test? Some evidence suggests that women do not generally perform as well as men on this kind of test. In fact, it has been found that many of these tests are biased against protected groups, such as women or racial minorities, because of the way such tests are structured.
Was the test a bona fide requirement for more senior positions? No, it was not. The test had very little relationship to the performance of any of the jobs at the company where Karen worked. This is an example of a neutral requirement that had an adverse effect on women and therefore discriminated against them. It constitutes constructive discrimination (see Fact Sheet #5, Students' Handouts, page 74).
What did the statistics say about the representation of women in the company's workforce? Women were well represented in the bottom ranks of the company but not in more senior positions.
All of these factors could point to systemic discrimination against women. Unequal treatment, harassment and constructive discrimination are all part of the practices that keep women from advancing in society.
What must be done to ensure that women receive equal treatment as well as equal opportunity at this company? First, the company eliminated differences in pay by creating a single entry-level position for both men and women. It also created plant-wide seniority for all positions, including packers, and stopped using the mechanical aptitude test.
Given the company's long-term systemic practices, would these actions stop discrimination and make up for the lost opportunity that women had suffered? The settlement recognized that special measures were needed in the short term to remedy the effects of discrimination and to ensure equality of results for women.
Thus, the respondent, without admitting they had discriminated against Karen, agreed to:
* promote women into senior-level positions until their representation is the same as the percentage of women working in entry-level positions (about 50 percent), and
* create a pool of female employees interested in advancement and provide them with training to obtain the necessary skills for those positions.
In this way, women would achieve more equal representation at senior levels. Furthermore, female employees would become aware of their rights and opportunities for advancement.
In other words, the company will create a climate of equal opportunity for all of its employees through active encouragement of, and commitment to, female employees.
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CASE STUD Y F: RITA
How should the teacher have handled Rita's concern about the class presentation?
As school curriculum areas become more reflective of diversity issues, this type of situation should cease to arise. The students showed a very ethnocentric view of the events surrounding Columbus's voyage. Obviously, the experience of the settlement of North America was not the same for the Aboriginal people as it was for those who came here from Europe.
Asking Rita to present the "Aboriginal point of view" was extremely unfair. It assumed that Rita could speak for all Aboriginal people—an action that stereotypes Aboriginal persons.
When the teacher first gave the assignment, or later, when Rita raised her objection, the teacher could have prevented the situation by either:
* asking the class to discuss the 1492 events from the point of view of both Columbus and of the Aboriginal people living in the Americas;
* and/or identifying similar situations in history and asking students to examine the perspectives of both "invader" and "invaded."
Either of these alternatives would have avoided singling Rita out and making her feel different because of her Aboriginal heritage. By setting Rita apart from the others, the teacher set the stage for the student harassment that followed.
How should the principal deal with the situation? It is the obligation of the school to maintain an educational environment free from harassment and discrimination. The principal should take the matter very seriously and ensure that everyone knows the school does not tolerate this type of behaviour. If the principal disciplines the offenders, she may create an even worse situation for Rita, as they may feel she is the cause of their punishment. Rita might then be confronted by taunts for being a troublemaker, in addition to the racism she has already experienced.
The principal should consider having an educational session to discuss diversity issues with all students and staff. The school should adopt a positive approach to help everyone develop more favourable attitudes toward Aboriginal cultures. This can be accomplished by assigning readings, showing videos, inviting guest speakers, etc.
If Rita's harassment continues, then the principal or teacher may need to take disciplinary action.
CASE STUD Y G: CINDY
This scenario is based on Cameron v. Nel-Gor Castle Nursing Home, which went before a Board of Inquiry and then was appealed to Divisional Court.
On what basis did the employers make their assessment of Cindy's physical ability? Did they have reasonable grounds to believe that Cindy could not do the job?
It appears that the administrator and director had honest opinions, based on their medical and nursing home experience. Their opinion, however, contradicted both Cindy's physician's assessment and her own belief. Having performed similar tasks before, Cindy felt she was able to meet the requirements.
Their assumption that Cindy could not handle the essential duties of the job was based on the subjective "impression" that Cindy could not lift patients.
The administrator neither contacted Cindy's physician nor asked Cindy to take a test to demonstrate that she could perform the essential duties of the job.
The Board of Inquiry found that an "impression" is subjective in nature and that the respondent must establish an objective basis, through facts or evidence, that Cindy's alleged disability would preclude her from meeting the essential requirements of the job.
While the employers made their decision in good faith without intent to discriminate, the effect of their actions on Cindy was, nevertheless, discriminatory.
CASE STUD Y H: JAN
This Case Study is based on Waterman v. National Life Assurance Company of Canada (No. 2). In presenting the case to the Board of Inquiry, the Commission looked at three issues: that there was a poisoned work environment in the office; that the delay in giving Jan a full-time job was due to her sexual orientation; and that she was terminated because of her sexual orientation.
Poisoned environment: The Commission argued that the following conditions contributed to a poisoned work environment in Jan's office: the comments made by the company president (calling her "Mister" and comments about her cologne and style of dress, etc.); the pressure to conform and "hide her sexual orientation;" the pressure to avoid other gay and lesbian co-workers; and the persistent negative rumours amongst her co-workers. The Board Chair found that "poisoned environment" was not relevant in this case. It was noted that Jan had not included this allegation in her original complaint and, although she was upset by the incidents referred to above, she did not testify that there was a hostile environment at the company. Furthermore, the decision states that Jan's desire to work full-time at the company contradicted the Commission's assertion that the environment at the company was poisoned. (You might wish to ask students whether they agree with this decision.)
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Delay in hiring: The Board found that Jan was discriminated against in this respect and that it was her openness about her sexuality that caused her full-time employment to be delayed. People at the company wanted her to conceal her sexual orientation; however, it was up to the company and its managers to make sure that Jan was free to work in an atmosphere free of this kind of discrimination, and they had not done it. The Code ensures that every person has the right to work, reside and do business without being required to hide his or her sexual orientation and we all have a responsibility to uphold that right. Company officials are given a special responsibility in section 45(1) of the Code.
Termination because of sexual orientation: The Board of Inquiry also found that Jan's sexual orientation was a factor in the decision to fire her. It held the president, Jan's supervisor and the company liable for a breach of the Code in connection with her termination. The president of the company was found liable because his expressed views on sexual orientation were likely a contributing factor in the supervisor's decision to fire Jan. Her supervisor was liable because Jan's sexual orientation was a factor in his decision to fire her. Finally, the company was liable as both the president and supervisor were company officials and, as such, were acting on behalf of the company.
Although Jan's becoming upset and leaving the office might have influenced her supervisor's decision to fire her, it was not considered by the Board to be sufficient reason for termination and thus was not a factor in the Board's final decision.
Jan did not find a job with another insurance company until six months later. As a remedy for her lost earnings from the date she was fired until she got a job at another insurance company, the company was ordered to pay Jan $14,750 plus interest of $7,640. In addition, the Board ordered that the company, the president and her supervisor should each pay $1,000 (totalling $3,000) to Jan for general damages, as compensation for injury to her dignity and for public humiliation.
CASE STUD Y I: TAWNEY
This case is known as British Columbia (Public Service Employee Relations Commission) v. BCGSEU and is frequently referred to as "Meiorin" or the "B.C. Firefighter Case". Even though the case was originally dealt with as a grievance, it is still a "human rights" case as many provinces have labour legislation giving arbitrators the responsibility of applying human rights laws in relevant cases. (For Ontario, see the Labour Relations Act, 1995, s. 48(12)(j)). Ultimately this case was decided at the Supreme Court of Canada giving it the status of precedence in Ontario.
Evidence accepted at the hearings showed that, owing to physiological differences, most women have a lower aerobic capacity than most men. Even with training, most women would not be able to increase their aerobic capacity to the level required by the aerobic standard adopted by the Government in this case, although training can enable most men to meet it. Evidence was also heard that 65% to 70% of male applicants pass the tests on their initial attempt, while only 35% of female applicants are successful. This was accepted as evidence of
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discrimination based strictly on gender as these conditions resulted in significantly fewer women than men being employed in the particular Attack Crew that Tawney worked on.
The Government explained at the hearings that it had done extensive research in determining the threshold levels for passing the tests. However, it was unable to convince the Court that the required aerobic capacity was really necessary for either men or women to effectively perform the work of a forest firefighter. On the contrary, because Tawney had in the past performed her work well, without apparent risk to herself, her colleagues or the public, it appeared that the test was invalid. This shows that, while physical fitness may still be a job requirement, that particular test could not adequately measure a person's ability to perform the duties of a forest firefighter.
It was suggested that to permit Tawney to stay in her position might result in "reverse discrimination", i.e., setting a lower standard for women than for men would discriminate against those men who couldn't meet a men's standard but were nevertheless capable of meeting the women's standard. The Court disagreed with this logic. It held that equality means to be treated according to one's own merits, capabilities and circumstances. True equality requires that differences be accommodated; that equal treatment may require that people sometimes be treated differently. A lower aerobic standard capable of identifying women able to perform the job safely and efficiently does not necessarily imply discrimination against men.
The Court decided that the aerobic standard discriminated against women. In its defence, the Government then had to show that the standard was necessary for the safe and effective performance of the essential duties of the job of forest firefighter. This it failed to do.
As a result, Tawney was given her job back and the Government was given the task of finding some other non-discriminatory way of testing firefighters to assess their physical fitness as a condition of holding their job.
CASE STUD Y J: REJEANNE
This is a very significant human rights decision for Ontario even though it took place in another province. Each province has its own human rights commission responsible for promoting and enforcing human rights legislation within that province. Decisions handed down in one province can potentially give guidance to other provinces when considering similar cases. Decisions that are made at the level of the Supreme Court will normally be precedent setting in all jurisdictions within Canada.
In the case of Réjeanne, the provincial Human Rights Tribunal dismissed the complaint based on the City's argument that they were entitled to choose candidates who were in better health. The Tribunal further stated that, since Réjeanne did not appear to have any limitations as a result of her condition, she could not make a complaint based on "handicap" under the Charter of Human Rights and Freedoms (Quebec's human rights legislation).
On Réjeanne's behalf, the Commission appealed the dismissal by the Tribunal to the Quebec Court of Appeal. Both the Court of Appeal and, subsequently, the Supreme Court of Canada overturned the Tribunal decision and ruled in Réjeanne's favour. The reasoning behind
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the Court's decision reflects an emerging view of discrimination that is also seen in other recent decisions. Discrimination because of disability, and other grounds as well, may be based as much on perceptions, myths and stereotypes, as on the existence of any real limitations on a person's abilities. (See Backgrounder #7: Understanding Discrimination in a Social Context –"Social Construction of Disadvantage" page 63)
"Handicap" or disability, the Court said, is not defined by the Charter. However, the Court also noted that, consistent with the intent of human rights legislation, the concept of "handicap" should be interpreted broadly when considering what will be accepted as a complaint. It further stated that Canadian courts have begun to consider not only the objective basis for certain exclusionary practices (i.e., whether the person actually has a disability), but also the subjective and erroneous perceptions held by employers, landlords, etc., regarding the existence of a person's actual limitations. Thus, the terms "handicap" and "disability" may include either a real disability or one that is only perceived to exist. What really matters is how the person experiences and is affected by the distinction, preference or exclusion not the precise nature of the handicap, nor its cause or origin. These are seen as being immaterial. In addition, the court pointed out that the Canadian Charter of Rights and Freedoms also prohibits discrimination based on the possibility that an individual may develop a handicap in the future.
Having found that the City had discriminated against Réjeanne on the basis of handicap, the Court referred the cases back to the Tribunal to determine a remedy. Réjeanne was awarded $102,075.67, an amount that included lost salary and interest as well as $5000 damages for injury to her self-esteem. In addition, the City of Montreal was ordered to offer her sufficient hours of work so she could complete her probation period within twelve months. This would then allow her to seek full-time employment.
CASE STUD Y K: ALIA AND AHMED
This situation is one based on a case called Eldridge v. British Columbia (Attorney General).
The result of this hearing was a unanimous decision by the Supreme Court of Canada. In its decision, Court required the Government of British Columbia to ensure that sign language interpreters are provided where necessary for effective communication in the delivery of medical services. Not providing such interpretation violates the rights of deaf individuals who cannot adequately access health care services without the aid of an interpreter. The court said that the health care system is required to accommodate the needs of deaf people under the equality provisions in the Charter of Rights and Freedoms.
The Eldridge ruling has wide-ranging consequences. The decision went beyond guaranteeing interpreters for deaf persons in medical situations when necessary. It stated that governments have a legal obligation to provide equal access to public services for all people, including those with disabilities. Within reasonable limits, persons with disabilities should not be prevented from using government services like health care, education and training, or social services that are available to everyone else. Services should be designed so that they are fully accessible and, where there are barriers that prevent full participation by every member of the community, they must be removed.
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The government argued that providing sign language interpreters on a continuous basis was too expensive and caused it "undue hardship". Undue hardship means that the cost of providing accommodation for someone with a disability negatively affects the nature of the business or service. But in this case, the Ministry of Health could give no evidence that providing sign language interpretation would result in a serious threat to government resources. In fact, the total budget of the Ministry would hardly be impacted by the cost of the small number of interpreters needed to maintain the service. In the case of a smaller business, however, the defence of "undue hardship" might still be used.
CASE STUD Y L: RAY
A complaint was made against Scott and his printing company when he refused to do a printing job for Ray as a representative of the Canadian Lesbian and Gay Archives (CLGA). This complaint was in the area of services and on the ground of sexual orientation. The case is based on one known as Brillinger v. Brockie.
This situation illustrates a particularly difficult problem that can come up when dealing with human rights. In cases like this, the rights of one person appear to be in conflict with the rights of another. The Charter of Rights and Freedoms guarantees all Canadians the right to freedom of religion and freedom of thought, belief, opinion and expression. But, in Section 1, it places a limit on the exercise of such freedoms making it "subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society." The Ontario Human Rights Code guarantees all of us freedom from discrimination based on our religion (creed) and our sexual orientation.
It is important to analyze situations like this very carefully. At first glance, it would seem that Scott's rights to his Charter freedoms are being overridden and he is being denied the right to practice his religion as he sees fit. In its consideration of the complaint, the Board of Inquiry chose to look separately at whether Scott had actually discriminated against Ray and CLGA and at what the remedy should be, if any. In its first decision, the Board said that Scott had discriminated against Ray and CLGA as the service was denied because of the ground of sexual orientation.
The Board then turned its attention to the issue of what the remedy should be. Keep in mind that the object of the Code is to provide a remedy in order to compensate for the discrimination, not to punish the discriminator. The respondents argued that imposing a remedy under the Human Rights Code would breach Scott's constitutional right to freedom of conscience and religion. At the hearing, Scott testified that he tried to live his life according to his religious principles, one of which was against homosexuality. Providing printing services to a lesbian and gay organization would, therefore, be in direct opposition to his beliefs.
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The Ontario Human Rights Commission and the complainants agreed that imposing a remedial order requiring Scott to do business with CLGA would infringe Scott's right to freedom of religion. But the Commission said that this infringement was justifiable as a reasonable limit on that right under Section 1 of the Canadian Charter of Rights and Freedoms. It then became necessary to balance the competing rights of Ray and the Archives to be free from discrimination based on sexual orientation, with Scott's freedom of conscience and religion as guaranteed by the Charter.
The printing company, operating as a business in Ontario, has a responsibility to abide by the Code. It therefore carries a public responsibility to protect its customers and potential customers against discrimination based on sexual orientation and all the other grounds when it offers its services. Writing about the apparent conflict of rights in the case, the Board Chair made the following conclusions:
While it may be difficult to see any "balance" in an imposition of a penalty against [Scott] and [the printing company], in fact nothing … will prevent [Scott] from continuing to hold, and practise, his religious beliefs. [Scott] remains free to hold his religious beliefs and to practise them in his home, and in his [religious] community. He is free to espouse those beliefs and to educate others as to them. He remains free to try to persuade elected representatives, through his involvement in the democratic process, that the Code protections currently granted to the lesbian and gay community, are wrong.
What he is not free to do, when he enters the public marketplace and offers services to the public in Ontario, is to practise those beliefs in a manner that discriminates against lesbians and gays by denying them a service available to everyone else. He must respect the publiclyarrived-at community standards embodied in the Code. My order does not restrict [Scott's] right to believe as he does, just the manner in which he may practise those beliefs.
The Board of Inquiry ordered Scott and the printing company to provide the printing services that they offer to the general public to lesbians, gay men and their organizations. The Board of Inquiry also ordered the respondents to pay $5,000 to the complainants for the damage to dignity and self-respect caused by the discrimination.
The purpose of the Code prohibition against discrimination in the delivery of services is to eradicate discrimination on the basis of sexual orientation. In her conclusion, the Board Chair made the following observation: "while great achievements have been made, invisibility of, and discrimination against the lesbian and gay community continues to impact on the ability of lesbians and gays to function fully and openly in contemporary society."
ACROSS TH E CURRICULU M: ID EAS FOR OTHER ACTIVITIES
The preceding activities are provided specifically for teachers of law or co-operative education classes. However, activities can be extended for use in other courses, such as the role-play technique in dramatic arts classes.
Ideas for other curriculum areas are included in the following pages. Where appropriate, additional references have been provided, but many of the resources are already in this package. For example, to do role-plays during dramatic arts activities, use the Case Studies in the Students' Handouts, pages 76–87.
ENGLISH
Have the class research language that has been used to define human rights since the mid 1950s. How has it changed? Have new words and expressions been created? Have the meanings of words altered over time?
Organize a debate on the merits of freedom of speech and belief versus the right to protection from discrimination. This activity must be approached with great caution. It is important that both sides of the discussion be given equal consideration and that the feelings and rights of everyone be treated with the utmost care and sensitivity.
Have the group discuss the question: Where do the rights of the individual end and those of the group begin? Should this boundary change in certain cases? Encourage students to read one or more books related to human rights, such as Joy Kogawa's Obasan or Timothy Findlay's Not Wanted on the Voyage.
Have students keep a journal where they can reflect on the human rights issues covered in this package.
Encourage students to write poems, plays or short stories about incidents involving human rights issues that either they, their friends or their families have encountered. They may expand this activity by starting a class or school human rights newsletter.
DRAMATIC ARTS
Students can research and develop an improvisation based on an actual human rights case. Case summaries in this package include:
* Brillinger v. Brockie
*
* BC (Public Service Employee Relations Commission) v. BC Government and Service Employees Union (Meiorin)
* Eldridge v. British Columbia (Attorney General)
Cameron v.
Nel-Gor Castle Nursing Home
* Huck v. Canadian Odeon Theatres
* Pandori v. Peel Board of Education
* Noffke v. McClaskin Hot House
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* Québec and Mercier v. City of Montréal
* Youmans v. Lily Cups
* Youth Bowling Council of Ontario v. McLeod
* Waterman v. The National Life Assurance Company of Canada
Have senior-level students create a contemporary, interactive dramatic presentation to help their peers and younger students learn about the different types of discrimination and why the Ontario Human Rights Code exists.
Students might compare Canada's human rights legislation to similar legislation in other countries. This activity will probably require a good deal of research. They can create a title for the final piece and present it at a school or class drama festival. You might consider videotaping the production.
FAMILY STUDIES
Students could chart the demographic histories of various racial and ethnic groups in Ontario, such as Aboriginal Canadians, Black people and Chinese. They might also look at shifts in Ontario's multicultural population since 1945. Do our social institutions acknowledge and reflect our cultural diversity?
How has society's understanding of the concept of family changed, and what effect is this having on human rights?
What social changes have come about since more women have entered the workforce?
Why do we need special programs designed to relieve hardship or economic disadvantage or to assist disadvantaged persons or groups to achieve equal opportunity? The class may present debates, simulated interviews and videos advertising the benefits of such programs.
HISTORY
Have students review the Canadian Charter of Rights and Freedoms and the Constitution of the United States with respect to the rights guaranteed to those living in each country. They could then develop a list of rights and protections outlined in each and discuss the advantages and disadvantages of each system.
Students could research the reasons for the development of the United Nations' Universal Declaration of Human Rights and explore its value to Canadian society since its introduction. More information can be obtained at the Franklin and Eleanor Roosevelt Institute's Web site at http://www.udhr.org/index.htm.
Pose the following questions:
Why has the human rights movement developed since the 1940s?
What do you think is different when you compare society today and society in the 1950s?
What happened in society during that time?
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MEDIA LITERACY
Have students monitor the media for its coverage of human rights issues. Keep a journal for a one-week period noting what gets coverage on radio or television. Save clippings from the local newspapers. What is the "spin" that the reporter takes? Does it take a pro human rights position?
Have them review some local newspaper classified ads. Do broadcast and print advertisements reflect the principles of human rights as they understand them? They could create a survey with appropriate questions and find out what others think.
What is the relationship between propaganda and the rights and freedoms of individuals and groups? How is this debate expressed in the news media? For more information on this topic, see the Web site: http://www.media-awareness.ca
MUSIC
Encourage your students to collect songs and music inspired by the human rights movement. Bring in your own collection and listen to the music selections with the class. How many Canadian compositions relate to this topic?
Have students write lyrics and compose music for an original song that expresses their beliefs about human rights.
VISUAL ARTS
Symbols are powerful tools. Can students identify local, national and international symbols connected with human rights? As a class, group or individual project, ask them to create a visual interpretation of the meaning of human rights.
HUMAN RIGHT S ACTIVITI ES IN YOUR SCHOOL
Encourage students to start a club or association in the school to deal with social issues. The following objectives could be incorporated into the club's mission statement:
* to raise awareness of local, national and international issues concerning human rights, and
* to take a pro-active role in stopping and preventing harassment and discrimination within the school and community environment.
All school boards in Ontario are now required to develop and implement policies on anti-racism and ethnocultural equity. Find out what your school is doing and how you can become involved.
Consider researching issues of gender, disability, sexual orientation, racial, ethnic and cultural equality in the school and community. If your Board of Education has consultants who work in the areas of anti-discrimination and equal opportunity, they can provide support for such initiatives.
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To explore international human rights issues, consider setting up an Amnesty International chapter in the school. Contact a local chapter of the Association for more information. For more information about Amnesty International Canada, visit their Web site at http://www.amnesty.ca/.
RAISING AWARENESS
Many activities can help build awareness of human rights issues. Students might organize:
* assemblies that feature short theatrical productions, debates or readings on human rights issues;
* poster or essay contests;
* visits from community associations that represent groups protected by the Code; and,
* conferences on human rights issues for peers and/or students in younger grades.
Have a "Human Rights Award" in your school. The award will recognize the individual or group from the school who makes a significant contribution to educating others about human rights and the effects of discrimination.
Coordinate these and similar activities with special human rights events that happen in Canada each year. They include:
* International Human Rights Day (December 10),
* International Women's Day (March 8), and
* International Day for the Elimination of Racial Discrimination (March 21).
International Human Rights Day commemorates the anniversary of the signing of the United Nations' Universal Declaration of Human Rights on December 10, 1948.
Other annual events include Black History Month (February), Heritage Day (usually the third week in February), the anniversary of the establishment of the Ontario Human Rights Code (June 15), Lesbian and Gay Pride Day (June), and National Access Awareness Week for persons with disabilities (May/June).
DEALING WIT H DISCRIMINATION
All school boards are required to develop and implement anti-racist and ethnocultural equity policies. In addition to drafting these policies, some Ontario schools have set up an internal complaints process. This ensures that schools deal with complaints promptly and in a way that respects the rights of both those who complain and those who are complained against. To obtain more information, visit the Ontario Human Rights Commission's Web site (http://www.ohrc.on.ca) and view the publication Developing Procedures to Resolve Human Rights Complaints within your Organization.
TEACHER'S PACKAGE
CASE STUD Y REFERENCES
Most decisions on the human rights cases cited in this resource can be found in the Canadian Human Rights Reporter, which is available in several reference and law libraries. Visit their Web site at http://www.cdn-hr-reporter.ca. Specific references are given below:
* Brillinger v. Brockie (No. 3)(2000), 37 C.H.R.R. D/15 (Ontario Board of Inquiry).
* British Columbia (Public Service Employee Relations Commission) v. British Columbia Government and Service Employees Union (1999), 35 C.H.R.R. D/257 (Supreme Court of Canada).
* Cameron v. Nel-Gor Castle Nursing Home (1984), 5 C.H.R.R. D/2170 (Ontario Board of Inquiry).
* Eldridge v. British Columbia (Attorney General) (1997) 3 S.C.R. 624. (see http://www.lexum.umontreal.ca/csc-scc/en/index.html)
* Huck v. Canadian Odeon Theatres Ltd. (1985), 6 C.H.R.R. D/2682 (Saskatchewan Court of Appeal).
* Huck v. Canadian Odeon Theatres Ltd. (1981), 2 C.H.R.R. D/521 (Saskatchewan Board of Inquiry).
* McLeod v. Youth Bowling Council of Ontario (1988), 9 C.H.R.R. D/5371 (Ontario Board of Inquiry).
* Noffke v. McClaskin Hot House (1989), 11 C.H.R.R. D/407 (Ontario Board of Inquiry).
* Pandori v. Peel Board of Education (1990), 12 C.H.R.R. D/364 (Ontario Board of Inquiry).
* Peel Board of Education v. Ontario (Human Rights Commission) (1990), 12 C.H.R.R. D/91 (Ontario Supreme Court).
* Peel Board of Education v. Ontario (Human Rights Commission) and Pandori (1991), 14 C.H.R.R. D/403 (Ontario Divisional Court).
* Québec (Commission des droits de la personne et des droits de la jeunesse) et Mercier v. Montréal (Ville) (2000), 37 C.H.R.R. D/271 (Supreme Court of Canada)
* Youmans v. Lily Cups (1990), 13 C.H.R.R. D/395 (Ontario Board of Inquiry).
* Youth Bowling Council of Ontario v. McLeod (1990), 14 C.H.R.R. D/120 (Ontario Divisional Court).
* Waterman v. National Life Assurance Co. of Canada (No. 2) (1993), 18 C.H.R.R. D/176 (Ontario Board of Inquiry).
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HUMAN RIGHT S RESOURCES
The following resources focus on human rights. For information on specific types of discrimination related to groups protected by the Ontario Human Rights Code, see "Other Information Sources" on page 39.
REFERENCE BOOKS
* Abella, Judge R., Report of the Commission on Equality in Employment, Ottawa, 1985.
* Aggarwal, A.P., Sexual Harassment in the Workplace, 2nd ed., Butterworths, Toronto, 1992.
* Aggarwal, A.P., Sexual Harassment: A Guide for Understanding and Prevention, Butterworths, Toronto, 1992.
* Bayefsky, A., & Eberts, M. (eds.), Equality Rights and the Canadian Charter of Rights and Freedoms, Carswell, Toronto, 1985.
* Brodsky, G., and Day, S., Canadian Charter Equality Rights for Women: One Step Forward or Two Steps Back?, Canadian Advisory Council on the Status of Women, Ottawa, 1989.
* Cholewinski, R.I. (ed.), Human Rights in Canada: Into the 1990s and Beyond, University of Ottawa, Ottawa, 1990.
* Gall, G. (ed.), Civil Liberties in Canada: Entering the 1980s, Butterworths, Toronto, 1982.
* Grosman, B.A., and Martin, J.R., Discrimination in Employment in Ontario, Canada Law Book Inc., Aurora, 1994.
* Keene, J., Human Rights in Ontario, 2nd ed., Carswell, Toronto, 1992.
* Sheppard, C., Study Paper on Litigating the Relationship Between Equity and Equality, Ontario Law Reform Commission, Toronto, 1993.
* Tarnopolsky, W.S., and Pentney, W.F., Discrimination and the Law, 2nd ed., Carswell, Toronto, 1993.
* A Guide to the Charter for Equality-Seeking Groups, Canadian Council on Social Development, Court Challenges Program, Ottawa, 1987.
AUDIOVISUAL AIDS
The Ontario Human Rights Commission has a Guide to Video Resources Available in Ontario on its Web site. There are many videos listed there that would be useful as learning tools in the classroom.
You can visit the Guide at http://www.ohrc.on.ca/english/education/video-guide-2000.pdf
OTHER INFORMATIO N SOURCES
CANADIAN HUMA N RIGH TS COMMISSION
The Canadian Human Rights Commission (CHRC) enforces the Canadian Human Rights Act which governs the federal government and federally-regulated companies like banks, railways and airlines. Included in its mandate are the federal Employment Equity and Pay Equity programs.
