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UNIT 23 MAGIC, SCIENCE AND RELIGION — MALINOWSKI Structure 23.0 Objectives 23.1 Introduction 23.2 The Debate on Magic, Science and Religion 23.2.0 Tylor on Religion 23.2.1 Frazer on Magic, Science and Religion 23.2.2 Frazer and Durkheim on Totemism 23.2.3 Malinowski's Approach: The Universal in the Particular 23.3 The Domain of the Profane 23.3.0 Gardening among the Trobriand Islanders 23.3.1 Canoe-Building among the Trobriand Islanders 23.3.2 Is Primitive Knowledge akin to Science? 23.4 The Domain of the Sacred-Religion 23.4.0 Initiation Ceremonies 23.4.1 Rites Related to Death 23.4.2 Some Other Examples of Religious Behaviour 23.4.3 A Summary of Malinowski's View of Religion 23.5 The Domain of the Sacred-Magic 23.5.0 The Tradition of Magic 23.5.1 Mana and Magic 23.5.2 Magic and Experience 23.6 Similarities and Differences 23.6.0 Magic and Science 23.6.1 Magic and Religion 23.7 The Function of Magic, Science and Religion 23.8 Let Us Sum Up 23.9 Keywords 23.10 Further Reading 23.11 Specimen Answers to Check Your Progress 23.0 OBJECTIVES After reading this unit, you should be able to discuss the views of Tylor, Frazer and Durkheim on magic, science and religion narrate Malinowski's examples of religious and magical behaviour distinguish between science and magic and between magic and religion. 23.1 INTRODUCTION In the previous unit, you learnt about Malinowski's conceptual framework for understanding human culture. The present unit relates his theories to his way of looking at universal aspects of culture through his study of a particular people. As an apt illustration of Malinowskian approach, we have selected his essay, 'Magic, Science and Religion'. It compares and contrasts these aspects of primitive culture in a most lucid manner (see Robert Redfield's Introduction to the book, Magic, Science and Religion and Other Essays, published in 1948). A close look at the content of this essay will enable you to evaluate Malinowski's talent for seeing the universal elements of human culture through the particular case of the Trobriand Islanders, whom he had observed and studied. Secondly, we find that Malinowski does not confine himself, in this essay, to any one perspective of religion, science and magic. In a characteristic and representative manner of his approach, he has discussed the various views on religion, advanced by Tylor, Frazer, Marett and Durkheim. This provides us with a useful commentary on the then prevailing debate on these issues. We have tried to present in this unit a gist of Malinowski's ideas, as he viewed them. In passing we have also mentioned apparent inadequacies and inconsistencies in his arguments. The unit begins with the prevailing views on magic, science and religion, in Malinowski's time. This is followed by a discussion of the area, which is considered by Malinowski as non-sacred or profane. It refers to the area of science or the human beings' rational control of their environment. Malinowski shows that the primitive people have a vast range of knowledge, based on experience and reason. This helps them to carry out their daily activities for survival and in addition also maintain the continuity of their group's existence in a difficult to control environment. Secondly, we discuss the areas of magic and religion, which are included by Malinowski in the domain of the sacred. According to Malinowski, the primitive people observe a clear distinction between the world of science and the world of magic and religion. We will see how the two domains (the profane and the sacred) are separated from each other and further how religion is separated from magic. In this way, you will learn about Malinowski's simple theory, which deals with (i) the nature of and differences among scientific, magical and religious behaviour and (ii) how the three aspects satisfy the human needs and thereby maintain the society. 23.2 THE DEBATE ON MAGIC, SCIENCE AND RELIGION In this section, we will briefly discuss the views on magic, science and religion, prevailing in Malinowski's time. He has discussed them in the first part of his essay and then has taken up some points for elaboration in its later parts. Here we follow Malinowski's approach by beginning with Tylor's view of religion. Magic Science and Religion-Malinowski 23.2.0 Tylor on Religion According to Malinowski we can describe Edward Tylor as the founder of an anthropological study of religion. For Tylor, animism, i.e., the belief in spiritual beings, is the essence of primitive religion. Tylor maintains that primitive people's reflections on dreams, hallucinations and visions lead them to see a separation between the human soul and the body. The soul survives after death because it appears in dreams, memories and visions. So comes the belief in ghosts, the spirits of ancestors and a world after death. According to Tylor, human beings in general and primitives in particular have an inclination to form the idea of the world after death in the image of the world they live in. Secondly, animals, plants and other objects, which help or obstruct man's activities, are also regarded to possess souls or spirits. Malinowski does not agree with Tylor's view of primitive man as a reflecting being. Malinowski who has the authority of specialists' knowledge of primitive societies, maintains that the primitives are more preoccupied with fishing, gardening and tribal get-togethers and do not spend time 'brooding over dreams and visions'. Criticising Tylor in this fashion, Malinowski moves over to Sir James Frazer's writings. 23.2.1 Frazer on Magic, Science and Religion Frazer's works are mainly concerned with the problem of magic and its relation to science and religion. They also include a consideration of totemism and fertility cults. Frazer's famous book. The Golden Bough, brings out that besides animism, primitive religion has many more beliefs and animism cannot be described as a dominating belief in primitive culture. For Frazer, the efforts to control the nature for day-to-day survival lead the early man to resort to magical practices. It is only after finding out the inefficiency of magical rites and spells that the early man is driven to making appeals to higher supernatural being like demons, ancestor-spirits and gods. Frazer draws a clear distinction between religion and magic. For controlling nature, propitiation of superior powers is religion while direct control by way of spells and rites is magic. Frazer says that magical practices imply that man has the confidence of controlling nature directly. This attitude makes magical rites akin to scientific procedures. In addition, Frazer argues that religion implies man's acceptance of his inability to control nature directly and in this fashion religion takes man above magic. Not only this, he maintains that religion exists side by side with science. These views of Frazer were the take-off points for many European scholars like Preuss in Germany, Marett in England, Hubert and Mauss in France. These scholars criticised Frazer and pointed out that science and magic may appear to be similar but they are quite apart from each other. For example, science is, based on reason and develops on the basis of observations and experiments while magic is born of tradition and is surrounded by mysticism. It cannot be verified by observations and experiments. Secondly, scientific knowledge is open to anyone who would like to learn it while magical formulas are kept secret and taught only to a selected few. Thirdly, science has its basis in the idea of natural forces, while magic arises from the idea of a mystical power, which is differently named in different tribal societies. Melanesians call it mana, some Australian tribes call it arungquiltha, many American Indian groups name it as wakan, orenda, manitu. So, the belief in such a supernatural force is established as the essence of pre-animistic religion and it is shown to be completely different from science. Malinowski posed many questions about this mana type of belief in a supernatural force. He asked, is it a fundamental idea, an innate category of the primitive mind or can it be explained by still simpler and more fundamental elements of human psychology or of the reality in which primitive people live? Before proceeding to answer these questions, Malinowski discusses the problem of the religious belief of totemism and Frazer's and Durkheim's views on this matter. Before turning to these views let us complete Check Your Progress 1. Check Your Progress 1 i) Define animism, in one line. ................................................................................................................... ii) Give Frazer’s arguments for the emergence of magic and religion among primitive people. Use three lines for your answer. ................................................................................................................... ................................................................................................................... ................................................................................................................... 23.2.2 Frazer and Durkheim on Totemism Frazer defined totemism as the relation between a group of people and a species of natural or artificial objects. The objects are known as the totems of the groups of people. You can say that totemism is both - a religious system and a way of forming social groups. As a religious system it reflects primitive peoples' preoccupation with their desire to forge a link with such important objects as animals, vegetable species etc. Killing or destruction of these objects is tabooed to the group of people, which holds them as totems. Rather, the groups hold rites and ceremonies for multiplication of their totem objects. As a way of forming social groups, the totem objects are made a basis of the subdivision of the group into smaller units. This has thrown open an altogether new aspect of sociological significance of a religious belief. It has led Robertson Smith (1889), a pioneer of anthropology of religion, to say that primitive religion is 'essentially an affair of the community rather than of individuals'. Durkheim's study of religion shows that he considers totemism to be the earliest form of religion. Like Robertson Smith, he too finds a very close link between religion and society. He believes the totemic principles to be similar to mana or the supernatural force. Durkheim (1976: 206) maintains that society is to its members 'what a God is to its worshippers'. He looks at religion as permeating all aspects of society and lays special emphasis on the public or collective aspects of religious practices. Malinowski has many problems with Durkheim's formulations. He cannot imagine religion to be 'so entirely devoid of the inspiration of solitude'. According to Malinowski (1948: 56), the belief in immortality arises from the individual and it has little to do with the social or collective. Secondly, morals in a society are enforced by personal responsibility and conscience rather than by fear of social punishment. Lastly, Malinowski concedes the importance of social forces and agrees to consider both the individual and the social while studying religious behaviour of primitive people. In addition he argues that white religious ceremonies are held in open view of public, religious revelations appear in solitude. He also points out that not all collective enterprises in a society can be described as religious activities and therefore we cannot equate society with religion. He gives the examples of a battle or a sailing regatta or a village brawl — all these are collective actions but they have nothing to do with religion. So, according to Malinowski, the collective and religious may overlap but are not synonyms. Further, he argues that society includes both the religious and non-religious or profane aspects of life and therefore cannot be equated with religious or sacred aspects alone. With all these arguments, Malinowski rejects Durkheim's sociological theory of religion. Now, in the background of these criticisms, made by Malinowski, you would naturally like to learn about what Malinowski has to say on these issues. Before we go on to the summary of his views of magic, science and religion, let us also look at the levels on which his thought moves. The following section makes a very brief point about Malinowski's concern with the particular and the universal for understanding the problems of magic, science and religion. 23.2.3 Malinowski's Approach: The Universal in the Particular Malinowski belongs to a borderline area, where one half lies in older preoccupations with universally valid principles of human behaviour and the other half lies in the newly found concern with empirical research in a particular society. You can easily bracket him with those nineteenth century scholars whose ideas deal with the nature and origin of religion and magic. He can be described as the last scholar of that era to provide ultimate explanations and universally applicable principles of religion and magic. But we must also recognise the fact that Malinowski is the initiator of a new phase, which held in high esteem the collection of carefully observed data from a particular society. So he is a scholar asking older questions and answering them in a new fashion. This resulted in two clearly marked levels on which his ideas about magic, science and religion were formed and presented in the essay, which we are going to summarise in this unit. One is the level of the particular society, the Trobriand islanders. He considers the islanders as a supreme example of Humanity and used the material collected during the field research among them as a supporting evidence for his generalised views on the nature and function of magic and religion. For him the link between one's observations of social life and one's understanding of universally valid ideas is quite simple and smooth. In this essay he combines the two levels in a simplistic manner and provides answers to questions pertaining to sociological significance of magic, science religion. Further he generalises at the level of Humanity on the basis of his knowledge of one particular case the Trobriand islanders. He tries also to prove the legitimacy of these elements. While reading his views of these three important aspects of human behaviour, it is useful to keep in mind the two levels on which his ideas are crystallised in this essay. He visualises new ways of looking at these three aspects of social life. He has introduced a new system of reasoning in studying these phenomena. To him, all the three have to make sense. Let us see how he tries to find sense in their existence. According to Nadel (1957: 208), if his way of making sense is too simplistic and naive, it is still a novel method of studying science, religion and magic. Without this guidance, one cannot see how his successors would have made the progress that they made in the times to come. This perspective helps students of the history and development of sociological thought to learn how Malinowski introduced the logic of rationality in studies of science, magic and religion. The American anthropologist, Robert Redfield (1948: 9), says that Malinowski's essay, Magic, Science and Religion, reflects the special quality of its author. The quality is of being able 'to see and declare the universal in the particular'. Malinowski's ways of demonstrating the meaning and function of religion and magic shows his deep sense of human interest in social situations. This kind of reasoning, according to Robert Redfield, enables Malinowski to turn the science of anthropology into an art. At the same time, it enables him to fuse 'the warm reality of human-living and the cool abstractions of science'. You must be, by now, very keen to learn what Malinowski actually said. So the next section gives you a summary of what he described as the primitive knowledge and its application for practical concerns of life. He calls this the domain of the profane, i.e., non-religious. Before turning to the next section, let us complete Activity 1. Activity 1 In Indian mythology we find several references to totem-taboos. Write a one-page note, listing some of them and their significance for the particular people. 23.3 THE DOMAIN OF THE PROFANE Malinowski begins with the question: Do the primitive people have 'any rational outlook, any rational mastery' of their surroundings? Rejecting Levy-Bruhl's (1926) idea that primitive people have a definite aversion to reasoning (see Box 23.1), Malinowski answers the question by showing that 'every primitive community is in possession of a considerable store of knowledge, based on experience and fashioned by reason'. To provide evidence he gives examples of behaviour related to the arts, crafts and economic activities of the Trobriand islanders. The behaviour related to these activities is clearly separate from magic and religion and it is 'based Max Weber on empirical knowledge and on the confidence in logic'. Malinowski calls this the profane side of life, i.e., the side, which is not religious or magical. He shows that the natives themselves keep the area of the profane apart from religion and magic. Here, for our discussion of the domain of the profane we select two from the many examples, given by Malinowski, as an evidence of his views on the existence of scientific knowledge among the primitives Box 23.1 L. Levy-Bruhl Lucien Levy-Bruhl was born in 1857 and died in 1939. He was a French sociologist and ethnologist and a colleague of Durkheim. Among his best known books are How Natives Think (1926) and Primitive Mentality (1923). Both the books were translated from French by Lilian A. Clare. Their French editions were published in 1912 and 1922, respectively. In both these books, Levy-Bruhl studied the common set of values, beliefs and practices, which individuals conform to and later pass on to the next generation. He took it for granted that the myths, beliefs and other ideas of primitive people reflect their social structure. He argued that these ideas differ from one group to the other. Then he showed how they could be seen as systems or the logical principles. He held that, the spiritual background of the primitive society was not the same as that of modern society. He considered the thought structures of primitive people as pre-logical as they did not understand the process of natural causation. It is important to distinguish that Levy-Bruhl focused on an analysis of the ideas, which were associated with social activities while Durkheim was confined to the study of social activities themselves. 23.3.0 Gardening among the Trobriand Islanders The Trobriand islanders subsist mainly on products of gardening. They are also fishermen and traders of goods manufactured by them. For gardening they use such implements as a pointed digging stick and a small axe. These help them to grow crops enough to feed the population. They are also able to get a surplus yield. Their wide-ranging knowledge of the types of the soil, the plants and the interaction between the two is the main cause of their success in agriculture. This is coupled with their hard work at accurate points of time and place. In selecting the soil and seedlings they make use of their knowledge which is acquired through observation and experience. For clearing the plot, burning the bushes and planting, weeding and arranging the yam vines upwards, they need to possess both the ability to work hard and apply their labour at appropriate time and place. Their knowledge of weather and seasons of different types of plants and pests has not only to be fairly dependable but they need to have confidence on the reliability of their knowledge. Then only they can successfully carry out the operations of agriculture at regular intervals. Based on these arguments, Malinowski shows that the natives possess a rational outlook to their surroundings and command a fair degree of control over it. This is what enables them to grow crops for subsistence and for obtaining a surplus. Having concluded in this fashion, Malinowski speaks of a close relationship between practical operations of gardening and an annual series of rites relating to gardening. Here, he warns us that they may be closely related but are certainly not mixed up. They are not one and the same thing because their results are clearly distinguished by the natives. The performance of annual magical rites is an absolute necessity for successful gardening and despite several decades of European influence, the Trobrianders have not changed their traditional practices. Indeed the Granada Television of England (GD 1990: 8) confirms that many of the ritual activities relating to yam cultivation in 1989 were found to be the same as described by Malinowski in 1915. The Trobrianders believe that ignoring the magical rites would endanger their agriculture with such problems as blight, drought, floods, pests, and wild animals. Malinowski argues that holding of magical rites for the well being of their gardens does not however imply that the Trobrianders attribute all success in gardening to magic. He writes, If you were to suggest to a native that he should make his garden mainly by magic and scamp his work, he would simply smile on your simplicity. He knows as well as you do that there are natural conditions and causes, and by his observations he knows that he is able to control these natural forces by mental and physical effort. His knowledge is limited, no doubt, but as far as it goes it is sound and proof against mysticism. If the fences are broken down, if the seed is destroyed or has been dried or washed away, he will have recourse not to magic, but to work, guided by knowledge or reason. Malinowski concludes that the native knows that despite all hardwork on his part, at one time or the other his crops do also fail. Rain or sun may not appear at the right time, locusts may eat away the crop. So 'to control these influences and these only' the Trobrianders take recourse to magic. In other words, one can say that the known set of conditions about weather, soil, plants, pests, sowing, weeding and fencing etc. are handled by the natives on the basis of the rational knowledge of their surroundings. The unknown and unaccountable set of conditions are coped by them with the help of magic. In addition, Malinowski shows that the sphere of work and the sphere of ritual are also set apart from each other. Every magical rite associated with gardening has a specific name. The time and place of its performance are clearly specified and separated from the scheme of day-to-day operations of gardening. Work is prohibited at the time of a magical performance. All magical rites are performed in full knowledge of the people and are mostly attended by all members of the public. Secondly, although the magician who conducts magical ceremonies is also the person who leads all agricultural operations, his two roles are clearly separated. They are not allowed to overlap or interfere with each other. In his role as a leader of agricultural activities, he fixes the date for starting the gardening work. He scolds a lazy or careless gardener. But he does not, at any time, mix this role with that of the magician. We will now turn to the second example about canoe-building. 23.3.1 Canoe-building among the Trobriand Islanders Canoe is a kind of long light narrow boat with both ends sharp. Its sides are curved and it is usually propelled by hand-driven paddles. In building their canoes the Trobrianders separate the activities relating to work from those relating to magic. For building a canoe one must have the extensive knowledge of the material and the principles of stability and hydrodynamics (science dealing with the motion of water and the forces acting on solid bodies in water). Besides, they know that for greater stability one has to widen the span of the outrigger {a beam with a log at the end attached to a canoe to maintain the balance). But they also know that doing this would mean less resistance against strain. They can also give the reasons for keeping a certain width in terms of fractions of the length of their canoes. They are fully aware of the mechanics of boat making and about what one should do in the event of a storm or why one should keep the outrigger always on the weather side. Malinowski (1948: 30) tells us that the terminology about sailing, used by the Trobrianders, is as rich and complex as the one used by modem sailors. It has to be so because otherwise they cannot sail under dangerous conditions in their fragile canoes. Just as with the activities related to yam-cultivation, those related to canoebuilding amply demonstrate that the Trobrianders have an extensive knowledge of what is required for successful sailing. But here again, Malinowski points out, the Trobrianders are still faced with unaccountable conditions of sudden gales and powerful tides. This is the point at which magic enters the scene. Magical rites are performed at the time of constructing canoes, again at the beginning and during the course of seaexpeditions. Comparing the Trobrianders with modern sailors, Malinowski (1948: 30) writes, If the modern seaman, entrenched in science and reason, provided with all sorts of safety appliances, sailing on steel-built steamers, if even he has a singular tendency to superstition — which does not rob him of knowledge or reason, nor make him altogether prelogical — can we wonder that his savage colleague, under much more precarious conditions, holds fast to the safety and comfort of magic? You can make out that Malinowski has given recognition to both the rational outlook to one's surroundings and performance of magical rites for controlling the unaccountable and unforeseen forces of nature. In the essay on magic, science and religion, he goes on to provide further examples of activities related to fishing, warfare, health and death. In each case he shows that the primitive people make systematic observations and possess systems of logically coherent knowledge. He also mentions the native's ability 'to draw diagrammatic maps in sand or dust'. This indicates that they have the ability to codify knowledge in formulaic form. For example, they are aware of various seasons, movements of stars, lunar calendar and on that basis they can plan sea-expedition or warfare. They can even draw diagrams to explain their plans. It is now time for us to complete Check Your Progress 2. Check Your Progress 2 i) What is signified by setting apart the sphere of work from the sphere of ritual among the ‘Trobriand Islanders? Use four lines for your answer. ................................................................................................................... ................................................................................................................... ................................................................................................................... ................................................................................................................... ii) Does a rational outlook to one’s surroundings imply the absence of faith in magical rites? Use three lines for your positive or negative answer. ................................................................................................................... ................................................................................................................... ................................................................................................................... 23.3.2 Is Primitive Knowledge akin to Science? Malinowski (1948: 34) raises the question: "Can we regard primitive knowledge, which as we found, is both empirical and rational, as a rudimentary stage of science, or is it not at all related to it?" To this he provides a straight answer that if we consider science to be a system of knowledge based on experience and reasoning then the primitive people should be considered to possess rudimentary forms of science. Secondly, if we take science to be a matter of attitude, then according to Malinowski, the natives are not totally unscientific in their attitudes. They may not have an abiding thirst for knowledge. They may find quite boring the topics, which Europeans may feel very interested in. This is because their whole interest is determined by their cultural traditions. They are immensely interested in their surroundings — events related to animal life, marine life and forests. At this stage in his essay, Malinowski decides to leave aside the questions related to the nature and basis of primitive knowledge. Rather he is interested in finding out if the primitives have one amalgamated area of reality in which magic, science and religion are all one and the same or they treat the three aspects of life as separate areas of social phenomena. He has, so far, shown that the world of practical activities and rational attitudes related to them form one world for the Trobrianders. Further, this world is separate from the world of magical and religious practices. We will now discuss this other area, i.e. the domain of the sacred which includes religion and magic. Complete Activity 2 and discover our own practices pertaining to magic and religion. Activity 2 Write a note of four pages, giving some examples from our day-to-day behaviour in which we resort to both magical and religious practices. 23.4 THE DOMAIN OF THE SACRED RELIGION In this section of the essay, Malinowski (1948: 36) is mainly concerned with (i) putting some order into the facts (by this time you would have realised that this was Malinowski's constant preoccupation), (ii) determining 'more precisely the character of the domain of the Sacred and mark it off from that of the Profane' and (iii) stating the relation between magic and religion. He begins with the last point and says that a prima facie distinction between magic and religion is that magical rites have a clear-cut aim and refer to their results in terms of subsequent events. In religious ceremonies there is no forethought of an outcome in terms of a specific purpose and event. Malinowski's discussion of the nature of religious beliefs and practices among the primitive people is based on this primary distinction (later we will learn more about similarities and differences between religion and magic). He gives the example of initiation ceremonies to explain the nature of religious behaviour and its function among the primitives. To follow Malinowski's view of religion, we will go into details of this particular example. 23.4.0 Initiation Ceremonies Malinowski (1948: 38) gives the following general features of initiation ceremonies. i) The novices (persons to be initiated) go through a period of seclusion and prepare themselves for the ceremony. ii) During the ceremony proper, the youth pass through many ordeals. These include acts of bodily mutilation. Sometimes these are only mimetic or imitative and not real. iii) These ordeals signify the idea of ritual death and then rebirth of the initiated person. iv) The above features represent the dramatic aspects of ceremonies. But the more important part is related to 'the systematic instruction of the youth in sacred myth and tradition, the gradual unveiling of tribal mysteries and the exhibition of sacred objects'. v) Both the ordeal and instruction parts of ceremonies are considered to be brought about by ancestors or culture-heroes or a person or superhuman power. It is thought that by going through the ceremonies a novice is able to form a relationship with these superior powers. The question that Malinowski repeatedly asks about all the three aspects is about their sociological significance. Here again, he asks, what part do the initiation ceremonies play in the maintenance and development of primitive culture? According to Malinowski, the important role of initiation ceremonies is that the youth is given lessons in sacred tradition under the conditions of bodily pain and the sanction of superior powers. This indicates the overarching relevance of preserving at any cost the customs and beliefs, the knowledge received from previous generation. Stressing this aspect of the ceremonies Malinowski (1948: 39) gives the following functions of initiation ceremonies. i) They give 'a ritual and dramatic expression of the supreme power and value of tradition in primitive societies'. ii) They serve 'to impress this power and value upon the minds of each generation'. iii) They transmit tribal lore and therefore preserve tradition and maintain tribal solidarity. In addition to pointing out the above functions of these ceremonies, Malinowski emphasises another aspect, which relates to the changing status of a novice. The religious ceremonies of initiation mark a natural or biological event, i.e., the fact of bodily maturity. This is not all. They signify also a 'social transition' from mere physical growth to the idea of entry into manhood with associated duties, rights, knowledge of sacred traditions. They provide an occasion for 'communion with sacred things and beings'. Malinowski (1948: 40) describes this as 'a creative element in religious rites'. Creativity is expressed in the process of one's transition from physical to social and to a spiritual sphere. According to Malinowski, this discussion of the main features and functions of initiation ceremonies shows that initiation is 'a typically religious act' and the very ceremony includes its purpose as well. In a larger sense, its function is the creation of 'mental habits and social usages of inestimable value to the group and its civilisation'. Let us now take another example to explain Malinowski's view of religion. 23.4.1 Rites related to Death According to Malinowski, the final event of life, death, is also a source of religion. Rites related to death seem to Malinowski as being very similar across the world. For example, we find that at the time death approaches, the dying person is surrounded by close relatives and at times by the whole community. In this way, a private act of an individual becomes a public event. This involves a chain reaction. Some persons remain near the dying or dead person while others make preparations for subsequent rites. In some parts of Melanesia, Malinowski cites, the relatives by marriage carry out the death ceremonies and the dead person's kin remain at a distance. Interestingly in some Australian tribes, it is exactly the reverse of the above. Soon after death, the washed, anointed and decorated corpse is kept in full view of all and mourning begins with a dramatic outburst of grief and crying. In some cases shaven and in some other cases disorderly hair and torn clothes mark the public display of sorrow. Then comes the time to dispose off the corpse. The common forms of disposal are, as reported by Malinowski, burial in an open or closed grave, exposure in caves or on platform, in hollow of trees, or on the ground in a deserted place. It may be done by burning or floating the mortal body in boats. Malinowski shows that there are contradictory customs among primitive communities. One is to preserve the body or to retain some of its parts. The other is to finish it off completely. Mummification and burning are Max Weber two extreme ways of achieving the two ends. Malinowski does not accept the view prevalent during his times that these practices are results of the spread of and contact between cultural traits of different areas. Rejecting these diffusionist claims, he argues that in relation to a dead person these customs reflect the twofold attitude of mind. One is the attitude of longing for the departed and the other is the fear and disgust of the changes brought by death. The desire to preserve the link with the dead and the parallel wish to break it, both ends are served by mortuary rites. This is why Malinowski includes them in the domain of religion. Remember what we learnt in the beginning of this unit, we learnt that all the rites which have their purpose inherent in their performance signify religious behaviour. This is exactly what happens in rites related to death. For example, contact with the corpse is considered to be polluting and dangerous. The persons taking part in mourning have to wash and cleanse themselves. Further, the mortuary rites force the mourners to overcome the disgust and allay their fears. This leads us to the second aspect of death ceremonies. Overcoming disgust and allaying fears is achieved by people's belief in a future life or life after death. This implies a belief in the continuity of the spirit, or, in the idea of immortality. According to Malinowski, belief in the substance of a spirit or the idea of immortality is an outcome of 'a deep emotional revelation, standardised by religion, rather than a primitive philosophic doctrine'. This belief in immortality of spirit helps human beings to overcome or conquer the fear of death. Here, we find that Malinowski has brought out a major feature of rites related to death. The rites held soon after death and the belief in immortality signify both the loss suffered by the whole group and the feelings of survival of the spirit. So, the natural event or a biological fact assumes the significance of a social event. It is time now to quickly complete Check Your Progress 2 and then turn to the next sub-section 23.4.2. Check Your Progress 3 i) Write, in two lines, about the main aim of initiation ceremonies among the primitive people. ................................................................................................................... ................................................................................................................... ii) What is it that helps an individual to conquer the fear of death? Use one line for your answer. ................................................................................................................... 23.4.2 Some Other Examples of Religious Behaviour Further examples of religious ceremonies, given by Malinowski, include a brief comment on marriage rites. This comment provides him an opportunity to discuss the needs of propagation and nutrition. As in the case of initiation so also in marriage rites, Malinowski finds the ceremonies signifying much more than mere biological facts. They reflect the lifelong union of man and woman and concern a long chain of activities related with propagation and nutrition. Malinowski points out that the act of eating involves an emotional tension for primitive people. Ceremonies, such as the first fruit offerings, harvest and seasonal festivities play a significant role in the agricultural cycle of the primitive culture. Celebrating among fishermen a big catch of fish or among hunters an animal hunt occupy similar place of importance. The food is a link between a person and his or her surroundings and in primitive religion, food is sacred besides being culturally and biologically important. Consideration of food as sacred leads Malinowski to view in a new light the ceremonies of sacrifice (an act of offering something precious usually some form of food to deity) and communion (an act of sharing food). We find that food is ritually administered in these rites and therefore they can be linked with the attitude of reverence towards the abundance of food. He gives the case of sacramental eating, related with totemic beliefs among Central Australian tribes. As mentioned before (see sub-section 23.2.2) a limited number of animals and/ or plants are selected for its totem by a tribe. Malinowski explains that for survival the primitive people have an abiding interest in continuity of the supply of particular species of animals and plants. In order that they get an abundant supply, they want to control these selected species. They study their habits and movements and develop an attitude of reverence for them. In this way an abiding interest in a limited number of animals and plants and its deification in the form of totemic rites is the natural outcome of the very survival of primitive communities. Again Malinowski has posited both a moral value and a biological significance in a system of beliefs related to totemic objects. We can now attempt to put together Malinowski's view of religion. 23.4.3 A Summary of Malinowski's View of Religion Malinowski has basically shown the functional value of religious ceremonies. In brief, he has surveyed the main types of religious acts and concludes that main types of religious acts have the following functions. i) The initiation ceremonies give a sacred character to traditional knowledge. ii) The event of death in a primitive society sets in motion a pattern of religious acts, which counteract the forces of fear and destruction. iii) The rites associated with food, sacrifice and totemistic beliefs bring the people in direct contact with powers, which provide sustenance. Malinowski has used the method of providing concrete evidence for his views. Taking examples from his collection of data among the Trobriand islanders, he has formulated the view that all religious ceremonies have a social side without which they do not or cannot exist. So the social side of a religious ceremony is a necessary but not a sufficient condition. He emphasises that we cannot understand religion without analysing the individual mind. This is why you would find that he refers to the individual's state of mind at every stage of a religious ceremony. Further, he explains religious behaviour by contrasting and comparing it with magic. So it is now essential for us to turn to Malinowski's view of magic. Activity 3 Write a one page note on Malinowski's view of religion, with particular reference to the need of individuals 23.5 THE DOMAIN OF THE SACRED — MAGIC We have briefly mentioned how Malinowski distinguishes magic from science (see section 23.3) and from religion (see section 23.4). Malinowski describes magic as a range of practical acts, which are carried out to achieve a desired result. Among several types of magic, Malinowski selects for special mention (i) the black magic and love magic, (ii) imitating or forecasting type of magic and (iii) simple magic. i) In black magic, a pointed object (like a bone or a stick, an arrow or the spine of an animal) is directed towards the person to be destroyed. This is done in a mimic fashion to an imagined body of the victim. The performance of such a ritual is marked by a dramatic expression of emotion. The magician ritually, in a mimic way, destroys a figure or object, which symbolises the victim. The rite expresses all the hatred and fury against that person. Love magic is the reverse of black magic. In this the magician strokes and fondles the object representing the beloved. Here, the behaviour of a love-stricken person is imitated. One can say that all such magical acts, be they black or love or terror, are basically expressions of emotion. Objects and actions used in these rites are linked through emotions. ii) In the second type of magic the ceremonies imitate the desired result. For example, if the aim is to kill a person then the performer of the ritual will slowly weaken the voice, utter a death rattle and fall down in imitation of the rigor of death (see Malinowski 1948: 72). iii) Then, there are simple acts of magic, which are meant for immediate results. Generally, a magician conveys the magic spell to some object, which can be later applied to the person who has to be controlled. In such a case the material object, which receives the magic-spell, has to be of an appropriate and pre-determined nature. After describing these common types of magic, Malinowski points out that the common feature in them is the force of magic. This refers to the power contained in the spell. Mysteries of the spell are known only to the magician whose job is to preserve the tradition of knowledge in this field. 23.5.0 The Tradition of Magic The magic spell may be contained in the ritual utterance of a formula, which is handed down from one to the other generation of magicians. Malinowski describes three elements associated with the magical formulas. i) The first element is the phonetic effect, which results from imitations of natural sounds, such as the whistling of the wind, the sound of thunder, the roar of sea-waves. ii) The second element is the uttering of words, which point to the desired result of the particular magic. For example, in black magic the performer speaks about the symptoms of the disease, which is meant to kill the victim. Similarly, in healing magic, the performer describes the conditions associated with good health. iii) The third element refers to, according to Malinowski, the most important aspect of every spell. This comprises the mythological references to magic being handed down by ancestors and cultureheroes. Such mythological allusions provide a traditional setting of magic. Malinowski considers this element in more detail and focusses on the link between tradition and magical ritual. Almost each magical rite has a story justifying its existence. The story generally describes when and where a particular magic rite became the property of a magician of a certain group of a family or clan. But this sort of story, Malinowski cautions, should not be confused with the origins of magic, because all magic is considered to be existing since the beginning. Magic is supposed to coexist with all rational efforts of human beings to control their surroundings. The spell or the magical rite takes care of what eludes their normal rational attempts. Malinowski gives examples of Central Australia where all magic is considered to be inherited from the times immemorial. In Melanesia, magic is supposed to come from a time when all human beings lived underground, Secondly, magic is primarily associated with all-human activities, such as agriculture, fishing, hunting, trading, disease, death, and lovemaking. Malinowski points out that magic is mostly directed to human beings' relation to nature and all those activities, which affect this relationship. Magic is not as such directed to nature and is not conceived as a product of nature. It is also not derived from knowledge of natural laws. Rather it is primarily based on tradition and refers to human beings' power to achieve desired results. This interpretation of magic leads Malinowski to attack those scholars who equated magic with phenomena like mana among the Melanesians or wakan among the North American Indians or orenda among the Iroquois. 23.5.1 Mana and Magic Malinowski establishes that magic is a human possession. In other words it is localised in a particular person who exercises it under special instructions and in a traditionally instituted manner. He argues that then it cannot be a force akin to mana, which has been described as prevailing all around. It is not fixed in anything and can be conveyed in almost anything. Obviously, if magic is strictly localised in human beings and acts in a specified traditional manner, it cannot be equated with mana and similar ideas. Further, he suggests that to understand native mentality one should first study the types of behaviour and then explain the local vocabulary with the help of their customs. He concludes that magic should not be taken to arise from an abstract idea of universal power, like mana. Malinowski emphasises that each type of magic is born of its own situation. It comes Max Weber out of the emotional tension created by certain situations. The spontaneous reaction of people and subsequent flow of ideas are the source of magic. All this so far sums up Malinowski's description of native ideas or native view of magic. This is that magic endows human beings with a power to control their surroundings. Before moving to the next sub-section, do complete Check Your Progress 4. This will enhance your understanding of Malinowski's view of magic. Check Your Progress 4 i) What is the most common feature of different types of magic? Describe, in three lines, its three elements. ................................................................................................................... ................................................................................................................... ................................................................................................................... ii) Is magic akin to the faith in an all pervading spirit or power, commonly found in primitive tribes? Use two lines for your answer. ................................................................................................................... ................................................................................................................... 23.5.2 Magic and Experience Malinowski now explains as a sociological observer this belief in a power over certain things. He describes once again the situation in which magic rites are performed. Whenever a person engaged in a chain of practical activities comes to a standstill, i.e. he or she cannot do anything more to stop the negative outcome, then comes over a feeling of impotency. The feeling is one of not being able to turn the course of events in one's favour. Despite best efforts, the hunter is unable to kill the game, the sailor does not find the shoal or the gardener is unable to control the havoc caused by insects. What is one to do? The fear of losing control over one's surroundings creates tension, which leads one to some sort of activity. According to Malinowski, in this situation, one is driven to 'some substitute activity'. The person under tension or 'the sway of impotent fury' performs imaginary attacks at the enemy and utters words of anger against the enemy. Or, the separated lover would see the beloved in visions. The fisherman would see in imagination the multitude of fish in his net, he would invoke them by name. Based on this reasoning, Malinowski concludes, "these reactions to overwhelming emotion or obsessive desire are natural response of man to such a situation, based on a universal psycho-physiological mechanism". These reactions take the form of magical rites. According to Malinowski, these are 'revealed to man in those passionate experiences, which are faced by him in the moments of his realisation of impotency of his rational actions'. Here comes the question of the link between what is promised by performance of magical rites and what is actually achieved in real life? Malinowski gives an answer to this with 'one gain easily outweights several losses'. This means that the times when magic is successful are much more reckoned than those times when it fails. As magic is always held by some outstanding person of the group, it coincides with that person's skills, abilities and mental powers. The efficacy of magic is then dependent on the personal fame of the magician. In this way, myths associated with magic give it the character of a living force. The failure in magic is accounted in terms of neglect in following the taboos and observances. Secondly, it is also explained in terms of stronger magic or counter-magic. Desire to achieve an ultimate control of one's surroundings and limit one's rational actions and subsequent impotency and substitute activities results in magical rites. Now counter-desire, for example, to own more property or power than your neighbour, gives rise to counter-magic. Malinowski gives examples from his Trobriand data and tells us that each magical act has a counter- magical act, which is supposed to destroy the effect of the initial rite of magic. A sorcerer who learns how to cause a disease has to, at the same time, learn the formula to cure the disease. So the dual forces, positive and negative, are an essential feature of magic and these help in explaining why a magical act may not sometimes bring the desired result. Activity 4 Do you agree with Malinowski's claim that magic is a kind of 'substitute activity" Write a note of two pages on reasons for an individual's resorting to a substitute activity 23.6 SIMILARITIES AND DIFFERENCES Malinowski outlines, as a conclusion to the essay, relations between magic and science and between magic and religion. 23.6.0 Magic and Science Relation between these phenomena is shown by Malinowski in terms of both the similarity and difference. First we give the similarities. Similarities i) Like science, magic has a specific aim related with human needs and instincts. Both are governed by a system of rules, which determine how a certain act can be effectively performed. ii) Both science and magic develop techniques of carrying out certain activities. On the basis of these similarities, Malinowski concludes that he would agree with James Frazer and call magic a pseudo-science. Then he outlines the following differences between science and magic. Differences i) Science, as reflected in the primitive knowledge of tribals, is related with the general experience of everyday life. It is based on observation and reason over their interaction with nature. Magic, is on the other hand, founded in particular experience of tense emotional states. In these states not the observation of nature but of one's own self or rather of impotency is crucial. It is the drama of emotions upon the human organism (see sub-section 23.5.3). ii) The basis of science is the conviction in validity of experience, effort and reason. But magic is based on the belief that one can still hope, one can still desire. iii) The corpus of rational knowledge is incorporated in a social setting and certain type of activities, which are clearly separable from the social setting, and activities related with the body of magical knowledge. On the basis of these differences, Malinowski concludes that science belongs to the domain of the profane while magic comprises half of the domain of the sacred. 23.6.1 Magic and Religion Just as Malinowski compares magic with, science, he shows the relationship between magic and religion. According to him the similarities between the two are as follows. Similarities i) Both magic and religion belong to the area of sacred and are born and function amidst emotional tension. ii) Both phenomena provide an escape from emotional stress, which cannot be wished away on the basis of the primitive people's range of rational knowledge. iii) Mythological traditions closely surround both magic and religion. Taboos and practices associated with the two areas separate them from the domain of the profane. Differences Looking at the differences between religion and magic, we find the following areas of differences. i) Magical acts are a means to an end, which must follow them. Religious acts are self-contained acts, performed in self-fulfilment. ii) The art of magic has a clearly marked and limited technique in which spell, rite and the magician are the main elements. Religion has no such simple technique. It has many aspects and purposes and its rationale lies in the function of its belief and practice. iii) The magical belief concerns one's simple faith in one's power to bring about certain results on the basis of a particular spell. Religion concerns, on the other hand, with a whole range of supernatural powers. iv) Mythological tradition in religion is both complex and creative and focuses on tenets of belief. In magic, mythology centers around boastful accounts of what was in the beginning. v) Magical art is handed down, from generation to generation, from one magician to another, mostly in direct filiation (i.e. from father to son). Thus, it is confined to the specialists. In religion everyone takes an active part, for example every member of the community has to go through initiation. Similarly everyone has to go through the act of mourning and in due course, the mourner has also to be mourned. Again, spirits have significance for all and in after life everyone becomes a spirit. Becoming a spiritual medium is one specialised role in religion. But this is not a professional role, which can be learnt. This is only a personal gift. vi) In magic we have both positive and negative types. Because magic has practical implications in terms of direct results, the contrast between positive and negative magic assumes a significant role. In religion in its early stages, according to Malinowski, there is little distinction between beneficial and malevolent powers. Complete Check Your Progress 5 so that you can make sure of your ability to demonstrate similarities and differences between religion and science on the one hand and religion on the other hand. Check Your Progress 5 i) Which two of the social phenomena of magic, science and religion are formed by a system of rules, which determine how a certain act can be effectively performed? ii) Which two of the social phenomena of magic, science and religion belong to the domain of sacred and are born and function amidst emotional tension? iii) Identify to which of the three social phenomena of magic, science and religion does each of the following statements relate? a) Based on the belief that one can still hope and desire. b) Based on the conviction in validity of experience, effort and reason. c) Particular experience of tense and emotional states. d) Related to the general experience of life. e) Has many aspects and purpose and its rationale lies in the function of its belief and practice. 23.7 THE FUNCTION OF MAGIC, SCIENCE AND RELIGION Finally, Malinowski returns to his favourite theme of showing cultural function of each phenomenon. The function of primitive knowledge is making the tribals familiar with their surroundings and enabling them to use natural resources. It sets them apart from all living species in the world. The function of religion is to establish mental attitudes, e.g., respect for tradition, adjustment with nature, courage and confidence in struggle for survival and in the event of death. The function of magic is to supply primitive people with a practical way out of difficulties faced by them in day-to-day pursuit of their survival. It provides them with the ability to carry on with life despite inevitable problems. In this way, Malinowski (1948: 9) argues,' the function of magic is to ritualise man's optimism, to enhance his faith in the victory of hope over fear'. In order to fully comprehend the function of magic, science and religion complete Activity 5. Activity 5 Choose two examples of religious behaviour of a group of your choice. Show their functions in Malinowskian terms. 23.8 LET US SUM UP We began this unit with a discussion of the debate on magic, science and religion, during the time of Malinowski. This was followed by Malinowski's approach to the study of social phenomena of magic, science and religion. Summarising his essay on this theme, we described the domain of the Profane and the domain of the Sacred. The former dealt with his view of primitive knowledge which Malinowski considered as an example of the scientific attitude and rational outlook to one's surroundings. The latter included a consideration of the magical and religious beliefs and practices. Finally we presented Malinowski's view of similarities and differences between magic and science and between magic and religion, followed by a brief discussion of the function of magic, science and religion. Here, the attempt was to give you a concrete illustration of Malinowski's approach. 23.9 KEY WORDS Animism In the context of Tylor’s view of religion, it refers to belief in the existence of spirits separable from bodies. Nonce A person admitted to probationary membership in a religious ceremony. The Profane It refers to those areas of life, which are not concerned with religion or religious purposes. In other words, they deal with secular aspects. The Sacred It refers to those areas of life, which are related to religion. For Malinowski, the sacred includes magical rites, which are different from religious rites. So Malinowski’s definition of this term is a more inclusive category. The edible starchy tuberous nut of various plants. It is used as a staple food in most tropical areas. 23.10 FURTHER READING Malinowski, B., 1974. Magic, Science and Religion and Other Essays. Souvenir Press: London. 23.11 SPECIMEN ANSWERS TO CHECK YOUR PROGRESS Check Your Progress 1 i) Animism, in the context of Tylor's view of religion, refers to belief in spirits which are separable from bodies. ii) Frazer argues that the primitive people try to control nature for their day-to-day survival. They employ magic for this purpose. When their magic fails to achieve the desired ends they appeal to higher supernatural beings and this leads to emergence of religion. Check Your Progress 2 i) This signified that the Trobriand islanders do not mix up the domain of secular activity of work with the domain of magical practices. The former domain represents their rational outlook to their surroundings while the latter represents their feelings of impotency over the unaccountable and unforeseen events in nature. ii) A rational outlook to one's surroundings does not imply an absence of faith in magic. Magic has the function of accounting for the unforeseen conditions of life while the rational thinking and actions help the people to actually control their surroundings. Check Your Progress 3 i) The main aim of initiating ceremony among the primitive people is to initiate a novice into the mysteries of sacred traditions of their group. ii) The idea of immortality of soul helps the people to overcome the feelings of fear and sorrow caused by death. Check Your Progress 4 i) The force of magical spells is the common feature of most types of magic. Its three elements are (i) the phonetic effect of ritual utterances, (ii) selection of words, in magical spells and (iii) references to cultureheroes or ancestors or other supernatural powers. ii) The faith in an all pervading spirit or power cannot be equated with magic because magic relates to only one aspect of social life whereas an all-prevailing power has to encompass all aspects. 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INSPECTION REPORT THE RYDE SCHOOL Hatfield LEA area: Hertfordshire Unique reference number: 117313 Headteacher: Mrs J. E. Goddard Reporting inspector: Tusha Chakraborti 12603 Dates of inspection: 13th - 16 th November 2000 Inspection number: 224327 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2000 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Infant and Junior School category: Community Age range of pupils: 3 - 11 Gender of pupils: Mixed School address: Pleasant Rise Hatfield Hertfordshire Postcode: AL9 5DR Telephone number: 01707 267333 Fax number: 01707 258262 Appropriate authority: Governing Body Name of chair of governors: Mrs B Holm Date of previous inspection: January 1996 INFORMATION ABOUT THE INSPECTION TEAM \| Team members \| \| Subject responsibilities \| \|---\|---\|---\| \| Tusha Chakraborti 12603 \| Registered inspector \| English as an additional language English Religious education \| \| Shirley Watts 9957 \| Lay inspector \| \| \| Patricia Palmer 8165 \| Team inspector \| Equal opportunities Science Information and communication technology Art Design and technology History \| \| John Carter 2751 \| Team inspector \| Under fives Special educational needs Mathematics Geography Music Physical Education \| The inspection contractor was: Essex County Council – Learning Services Advisory and Inspection Service PO Box 47 Chelmsford Essex CM2 6WN Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to: The Registrar Inspection Quality Division The Office for Standards in Education Alexandra House 33 Kingsway London WC2B 6SE REPORT CONTENTS PART A: SUMMARY OF THE REPORT INFORMATION ABOUT THE SCHOOL The Ryde is an average sized primary school, situated in the town of Hatfield in Hertfordshire. The school has grown significantly since the last inspection from 4 classes to its current size of 7 classes. A nursery has also been added to the school about two years ago. Pupils are drawn from much wider areas of Hatfield and Welwyn Garden City, as well as from the immediate neighbourhood. The school also experiences high rates o mobility as pupils from other primary schools within Hatfield enter the school in any year in Key Stage 2. I currently has 216 pupils on roll, including 30 part-time children in the nursery. The percentage of pupils eligible for free school meals is below the national average. The percentage of pupils with special educational needs is also below the national average. The level of attainment of the children, on their entry to the nursery, is below average but it is average on their entry to Year 1, at the end of the reception year. HOW GOOD THE SCHOOL IS The Ryde provides good quality education which meets the academic, social and emotional needs of its pupils well. Pupils achieve satisfactory standards and make good progress throughout the Key Stages. The quality o teaching is good. The school is led effectively by the headteacher and she is supported well by the staff and governors. The school has a strong commitment to equality of opportunity and promoting the wellbeing of its pupils. Its aims and values permeate through its ethos and its curricular provision. It is an effective school and provides satisfactory value for money. What the school does well * The quality of teaching is good overall, with a particular strength in the Foundation Stage * The school has established very effective links with parents and provides them with very good quality of information, particularly about their children's progress * The school's procedures for monitoring attendance are very good. As a result attendance is good * Provision for children in the Foundation Stage is very good. The school provides a rich and stimulating curriculum in this stage * Pupils achieve good standards in art in both key stages * Provision for pupils with special educational needs is good * The headteacher provides effective leadership and she is supported well by the deputy headteacher, other member of staff and governors. What could be improved * Standards in mathematics at Key Stage 2 * Pupils' skills in carrying out scientific enquiries * Implementation of the information technology programme, as planned in the school development plan * Consistent use of assessment for future planning * Analysis and use of test results to raise standards further The areas for improvement will form the basis of the governors' action plan. HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION The school was last inspected in January 1996. Most of the key issues identified in the last inspection have been addressed effectively by the headteacher since her appointment in 1997, especially those relating to the curriculum and teaching. The school has improved in several areas, such as the quality of teaching, monitoring of the curriculum by effective planning and assessment, and provision for children in the Foundation Stage and pupils with special educational needs. A locally agreed syllabus for religious education has been implemented effectively. The implementation of information technology (IT) has been restricted by the delay in the establishment of the IT suite. However, a great deal of progress has been made in this area. Standards have improved since the last inspection and are just about average. An IT suite is now ready and more computers are now being purchased. The school expects to start whole-class teaching of IT skills in the near future. Policies and schemes of work are in place. Assessment procedures are now implemented successfully in English and mathematics, and are in the process of being implemented in all other subjects However, assessment is not used consistently for future planning. The quality of teaching has improved considerably, as a result of consistent monitoring by the headteacher and the local authority adviser. It is now good overall. Good management by the headteacher and the governing body now ensures that the schoo development plan supports curriculum and staff development effectively. These improvements have taken place while the school is expanding. Good teamwork involving the staff and headteacher ensures tha standards are maintained in line with the national averages, in spite of the high mobility of pupils. STANDARDS The table shows the standards achieved by 11 year olds based on average point scores in National Curriculum tests. \| \| all schools \| \| \| \|---\|---\|---\|---\| \| \| 1998 \| 1999 \| 2000 \| \| English \| A \| B \| B \| \| Mathematics \| A \| B \| C \| \| Science \| A \| B \| D \| The table above shows that standards have declined since 1998 in all subjects, particularly in mathematics and science. This is due to the high mobility of pupils and the high number of pupils with special educational needs in Year 6 in 2000. A high proportion of pupils joined this school in Year 5 and Year 6. Although these pupils receive good support, their short stay in this school has an adverse impact on their standards of attainment This was confirmed by the current inspection where the standards are judged to be average in English and science in both key stages. Standards in mathematics are average in Key Stage 1, but below in Key Stage 2. In comparison to those in similar schools, the standards at this age are average in English, below in mathematics and well below in science. The trend in the school's results over time in all three subjects is below the nationa trend. Over all pupils achieve average standards and the school is successful in meeting its set targets fo raising standards. Pupils with special educational needs make good progress in relation to their prio attainment. Standards attained in art are above average in both key stages. Standards in other subjects, in both key stages are in line with the levels expected of this age, except in geography where insufficient evidence was available to make a judgement on standards. There was also insufficient evidence in design and technology and music in Key Stage 1 and, therefore, no judgement was made on these subjects. PUPILS' ATTITUDES AND VALUES TEACHING AND LEARNING \| aged up to 5 years \| Aged 5-7 years \| \|---\|---\| \| Good \| Good \| The quality of teaching is good overall. It is satisfactory or better in 98 per cent of the lessons. Over half of these lessons are good or better. Only two per cent of lessons is less than satisfactory. The quality of teaching has improved significantly since the last inspection, when 20 per cent of teaching was less than satisfactory. The quality of teaching is good in English and satisfactory in mathematics. Teachers follow the literacy and numeracy strategies effectively. However sometimes slow pace and lack of challenge in lessons mean tha pupils do not achieve the standards of which they are capable. Teachers follow the school's planning and assessment procedures well, which ensure that the learning needs of all pupils are met effectively. OTHER ASPECTS OF THE SCHOOL The school promotes its pupils' personal development well. The school works very well in partnership with the parents who are very supportive of the school. HOW WELL THE SCHOOL IS LED AND MANAGED The school has an adequate number of staff and they are well trained. Accommodation is adequate to delive all areas of the curriculum effectively. Learning resources are satisfactory. The governors apply the principles of best value in all spending decisions and monitor its impact on financial planning closely. PARENTS' AND CARERS' VIEWS OF THE SCHOOL The inspection team agrees with parents' positive comments. However, the team did not find any evidence to confirm the concerns about homework and behaviour in the playground. The inspection team also concludes that the school provides a wide range of extra-curricular activities. PART B: COMMENTARY HOW HIGH ARE STANDARDS? The school's results and achievements 1. The attainment for children at the Foundation Stage, on entry to the nursery, is below that expected o children of this age. Children in the nursery and reception class make good progress. As a result, by the end of the reception year, the majority of children attain standards that are broadly in line with the expected levels in the Early Learning Goals. 2. The results of the 2000 national tests show that, at the end of Key Stage 1, pupils attain standards tha are well above the national averages in reading and mathematics and very high in writing. In comparison with similar schools, standards are above average in reading, and well above average in writing and mathematics. The results for the year 2000 show significant improvement in reading and mathematics over the previous year. The number of pupils achieving higher levels is particularly high in all three subjects. At the end of Key Stage 2, in the 2000 national tests, standards attained are above the nationa average in English and in line with the national average in mathematics and science. In comparison to similar schools, the standards are average in English, below in mathematics and well below in science The standards as shown in the national test results over the last four years indicate variation in attainmen from year to year, reflecting pupil mobility and number of pupils with special educational needs. 3. The current inspection indicates that, by the end of Key Stage 1, the standards of attainment for the seven year old pupils are in line with the national averages in English, mathematics and science. It is in line with the national expectations in information technology and in line with the locally agreed syllabus in religious education. In art, pupils attain standards that are above what are expected of this age. Pupils attainment in all other subjects is in line with national expectations, except in design and technology geography and music, where no judgement was made because of lack of evidence during the week o inspection. Pupils make good progress throughout the key stage. By the end of Key Stage 2, eleven yea old pupils attain standards that are in line with the national averages in English and science, but below in mathematics. Attainment in information technology is just in line with the national expectations. Attainmen in religious education is in line with the locally agreed syllabus. Standards are above the expected level in art. In all other subjects pupils' attainment is at the standard expected of this age, except in geography where there was no evidence available during the week of inspection. Pupils in this key stage make satisfactory progress. 4. By the age of seven and eleven, pupils' attainment in speaking and listening is in line with the nationa average. By the end of Key Stage 1, most pupils respond sensibly to questions and express their ideas clearly during whole class and group discussions. They listen to the teachers and to each other carefully and are confident speakers in a variety of situations. By the end of Key Stage 2, pupils become more articulate and confident as they discuss their work and share their opinions about books they read. They use a range of vocabulary and make relevant contributions to lessons and discussions. 5. Standards in reading are in line with the national averages at the end of both key stages. By the end o Key Stage 1, pupils read stories accurately and with expression. They make good use of their knowledge of phonics as they read books and show clear understanding of the events and characters of the stories they read. By the end of Key Stage 2, pupils talk about the books that they read with enthusiasm and explain what they like and what they do not like. Higher attaining pupils read very well from a wide range of interesting books that include non-fiction as well as well known fiction. They discuss preferences o author and character. All pupils enjoy the opportunities they have to read in the literacy hour and in othe subjects. 6. Attainment in writing by the end of Key Stage 1 and 2 is in line with the national averages. By the end o Key Stage 1, higher attainers develop their ideas in sequence, use capital letters, spell most words correctly and use joined writing. They write for a suitable range of purposes. They compose their own stories, recall those they have heard, and write about things they have seen or done. By the time they are 11 pupils are beginning to write imaginatively for different audiences; for example, while studying 'Macbeth', pupils learn to identify the usage of language in the past and write their personal response in question and answer form. Most pupils write appropriately for a wide range of purposes. Opportunities fo writing include stories, newspaper articles, persuasion, instructions, letters and poetry. However opportunities for developing imaginative and extended writing are very limited. The majority do not write in sentences or sustain ideas and develop them sufficiently. Most pupils at 11 use punctuation correctly They write with joined legible handwriting and standards of presentation are generally neat. Literacy skills are developed well across the curriculum. 7. In mathematics, most pupils in Year 2 have an appropriate mastery of number work for their ages. They understand the structure of the number system to 100 and know their number facts to 10. They have a sound knowledge of shape, space and measures. For example, they can name two and three dimensional shapes and describe some of their properties. By the time they are eleven, many pupils are able to calculate accurately using different mental and written techniques, Higher attainers quickly choose the correct operation to solve number problems and confidently explain their reasoning, but other pupils are not yet sufficiently proficient in these skills. Almost a third of pupils in Year 6 are working and achieving at a lower level than that expected nationally, in part because of the large proportion with specia educational needs but also because some pupils do not accomplish enough in their lessons. 8. In science, pupils in Year 2 are developing their knowledge of a range of properties of materials. They are able to identify situations requiring the use of electricity and construct circuits to make a bulb light up bu their skills in accurately recording their circuits and explaining how they work are not as secure. In Key Stage 2 pupils are learning to gather data to answer enquiry questions. Pupils' skills in the process o presenting their data in graphical forms are developing but significant teacher intervention is needed to help many pupils construct graphs to complete the task. However some pupils in Year 6 do not yet have a secure understanding of basic scientific concepts. 9. In information and communication (ICT) technology, pupils by the age of seven can communicate ideas using both text and graphics as they demonstrated with their creation of a firework picture using Colou Magic. The end product was attractive and the pupils were able to evaluate the finished effect. By the age of eleven pupils have progressed in their capability to create works of art using the drawing tools. They have also developed their capability to edit work and to import text and information from other sources However many pupils do not have a very well developed understanding of the extent ICT affects thei everyday life and that of the commercial world. 10. In religious education, pupils at the end of Key Stage 1 show that they have established sound knowledge of Hindu worship. They can retell the story of Rama and Sita and know the significance of celebrating Dewali. In Key Stage 2, pupils study different religions such as Christianity, Hinduism and Buddhism and the importance of symbolism in religion. 11. Pupils who speak English as an additional language are well supported in lessons and are able to gain ful access to the curriculum. They develop skills in literacy and numeracy effectively in lessons and make good progress over time. By the time they are eleven years old, they express their thoughts clearly and confidently. 12. Pupils with special educational needs are usually well supported and achieve well. Generally they make good progress in developing their basic literacy and numeracy skills, although when tasks set for group work lack sufficient pace and challenge, progress is only sound. 13. There is no significant variation between the attainment of boys and girls that is markedly different from the national trend. The school sets appropriate targets for pupils, reviews the targets every year and meets them successfully. Pupils' attitudes, values and personal development 14. Parents report that the children enjoy coming to school and this was supported by the way they arrived and quickly settled down. They have positive attitudes to learning and experience a number of learning situations in the classroom and playground. An example of this was the reception class making and then flying their kites. They are pleased with their achievements and many are displayed around the school Pupils are proud of their school and this is seen on their transfer to secondary school 15. The behaviour of the pupils in the classroom and around the playground is good, although there is a smal minority who become easily distracted. The pupils are polite and courteous and no bullying was seen during the inspection week. There is a policy for behaviour and bullying to which the parents had the opportunity to comment and the monitoring is effective in eliminating oppressive behaviour. The golden rules, which were produced in conjunction with the pupils, are seen displayed around the school and are respected by the pupils. Staff have high expectations of the pupils' behaviour. There has only been one pupil excluded for one day during the last year, and the school has admitted children permanently excluded from other schools. 16. Pupils respond well to opportunities for personal development and they develop positive and friendly relationships with staff. The staff know the pupils well and encourage them in the tasks they do. Pupils are expected to take responsibilities and these range from returning registers to helping with assemblies looking after local residents who come into a lunch club and the older pupils helping the younger ones. 17. Personal Social and Health Education (PSHE) is taught throughout the school and in Year 6 the nurse is involved in one of the modules. A group of pupils involved in the cycling proficiency test came first in a competition and were given money from Rotary. Pupils show a concern for others by raising money fo charities and also giving away harvest produce. Relationships between adults and pupils, and between pupils are good. 18. Attendance is good overall and has improved in the last year. There is no unauthorised absence. The Education Welfare Officer visits regularly and responds if the school requires help between visits. 19. Since the last inspection the issue of group work and collaborative activities has been addressed and pupils generally mix well. Registration procedures now meet statutory requirements and statistics are recorded in the school prospectus. 20. Pupils with special educational needs generally have positive attitudes to their work and to the adults who support them. Mostly, they enjoy working in small groups with an adult because the activities are stimulating and well matched to their needs which helps them to improve their concentration. On a few occasions when group work is unnecessarily repetitive or uninspiring, older pupils quickly lose attention and motivation. HOW WELL ARE PUPILS TAUGHT? 21. The quality of teaching is good, overall. The quality of teaching has improved significantly since the previous inspection when 20 per cent of all lessons were judged to be less than satisfactory. The schoo has been very successful in improving teaching: 98 per cent of lessons are now at least satisfactory and over half the lessons are good or better. Nearly one in ten is very good. This improvement in the quality of teaching reflects the hard work and commitment of the headteacher and her staff. 22. Teachers plan their lessons carefully for pupils with varying abilities and ages. Most teachers share thei intended learning with pupils at the start of the lesson, which ensures that pupils are aware of the purpose of their activity and what it has told them in terms of new knowledge; for example how to read food values on packaging when deciding which product to buy for a healthy meal. Plenary sessions are used efficiently to consolidate pupils' learning; for example enhancing pupils' writing skills so that they can edi their own writing with a clear focus on key areas in most English lessons. Teachers use appropriate strategies to ensure that pupils build on previous learning and develop the concepts systematically. This is particularly evident during mental mathematics sessions. In many lessons, teachers maintain a brisk pace so that pupils remain active and learn well. These features contribute positively to pupils' attitudes to learning and their progress. 23. Teachers are particularly skilled at managing pupils. In most lessons very good class management make a positive contribution to children's attainment and progress. Teachers expect high standards o behaviour. Praise is used effectively to make pupils feel confident about their ability to learn and to reinforce good behaviour. 24. Relationships between teachers and pupils are good. Pupils respond positively by valuing their teachers and what they have to teach. Very good examples were seen in the nursery and reception where very good relationships between the adults and the children provide a safe and rich learning environment fo the newly arrived children. 25. Most teachers are knowledgeable about the subjects they teach and present and discuss subjec material in a way that helps pupils to understand. This was seen in an English lesson where the teache enhanced pupils' knowledge of the main features of recounted texts and, thereby, deepened thei understanding of writing for different purposes. Literacy and numeracy skills are taught effectively Teachers assess pupils effectively to ensure that they build on their previous learning and make consistent progress, especially in English, and mathematics. 26. The teaching of pupils with special educational needs is generally good. Teachers adapt learning tasks appropriately and carefully target questioning to enable pupils with special educational needs to make progress and to participate fully in lessons. In the best lessons, there is some focused, skilled teaching o special needs groups by the class teachers, for example, in a Year 2 mathematics lesson when pupils enjoyed working through some additional examples with the teacher until they were confident in thei understanding. Adults in the nursery provide high quality support for pupils with particular learning difficulties through firm, patient and sympathetic guidance and by the effective use of books and othe resources to capture and maintain children's interest. The co-ordinator for special educational needs provides highly effective support for particular pupils. Support staff also make an important contribution to the progress of pupils with learning difficulties during independent work in class and when working with groups withdrawn from the classroom. However, some group work for older pupils is less effective because the tasks set by teachers do not provide sufficient challenge or variety, and are not always matched closely enough to the targets on pupils' individual education plans [IEPs]. 27. A part-time teacher from the Ethnic Minority Grant supports pupils at the early stages of learning English effectively in collaboration with the class teachers. These features ensure that pupils with specia educational needs and pupils who speak English as an additional language are able to make good progress. 28. In the unsatisfactory lesson, lack of subject knowledge led to unsatisfactory planning. In this lesson the teacher did not identify the learning needs of pupils and did not assess pupils' progress effectively. Pace is very slow and pupils are not sufficiently challenged. This means that very little learning takes place and pupils do not reach their full potential HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED TO PUPILS? 29. The school provides a broad and mainly balanced curriculum for all its pupils. This meets all the statutory requirements for all National Curriculum subjects and religious education. The curriculum includes satisfactory provision for personal, social and health education (PSHE) which incorporates appropriate sex and drug education. This is delivered as part of the science curriculum and through designated lessons and circle time. The curriculum provides learning experiences that are usually interesting and stimulating. Learning from separate subjects is linked well together, for example historical knowledge supporting a design assignment and works of art being used to develop personal and social awareness This makes for relevant and meaningful activities that enable pupils to apply learning across subjects including the application of skills gained in literacy and numeracy lessons. 30. Provision for pupils in the nursery and reception classes and for pupils with special educational needs is a particular strength of the school. Pupils with special educational needs have good access to the curriculum provided to all children. Although some receive attention in groups withdrawn from the main class, care is taken to ensure that these group sessions are organised at suitable points during the lesson when other pupils are working on their tasks. Pupils with significant difficulties, for example, fo behaviour, are given good levels of support and special attention to their needs. 31. The new curriculum for the Foundation Stage, introduced in September 2000, has been implemented effectively, although the policy does not yet reflect this progress. The curriculum for this stage is stimulating, vibrant and exciting, and suitably organised according to the maturity and age of the pupils. 32. The National Literacy Strategy has been effectively introduced and literacy is used well to support work in other subjects. The National Numeracy Strategy has also been introduced effectively and is beginning to make an impact on standards. 33. The relevance and depth of the curriculum is enhanced significantly by a range of after school activities and links with the community. Clubs include a range of sports, art and drama. The school takes part in local music and dance festivals and has good links with the local museum and public services. I engages in educational initiatives set up by companies such as the local newspaper and supermarket The school also stages focused curricular events such as the very successful Millennium Arts Week and the proposed science week. The oldest pupils are able to attend a residential visit but the standard of the diary work resulting from this was disappointing. The school makes good provision for those pupils who do not wish to attend a residential visit by arranging adventurous outdoor activities including orienteering abseiling and canoeing. The school also facilitates the opportunity for pupils to receive instrumenta tuition and French lessons. 34. Since the last inspection the school has successfully improved both the quality and consistency of its medium and short term planning. The adoption of the nationally approved schemes of work for all the National Curriculum subjects as well as a framework for PSHE has enabled learning objectives and progression in learning to be planned and delivered in a more structured and progressive way. The school intends to review this new provision later in the year once teachers have become more familia with the requirements. The absence of a long-term curriculum map restricts the school's ability to monitor and evaluate the balance of the curriculum and its affect on raising standards of attainment. The school is aware of the insufficient time currently spent directly teaching information and communication technology (ICT) and is set to improve this once the ICT suite is operational in the spring term. 35. The school makes satisfactory provision overall for pupils' spiritual, social, moral and cultura development but there are some features that are good which is a slight improvement from the las inspection report. This aspect of the school curriculum still does not have such a high profile as might be expected from the school's stated values and ethos. The school presents a calm and caring community that rightly values the well being of all its pupils. The spiritual development of pupils is satisfactory. The school provides suitable opportunities for reflection in the daily act of collective worship but these are no always developed as much as they could be. Opportunities for spiritual development are incorporated naturally into religious education lessons. Although some other subject lessons engender a sense o wonder in what is being discovered, for example when the reception class studied ice balloons, in many lessons there is an emphasis on factual learning. In the teachers' professional desire to deliver lessons clearly and thoroughly, there is an absence of opportunity to consider a deeper significance to learning. 36. The moral development of pupils is satisfactory. The school is effective in teaching pupils the principles that distinguish right from wrong. The golden rules negotiated with pupils are well understood and implemented as can be exemplified by the minimal disruption to lessons and the calm atmosphere when walking around the school. There is very little need for teachers to reprimand pupils for inappropriate behaviour other than poor listening skills and inattention. All staff consistently apply the common code o conduct and pupils are aware of the sanctions that will be taken if it is infringed. 37. Pupils' social development is satisfactory. There are opportunities for pupils to take responsibility around the school and in supporting charity and social initiatives, such as Year 6 sponsoring an animal and helping to serve dinners to senior citizens at the weekly lunch club. The elderly visitors welcome the opportunity to talk to the three children whose turn it is to serve them for the half term and enjoy being an 'adopted' grandparent! All classes use monitors to carry out tasks. Pupils are polite and readily hold open doors for adults and other children. Pupils' confidence at speaking clearly and purposefully in fron of a large audience, as demonstrated in a class assembly, is underdeveloped. There is some collaboration between classes such as Year 4 pupils helping with reading in the reception class. Within lessons pupils work harmoniously together but there is limited opportunity for genuine co-operative and collaborative projects. 38. The school was criticised at the last inspection for its limited provision for cultural development. It has made significant improvements in this aspect and now makes good provision. The art and history curriculum strongly develop knowledge of cultures both in the past and more recent times, as does tha for religious education. Visits to places such as Ashwell and Verulamium provide a more informed understanding of local heritage. The exploration of different faiths has improved since the last inspection and pupils from a range of faiths and cultures are encouraged to share their home experiences and contribute artefacts for display and discussion. Representatives of different beliefs visit the school Attendance at music and dance festivals adds another dimension to the provision. 39. The school has good links with pre-school groups and secondary schools so that transition between the different phases of education is smooth. The headteacher and staff participate actively in the loca schools' forum which is attempting to raise standards in the town as a whole by identifying and supporting common issues. For example there is joint funding for an ICT technician to keep the systems operational, a review of raising pupil self-esteem and shared curricular in-service training. Students are welcome in the school for work experience and training. These initiatives all have a positive effect on the professional expertise of staff. 40. There are a large number of visits arranged for the pupils to broaden and enhance their learning and social development. These include the Roman Baths, museums, Tesco, art exhibitions and the loca railway station. There is a residential week for Year 6, which enables pupils to experience being away with others and developing their self-esteem. Visits to churches also mean that the clergy visit the school fo assembly on occasions. HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS? 41. The procedures for ensuring pupils' welfare, as well as their protection, are good. Records kept by the school indicate a depth of knowledge by the staff of the pupils encompassing both social and medica needs. Staff ensure that the aims of the school are understood by the pupils and are carried out in practice. 42. The school and grounds are clean and without litter or graffiti but the heating throughout the school is inconsistent and some of the classrooms are not warm enough for pupils to learn effectively. The entrance is welcoming and is used for pupils who are unwell thus enabling them to be near an adult. Firs aid boxes are available within the school and for the playground. The nurse is involved in the implications of growing up in Year 6 (the school has a question box which enables pupils to place a question withou others knowing). She will also give advice and training in medical matters. Management for monitoring child protection is good and staff are aware of the procedures 43. The school works hard in monitoring attendance and quickly identifies and follows up absences. The school contacts parents over absences and involves the Education Welfare Officer if necessary. The procedures for monitoring behaviour enable staff to work with parents to improve a situation through a short-term home school/diary exchange. 44. The school together with the Park Education Support Centre has been effective in integrating two pupils who had been permanently excluded from their previous school and giving them a positive educationa experience. 45. The school has sound assessment procedures for monitoring and supporting pupils' academic and personal development. It undertakes a number of tests for all year groups. The national and internal tes results are analysed to ensure that all pupils receive support that will enable them to make good progress in learning. This assessment system continues with various standardised tests as pupils move up the school. However, the results of these assessments are not used consistently for future planning. The school has an effective system for identifying pupils with special educational needs and for assessing their strengths and weaknesses. This information is used to construct individual education plans for each pupil. HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS? 46. Overall, the parents' views of the school are very positive. Parents feel that the school has improved since the last inspection, although concern was expressed over homework and extra curricular activities The inspectors judge that informal homework is good and the majority of pupils participate in reading a home and finding project information. Key Stage 2 have formal homework set and in mathematics this is included in the planning of the curriculum. Activities after school are varied and supported by approximately 30% overall of the pupils. 47. The effectiveness of the school's links with parents is very good and this was confirmed by the appreciation of parents for the work of the staff. There is a termly newsletter as well as information letters sent to parents. Each term, curriculum information is sent to each parent enabling them to know what the pupils will be doing. The prospectus is well presented and updated as appropriate. The school's annua report from Governors conforms to regulations and parents are provided with very good information abou the progress of the pupil. Parents may contact the school at any time and the headteacher is in the playground on a regular basis when the pupils leave in the afternoon. Parents help in the classroom and also when pupils go out for visits. 48. Since the last inspection the information now given covers a variety of issues including curriculum. An evening on health education is available to Year 6 parents. 49. The parents and staff support the functions arranged by the Parent Teachers Association. The amount o money raised has increased as the school has grown larger and items such as playground equipment and computers have been purchased. This has a positive impact on pupils' learning. 50. Links with other education establishments are good and include young people coming into the school fo "work experience" as well as NNEB students in training. Dance and music festivals allow the pupils to mix with other schools and to develop and sense of competitiveness. 51. Since the last inspection the information given is now very good. 52. Parents of pupils with special educational needs are appropriately and regularly kept up to date about thei children's progress. HOW WELL IS THE SCHOOL LED AND MANAGED? 53. The school is led and managed well. The headteacher provides good leadership and gives a very clea educational direction. Over the last 3 to 4 years, since her appointment, the headteacher has systematically introduced and implemented several new initiatives in order to establish an educationa provision which is of good quality and which ensures equal opportunity for all. She is supported well by the deputy headteacher and other members of staff. A senior management team has been established and good teamwork has been promoted. All staff with management responsibilities have clea understanding of their roles and lead most areas of the curriculum effectively. Good planning and appropriate assessment procedures have been devised and are being implemented successfully However, assessment in foundation subjects is not fully developed yet. The school has begun to analyse the standards achieved in national and internal tests. However, this analysis and other assessmen results are not used consistently to inform future curricular planning. 54. Teaching is monitored well by the headteacher and the local authority adviser. The subject co-ordinators monitor planning and audit resources, but their roles in monitoring the quality of teaching in their subjects are underdeveloped. 55. The governing body has a clear structure with appropriate terms of reference. Regular meetings of the governing body and its committees have clear agendas and are well minuted. Governors are very supportive of the headteacher, who reports to them monthly keeping them well informed about the work o the school. They visit the school regularly and have a clear strategic overview of the performance of the school. They are proactive and take active part in shaping the direction of the school. They meet thei statutory responsibilities effectively. However the test results are not analysed and evaluated rigorously enough to raise standards. 56. The school has a positive ethos which is well reflected in the work of the school. The aims and values o the school are reflected well in its practice. The school development plan is an effective document fo guiding school improvement. It is based upon a realistic evaluation of what needs to be done in the school in order to take it forward. 57. The school has a strong commitment to special educational needs and invests considerable time, energy and funding in providing a thorough and comprehensive approach. The headteacher is the co-ordinato for special educational needs. She manages the provision effectively, ensuring that the additional suppor that she and other staff provide is carefully targeted. Pupils' progress is regularly and systematically reviewed, and support staff redirected in accordance with the changing needs of pupils. However, there is not enough monitoring of the work of support groups to ensure that work is sufficiently challenging and well matched to pupils' needs. Effective use is made of external agencies to supplement the expertise o the school staff, and appropriate training is provided for both teaching and support staff. The specific funding available to the school for special educational needs is used wisely and supplemented by a large amount from the school's own budget. The designated governor for special educational needs is wel informed, fully involved and works in a productive partnership with the headteacher and staff. All statutory responsibilities for special educational needs are met. 58. Provision for the pupils who speak English as an additional language (EAL) is good. The school has very few pupils at an early stage of learning English who are supported well by a peripatetic teacher from the Ethnic Minority Achievement Grant and the teachers and classroom assistants. 59. The number, qualifications and experience of teachers and classroom support staff match the demands of the curriculum. All teaching and support staff are conscientious and work effectively as a team. The classroom assistants are well qualified and experienced and make a good contribution to the progress made by pupils, especially the pupils with special educational needs. However, the school does not have teachers with expertise in music and physical education. Arrangements for the professional developmen of all staff are good and are linked effectively to whole-school needs identified in the school developmen plan. A policy for performance management has been introduced to the staff and further arrangements for its successful implementation are planned. 60. The induction programme is good and consistently applied. Newly qualified teachers and new members of staff receive good support. In addition to the local authority training, newly qualified teachers are wel supported by the headteacher and their mentors. Teachers and classroom assistants have undergone training in literacy and numeracy. Arrangements for a systematic programme of training in information technology for all staff is due to take place soon. 61. The accommodation has improved significantly since the last inspection when it was an open plan smal school. The building has been extended, providing individual classrooms for all year groups. The schoo now provides children and pupils with pleasant and good quality accommodation. The buildings and grounds are kept clean and in good condition by the caretaker. The grounds of the school are spacious Outdoor facilities are good and are used very effectively to support and enhance pupils' learning in various areas of the curriculum, such as science and physical education. However, the heating system in the school is very inefficient. As a result the school building is unusually cold during winter. The inspection team confirms this and concludes that this affects pupils' learning adversely. 62. Resources for learning have been developed and improved across the curriculum over the past three years and are now satisfactory. 63. The school has a thorough approach to financial planning. The governors have a strategic overview o budget management. The chair of the finance committee manages financial planning efficiently, in collaboration with the headteacher. The school has accumulated the amount of money it is required to spend for the IT suite. This was shown as underspent in the financial report. Most of this underspend has already been used for buying resources and the remaining amount is kept in the contingency fund. This is appropriate and good practice. 64. School administration is efficient. The draft budget, carefully prepared by the headteacher in consultation with staff, is presented to the governing body for approval, with appropriate reference to the schoo development plan. Grants for pupils with special educational needs are used appropriately and effectively monitored. The deployment of the Ethnic Minority and Travellers Achievement Grant (EMTAG) is appropriately targeted to support pupils. The governors apply the principles of best value in all spending decisions and monitor its impact on financial planning closely. 65. The deployment of support staff is effective, although that of teachers needs reviewing for matching the expertise of teachers to the curriculum more effectively. Resources are used effectively to enhance pupils' knowledge and understanding in most areas of the curriculum. Good use is also made of visitors and outside visits to enhance pupils' learning. The school provides satisfactory value for money. WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 66. In order to raise standards further, the governors, headteacher and staff should now: * raise pupils' standards of attainment in mathematics in Key Stage 2 by improving teacher expertise further; * ensure effective implementation of the information technology programme throughout the school; * improve pupils' skills in carrying out scientific enquiries in order to raise standards in science; * ensure consistent use of assessment for future planning; * analyse and evaluate the test results more rigorously and take appropriate actions to raise standards in al subjects. In addition to the above the school may wish to address the following minor issue: * subject co-ordinators' role in monitoring the quality of teaching PART C: SCHOOL DATA AND INDICATORS Summary of the sources of evidence for the inspection Number of lessons observed Number of discussions with staff, governors, other adults and pupils 60 32 Summary of teaching observed during the inspection The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons. Information about the school's pupils \| Pupils on the school’s roll \| Nursery \| YR – Y6 \| \|---\|---\|---\| \| Number of pupils on the school’s roll (FTE for part-time pupils) \| 14 \| 189 \| \| Number of full-time pupils eligible for free school meals \| \| 4 \| FTE means full-time equivalent. \| \| Nursery \| \|---\|---\| \| Number of pupils with statements of special educational needs \| \| \| Number of pupils on the school’s special educational needs register \| \| \| Pupil mobility in the last school year \| No of pupils \| \|---\|---\| \| Pupils who joined the school other than at the usual time of first admission \| 13 \| \| Pupils who left the school other than at the usual time of leaving \| 9 \| Attendance Authorised absence Unauthorised absence \| \| % \| \|---\|---\| \| School data \| 4.6 \| \| National comparative data \| 5.2 \| \| \| % \| \|---\|---\| \| School data \| 0 \| Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year. Attainment at the end of Key Stage 1 \| Number of registered pupils in final year of Key Stage 1 for the latest reporting year \| Year \| Boys \| Girls \| \|---\|---\|---\|---\| \| \| 2000 \| 14 \| 15 \| \| National Curriculum Test/Task Results \| \| Reading \| Writing \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 2 and above \| Boys \| 13 \| 14 \| \| \| Girls \| 14 \| 13 \| \| \| Total \| 27 \| 27 \| \| Percentage of pupils at NC level 2 or above \| School \| 93 (81]) \| 93 (88) \| \| \| National \| 84 (82]) \| 85 (83) \| \| Numbers of pupils at NC level 2 and above \| Boys \| 13 \| 14 \| \|---\|---\|---\|---\| \| \| Girls \| 14 \| 14 \| \| \| Total \| 27 \| 28 \| \| Percentage of pupils at NC level 2 or above \| School \| 93 (88) \| 97 (88) \| \| \| National \| 84 (82) \| 88 (86) \| Percentages in brackets refer to the year before the latest reporting year. Attainment at the end of Key Stage 2 \| Number of registered pupils in final year of Key Stage 2 for the latest reporting year \| Year \| Boys \| Girls \| \|---\|---\|---\|---\| \| \| 2000 \| 13 \| 8 \| \| National Curriculum Test/Task Results \| \| English \| Mathematics \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 4 and above \| Boys \| 11 \| 10 \| \| \| Girls \| 7 \| 6 \| \| \| Total \| 18 \| 16 \| \| Percentage of pupils at NC level 4 or above \| School \| 86 (80]) \| 76 (76) \| \| \| National \| 75 (70) \| 72 (69) \| \| Teachers’ Assessments \| \| English \| Mathematics \| \|---\|---\|---\|---\| \| Numbers of pupils at NC level 4 and above \| Boys \| 9 \| 9 \| \| \| Girls \| 7 \| 6 \| \| \| Total \| 16 \| 15 \| \| Percentage of pupils at NC level 4 or above \| School \| 76 (80) \| 71 (76) \| \| \| National \| 70 (68) \| 72 (69) \| Percentages in brackets refer to the year before the latest reporting year. Ethnic background of pupils This table refers to pupils of compulsory school age only. Teachers and classes Qualified teachers and classes: YR – Y6 Education support staff: YR – Y6 Qualified teachers and support staff: nursery FTE means full-time equivalent. Exclusions in the last school year \| \| Fixed period \| Permanent \| \|---\|---\|---\| \| Black – Caribbean heritage \| \| \| \| Black – African heritage \| \| \| \| Black – other \| \| \| \| Indian \| \| \| \| Pakistani \| \| \| \| Bangladeshi \| \| \| \| Chinese \| \| \| \| White \| 1 \| \| \| Other minority ethnic groups \| \| \| This table gives the number of exclusions of pupils of compulsory school age, which may be different from the number of pupils excluded. Financial information Results of the survey of parents and carers Questionnaire return rate Number of questionnaires sent out Number of questionnaires returned Percentage of responses in each category My child likes school. My child is making good progress in school. Behaviour in the school is good. My child gets the right amount of work to do at home. The teaching is good. I am kept well informed about how my child is getting on. I would feel comfortable about approaching the school with questions or a problem. The school expects my child to work hard and achieve his or her best. The school works closely with parents. The school is well led and managed. The school is helping my child become mature and responsible. The school provides an interesting range of activities outside lessons. 203 71 \| Strongly agree \| Tend to agree \| Tend to disagree \| Strongly disagree \| Don’t know \| \|---\|---\|---\|---\|---\| \| 65 \| 32 \| 3 \| 0 \| 0 \| \| 58 \| 38 \| 1 \| 1 \| 1 \| \| 61 \| 38 \| 0 \| 0 \| 1 \| \| 29 \| 60 \| 9 \| 0 \| 2 \| \| 62 \| 37 \| 0 \| 0 \| 1 \| \| 54 \| 36 \| 10 \| 0 \| 0 \| \| 73 \| 25 \| 1 \| 0 \| 0 \| \| 68 \| 32 \| 0 \| 0 \| 0 \| \| 45 \| 46 \| 6 \| 0 \| 3 \| \| 77 \| 21 \| 0 \| 0 \| 1 \| \| 56 \| 42 \| 0 \| 0 \| 1 \| \| 37 \| 35 \| 12 \| 3 \| 13 \| PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF THE CURRICULUM SUBJECTS AND COURSES AREAS OF LEARNING FOR CHILDREN IN THE FOUNDATION STAGE 67. Children's attainment on entry to the nursery is slightly below average. As they move through the nursery and reception classes, all pupils, including those with special educational needs and higher attainers make good progress in almost all areas of learning and satisfactory progress in the remainder. They make particularly good progress in developing personal, social, speaking, listening, mathematical and creative skills so that, by the age of five, attainment in these areas exceeds the expected standards and many pupils are working within Level 1 of the National Curriculum. Overall attainment is average in the other areas of learning but the work of higher attainers is appropriately above average. 68. In the nursery, children quickly develop the confidence to talk about their work and their experiences a home. They willingly offer their own ideas when making up a class story or when working in a small group with an adult. Children in the reception class can describe and explain their work with clarity and make good use of appropriate vocabulary, for example, when discussing with a visitor the use of the planning board during 'free choice' or how they made their kites. All the children enthusiastically learn nursery rhymes, songs and chants and enjoy sharing them in a group. The children also develop good listening skills. They listen carefully to instructions and quickly become absorbed in the stories they hear, eagerly participating in discussions about the characters and events in them. 69. Children attain the expected levels in reading and writing by the age of five. Nursery children understand that print carries meaning and know the difference between words and pictures. They enjoy being read to and can interpret information from pictures and the book title. They enjoy looking at books and handle them carefully but the current organisation of the nursery limits their opportunities to choose and use books for themselves. Children in the reception class have developed a satisfactory knowledge of sounds that they use to help them read and write an appropriate range of common words. Some nursery children can write their names and form some letters correctly. Most children know the difference between drawing and writing. All enjoy mark making with pencils, crayons and paint in guided activities but few have the confidence to experiment on their own. Activities such as manipulating dough, jigsaws and drawing help the children to develop the skills they need for writing. 70. Many of the children exceed the Early Learning Goals in number and shape work. Nursery children have a very good knowledge of simple geometric shapes such as squares, rectangles and triangles. Most can count reliably to 5, for example when counting out snacks at milk time, but higher attaining pupils can count to at least 30 when they see how many children are present each day. Reception children apply their number knowledge to simple problems through practical activities involving 'more than' and 'less than'. Some can add number pairs mentally, count on or back from given numbers in simple patterns and correctly apply terms such as 'longer' and 'shorter' in their measuring. Many are already working from the early stages of the National Curriculum. 71. Children's creative development is generally good and many exceed the expected levels by the end of the reception year. Nursery children enjoy making pictures by painting, printing and sticking with differen materials and objects. Reception children experiment with pencils to make patterns and mix white pain with different colours to make lighter shades. In music, pupils perform well. They thoroughly enjoy music making, using a variety of instruments with control and imagination, and singing songs and rhymes they know with great enthusiasm. Nursery children find out about the sounds made by different musica instruments when they pass them round and then make up songs about themselves and the instruments while reception children use a variety of kitchen utensils to accompany a musical story. The two groups meet weekly when they sing and perform enjoyable action songs such as 'Old McDonald had a band!' 72. The physical development of children is satisfactory. They run, leap, jump and balance with appropriate control and awareness of space when they use the adventure equipment and large wheeled toys outside Reception children show sound co-ordination when they throw and catch balls and bean bags. However pupils' access to these activities is limited by the lack of a secure external area and the consequent need to timetable outdoor play. Pupils develop appropriate fine motor skills with satisfactory control of brushes crayons and tools when making pictures and models and working with jigsaws, construction kits and musical instruments. 73. The children acquire a sound understanding and knowledge of the world. They make model buggies and buildings using different materials and construction kits, sometimes using pictures to guide them, and play imaginatively with 'small world' toys such as garages, cars, trains and farms. Pupils in the nursery know how to use the mouse to control the computer while those in reception can click and drag to create the context for a story. Pupils' scientific understanding is developing well. Nursery children have an appropriate awareness of the natural world through their nature walks in the school grounds and have begun to develop a sense of time through their study of photographs of themselves as babies. They show in their imaginative play that they know animals need food and water to live. They can discuss the properties of damp sand and describe how to use a magnifying glass. Reception pupils build steadily on these earlier skills, for example, they can describe the different properties of balloons filled with air, ice o water, and discuss how one state could be changed to another. 74. Nursery and reception children make good progress in the development of their personal, social and emotional skills. They are interested, eager to try new activities and well motivated. Generally, they listen attentively, sometimes in awe when the story is gripping or when they are amazed by an experiment in science. They patiently wait while others speak, and are usually keen to demonstrate what they can do when discussing their work together. The children behave well and are generally polite and caring towards each other. Nursery children are beginning to share and take turns, for example, with play costumes and popular toys, and to remember to say 'thank you' and 'please'. They happily play and learn alongside each other, offering advice and help when playing games or when discussing the best way to cook pizza or make tea in the role play area. They are learning to take responsibility as they put on thei coats for themselves and help to clear up in the classroom. This they do with speed and efficiency. 75. The teaching of children in the reception and nursery is never less than satisfactory but is usually good o very good. The adult-child relationships are very strong and inspire confidence in the children. Daily routines are well established and there are high expectations of children's behaviour and work. As a resul the nursery and reception classes provide calm, orderly and well managed learning environments Teachers and support staff have a good understanding of how young children learn and of the foundation curriculum. They work very effectively together as a team sharing roles and responsibilities. Lessons are well planned with clear objectives for learning which are usually explained simply to the children. Mos activities are challenging and exciting, with an appropriate emphasis on learning through play and talk Pupils' progress is carefully assessed against the learning objectives and good use made of the information when planning the next lessons. Some very skilled support, including systematic tracking o progress, is provided for pupils with special educational needs. This ensures that they are able to participate in the full range of learning opportunities. Higher attaining children are also taught effectively and make progress appropriate to their abilities. 