The following CHRC materials may be requested by phone, mail or on the Internet: (http://www.chrc-ccdp.ca):
* Annual Reports (1996-2000)
* Anti-Harassment Policies for the Workplace
* Barrier-Free Employers
* Canadian Human Rights Act—Office Consolidation
* Canadian Human Rights Act: A Guide
* Human Rights and the Canadian Human Rights Commission (booklet)
* Filing a Complaint with the Canadian Human Rights Commission
* Employment Equity—Fair Play at Work
* Equal Dollars Make Good Sense
* Guide to Screening and Selection in Employment
* Harassment and the Canadian Human Rights Act
* Harassment: What it is and what to do about it
* Multilingual (36 languages) summary of the Act and work of the CHRC
* Posters:
– Real People—Understanding Disabilities—Understanding Ourselves
– Equality...We All Have a Hand in It
– Stop the Hatred
* Human Rights Certificate suitable for recognizing special contributions to human rights in the school
For further information contact:
The Canadian Human Rights Commission
14th floor, Tower A Place de Ville, 320 Queen Street, Ottawa, ON K1A 1E1
Tel.: (613) 995-1151
TDD: (613) 996-5211
Fax: (613) 996-9661
Web site: http://www.chrc-ccdp.ca/
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CANADIAN HUMAN RIGHTS REPORTER (C.H.R.R.) H
This publication prints the full text of most human rights decisions from all jurisdictions in Canada, in two or three volumes per year. Decisions handed down by Boards of Inquiry and Courts often break new ground in interpreting anti-discrimination law and equality rights in cases involving issues such as harassment, race discrimination, affirmative action, disability, maternity and pension benefits, sexual orientation and mandatory retirement. C.H.R.R. is available in most public reference libraries and law libraries. Subscription rate: $250.00 per volume.
For more information contact:
Canadian Human Rights Reporter
1662 West 75th Avenue Vancouver, B.C. V6P 6G2
Tel.: (604) 266-5322
Web site: http://www.cdn-hr-reporter.ca
LEAGUE FO R HUM AN RIG HT S OF B'NAI BRITH CANADA
A national volunteer association dedicated to combating racism and bigotry, the League for Human Rights accomplishes its goals through educational programs, community action and the provision of legal advice and action.
In addition to sponsoring the Canadian Student Human Rights Achievement Awards, the League's educational initiatives include public service announcements, multicultural anti-racism workshops and seminars, public speaking engagements, a resource library, publications, public awareness campaigns, workplace equity issues, Holocaust education and human rights awards for the news media.
For more information, contact:
The League For Human Rights, B'nai Brith Canada
15 Hove Street, Downsview, Ontario M3H 4Y8
Tel.: (416) 633-6224
Web site: http://www.bnaibrith.ca/league/league.htm
MINISTRY O F CITIZENSHI P: GATE WA Y TO DIVERSITY
For information on specific groups protected under the Ontario Human Rights Code, contact the Ministry of Citizenship:
E-mail:
firstname.lastname@example.org
Web site:
http://www.equalopportunity.on.ca/
Telephone Information/Referral Line:
416-325-4957 from the 416/905 local calling area; or 1-888-325-4957 toll-free in Ontario.
Telephone: 416-325-6253 from the 416/905 local calling area;
or contact through the Bell Canada Relay Service at voice number 416-325-6253. Collect calls will be accepted.
TEACHER'S PACKAGE
TTY:
416-326-0148 from the 416/905 local calling area; or
1-888-335-6611 toll-free in Ontario.
Write:
Equal Opportunity and Disability Partnerships Unit
Ministry of Citizenship 3rd Floor, 400 University Avenue Toronto, Ontario, Canada M7A 2R9
ONTARIO HUMA N RIGH TS COMMISSION
180 Dundas Street West, 8th floor
Toronto
, Ontario M7A 2R9
Tel.: (416) 326-9511 or
Toll free: 1-800-387-9080
TTY: (416) 314-6526
TTY (toll free) 1-800-308-5561
Web site: http://www.ohrc.on.ca/
E-mail: email@example.com
PUBLICATIONS O F T HE ONTA RIO H UMAN R IGHTS COMM ISSION AV AI LAB LE ON THE WEB SITE
Web site: http://www.ohrc.on.ca/english/publications/index.shtml
PLAIN LANGUAG E DOCUMENTS
Female Genital Mutilation: Questions and Answers (available in English/French,
Arabic/Somali, Swahili/Amharic) (8/99)
Guide to the Human Rights Code (5/99)
Guide to Mediation Services (5/97)
Hiring? A Human Rights Guide (3/99)
Human Rights at Work (9/99)
Human Rights in Ontario (available in English/French; Bengali/Urdu; Hindi/Punjabi;
Gujarati/Tamil) (7/00)
If You Have a Human Rights Complaint – A Complainant's Guide (5/97)
If You Receive a Human Rights Complaint – A Respondent's Guide (9/99)
Pregnancy – Before, During and After: Know Your Rights (5/99)
Protecting Religious Rights (1/00)
Racial Slurs and Harassment and Racial Jokes (6/96)
Sexual Harassment and Other Comments or Actions About a Person's Sex (11/96)
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POLICIES AN D GUIDELINES
Guidelines on Special Programs (11/97)
Policy on Creed and The Accommodation of Religious Observances (10/96)
Policy and Guidelines on Disability and the Duty to Accommodate (11/00)
Policy on Discrimination and Harassment Because of Gender Identity (3/00)
Policy on Discrimination and Language (6/96)
Policy on Discrimination and Harassment Because of Sexual Orientation (1/00)
Policy on Discrimination Because of Pregnancy (5/99)
Policy on Employment-Related Medical Information (6/96)
Policy on Drug and Alcohol Testing (9/00)
Policy on Female Genital Mutilation (FGM) (11/00)
Policy on HIV/AIDS Related Discrimination (11/96)
Policy on Height and Weight Requirements (6/96)
Policy on Racial Slurs & Harassment & Racial Jokes (6/96)
Policy on Scholarships and Awards (7/97)
Policy on Requiring a Driver's License as a Condition of Employment (5/96)
Policy on Sexual Harassment & Inappropriate Gender-Related Comment and Conduct (9/96)
OTHER PUBLICATIONS
Advertising Guidelines the Ontario Human Rights Code
Discussion Paper On Accessible Transit Services In Ontario (2001)
Annual Reports
Developing Procedures to Resolve Human Rights Complaints Within your Organization (6/96)
Time for Action – Advancing Human Rights for Older Ontarians
TEACHER EVALUATION
Dear Teacher:
To assist us in assessing the usefulness of this package and to enable us to design future materials relevant to your needs, please complete this form and return it to:
"Teaching Human Rights in Ontario"
Public Policy and Public Education Branch Ontario Human Rights Commission 180 Dundas Street West, 8th floor Toronto, Ontario M7A 2R9
Please give us information about the students with whom you used this package:
e Ì quite effectiv
e Ì somewhat effectiv
School and School Board:
Location:
Course Name:
Age and/or grade level:
How did you obtain this package?
1. Before using this package, how much did you know about the Ontario Human Rights Code and the Ontario Human Rights Commission?
Ì nothing
Ì some
Ì a great deal
2. Considering the design of the package as well as the content, how easy was it to use with your students?
Ì very easy
Ì moderately difficult Ì very difficult
3. How effective were the package/exercises/handouts in helping students to understand their rights and responsibilities under the Code and the Commission’s role in protecting and enforcing those rights?
Ì not effective
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TEACHING HUMAN RIGHTS IN ONTARIO
4. What exercises or handouts did you find particularly helpful?
5. What exercises or handouts did you find least helpful?
6. What type of information or material would you find most useful in the future?
7. Any comments on the package as a whole?
Name:
Mailing Address:
City:
Postal Code
Telephone:
Fax:
E-mail:
If you have developed any materials in this area (exercises, case studies, etc.) and would be ̀ prepared to share them with your colleagues, we would like to know about it. Please send a copy along with relevant instructions for using them to the above address. The Commission will be developing a bank of instructional material and will make them available to those interested.
Thank you for your assistance.
TEACHER'S PACKAGE
KEEP I N TOUCH
Human rights legislation will continue to evolve. The Ontario Human Rights Commission would like to ensure that you are kept updated as much as possible on changes or developments which would significantly impact on the content of this teaching resource. To ensure that your name is on our mailing list, please send in a copy of the attached information form.
OHRC SCHOOL MAILIN G LIST
Please ensure that my name is on the Ontario Human Rights Commission school mailing list, in order to receive any updated information on the Ontario Human Rights Code.
Please Print
Name:
Department:
School:
Street Address:
Town/City:
Province:
Postal Code:
Telephone:
Fax:
E-mail Address:
Please Mail To:
OHRC School Mailing List
Public Policy and Public Education Branch Ontario Human Rights Commission 180 Dundas Street West, 8th floor Toronto, Ontario M7A 2R9
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NOTES
TEACHINGHUMANRIGH
TSIN ON TARIO
Teacher's References
TEACHING HUMAN RIGHTS IN ONTARIO
GLOSSARY
accommodation (in employment, services)—to eliminate non-essential job requirements and to adapt or adjust existing job requirements or conditions, in order to enable a person to carry out the essential duties of an activity or job.
An employer must, for example, make the workplace physically accessible or otherwise enable its employees to perform the essential job duties, unless such accommodation would cause undue hardship. (See: "undue hardship" in this Glossary.) For a blind employee, accommodation could mean providing a voice synthesizer on a computer; for other protected groups, it could mean altering a dress code or changing shift work to accommodate employees' individual religious practices.
accommodation (in housing)—the place where you live or want to live.
adverse impact—discrimination which arises when an employer, service provider or property manager for genuine business reasons adopts a rule or standard which appears to be neutral, and which will apply equally to all, but which has a discriminatory effect on a particular group protected by the Code. It is discriminatory in that it imposes, because of some special characteristic of that group, obligations, penalties or restrictive conditions not imposed on other members of society.
bias—an inaccurate and limited way of perceiving a group. Negative bias towards members of a group can be expressed through language, published materials and other communications and practices.
bona fide (job requirements)—requirements sincerely believed necessary for the job (that is, established in good faith) and, in an objective sense, reasonably necessary to assure the safe, efficient and economical performance of the job.
constructive discrimination—occurs when a seemingly neutral requirement has an adverse impact on a group protected under the Ontario Human Rights Code. For instance, a rule requiring all employees to be available to work seven days a week will disallow those employees whose religious belief requires that they abstain from work on particular holy days.
direct discrimination—refers to an act of discrimination which is overt. A refusal to provide service to someone based upon his or her membership in one of the protected groups would be direct discrimination.
disability—Under the Ontario Human Rights Code, this is any:
* degree of physical disability or disfigurement caused by injury, illness or birth defect;
* developmental disability;
* learning disability or any dysfunction in the ability to understand or use symbols or speech;
* psychiatric disability; or
* injury or disability for which the person claimed or received benefits under the Workplace Safety and Insurance Act, 1997.
TEACHER'S REFERENCES
discrimination—any practice or behaviour, whether intentional or not, which has a negative effect on an individual or group because of their race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status, handicap (disability), or other analogous ground. Discrimination may arise as a result of direct differential treatment or it may result from the unequal effect of treating individuals and groups in the same way. Either way, if the effect of the behaviour on the individual is to withhold or limit full, equal and meaningful access to goods, services, facilities, employment, housing accommodation, etc. available to other members of society, it is discrimination.
equal treatment—treatment that brings about an equality of results and that may, in some instances, require different treatment. For example, to give all employees equal treatment in entering a building, it may be necessary to provide a ramp for an employee who requires the use of a wheelchair.
essential duties—those duties and requirements essential for the performance of the job. For example, if a person applies for a position as a lawyer, it may not be "essential" that she or he operate a photocopier. However, if that person applies for a job in a copy shop, that duty may be "essential." If an employee cannot perform the essential duties of the job, the employer must make efforts to accommodate the employee, short of undue hardship.
gender identity— refers to those characteristics that are linked to an individual's intrinsic sense of self that is based on attributes reflected in the person's psychological, behavioural and/or cognitive state. Gender identity may also refer to one's intrinsic sense of manhood or womanhood. It is different from, and does not determine, one's sexual orientation. For more information see the Commission's policy statement on its Web site (Policy on Discrimination and Harassment because of Gender Identity).
handicap—(See: "disability.") The Code uses the term "handicap"; however, "disability" is the commonly accepted term.
harassment—engaging in a course of vexatious (annoying or provoking) comment or conduct that is—or ought reasonably to be—known to be unwelcome, and related to one of the protected grounds in the Code.
homophobia—irrational fear and negative attitudes, feelings and beliefs about homosexuality. Homophobia can range from hatred and extreme fear of gay men or lesbians to feelings of disquiet or discomfort.
neutral requirement—a requirement that, on the surface, appears to be unbiased.
prejudice—an opinion or judgement based on irrelevant considerations or inadequate knowledge, especially an unfavourable opinion or judgement.
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poisoned environment—deals with how we treat one another. It occurs when comments or actions create real or perceived inequality in terms or conditions of employment, accommodation, service provision, contracts and membership in vocational associations for persons or groups protected under the Code. For example, if at work someone says "a woman's place is in the home," this could poison the environment for women who work or may want to work there.
racism—a system of implicit or explicit beliefs, assumptions and actions that may be based upon an ideology of inherent superiority of one racial or ethnic group over another, and by which individuals or groups of people exercise power that abuses or disadvantages others on the basis of skin colour and racial or ethnic heritage.
sexual harassment—occurs when a person receives unwelcome sexual attention from another person, whose comments or conduct are known or should reasonably be known to be offensive, inappropriate, intimidating, hostile, or unwelcome. Sexual harassment includes situations where a person in a position of authority (a supervisor or teacher, for example) shows unwelcome sexual attention to an employee or student, and where reprisal occurs or is threatened if the sexual attention is rejected.
same sex partnership status— the status of living with a person of the same sex in a conjugal relationship.
sexual solicitation—an invitation to participate in some form of sexual activity. It could include requests to "go out."
special programs – initiatives (in employment, services or accommodation) designed to relieve hardship or economic disadvantage, to assist members of disadvantaged groups to achieve equal opportunity and to eliminate discrimination under the Code. An example of a special program would be a landlord choosing to rent apartments only to seniors. Special programs are allowed under Section 14 of the Code.
stereotype—an oversimplified, false or generalized portrayal of a group of people.
systemic discrimination—discrimination that forms part of a system's operating procedures, such as employment policies and practices that can include any of the following: direct discrimination, harassment or constructive discrimination. For example, height and weight requirements for specific jobs in police and fire departments discriminated against women and certain races of people whose norms for height and weight are less than those of the dominant male groups on which the requirements are based.
undue hardship (to the employer)—when accommodating the needs of an individual or a protected group (such as people with disabilities) would alter the essential nature of the enterprise, substantially affect the economic viability of the enterprise, or produce a substantial health and safety risk that outweighs the benefit of accommodating that group or individual worker. The employer has the burden of proving that accommodating an employee would cause undue hardship for the business.
BACKGROUNDER #1
PREAMBLE T O T HE ONTA RIO H UMAN R IGHTS CODE
W HEREAS recognition of the inherent dignity and the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world and is in accord with the Universal Declaration of Human Rights as proclaimed by the United Nations;
A ND WHEREAS it is public policy in Ontario to recognize the dignity and worth of every person and to provide for equal rights and opportunities without discrimination that is contrary to law, and having as its aim the creation of a climate of understanding and mutual respect for the dignity and worth of each person so that each person feels a part of the community and able to contribute fully to the development and well-being of the community and the Province
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BACKGROUNDER #2
HUMAN RIGHTS : T HE HISTORI CAL CONTEXT
Much of Canada's human rights legislation has developed in the 20th century. The Constitution of the United States deals in large part with human rights; however, the British North America (BNA) Act did not address the issue at all. It focused instead on the division of powers between the federal government and the provinces and territories.
In the early part of this century, Canadian women were not legally defined as "persons" under the BNA Act and therefore could not sit in the Senate. In 1929, after years of court battles by Emily Murphy, Nellie McClung and others, the British Privy Council decided that women were in fact persons under the Act and, in 1930, Cairine Wilson became Canada's first woman senator.
One of Canada's most famous human rights cases, Christie v. York (1940), clearly emphasized the lack of human rights laws in this country. Mr. Christie and several friends had gone to the Montreal Forum to view a hockey game. In the bar at intermission, Mr. Christie was refused service because he was a man of colour. He went to court over the issue and the judge awarded him $200 for loss of dignity and worth. However, the business community appealed the ruling on the basis that under current legislation they were allowed the freedom to serve anyone they chose. The higher court agreed and overturned the original judgement, making it clear that there was no law to protect Mr. Christie's rights.
UNIVERSAL DECLARATIO N OF HU MAN RIGHTS
Following World War II and as a direct result of the human rights atrocities perpetrated by the Nazis, the United Nations was formed to protect human rights and stabilize international relations between countries. Its Charter made specific reference to protection of human rights. This was later expanded in the Universal Declaration of Human Rights signed by U.N. member states on December 10, 1948.
The Declaration is a common standard of conduct for all people and nations which rises above differing ideologies and philosophies to ensure certain fundamental human rights. In summary, it recognizes that:
* "the inherent dignity and equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,"
* "human rights should be protected by the rule of law,"
* "everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status."
The Declaration has influenced the development of human rights in Canada. It is referred to in several of the provincial human rights acts (including that of Ontario) that were passed within thirty years of the U.N. Declaration.
TEACHER'S REFERENCES
At the federal level, the government enshrined the principle of equality in the Bill of Rights in 1964. This was followed by the enactment of the Canadian Human Rights Act in 1976, and the Canadian Charter of Rights and Freedoms in 1982.
HUMAN RIGHT S IN ONTARIO
In the 1940s and 1950s, it was not uncommon for people to be discriminated against in housing, employment and education. For example, one could often find restrictive agreements on property deeds such as "Land not to be sold to Jews or persons of objectionable nationality." In fact, such a restriction was struck down in a 1945 court case in which the judge cited the U.N. Charter to support his decision.
It was not until near the end of the Second World War that modern human rights legislation developed. The Ontario Racial Discrimination Act was proclaimed in 1944. It prohibited the publication or displaying of symbols which expressed racial or religious discrimination. A number of individual laws were passed in the 1950s as racial and ethnic groups began to challenge restrictive social practices. These specific laws were clearly defined and reasonably attainable. Developments included:
* (1951) – Fair Employment Practices Act which prohibited discrimination based on race and religion in employment;
* (1954) – Fair Accommodation Practices Act which prohibited discrimination in public places on racial, religious or ethnic grounds;
* (1958) – Ontario Anti-Discrimination Commission Act which created a commission to administer the above acts and develop educational programs; and
* (1961) – amendment to the Fair Accommodation Practices Act which prohibited discrimination in rental accommodation.
Both the development of these laws and increasing social pressure led politicians to realize that comprehensive human rights legislation needed to be put into place to protect the rights of individuals.
The Ontario Human Rights Code was proclaimed in 1962. The Code incorporated the laws listed above and ensured that they would be enforced through the establishment of the Ontario Human Rights Commission. The Code has been revised several times since then to broaden its protection of individuals.
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BACKGROUNDER #3R
HUMAN RIGHT S LEGISLATI ON IN CANADA
The Federal Government and all Canadian provinces and territories have human rights laws with agencies to enforce their legislation. However, not all offer the same human rights protections. For example, not all provinces protect people on the basis of their sexual orientation or political beliefs.
THE CANADIA N CHART ER OF RI GHT S AND FREEDOMS
All human rights legislation must follow the Canadian Charter of Rights and Freedoms, passed in 1982. Section 15(1) of the Charter states: "Every individual is equal before and under the law and has the right to equal protection and equal benefit of the law without discrimination..."
An individual can only use the Charter to challenge a governmental decision, action or law (such as the Ontario Code) on the grounds that it does not offer the protection to individuals provided by the Charter.
An example of a successful challenge of the Ontario Code occurred in 1992 in a case known as Leshner v. Ontario. The Code defined "marital status" as limited to persons "of the opposite sex." This was found to violate Section 15(1) of the Charter. A Board of Inquiry ruling directed that, in future, the definition of "marital status" omit the words "of the opposite sex."
MINORITY LANGUAG E EDUCATION AL RIGHTS
The Charter also provides that Canadian citizens whose first language learned and still understood is that of the English or French minority population in which they reside, or who were educated in the primary grades in English or French in Canada and reside in a province where that language is a minority, have the right (where numbers warrant) to have their children receive primary and secondary school instruction in their language and in minority language educational facilities. In Ontario, the Education Act further guarantees that minority language education will be provided regardless of whether numbers warrant or not.
In Canada, francophones have frequently experienced prejudice and discrimination in the workplace, in school, and in their communities. Generally, human rights legislation has not offered protection explicitly based on language. Quebec and the Yukon Territory are the only Canadian jurisdictions specifically identifying language as a prohibited ground of discrimination in employment. The Ontario Human Rights Commission has accepted language-based complaints under the related grounds of "ancestry," "ethnic origin" and "place of origin."
TEACHER'S REFERENCES
THE CANADIA N HUM AN RIG HTS ACT
The Canadian Human Rights Act was passed in 1976. While its intent is similar to provincial legislation, its jurisdiction covers services, agencies and organizations regulated by the federal government, including those in the banking, communications and transportation sectors and crown corporations (such as the Canadian Broadcasting Corporation). It provides protection against discrimination on many of the same grounds as the Ontario Code.
The Canadian Human Rights Act is enforced by the Canadian Human Rights Commission, which has offices in all regions of the country.
THE ONTARI O HUM AN RIG HTS CODE
The Ontario Human Rights Code has primacy over all other legislation in Ontario unless that legislation specifically states that the Code does not apply. For example, if a requirement in the Education Act governing Ontario public schools is found to discriminate against individuals or groups protected under the Code, the Code would prevail if it could not objectively be proven that the requirement was necessary and would cause undue hardship if removed from the Act. The same would be true of conflicting requirements under the Occupational Health and Safety Act. An example of where the Code does not apply is when persons with certain disabilities (such as uncontrolled seizures) are prohibited from driving under the Highway Traffic Act.
The Ontario Human Rights Commission was the first human rights enforcement agency in Canada. Established in 1962, it is the largest such organization and handles more complaints than any other provincial, territorial or federal human rights body in Canada.
THE NATUR E OF HU MAN RI GHTS LEGISLATION
The main intent of human rights legislation is to remedy the situation for the person or group discriminated against and prevent further discrimination—the intent is not to punish the individual or company who has discriminated.
The Ontario Human Rights Code provides for civil remedies, not criminal penalties. Persons or companies found to have discriminated are not sent to jail but can be made to compensate a complainant or make changes in the way they conduct their affairs.
One major difference between human rights legislation and criminal law lies in the different standards of proof applied to evidence at a board of inquiry. In criminal law, allegations must be proven beyond a reasonable doubt; whereas, the standard of proof under the Code, as in civil law, is on the balance of probabilities. In other words, did the discrimination more likely occur than not? The Commission, which has carriage of the complaint at a board of inquiry, has the responsibility to prove the allegations. Once discrimination has been proven to have occurred, then the respondent must prove that there is a bona fide reason behind the actions and that to make accommodation would result in undue hardship.
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BACKGROUNDER #4
HUMAN RIGHT S IN ONTARIO
"HUMAN RIGHT S IS EVERYBOD Y'S RESPONSIBILITY"
In Ontario, we all have a responsibility to make sure that discrimination forbidden by the Code does not occur. Human rights legislation will only be effective when people take an active role in ensuring equality and preventing discrimination. All of us who live in Ontario must:
* avoid discriminating against or harassing others;
* address discrimination when we see, or are the victim of, discriminatory treatment;
* report incidents of discrimination, either to school authorities or to the Ontario Human Rights Commission, and urge others who are the victims of discrimination to do so as well; and
* learn about human rights and teach them to others, thus ensuring that people know their rights and responsibilities under the Code.
THE ONTARI O HUM AN RIG HTS COMMISSION
The Ontario Human Rights Commission is the agency directly responsible for administering the Human Rights Code in Ontario. The Commission has four basic goals:
* to prevent discrimination through public education and the development of public policy,
* to investigate complaints of discrimination and harassment,
* to try to conciliate between the parties in complaints and help them to reach a settlement, and
* to look into situations where subtle or indirect discrimination may exist.
The Commission reports to the Minister of Citizenship and is headed by a Chief Commissioner. Several other commissioners (no fewer than seven, in all), appointed by the Lieutenant Governor from the general public, meet regularly to direct human rights policy in Ontario, review cases and decide when complaints should be referred to the Board of Inquiry (See Teacher's References: Backgrounder #5, page 60).
Commission staff include mediators who work with the parties to settle complaints, investigators who search out evidence, policy analysts who develop and interpret human rights policy in the province, and lawyers who argue cases on behalf of the Commission at boards of inquiry. The Commission promotes knowledge of the Code throughout the province and also distributes publications explaining the various rights protected by the Code. A list of these publications may be found on page 41.
TEACHER'S REFERENCES
THE COMPLAIN T PROCESS
The Commission receives about 2,000 complaints every year, in addition to over 100,000 inquiries from the public. Anyone who believes that she or he may have been discriminated against can contact the Commission. A Commission representative will determine if the complaint falls under the jurisdiction of the Code. A person must contact the Commission within six months of the occurrence of the alleged discrimination.
The public first makes contact through the Commission's Inquiry Services Unit by calling the Commission's Inquiry Line at 1-800-387-9080. Inquiry Service Representatives are trained to receive inquiries from members of the public. They assess whether the issues raised by an individual are within the mandate of the Code or whether the matter needs to be referred to another organization or agency of the government.
The Commission has an automated telephone system that allows callers easy access to an Inquiry Service Representative, a staff directory for the staff in the Mediation and Investigation Offices, general automated information about the Commission's services and how to file a human rights complaint.
Should a caller have a human rights issue and wish to file a complaint, an intake questionnaire and package are sent to the individual usually on the same day or within 24 hours. The individual is asked to complete the questionnaire and return it to the Commission office. The information in the questionnaire assists the Commission in drafting a legally sound complaint under the Code.
INTAKE SERVICES
Following the receipt of intake questionnaires, Intake Services assesses whether the issues raised are within the mandate of the Ontario Human Rights Commission, interviews the complainant where necessary, drafts legally sound complaints and has the complaints signed by the complainant and served upon the persons or organizations responsible for the alleged discrimination (referred to as the respondents).
In order to have a complaint filed under the Human Rights Code, a person must have a ground protected under the Code and a social area. For an explanation of the grounds and social areas protected by the Code, please see the Fact Sheet #1: Scope of the Code page 69.
Once a complaint is drafted, signed by the complainant and received by the Commission, the complaint is filed. Once filed, it is served upon the respondent(s) who are asked to formally respond to the allegations.
SECTION 34 APPLICATION
Section 34 is the section of the Code that provides the Commission with the discretion, in certain limited circumstances, to not deal with a complaint. These are:
* 34(1)(a) – where there is another legislative act that can more appropriately deal with the issues raised in the complaint;
* 34(1)(b) – where the complaint is trivial, frivolous, vexatious or made in bad faith;
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* 34(1)(c) – when the complaint is not within the jurisdiction of the Commission; and,
* 34(1)(d) – when the complaint was filed more than six months from the last incident of alleged discrimination, and it appears the delay was not incurred in good faith and there is evidence of substantial prejudice to the parties because of the delay.
Before a case proceeds through to mediation and/or investigation services, any Section 34 issues that may exist must be dealt with. A request not to deal with a case because it fits one of the parts of Section 34 may be initiated by the respondent or by the staff of the Commission. If a request is made the Commission must process the request. This requires an analysis to see if the Section 34 provisions are applicable to that complaint, the disclosure of the case report to the parties and, finally, a decision by the Commissioners of whether or not to deal with the case.
MEDIATION SERVICES
Mediation services were introduced to the OHRC's complaint process in May 1997. Mediation is voluntary and confidential in the Commission's complaint process. It is offered to parties once a complaint is filed and the Commission has received the respondent's response to the complaint. Mediation provides the parties to a complaint with an opportunity to discuss the issues and generate options to resolve the issues early in the process. It is intended to empower the parties to craft their own resolution and remedies to the complaint with the assistance of a mediation officer who facilitates the discussions between the parties.
Mediation is generally offered within 90 days from the date the complaint was received and signed. Mediation occurs in about 70% of complaints with a settlement rate of between 65% and 75%.
INVESTIGATION SERVICES
The Commission has the power and authority to investigate complaints under Section 33 of the Code. Investigations under the Human Rights Code usually involve reviewing documentation relevant to the complaint, interviewing witnesses that have information relevant to the complaint, and discovering anything else that may be relevant in determining whether discrimination was a factor in the circumstances brought forward by the complainant. Complaints are referred to Investigation Services in the following circumstances:
* The parties are do not agree to participate in mediation services;
* Mediation does not result in settlement;
* The application of Section 34 results in a "deal with" outcome;
* Mediation is not appropriate due to considerable public interest issues evident in a complaint.
Following the investigation of a complaint, the human rights Investigation Officer discloses the findings to both sides and could attempt to resolve the complaint through conciliation, a process that is like mediation. Should the complaint not be able to be resolved between the parties, the Investigation Officer will prepare a case analysis. This summarizes the evidence, applies a human rights interpretation to the case and makes a recommendation as to whether
TEACHER'S REFERENCES
or not the Commissioners should refer the complaint to the Board of Inquiry. The parties are given the opportunity to respond to the Investigation Officer's case analysis. Their submissions will also be presented to the Commission for consideration when it makes its decision.
Next, the case analysis and submissions, if any, are presented to the Commissioners for consideration. As mentioned above, Commissioners are a group of people appointed by the Lieutenant Governor of the Province to oversee the Commission and to make decisions about cases with which the Commission has dealt. They meet on a regular basis to review cases to determine if they should be referred to the Board of Inquiry (Human Rights) or not. Approximately four percent of the total number of cases closed each year by the Commission are referred to the Board of Inquiry.
The Commissioners will decide not to deal with the complaint if they believe that there is not enough evidence to prove that there was any discrimination. The complainant then has 15 days to appeal a decision to dismiss the complaint by requesting, in writing, that the Commissioners reconsider their decision based on persuasive reasons as to why they should do so. If the Commissioners do not change their minds, this decision is final.
Although established under the Code, boards of inquiry are independent and function separately from the Commission. About seven percent of cases go to a board of inquiry, which usually consists of one person who has been appointed by the Board of Inquiry (Human Rights), Ministry of Citizenship.
If the Board of Inquiry finds that discrimination has occurred, it can order a number of possible solutions. The complainant's full rights to equality must be honoured. As well, respondents can be ordered to pay the complainant for any losses suffered in pay or benefits or for mental anguish (up to $10,000 for the latter).
An organization can be ordered to undertake special programs designed to relieve hardship or economic disadvantage experienced by an individual or a group or to assist disadvantaged groups to achieve or attempt to achieve equal opportunity in the organization. They can also be required to provide human rights and anti-discrimination training for employees, develop comprehensive anti-discrimination or anti-harassment policies or undertake other such remedies.
Any Board of Inquiry decision can be appealed to the Divisional Court of the Ontario Court of Justice and ultimately, to the Supreme Court of Canada.
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BACKGROUNDER #5
THE BOAR D OF INQUIRY
The Ontario Human Rights Code provides that those complaints that cannot be resolved after investigation by the Ontario Human Rights Commission may be referred to the Board of Inquiry (Human Rights) (BOI) to hear the complaint. A qualified person selected to adjudicate the case is called the "Board Chairperson." The BOI is independent from the Human Rights Commission and it is similar in format to a trial in a court of law.
Once hearings commence, the Commission has responsibility under the Code to present evidence in support of the complaint at the hearing. This takes place because it is the responsibility of the Commission to ensure that the intent of the Code to prevent discrimination or harassment is upheld. The person making the complaint (the "complainant") may also bring his/her own lawyer to the hearing. The person or organization named in the complaint as responsible for the alleged contravention of the Code, is the personal or corporate "respondent." All parties are given full opportunity to present their evidence and to make submissions at the hearing. Respondents are usually represented by a lawyer. Witnesses are examined and cross-examined by representatives of the complainant(s), the respondent(s) and the Commission.
The length of Board hearings varies greatly, with the average being approximately four days. They are held in hearing rooms throughout Ontario. A hearing room may be a regular court room or a meeting room in a hotel. The proceedings are quasi-judicial in nature. As such, parties to the hearing are asked to swear or affirm their evidence and the evidence is transcribed by a court reporter. Hearings are open to the public and the media at the discretion of the presiding Board Chairperson.
Following the conclusion of the hearings, the Code requires that the decision be issued within 30 days. The decision is then distributed to all parties. They are also sent to a number of reference, legal and public libraries throughout Ontario. Most decisions are also published in the Canadian Human Rights Reporter.
Any party (complainant, respondent or Commission) can appeal a BOI decision to Divisional Court within 30 days of the date of decision. Following subsequent decisions, appeals can be made up to and including the Supreme Court of Canada.
BACKGROUNDER #6
WHAT I S EQUALITY?
The notion of a legal right to equality and how we create a society in which all have equal rights requires that we challenge our ways of thinking about "equality." It is important, first of all, to realize that "equality" is not a static concept but an evolving one which the courts continue to define and reinterpret.
The traditional approach to understanding equality is based on the idea that it can be achieved by providing identical treatment to all individuals, regardless of their actual circumstances. If people are similar and you treat them the same, you cannot be said to have discriminated even though the result may in fact add to the disadvantage experienced by members of particular groups.
This notion of equality has many shortcomings. By failing to recognize that people have different needs as a result of their physical or mental abilities, race, ethnicity, creed, gender, sexual orientation, etc., it ignores the unequal effects that identical treatment can sometimes produce. Treating all people the same without regard to their histories of exclusion or restricted access to resources and opportunities perpetuates group-based inequalities and compounds the experience of disadvantage.
For example, if a business requires that all its employees be available to work Monday to Saturday, those persons whose faith requires that they do not work on Saturdays may be excluded from employment in that business. A residence or business that can be accessed only by stairs denies entry to those of us who have certain physical disabilities. Similarly, an organization that provides information solely in print form excludes blind persons or those with certain types of learning disabilities from access to that information.
Current approaches to the idea of equality stress the necessity of looking beyond the forms of treatment to the context of people's circumstances, including their historical experiences. Important aspects of this context are the social, economic, political and legal realities affecting the individual or group—realities which have both historical and contemporary components. Differences in the context could mean that, in some cases, same treatment will lead to unequal ̀ results while different treatment will sometimes be required to accomplish an equality of results. Achieving a more substantive or meaningful equality of results requires that the "different-ness" of their realities be acknowledged, as well as accommodated, in our laws and in the policies and practices of our social and business institutions.
It follows that the attainment of true equality will necessitate changing rules and practices that appear to be neutral but that have a disproportionately negative effect on groups of people protected by the Code (see adverse impact, Teacher's References: Glossary, page 48). In fact, changing these rules and practices is required by the Code unless one can show that the cost of the change would be too great (having also considered external sources of funding that may be
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available), or that there will be a substantial health or safety risk involved (undue hardship— see Teacher's References: Glossary, Page 50). Regardless of whether or not the employer intended to discriminate, she or he, for example, must make alternative arrangements for the individual who cannot work on Saturday for religious reasons, unless to do so would cause undue hardship. Owners of public buildings with elevated entrances or multiple stories must build ramps or install elevators to allow persons with a physical disability the same access available to others, unless to do so would cause undue hardship. Similarly, publications must be provided on computer disk, in Braille, large print or on audiotape depending on the needs of the "reader."
It is recognized in the Code that in order to achieve equality of results for disadvantaged groups it is sometimes necessary to adopt special programs to assist historically disadvantaged individuals and groups to overcome discriminatory practices that have become ingrained in our institutions and organizations. Section 14 of the Code allows for the implementation of special programs designed to relieve hardship and economic disadvantage or to achieve equality of results in society as envisioned by the Preamble to the Code (see Teacher's References: Backgrounder #1, page 51).
BACKGROUNDER #7
UNDERSTANDING DISCRIMINATIO N IN A SOCIAL CONTEXT - "SOCIAL CONSTRUCTION OF DISADVANTAGE" A
More often than not, disadvantage arises from the way in which society treats particular individuals, rather than from any characteristic inherent in those individuals. 2
This statement by Supreme Court of Canada Justice J. LaForest, illustrates the key element of a new approach being taken by human rights case law and policy in understanding the dynamic of discrimination. Some years ago, the principle was established that the effect or impact of discrimination on a person is of more importance to determining the presence of discrimination than whether or not there might have been any malice or intent to discriminate on the part of the discriminator. Many courts have begun to look at the myths, stereotypes and perceptions that exist in the minds and attitudes of people that cause them to exclude others based on certain characteristics such as race, disability, gender, age or religion.
For instance, the Supreme Court of Canada has recently shed new light on the approach to be taken in understanding disability. In Mercier, 3 a case arising in Quebec (and featured as a case study in this package), the Supreme Court made it clear that disability must be interpreted to include its subjective component, since discrimination may be based as much on other people's perceptions, myths and stereotypes, as on the existence of any actual functional limitations in the individual.
In the Mercier case, the complainants were denied employment or dismissed when it was discovered that they had certain medical conditions, even though their conditions might not have resulted in any functional limitations. The employers argued that since the conditions did not have any impact on their ability to do their jobs, they could not be "disabilities" under Quebec's human rights law. The Supreme Court of Canada disagreed.
The Supreme Court chose not to focus on whether the person actually had a disability or whether that disability actually impeded the complainants from doing their jobs. Instead, it chose to look at the situation from a socio-political dimension that emphasizes human dignity, respect and the right to equality. Thus, a disability may be the result of a physical limitation, an ailment, a perceived limitation or a combination of all these factors. But the focus is on the effects of the distinction, preference or exclusion experienced by the person and not on proof of physical limitations or the presence of an ailment.
2. Egan v. Canada, [1995] 2 S.C.R. 513 at 551-2 (25 May 1995) on-line: Supreme Court of Canada <http://www.lexum.umontreal.ca/csc-scc/en/index.html>.
3. Québec (Commission des droits de la personne et des droits de la jeunesse) v. Montréal (City); Québec (Commission des droits de la personne et des droits de la jeunesse) v. Boisbriand (City), 2000 SCC 27 (3 May 2000),].
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Another Supreme Court of Canada decision 4 has since confirmed that "social handicapping", i.e., society's response to a real or perceived disability, should be the main consideration when determining whether discrimination has occurred.
The lesson to be learned from this is that we must be extremely careful to test out the assumptions we make about people, whether they are applying for a job, a place to live or whether they are simply wishing to purchase a good or access a service. Is a person's "failure to qualify" a result of actual limitations that they may have or is it society that imposes artificial limitations based on unfounded stereotypes or ignorance, or fails to prevent, remove or accommodate real or perceived differences? More scrutiny and awareness by courts, human rights commissions, government and civil society in general will help to clarify and address this notion.
4. Granovsky v. Canada (Minister of Employment and Immigration), 2000 S.C.C. 28 (18 May 2000)
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HUMAN RIGHT S QUIZ
How well do you know your rights? Read the following situations and answer the questions by circling "Yes," "No," or "Maybe."
1. Anthony, who is 18 years old, has applied for a job as a clerk in a sporting goods store. The store manager is impressed with Anthony’s maturity and ability and says that he would like to hire him, subject to reference checks. Later, the manager calls Anthony to say that he will not be hired. On checking his references with a former employer, the manager found out that Anthony was convicted of reckless driving several times when he was younger. Has the store manager violated Anthony’s human rights by refusing to hire him?
Yes
No
Maybe
2. Naomi and several of her friends play in a women’s hockey league at the local community centre. Whenever they play, the male rink attendants never give them their full allotted ice time. The attendants jeer every time one of the young women falls and there are often pin-up pictures of women in the dressing rooms. Naomi has complained but the manager has done nothing, saying that women should “stick to figure skating” and “leave hockey to boys.” Have the rink attendants violated the young women’s human rights?
Yes
No
Maybe
3. After years of fighting, Don’s parents are getting a divorce. Things are so tense that Don feels he must live on his own if he is to successfully complete his school year. He has been a good student and stayed out of trouble. At 16, he has qualified for social assistance and has put in an application at a rooming house near his school. The property manager refuses to rent Don a room, saying that he does not rent to “welfare kids.” Has the property manager violated Don’s human rights?
Yes
No
Maybe
4. Cassandra and several Black friends have gone to a local restaurant after school. They are laughing and carrying on like others in the restaurant. Things start to get out of hand between their group and several White students sitting at another table. Food is thrown and the groups exchange angry remarks. When the restaurant staff ask Cassandra and her friends to leave the restaurant, they feel angry and discriminated against. Have the restaurant staff violated the group’s human rights?
Yes
No
Maybe
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5. Last week, Maureen and her friend Sean organized a school group to raise funds for AIDS research. Yesterday, they both found crudely-drawn cartoons making fun of gays and lesbians on their desks. Last night, several students shouting anti-gay comments verbally attacked them on the street opposite the school yard. Their teacher saw the cartoons and has heard rumours of the verbal attack, but feels that nothing can be done because the attack took place off the school premises. Neither student has complained to school officials. Have the students violated Maureen and Sean’s human rights?
Yes
No
Maybe
6. A local optician’s office has an opening for a part-time receptionist. The position requires excellent communication skills, as the person will answer customers’ telephone calls and receive patients who enter the clinic. Michelle, who was born and raised in Quebec City, has applied for the job. The owner does not hire her, because she feels customers may not understand Michelle because of her accent. Has the owner violated Michelle’s human rights?
Yes
No
Maybe
7. Last Saturday, Michael and his friends attended a movie theatre they had never been to before. The theatre staff told Michael, who requires a motorized wheelchair because he has muscular dystrophy, that he would either have to transfer into a theatre seat or watch the movie from the only area available for the wheelchair—in front of the first row of seats. When he complained about this arrangement, the theatre staff told him he was entitled to the same service as everyone else—a ticket and a seat to watch the movie. Have the movie theatre staff violated Michael’s human rights?
Yes
No
Maybe
FACT SHEE T #1
SCOPE O F T HE CODE
The Ontario Human Rights Code provides protection from discrimination in five areas of our lives. It states that every person has a right to freedom from discrimination in the following social areas:
* services, goods and facilities—including schools, hospitals, shops, restaurants, sports and recreation organizations and facilities
* occupancy of accommodation—the place where you live or want to live, whether you rent or own the premises
* contracts—whether written or oral agreements
* employment—including advertisements, application forms and job interviews as well as work assignment, training, and promotions
* membership in vocational associations and trade unions—such as the Ontario Secondary School Teachers'Federation or United Steelworkers
Canada is a country where freedom of expression is a right. However, by allowing the expression of discriminatory behaviours and beliefs, we risk abusing the rights of others. Human rights legislation protects those rights in essential areas of our lives.
PROHIBITED GROUND S OF DISCRIMINATION
The Code recognizes that discrimination occurs most often because of a person's membership in a particular group in society. If, in any of the five social areas above, a person faces discrimination on any of these grounds, then she or he is protected by the Code. These are the sixteen prohibited grounds for discrimination:
* race—common descent or external features such as skin colour, hair texture, facial characteristics
* ancestry—family descent
* place of origin—country or region
* colour—associated with race
* ethnic origin—social, cultural or religious practices drawn from a common past
* citizenship—membership in a state or nation
* creed—religion or faith
* sex—discrimination can be sexual in nature, or because of gender or pregnancy. This also includes the right to breastfeed in public areas or in the workplace. Sex also includes the notion of gender identity.
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* sexual orientation—includes lesbian, gay, bisexual or heterosexual
* handicap—physical disability or disfigurement caused by injury, illness or birth defect (includes diabetes, epilepsy, paralysis, amputation, lack of physical coordination, blindness or visual impairment, deafness or hearing impairment, muteness or speech impairment and reliance on a guide dog, wheelchair or other remedial device); learning disability or any dysfunction in the ability to understand or use symbols or speech, developmental disability, psychiatric disability or an injury or disability for which benefits were claimed or received under the Workplace Safety and Insurance Act, 1997
* age—18-65 years (employment); 16+ years (accommodation); 18+ years (all other areas)
* marital status—including cohabitation, widowhood, separation
* family status—the parent/child relationship
* same sex partnership status—the status of living with a person of the same sex in a conjugal relationship outside marriage.
* record of offences—provincial offences or pardoned federal offences (in employment)
* receipt of public assistance—in housing only
EXCEPTIONS T O T HE PROHIBI TED GROUNDS
There are some exceptions to these prohibited grounds in the area of employment, such as:
* an organization that serves a group protected by the Code, such as religious, educational or social institutions serving ethnic groups, people with disabilities, religious groups, etc., may choose to employ only members of that group;
* an employer may choose to hire or not hire, or to promote or not promote his or her own spouse, child or parent or the spouse, child or parent of an employee;
* an employer may discriminate on the basis of age, sex, record of offences or marital status if these are genuine requirements of the job. For example, a shelter for battered women may choose to hire only women as counsellors; a club may only hire male attendants to work in the men's locker room; or a child care facility may refuse to hire someone convicted of child molesting on the ground that the hiring would pose a safety risk to the children. In such instances, the employer must consider whether any accommodation can be made to enable that person to work in the position.
FACT SHEE T #2
HARASSMENT
Protected groups have the explicit right to freedom from harassment in housing accommodation and employment. The Code defines harassment as "engaging in a course of vexatious [annoying or provoking] comment or conduct which is known or ought reasonably to be known to be unwelcome."
The most important word in the definition is "unwelcome." We do not have the right to impose our words or actions on someone if they are not wanted. It does not matter if the person has done this intentionally or unintentionally.
Some people may be shy or afraid to respond to unwelcome comments or actions. That is why the Code includes the words "ought reasonably to be known to be unwelcome."
For example, everyone is expected to know that racial or ethnic slurs or jokes are unwelcome —the speaker should not need to be told that the comment is unwelcome. However, sometimes it is necessary to point out that certain behaviours are causing discomfort.
"Engaging in a course of" means that a comment or action would probably have to occur more than once for it to be considered harassment. However, an employer need only make a comment such as "People like you have no business here" once to a person of colour or a woman, for the employee to believe that he or she will not get equal treatment. Comments like these create a poisoned environment for members of that group as well as others.
The principles of harassment (while not explicitly stated in the Code) also apply in the area of services. For instance, if students harass others because of their race, sex, sexual orientation, disability, religion etc., this could be grounds for a complaint. Education is a "service" to which all are equally entitled.
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FACT SHEE T #3
SEXUAL HARASSMENT
Every employee has the right to be free from sexual harassment from other employees, supervisors and customers. Tenants also have a right to freedom from harassment on the basis of sex by the property owner, property owner's agent, or another tenant.
Sexual harassment occurs when someone receives unwelcome sexual attention and the person making the comments or showing such conduct knows or should reasonably know that the comments or behaviour are offensive, inappropriate, intimidating or hostile.
The Code is also violated when anyone receives a sexual solicitation from a supervisor or other person in a position of authority, if he or she knows or ought reasonably to know it is unwelcome. It is also a violation when a supervisor threatens or penalizes an employee for not complying with the sexual demands.
The Code prohibits sexual harassment of students by other students, teachers by students and students by teachers as unequal treatment on the basis of sex.
sexual solicitation — an invitation to participate in some form of sexual activity. It could include requests to go out.
F ACT SHEET #4 S
POISONED ENVIRONMENT
A poisoned environment is created by comments or conduct that ridicule or insult a person or group protected under the Code. It violates their right to equal treatment with respect to services, goods and facilities, accommodation and employment. It is also produced when such actions or comments are not directed specifically at individuals. For example, insulting jokes, slurs or cartoons about gays and lesbians or racial groups, or pin-up photos that demean women, all contribute to a poisoned environment for members of those groups.
A poisoned environment can also be created for individuals at whom the insults are not necessarily directed. For example, a heterosexual male may be offended by homophobic jokes because some of his friends may be lesbian, gay or bisexual. Or a person belonging to a racial minority may believe because of insults that he or she will not be treated fairly.
It must be clearly evident that such behaviour is making people feel uncomfortable in a school or work situation. A single incident may or may not be enough to create a poisoned environment. Other factors, such as the seriousness of the behaviour, the relative positions of the persons involved (employer to employee, landlord to tenant, etc.), and/or the impact upon the individual's access (perceived or real) to equal treatment without discrimination would need to be considered.
The Code asserts that it is the responsibility of the employer to ensure that a poisoned environment does not exist in the workplace. Similarly, it is the responsibility of the teacher and administration as the authority in the school to ensure that a poisoned environment does not exist for students.
equal treatment—treatment that brings about an equality of results and that may, in some instances, require different treatment. For example, to give all employees equal treatment in entering a building, it may be necessary to provide a ramp for an employee who requires the use of a wheelchair.
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F ACT SHEET #5T
CONSTRUCTIVE DISCRIMINATION
Constructive discrimination occurs when a seemingly neutral requirement has a discriminatory effect (or adverse impact) when applied to a group protected under the Code. For example, a requirement that all employees work on Saturdays could discriminate against those who must worship on that day as part of their religious practice. Or a height or weight requirement could in general exclude women and some ethnic or racial minorities from employment positions.
In these cases, in order to avoid a finding of constructive discrimination, the employer or organization would need to prove that:
* the job requirement is bona fide, that is, sincerely believed to be necessary, and in an objective sense, necessary for safety, efficiency or economy; and that
* the person from a protected group cannot be accommodated without undue hardship to the employer. That is, it would alter the essential nature of the activity or business, affect its economic viability or pose a substantial health or safety risk.
neutral requirement—a requirement that, on the surface, appears to be unbiased.
adverse impact—having a harmful result. Sometimes treating everyone the same will have negative effect on some but not others.
accommodation (in employment)—to adapt, adjust or eliminiate existing job requirements or conditions, to enable a person or group to carry out the essential duties of an activity or job.
FACT SHEE T #6
SYSTEMIC DISCRIMINATION
Systemic discrimination is discrimination that is part of the operating procedures of many organizations, whether a business, service organization or social institution, such as a school, hospital, government office, law court, etc. It can involve various forms of discrimination present in the practices of an organization, some of which may be invisible. It has the effect of denying whole groups of people their rights or excluding them from participation. For example:
* Racism or prejudice by those in positions of authority may violate the rights of members of certain groups, such as when an organization hires or promotes only White males.
* Biases against groups may mean that they are treated differently. For example, an organization hires only women in clerical positions and only men in sales positions.
* A school may discriminate against people with disabilities in a way that is systemic. For example, there may be no ramps and automatic doors, no accommodating washrooms, no special learning aids or testing procedures, all of which bar people with disabilities from access to the learning opportunities offered.
The Ontario Human Rights Code allows special programs to relieve disadvantage or achieve equal opportunity in order to counter the effects of systemic discrimination. Such programs include measures to remove barriers that discriminate against groups and ensure that disadvantaged groups have the same advantages that others take for granted.
bias—an inaccurate and limited way of perceiving a group. Negative bias towards members of a group can be expressed through language, published materials and other communications and practices.
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CASE STUD Y A: DARLENE
As part of a government program, Darlene, a grade 12 graduate, obtained a job with a local garden nursery. She was to assist Mr. M., the owner, in tending plants and shrubs, placing orders and serving customers.
Mr. M.'s first review of Darlene's work showed that Darlene was performing all duties of her job exceedingly well. It was obvious that Darlene liked the work.
Over the next three months, Mr. M's behaviour toward Darlene began to change. As they worked, he would often put his hands on her shoulders and hips or lean over closer to her. At these times, she would quickly draw away from him. He then began to make offhand remarks about how he was sick of his wife and that he needed "satisfaction" from another woman.
Darlene did not encourage the comments or actions, nor did she say anything against them; however, she was becoming increasingly uncomfortable with the situation and tried to avoid the owner as much as possible. One day Mr. M. asked her for a kiss. When she refused, he said "I know what's wrong with you. You're scared you're going to like it." A few days later, Mr. M. suggested that she come to his apartment to have sex with him. Darlene firmly refused, saying that she was seriously involved with her boyfriend. On several other occasions, the owner tried to get Darlene to come to his apartment.
In June, Mr. M. terminated Darlene's employment, saying he had no work for her, even though June is the busiest month of the year for the nursery.
QUESTIONS FO R GRO UP DISCUSSION
1. Did the nursery owner violate the Human Rights Code? If so, how?
2. When Darlene first became uncomfortable with the nursery owner's behaviour, why wouldn't she have said something?
3. In this situation, would Darlene have had to say anything to the nursery owner for him to know that he might be violating the Code?
4. Is Darlene's termination a factor when assessing whether her rights were violated?
CASE STUD Y B: PARAMVIR
In response to increased violence in its schools, a local Board of Education adopted a policy prohibiting carrying weapons on school grounds. The following spring, the school administration learned that Paramvir, a Khalsa Sikh, was wearing a kirpan in school. The school wanted to implement its "no weapons" policy.
Of the estimated 250,000 Sikhs living in Canada, more than 10 per cent are Khalsa Sikhs— they have gone through the Amrit ceremony, a ceremony symbolizing spiritual commitment. One of the duties of the Khalsa Sikh is to carry, at all times on his or her person, a kirpan, an article of faith symbolizing a spiritual commitment to law and morality, justice and order. A kirpan is a steel knife, encased and secured in a sheath, and generally worn out-of-sight under normal clothing.
After prolonged discussions with Paramvir's family and Sikh organizations, the Board of Education amended its weapons policy to include kirpans. It forbade Sikh students to wear the kirpan to school—they could only wear a symbolic representation of the kirpan, provided it did not involve a metal blade that could be used as a weapon.
A Sikh teacher and the Ontario Human Rights Commission took the case to a Board of Inquiry. In summary, the Commission argued that Sikh religious practices dictate that the kirpan must be made of iron or steel and worn at all times, otherwise the Khalsa would break their holy vows. Also, it was shown that, while the kirpan has the appearance of a weapon, it has never been used in Canada as a weapon. Furthermore, the Commission argued that other school boards did not have a policy restricting kirpans.
For its part, the Board of Education argued that:
* education was not a service covered by the Ontario Human Rights Code but was instead under the jurisdiction of the Education Act;
* the kirpan posed a risk as it looked like, and could be used as, a weapon; and
* others could perceive the kirpan as an invitation to violence.
On the basis of the evidence provided, the Board of Inquiry made its decision.
QUESTIONS FO R GRO UP DISCUSSION
1. Does the Code prevail over the Education Act?
2. Did the weapons policy discriminate against Khalsa Sikhs? How?
3. Was the policy reasonable? Suggest some ways the Board of Education could accommodate Khalsa Sikhs without undue hardship—for example, posing a safety risk?
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TEACHING HUMAN RIGHTS IN ONTARIO
CASE STUD Y C: DAN
After months of searching for a weekend job, Dan, who is a Black person, finally got an interview with the owner of a busy car wash and gas station. The owner seemed reluctant to hire him, but Dan managed to win him over. The owner gave him the job, saying that he would be working on a weekend shift with seven other young men, all students from the local area. The shift manager would train him on the car wash equipment.
On Dan's first day, the shift manager gave him only a few minutes of instruction on the equipment. Dan watched what the other men were doing, but when he asked questions, they were not very helpful.
Over the next few weekends, Dan concentrated on his work but because of certain events, he increasingly began to stay by himself. A few co-workers invited him to join their little group for lunch or breaks, but others consistently cracked ethnic and racial jokes, often within hearing of the shift manager. One day Dan overheard the manager say that blacks were responsible for increased violence in the community. This statement encouraged some co-workers, who had previously eaten lunch with Dan, to tell a couple of jokes about Black people. When they glanced at him as they told their jokes, he got up and walked away.
One busy Saturday afternoon, a whole section of the car wash equipment broke down because someone had allowed the system to become overheated. Dan had worked on that section until his break, when a co-worker took over. The system had broken down at some point after that.
The shift manager was furious and accused Dan of negligence. Dan replied that he believed the system was fine when he left for his break. Although Dan continued to insist that the equipment failure was not his fault, the shift manager fired him. Dan believed he was discriminated against because he is a Black person, while his co-workers and managers are White.
QUESTIONS FO R GRO UP DISCUSSION
1. Did the shift manager have good reason for firing Dan? Why?
2. What factors would a human rights investigation take into consideration?
TEACHER'S PACKAGE STUDENTS' HANDOUTS
CASE STUD Y D: TAMMY
By age 11, Tammy had bowled for five years in the local recreation league. She and several others qualified to enter a province-wide competition sponsored by the Youth Bowling Council.
Because she has cerebral palsy, Tammy needs to use a wheelchair and has limited movement and coordination. To enable her to bowl, her father built a wooden ramp, the top of which rests in Tammy's lap. She lines up the ramp towards the bowling pins and lets the ball roll down the ramp.
Just before the competition, the Council ruled that Tammy was ineligible to participate. While the Council's rules allowed persons with disabilities to use special equipment to assist them in recreational bowling (provided the equipment did not add force or speed to the ball), they prohibited the use of such equipment in competitions.
A Board of Inquiry and later the Supreme Court of Ontario heard a complaint filed on behalf of Tammy and the Ontario Human Rights Commission. The Youth Bowling Council argued that Tammy could not perform the essential feature of bowling—manual release of the ball. Thus, the Council argued, it had not violated her rights under the Code, because Tammy was incapable of the essential requirement of bowling. Also, the Council contended that the use of special devices would make competition between the bowlers unfair, because the skills assessed would not be common to all competitors.
Tammy's lawyers argued that in fact Tammy was bowling—she was using the ball to knock down pins. Also, the Youth Bowling Council had a duty to accommodate her under the Code by allowing her to use the ramp. Speed and accuracy tests showed that Tammy did not gain any advantage over other bowlers. Her ball speed was too low for maximum results and her accuracy no better than average.
On appeal, the Court heard all the evidence and made its decision.
QUESTIONS FO R GRO UP DISCUSSION
1. Could Tammy perform the essential requirement of bowling? Should this argument have been a factor in determining whether a violation occurred?
2. Should the Council have to accommodate Tammy (For example, should they allow her to bowl in competitions with the ramp?)
3. Would the Council experience undue hardship if it accommodated her in competitions? Would it change the sport too much? Give your reasons.
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CASE STUD Y E: KAREN
Karen had joined a manufacturing company that sold goods such as styrofoam cups to retail and industrial customers. Hoping to build a career, she entered the company as a packer.