76. Generally adults interact well with the children as they work in both formal and spontaneous situations They are very aware of the need to promote good language development. However, there are occasions in the nursery when the enthusiasm of the adult overwhelms the children, restricting the opportunities fo children themselves to initiate and extend conversation, or when not enough use is made of role-play to extend vocabulary. The organisation of books in the nursery makes it difficult for pupils to access them a certain times of the day. During the inspection, few children were seen freely choosing books, or using the writing area on their own. It is important that staff address this situation by supporting and encouraging children in these activities outside the formal teaching situations. 77. The curriculum for the under-fives is stimulating, vibrant and exciting, and suitably organised according to the maturity and age of the pupils. A very caring and positive atmosphere has been created. Children enjoy their learning and look forward to coming to school. The new foundation curriculum for under-fives introduced in September 2000, has been implemented effectively although the policy does not yet reflec this progress. Curriculum planning is systematic and of high quality with an appropriate emphasis on personal, social and emotional development. All areas of learning are covered but the absence of secure external area for the under-fives means that it is not possible for the school to integrate the indoo and outdoor learning environments as expected for nursery education. In the circumstances, teachers do the best they can by timetabling regular outdoor sessions but this still falls somewhat short of the expected curriculum provision for children of this age. There is suitable balance between formal learning activities taught or supervised by an adult, and opportunities for pupils to initiate and choose activities fo themselves. Through such devices as the 'planning board' teachers and children together carefully monitor the choices that children make in order to ensure that each has a broad learning experience. 78. Good links have been established with parents, some of whom help in the nursery although few do so in the reception. Admission and transfer arrangements are good, with adequate information provided to parents, meetings held and opportunities for children to make preliminary visits to their class. 79. The management of provision for the under-fives is effective. The nursery and reception staff work wel together to ensure progression and continuity from class to class and from term to term. They have provided training on the new curriculum to other colleagues and are strongly committed to improve provision further. However, there is no development plan for the under-fives to provide direction and vision for future development, nor is there a designated budget. 80. The under-fives provision has changed significantly since the last inspection. Children's abilities on intake to the school are now more mixed as the school has grown and serves a wider area than before, and the school now has a nursery in addition to the reception class. The school has made satisfactory improvement since the last inspection in maintaining similar standards and progress to those found fou years ago. ENGLISH 81. The results in the national tests this year show a significant rise in standards at Key Stage 1, especially in reading, improving by approximately 12 per cent over the 1999 results. Standards attained by eleven yea old pupils, at the end of Key Stage 2, remain above average in both the 1999 and 2000 national tests When compared with similar schools, standards are average in both key stages in 2000 national tests Over the last 3 years, results show some decline in standards. This is due to high pupil mobility and a high proportion of pupils with special needs in Year 6. Evidence from the current inspection indicates tha pupils in both key stages attain standards that are in line with the national averages in all three elements of English. Pupils make good progress in Key Stage 1 and satisfactory progress in Key Stage 2. 82. By the age of seven and eleven, pupils' attainment in speaking and listening is in line with the nationa average. By the end of Key Stage 1, most pupils respond sensibly to questions and express their ideas clearly during whole class and group discussions. This was well exemplified in a Year 2 lesson where the whole class was gainfully engaged in a discussion on spoken and written language while analysing the text in a shared reading session. Pupils listen to the teachers and to each other carefully and are confident speakers in a variety of situations. By the end of Key Stage 2, pupils become more articulate and confident as they discuss their work and share their opinions about books they read. For example Year 3 pupils discussed the difference between the play-scripts and prose and how to incorporate stage directions within the texts. They use a range of vocabulary and make relevant contributions to lessons and discussions. 83. Standards in reading are in line with the national averages at the end of both key stages. By the end o Key Stage 1, pupils read stories accurately and with expression. They use a range of strategies to help them in their reading and discuss a variety of texts. They use these well when they read independently Most pupils predict what might happen using their knowledge of the plot and characters and show clea understanding of the events of the stories they read. By the end of Key Stage 2, pupils talk about the books that they read with enthusiasm and explain what they like and what they do not like. Highe attaining pupils read very well from a wide range of interesting books that include non-fiction and fiction They discuss preferences of author and character. All pupils enjoy the opportunities they have to read in the literacy hour and in other subjects. Library facilities are good and each class is timetabled to use the library once a week, but opportunities to use books for independent research are limited. However, the school makes good use of the local library service which support pupils' learning effectively. 84. Attainment in writing, by the end of each Key Stage is in line with the national average. By the end of Key Stage 1, higher attainers develop their ideas in sequence, use capital letters, spell most words correctly and use joined writing. Most pupils write for a suitable range of purposes. They choose vocabulary imaginatively and some start reviewing books and comment on story structure. They compose their own stories, recall those they have heard and write about things they have seen or done. By the time they are 11 pupils are beginning to write imaginatively for different audiences, for example while writing a characte sketch, in a Year 4 lesson, pupils describe the physical characteristics and personality, using a range o imaginative vocabulary.. In Year 6, while studying 'Macbeth', pupils learn to identify the usage of language in the past and write their personal response in question and answer form. Most pupils write appropriately for a wide range of purposes. Opportunities for writing include stories, newspaper articles, persuasion instructions, letters and poetry. However, opportunities for developing imaginative and extended writing are very limited, especially in upper Key Stage 2. Most pupils at 11 use punctuation correctly. They write with joined legible handwriting and standards of presentation are generally neat. 85. The National Literacy Strategy has been effectively introduced and literacy is used well to support work in other subjects. For example, pupils write reflectively in history and religious education. 86. The quality of teaching is good overall, most lessons being good and some very good. Where teaching is good or very good learning objectives are thoroughly rehearsed with the pupils to focus their attention and revisited at the end to check their understanding. Effective questioning is used to consolidate understanding of text. Teachers plan effectively and ensure that activities match the learning needs pupils appropriately. Behaviour management is good. As a result, pupils are keen, well focussed and engage well with activities. 87. Pupils with special educational needs have detailed individual action plans, which are followed carefully Pupils' learning is enhanced by the very good contribution made by the learning support assistants who facilitate the involvement and contributions of those pupils with special educational needs and suppor them in their individual tasks. Pupils speaking English as an additional language are supported effectively and make good progress. 88. Management of English, shared by two co-ordinators, is good. They are knowledgeable and monito planning and audit resources regularly and effectively. However, the co-ordinators' role in monitoring teaching is not developed yet. Class libraries contain a good range of books. Newly purchased big books are being used very effectively with the younger pupils who enjoy the related activities. Assessmen procedures are well established and they are used efficiently to chart pupils' progress. Standards in English have been maintained at a similar level since the last inspection. MATHEMATICS 89. The attainment of pupils aged eleven in the 1999 national tests was above the national average but below that of similar schools. The test results for 2000 were average compared to all schools but below average compared to schools with a similar proportion of pupils taking free school meals. This test information also shows that pupils have made only modest progress during Key Stage 2 when compared to othe similar schools. However, the proportion of pupils reaching the higher level 5 was above the nationa average in 1999 and at the national average in 2000. The test results of the last two years show downward trend although there are significant variations in the characteristics of each year group Observation and scrutiny of pupils' work during the inspection indicate that standards in the current Yea 6 are below average but that attainment in the current Years 3 and 5 are well above average. The statutory Year 6 targets set by the school reflect this difference. They are projected below the nationa average in 2001 and well above the average in 2002 but are equally challenging for the age groups concerned. Current performance indicates that the school is on track to achieve these targets. 90. At Key Stage 1, pupils' attainment in the 1999 tests was at the national average but well below average compared to similar schools. However, the proportion of pupils reaching the higher level 3 was above the national average. The 2000 test results show that standards are well above average compared both nationally and to similar schools, including the proportion of pupils achieving the higher level 3. Evidence from the inspection indicates that current standards at Key Stage 1 are average. 91. Pupils' achievement varies between classes because of shortcomings in some aspects of the teaching but is satisfactory overall. Those with special educational needs generally make good progress because of the effective support they receive while higher attainers are usually suitably challenged by more difficul work. Test results and work seen during the inspection indicate that the attainment of boys and girls is no significantly different. 92. Pupils apply their skills in numeracy satisfactorily in other areas of the curriculum. Younger pupils count to see how many are present in their class and use their understanding of graphs to make and interpre graphs showing the colour of their eyes. In Key Stage 2, pupils read scales on scientific instruments construct 3 dimensional shapes and nets, and use computer programs to create geometric designs and patterns. In one class, pupils enjoyed applying their calculation and problem-solving skills in some exciting work based on the several thousand conkers they had collected. There is appropriate use of information technology within the subject. 93. The quality of teaching in both key stages is at least satisfactory but there is scope for greater challenge A third of the teaching is very good because lessons are well structured with a brisk and purposeful pace to the learning throughout. Such lessons begin with some rapid mental practice in which pupils improve their recall of number bonds and tables. Teachers make skilful use of questioning to develop pupils mathematical strategies and help pupils to deepen their understanding by asking them to explain thei calculations to the class. Well chosen follow-up tasks such as the use of a target number for pupils to match in their calculations, provide a practical approach that motivates and challenges pupils. Pupils achieve well, often at a higher level than expected of their ages Their progress is carefully assessed during the lesson and detailed notes made which are used to guide the next stage of planning. 94. Lessons that are satisfactory often have some of these good features but also contain weaknesses associated with the pace or structure of one or more parts of the lesson. These prevent pupils from achieving as much as they could in the time available and hinder pupils' progress, particularly at Key Stage 2. Although teachers plan their lessons carefully with clear aims, some lessons start without an explanation of the purpose of the learning, leaving pupils unsure of what they are trying to achieve Sometimes the questioning and discussion is too laboured, and far too long is spent listening to the teacher, leaving insufficient time for pupils to develop their work. At such times, some pupils become restless and lose concentration. In one lesson, much good learning took place during oral work at the beginning and end of the lesson but expectations were not high enough in the middle of the lesson and the tasks set involved more writing than mathematics. Despite these shortcomings, the teaching o mathematics has improved since the last inspection when there was little direct teaching, questioning and problem solving. Effective use is made of homework to extend and consolidate the work begun in school. 95. Pupils generally behave well in their mathematics lessons except when the pace drops and their attention wanders. They respond positively when challenged and most are keen to participate in discussions volunteer answers to questions and explain their reasoning. Pupils in Key Stage 1 enthusiastically use number fans to hold up their answers, while older pupils work intensively on problem solving tasks in groups, arguing sensibly about possible solutions and strategies. 96. Considerable work has taken place to introduce the National Numeracy Strategy. For example, key staf have undertaken intensive training, teaching approaches have been modified and monitored, and al teachers plan conscientiously to the national framework. Opportunities for pupils to develop their menta skills, to work on tasks adjusted to their level of attainment, and to meet together in a plenary to discuss their work are present in every lesson. In some classes these recently introduced improvements are beginning to make an impact on standards. However, there is still considerable variation between classes in the quality and effectiveness of these methods which indicates that further monitoring and support are necessary in implementing the strategy. The school has identified the need to raise standards in mathematics as a priority in its development plan but the plan lacks specific strategies to achieve this improvement. 97. The school is experimenting with the use of setting at Key Stage 2 in order to reduce the ability range o the groups taught by each teacher. While this is proving clearly beneficial to pupils in Year 5, the curren approach to planning does not enable all Year 6 pupils to reach the levels expected of their ages. 98. Appropriate arrangements are in place to test pupils' attainment and progress as they move through the school but the test information is not evaluated with sufficient rigour to pinpoint weaknesses in the teaching and learning of mathematics and enable appropriate action to be taken. 99. The school has made some satisfactory improvement since the previous inspection although standards remain much the same as before. There has been some effective monitoring of teaching during the firs year of the National Numeracy Strategy that has led to important improvements in practice. Teaching is more effective with no unsatisfactory teaching seen and appropriate attention is given to each area o mathematics. SCIENCE 100. In 2000 the standard attained in the science tests by pupils at the end of Year 6 was average compared to those of other schools nationally, but the proportion of pupils attaining high levels was below average which is a decrease in standards from the previous year. In comparison with similar schools the standards are well below average. Inspection finds that standards currently in Year 6 are just abou average, but with a very limited proportion of high attainment. In 2000 the teacher assessed standards a the end of Year 2 to be well above average compared to schools nationally. The proportion attaining highly was close to the national average. Inspection finds that standards are currently average but with limited high attainment. These school standards are the same as those at the time of the previous inspection in 1996. Standards in the scientific enquiry component of the science National Curriculum are below what is expected. This and the underachievement of some pupils was an identified weakness a the last inspection. 101. During the inspection progress in many lessons was good, but through observing pupils' completed work across the school and talking to pupils, it is judged that progress overall is satisfactory, including that o pupils with special educational needs. Pupils' skills in scientific enquiry, where they need to demonstrate how to plan, obtain, present and evaluate evidence to support ideas or answer questions, is underdeveloped. 102. Pupils in Year 2 are developing their knowledge of a range of properties of materials and linking these to the reason for choosing a specific material when making an object. Some pupils are starting to learn and apply new scientific terminology such as rigid and malleable when describing materials. Pupils are able to identify situations requiring the use of electricity and to construct circuits to make a bulb light up, bu their skills in accurately recording their circuits and explaining how they work are not as secure. 103. In Key Stage 2 pupils are learning to gather data to answer enquiry questions, for example when considering the rate of growth since their birth and the proportion of fat in various foods to inform thei choice of a balanced and healthy diet. Pupils' skills in the process of presenting their data in graphica forms are developing but significant teacher intervention is needed to help many pupils construct graphs to complete the task, particularly in Year 6. Pupils record scientific work effectively in a variety of ways so as to communicate accurately. Some of the pupils in Year 6 do not yet have a secure understanding o basic scientific concepts such as the explanation for day and night, dissolving and separating, but they can explain reasonably accurately how sound travels. Most cannot explain how to test systematically whether sound would travel best through a thick string in a string telephone. 104. Pupils enjoy science lessons and usually are attentive, well behaved and work co-operatively when required. In some classes during the teacher's introductions and discussion there is quiet inattention and a reluctance to contribute information and ideas for discussion. Occasionally this is because the pupils are required to listen for a lengthy period but this is not always the situation. These pupils' attitudes generally improve once they start the activity. There are, however, many pupils who are very articulate well informed and anxious to share their ideas. Their ability is not always extended sufficiently. 105. The quality of teaching is good overall, which is an improvement since the last inspection, but there are still some unsatisfactory features. All teachers plan thoroughly and resources are usually well prepared to deliver the intended learning at a good pace. Most teachers share the intended learning with the pupils at the start of lesson. In the best lessons, they also refer to this throughout the session and in the plenary, which ensures pupils are aware of the purpose of their activity and what it has told them in terms of new knowledge; for example how to read food values on packaging when deciding which product to buy for a healthy meal. These lessons also have a good balance between short, focussed teaching inputs and periods of pupil experimentation, data gathering or analysis. This provides clear instruction fo the pupils and then allows them to put into practice what has been discussed or to explore new ideas before coming back and consolidating and challenging findings; for example when measuring their skul circumference and their height to compare the size of their skeleton now and when born. However, in some lessons, for example when introducing the construction and interpretation of line graphs, the learning is not clearly delivered and pupils do not make the gains in knowledge and skills that they should Some teachers have insufficient expectations for their pupils. They permit them to work at too slow a pace and provide a recording task that does not have sufficient challenge, particularly for the more able pupils, for example when they are asked to simply record what the teacher has done. The limited amoun of recorded science work, particularly in Key Stage 1, indicates that there is insufficient emphasis given to developing recording skills and enabling pupils to show independence and depth of knowledge. There is some effective marking of pupils' work but this is not consistent across the school and in some instances is more aligned to improving literacy than science. Pupils with special educational needs are generally well supported either by the class teacher or support staff. Teachers, assessment still lacks rigour particularly for science enquiry, and as a result lessons are not always planned to extend all pupils appropriately. 106. The school has just changed its scheme of work and this is helping the clarity of teachers' planning Resources have been increased to meet identified needs. The school makes good use of workshop loan resources such as 'Lightworks' to stimulate pupils' interest and is planning a science week for the spring term. The school grounds provide ample opportunity for environmental work. The co-ordinator monitors teachers' plans thoroughly to ensure staff are covering the intended learning, but as yet there is no requirement to monitor for the effectiveness of the chosen activities in raising standards within a class although data and targets are in place for each class. As yet the school has not sufficiently analysed the results of the Key Stage 2 tests to inform future curricular planning. The co-ordinator has identified the need to carry out whole school moderated assessments of pupils' work, particularly scientific enquiry and to start reviewing the curriculum. ART AND DESIGN 107. Throughout the school standards in art are good and this is a situation that has been maintained since the last inspection. Pupils in both key stages are able to work confidently with a very wide range of materials in both two and three dimensions. Work is generally prompted by a stimulus or by research and so has purpose. Work of many artists provides the stimulus for pupils' own experimentation, such as Pau Klee's 'Senecio' for creating portraits; Renoir's 'Les Parapluies' to exploring relationships and the use o shades of blue; Matisse's 'Snail' to create animals using a computer drawing package. 108. Pupils manipulate tools and materials skilfully, which results from clear teaching of basic techniques such as brush control, colour mixing and the use of templates for pattern accuracy when cutting multiple copies. There is a strong ethos for enabling pupil experimentation and creativity and pupils respond wel to this challenge, having great pride in their work and effort. 109. Progress is obvious in the work displayed. In Year 1 pupils observe faces carefully and paint portraits with clear shape and line, whilst Year 2 pupils, as part of developing their knowledge of primary colours and colour mixing, have produced vibrant, abstract patterns by rolling paint-covered balls across paper observing and predicting the effect of colours blending. By Year 3 pupils demonstrate very good observational drawing skills and use of pencil shading in their still life sketches of vegetables. The ability to create and repeat patterns is demonstrated within Year 4. Pupils in Year 5 are aware of the impact o their work, for example the use of a sunset background and silhouettes to present a large-scale frieze fo work on World War 2. By Year 6 pupils use Egyptian tomb paintings as a stimulus for their carefully executed water colour paintings, demonstrating good technique and knowledge of colour. 110. Very few art lessons were taking place during the inspection week and so no judgement can be made about the quality of the teaching, but the high quality of the work displayed infers that teachers enable pupils to make good progress. Evidence exists in photographic form of high quality work involving individual and group projects and many different media produced in the last few years. During Millennium Arts Week at the beginning of the year all pupils worked together in mixed age groups on a wide range o projects, including producing a beautiful quilt demonstrating the life of the school. Art makes a strong contribution to the welcoming ethos of the school. The work is displayed to create an attractive environment that celebrates all pupils' work, both within the art curriculum and depicting knowledge o other subjects, such as models of mummies using historical knowledge about ancient Egypt and the illustration of significant events in a book being studied in the literacy hour. 111. The co-ordinator provides enthusiastic and knowledgeable support and is monitoring the implementation of the new government produced scheme of work. The impact of her attendance at in-service training to develop the use of the computer in art is already visible. Similarly staff training in textiles has raised the profile of this aspect of the curriculum and creative thread work is displayed in the library. The co ordinator continues to seek to improve provision and is currently purchasing resources to further increase the multicultural dimension in art lessons. DESIGN AND TECHNOLOGY 112. Due to the school's topic framework very little work was available for inspection and few lessons were observed. There is insufficient evidence to make a judgement about standards attained by the age o seven or the overall quality of teaching. Using evidence seen in two lessons and work available from las year, standards by the age of eleven are judged to be average which means the school has maintained standards since the previous inspection in 1996. 113. The school has just changed its scheme of work to that provided by the government. The topics currently being taught provide good opportunities for pupils to use their historical knowledge and research skills to inform their designs. Year 4 pupils are able to apply their knowledge of the character of Henry VIII and Catherine of Aragon when designing a throne for their wedding. This knowledge has been furthe informed by prior research into chair design. Pupils can generate a design, evaluate and amend construction issues and label finishing details. Year 5 pupils contributed personal examples to extend the class collection of historical and cultural headgear. They analyse these carefully for fitness of purpose and key design features in preparation for designing and making their own headgear. 114. Teaching in the two lessons observed in Key Stage 2 was good or better. Introductions in these lessons were clear; objectives were constantly referred to, to ensure pupils were clear about the purpose of why they were doing things; there were high expectations for pupil achievement; interventions were timed appropriately to identify problems and provide strategies to overcome them. Good resources added to the motivation of the task. Most pupils enjoy the challenge of design and technology but some suffe minor frustration by not being able to fulfil their mental image in design. These are well supported to enable them to succeed. Pupils concentrate well, are willing to think decisions through and discuss thei reasons for choice. 115. There has been little opportunity to develop the subject further since the last inspection apart from implementing the scheme of work and review resources to meet topic demands. The new co-ordinato monitors planning thoroughly, but assessment information to guide curricular planning and pupils personal development is still underdeveloped. GEOGRAPHY 116. Timetabling arrangements meant that it was possible to see only one lesson during the inspection. There was insufficient evidence on which to make overall judgements about pupils' progress and the quality o teaching, or about the extent to which standards have improved in geography since the previous inspection. 117. In the lesson seen, pupils in Key Stage 1 could describe accurately and clearly features and journeys in the local area. They make elementary sketch maps of their journey to school, showing an appropriate sense of direction for their ages. Higher attainers are beginning to represent buildings on their maps with symbols rather than pictures. The teacher uses effective question and answer techniques to establish why maps are useful and ensures that the lesson develops with appropriate pace and tasks tha challenge and motivate pupils. 118. The way in which the curriculum is organised is unsatisfactory. At Key Stage 2 in particular, the majority of geography is taught during one term in the year although some incidental work, based for example on news events or on links with topics in other subjects, is covered throughout the year. For most pupils the gap of a year before they return to any in-depth work in the subject makes it difficult to build on previous learning and hinders the development of their skills. The school has adopted national schemes of work in the subject. However, there is no long-term plan to indicate which units and topics are to be covered in each year group so that the school cannot be certain that pupils experience progression and continuity in their learning, or that all aspects of the geography curriculum are adequately covered. An analysis o timetables suggests that little time is provided for the subject over the year which may also limit the breadth and depth of work covered in the subject. 119. The management of the subject is satisfactory in that the recently appointed co-ordinator has a clear view of the need to review the geography curriculum and of the steps that need to be taken to bring this about Some useful resource packs have been compiled to support the study of locations such as India and Kenya but there are insufficient resources for the new units of work being taken on. HISTORY 120. Standards are the same as they were at the last inspection. By the end of both key stages the pupils reach the standards expected for their age. 121. By the age of seven pupils have developed their knowledge and understanding of the past, for example by considering what it was like to live in London at the time of the Great Fire of London. Many are able to compare those times with modern London and are starting to gain a sense of change over time. A few can provide additional factual information including dates that they are eager to share, which reflects the level of interest generated by the topic and the desire to research information at home. Most pupils show great interest in how evidence is gained, for example they were amazed by the fact that Samuel Pepys diary had survived the Great Fire. This is due to the skilful way in which children are engaged in the account. Pupils continue this enjoyment of gaining historical facts and information into Key Stage 2 and many are keen to carry out further research, particularly using sources on the Internet or on CD-ROMs At age ten and eleven, pupils have sound knowledge of life in this country at the time of the Second World War and of the society that existed in Ancient Egypt. They can explain the Egyptians' awe of the power o the Gods and their views concerning life after death. In both Years 5 and 6 pupils are developing the skills of analysing evidence sources for clues about the past, for example in Year 5 when creating a description of a person from the luggage in their suitcase. The interesting objects in the case and the opportunity fo first hand observation made this particularly successful. 122. Teaching is generally effective in promoting the way evidence of the past is gained and ensuring tha pupils are well informed of the factual details of the period. Opportunities are provided for pupils to develop their ideas through discussion. Pupils are provided with interesting ways of applying this knowledge, for example in Year 3 when writing about their life in Verulamium to another person and in Year 4 by putting themselves in the role of Henry VIII to devise a daily diary that shows understanding o the role of a monarch. Sometimes information and instructions for tasks are not given with sufficien clarity and teachers have to visit individuals to explain what is expected of them, which reduces motivation and the pace of learning. In Years 2, 4 and 5 consolidation of the information gained during the lesson focused pupils clearly on what they had learnt and how this added to the wider body of knowledge that they were acquiring about the period. 123. The newly implemented scheme of work is helping teachers to clarify objectives for a lesson. Although curriculum planning is monitored for coverage of designated learning objectives, as yet assessmen information about pupils' attainment is not used to guide curricular planning sufficiently to target and extend the capabilities of all pupils. There are very good opportunities to visit historical sites such as Ashwell and Verulamium and these significantly contribute to pupils' enjoyment and historical knowledge The good resources within the school or acquired through museum loans and contributions from pupils families have a positive impact on pupils' first hand experiences and opportunities for research. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) 124. Standards are better now than they were at the last inspection. Improvements have been brought abou through the implementation of the school action plan and the guidance of the co-ordinator. By Year 2 and Year 6 standards are just about average. Further improvements in standards are still needed, particularly for those pupils who are already very confident in their use of the computer, and for all pupils to increase their understanding of how technology affects their life and when it is most effective to use it. Progress in implementing the subject development plan has been restricted by the delay in the establishment of the computer suite and its new generation computers, which is a frustration to the staff. The school has a clear development plan linking staff professional development provided through the new opportunities funding for ICT with the opening of the new computer facility, hopefully in January 2001. Staff have also received in-service training to increase confidence and expertise and this has contributed significantly to the increased opportunities offered. The school makes good use of co-ordinator expertise to suppor staff in the classroom. 125. Although during the inspection week there was only a limited amount of ICT taking place, the co-ordinato has a well annotated portfolio exemplifying the wide range of activities undertaken, demonstrating that the school, despite current inadequacies in hardware, is providing a reasonable coverage of ICT experiences in line with statutory requirements. Work displayed around the school also demonstrates a range o appropriate uses of ICT to communicate findings in a variety of ways. 126. Teachers provide some direct instruction of new techniques such as the use of a paint package in Yea 2, but much of the learning is gained by pupils working systematically in pairs completing set tasks, often related to the literacy curriculum. This is time consuming and some of the work is unsupported resulting in the rate of progress being slower. Records are kept to ensure equal access, but there is little additional teaching for more capable pupils, which is an unacceptable situation, as some of the activities lack a high level of challenge in terms of increasing ICT capability. In some designated ICT lessons the objectives are confused with the objectives for literacy, so that instead of teaching ICT skills as planned for example, the lesson focuses more on improving use of adjectives, not improving ICT skills. 127. Pupils by the age of seven can communicate ideas using both text and graphics, as they demonstrated with their creation of a firework picture using Colour Magic with a shaded background, spray can effects and geometric shapes into which, when challenged, they were able to insert a text box and provide a title for their picture. The end product was attractive and the pupils were able to evaluate the finished effect By the age of eleven pupils have progressed in their capability to create works of art using the drawing tools and flipping, rotating, reducing and extending shapes, for example when interpreting the style o Matisse. They have also developed their capability to edit work and to import text and information from other sources, such as adding a graph to their account of a science experiment. They are gaining the confidence and skill to search the web using carefully framed search commands. They can then access significant information to aid their topic work, for example importing a map of the River Nile and listing major benefits that the river provides. However, many pupils do not have a very well developed understanding of the extent ICT affects their everyday life and that of the commercial world. 128. Most pupils enjoy using ICT and are eager to demonstrate their capability. Many have computers at home and put these to good use to support their topic work. The school is starting to implement the new government scheme of work and is well placed to improve its provision for ICT once the new facility is operational. MUSIC 129. Timetabling arrangements meant that it was not possible to observe a range of lessons at each key stage. Consequently, there was insufficient evidence on which to base overall judgements about pupils progress and the quality of teaching. Discussions were held with the subject co-ordinator, and the schoo development plan and teachers' planning were scrutinised. Assemblies, one dance and one music lesson were observed. 130. Despite the absence of a music specialist, teachers conscientiously provide a coherent approach using national schemes of work. This ensures that pupils receive the full breadth of the music curriculum with adequate opportunities to sing, to listen to a variety of music from different times and cultures, and to compose their own music using a range of instruments. Pupils have also benefited from a visiting brass teacher and from opportunities for older pupils to perform at the Hatfield Music Festival. Teachers make appropriate use of pre-recorded music programmes to extend the range of pupils' experiences and make some effective links with other subjects, for example, when Year 5 pupils learn songs associated with such events as the Second World War as part of their work in history. 131. In the one lesson seen, Year 6 pupils of all abilities achieved well when recording their own musical ideas Individually, they designed symbols to represent the sounds made by an instrument of their choice, and with others, composed a simple score. They behaved responsibly, showing initiative in designing and discussing their scores and working effectively in groups. The teaching was well planned with clea explanations and a lively pace to the challenges provided. Opportunities were provided for pupils to practise and refine their scores and to listen to and critique those of others. The same pupils listened carefully to music in a dance lesson and adjusted the mood and movement of their work sensitively to the music. Standards in these lessons were average and were similar to those found at the time of the las inspection. 132. In assembly, pupils listen well to the music provided and some can name the piece and its composer However, standards of singing in assembly are below average. Without a pianist on the staff, recorded singing is played for the pupils to accompany. Although many pupils clearly enjoy these opportunities others sing without enthusiasm or inspiration and at times their voices cannot be heard over the recorded singing. 133. The co-ordinator is recently appointed. She has monitored planning and audited resources and has some sound ideas for further developing music provision in the school. She is aware that the policy needs to be revised in line with the new curriculum. Since the last inspection resources have been substantially improved, giving pupils a good range and quantity of instruments from which to choose. However, the main challenge facing the school is to find ways to improve standards of singing. PHYSICAL EDUCATION (PE) 134. In physical education, pupils generally make satisfactory progress and attain standards that are appropriate for their ages in both Key Stage 1 and 2. During the inspection, lessons in games gymnastics and dance were observed in different age groups. Pupils in Year 3, 4 and 5 attend weekly swimming sessions in the town. Due to timetabling, it was not possible to observe any of these lessons but records show that standards are above average with most pupils able to swim 25 metres by the end of Year 5. Standards in PE are similar to those found at the time of the last inspection but the provision and standards in dance have improved. However, in a number of games and gymnastics lessons, pupils do not have sufficient opportunities to refine and improve the quality of their work and standards could be higher. 135. At Key Stage 1, pupils show the agility and co-ordination to be expected of their ages in the gymnastics lessons seen. They use space safely during warm up for stretching, bending and running movements On the apparatus they perform different ways of travelling with reasonable control and aesthetic awareness but their movements lack refinement. Higher attainers show very good control and poise as they jump from equipment and land softly. 136. The Year 5 gymnastics lesson observed indicates that pupils are making steady progress through the school. These older pupils confidently build sequences of movement involving shapes, balances, twists and jumps. 137. Games lessons were observed at Key Stage 2 in Years 3 and 4. Pupils improve their ball skills by working in pairs to pass, throw and catch. Most show adequate control for their ages, particularly when they concentrate on improving their techniques following demonstration by the teacher or another pupil They are beginning to develop appropriate positional sense when playing group games that involve passing and intercepting a ball. The only dance lesson seen was in Year 6. Pupils responded imaginatively to the stimulus of Native American music, interpreting the music and its moods with feeling and working effectively with their partners to plan, practise and refine their sequences. 138. Most pupils have positive attitudes to physical education and enjoy their lessons. They work with concentration and determination, sustaining a good work rate and achieving appropriately. Occasionally however, a small number of pupils behave immaturely, usually because they have too long to wait o because the teacher's expectations of behaviour are not sufficiently high. 139. Teaching is satisfactory in two-thirds of lessons seen and good in one third. Lessons are usually thoroughly planned with clear aims and a sound progression of suitable tasks including warm-up activities. However, the organisation of groups and apparatus in some gymnastics lessons results in pupils spending too much time waiting for their turns. Although they are very safety conscious, not al teachers have a good understanding of how pupils should carry the apparatus and further training fo teachers and pupils is necessary. 140. Where teaching is good, teachers have high expectations of pupils and effective strategies to ensure good behaviour. In particular, they have good subject knowledge so that they are able to teach pupils specific techniques to improve their work, for example, hand and eye co-ordination in passing a ball or the use of a motif in dance. Teachers intervene at critical points to extend pupils' skills and provide good opportunities for pupils to evaluate their own and others' work. In other lessons, there is less emphasis on the quality of the work produced. Although all teachers provide encouragement and draw attention to examples of good movement, they are not as skilled at drawing out the learning points and are less sure about how to challenge and extend pupils. 141. Since the beginning of term, the subject has been managed by the deputy and headteacher Developments since the last inspection have included staff training to improve dance and the purchase o additional equipment with the support of the PTA. Each required area of physical education is taught each year but there is no overview to show when each strand is taught and the policy needs to be updated in line with current practice once the school has taken on the new curriculum. The curriculum is enhanced by a range of extra-curricular clubs that include rounders, cricket, football, netball and country dancing and by the participation of school teams in local leagues. 142. The school is well resourced for physical education. It has a good range and quantity of modern lightweight gymnastics equipment. The grounds provide both adequate hard and grassed playing areas and also include two adventure play areas, one used regularly by the nursery and reception pupils as par of their curriculum and the other by the older pupils, mostly at break times. RELIGIOUS EDUCATION 143. Standards are in line with the locally agreed syllabus in both key stages. Pupils make good progress in gaining knowledge and understanding of different religions. 144. Pupils at the end of Key Stage 1 show that they have established sound knowledge of Hindu worship Pupils in Year 2, retell the story of Rama and Sita and know the significance of celebrating Dewali. Year 1 pupils learn about the Sukhot festival, draw a 'sukhah' and recognise that Jewish people celebrate this by sharing a special meal with their friends. In Key Stage 2, pupils study different religions such as Christianity, Hinduism and Buddhism and the importance of symbolism in different religions. By the time they are ready to leave the school pupils have an appreciation of the main religious traditions and are able to identify the significance of each faith's festivals and celebrations. For example, Year 6 learn about the Buddhist festival of Loy Kratung and know that the lotus flower is a symbol of spiritual growth in Buddhism. Overall, pupils have quite a clear knowledge of different religious traditions: they know abou the importance of the different holy books in Christianity, Islam, Judaism, Sikhism and Buddhism. 145. Only two lessons were observed. Based on these lessons and scrutiny of teachers' planning and pupils work, teaching is judged to be satisfactory in both key stages. Teachers plan their lessons well, ensuring that the activities match the learning needs of the pupils. They have secure knowledge of the subject and use a range of methods to ensure that pupils gain clear understanding of the world religions and learn to respect each other's beliefs and values. They manage pupils effectively and have established good relationships with their pupils. As a result, pupils respect their teachers, listen to them carefully and learn well. 146. Religious education has improved since the previous inspection: teaching has improved so that it has a positive impact on learning and pupils' achievements have improved in that they now have a broad understanding of the main religious faiths.	<urn:uuid:3f9a2e53-495f-427c-9b33-b051b290f83a>	CC-MAIN-2024-18	https://files.ofsted.gov.uk/v1/file/776925	2024-04-18T19:49:07+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00842.warc.gz	235,944,738	21,627	eng_Latn	eng_Latn	0.982757	eng_Latn	0.999095	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 332, 900, 1311, 1841, 2333, 2350, 5990, 8847, 9887, 10569, 14689, 19133, 22952, 27176, 31824, 36181, 40205, 44230, 48077, 48811, 50164, 51849, 52592, 53794, 58259, 63241, 67783, 71974, 76628, 80892, 85935, 89895, 94134, 98739, 103103, 107234, 1...	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SENATE COMMITTEE ON CURRICULAR AFFAIRS COURSE SUBMISSION AND CONSULTATION FORM Principal Faculty Member(s) Proposing Course Academic Home: Arts and Architecture (AA) Type of Proposal: Add Change Drop Course Designation Course Information Name User ID College Department Mark Edward Ballora meb26 Arts and Architecture (AA) Not Available (INART 50Z) The Science of Music Cross - Listed Courses: Prerequisites: Corequisites: Concurrents: Recommended Preparations: Abbreviated Title: Sci Mus Discipline: General Education Course Listing: Linked Special categories for Undergraduate (001 - 499) courses Foundations Writing/Speaking (GWS) Quantification (GQ) Knowledge Domains Health & Wellness (GHW) Natural Sciences (GN) Arts (GA) Humanities (GH) Social and Behavioral Sciences (GS) Additional Designations Bachelor of Arts International Cultures (IL) United States Cultures (US) Honors Course Common course number - x94, x95, x96, x97, x99 Writing Across the Curriculum First - Year Engagement Program First - Year Seminar Miscellaneous Common Course GE Learning Objectives GenEd Learning Objective: Effective Communication GenEd Learning Objective: Creative Thinking GenEd Learning Objective: Crit & Analytical Think GenEd Learning Objective: Global Learning GenEd Learning Objective: Integrative Thinking GenEd Learning Objective: Key Literacies GenEd Learning Objective: Soc Resp & Ethic Reason Bulletin Listing Minimum Credits: 3 Maximum Credits: 3 Repeatable: NO Department with Curricular Responsibility: Music (UPAA_MUSIC) Effective Semester: FA 2018 Travel Component: NO Course Outline A brief outline or overview of the course content: INART 050Z SCIENCE OF MUSIC (3) The physical and acoustic properties of music, including the nature of wave behavior, sound propagation, auditory perception, the basis of musical scales, and the nature of musical instruments, and room acoustics, including curricular links to MUSIC 011Z UNDER THE HOOD: HOW CLASSICAL MUSIC WORKS. A listing of the major topics to be covered with an approximate length of time allotted for their discussion: Fundamentals of Acoustics Weeks 1 through 5 * Sound Events * Wave Characteristics * Simple Harmonic Motion * Refraction and Reflection * Standing Waves, Resonant Frequencies, and Harmonics * Superposition * Phase * Speed and Velocity Week 6 through 7 * Physiology of the Auditory System Hearing and the Human Auditory System * Psychoacoustics * Gestalt Perception and Auditory Scene Analysis Week 8 Tuning and Scales * The significance of the octave and perfect fifth Musical Scales * Pitch class and the harmonic series * Equal temperament * Pythagorean and just tunings Weeks 9 through 12 * The first instruments: voice and percussion The Nature of Musical Instruments and the Voice * The woodwind family * The violin family and string instruments * The brass family Week 13 Room Acoustics and Audio Technology Week 14 Audio Technology Week 15 Auditory Display and Sonification Course Description: (GN)(BA) meets the Bachelor of Arts degree requirements and includes curricular links to MUSIC 11Z UNDER THE HOOD: HOW Waves, physics of sound, hearing, musical scales, musical instruments, and room acoustics. INART 50Z The Science of Music (3) CLASSICAL MUSIC WORKS. This course explores the physical and acoustical bases of sound and music.The physics include a study of vibrating systems and simple harmonic motion, wave propagation, reflection and refraction, superposition, resonant frequencies, harmonics, phase, the relationship of speed and velocity, and spectra. The acoustics portion applies these physical properties to hearing, sound and music, covering the nature of the human auditory system, and correlations of pitch to frequency, loudness to amplitude/power/intensity, timbre to spectra and envelope. An overview of perceptual psychological studies of Gestalt organizational principles and auditory streaming explores how the auditory system organizes sound on a primitive, unlearned level. NOTE: there need be no specific math prerequisite for the course. Though high school algebra and trigonometry will be recommended, these topics will be integrated with the rest of the course material. With physical and physiological groundwork laid, the subject matter moves to purely musical areas: the construction of musical scales, the nature of consonance, dissonance, and harmony. Twelve -tone equal temperament, the basis of Western common practice music, is not an absolute, but a decision made to facilitate certain musical choices, and a compromise in terms of optimal consonance. The nature of the different instruments is then discussed -strings, winds, brass, percussion, and voice. Different instruments naturally produce different scale types and different types of spectra. Students will learn to appreciate the inherent differences in different instrument types.The course then returns to acoustics, exploring the role that performance spaces play in the propagation and reception of sound. The shape and materials of a room determine its characteristic sound. Students learn about how sound in large auditoriums is characterized by the balance of direct and reflected sound, the distinction between specular and diffuse reflections, the absorptive properties of different building materials, and the nature of reverberation. Smaller performance spaces are subject to standing waves, flutter echo, and comb filtering. Taking steps to avoid undesirable characteristics is often an easy matter once the nature of these characteristics is understood. The final weeks cover audio technology and the distinctions between analog and digital formats. The course ends with a unit on auditory display and sonification, wherein scientific data may be presented through musical sound. INART 50Z and MUSIC 11Z are linked courses The name(s) of the faculty member(s) responsible for the development of the course: l Name: Mark Edward Ballora (meb26) Title: Phone: Address: Campus: UP City: Fax: Course Justification Instructional, Educational, and Course Objectives: A thorough understanding of music arises not only from the study of its subjective elements and tonal systems of harmony and counterpoint, but also from a study of the acoustic and physical principles on which these systems are based. String players are taught to touch a string lightly to produce a "harmonic," but are not necessarily aware of why the change in pitch occurs. Brass players struggle to play in tune, without knowing that equally tempered pitches are not produced naturally by their horns. Performers observe intuitively that some venues sound better than others, but have little understanding of the acoustic properties that create a hall's "characteristic sound." Acoustics are traditionally a component of musical studies in Europe, but not necessarily in America. This section should define what the student is expected to learn and what skills the student will develop. While the benefits of knowing the science of music are clear for music majors, these topics are also valuable to students in other fields. As music is a vital part of virtually everyone's life, a course like this can be an ideal way to introduce them to properties of vibrations, waves, resonances, spectra, etc., that are also inherent components of other scientific pursuits. Thus, as students learn to appreciate the music they listen to, they can also gain a better understanding of nature – a goal in all studies of natural science. Upon completion of the course, students will be able to enter formulae and plot graphs in a spreadsheet, be able to explain basics of trigonometry and logarithms, as well as explain the nature of waves and resonance, how the auditory system processes sound, the differences among musical instrument families, and come to a basic determination of why some venues are more suitable for music than others, and explain how audio technology works. Evaluation Methods: Grading will be based on: Include a statement that explains how the achievement of the educational objective identified above will be assessed. The procedures for determining students' grades should be specifically identified. * Weekly homework assignments * One final exam * Two midterm exams Weekly homework assignments reinforce concepts covered in class. Mathematical concepts such as trigonometric functions and logarithms are applied to physics math problems concerning wave functions, the construction of musical scales, and decibel measurements. Some homework assignments are written math problems, others will involve the use of PSU computer labs to plot waves with a spreadsheet, and still others use sound editing software to critically analyze audio files. Exams emphasize deeper understanding with multiple choice questions that relate topics to one another and require that students integrate the material covered throughout the different course units. Relationship/Linkage of Course to Other Courses: of instruction, for any prerequisites that may be specified, or for the course's role as a prerequisite for other courses. This statement should relate the course to existing or proposed new courses. It should provide a rationale for the level INART 050Z THE SCIENCE OF MUSIC (3) is related to course work in areas such as music technology, music education, INART 050Z includes curricular links to MUSIC 011Z UNDER THE HOOD: HOW CLASSICAL MUSIC WORKS. Relationship of Course to Major, Option, Minor, or General Education: INART 050Z THE SCIENCE OF MUSIC (3) is proposed as an approved course for General Education (GN). It is a required course for the minor in music technology (MUTEC) and for the BA in Music (MUSBA) Music Technology option. The course will satisfy 3 GN credits toward the General Education requirement, and can satisfy 3 credits towards the 6 credit integrative studies component of the general education requirement, provided students also take MUSIC 011Z UNDER THE HOOD: HOW CLASSICAL MUSIC WORKS, which would then complete the integrative studies requirement. This statement should explain how the course will contribute to the major, option, or minor and indicate how it may function as a service course for other departments. A description of any special facilities: INART 050Z THE SCIENCE OF MUSIC (3) relies heavily on demonstrations. It requires a technology-equipped classroom that includes a computer, projection system, DVD/video player and high-quality audio playback. Frequency of Offering and Enrollment: The course is offered fall semesters at University Park; enrollment is currently 150 seats, based on room capacity. Alignment with General Education Objectives EFFECTIVE COMMUNICATION – the ability to exchange information and ideas in oral, written, and visual form in ways that allow for informed and persuasive discourse that builds trust and respect among those engaged in that exchange, and helps create environments where creative ideas and problem - solving flourish. KEY LITERACIES – the ability to identify, interpret, create, communicate and compute using materials in a variety of media and contexts. Literacy acquired in multiple areas, such as textual, quantitative, information/technology, health, intercultural, historical, aesthetic, linguistic (world languages), and scientific, enables individuals to achieve their goals, to develop their knowledge and potential, to lead healthy and productive lives, and to participate fully in their community and wider society. CRITICAL AND ANALYTICAL THINKING – the habit of mind characterized by comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating a conclusion. It is the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. INTEGRATIVE THINKING – the ability to synthesize knowledge across multiple domains, modes of inquiry, historical periods, and perspectives, as well as the ability to identify linkages between existing knowledge and new information. Individuals who engage in integrative thinking are able to transfer knowledge within and beyond their current contexts. CREATIVE THINKING – the capacity to synthesize existing ideas, images, or expertise in original ways and the experience of performing, making, thinking, or acting in an imaginative way that may be characterized by innovation, divergent thinking, and intellectual risk taking. GLOBAL LEARNING – the intellectually disciplined abilities to analyze similarities and differences among cultures; evaluate natural, physical, social, cultural, historical, and economic legacies and hierarchies; and engage as community members and leaders who will continue to deal with the intricacies of an ever - changing world. Individuals should acquire the ability to analyze power; identify and critique interdependent global, regional, and local cultures and systems; and evaluate the implications for people’s lives. SOCIAL RESPONSIBILITY AND ETHICAL REASONING – the ability to assess one's own values within the social context of problems, recognize ethical issues in a variety of settings, describe how different perspectives might be applied to ethical dilemmas, and consider the ramifications of alternative actions. Individuals should acquire the self -- knowledge and leadership skills needed to play a role in creating and maintaining healthy, civil, safe, and thriving communities. What component(s) of the course will help students acheive the General Education Learning Objectives covered in the course? Provide evidence that students in the course have adequate opportunities to achieve the identified learning objectives. Effective Communication: this course provides essential groundwork in the foundational materials of music. With understanding comes the ability to communicate in new ways. Much of music is subjective and understood intuitively. And much of it can also be understood in concrete terms. A solid grounding in what can be understood in concrete terms leads to a richer appreciation of the aspects of music that cannot be explained in concrete terms. It also enables musicians to communicate more clearly to each other in rehearsal and performance situations. Key Literacies: this course covers concepts that underlie musical sound and human perception of it. Understanding is reinforced through exercises in relevant mathematics and spreadsheet graphing functions, which are applicable to many aspects of life beyond this one course. Critical and Analytical Thinking: the course's material is reinforced through homework and examinations, but in different ways. Homework assignments are exercises in mechanics, such as how to do certain math problems, or how to do basic spreadsheet formulas. Examinations call for deep understanding beyond mechanics. Many of the concepts rely on student's being able to assemble information presented at various points in the term (e.g., brass instruments operate by the players' buzzing the lips, which activates different harmonic resonances of the instrument's body; therefore, the instruments favor being played in Just intonation, since Just intonation is based on pitch relationships that can be found in the natural harmonic series. Another example is that rooms can behave like resonators and favor certain standing wave frequencies). Integrative Thinking: the course material reinforces topics that appear in many other subjects, among them music theory, music education, music production, mechanical and electrical engineering, physics, and acoustics. Students are shown how fundamental principles that govern our universe (such as wave behavior, resonance, harmonic vibration) also underlie music, which is something that everyone appreciates on an instinctive level. An appreciation of how these principles underlie music leads to an appreciation of how these principles underlie these other fields in analogous ways. How will students be assessed to determine their attainment of the Learning Objective(s) of General Education covered in this course? This assessment must be included as a portion of the student's overall performance in this course. Students are assessed through homework assignments and in-class examinations. Homework assignments train students in a variety of problem solving tasks, involving the synthesis of math, acoustics, and music. Students will become adept at skills such as using trigonometric functions to plot waveforms; understanding graphs of sound spectra, room absorption coefficients, and the like; understanding the mathematical basis of musical scales; and analyzing spectrograms of musical instruments. Examinations require that students relate concepts to each other that are covered throughout the course. The homework assignments are exercises meant to strengthen certain mental muscles, like calisthenics. The tests ask for deeper conceptual understanding. General Education Domain Criteria General Education Designation: Linked Linked Courses l MUSIC 11Z GN Criteria Explain the methods of inquiry in the natural science fields and describe how the contributions of these fields complement inquiry in other areas Construct evidence - based explanations of natural phenomena Demonstrate informed understandings of scientific claims and their applications Evaluate the quality of the data, methods, and inferences used to generate scientific knowledge Identify societal or philosophical implications of discoveries in the natural sciences, as well as their potential to address contemporary problems What components of the course will help students acheive the domain criteria selected above? The math and graphic exercises give students quantitative skills in understanding the workings of vibrations and how they are at the basis of sound, musical material, auditory perception, room acoustics, and audio technology. Success in these exercises relies on quantitative reasoning and a good understanding of the goals of the exercises. This understanding gives students concrete, evidence-based comprehension of how physical systems behave when they vibrate, and how these behaviors lead to qualities of music and auditory perception. These informed understandings give students the tools to understand scientific claims and the ability to think critically about emerging issues in music and technology, such as being able to appreciate the differences between compressed and uncompressed audio files, or why Just intonation offers enhanced harmonicity but at the expense of compositional flexibility. This level of understanding can only be attained by the scientific method of understanding behaviors through equations, and understanding how these equations relate to one another. Integrative Studies Explain how the intellectual frameworks And methodologies of each course's Knowledge Domain will be explicitly addressed in the course and practiced by the students. In MUSIC 011Z, open forums provide students great latitude and are like classroom discussions. On the discussion boards, the group of students who are assigned to that board will select from a list of topics for their initial posts, and respond to two or three of their groupmates' initial posts. For the concert review assignment, students choose to attend a performance, selecting from a list of professional performances provided for that semester. For the final reflection paper, students are invited to reflect on the experience of studying classical music in the course, to consider what they have learned, cite notable composers and compositions, and consider the value of the experience. In each case, the instructor is assessing the substance and quality of the student's writing, with an eye for the student's demonstration of effective communication, critical "reading" of musical materials and performance, and critical and analytical thinking. In INART 050Z, students are trained in a variety of problem solving tasks, involving the synthesis of math, acoustics, and music. Students apply skills such as using trigonometric functions to plot waveforms in a spreadsheet; understanding graphs of sound spectra, room absorption coefficients, and the like; understanding the mathematical basis of musical scales; and analyzing spectrograms of musical instruments. Examinations require that students relate concepts to each other that are covered throughout the course. Homework assignments are exercises meant to strengthen certain mental muscles (like calisthenics), while examinations require deeper conceptual understanding of linkages among course topics. As a science course, the focus of INART 050Z is on problem solving, understanding how to derive correct solutions to problems when it is possible to do so, and understanding what aspects of musical perception cannot be explained through quantitative problem solving. As a science course, its methodologies are quantitative, based on a rational understanding of problems and their contexts, and the equations that describe these problems. As a science of music course, it exemplifies how quantitative understanding and mathematical skills can embody and lead to a greater appreciation of the sublime. In MUSIC 011Z, students will be introduced to the scientific foundation of music making, explicitly examining elements relating to pitch frequency, arithmetic ratios between pitches, intervals, the natural harmonic series, and how these scientific elements underlie the creation of musical scales, tunings, and ultimately the development of the musical language of tonality. Explain how the courses in the Linkage will be linked with each other. It is anticipated that courses will usually be linked by subject matter, but they should additionally be linked by some purposeful component that provides opportunities for students to experience and practice integrative thinking across Knowledge Domains. The Linkage component between courses needs to be intentional and explicit to students. However, each course in a Linkage must be self-contained such that students can successfully complete just one course in the Linkage if they so choose. The two courses share a common foundation. Both rely on an understanding of vibrations, resonance, the natural harmonic series, the creation of musical scales, the nature of consonance and dissonance, the creation of musical scales, and an understanding of timbre and the differences between the instrument families. MUSIC 011Z takes this foundation into areas pertaining to the historical development of musical form and composition. INART 050Z takes this same foundation into areas of physical sciences, focusing on wave behavior, perception and cognition, and audio technologies. MUSIC 011Z is a historical overview of the development of an art form and its expressive capacities. INART 050Z is a quantitative overview of the physical and cognitive foundations that allow this art to exist in our world. MUSIC 011Z gives students a sense of what music has meant to people throughout history. INART 050Z gives students a sense of how music exemplifies physical constants of our universe, such as resonance and wave transmission. INART 050Z covers aspects of music that can be explained concretely and quantitatively. MUSIC 011Z covers aspects of music that are subjective are are understood intuitively. The two perspectives are complementary, and both are necessary for a meaningful understanding of how and why music has been vital and important to society and culture throughout history. Briefly explain the staffing plan. Given that each Linked course is approved for a single Knowledge Domain, it will be taught by an instructor (or instructional team) with appropriate expertise in that domain, who will also be expected to implement the Linkage's shared component as defined in this proposal INART 050Z will be taught by a specialist in music technology, a field that requires expertise in both the artistic elements of music creation and a scientific understanding of the physical properties of music. MUSIC 011Z will be taught by a music theorist, historian, or performer with appropriate expertise in theory, history, and performance. Mark Ballora is the original proposer and author of INART 050, and Stephen Hopkins is the original proposer and author of Music 011. The two have collaborated in the proposal of these linked courses: INART 050Z and MUSIC 011Z. Curricular elements that link the two courses have been incorporated in each proposal. Describe the assessments that will be used to determine students' ability to apply integrative thinking. In INART 050Z, students are guided through the physical foundations of music. Throughout the course, connections are made between the concrete nature of the physical sciences and the abstract nature of the fine arts. Musical examples are used throughout to explain topics such as tunings, the instrument families, and the nature of room acoustics, and how music written in different historical periods was written to suit the spaces in which it was performed (such as large cathedrals or small salons). The material is inherently integrative, and really needs no special effort to connect the scientific to the artistic. The homework assignments and tests, with their different approaches to the material (described above) ensure that students grasp the underlying nature of musical material. In MUSIC 011Z, written assignments will include responses on open forums and assigned topics on discussion boards, both of which will allow students to respond to one another and to learn from one another. In addition, there are two papers submitted directly to the instructor. All of these written assignments will prompt students with suggested topics and questions that encourage students to apply integrative thinking and provide them opportunities to demonstrate their abilities in this regard. Given the interrelationships between the art of music and the science of music, there will be ample material with which the students engage that will demonstrate their ability to apply integrative thinking. General Education Designation Requirements Campuses That Have Offered ( ) Over The Past 4 Years Bachelor Of Arts Requirements: BA: Natural Sciences BA: Other Cultures BA: Foreign/World Lang (12th Unit) BA: Humanities BA: Social and BA: Behavioral Sciences BA: Arts BA: Quantification BA: Foreign/World Lang (All) INART 050Z will satisfy a Bachelor of Arts requirement, just as INART 50 has since it was approved. semester AB AL BK BR BW CR DS ER FE GA GV HB HN HY LV MA NK PC SH SL UP WB WC WS XC XP XS YK UPLOADED DOCUMENTS FOLLOW: Syllabus INART 50 Science of Music 3 credits Pre-requisites: none Course attributes: GN, BA INART 50Z is a Linked Course with MUSIC 11Z Mark Ballora, instructor firstname.lastname@example.org Office: 227 Theatre Building Phone: 814 863-3386 Office hours: Mon & Thurs 1:00-2:00 and by appt. Fall 2017 Class meeting times: Tuesday, Thursday 9:05 - 10:20 110 Business Building General Education Learning Objectives * Effective Communication: this course provides essential groundwork in the foundational materials of music. With understanding comes the ability to communicate in new ways. Much of music is subjective and understood intuitively. And much of it can also be understood in concrete terms. A solid grounding in what can be understood in concrete terms leads to a richer appreciation of the aspects of music that cannot be explained in concrete terms. It also enables musicians to communicate more clearly to each other in rehearsal and performance situations. * Key Literacies: this course covers concepts that underlie musical sound and human perception of it. Understanding is reinforced through exercises in relevant mathematics and spreadsheet graphing functions, which are applicable to many aspects of life beyond this one course. * Critical and Analytical Thinking: the course's material is reinforced through homework and examinations, but in different ways. Homework assignments are exercises in mechanics, such as how to do certain math problems, or how to do basic spreadsheet formulas. Examinations call for deep understanding beyond mechanics. Many of the concepts rely on student's being able to assemble information presented at various points in the term (e.g., brass instruments operate by the players' buzzing the lips, which activates different harmonic resonances of the instrument's body; therefore, the instruments favor being played in Just intonation, since Just intonation is based on pitch relationships that can be found in the natural harmonic series. Another example is that rooms can behave like resonators and favor certain standing wave frequencies). * Integrative Thinking: the course material reinforces topics that appear in many other subjects, among them music theory, music education, music production, mechanical and electrical engineering, physics, and acoustics. Students are shown how fundamental principles that govern our universe (such as wave behavior, resonance, harmonic vibration) also underlie music, which is something that everyone appreciates on an instinctive level. An appreciation of how these principles underlie music leads to an appreciation of how these principles underlie these other fields in analogous ways. Course Description Waves, physics of sound, hearing, musical scales, musical instruments, and room acoustics. INART 050Z The Science of Music (3) (GN)(BA) meets the Bachelor of Arts degree requirements and includes curricular links to MUSIC 011Z UNDER THE HOOD: HOW CLASSICAL MUSIC WORKS. This course explores the physical and acoustical bases of sound and music. The physics include a study of vibrating systems and simple harmonic motion, wave propagation, reflection and refraction, superposition, resonant frequencies, harmonics, phase, the relationship of speed and velocity, and spectra. The acoustics portion applies these physical properties to hearing, sound and music, covering the nature of the human auditory system, and correlations of pitch to frequency, loudness to amplitude/power/intensity, timbre to spectra and envelope. An overview of perceptual psychological studies of Gestalt organizational principles and auditory streaming explores how the auditory system organizes sound on a primitive, unlearned level. NOTE: there need be no specific math prerequisite for the course. Though high school algebra and trigonometry will be recommended, these topics will be integrated with the rest of the course material. With physical and physiological groundwork laid, the subject matter moves to purely musical areas: the construction of musical scales, the nature of consonance, dissonance, and harmony. Twelve-tone equal temperament, the basis of Western common practice music, is not an absolute, but a decision made to facilitate certain musical choices, and a compromise in terms of optimal consonance. The nature of the different instruments is then discussed - strings, winds, brass, percussion, and voice. Different instruments naturally produce different scale types and different types of spectra. Students will learn to appreciate the inherent differences in different instrument types. The course then returns to acoustics, exploring the role that performance spaces play in the propagation and reception of sound. The shape and materials of a room determine its characteristic sound. Students learn about how sound in large auditoriums is characterized by the balance of direct and reflected sound, the distinction between specular and diffuse reflections, the absorptive properties of different building materials, and the nature of reverberation. Smaller performance spaces are subject to standing waves, flutter echo, and comb filtering. Taking steps to avoid undesirable characteristics is often an easy matter once the nature of these characteristics is understood. The final weeks cover audio technology and the distinctions between analog and digital formats. The course ends with a unit on auditory display and sonification, wherein scientific data may be presented through musical sound. Grading will be based on weekly homework assignments, two midterm exams and a final exam. Course Learning Objectives A thorough understanding of music arises not only from the study of its subjective elements and tonal systems of harmony and counterpoint, but also from a study of the acoustic and physical principles on which these systems are based. String players are taught to touch a string lightly to produce a "harmonic," but are not necessarily aware of why the change in pitch occurs. Brass players struggle to play in tune, without knowing that equally tempered pitches are not produced naturally by their horns. Performers observe intuitively that some venues sound better than others, but have little understanding of the acoustic properties that create a hall's "characteristic sound." Acoustics are traditionally a component of musical studies in Europe, but not necessarily in America. While the benefits of knowing the science of music are clear for music majors, these topics are also valuable to students in other fields. As music is a vital part of virtually everyone's life, a course like this can be an ideal way to introduce them to properties of vibrations, waves, resonances, spectra, etc., that are also inherent components of other scientific pursuits. Thus, as students learn to appreciate the music they listen to, they can also gain a better understanding of nature – a goal in all studies of natural science. The math and graphic exercises give students quantitative skills in understanding the workings of vibrations and how they are at the basis of sound, musical material, auditory perception, room acoustics, and audio technology. Success in these exercises relies on quantitative reasoning and a good understanding of the goals of the exercises. This understanding gives students concrete, evidence-based comprehension of how physical systems behave when they vibrate, and how these behaviors lead to qualities of music and auditory perception. These informed understandings give students the tools to understand scientific claims and the ability to think critically about emerging issues in music and technology, such as being able to appreciate the differences between compressed and uncompressed audio files, or why Just intonation offers enhanced harmonicity but at the expense of compositional flexibility. This level of understanding can only be attained by the scientific method of understanding behaviors through equations, and understanding how these equations relate to one another. Students are assessed through homework assignments and in-class examinations. Homework assignments train students in a variety of problem solving tasks, involving the synthesis of math, acoustics, and music. Students will become adept at skills such as using trigonometric functions to plot waveforms; understanding graphs of sound spectra, room absorption coefficients, and the like; understanding the mathematical basis of musical scales; and analyzing spectrograms of musical instruments. Examinations require that students relate concepts to each other that are covered throughout the course. The homework assignments are exercises meant to strengthen certain mental muscles, like calisthenics. The tests ask for deeper conceptual understanding. ( Please use the links below to navigate through the course contents (They can also be accessed directly from the course website at http://www.personal.psu.edu/meb26/INART50/main.html) Course schedule (http://www.personal.psu.edu/meb26/INART50/schedule.html) How to order the textbook (http://www.personal.psu.edu/meb26/INART50/textordering.html) Homework assignments (http://www.personal.psu.edu/meb26/INART50/assignments.html) Demonstrations (http://www.personal.psu.edu/meb26/INART50/demos.html) Advice for Students on How to Email Professors https://www.insidehighered.com/views/2015/04/16/advicestudentssotheydontsoundsillyemailses say? utm_content=buffer1f81f&utm_medium=social&utm_source=facebook&utm_campaign=IHEbu ffer ) Instructions for uploading homework assignments to Canvas (https://psu.instructure.com/files/85946159/download?download_frd=1) INART 50 Science of Music Schedule Fall 2017 Subject to change. Please check this page often. Home\|Class schedule\|Demonstrations\|Assignments \| Week 1 \| Tuesday \| \|---\|---\| \| August 22, 24 \| Introduction Textbook pp. 14 Course Introduction Youtube video: Wha t is up with Noises? \| \| Week 2 \| Tuesday \| \| August 29, 31 \| The Anatomy of Sinusoidal Waves Textbook pp. 1527 • Spreadsheets, part 2: plotting sinusoids Helpful Link: http://www.p urplemath.com/modules/triggrph.htm Due date for optional math pretest \| \| Week 3 \| Tuesday \| \| September 5, 7 \| Standing Waves Textbook pp. 4143 • Spreadsheet basics, 4: Adding Sinusoidal Waves \| \| Week 4 \| Tuesday \| \| September 12, 14 \| Resonance, cont'd • Exponential Growth and Decay \| \| Week 5 \| Tuesday \| \| September 19, 21 \| The Power of Sound Textbook pp. 6369 \| \| Week 6 \| Tuesday \| September 26, 28 Week 7 Review for Midterm 1 Midterm 1 Tuesday Thursday October No Class Session The Human Auditory System \| Week 8 \| Tuesday \| \|---\|---\| \| October 10, 12 \| Psychoacoustics Textbook pp. 93102 \| \| Week 9 \| Tuesday \| \| October 17, 19 \| Tuning and Scales, pt. 1 Textook pp. 115125 \| \| Week 10 \| Tuesday \| \| October 24, 26 \| The Violin Family Textbook pp. 151158 Philharmonia Orchestra: Violin Philharmonia Orchestra: Viola Philharmonia Orchestra: Cello Philharmonia Orchestra: Doub le Bass \| \| Week 11 \| Tuesday \| \| October 31, Nov ember 2 \| The Brass Family Textbook pp. 143149 Physics of the Trumpet Philharmonia Orchestra : Trumpet Philharmonia Orchestra: Trombon e Philharmonia Orchestra: Horn Philharmonia Orchestra: Tuba \| \| Week 12 \| Tuesday \| \| November 7, 9 \| Review for Midterm 2 \| \| Week 13 \| Tuesday \| \| November 14, 16 \| Room Acoustics, pt. 1 Textbook pp. 159175 Room Mode Calculator spreadsheet (available on Lessons page) National Geographic News: Stone Age Art Caves May Have Been Concert Halls \| \| \| Tuesday \| \| November 21, 23 \| THANKSGIVING \| \| Week 14 \| Tuesday \| \| Week 15 \| Tuesday \| \|---\|---\| \| December 5, 7 \| Auditory Display and Sonification \| Cumulative Final exam: Thursday, December 14 6:508:40 PM Last names AN 162 Willard Bldg. Last names OZ 69 Willard Bldg. Home\|Class schedule\|Demonstrations\|Assignments INART 50 Science of Music Assignments Remember: NEATNESS COUNTS!!! SO DO LANGUAGE SKILLS!!! paragraphs should be typed, spell checked and proofread; sentences should be complete, grammar should be correct. Math problems may be handwritten, but should be legible. (Do not expect to staple them in class. Do the stapling beforehand.) Points will be taken off if work is sloppy or has spelling or grammatical errors. Numbers should be legible; See the Schedule page for due dates All assignments are to be submitted online via Canvas Home\|Class schedule\|Demonstrations\| Assignments How is the homework graded? Each homework item will receive a mark of check, checkminus, or checkminusminus. When semester grades are calculated, checks count as a full point (1.0), checkminuses count as 0.8 points, checkminusminuses count for 0.7. Optional Math Pretest There is an optional "opt out" test that students may take that draws from the early math homework. It's available on Canvas, on the Files page. You may take this and test out of some of the upcoming homework if you wish. There is no penalty for taking it and not passing. Homework Packet 1(2% of semester grade) 1.Degrees to Radians problems[Students who passed these problems on the optional pretest do not need to submit this homework component.] 2. Using a spreadsheet, create a budget sheet, as shown in class.Click here for an example of what it should look like.This example is only a suggestion. There is no set format, minimum entries, or any small specifics that I am looking for. The point of this exercise is to make it clear that you know how to use basic formulas. (Students have pointed out that it would be easy to fake a submission. This may be true, but consider this to be an "onyourhonor" submission. Formulas will be necessary for upcoming assignments; the wise course of action is to learn them now.) To review entering formulas in Excel, click here for a tutorial PDF. Homework Packet 2(5% of semester grade) 1.Plotting Angles on the Unit Circle[Students who passed these problems on the optional pretest do not need to submit this homework component.] 2. Using a spreadsheet program, plot at least one period of a sinusoidal wave. Be sure you can easily change its frequency, amplitude, and initial phase. It's only necessary to submit a PDF of the graph. Don't bother submitting your entire spreadsheet. The easiest way to do this is to select the chart, go to Edit > Copy, then switch to another program such as Microsoft Word and go to Edit > Paste, putting the chart into a Word document that you can print. 3. Write a brief paragraph explaining the relationship of a sine wave plot to a sine wave tone. i.e., What physical phenomenon does the plot represent? Keyword:air pressure 4. Write a brief paragraph explaining the difference between longitudinal waves and transverse waves. Give at least one example of each. 5.Wavelength and Frequencies problem sheet 1.Simplifying Radicals worksheet[Students who passed these problems on the optional pretest do not need to submit this homework component.] 2. Using a spreadsheet program, plot the sum of two waves at different frequencies, showing both waves and the composite wave. It's only necessary to submit a PDF of the graph. Don't bother submitting your entire spreadsheet. The easiest way to do this is to select the chart, go to Edit > Copy, then switch to another program such as Microsoft Word and go to Edit > Paste, putting the chart into a Word document that you can print. 3.Radicals as Exponents worksheet[Students who passed these problems on the optional pretest do not need to submit this homework component.] 4.Exponential properties worksheet[Students who passed these problems on the optional pretest do not need to submit this homework component.] 5. Using a spreadsheet, create one period of a sine wave. Square all values of the sine wave. [Excel formula: =value^2] and plot a chart of them. Then take the mean of these values. What is the mean of all values? [Excel formula: =AVERAGE(value range)] (Scroll over the range of cells to make the value range appear, or just type them if you happen to know the starting and ending cells, e.g.,D1:D360) Take the square root of the mean. [Excel formula: =SQRT(value)] What is the RMS value? Submit a PDF of the sine squared plot, and show enough cells to verify that you successfully derived the RMS value. EXTRA CREDIT OPPORTUNITY: This may be submitted at any time during the semester. The final submission date will be at the end of the term (see the Schedule for the due date). Each plot will add 3% to the semester grade, so that a total of 6 points may be gained by submitting both of these plots. 1. Using a spreadsheet, plot a square wave. A square wave has frequencies off, 3f, 5f, 7f, etc., and corresponding amplitudes at 1, 1/3, 1/5, 1/7, ...Plot and show at least ten partials, as well as the composite wave (the sum of all the harmonics you plot). NOTE: A square wave looks something like this: (The more harmonics are added, the closer its shape comes to being a perfect square.) 2. Using a spreadsheet, plot a sawtooth wave. A sawtooth wave has frequencies off, 2f, 3f, 4f, etc., and corresponding amplitudes at 1, 1/2, 1/3, 1/4, ...Plot and show at least ten partials, as well as the composite wave (the sum of all the harmonics you plot). (Adjust the frequencies used for the square wave plot to create another plot of a sawtooth wave.) NOTE: A sawtooth wave looks something like this: (The more harmonics are added, the closer its shape comes to being a perfect sawtooth.) As with the other plot submissions, just submit the chart plot. There is no need to submit the spreadsheet cells. An easy way to do this is to paste the chart into some other program and create the PDF from there. This assignment uses the same techniques learned in earlier homework assignments. It should be done in Excel or an equivalent plotting program, using methodology shown in the textbook and in class. There should be at least 360 points plotted for each wave. NOTE: Extra credit is not meant to be a substitute for regular assignments. Extra credit will only be applied if credit has been received for all other assignments. It may be done at any time, and resubmitted if there are problems. No partial credit will be given for plots that are not accurate. No late submissions will be accepted after the final deadline shown on the Schedule. Homework Packet 4(5% of semester grade) 1.Compound Interest Problems worksheet.[Students who passed these problems on the optional pretest do not need to submit this homework component.] 2.Logarithmic Fundamentals worksheet[Students who passed these problems on the optional pretest do not need to submit this homework component.] 3.Logarithmic properties worksheet[Students who passed these problems on the optional pretest do not need to submit this homework component.] 4. Write a paragraph that explains the distinction and relationship between air pressure levels and air particle velocity levels. Refer to the figure "Air Pressure Levels vs. Air Particle Velocity Levels" in the text. 5. Describe an example of sympathetic resonance that occurs in our environment. Homework Packet 5(3% of semester grade) 1.IntensityDecibels Problems worksheet 2. Write a paragraph explaining why natural objects naturally vibrate in patterns that contain more than one frequency. For example, when a guitar string is plucked, what brings about simultaneous vibrations at different frequencies? 3. Describe the distinction betweenharmonics,partials, andovertones. Homework Packet 6(3% of semester grade) Write at least three paragraphs describing the functions of the ear, including (but not limited to) the three parts of the ear, the functions of each, and the way the basilar membrane responds to frequency. Homework Packet 7(2% of semester grade) Show how the ratios of a Ptolemaic just major scale (as shown in the textbook) occur naturally within the first six harmonics of the first, fourth, and fifth notes (1/1, 4/3, 3/2) of a scale. This may be handwritten. It should include a grid or table, as shown in the textbook chapter on tuning, which shows the fundamental, perfect fourth and perfect fifth all multiplied by the ratios of the first six harmonics. Indicate the ratios of the just major scale by circling or highlighting them. Disregard repeats; indicate only unique occurrences of each ratio. You should find that these 8 ratios consist of all of the ratios found in the just major scale. Homework Packet 8(3% of semester grade) 1.Frequencies of Strings and Transverse Bars problem sheet 2. Write a paragraph describing formants and why they are important to the timbre of instruments. 3. Write a paragraph (or a few paragraphs) comparing and contrasting brass and woodwind instruments. Topics should include, but are not limited to, different instruments in each family, excitation sources, differences in how pitches are played, special playing techniques for specific instruments, spectra of the instruments, directionality of their sound. Homework Packet 9(3% of semester grade) Use an analysis program such asSonic Visualiser(Mac OSX, Windows, Linux). (All of these are available in PSU computer labs as well as for free download). Download samples from three different instrument families from theUniversity of Iowa Electronic Music Studios Musical Instrument Samples page or thePhilharmonia Samples page. Create a spectrogram for each file, save them as PDFs, and write at least a paragraph on each that describes its features. On Macintosh, OPTIONclick the links to the files to download them. (This may not work in all versions of Firefox. It does work in Safari.) On Windows, RIGHTclick to download. NOTES ON OPENING FILES: In Sonic Visualizer, go to File > Open to load a sound file, then go to Pane > and choose one of the spectrogram options. Different files will exhibit different characteristics. For each, consider at least the following: identifying the transient and steady state portions identifying the fundamental whether the file is harmonic or inharmonic does the file have much noise? what is its spectrum like few harmonics, all odd harmonics, all harmonics? a description of performance techniques demonstrated by performers who visited the class what do these techniques "look like"? If these characteristics are not evident in a file, chances are you'll find something else worth discussing as you look for these features. Use the zoom function to adjust magnification levels. BOTTOM LINE: Put the effort in and you'll discover something. TO PRINT THE SPECTROGRAMS: Not all of these programs allow spectrograms to be printed. You may need to take a screenshot of your spectrogram, which saves the screen as an image file, and save that image file as a PDF. On Macintosh, type SHIFT+APPLE+3. The screen image will be saved as a TIFF file on the Desktop with a name like "Picture 1." This file will open in Preview by default if you doubleclick on it.Click here for more information on taking screenshots of an Apple computer screen. On Windows, depress the Print Screen key on the computer keyboard to save the screen image to your clipboard, of ALT + Print Screen to copy just the screen of the software with your spectrogram. You can then paste it into some program (Paint, PhotoShop, MSWord, etc.) by pressing CTRL + v.Click here for more information on taking screenshots of a Windows computer screen. CAUTIONARY NOTE: Since this assignment has a number of new working methods, it would be wise to expect the unexpected. For a smooth process, it might be advisable to consider completing it over three work sessions: 1. Choose and download your audio files 2. Get to a computer running the software, and make sure you're comfortable with it 3. 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ADVANCED GCE MATHEMATICS Probability & Statistics 2 Candidates answer on the Answer Booklet OCR Supplied Materials: * 8 page Answer Booklet * List of Formulae (MF1) Other Materials Required: None 4733 Friday 15 January 2010 Afternoon Duration: 1 hour 30 minutes INSTRUCTIONS TO CANDIDATES * Write your name clearly in capital letters, your Centre Number and Candidate Number in the spaces provided on the Answer Booklet. * Use black ink. Pencil may be used for graphs and diagrams only. * Read each question carefully and make sure that you know what you have to do before starting your answer. * Answer all the questions. * Do not write in the bar codes. * Give non-exact numerical answers correct to 3 signiﬁcant ﬁgures unless a different degree of accuracy is speciﬁed in the question or is clearly appropriate. * You are permitted to use a graphical calculator in this paper. INFORMATION FOR CANDIDATES * The number of marks is given in brackets [ ] at the end of each question or part question. * You are reminded of the need for clear presentation in your answers. * The total number of marks for this paper is 72. * This document consists of 4 pages. Any blank pages are indicated. 2 1 The values of 5 independent observations from a population can be summarised by Find unbiased estimates of the population mean and variance. [4] 2 A college has 400 students. A journalist wants to carry out a survey about food preferences and she obtains a sample of 30 pupils from the college by the following method. * Obtain a list of all the students. * Number the students, with numbers running sequentially from 0 to 399. * Select 30 random integers in the range 000 to 999 inclusive. If a random integer is in the range 0 to 399, then the student with that number is selected. If the number is greater than 399, then 400 is subtracted from the number (if necessary more than once) until an answer in the range 0 to 399 is selected, and the student with that number is selected. (i) Explain why this method is unsatisfactory. (ii) Explain how it could be improved. 3 In a large town, 35% of the inhabitants have access to television channel C. A random sample of 60 inhabitants is obtained. Use a suitable approximation to ﬁnd the probability that 18 or fewer inhabitants in the sample have access to channel C. [6] 4 80 randomly chosen people are asked to estimate a time interval of 60 seconds without using a watch or clock. The mean of the 80 estimates is 58.9 seconds. Previous evidence shows that the population standard deviation of such estimates is 5.0 seconds. Test, at the 5% signiﬁcance level, whether there is evidence that people tend to underestimate the time interval. [7] 5 The number of customers arriving at a store between 8.50 am and 9 am on Saturday mornings is a random variable which can be modelled by the distribution Po(11.0). Following a series of price cuts, on one particular Saturday morning 19 customers arrive between 8.50 am and 9 am. The store's management claims, ﬁrst, that the mean number of customers has increased, and second, that this is due to the price cuts. 6 The continuous random variable X has the distribution N(µ, σ 2 ). (i) Each of the three following sets of probabilities is impossible. Give a reason in each case why the probabilities cannot both be correct. (You should not attempt to ﬁnd µ or σ.) . [4] (ii) Given that P(X > 50) = 0.7 and P(X < 70) = 0.7, ﬁnd the values of µ and σ 3 7 The continuous random variable T is equally likely to take any value from 5.0 to 11.0 inclusive. (i) Sketch the graph of the probability density function of T. [2] (ii) Write down the value of E(T) and ﬁnd by integration the value of Var(T). [5] (iii) A random sample of 48 observations of T is obtained. Find the approximate probability that the mean of the sample is greater than 8.3, and explain why the answer is an approximation. [6] 8 The random variable R has the distribution B(10, p). The null hypothesis H 0 : p = 0.7 is to be tested against the alternative hypothesis H 1 : p < 0.7, at a signiﬁcance level of 5%. (i) Find the critical region for the test and the probability of making a Type I error. [3] (ii) Given that p = 0.4, ﬁnd the probability that the test results in a Type II error. [3] (iii) Given that p is equally likely to take the values 0.4 and 0.7, ﬁnd the probability that the test results in a Type II error. [2] 9 Buttercups in a meadow are distributed independently of one another and at a constant average incidence of 3 buttercups per square metre. (i) Find the probability that in 1 square metre there are more than 7 buttercups. [2] (ii) Find the probability that in 4 square metres there are either 13 or 14 buttercups. [3] (iii) Use a suitable approximation to ﬁnd the probability that there are no more than 69 buttercups in 20 square metres. [5] (iv) (a) Without using an approximation, ﬁnd an expression for the probability that in m square metres there are at least 2 buttercups. [2] (b) It is given that the probability that there are at least 2 buttercups in m square metres is 0.9. Using your answer to part (a), show numerically that m lies between 1.29 and 1.3. [4] Copyright Information OCR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OCR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements Booklet. This is produced for each series of examinations, is given to all schools that receive assessment material and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to correct its mistake at the earliest possible opportunity. For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE. OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. 4	<urn:uuid:2e2635b4-b2a1-430a-b04c-60feb7d63d6c>	CC-MAIN-2024-18	https://pmt.physicsandmathstutor.com/download/Maths/A-level/S2/Papers-OCR/January%202010%20QP%20-%20S2%20OCR.pdf	2024-04-18T20:16:04+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00838.warc.gz	420,267,994	1,504	eng_Latn	eng_Latn	0.994377	eng_Latn	0.996717	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1202, 3459, 5179, 6338 ]	[ 2.5 ]	5	0
Tips to help your Child who is scared of Needles - Be honest: Explain that shots can pinch, but that it won't hurt for long. Help your child focus on what they can do to help get through the shot. - Focus on health: Remind your child that immunizations help protect them from getting sick. - Bring distractions: Bring comforting items, like a favorite book or stuffed animal, to help calm and distract your child. - Sit up: Ask the provider if your child can sit up instead of lie down for the shot. Children are more fearful when having to lie flat. If your child needs help holding still, try holding your child in a firm but comforting position on your lap. - Use vibration: Apply vibration near the needle injection site prior to the shot to help minimize pain. A simple vibrating massager can help, but there are vibrating and cooling tools made specifically for this purpose. - Keep your cool: Try your best to appear calm and keep a positive attitude. Your child will be more anxious if they sense that you are anxious as well. - Use coping strategies: Encourage your child to use coping strategies, and practice the strategies before the appointment. Coping strategies for Children Coping strategies can help your child overcome their fear of shots and other challenging situations. Learning coping skills takes practice, so you may need to help your child adopt these strategies. Guide your child through the different steps outlined below, then work to make these coping strategies part of their everyday routine. You can also model how you use coping strategies to face your own challenges and fears, which will help your child better understand their value. - Deep breathing: Take 3-5 deep breaths. Take a big breath through your nose, then blow out through your mouth. To practice, make a paper flower and put to your nose to pretend. "Let's smell the flower, now let's blow it away." You can blow a pinwheel or bubbles as practice, too. Do this before, during and after the shot. - Squeezing: Before your child gets their shot, have them squeeze their hands together or around a ball; squeeze and hold for five seconds, then release. Repeat this 3- 5 times. If this works well, you can also try tightening other parts of the body and then releasing. For example, close eyes tight and scrunch face for five seconds, then release. Start with the face and work down to the toes. - Music: Sing or listen to soft music. - Imagery: Before the shot, picture a favorite place or activity. Think about what you see, hear, smell and feel when you are there. Try to stay in this calming place during the shot. Coping Strategies for Infants Infants need help facing stressful situations, too. Luckily, there are many things you can do to help your baby cope with immunizations or other potentially frightening situations. - Swaddle: Tightly wrap your baby in a blanket, leaving one leg out for the shot. - Suck: Nurse your infant or provide them with a pacifier to suck. - Skin-to-skin contact: Hold your baby close so they can feel your skin. - Shushing sound/singing: Sing or shush softly in your baby's ear. Source: 7 tips to help your child overcome a fear of shots - Penn State PRO Wellness (pennstatehealth.org)	<urn:uuid:b03fe544-f6bd-4be4-81ca-ca3643bede5e>	CC-MAIN-2023-14	https://vnaic.org/wp-content/uploads/2022/11/Tips-to-help-your-Child-who-is-scared-of-Needles.pdf	2023-03-28T12:41:06+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00614.warc.gz	676,654,099	691	eng_Latn	eng_Latn	0.998076	eng_Latn	0.998643	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2617, 3229 ]	[ 3.109375 ]	2	0
Sunset View Elementary 2022-2023 Breakfast with the Principal 5th Grade VISION STATEMENT The vision of Sunset View is to partner with families in creating an environment where students experience success and take ownership of their learning. Sunset View Enrollment Kindergarten Enrollment - Diversity Equity and Inclusion Statement In Provo City School District, we value diversity, equity, and inclusion of all employees, students, parents, families and the community we serve. The uniquely diverse population in Provo School District is a strength. The intentional creation of supportive educational and social experiences for all is built on these premises: * We ﬁrmly believe all students are capable of learning. It is the collective responsibility of Provo City School District's community of students, staff, teachers, administration, and parents/guardians to support an environment conducive to learning and one that fosters mutual respect. * * ● Our commitment to diversity, equity, and inclusion means that we dedicate ourselves to creating and nurturing an environment in which all people can thrive, regardless of race, gender, marital status, sexual orientation, gender identity, political belief, physical or mental disability, ethnicity, socioeconomic level, age, or religion. We invite collaboration and teamwork from all community members to contribute ideas, perspectives, and experiences in order to cultivate a community of shared accountability and leadership. Our community-centered approach includes equitable distribution of resources such as funding, programs, policies, initiatives, and supports. These equitably allocated resources should address student and family needs and help ensure all students have access to high-quality education and extracurricular activities. Provo City School District strives to be a place of support, safety, and understanding. As we collectively prepare students to contribute to our diverse community, we endeavor to foster a culture where everyone in our buildings feels safe, valued, and that they belong. Demographics Acadience Reading What? Short, timed ﬂuency and comprehension measures to monitor the development of early reading skills. GOAL 75% of Sunset View students will will make typical or better growth on Acadience end of year assessments. STATE GOAL - 65% Acadience Reading DATA 2021-2022 Kindergarten - EOY - 74% Action Plan 1st Grade - EOY - 53% 2nd Grade -EOY - 73% 3rd Grade - EOY - 74% 4th Grade - EOY - 74% 5th Grade - EOY - 83% 6th Grade - EOY - 74% School - 73% -Set Goals with students after BOY -Communicate with Parents -Progress Monitor students -Provide targeted interventions -Provide Research Based Phonics Instruction (K-3) Visitor Management System School Dress Code The Basics: No sleeveless shirts, tank tops, muscle shirts No midriff shirts or off-shoulders shirts No Shirts/sweatshirts with inappropriate print No dress or shorts higher than 4" above the knee No holes in jeans, pants, or shorts above 4" above the knee Cell Phone Policy We ask that cell phones stay home. They become a huge distraction to student learning. We have phones in all the classrooms and students can call parents after school. We are also happy to give a message to your child if needed. If a child has a cell phone or gizmo watch for emergencies, we ask that they are turned off and in their backpack during the school day. Bullying Bullying is repeated unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. If bullied, the following steps will be taken: -Student reports to adult (parent or adult at the school) -Administration investigates -Administration documents to track pattern of behavior. -Parent Contact -Administration implements appropriate interventions. The most important rule of thumb is: If we don't know, we can't help! Don't be afraid to end bullying, tell an adult anytime you or someone you know is dealing with this situation and you can stop bullying. Parental Support School Community Council PTA Parent/Teacher Conferences Communicate with your child's Teacher Volunteer Read with your child 20 minutes a night Talk with your child about what he/she is learning at school Student Illness If your child is sick, please keep them home from school. Notify the school when your child is ill. Drop Off and Pick up Pull forward and to the right Use parking stalls if you will be out of your car for an extended period of time Don't block through lanes Communication - How can we better communicate with you? Weekly Emails - Each Sunday at 6:00 pm Letters home in backpacks Parent/Teacher Conferences Phone calls School Website -sunset.provo.edu Facebook - Sunset View Elementary Instagram - sunsetviewdragons	<urn:uuid:6f8d273a-c960-494f-9bc0-a77c9bf54814>	CC-MAIN-2023-14	https://sunset.provo.edu/wp-content/uploads/2023/03/sunset-2022-2023-annual-title-i-meeting-03142023.pdf	2023-03-28T11:35:53+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00614.warc.gz	615,123,520	1,027	eng_Latn	eng_Latn	0.939541	eng_Latn	0.996085	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 73, 245, 296, 2081, 2095, 2354, 2750, 2777, 3060, 3451, 4061, 4291, 4410, 4573, 4838 ]	[ 2.4375 ]	1	0
Welcome! Welcome to Oxspring Primary School! We are very excited about the new school year and we are ready for a busy half term in Class One! If you have any questions or any concerns, please call in to speak to us. Expressive Art and Design We will be learning how to mix paint to the right consistency and to make different colours. The children will be drawing and painting self-portraits. We will also be creating collages, prints and paintings linked to our topic work. The children will explore using construction kits, blocks and den making materials to create different structures including houses for the three pigs. Initially we will be supporting the children to settle in. We will be helping them to make new friends, access the resources inside and outside independently and learn school routines. We will be focusing on 'ourselves' and giving the children plenty of opportunities to talk about their lives (family, friends, pets, hobbies etc), so it would be lovely if they could bring in a photograph of their family to share with the rest of the class. Once the children are settled we will be focusing on traditional stories, including 'Little Red Riding Hood', 'The Three Little Pigs' and 'The Gingerbread Man'. Understanding the World To begin with we will be learning about our bodies, how we are the same and what makes us different from others, for example eye colour, height. Linked to our work on 'Little Red Riding Hood' we will be looking carefully at different things you can find in a wood and talking about what they are and how they feel. We will also be finding out about which animals live in the woods. We will be using computer programmes to develop our mouse skills. The majority of our literacy work will be around traditional stories. The children will be retelling the stories using props. They will be having a go at writing for different purposes, for example, a get well card and speech bubbles. The children will be practising writing their first names (leading on to surnames), forming the letters correctly. The children will be participating in daily phonics activities to learn the sounds of lower case letters, practise forming the letters correctly and begin to read and write simple words. Class 1 have PE on Tuesday and Thursday P.E. will be inside or outside depending on the weather so please make sure your child has a pair of pumps or trainers for outside. They will also need these for the daily mile. In our first half term, we will be saying number names in order and counting objects and actions reliably. We will be reading numbers to 10 and beyond. We will be comparing two groups of objects saying which is more and fewer and solving problems saying which number is one more than a given number. We will also be naming and describing 2D shapes and using them to create pictures. We will be using the outdoor area regularly so please make sure your child has a suitable coat and footwear.	<urn:uuid:91776fd3-275a-4a36-b811-0861f0036915>	CC-MAIN-2024-18	https://oxspringprimary.co.uk/wp-content/uploads/2018/09/Autumn1-2018-YrR-a.pdf	2024-04-18T20:45:13+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817239.30/warc/CC-MAIN-20240418191007-20240418221007-00845.warc.gz	402,176,793	603	eng_Latn	eng_Latn	0.999028	eng_Latn	0.999018	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1712, 2966 ]	[ 2.734375 ]	1	0
DETAILED SOLUTIONS AND CONCEPTS - VERIFYING TRIGONOMETRIC IDENTITIES Prepared by Ingrid Stewart, Ph.D., College of Southern Nevada Please Send Questions and Comments to email@example.com. Thank you! FUNDAMENTAL TRIGONOMETRIC IDENTITIES Reciprocal Identities Quotient Identities Identities for Negatives Pythagorean Identities Problem 1: Add or subtract the following trigonometric expressions: (a) Since both terms have a sin x factor, we only have to add the coefficients. (b) Since both terms have a sec x factor, we only have to subtract the coefficients. (c) Here we combine the terms containing cos x and the terms containing tan x. the common denominator is to add the two fractions the number 1 has to be multiplied by cos x and the expression tan x by sin x , and finally we get both fractions already have the same denominator, therefore (b) Here we will multiply the coefficients and the trigonometric ratios to get (c) Here we will multiply the coefficients and the trigonometric ratios to get the common denominator is to add the two fractions, the number 3 has to be multiplied by (tan x - sec x) and the number 5 by (tan x + sec x) and multiplying out the numerator and combining like terms, we finally get Problem 2: Multiply the following trigonometric expressions: (a) Now we will use FOIL to expand as follows: Problem 3: Factor the following trigonometric expressions: (a) Notice that every term contains a factor of sin x which can be factored out as follows: Notice that we are dealing with a the Difference of Squares and we can factor as follows: Factor the following expression just like the trinomial , that is, Problem 4: Change the fraction to two terms and reduce. Note: You cannot cancel out cos x in the fraction above. Only factors can be canceled in rational expressions. Problem 5: can be reduced to a single number. Find this number. What could we do? 1. Add or subtract trigonometric expressions? NO 2. Multiply trigonometric expressions? NO 3. Factor trigonometric expressions? NO 4. Separate rational trigonometric expressions? NO 5. Use fundamental identities to rewrite an expression? YES We can use Reciprocal Identities to rewrite tangent, cotangent, secant, and cosecant as follows: NOTE: While this is certainly a good start, it does not guarantee success. We might have to give up and think of something else to do! If you are wondering if you are ever going to have to use this, wait until you get to calculus. It is often much easier to reduce a "complicated" trigonometric expression to a single trigonometric ratio when working with calculus concepts. Since we learned in algebra to always simplify complex fractions, we will multiply both the numerator and the denominator by the LCD sin x cos x just like we used to do in algebra. But before we do this, let's combine the fractions in the numerator of the complex fraction as follows: now Next, we will distribute and at the same time reduce just like we learned in algebra to get Now what? 1. Add or subtract trigonometric expressions? NO 2. Multiply trigonometric expressions? NO 3. Factor trigonometric expressions? NO 4. Separate rational trigonometric expressions? NO 5. Use fundamental identities to rewrite an expression? YES We know that (Pythagorean Identity), therefore, can be reduced to the number 1 . Problem 6: can be reduced to a single trigonometric ratio, such as cos(x), sin(x), tan(x), sec(x), csc(x), or cot(x). Find this ratio. What could we do? 1. Add or subtract trigonometric expressions? NO 2. Multiply trigonometric expressions? NO 3. Factor trigonometric expressions? NO 4. Separate rational trigonometric expressions? NO 5. Use fundamental identities to rewrite an expression? YES We can use Reciprocal Identities to rewrite tangent and cotangent as follows: Since we learned in algebra to always simplify complex fractions, we will multiply both the numerator and the denominator by the LCD sin x cos x just like we used to do in algebra. Next, we will distribute and at the same time reduce just like we learned in algebra to get Now what? 1. Add or subtract trigonometric expressions? NO 2. Multiply trigonometric expressions? NO 3. Factor trigonometric expressions? YES 4. Separate rational trigonometric expressions? NO 5. Use fundamental identities to rewrite an expression? NO Let's factor common factors out of the numerator and the denominator for a lack of anything better to do. As you can see, the numerator and denominator have a factor in common and when reduced we end up with . Finally, we do know that this equals . Therefore, we were able to reduce to the single trigonometric ratio . Problem 7: can be reduced to a single trigonometric ratio, such as cos(x), sin (x), tan(x), sec(x), csc(x), or cot(x). Find this ratio. First, we will use This is also equal to. For a lack of anything better to do, let's write the last expression as a single fraction. We see that we have the Pythagorean Identity in the numerator, so that we can replace it with 1 to get which equals. Problem 8: can be reduced to a single trigonometric ratio, such as cos (x), sin(x), tan(x), sec(x), csc(x), or cot(x). Find this ratio. Recognizing the Pythagorean Identity in the numerator, we can change the expression as follows: which also equals Lastly, we can cancel out the expression since it occurs both in the numerator and in the denominator to find which equals . Problem 9: can be reduced to a difference of two trigonometric ratios. Find this difference. What could we do? 1. Add or subtract trigonometric expressions? NO 2. Multiply trigonometric expressions? NO 3. Factor trigonometric expressions? NO 4. Separate rational trigonometric expressions? NO 5. Use fundamental identities to rewrite an expression? YES We can use Reciprocal Identities to rewrite secant and cosecant as follows: Since we learned in algebra to always simplify complex fractions, we will multiply both the numerator and the denominator by the LCD sin x cos x just like we used to do in algebra. But before we do this, let's combine the fractions in the numerator of the complex fraction as follows: Please note that it is not mandatory to write sin x as the first factor in the product sin x cos x. However, it has become "unofficial" standard practice to do so! Next, Finally, we will distribute and at the same time reduce just like we learned in algebra to get We find that can be reduced to the difference .	<urn:uuid:381c5008-ee73-4e32-9bce-fa544a658364>	CC-MAIN-2023-14	http://profstewartmath.com/Accuplacer/accu_coll/pdf/identities_sol.pdf	2023-03-28T12:25:54+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00616.warc.gz	35,639,955	1,488	eng_Latn	eng_Latn	0.928736	eng_Latn	0.996861	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 335, 866, 1358, 1845, 3038, 4131, 4894, 5844, 6526 ]	[ 2.546875 ]	1	0
* * 7 2 1 8 7218 : 80 3×10=30 PART—A Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed five simple sentences. 1. List any three basic requirements of transducers. 2. Define accuracy. 3. State the importance of vibration monitoring. 4. Define the term temperature. 5. List any three IC temperature sensors. 6. State the necessity of pressure multiplexer. 7. List any three applications laser anemometer. BOARD DIPLOMA EXAMINATION, (C-20) FEBRUARY/MARCH — 2022 DAEI - THIRD SEMESTER EXAMINATION PROCESS INSTRUMENTATION Time : 3 hours ] [ Total Marks 8. State the principle of thermal flow meter. 9. List any three applications of liquid level sight glass level measurement. 10. Define density. * /7218 * * Instructions : (1) Answer all questions. (2) Each question carries eight marks. (3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer. 14. (a) Explain the principle of operation of capillary viscometer with legible diagram. 11. (a) Explain the principle of operation of piezo-electric pressure transducer with legible diagram. (OR) (b) Explain the principle of operation of thin film pressure transducer with legible diagram. 12. (a) Explain the principle of operation of ultrasonic flow meter with legible diagram. (OR) (b) Explain the principle of operation of turbine flow meter with legible diagram. 13. (a) Explain the principle of operation of ultrasonic level gauge with legible diagram. (OR) (b) Explain the principle of operation of float actuated level indicator with legible diagram. (OR) (b) Explain the principle of operation of capacitance type densitometer with legible diagram. * /7218 * * 15. (a) Explain the principle of operation of hydraulic load cell with legible diagram. (OR) (b) Explain the principle of operation of electrolytic hygrometer with legible diagram. 10×1=10 with legible diagram. PART—C Instructions : (1) Answer the following question. (2) Each question carries ten marks. (3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer. 16. A platinum resistance thermometer uses the change in R to measure temperature. Assume R 0 – 50 Ω at T 0 = 20 °C. Temperature coefficient of resistance for platinum is 3.92 × 10 –3 (°C) –1 in this temperature range. Find the resistance at temperature 50.0 °C. ★ ★ ★	<urn:uuid:45628e67-8487-4d13-bcb0-ae9371aacbe1>	CC-MAIN-2023-14	https://polyelearning.gnomio.com/pluginfile.php/16449/mod_folder/content/0/C20/305/1%20JAN-FEB%202022.PDF?forcedownload=1	2023-03-28T11:45:03+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00617.warc.gz	530,528,484	612	eng_Latn	eng_Latn	0.905849	eng_Latn	0.923968	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 812, 1787, 2485 ]	[ 2.78125 ]	1	0
Title: New Kid Author: Jerry Craft Genre: Young Adult - Socio-Economic Differences Respondent's Name and Grade: Zahra V., 8th Grade Date Responded To: August 12, 2022 Questions: 1. What is the main plot of this book? The main plot of this novel follows 12 year old Jordan Banks, who is one of the only colored kids in his new school. Jordan has a love for cartoons and art, but his parents want him to have the best opportunities, sending him to a prestigious private school called Riverdale Academy Day. There he has to learn to make new friends, find school activities, like any other kid. However, the biggest challenge is dealing with racist comments and finding a friend group where he fits it. 2. Which character did you most identify with and why? I identified with Jordan the most because like his school, the majority of my school is white, and being a person of color makes you stand out. I enjoyed how I related to him, and saw how he had to navigate his way to finding a friend group that supported him because that is also something I have had to navigate. 3. What do you believe is the main message of this book? I believe the main message of this novel is that judgment will come to you in any situation, but you must persevere through it and find your own way. I believe that this is the main message because Jordan had to fight racist comments and privilege standards in his new school. Despite his struggles, he persevered through them and found his own friends and place to fit in. 4. Do you think the main message of this book was effectively integrated into the story, or did it come across as too "preachy"? I think the main message of this book was effectively integrated into the story. The reason I say this is because throughout the entire novel, we see how Jordan has to fight his way through hardships in his new school. I did not find this to be preachy, as it is an experience many people of color have had to deal with in America. 5. If two or more perspectives on an important topic were explored/presented in this book, which one did you agree with and why? Two perspectives that were introduced in the story were whether Jordan should give up and not try to find his own way to fit it or if she should persevere and keep trying. I agree with the latter perspective because in life many challenges will be thrown at you, but you must keep persevering, otherwise you will fail. Jordan showed many examples of this throughout the novel. 6. In what ways (if any) were your beliefs about a topic changed or reaffirmed through reading this book? This book reaffirmed my belief that everyone is unique in their own way and that everyone deserves to find friends who understand and accept them for who they are. This book showed me the importance of friendship and not allowing your boundaries to falter because you deserve to have friends, despite being different from others. 7. What perspective, if any, do you think was missing from this book? I think the perspective of having a Black friend at school is missing and they could have acted as a refuge for Jordan and helped guide him with Liam. This would have brought hope to Jordan in the beginning and would also have been good for Jordan as he would have had more friends at the start of the story, and therefore be more confident. 8. Did this book encourage you to pursue any topics further through more reading, research, action, etc., and if so, how? This book encouraged me to further look into the topic of people of color in majority white schools. I feel as though doing a survey in my school would be interesting to see how different kids fit in, and if any hardships and racist comments came along the way. 9. What type of reader (based on age, interests, perspectives, etc.) would you suggest this book to? I would recommend this book to grades 5-10. I say this because it shows the journey of how any kid of any age can face hardships of fitting in, especially as a person of color. I also think it would be interesting to people who like graphic novels, since they are easier to read through for younger levels. I think that many ages who read this would be able to see the perspective of Jordan and relate to and understand how he feels. 10. What other book(s) have you read that you think would make a good addition to this category of the Perspectives Bibliography, and why? Another book I believe would be a good addition to this category is Evicted by Matthew Desmond. I believe this because it shows how kids who are poor or different looking than others have a strugglesome time to fit in and how they persevere through. I also think this book is great for many age levels, since it is easy to understand the perspective of the main character and what hardships and trials they are going through.	<urn:uuid:e2daeb5f-7423-4c33-9454-96f02fc94318>	CC-MAIN-2023-14	https://teen.emmaclark.org/wp-content/uploads/2022/08/New-Kid.pdf	2023-03-28T12:23:13+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00616.warc.gz	614,456,134	1,014	eng_Latn	eng_Latn	0.999112	eng_Latn	0.999126	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2476, 4815 ]	[ 3.484375 ]	1	0
TECHNICAL COOPERATION PROJECT SUMMARY PROJECT TITLE COMBATING THE WORST FORMS OF CHILD LABOR THROUGH EDUCATION IN ECUADOR REGION/COUNTRY PROJECT DURATION FISCAL YEAR & FUNDING LEVEL PROBLEM TO BE ADDRESSED RESULTS PROJECT OBJECTIVES THE AMERICAS/Ecuador September 30, 2004 –September 26, 2008 FY 2003 and FY 2004: USD 3,000,000 Children employed in the banana and flower industries in Ecuador are exposed to toxic pesticides and fungicides, which are harmful to all farm workers, but especially to child laborers. Children are involved in all farm activities from the hothouse to the harvest, and work primarily as seasonal laborers. Women and youth tend to be the principal workers on the flower farms and their presence has significantly altered traditional family and community relations, to the point where many youth end up living on the margins of their family unit and community, often beyond the influence of either. By the time a child reaches the age of 14 years, more than a third of his or her cohort has dropped out of school. Studies indicate that the largest dropout occurs between elementary school (grade 7) and secondary school, with only 20% of elementary school graduates continuing on to secondary school. The project withdrew or prevented 4,566 children from exploitive child labor in the banana and cut flower industries. The project gave special attention to children ages 5 to 12 years, and adolescents ages 13 to 15 years, including those from at-risk groups such as girls and indigenous children. Development Objective: To improve access to quality education and strengthen government and civil society's capacity to address the education needs of working children and those at risk of working. Immediate Objectives: - Increase access and opportunities in basic education for child laborers and children at risk in the project's target areas; - Increase transition from elementary school to secondary-level education among elementary students in the target areas. - Increase retention in basic education programs among children in the target areas; and Combating the Worst Forms of Child Labor Through Education in Ecuador, Page 1 of 2 U.S. Department of Labor, International Labor Affairs Bureau TECHNICAL COOPERATION PROJECT SUMMARY SUMMARY OF ACTIVITIES - Improved the quality of education and encouraged participation of communities in local education system; - Established quality education pilot programs for working children and children at risk of working (non-formal and vocational); - Increased access to income generating activities for targeted families; - Developed a social responsibility program among targeted businesses; and - Provided training to education community in areas such as leadership, quality of education, gender sensitivity and diversity; - Raised awareness on children's rights and protection at local and national levels. Catholic Relief Services GRANTEE IMPLEMENTING PARTNERS CARE International, Save the Children UK, Fundación Wong, La Conferencia Episcopal Ecuatoriana CONTACT INFORMATION Office of Child Labor, Forced Labor, and Human Trafficking (OCFT) (202) 693-4843	<urn:uuid:080d23ac-8a83-4626-92d8-ef91673dd5f3>	CC-MAIN-2023-14	https://www.dol.gov/sites/dolgov/files/ILAB/pdf_override/Ecuador_Flowers_Bananas_CLOSED_0.pdf	2023-03-28T11:24:45+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00616.warc.gz	805,639,246	642	eng_Latn	eng_Latn	0.975091	eng_Latn	0.992605	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2245, 3163 ]	[ 2.3125 ]	2	0
Facilitator's Guide Draft copy as of Nov 21, 2008 MODULE 5 ADVOCACY FOR SUSTAINING CBDRR PROGRAMS __________________________________________________________________________ Description: Design and implementation of advocacy plans in support to promoting sustainability of CBDRR programs. Presentations on the steps in advocacy, advocacy strategies, stakeholders analysis in the context of advocacy, building alliances, developing advocacy messages, advocacy tactics and planning for advocacy. Learning Objective To design and conduct activities for promoting the sustainability of CBDRR programs. Learning Sessions The module covers the following sessions: 1. Advocacy in the Context of RC/RC Movement 2. Steps in Advocacy: Theory and Practice 3. Role of Advocates Total time: 3 hours Materials: powerpoints, flipcharts, markers Session 1: Advocacy in the Context of RC/RC Movement Suggested time: 1hour Methodology : Evocative Discussion Materials: PowerPoint presentation with some multiple choice questions, LCD projector, laser pointer, coloured paper and markers for group exercise. Procedure: Introduction Present Session objectives To discuss advocacy in the context of RC/RC Movement To explain the importance of advocacy for CBDRR. To define advocacy Activity 1 – Group discussion, introduction to advocacy Introduction of module: Link relevance to RC/RC. Henry Dunant needed to advocate to persuade governments to create rules on treatment of wounded. * The Geneva Convention is advocacy. * Advocacy enables RC/RC Movement to influence policy makers as a means of addressing policy root causes related to disasters and development; contribute more efficiently to reducing risk and build safer communities by using a wide range of interventions and reach a large segment of the population and broaden the scope of program impact * Advocacy is mentioned in the following documents: (a) Strategy 2010 states that RC?RC and its supporters work together effectively, through programme cooperation, long term partnerships and funding, as well as more active advocacy (b) Strategy for the Movement outlines this direction in detail highlighting Resolution 6 of the 1999Council of Delegates that encourages Movement components to pursue advocacy initiatives aimed at creating awareness of the conditions of victims of armed conflict and disaster and vulnerable people (c) The 4 th priority of the International Federation's Global Agenda is to renew advocacy on priority humanitarian issues, especially fighting intolerance, stigma and discrimination and promoting disaster risk reduction (d) The third area for improvement in the Federation of the Future framework for improvement is advocacy and communication; point 2 calls for increasing advocacy programmes to address key humanitarian issues, and influence the actions of key decision-makers and communities. Activity 2: Formulation of Definition on Advocacy Provide each participant with a sheet of paper, I/2 crosswise. Request them to fold the paper into 3. On the first column, instruct participants to answer the question, what is the first word that comes into your mind when you hear the ADVOCACY? Give them sometime to think and write the word on the first column. On the second column, instruct the participant to answer the same question, i.e. what is the second word that comes into your mind when you hear the word ADVOCACY. Again, give them time to think about this and to write their answers on the next column. When this has been done, ask participants the question, what is the last word that comes into your mind when you hear the ADVOCACY. Request them to write their answers on the third column. Ask participants to discuss among their groups the words which they have individually listed and request them to formulate one definition of advocacy using the words they have written on the paper. After completing this task, each group representative will read their definition to the class. Key point: * Advocacy is the deliberate process of influencing those who make policy decisions of influencing those who make policy decisions. Ask the participants about the difference between advocacy and IEC and Advocacy and community mobilization? Highlight the following: * Advocacy always seeks to develop or change a policy, or address resource allocation issues. It uses IEC to raise awareness of key audiences, but it does not stop with raising awareness. The advocacy process is complete when a policy maker implements the prescribed policy action. While the general public maybe one of the audiences for an advocacy campaign, the public is targeted to generate support and pressure policy makers. * Discuss the case study on the effective use advocacy as a strategy in Empowering the Community to Adapt to Climate Change Session 2: Steps in Advocacy: Theory and Practice Suggested time: 2 hours and 30 min Methodology: Evocative Discussion Materials: Metacard with each step in the advocacy process written on each card, powerpoint presentation, LCD projector, laser pointer, coloured paper and markers for group exercise. Procedure: Introduction Present Session objectives: To identify opportunities that exist for influencing the policy process at the local and national levels To discuss the steps in the advocacy process Activity 1: Visual Mapping of the Policy at the Local Level Time Required: Visual Mapping (45 min); Presentation and Discussion (30 min) Procedure: Request participants to review how the policy process works in their own setting at the local level. Delineate the steps in the policy formulation process, and develop a visual map to illustrate how policy decisions are crafted. Draw the map on the flip chart. Assign two groups to work on the policy formulation at the national level and for the other two groups tol work on the policy formulation at the local level. After completing the activity, each group will present their outputs. Key points: * A critical element in the success of any advocacy effort is a thorough understanding of the opportunities that exist for influencing the policy process , from the national, regional and local level. This assessment is important because it focuses the organization's efforts on what is potentially attainable . * Policy making occurs with in a web of interacting forces: multiple sources of information, complex power relations and changing institutional arrangements. * Policy formulation is a high level overall plan or course of action embracing general goals and acceptable procedures of government bodies; no two countries in the world formulate policy in exactly the same political process * Regardless of the political system or level of receptivity to popular perception, the organization's efforts in the government arena will target branches such as the executive, legislative/parliament, judiciary, ministries and local officials Activity 2: Steps in the Advocacy Process Procedure: Give a set of metacards to the participants. Written on each card is a step in advocacy process. Request participants to arrange the steps in a systematic manner on the table. The details of the cards should be as follows: Develop Advocacy Goals Identify Target Audience Build support Define issue Select channels of communication Develop key messages The 'correct' order is as follows: Define issue Develop Advocacy Goals Identify Target Audience Build support Develop key messages Select channels of communication Let each group present their output. Key points for discussion: * Advocacy is rarely an ordered and linear process so their outputs maybe correct given the local and national contexts * Mention the steps and stress that these will help in planning effective advocacy activities Activity 3: Theory and Practice of Advocacy Procedure: This activity will provide participants with theoretical information related to each of the step in advocacy, After discussing each of the step, the facilitator will require participants to apply the theories into practice . 1. The first step is to define the issue Based on the results of the VCA, this is the problem that an organization agrees to support in order to promote a policy change. Example of an issue on CBDRR, needing policy, is the institutionalization of disaster management authorities at the local level , if such agency does not at all exist Discuss the Checklist for Choosing an Advocacy Issue and discuss how to use it. Practice Session: Based on the results of the VCA, request participants to work with their groups and identify collectively an issue which they would like to jointly support. Advise participant to think carefully about which issue to choose as they will work on this through out the session. Instruct participants, that if possible, to choose an issue that they are familiar with and has some experience working on it. Remind them to use the Checklist for Choosing an Advocacy Issue. After completing the task, ask each group to share their output. Facilitate the process by asking the following: * Issue/ Problem; What is the issue? Is it serious? Is it urgent? * Effects: What are the effects of the problem? How does the problem affect the poorest? Do you have data or necessary information about this ? * Causes: What are the root causes of the problem? What is role of the policies and practices of the national and local government? 2. The next step is to develop advocacy goal and set of objectives – the goal is the general statement of what the organization hopes to achieve in the long term (3-5 years) while advocacy objectives is shot term description, specific and measurable achievement that contribute to the advocacy goal. Practice Session: Based on the identified problem, request each group to develop their advocacy goal and one advocacy objective. They will present their output after completing this task. To facilitate the process, ask the following questions: * Potential Solutions: What do you think needs to be done? Are goals and objectives realistic? How will you measure success? 3. The third step in advocacy is to identify the target audience. This includes the primary and secondary target audience; the former includes the decision makers who have the authority to bring about the desired policy change; the latter includes persons who have access to and are able to influence the former. For example, if there is a need to allocate local budget for a nutrition program, the mayor of the municipality is the primary audience> But if his priority is on the construction of basketball courts or waiting sheds, it may be difficult to convince him to set up a nutrition program. The wife, a mother of 3 children and who has interest in development program for malnourished children and their families may influence the mayor to start the proposed nutrition program. Discuss the Primary and Secondary Audience Analysis Form. Practice Session: Based on the advocacy goals and objectives, request each group to accomplish the form. Once competed, each group will be encouraged to share their outputs To facilitate the process, ask the following question: Who has the power to do something to bring about change? Do you have access to them? Are they open for discussion? Do they agree they have responsibility for change? Are they able to do something? 4. The fourth step in advocacy is building alliance through networking. Networking is a process for initiating and maintaining contacts with individuals and organizations (e.g. NGOs, civic organizations, government line agencies and other stakeholders for CBDRR ) that share or support common goals and agree to work together to achieve the goals. Building alliances broadens the support base for the advocacy issue. Distribute handout on stakeholders analysis for Advocacy on CBDRR. Practice Session: Based on the advocacy goals and objectives, request each group to accomplish the form. Once competed, each group will be encouraged to share their outputs To facilitate the process, ask the following question related to identifying potential allies: Who is trying to address the situation at the moment? Can you work with them? Is their activity effective? What may need to be change? Are there people who are not yet addressing the issue, but could be persuaded to help you? 5. Develop the message - messages are tailored to specific target audience; after framing the issues, persuade the receiver to support the organization's position. Three points to remember about advocacy message development: * Should ideally be only ONE main point communicated, or if not at all possible, may be two or three at the most. * Should always be pre tested with representatives of the target audience to ensure that the message sent is the one received. * Should not only persuade through valid data and sound logic, but should also describe the action the audience is being encouraged to take. Distribute and discuss the message development Worksheet. * Content: This is the central idea of the message. Answers the questions: what is the main point you want to communicate to your audience? What single idea do you hope the audience will take away from your message * Format: Also called medium or the communication channel for the message delivery. Answers the question, what is the most appropriate communication medium to reach your target audience – a singed petition, face- to- face meeting and a TV or radio advertisement? * Messenger: This is the person who will deliver the message. Is the messenger credible to your target audience? Is it possible to involve representatives of the community affected by the policy change as messengers? * Time and place of delivery: This is the date and venue of the delivery of the message. Is there any political event that you can link up with to draw more attention to your issue? Is there a DDR day being celebrated in the country? Introduce participants to the concept of One-Minute Message. A critical component of advocacy campaigns is media attention, In any interaction with mass media, it is important that the spokesperson communicate the main idea and the desired action of the advocacy message in 30 to 60 seconds. This is called the One-Minute Message. One-Minute Message contains the following components: THE ONE-MINUTE MESSAGE Statement + Evidence + Example + Action Desired * Statement – as earlier defined is the central idea of the message e.g. CBDRR improves socio-economic condition of local government of Albay Province (this is an area in the Philippines which is frequently exposed to various threats such typhoons, landslides, flooding, mudflow and volcanic eruptions) * Evidence – supports the statement with facts and/or figures; should include data that the audience can easily understand. Ask which one is a better evidence: e.g. Between 200-2007, 56% of fatalities caused by typhoons in the Philippines occurred in the Province of Albay or Many people are affected by typhoons in the Province of Albay * Example – After providing the facts, the spokesperson should add a human face to the story; e.g. anecdote based on personal experience can personalize the facts and figures * Action Desired – is what you want the audience to do as a result of hearing the message. Practice: Role Play. Each participant will prepare a one-minute message. They will be given time to practice its delivery. Once completed, the facilitator will identify randomly 4 participants, who will deliver their pieces one at a time. To facilitate the processing of the activity, the group will discuss collectively the strengths and weaknesses of the each participant who delivered the message. 6. Select Channels of Communication – depending again on the target audience, this is the selection of the most appropriate medium for advocacy messages. Debatable issues on CBDRR are usually better heard than watched. Radio, which is considered to be a hot medium, can be the more appropriate channel of communication. On the other hand, the concept of a safer community is better seen rather than heard. The television, being a cold medium, can be used as the most appropriate channel of communication. Raise Funds – to support advocacy campaigns; may come form external or internal sources Collection of Data – supports may of the different stages mentioned above; data needed to identify and select the issue as well as the development of advocacy objectives, crafting messages, building alliances to expand support base and influence policy makers Methods of data collection (a) Qualitative: survey, questionnaire, focus group, interviews and observation; (b) Quantitative: survey, questionnaire, census, KAP survey, baseline studies Monitor and Evaluation – before undergoing the advocacy campaign, the organization must determine how the campaign will be monitored and evaluated. Can the organization realistically expect to bring about a change in policy programs, or funding as a result of its efforts? . Session 3: Role of Advocates Suggested time: 30 min Materials: Handouts with illustrations on the role of advocates, powerpoint presentation, LCD projector, laser pointer, coloured paper and markers for group exercise. Procedure: Introduction Present Session objectives To identify the various roles of advocates for Activity 1: Role identification Distribute the handout on the Illustrated Role of Advocates. Instruct the group to analyze the illustrations and identify the roles and characteristics of the advocate. Identify which role is most appropriate to achieve the group's identified advocacy goal and objective. Allow 15 minutes for discussion. Key Points: 1. Represent – speak for the people 2. Accompany – speak with people 3. Empower – enable people to speak for themselves 4. Mediate – facilitate communication between people 5. Model – demonstrate the practice to people or policy maker 6. Negotiate – Bargain for something 7. Network – Build coalitions	<urn:uuid:e74b689c-f929-4880-90bd-94f0b4543877>	CC-MAIN-2023-14	https://www.rcrc-resilience-southeastasia.org/wp-content/uploads/2016/01/FAGUIDE_-MOD_5_was-8_REV_21nov.pdf	2023-03-28T11:38:33+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00617.warc.gz	1,067,852,228	3,510	eng_Latn	eng_Latn	0.988511	eng_Latn	0.997154	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 497, 840, 2621, 4840, 6489, 7616, 10030, 12763, 14412, 16311, 17128, 18109 ]	[ 2.859375 ]	1	0
Title: A Song of Wraiths and Ruin Author: Roseanne A. Brown Genre: Fiction Reviewer Name and Grade: Shan L., 8th Grade Date Reviewed: March 22, 2021 A Song of Wraiths and Ruin is a story about a boy named Malik and a girl named Karina. Malik is a boy from an Eshran village. Forced to leave because he was able to see apparitions that no one else could. He is an intelligent boy, good at riddles and puzzles. He can run fast, and can perform magic. He and his two sisters leave the village after their parents and grandmother died, and head to the capital of Ziran. His younger sister, Nadia, gets a wish granted by magic, but it comes with a price. Nadia is captured by one of the grim folk, one of the creatures in the chain of hierarchy under elements but above humans, called Idir. Idir says to save his sister, Malik has to kill Princess Karina with a spirit blade by the end of the Solstasia festival, the biggest event that happens every fifty years. Princess Karina is a strong willed person, whose father and sister died when she was young. She heads to a pub one night, and wins a book in a wager against a bard. It shows her a resurrection spell, and when her mother dies, she seeks out the ingredients to perform it. One of those ingredients is the heart of a king. Every Solstasia, seven champions are selected, one for each elemental god. The Champions compete in three challenges to determine which patron god will rule over the next era(50 years), and the winning Champion wins the prize that is determined by the royal family. This year, Karina says that whoever wins, will get her hand in marriage. She intends to kill the person who winds and takes his heart.Everyone who is expected to be picked is picked except for one person; Malik. He uses his magic powers to show that his patron goddess picked him. Under a false name and false pretenses, he manages to get close to the Princess, but doesn't expect to fall for her. Throughout the challenges, Malik and Karina get closer and closer, and both end up deciding not to kill the other. Karina realizes that there is a traitor in the council, and intends to find out who it is by the end of Solstasia. Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? The plot of this book kept me interested through the whole thing. Each new development led to a new question, which led to new ways to do everything. Malik slowly evolved his knowledge of magic. Kariina was doing the same thing, even though neither knew what the other was doing. Was the pace of the book too fast, too slow, or just right? The pace of this book was just right, giving all the details for the parts where I wanted more details, but still not adding to much fluff that made the story confusing. What grade level(s) is this book appropriate for? I would say that this book is appropriate for middle schoolers and above, because there were some implications that might not be appropriate for elementary schoolers. What type of reader would you recommend this book to? I would recommend this book to people who like magic and fast paced adventure stories, because this is exactly what they would like. And there is a bit of romance that adds a small kick to the book, and the action makes you want to keep reading. What other information do you think would be helpful for teens to know about this book? Other information that would be helpful is that there is some discrimination that could make you mad, but that doens't mean you shouldn't read it. I think it helps you learn about what could have happened if only a few things were different in the world. Rating: I would rate this book 5 out of 5 stars because there were enough details to describe everything and give me a clear mental image, but not too much that it got boring and unreadable. Also, there was just the right amount of action to keep me reading, but not too much that it seemed like it was just one long battle. I think that people would really like this book and would want to read it, so thank you for reading this review!	<urn:uuid:7de46565-96dc-4394-a8ae-c259bc91f1c5>	CC-MAIN-2023-14	https://teen.emmaclark.org/wp-content/uploads/2021/03/Song-of-Wraiths-and-Ruin.pdf	2023-03-28T11:50:32+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00618.warc.gz	645,631,915	899	eng_Latn	eng_Latn	0.999211	eng_Latn	0.999211	[ "eng_Latn" ]	false	docling	[ 4092 ]	[ 2.890625 ]	1	0
1 of 2 APRIL 26, 2013 6:00 AM • GENA KITTNER \| WISCONSIN STATE JOURNAL \| email@example.com \| 608-252-6139 For three months, Juan Botella took hundreds of pictures a day, including 500 of one phenomenal moonrise, during an Antarctic expedition in 2011. So picking 12 photos for the upcoming exhibit "ArtArctic Science" at the Overture Center was a "very grueling process for me," said Botella, a science teacher at Monona Grove High School. The purpose of the trip through the PolarTREC program (Teachers and Researchers Exploring and Collaborating) was to gather information about the water around Antarctica to learn how properties in the water have changed because of global warming. During the expedition, Botella blogged, interviewed team members and built lesson plans, which he has since incorporated into his classes on climate and weather. "The reality was more amazing than what I thought it would be," said Botella, who was chosen to help more than 30 researchers collect and study water samples from the Antarctic region. The environment was "very quiet, very white," he said. "The glaciers just extend forever." Botella also developed hands-on activities for his students based on water and ice formation and changes and how that's being modified because of climate change. "I think students enjoy knowing it's a very current topic and cutting edge," he said. He has also given several talks about his experience at places like the Madison Children's Museum and on the UW-Madison campus. He had hoped to display some of his work in a local coffee shop, but after getting several positive responses, he decided to shoot big. The result is the Overture exhibit opening May 5 and running through June. The exhibit will include a dozen of Botella's pictures and 11 pieces of art by four Monona Grove students and two recent graduates. Jenna Farnsworth, who graduated from Monona Grove last year and is now studying at UW-La Crosse, painted mostly landscapes based on Botella's pictures. "I knew this was going to educate a lot of people," Farnsworth said. "I wanted to be a part of 01/05/2013 2:08 PM 2 of 2 that. "I took the pictures pretty literally … (but) I kind of put my own flair into it a little bit." Beth Racette, program manager at Overture, said she liked the idea of showcasing Botella's photos and student art as a way to educate the public about Antarctica. "People are very much aware and concerned about the Earth and learning about the Earth," she said. "Even though Antarctica is so far away, it really has a big impact on our lives and on the Earth. Art is a great way for exploration." In the three months Botella spent on the boat, he said the crew left it only twice. Once was to test a one-speed transport boat, during which Botella was able to get photos of the icebreaker. The other occasion was toward the end of the trip when the ship was trying to get close to shore, but the ice wasn't breaking. The boat went only 2 miles in 18 hours. At the end of the day, everyone on board essentially went out on the ice to play, Botella said. Some researchers brought their instructional equipment, while another person brought his saxophone to play on the ice. Submit your ideas Got a suburban story idea others might want to hear about? Send it in an email to firstname.lastname@example.org. 01/05/2013 2:08 PM	<urn:uuid:b529c89f-86d4-4488-be96-030eb1262433>	CC-MAIN-2023-14	https://www.polartrec.com/files/resources/article/37593/docs/overture_exhibit_highlights_antarctic_art_from_monona_grove_teacher_graduates_wsj_0.pdf	2023-03-28T13:01:15+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00616.warc.gz	1,032,062,753	757	eng_Latn	eng_Latn	0.999607	eng_Latn	0.999625	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2128, 3360 ]	[ 2.21875 ]	1	0
How the Car Changed North Carolina A Worksheet Prepared for Use with North Carolina Maps: http://www.lib.unc.edu/dc/ncmaps/ 1. From your reading, name three important ways the invention of the automobile changed the lives of people living in America: a.___________________________________________ b.___________________________________________ c.___________________________________________ 2. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,341 This is a map from 1872 showing railroad paths through North Carolina. Towns shown in bold along the railroad tracks were most easily traveled to. For each of the towns below, circle the name if it was accessible by railroad. Asheville Greensborough Winston Ashborough Wadesborough Charlotte Greenville Wilmington 3. The more railroad tracks that ran through a town, the bigger the town was. Name the two biggest towns in North Carolina in 1872. a._________________________ b.____________________ 4. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,937 This is a map from 1920 showing highways paved or cut through North Carolina. The lines on the map are the roads, and the bigger the name of the town, the bigger the town was. Name three towns that people could use roads to get to that they couldn't take a train to in 1872. a._________________ b.____________________ c.__________________ 5. Just like with railroads, the bigger the town was, the more roads led in and out of it. According to the 1920 map, what are the two biggest towns in 1920? a.____________________________ b.__________________________ 6. Why do you think Asheville is so much bigger on the 1920 map than the 1872 map? What do people usually go to Asheville for? 7. How did the invention of the automobile change the lives of people in North Carolina? Where could they travel that they couldn't before? What towns prospered because people had cars? North Carolina Maps is a comprehensive, online collection of historic maps from the North Carolina State Archives, North Carolina Collection at UNC-Chapel Hill, and Outer Banks History Center. North Carolina Maps is made possible by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by the State Library of North Carolina. Visit North Carolina Maps online at http://www.lib.unc.edu/dc/ncmaps.	<urn:uuid:b60708d4-5853-4b39-8dcf-b1c4a8ac9b12>	CC-MAIN-2023-14	https://www.ncpedia.org/sites/default/files/documents/lp7634_car-intro.pdf	2023-03-28T12:57:04+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00618.warc.gz	1,019,064,101	523	eng_Latn	eng_Latn	0.998208	eng_Latn	0.998208	[ "eng_Latn" ]	false	docling	[ 2388 ]	[ 3.609375 ]	1	0
* * 7415 BOARD DIPLOMA EXAMINATION, (C-20) PART—A Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed five simple sentences. 1. Draw the pin diagram of 8051. 2. Define the term interrupt. 3. List the serial port interrupts of 8051. 4. State the difference between Machine cycle and T-state of 8051. 5. List any three of arithmetic group instructions. 6. Define the term machine language. 7. Draw the flow chart for addition of two 8-bit numbers. JUNE/JULY—2022 DAEI - FOURTH SEMESTER EXAMINATION MICROCONTROLLERS AND APPLICATIONS Time : 3 hours ] [ Total Marks 3×10=30 : 80 8. State the use of sobroutine. 9. List the operating modes of 8257. 10. Define the term interfacing. * * Instructions : (1) Answer all questions. (2) Each question carries eight marks. (3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer. 11. (a) Explain the timers/counters of 8051. (OR) (b) Explain internal and external memory organization of 8051. 12. (a) Draw the timing diagram for memory write and memory read operations of 8051. (OR) (b) Explain different addressing modes of 8051. 13. (a) Explain nesting, multiple ending and common ending techniques in subroutines. (OR) (b) Write a program to find smallest number in an array using jump instruction. 14. (a) Explain the functional block diagram of 8255. (OR) (b) Explain the functional block diagram of 8257-DMA controller. 15. (a) Explain seven-segment display interfacing using 8051. (OR) * (b) Explain stepper motor control interface using 8051. /7415 * * Instructions : PART—C (1) Answer the following question. (2) The question carries ten marks. (3) Answers should be comprehensive and criterion for valuation is the content but not the length of the answer. 16. Write a program to transfer a block of 10 bytes from location 20H– 29H in internal RAM to location 30H–39H in internal RAM. * * *	<urn:uuid:9d090fbd-757b-4092-ab18-11c34aea5c55>	CC-MAIN-2023-14	https://polyelearning.gnomio.com/pluginfile.php/16449/mod_folder/content/0/C20/403/01.june.july.2022.pdf?forcedownload=1	2023-03-28T11:58:34+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00617.warc.gz	530,592,089	531	eng_Latn	eng_Latn	0.937475	eng_Latn	0.948222	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 785, 1669, 2019 ]	[ 2.140625 ]	1	0
Are You Bready for Some Mold? Dominique Henderson 2-16-22 Freshman Abstract * This science project was done to ﬁgure out what bread would mold the fastest with liquids that were put on the bread. My hypothesis was that if I moistened the bread with sugary drinks, I think the mold will like the one with the most sugar and it will grow faster. The experimental results did not support my hypothesis because no mold was growing on any of the eighteen breads I had used. My data also shows that the days were almost completely the same while I checked throughout each day. Question, Variable, and Hypothesis * Question - Which bread will mold the fastest in a period with the liquids that are used? * Variables - Independent Variable- Liquids Dependent Variable- Mold * Hypothesis - If I moisten the bread with sugary drinks, I think the mold will like the sugar and it will grow mold faster. Background Research Mold grows from tiny spores that float around in the air. When spores fall onto pieces of damp food, or any other materials, they will start to grow mold. The mold begins to produce chemicals that make the food breakdown and start to rot. Spores begin to take root; it starts to spread and create more spores. It develops quickly on the surface of the food. Mold is a type of fungi which grows in multicellular structures called hyphae. The hyphae produce mold spores that can be found indoors and outdoors. Mold spores can be found everywhere, but for mold to grow it will require moisture. Therefore, mold can be general in refrigerators, shower rooms, and many other places that are moist. Although when mold grows in a home or business, it can be harmful causing property damage and health issues. When mold first starts growing it feeds on materials it grows on, which results in irreversible damage. The mold releases tiny spores and byproducts in the air which can irritate or cause many illnesses. If the byproducts or spores are breathed in, they can lead to respiratory problems. There are many ways to tell how mold grows in a business or home. Smell and sight are simple and practical ways to identify mold growth indoors. Different type of molds can take over food in a time of 12 to 24 hours, but other molds may take some weeks for the mold to form. However, if a food is wet the mold can grow on the damp surface within 24 to 48 hours. Some molds grow best in warm, humid condition, but can grow at refrigerator temperatures. The molds can tolerate salt and sugar and can survive on high acid foods for example like jams, pickles, fruit, tomatoes and some cured salty meats like ham, bacon, bologna, and many more. The reason sugar attracts mold faster is because the sugar is food for the yeast cells. The additional sugar there is, the more active the yeast cells are. Yeast cells eat down on the sugar molecules, which results in the sugar breaking them apart in a chemical reaction and turn them into simpler element and compounds including carbon dioxide. Some tips to control mold is by keeping everything clean. The mold spores from moldy food that can build up in refrigerators, dishcloth, and other cleaning utensils, If you see moldy food, do not smell or sniff it. Throw the food out by putting in a small paper bag or wrap in plastic and throw away in covered trash can away from children and animals. Clean pantry and refrigerator where food was stored and check items nearby that mold has touched. Material List and Experimental Procedure Data Analysis * I observed that from the bread I soaked with liquids in the different areas is that each bread responded differently. Most of the bread did not grow mold, they had decreased in size, or they were folded in different areas. Only one bread had completely deformed, and the bread was the caprisun that had the liquid all over it. Another thing I observed was that the breads that had tea on it had started bloating all over the place. Conclusions My hypothesis was that if I moisten the bread with sugary drinks, I think the mold will like the sugar and it will grow mold faster. My results do not support my hypothesis. I think that the results didn't support my hypothesis is because my experiments that I tested none of the breads had gotten mold. They breads sat in the liquid, however one bread completely deformed. I still don't know why the tests did not run smoothly. I put the Ziploc bags next to a humid area which it did not grow mold. Next, I tried putting it under my bed where there was no light, unfortunately it did not also work to grow the mold. In the future, I would like to start this project earlier and put it in humid or colder places. I would like to do this because my bread did not grow any mold and if I had put it in different areas for example a place where no light was coming or being put onto the bread. If I tested different areas the bread may have grown mold and I could have a better experiment so I could answer my hypothesis and question.	<urn:uuid:6b52842f-740f-4716-9806-efa246968744>	CC-MAIN-2023-14	http://www.sjrsef.org/wp-content/uploads/2022/02/D.Henderson-Presentation.pdf	2023-03-28T12:05:25+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00622.warc.gz	86,562,288	1,063	eng_Latn	eng_Latn	0.999336	eng_Latn	0.99958	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 67, 573, 897, 3451, 3493, 3943, 4991 ]	[ 3.640625 ]	1	0
8 things keeping you from a good night's sleep. Sleep is an essential aspect of a healthy life, but many people struggle to get the recommended 7-9 hours of sleep per night. There are several factors that can interfere with a good night's sleep. In this article, we will discuss eight things that prevent people from getting the restful sleep they need. 1. Poor sleep hygiene: Poor sleep hygiene is one of the most common reasons people have trouble sleeping. It includes practices like watching TV or using electronic devices in bed, irregular sleep patterns, and an uncomfortable sleep environment. Establishing a consistent sleep routine and creating a comfortable sleep environment can help improve sleep quality. 2. Stress: Stress is another common factor that can interfere with sleep. Whether it's work-related stress, relationship problems, or financial worries, stress can make it difficult to fall asleep and stay asleep. Engaging in stress-reducing activities like meditation, yoga, or deep breathing exercises before bed can help relax the mind and promote better sleep. 3. Poor diet: Eating a diet high in sugar and processed foods can cause fluctuations in blood sugar levels, leading to difficulty falling asleep and staying asleep. Consuming caffeine and alcohol close to bedtime can also interfere with sleep quality. Opting for a balanced diet rich in whole foods and limiting caffeine and alcohol intake can improve sleep quality. 4. Medical conditions: Certain medical conditions like sleep apnea, restless leg syndrome, and chronic pain can make it difficult to get a good night's sleep. Treating these conditions with medication, therapy, or lifestyle changes can improve sleep quality. 5. Medications: Some medications like antidepressants, steroids, and painkillers can interfere with sleep quality. Consulting with a doctor or pharmacist about the side effects of medication can help find alternatives or solutions to improve sleep quality. 6. Environmental factors: Environmental factors like noise, light, and temperature can all affect sleep quality. Creating a dark, quiet, and cool sleep environment can promote better sleep quality. 7. Technology: Technology like smartphones, tablets, and laptops emit blue light, which can suppress the production of melatonin, a hormone that regulates sleep. Avoiding technology use before bed or using blue-light-blocking glasses can help promote better sleep. 8. Mental health: Mental health conditions like depression, anxiety, and PTSD can interfere with sleep quality. Treating these conditions with therapy or medication can help improve sleep quality. In conclusion, many factors can interfere with a good night's sleep. Poor sleep hygiene, stress, poor diet, medical conditions, medications, environmental factors, technology, and mental health are all factors that can affect sleep quality. By identifying these factors and taking steps to address them, people can improve their sleep quality and overall health.	<urn:uuid:1300c19e-7665-43aa-a30c-85fadd37a302>	CC-MAIN-2023-14	https://www.thenickelbiz.com/uploads/3/6/1/3/3613886/8_things_keeping_you_from_a_good_night%E2%80%99s_sleep.pdf	2023-03-28T12:35:50+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00624.warc.gz	1,147,881,405	554	eng_Latn	eng_Latn	0.997213	eng_Latn	0.997298	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2430, 2992 ]	[ 2.9375 ]	1	0
Title: The Inheritance Games Author: Jennifer Lynn Barnes Genre: Fiction Reviewer Name and Grade: Shan L., 8th Grade Date Reviewed: March 21, 2021 The Inheritance Games is a fiction book about a girl named Avery Kylie Grambs. It is based in the 21 st century, in the United States of America. Avery is a girl whose mother died when she was 15. She lives in an apartment with her older sister, Libby. Avery is a girl who thinks of other people, and she has a quick tongue and a sharp wit to match. Libby is a girl who can't resist helping other people. Avery and her sister get pulled out of school, and are told by a handsome boy that she is requested to be at the reading of the will of one of the richest people in the country. A billionaire that she has never met before left her his whole inheritance. The four grandsons of Tobias Hawthorne all have different outlooks on Avery. Jameson thinks that this is one last puzzle left by his grandfather. Grayson thinks that Avery is a scam artist hoping to steal the Hawthorne fortune. Nash, the oldest, doesn't care about the money, but is still interested in seeing what will happen. Xander is the youngest and the pet of the family. The rest of the family hates Avery for stealing their money. Tobias Hawthorne leaves letters to the four grandsons and Avery. Jameson and Avery are going to solve the puzzle, but they need every one of the brothers to help. Someone in the family wants to kill Avery, shown by the bullets fired at her and the car that someone drove straight at her. She has to adjust to life as one of the richest people in the country, and at the same time learn more about the people around her. She keeps hearing about a girl named Emily, and realizes that she died near the Hawthorne House. When Avery figures out that Emily dated both Grayson and Jameson at the same time, she starts to question her feelings for the two Hawthorne brothers. Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? The plot kept me interested because there always seemed to be a new piece of information. At the same time, whenever one question was answered, more questions seemed to come from that answer. Was the pace of the book too fast, too slow, or just right? The plot of the story was interesting, but it seemed to lag a bit at times. At other times, the plot could be going too fast to handle. For example, the part after Avery was almost shot was going pretty fast, and the people of the Hawthorne House weren't really shown with that much information. What grade level(s) is this book appropriate for? I think that this book would be appropriate for 5 th graders and above because there was some minor violence and romance, but not much. It would also appeal to kids because there is a lot of action and puzzles. What type of reader would you recommend this book to? I would recommend this book to people that like mystery and puzzles. There are a lot of those things in the book, but not too much so that you feel really confused about what is happening. What other information do you think would be helpful for teens to know about this book? I think that another thing teens should know about this book is that there is still a moral to the story, even though it may not seem like it. The book is sort of telling you to find it yourself, and don't bring others into your problems if they don't want to be there. Rating: I would rate this book 4 stars out of 5 because there was a lot of fun and action, but the parts where the plot moved slow made the book feel longer than it was. It was boring when they talked about events that weren't actually relevant to what was happening in the book, but I still see how the things in the book gave way to other parts that were relevant to the plot. There was also an element of surprise when you expect one character to be that bad one of the story, but it's actually a different person. This book was good, so I hope that you will read it and recommend it to someone else! Reviewer Name and Grade: Nolan J., 8 th Grade Date Reviewed: April 2, 2021 One of the first things you get told in The Inheritance Games is how the main character, Avery Grambs, has been playing games with her mother pretty much since she was born. However, when Avery's mom dies, she doesn't have anywhere to live except her older sister's home. Her older sister, Libby, lives in a house with her boyfriend, Drake, who abuses Libby because of her kind nature and being easy to manipulate. Avery is just trying to survive by living in her car, going to school, going to work at a diner, and then going back to her car to get ready for the next day. One day at school however, she gets called to the principal's office and then told that she needs to attend a hearing of a will for someone she never even heard of. The man whos will's hearing they are attending name is Tobias Hawthorne, and he has a net worth of over 46.2 billion dollars. Avery and Libby are quickly flown to Texas to attend the hearing, where they meet the rest of the Hawthorne family. They aren't very quick to welcome her, and are confused on why Avery was inheriting a part of Tobias Hawthorn's money. During the hearing, the family argues about how there must be a mistake because of how little they get, and then when Avery's share gets announced, all the people in the room are shocked. Tobias Hawthorn left a small share to his daughters, an even smaller share to his grandsons, and then left the remaining money, to Avery, and the sum made the shares he gave to his family look smaller tiny dent compared to what she inherited even though she was a random stranger. Because of this, Jameson, one of the grandsons, teams up with Avery to go on a treasure hunt set up by Tobias Hawthorne before he died, starting from only the fact that in the letter he wrote to all of them, his name, Tobias Tattersall Hawthorne was spaced out so that if you look at it from a microscope, his middle name looked like it was two words, "tatters all". Through this one clue, the hunt starts for reasons why Tobias Hawthorne gave everything to Avery, and the book leads you through a journey encompassing the entire Hawthorn House, from an entire forest to the secret passageways sprawling throughout the house. Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? The plot was interesting with many plot twists being in unexpected areas, and gave you a new breakthrough in the plot to keep you interested in what would happen next. There were also parts not directly related to the mystery, and it kept you guessing what would happen at the end and then changing it at the last moment. Was the pace of the book too fast, too slow, or just right? I thought the pace of the book was varied throughout the book, because in some places it went from one hint to another in a flash, and then it took time to expand the relationships between the characters in the story, slowing it down a bit. What grade level(s) is this book appropriate for? This book has a bit of romance, danger, and it often uses some iffy language, so this book would be appropriate for teenagers from grades 8-9. What type of reader would you recommend this book to? I would recommend this book to anyone who enjoys mystery and romance, but there is more mystery than romance. What other information do you think would be helpful for teens to know about this book? This book has some borderline swears, and there is also the use of guns in the plot. I would rate this book 4 stars because it felt like there were a lot of common ideas used in many hunt books that I felt like could of been more creative, such as the hidden passageways in the manor, or having the main characters be proficient at games and puzzles before they get sent into a world full of them, using their skills in puzzles to solve the problem at hand. Reviewer Name and Grade: Karan S., 9 th Grade Date Reviewed: May 22, 2021 The Inheritance Games, a Mystery-Based book by Jennifer Lynn Barnes, is about Avery, an intelligent and kind student who lived with her sister, Libby and her boyfriend Drake, but eventually moved into her car for a significant amount of time. One day, when called into her school's office, she is welcomed by Grayson who notifies Avery about having to attend the presentation of his grandfather's will in Texas, Tobias Hawthorne, a person she hasn't met before. After the presentation, she realizes, while his daughter and grandsons are left with only a little money, she's left 48 million dollars as well as his possessions. The only condition is that she must reside in his house for one year without kicking any of his other children out. While residing in her new house, Avery starts school where the other children attend, however, she hears many horrifying rumors in school about the bad things which happened to the other people who lived in this house before her, such as the death of Emily. In addition, letters were left to the children by Tobias and there's believed to be clues hidden within the letters. Over time, many clues are found and solved by the children such as through the ink of the letters and miniscule engravings within aimless items, eventually leading to Avery resulting with the numbers of her birthday, as well as Emily's death. Avery learns why and how Emily had died. Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? Mystery books always have a way of keeping the reader intrigued and engrossed and this book was nothing less of that. The problems Avery as well as the others were presented with always kept me attentive for reading more and finding out what happened next. Overall, this book definitely kept me interested. Was the pace of the book too fast, too slow, or just right? For a mystery book, it's expected for the pace and speed in which the book progresses to be faster than the normal pace of any other book in order to keep up with the plot. Due to this, I believe the pace was just right for the type of book this is. What type of reader would you recommend this book to? I would recommend this book to a reader who enjoys mysteries, puzzles, and problem-solving for this book has lots of that. What grade level is this book appropriate for? This book is appropriate for those from grades 6 and up. What other information do you think would be helpful for teens to know about this book? Some other information to know about this book is that for some it might be considered as "gruesome" and it has a sequel in the chance you like this book and want to read more. 5 stars: I'm really glad I read this book; it was awesome! I thoroughly enjoyed this book and consider it one of the better books I've read in my time. Not only did it keep me extremely interested, but it also provided brilliant and unexpected results later throughout the story. Through finding out about this book, I am glad I read it and found it to be a worthwhile read. Grade Reviewer Name and Grade: Jason L., 7 th Date Reviewed: December 19, 2021 The Inheritance Games is a mystery book about a girl named Avery Kylie Grambs, an intelligent and sharp-witted girl who finds out that she has inherited billions of dollars from a total stranger. Taking place in the 21st century, Avery is a teenage girl who was barely scraping by until she was requested to be at the reading of the will of Texas billionaire Tobias Hawthorne. Something completely unexpected happens: The old man, whom Avery had never met, disinherits his family and leaves her almost his entire fortune. There is only one stipulation, and it is that Avery must live in Hawthorne House for a year without kicking the Hawthorne family out. Avery is thrust into a completely new life of being the richest teenager on the planet, and with this life comes all kinds of different problems. She must deal with the press, paparazzi, four charming Hawthorne grandsons, and angry family members determined to find out why they were disinherited for Avery. Jameson Hawthorne, one of the grandsons of the deceased billionaire, thinks that Avery was his grandfather's last puzzle to solve. Together, the two of them uncover clue after clue in Hawthorne House. However, Grayson Hawthorne, the "heir apparent" and Jameson's brother, believes that Avery is a con artist and is determined to expose her. Avery's sister Libby moves into the gigantic mansion with Avery, and her ex-boyfriend soon poses a serious threat. After an assassination attempt, Avery's safety is no longer guaranteed. On top of that, she learns that both Jameson and Grayson have both dated a girl named Emily, and she finds out about the backstory that led to Emily's tragic death. Will she be able to push through and find the answer to the riddle, or will whoever is intent on getting rid of her succeed? Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? Yes, the plot of the book was very interesting as new clues from the puzzle kept being brought up, and they kept me on the edge of my seat wanting to know what would happen next. There were a lot of interesting plot twists, and the author did a good job of not focusing too much on the puzzle. Other minor subplots were included, and they were equally enjoyable to read. Was the pace of the book too fast, too slow, or just right? The pacing of the book was sometimes too fast, but at other times the story dragged along slowly, especially the parts about Avery and Jamesons' developing relationship. Backstory was revealed a bit at a time and there were no dumps that spoiled the story. Some of it seemed a bit unrealistic because Avery and Jameson were able to figure out clues extremely quickly, but then again, mystery books move at a faster pace so I'd say the pacing was just right most of the time. What grade level(s) is this book appropriate for? This book is appropriate for grades 7 and above due to aspects of teen romance and mild profanity. What type of reader would you recommend this book to? I would recommend this book to readers that enjoy a good mystery, and people who like puzzle-solving. This book does a good job to make you think a lot. What other information do you think would be helpful for teens to know about this book? This story ends on a cliffhanger, as it is part of a trilogy. In addition, some aspects of violence appear in this book such as firearms and assassination attempts. 4 stars: I enjoyed this book and found it worthwhile reading. I would rate The Inheritance Games 4 out of 5 stars. I extremely enjoyed the mystery part of it where the characters were solving puzzles, as it was enticing and always kept me thinking about what would happen next. Most of the subplots were interesting to read, although some were irrelevant and rather boring. The pacing was sometimes a bit off and dragged the story down, but overall this was a great read. I would definitely recommend you to read this book, and I hope you will enjoy it as much as I did! Reviewer Name and Grade: Ashley L., 9 Date Reviewed: March 3, 2022 th Grade Avery Grambs (the protagonist) is living in Connecticut with her half-sister, Libby after her mom dies. One day, Avery is called down to the main office. There, lies Grayson Hawthorne. He informed Avery that her presence is required at the reading of his grandfather's will. Avery has never met his grandfather (Tobias Hawthorne) but, still, she is forced to board a private plane and travel to his mansion in Texas. There, Hawthorne's attorney reads the will and Avery soon realizes that Tobias left 48 billion dollars for her and only pennies for his daughters and grandsons. To inherit the money she must stay in his hellbound house for one year. Avery moves in and starts attending the fancy private school. There, she meets Thea, who warns her about the Hawthrones because the last girl, Emily who lived in the house was found dead. Avery ignores her advice and begins to look for clues with Jameson (Tobias's grandson) for why Tobias would leave nearly his whole fortune to someone he didn't know. Avery's life soon takes a turn for the worse when Libby's toxic boyfriend brings the press in and pressures Libby for money and people from school that she never knew to start to warm up to her. As Jameson and Avery get closer to the truth, they start falling for each other and an epic love triangle may appear with Avery, Grayson, and Jameson. Main characters Main protagonist and narrator: Avery Grambs was a broke teenager before she became a billionaire. She's brilliant, competitive, mature, and practical. Tobias Hawthorn: A rich, wealthy philanthropist who named Avery as his heir. He is manipulative and smart. Nash Hawthorn: The eldest grandson. He's very Southern and hires most of the servants and people who work at the mansion. Grayson Hawthorne: The second eldest grandson. He is serious, reserved, and suspicious; he was supposed to be the apparent heir. Jameson Hawthorn: The third eldest grandson. He is Avery's love interest and is a caring, flirty and mysterious character. Xander Hawthorn: The youngest grandson. He is the smartest Hawthorne and very cheerful and playful. Skye: Tobias's daughter and the mother of the Hawthorn grandsons. She's a more selfish, snarky, and wicked character. Zara: Tobias's daughter and doesn't have kids; the grandson's aunt. Did the plot (for fiction) or presentation of information (for nonfiction) keep you interested? The plot kept me very interested. Was the pace of the book too fast, too slow, or just right? The pace was just right. What grade level(s) is this book appropriate for? What type of reader would you recommend this book to? This book is for Grades 7 and up. Fans of One of Us is Lying, Knives Out, and The Liars will love this book. What other information do you think would be helpful for teens to know about this book? I definitely recommend this book and I read it in one day. 4 stars: I enjoyed this book and found it worthwhile reading. I finished this book and the whole series in three days. This book was actually so good and I really liked it. My favorite character was Jameson; he reminded me of Cardan Greenbriar from The Cruel Prince mixed with Rowan Whitethorn from Throne of Glass.	<urn:uuid:22a8889b-3ef8-419c-8722-eff5d8a32cda>	CC-MAIN-2023-14	https://teen.emmaclark.org/wp-content/uploads/2022/05/The-Inheritance-Games.pdf	2023-03-28T11:23:29+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00622.warc.gz	621,268,503	3,971	eng_Latn	eng_Latn	0.999399	eng_Latn	0.99944	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4039, 7945, 12455, 16556, 18397 ]	[ 2.09375 ]	2	0
* * * * 4020 * 4020 Board Diploma Examination, (C-14) 3 3 1×3=3 3 March/April—2018 DCE—First year Examination Surveying–I Time : 3 hours] [Total Marks : 80 PART—A 10 × 3=30 Instructions : (1) Answer all questions. (2) Each question carries three marks. (3) Answers should be brief and straight to the point and shall not exceed f ive simple sentence. 1. State any three purposes of surveying. 3 2. State the stages of survey operations. 3 3. What is a well-conditional triangle? Why is it necessary to use? 1+2 4. Sketch the conventional signs for the following : 1×3=3 (a) Chain lime (b) Beachmark (c) Wire fencing 5. What precautions a surveyor should observe in booking the field work in field book of a chain survey? 3 6. The length of a line measured with a chain having 20 meters was found to be 400 meters' the chain was found to be 10 cms too short. Find the true length of line. 3 7. Convert the following whole circle bearings into quadrantal bearings. (a) 283 o 45' (b) 150 o 15' (c) 283 o 45' 1 1×3=3 [Contd... (a) (b) Chain lime (c) Beachmark Wire fencing * * 8. List any three instrumental errors in compass survey. 1×3=3 9. The magnetic bearing of a line is 56 o 34' . Calculate true bearing if magnetic declination is 5 o 16' East. 1×3=3 10. State any three uses 'Abney level'. 6 6 030 030 030 030 PART–B 10 × 5=50 Instructions : (1) Answer any f ive questions (2) Each question carries ten marks. (3) Answer should be comprehensive and the criteria for valuation is the content but not the length of the answer. 11. (a) Discuss in brief the principles of surveying. 4 (b) State the classifications of survey based on instruments used. 12. (a) Explain the method of chaining on sloping ground. 4 (b) List out the instruments used in a chain survey and explain briefly the use of each instrument. 13. In passing an obstacle in the form of a pond, stations A and D , on main line, were taken on the opposite sides of the pond. On the left of AD , a line AB , 225 meter long was laid down, and second line AC , 275 meter long, was ranged on the right of AD , the points B , D and C being in the same straight line. BD and DC were then chained and found to be 125 meters and 137.5 meters respectively. Find the length of AD . 10 14. The following offsets were taken from a survey line to a curved boundary line. * * * 17. Find the area between survey line, the curved boundary line and the first and last offsets by — (a) Trapezoidal rule (b) Simpson's rule 5+5 15. (a) Define the following the terms : 2+2 (i) True and magnetic bearings \| Line \| F.B. \| \|---\|---\| \| AB \| 110o 15' \| \| BC \| 35o 15' \| \| CD \| 276o 30' \| \| DE \| 3 195o 30' \| \| AE \| 0 132o 15' \| The following bearings were observed in running a closed traverse: \| Line \| F.B. \| B.B \| \|---\|---\|---\| \| AB \| 3 74o 00' \| 254o 00' \| \| BC \| 91o 00' \| 271o 00' \| \| 0 CD \| 166o 00' \| 343o 00' \| \| DE \| 177o 00' \| 00o 00' \| \| 0 AE \| 189o 00' \| 9o 00' \| (b) What is the use of Planimeter? 030 030 030 030 (ii) Whole circle and reduced bearings (b) Define local attraction. How do you detect it? 16. The following bearings were observed in running a closed traverse. Sketch and compute the interior angles of the traverse and apply the usual check: At what stations do you suspect the local attraction? Determine correct bearings. 18. (a) What is pantagraph? Explain the working principle of a pantagraph with a neat sketch. * * * * 6 10 10 6 2	<urn:uuid:a83006d1-be84-476c-b0ff-468dd954f9b1>	CC-MAIN-2023-14	https://polyelearning.gnomio.com/pluginfile.php/16450/mod_folder/content/0/C14/106/6%20MAR%202018.pdf?forcedownload=1	2023-03-28T10:52:54+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00620.warc.gz	526,136,373	1,055	eng_Latn	eng_Latn	0.981381	eng_Latn	0.987567	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1091, 2360, 3465 ]	[ 2.765625 ]	1	0
Download Free Ellis Island Word Search Answers Pdf Free Copy Word Search for Kids Ages 8-12: Awesome Fun Word Search Puzzles With Answers in the End - Sight Words - Improve Spelling, Vocabulary, Reading Skills F Random Word Search Includes 50 Word Search Puzzles 100 Wordsearch and Answers Primary Games Book 2 Primary Games Book 1 Word Search Puzzles All Answer 50 Puzzles Word Search for Kids HOLY BIBLE WORD SEARCH PUZZLES UNSCRAMBLE THE ANSWERS Women Word Search Book With Answers Italian Word Search Word Search Puzzle Book Large Print Spanish Word Search Puzzles Unlimited Fun (Spanish Edition) Word Search Puzzle Book for Adult Random Word Search Word Search Brain Games 50 Christmas Word Search Easy Level With Answers Foe Teens & Adults The 11+ Vocabulary Word Search Extravaganza 100 Large Print Word Search Puzzles Large Print Word Search Word Search Puzzles for Kids Word Search for KIDS Christmas Word Search for Kids Christmas Word Search Book With Answers Christmas Word Search Book With Answers Challenge Accepted! 100 Word Search Puzzles with Answers by "BRAIN TRUST EDITION" Scattergories Word Search Puzzles 100 Word Search Puzzles Age 6-8 Real Estate Word Search Puzzles for Adults, 100 Puzzles with Answers Extra Large Print Word Search - 50 Easy-To-Read Word Search Puzzles with Full Page Easy-to-Read Answers 200 Word Search Puzzle for Adults Cross Search Puzzle Book - Easy 100 Large Print Word Search Puzzles Word Search Puzzles for Adults, 100 Puzzles with Answers The Supreme Word Search Book for Adults - Large Print Edition Word Search Cross Search Word Search Puzzle Book 100 Puzzles U.S. History Word Researches Word Search Puzzle Bool Coverforkids and Adult with Answers Word Search Mum Eventually, you will certainly discover a further experience and endowment by spending more cash. nevertheless when? reach you take that you require to get those all needs next having significantly cash? 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Find as many words as you can by connecting the letters in each grid. Each game has been carefully created with lots of fun words to find. The games in this book will help to: Learn new words Improve spelling Think under pressure Enhance creativity Strengthen the mind Great for kids and adults too! Play by yourself or with friends & family and compare your answers to the answer key provided in the book. Get Started Today by Clicking the "Add to Cart" Button. Enjoy the timeless pleasure of word searching with these easy large-print puzzles! Want to immerse yourself in this exciting and entertaining word search puzzle? Want to find the perfect gift for your friends and seniors? Then this book is the perfect choice!Puzzle solutions can run forward, backward, or diagonally. Many words share common letters and crisscross each other for greater variety. An ideal gift for those with limited eyesight. 100 Fun Word Search Puzzles, Large Print with Solutions in the Back Many hours of fun with these Word Search Puzzles 100 Puzzles 8.5 x 11 inch Paperback Large Print Great for Mother's Day, Father's Day, Christmas, Birthday, Travel and any other gift purpose. ★ Help your kid discover the world of screen-free entertainment by solving word search puzzles! Word searches are undeniably one of the best methods to combine education with fun in our kid`s life! Our challenging puzzles will have a strong positive impact on the brain of the kid by reducing screen time, satisfying inquiring minds, developing the ability to notice patterns or improving problem-solving skills and vocabulary. This book can truly enhance the general knowledge of your kid in a fast way by covering a wide range of domains. It is not just kids who can benefit from our puzzle book, but also adults can find moments of relaxation trying to solve some challenging word searches. ♥ Get this Word Search Book as a Gift for Both Kids and Parents! Our Word search book features: 8.5 x 11 inches paperback notebook with high-quality papers; - 106 word search puzzles with illustrations; - Various domains with gradually increasing difficulty; - Answer key for each puzzle at the end of the book; - Suitable for pencils to encircle solutions; - Perfect size to carry it everywhere you go; - 142 pages. Get Yours Today!Maybe time for a little bit of relax and do some puzzles? Our puzzle games are fun and very addicting and it helps to relax after hard work or on the way to school. OVER 200 PUZZLES IN LARGE PRINT!! Recent studies have shown that playing mentally demanding games decreases the risk of degenerative brain diseases such as Alzheimer's. Come have fun AND sharpen your mind at the same time! Already featured on multiple websites, the Supreme Word Search Book - Large Print Edition is already gaining a reputation for being not only challenging but fun and stimulating! With 200+ puzzles over the most interesting topics, this book will allow you to get lost in the test that is word search. What a great way to increase your vocabulary and activate your mind! We love our puzzles and we know you will too! Get one for yourself, or as a gift! Enjoy! This Random Word Search Puzzle Book will give you hours of relaxing adult activity time. Word searches help to keep the mind sharp and help retain or increase reading comprehension. Word searches can also help to increase your vocabulary and help with spelling. The words in this book, though random, were chosen because of their multisyllabic character, the words are also in all directions to help with problem solving abilities. Practicing puzzles like word searches daily can help to keep your brain young! All of the random word search puzzles in this book have answers in the back, just find the word search puzzle your on and the corresponding answer is in the back. Each random word search puzzle is labeled with a Word Search number, i.e. "Word Search 1," which corresponds to "Word Search 1" in the answer section at the back of the book. 50 large random word search puzzles for hours of relaxing entertainment All fifty random word search puzzles have corresponding answers in the back of the book All fifty random word search puzzles have 20 words per puzzle All twenty words are multisyllabic to increase vocabulary, reading comprehension, and memory These 200 large print word search puzzles are loaded with random words from the fifties and will keep you entertained for days as you stroll down memory lane. This collection is sure to give you a workout with categories including, toys, slang, food, fashion, cigarettes, business, cartoons, and a whole lot more! Features: Size: 8.5 in X 11 in Pages: 150 pages Paper: Good quality white paper Cover: Cute cover design. The Holy Bible is one of the most widely used books in the world. This book was created as an educational and actitivity book to provide you with a basic overview of what each book in the Holy Bible is about. Unscramble the answers and challenge the puzzles. Enjoy! For new and intermediate Italian language students and lovers of word games, this book contains a collection of 125 Italian Word Search puzzles with English clues. Play these puzzles alongside your language studies to improve your vocabulary while enjoying the pastime of a word game. The answers to each puzzle are on the following page, so new learners can use the answer list to complete the puzzle and learn to associate the English meaning, while intermediate students can challenge their current knowledge and find new words to learn. Fans of Hasbro s classic SCATTERGORIES can now play anywhere, anytimeand even compete when there s no other player around! And those who simply love word searches will enjoy a new, seamlessly intertwined game-andpuzzle experience. Here are 60 searches, each with 12 theme categoriesperhaps Book Titles or Terms of Endearment and a letter of the alphabet. Players try to come up with as many answers that start with that letter as they can. Then, they look in the grid, see if their answers are there, and get points for every one they find. Extra letters in the grid spell out a few more items in one of the categories. Those in need of a little help can find word lists in the back to guide them! " Looking for a new and unique challenge? This new Cross Search Puzzle Book is just the answer. It's where Crosswords meet Word Search!Inside this fun-filled collection you'll find something just a bit different than your standard word puzzle book.Instead of being provided with a B-O-R-I-N-G list of words to go with each puzzle, you'll instead see a list of EASY crossword styled clues that are designed to give your brain a gentle workout.Sometimes you'll need to find a missing word? Other times you'll find the answer from the clue.Simply answer each one, and then circle the answer in the word search grid.It's like having TWO puzzle books in ONE!We've designed the questions to be FUN and EASY for people of all ages! (But don't worry? you'll find a complete list of answers at the back of the book in case you get stuck.)With 50 uniquely THEMED puzzles and hundreds of clues/questions, there's literally something for everyone. From puzzles covering geography, TV, movies and songs, to ones on Christmas, states, slogans, and so much more!We think you'll agree? It's THE perfect way to challenge yourself and engage your brain, while having a lot of fun doing it! Word Search Mum: perfect hidden words puzzle book for mothers (but not only!), great gift idea for women who loves to keep the brain busy and fit! Wonderful birthday gift, Christmas gift, or a present for any other occasion, like Thanksgiving, St. Patrick's Day, Valentines Day, graduation, anniversary, or just because! Get yours today! Students first research history facts to answer fill-in-the-blank type of questions about American history. Then they circle their answers in word searches. These self-checking exeercises are great for review. This Random Word Search Puzzle Book will give you hours of relaxing adult activity time. Word searches help to keep the mind sharp and help retain or increase reading comprehension. Word searches can also help to increase your vocabulary and help with spelling. The words in this book, though random, were chosen because of their multisyllabic character, the words are also in all directions to help with problem solving abilities. Practicing puzzles like word searches daily can help to keep your brain young! All of the random word search puzzles in this book have answers in the back, just find the word search puzzle your on and the corresponding answer is in the back. Each random word search puzzle is labeled with a Word Search number, i.e. "Word Search 1," which corresponds to "Word Search 1" in the answer section at the back of the book. 50 large random word search puzzles for hours of relaxing entertainment All fifty random word search puzzles have corresponding answers in the back of the book All fifty random word search puzzles have 20 words per puzzle All twenty words are multisyllabic to increase vocabulary, reading comprehension, and memory High Quality isn't the only reason you should buy this amazing word puzzle book: 100 fun word search puzzles with answers Each maze of words is kid-friendly with themes Cute images complimenting sight words theme ONE word puzzle game per page Each puzzle is in LARGE PRINT Great birthday gift and/or holiday present for 6, 7, 8, and 9 year-old boys and girls Puzzles have a maximum of 12 words each to create a positive and engaged learning experience. Creative word games help improve vocabulary skills, reading skills, and spelling skills Perfect activity for any time of year: Summer, Spring, Winter, or Fall An indoor or outdoor puzzle activity workbook or travel game Problem-solving skills can be introduced with puzzles and riddles 1st grade, 2nd grade, 3rd grade students will enjoy these sight word puzzle games Made in the USA So you're on a quest to provide hours of entertainment for children ages 6-8, 7-9, or even 4-8? You can trust this puzzle activity book is made of high quality material and content that will have kids searching, seeking, and hunting for words through 100 themed word search puzzles. Add this educational and creative workbook for kids to your current library of magazines and activity books to help with reading, spelling, grammar, vocabulary, and more! This book is also great for learning English with games and puzzles. Studies have shown that fun word searches, coloring books, hidden picture books, mazes, logic puzzle books and travel games will keep children focused and entertained while helping them learn and memorize important words and their spelling . Quiet games for kids are especially handy during road trips, train rides, and airplane travel. To top if off, this word game book is also great for learning English as a second language through games and puzzles. There's really no wonder why, with increasing challenges and adventures with words, parents and children love this book! JUST RELEASED! An all-new Word Search collection perfect for holiday gift!!! Enjoy the timeless pleasure of word searching with these easy large-print Christmas puzzles! Searches guaranteed to make you go Ho Ho Ho! You or someone on your Christmas gift list will enjoy hours of relaxing, brain-challenging fun suitable for the whole family with this easy-to-read LARGE PRINT collection of quality word search puzzle games from Fun Puzzlers Books! Book is printed on 8.5" x 11" pages. Inside you'll find: 35 Christmas-themed puzzles Font size for easy reading How-to-play instructions All solutions Easy-to-tear pages Perfect as gift for adults! Find out how well you can find the words in this word search book for adults ."Challenge Accepted! 100 Word Search Puzzles with answers" contains 2000 words to find with different themes. ( words ) ( verbs ) ( Adverbs ) ( Nouns ) ( Compound words )( Famous asian personalities )( Famous american personalitie( European monuments )( African monuments )( American monuments )( Asian monuments )( American street food )( African street food )( Asian street food )( European street food )( American animals )( African animals )( Asian animals )( European animals )( American plants )( African plants )( Asian plants )( European plants )( American brands )( African brands )( Asian brands )( European brands )( American islands )( African islands )( Asian islands )( European islands )( American beaches )( African beaches )( Asian beaches )( European beaches )( European countries )( African countries )( Asian countries )( American countries )( European cities )( African cities )( Asian cities )( American cities )( Famous european personalities) ( Famous african personalities)Enjoy! Looking to Boost Your Child's Learning This Year? There's Nothing Better Than Doing it... the Old School Way! With This Word Search Puzzle Book, it Can Offer Hours of Screen-Free Entertainment for Your Child! Here's What You Get: - Expertly designed word search puzzles - 3 Increasing difficulty levels - Lovingly illustrated exciting themes - Reinforce spelling, expand vocabulary and develop pattern recognition Perfect for ages 8-9, 9-10, 10-12 - Free Bonus At the End! - And Much More! With our expertly designed word search puzzles, you can find words in all places (upside down, reverse, overlapping, and many more!). Your child will also experience fun themes while word searching such as planets, animals, food, and other cool stuff! Still On The Fence? Don't Worry, You Can Always Return the Book Back If You Don't Like It - That's Our Gaurantee! Scroll Up and Grab Your Copy Today! Your Child Deserves It! 100 Word Search Puzzle Book For Kids. Fun Word Searches,4 Levels Of Puzzles,Includes Answers,8.5x11,131 Pages This Word Search Puzzle Book is a fun way for Kids,teens, adults to sharpen their minds. Including 25 Puzzles to keep you entertained for hours. Different themed word search puzzles include BATMAT,INSECT,COLOURS,SPRING Many Many More. Loads of Puzzles: 25 Pages of Puzzles Suitable for all Levels Perfectly Sized 8.5" x 11" EXTRA LARGE PRINT Word Search Puzzle Book. If you are frustrated by small print in word search puzzles, these EXTRA LARGE PRINT Word Search Puzzle Books are the solution. Contains 50, often challenging puzzles, with a geography theme: Countries, Cities, US States, Mountains, Rivers, Deserts, Volcanoes and more. The puzzles can be quite challenging as cities of less well-known countries are also included. Words can go in all directions: up/down, sideways, diagonally and also back-to-front to add to the fun and challenge. EXTRA LARGE PRINT Puzzle books by Omniglossia Puzzles offer word search puzzle books with extra large print of at least 24 pt. All our puzzle books are easy on the eyes and offer stimulating word search puzzles in numerous interesting themes. These word search puzzles are printed in black on white paper. Omniglossia Puzzle Books can be found in various formats and type versions with numerous themes: standard size 8.5"x11," Extra large type (24 pt), large type (20 pt) and standard type (16 pt), plus a pocket-sized version 6"x9." Omniglossia Puzzle Books are perfect bound and have a soft yet sturdy cover. To see our full range of Puzzle Books including Easy on the Eye Puzzle Books (white/black text on grey paper with no sharp contrasts), visit us at www.omniglossiapublishing.com or click on the link for Omniglossia Puzzles above or search for Omniglossia Puzzles on Amazon or Google. Play, learn and have fun The book contains a variety of topics Each puzzle contains a lot of words A fun and excellent way to help build vocabulary and strengthen a child's reading skills The word search book for kids includes 100 perfect topic puzzles for kids with solutions for kids to make sure they solve it Spanish Large Print puzzle book for adults Educational & Fun. Word search is challenging and hard. Big and Clear Font. In addition to the cryptic clues we've also included several variations of the standard word search for your puzzling pleasure. Answers include explanations for the techniques needed to solve the clues. Good for adult and senior who have visually impaired. Hope you enjoy with this Keep your kids happy with this super fun and challenging Word Search Puzzle Book. Designed especially for 3 to 8 years old kids with 3 level defrents . It makes a great gift idea for holidays or free time.About This Word Search book: -+40Word search Puzzles for kids-Each puzzle contains 10 words that are hidden in the puzzle grid-Words can be up, down, across, diagonal, forward, or backward-Answers for every puzzle included in back of the book-Book size: 8.5 X 11 in-High quality white paper-Glossy soft coverThis Word Search Puzzle Book will provide hours of entertainment and learning Description: Size 5 x 8 inches, 146 pages: 99 puzzles for finding the hidden phrase and answers key: Keep yourself entertained while waiting in public locationsword search books¦word search puzzle books for adults¦riddles for kids and adults¦riddles and brainteasers¦mind games¦Word Find¦Rebus¦Pictograms¦Crosswords¦cryptograms¦word puzzles for adults¦Word Picture Search Puzzles¦Answers key¦Solution¦Size 6 x 9 inches 100 Large Print Word Search Puzzles: 8.5"x 11" inches 128 Inside Pages These word search puzzles are large that is why they make excellent brain and cognitive stimulation tools. Multiple themes Premium matte cover design Unlike many other puzzle books, this series offers your early learner total independence to play them without any assistance from you. It is a self-checking puzzle book that gives a child complete freedom to enjoy words he is learning and to check his answers all by himself easily. In Book 1 of Primary Games, your child will find a book in LARGE PRINT that uses lower-cased lettering. Unlike most other game books, this one uses the SAME LIST of spelling words in each set of puzzle games. This means, that after he has played all the puzzles, he will have a sense of mastery for the words he has been using. Here is what you will find in this resource: 1. Using visually attractive picture images beside each spelling word, your child or student will have an illustration of the word he is learning to spell 2. These SAME spelling words are then used in the WORD SEARCH PUZZLE. Each puzzle only incorporates horizontal and vertical letter placement. Backward and diagonal lettering are not used to prevent confusion 3. The ANSWERS to each word search puzzle can be found on the BACK of the puzzle page, making it easy for your child to receive immediate feedback and any necessary help with his efforts 4. Next, the CROSSWORD PUZZLE incorporates the SAME spelling words your child has been playing with; however, instead of clues, the words are listed, making it fun for him to find the numbers and fill in the blanks 5. In the final puzzle game of the set, your child will get to test himself with a Fill-in-theBlanks game that uses the SAME words he has been learning in the other puzzle games 6. And because of the large print, your child will have plenty of room to practice writing his letters, eliminating the frustration of spaces that are too small Through the use of REPETITION and learning to see the SHAPES of words by using lowercase lettering, your child will experience success and confidence--all without any supervision or help from YOU! And be sure to check out Book 2 of Primary Games for continued fun--for you AND your child! Unshackle your kid`s skills with our Word Search Puzzles for Kids Our Word Search Puzzles for Kids it`s great for your child. This activity book for kids is the perfect introduction to the world of Word Search Puzzles and keeps them entertained for hours. It is a great boredom buster, keeps children away from any screen, and improves logical thinking at the same time. Get this Amazing Gift for the little ones in your life! Our Word Search Puzzles for Kids features: 50 different Word Search Puzzles Good way to increase child's learning without feeling pressured. Great book for kids who love words. 8.5 x 11 Word Search Puzzles format 69 pages Word Search Puzzles books are the perfect gift for the little ones. Our Word Search Puzzles books are often the most offered items. If you are a word detective looking for a new set of Wordsearch puzzles which are easy to see and fun to complete then look no further than this collection of puzzles covering a wide range of general knowledge topics which are ideal for fans of Wordsearch, Wordfind, WordSeek, WordSpot. This collection of puzzles is easy on the eyes, printed using a large font Each puzzle is accompanied by a list of the words hidden in the grid either left to right; right to left; verticall or hirzontal; diagonal. All you have to do it find them! Contains all the answers at the back of this book Is there a WordSearch or WordFind fan in either your family or group of friends? Then this puzzle book will make an ideal gift The book features 100 puzzles based on a wide and various range of topics This book is compact and can be taken anywhere with you as you travel on holiday, to and from work or at home as you relax after work There is a 100 puzzle in this book that no one should be without. Give as a gift to either someone in your family or a friend and don't forget to get a copy for yourself. A word search book for children to entertain and develop the child in intelligence skillsA word search book for children to entertain and develop the child in intelligence skills. Expertly designed word search puzzles- There is a solid, medium, and easy gas- Exciting and casual gasIdeal for ages 8-9, 9-10, 10-11, 11-12- With clear solutions- 125 beautiful red cover pages suitable for children 50 unique puzzles puzzle puzzles along with all the answers with 50 different puzzles. You can enjoy word searches for hours on end. Each puzzle contains a challenging and fun word list to find the search terms, including animals, flowers, fruits, breakfast, day and month. Simple words and some difficult words for your kids and adult to improve their vocabulary. The 11+ Vocabulary Word Search Extravaganza Q: How can you encourage vocabulary study in a fun way? A: With a unique word search puzzle book specifically targeting key Eleven Plus vocabulary, also great for Year 6 SATs preparation. This book goes beyond being a simple word search collection by including synonyms and antonyms, and selected topic areas, so that definitions and vocabulary learning are reinforced. Includes: 45 different challenging Word Search puzzles using specially selected Eleven Plus vocabulary Selected Eleven Plus topic areas including synonyms and antonyms, maths, shapes, landscapes, animals, buildings, and many more Definitions of key words and concepts Answer key for each puzzle and exercise Appropriate for the Eleven Plus CEM exam, GL assessment, common entrance examinations and Year 6 SATs Word Search is frequently mentioned as the children's most popular vocabulary exercise game. If children enjoy the learning exercise, then they are more likely to remember and recall the words. A perfect compliment to any vocabulary study. Make learning vocabulary fun with The 11+ Vocabulary Word Search Extravaganza! (previously published as the 11+ Word Search Companion) See our other educational books: The Big 11+ Vocabulary Play Book The Big 11+ Logic Puzzle Challenge The Survival Guide to Seriously Slippery Spellings Unlike many other puzzle books, this series offers your early learner total independence to play them without any assistance from you. It is a self-checking puzzle book that gives a child complete freedom to enjoy words he is learning and to check his answers all by himself easily. In Book 2 of Primary Games, your child will find a book in LARGE PRINT that uses lower-cased lettering. Unlike most other game books, this one uses the SAME LIST of spelling words in each set of puzzle games. This means, that after he has played all the puzzles, he will have a sense of mastery for the words he has been using. Here is what you will find in this resource: 1. Using visually attractive picture images beside each spelling word, your child or student will have an illustration of the word he is learning to spell 2. These SAME spelling words are then used in the WORD SEARCH PUZZLE. Each puzzle only incorporates horizontal and vertical letter placement. Backward and diagonal lettering are not used to prevent confusion 3. The ANSWERS to each word search puzzle can be found on the BACK of the puzzle page, making it easy for your child to receive immediate feedback and any necessary help with his efforts 4. Next, the CROSSWORD PUZZLE incorporates the SAME spelling words your child has been playing with; however, instead of clues, the words are listed, making it fun for him to find the numbers and fill in the blanks 5. In the final puzzle game of the set, your child will get to test himself with a Fill-in-theBlanks game that uses the SAME words he has been learning in the other puzzle games 6. And because of the large print, your child will have plenty of room to practice writing his letters, eliminating the frustration of spaces that are too small Through the use of REPETITION and learning to see the SHAPES of words by using lower- case lettering, your child will experience success and confidence--all without any supervision or help from YOU! And be sure to check out Book 1 of Primary Games for continued fun--for you AND your child! 100 Large Print Word Search Puzzles: 8.5"x 11" inches 128 Inside Pages These word search puzzles are large that is why they make excellent brain and cognitive stimulation tools. Multiple themes Premium matte cover design In celebrating this year's Christmas season If you want to find a gift for the best wishes With the one you love Or with your child This Christmas word search activity book Probably the right choice And will also help improve the use of English vocabulary To get better and help relieve stress. Features: 50 Christmas Word Search Puzzles: Easy Level: the words are placed horizontally and vertically (no diagonal, no backwards) 1 word search per page Grid 15 x 15 18 words to find per puzzle 4 solutions per page 8,5 x 11 inch paper Paper 65 pages Paperback. Softcover design. Glossy. White interior page Christmas cats cover book design Suitable for Teens & Adults JUST RELEASED! An all-new Word Search collection perfect for holiday gift!!! Enjoy the timeless pleasure of word searching with these easy large-print Christmas puzzles! Searches guaranteed to make you go Ho Ho Ho! You or someone on your Christmas gift list will enjoy hours of relaxing, brain-challenging fun suitable for the whole family with this easy-to-read LARGE PRINT collection of quality word search puzzle games from Fun Puzzlers Books! Book is printed on 8.5" x 11" pages. Inside you'll find: 35 Christmas-themed puzzles Font size for easy reading How-to-play instructions All solutions Easy-to-tear pages Perfect as gift for adults! Looking for a new and unique challenge? This new Cross Search Puzzle Book is just the answer. It's where Crosswords meet Word Search!Inside this fun-filled collection you'll find something just a bit different than your standard word puzzle book.Instead of being provided with a B-O-R-I-N-G list of words to go with each puzzle, you'll instead see a list of EASY crossword styled clues that are designed to give your brain a gentle workout.Sometimes you'll need to find a missing word? Other times you'll find the answer from the clue.Simply answer each one, and then circle the answer in the word search grid.It's like having TWO puzzle books in ONE!We've designed the questions to be FUN and EASY for people of all ages! (But don't worry? you'll find a complete list of answers at the back of the book in case you get stuck.)With 50 uniquely THEMED puzzles and hundreds of clues/questions, there's literally something for everyone. From puzzles covering geography, TV, movies and songs, to ones on Christmas, states, slogans, and so much more!We think you'll agree? It's THE perfect way to challenge yourself and engage your brain, while having a lot of fun doing it! Real Estate Word Search, 100 Fun Word Search Puzzles, Large Print with Solutions in the Back Many hours of fun with these Word Search Puzzles 100 Puzzles 8.5 x 11 inch Paperback Large Print Great for Mother's Day, Father's Day, Christmas, Birthday, Travel and any other gift purpose. Python Exercises With Solutions Y Adniel Liang Mercury Outboard Motor Manual Download Chapter 22 Plant Diversity Guided Reading Answer Key Pearson Chemistry Workbook Answers Chapter 14 Learning A Very Short Introduction Very Short Introductions Enhancing The Lessons Of Experience Leadership Hughes Psychology 7th Edition John W Santrock Test 36 Angles And Segments Answers Cracking The Periodic Table Code Pogil Key Klamue Kostka Payne Tonal Harmony Workbook Answer Key Economics Today The Macro View 16th Edition Pdf Statics Mechanics Of Materials 4th Edition Solutions Manual Cogic Adjutant Manual The Great Depression Ahead How To Prosper In Crash Following Greatest Boom History Harry S Dent Jr Goodbye Charles By Gabriel Davis Full Version Neil Simon Rumors Script Atcn Test Answers Edith Hamilton Mythology Study Guide Foundations Of Algorithms 5th Edition Solution Nikon D700 Quick Guide Data Models And Decisions The Fundamentals Of Management Science Exercise Solutions Adaptations From Short Story To Big Screen 35 Great Stories That Have Inspired Films Stephanie Harrison Physics Everyday Phenomena 7th Edition By Griffith The Ucc Connection How To Yourself From Legal Tyranny Fake Hospital Discharge Papers Washington Linear Programming And Network Flows Bazaraa Solutions Advanced Dungeons And Dragons 1st Edition Character Sheet Miller Levine Biology Student Edition Bible Quiz Questions For Galatians Chapter 5 Ib Economics Practice Questions With Answers For Papers 1 2 Standard And Higher Level Osc Ib Revision Guides For The International Baccalaureate Diploma By Graves George 2012 Spiral Bound Secrets Of The Knights Templar The Hidden History Of The Worlds Most Powerful Order Narrative Inquiry Experience And Story In Qualitative Research Shark Net Robert Drewe Milady Standard Esthetics Workbook Answers World History Textbook 10th Grade Mcdougal Littell Introduction To Management Science Hillier Solutions Manual Esthetician Workbook Chapter Summary For Ugly Robert Hoge Practical Management Science 4th Edition By Winston Wayne L Albright S Christian Powered by TCPDF (www.tcpdf.org) Contemporary Scenes For Student Actors Glock 26 Owners Manual Globe Fearon Answer Key Consumer Math Stats Data Models 3rd Edition Molecular Biology Ascp Exam Study Guide Glencoe Physical Science Textbook Answer Key Salt Fish Girl Larissa Lai Bottersnikes And Gumbles Bedford Researcher 4th Edition Palmquist Sham Tickoo Catia Designers Guide Shelly Cashman Series Microsoft Office 365 Office 2016 Advanced	<urn:uuid:6b123e71-87d5-4050-8b6b-b56be9a0ae19>	CC-MAIN-2023-14	https://culture-alsace.org/Ellis_Island_Word_Search_Answers/satu?m=U5D7P2	2023-03-28T11:28:54+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00622.warc.gz	221,301,787	7,540	eng_Latn	eng_Latn	0.925322	eng_Latn	0.997296	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2141, 3526, 5232, 7493, 12049, 16574, 18874, 23420, 28000, 32526, 34104, 35532, 35973 ]	[ 0.97265625, 2.265625 ]	1	0
Chapter Science Investigation Name Pushing and Pulling Boats What You Need Find Out foam food container Do this activity to see how the size of a load affects how an object moves. Process Skills Observing Communicating Predicting Interpreting Data Time * 10 minutes to get started * 1 hour of experimenting and recording What To Do 1. Carefully poke a small hole in one end of the foam container with the pencil. Be careful with sharp objects. Safety! 2. Tie a piece of string to the container. Put the container in the water. 3. Observe and record what happens. 4. Observe what happens if you tap the container with your hand. 5. Put five pennies in the container. Predict what will happen when you push and pull it. 6. Add five more pennies. Push and pull the container again. 7. Continue adding pennies and observe and record what happens. Mark an X to show if you pushed or pulled. Record the number of pennies you used and record what happened each time. \| Push \| Pull \| Number of Pennies \| Result \| \|---\|---\|---\|---\| Conclusions 1. What happened when you pushed and pulled the boat? 2. When did the boat need more force to start moving? New Questions 1. Do you think that it would be easier to push or pull your boat in the water or on a table? 2. Why do you think this? 3. Write a new question you have about pushes and pulls. Activity Journal Lesson 1 • Movement Name Observing Movement Measure how far the ball moves. 1. 5. 2. 6. 3. 7. 4. 8. Make a graph of your measurements. 1 2 3 4 5 6 7 8 Name What Happened How far did the ball move each time? 1 What pushed on the ball to make it move? 2 What If What other forces could move the ball? Activity Journal Lesson 2 •Force and Motion Name Investigating Friction Write an x on the block that moved first, after you tilted the board. Name What Happened Which block moved first? Which block moved last? Why didn’t all of the blocks move as s o o n as 2 2 you started to raise the board? What If How could you change the blocks or the ramp to create less friction? 1 1 Lesson 3 • Machines and Magnets Observing Magnets Draw arrows to show how the magnets moved. Name What Happened Which ends of the magnet were attracted? Which ends were not attracted? 1 What happened when the ends were not attracted? 2 What If How could you use these magnets to help you do a job?	<urn:uuid:ba85ae3e-bbc8-4738-8b94-302fedd06fa1>	CC-MAIN-2023-14	https://www.mheducation.com/unitas/school/program/real-science/real-science-student-activity-journal-grade-2-motion.pdf	2023-03-28T12:09:24+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00620.warc.gz	980,732,099	604	eng_Latn	eng_Latn	0.932173	eng_Latn	0.998663	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "zsm_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 329, 853, 1035, 1353, 1536, 1690, 1837, 2078, 2174, 2385 ]	[ 4.46875 ]	1	0
Case study: Overseeding with Ian Jones A farmer's drive to maintain sward quality Name: Ian Jones Farm Type: Mixed Organic Location: Kent Size: 800 acres Soil Type: Wealden Clay Mixes Used: Ryegrass/Clover Over-Seeding (Long Term Mix) All meat and dairy produce from Silcocks Farm is sold through the on-site shop, with quality vital to its reputation. Traditional Hereford beef cattle and Romney, Poll Dorset and Southdown lambs are all finished on farm and sold to local people, as is Gloucester Old Spot pork. The shop also sells milk, cheese, cream and ice cream from the farm's herd of dairy Ayrshires. Underpinning all of this is nutritious, plentiful forage. An annual programme of over-seeding helps boost forage yields by around 20% while maintaining sward condition. It is also a valuable part of the weed control strategy on this organic farm. Around 20 to 30 acres are over-seeded each year to create a fresh ley in much less time than a total reseed would require. It also greatly reduces the need to plough and reseed which, in exposing the soil, encourages weed growth. Over-seeding is timed to ensure new seeds have the best possible chance to establish quickly. Ian usually over-seeds after the first cut of silage in May when the existing sward is low enough to harrow the seed in and newly germinated seedlings will not be out competed. Facilitating fast establishment means that any gaps in the old sward are filled in by the new growth, reducing the space for weeds to grow into, as well as minimising the time the leys cannot be grazed. After first cut, fields are tine harrowed once or twice, depending on soil moisture levels. An Accord Pneumatic Combi Drill is then run across the surface dropping the grass and clover seeds on the soil before another pass with the harrow and, lastly, flat rolling. In the year of drilling the refreshed leys are lightly grazed with sheep, which encourages tillering in the ryegrass and ensures the clover is not smothered out. If there is more growth than can be grazed in the first year, a topper is run over the swards. However, Ian avoids using heavy machinery on newly overseeded leys and so delays taking a cut of silage until the second year. To maintain nutrient levels well-rotted farm yard manure is applied to the swards in late October just as the cattle are being housed for the winter. As the leys are clover rich, N levels are normally high, but P and K do need to be topped up to compensate for the nutrients taken off the fields as silage. Once over-seeded, swards are expected to last for three to four years after which they are either over-seeded again, or ploughed up and drilled with cereals. Whatever a ley's lifespan, the most important consideration is sward quality which keeps livestock thriving and the shop's customers happy. Date Posted: 30th March 2017	<urn:uuid:b8238cb0-aef2-4272-aa7a-ae67f294cf0c>	CC-MAIN-2023-50	https://pdf.pixel-concepts.co.uk/pdf/pdfcreate.php?pdftype=cgsarticle&id=104	2023-12-09T04:11:49+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00178.warc.gz	493,164,116	650	eng_Latn	eng_Latn	0.99925	eng_Latn	0.999186	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2035, 2860 ]	[ 2.421875 ]	1	0
Minimum Criteria for Second Grade Mastery These are MINIMUM standards. This criteria is NOT all that will be taught in 2nd grade. Language Arts Math Comprehension RL 2.1 Ask and answer questions such as who, what, when, where, why, and how and make and support logical inferences to construct meaning from the text RL 2.5 Describe how parts of the text contribute to the overall structure of poems, stories, and dramas including but not limited to linear and nonlinear and circular structures * identify characters, setting, and plot of a story RL2.7 Use a story's illustrations and word in print/non-print text demonstrate understanding of characters, setting, and plot * identify characters, setting, and plot of a story RL 2.10 By the end of the year flexibly use a variety of comprehension strategies to read, comprehend, and analyze grade level appropriate, complex literary texts independently and proficiently * Comprehend grade literary text on grade level RI 2.1 Ask and answer questions as who, what, where, when, why and how and make and support logical inferences to construct meaning from the text Numbers and Operations (Base 10) KY.2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones * Represent a three digit number with hundred, tens, and ones KY.2.NBT.2 Count forwards and backwards within 1000; skip-count by 5s, 10s, and 100 * Fluently skip count by 5s, 10s, and 100s forward and backward using mental math strategies within 1000 KY.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form * Use place value blocks to compose/decompose numbers by place value (in standard, expanded, and word form) KY.2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using <, =, and > symbols to record results of comparisons * Determine when a three-digit number is greater than, less than, or equal to and use symbols <,>,= to show * Define greater than and less than Minimum Criteria for Second Grade Mastery * Ask and answer questions (who, what, when, where, why) * Refer to text for answer RI 2.2 Identify implicit and explicit information from a summary to determine the central idea of a text KY.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction * Identify the main topic of a text RI 2.5 Identify and describe informational text structures including sequence/chronological order * Sequencing/putting events in chronological order RI 2.7 Identify information gained from visuals and words in a text and explain how that information contributes to understanding of the text * Use text features to comprehend informational text RI 2.10 By the end of the year, flexibly use a variety of comprehension strategies to read, comprehend, and analyze grade level-appropriate, complex informational texts independently and proficiently * Comprehend informational text on grade-level Vocabulary Read grade level sight words (FRY/Dolch) with 80% mastery * Construct fact families (addition and subtraction) * Addition and subtraction within 100 using various strategies KY.2.NBT.7 Add and subtract within 1000 * Use written computation strategies to develop conceptual understanding and number sense of adding 2 & 3 digit numbers withins 1,000 Measurement and Data Minimum Criteria for Second Grade Mastery RI 2.4 Determine the meaning of general academic words and phrases and how those phrases shape meaning in a grade-level text KY.2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes * Determine the meaning of grade 2 words L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies * Use sentence-level context as a clue to the meaning of a word or phrase * Determine the meaning of the new word formed when a known prefix is added to a known word * Use a known root word as a clue to the meaning of an unknown word with the same root * Use knowledge of the meaning of individual words to predict the meaning of compound words * Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases * Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe KY.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. * Know that 60 seconds = 1 minute and 60 minutes = 1 hour * Read the time on a digital and analog clock and express in verbal and written form to the nearest 5 minutes KY.2.MD.8 Solve word problems with adding and subtracting within 100 * (not using dollars and cents simultaneously} using the $ and cent symbols appropriately (not including decimal notation} * Identify and give the value of dollar bills, quarters, dimes, nickels, and pennies * Use dollar and cent symbols appropriately * Count money by combinations of coins and bills through 5 dollars * Solve problems with pennies, nickels, and dimes * Skip count by 5s, 10s, and 25s KY.2.MD.10 Create a pictograph and a bar graph (with single-unit scale} to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems using information presented in a bar graph Minimum Criteria for Second Grade Mastery * Collect, sort, organize, and represent data in either a picture or a bar graph format of up to four categories * Compare data on the bar/picture graph * Identify the elements of a graph such as a title, correct labeling, etc. Geometry 2 G.1 Describe and classify shapes as polygons and non-polygons 2 G.3 Partition circles and rectangles into two, three, or four equal shares using correct vocabulary (halves, thirds, and fourths) Writing Composition C 2.1 Construct an opinion piece that includes a topic (or opinion) and supporting details * Compose a paragraph including a topic sentence, three detail sentences and a concluding sentence Fluency RL 2.4 Read fluently (accuracy, speed and prosody) on grade-level to support comprehension * Read grade-level text with purpose and understanding * Orally read grade-level text fluently on successive readings * Use context to confirm or self-correct word recognition and understanding, rereading as necessary Oral Reading Fluency (expect 85 wpm) (On level 100-148; Below <99) MAP Assessments 184 or higher 188 or higher On level MAP - Reading: 184.32 Math: 187.76 Range for Concern MAP - Reading: 172-182 Math: 175 - 184	<urn:uuid:fbab5baf-cc48-4493-a6d8-6373587e8893>	CC-MAIN-2023-50	https://resources.finalsite.net/images/v1642688217/pikek12kyus/qo6vsym9qi9pfyoim7dy/2ndgrade.pdf	2023-12-09T04:52:22+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00178.warc.gz	534,395,155	1,553	eng_Latn	eng_Latn	0.983803	eng_Latn	0.991081	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2040, 3464, 5582, 6819 ]	[ 4.0625 ]	1	0