After a time, Karen learned from female co-workers that when women joined the company, they were hired as "packers." Men were hired as "service persons" and earned more than the women.
Later she learned that if she wanted to advance in the company, she would have to become a "service person." This meant that, under the union rules, she would lose the seniority she gained while working as a packer. Because of her lost seniority she could be laid off before men who joined the company at the same time as her and she would be recalled from any layoff after them. The loss of seniority would also mean that she would fare less favourably than them in competitions for higher-paying jobs.
In addition, the company required her to complete a mechanical aptitude test in order to become a service person or be promoted. She heard that at least a third of the test involved the use of different tools, none of which are actually used in the service position.
Karen noted that only two women had advanced into the 40 higher positions available in the plant, despite the fact that there were an equal number of men and women working in the entry-level positions.
When Karen went to her supervisors to discuss her interest in advancement, they refused to help her. In the following weeks, they denied her overtime work and refused her request for a shift transfer. Her supervisor believed that women should stay at home and not work. He also tried to stop her from taking telephone calls from a boyfriend who worked on another shift, even though the calls were made on her breaks.
Karen filed a complaint against the company for discrimination.
QUESTIONS FO R GRO UP DISCUSSION
1. Did Karen face discrimination? If so, what type?
2. What factors would be taken into account to determine if there were other violations of the Code?
3. What would need to be done to ensure that women had equal opportunity at this company?
TEACHER'S PACKAGE STUDENTS' HANDOUTS
CASE STUD Y F: RITA
Rita and her family moved to the city from a remote community in the middle of the school year. Within a week, Rita was registered at the local high school and began attending classes. She travelled to and from school by school bus.
After two weeks at the new school, Rita was just beginning to settle into her classes. However, she was somewhat nervous about her history course. After her first class, the teacher made it clear that Rita had a lot of "catching up" to do, if she were to pass the course.
The following week, some students gave a presentation on Columbus's voyage in 1492 to the "New World." There was lively discussion, and readings and prints were circulated depicting Columbus's arrival in various territories. There were several references make about the "Indians and savages" that the colonists "had to defeat" to settle the New World.
As a member of the Cree Band, Rita was dismayed by the way the teacher portrayed Aboriginal persons in the presentation. She approached her teacher before class the next day to discuss the issue. As the class began, the teacher announced that Rita had concerns with the Columbus presentation. She then turned to Rita and asked her to give her version of the "Columbus discovery" from an Aboriginal point of view.
Caught off guard, Rita haltingly made several points, then sat down quickly when several of the students began to snicker. Later that day on the bus ride home, some of the other students jeered at her, saying if she didn't like history the way it was taught, then she should drop out. She turned away and ignored them. The next day, the jeering continued in the hallway. When she went to her locker at lunch, someone had scrawled the words "gone hunting" on her locker door. Again, she ignored the curious students around her.
Rita told her parents about the incidents. They then called the principal, who said she would give "hell" to the offenders. She also suggested that Rita should make more of an effort to fit in and get along with others.
QUESTIONS FO R GRO UP DISCUSSION
1. How should the teacher have handled Rita's concern over the Columbus presentation?
2. Should the principal deal with the situation in a different way?
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TEACHING HUMAN RIGHTS IN ONTARIO
CASE STUD Y G: CINDY
Cindy, aged 19, had applied for a position at a nursing home as a nursing aide. She had previously worked part-time as a kindergarten teacher's aide and had also cared for children with mental and physical disabilities during her high school years. During her initial interview, the assistant administrator told Cindy she was an ideal candidate and that she probably would be hired.
She was given a pre-employment medical examination for her family physician to complete. He confirmed that she could meet the requirement of being able to lift patients.
At a second meeting, the interviewer reviewed the completed medical form and noticed Cindy's hand. During the initial interview, the assistant administrator had not observed her left hand, on which the index, middle and ring fingers were considerably shorter than those on most hands. Following this, the interviewer and another nursing director spent much time discussing Cindy's disability and the job requirements. Even though they both wanted very much to hire Cindy, they believed that she would not be able to cope with the gripping or clasping that is required to lift patients.
Although Cindy said that she could perform the duties and had performed similar tasks in her previous job with children with disabilities, she was not hired.
QUESTIONS FO R GRO UP DISCUSSION
1. Did the interviewer have reasonable grounds to believe that Cindy could not do the job?
2. On what basis did the interviewers make their assessment that Cindy could not meet a bona fide job requirement?
3. What do you think the interviewer and the nursing director should have decided? What are your reasons?
TEACHER'S PACKAGE STUDENTS' HANDOUTS
CASE STUD Y H: JAN
Jan worked in an office of a large insurance company. Jan was a lesbian and very open about her sexual orientation, frequently associating with other people in the office who were known or rumoured to be gay or lesbian. At the time, Jan was having a relationship with a woman who worked in the same department.
Jan had been a temporary contract employee for some time but had made it clear to company officials that she wanted a full-time job. She was told that, because the company had recently been sold, there was a freeze on hiring and she couldn't be hired. Jan noticed, though, that full-time staff were being hired in other departments. As a result, she believed she was not hired to a full-time position because of her sexual orientation.
While the company employed other lesbian and gay persons, comments made to Jan led her to believe that they were expected to play down their sexual orientation while at work. She was told not to associate with other lesbians and gay men and to be "less obvious" in her dress and in her behaviour.
The company president had on occasion referred to Jan as "Mister" and had made sarcastic remarks in front of other employees about her cologne and her style of dress. There were many negative rumours around the office concerning Jan, her partner, and other employees thought to be lesbian or gay.
One day, Jan's supervisor called her into his office and gave her a letter offering her a full-time job. While they were discussing the offer, he told Jan that her partner would have to move to another department as it was the practice of the company not to have people in personal and family relationships working in the same department. At this, Jan became upset and left the office.
The next day Jan delivered a letter to her supervisor in which she stated that she accepted the position, but that, since her partner did not wish to move to another department, she could not accept this condition. Instead, she offered to sign an agreement stating that she and her partner would continue to maintain separate residences and not socialize or act preferentially toward each other while at work. If her supervisor was not agreeable to this, Jan offered to resign.
Finding these conditions unacceptable, Jan's supervisor withdrew the job offer and fired her.
QUESTIONS FO R GRO UP DISCUSSION
1. In what ways do you think Jan might have experienced discrimination in her employment?
2. What reasons do you think Jan's supervisor would give for firing Jan? What do you think of these reasons?
3. What remedy do you think Jan should receive as a result of being discriminated against?
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CASE STUD Y I: TAWNEY
Tawney worked as a forest firefighter for the Province of British Columbia and was a member of the Initial Attack Forest Firefighting crew for a small area in the forests of British Columbia. The job of that crew was to attack and suppress forest fires while they were small and could be easily contained. Her supervisors found her work to be satisfactory and there was no reason to question her continuing ability to do the work safely and effectively.
After she had been successfully doing this job for three years, the Government adopted a new series of fitness tests for forest firefighters. The tests were developed in response to a Coroner's Inquest Report that recommended that only physically fit employees be assigned as front-line forest firefighters for safety reasons. The tests required that forest firefighters weigh less than 200 lbs. (with their equipment) and complete a run, an upright rowing exercise, and a pump carrying/hose dragging exercise within stipulated times.
The running test was designed to test the forest firefighters'aerobic fitness. Subjects were required to run 2.5 kilometres in 11 minutes. After four attempts, Tawney failed to meet the aerobic standard, running the distance in 11 minutes and 49.4 seconds instead of the required 11 minutes. As a result, she was laid off.
Stating that the test unfairly discriminated against women, Tawney's union brought a grievance on her behalf.
QUESTIONS FO R GRO UP DISCUSSION
1. Do you think that different standards should have been adopted for men and for women?
2. Do you think the test was a fair way of measuring a firefighter's ability to do the job?
3. If Tawney was passed, even though her running time was below what was required, would that result in "reverse discrimination" for the men who couldn't pass the evaluation?
STUDENTS' HANDOUTS
CASE STUD Y J: REJEANNE
Réjeanne lived in the City of Montreal. Her career goal was to become a horticulturalist. In pursuit of this goal, she had successfully passed a college course and had completed an apprenticeship as a gardener with the city's Botanical Gardens. When a suitable opening came up to work as a horticulturalist with the City, she immediately sent in her application.
Being fully qualified for the position, Réjeanne was invited for an interview. She successfully passed the interview; however, she was also required to undergo a physical check-up to confirm her suitability for the job. This check-up revealed that she had a slight curvature of the spine called scoliosis. Réjeanne was surprised to learn this, as she had never experienced any symptoms from this relatively common condition. In fact, she had never experienced any pain, nor had she suffered any limitation on her activities as a result of her condition. A subsequent evaluation showed that Réjeanne was able to perform all the duties of a gardener-horticulturalist in complete safety to her and others and that there was no necessity to limit her duties.
When it became aware of Réjeanne's condition, the City made a decision to hire another candidate who would be less of a risk for back problems and therefore unlikely to incur increased health care costs later on. The City rationalized its decision saying that it had the right and even the responsibility to employ individuals who would pose the least potential cost to taxpayers.
Believing that the City had rejected her application for the position because of a handicap, Réjeanne made a complaint to the Commission des droits de la personne et des droits de la jeunesse (The Quebec Human Rights Commission). The case was referred to a Tribunal for a decision.
In its argument before the Tribunal, the Commission alleged that the respondent acted in a discriminatory manner that deprived the complainant of unemployment insurance benefits, caused her a high level of stress and deeply humiliated her. The City responded that because Réjeanne had no functional limitations, it could not be said that she had a disability under Quebec's Charter of Human Rights and Freedoms.
QUESTIONS FO R GRO UP DISCUSSION
1. Why do you think that the City should or shouldn't have hired Réjeanne?
2. If it is possible that Réjeanne will develop back problems, do you think that the City did the right thing by not hiring her?
3. Do you think society's view towards persons with disabilities has a positive or negative impact on the barriers they face?
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CASE STUD Y K: ALIA AND AHMED
There are many people in Ontario who are deaf, deafened or hard-of hearing. For some, sign language might be their first language or preferred means of communication and their inability in English will seriously impede their ability to communicate unless aided by interpretation. For these Ontarians, effective communication and getting fair access to services and employment is very difficult.
Alia and Ahmed are parents who were both born deaf. They were expecting twins and would usually provide their own sign language interpreters for their medical visits. Unless an interpreter was present, communicating information was often frustrating for them. Furthermore, it was clear that any miscommunication about medical information could be dangerous.
When Alia went into labour at eight months into her pregnancy, she and her husband found themselves at the hospital without the aid of an interpreter. Neither the attending doctor nor the nurses were able to effectively communicate with the parents who found this isolation difficult and frightening. After the babies were born, they were immediately taken away from the delivery room and put under observation in another area of the hospital. One nurse wrote on a piece of paper that the children were "fine"; otherwise, no one gave any details about the twins'condition to either Alia or Ahmed.
In their complaint, Alia and Ahmed alleged that the hospital was providing unequal services because it wasn't accommodating their needs as deaf individuals. The hospital replied that it was too difficult to bring in interpreters on such short notice, and that it was too expensive to keep interpreters on call twenty four hours a day.
QUESTIONS FO R GRO UP DISCUSSION
1. How would you feel if you were in the same situation as Alia or Ahmed?
2. Whose responsibility is it to provide sign language interpreters in public service sectors?
3. How would this complaint be covered under the Code?
4. Do you think it's unreasonable for deaf people to expect interpreters to be available in emergency situations? What about in other non-emergency situations?
STUDENTS' HANDOUTS
CASE STUD Y L: RAY
Ray was the President of an organization called the Canadian Lesbian and Gay Archives (CLGA). The Archives is a corporation whose mandate is to acquire, preserve, organize and give public access to information, records and artifacts by and about lesbians and gay men in Canada. The purpose of CLGA is to celebrate the lives of lesbians and gay men and to ensure that their records and histories are not lost or willfully erased. CLGA helps lesbians and gay men live "free, proud and positive lives".
As the President of CGLA, Ray approached Scott, who was the President and chief salesperson of a printing company, to obtain a quote for printing business cards, letterhead and envelopes for CLGA.
At first, Scott was willing to provide the quote and carry out the service until he learned that Ray was requesting it on behalf of a lesbian and gay organization. Scott then refused. He told Ray that he was a religious person and that he had the deeply held conviction that homosexuality is wrong and he would not work with an organization that promoted the issues of gays and lesbians. He gave Ray the names and numbers of several other printers in the same town that he could try to get the work done. As a result of this refusal to do this job, CLGA was required to spend extra time trying to find another printer and it took a lot longer to complete the work.
Ray made a complaint against Scott and his printing company to the Ontario Human Rights Commission on behalf of himself and CLGA. His complaint was based on his belief that he had been denied service on the ground of sexual orientation. The complaint was investigated by the Commission and referred to the Board of Inquiry.
QUESTIONS FO R GRO UP DISCUSSION
1. What rights are involved in this case? Whose rights, if any, do you think should take precedence?
2. If you pick one, how do you think that the rights of the other should be protected?
3. What will happen to the purpose of the Code if rights claimed by certain groups results in violations of the rights of others?
ONTARIO HUMAN RIGHTS COMMISSION
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COURTESY AND KINDNESS, BEST QUOTES ON
Don't become preoccupied with your child's academic ability but instead teach them to sit with those sitting alone. Teach them to be kind. Teach them to offer their help. Teach them to be a friend to the lonely. Teach them to encourage others. Teach them to think about other people. Teach them to share. Teach them to look for the good. This is how they'll change the world.
—Casey Hardigan
A boy doesn’t have to go to war to be a hero; he can say he doesn’t like pie when he sees there isn’t enough to go around.
—Ed Howe
What is more beautiful than considerateness for others, when we ourselves are unhappy?
--Frederick W. Faber
This is the final test of a gentleman: his respect for those who can be of no possible service to him.
--William Lyon Phelps
The hardest job kids face today is learning good manners without seeing any. --Fred Astaire
A little of the oil of courtesy will save a lot of friction.
—Unknown
Be pleasant until ten o’clock in the morning and the rest of the day will take care of itself.
--Elbert Hubbard
The only gift is a portion of thyself.
--Ralph Waldo Emerson
There is as much greatness of mind in acknowledging a good turn, as in doing it.
—Seneca
In comparison with a loving human being, everything else is worthless. --Hugh MacLennan
(Politeness is) a tacit agreement that people's miserable defects, whether moral or intellectual, shall on either side be ignored and not be made the subject of reproach. --Arthur Schopenhauer
Politeness is good nature regulated by good sense.
--Sydney Smith
There is always a best way of doing everything, if it be only to boil an egg. Manners are the happy ways of doing things.
--Ralph Waldo Emerson
There is not a single outward mark of courtesy that does not have a deep moral basis.
--Johann von Goethe
Good breeding consists in concealing how much we think of ourselves and how little we think of the other person.
--Mark Twain
Etiquette means behaving yourself a little better than is absolutely essential. --Will Cuppy
I can't stand a naked light bulb, any more than I can stand a rude remark or a vulgar action.
--Tennessee Williams
Rudeness is the weak man's imitation of strength.
--Eric Hoffer
What is the test of good manners? Being able to bear patiently with bad ones. --Solomon ibn Gabirol
The attributes of a great lady may still be found in the rule of the four S's: Sincerity, Simplicity, Sympathy, and Serenity.
--Emily Post
A true gentleman is one who is never unintentionally rude.
--Oscar Wilde
A compliment is a gift, not to be thrown away carelessly unless you want to hurt the giver.
--Eleanor Hamilton
No one is useless in this world who lightens the burdens of another. --Charles Dickens
Wise sayings often fall on barren ground; but a kind word is never thrown away. --Sir Arthur Helps
One can pay back the loan of gold, but one dies forever in debt to those who are kind.
--Malayan Proverb
A kind word is like a Spring day.
--Russian Proverb
There is nothing in life but refraining from hurting others, and comforting those that are sad.
--Olive Schreiner
Nobody is kind only to one person at once, but to many persons in one. --Frederick W. Faber
By a sweet tongue and kindness, you can drag an elephant with a hair. --Persian Proverb
What is it to be a gentleman? The first to thank and the last to complain. --Serbian Proverb
Graciousness and courtesy are never old-fashioned.
--Emily Post
The habit of courtesy, when once acquired, is almost impossible to get rid of. --Robert Lynd
The courteous learns his courtesy from the discourteous.
Genuine courtesy is a splinter from the true cross.
--John Andrew Holmes
The cobra will bite you whether you call it cobra or Mr. Cobra.
--Indian Proverb
It is incredible what a difference it makes to one's feelings towards the whole human race when one is treated with politeness and kindness in buses, trains, trams, subways, ferries, stores, ships and streets.
--John Cowper Powys
To be civilized is to be incapable of giving unnecessary offence, it is to have some quality of consideration for all who cross our path.
--Agnes Repplier
Nothing makes people so worthy of compliments as occasionally receiving them. One is more delightful for being told one is delightful—just as one is more angry for being told one is angry.
--Katherine Fullerton Gerould
Often we can help each other most by leaving each other alone; at other times we need the hand-grasp and the word of cheer.
--Elbert Hubbard
Learning is nothing without cultivated manners, but when the two are combined in a woman, you have one of the most exquisite products of civilization.
--André Maurois
As the dog becomes thoroughbred in the laws of clan and caste—obedient, fraternal, loyal--so is a man who accepts the Gentleman's Code.
--Gelett Burgess
It is almost a definition of a gentleman to say he is one who never inflicts pain. --John Henry Newman
--Turkish Proverb
Anyone can be heroic from time to time, but a gentleman is something you have to be all the time. Which isn’t easy.
--Luigi Pirandello
Gratitude is the most exquisite form of courtesy.
--Jacques Maritain
A guest never forgets the host who had treated him kindly.
--Homer
That action is best which procures the greatest happiness for the greatest numbers.
--Francis Hutcheson
Do good even to the wicked; it is as well to shut a dog's mouth with a crumb.
--Sa'di
How far that little candle throws his beams!
So shines a good deed in a naughty world.
--William Shakespeare
To try may be to die, but not to care is never to be born.
--William Redfield
There is no beautifier of complexion, or form, or behavior, like the wish to scatter joy and not pain around us.
--Ralph Waldo Emerson
Kindness can become its own motive. We are made kind by being kind.
--Eric Hoffer
You can accomplish by kindness what you cannot do by force.
--Publilius Syrus
Manners make the fortune of the ambitious youth.
--Ralph Waldo Emerson
Etiquette is what you are doing and saying when people are looking and listening. What you are thinking is your business.
--Virginia Cary Hudson
A tactless man is like an axe on an embroidery frame.
--Malay Proverb
You never know till you try to reach them how accessible men are; but you must approach each man by the right door.
--Henry Ward Beecher
If you will be cherished when you are old, be courteous while you be young. --John Lyly
Politeness is the chief ingredient of culture.
--Spanish Proverb
Kindness attracts, pacifies and corrects.
--Mme. La Comtesse de Segur
Always be nice to people on the way up; because you'll meet the same people on the way down.
--Wilson Mizner
Always try to be a little kinder than is necessary.
—Sir James Matthew Barrie
Start some kind word on its travels. There is no telling where the good it may do will stop.
--Sir Wilfred Grenfell
Associate with well-mannered persons and your manners will improve. Run around with decent folk and your own decent instincts will be strengthened. Keep the company of bums and you will become a bum.
--Stanley Walker
Don't flatter yourself that friendship authorizes you to say disagreeable things to your intimates. The nearer you come into relation with a person, the more necessary do tact and courtesy become. Except in cases of necessity, which are rare, leave your friend to learn unpleasant things from his enemies; they are ready enough to tell them.
--Oliver Wendell Holmes
Good manners are made up of petty sacrifices.
--Ralph Waldo Emerson
Life is not so short but that there is always time enough for courtesy.
--Ralph Waldo Emerson
Good manners is the art of making those people easy with whom we converse. Whoever makes the fewest persons uneasy, is the best bred in the company. --Jonathan Swift
Politeness is the chief sign of culture.
--Baltasar Gracian
The greater man the greater courtesy.
--Alfred, Lord Tennyson
There can be no defense like elaborate courtesy.
--Edward Verrall Lucas
That best portion of a good man’s life, His little nameless, unremembered acts Of kindness and of love.
--William Wordsworth
Civility costs nothing and buys everything.
--Lady Mary Wortley Montagu
Manners are of more importance than laws. Upon them, in great measure, the laws depend. The law touches us but here and there, and now and then. Manners are what vex or soothe, corrupt or purify, exalt or debase, barbarize or refine us, by a constant, steady, uniform, insensible operation, like that of the air we breathe in. They give their whole form and color to our lives. According to their quality, they aid morals, they supply them, or they totally destroy them.
--Edmund Burke
The people who really know your character are waiters and clerks.
—Katherine Pipin
Politeness and good-breeding are absolutely necessary to adorn any, or all other good qualities or talents....The scholar, without good-breeding, is a pedant; the philosopher, a cynic; the soldier, a brute; and every man disagreeable.
--Lord Chesterfield
Man is a social animal formed to please in society.
--Charles de Montesquie
People are capable of courtesy when they know clearly what is expected of them. Moreover, the classroom is a more positive place when everyone treats everyone else with courtesy and consideration.
—Hal Urban
Without good manners, human society becomes intolerable.
—George Bernard Shaw
Lack of manners for Americans is not about whether you confuse the salad fork with the dinner fork. It's about the daily assault of selfish, inconsiderate behavior on the highways, in the office, in stores, and in myriad other places.
—Deborah Wadsworth
As the sword of the best-tempered metal is the most flexible; so the truly generous are the most pliant and courteous in their behavior to their inferiors.
--Thomas Fuller
Politeness is to human nature what warmth is to wax.
—Schopenhauer
Politeness is the art of choosing among one's real thoughts.
—Adlai Stevenson II
Courtesy costs nothing.
--W. G. Dunham
The greater man the greater courtesy.
--Tennyson
All doors open to courtesy.
--Thomas Fuller
Nothing is more valuable to a man than courtesy.
—Terence
It is all right to be always looking for compliments—to give to somebody else.
--Unknown
No act of kindness no matter how small, is ever wasted.
—Aesop
They tell us that courtesy is contagious. So why not start an epidemic? —Unknown
Kindness is the golden chain by which society is bound together.
—J. W. von Goethe
Manners maketh man.
--William of Wykeham
If a man be gracious and courteous to strangers, it shows he is a citizen of the world, and that his heart is no island cut off from other lands, but a continent that joins to them.
--Francis Bacon
A man's manners are a mirror in which he shows his portrait.
--Johann Wolfgang
van Goethe
Kindness will always attract kindness.
--Sophocles
The measure of a truly great man is the courtesy with which he treats lesser men.
--Unknown
Gratitude is the most exquisite form of courtesy.
--Unknown
Do unto others as though you were the others.
--Unknown
The open hand holds more friends than the closed fist.
—Unknown
No person is so poor that he cannot give a compliment.
--Unknown
I define manners as an attitude of the heart that is self-giving, not self-serving. The objective of our curriculum is to teach children that manners come from the heart, not from memorizing a set of rules. If respect is the foundation of how we treat each other, manners and etiquette will come easily.
—Jill Rigby
A — Accept a compliment graciously.
B — Be on time.
C — Clean your hands.
D — Do chew with your mouth closed.
E — Elbows off the table.
F — Friendliness to others.
G — Good grooming shows self-respect.
H — Hang up your clothes.
I — Interrupt only for a very important reason.
J — Join in and include everybody.
K — Kindness to all living things.
L — Lend a helping hand.
M — Magic words: 'Please' and 'Thank you.'
N — Never point or laugh at others.
O — Obey the rules.
P — Pleasant tone of voice is a plus.
Q — Quiet when others are working or sleeping.
R — Remember others on special occasions.
S — Sit up straight.
T — Thank the host or hostess.
U — Use your beautiful smile.
V — Visit a friend who is lonely or sick.
W — Watch out for little ones.
X — 'X' out bad habits.
Y — Yawn if you must but cover your mouth.
Z — Zip your zipper.
—Susan Skinner
Manners are minor morals.
--Paley
The root of the word 'rude' is interesting: it comes from the Latin, rudis, meaning unsophisticated, which remains its primary definition today. It wasn't until the late Middle Ages that the word came to mean ill-mannered, which is to say the opposite of polite.
—Patrick Meagher
Manners are to morals as the final sand papering, rubbing, and polishing on a fine piece of furniture are to the selection of the wood, the sawing, chiseling, and fitting. They are the finishing touch.
— Henry Hazlitt
A gentleman is a warrior, not a doormat, and he will cooperate with others only insofar as they cooperate with him. Cooperation begets cooperation, kindness begets kindness. —Robert Axlerod
Far more important than any mere dictum of etiquette is the fundamental code of honor, without strict observance of which no man, no matter how 'polished,' can be considered a gentleman. The honor of a gentleman demands the inviolability of his word, and the incorruptibility of his principles; he is the descendant of the knight, the crusader; he is the defender of the defenseless, and the champion of justice — or he is not a gentleman.
—Emily Post
Manners developed, not to make life more complicated and awkward (though elaborately ceremonial manners do), but to make it in the long-run smoother and simpler—a dance, and not a series of bumps and jolts. The extent to which it does this is the test of any code of manners.
—Henry Hazlitt
The tradition of good breeding puts its emphasis on sparing the feelings of others, and even on pleasing them at the cost of the exact truth.
—Henry Hazlitt
Defect in manners is usually the defect of fine perceptions.
Elegance comes of no breeding, but of birth.
--Ralph Waldo Emerson
Nothing is more reasonable and cheap than good manners.
--Unknown
There is no policy like politeness; and a good manner is the best thing in the world either to get a good name, or to supply the want of it.
--Bulwer-Lytton
What a rare gift is that of manners! How difficult to define; how much more difficult to impart! Better for a man to possess them, than to have wealth, beauty, or talent; they will more than supply all.
—Bulwer-Lytton
Manners are stronger than laws.
--Thomas Carlyle
Fine manners are a stronger bond than a beautiful face. The former binds; the latter only attracts.
--Alphonse de Lamartine
In manners, tranquility is the supreme power.
--Mad. de Maintenon
True politeness is perfect ease and freedom. It simply consists in treating others just as you love to be treated yourself.
—Lord Chesterfield
Politeness is but kind feeling toward others, acted out in our intercourse with them. We are always polite to those we respect and esteem.
--Unknown
There is no policy like politeness, since a good manner often succeeds where the best tongue has failed.
--Elias L. Magoon
There are two kinds of politeness; one says, 'See how polite I am;' the other, 'I would make you happy.'
--Henry Major Tomlinson
The spirit of politeness is a desire to bring about by our words and manners, that others may be pleased with us and with themselves.
--Charles de Montesquieu
To be over-polite is to be rude.
The small courtesies sweeten life; the greater, ennoble it.
--Christian Nestell Bovee
We live in a world which is full of misery and ignorance, and the plain duty of each and all of us is to try to make the little corner he can influence somewhat less miserable and somewhat less ignorant than it was before he entered it. --Thomas Henry Huxley
Try to make at least one person happy every day, and then in ten years you may have made three thousand, six hundred and fifty persons happy, or brightened a small town by your contribution to the fund of general enjoyment.
--Sydney Smith
Constant activity in doing good, and endeavoring to make others happy, is one of the surest ways of making ourselves so.
--Unknown
No man or woman...can really be strong, gentle, pure, and good, without the world being better for it, without somebody being helped and comforted by the very existence of that goodness.
--Phillips Brooks
The art of true civilization is the art of being kind.
--Ashley Montagu
You cannot do a kindness too soon, for you never know how soon it will be too late. --Ralph Waldo Emerson
I can live for two months on a good compliment.
--Mark Twain
Today we are afraid of simple words like goodness and mercy and kindness. We don't believe in the good old words because we don't believe in the good old values anymore. And that's why the world is sick.
--Lin Yu-t'ang
--Japanese Proverb
No one is too big to be courteous—but some are too small.
--Jerome Knight
Wherever there is a human being, there is a chance for kindness.
--Seneca
The really great person is the person who makes every person feel great.
--G. K. Chesterton
The full measure of a man is not to be found in the man himself, but in the colors and textures that come alive in others because of him.
--Albert Schweitzer
Behave towards everyone as if receiving a great guest.
--Chinese Proverb
Giving is the secret of a healthy life. Not necessarily money, but whatever a man has of encouragement and sympathy and understanding.
--John D. Rockefeller, Jr.
Kindness is a Language which the deaf can hear and the blind can read. --Mark Twain
I feel the capacity to care is the thing which gives life its deepest significance. --Pablo Casals
Make it a rule, and pray God to help you to keep it, never, if possible, to lie down at night without being able to say, 'I have made one human being at least a little wiser, a little happier or a little better this day.'
--Charles Kingsley
After years of living with the coldest realities I still believe that one reaps what one sows and that to sow kindness is the best of all investments.
--Joseph W. Martin, Jr.
We sometimes meet an original gentleman, who, if manners had not existed, would have invented them.
—Ralph Waldo Emerson
Politeness is the art of choosing among one's real thoughts.