Getting Ready to Talk about Long COVID with Your Child's Doctor What is Long COVID? Long COVID is when a child still has 1 or more new symptoms of COVID-19 that last for at least 4 weeks after first getting an infection. It is sometimes also called "Long Haul COVID" or "Post-Acute Sequelae of COVID-19 (PASC)." Note that some children may have no symptoms when they first get an infection, and some may never have had a positive test. Long COVID affects what a child is able to do during a day, like how they play or if they are able to go to school. Long COVID can happen to any child, even if they had mild or no symptoms during their COVID infection. Some children may have symptoms that do not go away after their COVID infection. Some children may start to feel better and then start having symptoms. There are more than 60 symptoms of Long COVID. Children who have Long COVID can have any mix of them. Children can have symptoms that come and go. They can also have groups of symptoms across different parts of the body. What are the symptoms of Long COVID-19? Symptoms may include: * Feeling very tired (fatigue) * Feeling weak or struggling to carry out daily activities * Feeling nauseous, wanting to throw up, or not wanting to eat Symptoms may affect different parts of the body: * Lungs or heart o Trouble breathing o Mood changes, including feeling sad, worried, angry, or easily upset o Coughing or feeling short of breath o Chest pain o Feeling like the heart is beating fast (heart palpitations) * Stomach and other parts of the body that help digest food o Stomach pain o Loose poop (diarrhea) * Head, brain, or nerves o Trouble sleeping o Feeling like you can't think clearly, also known as "brain fog" o Trouble remembering things or following directions How else might Long COVID affect my child? If your child has Long COVID, they may: Have trouble playing or doing schoolwork. This may look like trouble focusing, reading or thinking at a slower pace, needing to have things repeated multiple times to learn, or needing more breaks when reading or doing work in school or at home. Have trouble being active. This may look like not being able to be part of sports teams like they used to, having trouble walking or standing, including walking up stairs, worsening of symptoms after being active, or needing to rest more. Have trouble getting things done in the morning. This may look like having trouble sleeping, which may make early mornings an especially hard time for them, or needing extra time to do school tasks assigned in the morning. What should I do if I think my child has Long COVID? If you think your child may have Long COVID, it is important to talk with their doctor. Make an appointment with your child's doctor to talk about what you are worried about, or talk about these issues during your child's regular doctor's visits. o Headache o Lightheadedness when standing up o Loss of smell or change in taste (may make a child more fussy or not want to eat) * Joints or muscles o Joint or muscle pain * Skin or hair o Hair loss o Skin rashes o Mottled skin (a red or dark pattern on the skin) Right now, there is no cure for Long COVID Doctors can give your child medicines to help with some symptoms. They can help keep track of how your child is doing and let you know about new treatments. For children with Long COVID, getting rest can help the body as well as the mind. It can also help symptoms get better and may keep symptoms from getting worse. Getting rest includes: * Getting plenty of sleep at night * Not doing things that make your child's body work hard, like running fast * Not doing things that make your child's mind need to focus a lot or pay close attention * Doing things that keep the mind calm and will not cause a lot of stress Before the Doctor's Appointment Try your best to remember when your child had a COVID infection and what your child's experience was like during that time. Write down all of the symptoms they had, even if they went away. * Keep a journal for 1-2 weeks to write down: o Symptoms, including when they start, how bad they are, if they are related to an activity, how long they last, and anything that makes them feel better or worse. Write down any patterns and groups of symptoms you see. - Try to do this at the same time of day - Try to also do this when your child is changing from one activity to another, when symptoms might be more likely to worsen o What activities your child has been doing, like if your child is going to school or other activities. * Make a list of all of the medications your child is taking. During the Doctor's Appointment * Bring a list of your child's symptoms; put them in order, starting with the most concerning ones * Ask questions, including about symptoms and how to manage them, starting with what worries you and your child most * Be ready to talk about how your child's day is, including what activities make their symptoms worse, and any medicines that seem to make their symptoms better or worse * Make sure you understand the next steps in your child's care * Ask for a summary of what was talked about during your visit * Ask your doctor to write down important instructions for you to bring home After the Doctor's Appointment Follow the plan you talked about with your doctor. Remember that there is still a lot we don't know about Long COVID, and that different doctors may have different ways of working with families affected by Long COVID. If you still have questions, you can make an appointment with another doctor for a second opinion on how to care for your child with Long COVID symptoms.	<urn:uuid:7f239593-279a-485e-8395-3474f98b7f63>	CC-MAIN-2023-50	https://recovercovid.org/sites/default/files/docs/RECOVER-PediatricLongCOVIDTipSheet-ENG.pdf	2023-12-09T04:37:58+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00179.warc.gz	526,379,271	1,227	eng_Latn	eng_Latn	0.993913	eng_Latn	0.997514	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1250, 3148, 5661 ]	[ 3.265625 ]	6	0
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Dolphins Oxford University Press City Girl, Country Boy (Dolphin Readers Level 4)Oxford University Press From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. OXFORD University Press When 12-year-old KT Wynn learns that she has to move from Iowa City to Florida, she's distraught. Not only does she have to leave behind her best friends and the only home she's ever known, she also has to deal with being the new kid in school. And she's especially worried about how her wheelchair, Sprinkles, will affect things.On the bright side, she'll still have her big sister, Lucy, with her, and she'll even get to see a dolphin-her favorite animal!-for the very first time. In fact, KT has always dreamed of swimming with a dolphin, and with the help of her sister, she's determined to make it happen.But when she meets Cola for the first time, he's not what she expected. KT is suddenly afraid, and she's unsure if she can swim with Cola given her disability. Will KT be able to overcome her fear and gain the confidence to take the plunge? The Field Guide to Rainforest AnimalsOxford From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages critical-thinking skills. University Press Leveled Books (K-8) Xist Publishing From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages critical-thinking skills. Double Trouble (Dolphin Readers Level 2) OUP Oxford Page 1/2 Circles and Squares (Dolphin Readers Level 2) Oxford University Press From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages critical-thinking skills. Stella Maris Speaks Oxford University Press Join the adventure of a lifetime as you explore the Amazon Rain Forest! Follow the trail of the jungle's most magnificent creatures, including silent jaguars, leaping monkeys, and pink river dolphins in The Field Guide to Rain Forest Animals. Learn the difference between New World and Old World monkeys, how to detect the presence of a Dwarf Caiman crocodile, and why Vampire Bats can walk and run. This unique interactive journal is filled with photographs, maps, and detailed illustrations of eight interesting jungle animals. At the end of this book kids can continue the adventure by assembling their animals amidst a colorful diorama for their own museum-ready display! Chirp / PollitoOxford University Press From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises Dolphin Readers Level 4 City Girl Country Boy language, and encourages criticalthinking skills. Let's Go to the Rainforest City Girl, Country Boy (Dolphin Readers Level 4) From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. Yesterday, Today, and Tomorrow (Dolphin Readers Level 4) Oxford University Press Discusses the use of leveled texts in kindergarten through eighth-grade classrooms, examines the "text base" needed for effective language literacy instruction, provides guidelines for creating a high-quality leveled book collection and matching books to readers, and explains how to analyze and level books. Baby Animals (Dolphin Readers Starter) Oxford University Press From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages critical-thinking skills. On Safari (Dolphin Readers Level 1) Scholastic Inc. From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. Matt's Mistake (Dolphin Readers Level 2) CreateSpace From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and March, 28 2023 encourages critical-thinking skills. The Tough Task (Dolphin Readers Level 4) Silver Dolphin Books From master of suspense Paula Morris comes a tale of gods and goddesses, thrilling romance, and mystery set in present-day Rome. Laura Martin is visiting Rome on a class trip, and she's entranced by the majestic Colosseum, the Trevi Fountain, the Pantheon . . . Everything in this city seems magical. That is, until the magic seems to turn very dark. Suddenly, statues of Cupid and ancient works of art come to life before her eyes. Earthquakes rumble and a cloud of ash forms in the sky. A dark-eyed boy with wings on his heels appears and gives her a message. Laura soon realizes she is at the center of a brewing battle -- a battle between the gods and goddesses, one that will shake modern-day Rome to its core. Only she and her group of friends can truly unravel the mystery behind what is happening. As tensions mount and secret identities are revealed, Laura must rely on her own inner strength to face up to what may be a fight for her life. Acclaimed author Paula Morris brings the ancient world to vivid life in this unstoppable tale of friendship, love, and the power of the past. A Visit to the City (Dolphin Readers Level 2) Oxford University Press From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. New Girl in School (Dolphin Readers Level 3) Oxford University Press From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. Go, Gorillas, Go Oxford University Press When a little chick leaves the flock, he stumbles on to an adventure that will Page 2/2 change him forever. This charming bilingual Spanish-English picture book is a cute read for little explorers. We Won the Cup (Dolphin Readers Level 4) Oxford University Press From shapes and baby animals to students in space, fiction and nonfiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages criticalthinking skills. Lost! (Dolphin Readers Level 2) Oxford University Press A girl raised by dolphins must choose between two worlds in this critically acclaimed novel about what it means to be a human being. Wonderful Wild Animals (Dolphin Readers Level 3) Lerner Publishing Group From shapes and baby animals to students in space, fiction and non-fiction Dolphins capture imaginations. With activities for every page of reading, the stimulating 'read and do' approach engages learners, practises language, and encourages critical-thinking skills. 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WELCOME TO WILLOW CLASS Mrs Martin and Mrs Romero St Clare's Catholic Primary School What will we be learning about this year? * Autumn 1 – The World Around Us * Autumn 2 – Fire, Fire! * Spring 1 – Food * Spring 2 – Your Majesty * Summer 1 – Our School * Summer 2 – Robots and Toys Morning Routine * Our day starts at 8:45am * PLEASE DON'T BE LATE!!! * Register, Morning Prayer, Calendar, Weather Report * Spellings every morning * easy – can, tricky – said. * Phonics everyday (sometimes twice) for reading/ writing Phonics – What is phonics? Phonics is the link between letters and the sounds they make. Although there are 26 letters in our alphabet the English language has 42 phonemes (speech sounds). A phoneme is the smallest unit of sound that makes a difference to a word. Phonics * Letters (graphemes) are used to represent sounds (phonemes). c-a-t You can use 1, 2 or more letters to make a sound . . . * sun snow sleigh Phonics Screening Check * June * Real words nonsense words * Asked by teacher/TA * Last few years 32/40 Writing * Write clearly demarcated sentences. * Use 'and' to join ideas. * Use conjunctions to join sentences (e.g. or, but). * Use standard forms of verbs, e.g. go/went. * Use capital letters, full stops, question marks and exclamation marks * Use capital letters for names and personal pronoun 'I'. * Write a sequence of sentences to form a short narrative. * Write in different forms. * Use correct formation of lowercase letters – finishing in right place. * Use correct formation of capital letters. * Use correct formation of digits. Reading * Identify which words appear again and again. * Recognise and join in with predictable phrases. * Relate reading to own experiences. * Re-read if reading does not make sense. * Re-tell with considerable accuracy. * Discuss significance of title and events. * Make predictions on basis of what has been read. * Identify and discuss events and characters * Make inferences on basis of what is being said and done. * Read aloud with pace and expression, i.e. pause at full stop; raise voice for question. Mathematics * Count to and across 100, forwards & backwards from any number. * Read and write numbers to 20 in numerals & words. * Read and write numbers to 100 in numerals. * Say 1 more/1 less to 100. * Count in multiples of 2, 5 & 10. * Identify odd and even numbers * Use bonds and subtraction facts to 20. * Add & subtract 1 digit & 2 digit numbers to 20, including zero. Mathematics * Solve one-step multiplication and division using objects, pictorial representation and arrays. * Recognise half and quarter of object, shape or quantity. * Sequence events in chronological order. * Use language of day, week, month and year. * Tell time to hour & half past. * Recognise and name common 2-D and 3-D shapes. * Recognise and know the value of different coins and notes. * Measure and begin to record length, height, volume, capacity, mass and weight. How you can help at home? * Read, Read, Read! * Listen, Listen, Listen! * Encourage children to speak in full sentences. * Flashcards – show children sound cards, key words, build words, find sounds * Play I spy, Scrabble * Encourage children to write for a purpose – write a postcard, a letter to grandparents, shopping lists, present lists before their birthdays, reminders. * Make sentences with word cards Fantastic Four * It will greatly help your child if you read with them every day. * If your child reads their reading books at home at least four times a week they will receive house points. * If they read at least four times a week every week of the half term they will receive a small prize. * YOU NEED TO USE THEIR READING DIARIES TO RECORD WHEN THEY READ AT HOME. PE * Every Thursday * PE kit – Red logo t-shirt, black shorts, black pumps. * Outdoor – School red hoodie, black jogging pants – no leggings, plain black trainers, no logo * No earrings * Please label all PE kits (and all other items of school uniform). Homework * Reading – Your child's reading books will be changed on Mondays and Thursdays. * Spellings. These will be given out on Mondays and tested on Friday. * We hope to start giving out homework on after the first half term. * This will be mainly phonics, English or Maths based. * Homework will be given out on Mondays to be returned by Thursday. HRSE * HRSE stands for Human Relationships and Sex Education. * This subject was made statutory in 2020 and is especially important after the pandemic as it relates to children's relationships with themselves, others and God. * We have incorporated PSHE objectives into our HRSE curriculum to ensure all children have the skills and understanding to lead confident, healthy and independent lives, building on their relationships with God and others. * Please see the HRSE section on the school website for more information about this. Thank You * Any questions	<urn:uuid:2317016c-37fe-4149-b66f-9438506abb6a>	CC-MAIN-2023-14	https://www.st-clares.lancs.sch.uk/wp-content/uploads/2022/09/Welcome-to-Willow-Class.pdf	2023-03-28T11:24:12+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948858.7/warc/CC-MAIN-20230328104523-20230328134523-00625.warc.gz	1,103,764,763	1,149	eng_Latn	eng_Latn	0.991403	eng_Latn	0.998205	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 85, 284, 521, 789, 948, 1054, 1596, 2109, 2487, 2967, 3379, 3749, 4005, 4359, 4896, 4924 ]	[ 3.578125 ]	1	0
Bicycle Safety Suggestions The policy of the Siskiyou Velo Club is that all members and guests are personally responsible for their own cycling safety on all rides and events, not the Ride Leaders. These Bicycle Safety Suggestions are provided to assist you with your responsibilities; if ever in doubt, use your own judgment for your safety. Keep Your Bike in Good Working Order It is your responsibility to maintain your bike in proper operating condition to enable you to control the speed and direction of the bicycle, start and stop quickly and accurately, etc. Do the ABC Quick Check: * AIR If your tires give a bit when you press with your thumb, they need some air. * BRAKES When you squeeze your brakes hard, you should still be able to fit your thumb between the brake levers and the handlebars. Check that your brake pads or discs aren't worn out and replace as necessary. * CHAIN, CRANK, CASSETTE Make sure your chain is running smoothly – lightly oiled and free of rust and gunk – by spinning it backwards a few revolutions. * QUICK RELEASE If your bike has quick release wheels, make sure the release levers are securely closed. * CHECK As you start to ride, listen for any rubbing, grinding or clicking noises that might indicate something isn't working correctly. More Maintenance Tips * If something isn't working correctly, fix what you can and take your bike to a local bike shop for additional adjustments. * Make sure your bike fits you correctly. You'll be more comfortable and efficient. A local bike shop can help adjust your bike. * Use secure racks or packs for carrying items or packages. Don't let anything get caught in the spokes of your wheel. Bicycling Suggestions Use your bicycle with a keen awareness of the cycling environment. Follow the tips below to help improve your safety and confidence as a bicyclist. * Wear a bicycle helmet. See https://helmets.org/buying.htm for fitting suggestions. All riders on a Siskiyou Velo-sponsored bike ride are required to wear a helmet. * Obey all traffic signals, signs and lane markings. Cyclists have the same responsibilities and privileges as motor vehicle drivers, per OR 814.400 - 814.489. * Stop as Yield – In Oregon, cyclists are allowed to slow to a safe speed, check for cross traffic and proceed without stopping at a stop sign or flashing red light. All the rules of right of way still apply. Riders are still required to come to a stop and remain stopped at a steady red light. * Always keep both hands on the handlebars and be ready to brake. You can remove one hand to make a hand signal, take a drink, or look behind you – so long as you can still control your bike. * Go slower and use caution when the road is wet or icy, or when it is foggy or visibility is otherwise limited. * Be visible. Use lights and reflectors – even when riding in the daytime and especially when riding at night. Brightly colored or reflective clothing helps increase visibility * Ride your bike "defensively." Remember that car drivers are often unaware of your presence. They are on the look-out for cars and pedestrians, but not necessarily cyclists. * Be alert. Scan the route ahead for traffic, opening car doors, other people riding bikes, pedestrians, and obstacles on the road surface. * Ride predictably so that others can see you and predict your movements. Do not weave in and out between parked cars. Use hand signals to indicate turns and when slowing or stopping. * Practice riding in a straight line. It is an important skill when cycling alone as well as with others. * Ride on the right side of the road with the flow of traffic. Car drivers are looking for other cars and trucks consistent with the "rules of the road," not for bikes going in the wrong direction. * Ride far enough away from the curb to stay clear of opening car doors, potholes, debris and sewer grates and to maintain a straight line. If the road is too narrow for vehicles to pass you safely, it may be better to ride in the right third or middle of the lane to prevent dangerous overtaking. * Use designated bicycle lanes when available. Use shoulders when bike lanes are not available. * "Take the lane" if you are planning on turning left. Signal that you will turn into a car lane from the shoulder or a bicycle lane. Do NOT stop next to a stopped car at an intersection, stop sign, etc. "Take the lane" and stop behind the car. If you stop next to a stopped car, the driver often doesn't anticipate or see you. Watch for and stay out of a vehicle's blind spot. * "Take the lane" can still apply when you are turning right, Pull behind the stopped car and move up to the intersection once that car exits. If you stop on the passenger side of a car, the driver might not see you or could turn sharply and run into you. * Take extra care around trucks, buses and other large vehicles. They have big blind spots and make wide turns. * Double check to make sure it is safe before crossing the path of motorists and pedestrians. Motorists sometimes don't watch for or see cyclists. For some vehicle drivers you are invisible. * Do not rely on other riders who may call out "clear" when crossing a road. Assess whether it is safe for you to cross. It may have been clear when they crossed, but no longer safe for you to do so. * "Shout out" important information for people around you. Examples are: "Biker back" or "car back" to let them know a car or cyclist is approaching from behind. "Rider up" or "walker up" if a cyclist or pedestrian is ahead of you. "Debris on road" [name the type of debris] is helpful. Shouting out any other unexpected road conditions, obstacles, etc. helps everyone avoid them. * Shout out your intention to slow, stop, etc., especially if you cannot remove your hand from the handlebar to make a hand signal. * Use a mirror to view the lane to your left and behind you. Mirrors can be attached to a handlebar, eyeglasses or helmet. * If you are turning your head to see behind you, your hands tend to go in the same direction – leading you to veer to that side. IF it is safe to do so, remove the hand from the handlebar on the side you are turning your head to help you maintain a straight line * Use hand signals to indicate to other cyclists and motorists your intent to turn, slow down, stop, etc. Click here to view suggested hand signals. Use hand signals only when it is safe to remove a hand from the handlebar. * When passing another cyclist or pedestrian, call out "Passing on left." Avoid passing people on their right, if possible. * Avoid bicycling on sidewalks. If you must, ride at "walking speed" or walk your bike. Pedestrians don't expect other vehicles on the sidewalk. There are often obstructions that limit your visibility. Motorists don't expect a cyclist to enter a road from a sidewalk. * Also see How Not to Get Hit by Cars which is probably the single greatest fear when people ride bikes. Good information for both experienced and novice cyclists. Initial: _ Updated: 8/24/2023 References League of American Bicyclists, "Smart Cycling Quick Guide." Available from LAB (League of American Bicyclists) and as a Kindle version on Amazon.com. The League of American Bicyclists also offers excellent online learning modules as part of its "Smart Cycling Program", including videos, bike maintenance, ride better tips, rules of the road, etc. Oregon Department of Transportation, Oregon Bicycling Manual, 5 th edition: https://www.oregon.gov/odot/programs/tdd%20documents/oregon-bicyclist-manual.pdf Oregon Department of Transportation, Stop as Yield Brochure BicycleSafe.com "How Not to Get Hit by Cars"	<urn:uuid:ba28427f-5bde-4f1d-9a50-132cb5a7a728>	CC-MAIN-2023-50	https://www.siskiyouvelo.org/wp-content/uploads/2023/08/Bicycle-Safety-Suggestions-c-Preamble-LB-8-24-23.pdf	2023-12-09T06:00:54+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00178.warc.gz	1,075,278,536	1,666	eng_Latn	eng_Latn	0.998806	eng_Latn	0.999001	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2364, 5093, 7633 ]	[ 2.828125 ]	1	0
UNIVERSITI MALAYSIA SARAWAK Grade: _____________ Please tick one Final Year Project Report ☒ Masters ☐ PhD ☐ DECLARATION OF ORIGINAL WORK This declaration is made on the 15 day of JUNE year 2015. Student's Declaration: I, TAN PEI FERN, 39628, F ACULTY OF COGNITIVE SCIENCES AND HUMAN DEVELOPMENT , hereby declare that the work entitled, PARENTING STYLE ASSOCIATED WITH PERCEIVED CHILDREN BEHAVIOUR: A STUDY AMONG A GROUP OF PARENTS IN UNIMAS KINDERGARTEN is my original work. I have not copied from any other students’ work or from any other sources with the exception where due reference or acknowledgment is made explicitly in the text, nor has any part of the work been written for me by another person. 15 JUNE 2015 ____________________ _______________________________ TAN PEI FERN (39628) Supervisor's Declaration: I, PROF PETER SONGAN , hereby certify that the work entitled, PARENTING STYLE ASSOCIATED WITH PERCEIVED CHILDREN BEHAVIOUR: A STUDY AMONG A GROUP OF PARENTS IN UNIMAS KINDERGARTEN was prepared by the aforementioned or above mentioned student, and was submitted to the “FACULTY” as a partial/full fulfillment for the conferment of BACHELOR OF SCIENCE WITH HONOURS (COGNITIVE SCIENCE), and the aforementioned work, to the best of my knowledge, is the said student’s work 15 JUNE 2015 Received for examination by: _______________________________ Date: ____________________ (PROF PETER SONGAN) I declare this Project/Thesis is classified as (Please tick (√)): ☐ CONFIDENTIAL ☐ RESTRICTED ☒ OPEN ACCESS (Contains confidential information under the Official Secret Act 1972) (Contains restricted information as specified by the organisation where research was done)* I declare this Project/Thesis is to be submitted to the Centre for Academic Information Services (CAIS) and uploaded into UNIMAS Institutional Repository (UNIMAS IR) (Please tick (√)): ☒ YES ☐ NO Validation of Project/Thesis I hereby duly affirmed with free consent and willingness declared that this said Project/Thesis shall be placed officially in the Centre for Academic Information Services with the abide interest and rights as follows: - This Project/Thesis is the sole legal property of Universiti Malaysia Sarawak (UNIMAS). - The Centre for Academic Information Services has the lawful right to make copies of the Project/Thesis for academic and research purposes only and not for other purposes. - The Centre for Academic Information Services has the lawful right to digitize the content to be uploaded into Local Content Database. - The Centre for Academic Information Services has the lawful right to make copies of the Project/Thesis if required for use by other parties for academic purposes or by other Higher Learning Institutes. - No dispute or any claim shall arise from the student himself / herself neither a third party on this Project/Thesis once it becomes the sole property of UNIMAS. - This Project/Thesis or any material, data and information related to it shall not be distributed, published or disclosed to any party by the student himself/herself without first obtaining approval from UNIMAS. Student's signature: ________________________ Supervisor's signature: _____________________ Date: 15 JUNE 2015 Date: 15 JUNE 2015 Current Address: 9, Jalan Merak, Taman Sentosa, 85300, Labis, Johor. Notes: * If the Project/Thesis is CONFIDENTIAL or RESTRICTED, please attach together as annexure a letter from the organisation with the date of restriction indicated, and the reasons for the confidentiality and restriction. PARENTING STYLE ASSOCIATED WITH PERCEIVED CHILDREN'S SOCIAL BEHAVIOUR: A STUDY AMONG A GROUP OF PARENTS IN UNIMAS KINDERGARTEN TAN PEI FERN This project is submitted in partial fulfillment of the requirements for a Bachelor of Science with Honours (Cognitive Science) Faculty of Cognitive Sciences and Human Development UNIVERSITI MALAYSIA SARAWAK (2015) The project entitled ‘Parenting Style associated with Perceived Children’s Social Behaviour: A study among a group of parents in UNIMAS Kindergarten’ was prepared by Tan Pei Fern and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Bachelor of Science with Honours (Cognitive Science) Received for examination by: ----------------------------------- (PROF PETER SONGAN) Date: 15th June 2015 ----------------------------------- Grade ACKNOWLEDGMENTS I thank God for bringing me to complete my Final Year Project successfully. I thank Him for giving me confidence when I was afraid, strength when I was weak, and direction when I was lost. To my supervisor, Professor Peter Songan, I appreciate your effort and the time you spent in guiding me throughout the whole progress of the thesis. Professor Peter Songan, thanks for your excellent guidance and for giving me so much knowledge and advice throughout the completion of this thesis. To my project evaluators, Dr Zaimuariffudin Shukri Nordin and Madam Fatihah Abdullah Bandar, thank you for the positive and constructive comments on my project. To the person in charge of the UNIMAS Kindergarten, Mr Yaman bin Hassan, thank you for helping me deliver the questionnaires to the parents of the children in the Kindergarten. To the survey respondents, thank you for participating in my research project and for filling in the survey questionnaire. To my mother, thank you for always praying for me, I appreciate your love and encouragement throughout my life. I hope to make you proud. To my brothers, thank you for your care, love and support. To all my beloved friends, thank you for the support and help. Especially, thank you to my course mate, Liik Kuok Siaw, who helped me a lot throughout the completion of this study, especially in the methodology part. I really appreciate it. The completion of this entire bachelor's degree has only been possible because of all of your love. I am so blessed to have you all in my life. Thank you very much. TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABSTRACT This study was conducted to study the parenting styles associated with perceived children's social behaviour. Specifically, this study aimed to find out the differences of perceived children's social behaviour based on gender of the parent, to find out the differences of perceived children's social behaviour based on the parent's level of education and to identify the correlation between authoritarian, authoritative, and permissive parenting styles with perceived children's social behaviour. A total of 55 parents with children enrolled at the UNIMAS Kindergarten took part as respondents in this study. A close ended questionnaire was used as the instrument for data collection in this study. The respondents were asked to rate how often they engaged in each of the different parenting styles and how often their child exhibited each perceived social behaviour. Descriptive statistical methods such as, frequencies and percentages were used to analyzed demographic data while inferential statistical methods like T-test, ANOVA and Pearson Correlation were used to test each hypothesis. The findings showed that the most common parenting style practiced by the parents is authoritative parenting style. The findings also showed that most of the parents perceived that their children exhibited hyperactive behaviour. According to the results of the statistical analysis, only authoritative and permissive parenting styles have significant relationship with perceived children's social behaviour. Lastly, it is recommended that parents and counsellors pay special attention toward children's social behaviour and suggests that future researchers expand the study by wider the scope and focusing on more associated factors in the study. Keywords: parenting style, authoritative, authoritarian, permissive, social behaviour, aggression, hyperactive, shyness, disrespectful, acceptable social behaviour, kindergarten ABSTRAK Tujuan kajian ini ialah mengenal pasti gaya keibubapaan bersekutu dengan tingkah laku kanak-kanak di kalangan ibu bapa di Taska UNIMAS. Di samping itu, kajian ini bertujuan untuk mengenalpasti perbezaan antara faktor demografi terpilih, jantina dan tahap pendidikan ibu bapa terhadap tingkah laku sosial kanak-kanak. Selain itu, Kajian ini juga mengenalpasti hubungan antara gaya keibubapaan authoritarian, authoritative dan permissive dengan tingkah laku social kanak-kanak. Responden kajian ini terdiri daripada 55 ibu bapa dari Taska UNIMAS. Borang soal selidik digunakan sebagai instrumen untuk mendapatkan data. Responden diminta untuk mengadar berapa kerap mereka melibatkan diri dalam amalan-amalan keibubapaan dan juga mengadar berapa kerap anak mereka memamerkan tingkah laku tersebut. Seterusnya, statistik deskriptif telah digunakan untuk mendapatkan kekerapan dan peratusan bagi faktor demografi manakala statistik inferensi seperti Ujian-t, ANOVA dan Korelasi Pearson telah digunakan untuk membuat analisis statistik dalam menguji hipotesis kajian. Hasil kajian menunjukkan bahawa amalan gaya keibubapaan yang digunakan oleh kebanyakan ibu bapa adalah gaya keibubapaan authoritative. Selain itu, hasil kajian juga menunjukkan bahawa kebanyakan ibu bapa megadar anak mereka lebih kerap menunjukkan tingkah laku hiperaktif. Seterusnya, hasil kajian juga menunjukkan bahawa gaya keibubapaan authoritative dan permissive terdapat perkaitan yang signifikan dengan tingkah laku sosial kanakkanak. Tambahan pula, pengkaji juga menyediakan beberapa cadangan kepada ibu bapa dan kaunselor untuk menarik perhatian mereka ke arah tingkah laku sosial kanak-kanak. Akhir sekali, penkaji mencadangkan agar pengkaji akan datang membesarkan skop-skop kajian supaya lebih banyak faktor lain boleh difokus. Kata kunci: gaya keibubapaan, berwibawa, autoritarian, permisif, tingkah laku sosial, agresif, hiperaktif, rasa malu, kurang ajar, tingkah laku sosial yang boleh diterima, tadika CHAPTER ONE INTRODUCTION Children generally learn very quickly especially those who are in the preschool-age. This is because they are undergoing the learning stage of their lives. Plus their behaviours and personal traits are also developing rapidly during this period. Parental guidance is needed to positively influence a child's development. Therefore the guidance and relationship between parents and their child are very important (Bigner, 2010). Brigner (1989) stated that children have many things that he or she should learn and accomplish before entering a school. In the early childhood, children learn social emotional skills to build healthy relationships with others. Parents are the closest people to a child and since they interact daily with the child, they play an important role in managing and training a child to possess good behaviours. As a matter of fact, a good or bad behaviour practiced by a child is usually influenced by his or her parents. Brigner emphasized that a "well" behaved parent who is always doing "good" things and saying "good" words will lead his or her child to become a "good" person in future. Following such logic it simply means that a child will grow and become a good person if parents become good role models. Perepletchikova and Kazdin (as cited in Berg, 2011, p.6) stated that various methods have been used by parents, for example communication style, levels of responsiveness, and level of control to discipline and shape their child's behaviours. However, it is necessary to find out the effect of different parenting styles on children behaviour. Gottman (as cited in Latouf, 2009, p.3) found that harsh parenting methods may lead to certain negative behaviours and so he advised parents to review their own behaviours and be more aware of the techniques used in training children. According to Pretorius's study ( as cited in Latouf, 2009, p.4), although there are various parenting styles employed by parents to train their children but there are three main components present in all the parenting styles which cause the biggest influence in a child's behaviour which are Authoritative Parenting, Authoritarian Parenting and Permissive Parenting. Background of Study Many examples and suggestions have been mentioned in books to guide parents on how to interact with their children and instill good behaviour in children. However, it is seemed that although parents are quite aware of the parenting styles that can be used to teach their children, most of them are still unclear on how to be competence parent due to lack of appropriate guidelines. Hence, it can be seen that there are still many unacceptable behaviours displayed. A study was done by Latouf (2009) in South Africa because the researcher observed that children at the age of five showed certain less acceptable social behaviours such as teasing, screaming and disturbing their peers in class. Beside that, these children seem to do not know how to handle and settle their daily events. They are low in self-esteem, immature thinking and fearful in problem solving. This observation motivated her to carry out a study on the parenting styles that affect the behaviour of five-year olds. After analyzing the results of her study, she discovered that most of the preschoolers misbehaved due to negative influences from parents. Therefore, positive parental behaviours may lead to more socially acceptable behaviours among children. A study done by Clough (as cited in Latouf, 2009, p.5) revealed that the teacher claimed that there are 20% of students have disruptive behaviour and 5% of students are aggressive. In contrast, Pretorius (2000) observed that fearful and timid children are more disciplined and well behaved as compared to children who are extroverts in preschool. Latouf (2009) emphasized that children's behaviour cannot be controlled even by their teachers. She proposed that parent should take the responsibility to guide their children in preventing the repeating of misbehaviours. Kral & Rauh (2010) added that parental model is an important factor in controlling children inhibited and exhibited behaviour. Furthermore, Rhee and waldman (2002) conducted a study and found that antisocial behaviours are moderately affected by genetic and environmental influences. Children's social behaviours are easily influenced by their family members, living environment, social and cultural environment during their growing up years. According to Louw (1998), behaviour can be divided into two types which are pro-social and anti-social. Pro-social is a positive behaviour and is acceptable within the society. Examples of pro-social behaviours are interaction during collaboration, being helpful, and being kind. As compared to pro-social behaviour, anti-social behaviour is negative behaviour that is less acceptable within society, for example aggressive behaviour. Children with negative behaviour will be involved in activities such as bullying, fighting, disturbing others and so on. According to all of these studies, there are actually various factors including internal and external of factors that could influence a child's social behaviour. Much researches have been done on the issue of children brought up with good social behaviour are more sociable within the society. According to Bigner (2010), parents are children's first teacher and therefore they should always be a good role model to their children by training them up and providing them with a good environment during their growing up years. A competent mother will spend some time every day to communicate and show concern to her children. Interaction between parent and children are important because parent will be more understanding towards their children's need if they always talk to them. Problem Statement Many studies have been conducted on the topic regarding internal and external factors that influence children's social behaviour. Most of these studies show that children's behaviour is affected by environmental and genetic factors. There are many children reported by teacher that they tend to misbehave in pre-school. Many children display behaviours like selfishness, aggressiveness, disruptiveness and bullying in classroom. However, there are only limited studies done to determine factors other than environmental and genetic factors in influencing children social behaviour. Besides environmental and genetic factors, parental behaviours can be one of the factors influencing children's social behaviour. Parent is the person closest to a child and is responsible in guiding the child, so parent need to always be a role model to their children. Every parent should understand that parenting style is important in cultivating proper behaviour in children. However most of the parents are still unclear on how to be a competent parent due to the lack of appropriate guidelines. Parents are in the dark about the most suitable parenting style in leading children to good behaviour and the effects of each parenting style. Parents are unaware of the way to encourage acceptable social behaviour and prevent less acceptable social behaviour among children. Other than being knowledgeable, behaving appropriately and being sociable is also crucial to a child. Based on studies done previously, it is found that parenting style is associated with children's social behaviour. Hence, this study is conducted to answer the following questions: 1. How do parents perceive the social behaviour of their children? 2. What are the factors influencing the social behaviour of pre-school age children? Research Objectives General Objective The general objective is to determine the perceived children's social behaviour and the parenting styles associated with it. Specific Objectives The specific objectives of this study are: a) To determine children social behaviours as perceived by their parents. b) To determine if there is any different between mother and father of children in term of their perceived children's social behaviour. c) To determine if there is any different between parents of various educational level in term of their perceived children's social behaviour. d) To determine the relationship between authoritative parenting style and perceived children's social behaviour. e) To determine the relationship between authoritarian parenting style and perceived children's social behaviour. f) To determine the relationship between permissive parenting style and perceived children's social behaviour. Conceptual Framework Independent Variables The conceptual framework above describes the relationship between independent variables and dependent variable. The independent variable in this study is parenting style which consists of authoritative, authoritarian, and permissive parenting styles whereas the dependent variable is perceived children's social behaviours. The demographic factors such as gender and educational level of parents will also be studied in this research. Hypothesies Based on the research objectives, the research hypotheses are: H01: There is no significant difference between father and mother in term of their perceived children's social behaviour. H02: There is no significant difference between parents of various educational level in term of their perceived children's social behaviour. H03: There is no any significant relationship between authoritative parenting style and perceived children's social behaviour. H04: There is no any significant relationship between authoritarian parenting style and perceived children's social behaviour. H05: There is no any significant relationship between permissive parenting style and perceived children's social behaviour. Significance of the Study This study contributes to all parties that are involved directly or indirectly. Firstly, this study provides parents with guidelines on ways to teach and lead their children towards developing good behaviours. Besides that this study also contributes by suggesting guidelines and providing information to counselors that aids in counseling session. Future researchers who are interested with this topic could use this research as their reference to investigate further. Last but not least this research is important in revealing the ways to help children develop good social behaviour. Operational Definition of Terms Parenting Style Parenting style is the technique used by each parent to guide or lead the children toward the right direction. In this study, the different teachniques used by the parents include authoritarian, authoritative and permissive parenting style. Authoritative Parenting Style Authoritative parenting is a parenting style that focuses more on nurturing and the expressing love toward their children while at the same time setting clear expectations for their children. They are more tolerant towards their kids when they asking them to do something. Authoritative parents always promote give and take, are well practiced in being responsive and yet demanding. Hence, they are more patient in explaining their reasons and rules to their children when trying to convince their children to do something. Authoritarian Parenting Style Authoritarian parenting is an extremely strict style used by parents when disciplining their children. They prefer to set high expectations on their children and expect no objections from them. Strict rules are always set so that their children can achieve the expectations. Parents with this kind parenting style always force their children to be obedient by using physical punishment. Children always surrender without any negotiating or reasoning. Authoritarian parents usually lack concern about their child's needs, they only keep the order and arrange the activities that need to be done by their children, but never realize the importance of understanding what the child actually needs. Permissive Parenting Style Permissive parents are always high in warmth and low in control when interacting with their children. They always give a lot of love, a lot of care and fewer boundaries to their child. Parents who assert this parenting style have the mindset that their children are independent and able handle and manage things on their own. However, this mindset is very contradictory to real life. They always treat their children like friends and allow them to do whatever they want. Parents with this parenting style usually do not set any expectations on their children and allow their children to manage and regulate their own activities. Pre-school Age Child It is a group of children around the age of 3-6 years. Children in this age group are in the stage of education prior to entering the formal education system. Children who are not mature enough in their thinking, and so need more care and guidance from parents. This group of children spends most of their time with their parents. Hence, this study is conducted to investigate the parenting styles associated with children's social behaviours as perceived by their own parents. The children focused in this study are preschoolers enrolled in the UNIMAS Kindergarten. Perceived Social Behaviour The children's behaviour determined in this study is identified according to the perceptions of the parents when their children interact with others in daily life. The children's social behaviours focused in this study are hyperactivity, aggressiveness, disrespectfulness, shyness and acceptable social behaviour. Parents were asked to fill in the questionnaire by reflecting back on how often their child exhibited those behaviours. CHAPTER TWO LITERATURE REVIEW Human development is the systematic change which begun since conception till the end of one's life span (Keenan & Evans, 2009). In this study, the development of pre-school children will be focused. Pre-school children are also known as early childhood children and their ages are around two to six years old. Most of the characteristics of a pre-schoolchild are similar to early toddlers. This study focuses on children at the age of four to six years old. Children of such age group are attending preschool and therefore they would often interact with peers and develop relationships with one another. Since these children are beginning their social lives, parents become very important in shaping their children's behaviour and personality traits which will help them when interacting with others in school. Guiding children (2004) stated that adults have the responsibility to help their children in learning the appropriate behaviours. They should teach their children to always be generous in sharing things with others, speaking politely with others and cooperating with one another when working in a team with others. Moreover adults should teach them to avoid inappropriate behaviours such as fighting, disturbing, and making fun of others. Adults being good role models themselves while providing guidance to children can help them to behave properly. In this chapter, the social behaviour of children and it's relation to child development theories will be discussed. Parenting styles will then be reviewed and its influence on children behaviour will be discussed. Social Behaviour In this section the society's view on acceptable and less acceptable social behaviour within the preschool-age children will be discussed. It is important to understand what is deemed appropriate and less appropriate behaviours among preschool children in the society. Acceptable Social Behaviour Socially acceptable behaviours are behaviours believed to be positive and appropriate for pre-school age children (Latouf, 2009). Altruistic behaviour is an example of acceptable social behaviour, as it is an action displayed by those who love helping peoples without wanting anything in return. Their motivation to help others does not involve any expectation for reward. Acceptable social behaviour among children can be observed when they interact with their peers. The few positive social interactions often displayed by children are cooperativeness and helpfulness, such as when children share their toys and food with peers. Training children to behave and act positively since childhood helps them to develop pro-social behaviour during adulthood. Studies examining pro-social response among children show an increase in positive behaviours with the rise in age. Positive behaviours among children increase consistently until it reaches the peak during adolescence. Dobson (2002) stated that children's challenging behaviour is motivated in part by the desire for power that lies deep within the human spirit. From a very early age, they just don't want anyone telling them what to do. They are also great admirers of strength and courage. (p.18) It simply means that children do not like to be told what to do by adults and hence they fight for autonomy. According to Papalia and Feldman (2012), parents who are discipline and practiced positive behaviours tend to encourage their children toward developing pro-social behaviours. These parents would point out and guide their children through movies, stories, or television programs that advocate positive behaviour. According to Bandura's social learning theory (as cited in Latouf, 2009, p.28), children always observe their surrounding and imitate the good behaviours of people around them. Nowadays media has become an effective way to increase children's altruism. For example television program that promotes cooperativeness, sharing, generosity and helpfulness strongly influences audiences' behaviour and thinking. Papalia and Feldman (2012) suggested that parents can guide their children through media or sending them to children programs to encourage their children toward pro-social behaviour. Most behaviours displayed by children are actually learnt through impersonating people around them. According to Bandura's Social Learning Theory, it is called observation learning. Impersonation is a cognitive skill that allows children to be able to impersonate other people's behaviour that provides them a chance to learn positive things around them. However children will only learn from people they like and ignore people and things they do not like (Gupta & Theus, 2006). Less Acceptable Social Behaviour Less acceptable social behaviour or anti-social behaviour is the opposite of acceptable social behaviour which has been discussed earlier on. It is social behaviour that is negative, not appropriate and not acceptable in the society. Parents nowadays are always busy with their career causing them to hardly be able stay at home to communicate and show concern for their children's need. This situation results in children looking for affection elsewhere which might lead to children toward inappropriate behaviour (Latouf, 2009). According to Bowlby's attachment theory (as cited in Latouf, 2009 ), interaction between parents and their children is necessary to help children develop and grow. Parents who are too stressful in their working life usually are unable to control their emotion well and hence arriving home with negative mood. The relationship between parent and children is affected when parents get annoyed easily with their children due to lower level of tolerance after leaving from their stressful workplaces. This results in communication failure between children and their parents which in the end causes children to stay silent and display inappropriate social behaviours such as bullying their friends or having conflict with their peer. According to Essa (2003) some of the children show inappropriate behaviour because they desire adult's attention. Children lacking of concern from parents will purposely misbehave to capture their parent's attention. They develop negative behaviours due to the lack of family education and guidance on ways to behave properly. According to studies related to children psychology, training done by parents effectively reduced aggressive and antisocial behaviour at home and in school (Latouf, 2009). According to Gupta and Theus (2006) there are various factors influencing children's social behaviours, for instance children coming from broken families, mental illness, genetics, lack of social involvement and influences from peers. The possible factors as mentioned above by Gupta and Theus may cause the display various negative behaviours among children. The following are several common anti-social behaviours found in preschool-aged children. Disrespectful. Brink's study (as cited in Lotouf, 2009, p.38) mentioned that children nowadays lack respect to adult as it can be seen often children being disrespectful and arrogant towards their teachers in preschool. Schoeman (as cited in Lotouf, 2009, p.38) said it is possible to have mutual respect between children and adult. Moreover not only children should show respect to parents or adults but the adults themselves should respect children as well so that children would obey what is being said to them by the adults. Parents should take the responsibility of being a good role model to them and inculcate respect since early childhood. Bigner (2010) shares the same view point with Schoeman (as cited in Lotouf, 2009, p.38) where both of them agreed that parents should not criticize their children's personality but instead focus on their offensive behaviour. Parent should explain to their children the negative effect of negative behaviours and guide them in correcting their misbehaviour. Parent need to respect their children before expecting their children to do the same. Aggression. Aggression is a behaviour that may involve physical attack such as hitting and punching people which will cause harm to others (Keenan & Evans, 2009). According to Dodge's study (as cite in Keenan & Evans, 2009, p.311) aggression among preschool age children are more likely to happen when they fight for favourite toys or playing place. He also mentioned that there are chances children's aggressive behaviour might follow them into their adulthood. Aggressive behaviour can be reduced by giving more sense of security to children. According to Bigner (2010), aggression occurs among children and it is a normal growth and development process. It helps children to discover their boundaries and enhances communication skills with others. Bigner (2010) believed that aggression among children is often influenced by family and environment. He emphasized that children act harshly and aggressively because they learnt it from their parent. To prevent such negative behaviour Bigner suggested that positive reinforcement is the best way to prevent children from acting aggressively. Papalia and Feldman (2012) said that parental behaviours strongly influence children's aggressiveness. It is found that children growing up in poor and stressful environment are more likely to be aggressive children raised by a single parent. Studies conducted also show that the lack of attachment and maternal warmth during infancy also causes children to become aggressive during early childhood. Hyperactive. According to Rosenberg, Wilson, Maheady and Sindelar (1992), children with hyperactive behaviour are not likely to seat quietly. These children are often out of their seat and moving around rapidly. 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\| 26 Bringing STEM to Life in Elementary School Classrooms the technologies used to introduce those concepts, equip students with knowledge beyond science and math. STEM introduces students to inquiry-based learning and problem solving through computer science and engineering, not out of a textbook but through lessons that apply to the world around them. And participation is not limited to teachers as the MCCSE has begun to train other school district employees. "We're working with speech therapists, school psychologists and librarians to develop new ways to introduce STEM The Mercy College Center for STEM Education is providing professional development training to hundreds of elementary school teachers as part of a five-year New York State grant called Smart Start that supports teachers in integrating STEM learning into everyday classroom lessons. The teacher training was designed, developed and is now being delivered by the following faculty from Mercy's School of Education (SOE) and Center for STEM Education (MCCSE): Amanda Gunning, Ph.D., and Meghan Marrero, Ed.D., SOE professors and MCCSE co-directors; and Elena Nitecki, Ph.D., professor and chair of the Department of Early Childhood and Childhood Education and MCCSE affiliated faculty. Through Smart Start, the funding aims to make STEM learning more accessible — not only to all students at an earlier age, but also to school districts that historically have dealt with socioeconomic and other barriers to administering STEM education. The STEM concepts that the teachers are being trained on to integrate into their classrooms, and Since 2019, when Mercy was tapped as the preferred provider of professional development for teachers of STEM in school districts granted Smart Start funds, the College has been training up to 100 educators per year from seven elementary school districts across Westchester and Rockland Counties in New York. MAVERICK MAGAZINESpring 2023 "Robotics is a popular enrichment course that's historically been offered in affluent, white school districts. By training teachers in underserved districts how to create their own robotics resources, we're removing the barriers to students who might see themselves as a scientist or an engineer." The Smart Start grant allows for districts to purchase computer science and engineering materials, such as robotics and learning tools to every child," said Marrero. Yet for all its power and promise, STEM learning at the elementary school level can be limited. It might be offered to a handful of families that can afford to send their children to workshops or special camps, but these opportunities can be a luxury. "STEM subjects should not be locked in an ivory tower," said Gunning. "Our daily lives are filled with challenges that are begging for solutions, and we need all kinds of brains to solve them." The emphasis on STEM accessibility arises out of the growing worldwide demand for STEM skills in the workplace — and not just in health care and engineering. "These skills, which focus on problem-solving, innovative thinking and collaboration, are great for curious young minds, forming habits that will prepare them for success in any field in the future," said Nitecki. For example, said Marrero, software, thus leveling the playing field to some extent with more affluent districts. Many educators believe it's never too early to introduce STEM learning, to which Nitecki, an early childhood educator, can attest. "When students start learning STEM foundations from day one, they build on it year by year. As they encounter more challenging subjects, they will have the critical skills they need." "Our program is very hands-on and practical," said Gunning. "It's not just the content, it's the skills that can be applied to every subject and every learning experience. Learning a technique for problem-solving in one area sets the stage for finding solutions in another." Susan Yom, director of the Smart Start program in the Clarkstown Central School District, concurred. "Participants tell us they leave each session with tools they can apply in their classroom the next day. Our students' enthusiasm for STEM is becoming contagious," she said. "This program is changing education in a way that fits with Mercy's commitment to equity and inclusion. This is the legacy we are building." By increasing the number of STEMtrained educators in neighboring school districts, more students than ever now have access to learning that can transform their lives. "Our collaboration with Mercy College reinforces my belief that there is no limit to what teachers can create for our students when the conditions are right," said Christopher DeMattia, director of STEM for the Ossining Union Free School District and coordinator of the Westchester STEM Ambassadors Program. "We expect the positive impact on the skills, understanding, and confidence of our Lisa Dulin, STEM ambassador from Ossining, teaches elementary students how to plan and engineer a better house for the 3 little pigs. STEM Ambassadors test out programing a drone during a robotics session of the Smart Start training. students to be immense." Nitecki, Gunning and Marrero are beginning to see a legacy of knowledge arising out of the work they are doing now. "A basic underpinning of the professional development curriculum is a commitment to provide an education that is culturally relevant, student centered and inclusive," said Gunning. "This program is changing education in a way that fits with Mercy's commitment to equity and inclusion. This is the legacy we are building." As the grant period comes closer to its midpoint, approaches are being refined and made more relevant and applicable to classrooms — and not just in public elementary schools. In Mercy's SOE, this same technology is being delivered to teacher candidates in the master's programs for elementary and secondary educators. And as more of the region's teachers develop and share their own resources — a key component of the grant — the result will be a lowering of the barriers that previously have hindered the growth of diversity in STEM fields. 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What Do You Say? American Accents and Dialects Week 4: Grammar and Syntax The way you combine words into phrases and sentences is shaped by your dialect. We'll look at characteristic phrases of certain dialects ("might could" or "my car needs washed") and who says them. We'll talk about gender differences, unwritten rules, idioms and sayings, and relate it all to your idiolect—your personal way of talking. And we'll explore whether there's a California dialect. * Goals of Week 4's study of grammar and syntax * Learn to listen for grammar- and syntax-based dialect differences. * Be inquisitive about sources of dialect differences. * Identify unwritten rules of grammar and syntax. * You're showing your age: * Lost words and phrases http://verbivore.com/wordpress/old-words-andphrases-remind-us-of-the-way-we-word/ * Ad slogans * African American English (AAE) * AAE is a full-fledged dialect of English: not "bad" or "uneducated" English, not slang, not hip-hop. Page1of2 * In some ways, AAE is more complex than Standard American English (SAE) * SAE: * Progressive shows continuous action (is working) * Participle shows that action is finished (has worked, had worked) * AAE: * Habitual action: She be workin' on weekends * Right now: She workin' today or she's workin' today * Intensity: He steady working * Indignation: He come talking that nonsense * Resultative: "If you love your enemy, they be done ate you alive" * Pastness: he done finished or he done did his homework * Been: I been bought this jacket (a long time ago), I been married (long ago & still) * Permanent state: He nice, she funny * Teen English: Surfer dude, valley girl, and ways to use "like" * Txting: Is it ruining our language? Or is it another dialect? * Dialect-specific expressions * "Y'all come back now!" * Might could * Idioms and other expressions: The meaning of an idiom can't be deduced from the meanings of its words * Raining cats and dogs * Straight from the horse's mouth * Passing the buck * Unwritten rules * The difference between "grammatical" and "meaningful" * Forming yes/no questions: The boy is running → Is the boy running? * Adjective order * "Garden Path" sentences * Pragmatics: Understanding a conversational response in context * Prosody: The "melody" of language * Is there a California dialect? Are there pronunciations, words, and syntax that set oldtime California residents apart from newcomers or visitors? * If we have time: Yoda-speak Thank You for sharing this linguistic journey! Note: links to the videos used in this presentation can be found at tinyurl.com/OLLI-WhatDoYouSay . Week 4, Summer 2023: July 27, 2023 Page2of2	<urn:uuid:fc898222-d999-439e-83b5-14bf116691c3>	CC-MAIN-2023-50	https://olli.fullerton.edu/_resources/pdfs/_summer2023/WhatDoYouSayWeek4Notes.pdf	2023-12-09T05:03:24+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00179.warc.gz	476,070,025	669	eng_Latn	eng_Latn	0.995542	eng_Latn	0.995458	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 984, 2659 ]	[ 2.828125 ]	1	0
Pacific Pests, Pathogens & Weeds - Mini Fact Sheet Edition https://apps.lucidcentral.org/ppp/ Nutgrass (453) Relates to: Weeds Photo 1. Mature plant, nutgrass, Cyperus rotundus, with adjacent 'daughter' plants arising from underground tubers. Photo 3. Triangular flower stem, nutgrass, Cyperus rotundus. Summary Widespread. Asia, Africa, North, South and Central America, Caribbean, Europe, Oceania. In most Pacific countries. Invasive, grows very rapidly in a wide variety of environments, irrespective of soil types. Problematic in field crops, orchards, vineyards, pastures, gardens, fallows, natural and waste areas, footpaths, roadsides, banks of waterways, produces underground tubers that regenerate plants, and is tolerant of many herbicides. Plants 20-60 cm tall. Leaves, narrow, up to 20 cm long, at base of plants. Stems, underground, producing small tubers in chains, white and fleshy at first, later brown and wiry. Buds on the tubers form new plants. Flower stems, smooth, glossy, triangular in cross-section, with 3-8 branches of different lengths and leaf-like structures beneath; each branch bears several reddish-brown 'spikelets' with flowers. The fruits are 3-angled, brown or black, with a single seed inside. Germination very low, but many seed produced. Spread: underground stems; by cultivation and machinery; seed (probability low); flood waters; as a specialist food. Biosecurity: high risk of introduction; one of the worst 10 weeds in Fiji, French Polynesia, Guam, New Caledonia, PNG, Solomon Islands, Tonga. On Global Invasive Species Database of alien invasive species (IUCN, 2020). Biocontrol: a moth, Bactra species, and a mycoherbicide, using Dactylaria higginsii. Cultural control: hand weed; shade; plough and disc; polyethylene mulch; vehicle hygiene to remove tubers and seed; ducks and/or chickens will eat the tubers. Chemical control: in Australia: glyphosate; 2,4-D; and the selective herbicide, halosulfuron-methyl. In Fiji, MCPA. Common Name Nutgrass; CABI prefers the name purple nutsedge. Scientific Name Cyperus rotundus. It is a member of the Cyperaceae. AUTHORS Grahame Jackson & Aradhana Deesh Adapted from Nutgrass (Cyperus rotundus) (2018) Weeds of SE Qld and Northern NSW. Lucidcentral. (https://www.lucidcentral.org/editors-pick-animal-and-plant-identification-keys/key-to-weeds-of-se-qld-and-northern-nsw ); and additional information from CABI (2019) Cyperus rotundus (purple nutsedge). Invasive Species Compendium. (https://www.cabi.org/isc/datasheet/17506); and Waterhouse DF, Norris KR (1987) Biological Control Pacific Prospects. Inkata Press, Melbourne; and from Coleman M et al., (2018) Nutgrass (Cyperus rotundus): Weed management guide for Australian vegetable production. School of Environmental and Rural Science, University of New England, Armidale. (https://www.une.edu.au/__data/assets/pdf_file/0006/235995/une-weeds-nutgrass.pdf). Photos 1&3 Rickjpelleg Nutgrass - Cyperus rotundus. Photo2 Joseph LaForest, University of Georgia, Bugwood.org; Photo 4 Cyperus_rotundus_by_Jeevan Jose, kadavoor, Kerala, India. Produced with support from the Australian Centre for International Agricultural Research under project HORT/2016/185: Responding to emerging pest and disease threats to horticulture in the Pacific islands, implemented by the University of Queensland, in association with the Pacific Community and Koronivia Research Station, Ministry of Agriculture, Fiji. This mini fact sheet is a part of the app Pacific Pests, Pathogens & Weeds The mobile application is available from the Google Play Store and Apple iTunes. Copyright © 2020. All rights reserved.	<urn:uuid:33e9e87a-1d23-44f1-893e-477c63ad86e5>	CC-MAIN-2023-50	https://apps.lucidcentral.org/ppp_v9/pdf/web_mini/nutgrass_453.pdf	2023-12-09T04:29:37+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00184.warc.gz	117,811,469	919	eng_Latn	eng_Latn	0.906008	eng_Latn	0.936563	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1655, 3647 ]	[ 2.109375 ]	1	0
Curriculum overview MFL Charlestown 2022-23 \| \| Autumn \| Spring \| Summer \| \|---\|---\|---\|---\| \| Year Two \| \| \| \| Year Three Phonics Lesson 1 Animals In this unit, the children will learn how to: Recognise, recall, and spell up to ten animals in Spanish with their correct indefinite article/determiner. Understand better that articles/determiners have more options in Spanish than they do in English. Use and become more familiar with the high-frequency 1st person conjugated verb 'soy' (I am), from the infinitive verb 'ser' (to be) I am learning to… In this unit the children will learn how to: Pinpoint Spain and other Spanish speaking countries on a map of the world * Ask and answer the question 'How are you?' in Spanish * Say 'Hello' and 'Goodbye' in Spanish * Ask and answer the question 'What is your name?' in Spanish • Count to ten in Spanish Autumn Spring Summer Musical Instruments In this unit, the children will learn how to: Recognise, recall and spell up to ten instruments in Spanish with the correct definite article/determiner. Understand articles/determiners better and that the definite article/determiner 'the' has a plural form in Spanish. * Learn to say and write 'I play an instrument' in Spanish using the high frequency 1st person regular verb 'toco' (I play) with up to ten different instruments. Fruits In this unit the children will learn how to: * Name and recognise up to 10 fruits in Spanish. * Attempt to spell some of these nouns. * Ask somebody in Spanish if they like a particular fruit. * Say what fruits they like and dislike. Vegetables In this unit the children will learn how to: * Name and recognise up to 10 vegetables in Spanish. * Attempt to spell some of these nouns (including the correct article) * Learn simple vocabulary to facilitate a role play about buying vegetables from a market stall. * Say if they would like one kilo or a half kilo of a particular vegetable or selection of vegetables Little Red Riding Hood In this unit the children will learn how to: * Sit and listen attentively to a familiar fairy tale in Spanish. * Use picture and word cards to recognise and retain key vocabulary from the story. * Name and spell at least three parts of the body in Spanish as seen in the story. MFL * Say ten colours in Spanish MFL Year Six MFL * Tell somebody in Spanish if they have or do not have a pet. • Ask somebody else in Spanish if they have a pet. • Tell somebody in Spanish the name of their pet. • Attempt to create a longer phrase using the connectives Y ("and") or PERO ("but"). The Weather In this unit the children will learn how to: * Repeat and recognise the vocabulary for weather in Spanish. * Ask what the weather is like today. * Say what the weather is like today. * Create a Spanish weather map. * Describe the weather in different regions of Spain using a weather map with symbols. Autumn Phonics Lesson 4 At School In this unit the children will learn how to: * 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 Spanish. * Say what time they study certain subjects at school. The Weekend week, months of the year and numbers 1-31 in order to say the date. • Use their knowledge of the months of the year, numbers 1-31 in order to say when their birthday is Clothes In this unit the children will learn how to: * Repeat and recognise the vocabulary for a variety of clothes in Spanish. * Use the appropriate genders and articles for these clothes. * Use the verb LLEVAR in Spanish with increasing confidence. * Say what they wear in different weather/situations. * Describe clothes in terms of their colour and apply adjectival agreement. * Use the possessives with increased accuracy. Autumn Regular Verbs In this unit the children will learn how to: * Recognise and understand what a pronoun is in both English and Spanish and be able to say what the key personal pronouns are in Spanish. * Understand what a verb is in both English and Spanish and how to then create a stem and work out the endings for regular –ER, -IR and -AR verbs. * Conjugate in Spanish a regular –ER verb. * Conjugate in Spanish a regular –IR verb. * Conjugate in Spanish a regular –AR verb. common habitats for particular plants and animals and give an example of where these habitats can be found. * Tell somebody in Spanish what types of animals live in different habitats and what their particular adaptations are to best suit their environment. * Tell somebody in Spanish what types of plants live in different habitats and what their particular adaptations are to best suit their environment. The Planets In this unit the children will learn how to: * Name and recognise the planets in Spanish on a solar system map. * Spell at least five of the planets in Spanish. * Say an interesting fact about at least four of the planets in Spanish. * Explain the rules of adjectival agreement clearly in Spanish. Summer Me in the World In this unit the children will learn: * About the many countries in the world that speak Spanish. * About different festivals (religious and non-religious) around the world. * That we are different and yet all the same. * That we can all help to protect our planet. Healthy Lifestyle MFL	<urn:uuid:dd4d861b-fc36-4e54-80a8-c9b52dab1e51>	CC-MAIN-2023-50	https://www.charlestown.manchester.sch.uk/serve_file/8767454	2023-12-09T05:13:59+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00180.warc.gz	805,160,243	1,223	eng_Latn	eng_Latn	0.99766	eng_Latn	0.997692	[ "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown" ]	false	docling	[ 45, 2291, 2326, 5384, 5389 ]	[ 4.3125 ]	1	0
Ocr Past Exam Papers Psychology Pdf Pdf ... in the OCR'd text and a 3 - line edit system which allows for sub- and super - scripts . Each number is visually verified with the original image . The main problems with OCR'd text are the ob- vious ones : font variety , paper quality ... OCR Psychology Student Guide 2: Component 2: Psychological themes through core studies 2015-11-06 Molly Marshall Exam Board: OCR Level: AS/A-level Subject: Psychology First Teaching: September 2015 First Exam: June 2016 Written by experienced teacher, Molly Marshall, this student guide for OCR Psychology: - Helps you identify what you need to know with a concise summary of the topics examined in the AS and A level specifications Consolidates understanding with exam tips and knowledge check questions - Provides opportunities to improve exam technique with sample answers to exam-style questions Develops independent learning and research skills - Provides the content for generating individual revision notes Critical Examinations of School Violence and Disturbance in K-12 Education 2016-02-02 Crews, Gordon A. In recent years, a rise in incidents of juvenile delinquency and violence in American schools has led to increasing concern among school administrators, students, parents, and the general public. The frequency of these cases calls into question issues of safety, risk factors, and prevention strategies within the modern school system. Critical Examination of School Violence and Disturbance in K-12 Education is an authoritative reference source for the latest research on youth violence in schools, offering a thorough analysis of contributing factors to such incidents and possible solutions to prevent future occurrences. Highlighting relevant issues on zero tolerance policies, historical perspectives, and preventive actions, this book is ideally designed for school administrators, law enforcement, teachers, and researchers actively working in educational environments. OCR Psychology Student Guide 3: Component 3 Applied psychology 2016-08-22 Molly Marshall Exam Board: OCR Level: A-level Subject: Psychology First Teaching: September 2015 First Exam: June 2016 Written by experienced examiner Molly Marshall, this Student Guide for Psychology: -Identifies the key content you need to know with a concise summary of topics examined in the A-level specifications -Enables you to measure your understanding with exam tips and knowledge check questions, with answers at the end of the guide -Helps you to improve your exam technique with sample answers to exam-style questions -Develops your independent learning skills with content you can use for further study and research OCR Psychology Student Guide 1: Component 1: Research methods 2015-10-09 Fiona Lintern Exam Board: OCR Level: AS/A-level Subject: Psychology First Teaching: September 2015 First Exam: June 2016 Written by experienced teacher Fiona Lintern, this student guide for OCR Psychology: - Helps you identify what you need to know with a concise summary of the topics examined in the AS and A level specifications - Consolidates understanding with exam tips and knowledge check questions - Provides opportunities to improve exam technique with sample answers to exam-style questions - Develops independent learning and research skills - Provides the content for generating individual revision notes OCR Sociology for A Level 2015-10-30 Sue Brisbane Our experienced author team combines detailed focus with engaging activities to develop students knowledge and sociological skills throughout the course. - Build knowledge and understanding of key concepts in a contemporary context, including globalisation and the digital social world - Engaging activities develop essential sociological skills - Practice and extension exercises reinforce learning and prepare students for their exams OCR Psychology for A Level 2015-08-14 Louise Ellerby-Jones OCR Publishing Partner Ensures your students master the core studies and research methods for OCR Psychology with a clear, organised approach; activities, research practicals and practice questions develop the skills required at AS and A Level - Supports you and your students through the new OCR A Level specification, with an author team experienced in teaching and examining OCR Psychology Helps students easily navigate the core studies and associated themes and perspectives with an organised, accessible approach - Ensures your students develop strong research skills, with research practicals and thorough coverage of the content needed for the Research methods paper - Develops the critical thinking, mathematical and problem-solving skills required for the study of Psychology through a wealth of targeted activities - Strengthens students' learning and progression with practice questions and extension activities OCR A-Level Psychology: As and Year 1 2015-03-06 Matt Jarvis Written by leading psychology authors, this textbook precisely matches the OCR AS psychology specification and has been reviewed and trialled by a panel of OCR teachers. OCR Psychology 2013-09-05 Philip Banyard OCR Psychology, Third Edition, is endorsed by OCR for use with the OCR AS Psychology specification. This book prepares students for all elements of the OCR Psychology AS exam. It covers both research methods and core studies, giving the who, what, where, and even the why of each study. It also looks at some of the work that followed the studies. Key features of the book include: 'Psychological Investigations': the first chapter of the book helps students to understand research methods in psychology – useful support for the Psychological Investigations exam and for understanding the core studies themselves. Core Studies: each study is described first 'In a Nutshell', followed by a detailed account of the aims, method, results and conclusions. Guidance is given on how each study can be evaluated and a wealth of extra materials is provided for each study – questions to assess understanding, practical activities, multiple choice and exam-style questions, further reading and video links. Background to each core study is included in the 'Starters' and 'Afters' features: information about related research before and after the study; and biographical details of the researcher(s). Approaches, perspectives, issues and methods are considered in a brand-new chapter to cover the themes of the course and prepare students for the long-answer questions on the Core Studies exam. Exam guidance: each chapter ends with short- and long-answer examstyle questions answered by students with teacher feedback. The book is presented in colourful and well-structured magazine-style spreads to aid the learning process. This 3rd edition has been completely revised, and is now accompanied by a companion website featuring an extensive range of online resources for both teachers and students, including answers to the questions posed in the book, glossary flash-cards, and multiple-choice test banks. OCR GCSE (9-1) Psychology Workbook 2021-02-26 Mark Billingham Strengthen students' understanding of key OCR GCSE topics and develop the vital skills required to attain the best results possible in the exams, with this expert-written Student Workbook. Written by experienced examiner Mark Billingham, this write-in Student Workbook: - Actively develops knowledge and the ability to recall information with consolidation questions and short topic summaries - Reinforces understanding and boosts confidence with exam-style practice questions and clear spotlight of the Assessment Objectives - Encourages independent learning as students can use the Workbook at home or in class, throughout the course or for last-minute revision, with answers to tasks and activities supplied online Discipline Disparities Among Students With Disabilities 2022 Pamela A. Fenning The decadeslong problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come. Contributors: Amy Briesch, Sandra Chafouleas, Donald Chee, Lindsay Fallon, Pamela Fenning, Amy Fisher, Benjamin Fisher, Emma Healy, Heather Hoechst, Miranda Johnson, Kathleen Lynne Lane, Patrice Leverett, Laura Marques, Thomas Mayes, Markeda Newell, Angelina Nortey, Wendy Oakes, Kristen Pearson, Michelle Rappaport, Monica Stevens, Carly Tindall-Biggins, Margarida Veiga, Elizabeth Marcell Williams, Perry Zirkel Ocr Past Exam Papers Psychology Pdf Pdf upload Mia c Hayda OCR Religious Studies A Level Year 2 2017-11-06 Michael Wilkinson Exam Board: OCR Level: Alevel Subject: Religious Studies First Teaching: September 2016 First Exam: June 2018 An OCR endorsed textbook Help students to build their subject knowledge and understanding with guidance and assessment preparation from a team of subject specialists; brought to you by the leading Religious Studies publisher and OCR's Publishing Partner. - Develops students' understanding of 'Philosophy of religion' and 'Religion and ethics' through accessible explanations of key theories and terms - Enables you to teach 'Developments in Christian thought' confidently with comprehensive coverage of the key theological arguments - Supports assessment preparation with sample questions and revision advice written by subject specialists - Encourages students to reflect on their learning and develop their own ideas - Helps to extend learning and enhance responses with suggested ideas and additional reading Content covered: Philosophy of religion - Religion and ethics - Developments in Christian thought OCR GCSE (9-1) Psychology 2017-07-31 Mark Billingham Help students to build their subject knowledge and understanding with activities, guidance and assessment preparation tailored to the 2017 OCR requirements and brought to you by subject specialist and OCR's Publishing Partner for GCSE Psychology. - Prepare students for assessment with skills-building activities and practice questions developed for the new specification. - Progressively develop students' subject knowledge through accessible diagrams and key content summaries that aid understanding and help weaker students access the main points. - Build conceptual understanding and critical thinking skills with a wealth of targeted activities. - Extend learning and enhance responses with extension questions, stimulus material and suggestions for further reading. - Consolidate understanding of technical vocabulary and core concepts through accessible explanations of key terms. Contents Introduction 1. Criminal Psychology 2. Development 3. Psychological problems 4. Social influence 5. Memory 6. Sleep and Dreaming 7. Research Methods Answers Promoting the Educational Success of Children and Youth Learning English 2017-08-25 National Academies of Sciences, Engineering, and Medicine Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. The Oxford Handbook of Education and Training in Professional Psychology 2014 W. Brad Johnson This title provides a comprehensive treatment of the processes and current state-of-the art practices bearing on educating and training professional psychologists. The handbook covers the full spectrum of historic developments, salient issues, current standards, and emerging trends in psychology education and training. Business, Economics and Enterprise 2005-11-23 Jacek Brant This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support. The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher's identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it. Exam Literacy 2018-08-13 Jake Hunton In Exam Literacy: A guide to doing what works (and not what doesn't) to better prepare students for exams, Jake Hunton focuses on the latest cognitive research into revision techniques and delivers proven strategies which actually work. Foreword by Professor John Dunlosky. 'Read, highlight, reread, repeat if such a revision cycle sounds all too wearily familiar, you and your students need a better route to exam success. And in light of the recent decision to make all subjects at GCSE linear, so that students will be tested in one-off sittings, it will be even more important that students are well equipped to acquire and recall key content ahead of their exams. In this wide-ranging guide to effective exam preparation, Jake Hunton casts a careful eye over a wide range of research into revision techniques and details the strategies which have been proven to deliver the best results. With plenty of practical suggestions and subject-specific examples, Exam Literacy provides teachers with user-friendly advice on how they can make the content they cover stick, and shares up-to-date, evidence-based information on: - The nature of learning and the various types of memory. - How to improve students' retention of knowledge and recall of content. - Why popular revision techniques, such as rereading, highlighting and summarising,may not be as effective as you think. - How revision strategies that have been identified as being more effective such as interleaving, elaborative interrogation, self-explanation and retrieval practice can be embedded into day-to-day teaching. How students can be encouraged to make use of these winning strategies when revising independently. Making Meaning of Loss 2022-12-15 Richard Lee Hayes "Making Meaning of Loss: Change and Challenge Across the Life explores how meaning making is transformed over a lifetime, how caregivers can help others meet the challenge in making meaning of loss, and how our experience with loss directs our encounters with loss in the future"-- OCR Psychology for A Level 2018-03-30 Cara Flanagan Endorsed by OCR and written by Cara Flanagan and a team of highly experienced authors, teachers and examiners, OCR Psychology Downloaded from vla.ramtech.uri.edu on December 9, 2023 by Mia c Hayda 1/6 for A Level: Book 2 offers high-quality support you can trust. // Covers issues in mental health and all four of the applied psychology options. // Each topic is divided into four spreads: 'Background', 'Key research', 'Linking it together' and 'Application'. // Each spread contains selfassessment questions to allow students to check their understanding as they progress through the course and the content of each spread is specifically tailored to exam requirements. // Designed to motivate students of all abilities with a stunning visual style that students will love. // Plenty of practical ideas and activities are included for class and homework exercises. // Exam preparation is supported across the book with advice and practice for practical application and core studies questions with example questions, student answers with teacher comments. The Wiley Handbook on Violence in Education 2018-05-08 Harvey Shapiro In this comprehensive, multidisciplinary volume, experts from a wide range fields explore violence in education's different forms, contributing factors, and contextual nature. With contributions from noted experts in a wide-range of scholarly and professional fields, The Wiley Handbook on Violence in Education offers original research and essays that address the troubling issue of violence in education. The authors show the different forms that violence takes in educational contexts, explore the factors that contribute to violence, and provide innovative perspectives and approaches for prevention and response. This multidisciplinary volume presents a range of rigorous research that examines violence from both micro- and macro- approaches. In its twentynine chapters, this comprehensive volume's fifty-nine contributors, representing thirty-three universities from the United States and six other countries, examines violence's distinctive forms and contributing factors. This much-needed volume: Addresses the complexities of violence in education with essays from experts in the fields of sociology, psychology, criminology, education, disabilities studies, forensic psychology, philosophy, and critical theory Explores the many forms of school violence including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence Reveals violence in education's stratified nature in order to achieve a deeper understanding of the problem Demonstrates how violence in education is deeply situated in schools, communities, and the broader society and culture Offers new perspectives and proposals for prevention and response The Wiley Handbook on Violence in Education is designed to help researchers, educators, policy makers, and community leaders understand violence in educational settings and offers innovative, effective approaches to this difficult challenge. School Counseling Practicum and Internship 2016-10-28 Helen S. Hamlet School Counseling Practicum and Internship: 30 Essential Lessons combines crucial counselor knowledge with the experience of experts in the field into one practical guide for addressing the real world of school counseling. Drawing on more than a decade of teaching, author Helen S. Hamlet, PhD presents a collection of lessons and techniques that includes forms, websites, activities, and current information focusing on a range of challenging issues. This unique text is a resource that practicum and internship students, counselor educators, and practicing school counselors will keep and refer to for years to come. A Level Mathematics for OCR A Student Book 1 (AS/Year 1) 2017-07-06 Ben Woolley New 2017 Cambridge A Level Maths and Further Maths resources help students with learning and revision. Written for the OCR AS/A Level Mathematics specifications for first teaching from 2017, this print Student Book covers the content for AS and the first year of A Level. It balances accessible exposition with a wealth of worked examples, exercises and opportunities to test and consolidate learning, providing a clear and structured pathway for progressing through the course. It is underpinned by a strong pedagogical approach, with an emphasis on skills development and the synoptic nature of the course. Includes answers to aid independent study. OCR Sociology for A Level Book 2 2016-08-01 Sue Brisbane Exam Board: OCR Level: A-level Subject: Sociology First Teaching: September 2015 First Exam: June 2017 Build students' confidence to tackle the key themes of the 2015 OCR A-Level Sociology specification with this clear and accessible approach delivered by a team of leading subject authors. - Develop knowledge and understanding of key Year 2 concepts in a contemporary context, including globalisation and the digital social world - Strengthen essential sociological skills with engaging activities at every stage of the course - Reinforce learning and prepare for exams with practice and extension questions and exercises Building Boys 2023-04-04 Jennifer L. W. Fink Offers parents tips and tools to help boys move beyond persistent gender stereotypes to full humanity. We want to raise well-rounded human beings—we're just not quite sure how best to do it. Confounded by rapidly changing gender norms, today's parents are attempting to raise kind, compassionate, emotionally sensitive boys in a society that simultaneously rewards stereotypical masculinity and is increasingly hostile to boys. Surrounded by messages of female empowerment, young boys ask their parents, "Why don't they ever say that boys can be anything they want to be?" Teaching boys to respect others will help them in the future—but can make life awfully difficult in the here and now. Making the world a safer place for women and girls is not the only reason to rethink our boy raising practices. Current culture harms our boys too—and they need (and deserve) as much support as girls and women. Building Boys is written by an in-the-trenches #boymom who intimately understands male development and the challenges currently facing boys and their families. Fink offers ten rules that parents can use to guide their parenting choices throughout their sons' lives—guidelines that are as relevant to parenting toddlers as they are to parenting teenagers. These rules range from emphasizing emotional intelligence to letting your son struggle and ultimately accepting him as he is. Fink explains both the science and research behind each rule as well as stories and anecdotes from families, including her own. Parents are taught how to apply the rule to a variety of common parenting challenges. And because these rules are broad, they are as applicable to boys with ADHD, autism and learning challenges are they are to neurotypical boys. Education policy, equity and effectiveness 2018-09-05 Gorard, Stephen What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? Stephen Gorard provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU28 countries, USA, Pakistan and Japan. This approachable, rich text brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future. Preserving the Whole 1999 Ann Gerken Green Recommendations. Enhancing Instruction with Visual Media 2013 Ellen G. Smyth "This book offers unique approaches for integrating visual media into an instructional environment by covering the impact media has on student learning and various visual options to use in the classroom"-Provided by publisher. Diversity Issues in American Colleges and Universities 2004-01-01 Lamont A. Flowers The primary objective of this book is to help higher education and student affairs graduate students as well as current higher education and student affairs professionals practice and refine thinking skills needed to resolve diversity-related issues and problems on college and university campuses. Within each chapter the author has included case studies that address all of the different aspects of diversity and the following functional areas within higher education and student affairs: academic advising, administration, admissions, career services, counseling and psychological services, financial aid, Greek affairs, international education, institutional research, judicial affairs, multicultural affairs, orientation services, residence life, student activities, student development in the two-year college, teaching, and wellness and student health. The case studies are designed to serve as a useful starting point to enable students and Ocr Past Exam Papers Psychology Pdf Pdf upload Mia c Hayda 2/6 professionals to practice examining and thoughtfully articulating appropriate plans of action in response to the issues presented in each. Specifically, each case study is designed to help readers recognize and develop multicultural awareness and become competent users of multicultural knowledge and related skills. This book may be used as a supplementary textbook or a stand-alone text in undergraduate or graduate level courses, training modules, workshops, and seminars designed to provide opportunities to learn how to communicate with persons from different cultural backgrounds. In addition, the text contains a number of research projects that students and researchers will find interesting and challenging, including some that may be expanded to serve as dissertation projects and/or research publications. The RTI Approach to Evaluating Learning Disabilities 2022-09-14 Joseph F. Kovaleski From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K–12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening atrisk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. Chapter on best practices in academic screening, including important dos and don'ts. Separate chapters on using RTI for reading, written expression, and mathematics. Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. The Software Encyclopedia 1986 Twice-Exceptional Gifted Children 2022-03-24 Beverly A. Trail Twice-Exceptional Gifted Children, Second Edition provides informed recommendations for improving screening, identification, and services for gifted students with disabilities. This essential resource equips educators with an overview of who these students are, how teachers can tap into their strengths and support their weaknesses, and educational strategies to help them succeed in school and beyond. Thoroughly revised and updated to reflect the latest research and advances in the field, the Second Edition includes new content outlining the positive and negative impacts of Response to Intervention (RtI) on twice-exceptional learners and recommends comprehensive assessments to identify their strengths and challenges, determine significant discrepancies in abilities, and evaluate any impacts on their learning and academic performance. This new edition also includes revised recommendations for screening and identifying twice-exceptional students, critical insights for understanding and supporting mental health issues, and updated analysis from the DSM-5 for Autism Spectrum Disorder, Specific Learning Disorder, and ADHD. Ideal for teachers, coaches, and administrators looking to better understand their most talented learners, the fresh strategies, updated definitions, and comprehensive assessments included in this book will ensure that twice-exceptional gifted students don't just survive in the classroom, but thrive. Creating Your Career in Communications and Entertainment 1998 Leonard Mogel This premiere edition from Leonard Mogel provides up-to-date "snapshots"--with data, forecasts, and analyses-of career opportunities in the worlds of publishing, communications, media, and entertainment. A veteran of the printing, publishing, and movie industries, Mogel offers dozens of specific career tips and many interviews with experts in each field. Offering visions of "dream" jobs with a healthy dose of perspective and wisdom, this volume is intended for readers interested in pursuing careers in media and entertainment. Parsimony and Other Radical Ideas About Justice 2023-02-21 Jeremy Travis How to envision a justice system that combines the least possible punishment with the greatest possible healing, from an all-star cast of contributors "An extraordinary and long overdue collection offering myriad ways that we can and must completely overhaul the way we imagine as well as implement 'justice.'" —Heather Ann Thompson, historian and Pulitzer Prize–winning author of Blood in the Water After decades of overpolicing and ever-more punitive criminal justice measures, the time has come for a new approach to violence and community safety. Parsimony and Other Radical Ideas About Justice brings together leading activists, legal practitioners, and researchers, many of them justice-involved, to envision a justice system that applies a less-ismore framework to achieve the goal of public safety. Grounded in a new social contract heralding safety not punishment, community power not state power, the book describes a paradigm shift where justice is provided not by police and prisons, but in healing from harm. A distinguished cast of contributors from the Square One Project at Columbia University's Justice Lab shows that a parsimonious approach to punishment, alongside a reckoning with racism and affirming human dignity, would fundamentally change how we respond to harm. We would encourage mercy in the face of violence, replace police with community investment, address the trauma lying at the heart of mass incarceration, reduce pre-trial incarceration, close the democracy gap between community residents and government policymakers, and eliminate youth prisons, among other significant changes to justice policy. OCR Psychology for A Level 2015-11-30 Louise Ellerby-Jones OCR Publishing Partner Helps your students build their knowledge of the core studies and applied topics for OCR Psychology with a clear, organised approach; activities, practice questions and extension suggestions develop the skills required at A Level - Supports you and your students through the new OCR A Level specification, with an author team experienced in teaching and examining OCR Psychology Helps students easily navigate the core studies and associated themes and perspectives with an organised, accessible approach - Develops knowledge and understanding of all the Applied Psychology topics, with background, key studies and applications - Develops the critical thinking, mathematical and problem-solving skills required for the study of Psychology through a wealth of targeted activities - Strengthens students' learning and progression with practice questions and extension activities Twice Exceptional 2018-01-02 Scott Barry Kaufman In an educational system founded on rigid standards and categories, students who demonstrate a very specific manifestation of intelligence flourish, while those who deviate tend to fall between the cracks. Too often, talents and interests that do not align with classroom conventions are left unrecognized and unexplored in children with extraordinary potential but little opportunity. For twice-exceptional (2e) children, who have extraordinary strengths coupled with learning difficulties, the problem is compounded by the paradoxical nature of their intellect and an unbending system, ill-equipped to cater to their unique learning needs. Twice Exceptional: Supporting and Educating Bright and Creative Students with Learning Difficulties provides cutting-edge, evidence-based approaches to creating an environment where twice-exceptional students can thrive. Viewing the 2e student as neither exclusively disabled nor exclusively gifted, but, rather, as a dynamic interaction of both, leading experts offer holistic insight into identification, social-emotional development, advocacy, and support for 2e students. With chapters focusing on special populations (including autism, dyslexia, and ADHD) as well as the intersection of race and 2e, this book highlights practical recommendations for school and social contexts. In expounding the unique challenges faced by the 2e population, Twice Exceptional makes a case for greater flexibility in our approach to education and a wider notion of what it means to be academically successful. Social Skills Deficits in Students with Disabilities 2013-02-26 H. Nicole Myers Social skills may impact a student with a disability more than the disability itself. In Social Skills Deficits in Students with Disabilities: Successful Strategies from the Disabilities Field, a variety of professionals share their success strategies so readers (parents, teachers, counselors, Downloaded from vla.ramtech.uri.edu on December 9, 2023 by Mia c Hayda psychologists, and others working in the disability field) can incorporate them into their professional "toolbox" and practice. My Revision Notes: OCR GCSE (9-1) Psychology 2018-09-28 Mark Billingham Exam board: OCR Level: GCSE Subject: Psychology First teaching: September 2016 First exams: Summer 2018 Target success in OCR GCSE Psychology with this proven formula for effective, structured revision; key content coverage is combined with exam-style tasks and practical tips to create a revision guide that students can rely on to review, strengthen and test their knowledge. With My Revision Notes, every student can: - Plan and manage a successful revision programme using the topic-by-topic planner. - Consolidate subject knowledge by working through clear and focused content coverage. - Test understanding and identify areas for improvement with regular 'Now Test Yourself' tasks and answers. - Improve exam technique through practice questions, expert tips and examples of typical mistakes to avoid. - Get exam ready with extra quick quizzes and answers to the practice questions available online. Essentials of IDEA for Assessment Professionals 2011-04-27 Guy McBride Quickly acquire the practical coverage and guidance you need to understand the Individuals with Disabilities Education Act (IDEA) The Individuals with Disabilities Education Act (IDEA) governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. To understand it thoroughly, school psychologists, teachers, and other school service providers need a comprehensive resource to guide them in what this frequently amended Act means and how it should be interpreted. The first concise, yet authoritative, book of its kind on which professionals can rely to navigate this often-misunderstood law, Essentials of IDEA for Assessment Professionals is that source. Like all the volumes in the Essentials of Psychological Assessment series, each chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered. Written in the user-friendly and well-known Essentials format, each of the seven concise chapters covers terminology, classification, assessments/evaluations, and other topics related to IDEA. With an accompanying CD offering commentary on judicial decisions related to interpretation of IDEA, as well as references to the 2006 final regulations for IDEA 2004 and Section 504 regulations, Essentials of IDEA for Assessment Professionals provides helpful guidelines for educational assessments and evaluations. Reporting Inequality 2019-03-04 Sally Lehrman Under increasingly intense newsroom demands, reporters often find it difficult to cover the complexity of topics that deal with racial and social inequality. This path-breaking book lays out simple, effective reporting strategies that equip journalists to investigate disparity's root causes. Chapters discuss how racially disparate outcomes in health, education, wealth/income, housing, and the criminal justice system are often the result of inequity in opportunity and also provide theoretical frameworks for understanding the roots of racial inequity. Examples of model reporting from ProPublica, the Center for Public Integrity, and the San Jose Mercury News showcase best practice in writing while emphasizing community-based reporting. Throughout the book, tools and practical techniques such as the Fault Lines framework, the Listening Post and the authors' Opportunity Index and UpstreamDownstream Framework all help journalists improve their awareness and coverage of structural inequity at a practical level. For students and journalists alike, Reporting Inequality is an ideal resource for understanding how to cover structures of injustice with balance and precision. COVID-19, Aging, and Public Health 2022-07-14 Emily Joy Nicklett Chemical Librarianship 1997 Arleen N. 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Ocr Past Exam Papers Psychology Pdf Pdf upload Mia c Hayda 6/6 Downloaded from vla.ramtech.uri.edu on December 9, 2023 by Mia c Hayda	<urn:uuid:f58a6cb2-9a66-4b02-ab8e-e8a53cd87e96>	CC-MAIN-2023-50	https://vla.ramtech.uri.edu/form-library/Book?PDF=ocr-past-exam-papers-psychology-pdf.pdf	2023-12-09T04:44:14+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00182.warc.gz	671,877,674	15,987	eng_Latn	eng_Latn	0.993918	eng_Latn	0.995628	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 16768, 35042, 53080, 64851, 78062, 80979 ]	[ 1.6015625, 2.609375 ]	1	0
GIS Across Time and Space Nothing But Net 2012 Demographic and World Development Data 1. A Changing World www.gapminder.org From the home page choose Gapminder World Click the play button and watch the animation How does income affect a person's quality of life? Rank the continents in order of increasing quality of life. Open and click through the slide show on worldwide wealth distribution from the lower right corner. Look for changes in either health or economic indicators. Can you describe what was happening in a country that might account for these changes? Support your answer with data. Historical Boundaries of Nation States and Related images 2. http://www.chronoatlas.com/MapViewer.aspx Follow a particular kingdom and find when dramatic changes occur and research the causes. March of Time and other resources from ArcGIS online 3. www.arcgis.com/home Search for March of Time Online map version of Mapping Our World, March of Time lesson. What are some of the forces impacting the distribution in the world's largest cities at these time periods? Great Graphic organization of European People and Places 4. http://www.worldology.com/Europe/europe_history_lg.htm Choose a time in history and follow a people group to see how they influenced the formation of a region / country Choose a country and work your way back to see how its borders are influenced by geography and particular events in history. "How the Eurostates got their shapes". Use the imagery to show longer-term interactions between regional kingdoms. Assign a kingdom and consider what political and migrational influences helped form its boundaries or what led to its demise. Conflicts in history 5. http://www.conflicthistory.com/#/period/1688-1694 Investigate conflict throughout time to search for periods of higher or lower conflict. If they are evident, can a scan of time both before and after give evidence for the lack or abundance of conflict? Narrow down or widen the time span to see if that helps narrow down changes in competition for resources. Research webs of related conflict. Single characters' ambitions at unification (i.e.Alexander the Great). Larger competition between countries for resources (i.e. slavery, extraction resources, colonialization…) Map visualizations in times of conflict 6. http://www.mapsofwar.com/download.html (if you want these without ads) Choose the March of Democracy Follow through and define the types of government highlighted in the animation. i.e. The modern uptake of democracy Highlight specific changes in history and have students find out what were the causes of these changes? The change of feudalism to nationalism How wars set the stage for changes in government Who are those responsible for propagating any one of these types of government. What did it take to make any one of these types fail? (i.e. Why did the Roman Republic break apart into the feudal states in Europe? What has caused the fall of many communist states?) Online map collections built to engage participant historians! 7. www.David Rumsey.com At the bottom of the home page, maps of time-based phenomena are currently highlighted. The direct link for future reference is: http://www.davidrumsey.com/blog/2012/3/28/timeline-maps. Old atlases show historic thinking. Descriptions from the students' viewpoint would be good for them to examine from our current vantage point.	<urn:uuid:8025b6e0-4307-485c-a0c6-8320a1ed0d56>	CC-MAIN-2023-50	https://gisetc.com/wp-content/uploads/2012/06/GIS-on-the-Web-WorldHistoryReg10.pdf	2023-12-09T05:22:27+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00181.warc.gz	328,721,583	707	eng_Latn	eng_Latn	0.995022	eng_Latn	0.99638	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 799, 1075, 1677, 2280, 3007, 3430 ]	[ 3.296875 ]	1	0
The Western CT Coalition Drug Free Schools Committee consists of social workers, counselors and school-based health staff in the 43 towns of western CT. The committee assesses school-based needs related to substance use and mental health and provides education and awareness through publications and programs for students, families, and school staff. To learn more, vist our website. THE EDUCATOR Eating Disorders A publication of the Drug Free Schools Committee Fall 2023 Throughout life, we may experience moments of concern about our body shape and weight. When these thoughts cause dangerous dieting, purging after eating, or excessive overeating, it may be due to an eating disorder. Eating disorders negatively impact our health, our emotions, and our ability to function in important areas of life. The good news is that they are very treatable, and help is available (Mayo Clinic, 2023). Understanding Different Types of Eating Disorders (CAMHS, 2020) ANOREXIA NERVOSA BULIMIA NERVOSA Is when someone tries to keep their weight as low as possible by not eating enough food, exercising too much, or both. Where someone is caught in an unhealthy eating cycle of binge eating then purging to compensate for their overeating, for instance by vomiting or taking laxatives. What the Data is Telling Us Eating disorders affect at least 9% of the population worldwide. Eating disorders are among the deadliest mental illnesses, second only to opioid overdose. 10,200 deaths each year are the direct result of an eating disorder—that's one death every 52 minutes. About 26% of people with eating disorders attempt suicide. (ANAD, 2023) Region 5 2022 school survey data from one school district showed significantly higher rates of depression and eating disorders in students who identified as Bisexual; Mostly/Only Gay/Lesbian when compared to Only Straight/Heterosexual classmates. In another Region 5 school survey, 34% of 10th graders and 20% of 9th graders reported engaging in bulimic or anorexic behavior in 2023. Signs and Symptoms: Emotional: Physical: (Mayo Clinic, 2023) Preoccupation with weight, food, calories, carbohydrates, fat grams, and dieting. Refusal to eat certain foods, progressing to restrictions against whole categories of food. Appears uncomfortable eating around others. Skipping meals or taking small portions of food at regular meals. Frequent dieting. Extreme concern with body size and shape. Frequent checking in the mirror for perceived flaws in appearance. Stomach cramps, other non-specific gastrointestinal complaints (constipation, acid reflux, etc.). Abnormal laboratory findings (anemia, low thyroid and hormone levels, low potassium, low white and red blood cell counts). Dizziness, especially upon standing. Cuts and calluses across the top of finger joints (a result of inducing vomiting). Dental problems, such as enamel erosion, cavities, and tooth sensitivity. Swelling around area of salivary glands. P A G E 0 1 BINGE EATING Where someone eats excessively in a short period of time in an out-of-control way and feels compelled to do so on a regular basis. Positive Body Image It is important to remember that every body is different. We all have different genetic and cultural traits. Even if everyone started eating the same things and did the same amount of exercise for a whole year, we would not all look the same at the end of the year. This is because each person's genetic inheritance influences their bone structure, body size, shape, and weight differently. Avoid comparing your body to your friends and people you see in the media, remember that we are all naturally different. Tips: Treat your body well by eating good foods, getting rest, and exercising. Resist the pressure to judge yourself and others based on weight, shape, or size. (#bodyacceptanceweek, NEDA) Tips for Parents and Caregivers: (Psychology Today) Before beginning the conversation, it can be helpful to research the condition thoroughly, as well as read accounts from those in recovery. This way parents can better understand and empathize with their child's experience. Approach the topic by gently expressing that you are concerned for them. Be direct and specific about what you have observed. Then ask questions about their perception and experience, and listen attentively. Be open to exploring any topic that emerges, from being bullied at school to feeling intense anxiety. Addressing an eating disorder and seeking treatment will likely require many conversations. In these talks, parents should be specific about the next step, such as finding a therapist or being evaluated by an eating disorder specialist. NEDA, the National Eating Disorders Association provides a free online Eating Disorders Screening Tool This short screening, appropriate for ages 13 and up, can help determine if it's time to seek professional help. They provide other helpful resources including: A Database to Help You Find Treatment Free & Low Cost Support Visit their website here The New Milford Youth Agency Podcast series recently devoted an episode to this topic, featuring Lauren Brown, Registered Dietician and Nutritionist. Use this link to listen: https://www.buzzsprout.com/705081/8796133	<urn:uuid:50126b73-c24d-418b-866c-fc4a1e4bbdf3>	CC-MAIN-2023-50	https://www.wctcoalition.org/_files/ugd/d92001_5df911d65cdd45cb98e9293aa104d938.pdf	2023-12-09T06:05:02+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100800.25/warc/CC-MAIN-20231209040008-20231209070008-00187.warc.gz	1,163,356,107	1,091	eng_Latn	eng_Latn	0.995856	eng_Latn	0.995984	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3127, 5252 ]	[ 2.40625 ]	1	0
CIVIL DISOBEDIENCE MOVEMENT Civil disobedience movement was a landmark event in the Indian Nationalist movement. In many ways, the civil disobedience movement is credited for paving the way for freedom in India. It was significant in many ways as it was a movement spread to the urban areas and witnessed the participation of women and people belonging to the lower castes. Civil Disobedience Movement- How it Began Civil disobedience was initiated under the stewardship of Mahatma Gandhi. It was launched after the observance of Independence Day in 1930. The civil disobedience movement commenced with the infamous Dandi march when Gandhi left the Sabarmati Ashram at Ahmedabad on foot with 78 other members of the Ashram for Dandi on 12 March 1930. After reaching Dandi, Gandhi broke the salt law. It was considered illegal to make salt as it was solely a government monopoly. The salt satyagraha led to a widespread acceptance of the civil Disobedience movement across the country. This event became symbolic of people's defiance of the government policies. Effects of the movement Following Gandhi's footsteps, C. Rajgopalchari in Tamil Nadu led a similar march from Trichinopoly to Vedaranyam. At the same time Sarojini Naidu, a prominent leader in the congress led the movement in Darasana in Gujarat. The police opened a lathi charge which led to over 300 satyagrahis being severely injured. Consequently, there were demonstrations, hartals, a boycott of foreign goods, and later refusal to pay taxes. A lakh of participants including women participated in this movement. Reaction by the British government In order to consider the reforms by the Simon Commission, the British government convened the first round table conference in November 1930. It was however boycotted by the Indian National Congress. The conference was attended by Indian princes, the Muslim League, Hindu Mahasabha, and some others. However, nothing came of it. The British realized that without the participation of congress no real constitutional changes would come about. The viceroy, Lord Irwin made efforts to persuade Congress to join the second round table congress. Gandhi and Irwin reached an agreement wherein the government agreed to release all political prisoners against whom there were no charges of violence and in turn congress would suspend the civil disobedience movement. In the Karachi session in 1931, presided over by Vallabhbhai Patel, it was decided that the congress would participate in the 2nd round table congress. Gandhi represented the session which met in September 1931. The Karachi Session At the Karachi session, an important resolution of fundamental rights and economic policy was passed. Besides laying down the policy of the nationalist movement on social and economic problems facing the country, it guaranteed fundamental rights to the people irrespective of caste and religion and favoured the nationalisation of industries. The session met with the participation of Indian princes, Hindu, Muslim and Sikh communal leaders. However, the sole reason for their participation was to promote their vested interests. None of them were interested in the independence of India. Due to this, the second round table conference was met with a failure and no agreement could be reached. The government repression intensified and Gandhi and many other leaders were arrested. In all about 12,000 people were arrested. After the withdrawal of the movement in 1939, Congress passed a resolution that demanded that a constituent assembly, elected by the people on the basis of adult franchise, be convened. And that only such an assembly could frame the constitution for India. Even though Congress did not succeed, this garnered vast sections of the people to participate in the mass struggle. Radical objectives for the transformation of Indian society were also adopted. Impact of Civil Disobedience Movement The impact of the civil disobedience movement reverberated far and wide. It created distrust towards the British government and laid the foundation for the freedom struggle, and popularised the new method of propaganda like the Prabhat, pheris, pamphlets, etc. Following the defiance of forest law in Maharashtra, Karnataka, and Central province and the refusal to pay the rural 'Chaukidari tax' in Eastern India, the government ended the oppressive salt tax.	<urn:uuid:f3075f9d-8284-48ff-9a4d-5dee27dd5a32>	CC-MAIN-2025-08	https://gscepublications.com/gk/7cdf8e23-74fb-40aa-9303-0195d7d41fc4_GKMaterial.pdf	2025-02-07T01:11:03+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00746.warc.gz	259,281,032	871	eng_Latn	eng_Latn	0.994251	eng_Latn	0.998046	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3892, 4392 ]	[ 3.296875 ]	1	0