—Abel Stevens
Men, like bullets, go farthest when they are smoothest.
—Paul Richter
It is better to have too much courtesy than too little, provided you are not equally courteous to all, for that would be injustice.
—Baltasar Gracián
Courtesies of a small and trivial character are the ones which strike deepest in the grateful and appreciating heart.
—Henry Clay
We must be as courteous to a man as we are to a picture, which we are willing to
give the advantage of a good light.
—Ralph Waldo Emerson
True politeness consists in being easy one’s self, and in making every one about one as easy as one can.
—Alexander Pope
Courtesy is a science of the highest importance. It is … opening a door that we may derive instruction from the example of others, and at the same time enabling us to benefit them by our example, if there be anything in our character worthy of imitation.
—Montaigne
We should ever conduct ourselves toward our enemy as if he were one day to be our friend.
--Cardinal Newman
If I have said one cheering word or done a helpful deed, If I have smoothed one rocky path or filled a special need, If I have eased one doubt or fear or chased one cloud away, If I have brought one person joy...
then I've lived well today.
--Amanda Bradley
What sunshine is to flowers, smiles are to humanity.
--Unknown
A life is not important except in the impact it has on other lives.
--Jackie Robinson
Kindness consists of loving people more than they deserve.
--Joseph Joubert
We leave traces of ourselves wherever we go, on whatever we touch.
--Lewis Thomas
Kind, loving words seldom go in one ear and out the other.
--Unknown
Flowers leave some of their fragrance in the hand that bestows them.
--Chinese Proverb
There is a loftier ambition than merely to stand high in the world. It is to stoop down and lift mankind a little higher.
--Henry Van Dyke
THE MOST IMPORTANT WORDS
The six most important words are:
'I admit I made a mistake.'
The five most important words are:
'You did a good job.'
The four most important words are:
'What is your opinion?'
The three most important words are:
'If you please.'
The two most important words are:
'Thank you.'
The least most important word is:
'I.'
--The Suburban, Canada
There is no blade that can offer resistance to kindness.
--Japanese Proverb
All the world smiles in the same language.
--Mexican Proverb
The difference between a well-bred and an ill-bred man is this: One immediately attracts your liking, and the other your aversion. You love the one till you find reason to hate him; you hate the other till you find reason to love him.
--Samuel Johnson
Everyone's manners make his fortune.
--Cornelius Nepos
Good manners and soft words have brought many a difficult thing to pass. --Sir John Vanbrugh
Kindness gives birth to kindness.
--Sophocles
It is futile to judge a kind deed by its motives. Kindness can become its own motive. We are made kind by being kind.
—Eric Hoffer
Good manners will open doors that the best education cannot.
--Clarence Thomas
Nothing is ever lost by courtesy. It is the cheapest of the pleasures; costs nothing and conveys much. It pleases him who gives and him who receives, and thus, like mercy, is twice blessed.
--Erastus Wiman
Different times, different manners.
—Pindar
When you are kind to someone in trouble, you hope they’ll remember and be kind to someone else. And it’ll become like a wildfire.
—Whoopi Goldberg
The first quality of a good education is good manners—and some people flunk the course.
--Hubert Humphrey
Life is short and we have not too much time for gladdening the hearts of those who travel the way with us. Oh, be swift to love! Make haste to be kind.
--Henri Amiel
A man's greatness is measured by his kindness—
A man's education and intellect by his modesty—
A man's ignorance is betrayed by his suspicions and prejudices.
His real caliber is measured by the consideration and tolerance he has for others.
--William J. H. Boetcker
True education combines intellect, beauty, goodness, and the greatest of these is goodness. When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another.
--Helen Keller
Charm is a glow within a woman that casts a becoming light on others.
--John Mason Brown
Kindness is the one gift that all can afford and all can repay.
--Greg Henry Quinn
I am certain that after the dust of centuries has passed over our cities, we, too, will be remembered not for victories or defeats in battle or in politics, but for our contribution to the human spirit.
—John F. Kennedy
I could never think well of a man’s intellectual or moral character, if he was habitually unfaithful to his appointments.
—Nathaniel Emmons
Unfaithfulness in the keeping of an appointment is an act of clear dishonesty. You may as well borrow a person’s money as his time.
—Horace Mann
He that has done you a kindness will be more ready to do you another, than he whom you yourself have obliged.
—Benjamin Franklin
The least movement is of importance to all nature. The entire ocean is affected by a pebble.
—Blaise Pascal
One ungrateful man does an injury to all who stand in need of aid.
—Publilius Syrus
When I'm not thanked at all I'm thanked enough.
—Henry Fielding
Be nice to people...nice gets nice, and all things being equal, courtesy can be very persuasive.
—Mark H. McCormack
It's easy to make a buck. It's a lot tougher to make a difference.
—Tom Brokaw
Gratitude is a useless word. You will find it in a dictionary but not in life.
—François, Duc de La
Rochefoucauld
Kind words can be short and easy to speak, but their echoes are truly endless.
—Mother Teresa
My satisfaction comes from my commitment to advancing a better world.
—Faye Wattleton
There is always a best way of doing everything, if it be to boil an egg. Manners are the happy ways of doing things.
—Ralph Waldo Emerson
Courtesy is really nothing more than a form of friendliness. It is amazing what a warming influence it can have on a otherwise dreary world. It has been said that a rise of one degree Fahrenheit in the mean annual temperature of the globe would free both polar regions from their ice. It is thrilling to contemplate what frigidity might be dispelled in the world of human relations if people made just a little better effort to be friendly.
--M. Bartos
Manners are especially the need of the plain. The pretty can get away with anything.
—Evelyn Waugh
The simple virtues of willingness, readiness, alertness and courtesy will carry a man farther than mere smartness.
—John Davidson
The influences that really make and mar human happiness are beyond the reach of the law. The law can keep neighbors from trespassing, but it cannot put neighborly courtesy and goodwill into their relations.
—Walter Rauschenbusch
Of courtesy, it is much less Than courage of heart or holiness, Yet in my walks it seems to me That the Grace of God is in courtesy.
—Hilaire Belloc
If you treat with courtesy your equal, who is privileged to resent an impertinence, how much more cautious should you be to your dependents, from whom you demand a respectful demeanor.
—Robert Chambers
This is the beginning of a new day. You have been given this day to use as you will. You can waste it or use it for good. What you do today is important because you are exchanging a day of your life for it. When tomorrow comes, this day will be gone forever; in its place is something that you have left behind...let it be something good.
--Unknown
I wonder why it is that we are not all kinder to each other than we are. How much the world needs it! How easily it is done!
--Henry Drummond
It's a pity so many of us persist in regarding politeness as being merely a superficial social grace instead of what it really is, namely one of the necessities of life. Quite apart from politeness for its own sake, and as a matter of plain justice, it is invaluable as a sort of cushion or buffer to hold off the jolt that would otherwise disrupt the harmony of things.
--Zealandia
You may not have saved a lot of money in your life, but if you have saved a lot of heartaches for other folks, you are a pretty rich man.
--Seth Parker
To be humble to superiors is duty, to equals courtesy, to inferiors nobleness. —Benjamin Franklin
Politeness is one half good nature and the other half good lying.
--Mary Wilson Little
The people who get on are the people who can get their mind off their own predicament and think of someone else.
--Katharine Whitehorn
Etiquette is the least important of all laws, but the one most observed. --La Rochefoucauld
Etiquette requires us to admire the human race.
--Mark Twain
It is one of the unwritten laws of French politeness that a long face is a breach of manners.
--Richard Le Gallienne
The greatest of all pleasure is the pleasure of giving pleasure.
--Unknown
Deeds, not stones, are the true monuments of the great.
—John L. Motley
One of the greatest victories you can gain over a man is to beat him at politeness. --Josh Billings
Politeness is good nature regulated by good sense.
--Sydney Smith
A man should be as polite all the time as a candidate is just before election.
--Ed Howe
Politeness is the art of choosing among your thoughts.
People must never be humiliated—that is the main thing.
--Anton Chekhov
Courtesy is the art of treating the other fellow as if he were as important as he thinks he is.
--Unknown
An effort made for the happiness of others lifts us above ourselves.
--Lydia M. Child
Guard well within yourself that treasure, kindness. Know how to give without hesitation, how to lose without regret, how to acquire without meanness.
--George Sand
One can pay back the loan of gold, but one dies forever in the debt to those who are kind.
--Malayan Proverb
When it is possible, we should show courtesy to everyone, if we wish it to be extended to us in our hour of need.
--Carlo Collodi
Better good manners than good looks.
--Irish Proverb
It is sometimes necessary to use unnecessary words like 'thank you' and 'please' just to make life prettier.
--E. L. Konigsburg
A person who is able to contribute something to the world is a fortunate person, and each of us should be able at least to 'brighten the corner' where we are.
--Charles Schultz
There is no need for temples; no need for complicated philosophy. Our own brain, our own heart is our temple; my philosophy is kindness.
--The Dalai Lama
--Madame de Staël
When you drink the water, remember the spring.
Be kind to unkind people–they need it the most.
--Unknown
A person who is nice to you, but rude to the waiter, is not a nice person. (That is very important! Pay attention. It never fails.)
--Dave Barry
QUIZ
Name the five wealthiest people in the world.
Name the last five Heisman trophy winners.
Name the last five winners of the Miss America contest.
Name ten people who have won the Nobel or Pulitzer prize.
Name the last half dozen Academy Award winners for Best Actor and Actress.
Name the last decade's worth of World Series winners.
How did you do?
The point is, none of us remember the headliners of yesterday. These are no secondrate achievers. They're the best in their fields. But the applause dies. Awards tarnish. Achievements are forgotten. Accolades and certificates are buried with their owners.
Now here's another quiz. See how you do on this one:
List three teachers who aided your journey through school.
Name three friends who have helped you through a difficult time.
Name five people who have taught you something worthwhile.
Think of five people who have made you feel appreciated and special.
Think of five people you enjoy spending time with.
Name a half dozen heroes whose stories have inspired you.
Easier?
The lesson? The people who make a difference in your life aren't the ones with the most credentials, the most money, or the most awards. They're the ones who take the time to care.
—Unknown
--Chinese Proverb
Gratitude is the heart's memory.
--French Proverb
Be kind; everyone you meet is fighting a hard battle.
—John Watson
The main thing is to care. Care very hard, even if it is only a game you are playing.
—Billie Jean King
Where will the kind, thoughtful, caring people come from for the next generation if our children are not taught the value of putting someone else’s needs above their own?
--Edith Schaeffer
Maturity begins to grow when you can sense your concern for others outweighing your concern for yourself.
--John Macnaughton
To speak kindly does not hurt the tongue.
-- Proverb
You must be the change you wish to see in the world.
--Gandhi
I learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.
--Maya Angelou
In a world where you can be anything, be kind.
—Etta Turner
There's no use doing a kindness if you do it a day too late.
--Charles Kingsley
Make it a habit to tell people thank you. To express your appreciation, sincerely and without the expectation of anything in return. Truly appreciate those around you, and you'll soon find many others around you. Truly appreciate life, and you'll find that you have more of it.
--Ralph Marston
Since you get more joy out of giving joy to others, you should put a good deal of thought into the happiness that you are able to give.
—Eleanor Roosevelt
Begin today. No matter how feeble the light, let it shine as best it may. The world may need just that quality of light which you have.
--Henry C. Blinn
I resolve to speak ill of no man whatever, not even in a matter of truth but rather by some means excuse the faults I hear charged upon others, and upon proper occasions speak all the good I know of everybody.
--Benjamin Franklin
The greater man the greater courtesy.
--Alfred Lord Tennyson
Courtesy is a silver lining around the dark clouds of civilization; it is the best part of refinement and in many ways, an art of heroic beauty in the vast gallery of man's cruelty and baseness.
--Bryant H. McGill
Our attitude towards others determines their attitude towards us.
--Earl Nightingale
We ought not to treat living creatures like shoes or household belongings, which when worn with use we throw away.
—Plutarch
Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around.
--Leo Buscaglia
The greatest degree of inner tranquility comes from the development of love and compassion. The more we care for the happiness of others, the greater is our own sense of well-being.
—Tenzin Gyatso
Kindness is the noblest weapon to conquer with.
—American Proverb
Love is a fruit in season at all times, and within the reach of every hand.
—Mother Theresa
The truest greatness lies in being kind, the truest wisdom in a happy mind.
—Ella Wheeler Wilcox
Neither genius, fame, nor love show the greatness of the soul. Only kindness can do that.
—Jean Babtiste Henri Lacordaire
If you shine your light, others may see how to do the same. You can ignite a chain reaction of illumination that is unstoppable.
—Dylan Patterson
Lighthouses don’t go running all over an island looking for boats to save; they just stand there shining.
—Anne Lamott
A good heart is better than all the heads in the world.
—Edward Bulwer-Lytton
Be kind whenever possible. It is always possible.
—Dalai Lama
As far as we can discern, the sole purpose of human existence is to kindle a light in the darkness of mere being.
—Carl Jung
It is tact that is golden, not silence.
—Samuel Butler
The average dog is a nicer person than the average person.
—Andy Rooney
I think probably kindness is my number one attribute in a human being. I’ll put it before any of the things like courage or bravery or generosity or anything else… Kindness—that simple word. To be kind—it covers everything, to my mind. If you’re kind, that’s it.
—Roald Dahl
Morning is God's way of saying one more time, go make a difference, touch a heart, encourage a mind, inspire a soul and enjoy the day.
—Unknown
Life is too short not to be kind to others.
—Unknown
Everyone you meet is fighting a battle you know nothing about. Be kind. Always.
—Wendy Mass
Choose to be kind over being right and you'll be right every time.
—Richard Carlson
Kindness makes you the most beautiful person in the world no matter what you look like.
—Internet Meme
When I was young, I admired clever people. Now that I am old, I admire kind people.
—Abraham Joshua Heschel
Two things I ask my daughters to have: The highest respect for all life and unusual kindness.
—Jim Rohn
If you want a kinder world, then behave with kindness; if you want a peaceful world, make peace within.
—Dan Millman
Be kind and merciful. Let no one ever come to you without coming away better and happier.
—Mother Theresa
Three things in human life are important. The first is to be kind. The second is to be kind. And the third is to be kind.
—Henry James
You will regret many things in life but you will never regret being too kind or too fair.
—Brian Tracy
When I do good, I feel good; when I do bad, I feel bad. That’s my religion. —Abraham Lincoln
What wisdom can you find that is greater than kindness?
—Jean-Jacques Rousseau
Constant kindness can accomplish much. As the sun makes ice melt, kindness causes misunderstanding, mistrust, and hostility to evaporate.
—Albert Schweitzer
We keep looking at the big social and political problems. But when you’re walking down the street and someone simply smiles at you—what a tremendous difference that makes.
—Bobby McFerrin
As you express joy, you draw it out of those you meet, creating joyful people and joyful events. The greater the joy you express, the more joy you experience.
—Arnold Patent
Kindness is more important than wisdom, and the recognition of this is the beginning of wisdom.
--Theodore Isaac Rubin
Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.
—Princess Diana
Treat everyone with politeness and kindness, not because they are nice, but because you are.
—Roy T. Bennett
Learn to light a candle in the darkest moments of someone’s life. Be the light that helps others see; it is what gives life its deepest significance.
—Roy T. Bennett
Be a rainbow in someone else's cloud.
—Maya Angelou
The fact that I can plant a seed and it becomes a flower, share a bit of knowledge and it becomes another's, smile at someone and receive a smile in return, are to me continual spiritual exercises.
— Leo Buscaglia
As perfume is to the flower, so is kindness to speech.
—Katherine Francke
Beginning today, treat everyone you meet as if they were going to be dead by midnight. Extend to them all the care, kindness and understanding you can muster, and do it with no thought of any reward. Your life will never be the same again.
—Og Mandino
Really big people are, above everything else, courteous, considerate and generous— not just to some people in some circumstances—but to everyone all the time.
—Thomas J. Watson
A postal employee opened and read the mail which came to the Dead Letter Office in Washington addressed to Santa Claus. In the three months before Christmas, there were thousands of letters asking for something. In the months after Christmas, there was only one card addressed to Santa Claus thanking him. How quick we are to ask and receive. How slow we are to speak the magic word— thanks!
—Paul Lee Tan
The parents of a young man who was killed gave their church a check for $1,000 in his memory. When the presentation was made, another mother whispered to her husband, 'Let's give the same for our boy.' 'What are you talking about?' asked the father. 'Our son didn't lose his life.' 'That's just the reason,' replied his mother. 'Let's give it in thanksgiving because he's still alive.'
—S.C.U.C.A. Regional Reporter
Before you speak, let your words pass through three gates: Is it true? Is it necessary? Is it kind?
—Sufi Saying
I bet attractive people think the world is a lot more polite than it really is.
—Stephen Lockyer
To be kind is more important than to be right. Many times, what people need is not a brilliant mind that speaks but a special heart that listens.
—dailyinspirationalquotes.in
Kindness is an irresistible force, so long as it is genuine.
—Marcus Aurelius
Manners easily and rapidly mature into morals.
—Horace Mann
The best that we can do is to be kindly and helpful toward our friends and fellow passengers who are clinging to the same speck of dirt while we are drifting side by side to our common doom.
—Clarence Darrow
A very wise public-relations counsel cautions letter writers to delete the pronoun ‘I’ as much as possible. ‘A weekend thank-you note which opens ‘I had a wonderful time,’ he points out, ‘is not half so captivating as one beginning, You are a wonderful hostess.’ Both say ‘thank you,’ but, ah, my friends, the second is the one that will get you asked back!
--Bennett Cerf
Pretend that every single person you meet has a sign around his or her neck that says, ‘Make me feel important.’ Not only will you succeed in sales, you will succeed in life.
--Mary Kay Ash
The sweetest sound in the world is the person's own name.
--Dale Carnegie
You can get everything in life you want if you will just help enough other people get what they want.
--Zig Ziglar
If you want more joy in your daily life, smile at the people you meet in the street, the woman sitting beside you on the bus or standing next to you in the queue at the airport, the waiter who brings your food, your colleagues or your employer. There’s a great chance they’ll smile back.
—Thorbjörg
Hafsteinsdottir
People who help others on a regular basis are ten times more likely to be healthy than people who do not.
—Arthur P. Ciaramicoli
Empathy isn’t just something that happens to us…It’s also a choice we make: to pay attention, to extend ourselves.
—Leslie Jamison
One man practicing sportsmanship is better than a hundred teaching it. --Knute Rockne
The best that we can do is to be kindly and helpful toward our friends and fellow passengers who are clinging to the same speck of dirt while we are drifting side by side to our common doom.
—Clarence Darrow
Do all the good you can, By all the means you can, In all the ways you can, In all the places you can, At all the times you can, To all the people you can, As long as you ever can.
—John Wesley
Act so as to elicit the best in others and thereby in thyself.
—Felix Adler
Anyone who's been through middle school might agree that 'reputational aggression'—aka vicious gossip, or even verbal abuse—seems to play a role in the status struggles of teenagers. Using data from North Carolina high schools, Robert Faris uncovered a pattern showing that, contrary to the stereotype of high-status kids victimizing low-status ones, most aggression is local: kids tend to target kids close to them on the social ladder. And the higher one rises on that ladder, the more frequent the acts of aggression—until, near the very top, aggression ceases almost completely. Why? Kids with nowhere left to climb, Faris posits, have no more use for it. Indeed, the star athlete who demeaned the mild mathlete might come off as insecure. 'In some ways,' Faris muses, 'these people have the luxury of being kind. Their social positions are not in jeopardy.
—Jerry Useem
There is no religion without love, and people may talk as much as they like about their religion, but if it does not teach them to be good and kind to man and beast, it is all a sham.
—Anna Sewell
It's nice to be important, but it's more important to be nice.
--John Templeton
Building a conscience is what discipline is all about. The goal is for a youngster to end up believing in decency, and acting—whether anyone is watching or not—in helpful and kind and generous, thoughtful ways.
--James L. Hymes, Jr.
The key to a happy life is to focus on doing good not doing well.
--Erma Bombeck
Only those persons who learned to like themselves can be generous and friendly with others.
—Les Giblin
Are you able to remain humble and kind when things do not go the way you want or expect? Be kind when you are in pain; be kind even when your life seems to be falling apart around you. Be humble not only when you succeed but also when you fail. Kindness in word and action, and humble in thought and belief. It is important to not only say and do the 'right' thing, it is important to also think and believe it— which is being genuine in nature of peace embodiment.
—Alaric Hutchinson
You can either practice being right or practice being kind.
—Anne Lamott
Kindness is a choice. People who are generous and show compassion aren't 'lucky.' Day by day, they make a conscious effort to step out of themselves and put someone else's well being ahead of their own. Imagine a world where we all took a second to check ourselves and decided on selflessness more often. What a peaceful place our earth could be.
— Jane Barkley
One ought not to return injustice, nor do evil to anybody in the world, no matter what one may have suffered from them.
—Socrates
Be gentle and patient with people. Everybody's bruised.
--Katie Lambert
It is not considered lying if you lie only when complimenting a woman.
—Unknown
Tact is the art of knowing when not to tell the truth, where not to tell the truth, and how not to tell the truth.
--Winston Churchill
Little lies that make people feel better are not bad, like thanking someone for a meal they made even if you hated it, or telling a sick person they look better when they don't.
--Louise Fitzhugh
When you shoot an arrow of truth, dip its point in honey.
--Arab Proverb
Treat those who are good with goodness, and also treat those who are not good with goodness. Thus goodness is attained. Be honest to those who are honest, and be also honest to those who are not honest. Thus honesty is attained.
—Lao Tzu
Truth is generally kindness, but where the two diverge and collide, kindness should override truth.
—Samuel Butler
Use no hurtful deceit. Think innocently and justly, and if you speak, speak accordingly.
—Benjamin Franklin
Better a lie that heals than a truth that wounds.
--Czech Proverb
To be extremely popular, one must be more tactful than truthful.
--Unknown
A truth that's told with bad intent Beats all the lies you can invent.
--William Blake
There are times when lying is the most sacred of duties.
--Eugene Marin Labiche
Make yourself necessary to somebody. Do not make life hard to any.
--Ralph Waldo Emerson
Honesty is a value that should be taken seriously, applied fairly, and should be a value that you use regularly — a sort of litmus test for helping you make decisions. Will honesty hurt sometimes? You betcha! This is why you've got to exercise your ability to assess the situation you're in and make the best decision you can based on what's happening around you.
If you know that an honest answer will hurt someone, unless you're in a serious illegal, immoral, or unethical situation that requires nothing less than the blunt truth, decide if and how you can soften your approach to spare someone being hurt. —Karen Ann Kennedy
In human relations kindness and lies are worth a thousand truths.
--Graham Greene
On the one hand, we may tell the truth, regardless of consequences, and on the other hand we may mellow it and sophisticate it to make it humane and tolerable. --H. L. Mencken
Do the right thing, the good thing, the kind and remarkable thing, for you may not get another chance.
--Kathleen Parker
Choose life. Choose to forgive. Choose to accept, to neither covet nor compare….Let us be grateful for our blessings and be kind and loving, not only to those we love, but also to ourselves. Let us see the glass as half full, at least.
--Susan Estrich
The best portion of a good man's life is his little, nameless, unremembered acts of kindness and of love.
--William Wordsworth
I say to myself that I shall try to make my life like an open fireplace, so that people may be warmed and cheered by it and so go out themselves to warm and cheer.
—George Matthew Adams
The strongest people are the ones who are still kind after the world tore them apart. —Raven Emotion
Let your smile change the world, not the world change your smile.
—inspiremore.com
Please don’t judge people. You don’t know what it took someone to get out of bed, look and feel as presentable as possible and face the day. You never truly know the daily struggles of others.
—Karen Salmansohn
I just want to be healthy and happy. I don’t want to hurt anybody or make them mad. If that’s a philosophy then that’s my philosophy.
—Chad Michael Murray
Be the reason someone smiles today.
—Nicholas Khoo
Let people realize clearly that every time they threaten someone or humiliate or hurt unnecessarily or dominate or reject another human being, they become forces for the creation of psychopathology, even if these be small forces. Let them recognize that every man who is kind, helpful, decent, psychologically democratic, affectionate, and warm, is a psychotherapeutic force even though a small one.
—Abraham H. Maslow
If you care enough, you make a difference.
—Loretta Swit
Being on time to appointments and meetings is a phase of self-discipline and an evidence of self-respect. Punctuality is a courteous compliment the intelligent person pays to his associates.
—Marvin J. Ashton
Punctuality or the lack thereof oftentimes is the only introduction one will ever have to new groups and friends. Serenity and poise are not the companions of those who lack the courtesy and judgment to be on time.
—Marvin J. Ashton
Kindness has converted more sinners than zeal, eloquence, or learning. —Frederick William
Faber
It requires more strength to be gentle, so it's the everyday encounters of life that I think we've prepared children for and prepared them to be good to other people and to consider other people.
—Bob Keeshan
We're not all alike but we can all like each other.
—Jason Mechalek
It is one of the beautiful compensations of this life that no one can sincerely try to help another without helping himself.
--Charles Dudley Warner
An article in Education Week explored the reasons that teachers quit. Marshall Cohen, a social studies teacher in Newton, Massachusetts, contributed the following story:
l knew one older teacher who kept in it until he was over 60. And one of the ways he did it was. . . every year, he would pick between five and 10 kids that he would really cultivate. And they were a cross-section of the school. They weren't always the smartest kids. Just some kids that he liked in some way, . . . And then he'd make a significant difference in those kids' lives. He'd get them in conversations, and he'd start talking with them. . . . Those kids were what kept him in it. And they'd come back and visit him years and years later.
I am touched by this story of a teacher who created an advising system of his own. How wonderful it would be if each of us could contribute similarly each year to the growth of several young people, to their understanding of the culture, and to their desires to become contributing adults.
—Maxine Seibel and Joseph N. Muray
The problems we face today—violent conflicts, destruction of nature, poverty, hunger, and so on—are human-created problems which can be resolved through human effort, understanding, and the development of a sense of brotherhood and sisterhood. We need to cultivate a universal responsibility for one another and the planet we share.
—The Dalai Lama
Do good to thy Friend to keep him, to thy enemy to gain him.
—Benjamin Franklin
Be nice to nerds. Chances are you'll end up working for one.
--Bill Gates
As much as we need a prosperous economy, we also need a prosperity of kindness and decency.
—Caroline Kennedy
Be compassionate to everyone. Don’t just search for whatever it is that annoys and frightens you—see beyond those things to the basic human being. Especially see the child in the man or woman. Even if they are destroying you, allow a moment to see how lost in their own delusion and suffering they are.
—Alice Walker
Courtesy is the stepladder to respect.
--Greg Henry Quinn
Gain respect through knowledge and gentleness of speech and conduct.
--Sacred Wisdom of Ancient Egypt
Do the best that you can in the place where you are, and be kind.
—Scott Nearing
I would maintain that thanks are the highest form of thought, and that gratitude is happiness doubled by wonder.
—Gilbert K. Chesterton
The great danger in public education today is that we have failed to see the difference between knowledge and wisdom. We train the head and let the heart run hog-wild. We allow culture and character to walk miles apart, stuffing the head with mathematics and languages—leaving manners and morals out of the picture.
--Theodore H. Palmquists
Educate the heart. Let us have good men.
—Hiram Powers
Compassion is the basis of morality.
—Arnold Schopenhauer
Goodness is the only investment that never fails.
--Henry David Thoreau
All succeeds with people who are sweet and cheerful.
—Voltaire
Good-fellowship, unflagging, is the prime requisite for success in our society, and the man or woman who smiles only for reasons of humor or pleasure is a deviate. --Marya Mannes
And Then Some
These three little words are the secret to success. They are the difference between average people and top people in most companies. The top people always do what is expected...
and then some...
They are thoughtful of others; they are considerate and kind... and then some...
They meet their obligations and responsibilities fairly and squarely ...and then some...they are good friends and helpful neighbors...and then some. They can be counted on in an emergency...and then some...
I am thankful for people like this, for they make the world more livable. Their spirit of service is summed up in these little words...and then some.
--Carl Homes
Any man who is honest, fair, tolerant, kindly, charitable of others and well behaved is a success, no matter what his station in life.
--Jay E. House
Givers—people who share their time, contacts, or know-how without expectation of payback—dominate the top of their fields.
—Adam Grant
To be a good driver in the terms of applied ethics is to be a person of good manners, ready to see and appreciate the problems of others, to make proper allowances for them and to exercise even a little more patience, care and consideration than is actually called for by the letter of the law.
--Robbins B. Stoeckel
The first rule of the road is Courtesy.
—Slogan
We are not proving ourselves spiritually worthy of our material progress. We have not been neighborly, courteous, and kind upon the highway. Our lack of decency toward our fellow men is a definite black mark against us.
—Cary T. Grayson
We undervalue, I think, the courage of simple, everyday civility. What do we know of another person's day, of their worries and anxieties, of how deep into their innermost resources they had to reach for that gracious smile, that pleasant hello. —Robert Brault
Better to be the one who smiled than the one who didn't smile back.
—Unknown
Human kindness is like a defective tap, the first gush may be impressive but the stream soon dries up.
—P. D. James
If you stop to be kind, you must swerve often from your path.
—Mary Webb
I expect to pass through life but once. If therefore, there be any kindness I can show, or any good thing I can do to any fellow being, let me do it now, and not defer or neglect it, as I shall not pass this way again.
—Stephen Grellet
Human kindness has never weakened the stamina or softened the fiber of a free people. A nation does not have to be cruel to be tough.
—Franklin D. Roosevelt
I want you to be concerned about your next door neighbor. Do you know your next door neighbor?
—Mother Teresa
A gentleman has his eyes on all those present; he is tender toward the bashful, gentle toward the distant, and merciful toward the absent.
—Lawrence G. Lovasik
Be the reason someone believes in the Goodness of people. —Karen Salmansohn
You will find as you look back upon your life that the moments when you have truly lived are the moments when you have done things in the spirit of love.
--Henry Drummond
Romance: Kind and loving behavior towards your spouse or partner, such as bringing home flowers, remembering her birthday, and saying 'excuse me' when farting during dinner.
--Joshua Piven, David Borgenicht, and Ben H. Winters
Your duty is to treat everybody with love as a manifestation of the Lord. —Swami Sivananda
There is more hunger in the world for love and appreciation than for bread. —Mother Teresa
The reason why dogs don't live as long as people according to a four-year-old: Everybody is born so that they can learn how to live a good life—like loving everybody and being nice, right? Well, animals already know how to do that, so they don't have to stay as long.
—Unknown
There is no religion without love, and people may talk as much as they like about their religion, but if it does not teach them to be good and kind to man and beast, it is all a sham.
—Anna Sewell
I have learned that I always feel happier and healthier when I offer genuine love to other people.
—Seth Adam Smith
I remember a time in a class on a cold winter morning a Japanese girl came with a surgical mask & I thought 'wow people would go to extremes NOT to get sick in Japan' afterwards on a break I approached her & asked in a cynical manner: why the mask? Are you afraid of catching a cold? & then she said 'in Japan you use it when YOU are under the weather & you don't want other people to get sick, it is the polite thing to do' wow! that's a lesson I will never forget.
--Pablo
Love consists of acts of care you can extend to whomever you choose. —Moira Weigel
Some kids are smarter than you, some kids have cooler clothes than you, some kids are better at sport than you. It doesn't matter. You have your thing too. Be the kid who can get along. Be the kid who is generous. Be the kid who is happy for other people. Be the kid who does the right thing. BE THE NICE KID.
—Internet Meme
To be happy with human beings, we should not ask them for what they cannot give. --Tristan Bernard
Japanese and American fourth and fifth grade children were asked why they shouldn't hit, gossip or fight with other kids. 92 percent of the American kids answered 'because they'd get caught or get in trouble.' Ninety percent of the Japanese kids asked the same question responded, 'because it would be hurtful to someone else.'
—Christine Gross-Loh
Science may have found a cure for most evils; but it has found no remedy for the worst of them all—the apathy of human beings.
--Helen Keller
It's what each of us sows, and how, that gives to us character and prestige. Seeds of kindness, goodwill, and human understanding, planted in fertile soil, spring up into deathless friendships, big deeds of worth, and a memory that will not soon fade out. We are all sowers of seeds—and let us never forget it!
--George Matthew Adams
The effects of kindness are not always seen immediately. Sometimes it takes years until your kindness will pay off and is returned to you. And sometimes you never see the fruits of your labors, but they are there, deep inside of the soul of the one you touched.
Dan Kelly
We cannot tell the precise moment when friendship is formed. As in filling a vessel drop by drop, there is at last a drop which makes it run over; so in a series of kindnesses, there is at last one which makes the heart run over.
--James Boswell
What do we live for, if not to make life less difficult for each other. --George Eliot
Be friends with everybody. When you have friends you will know there is somebody who will stand by you. You know the old saying, that if you have a single enemy you will find him everywhere. It doesn't pay to make enemies. Lead the life that will make you kindly and friendly to every one about you, and you will be surprised what a happy life you will live.
--Charles M. Schwab
Small kindnesses are the food of friendship.
--Madame du Barry
Extend a hand whether or not you know it shall be grasped.
—Ryunosuke Satoro
Friendship is a living thing that lasts only as long as it is nourished with kindness, empathy and understanding.
—Unknown
Life is a mirror. If you frown at it, it frowns back; if you smile, it returns the greeting.
--William Makepeace Thackeray
There is monotony in the affections, which people living together or, as we do now, very frequently seeing each other, are apt to give in to: a sort of indifference in the expression of kindness for each other, which demands that we should sometimes call to our aid the trickery of surprise.
--Charles Lamb
If your boyfriend/husband ever says anything rude or disrespectful to you, tell him to write it down on a piece of paper, get in his car, drive, and deliver it to his mother or simply hand it to his daughter. If he can't say it to his mother, or doesn't want another man to one day say it to his daughter, he shouldn't be saying it to you.
—Unknown
We get so worried about being pretty. Instead let's worry about being: pretty kind, pretty funny, pretty smart, & pretty strong.
—Ged Backland
Of all virtues and dignities of the mind, goodness is the greatest, being the character of the Deity; and without it, man is a busy, mischievous, wretched thing. —Francis Bacon
The happiness of life is made up of minute fractions—the little soon forgotten charities of a kiss or smile, a kind look, a heartfelt compliment, and the countless infinitesimals of pleasurable and genial feeling.
--Samuel Taylor Coleridge
Those who bring sunshine to the lives of others cannot keep it from themselves. --James Barrie
Wear a smile and have friends; wear a scowl and have wrinkles. What do we live for if not to make the world less difficult for each other?
--George Eliot
Pleasure should be a mixed dish: one part taking, and two parts giving.
—Evan Esar
Those whom you can make like themselves better will, I promise you, like you very well.
--Lord Chesterfield
If you want others to be happy, practice compassion. If you want to be happy, practice compassion.
--The Dalai Lama
A smile is the light in your window that tells others that there is a caring, sharing person inside.
--Denis Waitley
Happiness is perfume you can't pour on others without getting a few drops for yourself.
--Ralph Waldo Emerson
A smile is contagious; be a carrier.
—Internet Meme
One of the sanest, surest, and most generous joys of life comes from being happy over the good fortune of others.
--Robert A. Heinlein
My creed is that:
Happiness is the only good.
The place to be happy is here.
The time to be happy is now.
The way to be happy is to make others so.
--Robert G. Ingersoll
Whoever is happy will make others happy too.
--Anne Frank
Happiness held is the seed; Happiness shared is the flower.
—John Harrigan
I have found that the only thing that does bring you happiness is doing something good for somebody who is incapable of doing it for themselves.
—David Letterman
As you cannot have a sweet and wholesome abode unless you admit the air and sunshine freely into your rooms, so a strong body and a bright, happy, or serene countenance can only result from the free admittance into the mind of thoughts of joy and goodwill and serenity.
—James Allen
I think the saddest people always try their hardest to make people happy because they know what it’s like to feel absolutely worthless and they don’t want anyone else to feel like that.
—Robin Williams
Be so happy that when others look at you they become happy too!
—Yogi Bhajan
Never miss an opportunity to make others happy, even if you have to leave them alone in order to do it.
—Unknown
Realize that true happiness lies within you. Waste no time and effort searching for peace and contentment and joy in the world outside. Remember that there is no happiness in having or in getting, but only in giving. Reach out. Share. Smile. Hug. Happiness is a perfume you cannot pour on others without getting a few drops on yourself.
—Og Mandino
You find yourself refreshed in the presence of cheerful people. Why not make an honest effort to confer that pleasure on others? Half the battle is gained if you never allow yourself to say anything gloomy.
—Lydia M. Child
I love when you look at someone with a smile on your face, and they break into a smile back at you, not because they know why you're smiling, but because you're happy, and that's enough to make them happy.
—Unknown
The unselfish effort to bring cheer to others will be the beginning of a happier life for ourselves.
—Helen Keller
You have it easily in your power to increase the sum total of this world's happiness now. How? By giving a few words of sincere appreciation to someone who is lonely or discouraged. Perhaps you will forget tomorrow the kind words you say today, but the recipient may cherish them over a lifetime.
—Dale Carnegie
Real happiness doesn't come from getting everything you want. It comes from sharing what you have with the people who matter.
—Unknown
When someone does something good, applaud! You will make two people happy. —Samuel Goldwyn
Seek to do good, and you will find that happiness will run after you.
—James Freeman Clarke
If you have only one smile in you, give it to the people you love. Don't be surly at home, then go out in the street and start grinning 'Good morning' at total strangers.
—Maya Angelou
Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom.
—Marcel Proust
The ideals which have lighted my way, and time after time have given me new courage to face life cheerfully, have been Kindness, Beauty, and Truth. The trite subjects of human efforts, possessions, outward success, luxury have always seemed to me contemptible.
—Albert Einstein
Kindness is the sunshine in which virtue grows.
—Robert Green Ingersoll
Be courteous to all, but intimate with few, and let those few be well-tried before you give them your confidence. True friendship is a plant of slow growth, and must undergo and withstand the shocks of adversity before it is entitled to appellation.
—George Washington
This Christmas mend a quarrel. Seek out a forgotten friend. Dismiss suspicion and replace it with trust. Write a letter. Give a soft answer. Encourage youth. Manifest your loyalty in word and deed. Keep a promise. Forgo a grudge. Forgive an enemy. Apologize. Try to understand. Examine your demands on others. Think first of someone else. Be kind. Be gentle. Laugh a little more. Express your gratitude. Welcome a stranger. Gladden the heart of a child. Take pleasure in the beauty and wonder of the earth. Speak your love, and then speak it again.
--Howard W. Hunter
Ma told them something else about Santa Claus. He was everywhere, and besides that, he was all the time.
Whenever anyone was unselfish, that was Santa Claus.
Christmas Eve was the time when everybody was unselfish. On that one night, Santa Claus was everywhere, because everybody, all together, stopped being selfish and wanted other people to be happy. And in the morning you saw what that had done.
'If everybody wanted everybody else to be happy all the time, then would it be Christmas all the time?' Laura asked, and Ma said, 'Yes, Laura.'
--Laura Ingalls Wilder
The Christmas spirit is simply an honest spirit of love for all humanity. It is the force that moves us to give what we can, to help as we are able, and to always be of kind comfort….The spirit of Christmas is a sweet, internal peace that testifies of the power of kindness and charity….Maybe Christmas is more than a day to receive. Maybe Christmas, perhaps, is a day to believe.
—Richelle E. Goodrich
Do not wait until Christmas to spread a little cheer, people appreciate kindness, all through of the year.
When we help elder citizens, we restore society's heart.
--Peter Yarrow
Kindness is the life's blood, the elixir of marriage. Kindness makes the difference between passion and caring. Kindness is tenderness. Kindness is love, but perhaps greater than love ... Kindness is good will. Kindness says, 'I want you to be happy.' Kindness comes very close to the benevolence of God.
—Randolph Ray
Like children, the elders are a burden. But unlike children, they offer no hope or promise. They are a weight and an encumbrance and a mirror of our own mortality. It takes a person of great heart to see past this fact and to see the wisdom the elders have to offer, and so serve them out of gratitude for the life they have passed on to us.
--Kent Nerburn
The greatest comfort of my old age, and that which gives me the highest satisfaction, is the pleasing remembrance of the many benefits and friendly offices I have done to others.
—Cato
I learned that whenever I decide something with kindness, I usually make the right decision.
—seniorresource.com
I have often noticed that a kindly, placid good-humor is the companion of longevity, and, I suspect, frequently the leading cause of it.
—Sir Walter Scott
--Charmaine J. Forde
In life, we plant seeds everywhere we go.
Some fall on fertile ground needing very little to grow.
Some fall on rocky soil requiring a tad bit more loving care.
While others fall in seemingly barren land and no matter what you do; it appears the seed is dead.
Nevertheless, every seed planted will have a ripple effect.
You could see it in the present or a time not seen yet.
So be wise about where you plant your seeds.
Be very mindful of your actions & deeds.
Negativity grows just as fast if not faster than positivity.
Plant seeds of kindness, love and peace
And your harvest will be abundant living.
--Sanjo Jendayi
We need to care less about whether our children are academically gifted & more about whether they sit with the lonely kid in the cafeteria.
—Internet Meme
A careless word may kindle strife. A cruel word may wreck a life. A timely word may level stress. But a loving word may heal and bless.
—boardofwisdom.com
Whoever understands how to do a kindness when he fares well would be a friend better than any possession.
—Sophocles
Being rude is easy. It does not take any effort and is a sign of weakness and insecurity. Kindness shows great self-discipline and strong self-esteem. Being kind is not always easy when dealing with rude people. Kindness is a sign of a person who has done a lot of personal work and has come to a great self-understanding and wisdom. Choose to be kind over being right and you'll be right every time because kindness is a sign of STRENGTH.
—TruthFollower.com
We think too much and feel too little. More than machinery, we need humanity. More than cleverness, we need kindness and gentleness.
—Charlie Chaplin
E-mail has some magical ability to turn off the politeness gene in a human being. --Jeff Bezos
A tree is known by its fruit; a man by his deeds. A good deed is never lost; he who sows courtesy reaps friendship, and he who plants kindness gathers love.
—Saint Basil
Sometimes having a big heart sucks. You expect everyone to care as much as you do, and that’s just not the case.
—KarmaSayings.com
Love all, trust a few, do wrong to none.
—William Shakespeare
How goodness heightens beauty!
—Hannah More
What if, instead of making schools more prison-like, we addressed the issue of school violence by implementing strategies used by many churches to make them safer places filled with more love and kindness? Here are 10 ideas:
1. Ensure all who enter feel welcomed. Try using posters, front door greeters, or music.
2. Treat the community like family. Let people know you're glad to see them and ask how they're doing.
3. Embrace those around you. Provide comfort and find appropriate ways to demonstrate caring and support.
4. Find a simple and meaningful model that guides the work and tells others that they matter.
5. Live stream and record so that those who can't be there in person can still learn remotely.
6.
Appreciate performance and the arts. All the arts can be used as tools for inspiration.
7. Celebrate the success of community members. Make time each day to recognize these successes.
8. Have a strong social media presence. This allows everyone to connect and share and keep abreast of what's happening.
9. Invite guests to observe. When others from the local community or further afield come to see what's happening, they're inspired and they encourage those who are at work in the community.
10. Support others in need. Be aware of these needs and have adequate support services available.
—Lisa Nielsen
If speaking kindly to plants helps them grow, imagine what speaking kindly to humans can do.
—Internet Meme
I admire people who are, by nature, kind and fair to others.
—Sidney Sheldon
The smallest kindness is often long-remembered.
--Dan L. Miller
To be honest, my goal is really just to have a positive impact on everyone I meet, whether it’s a smile, a laugh, or a changed heart.
—tinybuddha.com
Me: Why are you being mean?
5-year-old: I ran out of nice.
—James Breakwell
Technology has bridged the gap of distant communication, bringing friends and family closely together but no matter the number of ‘likes’, tweets, chats, comments, posts and shares, none can compare to a sincere smile, a kind kiss and a warm hug. --Bernard Kelvin Clive
Humility, that low, sweet root, from which all heavenly virtues shoot.
—Thomas Moore
The words of kindness are more healing to a drooping heart than balm or honey.
—Sarah Fielding
People are simply incapable of prolonged, sustained goodness.
—Andrew Schneider
When you make a world tolerable for yourself, you make a world tolerable for others.
—Anais Nin
At the end of the day, you will not remember the person with the most beautiful face but you will remember the person with the most beautiful heart and soul.
—DailykarmaQuotes.com
My religion is very simple. My religion is kindness.
—Dalai Lama
Elsa Maxwell credits three simple words for making guests at her parties feel welcome and at home. 'When they arrive,' says Ms. Maxwell, 'I murmur, 'at last,' and when they arise to depart I protest, 'already?''
—Bennett Cerf
Nothing more rapidly inclines a person to go into a monastery than reading a book on etiquette. There are so many trivial ways in which it is possible to commit some social sin.
--Quentin Crisp
Bad manners lead to insult, and insult leads to hatred, and hatred leads to violence. Good manners, whether genuine or not, make it possible for humans to live together.
—Georgie Anne Geyer
Why can't people just sit and read books and be nice to each other? --David Baldacci
It was the floods in Louisiana. This woman named Sandra, she lost everything, including her wheelchair. Her neighbors saved her life by putting her on an air mattress. They floated her to safety and dropped her at our shelter. We got there as Red Cross volunteers were giving her a wheelchair. She burst into tears and said, 'I'm the luckiest person in the world.'
—Gail McGovern
Courteous treatment will make a customer a walking advertisement.
—James Cash Penney
Always be kind. If you see someone falling behind, walk beside them. If someone is being ignored, find a way to include them. If someone has been knocked down, lift them up. Always remind people of their worth. Be who you needed when you were going through hard times. Just one small act of kindness could mean the world to someone.
—CraftyFun.com
The greatest pleasure I know is to do a good action by stealth and have it found out by accident.
—Charles Lamb
If you have to choose between being kind & being right, choose being kind & you will always be right.
—Internet Meme
When you see something beautiful in someone, tell them. It may take a second to say, but for them it could last a life time.
—powerofpositivity.com
Nothing in human nature is so God-like as the disposition to do good to our fellow-creatures.
—Samuel Richardson
Fashion exists for women with no taste, etiquette for people with no breeding.
—Queen Marie of
Romania
A dad says to his daughter when he finds out she was bullying other children…
Pick up that glass. She did.
Throw in on the floor. She did.
The glass smashes into pieces.
Now say sorry to it.
The daughter says why?
Dad says just do it.
The daughter says sorry to the glass.
The dad say, is it back together as one piece?
The daughter says no Dad.
The dad says some things cannot always be fixed by saying sorry.
Remember this next time you want to hug someone either physically or mentally.
Bullying is not ok at any age.
Cuts and bruises heal, but memories last forever!
—Georgina Bittourna Meyer
But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. Against such things, there is no law. —The Apostle Paul
I have witnessed the softening of the hardest of hearts by a simple smile.
—Goldie Hawn
You seriously have no idea what people are dealing with in their personal life. So just be nice, it’s that simple.
—MyIncredibleRecipes.com
Let your child be weird kid. Let them be the funny kid, the quiet kid, the smart kid, the athletic kid, the theater kid, the numbers kid, the teacher’s pet, the chatter box, the valedictorian, the middle of the pack the ‘barely made it’ kid. Just don’t let them be the mean kid.
—@mommywinetime
The world is full of genuinely nice and kind people. If you can’t find one, be one. One small act of kindness goes farther than you think.
—thegoodvibe.com
The finest qualities of our nature, like the bloom on fruits, can be preserved only by the most delicate handling. Yet we do not treat ourselves nor one another thus tenderly.
—Henry David Thoreau
My parents would always say, ‘It doesn’t matter if it’s a guy picking up the garbage or the President of the United States, treat everybody as you would want to be treated.
—Dan Marino
One can always be kind to people about whom one cares nothing.
—Oscar Wilde
You can make a difference in another person’s life and not realize it, just by giving them One Moment of your time, One Memory to recall, One Motion that tells them they are not alone!
—Deb Simpson
Sometimes the greatest gift you can give another person is to simply include them.
—Internet Meme
Kindness in words creates confidence. Kindness in thinking creates profoundness.
Kindness in giving creates love.
—Lao Tzu
Treat Everyone with Respect
Nobody should be mean to others.
Stop and think before you say or do something that could hurt someone.
If you feel like being mean to someone, find something else to do. Play a game, watch TV, or talk to a friend.
Talk to an adult you trust. They can help you find ways to be nicer to others.
Keep in mind that everyone is different. Not better or worse. Just different.
If you think you have bullied someone in the past, apologize. Everyone feels better.
—stopbullying.gov
Stand Up for Others
When you see bullying, there are safe things you can do to make it stop. Talk to a parent, teacher, or another adult you trust. Adults need to know when bad things happen so they can help.
Be kind to the kid being bullied. Show them that you care by trying to include them. Sit with them at lunch or on the bus, talk to them at school, or invite them to do something. Just hanging out with them will help them know they aren't alone. Not saying anything could make it worse for everyone. The kid who is bullying will think it is ok to keep treating others that way.
—stopbullying.gov
Parents are usually more careful to bestow knowledge on their children rather than virtue, the art of speaking well rather than doing well; but their manners should be of the greatest concern.
—R. Buckminster Fuller
Love and compassion are necessities, not luxuries. Without them humanity cannot survive.
—Dalai Lama
Try to understand men. If you understand each other you will be kind to each other. Knowing a man well never leads to hate and almost always leads to love.
—John Steinbeck
Love is wise; hatred is foolish. In this world, which is getting more and more closely interconnected, we have to learn to tolerate each other, we have to learn to put up with the fact that some people say things that we don't like. We can only live together in that way. But if we are to live together, and not die together, we must learn a kind of charity and a kind of tolerance, which is absolutely vital to the continuation of human life on this planet.
—Bertrand Russell
Smiling is infectious You catch it like the flu
When someone smiled at me today I started smiling too
I walked around the corner And some saw me grin.
When he smiled I realized I had passed it on to him
I thought about the smile
And then realized its worth
A single smile like mine Could travel round the earth
So if you feel a smile begin Don’t leave it undetected
Start an epidemic And get the world infected.
—Spike Milligan
You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.
—Jane Goodall
Always help someone. You might be the only one that does.
—Internet Meme
My father said there were two kinds of people in the world: Givers and Takers. The takers may eat better, but the givers sleep better.
—Internet Meme
Having a soft heart in a cruel world is courage, not weakness.
—Katherine Henson
Hold the door, say please, say thank you. Don't steal, don't cheat, and don't lie. I know you got mountains to climb but always stay humble and kind.
—Tim McGraw
I'm convinced of this: Good done anywhere is good done everywhere. For a change, start by speaking to people rather than walking by them like they're stones that don't matter. As long as you're breathing, it's never too late to do some good.
—Maya Angelou
Anyone who has the opportunity to care for a parent will never regret doing so. It's your best opportunity to say thank you.
—Robert Forster
In a small town in County Cork, Ireland, a monument stands in appreciation to the American Choctaw Indian Tribe. Although impoverished, shortly after being forced to walk the Trail of Tears, the tribe somehow gathered $170 to send to Ireland for famine relieve in 1847.
—@factsweird
Going to church doesn't make you a Christian any more than going to a garage makes you an automobile
—Billy Sunday
Compassion for animals is intimately connected with goodness of character; and it may be confidently asserted that he who is cruel to animals cannot be a good man. —Arthur Schopenhauer
If we could look into each others hearts, and understand the unique challenges each of us faces, I think we would treat each other much more gently, with more love, patience, tolerance, and care.
—Marvin J. Ashton
Do one act of kindness each day of the year, and change 365 lives.
—Anthony D. Williams
Sometimes a word is all it takes To make the world a better place. So do something nice; say something kind. Just one small act lifts all mankind.
—Internet Meme
Kind words can be short and easy to speak, but their echoes are truly endless. —Mother Teresa
Tip your server. Return our shopping cart. Pick up a piece of trash. Hold the door for the person behind you. Let someone into your lane. Small acts can have a ripple effect. That’s how we change the world.
—Internet Meme
We don't have to agree on anything to be kind to one another.
—Internet Meme
One doesn’t ask of one who suffers: What is your country and what is your religion? One merely says, you suffer. This is enough for me. You belong to me and I shall help you.
—Louis Pasteur
I believe in the Jewish concept of tikkun olam: perfuming acts of kindness to repair or perfect the world.
—Bill Zimmerman
Résumé virtues are professional and oriented toward earthly success. They require comparison with others. Eulogy virtues are ethical and spiritual, and require no comparison. Your eulogy virtues are what you would want people to ask about at your funeral. As in He was kind and deeply spiritual, not He made senior vice president at an astonishingly young age an had a lot of frequent-flier miles.
—Arthur C. Brooks
Suicide isn’t cowardly. I’ll tell you what is cowardly; treating people so badly that they want to end their lives.
—Ashely Purdy
You might think you don't matter in this world, but because of YOU someone hears a song and it reminds them of you. Someone has a favourite mug to drink their tea out of each morning that you bought them. Someone has read a book you recommended to them and gotten lost in its pages. Someone's remembered a joke you told them and smiled to themselves on the train. Someone's tried on a top and felt beautiful because you complimented them on it. Someone has a memory that makes them grin that involves you. Someone now likes themselves that little bit more because you made a passing comment that made them feel good. Never think you don't have an impact, your fingerprints can't be wiped away from the little marks of kindness that you've left behind.
—themindsjournal.com
You never know how long your words will stay in someone's mind even long after you've forgotten you spoke them.
—LiveLifeHappy.com
UNLESS someone like you cares a whole awful lot, Nothing is going to get better. It's not.
—Dr. Seuss
THE GOLEN RULE
Buddhism: Hurt not others with that which pains yourself.
Christianity: Do unto others as you would have them do unto you.
Hinduism: Treat others as you would yourself be treated.
Islam: Do unto all men as you would wish to have done unto you.
Judaism: What you yourself hate, do to no man.
Native American: Live in harmony, for we are all related.
Sacred Earth: Do as you will, as long as you harm no one.
—Harmony Center for Spiritual Living
Kindness: Loaning someone your strength instead of reminding them of their weakness.
—Internet Meme
Two important things to ask your kid after school each day:
Tell me about someone being nice to you.
Tell me about you being nice to someone else.
—Internet Meme
If you're thankful, show it.
If you love someone, tell them.
If you're wrong, fess up.
If you're confused, ask questions.
If you learn something, teach others.
If you're stuck, ask for help.
If you made a mistake, apologize.
If you trip, get back up.
If someone needs help, help them.
If you see wrong, take a stance.
—Internet Meme
Gentleness is not weakness. Just the opposite. Preserving a gentle spirit in a heartless world takes extraordinary courage, determination, and resilience. Do not underestimate the power of gentleness because gentleness is strength wrapped in peace, and therein lies the power to change the world.
—L. R. Knost
People wonder why I give so many compliments out to strangers. I'm not being fake and I'm not looking for people to like me. But if I pass someone and I like something, I say it. 'Love those shoes!' or 'Great hair!' or 'Wow your eyes are beautiful'... Why? Because life is hard and this world can be a shitty place. Some people are just plain mean. You never know how much those few words can mean to someone. You never know what hell they may be going through. And when you put positive vibes out there in the universe YOU become a happier person. It's hard to be nice and be miserable yourself. So random compliment giving will change your life; and more importantly, it may change someone else's as well.
—Jordan Sarah
Weatherhead
You never go wrong when you take the high road—it's less crowded up there.
—Gayle King
You'll end up really disappointed if you think people will do for you as you do for them. Not everyone has the same heart as you.
—Holly Kellums
Helping one person might not change the whole world, but it could change the world for one person.
—Internet Meme
KARMA
When a bird is alive, it eats ants.
When the bird is dead, ants eat the bird.
Time and circumstances can change at any time.
Don't devalue or hurt anyone in life.
You may be powerful today, but remember, time is more powerful than you.
One tree makes a million match sticks,
But only one match is needed to burn a million trees.
So be good and do good.
—Internet Meme
A person becomes 10 times more attractive not by their looks but by the acts of kindness, love, respect, honesty and loyalty they show.
—www.dailyinspirationalquotes.in
'With malice toward none, with charity for all.' Lincoln said that in the middle of a war. In the middle of a war! He could see beyond the hatred of the moment.
—James Mattis
When you leave this earth, you can take with you nothing that you have received—
only what you have given: A heart enriched by honest service, love, sacrifice, and courage.
—St. Francis of Assisi
People are often unreasonable, irrational, and self-centered. Forgive them anyway. If you are kind, people may accuse you of selfish, ulterior motives. Be kind anyway. If you are successful, you will win some unfaithful friends and some genuine enemies. Succeed anyway.
If you are honest and sincere people may deceive you. Be honest and sincere anyway.
What you spend years creating, others could destroy overnight. Create anyway. If you find serenity and happiness, some may be jealous. Be happy anyway. The good you do today, will often be forgotten. Do good anyway. Give the best you have, and it will never be enough. Give your best anyway. In the final analysis, it is between you and God. It was never between you and them anyway.
—Mother Teresa
Before you hurt someone, take a piece of paper and crumple it up. Have you done it already? Good, now try to make it the way it was before…you can't, right? Peoples' hearts are like this piece of paper. Once you have hurt them, it is difficult to leave them the way you found them to start with…so before you hurt someone, THINK HARD about what you are doing.
—Internet Meme
I think we can all do better.
—Jim Jeffries
If you survey American parents about what they want for their kids, more than 90 percent say one of their top priorities is that their children be caring. This makes sense: Kindness and concern for others are held as moral virtues in nearly every society and every major religion. But when you ask children what their parents want for them, 81 percent say their parents value achievement and happiness over caring.
—Adam Grant and Allison Sweet Grant
Kindness appears to be in decline. A rigorous analysis of annual surveys of American college students showed a substantial drop from 1979 to 2009 in empathy and in imagining the perspectives of others. Over this period, students grew less likely to feel concern for people less fortunate than themselves—and less bothered by being others treated unfairly.