First Base Ipswich & Bury St Edmunds Writing Policy ________________________________ First Base Writing Curriculum is derived from objectives given in the EYFS profile and the National Curriculum. For the Springboard Curriculum key skills have been identified and progression mapped through from Early Years standards to greater depth at Year two. First Base have a concentric curriculum to enable objectives to be revisited, to build on learning and for knowledge acquisition to be long term. Children will know more, do more and remember more. The purpose of our Writing programme of study is for pupils to write fluently so that they can communicate their ideas to others in both narrative and non-fiction texts, to acquire the necessary skills to access the world and to improve their life chances. Teaching will mainly be focusing on word and sentence level with our pupils, in line with their starting points. We aim to increase the children's ability to use planning, drafting and editing to improve their own writing; The fundamental areas in our Springboard Writing curriculum are; * Transcription * Composition * Vocabulary, Grammar & Punctuation These areas of study have been specifically chosen as they allow progression from EYFS to Year two. Within each area key objectives will be taught and assessed. As agreed with pupil's mainstream settings First Base will teach the agreed objectives but will not be responsible for teaching English in its entirety as outlined in the programme of study. Curriculum documents and assessment data will be shared with mainstream settings to enable them to fully understand which objectives have been taught during the First Base placement and consequently those they remain responsible for delivering. At First Base we believe that a strong Oracy foundation will help to develop fluency in Writing. Pupils engage in an English lesson for 2 days a week, for 50 minutes. Learning objectives place an equal focus on oracy and writing during these sessions. Daily Phonics teaching also supports the development of word/sentence level writing skills. At First Base, pupils will have access to; * Exciting and creative writing opportunities for a variety of purposes * High quality texts to inspire high quality writing * A range of genres for writing * Mark making tools and phonic games during choosing times * Finger gym/fine motor activities to improve pencil control * A key word display to expand vocabulary First Base Ipswich & Bury St Edmunds Writing Policy ________________________________ Teachers will assess learning objectives taught through a RAG rating system which will measure progress over time. Assessment is used to inform future planning and teaching. It is shared with mainstream schools to allow them to reach a holistic judgement to report statutory attainment. Gaps in learning and misconceptions are addressed rapidly. Pupils self-assess each lesson, against the objective, to enable them to develop an understanding of their own knowledge progression. All teaching will be adapted to support pupil's individual needs, according to their starting point. First Base work closely with mainstream settings during induction to identify starting points and any specific strengths or difficulties. Pupils are encouraged during lessons to access challenge cards which provide regular opportunities to extend their learning. Date reviewed: September 2024 Reviewed by: Stacey Laws	<urn:uuid:f7031c19-e6f1-418a-9f88-fe2932e4137e>	CC-MAIN-2025-08	https://www.raedwaldtrust.com/first-base-ipswich-academy/wp-content/uploads/sites/5/2024/09/Writing-Policy-1.pdf	2025-02-07T00:51:43+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00745.warc.gz	906,196,760	634	eng_Latn	eng_Latn	0.998693	eng_Latn	0.998737	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2469, 3460 ]	[ 3.546875 ]	1	0
New Report: If Only You Knew The experiences of siblings of disabled children in school Sibs supports siblings who have a brother or sister with a disability, special educational need (SEND) or long-term health condition. This report is the result of a survey with over 200 children and young people about their experiences of being a sibling to a disabled child and resulting impact this had on their school life. The children and young people responding were aged 5-16. Key statistics are: 66% of children had told a teacher about their sibling situation 75% had told a friend or friends about their disabled brother or sister 74% didn't receive any help from school to support them as a sibling What the children said they found the most difficult was school understanding sibling issues, getting homework done, dealing with friendship issues and being tired. Dr Georgia Pavlopoulou, University College London Researcher and Sibs' Trustee says: "Although schools are gradually recognising the significant impact of the unprecedented pressures on young people's lives, the needs and well-being of siblings of disabled children remain unrecognised. Whilst some siblings, just like every other student, are eligible to receive well-being support through general safeguarding and pupil support policies, these are rarely targeted specifically for the siblings of disabled children. Lockdowns have had a significant impact on the mental health of siblings with brothers and sister who have disabilities, special educational needs or long-term health conditions. Schools play a crucial role in providing opportunities for acceptance, connections, fun, growth and support overall wellbeing. The Green Paper in 2014 set a momentum for schools to have a clear pathway in offering proactive and reactive support to all pupils by 2025. Sibs' report emphasises the importance of recognising siblings needs and providing sensitive support tailored to their unique experiences." Clare Kassa, Chief Executive at Sibs says: "School life is a hugely important part of childhood and for very many siblings, school can be a source of respite from many of the challenges faced at home. But too many siblings face these challenges alone, because their teachers and schools simply do not know about their families. Being a sibling can impact all aspects of a child's life, especially their educational attainment. For many, being a sibling also brings caring responsibilities. Numerous children in our survey told us what they needed was understanding and some basic disability awareness education for their peer group and school communities. As one young sibling told us "Honestly, teachers understanding is all I would need." This shouldn't be too much to ask. We welcome the recent Disability Action Plan published by the Disability Unit which seeks to train professionals to identify sibling young carers in education – we would like this to go a step further and identify ALL siblings of disabled children and young people in school settings." NOTES TO EDITORS: Sibs charity * Sibs www.sibs.org.uk is the only UK charity dedicated to supporting siblings who have grown up with or are growing up with a disabled brother or sister. * Children and young people growing up with a disabled brother or sister, often get less attention from parents and have more worries and responsibilities than their peers. * There are an estimated half a million young siblings growing up in the UK. * Sibs provides direct support for young siblings through YoungSibs www.sibs.org.uk/youngsibs an online support and information service for children and young people aged 7-17 who have a brother who is disabled, has special educational needs (SEND) or a serious long-term condition. * Sibs Talk Lite is a new set of FREE resources for primary schools to support siblings who are growing up with a brother or sister who is disabled or has SEND * Sibs relies on the support of Trusts and Foundations and the generosity of individual donations to fund its work – Sibs receives no statutory funding. * Sibs works towards a vision of a world in which siblings of disabled children and adults are seen, understood and valued. * National Siblings Day is celebrated on 10 th April www.sibs.org.uk/nsd Full report available: www.sibs.org.uk/ifonly For more press information or opportunities please contact: Clare Kassa, Chief Executive, Sibs e-mail firstname.lastname@example.org	<urn:uuid:149e9798-4a0d-46a2-ac68-3d99bed9abe6>	CC-MAIN-2025-08	https://www.sibs.org.uk/wp-content/uploads/2024/04/Press-release-If-Only-You-Knew-school-survey-report-Apr-24.pdf	2025-02-07T01:43:26+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00746.warc.gz	926,049,215	865	eng_Latn	eng_Latn	0.997947	eng_Latn	0.997916	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1974, 4441 ]	[ 2.078125 ]	1	0
KS1 Newsletter January 2025 Happy New Year! Welcome back. Read on to find out about our exciting term... Mathematics In mathematics we are learning about addition and subtraction, multiplication and division. Then we are learning about fractions, position and direction, weight, length and capacity. You can support your child at home with the following links Hit the Button - Quick fire maths practise for 6-11 year olds Cool online maths games for KS1, KS2, and KS3 children. - BBC Bitesize ictgames \|\| html5 Home Page Design Technology. In Design Technology the children will learn about houses, how they were made in 1666 and what they were made off. Next they will design, make and evaluate their own house using materials. They will give reasons as to what materials they used and why. The fire service will come in to finish this topic of learning to talk to us being safe. RE. In RE the children are learning about Gospel. They will talk about good news and spend time learning about the good news that is in the Bible. We will also learn about 'forgive' and what that means. Reading. We love to read and want your child to love reading too! We have our secret story teller every Monday. If you would like to come in and read to your child's class please let their class teacher know and remember don't tell your child, it's a secret! Ways to support at home Please continue to read with your child every day. We will carry on tracking how often your child reads at home and school on their star chart and will reward them for every 50 reads! As part of our phonics scheme of learning, children are primarily taught their reading skills through reading lessons three times a week where they will work closely with the teacher as well as reading as part of a group. If you would like to support your child in their learning here are some useful websites to try: Top Marks BBC Bitesize ICT Games Diversity Weeks Our first 2 weeks will be all about our own uniqueness, gifts and talents. The children will be creating their own poems all about themselves. Fire Fire! For our Terrific Take Off we have a visit from the Rainbow Theatre again! This time they are coming in to bring The Great Fire of London to life. All children will play a part in this story. The children will find out facts about the Great Fire of London, why it started, how long it burned for and how the fire got put out. The children will be making nonfiction books, posters and leaflets which will include facts and diagrams. Upcoming Dates Tuesday 21st January — Rainbow Theatre Tuesday 28th January—Chestnut Class Worship to parents Tuesday 11th February—Hazel Class Worship to parents Tuesday 4th March—Hawthorn Class Worship to parents Tuesday 11th March—Sycamore Class Worship to parents Tuesday 18th March—Apple Class Worship to parents Reminders On PE days, children should arrive at school in their Nyewood PE kit. Please ensure that earrings are taped or removed and long hair is tied up. Please can you also make sure your child has a water bottle everyday. Do also provide your child with a named coat as we know the British weather can be very unpredictable!	<urn:uuid:c7a3ff5e-f125-499a-b742-affd3f66a367>	CC-MAIN-2025-08	https://www.nyewoodinf.co.uk/attachments/download.asp?file=4638&type=pdf	2025-02-07T00:52:20+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00749.warc.gz	878,829,815	683	eng_Latn	eng_Latn	0.999116	eng_Latn	0.999116	[ "eng_Latn" ]	false	docling	[ 3180 ]	[ 2.453125 ]	1	0
Acute Exposure Alpha Particle Americium Atom Beta Particle Exposure to a large, single dose of radiation, or a series of moderate doses received during a short period of time. Large acute doses can result from accidental or emergency exposures, or from specific medical procedures (radiation therapy). A positively charged particle made up of two neutrons and two protons emitted by certain radioactive nuclei. Alpha particles cannot penetrate most matter. A piece of paper or the dead outer layers of skin is sufficient to stop alpha particles. Radioactive material that emits alpha particles (alpha emitters) can be very harmful when inhaled, swallowed, or absorbed into the blood stream. A man-made element; a silvery metal. Trace quantities of americium are widely used in smoke detectors and as neutron sources in neutron moisture gauges Extremely small particles of which we, and everything around us, are made. Atoms consist of a nucleus, containing protons and neutrons, surrounded by electrons. An electron or positron emitted by certain radioactive nuclei. Beta particles can be stopped by a layer or two of clothing or by a few millimeters of a substance such as aluminum. They are capable of penetrating the skin and causing radiation damage, such as skin burns. As with alpha emitters, beta emitters are most hazardous when they are inhaled or ingested. Chain Reaction Chronic Exposure Cosmic Radiation DNA (deoxyribonucleic acid) Decay Chain A reaction that initiates its own repetition. In a fission chain reaction, a fissionable nucleus absorbs a neutron and fissions (splits) spontaneously, releasing additional neutrons. These, in turn, can be absorbed by other fissionable nuclei, releasing still more neutrons. A fission chain reaction is self-sustaining when the number of neutrons released in a given time equals or exceeds the number of neutrons lost by absorption in non-fissionable material or by escape from the system. Continuous or intermittent exposure to low doses of radiation over a long period of time. There is a delay between the exposure and the observed health effect. Radiation from space, like a steady drizzle of rain. This shower of cosmic radiation is created by charged "sub-atomic particles" (parts of atoms) that originate in our galaxy and the sun. The particles interact with Earth's atmosphere and magnetic field to create cosmic radiation. The "blueprints" that carry our genetic information. DNA ensures that a perfect copy of the original cell is created when our body repairs or replaces cells. The series of decays or steps that certain unstable (radioactive) atoms go through before reaching a stable form. For example, the decay chain that begins with uranium– 238 culminates in lead–206, after forming uranium–234, thorium–230, radium–226 and radon– 222. Direct Exposure Dose Dosimeter Dosimetry Electromagnetic Spectrum Exposure to radioactive material from a source outside of your body The quantity of energy absorbed by a person exposed to radiation. A small portable instrument (e.g., a film badge, thermoluminescent dosimeter or pocket dosimeter) used for measuring and recording the total accumulated personal dose of ionizing radiation. The monitoring of individuals to accurately determine their radiation dose equivalent. Energy that travels in the form of waves or highspeed particles. The electromagnetic spectrum extends from low to high frequencies of energy including radio waves, microwaves, infrared light, visible light, ultraviolet light, x-rays and gamma rays. The electromagnetic spectrum is divided into two major categories: ionizing radiation and non-ionizing radiation Electron Exposure Pathways Fission Fusion Gamma Rays Particles that orbit the nucleus as a cloud. They are negatively charged and balance the positive electrical charge of the protons in the nucleus. Interactions with electrons in the outer orbits affect an atom's chemical properties. The way in which people are exposed to radiation or other contaminants. The three basic pathways are inhalation (contaminants are taken into the lungs), ingestion (contaminants are swallowed) and direct (external) exposure (contaminants cause damage from outside the body). The splitting of a nucleus into at least two other nuclei and the release of a relatively large amount of energy. Two or three neutrons are usually released during this type of transformation. The union of atomic nuclei to form heavier nuclei resulting in the release of enormous quantities of energy when certain light elements unite. High-energy electromagnetic radiation emitted by certain radioactive elements when their nuclei transition from a higher to a lower energy state. These rays have high energy and a short wavelength. Gamma rays are very penetrating. Several feet of concrete or a few inches of lead may be required to stop gamma rays. While gamma rays can easily pass completely through the human body, a fraction of the energy will always be absorbed by tissue. Geiger Counter Half-life Health Physics Ingestion Inhalation A radiation detection and measuring instrument. It consists of a gas-filled tube containing electrodes, between which there is an electrical voltage, but no current flowing. When ionizing radiation passes through the tube, a short, intense pulse of current passes from the negative electrode to the positive electrode and is measured or counted. The number of pulses per second measures the intensity of the radiation field. It is the most commonly used portable radiation detection instrument. The amount of time it takes for half of the radioactive atoms in a sample to decay into a more stable form. Every radioactive atom has a different half-life. Halflives vary from billionths of a billionth of a second to billions of years. A scientific field that focuses on radiation protection of humans and the environment. Health physics uses physics, biology, chemistry, statistics and electronic instrumentation to help protect individuals from any damaging effects of radiation. Eating or drinking. When used with these materials it refers to eating or drinking radioactive material. Breathing in. When used with these materials it refers to breathing in radioactive material. Ion Ionizing Radiation Isotope Man-made Radiation Meson An atom that has too many or too few electrons, causing it to have an electrical charge, and therefore, be chemically active. Energy given off as either particles or rays from the unstable nucleus of an atom. The most energetic form of radiation; capable of removing electrons from atoms and damaging living cells and the DNA of those cells. Ionizing radiation includes x-rays, gamma rays and alpha and beta particles. A form of an element that has the same atomic number (same number of protons), but a different atomic mass due to the presence of a different number of neutrons. Radiation that is produced for medical, manufacturing and consumer purposes. A subatomic particle that holds nucleons together in the atomic nucleus. Monitoring Natural (Background) Radiation Neutron Non-ionizing Radiation Nucleus The use of sampling and detection equipment to determine the levels of radiation or other toxic materials in land, air or water. The radiation present in the natural environment; includes cosmic, terrestrial and internal radiation . A small particle, with no electrical charge, typically found within an atom's nucleus. A neutron has about the same mass as a proton. Radiation that has lower energy levels and longer wavelengths than ionizing radiation. It has enough energy to move atoms, but not enough to alter them chemically. It can be strong enough to heat tissue and cause harmful biological effects. Examples include radio waves, microwaves, visible light and infrared from a heat lamp. The heat energy produced by the process of nuclear reaction (fission or fusion) within a nuclear reactor or by radioactive decay. Nuclear Fallout Nucleus Photon Proton Radiation The slow descent of minute particles of radioactive debris in the atmosphere following a nuclear explosion. The central part of an atom that contains protons and neutrons. The nucleus is the heaviest part of the atom. A "packet" of electromagnetic energy. Photons have no mass and travel at the speed of light. Gamma and X-rays are photons. A small particle, typically found within an atom's nucleus, that possesses a positive electrical charge. The number of protons is unique for each chemical element. Radiation is energy that travels in the form of waves and makes up the electromagnetic spectrum. The electromagnetic spectrum is divided into two major categories: ionizing radiation and non-ionizing radiation. Radiation Exposure Radiation Exposure Pathways Radiation Protection Radioactive Atom Radioactive Contamination Exposure occurs when a person is near a radiation source. Receiving an x-ray is an example of exposure. Though the radiation penetrates the body, it does not remain on the skin or in the body. The way in which people are exposed to radiation or other contaminants. The three basic pathways are inhalation (contaminants are taken into the lungs), ingestion (contaminants are swallowed) and direct (external) exposure (contaminants cause damage from outside the body). Radiation is energy that travels in the form of waves and makes up the electromagnetic spectrum. The electromagnetic spectrum is divided into two major categories: ionizing radiation and non-ionizing radiation. An atom with an unstable nucleus that emits ionizing radiation (alpha particles, beta particles or gamma rays) as it decays and attempts to become stable. A deposit of radioactive material on the surfaces of structures, areas, objects or people. It may also be airborne, external or internal (inside components or people). Radioactive Decay Radioactive Materials Radioactivity Radium Radon Exposure occurs when a person is near a radiation source. Receiving an x-ray is an example of exposure. Though the radiation penetrates the body, it does not remain on the skin or in the body. The way in which people are exposed to radiation or other contaminants. The three basic pathways are inhalation (contaminants are taken into the lungs), ingestion (contaminants are swallowed) and direct (external) exposure (contaminants cause damage from outside the body). Radiation is energy that travels in the form of waves and makes up the electromagnetic spectrum. The electromagnetic spectrum is divided into two major categories: ionizing radiation and non-ionizing radiation. An atom with an unstable nucleus that emits ionizing radiation (alpha particles, beta particles or gamma rays) as it decays and attempts to become stable. A deposit of radioactive material on the surfaces of structures, areas, objects or people. It may also be airborne, external or internal (inside components or people). Rem Strong Nuclear Force Shelter-in-place Terrestrial Radiation Tritium Doses are most commonly reported in millirem (mrem). A millirem is one thousandth of a rem (1000 mrem = 1 rem). Countries that use the metric system measure radiation dose in units of sieverts (Sv). A millisievert is one thousandth of a sievert (1000 mSv = 1 Sv). Converting sieverts to rems is easy. One sievert equals 100 rem (1 Sv = 100 rem). One millisievert equals one hundred millirems (1 mSv = 100 millirems). A powerful force between nucleons: proton-toproton, neutron-neutron, and proton-neutron. It extends only a very short distance, about the diameter of a proton or neutron. Selecting a small, interior room, with no or few windows, and taking refuge there. Radiation that is emitted by naturally occurring radioactive materials in the earth. Tritium (chemical symbol H–3) is a radioactive isotope of the element hydrogen (chemical symbol H). Unstable Nucleus Uranium X-rays Directions: * Print these cards, single sided, for each student. * Allow students to familiarize themselves with the terms and definitions. Go over any questions together as a class. * Have students cut along the solid black lines, and review each word with its definition visible. Once students have reviewed the vocabulary a couple of times, fold along the middle dotted line to create a flashcard. * Students can use double sided flashcards to test their knowledge of Radiation Vocabulary. An atom is unstable (radioactive) if the forces among the particles that make up the nucleus are unbalanced (has an excess of internal energy). A radioactive (unstable) element generally found in the environment. As uranium (U; atomic number 92) decays, it releases radiation and forms other elements (like radium and radon) until it becomes a stable element (lead). X-rays and gamma rays differ in origin, but have essentially the same properties. All x-rays are less energetic than the most energetic gamma rays. 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Page number: 16 , Word Count: 175 Genre: Fiction Focus: Concepts of Print and Reading Strategies: * use context to predict unknown words; confirm by attending to letter sounds * blend word parts to read phonetically regular words, relying on a wider variety of spelling patterns * use a wide variety of high frequency words to support fluent reading * read varied sentences fluently, with expression and stamina * maintain comprehension over more text episodes * use context to understand unfamiliar vocabulary * make inferences to understand ideas not explicitly stated in the text Supportive Text Features: * some details supported by illustrations * predictable narrative text structure including a begin ning and several repetitive episodes * most vocabulary is familiar, with some more varied word choices and literary language * varied sentence lengths and formats * illustrations show additional details not explicitly stated in the text High-frequency Words: on, a, and, they, were, that, would, have, or, to, when, what, than, his, in, the, an, by, do, it Phonics * -y ending to represent long e sound (tiny, happy) * adjectives with –er endings that change y to i (happier) * regular vs. irregular past tense (e.g., -ed endings vs. find/found) National Standards: * RF.2.3, RF.2.4 * RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.6, RL.2.10 ELL/ESL El pequeño Toñito See back page Guided Reading with Tiny Tony Guided Reading Level: J DRA Level: 18 Intervention Level: 17 by Barbara Flores, Elena Castro, and Eddie Hernandez illustrated by Michael Ramirez Overview: Tony is a tiny boy, but he can do many things even though he is very small. Getting Ready to Read 1. Introduce the concept and vocabulary by asking openended questions: ■ ■ What does "tiny" mean? ■ ■ What might a tiny person or animal have to think about because of his or her size? 2. Connect children's past experiences with the story and vocabulary: ■ ■ Hold the book. Call children's attention to the title. Read: "Tiny Tony." Talk about the title and what it might mean. ■ ■ Ask children to use the picture on the cover to predict how tiny Tony might be. ■ ■ Show the back cover and read the copy. Ask children to predict what Tiny Tony might be able to do. ■ ■ Have children suggest some words they might read in the story. ■ ■ Give children the book and have them look at the pictures. Ask them to tell what Tiny Tony is doing in each picture. 3. Remind children of the strategies they know and can use with unfamiliar words: ■ ■ Ask them, "What will you do if you come to a word you don't know?" ■ ■ Encourage children to look for chunks of words they know and to blend the sounds quickly. Reading the Book ■ ■ Suggest that children read on past an unfamiliar word in order to use the context of the story and sentence to unlock the meaning of the word. Encourage children to return to the word after completing the sentence or section. ■ ■ Tell children to think what they know about the subject or topic of this book. Then encourage them to choose a word that makes sense in the sentence. 4. Be aware of the following text features: ■ ■ The book contains familiar words, including a variety of high frequency words. ■ ■ Vocabulary words that may be unfamiliar to students include: obey, sturdy, growl, snout, scold. ■ ■ The story presents information about Tiny Tony through examples of how he makes accommodations for his tiny size. Guided Reading Note: Level J is the benchmark for the beginning of the second grade. Children reading at this level are moving into a fluent stage, and the focus emphasizes comprehension and independent reading. Most of the reading should be done silently. Children are also encouraged to: 1) independently apply their reading skills and strategies, 2) make connections between their own experiences and the story, and 3) "get" the author's message and be able to discuss it with other readers. Most importantly, children should feel confident and eager to read. This is a time to build fluency and independence as children read a variety of genres and develop a sense of reading for different purposes. 1. Set a purpose by telling children to read the book to find out about what Tiny Tony can do even though he's very small. 2. Have children read the story silently. Each child should be reading at his or her own pace. Listen to children as they read by leaning close or bending down beside each child. After the group has read a few pages, check for understanding with simple questions, such as: "What is the story about?" or "Tell me how the story begins." Then direct children to continue reading. As they read, watch for indications of comprehension: changes in facial expression, giggles, audible comments, rereading, turning back a page. You may want to make notations about what you observe. 3. Look for these reading behaviors during the first reading: ■ ■ Do they rely on the print while reading? ■ ■ Do they have a strong sight vocabulary? ■ ■ Do they use known sound chunks to read unknown words? ■ ■ Are they monitoring meaning and rereading when they lose meaning? ■ ■ Do they easily move from page to page? Are they reading fluently? ■ ■ Are they using punctuation and any text features to gain meaning? ■ ■ Do they make accurate predictions? ■ ■ Are they connecting the text to their own experiences? ■ ■ Do they react to the text even though they are reading silently? Do they laugh? smile? frown? ■ ■ Are they drawing conclusions and making inferences? 4. As children read, note what they are doing. Help them build independence by being available, but not intervening too quickly. ■ ■ Watch for changes in children's facial expressions and use these signals to ask questions, such as: "What made you smile?" or "Where do you need some help?" ■ ■ Review using punctuation marks to guide the meaning-making process. Discuss the use of question marks, exclamation points, and commas as clues to reading with a particular kind of expression or inflection. Talk about the use of quotation marks to indicate dialogue. ■ ■ Encourage children's attempts by making comments, such as: "I like how you are using a different strategy when the first one you tried didn't work." ■ ■ If children are struggling with deciding which strategy to use, suggest a specific strategy that would help them get meaning in the most efficient way, such as, "Did you think about chunking the word?" 5. Possible teaching points to address based on your observations: ■ ■ Call attention to all the high-frequency words children have learned and used. ■ ■ Review how to find a known part or sound chunk in an unknown word. ■ ■ Show children how to use analogies to move from the known to the unknown when encountering new words. ■ ■ Work with suffixes and prefixes. ■ ■ Review using grammar (syntax) to unlock words by considering the sentence structure or parts of speech in the sentence. ■ ■ Explore the story grammar—characters, setting, problem, solution, and so on. ■ ■ Review how to determine what is important in a picture or sentence. ■ ■ Model asking questions or making "I wonder…" statements to extend comprehension. ■ ■ Call attention to the sequence of events in the story. ■ ■ Model how to revisit the text to find specific examples or ideas in the story. ■ ■ Review using punctuation marks to guide the meaning-making process. Discuss the use of question marks, exclamation points, and commas as clues to reading with a particular kind of expression or inflection. Talk about the use of quotation marks to indicate dialogue. ■ ■ Call attention to the sequence of events in the story. ■ ■ Model how to revisit the text to find specific examples or ideas in the story. After the First Reading 1. Have children confirm their predictions and talk about what Tiny Tony could do. 2. Ask questions like: ■ ■ What information did the book give to help you know exactly what size Tony was? ■ ■ How did Tiny Tony do things differently than his typical-size parents? ■ ■ How would you describe Tiny Tony as a character? Why do you think that? (If students do not mention it, encourage them to think about how he responds to challenges.) ■ ■ What can we learn from Tiny Tony? ■ ■ What do you think it would be like to be as tiny as Tony? Why do you feel that way? Second Reading 1. Have children reread the book silently or to a partner. 2. This is a time for assessment. Keeping notes on children's progress during a guided reading session will be a helpful resource for giving children ongoing feedback about themselves as readers as well as helping you record how they develop over time. Have small groups of children work together to turn the book into a puppet show performance. Consider having children add speech bubbles to some of the pages to create sound effects and dialogue to act out. Talk about reading with expression and maintaining fluency over longer sentences. ■ ■ While they are reading, watch what children do and what they use from the teaching time. ■ ■ You might also take a running record on one child as an assessment of the child's reading behavior. ■ ■ You might also listen in on each individual reader, observing as children use appropriate or inappropriate strategies. This information will be valuable for any additional strategy discussions after the second reading. Cross-Curricular Activities Language: Study the adjectives in the story that end in –y to represent the final long e sound (tiny, happy.) Brainstorm other adjectives that follow this rule and make up names for other fictional characters to practice reading them (e.g., Shiny Suzy, Heavy Harvey, Bumpy Barney, Lazy Lucy, Greedy Gary). Practice writing sentences about each character to discuss changing the –y to i when adding a superlative ending (e.g., "Tiny Tony was the tiniest member of his family. He was tinier than his father's finger.") Study the past tense verbs in the story and create a chart showing verbs that use the regular –ed past tense (e.g., lived) and verbs that use other irregular endings (e.g., bought, found). Brainstorm additional examples that fit in each category. Choose several pages to revisit and chart details not explicitly stated in the text that can be inferred based on what's written and/or the pictures. (E.g., "Tiny Tony skated around on the plates with sponges on his feet to scrub them." "Tiny Tony enjoys helping his parents." "Tiny Tony rode on a chick's back.") Compare and contrast this "tiny tale" to various tall tales. (Tall tales include exaggerated elements, often "larger than life.") Mathematics: Use this story as a springboard for discussing measurement. Have children determine estimates of Tiny Tony's height in inches, using the actual measurements of items referenced in the story as a guide (e.g., an adult's finger, a typical apple, a chick). Ask them to give evidence to support their thinking in pictures, numbers and words. Social Studies: Discuss what it would be like to be smaller than average in real life. What kind of accommodations help people who are smaller than average? What other accommodations would be helpful to be more inclusive of differently sized people? Art: Have children create individual artwork or a mural depicting tiny characters doing things in unique ways because of their size. Ask them to write sentences describing what the tiny characters do. Guided Reading with EL PEQUEÑO TOÑITO Guided Reading Level: J DRA Level: 18 Intervention Level: 17 The directions given for the introduction, first reading, and second reading of the English edition can be used with the Spanish edition of the book. To read the book successfully, children need the same kinds of support as their Englishspeaking classmates. Second language learners often benefit from acting out new words, seeing pictures, and talking about them using concrete examples. Verb Support: Pequeño Toñito helps his mamá and papá around the house and the following actions are provided: Action: se ponía esponjas en los pies/Reason: lavar los trastes Action: enonctró una plama/Reason: sacudir los muebles de la casa Action: encontró un dedal/Reason: ordeñar la vaca Action: juntar las manzanas en la huerta Print all of the different actions and the reasons why Pequeño Toñito does them for his mamá and papá on individual word cards. Mix up the word cards, and then have students sort the action with the correct reason (except for the "juntar las manzanas en la huerta). Then, print the words "mamá" and "papá" on word cards and place them in front of students where there is space underneath. Have students sort the action and reason word cards underneath the correct heading, and which actions he did to help his mamá and which actions he performed to help his papá. For students engaging with both English and Spanish texts, have students note that there are exclamatory statement in the book. In Spanish, the exclamation points come before the sentence in an upside-down orientation and after the sentence in the opposite orientation. The book language used may differ from children's oral language. Comparing any differences will help children read and understand the story. Also help children understand that we often speak differently than we write, and that both ways of using language are important. If children have difficult with concepts or words in the story, see the article "Guided Reading with Emergent Readers" for suggestions. Guided Reading Guided reading levels were assigned by literacy experts and certified Reading Recovery ® teachers using the guidelines identified in Guided Reading and Matching Books to Readers by Irene C. Fountas and Gay Su Pinnell. INT. (Intervention) Intervention levels were assigned by literacy experts and certified Reading Recovery ® teachers and are intended for use in early intervention and one-on-one tutorial programs, including Reading Recovery ® . These levels are not officially authorized by Reading Recovery ® . Reading Recovery ® is a registered servicemark of The Ohio State University. DRA (Developmental Reading Assessment) and EDL (Evaluación del desarrollo de la lectura) DRA and EDL levels were determined using information in the Developmental Reading Assessment Resource Guide and EDL Resource Guide by Joetta Beaver. All level placements may vary and are subject to revision. Teachers may adjust the assigned levels in accordance with their own evaluations. Copyright © 2018 by Bebop Books ® , an imprint of Lee & Low Books Inc. Used with permission. For more information about Bebop Books, please contact: Abraham Barretto, Vice President of Educational Sales Bebop Books 95 Madison Avenue New York, NY 10016 212-779-4400 x. 26 ph.212-683-1894 fax email@example.com An imprint of LEE & LOW BOOKS	<urn:uuid:b2de1fda-2ee9-4bb1-8ee2-64994399fa27>	CC-MAIN-2025-08	https://www.leeandlow.com/wp-content/uploads/2025/01/Tiny-Tony-Lesson-Plan.pdf	2025-02-07T00:52:57+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00755.warc.gz	838,290,237	3,172	eng_Latn	eng_Latn	0.996679	eng_Latn	0.997431	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2594, 5516, 8305, 11392, 14802 ]	[ 4.875 ]	2	0
First Base Ipswich & Bury St Edmunds Art and Design Policy ________________________________ The Springboard pathway delivers the Art and Design curriculum for the first 12 weeks of the placement. Pupils will access units being delivered at their individual placement time, within three-week topic units. See table below: \| \| Autumn Term \| \| \| \| \|---\|---\|---\|---\|---\| \| Topic \| \| Little Chef \| Monsters & Wild Things \| Animals Around the World \| \| Art & Design \| \| Drawing \| Painting \| Printing \| \| \| Spring Term \| \| \| \| \| Topic \| \| Our Local Area \| Unlikely Friends \| Little Chef \| \| Art & Design \| \| Drawing \| Painting \| Printing \| \| \| Summer Term \| \| \| \| \| Topic \| \| Animals Around the World \| How to... \| Our Local Area \| \| Art & Design \| \| Drawing \| Painting \| Printing \| First Base Art and Design Curriculum is derived from objectives detailed in the EYFS profile and the National Curriculum. Key skills have been identified and progression mapped through from Early Years standards to the end of Key Stage One. The purpose of our Art and Design programme of study is for pupils to produce creative work, to enable pupils to develop a wide range of techniques and use a variety of materials and to explore art through practical application of skills. They will learn about and be inspired by a variety of famous artists in different fields of work. Our artist spine is broken into celebrating diversity, celebrating history, female representation and joyful art experiences. At First Base we are committed to Character Education; our Art and Design curriculum forms part of the creative strand as a means of supporting the children to develop their character. Our Art and Design curriculum will be taught through drawing, painting, sculpture and printing. Within each unit key objectives will be taught and assessed. As agreed with pupil's mainstream settings, First Base will teach the units at the agreed times throughout the academic year. Pupils will access a 40-minute Art and Design lesson each week, for the first 12 weeks of their placement. Teachers will assess learning objectives taught through a RAG rating system which will measure progress over time. Assessment is used to inform future planning and teaching. It is shared with mainstream schools to allow them to reach a holistic judgement. Pupils requiring extra support will be identified quickly. Pupils self-assess each lesson, against the objective, to enable them to develop an understanding of their own knowledge progression. All teaching will be adapted to support pupil's individual needs, according to their starting point. First Base work closely with mainstream settings during induction to identify starting points and any specific strengths or difficulties. Pupils are encouraged during lessons to access challenge cards which provide regular opportunities to extend their learning. Policy reviewed: September 2024 First Base Ipswich & Bury St Edmunds Art and Design Policy ________________________________ Reviewed by: Stacey Laws	<urn:uuid:ce1b6da6-a631-42b6-91fc-8e76d6ec1aa0>	CC-MAIN-2025-08	https://www.raedwaldtrust.com/first-base-ipswich-academy/wp-content/uploads/sites/5/2024/09/Art-Design-Policy-1.pdf	2025-02-07T02:03:35+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00753.warc.gz	912,722,376	615	eng_Latn	eng_Latn	0.993209	eng_Latn	0.998798	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2928, 3049 ]	[ 2.59375 ]	1	0
First Base Ipswich & Bury St Edmunds ________________________________ The purpose of feedback: To help pupils reflect upon and improve their performance. To help teachers understand how pupils have done in a lesson or task, in order to inform what or how they teach next. To resolve misconceptions and move learning forward. Feedback and marking should always be purposeful and should not be onerous. Teachers should only ever record what is useful for the pupil or for themselves – marking should not be seen as a 'job on the list' but an important part of the learning process. Pupils should always, where at all possible, be part of this process to ensure that they understand the feedback that is given and how to act on it. What Ofsted say about marking and feedback: Ofsted recognises that marking and feedback to pupils, both written and oral, are important aspects of assessment. However, Ofsted does not expect to see any specific frequency, type or volume of marking and feedback; these are for the school to decide through its assessment policy. Marking and feedback should be consistent with that policy, which may cater for different subjects and different age groups of pupils in different ways, in order to be effective and efficient in promoting learning. While inspectors will consider how written and oral feedback is used to promote learning, Ofsted does not expect to see any written record of oral feedback provided to pupils by teachers. The First Base approach: In line with findings from the Assessment Commission, feedback at First Base will be delivered in three ways: 1. Immediate feedback – at the point of teaching 2. Summary feedback – at the end of a lesson/task 3. Review feedback – away from the point of teaching First Base Ipswich & Bury St Edmunds Marking and Feedback Policy ________________________________ * Provides teachers with opportunities to assess understanding and long-term learning acquisition more deeply * Leads to adaptation of future planning As part of ongoing planning, and in line with the school's internal assessment approach, teachers will identify what they want pupils to know and be able to do as a result of any teaching or activity. This information will be used to inform whether pupils need further support to grasp or retain a concept or whether they are ready to move on. Every lesson will contain a brief opportunity for an assessment of this, either through a simple practical task (e.g. can you count these beanbags in twos?), through questioning (e.g. how do you know that it is ai not ay?) or through a short task (e.g. a reasoning problem or some questions for pupils to complete to demonstrate their understanding). Teachers should ensure that these opportunities are given sufficient time and importance within the lesson and this should be a routine part of practice in every aspect of school life. For each lesson learning logs (shown below) are filled out. They detail the lesson objectives for that child. 'My voice' can take many forms including children recording their own feedback in pictures or words, or an adult scribing something the child has said before, during or after the activity. 'Adult voice' allows staff to record specific details regarding how much support was required, what next steps they feel should be planned for the child or any other useful information. English Date: My voice... Lesson Objective: * Explicit Vocabulary Instruction: * Adult voice... (level of support, next steps, feedback) Me Adult Children are taught in small groups with a high level of adult support. Adults are able to give support, feedback and marking throughout most learning activities. This enables children to receive immediate verbal feedback and support/challenge as appropriate. Often this may happen collaboratively and could include: * Spelling * Grammar * Punctuation * Accuracy of calculations/mathematical processes * Rephrasing * Elements of transcription (e.g. orientation on the page, handwriting etc) * Other aspects of the work that teachers wish to comment on ________________________________ Once pupils have had the opportunity to 'test' their own understanding, they will record a traffic light colour to show how secure they feel their understanding is. Teachers can use this to help them understand how confident pupils feel in a given area of study. For more accurate pupil feedback with younger learners our RAG rating focuses on how much help was needed rather than on how difficult children found the work. Pupils are supported to develop their confidence in being honest in their rating of their work. Teachers or support staff should also add a traffic light colour to show how secure they feel the pupils' understanding of a concept is. Where appropriate, teachers may wish to substitute traffic light colours for other icons or recognisable symbols, although this should not create confusion for pupils or extra work for adults. All work will be acknowledged in this way by teachers. Often children's writing is marked with them as they are completing it or immediately after. Highlighters are used to identify key areas of success, using the following colours for each area; Phonics, spelling Punctuation Interesting vocabulary Self-corrected Good letter formation is identified with the child and is ticked. 'I' and 'S' are used on the learning log next to each learning objective to indicate whether objectives were achieved independently or with support. Children's learning books are kept in the classroom book areas and children have access to the book area numerous times throughout the day. This gives regular opportunity for review and feedback reflect and for sharing learning with peers and adults. Challenge cards are available in the classroom at all times to extend children's learning. They are encouraged request challenge cards or can be given them by an adult. Adults set children challenges which give them the opportunity to apply the skills or knowledge that they have been practicing/acquiring during that lesson. This way, teachers are not putting a ceiling on children's learning through set tasks. ________________________________ The EEF research shows that feedback can be a very effective strategy for improving outcomes for pupils, when done well. Teachers will use their professional judgement to personalise and adapt the strategy so that it is meaningful and purposeful for every pupil in their class, while maintaining consistency with the school approach. 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The Borough Arms In 1576 the Mayor and Burgesses of Sudbury applied for a Grant of Arms; this was given on the 20th September by Robert Cooke, Clarenciuex King of Arms. The original charter, on thick vellum, gives first a quaint preamble telling of the origin of the gift, and goes on to describe the arms. The principle charge in the coat, the hound (or Talbot), is taken from the paternal coat of that eminent native of the borough, Simon of Sudbury, while the charges on the chief are brought in from the Royal Arms, to illustrate the ownership of the Manor by the early Norman kings. Town Coat of Arms Simon's Dog The dog featured on the Town Coat of Arms and on the Mayoral Chain of Office is a heraldic Talbot. This early breed of hunting dog is thought to have been brought to England with William the Conqueror and to have links with the modern bloodhound and beagle. This dog was used to enhance the dignity of the Borough of Sudbury when in 1554 it received a Charter from Queen Mary I outlining its rights and privileges. The device of a Talbot was probably taken from the coat of arms of the Theobald family. Around 1318 Simon Theobald or Tebauds was born into this wealthy and important family in the local cloth trade. This brilliant man eventually rose to become Archbishop of Canterbury and Lord Chancellor. These titles were a great honour not just for Simon but also for his home town of Sudbury: a local man was now the most powerful man in England apart from the King. Unfortunately he was a key figure in a government whose policies raised an eruption of violence rare in English history- the Peasants Revolt of 1381 and Simon took much of the blame. The people had many grievances but they all coalesced around the proposed new Poll Tax of one shilling and three groats to be paid by all people over the age of fifteen. In 1381 an angry mob of peasants dragged Simon from his refuge in the chapel of the Tower of London and hacked him to death on Tower Green. His head was impaled and displayed on London Bridge, a fate usually reserved for traitors. Somehow it was brought back to his home town of Sudbury and was placed in St Gregory's church, perhaps in the hope that it would make St. Gregory's a place of pilgrimage similar to Thomas a Becket's shrine at Canterbury. His head is still kept in the vestry whilst his body lies in Canterbury Cathedral. On Christmas Day the Lord Mayor and City Council of Canterbury process to his tomb where the Mayor lays a posy of Christmas roses and the Dean leads prayers. This tribute is in thanksgiving for Simon's rebuilding of the city wall, the Westgate and the Holy Cross Church which is now the Guildhall. This tradition is not upheld in Sudbury.	<urn:uuid:53fc93b2-0294-4974-898f-e33fdc759d24>	CC-MAIN-2025-08	https://www.sudbury-tc.gov.uk/_files/ugd/946dd0_475091a0a1554c7dabae646f53a6a23e.pdf	2025-02-07T02:20:34+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00758.warc.gz	957,149,201	595	eng_Latn	eng_Latn	0.998708	eng_Latn	0.999406	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 589, 2724 ]	[ 2.15625 ]	2	0
SUPER POWER: Hinges and Levers! LAB NOTES... ELBOWS Levers help us to move heavy objects more easily. If you can't lift a heavy object by yourself, putting it at the end of a long lever could help you. This is because a lever works by reducing the amount of force needed to move an object or lift a load. A lever is a rigid object which moves around a fixed point which we call the fulcrum. Levers make the work easier by spreading out the effort over a longer distance. ELBOW LEVERS Our bodies are full of levers, our arms are one example. The pivot is at the elbow which is a hinge joint and our forearm acts as the lever. When you hold something heavy in your hand and try to lift it, your lower arm is acting as 1. Watch Nanogirl making her own elbow model. 2. On the card, measure and cut out two oval shapes, both 15cm long and 5cm wide in the middle. These will be the upper and lower parts of your arm. 3. Use the skewer to make one hole at one end of both ovals. 4. Take one oval and label it 'humer us'. This is the long bone in the upper arm. It is located between the elbow joint and the shoulder the lever. The weight is at one end (in your hand), and at the other end is the fulcrum - your elbow hinge. That's the thing that stays in one place while the lever moves around it. You can prove this by putting your elbow on a table and lifting something with your hand while keeping your elbow on the table. You know that your elbow is the fulcrum because it doesn't move. You know that your arm is the lever because it does move. When we throw something using our arm, the power comes from our upper arm muscles called the bicep and tricep. These two muscles work together and as a pair when one is stretched out the other one is contracted. There are lots of other muscles in your body that work together like your quadriceps and hamstrings in your legs. 5. Make two more small holes at the other end to the hole you already made. 6. Cut both of your elastic bands so they become strings instead of 10 MINS TO MAKE YOUR ELBOW MODEL... loops. These will represent your muscles - the bicep and the tricep. 7. Poke one end of each elastic band through each of the two holes you made next to each other in the humerus, tie a knot at the back of the card. 8. Take the other oval and label the radius at the top and the ulna be low it. These are the bones in your forearm. 9. Make two more holes in the fore arm, one on the left and one on the right of the original hole. 10. Push the long ends of the elastic bands through to these two holes in the forearm and tie at the back. The band that attaches to the lefthand hole will be your tricep and the right your bicep. 11. Cut 3cm off one end of your skew er and push half-way through the empty hole in the upper arm and the centre hole in the forearm - this is your elbow joint. Secure with blu-tack. 12. Draw and cut out a cardboard hand and stick to the end of the forearm. TI YOU WILL NEED Place your hand around your upper arm when you lift something heavy upwards. Can you feel which muscle stretches and which muscle relaxes? Measure your abilities: what's the furthest you can throw a ball of scrunched-up paper? Can you find any other hinge joints or levers on your body? Try throwing with your arm bent then with your arm totally straight which was more powerful? Can you think of any animals that are great at throwing? Do they have long or short arms compared to us?	<urn:uuid:8764243b-b702-4948-82a1-99716c2e734c>	CC-MAIN-2025-08	https://f.hubspotusercontent20.net/hubfs/5849171/Labnotes/Week%207%20-%20Throwing/%5BLabnotes%5D%20Elbows.pdf	2025-02-07T00:38:09+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00752.warc.gz	238,170,206	822	eng_Latn	eng_Latn	0.998787	eng_Latn	0.998787	[ "eng_Latn" ]	false	docling	[ 3460 ]	[ 2.90625 ]	1	0
Disability Survey Report INTRODUCTION During the early years development and growth occurs rapidly in children making it essential to provide them with the best opportunities. Various medical problems faced by the children since infancy, if addressed in a timely manner can prevent any further development of symptoms that may lead to any form of disability. According to WHO, 70% of disabilities can be prevented if proper care is taken during pregnancy, infancy and early childhood years. In order to facilitate Early Detection and Early Intervention of disability in children, various child development benchmarks can be used to discern and address the findings in a timely manner. With all this in mind, Dr. Geeta Chopra, Associate Professor from Institute of Home Economics, University of Delhi came up with a module. It was through collaborative efforts of Pratham and Dr. Chopra that a survey was designed aiming to find out the existing scenario of children in Delhi. A training was organised for the field team of PDEI using Dr. Chopra's module that covered three important aspects for early detection and early intervention. The modules are divided into three parts: 1. Mother and Child Care: Promoting Health, Preventing Disabilities 2. Early detection of Childhood Disabilities and Persons with Disabilities in the Communities 3. Stimulating Development in Young children with Disabilities at Anganwadi and at Home IDENTIFICATION OF CHILDREN After the two day training a survey was conducted, using the questionnaire provided by Dr. Chopra, in five zones of Delhi- North Shahdara, South Shahdara, Rohini, Karol Bagh and Civil Lines. 19 trainer monitors were divided in 9 teams (8 of 2 people and 1 of 3 people) and as decided in the training each team had to cover 100 children from the same areas where Pratham works- Nandnagri, Sultanpuri, Kardampuri, Khichripur, Prem Nagar, Zakhira, Trilok Puri, Harijan Basti and Kishan Ganj. This was decided to look into the existing condition of children in these areas where the ECE programmes of Pratham function. The idea was to intervene and provide a learning platform for children with disability through the Anganwadi and Balwadi programmes that exist in the nearby areas. Since the requirement was to include 0 to 6 year old children, data was collected by visiting every household of the areas and included the families that had children between this age group in the survey. FINDINGS The survey recorded a total of 1197 children across the age group of 0 to 6 years with 945 families spread across the 5 zones. Below is a graph showing the number of girls and boys in the zones that were a part of the survey. The total boys recorded in the survey were 623 and girls were 574 which are spread across the 8 age groups. The survey showed the education level of mothers along with other details like number of children parents had noting the order of their birth as well. It was found that 25% had one child, 46% had two, 20% had three and 9% had more than 4 children. One question in the survey asked the age of the mother when she gave birth to her child. It was realised that about 13 % mothers were below the age of 21. Three children with disability (one got seizures, another having speech impairment and third with a visual impairment) have mothers who are a part of this 13%. It was also found that 30 children had been born prematurely; this is represented in the graph which displays the number of children in an age wise split of their medical problems. These health related details of children were included to gather information which would help recognize any indicators of the children's health and any symptoms. Indicators such as premature birth, newborn diseases like jaundice, heavy fever were included in the questions. Other medical details represented in the graph consist of number of children who frequently have watery eyes, redness in the eyes, pain in ears and seizures and/or fainting. The early years of a child are the most crucial years for his/her development and one of the reasons for this survey was to record the existing situation in the pockets of Delhi where Pratham functions. In almost all age groups the children got ill after birth, the most common issue faced, with a total of 77 children. 10 children have problem of red and watery eyes and another 11 having watery ears, sometimes leading to pus. 15 more children in total had seizures and frequent fainting as well. Kindly note that these medical problems are not yet a cause of any disability in the children as determined from the other questions in the survey. 11 children with disability were found amongst the 1197 children recorded in the survey. Apart from these 11 children, 3 children more were found who had multiple disabilities (their details are mentioned later). Below is the graph showing the age wise detail of the kinds of disabilities found from the survey. 4 out of 11 children, as seen in the graph, have physical disabilities. 1 boy, in the age group 3-4 years, has seizures. The recorded details show that he constantly complains of earache and headache though can hear and see just fine. Such connections between the medical problems faced by the child and his/her disability showed up in the detailed questions of the survey. The details recorded from the survey found three children with multiple disabilities as shown in the table below. \| Age group \| Birth \| Mother’s age at the time of child birth \| Mother's education status \| \|---\|---\|---\|---\| \| 2-3 years (Female) \| Premature \| 30 \| Non-literate \| \| 4-5 years (Female) \| Timely \| 25 \| 10th + \| \| 5-6 years (Male) \| Timely \| 22 \| 10th + \| A total of 14 children with disability are recorded from the survey of 1197, out of which 6 are boys and 8 are girls.	<urn:uuid:d48599fe-a8fc-40d0-bcba-106f8110e000>	CC-MAIN-2025-08	https://prathamdelhi.org/wp-content/uploads/2023/04/Household-Survey-for-children-with-Disability-in-areas-where-Pratham-works.pdf	2025-02-07T02:16:01+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00760.warc.gz	437,069,625	1,259	eng_Latn	eng_Latn	0.998715	eng_Latn	0.998721	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2444, 3038, 3983, 4945, 5435, 5810 ]	[ 2.03125 ]	1	0
UNITED STEELWORKERS' GUIDE TO VIOLENCE PREVENTION Ribbon Legend Dark Blue: Stop Child Abuse White: Men Against Violence Against Women Orange: Anti-Racism Mint Green: Abuse Awareness Gray: Stop Elder Abuse and Urban Violence Purple: Stop Domestic Violence Black: Mourning/In Memorial Produced by the United Steelworkers' National Education Department Updated and Revised 2004 Dear Sisters and Brothers, It's our problem. Violence or abuse can happen in any workplace or family. It can happen to women, men and children. It can happen to people of any culture and background. No one - no supervisor, co-worker, husband, wife, boyfriend or relative has the right to abuse another person. There is no excuse for violence or abuse. It's wrong. It's against the law. While it's true that only a small number of people commit acts of violence and abuse, it's also true that a staggering number of people have been the victims of violence. The odds are that we all know someone who has been abused or is facing abuse right now. Let's put it on the table. The United Steelworkers pass tough policies and negotiate contract language every day to protect the health and safety of workers. Violence and harassment are health and safety issues. The risk to one is a risk to us all. Use this guide to help raise the issue at your bargaining table, at the family table, the community table and the government table. Work with your staff representative, local union officers, women's committee, health and safety committee and human rights committee to develop contract language and the support needed to implement policies and procedures that will provide people with the conﬁdence to come to the union for help. Women and men can be victims of violence. Young girls and women are at risk and continue to face the threat of harassment and violence into their adult lives. Many men who have reported abuse were abused as young boys. This guide often refers to victims as female reﬂecting the fact that women are more likely to be subjected to acts of violence. The United Steelworkers acknowledges the many community resources that address issues of violence. We particularly want to thank Education Wife Assault, the Toronto Board of Education and the Steelworkers' National Women's and Human Rights Committees for their assistance. Much of the material included in this guide can be found in labour, provincial and federal publications on violence. April 2004 United Steelworkers' Guide to Violence Prevention Reading this guide takes you one step closer to putting the issue on the table. Making it available and helping people to "break the silence" is another. Sections of this guide and a series of shorter leaﬂets can be copied, posted and distributed. Invite a speaker to a unit or local meeting. Participate in events on December 6th, National Day of Remembrance and Action on Violence Against Women. Help raise money for services for victims of violence. Ask candidates running for political office what they will do to help reduce and end violence in our communities. Finally, thank you. Your help in raising issues of abuse and violence will make a difference. Helping to "break the silence" may help to protect a child or adult from abuse and violence. Protecting the health and safety of workers and their families is something we can do together. In solidarity, Ken Neumann Canadian National Director Table of Contents Let's put it on the table* Put the sounds on the table: The sound of a slap as hand meets ﬂesh. Put the questions on the table: The sound of a crack as head meets wall. The snap of a bone breaking. Why do some people think it's O.K. to tell jokes that demean and demoralize others? The sound of silence as people turn their backs. Put the statistics on the table: 39 per cent of women 16 and over have been sexually assaulted. 1 in 4 women is physically and/or sexually assaulted by her spouse or livein partner. 51 per cent of women have been victims of at least one act of physical or sexual violence since the age of 16. A woman who calls the police is likely to have been assaulted 30 times before actually calling. It's estimated that 50 to 90per cent of women have at some point been harassed in the workplace. In the U.S., homicide is the leading cause of occupational deaths for women. Put the excuses on the table: "We just treat her like one of the boys." "When I come home from a hard day at work I don't want to have to listen to kids screaming." "I saw the way she looked at that guy. Does she think I'm stupid?" "I just had a ﬁght with my boss and I was in a bad mood." "I get enough hassles at work. When I get home I want a little respect." "It's part of the job." Why do some people think it's O.K. to harass others at work with sexual comments? Why do some people think it's O.K. to yell at or touch their waitress, cashier or health care aide? Why do some men think it's O.K. to beat their partners? Put the responsibility on the table: Who listens to the degrading and demoralizing jokes? Who ignores the sexual comments made about a co-worker? Who ignores sexist, racist or hateful pinups and graffiti? Who hides in silence when they see or hear about violent acts against women, men and children? Who believes the myth that it's just part of the job? Who believes the myth that violence against women is a women's problem? Let's put it on the table: Violence against women is not a women's problem. It's our problem. Violence against another is not just their problem. It's our problem. *Revised 2004 Preventing violence at work While there are no Canadian national statistics collected on workplace homicides or assaults, data collected in the United States for 2002 shows that assaults and homicides account for 1449 occupational deaths. The majority of female homicide victims worked in retail, service, administrative, transportation, communication or public utility jobs. Homicide is the leading cause of occupational death for women. At a health and safety workshop, participants initially said violence was not a problem in their workplaces. However, when asked whether they had seen or handled ﬁghts or arguments in the workplace, everyone put up their hand. Bullying, ﬂoor ﬁghts, parking lot confrontations, harassment of servers in restaurants and hotels we visit, and abuse from nursing home residents are all acts of violence. We need to learn how to identify them, deal with them and prevent them from happening. What is workplace violence? Who is at risk? Why? Everyone is at risk, especially people delivering goods or services. Security guards, people working with money and people working alone are especially vulnerable to acts of violence. Health care workers, counsellors, retail workers and taxi drivers are at risk. These people are often on the "front line", hearing the frustration and anger of those who may feel particularly powerless due to unemployment and poverty. Cut backs and under-staffing may lead to delays experienced by those who need help. That anger gets taken out on the worker. No one likes to be restricted behind barriers, work under constant surveillance or in a locked booth; and yet, without adequate staffing and workplace policies to address the risks of violence, personal safety may depend on it. Physical assault: pushing; hitting; slapping; burning; grabbing; using a weapon; rape; forcing unwanted sexual acts; throwing objects; using work equipment as weapons. Verbal abuse: humiliating, demeaning and degrading comments; sexist or racist jokes; threatening to harm friends or family; threatening to jeopardize immigration status; threatening to reveal sexual orientation to employer, co-workers and family; threatening to disclose HIV status. Abuse or the use of violence is a weapon of power. It is the tool used by one to exercise power and control over another. It may be as overt and sudden as a physical slap or punch, or it may build over time and be less obvious, like stalking, degrading graffiti, repeated phone calls, threatening e-mails or mail that intimidates, scares and poisons the workplace. Is violence part of the job? Health care workers in an extended care unit in British Columbia recorded 2,778 incidents of punching, slapping, pinching, kicking, tripping, biting, head-butting and hair pulling during a 100-day period. Many workers in long-term care facilities, day care centres, hospitals and group homes face violence or abuse from patients or clients as well as from the family members of patients. Violence is not part of any job, but establishing procedures and protocols for dealing with violent or abusive clients or the public should be. While changes in the physical lay-out of a workplace and hiring sufficient staff may help, the establishment of procedures can help workers deal with families and patients to reduce and prevent violence. In Canada, employers are responsible for providing a safe workplace. Employees have the right to refuse unsafe work. However, until workers start to report and document incidents of violence and assert their right to a safe workplace, those responsible for enforcement of safety standards may believe that violent behaviour is part of the job, or the worker has done something to cause the abusive or violent reaction. Impact of violence We take more than our lunch to work or school. And we bring home more than our pay cheques. No matter how much we try to leave work at work, and home at home, feelings cannot be turned on and off. How do victims of violence feel? Afraid. Powerless. Depressed. Guilty. These feelings lead to a loss of self-esteem, withdrawal from activities in the workplace, the union and in the community and can sometimes lead to drug or alcohol abuse. It may also become difficult to concentrate on work, resulting in accidents or injury risks to oneself and/or others. What happens to children? Children take their feelings to school. A loss of sleep and poor appetite lead to difficulties in concentrating and completing assignments or tests. Children may feel responsible or guilty, leading to low self-conﬁdence. They'll have a hard time connecting or interacting with other children or adults. Poor attendance and drug or alcohol abuse may also occur. Boys who experience abuse are more likely to abuse their partners when they grow up. Similarly, girls are more likely to accept abuse as a fact of life in their relationships if they grow up in an abusive environment. Children who grow up watching adults act violently and see violence used as a way of dealing with problems, may grow up believing that violence is normal. Violence doesn't have to be a part of our lives. The impact and cost of violence on coworkers, friends, extended family members and community services is high. We all pay for counselling, health care, legal aid, police intervention, emergency housing and child care supports that may be needed after a violent incident. Violence against another is not just their problem, it's our problem. Is your workplace safe? Employers have a responsibility to provide a safe workplace. Joint health and safety committees can help to prevent violence in the workplace by developing clear policies on harassment and violence. Workers, customers, clients, patients and family members of patients should be made aware of the policy. Make it visible in your workplace. Prevention checklist: Does the public have access to your workplace? Are reception areas and work stations designed to be welcoming but safe for workers? Are there things in waiting areas to avoid boredom and reduce frustration for clients and their children? Are there procedures for dealing with abusive or violent clients? Are you trained in following these procedures? Do staffing levels allow you to spend adequate time with clients,patients or customers? Do you work alone? How do you get help in the event of an emergency? Are you required to frequently check in with security or another worker? Is there a buddy system in place for isolated or remote areas? If you handle money,what safeguards are in place to protect you in the event of an attempted robbery? Is there adequate lighting in and around the workplace? Are entrances and parking lots well-lit and monitored? Are washrooms and shower facilities accessible,safe and secure? Does protective clothing ﬁt properly? Is it available in different sizes? Have piece rate and quota systems been removed to reduce competition between workers? Are there policies for the investigation of harassment complaints? Is there a policy to remove pin-ups and sexist,homophobic or racist graffiti from the workplace? Do you know where to go for help in the event of harassment or an incident of violence? How are incidents reported and recorded? Are there clear emergency procedures,understood by every worker,and systems of follow-up reporting? Health and safety activists know how to conduct tours and audits of their workplace. Working with your local union officers, committees, you can look at elements in your work and in the design of your workplace that could be changed to reduce the risk of violence. Dealing with complaints of harassment: Tips for Local Union Activists 1. Assure the person that you take their complaints seriously. Let them know that you are aware how difficult it is to come forward with a complaint. Be a listener not a judge. If the situation was bothering her or him, it is the right thing to come forward. 5. Conﬁdentiality. Reassure the person that your discussions and their comments will not be shared with the alleged harasser or any witnesses. If the complaint becomes a formal grievance or complaint, some parts of the case may need to become public. 2. Ask if the person is comfortable discussing the problem with you. Assist them in contacting one of the union's designated counsellors. 3. If applicable, provide them with a copy of the union and company policy. 4. Let the person know the options available in pursuing a complaint. These options include: a union to investigate and attempt to mediate a resolution b union to approach management to investigate 6. Ask the person to document the incident(s) in writing. The documentation should include: c union to ﬁle a grievance d ﬁling a complaint with the Human Rights Commission e criminal or civil charges with police investigation a time and place of incident(s) bnames of witnesses (if any) c what the harasser did and said (word for word if possible) dwhat they did or said and how she/he felt about it 7. Make sure that there are some union members or community counsellors who can provide emotional support to the person. 8. In some cases, the victim may need to take sick leave or ﬁle a workers' compensation claim or, if absolutely necessary, a temporary work re-assignment could be made. After discussing this with the victim, make sure that you obtain help to facilitate this process as quickly as possible. Preventing Bullying in the Workplace Bullying is about power. The workplace bully controls and overpowers people with their size, status or privilege. Bullying is an act of aggression. Any behaviour that intimidates, threatens and humiliates another should not be tolerated – in a schoolyard, a workplace or in the union. The International Labour Organization (ILO) in 1999 identiﬁed workplace violence as one of the most serious problems facing the workplace. The ILO deﬁnes workplace violence including bullying as: "… any incident in which a person is abused, threatened or assaulted in circumstances relating to their work. These behaviours would originate from customers, co-workers, at any level of the organization. This deﬁnition would include all forms of harassment, bullying, intimidation, physical threats, assaults, robbery and other intrusive behaviours." Bullying can include: N Repeated mistreatment and intimidation Is it bullying or just tough management? N Spreading of malicious rumours, gossip or innuendo N Exclusion or isolation N Undermining or obstructing someone's work N Physical threats and abuse N Constantly changing work guidelines N Establishing impossible deadlines N Giving wrong information or not giving necessary information N Jokes that are obviously offensive verbally or by email N Spying or stalking N Underwork that makes someone feel useless N Yelling or swearing N Constant criticism N Unwarranted punishment N Blocking applications for training, leave or promotion N Tampering with a person's personal belongings or work equipment Bullying should not be "part of the job". No one should have to be treated in a disrespectful or intimidating manner to earn a pay cheque. Bullying is not "tough" management. It is inappropriate and illegitimate behaviour. And, it rarely stops with one victim. When not handled quickly and effectively, bullying can "poison" the workplace. A recent study estimates that one in six workers in the United States have directly experienced destructive bullying in the past year. Bullies want to control one individual or a group of individuals. According to the Workplace Bullying and Trauma Institute, half of all bullies are woman. Women bullies target women 84 per cent of the time; male bullies target women 69 per cent of the time, making women the majority of targets in the workplace. The majority of bullies (81 per cent) are bosses; less often they are coworkers. What can you do if you think your being bullied? 1. Tell the person to stop. If you are not comfortable doing this on your own have a co-worker or union representative go with you or on your behalf to speak to the person. 2. Keep a journal or diary. Record the date and time and what happened in as much detail as possible, the names of any witnesses and the outcome or impact of the event. Remember it is not just the character of the incidents, but the number, frequency and especially the pattern that can reveal bullying or harassment. 3. Keep copies of any letters, memos, e-mails, faxes, etc. received from the person. 4. Report the harassment to the union, person identiﬁed in your workplace policy (if applicable) or identiﬁed in the collective agreement language. What can the union do? 1. Treat all complaints seriously. 2. Establish a violence prevention program to address incidents of bullying or other forms of harassment and violence in the workplace. 3. Encourage everyone to treat each other in a respectful and professional manner. 4. Have a workplace policy in place that includes a reporting system. 5. Educate all workers union and nonunion about what is considered bullying, and whom they can go to for help. 6. Try to work out all situations if possible before they get out of control. 7. Act quickly and conﬁdentially when doing investigations. 5. Try to remain in control and not retaliate. 8. Establish a committee of individuals to deal with and investigate incidents of harassment or bullying. These individuals must be given training to carry out their role conﬁdently. Bullying and Kids Bullying is not just a workplace problem. Unfortunately, many children and teenagers witness bullying behaviour in our schools, playgrounds, recreation centres and places where young people "hang out." In the last few years, communities across Canada have had to deal with incidents of bullying that have led in the extreme to acts of violence – suicide and homicide. Bullying is a conscious, willful and deliberate activity intended to harm, induce fear through the threat of further aggression and create terror. Bullying is not about anger, it is about contempt. It is an excuse to put someone down so the bully can feel up. Bullying is challenged when the majority stands up against the cruel actions of the minority. Barbara Coloroso "The Bully, The Bullied and The Bystander", based on the work of Barbara Coloroso Facts about bullying: What can be done? N Parents and teachers greatly underestimate the frequency of bullying N Kids who are bullied spend most of their time thinking about how to avoid the trauma and do not have much energy left for learning N Unheard victims may turn to violence against themselves or others N People are outraged by ﬁnal acts of violence but often do not properly react to the events that lead to these acts 1. Support school and community policies. Most school boards and districts have adopted strong policies on bullying and harassment. But simply stating that there is "zero tolerance" of incidents won't necessarily stop offensive behaviour. In addition to education and training, we all need to support positive conﬂict resolution and problem solving skills. 2. Work with the victim or victims to get help to stop the bully. 3. Monitor TV viewing, video games, music and computer activities. Kids regularly exposed to media violence are more apt to become desensitized to real life violence or imitate what they see and hear. Preventing violence against women Almost 1.2 million Canadians – 8 per cent of women and 7 per cent of men – faced some form of violence in their marriage or common-law relationship between 1995 and 1999. In 2001-2002, 55,901 women and 45,347 children were admitted to shelters. The majority of children were under the age of ten. Women were generally more severely victimized – that is, beaten or choked – while men were slapped, kicked, bitten, hit or had something thrown at them. More than a third of women in violent unions feared for their lives. Women younger than 25 and men between 25 and 34 were most at risk of victimization, as were those living in common-law relationships, with a heavy drinker or with an emotionally abusive partner. Individuals reported more severe and more frequent episodes of violence by a former partner than a current partner. Violence against women has existed for centuries, approved by church, custom, and law. In English common law, the 'rule of thumb' was established in the eighteenth century and maintained into the 20th century. This rule held that a man could beat There are no social, cultural, religious, ﬁnancial, geographic or occupational related barriers to being abused or behaving abusively. Although only a small fraction of men act violently against women, most of us - men and women - fail to act or speak out. We can no longer be silent. Statistics tell us that his wife provided the stick was no wider than his thumb. The issue of violence against women cannot be isolated from issues of power and control. Our society, based on unequal wealth, status, opportunity and power is a breeding ground for abusive behavior. Because of their lack of economic and political power, women are especially vulnerable to acts of violence. Doubly disadvantaged women - women with disabilities, lesbians, aboriginal and visible minority women - are doubly vulnerable to acts of violence. Government defence and weapons' programs, television cartoons, advertising Between 1991 and 1999, 617 women and 165 men were killed in Canada by a current or ex-spouse. Stalking behaviour was associated with 12 per cent of the homicides committed by men. whether we are aware of it or not, we all know a woman who has been abused or is being abused right now. She may be our neighbour, our doctor's wife or the woman working right next to us. and pornography send a message that violence is acceptable. Children are especially vulnerable. We are inundated with images celebrating violent male heroes, and violence as an acceptable way of resolving conﬂict. Pornography is a multi-billion dollar industry that promotes the myth that women want to be dominated, that they enjoy being hurt and degraded. Pornography demeans and degrades all women because it reduces women to sexual objects. How to Help An Assaulted Woman: Know the facts. Do not give advice or judge. Talk to her about her options. Physical safety is the ﬁrst priority. If you believe she is in danger, tell her. Help her plan an emergency exit and phone the police. Respect how she feels and support her decisions. Let her talk about the caring aspects of the relationship. Don't try to diminish her feelings about her partner. Don't criticise her for staying with him, but share information on how abuse increases over time without intervention. Let her know she is not to blame for the abuse and that she doesn't have to put up with it. Reassure her that she isn't alone. Discuss how violence affects children and the home. Although police can be asked to accompany a woman going back home to retrieve personal belongings, encourage her to be prepared for the possibility of leaving home in a hurry. She should have necessary documents or photocopies ready, as well as important items like: N credit cards, cash, bank books N passport, birth certiﬁcates, citizenship papers N house keys N medication N children's favourite toy, clothes, medication, etc. Ensure the victim has a source of income. Help her apply for WCB, sick beneﬁts or social assistance. Never recommend joint family or marital counselling in situations of emotional or physical abuse. It is dangerous for the woman and will not lead to a resolution that is in her interest. Encourage separate counselling for the man and the woman if they want counselling. Be encouraged that every time she reaches out for help she is gaining emotional strength needed to make effective decisions. She may be too fearful and immobilized or confused to take any step immediately. Do not place yourself in danger by confronting the violent person. For women to think about: Preventing wife assault You may be a victim of abuse: If you are abused: N Do you feel that you have to "walk on eggshells" to keep him from getting angry? Are you frightened by his temper? N Do you feel that you can't live without him? N Have you stopped seeing friends or family, or given up activities you enjoyed because he doesn't like them? N Are you afraid to tell him your worries and feelings about the relationship? N Do you ﬁnd yourself apologizing for your partner's behaviour? N Do you stop expressing opinions if he doesn't agree with them? N Do you believe that his jealousy is a sign of love? N Have you been shoved, kicked, or had things thrown at you by him when he was jealous or angry? N Do you believe that there's something wrong with you if you don't enjoy the sexual things he makes you do? You're not alone and aren't to blame. You can't control his violence, but there are ways you can make yourself safer: Call the police if you have been assaulted. Charging abusive males is a necessary step in reducing physical violence. Tell someone and keep a record of all incidents for evidence. Write down the details for yourself as soon as possible after the assault. Keep it in a safe place. Develop a safety plan. Memorize emergency numbers. Keep spare house and car keys handy. Know where you can stay in an emergency. Consider ending the relationship as soon as possible. Without intervention, his violence will increase in frequency and severity as time passes. Recognize that no one has the right to control you and that it is everyone's right to live without fear. Source: Education Wife Assault For men to think about: Is your behaviour abusive? N Are you excessively jealous of your partner or wife? If you think you're abusive: N Do you criticize her about what she wears or does? N Do you like to scare her by driving fast or doing reckless things? N Do you become very angry about trivial things or have an explosive temper? N Do you become angry or violent when using alcohol or drugs? N Are you often depressed or withdrawn but won't talk about your feelings? N Are you protective of your partner to the point of becoming controlling? N Do you make threats about hitting her, her friends or pets, or about killing yourself? N Have you thrown or deliberately broken things? N Have you ever hit her, no matter how sorry you are afterwards? N (for some people) Were you physically or emotionally abused or have you witnessed abuse in the family? You aren't alone. Many men have a problem and use violence or the threat of violence to control women's behaviour. You should consider: Taking responsibility for your own behaviour. Your partner doesn't make you hit her. Your violence will increase if you don't take steps to stop it. You may destroy your relationship or family, or seriously injure someone you care about. Blaming your violence on drugs, alcohol or sickness and apologizing after the violence will not solve your problem. Physical violence and threats of violence are crimes. You will face ﬁnes or imprisonment, if convicted. You can get help. Source: Education Wife Assault Preventing violence against immigrant and visible minority persons What if you are an immigrant or visible minority person? What do you do? Many immigrant women and visible minority people are afraid to get help. You may not know what your rights are or how the court systems work. You may be afraid of the police. You may be afraid that people will use the abuse as another reason to treat you differently, blaming your race rather than your abuser. It's important to get help. Violence and abuse are unlikely to stop on their own. In fact, the violence can get worse. Seek help from someone you trust. Find the social and legal services that understand the challenges faced by immigrants and visible minority You may be afraid of being deported. You may be afraid that his family and your friends will punish you for getting help. You may be afraid of losing your children. You may feel you lack the language skills to get help. You may be afraid that an emergency shelter will not accommodate your speciﬁc needs. You may be afraid that a shelter is like a refugee camp. members of the community. Develop a safety plan just in case. Identify a safe place where you and your children can go. Make sure you have some money; citizenship papers and birth certiﬁcates; health card numbers; medication if necessary; and favourite toys and clothing for yourself and your children. How can friends or co-workers help? If you suspect a co-worker or friend is being abused, privately tell them you are concerned and are willing to help. The loss of traditional supports of extended family, friends and advisors from their country of origin weighs heavily on some of these women and compounds their isolation. Some wives have never experienced abuse until they come here, when the trauma of adjusting economically and socially to the new country disrupts family life. You may be able to help ﬁnd assistance and support networks that are sensitive to the needs and issues of immigrants, refugees and visible minority communities. Let the person know that you'll respect her conﬁdentiality and her decision about stopping the abuse. Preventing violence against same-sex partners Common myths about abuse in lesbian and gay relationships: "Women are not abusive - only men are." Anyone can choose to be abusive or not. If you're an abused woman, you may fear that shelters won't be sensitive to same-sex abuse. You might also feel unsafe because your same-sex partner could also access the shelter. If you're a gay man, the only safe place may be with a friend or family member. "Gay men are rarely victims of abuse by their partners." Men can be and are abused. This myth makes it particularly hard for men to come forward for help. "When violence occurs between gay men in a relationship it's a ﬁght - it's normal; boys will be boys." Using violence or "taking it" is not normal; it is an unhealthy way to relate to others. "Lesbian abusers have been abused/oppressed by men and are therefore not as responsible for what they do." This is an excuse; abuse will only stop when responsibility is taken for the abuse. You may fear that homophobia in institutions and society will make it difficult for your situation to be taken seriously and objectively. You may fear not being believed by the professionals you turn to for help or by friends and family. What do you do? "It is easier for a gay man or a lesbian to leave their abusive partners than it is for a heterosexual man or woman to leave their abusive partner." It is never easy to leave an abusive relationship. Regardless of sexual orientation, abuse is wrong. Abuse is a crime. Victims who are gay or lesbian, like any victims, feel shame, fear, depression and powerlessness. It's difficult to leave abusive relationships and in many cases it's much more difficult for a gay man or lesbian to get help than it is for a heterosexual man or woman. There are very few services for abused lesbians and gay men, particularly outside of urban centres. It's important to get help. Violence and abuse are unlikely to stop. In fact, the violence can get worse. Seek help from someone you trust and ﬁnd the social and legal services that understand the challenges faced by lesbian and gay members of the community. Develop a safety plan just in case. Identify a safe place where you can go. Make sure you have some money; identiﬁcation; your health card; medication if necessary and; clothing and toys for your children. How can friends or co-workers help? If you suspect a co-worker or friend is being abused, privately tell them you are concerned and willing to help. You may be able to help ﬁnd assistance and support networks that are sensitive to the needs and issues of the gay and lesbian community. Let them know that you will respect conﬁdentiality and respect their decision about stopping the abuse. Preventing violence against persons with disabilities What if you are a person with a disability? What do you do? People with disabilities face greater risks of harassment and violence. People with disabilities may ﬁnd it difficult to report or challenge harassment or abuse because they may be physically and/or economically dependent on a family member, care giver, driver or attendant. In a 1989 study by the Disabled Women's Network (DAWN Canada), 64 per cent of respondents had experienced verbal abuse; 40 per cent had been raped, abused or assaulted. You may be afraid that people will not believe you. You may be afraid that people will use the abuse as another reason to treat you differently, blaming your disability rather than your abuser. It's important to get help. Violence and abuse are unlikely to stop on their own. In fact, the violence can get worse. Seek help from someone you trust. Find the social and legal services that understand the challenges faced by people with disabilities. Develop a safety plan just in case. Identify a safe and accessible place where you and your children can go. Make sure you have You may be afraid that coming forward will isolate you from your family. You may be afraid of losing friends and support. You may be afraid that you will not be able to get away if there is an emergency. You may be afraid that a shelter or community program will not be sensitive to people with disabilities or be able to accommodate your special needs. some money; necessary legal documents and birth certiﬁcates; health card numbers; medication if necessary; and favourite toys and clothing for yourself and your children. How can friends or co-workers help? If you suspect a co-worker or friend is being abused, privately tell them you're concerned and willing to help. You may be able to help ﬁnd assistance and support networks that are sensitive to the needs of people with disabilities. Let them know that you will respect conﬁdentiality, and their decision about stopping the abuse. Preventing child abuse Many of us know a friend, relative or coworker who was abused as a child. The effects of child abuse are long-lasting, undermining conﬁdence in relationships and self-esteem. Abuse may be physical or emotional. It hurts to be hit and it hurts to be constantly criticised or put down. Being abused by adults teaches a child that violent behaviour is acceptable in relationships. Two out of every ﬁve girls are sexually assaulted before they turn sixteen. Boys are sexually abused too. Sexual abusers of children are usually family members or people known by the family. Most abusers are male. Since most abusers are known by the children, the long-term effects on one's ability to trust, love and feel safe can be devastating. What can the union do to prevent child abuse? There's no test required to become a parent. And there's no easy-to-read manual to pick up and follow. Many parents struggle to provide the basics: food, shelter and affection for their children. A shamefully high number of children live in poverty. As families struggle to cover the basics, support systems are being stretched to the limit. Children may spend most of their time with other care givers, older relatives, day care providers, teachers and siblings. well as providing an opportunity for sharing stories and problem-solving. Talking about abuse and the effects of violence and sexual abuse will raise awareness about the consequences. In turn, teaching how to recognize signs of abuse and how to raise the issue with children may help to prevent and stop child abuse. Supporting programs in the community and through the schools on child abuse and prevention will help children understand that there are people who can help and there are safe places they can go. Children must get the message that they are not responsible for the abuse. Abuse is not a sign of love or affection. It is wrong. Children need to learn how to come forward safely and get away from an abusive situation. Many survivors of incest or child abuse may never tell anyone of the abuse. Helping to "break the silence" by dealing with issues of violence and abuse as union issues may help a survivor reach out for help. Listen. Don't judge. Provide support and assist the worker in getting help to heal. Organizing classes or workshops on parenting may help to give us an opportunity to learn new skills to balance work and family demands as Adapted from: Taking Action: A Union Guide to Ending Violence Against Women Preventing elder abuse It's a known fact that the largest population group in Canada is getting older. The decline of affordable and accessible housing, together with the privatization and deregulation of services, puts many elderly at risk of neglect and violence. Elder abuse can be physical or verbal and may include the holding back of money or use of money for reasons against the wishes of the senior. Elder abuse can happen to both men and women, across cultures and class. Like any victim of violence, a victim of elder abuse feels shame, fear, blame and powerlessness. They're afraid to report abuse because they fear being left alone or rejected by their families and friends. Recognizing abuse What can the union do? If you notice any of the following, contact a community service for help: N frequent bruises, cuts, grip marks, unexplained injuries N fear and nervousness around caregiver or family member N exclusion of elder from decisions and discussions N shouting, demeaning and degrading comments by caregiver N cashing of cheques without authorization N bills not paid N sudden revision of will or granting of power of attorney under unusual conditions N malnutrition of elder N decline in personal hygiene N lack of needed medication or medical attention Given our aging population, you may ﬁnd yourself looking after an elderly relative or friend. In many cases, that person will be living with you. The demands of balancing work and family responsibilities can be challenging. Without supports at work and in the community, the "balancing act" can be extremely difficult. Put it on the table: Negotiate personal leave provisions for attending medical appointments or assisting a sick elderly dependent. Negotiate membership in SOAR: the Steelworkers Organization of Active Retirees. Staying active and in touch with other retirees helps to develop a support network. And, members of SOAR can continue to have a voice in the union, passing on knowledge and advice. Support community services that reach out to the elderly, helping with the daily routine and providing "friendly visits" to maintain social interaction. Ensure information on aging is available to workers and their families. Adapted from: Elder Abuse Put it on the union table: United Steelworkers Harassment Policy - the "yellow sheet" At each union meeting, school or conference, Steelworkers are asked to read and refer to the "yellow sheet". The policy printed on bright yellow paper is a message to all activists that the union will not condone or tolerate behaviour or attitudes that humiliate, degrade or demean others. Complaints must be investigated and if substantiated, the alleged harasser will be removed from the event. As the "yellow sheet" says, protection of human rights and solidarity are two fundamental principles of the labour movement. Harassment strikes at the heart of both. While we can't make people like each other, we can promote tolerance and mutual respect. Mutual respect. That's what it's all about. We work better when we work with people we respect and who respect us. Our workplace is a healthier and safer place to be when we can concentrate on the task at hand and not have to worry about harassment. And we are better members of our union because we can concentrate on helping each other out on the job rather than trying always to protect ourselves. United Steelworkers' Guide to Preventing and Dealing With Harassment The "yellow sheet" is reproduced on the following page. Copy on bright yellow paper for distribution at union events. UNITED STEELWORKERS ANTI-HARASSMENT POLICY Steelworker members are entitled to a harassment free environment at all union activities, events and meetings. There are two principles fundamental to the labour movement: human rights and solidarity. Harassment strikes at the heart of both. Steelworkers will not tolerate nor condone behaviour that is likely to undermine the dignity or self-esteem of an individual, or which creates an intimidating, hostile or offensive environment. As Steelworkers we must speak out against harassment and stand together to protect human rights. Harassment is not a joke. It is an expression of perceived power by the harasser over another person, usually for reasons over which the victim has little or no control. Prohibited grounds under Human Rights Codes across Canada can include sex, race, age, marital status, sexual orientation, disability, political or religious beliefs, and place of national origin. Harassment can be deﬁned as any action (verbal, psychological or physical) on a single or repeated basis which humiliates, insults or degrades and is known or ought reasonably to be known to be unwelcome by the victim of the harassment. Harassment can include but is not limited to: unwanted comments, slurs, racist or sexist jokes, pictures or posters, bullying or intimidation, graffiti, physical contact of any kind, remarks about a person's appearance or personal life, unwelcome sexual advances or demands, suggestive looks or gestures. Steelworkers take harassment complaints seriously. Complaints of harassment at Steelworker activities will be investigated by one of our anti-harassment complaints counsellors and reported to the Canadian National Director for any necessary follow-up. A substantiated complaint will result in action by the Union which could include the removal of the harasser from the event. A letter outlining the reasons for the removal will be sent to the local union. "We can't make people like each other. But we can, through concrete action, promote tolerance and mutual respect in our union." Checklist for union events: Are there enough copies of the "yellow sheet" for each participant? Is there someone who feels comfortable reading or referring to the "yellow sheet" at the beginning of the event? Is there a local anti-harassment counsellor available if necessary? At a school, you may want to include an exercise on "setting the atmosphere". Ask participants what kind of atmosphere they would like to have at the school, during the workshop, etc. Answers may include: honest, open, respectful, non-judgemental, fun, understanding. Post these answers on ﬂip chart paper and tape it to a wall. If necessary, you can refer back to it if there is discomfort in the group. Setting the atmosphere helps everyone feel comfortable and establishes an environment of mutual respect. Do you have names, addresses and phone numbers for community health and counselling centres? Do you have phone numbers for shelters and emergency services for victims of violence? Educators and activists can: We can educate ourselves about the facts and resources of harassment and violence. Violence is not a personal or family problem. It's against the law. It's our problem. We can work for change by encouraging co-operation rather than competition. We can support measures that promote equality of men and women. We can teach our children that violence is an abuse of power and trust. We can teach our children that violence does not resolve problems. We won't buy pornography. We must understand and teach others that people make the choice to harass or act out violently and that they can choose to act otherwise. We can participate in community events to raise awareness and support for information services, shelters and other programs to prevent and deal with acts of violence. If you have a victim of abuse or violence at your event: Listen. Find a quiet place where you won't be interrupted. Help them to understand they're not to blame. Let them know that no one has the right to assault or abuse another person. Let them know there are safe places to go and people to help. If someone is in a violent dating relationship: Assure her you believe her story. Tell her she doesn't deserve to be hurt no matter what the situation was that preceded the abuse. Let her talk about the caring aspects of the relationship. Don't criticise her for staying with him, but share information on how abuse increases over time without intervention. Don't give advice or judge. Talk with her about her options and help her plan how to respond to a crisis. Help her to make her own decisions. There is help. If someone is an abuser: Listen to an abuser. Support change in his behaviour. Don't be silent or ignore abusive comments about women. Harassment and violence are learned behaviours. They can be stopped. If he needs help to stop, there are counselling and support programs for abusers. Put it on the bargaining table: Everyday, Steelworkers negotiate health and safety provisions into collective agreements. Harassment and violence affect the workplace. We work better when we aren't afraid or anxious. We can't make people like each other but we can, through collective bargaining, try to prevent harassment and violence. Through communication and training, we can ensure that if someone is experiencing harassment or abuse, she or he will be able to ask for help with the full support of the union. Put the issues on the bargaining table. Anti-harassment provisions: Clear contract language deﬁning harassment, and providing procedures to be followed in the event of a complaint lets workers and managers know that the union and the company take these issues seriously. Anti-harassment training: Counsellors and anti-harassment facilitators have been trained to deliver anti-harassment education sessions in the workplace, at union meetings and events. Negotiating that these sessions take place at work ensures that all workers and managers get the message that harassment is wrong. It's illegal. It jeopardizes the health and safety of the workplace. Sponsoring an anti-harassment training Language should ensure a role for the union to investigate complaints. In each District and Division there are anti-harassment counsellors trained in counselling and mediation. Counsellors investigate complaints by interviewing the victim, alleged harasser and witnesses. A mediated resolution may result in a written or verbal apology. In cases where a resolution is not possible, counsellors may assist victims in ﬁling a formal complaint or grievance. All dealings with harassment counsellors are conﬁdential. session or workshop on violence prevention at a unit, local or area council meeting may increase members' awareness of how to recognize and handle harassment and violence, and may help them deal with its effects. Counselling and legal services: Providing access to paid conﬁdential counselling may make a big difference in helping a victim seek help. Victims of assault by their customers or partner may also need legal advice if they want to lay a charge or if the police have laid charges. Accessing and paying for counselling or legal assistance should not be barriers to the resolution of violent situations. Bargaining counselling and legal services are steps in opening the door for someone to get help. Employee assistance programs and representatives: Many local unions have negotiated employee assistance plans with their employers. Workers can access conﬁdential counselling and support services paid for by the employer. Trained representatives advise and assist victims of harassment and violence. They can refer victims and their family members to community agencies. Hours of work: There are times when risks of violence are increased. Are staffing levels adequate during evenings and weekends? Are staff changeover times staggered in health care or counselling facilities to cause the least amount of disruption to service and care? Is there ﬂexibility in scheduling to assist victims in the event of an incident of harassment or violence? Paid leave for recovery: The effects of violence and harassment are long-lasting. It takes time to heal and learn how to deal with the effects. It may never be possible to forget the feelings of fear, loss of control, humiliation, self-blame and anger, but it is possible to move on and re-establish a sense of conﬁdence and self-esteem. Whether the incident happened inside or outside of the workplace, the health and safety of the worker and his or her co-workers is affected if the worker is afraid, upset and unable to concentrate on the task at hand. Negotiating paid time to recover may make a difference in how effectively someone can return to the workplace, protecting the health and safety of the worker and others. Personal or family leave: There are things we can do to ease the stress of dealing with work and family demands. Providing personal leave to attend medical appointments or to look after a sick dependent may help in the "balancing act." Policies and procedures: Employers in British Columbia and some employers in Saskatchewan are required to develop statements of policies on preventing violence and dealing with acts of violence. In health care and counselling services, a policy on violence prevention will help workers, clients and the family members of clients understand that violence is not "part of the job" and that it can be avoided and stopped. Right to refuse unsafe work: While many jurisdictions include the right to refuse unsafe work in their health and safety laws, right-wing governments may remove these rights, bowing to pressure from multinational companies who see health and safety regulations as barriers to proﬁts. Let your employer know that your health is not for sale. Bargain your rights into your contract. SOAR: Negotiate membership for retirees in the Steelworkers Organization of Active Retirees. Encourage retirees to stay involved with activists in the union and in the community. Workers' compensation and return to work: Negotiate a return to work program for people who have been assaulted or injured at work. The victim's personal safety in the workplace is the priority. Check the design of the workplace to reduce risk of violence. Ensure appropriate counselling and support measures are available for victims of workplace violence. Putting it on the family and community tables Raising awareness of harassment and issues of violence in our workplaces helps us talk about these issues with our children, neighbours and friends. Sharing our knowledge and resources may help another worker or future worker identify risks in her or his workplace, or may give them the conﬁdence to challenge actions or behaviour they ﬁnd offensive. Do sports, recreation or community organizations you belong to have antiharassment policies or procedures to deal with incidents of violence? Are there organized community programs for youth? Do these programs raise issues of harassment and violence, encouraging a climate of mutual respect? those rated for family viewing, glorify weapons and the technology to devastate and destroy. Anyone who has children or has lived near young children will know that, despite our best efforts, there is a fascination with guns and ﬁrearms that is impossible to ignore - just go to any toy store. What can you do? Show children there are ways of handling conﬂict that do not involve Do your children entering the workforce understand that their employer must provide a safe and healthy work environment? Are there posters in community centres, arenas, schools and libraries that provide information on how to get help if you are abused? Speaking to our children What we see in the media, news, school playgrounds, neighbourhoods and sports leaves the impression that violence is an acceptable way of handling disagreements and conﬂict. Whether its the cartoons you see on Saturday morning television or the gangs in the shopping malls, we see the "cool" guys often as intimidating, tough and powerful. Special effects in movies, even yelling, shouting, threatening and physical violence. Talk to your children about the images they see on television or in advertising. Talk about what messages they are being given and the effect of those messages. Encourage your children to question and think about what they read, see and hear. Encourage children to play without using toy weapons. Use videos and colouring books that model non-violent behaviour. Tell bedtime stories that reinforce a positive message. When you see a program or advertising image you think is encouraging an acceptance of violence, call the network or advertising company. Support teachers in the classroom to raise and discuss issues of violence. Spend time with your children and listen. Talking to teens: When teens are struggling to establish their own sense of who they are, acts of violence can be confusing and devastating. If you suspect your teenage son or daughter is in an abusive relationship or if you know a teen who has experienced assault or abuse, let them know you're willing to listen and help. They may feel more comfortable talking to a teacher, counsellor or health professional. Call a community health centre for advice. Abuse in relationships isn't a sign of love. It isn't a sign of sickness. It's a crime. Teenage relationships can be full of caring too and we need to help teens talk about the positive aspects of the relationship. After all, they care for the person and made the choice to spend time together. may help to reduce and end violence for the youth of the next century. In school: The Toronto Board of Education, the Women's Habitat (a shelter for battered women) and Education Wife Assault launched a project to help teachers raise the issue of violence in the art class curriculum. High school youth in a few Toronto schools identiﬁed issues, discussed the effects of violence and then produced posters to illustrate their message. Help the teen understand she's not alone in her situation. Abuse happens to many young women, in all social classes, in all religious, racial and cultural groups. You may want to explore legal options to control the abuser's behaviour. Help the teen stay involved with activities inside and outside of the school, ensuring they are safe and not alone. Encourage teens to "break the silence". Helping young people talk about abuse and the effects of abuse may help to create a safe and non-violent learning and social environment. Help young people to talk about the images and messages they see in music videos, television and advertising and help them speak out against images that demean individuals and promote violence. Organized opposition to a violent culture The posters are a powerful tool. A number of them were on display in a downtown Toronto office building corridor. Judging from the number of phone calls received about the images, the message was received loud and clear. Not all the calls were favourable. There are still many people who believe that laws against violence and abuse have no place inside the bedrooms and walls of our homes. They are wrong. No one deserves to be abused. No one has the right to hurt or abuse another. That is the message in the posters and one that can be delivered in each community. Talk to your teachers about how they model and teach alternatives to violence and abuse. Support their efforts to assist youth in building links with groups in the community who are helping to "break the silence" and end violence. 20 Things You Can Do To Make A Difference 1. Join your community coordinating committee to ﬁght violence against women. 11. Donate clothing, household belongings or money to shelters for women and children. 2. Share information with women and men about abuse. 3. If you know a woman who's being abused, tell her about shelters and resource centres in your community. 4. If you ﬁnd a television commercial or a magazine sexist/offensive, write a letter to the station manager/editor. 5. Write an article on violence against women for your community bulletin. 6. Don't purchase magazines that portray women in demeaning ways. 7. Don't watch television shows and advertisements where women are portrayed in sexist roles, and talk to your children about them. 8. Talk to your children about solving problems in non-violent ways. 9. Write to your M.P.P./M.P. about cuts to women's programs. 10. Volunteer at a women's shelter. 12. Be a friend to a woman living with abuse. 13. Offer child care to women who can't access child care. 14. Learn more about abuse by reading, taking a course, or asking questions. 15. Don't tell or listen to jokes that put women down. 16. Challenge other peoples' incorrect beliefs about abuse, and share facts and information. 17. Join or start a social action group to prevent violence in your community. 18. Write a letter to the editor in your local newspaper expressing your views about violence in our society. 19. During elections, ask the political candidates what they plan to do to ﬁght violence against women. 20. Participate or attend community activities that celebrate women's accomplishments in your community. International Day for the Elimination of Racial Discrimination MARCH 21 marks the anniversary of What Can You Do? the Sharpeville massacre in South Africa when peaceful demonstrators against apartheid were wounded and killed. In 1966 the United Nations declared March 21 the International Day for the Elimination of Racial Discrimination in commemoration of this tragic event. On December 20, 1983, the General Assembly of the UN called upon all states and organizations to participate in the Program of Action for the Second Decade to Combat Racism and Racial Discrimination. Post anti-racism information on your workplace bulletin board. Post something on your bulletin board at work that recognizes the signiﬁcance of International Day for the Elimination of Racial Discrimination. Invite a speaker to your women's committee meeting to discuss the issue of racism. Get space at your local mall and set up a table to distribute Steelworker leaﬂets and posters on preventing and dealing with racism. Negotiate the Steelworkers Policy on Racial and Sexual Harassment in your collective agreement. National Day of Remembrance & Action on Violence Against Women DECEMBER 6, the anniversary of the Montreal massacre of fourteen women at the Ecole Polytechnique, is now recognized by an Act of Parliament as a National Day of Remembrance and Action on Violence Against Women. The brutal murder of these women jolted Canadians into acknowledging the extent of violence against women in our country. Shock and outrage gave way to determination to make change. First we mourned. Then we organized. What Can You Do? At the 1992 National Policy Conference, Steelworker delegates adopted a strong policy on preventing violence against women. The policy as well as the award-winning poster and cards for recording emergency telephone numbers are available in Area offices across the country. While the majority of acts of harassment and violence against women are committed by men, the actual number of men who commit acts of violence is very small. In solidarity with women against violence, men have worked hard to help other men learn how they can actively prevent violence. Many men wear white ribbons on December 6th in support of the White Ribbon Campaign. In On December 6th, many Women of Steel distribute copies of the union's policy and cards in their locals and units. In addition, they take up a collection and make a donation to a local women's shelter or community based agency helping victims of violence. Unfortunately, support services for women and children are often the ﬁrst targets of government cutbacks. The support of Steelworker members is greatly appreciated. some communities, men hold workshops or "walks" against violence. Post the Steelworker policy and poster on your bulletin board at work. Distribute the violence prevention cards to women in your workplace and local. Invite a speaker from a community agency to your Area Council meeting to speak about violence against women and what people can do to prevent violence? Help your Labour Council or community groups organize a demonstration to protest cutbacks to women's programs and services for victims of violence. Write to the Prime Minister, your MP, your Premier, your MPP, your Mayor, and your City Councillor. Demand programs, adequate ﬁnancial resources and improved legislation. Put it on the government table Violence is a criminal act. And yet, help for victims and enforcement of laws are dependent on public support of police services, counselling and legal assistance. Access to services is limited in many communities and right-wing governments are cutting back their support of women's shelters and violence prevention programs. One death or injury due to violence is one too many. Steelworkers, together with community agencies, can help prevent violence by: Lobbying for provincial regulations to require procedures and policies on violence prevention in the workplace. British Columbia has legislation that requires workplace risk assessment, violence prevention policies and procedures, worker training and resources. In Saskatchewan, some employers are required to develop a policy statement to deal with potentially violent situations. In Manitoba, there is a health and safety regulation on working alone. Pressuring governments to enforce criminal laws related to violence and assault. Urging governments to increase funding and support to shelters and transition houses, sexual assault and treatment centres, counselling services and victim/witness assistance programs. Promoting special training for professionals dealing with victims of violence (e.g. police, counsellors, social workers and health care workers). Supporting the development of educational and support materials and services for immigrant workers, visible minority people and people with English as a second language. Encouraging the development of resources and educational tools to help raise issues of violence with children. Materials are also needed to help model non-violent ways of solving conﬂicts. Supporting the integration of training materials into elementary and secondary school classes. We need to educate the next generation now. Where to get help The following list highlights some of the services in each province or territory. Check the front cover of your telephone book or community service directory and add important numbers below. Remember, personal safety is the priority. If someone is in danger, help them to call the police. Never place yourself in danger by confronting the violent person. Police: Emergency Shelter: Emergency Childrens' Services: Hospital: Unit Chairperson/Local President: Steward(s): Health & Safety Committee: Women's Committee: Employee Assistance Program Representative: Other: Harassment Counsellors: The Steelworkers has trained anti-harassment counsellors and facilitators to assist in the mediation of complaints. In addition, the union offers training on handling harassment. For the name of a counsellor, please contact your area office or one of the District Offices. You may also want to contact your unit or local steward for help in ﬁling a grievance or mediating a resolve to a complaint. District 3: District 6: Western Provinces and Territories 3920 Norland Avenue, Suite 300 Burnaby, B.C. V5G 4K7 Phone: 604-683-1117 Fax: 604-688-6416 Contact: District 5: Quebec 565 boulevard Crémazie Est Bureau 5100 Montréal, Québec H2M 2V8 Phone: 514-382-9596 Toll free: 1-800-361-5756 Fax: 514-382-2290 Contact: Ontario and Atlantic Provinces 200 Ronson Drive, 3rd ﬂoor Etobicoke, Ontario M9W 5Z9 Phone: 416-243-8792 Fax: 416-243-9573 Contact: Canadian National Office: 234 Eglinton Avenue East, Suite 800 Toronto, Ontario M4P 1K7 Phone: 416-487-1571 Fax: 416-482-5548 E-mail: email@example.com Contact: For information and help: Alberta Public Legal Information Association of Alberta Council of Women's Shelters http://www.acws.ca/ (780) 456-7000 Legal Aid Society of Alberta (403) 297-2260 British Columbia B.C./Yukon Society of Transition Houses http://www.vcn.bc.ca/bcysth/ (604) 669-6943 Legal Services Society of B.C. (604) 601-6000 Manitoba Manitoba Assoc. of Women's Shelters Inc. http://www.crm.mb.ca/lifestyl/advoc/ maws.html (204) 326-6062 Legal Aid Services of Manitoba (204) 985-8550 Province wide crisis line: 1-877-977-0007 New Brunswick New Brunswick Coalition of Transition Houses http://www.sjfn.nb.ca/community_hall/N/ newx7570.html (506) 648-0481 Legal Aid Program (506) 853-7300 Public Legal Education: (506) 453-5369 Newfoundland Provincial Assoc. against Family Violence (709) 739-6759 Newfoundland (709) 722-2643 Northwest Territories Arctic Public Legal Education and Information Society (403) 920-2360 N.W.T. Assoc. of Family Violence Prevention Unit (403) 667-3581 N.W.T. Shelters (867) 777-3877 Nova Scotia Transition House Assoc. of Nova Scotia (902) 429-7287 Nova Scotia Legal Aid Commission (902) 420-6573 Ontario Ontario Assoc. of Interval and Transition Houses (416) 977-6619 Community Legal Education Ontario (416) 408-4420 Prince Edward Island Prince Edward Island Transition House Assoc. (902) 894-3354 Community Legal Information Assoc. of P.E.I. (902) 892-0853 Saskatchewan Provincial Assoc. of Transition Houses in Saskatchewan (306) 522-3515 http://www.hotpeachpages.org/paths_info/ paths.html Public Legal Education Assoc. of Saskatchewan (306) 653-1868 Quebec Fédération de ressources d'hébergement pour femmes violentées et en difficulté du Québec http://www.fede.qc.ca/ (514) 878-9757 Regroupement provincial des maisons d'hébergement et de transition pour femmes victimes de violence conjugale http://www.maisons-femmes.qc.ca/ (514) 977-6619 Yukon B.C./Yukon Society of Transition House (604) 669-6943 Yukon Public Legal Information 1-800-668-5297 Disabled Women's Network (DAWN) Canadian Co-ordinator Eileen O'Brien (604) 873-1564 Barbara Anello (Ontario) (705) 494-9078 http://dawn.thot.net Education Wife Assault Phone (416) 968-3422 Fax (416) 968-2026 Website: http://www.womanabuseprevention.com/ Kids Help Phone 1-800-668-6868 National Clearinghouse on Family Violence Phone: 1-800-267-1291 Fax:(613) 941-8930 Website: http://www.hc-sc.gc.ca/hppb/familyviolence/ National Film Board Phone:(416) 973-9606 or 1-800-267-7710 Fax:(416) 973-9640 Website: http://www.nfb.ca SOS Femmes Crisis Line 1-800-387-8603 Source: Abuse is wrong in any language Publications used as reference for this document: Assessing Violence Against Women: A Statistical Proﬁle Federal-Provincial-Territorial Ministers Responsible for the Status of Women 2002 Canadian Network on School Violence Prevention www.preventionviolence.ca Community Legal Education Ontario, Do you know a woman who is being abused? A Legal Rights Handbook Department of Justice Canada, Abuse is wrong in any language Education Wife Assault: Guiding Principles: Issues that Abused Immigrant and Refugee Women Deal With For Men to Think About... For Women to Think About... How To Help An Assaulted Woman Family Violence in Canada: A Statstical Proﬁle; Statistics Canada Cat. # 85-224, 2003 National Clearinghouse on Family Violence: Elder Abuse Dating Violence Wife Abuse Health Effects of Family Violence National Day of Remembrance and Action on Violence Against Women December 6, 2003 Fact Sheet: Statistics on violence against women in Canada HIGHLIGHTS – W http://www.swc-cfc.gc.ca/dates/dec6/facts_e.pdf 10K. Date:13-Nov-2003] Nowhere to Turn? Responding to Partner Violence Against Immigrant and Visible Minority Women Canadian Council on Social Development March 2004 http://www.ccsd.ca/pubs/2004/nowhere/es.htm United Steelworkers, Sexual and Racial Harassment and Violence Against Women: Policy and Prevention Violence in Same-Sex Relationship Information Project, Abuse In Same-Sex Relationships Women's Research Centre and B.C. Federation of Labour, Taking Action: A Union Guide To Ending Violence Against Women Notes: For information about the United Steelworkers, please call: United Steelworkers National Office 234 Eglinton Avenue East, Suite 800 Toronto ON M4P 1K7 416 487-1571 E-mail: firstname.lastname@example.org District 3 3920 Norland Avenue Suite 300 Burnaby BC V5G 4K7 604 683-1117 310-JOIN (5646) District 6 200 Ronson Drive Suite 300 Etobicoke ON M9W 5Z9 416 243-8792 District 5 565, Crémazie Est Bureau 5100 Montreal QC H2M 2V8 514 382-9596 1-800-361-5756	<urn:uuid:9b8c081c-1438-4657-a337-7b6a64eeddfc>	CC-MAIN-2025-08	https://www.genderwork.ca/gwd/wp-content/uploads/steelworker-guide-to-violence-prevention.pdf	2025-02-07T02:42:26+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951463.45/warc/CC-MAIN-20250207003352-20250207033352-00761.warc.gz	727,601,894	14,710	eng_Latn	eng_Latn	0.912055	eng_Latn	0.999151	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 49, 383, 2462, 3421, 3440, 5600, 8173, 11092, 13235, 15042, 17498, 19101, 21001, 23835, 25625, 27287, 28796, 30936, 33679, 35719, 38228, 40480, 41814, 43893, 44870, 46805, 49400, 52302, 54770, 57531, 59183, 60291, 62569, 64431, 65028, 66075, 67...	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Specific Memory Disorders: Short term memory What are specific memory disorders? It is increasingly recognised that like adults, children can have specific memory disorders (Gathercole, '98). It is known that these can adversely affect the development of other skills, such as children's language development, academic attainments, independent living skills and general problem solving abilities (Hood & Rankin, in press). Research into the links between specific memory disorders and subsequent learning difficulties and scholastic achievements is ongoing. It is useful to identify specific memory disorders as early as possible in order to ensure that children's educational and life skills programmes are adapted to maximise their learning and independence skills (Bristow et al., '99), although most specific memory disorders are difficult to clearly diagnose until children reach the age of six years or upwards. There are many competing theoretical models that propose different types of memory difficulties in adults and children. However, a lot of researchers agree that one clear difference is between short-term memory and longterm memory disorders. Short Term Memory Short-term memory is the ability to hold information for a limited period of time, such as visual images (e.g. a shape or face) and/or phonological/auditory information (e.g. a spoken telephone number or sentence). Information can be held in this way for a few seconds. If the information has to be held for longer a system of rehearsal can be used (e.g. repeating a number to yourself to help you remember). Should one of these skills fail to work in some way, this could lead to specific short-term memory problems. However, problems that appear to be due to poor memory can also have other causes, such as inattention, language difficulties and general learning difficulties. Therefore a comprehensive neuropsychological assessment is necessary to reliably identify a specific memory disorder and rule out other possible causes of problematic behaviour. Children who have short-term memory disorders can have particular problems in a number of areas, including; * Speech and language difficulties (including impairments in speech production and the acquisition of language). * Remembering instructions and learning common sequences like nursery rhymes and the days of the week. * Visual learning difficulties (including learning their numbers and letters, finding their way around new environments as well as manipulating visual information like shape, colour and space). * Managing more complex problem-solving tasks like mental arithmetic. Interventions Following assessment, the neuropsychologist may make recommendations to support the child to improve areas of weakness. These recommendations may also guide parents and teachers to help maximise the child's learning despite their specific difficulties. Interventions will depend on the diagnostic information for each child, and his/her age and particular circumstances. There is little evidence to show that memory weaknesses themselves can be improved through training. It is more likely that children's memory difficulties could be compensated for using external cues or alternative methods of presenting and manipulating information to be learned. The availability and use of these strategies is still limited, partly because of resources but also because little research has been published in this area for children (Rankin and Hood, in press). This is likely to improve over coming years as specific memory disorders are increasingly recognised in the child population. References Bristow, J, Cowley, P & Daines, B (1999), Memory and Learning: A practical guide for teachers. London: David Fulton Publishers. Gathercole, S E (1998), The development of memory. Journal of Child Psychology and Psychiatry. 39:3-27. Hood, J & Rankin, P M, How do specific memory disorders present in the school classroom? (In press) Pediatric Rehabilitation. Rankin, P M & Hood, J, Designing clinical interventions for children with specific memory disorders. (In press) Pediatric Rehabilitation. Please note: Afasic does not hold copies of any referenced material. However, it may be obtained via academic libraries. Telephone quality and confidence for callers to helplines Helplines Association Other relevant Glossary Sheets * Specific language impairment (1) * Learning difficulties (4) * Phonological problems (14) * Auditory sequential memory (25) * Specific Memory Disorders: Long term memory (27) Written by Jane Hood (Consultant Paediatric Neuropsychologist, Newcomen Centre, Guy's Hospital) and Peter Rankin (Consultant Paediatric Neuropsychologist, Neuropsychology Department, Great Ormond Street Children's Hospital, and Neuropsychology Service, Royal Liverpool Children's Hospital) © Afasic 2004 Afasic 1st Floor 20 Bowling Green Lane London EC1R 0BD Phone 020 7490 9410 Fax 020 7251 2834 Email firstname.lastname@example.org www.afasic.org.uk Helpline 0845 3 55 55 77	<urn:uuid:b31645c6-e0a1-482d-896d-e7edb65d9c25>	CC-MAIN-2017-22	http://afasicnorthernireland.org.uk/download/glossary/glossary%2026.pdf	2017-05-24T23:22:03Z	crawl-data/CC-MAIN-2017-22/segments/1495463607871.54/warc/CC-MAIN-20170524230905-20170525010905-00206.warc.gz	8,577,029	981	eng_Latn	eng_Latn	0.922509	eng_Latn	0.995413	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3623, 5019 ]	[ 3.640625 ]	2	0