—Adam Grant and Allison Sweet Grant
We don't think parents should police friendships, but we do think it's important to nudge kids to notice classmates who are kind and compassionate. We can ask how those children treat others, and how they make others feel. That's a starting point for developing friendships with children who have compatible values—not ones who stomp all over them. We tell our own children that they shouldn't hang out with the popular kids who sneer and laugh when a classmate trips in the cafeteria. They should get to know the kids who help pick up her tray.
—Adam Grant and Allison Sweet Grant
A real gentleman is as polite to a little girl as to a woman.
—Louisa May Alcott
Stop trying to raise successful kids and start raising kind ones.
—Adam Grant and Allison Sweet Grant
Quite a bit of evidence suggests that children who help others end up achieving more than those who don't. Boys who are rated as helpful by their kindergarten teacher earn more money 30 years later. Middle-school students who help, cooperate, and share with their peers also excel—compared with unhelpful classmates, they get better grades and standardized-test scores. The eighth graders with the greatest academic achievement, moreover, are not the ones who got the best marks five years earlier; they're the ones who were rated most helpful by they third-grade classmates and teachers. And middle schoolers who believe their parents value being helpful, respectful, and kind over excelling academically, attending a good college, and having a successful career perform better in school and are less likely to break rules.
—Adam Grant and Allison Sweet Grant
The real test of parenting is not what your children achieve, but who they become and how they treat others. If you teach them to be kind, you're not only setting your kids up for success. You're setting up the kids around them too.
—Adam Grant and Allison Sweet Grant
Simple, genuine goodness is the best capital to found the business of this life upon. It lasts when fame and money fail, and is the only riches we can take out of this world with us.
—Louisa May Alcott
Kindness is the language which the deaf can hear and the blind can see. —Christian Nestell
Bovee
If you light a lamp for someone else it will also brighten your path.
—Buddha
There are three ways to ultimate success:
The first way is to be kind.
The second way is to be kind.
The third way is to be kind.
—Fred Rogers
When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’ To this day, especially in times of ‘disaster,’ I remember my mother’s words and I am always comforted by realizing that there are still so many helpers—so many caring people in this world.
—Fred Rogers
I’m not interested in whether you’ve stood with the great; I’m interested in whether you’ve sat with the broken.
—Sue Fitzmaurice
Work hard, be kind, and amazing things will happen.
—Conan O'Brien
There are two definitions of civility. The first is not being an asshole. The second is ‘I can do what I want and you can shut up.’ The latter definition currently dominates American political discourse.
—Adam Serwer (2019)
In leadership, as in life, we can accomplish very little on our own. As we try to build a better organization, a better community, or a better world, we will inevitably be buoyed most by the relationships we forge and nurture. Leadership is all about people. The way we treat others will determine our success or failure. Maya Angelou famously remarked, ‘people will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ She was right. We must be kind. Even when we are tough.
—Douglas R. Conant
It is a lot easier to convince people to change if you treat them in a civil manner. Even if you are unsuccessful in changing minds, treating them as humans rather than as symbols embodying all that you hate is quite simply the right thing to do.
—Diane Nash
Character is built by striving to be kind not famous.
—Brendon Burchard
Patting a fellow on his back is the best way to get a chip off his shoulder.
—Unknown
What sunshine is to flowers, smiles are to humanity. They are but trifles, to be sure; but, scattered along life's pathway, the good they do is inconceivable.
—Joseph Addison
One of the most difficult things to give away is kindness, for it is usually returned.
—Cort R. Flint
If someone is too tired to give you a smile, leave one of your own, because no one needs a smile as much as those who have none to give
—Rabbi Samson Raphael Hirsch
Never say mean words out of anger. Your anger will pass. Your mean words can scar a person for life. So use kind words or be silent.
—awesomequotes4u.com
You never really know the true impact you have on those around you. You never know how much someone needed that smile you gave them. You never know how much your kindness turned someone's entire life around. You never know how much someone needed that long hug or deep talk. So don't wait to be kind. Don't wait for someone else to be kind first. Don't wait for better circumstances or for someone to change. Just be kind, because you never know how much someone needs it.
—Nikki Banas
When my daughter had a crush on a boy, I asked her to place his name in 1 Corinthians 13:4-6.
She did. 'Sean is patient and kind; Sean does not envy or boast; Sean is not arrogant or rude. Sean does not insist on his own way; Sean is not irritable or resentful; Sean does not rejoice at wrongdoing, but rejoices with the truth.'
She frowned. 'I saw him pick on another boy in the hallway. I guess he wasn't very kind.' She began to rethink her interest in him.
This verse has not only given my daughter greater discernment about others, but it also has helped her reflect on her own behavior. I asked my daughter to substitute her now name into that passage. Then I explained that when we become more like Jesus, we become the right type of person for someone else to like.
—Diane Stark
Be the reason someone believes in good people.
—lessonslearnedinlife.com
I truly appreciate kindness. I appreciate people checking up on me. I appreciate a quick message. I appreciate those who ask if I’m okay. I appreciate every single person in my life who has tried to brighten my days. It’s the little things that matter the most.
—sun-gazing.com
No one heals himself by wounding another.
—St. Ambrose of Milan
A child with disabilities often spends hours being taught how to interact with others. But why don’t we spend time teaching those without disabilities how to interact with them?
—Calleen Petersen
It is not your business to succeed, but to do right.
—C. S. Lewis
Forgiveness does not change the past, but it does enlarge the future.
—Paul Boese
One way of getting along with people is the ability give in. Strength of character means the ability to give in to others from motives of love, kindness, and humility, and to do so gracefully, when no sin is involved. It also means the ability to stand on principle, and not to give in, when sin is involved.
—Lawrence G. Lovasik
It is so important to love someone a little extra on their bad days.
—Internet Meme
If you see someone without a smile, give them one of yours.
—Dolly Parton
Rivers do not drink their own water; trees do not eat their own fruit; the sun does not shine on itself and flowers do not spread their fragrance for themselves. Living for others is a rule of nature. We are all born to help each other. No matter how difficult it is…Life is good when you are happy; but much better when others are happy because of you.
—Pope Francis
Some of the most generous people have no money. Some of the wisest people have no education. Some of the kindest people were hurt the most.
—Steve Wentworth
Q. How are we supposed to treat others?
A. There are no others.
—Ramana Maharshi
Being a good person doesn’t depend on your religion, status in life, race, political views or culture. It depends on how you treat others.
—Internet Meme
Love your neighbor who doesn't
look like you think like you love like you speak like you pray like you vote like you
Love your neighbor.
No exceptions.
—Krisita Jackson
The real kindness is when you are ready to give up something that you need yourself.
—ViralFox.com
Kindness. What a simple way to tell another struggling soul that there is love to be found in this world.
—a. a. malee
One who knows how to show and to accept kindness will be a friend better than any possession.
—Sophocles
Many a friendship—long, loyal, and self-sacrificing—rested at first upon no thicker a foundation than a kind word.
—Frederick W. Faber
Politeness is an inexpensive way of making friends.
—William Feather
Scatter seeds of kindness.
—George Ade
One who knows how to show and to accept kindness will be a friend better than any possession.
—Sophocles
Lead the life that will make you kindly and friendly to everyone about you, and you will be surprised what a happy life you will live.
—Charles M. Schwab
Goodwill to others helps build you up. It is good for your body. It is the real elixir of life.
—Prentice Mulford
To give pleasure to a single heart by a single kind act is better than a thousand head-bowings in prayer.
—Saadï
All altruism springs from putting yourself in the other person's place.
—Henry Emerson
Fosdick
In the time we have, it is surely our duty to do all the good we can to all the people we can in all the ways we can.
—William Barclay
Help your brother's boat across, and your own will reach the shore.
—Hindu Proverb
Better to expose ourselves to ingratitude than fail in assisting the unfortunate.
—Du Coeur
To pull a friend out of the mire, don't hesitate to get dirty.
—Ba'al Shem Tov
Without kindness, there can be no true joy.
—Thomas Carlyle
So long as you can sweeten another's pain, life is not in vain.
—Helen Keller
In about the same degree as you are helpful, you will be happy.
—Karl Reiland
Pleasure is reciprocal; no one feels it who does not at the same time give it.
—Lord Chesterfield
The infectiously joyous men and woman are those who forget themselves in thinking about others and serving others.
—Robert J. McCracken
To accept a favor from a friend is to confer one.
—John Churton Collins
If the world is cold, make it your business to build fires.
—Horace Traubel
A word of kindness is seldom spoken in vain, while witty sayings are as easily lost as the pearls slipping from a broken string.
—George Prentice
Duty towards a neighbor is to give him pleasure and alleviate his pain.
—W. H. Auden
The really serious things in life are earning one's living and loving one's neighbor.
—W. H. Auden
To all the people who are loving and kind to me, thank you for the sunshine you bring into my life.
—Brigitte Nicole
Don’t treat people as bad as they are; treat them as good as you are. — Journey2Motivate.com
Be present. Be kind. Compliment people. Magnify their strengths, not their weaknesses. This is how to make a difference.
—Angel Chernoff
The way we treat people we strongly disagree with is a report card on what we've learned about love, compassion and kindness.
—Angel Chernoff
Despite all the bad days and the mean people, I still believe in good days and kind people. Plus, there are always dogs.
—Internet Meme
The universe has gifted you with another day on this journey. Not necessarily because you need it, but because someone else might need you.
—Jenny Tasker
Try it. Try one full day of speaking kindly, smiling when your children walk in the room, making eye contact, offering hugs and high fives freely, showing appreciation, avoiding any kind of criticism, saying yes when and wherever possible, and simply asking questions instead of issuing commands. Try it. Just try. For one day.
—L. R. Knost
The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.
—David W. Orr
Reminder: Women do not need to be polite to someone who is making them feel uncomfortable.
—Internet Meme
For beautiful eyes look for the good in others;
For beautiful lips speak only words of kindness;
And for poise, walk with the knowledge that you are never alone.
—Audrey Hepburn
Success can be as simple as the warm feeling you get when you smile at a stranger, someone you know must be lonely, and having that stranger return your smile.
—Maryanne Trump Barry
Theatre is like a gym for empathy. It's where we can go to build up the muscles of compassion, to practice listening and understanding and engaging with people that are not just like ourselves. We practice sitting down, paying attention and learning from other people's actions. We practice caring.
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Whitesboro Public School Return to School Guideline for Families
Protecting Our School Community
The following guidelines are shared with our school community, including students, families and staff, in an effort to mitigate the risk of transmission of COVID-19. Over the past several weeks, our school has been researching the constantly evolving literature from the education, medical and public health sectors. The goal has been to create carefully layered, flexible and safe practices at Whitesboro School.
Layered Mitigation Practices
Daily Temperature Checks- Each morning families are asked to take their children's temperature, as a fever of 100 or greater may be an indication of an active case of COVID-19. If this is the case, please keep your child home to monitor for additional symptoms. Each classroom teacher will perform a documented temperature check every day students are on campus.
Response To Additional Symptoms- While many children will present with fever initially, many will not. Other symptoms that may develop initially include the following: chills, cough, headache, loss of taste or smell, sore throat, congestion, runny nose, nausea, vomiting, and diarrhea. Any of these are cause for keeping a child home from school or sending a student home from school.
Hygiene- Handwashing is one of the best means of protection against infection. Students will be reminded to wash their hands often with soap and water for at least 20 seconds, especially after blowing their nose, coughing, sneezing, going to the bathroom, after PE / recess and before eating. Also, Students will have access to an alcohol-based sanitizer throughout the school when handwashing opportunities are not readily available.
Social Distancing-While it will be difficult to maintain distance between the students at school, Whitesboro School will be devising a plan to provide precautions in common areas such as hallways, classrooms, cafeterias, gyms and buses.
Face Coverings- Students may or may not be required to wear face coverings depending on the CDC guidelines and the immediate local situation.
Breakfast & Lunch
Students will wash hands prior to eating. As much as possible, the students will be seated in the cafeteria in a manner to allow for distancing. When the cafeteria space is limited, students will be directed to eat in another area in order to provide for safe distancing practices. NO guests will be allowed to have lunch onsite as long as the threat of COVID exposure is predominant. Pre K and Kindergarten students will have meals in their classrooms.
Recess
Elementary will develop a recess schedule that allows daily outdoor playtime for all students while maintaining social distancing practices. Recess will be staggered so classes do not overlap.
Covid-19 Symptoms At School
If a teacher suspects that a student may have COVID-19 symptoms, he/she will escort the student to an isolated area. Parent(s) will be contacted immediately to pick up their child and seek a medical opinion.
EXPOSURE, DIAGNOSES, & RETURN TO SCHOOL AFTER COVID-19
In regard to exposures, diagnosis, and positive tests, the CDC recommends the following:
- Anyone who has had close contact with someone positive for COVID-19 should stay home for 14 days after exposure, based on the time it takes to develop the illness.
- Any child testing positive or shows symptoms of COVID-19 may return only after three days fever free with no medication, diminished respiratory symptoms and ten days since symptoms first appeared. Two consecutive negative COVID-19 test given 24 hours apart would also indicate that a child may return to school. The negative test results should be provided to the school if the child is home for fewer than 10 days.
- A child who tested positive for COVID-19, but had no symptoms can return to school after 10 days have passed since the test. Two consecutive negative COVID-19 tests given 24 hours apart would also indicate that a child may return to school. The negative test results should be provided to the school upon return.
SCHOOL ACTIVITIES
Extracurricular activities are vital elements of a student's experience. Response to COVID-19 in these environments will vary, always with a keen eye to proven practices in prevention and protection. We will seek assistance from the Oklahoma Secondary School Activity Association, abiding by their guidance for safe play.
GUIDELINES ARE SUBJECT TO CHANGE AS NEW INFORMATION BECOMES AVAILABLE OR AS NEW SITUATIONS ARISE RELATED TO COVID-19 | <urn:uuid:a17f1e7b-3707-4b17-b10e-1075ccf8a27f> | CC-MAIN-2020-40 | https://s3.amazonaws.com/scschoolfiles/55/whitesboro_back_to_school_guidelines.pdf | 2020-09-21T10:40:11+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00173.warc.gz | 610,323,019 | 897 | eng_Latn | eng_Latn | 0.997968 | eng_Latn | 0.998541 | [
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EDUCATION AND LIFE SKILLS STRATEGY
Practical application of the INSPIRE framework for effective prevention of violence against children
SUMMARY
Schools lay a strong foundation for equipping children to develop intellectually and emotionally to be able to protect themselves and gain skills to thrive as adults. This reader provides guidelines on how nonprofits can effectively leverage schools to implement the education and life skills strategy to prevent and respond to violence against children.
Keywords: INSPIRE, school related gender based violence (SRGBV), safe environments, life skills, safe schools, protective behaviour
An overview of the INSPIRE education and life skills strategy
The education and life skills strategy recognizes that enrolling and retaining children in school is crucial for preventing violence against them by reducing risk factors. By giving children knowledge in safe school environments, their emotional growth is enhanced, they gain social skills and learn acceptable societal behaviour and their confidence grows to be able to question and oppose negative influences.
Schooling, especially for girls, enables them to avoid early marriages, unintended pregnancy, HIV and reduces sexual violence incidences that can be triggered by being home alone with male adults or in markets, wells and other places where they can be taken advantage of. For boys, schooling reduces time spent being idle and engaging in youth violence.
Other benefits of education include school educators as first line responders to violence as children often disclose to them and these educators can then refer the children to the most appropriate response and referral services.
However, schools can also be fertile ground for school related gender based violence such as intimate partner violence, sex for grades, sexual and physical assault perpetrated by teachers and students, and where schools are in remote locations, girls are at risk of kidnap and sexual violence. The success of the education and life skills strategy, therefore, depends heavily on equally creating safe environments.
Life skills focus on encouraging positive behaviour for effective social engagements and may include self-control, problem solving, conflict resolution, and critical thinking.
Box 1: Success factors for an effective education and life skills strategy
* Integration in district and national policy and training curricula
* Initiates discussions about gender relations, identity, and norms
* Holistic focus on the 'whole school' which focuses on changing attitudes and culture between school authorities and students and allowing children to take an active role in activities
* School engagement of governing boards, teachers, staff, on values and belief systems about violence in schools
* Parental involvement in school activities to increase attachment and child attendance
* Training teachers and staff in positive discipline and providing first line response to violence
Interventions for the Education and Life Skills Strategy
Increasing participation in school
Safe and Enabling School Environment
Economic support to parents to be able to educate girls and buy school basics
Improve school environments including making them gender sensitive
Strengthening relationships between students, teachers, and administrators
Lighting, visibility and Landscaping within and outside the school
Create safe routes to schools
Safe, separate sanitation facilities for boys and girls
Life and social skills training
Recognition of potential threats of sexual violence
Teaching kids about body ownership, touches, recognizing abusive situations, reporting and referrals
Strengthening protective behaviour focusing on self-defense, consent, communication
Evidence-based winning programmes
IMpower: The program works through schools and clubs to empower girls and boys challenge harmful gender norms by teaching them protective skills they can use to defend themselves during incidents of sexual violence. The 12 hours curriculum integrates role playing, self-defense training and communication skills and has reached 180,000 girls and boys in Kenya and Malawi.
Positive Adolescent Training through Holistic Social programmes (P.A.T.H.S. to Adulthood): Targeting secondary school students, the programme prepares youth for positive development contributions and proactive approaches to prevent bullying, delinquency and drug abuse among youth. It has been implemented in 330 schools in China and Singapore.
The Safe and Enabling Environment in Schools programme: The programme raises awareness about physical and verbal violence in the community. In schools, the process focuses on awareness-raising, developing protective networks, multi-stakeholder collaboration and encouraging help-seeking behaviour. The goal is to prevent bullying by creating safe environments. The programme is widely used in Croatia primary schools and has expanded to Bulgaria, Kazakhstan, Montenegro, Serbia, and Slovenia.
Good School Toolkit: Created by Raising Voices in Uganda, this programme focuses on creating a positive environment by guiding educators and students to envision what a good school looks like and suggest pathways to the realization of the good school. The programme focuses on four entry points to change school culture: teacher-student relationships, peer-to-peer relationships, student and teacher to school relationships, and parent and community to school governance relationships. It has been implemented in 750 schools in Uganda and is being adapted for Lesotho and Mongolia.
Further reading
INSPIRE: Seven strategies for ending violence against children. Geneva: World Health Organization; 2016.
Billingsley S, Silverman A. Safe to learn: safe journeys to school are a child's right. New York: UNICEF; 2015https://www.unicef.org/education/files/Safe_to_Learn_report.pdf
Global guidance on school-related gender-based violence. New York: UNESCO; 2016 http://unesdoc.unesco.org/images/0024/002466/246651E.pdf
No Means No Worldwide [website]. San Francisco, CA: No Means No Worldwide; 2018 (https://www. nomeansnoworldwide.org/, accessed 28 April 2018
Preventing and tackling child sexual exploitation and abuse (CSEA): a model national response. London WePROTECT Global Alliance; 2016 (http://www.weprotect.org/the-modelnationalresponse/
Aos S, Lieb R, Mayfield J, Miller M, Pennucci, A. Benefits and costs of prevention and early intervention programs for youth. Olympia, Washington: Washington State Institute for Public Policy; 2004 http://www.wsipp.wa.gov/ReportFile/881/Wsipp_Benefits-and-Costs-of-Prevention-and-Early-InterventionPrograms-for-Youth_Summary-Report.pdf
UNESCO and UN Women. Global guidance: school-related gender-based violence. New York: UNESCO; 2016 http://unesdoc.unesco.org/images/0024/002466/246651E.pdf
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Space Launch System Secondary Payloads
SLS Advances Science and Technology: Secondary Payloads on NASA's Artemis 1
NASA's new rocket, the Space Launch System (SLS), will launch America into a new era of exploration to destinations beyond Earth's orbit. In addition to demonstrating NASA's new heavy-lift capability and sending the Orion spacecraft into deep space, SLS also will carry several smaller, low-cost experiments not much larger than a shoebox. These secondary payloads are known as CubeSats and will carry science and technology investigations to help pave the way for future, deep-space human exploration.
On this first flight, known as Artemis 1, SLS will launch an uncrewed Orion spacecraft to a stable orbit beyond the moon to demonstrate the integrated system performance of Orion and the SLS rocket. From the lunar vicinity, Orion will return to Earth to demonstrate reentry and landing prior to a crewed flight. This mission provides the rare opportunity for these small science and technology experiments to reach deep-space destinations, as most launch opportunities for CubeSats are limited to lowEarth orbit.
The Orion stage adapter — which will connect Orion to the upper stage of the SLS — will have 13 slots designated for secondary payloads.
Artist concept of the Orion stage adapter with secondary payloads and avionics box to control payload deployment
Several of the CubeSats chosen to fly on EM-1 were proposed by programs across the agency with shared interests and objectives that aligned with the mission as planned for SLS and Orion.
These small satellites will enable the agency to address Strategic Knowledge Gaps (SKGs) and help inform research strategies and prioritize technology development for human and robotic exploration. For example, this also will be the first time a CubeSat will contain a propulsion system. NASA also offered flight opportunities to international partners with project proposals that furthered mutual human space exploration goals.
The CubeSats will be deployed following Orion separation from the upper stage and once Orion is a safe distance away. Each payload will be ejected with a spring mechanism from dispensers on the Orion stage adapter. Following deployment, the transmitters on the CubeSats will turn on and ground stations will listen for their beacons to determine the functionality of these small satellites.
The principal investigators and engineers for the payloads will work with NASA's secondary payload integration team over the months to come to verify safety requirements and the interfaces that connect the CubeSats to the rocket. Each payload is self-contained and requires no power from the rocket, ensuring that these small science and technology missions do not interfere with the primary
Orion Stage Adapter at the Marshall Center
For more information on SLS, visit:
http://www.nasa.gov/sls/
http://www.twitter.com/NASA_SLS http://www.facebook.com/NASASLS
National Aeronautics and Space Administration
George C. Marshall Space Flight Center www.nasa.gov/marshall
Huntsville, AL 35812
www.nasa.gov
Secondary Payload Facts
mission to evaluate SLS and Orion in the proving ground of deep space.
The first iteration of the SLS rocket, known as the Block 1 configuration with a 70-metric-ton (77-ton) lift capability, will be powered by twin boosters and four RS-25 engines. The next planned evolution of the SLS, Block 1B, will use a more powerful exploration upper stage to enable more ambitious missions and a 105-metric-ton (115-ton) lift capacity.
A later evolution, Block 2, will add a pair of advanced solid or liquid propellant boosters to provide a 130-metric-ton (143-ton) lift capacity. These future configurations of the vehicle will allow for larger and more varied payload capabilities. In each configuration, SLS will continue to use the same core stage and four RS-25 engines.
Core Stage
Orion Stage Adapter
Orion Stage Adapter
Orion Service Module
Secondary Payload
locations
Launch Vehicle
Stage Adapter
Interim Cryogenic
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Bexley Industrial Boom and the Founding of Bexley
Historical Context and Overview
In the decades following the Civil War, the United States was rapidly becoming an industrial nation. Although the area of present-day Bexley was rural, it was directly impacted by the industrial boom in Columbus and nationwide.
The industrial boom in Columbus led to new factories to produce steel, glass, and mining equipment. Population growth accompanied industrialization, as new waves of migrants and immigrants sought jobs in factories. Industrial city life also brought new vices that led many to seek a more peaceful life in the countryside. In 1876, Capital University moved from its location on High Street (on the presentday Short North Cap) to the countryside just east of Alum Creek, close enough to the furthest reach of the horse-drawn streetcar line.
In the late 1800s, the Jeffrey Manufacturing Company on East First Avenue became a national leader in the production of coal mining equipment. In the same neighborhood, Kilbourne & Jacobs Company, a manufacturer of scrapers for railroads, steel tubular wheelbarrows, warehouse trucks, and road graders, also employed hundreds of workers. While factory workers flocked to nearby urban neighborhoods, wealthier business owners moved east, with most crossing Alum Creek by the turn of the 20 th century. Robert Jeffrey (of Jeffrey Manufacturing) and Lincoln Kilbourne (of the Kilbourne & Jacobs Company) built large mansions in Bexley, and were instrumental in the founding and naming of Bexley.
The industrial boom in the United States led many businesses to pursue new global markets for their goods. American economic interests in Cuba contributed to U.S. intervention and the SpanishAmerican War in 1898. The Ohio Volunteers were called up for service, leading to the establishment of Camp Bushnell near Broad and Drexel. The first troops arrived April 28 and were mustered into service May 7-14.
Standards Alignment
Ohio's Learning Standards: Social Studies
Grade 3
Content Statement 1. Events in local history can be shown on timelines organized by years, decades, and centuries.
Grade 4
Content Statement 14. Ohio's location and its transportation systems continue to influence the movement of people, products and ideas in the United States.
Grade 8
Content Statement 23. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work.
High School American History
Content Statement 10. The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.
TheSerif HP8 ExtraBold
Learning Objectives
- Explain the relationship between industrial growth in Columbus and the growth of Bexley.
- Explain how national events in the Spanish-American War impacted local events in Bexley.
- Discuss the circumstances that led to the founding of Bexley.
Discussion Questions
1. How did the growth of Columbus in the late 1800s lead to the relocation of Capital University to Bexley?
2. How was the "countryside" of Bexley connected to the city of Columbus in the late 1800s?
3. How did Spanish-American War and the sinking of the U.S.S. Maine in 1898 impact Bexley?
4. What was the lasting impact of Camp Bushnell?
5. Where did wealthier families originally live in Columbus? In what direction did wealthier families move?
6. What was the relationship between industrial growth in Columbus (such as Jeffrey Manufacturing) and new mansions in Bexley in the early 20th century?
7. Why did the two communities of Pleasant Ridge and Bullet Park form Bexley? How was the name Bexley chosen?
Extension Activities
- Have students chart the population growth of Columbus in the late 19 th century and create a bar graph.
- Have students brainstorm a list of effects of population growth on a city, and identify which effects might cause people to want to move away from the city.
- Have students design an ideal mansion for a wealthy business owner in the early 20 th century.
Additional Resources
- Touring Ohio: Bexley - http://www.touring-ohio.com/central/columbus/bexley.html
- History of Jeffrey Manufacturing - https://www.jeffreyco.com/our-history
- Camp Bushnell Historic Marker - http://www.hmdb.org/Marker.asp?Marker=16931
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BRIGHT FUTURES HANDOUT PARENT
2½ YEAR VISIT
Here are some suggestions from Bright Futures experts that may be of value to your family.
FAMILY ROUTINES
- Enjoy meals together as a family and always include your child.
- Have quiet evening and bedtime routines.
- Visit zoos, museums, and other places that help your child learn.
- Be active together as a family.
- Stay in touch with your friends. Do things outside your family.
- Make sure you agree within your family on how to support your child's growing independence, while maintaining consistent limits.
LEARNING TO TALK AND COMMUNICATE
- Read books together every day. Reading aloud will help your child get ready for preschool.
- Take your child to the library and story times.
-
Listen to your child carefully and repeat what she says using correct grammar.
- Give your child extra time to answer questions.
- Be patient. Your child may ask to read the same book again and again.
GETTING ALONG WITH OTHERS
- Give your child chances to play with other toddlers. Supervise closely because your child may not be ready to share or play cooperatively.
- Offer your child and his friend multiple items that they may like. Children need choices to avoid battles.
- Give your child choices between 2 items your child prefers. More than 2 is too much for your child.
- Limit TV, tablet, or smartphone use to no more than 1 hour of high-quality programs each day. Be aware of what your child is watching.
- Consider making a family media plan. It helps you make rules for media use and balance screen time with other activities, including exercise.
GETTING READY FOR PRESCHOOL
- Think about preschool or group child care for your child. If you need help selecting a program, we can give you information and resources.
- Visit a teachers' store or bookstore to look for books about preparing your child for school.
- Join a playgroup or make playdates.
- Make toilet training easier.
* ◦ Dress your child in clothing that can easily be removed.
* ◦ Place your child on the toilet every 1 to 2 hours.
* ◦ Praise your child when he is successful.
- Try to develop a potty routine.
- Create a relaxed environment by reading or singing on the potty.
Helpful Resources: Family Media Use Plan: www.healthychildren.org/MediaUsePlan
Information About Car Safety Seats:
www.safercar.gov/parents | Toll-free Auto Safety Hotline: 888-327-4236
American Academy of Pediatrics | Bright Futures |https://brightfutures.aap.org
Downloaded From: https://patiented.solutions.aap.org/ on 04/17/2020 Terms of Use: http://solutions.aap.org/ss/terms.aspx
PAGE 1 of 2
2½ YEAR VISIT—PARENT
SAFETY
- Make sure the car safety seat is installed correctly in the back seat. Keep the seat rear facing until your child reaches the highest weight or height allowed by the manufacturer. The harness straps should be snug against your child's chest.
- Everyone should wear a lap and shoulder seat belt in the car. Don't start the vehicle until everyone is buckled up.
- Never leave your child alone inside or outside your home, especially near cars or machinery.
- Have your child wear a helmet that fits properly when riding bikes and trikes or in a seat on adult bikes.
- Keep your child within arm's reach when she is near or in water.
- Empty buckets, play pools, and tubs when you are finished using them.
- When you go out, put a hat on your child, have her wear sun protection clothing, and apply sunscreen with SPF of 15 or higher on her exposed skin. Limit time outside when the sun is strongest (11:00 am–3:00 pm).
- Have working smoke and carbon monoxide alarms on every floor. Test them every month and change the batteries every year. Make a family escape plan in case of fire in your home.
Consistent with
Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents,
4th Edition
For more information, go to https://brightfutures.aap.org.
The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. Original handout included as part of the Bright Futures Tool and Resource Kit, 2nd Edition.
Inclusion in this handout does not imply an endorsement by the American Academy of Pediatrics (AAP). The AAP is not responsible for the content of the resources mentioned in this handout. Web site addresses are as current as possible but may change at any time.
The American Academy of Pediatrics (AAP) does not review or endorse any modifications made to this handout and in no event shall the AAP be liable for any such changes.
© 2019 American Academy of Pediatrics. All rights reserved.
Downloaded From: https://patiented.solutions.aap.org/ on 04/17/2020 Terms of Use: http://solutions.aap.org/ss/terms.aspx
WHAT TO EXPECT AT YOUR CHILD'S 3 YEAR VISIT
We will talk about
- Caring for your child, your family, and yourself
- Playing with other children
-
- Encouraging reading and talking
- Eating healthy and staying active as a family
- Keeping your child safe at home, outside, and in the car | <urn:uuid:212296b3-4b13-456b-818e-b0ea671823eb> | CC-MAIN-2020-40 | http://mendonpediatrics.com/wp-content/uploads/2020/04/Bright-Futures-2.5-year.pdf | 2020-09-21T10:06:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00176.warc.gz | 83,328,932 | 1,152 | eng_Latn | eng_Latn | 0.997236 | eng_Latn | 0.997405 | [
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Vocabulary "BINGO" Instructions for School (and Home)
WHO: Your students or children and you
WHAT: Playing the happily addictive game of Vocabulary "BINGO"
WHERE: Any room in your school (or home) with tables or desks and chairs or benches
INGREDIENTS: Vocabulary "BINGO" cards, vocabulary words list, chips, blackboard, white board or flip chart, marker and/or vocabulary words printed out
WHY: Because students get to play with words, and playing with words makes reading and writing a lot less intimidating. Vocabulary "BINGO" is a fun and highly effective way to help students learn how to spell and pronounce new words, learn their meanings, and use them in proper context. To "level up" fun and intensity, you can use the game to remind the students of the definitions or challenge them – perhaps, for bonus points – to share the definitions. Plus, there will never be a loser in this game. Even if a student doesn't get "BINGO," she wins simply by playing the game.
HOW: 1) Announce:
The objectives: To have fun learning new words and their meanings.
How a card wins: Five chips in a row: straight across, up or down, or diagonally.
Free space: It means what it says.
2) Since each card comes with 24 blank spaces, create or use a vocabulary word list of at least 24 words. For younger children, such as first-and-second-graders, a 24-word list is fine. If you work with middle or high school students, I'd suggest a 35-word list. I encourage the creation of lists based on news articles, novels or picture books, non-fiction books, poems, and "challenging" words. Rhyming words, proper nouns, words from historical events, places, and holidays also make for great lists. Invite students to suggest words or categories for your lists. Let there be no limit to how many ways you uncover for word play.
3) Invite students to randomly fill their cards with words from the word list. If students fill in the words, it will help them learn the words faster. However, for younger students, and when you're short on time, it might be prudent for you to fill in the cards in advance and then pass them out. To save time, you can make two to four copies of the same card. That means several students will win each round, which will make them very happy.
4) Pass out chips. Use colored paper squares, or coins (which the children LOVE), or checkers, or even, when you can afford it, M&Ms. Be creative.
5) Call out the words, one by one, in random order. Write each word on the flip chart or blackboard, so that students can clearly see it as they play.
6) When students get five words in a row, and call out Vocabulary "BINGO"!, pause the game. Ask one student to call out the words as you verify them. If they're correct, invite the class to celebrate. Then move on to the next game.
Have fun and share some stories about your Vocabulary "BINGO" experiences by emailing: email@example.com
Two of my favorite Vocabulary "BINGO" stories!
Elizabeth, the fourth grader I coached for some of the 2006- 2007 school year, fell head over hills in love with Vocabulary "BINGO" and wanted to play every time I visited. It was a new and exciting way for her to get more acquainted with words. Vocabulary "BINGO" felt to Elizabeth more like play than "learning," which for her had always been painful.
These "BINGO" games were also a big hit with the Special Education middle-schoolers who told me (almost angrily) they wanted to play in class rather than learn academics. Instead of being upset, their thirst for more games motivated me. I created "BINGO" cards based on rhyming words, proper nouns, historical figures and places, and themes from reading materials we used.
The Friday before Christmas break that school year, my colleague Joshua Smith joined the teacher and me as we led the students in Vocabulary "BINGO" using words from a short book the children had read on the pyramids of Egypt. The teacher gave a Reese's Cup to each student who got "BINGO," and I gave each winner a quarter. We had six students. (Fourteen were assigned to the class). I told them their teacher and I would give them a surprise at the end of class.
After an hour of play, not a single student was ready to quit, and undoubtedly quite a few didn't realize how much they were learning.
The teacher and I awarded each student $1.00 as a surprise. They were all ecstatic. Some jumped up and down as if they'd won the lottery. It was something to see. I knew they'd enjoy getting the dollar, but I didn't expect to see that kind of joy. Then I turned to look at the boy who had started the school year with a shockingly foul mouth but had calmed and buckled down in recent weeks. He had won the most "BINGO" games and was going home with $1.75 and three Reese's Cups. He wasn't bouncing around like his classmates. He sat quietly, looked up, and then as a wide grin spread across his face solemnly declared, "This is the happiest day of my life."
The teacher, Joshua, and I were amazed. It was clear that all children want so badly to win at something in life. A small thing such as winning some quarters and candy seems to have gone a long way towards giving them the sense that maybe, just maybe, they could be winners.
I share these stories only to emphasize how a little recreation can go a long way toward building great relationships with children - and positively impact their desire to learn. | <urn:uuid:3f50d516-eee2-483a-baee-2db7ca8b83be> | CC-MAIN-2020-40 | https://carolinebrewerbooks.com/wp-content/uploads/2018/11/2-Vocabulary-BINGO-Instructions-for-Classroom-Settings.pdf | 2020-09-21T08:50:55+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00175.warc.gz | 327,447,519 | 1,232 | eng_Latn | eng_Latn | 0.999376 | eng_Latn | 0.999482 | [
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Parents as Teachers
Baby FACE: Improving Educational Outcomes
for American Indian Children
DOES THE BABY FACE PROGRAM BOOST AMERICAN INDIAN CHILDREN'S EARLY CHILDHOOD DEVELOPMENT AND EDUCATIONAL ACHIEVEMENT?
Project Overview
THE PROBLEM: What Challenge Did the Program Try to Address?
Rural American Indian communities confront challenges to their families' well-being and educational achievement. The most prevalent challenges are an intergenerational cycle of low literacy, high levels of poverty, and geographic isolation; additionally, American Indian languages and culture have not been well integrated within children's education programs that begin in the earliest years of development. Responding to these issues, the Parents as Teachers National Center (PATNC) applied for an i3 grant to address the need for early education and child development services among very rural American Indian populations.
THE PROJECT: What Strategies Did the Program Employ?
From 2010-2015, Parents as Teachers and a consortium of 20 Bureau of Indian Education (BIE) schools received an i3 validation grant 1 to implement and evaluate the Baby FACE (Family and Child Education) program, a home visiting program which provided high-needs American Indian families with services for their young children. Parents as Teachers has implemented this evidence-based home visiting model across the United States for over thirty years. The model supports families with children prenatally through the start of kindergarten. It focuses on four goals: promoting parent knowledge of early childhood development and improved parenting practices; enabling early detection of developmental delays and health issues; preventing child abuse and neglect; and boosting children's school readiness and success. Baby FACE was evaluated by a randomized controlled trial at one site, and a quasi-experimental design at all other sites.
1 Validation grants provide funding to support the expansion of projects that address persistent education challenges to the regional or national level. All i3 grantees are required to conduct rigorous evaluations of their projects. The quality of evidence required to demonstrate a project's effectiveness depends on a project's level of scale or grant type.
THE BABY FACE MODEL
[x] Home Visits. Professional parent educators visited families every two weeks. Visits included age-specific information about parenting issues and child development, as well as an educational activity between parent and child adapted to focus on the local culture and language. Parent educators also discussed needs, goal-setting, and referrals during the visits.
[x] Book Distribution. Baby FACE provided families with at least three books each month to promote the project's early literacy goals. Book sharing organizations – Penguin Putnam and Books by the Bushel – provided two of the three monthly books and Imagination Library sent the other one.
[x] Family Circle. The program gave each family an opportunity to engage in a Family Circle with other families on a monthly basis. The circles were designed to be inclusive of American Indian language and culture and were usually combined with cultural and/or social events in the local community. Typical activities included listening to speakers, going on field trips, and making books and toys that incorporated the local language and culture.
[x] Health Screenings & Resource Connections. The program screened children for developmental and social-emotional delays and gave them a health review, which included screening for hearing, vision, and general health. Baby FACE also referred and connected families to local resources if they needed additional support for their child's health or development and/or their family's well-being.
Summary of Results
DOES THE BABY FACE PROGRAM BOOST AMERICAN INDIAN CHILDREN'S EARLY CHILDHOOD DEVELOPMENT AND EDUCATIONAL ACHIEVEMENT?
The Baby FACE program demonstrated a positive impact on children's cognitive ability and SEL development, among other factors.
[x] SOCIAL-EMOTIONAL DEVELOPMENT. Comparison of the Baby FACE and comparison groups found that Baby FACE two-year olds in the QED study scored significantly higher on the initiative subscale of the DECA (The Devereux Early Childhood Assessment for Infants and Toddlers measures social-emotional development). There was no statistically significant difference between three-year olds' scores in the 2 groups. In the RCT study, Baby FACE three-year olds scored higher than their comparison group on the same subscale of the DECA. This difference was statistically significant.
[x] COGNITIVE ABILITY. Outcomes from the QED found that Baby FACE had a positive impact on children's cognitive ability assessment scores at a statistically significant level. Analyses found that participating in 18 personal visits positively impacted children's cognitive ability at age three, as well as frequency of literacy activities and the number of books in the home, all at a statistically significant level. The children in the study were aged two and three. The RCT also found an increase in cognitive ability for the Baby FACE children.
SECONDARY FINDINGS
Hours Parents Read to Child per Week
[x] HOME LITERACY ACTIVITIES. Baby FACE parents read more frequently to their children than nonBaby FACE parents. In the QED, parents enrolled in the Baby FACE program read to their children on average 2.7 hours per week, compared to 2.2 hours per week of those not in the program. Similarly, data from the RCT showed that Baby FACE parents ready to their children 2.7 hours per week, compared to 1.4 hours per week of non-Baby FACE parents. Both differences were significant.
[x] MORE BOOKS AT HOME. Baby FACE parents also reported more age-appropriate books in the home than non-Baby FACE parents reported. Children participating in Baby FACE engaged in home literacy activities more frequently than did non-Baby FACE children.
Please see Appendices B and C for information about the evaluation's design and the quality of the evidence, respectively.
OTHER CONSIDERATIONS
Based on interviews with staff supervisors and parent educators as well as focus groups with parents/caregivers, the implementation evaluation highlighted several strategies and challenges for successful program implementation. It also suggested several lessons for promoting successful program outcomes.
[x] SUCCESSFUL IMPLEMENTATION STRATEGIES. Program staff mentioned that incentives were helpful for recruitment and enrollment and promoted continued participation in the program. Building personal relationships, trust, and rapport also enhanced recruitment and implementation. In addition, social networks, particularly Facebook, served as an effective instrument for recruitment and implementation at eight of the twenty sites.
[x] MULTIPLE FAMILY CRISES. Parents who had to address multiple crises could not fully engage in the program. Parent educators found creative ways to serve these families (e.g., connecting via text message).
[x] TRUST. Programs such as Baby FACE require parents and parent educators to have trusting personal relationships in order to achieve their intended impacts. Establishing such trust takes time, patience, and persistence on the part of parent educators.
[x] CHALLENGES TO IMPLEMENTATION. Families' schedules and time commitments hindered consistent participation in home visits. Transportation and distance were a major challenge for enrolling and serving families in nine of the twenty sites. Challenges to enrollment and service provision also included family mobility, stress and crises in families' lives, lack of trust in parent educators, and unrealistic expectations for the program. The implementation sites' rural setting and limited access to resources also posed a challenge to staff recruitment and retention.
[x] GROUP ACTIVITIES. Families who were able to attend Family Circles benefited from connecting with other families to discuss effective parenting techniques and get support for overcoming parenting challenges. Children also developed their social skills by interacting with one another.
[x] BOOKS AND HOUSEHOLD ITEMS. Families really appreciated and enjoyed receiving free books, baby items, and household supplies. Often, the books received through the program were the only ones in families' homes. The program distributed over 5,500 books to families. Each family received 96 books on average.
[x] PARENTING SKILLS AND CONFIDENCE. Baby FACE helped parents learn about developmental milestones and activities they can do to promote their child's development. Parents talked and engaged more with their children and felt more confident as parents and as advocates for their children.
[x] FAMILY WELL-BEING. Some parents reported that the encouragement of parent educators and the goal setting promoted through the program helped them obtain diplomas and degrees, increase stability through routines, achieving housing stability, or improve communication among themselves.
[x] CHILD DEVELOPMENT. Both parent educators and parents reported that children met milestones for socio-emotional and physical development, along with pre-literacy, language development, and school readiness skills. Staff provided examples of how children in the program were outperforming nonparticipants in pre-literacy and pre-numeracy skills.
The evaluators also noted several ways to strengthen implementation of Parents as Teachers in the future:
[x] FAMILY CIRCLE: Parent educators and supervisors noted the difficulty of planning Family Circles, including finding a place and time that worked for everyone. To overcome this, some parent educators scheduled Family Circle around other activities, such as school parent night or parent/teacher conferences.
[x] SUPERVISORS. While there were few complaints about the supervisors, the most common from parent educators was that the supervisors were too busy or wearing too many hats.
[x] ADDITIONAL TRAINING. Staff members requested additional training for: working with families and children experiencing domestic violence, working with children with special needs, traditional teachings (especially around birth rituals and childcare), screenings and identifying client needs, how to train parents on the basics of parenting, and computer literacy for Parent Educators.
For More Information
Evaluation Reports
Impact Evaluation Report (adapted from Research and Training Associates, August 2016) 2 Implementation and Qualitative Evaluation Report (Wilder Research, January 2015)
2 The information and data for this result summary was collected from the most recent report as of the release date: Wilder Research. (2015, January). Baby FACE Qualitative Evaluation. Retrieved from https://www.wilder.org/sites/default/files/imports/ParentsAsTeachers_BabyFACE_QualEvaluationReport_1-15.pdf
Appendix A: Students Served by the Project 3
GRADE(S)
Not Reported
GENDER
Not Reported
RACE/ETHNICITY
COMMUNITY
Not Reported
HIGH-NEED STUDENTS i
| Free/Reduced-Price Lunch | English Learner |
|---|---|
| 75% | Not Reported |
3These data reflect the entire student population served by the intervention, not just the evaluation sample used in the impact study.
Appendix B: Impact Evaluation Methodology 4
RESEARCH DESIGN:
DATA COLLECTION AND ANALYSIS
4 These data reflect only the evaluation sample in the impact study, not the entire population served.
Appendix C: Quality of the Evidence
Although an evaluation may not have been reviewed by the time of publication for this summary, it is possible that the study will be reviewed at a later date. Please visit the websites found in the footnotes on this page to check for updates.
WHAT WORKS CLEARINGHOUSE REVIEW 5
5 https://ies.ed.gov/ncee/wwc/FWW
7 https://intensiveintervention.org/
6 https://www.evidenceforessa.org/
The Investing in Innovation Fund (i3), established under section 14007 of the American Recovery and Reinvestment Act of 2009, is a Federal discretionary grant program at the U.S. Department of Education within the Office of Elementary and Secondary Education (OESE). i3 grants help schools and local education agencies work in partnership with the private sector and the philanthropic community to develop and expand innovative practices that improve student achievement or student growth, close achievement gaps, decrease dropout rates, increase high school graduation rates, and/or increase college enrollment and completion rates for high-need students.
This summary was prepared by the Education Innovation and Research (EIR) Program Dissemination Project. The project is conducted by the Manhattan Strategy Group, in partnership with Westat and EdScale, with funding from the U.S. Department of Education, Office of Elementary and Secondary Education, under Contract No. ED-ESE-15-A-0012/0004. The evaluation results presented herein do not necessarily represent the positions or policies of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred.
i "High-need student" refers to a student at risk of academic failure or otherwise in need of special assistance and support, such as students who are living in poverty, attend high-minority schools, are far below grade level, who have left school before receiving a regular high school diploma, at risk of not graduating with a diploma on time, who are homeless, in foster care, have been incarcerated, have disabilities, or who are English learners. For more information see: Applications for New Awards; Investing in Innovation FundDevelopment Grants, 81 FR 24070 (April 25, 2016). | <urn:uuid:362ea719-7783-4c52-855a-5989b349165d> | CC-MAIN-2020-40 | https://oese.ed.gov/files/2020/04/U396B100045_Parents-as-Teachers_Outcomes-of-American-Indian-Children-2010-Validation-Eval-Summ.pdf | 2020-09-21T09:10:12+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400201601.26/warc/CC-MAIN-20200921081428-20200921111428-00177.warc.gz | 547,382,929 | 2,621 | eng_Latn | eng_Latn | 0.919464 | eng_Latn | 0.995713 | [
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Introduction
*Describe content of toolkit.
*Describe background of topic
*Describe the source(s) for the toolkit content
More than 600 people die each year due to heat-related illness. Illness results from the body not being able to compensate from becoming overheated. For example, in areas with high humidity, sweat will not evaporate as easily preventing the body from cooling off. Other factors such as age, health status, and even clothing can also affect this. Available air conditioning and hydrating are some of the most important factors in preventing heat related death, yet so many people fail to stay cool and stay hydrated. It is fun to spend a lot of time outside during the summer, but appropriate measures must be taken to prevent heat exhaustion, and even worse, heat stroke
This toolkit will provide information on how heat-related illness can be prevented and what to do if you or someone you know suffers from this.
Target audience/high-risk subsets
*Describe target audience All People *Describe high-risk or sub-populations, if appropriate Homeless population Outdoor workers Infants and children Adults
Target Audience Needs/Issues/Considerations
*Include considerations that the opposition may provide
Needs and consideration need to be made for people who work outside during the hot summer months. These people might not have easy access to a large amount water or an air-conditioned building to take breaks in. Examples of these jobs: Construction, farming, Forest and Conservation worker etc.
Considerations also need to be made for people who live in Southern states where exposure to warm weather is year-round as opposed to northern states.
Supporting Campaigns
*Include organizations that would have credible information and would be likely to have their own campaigns
Centers for Disease Control and Prevention
Safe Kids Worldwide
United State Environmental Protection Agency
References
About Extreme Heat. Centers for Disease Control and Prevention. https://www.cdc.gov/disasters/extremeheat/heat_guide.html. Published June 19, 2017. Accessed April 22, 2020.
Social Media Toolkit
Title: Hot Weather Conditions
For use during week 28, 7/13/20 to 7/19/20
Launch Date: 6/29/20
Toolkit Content
| | Please list: |
|---|---|
| | Developer(s) |
| | Affiliation(s) |
| | Title(s) |
| | Estimated time |
| | used to create |
| | Date submitted |
| DUE date & TARGET date for release (Monday) | |
Approvals
(Needs at least one reviewer per
column—initial appropriate
column)
Content recency
Accuracy Social Media Platforms Included
| Reviewer | Date | Format & language (grammar) | Social media content |
|---|---|---|---|
| Amy Lee | 6/22/2020 | AL | AL |
| Kim Trowbridge | 6/18/2020 | KT | KT |
Approvers Instructions
* Please approve by the target date for release. Approvers may review for more than one review category (e.g. both public health content and social media content). At least one approver is needed per category; two approvers are preferred.
* Feel free to add or make edits—there will not be an opportunity for the original student group to make further edits
| Reviewer | Items for review |
|---|---|
| Public health content | Information provided is current (within six months of launch date or the most recent information as relevant for a specific topic e.g. the latest guidelines). Also, from a credible source. |
| Social media content | Layout, imaging, length of posts |
| Format and language | Good grammar, punctuation, format compliant with toolkit guidelines. |
All messages in this toolkit were generated in [April/2020] and contain up-to-date information prior to the launch date.
Sources of all data are provided (all credible sources) YES or NO
| Platform | Ideal number | | In this |
|---|---|---|---|
| | | | toolkit |
| Facebook | 5 | 5 | |
| Twitter | 10 | 10 | |
| Instagram | 5 | 5 | |
| Hashtags (for Twitter or Instagram) | 10 | 10 | |
| Video (YouTube) | Optional | 1 | |
| Print media (e.g. press release) | Optional | 0 | |
| Other (list): Photos Blog post ideas | Optional | 0 | |
FACEBOOK
Facebook 1
Facebook 2
Message: This chart shows that as the temperature (horizontal axis) and relative humidity (vertical axis) each increase, they combine to create a heat index (colored values) that feels hotter than the actual temperature. For example, when the temperature is 96°F, with 65 percent humidity, it actually feels like 121°F (indicated by the blue lines in the chart above).
NOAA (National Ocean and Atmospheric Administration) National Weather Service. 2016. Heat index. www.nws.noaa.gov/om/heat/heat_index.shtml.
Message: This graph shows global annual average temperatures, compared with the 1901–2000 average. These data come from land-based weather stations and sea surface temperature measurements. The red bars indicate above-average surface temperatures and the blue bars indicate below-average temperatures (averaged across land and ocean). Source: U.S. EPA, 2016 2
U.S. EPA (U.S. Environmental Protection Agency). 2016.
Climate change indicators in the United States. www.epa.gov/climate-indicators.
| | Infographic | Website | Caption (if provided | When accesse d |
|---|---|---|---|---|
| Facebook 3 | | https://www.cdc.gov/nceh/feat ures/extremeheat/index.html | People age 65 and older are at high risk for heat-related illnesses. | 4/21/20 |
| Facebook 4 | | https://www.cdc.gov/nceh/feat ures/trackingheat/index.html | Extremely hot weather can make you sick. Stay cool and hydrated to protect yourself. | 4/21/20 |
| Facebook 5 | | https://www.cdc.gov/nceh/feat ures/trackingheat/index.html | Tracking heat | 4/21/20 |
TWEETS
Twitter best practices
* Keep it short and simple--although messages can be <280 characters now, keep them short anyway!
* Post often--it is recommended to post 3 tweets per day, with different framing to reach diverse populations
* Post other relevant content from partners or followers
* Use relevant hashtags (maximum of 2 hashtags)
INSTAGRAM
Instagram best practices
* Post 3-4 times during the week
* Use varying content (not only picture sharing but include videos and graphics)
* Use relevant hashtags so people can find your content
| Infographic | Website | Caption (if provided | When accesse d |
|---|---|---|---|
| | https://www.cdc.gov/disasters/ex tremeheat/warning.html | | 4/21/20 |
| | https://www.cdc.gov/disasters/ex tremeheat/heattips.html | None | 4/21/20 |
| | https://www.cdc.gov/disasters/ex tremeheat/heattips.html | None | 4/21/20 |
| | https://www.safekids.org/heatstr oke | None | 4/24/20 |
| | www.epa.gov/climate-indicators. | This map shows the number of hospital admissions for heat- related illnesses per 100,000 people in 23 states that participate in a national hospital data tracking program. States shaded red have three to four cases per 100,000 people in a typical year. States without shading do not participate in the data tracking program. | 4/21/20 |
RELEVANT HASHTAGS
| | Hashtag |
|---|---|
| Hashtag 1 | #staycool |
| Hashtag 2 | #stayhydrated |
| Hashtag 3 | #hotweather |
| Hashtag 4 | #H20 |
| Hashtag 5 | #dontoverheat |
| Hashtag 6 | #summer |
| Hashtag 7 | #itssohot |
| Hashtag 8 | #heatstroke |
| Hashtag 9 | #stayinside |
| Hashtag 10 | #heatexhaustion |
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BRIGHT FUTURES HANDOUT PATIENT
15 THROUGH 17 YEAR VISITS
Here are some suggestions from Bright Futures experts that may be of value to you and your family.
HOW YOU ARE DOING
YOUR FEELINGS
- Enjoy spending time with your family. Look for ways you can help at home.
- Find ways to work with your family to solve problems. Follow your family's rules.
- Form healthy friendships and find fun, safe things to do with friends.
- Set high goals for yourself in school and activities and for your future.
- Try to be responsible for your schoolwork and for getting to school or work on time.
- Find ways to deal with stress. Talk with your parents or other trusted adults if you need help.
- Always talk through problems and never use violence.
- If you get angry with someone, walk away if you can.
- Call for help if you are in a situation that feels dangerous.
- Healthy dating relationships are built on respect, concern, and doing things both of you like to do.
- When you're dating or in a sexual situation, "No" means NO. NO is OK.
- Don't smoke, vape, use drugs, or drink alcohol. Talk with us if you are worried about alcohol or drug use in your family.
YOUR DAILY LIFE
- Visit the dentist at least twice a year.
- Brush your teeth at least twice a day and floss once a day.
- Be a healthy eater. It helps you do well in school and sports.
* ◦ Have vegetables, fruits, lean protein, and whole grains at meals and snacks.
* ◦ Limit fatty, sugary, and salty foods that are low in nutrients, such as candy, chips, and ice cream.
* ◦ Eat when you're hungry. Stop when you feel satisfied.
* ◦ Eat with your family often.
* ◦ Eat breakfast.
- Drink plenty of water. Choose water instead of soda or sports drinks.
- Make sure to get enough calcium every day.
- Have 3 or more servings of low-fat (1%) or fat-free milk and other low-fat dairy products, such as yogurt and cheese.
- Aim for at least 1 hour of physical activity every day.
- Wear your mouth guard when playing sports.
- Get enough sleep.
American Academy of Pediatrics | Bright Futures |https://brightfutures.aap.org
Downloaded From: https://patiented.solutions.aap.org/ on 04/17/2020 Terms of Use: http://solutions.aap.org/ss/terms.aspx
- Be proud of yourself when you do something good.
- Figure out healthy ways to deal with stress.
- Develop ways to solve problems and make good decisions.
- It's OK to feel up sometimes and down others, but if you feel sad most of the time, let us know so we can help you.
- It's important for you to have accurate information about sexuality, your physical development, and your sexual feelings toward the opposite or same sex. Please consider asking us if you have any questions.
HEALTHY BEHAVIOR CHOICES
- Choose friends who support your decision to not use tobacco, alcohol, or drugs. Support friends who choose not to use.
- Avoid situations with alcohol or drugs.
- Don't share your prescription medicines. Don't use other people's medicines.
- Not having sex is the safest way to avoid pregnancy and sexually transmitted infections (STIs).
- Plan how to avoid sex and risky situations.
- If you're sexually active, protect against pregnancy and STIs by correctly and consistently using birth control along with a condom.
- Protect your hearing at work, home, and concerts. Keep your earbud volume down.
PAGE 1 of 2
15 THROUGH 17 YEAR VISITS—PATIENT
- Always be a safe and cautious driver.
* ◦ Insist that everyone use a lap and shoulder seat belt.
* ◦ Limit the number of friends in the car and avoid driving at night.
* ◦ Avoid distractions. Never text or talk on the phone while you drive.
- Do not ride in a vehicle with someone who has been using drugs or alcohol.
* ◦ If you feel unsafe driving or riding with someone, call someone you trust to drive you.
- Wear helmets and protective gear while playing sports. Wear a helmet when riding a bike, a motorcycle, or an ATV or when skiing or skateboarding. Wear a life jacket when you do water sports.
- Always use sunscreen and a hat when you're outside.
- Fighting and carrying weapons can be dangerous. Talk with your parents, teachers, or doctor about how to avoid these situations.
Consistent with Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, 4th Edition
For more information, go to https://brightfutures.aap.org.
The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances. Original handout included as part of the Bright Futures Tool and Resource Kit, 2nd Edition.
Inclusion in this handout does not imply an endorsement by the American Academy of Pediatrics (AAP). The AAP is not responsible for the content of the resources mentioned in this handout. Web site addresses are as current as possible but may change at any time.
The American Academy of Pediatrics (AAP) does not review or endorse any modifications made to this handout and in no event shall the AAP be liable for any such changes.
© 2019 American Academy of Pediatrics. All rights reserved.
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