Freedom Middle School FROM THE MIDDLE Mr. Ken Fisher, Principal Phone 788-7945 May/June 2017 IMPORTANT DATES May 1 MAPSS Meeting; 5 th Grade Orientation May 2 STAR Math May 3 STAR Reading testing May 5 Early Release 12:30 pm; PM Staff Inservice May 8 MS/HS Band Concert May 15 Choir Concert; Board Meeting May 16 Principal's Pen Breakfast May 23 Work Completion Day May 24 8 th Grade Miller Park Fieldtrip May 29 No School Memorial Day May 30 8 th Grade Recognition Night May 31 Bay Beach Fieldtrip June 1 Last Student Day 12:30 pm Dismissal; Saturday School June 12 Summer School Begins FROM THE PRINCIPAL MR. FISHER HELLO AND WELCOME FUTURE FMS 6 TH GRADERS I am including the current 5 th grade students and parents/guardians in the final newsletter of the year so that you can begin the process of transition from Freedom Elementary School to Freedom Middle School. Even though things will be different at the middle school we will do our best to help students and parents/guardians adjust to a new schedule and daily routine. Registration will be held on Tuesday, August 15 th from 1:00pm-7:00pm and Wednesday, August 16 th from 8:00am-5:00pm. Online registration can be completed from the convenience of your home but FASD staff will be here to assist you in the high school lobby/computer labs if you need assistance. All students will need to be here to have an ID photo taken even if the online portion of registration is completed at home. On both Registration Days incoming 6 th grade students and their parents can meet a group of 7 th grade students and our MS guidance counselor (Mrs. Kielpikowski) in the MS lobby to assist you with lockers and a guided tour of our facilities. Middle School Open House will be held on Tuesday, August 29, 2017 from 6:00pm-7:30pm. The Open House will begin with a general session in the field house starting at 6:00pm, please be on time! If you have any questions or concerns between now and the start of next year, please feel free to stop in, email, or phone me at your convenience, my contact information is; Ken Fisher (MS Principal) Office (920-788-7945 Ex. 2309) Cell (920716-7558), Email; email@example.com. MIDDLE YEARS This monthly publication contains many useful suggestions that assist and support the young adolescent as they navigate through the challenging waters of middle level education! As I read through each monthly issue, I wish I could have known about this publication when my kids were growing up! Please take a few moments to read the articles, I am sure you will find something useful and applicable! TEEN FOOD & FITNESS Fitness and nutrition are so important to the developing adolescent and I encourage the entire family to discuss these monthly articles. You will be able to shop together as a family to satisfy an adolescent appetite in a healthy manner and involve everyone in family fitness activities all through the year! DRESS CODE FREEDOM MIDDLE SCHOOL 2017-2018 It is very important for all current and future middle school families to receive the dress code for the upcoming year. I wanted to give families a chance to see the dress code before you start your school shopping for next year. The dress code is for the most part self explanatory but if you have any questions prior to making purchases, don't hesitate to call for clarification. FMS 2017-2018 Dress Code No No Yes Yes Yes State statute mandates that student's apparel be appropriate, decent and not offensive. All students are expected to dress and groom themselves neatly in clothes that are suitable for school activities. Freedom Middle School students are prohibited from wearing clothing or attire that, in the opinion of school authorities, is contrary to limits imposed related to health, safety, cleanliness, distractions, indecency, or offensiveness as defined by Wisconsin Statutes 120.13(1). Student dress or attire must conform to the following minimum standards: Headgear, heavy coats and gloves must be removed at the student's locker. All such items may not be worn in the building during school hours No tank tops of any type or style; no backless/strapless or spaghetti strap garments will be permitted. Shoulders must be covered. Cap sleeves are fine; see-through, and swim attire are also prohibited. Cleavage exposure and midriff should be concealed at all times. Students must wear shoes/appropriate footwear. Shorts, skirts, and dresses must not be too short or too tight. Mid thigh or longer is appropriate. No garment may advertise or promote alcohol, tobacco products, or other drugs by name or logo. No messages or symbols that include profanity, weapons, violent or sexual language/actions or considered to be offensive are allowed. Underwear exposed or worn outerwear is unacceptable. No attire with a gang related purpose is allowed (no bandanas). Chain links and spiked collars are not allowed. Hoods must be DOWN at all times. Students who do not comply will be subject to the following consequences: First offense – Student will be given the chance to change clothes or turn shirts inside out, etc. A parent/guardian contact will be made and the parent /guardian will have the option to bring a change of clothing. Repeat offenses – May result in out of school suspension and further consequences WE NEED MAPSS STUDENT AND PARENT REPS Each year MAPSS (Middle School Association for Parents, Students & Staff) tries to fill committee positions that include parent and student representation. Since the formation of this middle school parent group in 2003, MAPSS has been instrumental in supporting social and educational activities at Freedom Middle School. Through our monthly meetings and events, this group helps bridge the gap between home and school. I am looking for 2 student reps and two parent reps at each grade level (6 th , 7 th , 8 th ) for the upcoming 2017-2018 school year. You can visit our district website at www.freedomschools.k12.wi.us, click on the middle school home page, select clubs and organizations and click on MAPSS student rep to download a parent or student nomination form. I will make a request for members next fall but I would like to know in advance if you are interested! Parent and student representation at all grade levels is very important to the success of this organization! MUSIC IN THE MIDDLE Please support our middle school music programs at their spring concerts! The middle school band concert will be held in the field house on Monday, May 8, 2017 beginning at 7:00pm. Mark your calendar for the final middle school concert of the year as our choir students perform for you on Monday, May 15, 2017 beginning at 7:00pm; this concert will also be held in the field house. Thank you for your past support and I look forward to seeing you at the spring concert series! NATIONAL TEACHER APPRECIATION WEEK Please take a moment from your busy schedule to recognize your child's teacher in your own special way! Our middle school staff is dedicated to improving the quality of education for every child and the week of April 30 th through May 6 th is a perfect time to say thanks! MAPSS will be sponsoring a special luncheon for the MS staff on Tuesday, May 2 nd in appreciation for everything our teachers do for our students here at FMS! 8 TH GRADE RECOGNITION NIGHT The 8 th grade students and staff would like to invite all 8 th grade parents/guardians and their families to 8 th Grade Recognition Night 2017. This event will take place in the field house on Tuesday, May 30, 2017 beginning at 6:30pm. Students will need to be in the cafeteria no later than 6:00pm on that evening so that we can line up and prepare for this special celebration. Students are asked to dress for the occasion in casual or semi-formal attire! Boys typically wear a dress shirt & slacks (some wear a tie) and dresses are the norm for girls. Our school dress code will be enforced so please dress appropriately and respectfully! You will soon receive a request from the middle school office asking for the number of family members attending; we look forward to seeing you at this memorable event! SUMMER SCHOOL 2017 We are once again offering many exciting summer school classes for your child that focus on enrichment and academic support. Summer school keeps the learning process active and helps students enhance their study skills over the summer months. Our current enrollment numbers are looking good and I encourage all parents to consider summer school opportunities for your child; what a great way extend learning until we meet again in the fall. If you have any questions regarding summer school online registration or fee payment please contact the FMS or FES office. REGISTRATION 2017 Please mark your calendar for the fall registration for all FASD students grades K12. We will hold registration in the Freedom High School lobby on Tuesday, August 15 th (1:00pm-7:00pm), and Wednesday, August 16 th (8:00am-5:00pm). Computer access will be available to assist you in completing the online registration process. Students will receive their schedule, locker, assignment when they register online. Students can stop in the MS office on either registration day for their locker combination. Parents/guardians are reminded that students will have a student ID photo taken at registration and they are encouraged to dress appropriately. ` MIDDLE SCHOOL OPEN HOUSE I am looking forward to starting off the new year together as a middle school family at the Middle School Open House to be held at FMS on Tuesday, August 29, 2017. This program will begin promptly at 6:00pm with an informational meeting in the field house. A complete agenda for the evening events will be sent to you before the end of the current school year so that you can plan accordingly. 6 TH GRADE SOCIAL STUDIES Mr. Fellinger We learned a lot about the Roman Empire and what causes led to its decline. The empire became weakened from political problems, economic problems, and attacks from foreign armies. Modern day government, laws, and architecture have all been influenced by the Roman Empire. Now we are going to take a break from the timeline and travel far into the future to the time of World War I and World War II which will compliment what will take place in ELA. The world wars were a pivotal time in history when the concerns of other countries affected our own. The world became a much smaller place as countries could no longer isolate themselves from what was happening in the world around them. We will study the aspects of World War One including trench warfare techniques, advancement of weapons on the ground, in the sea, and in the air. We will learn about the events of what led up to World War One and how the result of the war laid the groundwork for the cause of World War Two. After we learn about the World Wars, we will slide back to the middle ages and learn about knights, kingdoms, and castles! 6 TH GRADE ENGLISH LANGUAGE ARTS Mrs. Erickson and Mrs. Wruck Welcome May! We are finishing up our Poetry Unit and will soon start our next class novel Number the Stars. This book study will be coordinated with Social Studies. Students will be learning about the setting and how important the time period is to this particular story. We are also going to take some time to focus on reading strategies/skills along our journey with this class novel. You can help your reader by asking them about Number the Stars at home. They will have some reading, activities, and Reading Response writing that they will need to do at home with this novel. We continue to study how words work with more Greek/Latin Roots activity packets and assessments this month. Thank you for helping your 6 th grader be all he or she can be as a reader and writer this year. We look forward to a very productive last month of school with these great kids! 6 TH GRADE MATH Mr. Reed I would like to say a sincere thank you to everyone in the community for being so supportive through this interesting spring for my family and myself. It is such a blessing to be a part of such a caring community! In 6th grade math we are putting the finishing touches on our unit on rates, ratios, percents and unit conversion. We also recently worked on our Wisconsin Forward Exam state testing. The students did a nice job working through the test and testing process. During the final weeks of school we will be working on creating and reading diagrams, charts, and graphs. We will also begin discussing negative numbers and using them in the coordinate plane. The final Math STAR Testing date will be on Monday, May 1st. 7th grade is just around the corner! 6 TH GRADE SCIENCE Mr. Runyon Above students used the Pocket Labs purchased by MAPPS to test ideas on how to make car accidents safer. The Pocket Labs connect to the Chrome Books and graph acceleration and other scientific data. We have now wrapped up an extensive look at force and motion. The students have been immersed in a world of formulas, physics, and basic understandings of the world around them. We have surveyed Newton's Laws, gotten some traction with friction, and accelerated toward the finish line. The students have learned to solve daunting problems along the way, even overcoming the pull of gravity. It's hard to believe we are already to May! The weather finally seems to have shifted and with it many of us have shifted to thoughts of summer. Unfortunately, for many students this means that they aren't always fully focused on school. Let's all do our best to finish up the school year strong. We have transitioned to our study of electricity and magnetism. This will provide for an exciting, challenging, and yes shocking end to our year. 7 TH GRADE ENGLISH LANGUAGE ARTS It really is hard to believe that the end of the school year is upon us. As we work through fourth quarter, in the language portion of the block, we will be reviewing the grammar and usage concepts covered throughout the year. Students have kept printed notes in a three-ring-binder organized by category. This binder will be used not only for student review in May but will follow them to eighth grade for review of these concepts next year. Students will show their knowledge of these concepts in the Island Project. By the time you get this newsletter, a number of you will already have signed off for your student to work with a partner or group. After the two planning days and the first work day, students will be assigned a number of grammatical/usage concepts to put into their writing for the project and check in with the teacher daily. This will end up being a separate formal assessment grade from the final Island Project. Mrs. Juelich, Mrs. Lingnofski and Ms. Gardner Once the Island Project is complete, students will do work with analogies, denotation, and connotation. Finally, students will complete a mediation of their language portfolio. This asks them to review the writing they've done throughout the year and list their strengths and weaknesses as the year comes to a close. The final book project of the year is due on May 1st. Students are not required to have an AR/independent reading book for the month of May. As we work with the Bar Code Tattoo novel in class, students may be assigned outside reading due to the fact they are not required to read 20 minutes per night independently during the month. Like the other novels we have done, the Bar Code Tattoo unit involves comprehension questions, class discussions, and some small writing assignments as well as some vocabulary work. This book has been very much enjoyed by students the past few years, and we're hoping for the same this year. Mrs. Juelich's class will be working with a student teacher this quarter: Ms. Nicole Gardner: Hello! My name is Miss Gardner, and I am a student teacher from St. Norbert College. I am a senior and will be graduating from the St. Norbert Teacher Education Program this month. I am majoring in Middle Childhood Early Adolescence Education and minoring in Language Arts and ESL. During my time at St. Norbert, I have had the opportunity to work in a number of schools throughout the state, including completing a 9 week student teaching placement in a 2nd grade classroom. I am from Green Bay, Wisconsin and attended the majority of my K-12 education in the Ashwaubenon School District. Outside of teaching, I enjoy reading, traveling, and being outdoors. I am excited for the opportunity to work with your student in their ELA classes and look forward to getting to know them better throughout my time at Freedom Middle School. In closing, we have enjoyed watching the seventh graders grow as readers and writers this year and wish them the best of luck in their future academic endeavors. 7 TH GRADE LIFE SCIENCE Mr. Atwater We are currently in a biological engineering unit where students are taking a wildlife monitoring technique and finding ways to modify it and make it more effective at monitoring wildlife using engineering strategies. After that, we are going to investigate some anatomy starting with the plant kingdom and photosynthesis as a chemical equation and then move into invertebrates and vertebrate anatomy/dissection. Bird migration is well under way. Keep your eyes open for returning swallows, sparrows and warblers. The bird of the month is the Yellow-rumped Warbler. This is typically our first of several warblers to return. It is about the size of the sparrow and can be found in most woodlands foraging on insects at the tops of trees. 7 TH GRADE SOCIAL STUDIES Mr. LeBrun Timber Rattlers The 7 th grade has their 4 th quarter incentive trip planned for Tuesday, May 16 th . Students will be invited to attend the Wisconsin Timber Rattler game. As mentioned, this is an incentive trip. Students who maintain a good attitude, behave themselves, and continue to put forth good effort in their academics will be invited to attend. Specifics for their trip were already sent home in their Wednesday folders. As for right now, the 7 th grade teachers would like to see 100% of the class attend this fun event. 7 th Grade Social Studies We will finish up the year studying about the Louisiana Purchase and the events leading up to and including the War of 1812. In conjunction with studying about Lewis and Clark and their exploration of the Louisiana Territory, the students will do some of their own exploring of the Louisiana Territory. The students will take a modern day trip to the Territory by working with maps, atlases, and tour books. Students will work with a budget and deal with real life trip issues. The students will finish the year learning about the events of the War of 1812. It's been a pleasure working with the students this year. Good luck for a safe summer and a great year entering the 8 th grade. Stock Market Congratulations to Callie Berg, Megan Alexander and Kylie Coenen who placed in the top 10 state wide in the Wisconsin Stock Market Simulation. 7 TH GRADE MATH We have just finished a very difficult chapter on geometric measurements. One of the Mathematical Practices that students are expected to meet is: "I can solve problems without giving up". This was a skill that we had to work on during this chapter. Many of the problems took a lot of precision and time, which is something middle school students struggle with. Mrs. Runyon The next unit we are starting is statistics and probability. We will work first on probability. During this chapter, students will learn to: * use probability to make predictions. * determine the probability of simple, dependent and independent events. * determine the outcomes of an experiment, predict whether events are likely or unlikely, and if the experiment is fair or unfair. * determine, compare, and make predictions based on experimental or theoretical probability of independent or dependent events. Pre-Algebra Students in pre-algebra also finished up a difficult chapter on linear functions. The rest of the school year will be focused on statistics and probability along with creating, comparing, and analyzing geometric figures. PLEASE use the book website for extra help. www.connected.mcgraw-hill.com PLEASE use my YouTube videos to have a better understanding of each lesson. Go to YouTube.com and search Sarah Runyon. Below are some pictures of students completing the Escape Room – Geometry Activity. 8 TH GRADE ENGLISH LANGUAGE ARTS Mrs. Fogarty and Mr. VanRossum May is a busy, exciting time for everybody with several added events. It's amazing that we are already in the last month of school. In the eighth grade, we're looking forward to several events including a trip to FVTC on May 11, our annual class trip to Miller Park on May 24, a service trip to the Veterans' Home at King on May 26, and eighth grade recognition night on May 30. In ELA class, some highlights of May include presenting This I Believe essays and creating a book trailer. Students are reading The Giver, by Lois Lowry, which depicts a society quite different from ours. The inclass discussions typically evoke strong emotions from the students and aid in connecting to the text. Students will be required to read outside of class and complete supplementary work related to the novel. Finally, at the end of the quarter, students will take a cumulative final exam. The exam will cover things from throughout the year but with special focus on second semester concepts. Students will need to study in preparation for the exam. There is not a required AR test for May, but daily reading is still encouraged. In order to maintain ELA content, take some time over the summer to engage in reading and writing. Throughout the year, we have focused on kindness, acceptance, and justice as themes in ELA. One of the books we read, Wonder, exemplified that theme. As a part of your summer, we would like each student to send us a postcard with a personal precept on it. Students should know what this means; however, for you to understand, a precept is a belief, inspiration, or motivation about something. One example from Wonder is, "When given the choice between being right or being kind, choose kind." We look forward to hearing from our students this summer! 8 th GRADE SCIENCE Mr. Bins Over the last eight months, it has been a true pleasure to work with the class of 2021 in Eighth Grade Earth Science. They have demonstrated the ability to think abstractly, question the world around them, and have fun along the way! Our previous unit took us into an exploration of Earth's weather and climate. In this unit, we learn how all of these processes are connected and how we can predict weather based on our previous knowledge. Our next unit takes us into an exploration of current issues in environmental science. In this unit, we will look at topics which impact our daily lives our could impact the daily lives of students over the course of their lifetimes. I am looking forward to seeing what the two months have in store for our eighth grade students as they develop both scientifically and as leaders of our school! 8 TH GRADE MATH Ms. VanEperen Where has the school year gone? Summer is almost upon us as students are finishing up the last couple chapters in their books. Algebra recently completed Chapter 10 on radical expressions and equations. They were introduced to graphing radical functions, performing operations on radical expressions, and solving radical equations. They even got a sneak peak of trigonometry as they had one section on trigonometric ratios. The last chapter for these students will be focusing on Rational Functions and Equations. Students still have quite a bit of learning left to do before they get to check out for summer! Math 8 recently completed Chapter 6 on Transformations. They are completing a project on these concepts to see how it can apply to other situations. They will then finish up their last chapter where they will be further exploring transformations and congruent figures. These students will then be experiencing the preparation necessary for a cumulative final, which is a great opportunity to have before heading into high school. Please encourage your child to continue to put in the effort that they have all year as we still have a lot to learn/do before the school year is over! They are reminded to use the book website as a valuable resource for reviewing. It has been a pleasure working with this 8th grade class, and I wish them the best of luck in high school! Seventh graders, I can't wait to have you in class next year and get to know you and your families. Parents, thank you for all of your efforts, and I hope you all have a splendid summer! SPANISH Mrs. Drammeh Feliz mayo/junio! 6th grade started their last pentemester on April 11th. We have been doing a great job learning the routines of the class, especially with trivia and warmup conversation. We have studied basic conversation, alphabet, numbers, and colors. Next is a unit on the calendar. 7th grade finished reviewing 6th grade topics and is now working on a family unit. 8th grade finished reviewing 6th and 7th grade topics and is now working on a community unit. All classes have been making great progress and are full of fun, respectful students. Next year, I will be in the same room, but 6th grade will become a 9 week course and 7th & 8th grades will become 7 week courses. Nos vemos en septiembre! UPDATE FROM MR. MAVE'S CLASS Mr. Maves and Mrs. Stingle It can be very hard to change inappropriate social skill and academic behaviors. The students that I had the pleasure to work with this past year, all made positive changes to become better in school, at home, and in the community. These needed changes are positively linked to each of them being more successful in school. This success was directly related to efforts towards meeting their goals and objectives. I am very proud of each and every student. This past school year has produced many positive changes in student's social skills and academic performance. There are many reasons for these positive accomplishments. The top four reasons that stand out as main contributing factors to these positive changes are: the students, the student's parents, school staff, and most importantly Mrs. Stingle, our room's paraprofessional. The Students The Parents and Guardians During this past year, I have had the privilege to meet and work with great parents and guardians. These parents and guardians made the decision to work with the teachers and staff to encourage their children to be personally responsible in the school setting as well as at home. When the kids know that the teachers support the parents/guardians and the parents/guardians support the teachers, great things happen! School Staff Members The Freedom Area School District is very fortunate to have teaching staff, support staff, and administrative staff that are true professionals. Daily, they make great decisions to provide kids incredible expertise in teaching academics and are models of positive social skill behavior. These talents meet and exceed the needs of student's social skill and academic growth. Amy Stingle Mrs. Stingle spent her year working with 6 th , 7 th , and 8 th grade students. Her attention to detail along with true caring and understanding of student's needs resulted in each student making positive gains. Mrs. Stingle has true passion for her daily work with all students. The students that we work with are truly fortunate to have Mrs. Stingle working with them each day. ART NEWS Mrs. Glynn Wow!! Can you believe that the school year is coming to an end already? Where did the time go? The middle school art classes have been working on a few projects. The 6 th graders are currently working on their comic pictures. We have talked about comic cells, plagiarizing, and copyright work. They will soon begin working in clay. We will talk about scoring and slipping, tools used and how to fire the clay in the kiln. After that we will begin working on complementary colors and designing packaging labels for products. The 7 th and 8 th graders will begin working on still life drawings. We will talk about different shading techniques, values, and how to make objects appear 3D on a 2D surface. The 7 th graders will then move on to clay in which they will have to create a realistic famous building. The 8 th graders will create a container out of clay. Please stop in anytime to see what your child is working on. PYHSICAL EDUCATION Mrs. Wehlage, Ms. Vandenberg and Mr. Springstroh Mr. Springstroh and Ms. Vanden Berg's 6 th grade classes just finished up the cardio unit and speedball unit. Next, the students will be starting a soccer unit. They will be starting their unit indoors with learning skills involved in soccer and playing various soccer games; as the weather gets nicer the students will be going outside to play games on the practice fields. When we head outside it still may be a little cooler out. Your son/daughter may bring a sweatshirt or an extra pair of sweatpants to put on over their PE clothes. COMPUTERS Mrs. Helmila On April 11, the 5 th pentemester started. If your son/daughter is in computer class this pentemester, he/she will be working on increasing his/her keyboarding skills. Keyboarding skills are introduced in the elementary school, but in 6 th grade we focus on increasing keyboarding speed and accuracy. By the end of this month, we will have completed Lessons 1 through 9 in EduTyping (our online keyboarding program). Students will have learned/reviewed the following keys: * Homerow (A, S, D, F, J, K, L, ;) * I and R * H and E * O and T * Left Shift and Period * N and G The students will also receive their first homework assignment on Friday (April 28). The purpose of homework assignments is to help prepare students for their timed tests on Mondays. Homework assignments are given on Fridays and are due the following Monday. The students will take their first timed test on Monday (May 1). The goal will be 20 words per minute with at least 90% accuracy. If students do not achieve this goal, they will get an opportunity to retake the test on Tuesday (May 2). If your child would like to practice keyboarding at home, they can log into EduTyping and work on the lessons we have covered in class. Students should know their username and password for EduTyping. However, if there is a problem logging in, you can always contact me for help. My email address is firstname.lastname@example.org HEALTH Here are some of the recent topics we have been discussing in the health classroom. The 6 th grade just started health class. We have begun class by discussing hygiene. In the 7 th grade, students have finished talking about drugs, and now will begin our alcohol unit. The 8 th grade class has just finished discussing mental health problems, and now will begin talking about the endocrine system. Mr. Springstroh TECH ED Students in the 8th grade tech ed are getting the chance to experience some very cool technology we have at Freedom. Students started the quarter using the 3D CAD software Solidworks. They had the opportunity to draw some very simple items that just scratch the surface of the programs capability. Mr. Rupiper Students also had the opportunity to use our 3D printers which allows them to print the part in 3 dimensions that they drew up in Solidworks. Once this unit was complete the students have been researching simple machines and creating a Rube Goldberg setup. Students have been designing creating and building their own simple machine to Perform a task. All students have shown a great deal of enthusiasm getting to use the cool technology and a wide range of tools in the department. INTRO TO AGRICULTURE The 4 th quarter has arrived and students will be moving about a lot this quarter, weather permitting. This group has already done some career opportunity exploration. We will be touring outside of the various agriculture venues we have created for which students can be involved in the high school. Our recently constructed high tunnel is ready to be planted by high school students with cool season plantings of peas, broccoli, lettuce, etc coming soon. The students will also tour the pond and prairie areas and woodlot. These areas are used extensively with the high school courses that students can sign up for when they enter the high school. With over 300 career options in agriculture, we try to allow students to Mr. Larson experience as many different options as possible. We are looking forward to more warm weather and being able to have students involved with some more outside activities. "A School without a choir is like a body without a soul" (John Rutter). I find this statement to be very profound. I think a child without music is like a body without a soul. How many times do you listen to music within your day? How many times is music the vehicle through which you are brought to emotions you didn't know were there? Choir is a place for children to feel those feelings, and be safe while expressing feelings that might not be comfortable. The choir is a safety blanket for the individual. We aren't alone when singing in a choir. We are surrounded by others who are feeling and expressing emotions that may be very foreign to young people. Yet, within the group, within that expression, there is safety in numbers. "There is an emotional 'meeting place "that exists between the singers and the audience. It is like reaching your hand out and touching a mirror. There are still two hands, but they are as one. This common ground is where they share the experience completely and equally."(Timothy Seelig) Choir is important. Music is important. Our concert is important. Monday, May 15 at 7pm in the fieldhouse. I hope we can share our experience with you. INSTRUMENTAL MUSIC NOTES Mrs. Langner As I write this news article on Wednesday, April 19 th , the MS music department has been very busy. In honor of Music in Our Schools Month Ainsley Baumgart, Abby Duescher, Nicholas Piepenburg, Abby Retzlaff, Ryan Retzlaff, Olivia Seidl, and Linnea Willer performed solos for the school board before their March 20th meeting. On April 20 th , composer Darryl Johnson II worked with Irish Bands 7 & 8 on his piece "Zeros and Ones". The students have been practicing this composition and will be performing it at the Spring Concert. FMS held WSMA Large Group Clinic Festival on Thursday, April 27 th Cadet Bands, Irish Band 7, Irish Band 8, as well as Waupaca MS 7 th grade band all performed for Dr. Michael Arau from Lawrence University. He listened to the students' play their concert pieces, asked them questions, and worked with the students to improve their performance of their music for the Spring Concerts. All MS Bands are working to polish the music for the spring concert. The spring concert will be held on Monday, May 8, 2017, in the field house. The concert is free and open to the public. Performing in the concert will be Cadet Bands, Irish Bands, and FHS Bands. We hope to see you all on May 8, at the spring concert! FMS Bands are planning a trip to the Maritime Museum on May 11 th and May 12th. This should be an exciting and engaging adventure. The quote for May is "Music is an essential part of everything we do. Music has an abstract quality that speaks to a worldwide audience in a wonderful way that nourishes the soul." Jim Henson EXPLORING MUSIC Mrs. Seibert Eighth Grade Music and Drama students have been working on The Star Spangled Banner in three parts on electric guitar. They will be teaming up with a partner and working on a radio broadcast. The students will then work with the Peer Educators in the Lecture Hall on improvisational skills. Seventh Grade Music Discovery students have moved into a piano keyboard unit, learning and testing individually on the basics of the piano. The grand staff is being used and students will be tested on this and other music terms. The students will then play in small ensembles, utilizing percussion and string instruments available in the classroom Sixth Grade Music Discovery students have studied using nontraditional instruments in a performance. They are going to take this performance one step further and critique their own work. They will then learn how to write this performance so other people can perform it, making them the composer. The grand staff will be used, along with dynamics, tempo, and form. Here is a picture of the middle school musical, "The Perfect Impossibility" that was just performed on April 7 and 8. This provided many ways for your students to get involved in a school activity. Some of which are acting, singing, dancing, stage crew, art, costuming and script writing. THE COUNSELOR'S CORNER Mrs. Kielpikowski The temperature's are finally starting to warm up. Hope you have had time to get out and enjoy the weather. I love going for walks and hiking on trails. In 6 th grade ACP, we will be starting our study skills unit. We look at what type of learner they are and areas they need to improve on to be successful. We will then begin talking about careers. We will link their skills/abilities/interests and relate that to potential career choices. We use a website called Career Cruising. They can show you what they learned at home as well. In 7 th grade ACP they are working on power points about themselves that illustrate aspects in both academic and personal areas of interest. The students get to learn more about each other when they share them with the class. On May 25 th , there will be a speaker from Sexual Assault Resource Center to speak to our 7 th grade and 8 th grade students who are in 4 th quarter ACP. 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Demographics Household Characteristics Household characteristics are used by the US Census to categorize the household by the type of relationship the people that live in that unit share and/or the gender of the person responsible for maintaining the household. One household includes all the people who occupy a housing unit as their usual place of residence. As defined by the Census: "Households are classified by type according to the sex of the householder and the presence of relatives. Examples include: married-couple family; male householder, no wife present; female householder, no husband present; spouse (husband/wife); child; and other relatives." The householder is typically the person in whose name the home is owned or rented. 41,8221-Person Household 7,547Female householder (no husband present), no own children under 18 11,519Female householder (no husband present), with own children under 18 3,068Male householder (no wife present), no own children under 18 2,878Male householder (no wife present), with own children under 18 25,564Married Couple Family, no own children under 18 20,832Married Couple Family, with own children under 18 10,836Non-Family Households, with 2 or more people 124,067Total Households for Which Household Characteristics is Determined Page 1 of 3 Printed on 08/20/14 Per Capita Income in 1999 Per Capita Income is an estimate of the average income per person in a particular area. Every man, woman, and child living in a particular area is included in the calculation. The Census only uses the income of all people 15 years old and over. The Census considers the following to be counted as income: Wage or salary income (including bonuses and tips) l Self-employment income l Interest, dividends, net rental income, royalty income, income from estates and trusts l Social Security or Railroad Retirement income l Supplemental Security Income l Public assistance income l Retirement, survivor, or disability income l All other income (includes unemployment, Veteran’s Administration payments, alimony, child support, contributions received periodically from people not living in the household, military family allotments, and other kinds of periodic income other than earnings) l $22,010 Population / Households The total population is the estimated number of people who live in a particular area. It includes estimates for all males, females, adults and children. A household includes all the people who occupy a housing unit as their usual place of residence. For example, there might be four people in a family living in one house. This would count as four people under population, but only as one household. Page 2 of 3 Printed on 08/20/14 124,067Total Households Racial & Ethnic Diversity Race and ethnicity is the estimated number of people who classify themselves as being a member of a particular racial or ethnic group. It includes estimates for all males, females, adults and children. As part of the 2000 Census, the U.S. Census Bureau separated the categories of "Race" and "Hispanic Origin" and considers them two separate concepts. Additionally, it is important to note that the 2000 Census allowed people for the first time to select more than one race category to describe their racial identities. 1,268American Indian and Alaska Native 6,329,Asian 77,459Black or African American 254Native Hawaiian and Other Pacific Islander 12,372Some other race 301,863Total Population for Which Race & Ethnicity is Determined 9,603Two or more races 194,578White Source: Data analysis completed by the Florida Center for Community Design + Research, School of Architecture and Community Design, University of South Florida , Hillsborough Community Atlas; Southwest Florida Water Management District (original data source) Page 3 of 3 Printed on 08/20/14	<urn:uuid:0a2606e6-079e-4f02-a5ba-d92e98dcbeb8>	CC-MAIN-2014-35	http://www.tampagov.net/Neighborhoods_WebApp/default.aspx?export=pdf&section=demographic	2014-08-20T06:53:16Z	crawl-data/CC-MAIN-2014-35/segments/1408500800767.23/warc/CC-MAIN-20140820021320-00329-ip-10-180-136-8.ec2.internal.warc.gz	619,403,579	837	eng_Latn	eng_Latn	0.987574	eng_Latn	0.993836	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1319, 2704, 3831 ]	[ 2.40625 ]	47	0
Birds of Minnesota State Parks Birds of Minnesota State Parks is the culmination of a decades-long effort by the Minnesota Department of Natural Resources in collaboration with author Robert B. Janssen, Carrol Henderson of the DNR's Nongame Wildlife Program, and many of the state's outstanding birders. It is truly a labor of love, with hundreds of color photographs and the kind of information only a life-long birder and lover of the parks can provide. Each of Minnesota's 75 state parks is represented by a birding-oriented description, a page of recommended places to visit, and a map. The parks are a haven for birds, often providing the only suitable habitat for a species in the surrounding region. More than 300 of the regularly occuring bird species in Minnesota have been observed in the state parks. If you want to see birds in Minnesota visit the state parks and take a copy of Birds of Minnesota State Parks with you. Soft cover, 232 pages. Stock No. 14339 $19.95 Connected to Our Roots Department of Natural Resources, 2010 Published by the Department of Natural Resources Division of Forestry, this book charts the history of Minnesota forestry through text and more than 200 historical photos, charts and illustrations. Features four sections: Pre-1911, 1911-1930, 1931-1970 and 1971 - present. Softcover, 104 pages. Stock No: 13924 $10.95 Field Guide to the Freshwater Mussels of Minnesota Department of Natural Resources, 2003 Contains photographs, shell descriptions, habitat associations, and distribution maps. Also contains general information about mussels, their importance in the ecosystem, threats to their survival, collection methods, and collection regulations. Spiral-bound, 144 pages. Stock No. 344 $9.95 Field Guides to Native Plant Communities of Minnesota Department of Natural Resources This three-volume set of statewide field guides organized by Minnesota's ecological provinces is intended to promote better understanding of the patterns and processes that characterize and influence Minnesota's vegetation. The guides contain keys to the identification of native plant communities in Minnesota and fact sheets with information on community composition and structure, landscape setting, soils, and natural history. Summaries of ecological systems highlight the ecological processes that shape the terrestrial and palustrine vegetation of the state. Contains maps, fact sheets, descriptions, and tables for identifying native plant communities. Laurentian Mixed Forest Province (Northeast Minn),2003 Spiral-bound, 352 pages. Stock No. 342 $10.95 Eastern Broadleaf Forest Province, 2005 Spiral-bound, 394 pages. Stock No. 268 $10.95 Geology on Display: Geology and Scenery of Minnesota's North Shore State Parks Department of Natural Resources, 2005 Presents the fascinating geological events that produced the rocky, rugged and dramatic landscape. Discusses the continent-scale rifting and volcanism 1.1 billion years ago and the Great Ice Age. The geology of each of the nine state parks on the North Shore of Lake Superior is described with diagrams, geological maps and color photos to guide park explorers visiting the area. Spiral bound, 70 pages. Stock No. 292 $19.95 Guide to Minnesota Scientific & Natural Areas Department of Natural Resources, 1999 This guide is organized around 4 major sections of the Minnesota landscape: Aspen Parkland, Prairie Grasslands, Deciduous Woods, and Coniferous Forests. It describes the environmental heritage of an area, then introduces specific scientific & natural areas (SNAs) that preserve representative examples. Each site listing features a map and a description of geological formations, landscape types, and selected key plant and animal types. Includes township/range/section listing, total number of acres and how to access the site. Spiral-bound, 194 pages. Stock No. 269 $14.95 Guide to Minnesota Scientific & Natural Areas Map Department of Natural Resources, 1999 Companion color map charts 129 Minnesota scientific and natural areas including prairie grassland, deciduous woods, and coniferous forest. Unfolds to 20" x 23". Included free with purchase of Stock No. 269. Stock No. 321 $2.50 Healthy Rivers: A Water Course Department of Natural Resources, 2004 Explains natural structure and function of river systems using a fivecomponent framework of flow, shape, connections, quality, and life. Six case studies examine the history of river use and provide a vasis for a future vision of water resource management. Stock No. 347 $19.95 Note: CDs are Non-Returnable. Lakescaping for Wildlife & Water Quality Department of Natural Resources, 1999 Learn how to landscape your shoreline property to prevent shoreline erosion and restore wildlife habitat, wildflowers, and clean water. This book will show you the way to design your area for increased enjoyment of your lakeside or river getaway. Spiral-bound, 176 pages. Stock No. 310 $19.95 Landscaping for Wildlife Department of Natural Resources, 1994 Packed with color photos and diagrams, this guide shows how to attract wildlife using inexpensive, easy-to-follow landscaping plans. Attract everything from butterflies to deer, cardinals to wood duck. Spiral-bound, 150 pages. Stock No. 276 $10.95 Prairie Parkland & Tallgrass Aspen Parklands Province, 2005 Spiral-bound, 362 pages. Stock No. 272 $10.95 Purchase one copy of Woodworking for Wildlife and Landscaping for Wildlife and and save! Stock No. 281 $26.95 Minnesota State Park Vehicle Permit Department of Natural Resources One of these handsome stickers on your vehicle is all you need to gain access to Minnesota state parks for a full year! Park stickers are valid for 12 months, regardless of which month they are purchased. Call for second-car or handicapped accessibility stickers. Stock No. 1243 $25.00 Minnesota State Park Motorcycle Permit Stock No. 1246 $20.00 Puzzles and Mazes and Games, Oh My Department of Natural Resources, 1992 Fun-packed coloring and activity book about Minnesota wildlife. Perfect for young grade-schoolers. Soft cover, 48 pages. Stock No. 265 $0.99 Reconnecting Rivers: Natural Channel Design in Dam Removal & Fish Passage Department of Natural Resources, 2010 This book first identifies14 dam problems: Structural Integrity and Dam Failure; Reservoir Sedimentation; Channel Degradation; River Delta Effects; Hydraulic Undertows; Socioeconomic & Cultural Effects; Inundation of Critical Habitat; Flow Regulation; Water Quality Effects; Invasive Alien Species; Propagation of Parasites; Gas Supersaturation; Hydropower Effect and Blockage of Fish Migration. The book also includes information on river restoration philosophy, natural channel design in river restoration, dam removal techniques including two case examples (Sandstone Dam - simple removal with no restoration and Appleton Milldam - dam removal with river restoration), a chapter on nature-like fishways including design approach and six case examples, a discussion. Spiral bound, 196 pages. Stock No. 13866 $25.95 Restore Your Shore Department of Natural Resources, 2002 A companion to Lakescaping for Wildlife, this multimedia CD-ROM shows how to protect a natural shoreline or restore a degraded shore with a natural buffer. Program features will enable you to develop a deeper understanding of shoreland management and walk you through the transformation of four shoreland projects. Discover innovative solutions to common problems. Choose from more than 400 native plants on a searchable database. Stock No. 328 $15.00 Note: CDs are Non-Returnable Trail Planning, Design & Development Guidelines Department of Natural Resources, 2006 Covers all you need to know about building trails in the American midwest. Includes extensive diagrams, photos and detailed information that will help your organization, city, county or non-profit agency make and maintain trails of all kinds. Spiral-bound, 306 pages. Stock No. 323 $19.95 Traveler's Guide to Wildlife Department of Natural Resources, 1997 Easy-to-use guide covers 120 Minnesota sites where you can see, enjoy and photograph a wide variety of wildlife in all four seasons. Find great spots for viewing everything from trumpeter swans to grouse, moose to frogs, blue herons to fox, birds, and more. 220 color photos. Spiral-bound, 320 pages. Stock No. 298 $9.95 Trees and Shrubs of Minnesota: Complete Guide to Species Identification University of Minnesota Press, 2008 Authoritative, up-to-date and packed with information. This new book from the Minnesota Department of Natural Resources features comprehensive coverage of all native and naturalized trees, shrubs and woody vines in Minnesota; color photos of fruit, flowers, bark, and leaves of every species for easy identification; and vivid, accurate descriptions of each species' habitat, natural history and ecology. Hard cover, 703 pages. Stock No: 239 $59.95 Trees of Minnesota Department of Natural Resources, 1998 Small size allows you to tuck it into a shirt pocket and flip through 52 Minnesota trees. Each tree is identified by form, bark, leaf, fruit, range, and wood. There is a handy ruler that folds out from the back cover, making it easy to check leaf size. Spiral-bound, 59 pages. Stock No. 262 $5.95 Turtles & Turtle Watching for the North Central States Department of Natural Resources, 2004 Features information on 13 species of turtles found in the North Central States as well as information on locations for watching, stalking turtles, turtle-watching tools, and conservation. Includes color photographs and a reference section. Spiral-bound, 57 pages. Stock No. 346 $9.95 The Use and Conservation of Minnesota Wildlife: 1850-1900 Department of Natural Resources, 2007 In 1940 Evadene Burris Swanson earned her doctorate in history at the University of Minnesota. Her dissertation, published now for the first time in book form, offers a vivid look at how the abundant wildlife of the frontier nurtured and sustained the American Indians and the settlers from the east. Softcover, 224 pages. Stock No. 363 $14.95 Wild About Birds Department of Natural Resources, 1995 Feed the birds with this excellent guide designed to increase the number of species using your feeder. This book includes workshop basics for construction of 26 different feeders and tips on 44 types of food. More than 425 color photos. Spiral-bound, 288 pages. Stock No. 285 $19.95 Purchase one copy of Wild About Birds, Woodworking for Wildlife, Landscaping for Wildlife and save! Stock No. 286 $42.95 Wildlife Rehabilitation Study Guide Department of Natural Resources, 2007 Prepares a student to take one of three rehabilitation permit tests: novice, general, and master. A written examination and a facilities examination and permit requirements. The Guide is useful for anyone engaged in rehabilitation of wild animals after receiving permits. Included in the price is an examination booklet, which includes information not found in the Guide with value as a learning tool. Spiral-bound, 447 pages Stock No. 313 $50.00 Woodworking for Wildlife Department of Natural Resources, 2009 Along with designs for 28 different nest box projects, this newlyexpanded edition includes 300 color photographs and information on deterring nest predators, placing and maintaining boxes, and setting up remote cameras in nest boxes. The 164-page book, which has a Softcover that opens flat for easy use, features new designs for great crested flycatchers, mergansers, dippers, bumblebees and toads. Softcover, 164 pages. Stock No. 275 $19.95 Purchase one copy of Woodworking for Wildlife and Landscaping for Wildlife and and save! Stock No. 281 $26.95 Worlds Within A World Department of Natural Resources, 1999 This elegant hardbound book -- which was a Minnesota Book Award winner in 2000 -- is a feast for the eyes and the soul. Beautiful color photograps accompany a collection of reflective essays by the late Paul Gruchow on the many wonders experienced at 12 scientific and natural areas. Hard cover, 136 pages. Stock No. 291 $24.95 Public Recreation Informaion Maps (PRIM) These maps cover the entire state and are your guide to outdoor fun and adventure. Whether you're looking for a special spot of public land or water, a facility with suitable recreational opportunities, or something in between, these maps will help you find it. Each map shows government-operated parklands and the facilities within each area, noting township and range boundaries, where hunting is permitted, trails, forest roads, trout streams, canoe and boating areas, and more.. All maps are $5.95 each. Public Recreation Information Maps are available for these areas: Wholesale discounts Wholesale and distributor discounts are available for many of the products included in this brochure -- please call for more information about our wholesale program. Posters My Favorite Minnesota Winter Birds Department of Natural Resources, 1988 Full-color poster measures 17 x 22 inches. Features birds common to Minnesota during winter months. Back of poster provides extensive information regarding various species and bird feeding. Stock No. 263 $1.50 Minnesota Summer Birds Department of Natural Resources, 1989 Full-color poster measures 17 x 22 inches. Features birds common to Minnesota during summer months. Back side provides information about species and bird feeding. Stock No. 307 $1.50 Landscaping for Wildlife Department of Natural Resources, 1989 Full-color poster measures 15 x 21 inches. Features cedar waxwing bird pictured on Landscaping for Wildlife book cover. Stock No. 308 $1.50 Minnesota Native Prairie Department of Natural Resources, 1991 Full-color poster measures 18 x 24 inches. Prairie grasses landscape. Stock No. 314 $1.50 Wilderness Safari / Black Bear Cub Department of Natural Resources, 1991 Full-color poster measures 18 x 24 inches. Features black bear cub. Stock No. 317 $1.50 Can You Name the Birds? Department of Natural Resources, 2007 Minnesota Conservation Volunteer poster measures 20 x 30 inches. Features birds common to Minnesota. Stock No. 364 $10.00 Set of 5 Nature Posters Department of Natural Resources Set of 5 posters includes: Summer Bird, Winter Bird, Native Prairie, Wilderness Safari, and Landscaping for Wildlife posters. Stock No. 319 $5.95 Lake Depth Maps In partnership with the Department of Natural Resources, Minnesota's Bookstore also sells more than 5,000 contour lake maps mapped by the DNR since the 1930s -- maps are designed to provide basic information for scientific fish and wildlife management when used with biological, physical, and chemical survey data. They are not intended to be used as a navigational aid, and not all hazards are mapped. Call for more information about these maps or check the information on our web site. For a free copy of the current catalog, call or visit www.minnesotasbookstore.com, select the "Catalogs" button and open the "Maps Catalog" section of the web site. Several convenient ways to order: Retail store Open 8 a.m. - 3 p.m. Monday - Friday, 660 Olive Street, St. Paul Phone (credit cards): 8 a.m. - 4 p.m. Monday - Friday, 651.297.3000 (Twin Cities) or 1.800.657.3757 (nationwide toll-free) On-line orders: www.minnesotasbookstore.com Minnesota Relay Service : 711 Fax (credit cards): 651.215.5733 (fax line available 24 hours) Mail orders: Orders can be sent to Minnesota's Bookstore, 660 Olive Street, St. Paul, MN 55155 Minnesota's Bookstore accepts VISA, MasterCard, American Express & Discover for all purchases. PREPAYMENT REQUIRED. Prices and availability subject to change. Fax and phone orders require credit card. Please allow 1-2 weeks for delivery. For mail orders, complete order blank and send to address above. Enclose check or include credit card information. Please allow 2-3 weeks for delivery. Please make checks payable to "Minnesota's Bookstore." A $20.00 fee will be charged for returned checks. 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More than $1,000 Call Product Subtotal Shipping (see chart at left) Subtotal Sales tax (6.875% sales tax if shipped to MN address, 7.625% if shipped to St. Paul address. 7.125% MN transit tax or other local sales tax if applicable) TOTAL If tax exempt, please provide ES number or completed exemption form. ES#_______________________________ 660 Olive Street Order online at www.minnesotasbookstore.com Open Monday - Friday 8 a.m. - 3 p.m. Offering easy credit card ordering by computer, phone & fax OR shop at our store. Your source for: Minnesota Laws & Rules Directories Business References Professional Manuals Building Codes Lake & Recreation Maps Nature Books & Posters Minnesota History Mailing Lists To place a credit card order, call 651.297.3000 or 1.800.657.3757 Visit our location at 660 Olive Street in St. Paul Minnesota's Bookstore - your best source in the state for Minnesota maps: DNR contour lake maps --More than 5,000 lakes have been mapped by the DNR since the 1930s --Most maps can be made on both paper ($6) and waterproof Teslin ($8). --Maps are 11 x 17 inches and suitable for framing --To learn more about these lakes, visit the catalogs section of our web site (look for maps catalog), call for more information, or come into the bookstore to view maps National park and forest maps Special lake maps and map sets River maps for portions of Mississippi, St Croix & Kawishiwi Rivers DOT county maps for all 87 counties - now available in color! 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What will my child be learning during the second quarter of school? ENGLISH LANGUAGE & READING (ELAR) G/T HUMANITIES * Reading a variety of genres with a focus on informational text * Making connections between informational text and other genres * Generate ideas, gather information, and manage evidence relevant to the topic and purpose. * Analyzing the characteristics and structures of informational text * Responding to reading through discourse and writing * Revising and editing skills with a focus on compound sentence structure, prepositions, transformations and verb tenses * Drafting an informational essay with a thesis and supporting evidence ENGLISH LANGUAGE AND READING KLEIN PREP * Researching and synthesizing information between all genres of text * Reading a variety of genres with a focus on informational text analysis and author's craft * Responding to reading through discourse and writing * Revising and editing skills with a focus on organization,, prepositions, transitions and verb tenses * Drafting an informational essay with a thesis and supporting evidence Questions to Ask Your Child ELAR & ELAR (KLEIN PREP) * How is ﬁction diﬀerent than non ﬁction? * What are the features of informational text? * What types of text structures do authors use? How are they different? * Tell me about some new information you've learned from something you've read. * What do you know about prepositions? How do you use them? * What is a compound sentence? How do you recognize a compound sentence? How Can I Help My Child Learn at Home? ELAR & ELAR (KLEIN PREP) * Talk you your student about the texts they read * Set aside time each evening for independent reading * Encourage reading outside of ﬁction (magazines, news articles, etc.) * Practice reading, writing, and grammar skills on IXL. * Formulate research topic and questions to explore ideas. * Identify and explain an author's argument. * Locate, evaluate, and select information from a variety of sources. Questions to Ask Your Child G/T HUMANITIES Why might ___ matter to me? What ideas have you covered in class? Why do they matter? Ask three "Why" questions: Why might ___ matter to people around me? Why might ___matter to the world?" How Can I Help My Child Learn at Home? G/T HUMANITIES * Allow student time to read independently. * Assist students with conducting research. * Encourage students to challenge themselves with complex texts. * Have students reﬂect on their thinking. What will my child be learning during the second quarter of school? MATH ACCELERATED MATH * Divide fractions and decimals * Model and Solve one-, two- and multi-step equations with variables on both sides * Apply order of operations to expressions * Multiply fractions and decimals * Apply multiplication and division of fractions and decimals in word problems * Use properties of operations: inverse, identity, commutative, associative, and distributive * Model and solve one-step equations and inequalities * Simplify expressions * Write an equation from a word problem ADVANCED MATH * Write a word problem to match an equation * Apply order of operations to expressions * Simplify expressions * Use properties of operations: inverse, identity, commutative, associative, and distributive * Model and solve one-step and two-step equations and inequalities * Graph points on a coordinate grid * Write one and two-step equations from word problems * Identify independent and dependent quantities from tables and graphs * Use a sentence, table, graph, and an equation to represent a situation in form y=kx or y=x+b Questions to Ask Your Child MATH, ADVANCED MATH, AND ACCELERATED MATH * How do you solve a one, two or multi-step equation?(based on their course) * What does a model of an equation look like? * What does the solution of an equation mean? * Which quantity is represented by the x value in a problem? (Independent or Dependent) * Which quantity is represented by the y value in a problem? (Independent or Dependent) How Can I Help My Child Learn at Home? MATH, ADVANCED MATH, AND ACCELERATED MATH * Access the Klein Digital resources support math skills through your students dashboard. * Ask your students what they are learning. * IXL - Skill-based program that allows students to practice skills they may have not mastered. * Fact track - Practice facts online and track growth * Write equations from a word problem * Use proportions to solve problems involving ratios, rates, ﬁnancial literacy, similar shape and scale drawings * Write a word problem to match an equation * Solve problems involving percent increase and decrease * Identify independent and dependent quantities from tables and graphs * Graph points on a coordinate grid * Use a sentence, table, graph, and an equation to represent a situation in form y=kx or y=x+b * Graph proportional relationships * Determine rate of change/slope and y-intercept from a table or graph What will my child be learning during the second quarter of school? SCIENCE * Identify force pairs (Newton's 3rd Law) * Calculate the force on an object * Compare potential energies with kinetic energy * Model movement of Earth around Sun to cause seasons SOCIAL STUDIES (CONTEMPORARY WORLD CULTURES) * Describe how energy is conserved through transfers and transformations and through transverse and longitudinal waves ADVANCED SCIENCE * Describe evidence that supports that the Earth has changed over time * Describe characteristics of the universe * Describe how plate tectonics cause landforms Questions to Ask Your Child SCIENCE * How is energy conserved in a food web? * What is the impact of a balanced force on an object? An unbalanced force? ADVANCED SCIENCE * What is the diﬀerence between rotation and revolution? Which movement causes seasons? * Why are days shorter in the winter and longer in the summer? How Can I Help My Child Learn at Home? SCIENCE * Find an object at home where energy transformations take place and diagram the transformations * Think of 5 real world examples of Newton's Third Law (force pairs) ADVANCED SCIENCE * Look up the tide table for Galveston. What patterns do you see? using the HR Diagram, determine the star class. * Google the star Altair for the magnitude and size, then * Describe and compare the roles of citizens in diﬀerent societies * Describe and compare diﬀerent types of government * Identify and describe examples of human rights abuses by governments * Explain how political decisions aﬀect the use of technology Questions to Ask Your Child SOCIAL STUDIES (CONTEMPORARY WORLD CULTURES) * What are some examples of diﬀerent types of government? * What are the characteristics of our government and others? * How do the roles and responsibilities of citizens in the U.S. diﬀer from those in other countries? * What are human rights and how have human rights evolved over time? How Can I Help My Child Learn at Home? SOCIAL STUDIES (CONTEMPORARY WORLD CULTURES) * Study diﬀerent types of government here. * Ask your child about the diﬀerent types of government.	<urn:uuid:7bc3e282-2c48-4bef-826a-47297d8f918e>	CC-MAIN-2025-05	https://resources.finalsite.net/images/v1727982119/kleinisdnet/hbe0galfa0vxud2dvdfs/Q2_6th_English.pdf	2025-01-15T19:11:09+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00640.warc.gz	514,477,876	1,558	eng_Latn	eng_Latn	0.993144	eng_Latn	0.993686	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2487, 4954, 7098 ]	[ 3.984375 ]	3	0
Kingswood Computing Long Term Plan All teaching resources for Computing can be found here - https://my.risingstars-uk.com/ Knowledge, Skills and Concepts In this unit, pupils will learn: that a programmable robot can be controlled by inputting a sequence of instructions to develop and record sequences of instructions as an algorithm to program a robot to follow their algorithm to predict how their programs will work to debug programs. Knowledge, Skills and Concepts In this unit, pupils will learn: how to select and set brushes and colours * to create artwork in a range of styles on iPads * to use the undo function if they make mistakes and to encourage experimentation * to use multiple layers in their art * to transform layers * to paint on top of photographs. Knowledge, Skills and Concepts In this unit, the pupils will learn to: plan a small multimedia eBook choose and import images ●record audio commentary add and format titles and other text think carefully about protecting their privacy respect other people's copyright revise and improve their work. Lesson Objectives WALT: Practise giving and following instructions. WALT: Plan precise instructions. WALT: Understand input and output. WALT: Create colour blocks in the style of Rothko. WALT: Plan a multimedia eBook. WALT: Select and import images. WALT: Program the Bee-Bot WALT: Record high-quality audio. Lesson Objectives Resources - understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions - create and debug simple programs - use logical reasoning to predict the behaviour of simple programs - recognise common uses of information technology beyond school - identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Knowledge, Skills and Concepts In this unit, pupils will learn to: plan a sequence of instructions to move sprites in ScratchJr create, test and debug programs for sprites in ScratchJr work with input and output in ScratchJr use repetition in their programs design costumes for sprites. WALT: Plan a sequence of movements. WALA: The ScratchJr interface. WALT: Understand output in ScratchJr. WALT: Understand input in ScratchJr. WALT: Understand repetition in ScratchJr. WALT: Create drawings in ScratchJr. Hardware: Bee-Bots, desktop computers, I-pads Software: Scratch Jr (On I-pads) https://scratch.mit.edu/projects/editor/?tutorial=getStarted - use technology purposefully to create, organise, store, manipulate and retrieve digital content - recognise common uses of information technology beyond school - use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies. Knowledge, Skills and Concepts In this unit, pupils will learn to: develop collaboration skills through working as part of a group develop research skills through searching for information on the Internet ●think through privacy implications of their use of search engines be more discerning in evaluating online information improve note-taking skills through the use of mind mapping develop presentation skills through creating and delivering a multimedirnotea presentation. WALT: Structure research questions in a mind map tool. WALT: search for information using a search engine. WALT: Search the web safely. WALT: Create a short presentation. WALT: Develop presentation skills. WALT: Hardware: Desktop computers Software: Microsoft PowerPoint - use technology purposefully to create, organise, store, manipulate and retrieve digital content - recognise common uses of information technology beyond school - use technology safely and respectfully, keeping personal information private Knowledge, Skills and Concepts In this unit, pupils will learn to: sort and classify a group of items by answering questions collect data using tick or tally charts take, edit and enhance photographs use Google Sheets or Microsoft Excel to produce basic charts record information on a digital map summarise what they have learned in a presentation. WALT: Use a classification key. WALT: Collect data. WALT: Edit and enhance photographs. WALT: Produce charts using Google Sheets. WALT: Record information on a digital map. WALT: Create a presentation. Hardware: iPads (alternatives: laptop/desktop/Chromebook computers and digital cameras) Software: Google Sheets, Google Docs, Google My Maps, Google Slides, Camera and Photos apps (alternatives: Microsoft Year 3 Lesson Objectives Unit 3.1 We are programmers (1) Spring 1 National Curriculum Links: - design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts - use sequence, selection, and repetition in programs; work with variables and various forms of input and output Knowledge, Skills and Concepts In this unit, pupils will learn to: ●plan and create an algorithm for an animated scene in the form of a storyboard write a program in Scratch to create the animation, including characters, dialogue, costumes, backdrops and sound review their animation programs and correct mistakes. WALT: Explore Scratch and Scratch Editor tools. WALT: Determine the key features of a good animation and create a storyboard. WALT: Create characters and dialogue for the animation. Unit 3.5 We are co-authors (1) Summer 1 National Curriculum Links: - understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration - use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour Knowledge, Skills and Concepts In this unit, pupils will learn to: understand the conventions for collaborative online work, particularly in wikis be aware of their responsibilities when editing other people's work become familiar with Wikipedia, including potential problems associated with its use practise their research skills ●write for a target audience using a wiki tool ●develop collaboration skills ● develop proofreading skills WALT: Plan the content for a wiki. WALT: Use Wikipedia to find information. WALT: Create a class wiki. WALT: edit the class wiki pages. WALT: edit content on Wikipedia. Unit 3.6 We are opinion pollsters (1) Summer 2 National Curriculum Links: - understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration - be discerning in evaluating digital content - select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; Knowledge, Skills and Concepts In this unit, pupils will learn to: * understand some elements of survey design * understand some ethical and legal aspects of online data collection * use the Internet to facilitate data collection * gain skills in using charts to analyse data ●gain skills in interpreting results WALT: Plan a survey about a topic. WALT: Develop questions for a survey. WALT: Create an online survey. WALT: Collect data from an online survey. WALT: Begin animating characters by planning and programming WALT: Review the class wiki. WALT: analyse and evaluate data from an movement. online survey. * practise using presentation and video software. Lesson Objectives Resources Year 6 use iterative development techniques. WALT: Analyse games and plan our own. WALT: Create a background, sprites, and sound effects for a game. WALT: Create a prototype of a game in Scratch. WALT: Debug programs and improve a game. WALT: Test and improve a game. WALT: Write a set of instructions for a game and publish it online. Hardware: Desktop computers Software: Scratch https://scratch.mit.edu/projects/editor/?tutorial=getStarted Unit 6.1 We are toy makers Spring 1 National Curriculum Links: - design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts - use sequence, selection, and repetition in programs; work with variables and various forms of input and output - use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs develop spatial awareness by exploring and experimenting with a 3-D virtual environment ●develop greater aesthetic awareness WALT: Explore existing art galleries and identify their features and characteristics. WALT: Create a virtual structure using Minecraft WALT: Build a virtual gallery using Minecraft WALT: Add furniture to a virtual gallery. WALT: Hang art in a virtual gallery. WALT: Create a virtual tour of the gallery. Hardware: Desktop computers Software: Minecraft Education Edition Unit 6.3 We are publishers Summer 1 National Curriculum Links: - understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration - use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content - select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information - use technology safely, respectfully and responsibly what the source code for a web page looks like and how it can be edited how a website can be structured ●how to add content to a web page. WALT: Understand the components of the school's network. WALT: Understand how messages are routed across a network. WALT: Understand how web pages are written in HTML. WALT: Plan a website about online safety. WALT: Create content collaboratively for a website. WALT: Add relevant links and media to our pages. Hardware: Laptop/desktop/Chromebook computers or tablets Software: Google Chrome, Google Sites Unit 6.4 We are connected Summer 2 National Curriculum Links: - understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration - use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content - use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour Lesson Objectives Resources Knowledge, Skills and Concepts In this unit, pupils will learn: how computers use stored programs to connect input to output how to generate and evaluate designs in response to a brief to plan a complex project by decomposing it into smaller parts to work with physical components of a system how to design and write a program for an embedded system to use criteria to provide others with feedback on their work WALT: Recap (or learn about) micro:bit and MakeCode. WALT: Understand input and output for the micro:bit and some electronic toys. WALT: Design an interactive toy. WALT: Program the micro:bit to act as a controller for our toy. WALT: Prepare our soft toy. WALT: Connect the micro:bit inputs and outputs to the toy. Hardware: BBC micro:bits, Software: MakeCode or Scratch Knowledge, Skills and Concepts In this unit, pupils will learn to: ●manage or contribute to large collaborative projects, facilitated using online tools write and review content source digital media while demonstrating safe, respectful and responsible use design and produce a high-quality print document. WALT: Plan a yearbook as a class. WALT: Plan a section of the yearbook and gather content. WALT: Use software to create a section of the yearbook. WALT: Assemble the pages of the yearbook. WALT: Assess and review the yearbook. WALT: Review, edit and print a yearbook. Hardware: Laptop/desktop computers, digital cameras, iPads Software: Microsoft Word), Microsoft Publisher Knowledge, Skills and Concepts In this unit, pupils will learn: about appropriate rules or guidelines for a civil online discussion how search results are selected and ranked how to argue their point effectively, supporting their views with sources how to counter someone else's argument while showing respect and tolerance how to judge the reliability of an online source *some strategies for dealing with online bullying. WALT: Think about online safety and how to communicate respectfully on the internet. WALT: Research a topic for discussion. WALT: Write a reasoned argument for a view of the topic. WALT: Comment on others' posts responsibly and respectfully. WALT: Check online information for reliability. WALT: Discuss and write a blog post on online bullying. 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INDIVIDUAL SCHOOL ENRICHMENT GRANT AWARDS 2016-17 SPECIAL SERVICES TEACHER ITEM BUDGET 1. Bre Gastaldi – Island Park Social Skills Materials $261 Board games and toys to teach students how to take turns, share materials, imitate play skills, and engage socially with peers. 2. Becky DeCou – Island Park Assistive Technology & Sensory Stories $1100 Development a lending library to assist all MISD schools in areas of augmentative communication, assistive technology, and sensory stories. MISF to fund non-Tech portion of grant request. 3. Jaime Taylor – IMS Behavioral Intervention Supplies $1000 Implementing a new program at IMS – specifically helps students with emotional and behavioral issues or disorders (EBD). Funds will be used on various materials and rewards (class and student) to reinforce positive behavior – Positive Behavior Interventions and Supports (PBIS). 4. Kristina Olaffson – IMS PLP Materials – Life Skills Cooking Class $1000 Facilitate a life skills cooking program in PLP classroom. Students will research then purchase items for weekly recipe at grocery store, then cook in new classroom kitchen. 5. Heather Tamblyn – IMS Sensory Room Supplies – Weighted Items $624 Purchase weighted lap pads and shoulder straps – allows students to focus on academic needs rather than sensory needs. 6. Kenyon/Boosman – MIHS Model Me Job Skills Teaching DVD $301 Purchase Model Me Job Skills teaching DVD and workbooks. Augments social skills groups in the Personalized Learning Program. DVD's help to teach interview skills. 7. Noreen Bucknum– MIHS Social Skills Materials $79 Materials to help students work on social communication and problem solving skills. 8. PLP – MIHS Teaching Cooking Skills $1000 Funds go towards materials and equipment for PLP students to practice kitchen and food prep related life skills in kitchen classroom. Students use functional reading skills, plan meals, clean up and practice kitchen hygiene and safety. Helps prepare students to live as independently as possible. 9. Shelton – MIHS ATP Kitchen & Coffee Shop $850 Kitchen supplies for Adult Transition Program (ATP) – including meal prep and supplies. Also provides supplies and equipment to support Cool Beans Café – in house coffee shop teaching students employment skills to support educational goals and employment opportunities. Total grant is being split with MIHS PTSA. MERCER ISLAND HIGH SCHOOL TEACHER ITEM BUDGET 1. Jamie Prescott & Vickie Puckett MIHS Tutoring $3000 This grant will partially fund before and after school tutoring for Math, Science, English, Social Studies and World Language classes, as well as test preparation tutoring for English Language Arts (ELA) and end of course (EOC) tests. MIHS staff provides the tutoring and materials. Tutoring is available to all students in grades 9-12 and attendance is tracked. Total cost is $10,000, so it is anticipated PTA may help fund this project. 2. Alexandra Baker Culture in the Middle East Documentary $250 This grant will purchase a documentary and discussion guide for a Social Studies unit about culture and conflict in the Middle East. The documentary "Barzan", produced by a UW professor was presented at the Seattle International Film Festival in 2013. It follows Kurdish Refugees who are resettled in Bothell with a high school and college aged child. This will provide a local connection to global issues. 3. Michael Harper Diversity Library Books at Crest $2464 This grant will purchase 67 books that represent traditionally marginalized communities and historically underrepresented voices in literature (people of color, women, LGBTQIA+). These books will be used in Crest Block and other English and Social Studies electives offered at Crest. The books will likely be added to the MIHS library collection and provided to Crest on long term check out. 4. David Bentley This grant will bring four Artist-in-Residence musicians to the Jazz Band retreat in December for small group rehearsals, large group rehearsals and a performance. This will provide up to 6 hours of rehearsal/instruction time for 60 Jazz Band students and will expose them to collegiate and professional level work and collaboration with working musicians who are in professional demand. 5. Karin Shelton $2000 ATP Kitchen & Coffee Shop This grant will provide funds for kitchen supplies and equipment for the 2nd year of the Adult Transition Program's in-house coffee shop, Cool Beans Café at Crest. The Café teaches students with intellectual and developmental disabilities skills to support their post-secondary goals of employment and independent living. Equipment purchased will include a refrigerator, oven, ice maker, baking equipment, and a few additional pieces of coffee equipment. 6. Daniela Melgar Stage Combat $850 $1200 This grant will hire Tom Dewey, a trained theater professional, to work with students in Ms Melgar's Drama 2 class to teach stage combat and fight choreography. This choreography will be used in the winter production, Big Love, and the spring production, The Heart of Robin Hood. Tom is a highly trained actor and choreographer who has worked with MIHS students on previous productions and does great work around the Seattle theatre community. 7. David Bentley Jazz Class Collaboration $3000 This project is a collaboration with the Bothell HS Jazz Ensemble and will bring trombone player Elliott Mason to MIHS for a day of clinics and a concert. Ninety students in the Jazz program, plus 300+ students in the band program, will benefit from this experience. Similar projects have been approved in recent years, and Mr. Bentley believes the experience of working with players of this caliber has been inspirational and even life changing for many students. 8. David Willecke Life Magazine $500 MISF funds will purchase 166 copies of Life Magazine from the post-War World II period, to be used as part of the Americana Studies curriculum as well as by other Social Studies teachers. Students use the magazines as a resource for exploring post-war American culture. A previous grant 7 years ago bought a set of these magazines and a grant last year replaced about half of these lost through wear and tear (used by 180 students/year). This grant should allow the project to purchase enough copies to restore the collection to its initial volume and to continue as an effective learning tool in additional classrooms. 9. Daniela Melgar The Namesake Book Pilot $350 Funds will purchase 35 copies of the book "The Namesake" by Jhumpa Lahiri. This project is a field test to determine if the book should be adopted as an optional text in the 11th grade English curriculum. This book is written by a woman of color and tells the story of a young Indian American immigrant and his search for cultural identity and will add diversity to the curriculum in American Literature. 10. Parker Bixby 2017 National Association for Music Conference Performance $2000 This grant will partially fund bringing a visiting composer from Washington University St. Louis to work with the MIHS Wind Ensemble to prepare them to perform at the 2017 National Association for Music Education Northwest Division Conference in Bellevue in February. This is the first time MIHS has been invited to perform at this conference and this grant will help our students prepare to perform at this extraordinary venue. MIHS PTA will be funding an additional portion of this grant. 11. Hannah Robinson This grant will pilot a project to create a reading nook in a 9th grade English classroom which was formerly the gas engine shop. The goal is to create a quiet independent work space for students to use both during and outside of class time and to provide books to encourage reading both fiction and non-fiction titles. Furniture for the space will be provided from district surplus. 12. Tracy Mintz/Sam Gadbury Classroom Young Adult Reading Nook Raku Firing Service with Seattle Pottery $500 $715 A collaboration between the Art department and Material Sciences, this grant would fund Seattle Pottery coming to MIHS with 3 raki kilns, supplies, and an expert in raku firing. Raku is a process where pottery is removed from the kiln and placed in a sealed container with newspaper or straw to chemically create unique iridescent colors. A total of 200 students from Ceramics, Advanced Ceramics, Art Club and Material Science classes will participate in this experience which will combine artistic, scientific, mathematical and cultural learning with tangible results. 13. Lynn Frickey/Larry Bencivengo This grant will provide the opportunity for 70 science students to develop collaborative skills through a ropes course experience at Bellevue College. These 10th and 11th grade classes include a large population of special education students who can struggle with the expectations and nuances of group work. This experience will create an authentic collaborative community whose skills can be practiced and reinforced in the classroom. Funding for this grant is split with MIHS PTA. 14. Don Paspasedero Biology Collaborative Ropes Experience PE Department Equipment $675 $743 This grant will be used to purchase "Frisbee Golf" for a new spring unit for 220 students in MIHS PE classes. This is a unique and different type of game than the typical ball games played in PE that will appeal to a broader cross section of students, helping students enjoy exercise and make it part of their lives. Many other schools have had success incorporating this PE unit into their curriculum. 15. Daniela Melgar This grant would bring in Book-It Repertory Theatre teaching artists for a three week workshop with Drama 2 students. They would study and interpret a piece of text (book, story or song) and turn it into a play performed for the school community. The experience builds skills in playwriting, literary analysis, collaboration, creativity and play production. They led a very successful workshop for our students 2 years ago. 16. Jamie Cooke $2,400 Field Trip for the BioExpo Competition This grant will provide funding to support the participation of students in the Student Bio Expo sponsored by the Northwest Association of Biological Research. Thirty students from the Biotechnology Research and Ethics class (a CCR credit course) will participate in the expo. Each student will team up with a mentor scientist to create an in-depth project related to a biological concept of interest to the student. MISF funding will cover student registration fees, supplies and the cost of a substitute. Additional funding will be covered by PTA. 17. Sally Barton 1. Ramona Behnke Crest Breakfast Club $989 $900 $1060 This grant will allow staff at Crest to provide students with a breakfast every other week throughout the school year. During the breakfast, students have the opportunity to work with teachers for extra help in their courses and for test prep. With a similar Breakfast Club last year, the number of students varied between 10 and 15 each session. Students participating are in grades 9-12 and attend classes at Crest and MIHS. ISLANDER MIDDLE SCHOOL TEACHER ITEM BUDGET Joint collaboration between You Choose the Next Newberry at KCLS and the after school book club at IMS. Students learn about the criteria used to select the Newberry, read the selected books, participate in book clubs and may be invited to participate in a Newberry event sponsored by KCLS 2. David Bentley & Carol Krell Mock Newberry IMS Band (6th, 7th & 8th Grades) – Professional Musicians All IMS band students would have exposure to professional musicians by hearing the work of professional musicians and then receiving small group coaching from them. Additionally, some 7th and 8th grade ensembles will perform for various audiences in the community. 3. David Bentley & Carol Krell $3000 $1500 The Endangered Instrument Program (EIP) has been funded by Seattle Youth Symphony Orchestra (SYSO) and IMS has taken advantage of this program for many years. SYSO can no longer provide this program free to schools. Request is to continue to provide the EIP program through a grant. The EIP provides free weekly group lessons for the following instruments: Viola, String Bass, Oboe, Bassoon, French Horn, Trombone and Tuba. This affects more than 270 students in 17 public schools. Unclear how many are affected at IMS. 4. Ramona Behnke IMS Band – Endangered Instrument Program 6th Grade Author Presentation Visiting author Irene Latham – 6th grade assembly "Adventures in Writing". Opportunity for all 6th graders to meet and be inspired by a poet and author. Additionally Ms. Latham will do a 1 hour workshop and lunch meeting with members of Books, Brownies, and Beyond. 5. Vicki White-Miltun $500 $1500 Interactive concert/workshop given by a fiddle group – exposes students to different kinds of music that can be played with orchestra instruments. 6. Vicki White-Miltun Artist in Residence Chamber Music and Coaching 90 Orchestra students would benefit from exposure to small group coaching from 3 coaches at 20 hour each. Small group coaching in Orchestra ensures all student levels with different learning styles are addressed. 7. Counselors $1596 $2500 Transition from current Natural Helpers Club to Sources of Strength (SOS) program. Sources of Strength focuses on suicide prevention and also seeks to impact social issues such as bullying, substance abuse, and violence utilizing peer leaders. Grant funds will help cover training of staff and students. 4. Tara Stone Source of Strength Curriculum/Natural Helpers Cyberbullying Presentation Presentation to all IMS 7th and 8th graders on online safety, cyberbullying and the impact students have on others through technology. $1000 1. Brigit White/Librarian ISLAND PARK TEACHER ITEM BUDGET This would fund two author visits to Island Park Elem., one for grades K-2 and the other for 3-5. The authors are yet to be determined, but potential candidates include Kazu Kibuishi, author of the popular "Amulet" series, and Nina Laden, who wrote "Bad Dog" and "The Night I Followed the Dog." The author visits will support work surrounding Writer's Workshop and literacy promotion, as well as expose students to the process of book publication and the writing process. 2. Susan Hamp/Music Bochinche- A Music Tour of the Americas $2,695 This would fund a school-wide performance and 30-minute workshop by the Latin American group, Bochinche. "A Music Tour of the Americas" will take students to several Caribbean and South American countries through the teaching of rhythm, music, dances and musical instruments of each nation. The experience will broaden students' understanding and acceptance of other cultures, and focus on Latin American music in support of the new Spanish language program. 3. Susan Hamp/Music Veterans' Day flag project $375 This funded the creation of a 24' wide x 11' high American flag using the handprints of every student at Island Park, which is now hung in the multipurpose room for the Veterans Day assembly, and will stay up for many months afterward. The project was led by Anne Hritzay, former IP parapro. The flag provides a way for students to participate in the recognition of veterans and is a school-wide demonstration of unity. 4. Stephanie John-Lewis/3rd, 4th, 5th grades Classroom rugs $3,230 This would fund the purchase of 10 rugs with designated "sit spots" for students. They will support the K-5 MONDO literacy curriculum, which involves bringing children to the floor to read-aloud and shared readings. The rugs will allow children to have their own space, but with the ability to turn and talk. They can help with discipline issues as well. 5. Ahisha Avant/4th grade team MOHAI Portable Museum Trunks $300 This would fund the rental of three MOHAI trunks to be used by all 4th grade classes for four weeks. They contain artifacts, a slide show, documents, audio and a teacher's manual. They will most likely align with the "Settlement in Puget Sound" unit and will also tie in to the "People on the Move" curriculum, giving students a hands-on learning experience. 6. Amanda Higgins/Literacy Coach K-2 phonics manipulatives $263 This would fund various phonics manipulatives such as magnetic wands and hand clappers, which can be used in daily phonics instruction in grades K-2. Research shows that manipulatives incorporated into reading instruction can boost both student engagement and achievement. 7. Shelley Wangen/1st grade team Hard-copy books to support audio library $300 This would fund the purchase of approximately 50 books that students can look at when listening to the corresponding audio books on the iPods already in the classroom. Using digital listening stations coupled with hard copies of books provides students with a tactile learning experience and will help them build sight word vocab, provide access to higher-level texts and model fluency. 8. Nina Kitchen/Kindergarten team Hard-copy books to support audio library $300 This would fund the purchase of approximately 50 books that students can look at when listening to the corresponding audio books on the iPods already in the classroom. Using digital listening stations coupled with hard copies of books provides students with a tactile learning experience and will help them build sight word vocab, provide access to higher-level texts and model fluency. LAKERIDGE TEACHER ITEM BUDGET 1. Murphy Artist in Residence $1500 This project is for an artist-in-residences for the Lakeridge Elementary music program. The music pieces that the students learn will be presented to the community at the Lakeridge All-School Music Program in June. The theme this year will be Broadway Music. 2. Ottesen Author Visit K-2 Nina Laden $600 This project will benefit 484 students at Lakeridge from K-2. An author visit is a great enrichment project to support the work surrounding Writer's Workshop and literacy. Authors will conduct presentations based on their children's books/novels and writing process. 3. Ottesen Author Visit 3-5 Kazu Kibuishi $800 This project will benefit 484 students at Lakeridge from 3-5. An author visit is a great enrichment project to support the work surrounding Writer's Workshop and literacy. Authors will conduct presentations based on their children's books/novels and writing process. Author visits $1,000 4. Mattson This grant will fund materials for Kelso's Choices, a conflict management curriculum used at Lakeridge for over 10 years. The needed materials include: posters (English and Spanish), booster curriculum that includes updated materials, teacher's guide, lesson book, etc. 5. Kindergarten $441 Won Ldy Paye (African Culture) This grant will allow Won Ldy Paye to come in February to each Kindergarten classroom for 10 sessions and will teach about African music, art, and general African culture. This connects with the MISD diversity goals of teaching students about different cultures, as well as creates an extension experience for students to learn about and celebrate Black History Month. 6. 3rd Grade Teachers $1995 $1000 This grant will allow Angela Carey to return to LR to work with all 3rd graders to enrich the cultural fair with music and dance. Students will gain a deeper understanding of their cultural diversity through music and dance. 7. 4th Grade Teachers Cultural Fair Arts Integration Wing Luke Museum The purpose of this grant will allow the 4th graders to visit Wing Luke Museum in conjunction with their study of Washington State history. The current curriculum doesn't include much information on the history of Asian cultures in our state. The museum highlights the issues and life experiences of Asian Americans and fit well into the historical timeline of our Social Studies curriculum. 8. 1st Grade Teachers $795 $620 This grant will allow the 1st grade team's requests for literacy. Materials are letter stamps for students to use during a Phonics Work independent activity. The phones are for students to use when reading to self. They hear their voices easily but yet have a quiet voice. This will help with reading fluency. 9. Murphy Literacy Material Visiting Opera Guild This project will impact k-5 at LR. This is an unique opportunity to present an educational and cultural enrichment program in the form of live opera. Learning about opera increase language skills, teaches higher level thinking and creative problem solving skills, teaches tolerance and understanding of other cultures, develops appreciation for the arts and student imagination. 10.Mattson 1. Lindsay Oliveria – 4th Grade Fidgets/Sensory Tools-Counseling $600 $200 $200 This grant will allow teachers and school personnel to have fidgets/sensory toys to assist them in keeping their focus, paying attention and calming their bodies. The fidget toys would be available to students in all grades. NORTHWOOD TEACHER ITEM BUDGET This grant involves a month-long rental for the 4th grade team to rent two trunks from the Museum of History and Industry (MOHAI). The "Settlement in Puget Sound" trunks will be rented to enhance the curriculum and instruction with slide shows, artifacts, documents, audio and teacher's manual included within the trunks. 2. Emily Temple – 5th Grade MOHAI Museum Trunk Rental Leveled Library to Support MONDO Curriculum $962 This grant will provide guided reading books that support the Common Core Literacy Curriculum adopted by MISD for 5th grade students who are reading beyond the level of books provided by the curriculum. 3. Kindergarten Team Math Games $476 Purchase of math games to enhance our math curriculum, adding more opportunity for math talk, hands-on learning, small cooperative groups, whole class discussion and differentiated instruction. In kindergarten, having opportunities to do hands-on meaningful activities is imperative to learning, and will allow the teachers to differentiate instruction. 4. Molly Harnish - Librarian Author Visits $950 This grant will provide two author visits to Northwood Elementary. One of the visits would be for students in grades K=2, and the other for students in grades 3-5. The experience will afford the elementary students the valuable educational experience of meeting a published author. 5. Molly Harnish - Librarian Library Books $500 This grant will provide new books to supplement the opening day collection at Northwood Elementary. There are many popular and high-interest titles that the Northwood library does not currently have, or only has one copy of, and many requests are received daily from students asking for the titles. The books will be added to the permanent library collection at Northwood Elementary School. 6. Molly Harnish - Librarian Science DVDs $1000 This grant will purchase new Bill Nye science DVDs to support and enrich the new generation science standards and science curriculum at Northwood elementary. The DVDs will be added to the permanent library collection at Northwood Elementary School. 7. Molly Harnish - Librarian Spanish Language Library Materials $500 This grant will purchase new books written in Spanish and bilingual Spanish/English books. The books will be added to the permanent library collection at Northwood Elementary School. 8. Jill Ravenscraft - Associate Principal Office Suite Graphic Novels $100 This grant will establish a library for students who visit the office to use while they are waiting to be seen. Graphic novels are highly engaging, employing both words and pictures to tell a story and to draw students into the literature. 9. Jill Ravenscraft - Associate Principal Sensory Toolkit Starter $500 This grant will establish a sensory resource toolkit for all students to access at Northwood Elementary. Many children have visual and kinesthetic needs in order to fully focus while in the classroom. Relatively inexpensive items can have a huge impact on the instructional outcomes on student learning. With the tactile and/or visual feedback provided by sensory items, a student is able to sustain focus on classroom-based instruction for extended periods of time. A sensory toolkit allows teachers to access small fidgets, visual timers, etc in order to support student learning. 10. Erin Brown – Music Specialist Xylophone Contra-Bass Bars & Mallets $1814 This grant will expand and supplement the Northwood barred instrument collection with the purchase of Sonor Pailsano contrabass xylophone bars, specifically the notes E, F-sharp, B-flat and B and contrabass yarn mallets designed for playing on the xylophone. The xylophones currently in the music room contain a basic set of 5 bars, and are sufficient for starting curriculum. More complex or advanced pieces, or songs in different keys, may be out of range of the existing instruments. This additional purchase will open up a wider selection of possible repertoire for music classes. 11. Alexandra Donovan – 1st Grade Listening Center Books $300 This grant will supply hard copy books which will be used in conjunction with listening center audio. Using digital learning stations coupled with hard copies of books provides young readers with a tactile learning experience. Physically holding a book and turning the pages is an important part of the developmental process for young readers. 12. Emily Temple – on behalf of K-2 K-2 Phonics Manipulative $263 This grant will provide phonics manipulatives to be incorporated into instructional time. This is an effective way to support early literacy skills and increase student engagement. This will provide phonics manipulative to each K-2 teacher at Northwood Elementary. 13. Amy Kerby for K-5 leads Pocket Charts & Sentence Strips $350 This grant will further support district funded GLAD training (Guided Language Acquisition) by utilizing an extra wide pocket chart along with sentence strips. This allows students to collaboratively write, organize, revise, edit and recreate sentences and paragraphs in whole group, small group and intensive support groups based on the lesson, unit or student need. This will be used in conjunction with Mondo Bookshop curriculum. 14. Danielle Melin – 3rd Grade Cedar Tree of Life, Native American $768 This grant will bring the Cedar Tree of Life program to all 3rd grade students at Northwood. Students will learn about Native American traditions and cedar bark weaving, culminating with each student creating their own cedar bark bracelet. WEST MERCER ELEMENTARY TEACHER ITEM BUDGET 1. Emily Temple- WM Literacy CoachK-2 Phonics Manipulatives $263 This grant funds phonics manipulatives for each K-2 teacher at West Mercer Elementary School. These materials will support small group phonics instruction in K-2 classrooms (approximately 100 students). Research shows that manipulatives incorporated into reading instruction can boost student engagement and achievement. It is a one time purchase. 2. WM Kindergarten Team Math Enrichment Games $318 This grant would allow teachers to purchase math games to enhance the existing math curriculum, adding more opportunity for handson learning, small cooperative groups and differentiated instruction. These games encompass all types of learners. 3. GLAD Cohort (Wilson, Frisch, Weinman, Robinson, et al) Materials to support GLAD $1534 This grant funds shared materials to support all learners through Guided Language Acquisition Design (GLAD). Many of the highly engaging and hands on strategies to support all learners require additional supplies including pocket charts, sentence strips, and easel pads. The teachers have been trained and are prepared to implement these strategies immediately. 4. Emily Temple – WM Literacy Coach Guided Reading Books for 5th Grade $962 This grant provides guided reading books that support the Common Core Literacy Curriculum adopted by MISD. This benefits 5th grade students reading beyond the level of books provided by the curriculum. This publisher has a leveled selection of titles that come with Common Core teacher lesson plans to align with the current Mondo Bookshop Common Core curriculum. Multiple copies of approximately 20 different book titles will be added to the 5th grade curriculum. 5. Tanya Sylvester – Librarian $1000 This grant funds one locally known and published author visit to West Mercer. This experience will afford the students a valuable experience of meeting and interacting with a published author. All students at WM will benefit from a "Live Author" visit. Visiting authors create personal connections with students and inspire them to write. 6. WM Kindergarten Team Toymaker enrichment $1043 The kindergarten team will benefit from an in house field trip to support one of their science units: Wood. The students will engage in a presentation on the qualities and uses of wood as well as a hands on experience making two different toys using hammers, saws and the proper safety gear. 7. Third Grade Team Beaver Lake Native American Experience Field Trip $1382 This grant provides all of the WM third graders the opportunity to learn directly from tribal members of the Snoqualmie Indian Tribe. This is a unique enrichment opportunity to learn the Native Culture as it expands upon current third grade curriculum for social studies. The students will be rotated through stations and will experience canoe carving, house post carving, totem pole design, traditional games, ethnobotany with a trail walk, drumming and traditional song and dance. 8. Fourth Grade Team Kidquest Circuit Circus $450 This grant funds an in house field trip that provides an application opportunity for students following their science unit on electricity. Students will create circuits in real life scenarios and apply concepts learned in science to this experience. Three fourth grade classes will participate in this program. 9. Sherry Isaacs- 4th grade teacher This grant funds games used for "social skills practice" each week. These games will provide students an opportunity to practice the second step curriculum and discuss strategies for building social skills. Students are placed in strategic groups to promote friendship skills and community building. This is a one-time purchase. 10. Fourth Grade Team (DiPrima) Social Skills Games- Second Step Frye Museum $228 $336 This grant funds a field trip for the fourth grade to go to the Frye Art Museum for a Guided Tour and Art Activity Lab. Students will be able to articulate their observations of the artwork they see, build upon other's observations and participate in a discussion on perspectives and ideas in direct connection to MI art objectives. They will also hone their inferring skills which applies to the Mondo reading program. 11. Fourth Grade Team (Headlee) Toy Workshop Sound Science Unit $1500 This grant funds an in house field trip for the entire fourth grade upon completion of the science unit on Sound. This is a great extension of the unit as it is a hands-on approach to learning. 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National Organization on Fetal Alcohol Syndrome Educating the public, professionals, and policymakers about alcohol use during pregnancy FASD PREVENTION What is FASD? FASD is an umbrella term describing the range of effects that can occur in an individual prenatally exposed to alcohol. These effects may include physical, mental, behavioral, and/or learning disabilities with lifelong implications. New research shows that 2-5% of younger school-age children in the US have an FASD. (May et al. 2009) Baby at 6 weeks FAS-affected How can you help prevent FASD? - Do not drink if you are pregnant or intend to become pregnant - If you drink and are a sexually active female of childbearing age, use contraception Challenges for FASD prevention - Binge drinking threatens peoples' health, safety, and general well being (CDC, 2013) - For women, binge drinking means having 4 or more drinks on a single occasion (CDC 2013) - 1 in 8 women in the US binge drink, usually about 3 times a month (CDC 2013) - 49% of pregnancies are unplanned (CDC, 2006) - Many women do not know they are pregnant for weeks or even months during which time they may drink alcohol and cause significant damage to the fetus. - 10% of pregnant women binge drink during the first trimester (SAMHSA, 2010) - 11% of pregnant women report current alcohol use (SAMHSA, 2010) - Health and social service professionals that provide services for women of childbearing age lack knowledge of, or training on, FASD Use NOFAS to find help! - Encourage pregnant friends and family who drink to stop. - Alcohol screenings of patients are not routine in healthcare settings. What happens when a pregnant mother drinks? - When a pregnant woman drinks alcohol, her developing baby does too. - The developing baby's organs are not fully formed, so it can't process the alcohol like the mother. Alcohol stops the baby from getting the oxygen and nutrients it needs for its brain to develop normally. (www.drinkaware.co.uk, 2013) - Drinking between weeks 6 and 9 is most likely to lead to facial abnormalities associated with FAS (www.drinkaware.co.uk, 2013) - Drinking during the first trimester can cause the heart and other organs including the bones, and the central nervous system to develop incorrectly (Mayo Clinic, 2013)	<urn:uuid:b3aa21f0-c553-4b00-8b61-f389169149df>	CC-MAIN-2017-22	https://www.nofas.org/wp-content/uploads/2014/05/Facts-prevention.pdf	2017-05-24T23:35:42Z	crawl-data/CC-MAIN-2017-22/segments/1495463607871.54/warc/CC-MAIN-20170524230905-20170525010905-00215.warc.gz	928,756,695	537	eng_Latn	eng_Latn	0.997481	eng_Latn	0.997481	[ "eng_Latn" ]	false	docling	[ 2308 ]	[ 2.5 ]	2	0
The Rydal Academy Mental Health & Wellbeing Policy Accepted by: The Rydal Academy LGB on 20 th June 2022 Approving Body : Local Governing Body Committee : LGB Review Cycle: 1 year Last reviewed: July 2023 Date for next review: July 2024 Why Mental Health and Well-Being is Important At our school, we aim to promote positive mental health and well-being for our whole school community; pupils, staff, parents and carers, and recognise how important mental health and emotional well-being is to our lives in just the same way as physical health. We recognise that children's mental health is a crucial factor in their overall well- being and can affect their learning and achievement. Persistent mental health problems may lead to pupils having significantly greater difficulty in learning than the majority of those of the same age. The Special Educational Needs and Disabilities (SEND) Code of Practice identifies Social, Emotional and Mental Health as one of the four areas of Special Educational Need. All children go through ups and downs through their school career and some face significant life events and some children have a diagnosable mental health need and these can have an enormous impact on their quality of life, relationships and academic achievement. The Department for Education (DfE) recognises that: "in order to help their pupils succeed; schools have a role to play in supporting them to be resilient and mentally healthy". Schools can be a place for children and young people to experience a nurturing and supportive environment that has the potential to develop self-esteem and give positive experiences for overcoming adversity and building resilience. For some, school will be a place of respite from difficult home lives and offer positive role models and relationships, which are critical in promoting pupils well-being and can help engender a sense of belonging and community. Our role in school is to ensure that they are able to manage times of change and stress, be resilient, are supported to reach their potential and access help when they need it. We also have a role to ensure that pupils learn about what they can do to maintain positive mental health, what affects their mental health, how they can help reduce the stigma surrounding mental health issues and where they can go if they need help and support. Our aim is to help develop the protective factors which build resilience to mental health problems and be a school where: * all pupils are valued * pupils feel able to talk openly with trusted adults about their problems without feeling any stigma * pupils have a sense of belonging and feel safe * positive mental health is promoted and valued * bullying is not tolerated In addition to children's well-being, we recognise the importance of promoting staff mental health and well-being. Purpose of the Policy This policy sets out * how we promote positive mental health * how we identify and support pupils with mental health needs * how we prevent mental health problems * how we train and support all staff to understand mental health issues and spot early warning signs to help prevent mental health problems getting worse * key information about some common mental health problems * where parents, staff and pupils can get advice and support Definition of Mental Health and Well-Being We use the World Health Organisation's definition of mental health and wellbeing: .. a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to their community. Mental health and well-being is not just the absence of mental health problems. We want all children/young people to: * feel confident in themselves * be able to make and maintain positive relationships with others and cope with the stresses of everyday life * be able to express a range of emotions appropriately * manage times of stress and be able to deal with change * learn and achieve Links to other Policies This policy links to our policies on Safeguarding, Inclusion, Looked After Children, Anti-Bullying, Behaviour and Discipline, Personal Social Health Relationships Education (PSHRE), Sex and Relationships Education (SRE) and Special Educational Needs and Disabilities (SEND) Policy. Links with the Behaviour and Discipline Policy are especially important because behaviour, whether it is disruptive, withdrawn, anxious, depressed or otherwise, may be related to an unmet mental health need. We consider behaviour to be a message to communicate a need. A Whole School Approach to Promoting Positive Mental Health We take a whole school approach to promoting positive mental health that aims to help pupils become more resilient, be happy and successful and prevent problems before they arise. This encompasses seven aspects: 1. creating an ethos, policies and behaviours that support mental health and resilience that everyone understands 2. helping pupils to develop social relationships, support each other and seek help when they need to 3. helping pupils to be resilient learners 4. teaching pupils social and emotional skills and an awareness of mental health 5. early identification of pupils who have mental health needs and planning support to meet their needs, including working with specialist services 6. effectively working with parents and carers 7. supporting and training staff to develop their skills and resilience We also recognise the role that stigma can play in preventing understanding and awareness of mental health issues and aim to create an open and positive culture that encourages discussion and understanding of mental health issues. We aim to be a 'talking school' with an 'Open door philosophy'. Roles and Responsibilities We believe that all staff have a responsibility to promote positive mental health, and to understand about protective and risk factors for mental health(see appendix 1). Some children will require additional help and all staff should have the skills to look out for any early warning signs of mental health problems and ensure that pupils with mental health needs get early intervention and the support they need. All staff understand about possible risk factors that might make some children more likely to experience problems; such a physical long-term illness, having a parent who has a mental health problem, death and loss, including loss of friendships, family breakdown and bullying. They also understand the factors that protect children from adversity, such as self-esteem, communication and problem-solving skills, a sense of worth and belonging and emotional literacy. The school's Mental Health Team (Mental Health Lead/ SENCO/Designated Safeguarding Lead): * leads on and works with other staff to coordinate whole school activities to promote positive mental health * provides advice and support to staff and organises training and updates * keeps staff up-to-date with information about what support is available * liaises with the PSHRE Leader on teaching about mental health needs and their families. Support includes: Inclusion Manager, Safeguarding/Child Protection Team, Support staff to help manage mental health needs of pupils, SENCO and Mental Health Lead who help staff understand their responsibilities to children with Special Educational Needs and Disabilities (SEND), including pupils whose mental health problems mean they need special educational provision. Access to School Nurse Service Liaison with CAMHs/ Educational Psychologist Service We recognise that many behaviours and emotional problems can be supported within the school environment, or with advice from external professionals. Some children will need more intensive support at times, and there are a range of mental health professionals and organisations that provide support to pupils with mental health. We believe we have a key role in promoting pupils' positive mental health and helping to prevent mental health problems. Our school has developed a range of strategies and approaches including; * Pupil-led Activities * Transition Support * Campaigns and assemblies to raise awareness of mental health * Support for vulnerable children, for example, Speech and Language (SALT) support small group work such as ELSA or Social Communication group * Transition leaflets available for all children * Key Adults might support Secondary school visits with vulnerable pupils * * Extra transition where needed. Class activities * Worry boxes * provide a safe environment to enable pupils to express themselves and be listened to * Refocus and return areas * ensure the welfare and safety of pupils as paramount identify appropriate support for pupils based on their needs * involve parents and carers when their child needs support * monitor, review and evaluate the support with pupils and keep parents and carers updated * involve pupils in the care and support they have * Displays and information around the school about positive mental health and where to go for help and support both within the school and outside the school * Teaching about Mental Health and Emotional Well-being * Through PSHRE we teach the knowledge and social and emotional skills that will help pupils to be more resilient, understand about mental health and help reduce the stigma of mental health problems. Our identification system involves a range of processes. We aim to identify children with mental health needs as early as possible to prevent things getting worse. We do this in different ways including: * Identify individuals that might need support * induction meetings for pupils / families joining after the Reception year * analysing behaviour, exclusions and attendance * pupil surveys termly * staff report concerns about pupils to the SENDCo or Mental Health Lead * worry boxes in each class for pupils to raise concerns which are checked by the class teacher * weekly staff briefing for staff on behaviour, attendance and Mental Health * gathering information from a previous school at transfer or transition * parental meetings * enabling pupils to raise concerns to class teacher and support staff * enabling parents and carers to raise concerns through the school class teacher or to any member of staff - we have an 'Open door philosophy' * drop-ins with School Educational Psychologist, Mental Health Teams All staff have had training on the protective and risk factors (see Appendix 1), types of mental health needs (see Appendix 2) and signs that might mean a pupil is experiencing mental health problems. Any member of staff concerned about a pupil will take this seriously and talk to the SENCO/Inclusion Manager or Designated Safeguarding Team. These signs might include: * non-verbal behaviour * isolation from friends and family and becoming socially withdrawn * changes in activity or mood or eating/sleeping habits * lowering academic achievement * talking or joking about self-harm or suicide * expressing feelings of failure, uselessness or loss of hope * an increase in lateness or absenteeism * not wanting to do PE or get changed for PE * physical signs of harm that are repeated or appear non-accidental * wearing long sleeves in hot weather * repeated physical pain or nausea with no evident cause Staff are aware that mental health needs such as anxiety might appear as non-compliant, disruptive or aggressive behaviour which could include problems with attention or hyperactivity. This may be related to home problems, difficulties with learning, peer relationships or development. If there is a concern that a pupil is in danger of immediate harm then the school's child protection procedures are followed. Verbal Disclosures by Pupils We recognise how important it is that staff are calm, supportive and non-judgmental to pupils who verbally disclose a concern about themselves or a friend. The emotional and physical safety of pupils is paramount and staff listen rather than advise. Staff are clear to pupils that the concern will be shared in order to provide appropriate support to the pupil. Assessment, Interventions and Support All concerns are reported to the SENDCo/Mental Health Lead. We then look at each case based on level of need to ensure that pupils get the support they need, either from within the school or from an external specialist service. Our aim is to put in place interventions as early as possible to prevent problems escalating. We recognise that just like physical health, mental health and emotional well-being can vary at any given time and is fluid and changes. Pupils and parents/carers will be involved in the plan. The plan and interventions are monitored, reviewed and evaluated to assess the impact e.g. through a Strengths and Difficulties Questionnaire, Multi-agency meetings, regular reviews and feedback with parents/carers, Early Help Referral and Children's Services if appropriate, discussion, advice and support from Child and Mental Health Services (CAMHS). In some case a pupil's mental health needs require support from a specialist service. These might include anxiety, depression, school refusal and other complex needs. We make links with a range of specialist services and have regular contact with the services to review the support and consider next steps, as part of monitoring the pupils' provision. School referrals to a specialist service will be made by the SENDCo/Mental Health Lead following the assessment process and in consultation with the pupil and their parents and carers. Referrals will only go ahead with the consent of the parent/carer and when it is the most appropriate support for the pupil's specific needs. Involving Parents and Carers Promoting Mental Health - We recognise the important role parents and carers have in promoting and supporting the mental health and wellbeing of their children, To support parents and carers: * we have a range of support topics on our website such as Anxiety, Sleep etc * we provide information and signposting to organisations on our website/social media on mental health issues and local wellbeing and parenting programmes. * have an open door philosophy. * supporting parents and carers with children with mental health needs through sensitive and supportive regular meetings and signposting. When a concern has been raised the school will: * contact parents and carers and meet with them * in most case parents and carers will be involved in their children's interventions, although there may be circumstances when this may not happen, such as child protection issues. * offer information to take away and places to seek further information * make a record of the meeting * be available for follow up calls * agree an Action Plan * keep parents and carers up to date and fully informed of decisions about the support and interventions * discuss how the parents and carers can support their child * parents and carers will always be informed if their child is at risk of danger. We make every effort to support parents and carers to access services where appropriate. Pupils are our primary concern, and in the rare event that parents and carers are not accessing services we will seek advice from the Local Authority. We also provide information for parents and carers to access support for their own mental health needs. Involving Pupils We seek pupils' views and feedback about our approach and whole school mental health activities through pupil questionnaires, assembly discussion, house representatives, voting and suggestion boxes and the pupil voice section on our SEMH support plan. We have Anti-bullying Ambassadors in each year group to support peers in school Supporting and Training Staff We want all staff to be confident in their knowledge of mental health and wellbeing and to be able to promote positive mental health and wellbeing, identify mental health needs early in pupils and know what to do and where to get help. Those staff with a specific responsibility have more specialised training and where needed access to supervision from mental health professionals. Supporting and promoting the mental health and wellbeing of staff is an essential component of a healthy school and we promote opportunities to maintain a healthy work life balance and wellbeing.These are detailed in our Staff Wellbeing Charter. Monitoring and Evaluation This policy will be monitored by the governors and SLT. This policy will be reviewed every year or sooner if deemed necessary. Appendix 1 Protective and Risk factors	<urn:uuid:46ff42a5-95e9-4574-9749-052b0577a104>	CC-MAIN-2025-05	https://rydal.nalp.org.uk/wp-content/uploads/2024/03/Mental-Health-Policy.pdf	2025-01-15T17:53:06+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00641.warc.gz	532,367,523	3,155	eng_Latn	eng_Latn	0.996909	eng_Latn	0.997078	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 2735, 5514, 9428, 11364, 14390, 16593, 16633 ]	[ 2.859375 ]	4	0
Wallend Road Preston PR2 2HW Curriculum Policy Date issued 1 st March 2021 Author Andrea Stanley 1 – POLICY 18 Review date: 1 st November 2021 Review author: Shaun Redgrave Reviewed date: 1 st September 2023 Review author: Shaun Redgrave Next Review: 1st September 2025 KEY CONTACTS AND INDEX PURPOSE OF THIS POLICY DOCUMENT Policy: Purpose: This Curriculum Policy statement has been prepared by Pioneer TEC as a statement of its intentions and commitment to ensuring that the highest standard and broad-based curriculum deliverable is delivered in its workplaces. Pioneer TEC through the effective use of this policy, supporting procedures, risk assessments and guidance will provide a broadbased curriculum, safe premises, safe systems of work, safe equipment and a healthy working environment. General Aim: Our general policy aims are to: * Develop and deliver a comprehensible curriculum that builds on young people's experiences and help them to become successful learners, confident individuals and responsible citizens. * Provide a combination of academic and vocational options, catering for individual pupil needs and desired pathways. * Support students to achieve high standards and make good/excellent progress. * Deliver a committed inclusive tailored curriculum consistent with any statement of SEN or Education Health Care Plan for any young person who needs specific areas of learning. This policy applies to all Pioneer TEC staff including contractors and consultants, internal and external secondees, students and interested parties. This policy aims to ensure that all have a clear understanding of the procedural requirements and responsibilities in relation to our school curriculum when employed by Pioneer TEC. The person with overall responsibility for health and safety within the Company is Mrs Lyndsey Sim (Proprietor). All workers with specific responsibilities for the curriculum must ensure they are adequately delegated in their absence. All workers and other interested parties are required to co-operate in the delivery of the school curriculum and report concerns and opportunities for continual improvement to senior management. In securing the implications of this policy the senior management team will ensure that its operations and undertaking are executed in such a manner, so far as is reasonably practicable, as to ensure that workers, interested parties and all other persons are delivering Applicability: Chain of responsibility: Curriculum Statement: Declaration: Resources: NOTE: the highest standard curriculum which is flexible, adaptable and best prepare our students for life within it. This policy statement will be reviewed at least regularly and communicated to all workers and interested parties. * This policy supports and compliments other school polices and government standards listed in this policy document which are available for reference. * All Pioneer TEC workers and other interested parties will be trained as part of induction process in curriculum requirements. Students have access to a broad curriculum composed of vocational and class-based study. 1: CURRICULUM STRUCTURE Curriculum refers to the knowledge and skills students are expected to learn, which includes learning standards or learning objectives they are expected to meet through vocational and class-based study, with onsite work experience available as student's progress. The curriculum at Pioneer TEC comprises all the planned activities which we organise in order to promote excellent learning and personal growth and development within our students. Our curriculum seeks to ensure that we as a school develop independence and responsibility in all of our students. We ensure that all students have a broad, balanced and relevant, practical, realistic education which provides continuity and progression and takes individual differences into account. We aim to teach our students how to grow into positive, responsible people, who can work and co-operate with others while developing the knowledge and skills which will enable them to achieve their full potential. The words we use to describe our curriculum are practical or first-hand skills that prepare our students to master a trade or a job. Our curriculum tailors' students' programs to match what employers are looking for and preparing them for the wider world. As an independent school, we are not required to follow the National Curriculum. We recognise, however, the excellence of the National Curriculum in many areas, and we will use appropriate resources when we believe them to be in line with our curriculum aims. Values Our curriculum is the means by which we achieve our objectives of educating students in the knowledge, skills and understanding that they need in order to lead fulfilling and useful lives. Our school curriculum is underpinned by our school values – Safety, Care, Achievement, Resilience & Friendship. This means that we will expect the best of every student, will encourage them to be curious and inquisitive and will provide a learning environment in which they will be able to develop to the absolute summit of their potential. It also means that we will respond warmly and constructively to less able students and to those with special educational needs. We believe that such students contribute immeasurably to the life of a school, and we will nurture them to the best of our ability. In every aspect of the curriculum, we will promote the value of equality. Aims The aims of our school curriculum are: * To enable all students to learn and develop their academic ability so that they achieve their potential at each stage of school life and are wellprepared for the next stage * To enable students to develop intellectually, emotionally, socially, physically, morally and aesthetically, so that they become independent thinkers and responsible, useful, confident and considerate members of the community. * To promote a positive attitude towards learning, so that students enjoy coming to school and develop a love of learning. * To create, maintain an exciting and stimulating learning environment where all students are encouraged to push themselves and take on challenges. * To provide all students with a safe learning environment. * To ensure that each child's education demonstrates continuity and progression. * To enable students to contribute positively within a culturally diverse society. * To enable all students to have respect for themselves and others and work cooperatively with others. * To recognise the crucial role which parents play in their child's education and make every effort to encourage parental involvement in their educational process. * To help students develop respect for authority, for others, especially those who are different from themselves, and for the world around them. Intent The Curriculum at Pioneer TEC consists of three key focus areas which are consistent across all key stages. The delivery of these focus areas is reflective of age, stage, and carefully selected learning programmes based on individual needs. These three areas promote academic/ vocational achievement, personal development and preparing for adulthood. Academic/ Vocational Achievement This element focusses on the specific learning pathways that students will study across all key stages: * Deliver a broad range of subjects that addresses the needs of all students * Subjects and learning pathways that support future aspirations, interests and strengths * Students achieve functional reading, writing, communication and numeracy skills In KS4 and KS5 students have greater ownership of what they study in relation to their own personal aspirations, interests and strengths following an academic, vocational or mixed pathway. Personal Development This focus draws attention to the personalised work and potential interventions required to reduce barriers to learning and therefore enhancing the opportunity to learn and. This area draws upon the expertise of a wide range of professionals in addition to teaching staff such as clinical services, key working sessions, team and external agencies. The holistic care will: * Support learning needs and reduce barriers to learning progress * Enable students to manage their emotions effectively and achieve optimal well-being * Enable students to acquire a sense of well-being along with positive social skills * Ensure EHCP outcomes are achieved Preparing for Adulthood The process of moving from childhood to adulthood is a difficult time for most young people. The Preparation for Adult Life (PAL) programme will support our young people to make the transition as smoothly as possible. "We make many transitions in our lives, but perhaps the one with the most farreaching consequences is the transition into adulthood" (Heslop et al, 2002) Alongside the many physical and emotional changes that are part and parcel of adolescence, growing up also involves changes in roles, relationships, expectations, and status - within family, amongst friends and within the wider community of home, education, training, or employment. For many young people, leaving home at this life-stage can mean huge changes in the environments where they live and spend their days. As if these challenges were not enough, for most young people who have resided in a care setting, the process of transition to adulthood has an extra dimension: managing the move from services for children, to services for adults. This is not simply a case of moving from one set of organisations targeted at children to a parallel entity concerned with adults. The reality is that the two sets of services tend to be organised in very different ways and to have very different cultures. For the PAL programme to have the maximum impact upon our young adult, it is essential for all who are invested in the young adults "My Plan" use this assessment tool at regular intervals of the journey to ensure that we can tailor the package to suit the capabilities of the young adult. This assessment tool is designed to measure the progress of the young adult throughout their journey into adulthood. The results of the assessment will ensure that the PAL programme is effective in supporting the young adult to achieve a successful transition. It is recommended that the assessment is carried out by the following prior to, or during admission. * The young adult themselves. * Carer/Mentor. * Parent/Guardian. * Social Worker. * Education/Training or Employment representative * Any others who play a significant role within the life of the young adult. The focus builds on transition across all key stages and preparation into adulthood so that students are given the best chance to maintain success beyond their time at Pioneer TEC. This includes Careers Education, Information, Advice and Guidance (CEIAG) support and developing leadership skills via programmes such as the Duke of Edinburgh programme. Embedding preparation for adulthood allows our students to: * Develop functional living skills * Receive high-quality independent Careers, Information, Advice and Guidance, transition support. * Develop employability skills * Prepare themselves for their next steps in education, training or employment * Become a part of their school and local community * Take responsibility for the management of their own health At Pioneer TEC School we aim to provide an aspirational curriculum that supports students to develop their knowledge and skills as appropriate to their age, ability and stage of development. The curriculum has been developed to prepare students for life beyond Pioneer TEC and to encourage them to develop a love of learning. We aim to prepare students with life skills that will allow them to become independent adults. We promote spiritual, moral, cultural, mental and physical development of students on a daily basis. Our Curriculum is ambitious to ensure that students have the opportunity to achieve their full potential. We have high expectations of all students to ensure that they leave Pioneer TEC with a range of qualifications that will support them on the next stage of their educational journey. Our current offer is a mix of GCSE/ vocational/ functional skills qualifications offered on site and at our new purpose to be built Education and Training Centre. Implementation Each subject area uses a variety of approaches to ensure the curriculum is adapted to individual students, supporting students to remember what they learn. For example: * Tasks aimed at incorporating special interests * Explaining and extending ambiguous language to aid understanding * Modelling or speaking and listening activities * Templates and examples of expected outcomes * Relating skills/information to functional situations * Individualised worksheets * Differentiation of tasks and outcomes * Collaboration with different subject areas * Mind mapping to aid sequencing and planning * A mixture of visual, auditory and kinaesthetic learning, to support all students * Scaffolding to break down skills into smaller steps, to ease learning The school has three distinct phases relating to: KS 3 & 4 - The main school operating an inclusive bespoke curriculum and format with a range of academic and vocational pathways. KS5 – A traineeship/apprenticeship approach offered across Pioneer TEC so students access a range of courses, both academic and vocational that will help to prepare them for future education, training or employment. Although RE isn't on the timetable as such it is addressed throughout by means of cross curricular discussions, SMSC – promoting British Values, motivational posters expressing a variety of views, Educational Visits to places of worship, visits to and links with Faith Schools and visitors from a variety of different faiths and beliefs. Relationships and Sex Education is a mandatory part of the PSHE/ British Values and is addressed throughout. Life skills and working with Junior Instructors will be part of the weekly timetable constructed around each individual student's needs and will be led by Pioneer TEC Manager linking with teachers and instructors and supported by Multi- Disciplinary Meetings and multi-agency cohesive working practice. PSHE will address current specific dynamics of County Lines drugs/gang involvement and radicalisation. Our curriculum aspires to give students in all Key Stages experience in the following areas: * Linguistic education – this will be done through English and literacy, reading, speaking & listening. * Mathematical Education - through Maths and numeracy. * Scientific - this will focus on Horticulture, biology, substance misuse, and food technology * Technological – Through the use of ICT and digital literacy, social media awareness, and use of the internet. Students will learn to build Drones and have access to CAD * Human and social – A focus on health and social, problem solving, working as part of a team positive thinking, being part of the community. * Physical and aesthetic – physical education, mindfulness, and personal wellbeing. * Creative education – introducing learners to art, music. * life skills * Vocational studies * Activity based education Students benefit from studying topics linked to their social environment along with National Curriculum and Exam Syllabus which is reviewed on an individual student basis. All students will be entered for examinations if applicable. Functional Skills qualifications, GCSE and examination retakes could be available. Students will work toward AQA Unit Awards, ASDAN qualifications alongside NCFE Functional Skills, Duke of Edinburgh Award and The Prince's Trust. Students that might be based at our school for a limited time will still be offered programmes of study that are achievable within the timeframe. Students will study a range of vocational options with a main focus on obtaining work experience and training and career opportunities. Pioneer TEC link in with local colleges, charities and projects where applicable and Vocational Post 16 courses, training, work experience placements are available through links with local colleges and providers at Phoenix Leisure. 2: Legislation & Guidance This policy reflects the requirements of the National Curriculum programmes of study, which all maintained schools in England must teach. It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education's Governance Handbook. It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education's Governance 3: CURRICULUM TIME Pioneer TEC school day roughly comprises 4 x 50-minute academic lessons and 2 X 60 minutes vocational activities although this may be adapted to individual pupil's needs. Students have a strong daily input in a menu of educational activities. Teaching time per subject reflects the need to maintain a broad and balanced curriculum. Time allocation is made with generous working time within the vocational workshops and class-based environments with particular concentration on English and Maths, these subjects are embedded throughout the vocational and PSHE curriculum. Lunch and Break Time Students increase social awareness skills, rules and respect teaching during breaks and dinner periods, counting to a possible five hours on the curriculum per week. These lessons are always coordinated with a bridging objective to vocational and class-based learning. 4: Student Journey at Pioneer TEC Journey to develop students social, employability and independent living skills alongside academic outcomes and vocational training and qualifications in accordance with their abilities and interests. All students at Pioneer TEC follow an individual or bespoke pathway that is designed to meet their individual needs. We consider the pathway of the students frequently and involve parents/carers and other professionals in the discussion through our student review cycle. This allows us to keep in mind the 'journey of the student through Pioneer TEC' and the need to reflect on the progress they are making and to consider whether they are ready to move on from a 28-day placement or stay with us a little longer. The diagram shows how the review cycle is linked to the student's time at Pioneer Tec. The Pathways students follow are carefully considered and we have developed a model at Pioneer TEC based on 5 stages. Student will work towards GCSE or functional skills qualifications in both Maths and English, ASDAN short courses, AQA Unit Awards, National Governing Body Awards and where appropriate vocational qualifications through their individualised curriculum. The full programme is designed to prepare our students for independent living and the world of work. Work experience opportunities are available, and we are developing links with Myerscough College, Preston College/University and exploring key employability skills in the locality. At Pioneer TEC, we have a fantastic Vocational Educational programme, which students have access to. We have a large Horticulture area in the grounds and have whole building dedicated to maintenance workshops and building/construction. The aim is to provide personalised and flexible packages of support appropriate to individual student's needs and aspirations that are informed by the opportunities available in the local labour market. This will include vocational and employability skills training as well as bespoke pre-employment or preapprenticeship training packages designed in response to employers' recruitment needs. The aim is to support our young people to progress into employment, apprenticeships or further training. The cookery and life skills department delivers "Licence to cook" awards and teaches independent living skills. The flexibility of the Pioneer TEC curriculum will allow experiences and outcomes to be achieved in a range of contexts which are meaningful and relevant to young people. This offers a degree of personalisation and choice which gives young people a sense of ownership of their learning. 5: CURRICULUM OUTCOMES Pioneer TEC curriculum will, so far as reasonably practicable: * fulfil all statutory, framework and the new National Curriculum requirements * lead to qualifications that are useful for both employers and higher education * enable students to fulfil their potential * meet the needs of students of all abilities * provide equal access for all students to a full range of learning experiences beyond statutory guidelines * consistently pay due regard to teaching our students around protected characteristics. These are age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation. * prepare students to make informed and appropriate choices at points of transition * help students develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills * include a range of vital characteristics- breadth, balance, relevance, differentiation, progression, continuity and coherence * ensure continuity and progression within the school and between phases of education, increasing students' choice during their school career * foster teaching styles which offer and encourage a variety of relevant learning opportunities * help students develop personal moral values, respect for religious values and tolerance of other races' beliefs and ways of life * help students to use language and number effectively * help students understand the world in which they live * incorporate a specific curriculum where required for students to focus more on the core skills of numeracy and literacy and develop the personal, learning and thinking skills of all students * meet the social, emotional and behavioural needs of our students * incorporate a key stage 4 curriculum which meets the needs of students, parents and wider society * offer a post-16 curriculum which is not constricted by the curriculum of the school alone but incorporates other schools/colleges which may be in partnership with the school 6: SCHEMES OF WORK Pioneer TEC have a scheme of work for each subject within the vocational and class-based study areas. Pioneer TEC teachers and instructors develop their own schemes of work, often refining and improving them over years to structure their lessons and courses. Schemes of work encompass our school's requirements for achievement, the courses students have to take and pass which are tailored and planned out in the student Individual Education Plan. While curriculum encompasses a wide variety of potential educational and instructional practices, teachers and instructors discuss and analysing curriculum to develop the schemes of work. The SOW structures, organizes, and underpins the delivery of lessons in ways that facilitate or accelerate student learning. Some schemes of work resources may seem simple or straightforward (such as a list of required reading, for example), but they reflect a deep and sophisticated understanding of a learning discipline and they hold the most effective strategies for student learning acquisition and behaviour management. Plan teaching and learning within and across subjects, as well as documenting the curricular activities planned for groups of students and coverage of the curriculum programmes of study and GCSE/FS syllabuses. Schemes of work also provide a basis for monitoring and evaluating the curriculum. The standard school format for schemes of work will be used, addressing common headings including: * planned teaching and learning activities; * differentiation including meeting needs as specified in EHC plans; * cross-curricular aspects and links to ICT and other subjects; * assessment; * homework (if applicable); * resources. * Intent, Implementation, Impact Schemes of work aim to be made to measure to the changing cohorts of students. We aim to have a bank of specific schemes of work that are highly individualised and reflect our teaching and learning practice. An effective scheme of work is a programme of study that will be adapted to each individual learner's needs in order to make it an effective tool. This can be done by taking guidance from a possible EHC plan or particular learning style through the VAK assessment done with each student within the first 4 weeks or arrival at Pioneer TEC. 7: HIDDEN CURRICULUM Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the "formal" curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. 8: DIFFERNTIATION Pioneer TEC students need to work at a level and pace appropriate to their potential. Students are taught in classes / sessions either 1:1 or small grouped by broad ability and prior attainment or of mixed ability. Whatever the form of grouping a differentiated approach is required to ensure that the range of abilities, individual needs and interests of students is taken into account, so enabling them to experience success. (Please see individual subject policies and schemes of work.) All curricular activity should follow the following flow chart: tailored to individual student need 9: TEACHING AND LEARNING Students learn through their experiences and by being taught. They learn most effectively when they feel valued, when they are encouraged to take responsibility for their own learning and when they are actively involved in the learning process. A range of teaching and learning strategies needs to be employed with students of all ages in order to increase and maintain their motivation and to create a challenging, stimulating and rewarding learning environment in which they can succeed. 9.1 Literacy For many of the students and young people these aspects of learning represent the most significant barriers to learning. Some have learning difficulties; some have lost ground through having missed education; many react negatively to lessons in which reading and writing play a part. For all of them, progress in literacy is essential, in that it plays a part in all aspects of the curriculum and is closely allied to thinking and learning skills. Because of this it is the highest of priorities within the curriculum we embed core subjects throughout our curriculum – in the vocational and class-based arenas. Pioneer TEC aim to provide a supportive, stimulating, secure and supportive environment where students and young people are encouraged to express themselves and where their contributions are valued. We will provide for the language development of students and will develop their ability to use language to think, to explore and to recognise and communicate their ideas. We will at the same time take into account how we support literacy difficulties when planning, so that we can provide access to learning experiences across the curriculum that are matched to ability and interest, whatever the level of the pupil. * Literacy is a right for all students and a central part of preparation for adult life. * There is a responsibility upon all teachers and support staff to develop literacy, and to approach its development consistently. * We will prioritise the development of literacy across all areas of the curriculum * We will consider the literacy demands of all lessons, tasks, and resources; ensure that they are matched to students' attainment. * We will conduct baseline testing for all students on admission to the school and subsequently to ensure accurate assessment of need to drive and plan the student IEP * We will make literacy support a key feature of differentiation in all subjects. * We will take specialist advice from speech and language therapists where barriers in this area are identified by statement. * We will ensure that all staff have accurate information about the literacy levels of students they teach, about how best to support them, and about their targets for development. * We will provide and conduct Progression Tests every term to identify progress, areas of challenge and support * We recognise that language is central to students' sense of identity, belonging and growth; and in turn to raising students' own expectations of achievement, improving students' confidence and self-expression * We embed literacy throughout the students learning within the vocational and class-based areas 9.2 Numeracy Numeracy is an essential life skill and learners need to be able to apply this skill across the curriculum in different subject areas, and in real life contexts. It is also about identifying and applying numerical reasoning skills in order to solve a problem and carrying out the numerical procedure which enables people to work out and show their solutions. Pioneer TEC aspire to enable our students to be able to: * calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies; * recall mathematical facts confidently. * use proportional reasoning to simplify and solve problems; * use simple formulae and substitute numbers in them; * use calculators and other IT resources appropriately and effectively to solve mathematical problems, and select from the display the number of figures appropriate to the context of a calculation; * measure and estimate measurements, choosing suitable units, and reading numbers correctly from a range of meters, dials and scales; * calculate simple perimeters, areas and volumes, recognizing the degree of accuracy that can be achieved; * understand and use measures of time and speed, and rates such as £ per hour or miles per litre; * understand the difference between the mean, median and mode and the purpose for which each is used; * collect data, discrete and continuous, and draw, interpret and predict, from graphs, diagrams, charts and tables; * have some understanding of the measurement of probability and risk; * explain methods and justify reasoning and conclusions, using correct mathematical terms * use maths within their vocational learning as part of every learning session with the use of ratio, size and measure , capacity, problem solving * connect the use of mathematics with life skills 9.3 PSHE The planned provision through which we promote both the present and future personal and economic wellbeing of our students. The PSHE programme is embedded within other efforts to ensure students have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported. The school provides opportunities for students to make real decisions about their lives, to take part in activities that simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions. Political Education and British Values Political issues are introduced in a number of courses and are presented in a balanced manner. promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. These values are officially taught through the Personal Social and Health Education curriculum, the extended opportunities in topic days and are part of all teaching and learning through the school's ethos and promotion of spiritual, moral, social and cultural (SMSC) understanding. Equal Opportunities: We promote the needs and interest of all students irrespective of gender, culture, ability or aptitude. Teaching strategies will take into account the ability, age, readiness and cultural backgrounds of the students to ensure that all can access the full PSHE provision. We promote social learning and expect our students to show a high regard for the needs of others. PSHE is a good vehicle for addressing both multi-cultural and gender issues and ensuring equal opportunities for all. 10: HOMEWORK – HOME TUITION 10.1 Homework Appropriate homework will be set if a student cannot attend school and set according to the published schedule. It will be an integral part of students' curricular entitlement if a student cannot attend his/her normal timetable. Homework would enable a student to extend work covered they may have missed in lessons. This will be supported by the home and marked by the teacher/instructor allocating the homework set. 10.2 Home Tuition Home tuition can be organised in the following circumstance: * A student is in crisis and a risk assessment and re integration plan advise home tuition in order for the student to have time away from school and facilitate a smooth re integration when the student is back to base line and out of crisis. * A student is too unwell and for health and safety reasons cannot attend school and engage with the regular timetable. Home tuition will cover the same subjects as regular school tuition. There will be a morning session (3x 50 minutes) and an afternoon session (1 x 50 minutes) during which individualised education will be delivered. In case home tuition then Home Pioneer TEC Residential Instructors will be involved in the education process acting in a learning support role. This will involve where possible enabling group work and discussion and opportunities for shared learning and speaking and listening as well as delivery of vocational parts of the curriculum such as Food Technology and ASDAN. The Pioneer TEC Manager and Residential Manager will be responsible for an effective use of during Home Tuition and are also the designated persons to establish and maintain strong and robust links with the Residential Instructors to enable the delivery of a 24- hour curriculum (including Hidden Curriculum) all in full cooperation with the Home's Manager and Pioneer TEC Manager/Head Teacher. 11: TRANSITION 11.1 New Arrivals to Pioneer TEC Pioneer TEC Teaching programmes are carefully planned to take into account students' previous work and achievements from their previous school or establishment. This work will be supported by the use of agreed transfer documentation including curriculum information, Transition plans, EHC plans and other formal and informal contacts between Pioneer TEC Manager and Senior Head of Care and Education. 11.2 14 – 19 Curriculum Students build upon their knowledge and understanding of a variety of trades and industries. Our extensive range of vocational courses are offered as part of Motor Vehicle Maintenance. Work experience placements are offered to suitable students. The courses and work experience placements link into their career plans and college pathways. They are all underpinned by the values of independent learning and skills for life. Student preferences for alternative courses are the key to success; they are offered as choices and delivered via alternative education providers when necessary. Students build independent skills and confidence to adapt to new environments. Students who might be applicable to transition to main stream school will receive a bespoke transition plan whereby they will be integrated into a mains stream peer group setting. This principle is the same for any KS 4- 5 transition. Pioneer TEC Head of Homes and Education closely linked with placing authorities will support a smooth transition plan and produce full reports which will inform stake holders of advice on each student's transition plan, including EHCP transference if student moves county. 11.3 Post 16 / Career Guidance Pioneer TEC Post-16 provision is specifically designed to blend academic improvement with further consolidation of skills for life. Students with more responsibilities (Pioneer TEC Junior Instructors) develop their independence both socially and academically through work experience opportunities with Phoenix Leisure and will have visited one or more colleges at least once. They will produce a CV writing, practice interview techniques and application letters through PSHE. Each timetable is tailored for the specific needs of the young person and builds on their existing strengths and is closely focused on building self-confidence and life skills alongside skills to learn, progress and achieve, educationally and socially in training, further education and employment. 12: MANAGEMENT, MONITORING AND EVALUATION * Lead Teacher to work with the Pioneer TEC Manager/Headteacher and Pioneer TEC CEO in ensuring a broad curriculum and all assessment procedures are carried out * to agree a sex education policy for the school; * to ensure the special educational needs policy is being carried out in identifying and helping students with special need * to ensure Emotional education is provided; * to hear any complaints from parents, students and teacher concerning the curriculum and follow the complaint policy if needed * to safe guard all students * To discuss educational progress and issues on a weekly basis in the MDT meetings. An annual review of the effectiveness of the curriculum regarding the progress of the students will be held under the guidance of the Pioneer TEC Manager/Headteacher. Pioneer TEC Manager/Headteacher is responsible for the day-to-day decisions and delivery /management of the curriculum and of the school and reports to the Pioneer TEC Manager and Pioneer TEC CEO. Pioneer TEC Manager/Headteacher will also ensure, so far as reasonable practicable, that the curriculum is free of partisan or politically prejudiced views, be this whilst education takes place on site or off site under school direction. It is also their responsibility to ensure the curriculum presents a balanced view of opposing views in lessons, lesson materials, and promotion materials as well as in extracurricular materials/ activities. Appendix 1 – Supporting Guidance Documents This policy sets out how Pioneer TEC will meet its duty to workers and all other interested parties working, studying or visiting Pioneer TEC. If anyone wishes to seek further information or guidance, they can refer to the above documents / organisations and refer Resources and References web addresses highlighted below: Reference and Resource: Pioneer TEC policy links: Complaints Policy Assessment Policy Behaviour Policy RSE Policy PSHE Policy https://www.gov.uk/government/collections/statutory-guidance-schools	<urn:uuid:35f72c65-6b43-4392-b3ce-718fd9bf2f45>	CC-MAIN-2025-05	https://pioneertec.co.uk/wp-content/uploads/sites/4/2020/09/18_Curriculum_Policy.pdf	2025-01-15T20:10:53+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00645.warc.gz	470,151,143	7,159	eng_Latn	eng_Latn	0.977069	eng_Latn	0.997934	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	false	docling	[ 278, 302, 2521, 3151, 5539, 7253, 8746, 11249, 13366, 15639, 17643, 18389, 20838, 22981, 24925, 26316, 28623, 31053, 32987, 35082, 37118, 38921, 39124 ]	[ 1.8203125, 3.234375 ]	1	0
Lucy Cranwell Lecture 2012 Heartwood – Totara in New Zealand's natural and cultural history Philip Simpson, Pohara My title is that of a book on totara that is nearing completion. My talk was an illustrated summary of the book, and the notes below are a summary of my talk. Naming totara Totara (Podocarpus totara) is named after its sharply tipped leaves. It was a word brought from Polynesia where it referred to the porcupine fish, and it was applied to other New Zealand plants too, such as the moss Polytrichum juniperina. Maori would have found masses of totara logs on the beach and would have soon seen living trees growing on the sanddunes and along the river valleys. They would have immediately discovered the easy-to-split durable timber, red in hue, and would have been in awe of the giant trees unknown in their conifer-free homeland. The gymnosperms today Totara is a conifer in the podocarp family. The conifers survive in several ancient families including Araucariaceae, Pinaceae, Cupressaceae, Taxaceae and Sciadopityaceae, the last with only one species. Together the conifers possess over 600 species and are amazingly successful, almost worldwide. Conifers are gymnosperms, naked-seeded plants, which evolved from seed fern allies in the Triassic era, or even earlier, over 200 million years ago. Other gymnosperm groups are the cycads, ginkgo (also with only a single surviving species), and the Gnetum alliance. The cycads have adapted well to the extensive warm dry habitats of the modern world, and have over 200 species. Gnetums include the bizarre Welwitschia from SW Africa, an order with only one species. Gnetum (30 species) and Ephedra (50 species) have adapted well, the first to tropical rain forest where it mimics Angiosperms, and the latter, a scale leaved shrub, to the deserts of the world. As has probably always been the case, some gymnosperms are on the verge of extinction while others are evolving vigorously. The conifers The conifers are most pronounced in cool wet environments, represented in high latitudes, like the Boreal forest across North America and Eurasia, and the mountains of both hemispheres. In the tropics they are mostly at high altitude. They are resinous, long-lived trees and shrubs and tend to dominate in stressed habitats where Angiosperms are less adaptable, often in infertile soil. They achieve dominance by their longevity and often large size, notable examples being the redwoods, huon pine, Chilean cedar, and in New Zealand, kauri and the podocarps. Individual trees can be thousands of years old and the trunks several metres in diameter. Whereas Angiosperms generate an ecology of rapid growth, short life cycles and high nutrient turn-over, conifers tend to exclude other species and dominate the land they grow on. An ecological metaphor is that Angiosperms are hares, while conifers are tortoises. The Podocarps The podocarps are much more like Angiosperms than typical conifers. They participate in mixed coniferangiosperm forests, are more shade tolerant than most conifers and most have seeds that attract birds or other fruit-eating animals, and hence can spread widely into openings in the forest. The podocarps are among the oldest living conifers and are also the most diverse, both in structural and ecological terms. While world-wide at times in their history, they are primarily southern hemisphere conifers, but extend to the north in all continents. Several of the rare restricted genera (like Saxegothaea and Microcachrys) show how fleshiness evolved from more typical cones. Podocarps flourished throughout Gondwana in the lower Tertiary, including Antarctica. Today there are generic centres of diversity in New Zealand, New Caledonia and South America, but the most species-rich areas are tropical Asia and America, dominated by the genus Podocarpus, with over 100 species. The southernmost section of the genus is Section Australis, named by David de Laubenfels (1985), with seven species, one each in Australia, New Caledonia and South America, and four in New Zealand, including totara. Species in this section are small-leaved trees and shrubs, and with the exception of lowland totara, inhabit cold, dry or wet infertile soil. Lowland totara ecology Unlike most podocarps and indeed most conifers, totara grows best in fertile, well-drained soil of alluvial or volcanic origin. It is widespread in New Zealand, but favours warm areas and is largely absent from wet mountains, where Hall's totara (Podocarpus cunninghamii) is found. Formerly totara formed pure groves along river flats or mixed forest with other podocarps on pumice soil. It is also scattered with Angiosperms such as tawa (Beilschmiedia tawa), and titoki (Alectryon excelsus), and in fact is a component of virtually all lowland forest types. Totara is moderately tolerant of cold, 1 drought and salt, grows rapidly, and has a finely branched canopy that can produce crops of seed in most years. Many insects are adapted to eating its resinous leaves, and the bark and crown offer habitats for a very large range of epiphytes, especially lichens. Its thick stringy red-brown bark is its most distinctive feature and a large tree in the forest is an unforgettable sight (Fig. 1). The red heartwood contains a diterpene called totarol that makes the wood durable and enables the tree to live to 1000 years or more and to attain a very large size. In pre-European times there were many large pure groves of massive trees. Maori values and uses Maori voted totara their number one tree. The relatively soft durable wood, available almost everywhere in large sizes, suited their need for waka, building materials and artworks based on carving. They loved the red colour of the wood and bark, relating it to chiefliness. They likened totara trees to great people, and carefully guarded trees for future uses. The inner bark was used to make birdpreserving vessels, for cooking, and roofing, and the outer bark was tinder for fire. The wood made household items that needed durability, like food bowls, bird troughs, containers, and genealogy rods, rakauwhakapapa. The adzed panels were intricately carved with symbols that recorded personal and tribal identity. It was the anatomical structure of the wood that facilitated carving, especially the fine, even grain. Maori named totara trees and planted them widely and named places after them. Throughout New Zealand today there are innumerable places that record the importance of totara: hills, streams, and settlement sites, and many proverbs were handed down for use in oratory, referring to great people, losses and virtues. Maori revered totara and, apart from losses caused by fire, especially over much of eastern New Zealand, Maori maintained totara ecology in extremely good shape when the Europeans arrived. Pakeha values and uses The Pakeha quickly learned the value of totara timber. It could be split easily into posts and rails for fencing, keeping stock out of the dangerous bush. Pit-sawn planks were used for every aspect of the house, and the froe, a blade with an upright handle, was used to cut shingles for the roof. Our farms and towns were built from totara and during the Government drive to build the nation's infrastructure in 1870, totara was used to make the railways (sleepers, carriages, water tanks and fences), the wharves (piles, because totara is resistant to toredo worm), bridges, and telegraph poles. The settlers' houses were furnished with totara furniture and specialists sought the totara burr to provide a beautiful veneer finish. The boatbuilders created the totara-lined scow for coastal trading, the hull protected from toredo worm. Up to WWI the valley groves were harvested and when the Main Trunk Line was completed so too were the Central North Island totara forests, now available for the boom in State housing. Throughout our history the frenzy for land led to shocking losses from fire, because totara is particularly prone to fire. Today, virtually none of the old growth totara survives. There are a few notable places where the totara forest can be seen, like Whirinaki, Pureora and Pohangina. But mostly the old growth is reduced to single memorial trees, and when people speak of seeing totara they are mostly referring to secondarygrowth trees. Totara is unique in the New Zealand flora for being able to regenerate in farmland and survive grazing and trampling so that beautiful totara treelands now grace many of the former totara forest areas. Conservation It was the ongoing loss of old trees that sparked the protest at Pureora in the 1970s. Conservationists were sick of government policy that honoured contracts despite the availability of exotic timber. To make matters worse the New Zealand Forest Service clear-felled native forest to plant pine trees. With kokako as the flagship fauna and totara the flagship flora, protesters climbed the totara of Pureora in 1978 and stopped the logging. Within a few years Powered by TCPDF (www.tcpdf.org) the old multi-purpose government administration was gone and a Department of Conservation was formed. And a few years later all government-based logging of native forest was over and a policy of sustainable use was in place for all native forests. Totara had won the day. Totara is protected in National Parks, Scientific Reserves, Conservation Parks, Scenic Reserves and QEII and Nga Whenua Rahui covenants. As yet there is no National Park that specifically protects totara, but the Central North Island forests offer an opportunity. There is no other tree in either Maori or Pakeha culture that holds the power that totara does. We have great love for kauri and kahikatea, but totara is honoured most deeply. People covet pieces of totara timber: old piles, fence posts, recycled cladding, old logs from previous clearances or unearthed from riverbeds and swamps. The totarol is extracted for cosmetic antibacterial creams. There is a move to refine its growth characteristics so that totara may be available as a sustained crop, perhaps the only native tree with this capacity. Maori and Pakeha cultures were shaped by totara. It was used up and ultimately wasted. It sparked protest and ultimately it was totara that ushered New Zealand into the green world it professes to uphold. We need to revere the giant survivors and cherish the totara landscapes that have grown despite us all. It is the great tree of New Zealand and indeed one of the few great trees of the world. Reference de Laubenfels, D.J. 1985: A taxonomic revision of the genus Podocarpus. Blumea 30: 251-278. Auckland Botanical Society's 75 th (Diamond) Jubilee 27 October 2012 Ewen Cameron and Leslie Haines On 3 October 1987 the Auckland Botanical Society (ABS) celebrated its 50 th Jubilee with a one-day symposium (see ABS Journal 43: 1-33, 1988), and associated displays at the University of Auckland followed by a dinner in Old Government House. The present committee decided to do something similar for the 75 th Jubilee, at the Unitec campus at Mt Albert on 27 October 2012. The lecture programme attracted 90 people, and the dinner 75. Fig. 1. Mike Wilcox addressing the Symposium audience. Photo: Philip Moll, 27 Oct 2012.	<urn:uuid:148513bc-fb88-443f-abfe-07460712a498>	CC-MAIN-2025-05	https://bts.nzpcn.org.nz/site/assets/files/24014/ak_bot_soc_journal_68_1_jun_2013_1-3.pdf	2025-01-15T20:07:29+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00641.warc.gz	141,481,865	2,525	eng_Latn	eng_Latn	0.996213	eng_Latn	0.997286	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4866, 9014, 11267 ]	[ 2.21875 ]	1	0
Poem: GENERAL ENGLISH – 6 th STD Topics covered: * Mystery of Language (Helen Keller) * Kari the Elephant (Dhan Gopal Mukerji) * Her dream bicycle * The meaning of Education (Cyril Anthony George * Boat song * Tsunamika * An open letter * The fairy crane * The Unlucky Face (Eunice de souza) * The cherry tree (Ruskin Bond) * The colourful Sweet * Hopes and Dreams (Adrey Heller) * Night (William Blake) * With a friend (Vivian Gould) * To cook and Eat (Emma Richards) * Inclusion (Dipthi Bhatia) * Granny Granny please comb my hair (Grace Nicolas) * Going downhill on a bicycle(Henry Charles Beeching) Important Lines: * The most beautiful things in the world cannot be seen or even touched but can be felt in the heart * Helen Keller * Success is not something to wait for, it is something to work for * Jessica Cox * It rains because there are some good people in that place, but it benefits everyone who lives there ) Winmeen VAO Mission 100 2018 * Avvaiyar Her dream bicycle * This is a true story from pudukottai in tamilnadu where many women learnt to ride a bicycle. * This story describes how malar and her family learn to ride a bicycle. Characters: * Malar- 11 years old girl studying in 6 th std * Father- Kathirvel, Farmer * Mother- Shanthi * Elder sister- ponni and her son- Vikram * Younger sister- Malika * Younger brother-Arul * They lived at Keeranur Village in Pudukottai district. As the rains were irregular they could not cultivate their two acre land. Ponni was married to a mason and lived in mathur with her son. * Malika was attending tailoring class after completing her 10 th std in mathur. Malika walk 9 Kilometres everyday 4km to the tailoring class she often miss her class due to walking and 2km to fetch the water and 3km to take lunch for her father. * Malar walk 1km with her friends to school and back. * Her father told her mother that collector wants women to learn cycling and her father was interested in it. Malar,Malika and Arul was very interested to ride a bicycle. But her father angrily said "No women in this house will learn to cycle'. * A week passed Women were being taught to cycle at no cost at all in pudukottai district. One day Shanthi told Malika to bring Radhamma's old bicycle and bring it here. We are going to learn to ride it. By seeing their interest father also giving permission. Malar was dreaming herself riding a new bicycleto school and college and Maybe even cycle on a rainbow to the clouds. * The wheel was invented in Mesopotamia 6000 years ago. * Wheels are used for pottery. * Iron wheels were invented 3000 years ago. Poem Going downhill on a bicycle With lifted feet, hands still I am poised and down the hill Dart, with heedful mind; The air goes by in a wind. Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry 'O bird see; see, bird I fly. 'Is this,is this your joy ? O bird, then I though a boy For a golden moment share your feathery life in air!' -Henry Charles Beeching This poem describes a bicycle ride. It explains how you feel if you were given bicycle to ride. The bicycle ride give us the feel of changing over from ground level to the slope with mounting tension and joy at the same time. The rider speaks to the imaginary bird in flight. The birds to often stops flapping its wings as the boy stops pedaling. Supplementary Reader The meaning of Education -Cyril Anthony George Characters * Anitha * Nandini This story is about a two school going girls Nandhini and Anitha and describes how Anitha realizes not only knowledge will be important but being a good human being is also important. * Anitha and Nandhini were studying in same class. The only thing Anitha cared about was coming first in the class and she didn't have many friends. But Nandhini was different from Anitha. Nandhini always had a smile on her face and ready to help anyone with their home work. All this made Anitha envious of Nandhini. * Anitha couldn't understand the behaviour of Nandhini and asked her "Why you want to teach them instead of studying by yourself'? Nandhini would reply' I can't change myself'. * On the examination day Nandhini was late to school and couldn't write the exams. Anitha started laughing at Nandhini tears rolled down from Nandhini's eyes and she ran away. * When Anitha went into her home she saw her father was lying on the bed and she asked about it .Her father told one of your classmates helped me. Her mother explained her that Daddy left for early morning walking when he suffered from a mild stroke and collapsed on the pavement. Your classmate Nandhini took your father to the hospital. * The next morning a change had come over her. She apologized to Nandhini for her behaviour . Soon Nandhini and Anitha became best friends. Someone asked Anitha for her change she said' I have understood that it is not for knowledge alone that my parents are sending me to school. I have learn to become a good human being. Nandhini made me realize that. Prose Boat song This story describes about the dreams of a Boatman Adityan and how he meet king Karikalan. Characters * Boatman-Adityan * King –Karikala chola * Karikala chola was the greatest among the chola kings of the sangam age in South India. He built Kallanai ,the oldest dam in the world. The cholas were experts in ship building,Sea trade flourished in their empire. * Adityan, a boatman sat on his boat and waiting for his first customer. He loved his small boat that he made with his own hands. He loved his village, when he rowed he sang a song of the sea. He dreamt that one day he would leave his village and learn to build a ship. It would carry him to different places and also carry horses, elephants not only this but also the stories and songs of the Cholas, his people. He would learn about the places and share them with the children's of the village. * Adityan saw his first customer on that day. There was something about this man that seemed to command respect. That man said 'you row the boat so well'!. Adityan smiled Winmeen VAO Mission 100 widely and said I made the boat myself. I am an orphan and I have only the boat and my hut to call my own. * That man asked about Adityan, he said I sing and make my own songs. He began to sing. He sang about dream of owning a ship some day and journey to different lands. The man asked" Do you fell your dream will be realized one day?"Adityan spoke" I hope so". That man gave Adityan a few coins. Adityan ran after the man and said you have paid me more than the cost of ride. The man smiled and said 'I am happy that you are honest. This is something that help your dream come true. * "who are you?" asked Adityan. "My name is Karikalan", said the man and walked away. Poem Hopes and Dreams We all have our hopes and dreams It makes life seem worthwhile If we can adhere to that thought most of the time We'd go that extra mile Everyone needs an incentive in order to Reach their goal It's worth fighting for To have someone who will stand by you Could you ask for anything more? When you have encouragement You begin to believe in yourself There's nothing you cannot undertake or do So…keep up your hopes Believe in your dreams One day it will all come true Audrey Heller This poem explains that all have hopes and dreams in life. We should hold on to it and work hard to achieve it. We should believe in ourselves and always keep up our hopes and dreams and one day it will come true. Supplementary reader Tsunamika * There was a little girl Tsunamika who lived on the ocean floor. She had never seen the sun, moon or stars. One day a starfish came to her and said'Have you ever seen the sun'. "No' the little girl said. The girl looked for the sun everywhere but didn't find it. She asked a sage who lived in Gaint conch about the sun. The sage told her that for 21 full days she must think of the sun. * The girl sat on the rock under the sea and thought of sun. on the 21 st day the ocean floor shook powerfully and threw her upwards. She reached the surface of the ocean and there she saw the sun, bright and big. The sun asked her what she wanted. She told him that she wanted a lot of friends. Then, there come a giant wave that took her into the land and when she came off the wave she saw people crying. She went to one crying women and the women said "I lost my daughter in the waves". The women asked her "will you be my daughter?" and Tsunamika said yes. Then more children became her friends. She looked up at the sun and realized that she should give her love to all the people in the world. * [ The doll Tsunamika was created by Upasana a group in auroville ,Ponicherry after Tsunami hit in December 2004. Tsunamika and her story brought smile to those who met her, transforming their bitter memories of the Tsunami.] Prose An open letter An open letter is one that everyone can read, though it is addressed to one person. * This story explains chief Seathl wrote an open letter to the president of USA explaining why he could not sell his land. * The Europeans enter into North America and met the the people living there. The peoples had no sense of ownership of land. But the Europeans started fighting for the land. The people fight against them but couldn't win as they did not have any big weapon. Chief sheathl was the tribal leader of a tribe in North America. In 1854 he wrote a open letter to president, chief in washington. The part of the letter * In that letter he explained various resons. How can you buy or sell the sky or the warmth of land? Every part of the earth is sacred to my people. Every insects and evry tree is holy in experience of my people. We are the part of the earth. The perfumed flowers are our sisters. The deer, horse, the great eagle are our brothers. The top of the mountain and grass on the earth are all part of one family of life. The river's murmurs is the voice of my father's father. The river quinch our thirst, carry boats and feed our children. * You are like a stranger. You came to take from the land what you can. You treat the earth like your enemy.you take the resources of the earth from the future that belongs to your children and don't care. We know the earth does not belong to us we belong to the earth. All things are connected like the blood that unites one large family. The Mystery of Language HELEN KELLER Helen Adams Keller was born on June 27, 1880 in Tuscumbia, Alabama. In 1882, she fell ill and was struck blind, deaf and mute. Beginning in 1887, Keller's teacher, Anne Sullivan, helped her make tremendous progress with her ability to communicate, and Keller went on to college, graduating in 1904. In 1920, Keller helped found the ACLU. During her lifetime, she received many honors in recognition of her accomplishments. Early Life Helen Keller was the first of two daughters born to Arthur H. Keller and Katherine Adams Keller. She also had two older stepbrothers. Keller's father had proudly served as an officer in the Confederate Army during the Civil War. The family was not particularly wealthy and earned income from their cotton plantation. Later, Arthur became the editor of a weekly local newspaper, the North Alabamian. Keller was born with her senses of sight and hearing, and started speaking when she was just 6 months old. She started walking at the age of 1. Loss of Sight and Hearing In 1882, however, Keller contracted an illness—called "brain fever" by the family doctor—that produced a high body temperature. The true nature of the illness remains a mystery today, though some experts believe it might have been scarlet fever or meningitis. Within a few days after the fever broke, Keller's mother noticed that her daughter didn't show any reaction when the dinner bell was rung, or when a hand was waved in front of her face. Keller had lost both her sight and hearing. She was just 19 months old. As Keller grew into childhood, she developed a limited method of communication with her companion, Martha Washington, the young daughter of the family cook. The two had created a type of sign language, and by the time Keller was 7, they had invented more than 60 signs to communicate with each other. But Keller had become very wild and unruly during this time. She would kick and scream when angry, and giggle uncontrollably when happy. She tormented Martha and inflicted raging tantrums on her parents. Many family relatives felt she should be institutionalized. Educator Anne Sullivan Looking for answers and inspiration, in 1886, Keller's mother came across a travelogue by Charles Dickens, American Notes. She read of the successful education of another deaf and blind child, Laura Bridgman, and soon dispatched Keller and her father to Baltimore, Maryland to see specialist Dr. J. Julian Chisolm. After examining Keller, Chisolm recommended that she see Alexander Graham Bell, the inventor of the telephone, who was working with deaf children at the time. Bell met with Keller and her parents, and suggested that they travel to the Perkins Institute for the Blind in Boston, Massachusetts. There, the family met with the school's director, Michael Anaganos. He suggested Helen work with one of the institute's most recent graduates, Anne Sullivan. And so began a 49-year relationship between teacher and pupil. On March 3, 1887, Sullivan went to Keller's home in Alabama and immediately went to work. She began by teaching six year-old Helen finger spelling, starting with the word "doll," to help Keller understand the gift of a doll she had brought along. Other words would follow. At first, Keller was curious, then defiant, refusing to cooperate with Sullivan's instruction. When Keller did cooperate, Sullivan could tell that she wasn't making the connection between the objects and the letters spelled out in her hand. Sullivan kept working at it, forcing Helen to go through the regimen. As Keller's frustration grew, the tantrums increased. Finally, Sullivan demanded that she and Keller be isolated from the rest of the family for a time, so that Keller could concentrate only on Sullivan's instruction. They moved to a cottage on the plantation. In a dramatic struggle, Sullivan taught Keller the word "water"; she helped her make the connection between the object and the letters by taking Keller out to the water pump, and placing Keller's hand under the spout. While Sullivan moved the lever to flush cool water over Keller's hand, she spelled out the word w-a-t-e-r on Helen's other hand. Keller understood and repeated the word in Sullivan's hand. She then pounded the ground, demanding to know its "letter name." Sullivan followed her, spelling out the word into her hand. Keller moved to other objects with Sullivan in tow. By nightfall, she had learned 30 words. A Formal Education In 1890, Keller began speech classes at the Horace Mann School for the Deaf in Boston. She would toil for 25 years to learn to speak so that others could understand her. From 1894 to 1896, she attended the Wright-Humason School for the Deaf in New York City. There, she worked on improving her communication skills and studied regular academic subjects. Around this time, Keller became determined to attend college. In 1896, she attended the Cambridge School for Young Ladies, a preparatory school for women. As her story became known to the general public, Keller began to meet famous and influential people. One of them was the writer Mark Twain, who was very impressed with her. They became friends. Twain introduced her to his friend Henry H. Rogers, a Standard Oil executive. Rogers was so impuniversities of Glasgow, Scotland; Berlin, Germany; Delhi, India; and Witwatersrand in Johannesburg, South Africa. Additionally, she was named an Honorary Fellow of the Educational Institute of Scotland. Keller died in her sleep on June 1, 1968, just a few weeks before her 88th birthday. During her remarkable life, Keller stood as a powerful example of how determination, hard work, and imagination can allow an individual to triumph over adversity. By overcoming difficult conditions with a great deal of persistence, she grew into a respected and world-renowned activist who laboured for the betterment of others. ressed with Keller's talent, drive and determination that he agreed to pay for her to attend Radcliffe College. Name: Helen Adams Keller Born: 27June 1880 (Albama , USA) Death: 1 June 1968 while sleeping (at age 87) * At one and a half year she lost her ability to hear and see. * Till age 6, she spoke simple words – Yes, No, Mother, Come, Go. * She learnt to do some household chores like folding clothes and putting them away. * Her parents took her to ALEXANDER GRAHAM BELL (Inventor of Telephone). His wife Mabel lost hearing at early age due to severe fever. * Graham Bell suggested to Perkins School. * Perkins School was established 200 years ago. It serves people who have problems with their vision. * He mother wrote a letter to the head of Perkins school. * Helen's Mother: Kate * Helen's Teacher: Anne Sullivan * Anne was a star student from Perkins School. She was 21 when she came to teach her. * She began to teach her by writing them on her palm. At first it was difficult to learn. * 1 st learnt word: water Helen's words – "Someone was drawing water and my teacher was placing my hand under the spout (pipe on a container)". * As the cool stream gushed over one hand she spelled into the other the word water, first slowly, then rapidly. I stood still, my whole attention fixed upon the motions of her fingers. Suddenly I felt a misty consciousness as of something forgotten–-a thrill of returning thought; and somehow the mystery of language was revealed to me. * Helen learnt 30 words on that day. Winmeen VAO Mission 100 * She love to smell, touch flowers to respond to nature. She was a learner till the end of her life. * Helen knows 3 other languages, Play Chess, Ride Horse. * Helen was the first person to go to college that could'nt hear or see. * She was a graduate with distinction at Radcliff College. * 1 st Book – The Story of My Life. It was translated in 50 Languages. * She went on many tours with her teacher, attended many lectures and even acted in a film. * Statue of young Helen learning Mystery of Language at water pump unveiled – Albama, 2009 Other famous Persons: Beethoven – German music composer who couldn't hear. John Milton – English poet who couldn't see. Poem Night Evening star- first bright star seen in west at night The sun descending in the west The evening star does shine The birds are silent in their nest And I must seek for mine The moon like a flower With silent delight Sits and smiles on the night William Blake The poem explains the nature of night . To be a part And not stand apart To belong And not to be isolated To have friends And not just have companions To feel needed And not be just a person with needs To participate And not just be a spectator To have responsibilities And not just enjoy rights To have opportunities And not favours Is to be really included Supplementary reader The fairy crane * Once upon a time there lived a old man and his wife in a small village. They had no children. One day while walking on a road the old man a white crane caught in a snare. He set the crane free and it flew into the sky. * That night a girl of 12 yr knocked the old man house door. The old lady opened the door and the girl said' I have lost my way please let me stay in . The girl told them that she did not have parents, the old couple wanted to adopt her. The girl agreed and stay with them. * The old man wove some cloth and sold it to the market. One day the girl told them that she would help them by weaving cloths if you promise not look at me even once while I work. The girl give them most beautiful cloth they had everseen . Soon the oldman and his wife start to live more comfortably. * The old woman was curious and peeped through the window to saw her daughter working. She saw a white crane working in the loom not her daughter. That night the girl said to them' I am the crane that you have saved long ago, I have been weaving cloth to repay your kindness, I cannot stay here longer'. * The old people were feeling sad and their eyes filled with tears. They let off their their crane daughter. The girl wishing them Goodbye and Goodluck and changed into white crane and fly away. Poem Inclusion Dipti Bhatia The poem explains that all should participate in every activities and have a companion. Supplementary reader Rajalakshmi - Kalpana chawla awardee,2009 * From- usilampatti * Struck by polio at the age of five. * Won many medals for her achievements in athletics. * Rajalakshmi says 'I may have been affected by polio, but education has helped me to realize my dreams'. Jessica cox * Born without arms. * This American girl is the first pilot licensed to fly using only her feet. * She can drive a car, drive a car, write. She is also good at marital arts. * Jessica cox says'Success is not something to wait for it is something to work for' Poem GRANNY, GRANNY PLEASE COMB MY HAIR. Granny, Granny Please comb my hair. You always take your time, You always take such care. You put me to sit on a cushion Between your knees; You rub a little coconut oil, Parting gentle as a breeze. Mummy, mummy She's always in a hurry-hurry She pulls my hair Sometimes tugs ... Granny Winmeen VAO Mission 100 2018 You have all the time in the world, And when you're finished You always turn my head and say, "Now, who's a nice girl?" - Grace Nicholas The poem describes the relationship between grandmother and grand daughter. The Grand daughter explains how special was her Grandma . The Unlucky Face Adapted from stories of Birbal-Eunice de Souza The story is about how Birbal saved Hirachand from execution and to made Akbar realize his mistake. Characters * Hirachant - Merchant * Akbar - King * Birbal * There lived in Delhi a merchant called hirachand. It was once said that anyone who saw his face would go without food for a day. Akbar wanted to see him. * Next day Akbar was on his way to the dining room when Hirachand was brought to him. At the same time a courtier came to say that the queen was ill. Akbar spent the whole morning with his wife. By the time he returned the meal was cold. He ordered fersh meal. It took so long to get the meal ready that Akbar began to feel ill. * The doctor told Akbar to rest and not to eat anything for a day. The doctor asked him'Whose face did you see this morning?' Akbar told him about Hirachand. I shall have him executed because he has made me suffer said Akbar. * Hirachand fell at emperor's feet and begged for mercy. The guard dragged off him to be executed. The guard suggested him to ask help from Birbal. When Hirachand told Birbal what happened he consoled him and told an idea. * when Akbar came Hirachand says" Your Majesty", consider my fate which is worse than yours I saw your face and I have to be executed. "Someone taught you" Akbar said guessing who it was. 'You must have met Birbal' asked Akbar to Hirachand. Hirachand confessed that he had. Winmeen VAO Mission 100 "Birbal saved me from executing an innocent man" said Akbar and sent Hirachand away with gifts. Prose The Cherry Tree Ruskin Bond _- chidren's writer Lives in Garhwali hill station of Mussoorie. characters * Rakhi a girl * Grandfather The story is about Rakhi planting a Cherry tree and how it grows. * When Rakhi was six she walked home from the Musoorie bazaar eating cherries. Rakhi reached her Grandfather cottage,there were three cherries left. She placed the seed on the palm of her hand and studied it. * Rakhi went to the corner of the garden and pressed the seed into the soil with her thumb. One spring morning Rakhi and Grandfather saw a small twig which is about 4 inches high and grandfather said it's a cherry tree, you should water it now and then. * Rakhi gave it sprinkling and circled it with pebbles for privacy. When it was about two feet high a goat entered the garden and ate the leaves. Only the main stem and two thin branches remained. * But the cherry tree did not die. By the time summer came it had sent out several new shoots. One february it was Rakhi's birthday she was 10 and the tree was nearly 4 but taller than the Girl. Grandfather saw the cherry tree and called out Rakhi to see pale pink blossom at the end of a branch. The following year there were more bossom and small cherries. It's too sour said rakhi.She wondered how a small seed had grown this much. * Rakhi said to herself "one day I will tell my children how dada and I planted this cherry tree many years ago when I was six". Ruskin Bond I can talk with a friend, And walk with a friend And share my umbrella In the rain I can play with a friend And stay with a friend And learn with a friend And explain I can eat with a friend And compete with a friend And even sometimes Disagree I can ride with a friend And take pride with a friend A friend can mean So much to me! -Vivian Gould A friend in need is a friend indeed. This poem explains the relationship and importance of friends. Kari the Elephant - Dhan Gopal Mukerji Characters: Kari – Elephant – 5 months old Author – 9 years old. Kari needs 40 pounds of twigs a day. Every day the author take him into river in morning for his bath. At that time Kari would ride on a sand bank. Author take him by the ear because it is the easy way to lead an elephant. Author's story: * I left him (Elephant) in fringe of the Jungle to collect twigs and samplings for Kari. It was not an easy job. Poem WITH A FRIEND 2018 * One day I was gathering some twigs, I heard Kari calling me. I thought somebody was hurting him. * I came down from the tree and I saw something black struggling on the surface. I thought it was drowning. He (Kari) pushed me into the river. I saw a boy at the bottom of the river. Kari helped me to pull him into the shore. * Suddenly I slipped, with my eyes shut. I felt like a rope around my neck. I thought it was a water snake, then realized it was Kari. * The boy was from my village. Kari put his face down and shaken him 3 to 4 times and water came out from his mouth. * Then author said "Kari is the best friend I have ever had" . The colourful Sweets The story is about how Tenali Raman made the king Krishna Deva Raya to take back his orders which may harm people's health. Characters * Krishna Deva Raya- Vijayanagar Kingdom * Tenali Raman * Once King Ordered that the kingdom of vijayanagar would have a food festival. To celebrate the food festival the sweet shop must sell colorful sweets. They should be attractive to look at and good to eat. * After the announcement the sweet shop owners became busy in making colourful sweets. For some days Tenali Raman was not seen in the court. The king sent guards to search for him but they couldn't find him. They went to the court and reported to the King. After somedays the guards found Tenali Raman and informed the king. * Guards told the kind that Tenali Raman has opened a shop of colour dyes and spends the whole day dyeing people's clothes and he refused to come with us. * The king got angry and said to the guards to bring Tenali Raman here as soon as possible . If he does not come with you bring him forcefully. Soon the guards fetched Tenali raman forcefully and brought him to the court. * The king enquired him "why did you refuse to come and see me? And what has made you open this dye shop?? * Tenali Raman said "I wanted to dye my clothes for the food festival .I wanted to complete the dyeing quickly before all the dyes were used up". Then Tenali explained that after your orders for preparing colourfull sweets, the sweet shop owners are busy buying the colour dyes for dyeing sweets. * The king realized his mistake and took back the orders for colourful sweets. Those sweet shop owners who used harmful chemical dyes in sweets will be severly punished. Thus once again Tenali Raman saved the lives of the people of vijayanagar through an intelligent plan.	<urn:uuid:198c88c9-81bf-4877-bcfc-c45942e613b5>	CC-MAIN-2025-05	https://www.winmeen.com/wp-content/uploads/2017/12/General-English-6th-std-Updated.pdf	2025-01-15T18:32:31+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00640.warc.gz	1,119,747,505	6,600	eng_Latn	eng_Latn	0.992968	eng_Latn	0.999152	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 927, 2606, 3976, 6074, 7921, 10372, 13185, 16381, 17801, 18811, 20486, 21488, 23231, 24804, 25761, 27636, 28207 ]	[ 3.703125, 2.21875 ]	2	0
Animation 4 1. Which Mel was the voice of Captain Smith in Pocahontas? 2. Who featured in 'Knighty Knight Bugs' in 1958? 3. Anne Bancroft provided a voice in which 1998 film about insects? 4. Who appeared with Beauty in the 1991 Disney film? 5. Which alter-ego of Mr Bean was the voice of Zazu in The Lion King? 6. Which Tarzan mate did Minnie Driver provide the voice for in Tarzan? 7. Which felines were the stars of a 1970 Disney classic? 8. In which canine caper was there a 'Twilight Bark'? 9. Which cartoon duck was usually dressed in blue and white? 10. Which film featured Buzz Lightyear and Mr Potato Head? 11. Which cartoon film series has Mike Myers and Eddie Murphy as lead voices? 12. Which rare Chinese Mammal is a Kung Fu expert in the 2008 film? Name / 1. 2. 3. 4. 5. 6. Team Name _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ 7. _____________________________________ 8. _____________________________________ 9. _____________________________________ 10. _____________________________________ 11. _____________________________________ 12. _____________________________________ Score woodenspoonquizzes.co.uk facebook.com/woodenspoonquizzes Animation 4 1. Which Mel was the voice of Captain Smith in Pocahontas? 2. Who featured in 'Knighty Knight Bugs' in 1958? 3. Anne Bancroft provided a voice in which 1998 film about insects? 4. Who appeared with Beauty in the 1991 Disney film? 5. Which alter-ego of Mr Bean was the voice of Zazu in The Lion King? 6. Which Tarzan mate did Minnie Driver provide the voice for in Tarzan? 7. Which felines were the stars of a 1970 Disney classic? 8. In which canine caper was there a 'Twilight Bark'? 9. Which cartoon duck was usually dressed in blue and white? 10. Which film featured Buzz Lightyear and Mr Potato Head? 11. Which cartoon film series has Mike Myers and Eddie Murphy as lead voices? 12. Which rare Chinese Mammal is a Kung Fu expert in the 2008 film? Quizmaster Answers 1. Mel Gibson 2. Bugs Bunny 3. Antz 4. The Beast 5. Rowan Atkinson 6. Jane woodenspoonquizzes.co.uk 7. The Aristocats 8. 101 Damatians 9. Donald 10. Toy Story 11. Shrek 12. Panda facebook.com/woodenspoonquizzes	<urn:uuid:77b303bd-9c97-491d-9462-f772235b20ba>	CC-MAIN-2025-05	https://woodenspoonquizzes.co.uk/wp-content/uploads/2023/02/Animation-4.pdf	2025-01-15T18:05:51+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00648.warc.gz	662,537,210	560	eng_Latn	eng_Latn	0.983102	eng_Latn	0.99299	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1354, 2353 ]	[ 2.921875 ]	1	0
Decoding - Match decoded words to those heard but not seen (350): Reading– Key Skills and Knowledge Year 3 Year 4 Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet; read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. - Read and understand words with various prefixes (256): In reading, read and identify the meanings of words with a wider range of prefixes (e.g. dis-, mis-, in-) - Read words with unusual, infrequent patterns (254): Decode words with unusual grapheme-phoneme correspondences in a wider range of words, including words that are encountered less frequently (e.g. precious, wrung, concert) - Read / identify meanings of words with suffixes (257): In reading, read and identify the meanings of words with a wider range of suffixes (e.g. -ful, -less, -ly) - Read at a speed allowing focus on understanding (258): With occasional support, read age-appropriate books, both silently and out loud, typically with accuracy and usually at a speed that allows a focus on understanding rather than decoding - Apply a variety of reading correction strategies (294): Correct inaccurate reading by re-reading, looking ahead, looking for marginal / diagrammatic explanation (if available), slowing pace, trying out different pronunciations or using other available clues Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet; read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt to match what has been decoded to words that may have already been heard but not seen in print - Decode unusual soundletter correspondences (348): Decode an increasingly wide range of words containing unusual grapheme-phoneme correspondences, including words that are encountered less frequently (e.g. pigeon, bawl, weapons) - Read at a speed allowing focus on understanding (353): - Use a variety of strategies to correct reading (387): Correct inaccurate reading of fiction by speedily using available clues, looking back to confirm / deny inferences and / or adjust understanding to incorporate new information Read an increasing range of age-appropriate books, both silently and out loud, with accuracy and at a speed that allows a focus on understanding rather than the decoding of individual words Year 5 Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet - Understand words with a variety of affixes (442): Read and understand the meanings of a wide range of words with prefixes and suffixes, including those with multiple suffixes (e.g. skilfully) - Read aloud with accuracy / fluency / Expression (445): Read aloud and with accuracy, understanding and appropriate intonation, at a reasonable speaking pace, a progressively wider range of age-appropriate texts, including poetry Year 6 Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet - Modify intonation, tone and volume for audience (568): Modify intonation, tone and volume to communicate clearly to an audience (e.g. develop distinct voices or accents to delineate characters) Poetry and Performance Word Meanings Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action; recognising some different forms of poetry - Express views about stories and poems (280): Express views about stories and poems, with a focus on specific words and phrases that captured the reader's imagination - With aid, justify views about stories and poems (327): With support, justify views about stories and poetry that have been read (e.g. \"I think she's the nastiest because of how she treats the children.\") Using dictionaries to check the meaning of words that they have read - Begin to use dictionaries to check the meaning of new words. Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action; recognising some different forms of poetry - Listen to poetry / prose above one's reading level (361): Listen to an increasingly wide range of contemporary and classic poetry and stories that are at a level beyond which could be read independently (e.g. poetry in specific forms [haiku, limericks], novels in different genres [fantasy, science fiction]) - Discuss an increasing range of poetry types (428): Read, discuss and identify an increasing range of poetry types (e.g. free verse, narrative poetry) - Prepare poems and plays to be read aloud (356): Prepare poems and plays to read aloud identifying how intonation, tone and volume can affect how meaning is conveyed Using dictionaries to check the meaning of words that they have read - Use dictionaries with increasing confidence (382): Use dictionaries with increasing confidence, to check the meaning of unfamiliar vocabulary from reading Learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience - Recite a wide range of poems from memory (447): Recite a wide range of poems from memory, spanning different forms and moods (e.g. narrative poems, nonsense verse) - Use drama techniques to understand what is read (510): Continue to use drama techniques to explore characters, support understanding of the meaning of what is read and to explore themes and ideas Continue using dictionaries to check the meaning of words that they have read - Identify roots /derivations / spelling patterns (443): Identify word roots, derivations and spelling patterns in order to extend vocabulary (e.g. remit, permit, permission) - Adapt reading style based on purpose / text type (457): - Adapt reading style depending on the purpose for reading, using knowledge of text organisation (e.g. use knowledge of the alphabetic organisation of dictionaries to efficiently search for a word) - Summarise several sections of story / poem (615): Summarise the main ideas drawn from several paragraphs of a story / several verses of a poem, identifying key details that support the main ideas (e.g. explain how a theme is developed, illustrating with textual reference) Continue using dictionaries with growing confidence to check the meaning of words that they have read - Read / understand meanings of words with affixes (555): Read and understand the meanings of a wide range of words with affixes, including those with multiple affixes (e.g. unbelievably, irreversibly) Understanding Inference Their understanding and explaining the meaning of words in context; asking questions to improve their understanding of a text; identifying main ideas drawn from more than one paragraph and summarising these - Infer the meaning of unknown words from context (259): Begin to infer the meaning of unknown words from context and generate a range of possible meanings (e.g. for the word 'ochre' in a particular sentence, discuss which is the most likely meaning and why) - Summarise a story read independently (324): Summarise content from a sequence of paragraphs in a story that is read independently (e.g. events, aspects of characterisation and description) - Identify main ideas drawn from stories (320): Identify main ideas drawn from more than one paragraph of a story (e.g. \"Goldilocks finds lots of things that are too big, too small and just right.\") - Use drama techniques to extend understanding (309): Use drama techniques, including roleplay and improvisation, to identify with and explore characters and to extend understanding of what is read Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence - Use text and prior experience for reasoning (305): Deduce reasons for events based on mostly relevant evidence from the text and personal experiences (e.g. \"He hid the broken cup so he wouldn't get in trouble.\") - Draw simple inferences, based on textual details (310): Draw simple / local inferences such as inferring characters' predictable feelings and thoughts from their actions - - Draw simple inferences from information in text (311): Draw simple / local inferences such as inferring predictable consequences from facts read in information texts Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text; identifying main ideas drawn from more than one paragraph and summarising these - Identify the meanings of words with affixes (349): In reading, identify the meanings of words with a wider range of prefixes and suffixes, including words with both a prefix and a suffix - Annotate and make short notes from texts (385): Mark and annotate texts (e.g. underline key facts) and make short notes (e.g. listing, abbreviating) from printed text or on screen - Show how chapters / scenes / stanzas build ideas (408): Identify how chapters, scenes or stanzas can be used to order and build up ideas in literary texts - Identify themes in a range of fiction / Poems (427): Identify themes in a wide range of fiction texts and poems (e.g. the triumph of good over evil or the use of magical devices in fairy stories and folk tales) - Identify and map the main stages of the Story (402): Explore narrative order by identifying and mapping the main stages of the story: introduction, build-ups, climaxes or conflicts and resolutions Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence - Draw simple inferences / connect ideas in text (392): Draw simple / local inferences such as inferring predictable consequences from and making connections between facts read in a greater range of non-fiction texts, (e.g. newspaper articles, instructions) - Justify inferences from stories (398): Justify inferences from stories with limited but mostly relevant evidence checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding; summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas - Support a hypothesis in a fiction text (491): Summarise evidence from a fiction text to support a hypothesis (e.g. about what a character will do next, how a story will end) - Justify personal opinions of a literary Text (460): Explain and justify personal opinions and views about literary texts, referring to some specific words and phrases from the text - Describe settings in detail (482): Describe settings in detail, taking into account key characteristics (e.g. \"The most important thing about the castle is...\") Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence - Draw simple inferences from multiple sections (485): Draw simple inferences, such as inferring characters' feelings, thoughts and motives from their actions, by drawing on more than one section of text - Infer feelings / motives of characters (488): Infer feelings, thoughts and motives of characters from their actions and the actions of other characters (e.g. \"I think Jonny will be upset with his father's decision because he doesn't agree.\") - Justify inferences with relevant evidence (489): Justify inferences from information texts with relevant evidence (may include extraneous / irrelevant detail) - Note how organisation affects meaning of fiction (608): Identify how the organisational features of literary texts can contribute to their meaning (e.g. how the chronology of a novel contributes to its meaning) - Identify key details that convey the theme (614): - Identify key details that convey the theme in literary texts - Summarise several sections of story / poem (615): Summarise the main ideas drawn from several paragraphs of a story / several verses of a poem, identifying key details that support the main ideas (e.g. explain how a theme is developed, illustrating with textual reference) Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence - Confidently infer meanings of unfamiliar words (556): Confidently infer the meanings of unfamiliar words - Infer implicit meanings in fiction texts (595): Make more complex inferences, such as inferring characters' feelings, thoughts and motives from their actions, by recognising implicit meanings at sentence and whole text level - Justify inferences from nonnarrative text (600): Justify inferences from nonnarrative texts with relevant evidence revealing reference (including quotation and / or paraphrase) to more than one section of text Retrieve and record information from nonfiction - Listen to nonfiction above one's reading level (262): Listen to a wide range of non-fiction, including reference books and textbooks, that is at a level beyond which could be read independently - Scan sections of nonfiction to find information (275): Scan sections of non-fiction texts in print or on screen, using contents pages, index, headings, subheadings, page numbers, hyperlinks, icons and drop-down menus, to locate information - Identify structure and organisation of text (276): Identify main features of structure and organisation (e.g. chronological and nonchronological organisation; use of alphabetical order) in a range of non-fiction texts (e.g. dictionaries, encyclopaedia) - Express views about nonfiction texts (281): Express views about non-fiction texts, with a focus on specific words and phrases that captured the reader's interest - Identify the impact of language in non-fiction (317): Identify where the choice of language in a non-fiction text has helped to give a precise description or persuade the reader - Identify the major points of non- fiction Texts (324): Talk about non-fiction texts, identifying major points and key themes - Identify the main purpose of informational texts (330): Begin to identify the main purpose of informational texts (e.g. \"The author wants to show how special whales are.\") - Identify conventions used in non-fiction texts (338): Identify conventions used in different non-fiction texts (e.g. presentational devices such as numbering and headings in instructions; organisational features such as tables of contents, indexes, glossaries) - Retrieve and record information from nonfiction - Use information gained from reading non-fiction (364): Read a range of nonfiction texts and be able to use the information gained from them (e.g. reading relevant parts of non-fiction texts in order to answer specific questions) - Identify how structural features affect texts (409): Identify how the author's use of specific structural and presentational features contributes to meaning in non-fiction texts (e.g. how headlines are used in newspapers to introduce the reader to the topic of articles) - Summarise a paragraph in a non-fiction text (419): Summarise a paragraph in a non-fiction text by identifying the most important elements / key ideas - Summarise main ideas from a non-fiction text (421): Summarise main ideas drawn from more than one paragraph of a non-fiction text - Distinguish between fact and opinion (434): Understand and use the terms fact and opinion, and begin to distinguish the two when reading - Justify views and opinions of non-fiction texts (368): Justify views about nonfiction texts that have been read with increasing independence, drawing on the text and considering alternative opinions - Identify purpose for reading self-selected texts (364): Read a range of non-fiction texts and be able to use the information gained from them (e.g. reading relevant parts of non-fiction texts in order to answer specific questions) Distinguish between statements of fact and opinion; retrieve, record and present information from non-fiction Distinguish between statements of fact and opinion; retrieve, record and present information from non-fiction - Increase familiarity with a range of non-fiction (451): Increase familiarity with a wide range of information and non-fiction texts, in order to support understanding (e.g. of science topics/processes) - Use strategies to find / understand Information (466):Use different techniques to aid understanding and to locate information in a text quickly and accurately (e.g. skimming, scanning and close reading) - Use text features to resolve inconsistencies (476): Know how to resolve inconsistencies in understanding (e.g., navigating straight back to the source of the inconsistency, looking at tables of contents / indices /headings to confirm / reject understanding) - Identify how text structures present Meaning (497): Identify how an author's use of different text structures presents meaning in non-fiction (e.g. how a cause and effect structure is used to present information in biographies of influential figures) - Identify the purpose for reading non-Fiction (500): Identify the purpose for reading non-fiction texts, describing how the text is structured to fulfil that purpose (e.g. understand that an instructional text may be presented in bullet points in order to efficiently convey information) - Understand how informational texts are adapted (515): Understand how informational writing can be adapted for different audiences and purposes (e.g. by changing vocabulary and sentence structures) - Identify key themes / main ideas in non-Fiction (505): Identify key themes and discuss main ideas in nonfiction texts - Compare information in non-fiction texts (522): Compare information in books on a topic or books on two similar topics to find out important details (e.g. life cycles of mammals vs. amphibians) - Consider different accounts of the same event (539): Consider different accounts of the same event in nonfiction writing (e.g. eyewitness accounts) Explain and justify opinions about non-Fiction (461): Explain and justify personal opinions about non-fiction texts, referring to some - Read an increasing wide range of non- fiction (561): Read an increasingly wide range of non-fiction (e.g. simple biographies, magazine articles) - Read non-fiction with a range of Structures (563): Confidently read non-fiction texts with a range of structural and presentational features (e.g. formal notices, text books) - Make /organise notes of relevant Information (576): Make notes of relevant information, using simple abbreviations and organise notes (e.g. arranging note cards in order) - Infer implicit meanings in non-narrative texts (594): - Identify key details that support the main idea (603): Identify key details that support the main ideas in non-fiction texts - Make more complex inferences from nonnarrative texts by recognising implicit meanings at sentence and whole text level (e.g. deducing that a journalist is against foxes because of labelling them as 'pests') - Identify how structural devices organise texts (612): Identify how authors use structural devices to organise non-fiction texts, with some awareness of impact and effect on the reader (e.g. how well a headline captures interest and summarises the article content) - Summarise main ideas from multiple paragraphs (616): Summarise the main ideas drawn from more than one paragraph of a non-fiction text, identifying key details that support the main ideas - Discuss conventions of a range of non-fiction (633): Identify and discuss conventions in and across a wide range of non-fiction, and across authors from different periods (e.g. the use of first person in autobiographies, differing conventions in different styles of news reports online vs. tabloid vs. broadsheet) - Analyse structural features in non-fiction (641): Analyse the main structural and organisational features of a wide range of nonfiction texts, using appropriate terminology in discussion (e.g. comparison/contrast, cause/effect, problem/solution when discussing organisational structures) Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say - Participate in group discussions about books (286): Participate in discussion about books that are read independently, taking turns and listening to what others say; taking an active role in developing and agreeing on the rules for effective discussion (e.g. agreeing to include and respond to all members of the group) - Describe plot, justify opinions, refer to text (304): Describe events in stories and begin to justify opinions and preferences with reference to the relevant parts of the text (e.g. \"I think they should have stayed home because it said it was cloudy outside.\") - With aid, justify views about information read (326): With support, justify views about information that has been read (e.g. \"I think more people should use trains because it says they use less energy.\") Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say - Justify views about stories and poetry that have been read with increasing independence, drawing on the text and considering alternative opinions - Justify views and opinions of stories and poetry (367): Recommending books that they have read to their peers, giving reasons for their choices; participate in discussions about books, building on their own and others' ideas and challenging views courteously; explain and discuss their understanding of what they have read, including through formal presentations and debates; provide reasoned justifications for their views Recommending books that they have read to their peers, giving reasons for their choices; participate in discussions about books, building on their own and others' ideas and challenging views courteously; explain and discuss their understanding of what they have read, including through formal presentations and debates; provide reasoned justifications for their views - Compare story aspects within and between genres (527): Compare aspects of stories (e.g. plot, characters, settings, themes) within and between genres, with some awareness of purpose and effectiveness - Understand subject matter for literary Response (549): Demonstrate awareness of some of the subject matter to be included in independent written response to a literary text (e.g. synopsis of plot, description of characters and own opinion) - Begin to take part in informal debates (661): Begin to take part in informal debates about books, poems and other works building on own and others' ideas and challenging views courteously - Discuss author viewpoint within / across texts (648): Discuss author viewpoint within a non-fiction text and across more than one nonfiction text (e.g. compare how different authors treat the same issue) - Discuss personal reading of literary texts (625): Discuss personal reading of literary texts with others, recommending fiction books and offering reasons and evidence for personal views - Discuss reading of nonfiction / recommend books (626): Discuss personal reading of non-fiction with others, recommending books and offering reasons and evidence for personal views	<urn:uuid:b9237721-4c1a-4399-b193-82398f483ed5>	CC-MAIN-2025-05	https://millbrookjuniors.co.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=277&id=456&Itemid=1000000000000	2025-01-15T19:30:13+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00653.warc.gz	423,256,035	4,799	eng_Latn	eng_Latn	0.993842	eng_Latn	0.994632	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3510, 7129, 13776, 21027, 24283 ]	[ 4.59375, 4.125 ]	1	0
Cambridge International Examinations Cambridge International General Certificate of Secondary Education CHEMISTRY Paper 1 Multiple Choice (Core) SPECIMEN PAPER 0620/01 For Examination from 2016 45 minutes Additional Materials: Multiple Choice Answer Sheet Soft clean eraser Soft pencil (type B or HB is recommended) READ THESE INSTRUCTIONS FIRST Write in soft pencil. Do not use staples, paper clips, glue or correction fluid. Write your name, Centre number and candidate number on the Answer Sheet in the spaces provided unless this has been done for you. DO NOT WRITE IN ANY BARCODES. There are forty questions on this paper. Answer all questions. For each question there are four possible answers A, B, C and D. Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet. Read the instructions on the Answer Sheet very carefully. Each correct answer will score one mark. A mark will not be deducted for a wrong answer. Any rough working should be done in this booklet. A copy of the Periodic Table is printed on page 18. Electronic calculators may be used. The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. 1 The diagrams show the arrangement of particles in three different physical states of substance X. state 2 state 3 Which statement about the physical states of substance X is correct? A Particles in state 1 vibrate about fixed positions. B State 1 changes to state 2 by diffusion. C State 2 changes directly to state 3 by condensation. D The substance in state 3 has a fixed volume. 2 What is always true for a pure substance? A It always boils at 100 °C. B It contains only one type of atom. C It has a sharp melting point. D It is solid at room temperature. 3 Element Y has a nucleon number of 19 and a proton number of 9. Which group in the Periodic Table does it belong to? A I B III C VII D VIII 4 The nucleon number and proton number of the lithium atom are shown by the symbol 3 7 Li. What is the correct symbol for the lithium ion in lithium chloride? A 2 6 Li – B 3 6 Li + C 3 7 Li + D 3 7 Li – 5 What is the relative molecular mass, M r, of HNO3? A 5 B 31 C 32 D 63 6 The table shows the structure of different atoms and ions. What are the values of W, X, Y and Z? 7 The diagram shows the structure of an atom. key + = proton = neutron n – = electron Which diagram shows the structure of an isotope of this atom? A B C D 8 Which two elements react together to form an ionic compound? A R and T B T and X C X and Z D Z and R 9 Element X forms an acidic, covalent oxide. Which row shows how many electrons there could be in the outer shell of an atom of X? 10 Which diagram does not show the outer shell electrons in the molecule correctly? 11 The chemical formulae of two substances, W and X, are given. W NaAlSi3O8 X CaAl 2Si2O8 Which statements are correct? 1 W and X contain the same amount of oxygen. 2 W contains three times as much silicon as X. 3 X contains twice as much aluminium as W. A 1 and 2 B 1 and 3 C 2 and 3 D 1, 2 and 3 12 The diagram shows apparatus used in an attempt to electroplate a metal ring with copper. The experiment did not work. Which change is needed in the experiment to make it work? A Add solid copper(II) sulfate to the electrolyte. B Increase the temperature of the electrolyte. C Replace the copper electrode with a carbon electrode. D Reverse the connections to the battery. 13 Three electrolysis cells are set up. Each cell has inert electrodes. The electrolytes are listed below. cell 1 aqueous sodium chloride cell 2 dilute sulfuric acid cell 3 molten lead(II) bromide In which of these cells is a gas formed at both electrodes? A 1 and 2 B 1 and 3 C 2 only D 3 only 14 Which process is not exothermic? A burning a fossil fuel B obtaining lime from limestone C radioactive decay of 235 U D reacting hydrogen with oxygen 15 The apparatus shown can be used to measure the rate of some chemical reactions. gas syringe reaction mixture For which two reactions would this apparatus be suitable? A 1 and 2 B 1 and 3 C 2 and 4 D 3 and 4 16 A student investigates the rate of reaction between magnesium and excess sulfuric acid. The volume of hydrogen given off in the reaction is measured over time. The graph shows the results of two experiments, R and S. time Which change in conditions would cause the difference between R and S? A A catalyst is added in S. B The acid is more concentrated in R than in S. C The magnesium is less finely powdered in R than in S. D The temperature in R is lower than in S. 17 When pink cobalt(II) chloride crystals are heated they form steam and a blue solid. When water is added to the blue solid, it turns pink and becomes hot. Which terms describe the pink cobalt(II) chloride crystals and the reactions? 18 The red colour in some pottery glazes may be formed as a result of the reactions shown. These equations show that ......1...... is oxidised and ......2...... is reduced. Which substances correctly complete gaps 1 and 2 in the above sentence? 19 Carbon dioxide gas reacts with aqueous sodium hydroxide. Which type of reaction takes place? A decomposition B fermentation C neutralisation D oxidation 20 An aqueous solution of the organic compound methylamine has a pH greater than 7. Which statement about methylamine is correct? A It neutralises an aqueous solution of sodium hydroxide. B It reacts with copper(II) carbonate to give carbon dioxide. C It reacts with hydrochloric acid to form a salt. D It turns blue litmus red. 21 A solution contains barium ions and silver ions and one type of anion. What could the anion be? A chloride only B nitrate only C sulfate only D chloride or nitrate or sulfate 22 A mixture containing two anions was tested and the results are shown below. Which anions were present? A carbonate and chloride B carbonate and iodide C sulfate and chloride D sulfate and iodide 23 Astatine is an element in Group VII of the Periodic Table. It has only ever been produced in very small amounts. What are the likely properties of astatine? 24 The diagram shows the positions of elements L, M, Q, R and T in the Periodic Table. These letters are not the chemical symbols of the elements. Which statement about the properties of these elements is correct? A L reacts more vigorously with water than does M. B L, M and Q are all metals. C T exists as diatomic molecules. D T is more reactive than R. The table compares the properties of Group I elements with those of transition elements. Which entry in the table is correct? 26 X is a monatomic gas. Which statement about gas X is correct? A X burns in air. B X is coloured. C X is unreactive. D X will displace iodine from potassium iodide. 25 27 Aluminium is an important metal with many uses. Some of its properties are listed. 1 It is a good conductor of heat. 2 It has a low density. 3 It has an oxide layer that prevents corrosion. Which set of properties help to explain the use of aluminium for cooking and storing food? A 1 only B 1 and 2 only C 2 and 3 only D 1, 2 and 3 28 Which diagram could represent the structure of an alloy? 29 The table shows the results of adding three metals, P, Q and R, to dilute hydrochloric acid and to water. What is the order of reactivity of the metals? 30 The table gives the composition of the atmosphere of four newly discovered planets. On which planets is the greenhouse effect likely to occur? A W only B W, X and Z C W and Y only D W, Y and Z 31 Compound X is heated with carbon using the apparatus shown. heat compound X and carbon reaction tube limewater A brown solid is formed in the reaction tube and the limewater turns cloudy. What is compound X? A calcium oxide B copper(II) oxide C magnesium oxide D sodium oxide 32 The diagram shows some reactions of substance Y. substance Y a salt ammonia heat with an ammonium compound heat with dilute acid Which type of substance is Y? A an alcohol B a base C a catalyst D a metal 33 A test-tube containing damp iron wool is inverted in water. After three days, the water level inside the test-tube has risen. Which statement explains this rise? A Iron oxide has been formed. B Iron wool has been reduced. C Oxygen has been formed. D The temperature of the water has risen. 34 Greenhouse gases may contribute to climate change. Two of these gases are emitted into the atmosphere as a result of processes within animals. Gas …..1….. is produced by process …..3….. . Gas …..2….. is produced by process …..4….. . Which row correctly complete gaps 1, 2, 3 and 4? 35 To grow rose plants, a fertiliser containing nitrogen, phosphorus and potassium is often used. For the best rose flowers, the fertiliser should contain a high proportion of potassium. Which fertiliser is best for producing rose flowers? 36 Air containing an acidic impurity was neutralised by passing it through a column containing substance X. acidic air neutralised air substance X What is substance X? A calcium oxide B sand C sodium chloride D concentrated sulfuric acid 37 In an oil refinery, petroleum is separated into useful fractions. The diagram shows some of these fractions. What are fractions X, Y and Z? 38 The structures of three compounds are shown. Why do these substances all belong to the same homologous series? A They all contain an even number of carbon atoms. B They all contain the same functional group. C They are all hydrocarbons. D They are all saturated. 39 Which bond is not in a molecule of ethanoic acid? A C–O B C=O C C=C D O–H 40 Which structure is incorrect? Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. 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Writing Policy (June 2020 revised February 2024) "A good teacher brings words alive. In some ways, teachers are the guardians of our language – the well-turned phrase, the beautifully constructed argument, the story that will stay in the mind for ever…" Pie Corbett NATIONAL CURRICULUM The National Curriculum divides writing into two broad areas: transcription and composition. Transcription covers the technical aspects of writing: handwriting, spelling, grammar and punctuation. Composition is about sharing their ideas and thinking about the purpose for their writing. Good writing involves balancing all these different parts. Learning to write is one of the most important skills that a child will do at primary school. Almost all other areas of the curriculum are assessed through writing, so strong writing is one of the keys to academic success. Good writing also gives a child a voice to share their ideas and opinions with the world. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and eventually, speedy handwriting. WRITING INTENT At Haydn Primary School, we recognise that English skills underpin all elements of the curriculum and are essential life-skills. Considering the fundamental importance of Speaking, Listening, Reading and Writing in everyday life, we are dedicated to enabling our pupils to develop as confident, creative, capable, enthusiastic, successful and accomplished writers. Children who want to be authors, journalists, researchers, copywriters and editors; children who feel confident to express themselves. We aim to foster an enjoyment of writing and a recognition of its value through providing a stimulating broad curriculum and school environment. We place the development of writing skills, directly linked to reading, at the very heart of the curriculum, and provide meaningful contexts and quality texts as inspiration. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn. At Haydn, children develop their skills by exploring an interesting range of different genres, with a focus on models of excellence and using these to inspire composition and then guide the drafting and editing process. We not only develop a real enjoyment of writing in English lessons but in all subjects across the curriculum. We expect the highest standards of writing in every subject. We have a consistent, whole school approach to the teaching of writing and provide a coherent model for linking and combining the literacy skills and text types into effective teaching and learning opportunities. This leads to meaningful outcomes, with each phase informing and leading into the next. Effective planning ensures the teaching of writing is responsive to learners' needs and incorporates all the key elements needed to be a successful writer. We develop success criteria, which can be applied across a range of subjects and contexts for real audiences and purposes. We use a range of strategies to assess pupils' writing and employ effective assessment procedures, both formative and summative. AIMS * To develop a love for words, language and writing * To guide children to feel confident to write and recognise its value * To develop their powers of imagination, inventiveness and critical awareness * To develop the capacity to convey meaning for a range of purposes and audiences * To encourage children to become enthusiastic and reflective writers by teaching them to understand and respond to a variety of texts * To become familiar with a range of forms of writing: poetry, fiction and non-fiction * To develop and extend the children's vocabulary through shared and guided writing and listening to stories, using what they have read in their writing * To use planning, drafting and editing processes to develop their work * To raise the standards of writing within the school for all pupils every year, with a particular focus on the lowest 20% of pupils becoming competent writers * To make rapid progress from their individual starting points and achieve age-related expectations or above by the end of Key Stage 2 * To write in a fluent joined handwriting style and take pride in their presentation * To develop phonic skills and learn spelling rules * To learn the conventions of written language and grammar WRITING IMPLEMENTATION Writing in the EYFS Mark Making Beginnings In F1 the journey towards writing begins in making marks and as we offer access to a wide range of materials, we ensure that we are praising and recognising every child's mark making efforts. We recognise the importance of children seeing adults writing and all practitioners model good practice. It is important that we offer opportunities to write whenever possible, but know that writing begins by mark making and not by producing letters. Mark making for children at this stage should be the enjoyment of creating and children are encouraged to explore writing for a purpose as they play. There is a strong emphasis on involving children in the creation of displays and providing them with lots of opportunities to discover how print carries meaning. Children are encouraged to practise their writing skills through a mixture of cross-curricular free play and adult-led activities. Moving into writing Becoming a writer involves the combination of a wide range of concepts, skills and knowledge. Many of the skills taught in F1 prepare children as they move into F2 where they will continue to be developed. * Development of attention span and auditory memory * Speaking and listening skills and vocabulary development * Familiarity with the patterns of written language through frequent hearing and repeating of stories, songs and rhymes * Knowledge of alphabet names and letter shapes and an awareness of print in the environment * Shared writing to support the understanding of the purposes of writing and to teach the skills of composition. Children are given regular opportunities to orally compose their own sentences and stories * Phonological and phonemic awareness – letters and sounds and moving sounds into writing first orally and then by forming letters * The learning of sight words (F2) Gross and Fine Motor Control Developing fine and gross motor skills is a crucial part of becoming a writer. Before any child is ready to make marks and begin to form letters confidently, they need opportunities to develop and refine both their gross motor and fine motor skills through movement. We carefully plan activities and opportunities for children to practise and develop physical control through large-scale movement, such as outdoor play, balancing, climbing, marching and moving to music; manipulative skills such as using tools, cooking utensils and scissors; and fine motor control and hand eye co-ordination, through activities such as jigsaws, threading, cutting and manipulating construction and small world equipment. Handwriting and Pencil Control Initially children learn about letters and how to form them with large-scale movements through dance, music and art activities. This is gradually refined into medium-scale and then into writing with marker pens and chubby pencils as children's skills become more developed. Letter formation is explicitly and regularly modelled and handwriting jingles are taught to the children to accompany the letter formation movement. By this point letter formation is linked with phonics teaching and revision. In F2 handwriting is practised daily both inside and outside of phonics sessions. In F1 children are supported to write their names regularly. This may begin with mark making (random scribble) and progress to children being able to copy individual letters and say the corresponding sounds. There are numerous resources and activities that help strengthen children's finger muscles to support pencil control such as manipulating malleable materials for example, dough and clay, painting with fingers and a wide variety of brushes, a workshop with scissors, staplers, hole punches, treasury tags, recycled materials and so on. Children are proactively supported to develop an effective pencil grip. How we support emergent writing at Haydn Encourage mark making We provide opportunities for mark making outdoors using chalks, mounted blackboards, painting with water, clipboards and encourage children to put as much detail as possible into their drawings. Facilitate 'literate' role-play Writing materials for children in the role play area for example, to make shopping lists, write messages and notes, fill in a diary or calendar, write birthday cards. Encourage children to make pretend registers and write other children's names Encourage them to make badges, tickets, or money as part of their play Encourage sign writing and labels, such as setting up a shop Model writing for specific purposes in role-play areas such as a café or health centre Encourage written communication Encourage children to write instructions, such as 'this way to the sand' Support them to write letters and make cards for parents, friends, teachers and family members Provide message boards and post boxes and model how to use them Provide reasons for writing Encourage children to sign up for activities, for example, having a turn on the computer Write notices that require an answer from the children Provide clipboards in the construction and workshop areas for the recording of plans and ideas Always have a well-stocked and inviting writing corner and workshop area: Paper in assorted colours, sizes, and shapes Interesting or themed stationery and envelopes Ready-made blank books Greetings cards Pens, pencils, felt tip pens, crayons, chalks, paints Scissors, stapler, split pins, paper clips, hole punch, treasury tags and Sellotape, Message board, post box, telephone, and notepads Alphabet chart with upper and lower case letters Accessible children's name cards Key Stage 1 and 2 In Key stage 1 and 2, we use a range of teaching strategies to ensure that we meet the needs of all our pupils. Shared Writing It is important that teachers model the planning and editing process of writing; that they demonstrate reflective writing by probing, exploring better words and making mistakes. It is vital that children are encouraged to reread and edit constantly. Teachers should demonstrate how to compose sentences with subordination for time and reason. This takes place during whole class teaching, where ideas are shared and discussed. The sessions should be pacey and interactive with, for example, occasionally the teacher making intentional errors. Whiteboards or large sheets of paper are encouraged for the quick composition of ideas. These ideas are recorded and refined by the teacher, modelling the skills needed to be a writer. The Shared Writing session primarily focuses on how to achieve the success criteria for a given objective within the writing to be completed. It also provides a vehicle for the teaching of grammar. Children then have the opportunity to practise and extend their own writing independently or in a guided group. Strategies for shared writing include: Teacher demonstration: * The teacher demonstrates how to write a text – how to use a particular feature or compose a text type – maintaining a clear focus on the objective(s). * The teacher thinks the process through aloud, rehearsing the sentence before writing, making changes to its construction or word choice and explaining why one form or word is preferable to another. * The teacher writes the sentence, rereads it and changes it again if necessary. * She or he demonstrates at least two sentences. The teacher does not take contributions from the children at this point but will expect the children to offer opinions on their choice of words or construction of sentences. * Every so often, shared writing is used to orchestrate a number of different objectives, calling upon all that has been learned so far. * The length of time spent on demonstration will depend on the type of writing, the objective and the age of the children. * It is important not to try to pack in too much teaching in these sessions but to move on to the children having a go either independently or in a pair. Teacher scribe: * Pupils make contributions based on initial modelling. * Fuller class participation with use of whiteboards or large paper to note down words, clauses, sentences. * Contributions and their merits are discussed and refined. Supported composition: * The teacher uses the children's ideas when creating the text. * Refer to vocabulary generated and recorded on working walls, in jotters or writing journals, building in discussion time. * Discuss and list success criteria. * Children work in pairs or individually to write a limited amount of text, focused on the teaching point. * Practise until most children have mastered the objective and can apply it when they write. * Examples are shared with the class and misconceptions are identified and corrected. * Longer sessions can be used to create whole texts or plans. Guided Writing In guided writing both the class teacher and TA conduct a learning objective-focused guided group. In this session, a common learning need is targeted with a small group of pupils. Ideas are shared and discussed and then recorded by the teacher, modelling the skills needed to write successfully. This modelling process may be repeated as necessary. Children then evidence their progress independently, using the guidance to inform their own writing. Time is given for the children to reflect and respond to marking. Independent Writing The children create independent writing and share this with a partner, exploring suggestions for improvements. As the children write, they continue to orally rehearse and make changes where necessary. After writing, children can decide (if and when appropriate) how to present their work, for example as an audio or video recording, making a book etc. When editing, children are expected to use their green pens, considering the teacher's feedback and the effect their word choice has on the reader. Time is given at the end of every lesson for the children to read what they have written. Finally, the pupils write the text type independently and apply what they have learnt from that genre and across the curriculum, editing carefully. The unit may end with an independent piece of writing in purple books. This is a book which moves up with the children as they advance through school and is an excellent record of their progress. Marking and Feedback: Marking and feedback is given in line with our marking policy (revised Spring 22). Pupils should be clear on what they can do well, represented by a star () and what they need to do to improve or remember next time (R). All teacher's marking should be referred to (KS1) or read by the children (KS2) so that they understand what they have done well and what they need to do to improve. Children should know what their target is moving forward and the next piece of marking should acknowledge this. Developing a love of Writing: (Core texts and writing Appendix 5) At Haydn, we pride ourselves on planning exciting, meaningful and stimulating writing usually based around core texts. The following are some of the strategies and ideas used to encourage our children to develop a love of writing: Exciting and interesting texts with beautiful illustrations * Talking stories for active learning * Exploring characters and settings * Wordless books to encourage creative thinking * Captions for pictures * Visiting authors to inspire e.g. Paul Cookson, Eamon Reilly, Tom Palmer * Communication with authors through Twitter and exploring their websites * Writing workshops and clubs * Drama – use of rehearsal techniques, hot seating, freeze frames, conscience alley * Recording in different ways with varied paper in assorted colours, sizes and shapes, interesting or themed stationery * Using the outdoors, Forest School * Poetry * Images * Music * Video clips * Transforming classrooms or areas of classrooms * Being a Royal Shakespeare Company Associate school * Visits to theatres e.g. Theatre Royal, Bonington, Playhouse, Lakeside * Visiting galleries e.g. The Contemporary, Lakeside, New Art Exchange * Personal experiences * Immersion experiences e.g. virtual rainforests * Setting up exciting experiences e.g. finding dinosaur eggs, a crashed spaceship in the playground * Receiving letters from authors, pirates or fairies Spelling: Spelling is taught according to the rules contained in the English National Curriculum. English Appendix 1: Spelling - gov.uk Aims: * To teach spelling systematically throughout the school; and to adopt a whole school approach * To teach Phonological Awareness, Word Recognition, Graphic Knowledge and Spelling Knowledge through the use of 'Little Wandle' which underpins teaching and learning * To encourage children to develop and learn a personal bank of frequently used words, as indicated in the English National Curriculum * To equip children with the strategies to tackle unknown words independently and sensibly, thus avoiding dependence upon the teacher * To encourage children to focus on the quality of the word and its impact, rather than choosing a word that they can spell, that may not have the same effect on their writing * To make children aware of the writing process so that they can write fluently, confidently and independently, concentrating on spelling when and where it is appropriate Developing Spelling: In order to be an efficient speller, a child needs to: * be able to segment words into component phonemes * know which graphemes represent the phonemes in words * be able to distinguish visually between words which are 'legitimately' spelled, e.g. wait, wate * know the meanings of the homophones, e.g. been and bean, so that the correct spelling is used * recall, e.g. by mental image, memorising the order of tricky letters and 'tricky' words * know spelling conventions, e.g., relating to double letters * look for similarities in the spellings of words which are etymologically related, e.g. sign, signal The Teaching of Spelling in EYFS Phonetic knowledge underpins the teaching of spelling in EYFS and KS1. F2 Completed Jan 24 Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy. Many of these are decodable and are regularly practised as part of the daily phonics sessions. 'Tricky' highfrequency words are also introduced to children from the beginning in the order set out by the Letters and Sounds document (see Phonics policy) and again are practised both inside and outside phonics sessions on a daily basis both through songs, shared reading and writing and transition activities. Children practise by reading, engaging in shared writing and then by independently writing words, captions and then sentences respectively. Words and are sent home weekly from the beginning in order from 1 - 15 in the children's reading diaries. They are checked every week by the class teacher or TA and the children are given new sets when they can consistently read them. They are encouraged to practise them at home and expectations and ideas are introduced to parents at the beginning of the year. Each week comments are written in the reading diaries by staff to share progress and next steps. There is also an expectation as the year progresses, that children begin to spell the words and practise writing them regularly both at home and at school - this is age and stage appropriate and shared with parents. The tricky words are displayed around the learning environment and activities and challenges are planned to support the children to use and learn them in focussed activities. There is a triangular approach to learning words (as there is for phonics) taught discreetly in phonics sessions, in a group through shared/guided reading and writing opportunities and during the children's 'exploring time'. In addition, there are two adult directed sessions per week (beginning in Spring) when they access the learning in the environment (selfinitiated play with a balance of directed learning activities). Key Stage 1: Year 1 Completed Jan 24 In year one, we follow the Little Wandle phonics scheme. We revisit phase 3 and phase 4 before moving onto phase 5. We continually build on our spelling skills by 'growing the code' and exploring alternative spellings. Every week children are sent home tricky words we have been learning that week in our phonics lessons. The children practise reading and writing these at home. We practise these tricky words in our phonics sessions and handwriting sessions. Year 2 Completed Jan 24 Children who have passed the phonics screening check will follow the Little Wandle Phase 5 Review program and the Little Wandle Bridge to Spelling scheme. These lessons are completed in their spelling books and then on whiteboards in class, four times a week. Spellings related to the weekly spelling rule are sent home and are tested in a quiz by the class teacher. Children who do not pass the phonics screening check follow Little Wandle Rapid Catch Up sessions daily, as well as attending whole class spelling lessons. Key Stage 2: It is expected that in Key Stage 2, the majority of children will have a secure understanding of phonics and will increasingly use morphology (the study of words, how they are formed, and their relationship to other words in the same language) and etymology (the study of the origin of words) to support their spelling. Phonics is not taught explicitly (unless as an intervention to target individual or group needs) but is still consolidated through the teaching of spelling and reading. In addition to consolidating phonetical understanding, children need to understand relationships between meaning and spelling where relevant e.g. understanding the links between medical and medicine. The National Curriculum guidance is used to teach the appropriate spelling rules for each year group. The key words used in the teaching of spelling are taught to ensure continuity and progression and the word lists for years 3 and 4 and years 5 and 6 are statutory ( English_Appendix_1 - Spelling.pdf). The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. In KS2 we use Spelling Shed. Spelling Shed is a spelling programme developed using up to date spelling research in collaboration with schools and educators. At the core, is the belief that repeated practice, shortterm retrieval and small-step goal achievement is key to spelling improvement and as such technology-driven games have been devised. Lessons build on the firm foundations of phonics in their early years. Through adult-led discussion and investigation children will become more secure in their knowledge of English orthography based on the frequency and position of the sounds within words. Parents are encouraged to be involved in practising spellings with their children We encourage the principle, Teach, Practice, Apply. When marking work, teachers identify words that children have spelt incorrectly and write these on a post-it note or at the end of the comment section, for the child. Children are encouraged to identify possible incorrect spellings when self-marking or peer marking, use a dictionary to correct them, then apply correctly in subsequent work. Children are made aware that checking their work for spelling mistakes is a vital and important part of the writing process. Dictionaries and thesauri are available in each class, differentiated in ability levels to suit the needs of the children. Children are expected and encouraged to use them in lessons. Children who struggle with spelling or who have not made expected progress will have their needs met through targeted spelling interventions. These are: * Lowest 20% * Switch-on * 1:1 * Dyslexia Action * Precision Teaching * Units of Sound * Additional guided groups Grammar and Punctuation See English Appendix 2: Vocabulary, grammar and punctuation Grammar and punctuation knowledge and skills are taught primarily through specific English lessons. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as stand-alone lessons if they feel that the class need to embed and develop their understanding or to consolidate skills. Evidence in Literacy books must demonstrate that children are developing skills progressively. In order to emphasise the specific skills that are being taught, writing tasks are underpinned by clear success criteria. These are reproduced in books and are used for assessment purposes. The expectations for extended writing varies across year groups and involves children being expected to apply the skills that were modelled to them, thereby meeting the given success criteria. Handwriting (See Appendix 3 Nelson letter formation) The National Curriculum specifies that primary school children should work towards mastering handwriting that is fluent, legible and, eventually speedy. Handwriting is consistently modelled across the school in all areas of writing in the classroom; letter formation is embedded from EYFS, particularly alongside phonics. To ensure a consistent approach, the school follows the Nelson Handwriting letter formation. There are specific targets for each year group. F2 In the Autumn term handwriting is taught through Little Wandle in three separate 10 minute whole-class sessions. From Spring onwards there are three whole class sessions. In Year 1, pupils should be taught to: * Sit correctly at the table, holding a pencil comfortably and correctly * Begin to form lower case letters in the correct direction, starting and finishing in the right place * Form capital letters * Form the digits 0 to 9 * Understand which letters belong to which handwriting 'family' (a group of letters that are formed in the same way) Discrete handwriting sessions in small focused groups (initially), then whole class. In Year 2, pupils are expected to: * Form lower case letters of the correct size, relative to one another * Start using some of the diagonal and horizontal strokes needed to join letters, and understand which letters are best left un-joined * Write capital letters and digits of the correct size, orientation and relationship to one another * Use spacing between words that is appropriate for the size of the letters In Years 3 and 4, children should: * Continue to develop their joined-up handwriting * Increase the legibility, consistency and quality of their handwriting – for example, ensuring that downstrokes of letters are straight and parallel In Years 5 and 6, children are taught to: * Write with increasing legibility, fluency and speed * Choose which shape of letter to use and decide whether or not to join specific letters * Choose the writing implement that is best suited for a task Handwriting pens will be introduced once a child can consistently join his/her writing and produce work of a consistent standard. These pens can be used in all books with the exception of numeracy. Handwriting in KS2 is assessed by teachers rather than by test. From 2018, there is a specific requirement for children to produce a neat consistent style of joined-up handwriting to meet the expected standard for Year 6. Presentation: A high standard of presentation is expected in all areas of the curriculum and this is constantly reinforced through oral feedback and marking. Aims * To provide children with the ability to record legibly and clearly * To develop a joined style of handwriting that will allow for flow and speed * To promote an excellent standard of written presentation * To provide a consistent structure and approach throughout the school Expectations 1. The date should be written on the first line at the left side of the page next to the margin. 2. The long date will be written in all literacy work from Year 2 i.e. 6 th May 2020; years 4, 5 and 6 should include the day of the week. The short date will be used in numeracy. 3. The title should be centred on the page on a line under the date. 4. All dates, titles and sub-headings must be underlined with a single line using a ruler, under the wording only. 5. Question numbers go in the margin. 6. When using paragraphs there should be a line between each one and the first line of each paragraph should be indented. 7. When starting a new page, the top line should be used. 8. When using squared paper there should be one digit per square where appropriate. 9. A ruler must be used for all appropriate lines and boxes in all work. 10. There should not be any doodling on the cover or the inside of subject books. Expectations should be made clear at the beginning of the year and referred to regularly and displayed in the front of literacy and numeracy books. Summative Assessment Summative assessments for writing are entered into SIMs each half term. Teachers use their professional judgement to determine whether a child is working within age-related expectations, above or below. They will base their judgements on the quality of the independent write that pupils produce at the end of each unit and determine to what extent pupils have met the agreed success criteria for that genre of writing. Teachers will refer to the Teacher Assessment Framework in Years 2 and 6 and the TAFs that have been developed for other year groups as a support for making judgements and to inform future planning (See The Primary Team, Nottingham City Council, 2017 Writing Progression) Appendix 4 Moderation meetings occur half-termly within year groups and termly across year groups and key stages to ensure consistency of agreed levels and look at children who are borderline. We also moderate with three other city schools. Monitoring and Review Monitoring of the standard of children's work and of the quality of teaching in English is the responsibility of the Senior Management Team and English subject leader. The work of the subject leader also involves supporting colleagues in the teaching of English, being informed about current developments in the subject and providing a strategic lead and direction for the subject in the school. Leadership time is allocated every half term so that they can review samples of children's work and undertake lesson observations. The subject leader keeps a comprehensive portfolio of samples of pupils' work. A named member of the school's governing body is briefed to oversee the teaching of English and meetings are planned half termly. This is to review progress and a written commentary reports on: * Recent development work * Pupil outcomes in relation to development priorities * Performance analysis * Pupil outcomes and their impact on teaching and learning * Subject specific future developments Governors are also invited to monitor the effectiveness of the school through a variety of activities including learning walks and classroom observations as per the Monitoring and Evaluation framework in the School Improvement Plan. IMPACT Ultimately, all children at Haydn enjoy writing and view themselves as effective and competent writers; they have a good understanding of the purpose of writing and can write effectively for a range of purposes and audiences. * At the end of KS2, every child will be a confident, accomplished writer * Outcomes at the end of KS1 in writing will be above national averages for attainment and progress * Pupils will have a wide vocabulary and use what they have read within their writing * Outcomes at the end of KS2 in writing will be above national averages for attainment and progress * The percentage of pupils working at Age Related Expectations in writing within each other year group will be at least in line with national averages * The percentage of pupils working at Greater Depth in writing within each year group will be at least in line with, or above, national averages * There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged) in writing * Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught * Parents and carers will have a good understanding of how they can support spelling, grammar and composition and contribute to homework HAYDN PRIMARY SCHOOL CORE TEXTS AND WRITING Updated Sept 2023 *Texts and writing will be reviewed and changed as staff learn about new authors, titles or curriculum and topic Favourite Five We're Going on a Bear Hunt – Michael Rosen Whatever Next – Jill Murphy Julian is a Mermaid – Jessica Love All Join In - Quentin Blake Lost and Found – Oliver Jeffers Favourite Five Chocolate Cake – Michael Rosen Ruby's Worry – Tom Percival Dogger – Shirley Hughes Stickman - Julia Donaldson Billy and the Beast – Nadia Shireen Year 2 Key Texts The Tiger That Came to Tea The Day the Crayons Quit Dragon Stoorworm Tidy The Paper Bag Princess Writing Welcome to NG5 Into the woods. Tiger that came to tea- Invitation The Day the Crayons Quit- Letter Dragon Stoorworm - description Tidy – Story/ Poem Greenpeace- Letter Letter to Santa Favourite Five The Day the Crayons Quit - Oliver Jeffers The Colour Monster - Anna Llenas The Bear and The Piano - David Litchfield I Want My Hat Back - Jon Klassen Somebody Crunched Colin - Sarah Roberts Key Texts Booktime Book of Fantastic First Poems - Michael Rosen Twisted Jack and the Venus Fly Trap Mr Gum The Selfish Giant Writing Nonsense/ Venus Fly Trap Non fiction- Venus Fly Traps Nonsense poems - The Booktime Book of Fantastic First Poems - Michael Rosen Acrostic poems - Animals Instructions- How to plant a magic bean Traditional tale- Twisted Jack and the Venus Fly Trap Mr Gum- book review Key Text Great Women in History WWII texts Bedtime Books for Girls – Amelia Earhart The Lion and the Unicorn WW2/ Ahoy there! WW2 Nonfiction texts. Writing Great Women in History Non-fiction text and Jamaica Amelia Earhart- Non fiction text- Talking storyAdventure story Letter to David Attenborough - Jamaican animals Birdfish - Animal description Diary entry - Mary Seacole Favourite Five Aaron Slater, Illustrator - Andrea Beaty The Tear Thief - Carol Ann Duffy Grandma Bird - Benji Davies Grandpa's Stories - Joseph Coelho The Barnabus Project - The Fan Brothers Favourite Five The Dot - Peter H Reynolds How to Train Your Dragon- Cressida Cowell How to Help a Hedgehog and Protect a Polar Bear - Jess French Miraculous Journey of Edward Toulane - Kate DiCamillo My Name is Not Refugee – Kate Milner Appendix 3: Nelson Handwriting letter formation: writing progression Appendix 4.docx	<urn:uuid:ad5a960f-41ba-4a8d-9be8-e16169550902>	CC-MAIN-2025-05	https://www.haydn.nottingham.sch.uk/_site/data/files/users/curriculum/4B989E08A038F0105F7C93437E2770EA.pdf	2025-01-15T18:29:42+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00648.warc.gz	847,322,169	7,031	eng_Latn	eng_Latn	0.951565	eng_Latn	0.998019	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3548, 6787, 10540, 13707, 17161, 20111, 24643, 27609, 31586, 33304, 33481, 33827, 35155, 35598, 35685 ]	[ 4.15625, 3.109375 ]	1	0
Teaching and Learning Policy September 2024 Aims and Purpose We recognise that any attempts to further raise standards at Adswood Primary must be focused upon the quality of teaching and learning in the classroom. Continued and sustained improvement is dependent upon improving the quality of teaching and learning that is taking place on a daily basis. Across our school the expectation is that all children are provided with high quality learning experiences that lead to consistently high levels of achievement for all children. The aim of this document is to help the teachers in the school become the most effective practitioners they can be by using principles established from evidence based best practice research, cognitive science and experience. By adopting a whole school approach to teaching and learning across our school, we aim: * to ensure consistency of teaching and learning in each classroom and enable teachers to teach as effectively as possible * to create effective learning environments to support and facilitate children learning * to give children the skills they require to become effective lifelong learners * to learn from each other, through the establishment of an enquiry based approach to teaching and learning and a culture where opportunities for sharing good practice are in place * achieve deep understanding, by helping children connect new knowledge with existing knowledge so they are fluent and unconsciously competent at applying their knowledge as skills * deliver academic excellence and secure knowledge into long-term memory through developing secure schemas with connected networks of ideas * enable children to become confident and interested learners, actively engaged in their own learning * develop children's self-respect and respect for the cultures and values of others * develop our core learning behaviours: enquiry, motivation and resilience Teaching and Learning strategies We have agreed a new Planning Framework that encompasses the Rosenshine's Principles of Instruction. At Adswood Primary we have spent time researching the Rosenshine principles and reflected on how these support our planning so that all learners are supported and reach their potential. We have adapted our planning proforma to ensure these elements are reflected in our planning documents. Teachers are clear that their role is to teach in a precise way which makes it possible for all children to engage successfully with tasks at the expected level of challenge. At Adswood Primary, we strive to have the following in all of our lessons: 1. A daily review of previous learning using retrieval practice strategies. 2. New material presented in small steps, with teachers ensuring that each step is mastered before moving on. 3. Teachers asking a variety of open questions, and using a range of questioning techniques, to establish children's understanding. 4. Teachers model clearly, using equipment, visual and/or other aids to show children how to solve problems. 5. Time for children to do guided practice. 6. Teachers check all children's understanding in a variety of ways. 7. Children have a high rate of success, with enough mistakes to show that they are being challenged. 8. Scaffolds are provided for all. 9. Children are given opportunities to practice independently. 10. There are regular reviews of learning. A detailed guide to our lesson structure at Adswood Primary School All lessons in our school should follow a basic structure made up of four key phases: Phase One: set the scene, place learning in a wider context, review and retrieve prior learning; review previous lesson; share intended learning outcomes. Phase Two: explaining and introducing new learning in small chunks and providing rehearsal time for children * Phase Three: Time for children to complete guided or independent practice * Phase Four: Review learning and plan next steps Precise interpretation of the four phase structure will inevitably be very different in different situations. Age, ability, timing of the lesson, subject area and the particular focus for the lesson will all have a significant impact. Teachers may well scroll through the phase more than once during the lesson. The phases are not always sequential. Review, for example, is not confined to the end of the lessons. Phase One – Review and retrieve prior learning Rosenshine's evidence shows that lessons should include some recall of previous learning – not just of recently learned information, but also of information that was learned much earlier. This helps to build and strengthen the schema of knowledge in the child's mind, enabling new information to be understood, stick more easily and for longer. For knowledge to be used and applied in the long term memory, knowledge needs to be retrieved. It is vital that children are asked to search their memory for prior learning and then apply this knowledge in their learning. At Adswood Primary, we ensure we plan for lots of low stakes retrieval practice. See Appendix 1. Phase Two – Explaining and introducing new content and providing opportunities to rehearse Providing Children with new Information or Skills This is the teaching phase. Although it is our intention for children to understand the information as they encounter it, the emphasis within this phase is upon providing new content in small chunks The quality of the input at this stage will clearly have a large bearing upon the extent to which the children understand information that they are given. We aim to achieve this through teaching skills in sequential parts with regular opportunities for children to rehearse and discuss their learning. At Adswood Primary we use a range of techniques to try to ensure that the input is of high quality on a daily basis. Periods of input are short We recognise that children have limited concentration spans particularly those in the younger year groups. Periods are input are therefore kept short and punctuated by rehearsal activities and partner talk. Research shows that significantly more learning takes place when new information is shared in shorter bursts of 10 minutes rather than extended periods of time. Questioning (including checking for understanding) Effective Questioning and Classroom Talk is essential to develop learning & higher order thinking, promoting imagination, speculation, creative thinking & to pitch a suitable challenge level. This is where the quality of questioning is paramount. Questions can highlight misconceptions and challenge children to think deeper. The greatest value of questioning is that they force children to practise retrieval; this strengthens and deepens memory hence the importance of high quality questioning. Although we encourage questions to be planned we also encourage questioning to be responsive to what is happening in the lesson. At Adswood Primary, we ensure talk time is given to children to allow them to talk to other children and adults. We use talk partners to promote talk in all classrooms. Wait times are given to allow children to pause and review to enable the children to process the information. We have invested time in staff training to support effective questioning in the classroom as well as a graduated approach to high quality questioning and we encourage higher order questions to encourage deeper investigation of concepts. Some effective questioning techniques that are used daily at Adswood Primary can be seen in Appendix 2. Monitoring levels of understanding We recognise the importance of ensuring that levels of understanding of taught concepts are secure before learning is moved on in lessons. To achieve this teachers ask carefully crafted questions, using a range of techniques as seen in appendix 2, and carefully monitor children's responses to questions and tasks. Teachers give careful consideration towards the deployment of adults in the room and how this supports the ongoing assessment process. Once misconceptions and gaps in learning have been identified within or after lessons we aim to maximise the impact of additional adults in the school. * TAs are utilised to support the marking process to enable children to complete pinpoints * They deliver pre teaching and corrective teaching tasks with pivotal children as directed by class teachers. * TAs are deployed to work with specific children during lessons, both within and outside the classroom to consolidate and extend children's learning. * TAs address misconceptions during lessons Provide Models and Scaffolds Rosenshine found that successful teachers spent longer guiding children's practice through explanations and modelling than less effective teachers. After children have been exposed to high quality explanations and models, they can begin to be involved in the knowledge recall or procedural process. This is where children begin to take ownership over parts of the task with the support of the teacher as a scaffold or guide. At Adswood Primary, we understand the importance of providing all children with scaffolds despite their level of ability to help guide their responses or help them recall information. This could be in the form of a help-sheet, sentence starters, word mats, writing frames or physical resources. We have high expectations and with these scaffolds and expect all children to take part in the learning. The input phase is punctuated through clear modelling of whatever it is that we want the children to be able to do. Opportunities for modelling key learning points are carefully considered in every lesson and clearly outlined within lesson planning. Through ensuring periods of input are followed by rehearsal activities, teachers ensure that children are given opportunities to apply and deepen their understanding before the lesson moves on. For example, a teacher might be modelling how to use embedded clauses within sentences. She might ask the children to work with a partner to construct a sentence together on a whiteboard before continuing with further instruction. See Appendix 3 detailing scaffolding and modelling techniques. Phase Three - Time for children to complete guided or independent practice Guided Practice More effective teaching occurs when you give more time for guided practice, this is directly linked to children spending more time asking questions, more time checking for understanding and using more worked examples. The idea is that if learners are going to be successful in becoming confident and independent within a certain knowledge area, the teacher needs to make sure they are forming strong schema early on. Therefore, at Adswood Primary, we ensure learners spend additional time rephrasing, elaborating and summarizing new material in order to store material in the long term memory. All children need to practice, however, practice must be guided so that the chance of forming misconceptions is minimised. If children have any misconceptions, then these misconceptions are unpicked, and retaught where appropriate. At Adswood Primary, guided practice is where learning activities involve thorough explanations, high frequency, short answer questions or simple tasks where the teacher and learners are engaged interactively, with plenty of modelling, corrective or affirming feedback and aspects of re-teaching where gaps remain. An example of this would be the 'I do, 'we do' part of a Maths lesson. Within lessons and over a series of lessons within a teaching unit, children are given time to practice using new knowledge and skills. Rosenshine (2012) recognises independent practice as a vital part of learning because it provides children with the much-required opportunity to complete a procedure or activity over and over. He identifies 'overlearning' as necessary for children to become fluent or automatic in a skill. When children become automatic in a process or skill, they free up their working memory which can be used to apply their learning to new contexts. This is when children can consolidate their learning. Independent Practice At Adswood Primary, we consider the following when planning effective independent practice. * Planning the right practice activity (during independent practice, children should work on the same material covered during guided practice to give them an opportunity to consolidate their learning). * Providing further guides and scaffolds * Using collaborative practice to best effect * Gradually removing scaffolding The more children practice the material, the stronger the retrieval strength becomes. Without enough independent practice, children will find it more challenging to recall information or procedures at a later stage as the retrieval strength of the new material won't be as strong. An example of this would be the 'you do' part of the Maths lesson. Phase Four - Review learning and plan next steps The emphasis in this phase is reviewing what has been learned and reflecting on how and why it has been learned. Review is key to memory, and we understand that it is important not just to confine it to the end of the lesson. At Adswood Primary we recognise that good teaching requires teachers to constantly refer back to the objective throughout the lesson and reinforce prior learning. This is a very important aspect of the lesson and the learning process in general as large amounts of information can be forgotten quickly by children. We recognise that when teachers summarise what has been learned, the effect on children's memories can be restricted. However, when the children are involved in identifying what they have learned in the lesson, their memories will be significantly boosted. In some subjects, we have introduced knowledge organisers that are used throughout units of work to retrieve previous learning on a regular basis. The reviewed learning is then used to 'Bridge Forward' to the next steps and sequence in learning. All lessons across Adswood Primary should include the following key elements to ensure the effective delivery of the Teaching and Learning model All lessons are…. built upon planning which has clear learning outcomes * Planned units of work centre around identified learning outcomes which are recovered regularly throughout the year * Intended learning outcomes create the right level of challenge and are built upon prior learning * All learning outcomes are written up and shared orally in child friendly language All lessons have…. well planned success criteria * All children are clear about how they will achieve the intended learning outcome through clear modelling and discussions of strategies * Toolkits are available for the children to follow * Teachers ensure that the success criteria outlined within toolkits are revisited regularly throughout the lesson * Teachers may refer to individual children's work during lessons to illustrate examples of good practice and successful use of success criteria All lessons are …. Clearly designed to meet the needs of different groups of learners = Adaptive Teaching All groups of learners are challenged appropriately in lessons, including the needs of children with SEND. More information can be found in the SEND policy. This is achieved through the use of scaffolded questioning, and planned tasks which support different depths of learning. Intended learning outcomes are the same for all children. This is to ensure that all our children are able to access the same learning. It is the responsibility of the class teacher to scaffold tasks through the use of questioning, resources and levels of support. This is the responsibility of the class teacher to scaffold learning to enable learning through questioning, levels of support and resources etc. All children receive regular and clear …. feedback which enhances their learning * The schools policy for providing feedback and responding to children's work is embedded in everyday practice and is used to support and inform teaching and learning * All children are clear about what they need to do in order to improve their work * Marking is sharply focused against the intended learning outcome and identifies next step prompts * Children are given regular time to respond to marking prompts and this is built into lesson planning and facilitated through adult support. * Live marking – The use of live marking in lessons ensures that misconceptions or observations and assessments are quickly addressed either on the same day or the next morning via post teaching interventions. Learning is enhanced through the use of …. consistent behaviour and classroom management approaches Positive behaviour management systems are designed to minimise the time spent on behaviour management and maximise the time spent on learning. All our staff must consistently apply the same approaches which are clearly outlined in the positive behaviour policy. All children are …. actively engaged in their learning * Children are actively engaged during all parts of the lesson – teachers take into account children's concentration span and ensure children are not sitting passively for long periods. * Through the use of Talk Partners, children are provided with regular opportunities to think and share ideas together to develop their learning * Mini whiteboards are used for short bursts of activity, to develop and check for understanding and to ensure children are active and engaged during the lesson. Classroom Environments The surroundings in which children learn can greatly influence their academic performance and wellbeing in our school. The better the school looks, the more it inspires the people inside it. A well cared for and organised classroom and school can make children feel that they want to achieve and how they themselves are perceived is important. At Adswood Primary we believe that classrooms should be calm, well organised learning spaces. Children need to know how to access resources and respect the classroom environment. To ensure a sense of consistency across the school the following points below need to be taken on board in each classroom. * A writing wall with a focus on the current theme * A Read Write Inc sound chart (Age appropriate) * A maths and English learning wall that reflects current learning * Science Station: including vocabulary related to theme * LCC Display: learning journey of the class over a period of weeks * This is me! Display: celebrating the uniqueness of each child * Volume indicators * Adswood Superpowers: linked to school values * Classrooms are tidy, labelled and organised. 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Workﬂow Cheatsheet What Is A Workflow? A workﬂow is all the steps you have to take from start to ﬁnish to complete something Why Is My Workflow Important? Your workﬂow can actually impede your ability or desire to do the thing that you want to be doing. So in the case of editing photos, you may want to edit your photos but never be motivated to actual do the edits because your workﬂow gets in your way. \ How To Evaluate Your Workflow 1. Document all the major steps in your workﬂow In this step we're not going for details, but the major steps along the way. As such you may be able to do this without actually going through the process. Example steps for editing photos: Importing images Organizing images Culling images Making edit selections Editing selected images Share or deliver images 2. The next time you go through the actual process, document every step you take along the way. This is the worst part of the process, but is absolutely necessary. Make sure you document every step, and most importantly, make sure you document anything in the process that frustrates you. Example of documentation: Importing images Plug SD card into reader (I hate plugging the card into the back of the camera) Open Lightroom Hit import button Review images for import (Trying to sort through images in the import dialog sucks) Make import selection (I'm always worried I'll miss some images when I make a selection) Select import folder (I hate having to go through the import process multiple times to keep my images organized) Click "import" 3. Review the steps and look for ways to automate or simplify the process. This is the most abstract part because your workﬂow is unique to you and how you work. The best advice I can offer is to identify the problem, and then look for solutions to that problem. Sometimes it will be moving the step, sometimes it might be automating the step, and sometimes it might mean making changes to your physical work space. 4. Review the changes After making changes it's always good to be conscious of how the new system is working for you. Make any notes as you test the new workﬂow out. NOTES Don't try to evaluate your entire workﬂow all at once. This is an overwhelming and exhausting task. Instead take it one step at a time. Sometimes it'll be one big step (like Importing photos), and sometimes it'll be one sub step (like ﬁguring out the best way to make edit selections). Sometimes you'll ﬁnd yourself pouring hours into looking for a solution. Don't get discouraged, and don't think of this as wasted time. Finding the right solution can pay huge dividends once you implement. On the ﬂip side of that, perfect is the enemy of good. It's absolutely worth tweaking your workﬂow, but do not let the pursuit of a perfect workﬂow keep you from doing the actual work.	<urn:uuid:5a7fed31-d88d-4c3d-9d8f-3d0ef52345d7>	CC-MAIN-2023-50	https://selfhelpphotographer.com/wp-content/uploads/2017/06/SHP-Workflow-Cheat-Sheet.pdf	2023-12-09T12:45:55+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00668.warc.gz	551,034,305	625	eng_Latn	eng_Latn	0.996964	eng_Latn	0.996923	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1096, 2834 ]	[ 2.5 ]	1	0
Year 2 Spring 1 Intent At Our Lady of Fatima, we strive to help our children to understand both the necessity of water for life and the spiritual symbolism in our faith. During this unit, children will develop an understanding of the world around them, the power of God and further find their role in the world in looking after God's creation and our fellow man. Mental Wellbeing Impact Exploring this theme will have an impact on our Mental Wellbeing by ... Scripture Passage '...whoever drinks of the water that I shall give him will never thirst.' Inspirational Quote 'Water is the driving force of all nature.' Leonardo da Vinci. Water John 4:14 Mass and Prayers / Scripture Passages Catholic Social Teaching Prayers which link to Topic / Focus Scripture Passages support overview Distributive justice How can we share our resources fairly with the world? Year B Impact At the end of the half term children will: Have a deeper understanding of the impact which we, as stewards, have on the world which has been lovingly provided for us by God. Children will know about the impact we are having on our planet and also how to best care for it for the future. We also know how we can reflect on the example of Jesus and His followers, as we seek to safeguard the world around us. Our Questions to explore How is water a symbol of our faith? At Our Lady of Fatima we strive to understands the importance of Lent in our lives today. At the end of the half term children will: Through this unit we will have a deeper understanding behind the meaning of Jesus' sacrifice, the actions of the disciples and Jesus' family around him. We hope to use this examples in our daily lives to have a positive impact on those around us and globally Have a deeper understanding of the impact of their actions. How their actions and choices impact those around them Show the power of change by their actions on the local community and globally. Understand the importance of alms giving to support those close and afar. Curriculum Overview Year 2 Spring Term English Mathematics Reading: * deduce, infer or interpret information, events or ideas from texts * identify and comment on the structure and organisation of texts * explain and comment on writers' uses of language Recounts * use conjunctions * begin to write sentences with subordinate clauses * plan a visual version of a recount based on their own experience Humorous poems * practise and performing a poem with others * use adjectives and descriptive phrases to describe nouns Grammar, Punctuation and Spelling: * explore the use of ? ! , * spell key words correctly, if not, regularly correct them * use conjunctions correctly: and, because, also, but * ensure letters are of a suitable and consistent size * first simple joins: a, e, i, t, d, h, k, l, c, n, m * all standard 2 punctuation correctly used Multiplication and Division * recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers * calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs * solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts * show that the multiplication of two numbers can be done in any order (commutative) and division of one number by another Money * recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value * find different combinations of coins that equal the same amounts of money Chemistry Computing * solve simple problems in a practical context involving addition and subtraction of money of the same unit Length and Height * choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Mass, Capacity and Temperature * choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels * compare and order lengths, mass, volume/capacity and record the results using >, < and = Everyday Materials * identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses * discover how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching. * apply their knowledge of materials to everyday life Unit 4 – Questioning Lesson Using and Creating Pictograms * Children understand that the information on pictograms cannot be used to answer more complicated questions. Asking Yes / No Questions * Children have used a range of yes/no questions to separate different items. Binary Trees * Children understand what is meant by a binary tree. * Children have designed a binary tree to sort pictures of children. Using 2Question - a Computer-Based Binary Tree Program * Children understand that questions are limited to 'yes' and 'no' in a binary tree. * Children understand that the user cannot use 2Question to find out answers to more complicated questions. * Children have matched 2Simple item pictures to names using a binary tree. Using 2Investigate: a NonBinary Database. * Children understand what is meant by a database. * Children have used a database to answer simple and more complex search questions. Unit 5 – Effective Searching Lesson Understanding the Internet and Searching * Children can recall the meaning of key Internet and searching terms. * Children have completed a quiz about the Internet. Searching the Internet * Children can identify the basic parts of a web search engine search page. * Children have learnt to read a web search results page. * Children can search the Internet for answers to a quiz. * Sharing Knowledge of the Internet and Effective Searching * Children have created a leaflet to consolidate knowledge of effective Internet searching. Unit 6 – Creating Pictures Lesson Introduction and Impressionism * Children can describe the main features of impressionist art. * Children can use 2Paint a Picture to create art based upon this style. Pointillist Art * Children can explain what pointillism is. * Children can use 2Paint a Picture to create art based upon this style. Piet Mondrian * Children can describe the main features of Piet Mondrian's work. * Children can use 2Paint a Picture to art based upon his style. * William Morris and Pattern * Children can describe the main features of art that uses repeating patterns. * Children can use 2Paint a Picture to create art by repeating patterns in a variety of ways. * Children can combine more than one effect in 2Paint a Picture to enhance patterns. Surrealism and eCollage * Children can describe surrealist art Creative Curriculum We deliver the following subjects through whole school topics and they are collectively referred to as the Creative Curriculum: Art and Design, Design Technology, Geography, History and Music. Each term the whole school follow a topic theme incorporating many curriculum areas with a particular focus on one of the Creative Curriculum subjects. (See Creative Curriculum Two Year Cycle). YEAR A Spring : Leaders Main Focus: History – exploring the lives of leaders in nursing compare the lives and achievements of Florence Nightingale, Mary Seacole and Edith Cavell * describe where the people and events he/she studies fit within a chronological framework and identify similarities and differences between ways of life in different periods * show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented * describe events beyond living memory that are significant nationally or globally * discuss the lives of significant individuals in the past who have contributed to national YEAR B Spring : Water Main focus: History– the explorations of Christopher Columbus. Investigate the life and achievements of Christopher Columbus. * describe where the people and events he/she studies fit within a chronological framework and identify similarities and differences between ways of life in different periods * show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented * describe events beyond living memory that are significant nationally or globally * discuss the lives of significant individuals in the past who have contributed to and international achievements and use some to compare aspects of life in different periods * record what they have learned by drawing and writing * make comparisons between different historical periods Secondary focus: Geography – Develop a greater understanding of the location of countries in the world linked to the studies of Florence Nightingale, Mary Seacole and Edith Cavell. * understand some geographical similarities and differences(human and physical features) of a small area of the UK, and of a small area in a country related to the study of the people above * identify seasonal and daily weather patterns in the UK and know the location of hot and cold areas of the world * use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather * use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop * use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans Year A and B national and international achievements and use some to compare aspects of life in different periods * record what they have learned by drawing and writing * make comparisons between different historical periods Geography – Develop a greater understanding of the location of countries in the world linked to the study of Christopher Columbus. * understand some geographical similarities and differences(human and physical features) of a small area of the UK, and of a small area in a non-European country related to the study above * identify seasonal and daily weather patterns in the UK and know the location of hot and cold areas of the world * use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather * use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop * use world maps, atlases and globes to identify the UK and its countries as well as the countries, continents and oceans Spring 2: Lent Main focus: Art - Exploring Lent through Art and Design and Technology – Holy Week * draw shapes and pictures of landmarks * experiment with line, shape, pattern and colour. * give reasons for his/her preferences when looking at art/craft or design work Secondary focus: Design and Technology- Exploring lent through D and T * generate, develop, model and communicate his/her ideas through talking, drawing, templates, mock-ups Physical Education PSHE Invasion Games (Hockey) Learning Outcomes: * To begin to aim towards a given target. * To accurately pass and receive a range of balls. * To further increase their understanding of space. * To pass a ball using different parts of the body. * To receive a ball using different parts of the body. Net Games Learning Outcomes: * To aim, strike & follow through towards a target. * To hit an object with varying power using a racket. * To be able to hit a ball or object towards a partner. * To explore a badminton racket and shuttlecock. To attempt a 'forearm' or 'bump' pass (Volleyball). MyHappyMind Topics Relate & Engage Children will learn: * That we relate to different people in different ways and that different people relate differently, too. * How their character strengths can help them get along with other people. They will learn that we all have different strengths, which is okay. * That it is okay that some people react differently to them and that just because their reaction is different to theirs, it isn't wrong. * How to spot the characteristics of a good friend and recognise this in themselves. * How to Actively Listen and why this helps them to get along with others. They will look at what happens if they don't actively listen and how this can affect their ability to get along with others. * Team H-A-P feels happy when we Actively Listen because we are using all parts of the team. * How to 'Stop, Understand and Consider' and why it is important to do this before responding. * How Happy Breathing can help them with friendship issues by keeping them calm. Children will learn: * When they feel good, they do good. * Goal setting is a good way to help us achieve what we want. If we set goals, we are more likely to achieve them. * The 3 steps to set a goal and practice setting goals as a class. * How Happy Breathing can help when goals are tricky Music Spring 1 Unit: I Wanna Play In A Band Style: Rock Topic and cross-curricular links: Teamwork, working together. The Beatles. Historical context of musical styles. Links to other units: Livin' On A Prayer - KS2/ages 7-11 (Scheme Year 5) Don't Stop Believin' - KS2/ages 7-11 (see Freestyle) Spring 2 Unit: Zootime Style: Reggae Topic and cross-curricular links: Animals, poetry and the historical context of musical styles. Links to other units: Three Little Birds - KS2/ages 7-11 (Scheme Year 3)	<urn:uuid:87b40f9e-f5a4-4547-ab1b-88b33ad9c91c>	CC-MAIN-2025-05	https://www.olfatima.bham.sch.uk/Files/Download/74a65461-04b6-4602-a020-a4bab1c5b594/1633d81a-cfe7-4b5e-b3b1-b0fb8f253f1e/Year%202%20Curriculum%20Spring%20A%20%20and%20%20B.pdf	2025-01-15T19:46:58+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362263.14/warc/CC-MAIN-20250115174754-20250115204754-00653.warc.gz	985,965,296	2,936	eng_Latn	eng_Latn	0.99444	eng_Latn	0.995838	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1367, 2033, 2074, 3725, 5612, 7164, 9110, 11194, 13261, 14071 ]	[ 4.4375 ]	1	0
Module 4 Computer Hardware Module aims and objectives Learners are helped to develop their knowledge and understanding of how computer hardware is constructed and how the hardware can be made to implement logic and arithmetic and to run programs. Since computing is showing itself to be both pervasive and fast evolving, the module emphasizes the key principles that continue to apply while allowing the scope of the learning to benefit from the broad base envisaged in the module. Learners are expected therefore to apply the principles of computer hardware to both current and developing technologies. Further, they are helped to cultivate an understanding of how the insights and practice from computer hardware technology contribute to the current state of the art in the wider Computer Science landscape. Minimum intended module learning outcomes On successful completion of this module, the learner will be able to: 1. Compare and contrast approaches to computer architecture 2. Explain how data is encoded 3. Solve problems of combinational and sequential logic 4. Examine the role and construction of key hardware components and explain how they operate 5. Explain the role played by storage and analyse and compare approaches to storage 6. Explain how processing is carried out and review the factors that influence processing performance 7. Explain how to construct and program a microcontroller system which includes input and output components 8. Create simple programs in assembly language that target a microcontroller platform Rationale for inclusion of the module in the programme and its contribution to the overall MIPLOs This module aims to support learners as they develop their understanding of how computing machines are implemented. The topics covered and the manner in which they are dealt with is intended to be broadly based so as to lay a solid foundation of learning. Particular attention is paid to the application of digital logic in combinational and sequential logic components that implement counting, arithmetic and logic functions. This theme is developed further with a focus on key components such as the processor and memory and the interaction of these components with simple programs. Learners develop an awareness of current technologies, literature and research in the area. Learners are expected to apply the principles of computer hardware to both current and developing technologies. Further, they cultivate an understanding of how the insights and practice from computer hardware technology contribute to the current state of the art in the wider Computer Science landscape. Appendix 1 of the programme document maps MIPLOs to the modules through which they are delivered. Information provided to learners about the module Learners receive a programme handbook to include module descriptor, module learning outcomes (MIMLO), class plan, assignment briefs, assessment strategy and reading materials. Module content, organisation and structure Data encoding and number bases * How computer hardware encodes data. * The number bases of relevance in computing. * Converting numerical data from one number base to another Digital logic * Logic circuits, their truth tables and equations. * Design and simplification of logic circuits using Boolean algebra and KarnaughVeitch maps * Sequential logic, excitation tables, state tables and state diagrams. * Shift registers and counters. * Arithmetic logic unit construction and operation. * Logic components such as the half-adder, adder, comparator and decoder. Computer Architectures, Processing & Programming * Von Neumann and Harvard architectures. Processor design approaches * Techniques for performance enhancement such as caching and parallelism. * Computer mainboard components such as the processor, buses and bus bridging chips, ports, network and graphics chips. * Instruction execution. * Writing simple programs in assembly language. * Comparisons between assembly language mechanisms like branching and higher-level programming constructs such as conditional statements and iteration. Storage * The need for different types of storage. * Hierarchical models such as the storage pyramid. * Storage cell construction. * How primary storage impacts processing performance. * Caching. * Secondary storage devices. * Access times and transfer rates for secondary storage devices. * Redundancy based systems such as RAID. Number Representation * Unsigned integer representation. * Sign and magnitude representation and two's complement representation. * Fixed point number representation. * Floating point number representation. Input & Output * Input and output devices. * Serial and parallel movement of data. * Movement of data to and from devices. * Interrupts and polling. Embedded Systems * Embedded system architectures and applications. * Typical hardware and software. * Tools. * Hardware construction and the connection of input (including sensors) and output components (indicators/actuators). * Creating and uploading programs in assembly language and C. * Debugging an embedded system consisting of hardware and software. Module teaching and learning (including formative assessment) strategy The module is delivered through a combination of lectures, tutorials, and practical lab sessions. The tutorials and practical lab sessions reinforce the learning in lectures. The emphasis is on developing knowledge and understanding in context. Assessment is divided into four elements. The continuous assessment consists of a series of take home assignments. These assess the learner's competency in specific areas of the syllabus. Finally, there is an end of semester exam that tests the learners understanding of the theoretical material. Timetabling, learner effort and credit The module is timetabled as two 1.5-hour lectures and one 1.5-hour lab per week. The number of 10 ECTS credits assigned to this module is our assessment of the amount of learner effort required. Continuous assessment spreads the learner effort to focus on small steps before integrating all steps into the overall process of computer program design and implementation. There are 108 contact hours made up of 48 lectures delivered over 24 weeks with classes taking place in a classroom. There are also 24 lab sessions delivered over 24 weeks taking place in a fully equipped hardware lab. The learner will need 85 hours of independent effort to further develop the skills and knowledge gained through the contact hours. An additional 57 hours are set aside for learners to work on worksheets and assignments that must be completed for the module. The team believes that 250 hours of learner effort are required by learners to achieve the MIMLOs and justify the award of 10 ECTS credits at this stage of the programme. Work-based learning and practice-placement There is no work based learning or practice placement involved in the module. E-learning The college VLE is used to disseminate notes, advice, and online resources to support the learners. The learners are also given access to Lynda.com as a resource for reference. Module physical resource requirements Requirements are for a classroom for 60 learners equipped with a projector, and a 20seater hardware lab for practical sessions with access to various circuit building equipment and several machines for the development of assembly code. Recommended Text Harris, S. L. and Harris, D. M. (2016) Digital Design and Computer Architecture. Amsterdam: Elsevier. Secondary Reading Clements, A. (2006) Principles of Computer Hardware. Oxford: Oxford University Press Floyd, T. L. (2015) Digital Fundamentals. Harlow: Pearson. Kleitz, W. (2014) Digital Electronics: A Practical approach with VHDL. Harlow: Pearson Education. Null, L. and Lobur, J. (2015) The Essentials of Computer Organization and Architecture Burlington: Jones & Bartlett Learning. . Smith, D. W. and Smith, D. W. (2006) PIC in Practice: a Project-based Approach. Oxford: Elsevier. Stallings, W. (2018) Computer Organization and Architecture: Designing for Performance. Hoboken: Pearson Education. Wilmshurst, T. (2011) Designing Embedded Systems with PIC Microcontrollers: Principles and Applications. London: Newnes Specifications for module staffing requirements For each instance of the module, one lecturer qualified to at least Bachelor of Science (Honours) in Computer Science or equivalent, and with a Certificate in Training and Education (30 ECTS at level 9 on the NFQ) or equivalent.with a Certificate in Training and Education (30 ECTS at level 9 on the NFQ) or equivalent.. Industry experience would be a benefit but is not a requirement. Learners also benefit from the support of the programme Director, programme administrator, learner representative and the Student Union and Counselling Service. Module Assessment Strategy The assignments constitute the overall grade achieved, and are based on each individual learner's work. The continuous assessments provide for ongoing feedback to the learner and relates to the module curriculum. All repeat work is capped at 40%. Sample assessment materials Note: All assignment briefs are subject to change in order to maintain current content. Assignment 1 Answer the questions numbered from 1 to 10 below. Show all working, especially in calculation/number conversion problems. All questions carry equal marks: 1. Explain why the base 2 number system is of special relevance in Computer Science. 2. Draw the schematic symbol for a NPN bipolar junction transistor. Explain why the transistor was key to the proliferation of computers and computing devices. Outline one disadvantage of using bipolar junction type transistors in logic devices. 3. Draw a diagram of a two input AND gate together with the corresponding truth table. With the help of a schematic diagram, show how AND might be implemented using discrete transistors. 4. Draw a diagram of a two input OR gate together with the corresponding truth table. With the help of a schematic diagram, show how OR might be implemented using discrete transistors. 5. Simplify, using the laws of Boolean algebra: AB + AB + ABC + AC 6. Draw the combinational logic circuit to implement the Boolean expression: Use Boolean algebra to simplify the expression and draw a diagram to show the simplified implementation. 7. Convert to binary: (a) EB4 (b) 5D 8. Convert to hexadecimal: (a) 11000101 (b) 101101001010 9. Convert to decimal: (a) 1011 1100 (b) 0010 1101 10. Convert the following octal numbers to decimal: (a) 162 (b) 144 Assignment 2 Introduction Answer the questions numbered from 1 to 10 below. The work must be your own and you must show all working for each problem: 1. An ADC0804 chip is connected to a sensor that outputs a voltage in the range 0V to 5V. The A-D reference voltage is the same as the supply voltage at 5V. Show how the resolution in Volts is calculated. 2. Outline two limitations of the sign and magnitude approach to the representation of signed integers. 3. Convert to 8-bit two's complement: (a) 123 (b) -63 4. Convert the following two's complement numbers to decimal: (a) 1111 1001 (b) 0110 0000 5. With the help of a diagram, explain how the IEEE 754 approach represents single precision floating point numbers. 6. Show how -35.5625 is represented using the IEEE 754 approach. 7. With the help of a labelled diagram, show how the S-R flip-flop can be gated with the addition of further logic gates to control the inputs to the flip-flop. 8. (a) Write the characteristic equation and the excitation table for the T flipflop. (b) Write the characteristic equation and the excitation table for the J-K flipflop. 9. With the help of a diagram and function table, explain how half adders can be combined to form a full adder. 10. With the help of a diagram, explain how a two's complement adder/subtracter can be created by combining a 4-bit full adder with a controlled inverter. Assignment 3 Tasks Answer the questions numbered from 1 to 10 below. This is an individual assignment. The work must be your own and you must show all working for each problem. Where you have used other sources to support your work, these must be fully referenced. 1. Write the input and output equations for the sequential logic circuit in Figure 1. 2. Write the state table for the sequential logic circuit in Figure 1. 3. Draw the state diagram for the sequential logic circuit in Figure 1. 4. Write the characteristic equation and excitation table for a T flip-flop. 5. Use a Karnaugh map to minimize the following SOP expression: 6. Draw a fully labelled diagram of the computer storage pyramid. Explain the concepts that it illustrates. 7. Distinguish clearly between DRAM and SRAM. 8. Explain, with the help of a diagram how a PIC16F684 microcontroller may be configured with a 4MHz crystal clock to drive a LED connected to PORTC,1. 9. Write an assembly language program to drive an LED connected to PORTC,1 of a PIC16F684 microcontroller. Include a delay routine in your program so the LED on/off phases are clearly visible. 10. Draw a diagram to show a logical view of a 1 of 4 (4 channel) multiplexer/data selector with active high enable. Show the function table for the multiplexer. GRIFFITH COLLEGE DUBLIN QUALITY AND QUALIFICATIONS IRELAND EXAMINATION COMPUTER HARDWARE Lecturer(s): External Examiner(s): Date: XXXXXXXX Time: XXXXXXX THIS PAPER CONSISTS OF FIVE QUESTIONS FOUR QUESTIONS TO BE ATTEMPTED ALL QUESTIONS CARRY EQUAL MARKS THE USE OF NON PROGRAMMABLE CALCULATORS IS PERMITTED DURING THIS EXAMINATION QUESTION 1 (a) A material or device that is capable of two states could be considered for the purpose of building computer storage. For example, paper was used to make punched cards. Magnetism and optics have also been used. As well as the requirement of having two states, itemise two further requirements of a material or device that would make it a candidate for the purpose of computer storage. (2 marks) (b) A pyramid model is frequently used to illustrate the different types of storage that are used in computing. Show the pyramid storage model and label it main features. Explain the key ideas that are communicated by the pyramid storage model. (5 marks) (c) A certain processor has the capability to output a completed instruction every 2 nanoseconds. What is the theoretical instruction shortfall incurred by having to wait during the rotational latency of a spinning platter hard disk with a spin speed of 7200 r.p.m? (8 marks) (d) Interrupt and polling based approaches are both used to service peripheral devices. (i) Compare the key differences between these approaches, highlighting any limitations. (ii) Explain what happens when an interrupt is signalled up to the point where the interrupted task is resumed. (10 marks) Total (25 marks) QUESTION 2 (a) Perform the following number conversions: (i) Convert from binary to hexadecimal: 1110 1100 1111 1011 (ii) Convert from hexadecimal to binary: D239 (2 marks) (b) Explain how 8-bit two's complement can be used to represent -35 (negative thirty five). (5 marks) (c) With the help of a diagram, explain how real numbers are represented in the IEEE 754 Single Precision Floating Point Number approach. (8 marks) (d) Draw a diagram to show the bit pattern that represents 56.125 using the IEEE 754 Single Precision Floating Point Number approach. (10 marks) Total (25 marks) QUESTION 3 (a) Write the Identity laws of Boolean algebra. (2 marks) (b) An ADC0804 chip is an analog to digital (A-D) converter with 8-bit output. Pin 9 is left unconnected and the 5V supply voltage is used as the reference voltage (Vref). What output would you expect to see if pin 7 (Vin analog negative) is connected to 0V and 1.0V is applied to the analog input (pin 6)? (5 marks) (c) The logic circuit in Figure 1 has inputs A and B and output Y. Derive the equation for this logic circuit. (8 marks) (d) Use Boolean algebra to simplify the logic expression for the circuit in Figure 1. Use the simplified expression to create an equivalent circuit with fewer logic gates. (10 marks) Total (25 marks) QUESTION 4 (a) With the help of a labelled diagram, show how logic gates might be connected to create a 4-bit equality comparator. (2 marks) (b) With the help of a diagram show how logic gates can be connected to add two bits and support a carry in and carry out. (5 marks) (c) With the help of a diagram, show how J-K flip-flops can be used to create a 4bit asynchronous counter. (8 marks) (d) An 8 channel (1 of 8) multiplexer has an active low enable and a 3-bit channel select interface. Channel selection is from Y0 to Y7 which can then be multiplexed/de-multiplexed onto input/output Z. Five incomplete rows from the function table of such an 8 channel multiplexer are shown in Table 1. Complete each row of the function table. Table 1. Five incomplete rows from the function table of an 8 channel multiplexer (10 marks) Total (25 marks) QUESTION 5 (a) Distinguish clearly between positive edge and negative edge triggering. (2 marks) (b) Write the characteristic equation and excitation table for a J-K flip flop. (5 marks) (c) Write the input and output equations for the circuit shown in Figure 2. (8 marks) (d) Write the state table and draw the state diagram for the circuit in Figure 2. Figure 2. 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Session 12: I Know My Own Core Passage: John 10:7-14,25-30 Suggested Week of Use: February 19, 2023 News Story Summary Every year, a huge migration of sheep takes place in Wyoming. With the help of sheepherders from Peru, thousands of animals make a 300-mile round trip through the lowlands and the mountains of southwest Wyoming in search of the greenest pastures. The U.S. Department of Agriculture estimates that there are currently about five million sheep in the United States, and Wyoming is the fourth largest sheep producer in the country. As the seasons turn, the sheep and their nomadic keepers move to higher elevations during the summer and fall. Then, as winter weather approaches, they reverse course and head back down toward better grazing land. The sheepherders, who are in the United States on work visas, make about $1,800 per month. With no permanent structures along the route, they sleep inside wheeled shacks that can accommodate two people each. They have no running water or electricity. Their cell phones and the solar panels they use to charge them are the only "conveniences" available to them. For more about this story, search "10,000 sheep with Peruvian shepherds." Focus Attention To supplement FOCUS ATTENTION, share the story of the Peruvian shepherds and call for reactions. Ask: From this summary, what words would you use to describe the shepherds taking care of the sheep? How do they demonstrate care and concern for the sheep under their care? Point out that a lot of bad things could happen to the sheep if the sheepherders did not keep an eye on them and guide them to the right places. Note that the animals could get lost or injured or even killed by a predator. Emphasize that the sheep need the sheepherders. Share that in today's session, Jesus claimed to be the Good Shepherd who loves and cares for His sheep. Encourage adults to think about how Jesus acts like a shepherd in their lives as they study this passage. Summarize and Challenge To supplement SUMMARIZE AND CHALLENGE, remind the group about the Peruvian sheepherders. Say: Most of us have no idea what it would be like to drive thousands of sheep across hundreds of miles. Explain that the sheepherders can't get the sheep to the right grazing areas unless the sheep are willing to hear and obey. Ask: In what ways are we like sheep and how is Jesus our great Shepherd? Encourage adults to examine their lives in the coming week and to ask God to help them do whatever it takes to hear His voice more clearly and to obey His leadership in every area.	<urn:uuid:fd2426a4-d22e-483f-aa73-c9abfdaee25d>	CC-MAIN-2023-50	https://explorethebible.lifeway.com/wp-content/uploads/2023/02/Extra_WIN23_S12.pdf	2023-12-09T12:03:49+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00672.warc.gz	274,472,315	564	eng_Latn	eng_Latn	0.998261	eng_Latn	0.998261	[ "eng_Latn" ]	false	docling	[ 2569 ]	[ 2.421875 ]	1	0
English Language Resource Center, C-212 Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language Combining Sentences: Coordinating Conjunctions Directions: On the line below each group of sentences, copy the sentences and combine them by using and, but, or so. Remember to use correct punctuation. When you are finished, you can check page 2 to see the answers. Try to write your own sentence before you see the answers. 1. Mary loves broccoli. Her husband, John, hates it. _____________________________________________________________________________________ 2. Keiko has a calculus test on Friday. She needs to study. 3. Maria is typing a letter to her friend. Her brother, Paul, is reading the newspaper. 4. Tom woke up late. He made it to school on time. 5. I am bringing a tuna casserole to the party. Mike is bringing potato salad. 6. Jim had to work on Saturday. He couldn't go to the park. 7. The water is very cold in January. The members of the Polar Bear Club go swimming anyway. 8. The air conditioning has been turned up really high. I'm very cold. 9. The water was very rough. The lifeguards made all of the swimmers leave the water. 10. Mike jogs two miles every morning. Then he gets ready for work. English Language Resource Center, C-212 Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language Answer Key 1. Mary loves broccoli, but her husband, John, hates it. 2. Keiko has a calculus test on Friday, so she needs to study. 3. Maria is typing a letter to her friend, and her brother, Paul, is reading the newspaper. 4. Tom woke up late, but he made it to school on time. 5. I am bringing a tuna casserole to the party, and Mike is bringing potato salad. 6. Jim had to work on Saturday, so he couldn't go to the park. 7. The water is very cold in January, but the members of the Polar Bear Club go swimming anyway. 8. The air conditioning has been turned up really high, so I'm very cold. 9. The water was very rough, so the lifeguards made all of the swimmers leave the water. 10. Mike jogs two miles every morning, and then he gets ready for work. English Language Resource Center, C-212 Free tutoring in writing, speaking, reading & grammar for BCC students who speak English as a second language	<urn:uuid:efc5c450-c307-4d40-81a4-a4158def4a06>	CC-MAIN-2023-50	https://bergen.edu/wp-content/uploads/combsencconj-1.pdf	2023-12-09T12:06:34+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00669.warc.gz	153,661,617	541	eng_Latn	eng_Latn	0.996667	eng_Latn	0.999783	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1286, 2196, 2348 ]	[ 3.5625 ]	2	0
KEEPING ACCURATE STATS FOR GIRLS LACROSSE- In an effort to keep accurate statistics for players, teams, leagues, sections and to promote the accuracy of recording and reporting player or game statistics it is recommended that each coach familiarize themselves with the information below and choose a statistician that is informed of this information as well. This information is prepared in an abbreviated fashion. It is recommended that you refer to this manual for further descriptions or explanations for each of the statistical components. Information taken from the 2020 Women's Lacrosse Statistician's Manual. http://fs.ncaa.org/Docs/stats/Stats_Manuals/Lacrosse/wlax20.pdf GOAL- A goal should be credited to the player who shot the ball, scoring a goal for her own team. In certain situations, a Team Goal (also known as Own Goal) may be credited. However, statisticians should err on the side of awarding the goal to the player who took the original shot. (1) A player's shot that enters the goal after a ricochet off a teammate's stick should be credited as a goal to the original shooter, unless the player the ball ricochets off of intentionally redirects it into the goal. (2) A ball entering the goal that appeared to have been a pass to another player shall be counted as a shot and a goal for the player who made the pass. (3) A Team Goal (also known as Own Goal) will be credited if a defensive player gains possession of the ball and then causes the ball to enter her own team's goal. (4) A goal scored on an eight-meter (free- free-position) shot should be recorded as an eight-meter (free-position) goal. ASSIST – An assist is not necessarily credited to a player who makes a pass before a goal. There should be conscious effort on the part of the passer to find an open player for a shot or to help a player work free for a shot. There should be no particular time frame for an assist (although the pass and shot should appear to be part of the same play) nor should there be any rigid distance factor in the play (the player scoring the goal could take one step, several steps, or even run a number of yards with the ball and still have the passer credited with an assist). An assist should not be credited on a play when the goal scorer dodges a defensive player after receiving the pass before shooting unless, in the opinion of the statistician, it was the pass itself and not the dodge that led directly to the shot. A player is credited with an assist when she makes, in the opinion of the statistician, a pass contributing directly to a goal. An assist cannot be credited to any player other than the one who had the ball immediately before the player credited with the goal. SAVE – The basic rule of a save is that any time a ball is stopped or deflected with any part of the goalie's body or stick, which if not stopped or deflected would have resulted in the ball entering the goal, a save is recorded. The statistician should focus on what would have happened to the ball if it had not been stopped or deflected by the goalie. If the shot would have scored, then award the goalie a save. If it would not have scored, do not credit a save. The tendency is to give a goalie a save every time she touches a shot; this creates inflated statistics. No matter how difficult it is to tell, the statistician should make consistent judgments on each shot that the goalie stopped or deflected. Consistency must be maintained so that the national statistics are meaningful. Offensive efforts that the goalie prevents from going into the goal are considered saves. A team save can be credited in certain situations (see approved rulings below). If the goalie is in the goal circle, no one else can be credited with a save (including a team save). AND A blocked shot by a defender is not considered a save unless the defender is in the goal circle and the goalie is not. AND A shot that hits the pipe, rebounds off the goalie's body and would go into the goal if not stopped by the goalie is credited as a save. A shot that hits the pipe, rebounds off the goalie's body and would not go into the goal before picked up by another player is credited as a ground ball. GROUND BALL – A ground ball is recorded when a ball changes possession during live-ball play. A ground ball shall be awarded each time a live ball changes possession within the field of play. A ground ball shall not be awarded if the ball (pass or shot) is sent out of bounds as the ball is dead before possession is gained. Should a player be fouled in the act of attempting to possess a ball, while said player's stick is in contact with the ball, possession is to be assumed. A shot returned to the field of play is considered a change of possession regardless which team gains possession of the ball. A ground ball will also be awarded when a player makes an interception within the field of play. The ball does not have to hit the ground for a ground ball to be awarded as it marks instances of gained possession for a team. The player who makes the interception will also be awarded a caused turnover.	<urn:uuid:4d084301-2026-49f6-a394-095a9c5b9af0>	CC-MAIN-2023-50	https://www.section6.e1b.org/cms/lib/NY19000854/Centricity/Domain/56/Keeping%20Stats.pdf	2023-12-09T11:08:14+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00673.warc.gz	1,067,595,669	1,076	eng_Latn	eng_Latn	0.99914	eng_Latn	0.999126	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3506, 5111 ]	[ 2.0625 ]	2	0
Fun foraging facts and forays with foresight WILL KEEP YOU HEALTHY Safe and sustainable practices Native rangelands or undisturbed areas are an important component of many small-acre properties in Wyo ming. These natural areas host many native and wild edible plants. Before heading out the door with your col lection basket, this article highlights important ethics, guidance, and safe practices to ensure we can enjoy forag ing for many seasons to come. consumed as food for thousands of years. The knowledge has been passed to us from the First Nation people with in North America who depend on these edible plants as a food source or have done so in the past. Getting started Native plants have been harvested, cultivated, utilized for medicine, and Plants on public land should not be harvested from the wild for commer cial sale. Collecting from private lands provides more leeway with harvesting plants but should still be harvested with sustainable practices. Edible plants, unless listed as noxious weeds, serve an important role in native eco systems, such as providing food and shelter for many wildlife species. 24\| BARNYARDS & BACKYARDS Sustainably harvesting wild plants is important. Individual perennial plants should not have more than half of their living biomass (leaves, stems, flowers, etc.) removed in one growing season. Allowing plants to rest at least one growing season without removing leaves or stems is a good idea. Plants need these parts to process sunlight into the energy they need to maintain vigor over the years. Continual remov al will likely result in plant decline or death. Plants that have edible roots should not be overharvested. Noxious weeds are exempt from these suggestions. Please refer to the Wyoming Weed and Pest Council for a list of noxious weeds in Wyoming, https://wyoweed.org/. Unlike many grazing animals such as wildlife and livestock, humans with tools and equipment can dig up entire plants or quickly remove large amounts of plant parts from an area. An area can be depleted quickly by even a few ag gressive foragers. It is important to be respectful, thoughtful, and knowledge able when harvesting edible plants. Avoiding mistakes Plants contain many primary and secondary chemicals. These chemicals affect each person differently; this includes allergic reactions. Please consult a medical professional for any medications or health risks that may be associated with you eating wild plants. Identification is extremely import ant. Expert advice and training are needed to properly identify plants before harvesting or consumption to avoid potential poisoning. Edible plants with poisonous plant lookalikes are common, and people who have made identification mistakes have become extremely ill or died. If new to foraging or even looking to advance your skills, finding a plant identification book as specific to your geographic location as possible is high ly recommended. The local library is a great resource to review books before committing to purchasing. Joining local and regional foraging groups on social media platforms is also an excellent resource. There are several social media options, such as Instagram, Facebook, or Reddit. Typically, these groups post multiple times each day, showing pictures and descriptions of what plants are prime for harvest at that specific time, helping the fledgling forager learn the seasonality of their area. Regional and national social media groups are also beneficial as many for aged plants are common across North America. Social media groups often share recipes and tips for harvesting, processing, and storing plants. Lastly, go out with experienced foragers. You can look at pictures in a book all day long but going out and finding the plants "in situ" is an ideal way to learn to identify and also dis tinguish the tasty edible versions from not-so-tasty imposters. A sound reference to consult for our area is Vascular Plants of Wyoming, Third Edition by Robert Dorn, 2001, for complete plant descriptions. Many plants may have been exposed to unhealthy, toxic, or det rimental chemicals, and potentially harmful waste from humans, pets, livestock, or wildlife. The chance for en countering these types of substances increases with the greater prevalence of activities from these sources of contamination. Simply washing plant material with water will not remove these toxins. Avoiding plants that have been exposed to these types of toxins is the soundest practice for avoiding an unhealthy situation. Eat plants in moderation. The University of Wyoming, authors, and distributors are not responsible or liable for any actions taken by the reader. Jamie Schmidt is the assistant district forester in District 5 with the Wyoming State Forestry Division. She can be reached at (307) 275-2439 or email@example.com. Brian Sebade is a UW Extension educator serving southeast Wyoming and is a co-coordinator of this magazine. He can be contacted at (307) 721-2571 or firstname.lastname@example.org. Information resources for help eating wild * Handbook of Edible and Poisonous Plants of West ern North America, Brian A. Elliott, 2009. * Wyoming Weed and Pest Coun cil Home page for a current list of noxious weeds in Wyoming, https://wyoweed.org/ * Vascular Plants of Wyoming, Robert D. Dorn, illustrated by Jane L. Dorn, Third Edition, 2001. * Edible and Medicinal Plants of the West, Gregory L. Til ford, Second Printing, 1997. * Edible and Medicinal Plants of the Rockies, Linda Ker shaw, 2000. Social media groups: * Instagram: @blackforager * Facebook: Foraging & Feasting * Reddit: Wild Food and Foraging R/Foraging F A L L 2 0 2 1 \| 2 5 Common Wyoming examples Common burdock Invasive weed so there is no limit on harvest Burdock is a biennial plant introduced from Europe. Plants produce leaves during the first year in a basal rosette and then a large and widely branched stem the second year. Plants are found in disturbed areas and roadways where adequate moisture is present. Plants have very sticky seeds that cling to fabrics and hair of animals. The roots are the most edible portion of the plant. to reddish-brown bark and simple oval-shaped alternating leaves with serrated leaf margins (perimeter of leaf edge). Plants are medium to tall shrubs that can reach 10-12 feet high. Flowers have five petals, white flow ers, and tend to occur on the ends of branches. Fruits are pomes that are green at immaturity, then turn reddish to pink to dark purple to blue at maturi ty. Identification: Plants are biennial herbs and can reach 3-9 feet high. Leaves are cordate (heart-shaped) and very thick, have visible hairs and are alternately arranged on the stem. Flow ers are arranged in clusters and purple in color. Flower heads have spines with hooks. Potential concerns: Exercise caution since plants may have been sprayed with a pesticide application in a lawn, roadside, or may receive lots of traffic from humans and pets. Serviceberry Saskatoon serviceberry, Amelanch ier alnifolia, and utahensis, are native Wyoming shrubs that produce edible berries. Look for this plant growing near moist soils of foothills and moun tains. Plant stems are consumed by wildlife during the winter and provide birds and other mammals with edible berries. The berries make excellent jams, jellies, and syrup (please refer to University of Wyoming Extension Bulle tin-1210, bit.ly/wyo-1210). Commercial varieties are sold through nurseries for landscapes and gardens. Potential Issues: There is the potential to confuse the berries of this plant with that of twinberry honeysuck le, Lonicera involucrate. Spruce Spruce trees, Picea engelmannii, glauca 'densata', and pungens (En gelmann, Black Hills white, and blue spruce respectively), are native Wyo ming trees that produce edible new growth at the end of the branches every spring called spruce tips. Trees are found in pure or mixed stands in cool, moist environments in higher elevations or urban landscapes as ornamental trees. Spruce tips have a citrusy taste and can be used to make teas, ice cream, beer, syrup, and even vegetable sautés and salads. They are a good source of vitamin C, carot enoids, potassium, and magnesium. Identification: Our native spruces have short single needles that are 4-sided (square in cross-section), trees are conical in shape. Cones have a smooth, flexible shape with thin scales and hang toward the ground. The blue spruce is easily distinguishable by the blueish color of the needles. Identification: Saskatoon service berry can be identified by its brown Potential Issues: Spruces in urban settings may have been treated for insects and disease. Care should be taken to avoid any tree that may have been treated with chemicals. 26\| BARNYARDS & BACKYARDS Common burdock Shutterstock, Veronique Stone Serviceberry Shutterstock, Elena Mag Brian Sebade	<urn:uuid:f0441d40-b3b4-4490-b009-8aa16e918177>	CC-MAIN-2023-50	https://www.uwyo.edu/barnbackyard/_files/documents/magazine/2021/fall/0921foraging.pdf	2023-12-09T11:22:31+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00673.warc.gz	1,139,568,063	1,946	eng_Latn	eng_Latn	0.996417	eng_Latn	0.996806	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1630, 5701, 8935 ]	[ 2.59375 ]	1	0
New Terms 1. Aerating: Adding air to the growing media. 2. Anchorage: Plant roots and stems becoming stabilized or "anchored" in their growing media. In hydroponics systems, devices or systems must anchor plants in the absence of soil. 3. Geoponics: Growing plants in the soil found on the earth's surface. Geoponics can be looked as the "opposite" of hydroponics. 4. Hydroponics: The art and science of crop production in liquid media. 5. Nutrient: The mineral quantities plants need to obtain optimum growth. 6. Nutrient solution: The replacement of soil in a hydroponic solution that supplies the plant with nutrients, water, air, and anchorage. 7. Primary nutrients: The mineral nutrients plants need in the greatest quantities: Nitrogen (N), Phosphorus (P), and Potassium (K). 8. Respiration: The process by which the plant sugars produced in photosynthesis are used up (or burned) to produce energy for the plant's life processes. 9. Transpiration: Evaporation or loss of water through plant surfaces. Teacher Material Teacher Material Plant Nutrients Nutrients are essential to plant growth because they provide a constant source of food and energy. Without nutrients, the plant will not complete its life cycle in a normal manner. With prolonged deficiency, the plant will not survive. The primary nutrients involved in plant growth are nitrogen (N), phosphorus (P), and potassium (K). The effects of these nutrients can be visually observed under many conditions: Nitrogen (N) Optimum: Plants with the optimum amount of N are dark green and high in protein content. Deficient: Nitrogen deficiency is detected by a light green color. The lower leaves turn yellow and brown as they dry up. The plant is stunted, making the stem short and slender. Excess: Too much N causes the plant to become very leafy. Flowering will be delayed. Phosphorus (P) Optimum: P stimulates root formation and growth, provides plants with a healthy start, and stimulates flowering and seed development. Deficient: Phosphorus is needed for growth and flowering. If P is not provided, the plant grows slower and delays flower and pod development. The leaves in a P-deprived plant are dark green with purple or red appearing along the veins. Lower leaves turn yellow and brown as they dry up. The plant stem becomes short and slender. Potassium (K) Optimum: At optimum levels, K increases vigor and disease resistance. It also is important for the formation of starches and sugars. Deficient: Chlorotic (yellowing) leaves result from K deficiency. Necrotic (tissue death) spots between the veins, margins, or leaf tips appear. The plant stem becomes slender. Information about the NPK effects is provided by the Wisconsin Fast Plants Program, University of Wisconsin, Department of Plant Pathology. Investigating Plant Physiology. Copyright 1989. Carolina Biological Supply Company.	<urn:uuid:4c29c254-ec73-4345-bfc2-fbcc565dfd04>	CC-MAIN-2023-50	https://cdn.agclassroom.org/media/uploads/2015/09/07/Teacher_Material.pdf	2023-12-09T12:01:16+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00678.warc.gz	187,574,562	620	eng_Latn	eng_Latn	0.990238	eng_Latn	0.99503	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1026, 2881 ]	[ 4.15625 ]	1	0
Home Fire Preparedness Checklist Home fires are the most common type of emergency in the United States, and can cause deaths, injuries and property loss within minutes of breaking out. Home fires occur every day across the country but we can take action to prepare. Prepare now to protect yourself, your loved ones and your home. Prevent Home Fires You can prevent home fires by following basic safety tips. Cooking Safety Child Safety Cooking fires are the leading cause of home fires and home fire injuries. * Stay in the kitchen and closely monitor your meal anytime you are cooking. Keep an eye on what you fry! * Keep anything that can catch fire — oven mitts, utensils, food packaging, towels or curtains — away from your stove. * Install and learn how to use a fire extinguisher. Contact your local fire department for training. * If you have a small cooking fire: - On a stovetop, smother the flames by sliding a lid over the pan and turning off the burner. Leave the pan covered until it is completely cooled. - For an oven fire, turn off the heat and keep the oven door closed. - If in doubt, just get out! If flames spread to objects beyond the stove or oven, evacuate immediately. When you leave, close the door behind you to help contain the fire. * Call 9-1-1 or the local emergency number from outside the home. Heating Safety Use caution around heating equipment such as space heaters and fireplaces. Keep anything that could catch fire at least 3 feet from the heat. Electrical Safety Use caution with electrical equipment. * Always plug appliances directly into wall outlets. Extension cords are for short-term use. * Check power cords. Make sure they are not across doorways or under carpets where they might get pinched or wear out. * Have all electrical work done by a certified electrician. Children "playing" with fire is dangerous. Each year these types of fires cause many preventable injuries and deaths. * Store matches and lighters out of children's reach and sight. * Teach young children to never touch matches or lighters. Smoking Safety Smoking is a leading cause of home fire deaths. * If you smoke, do so outside. Make sure to extinguish smoking materials in a deep and sturdy ashtray. * Never smoke or allow anyone to smoke where medical oxygen is used. * Never smoke in bed. * Use e-cigarettes with caution. Serious fires and injuries can occur when e-cigarettes are being used, charged or transported. Candle Safety * Avoid using candles because of the fire risk. Use battery-powered lights and flashlights instead. * If you must use a candle, use extreme caution and never leave it unattended. Install and maintain smoke alarms Working smoke alarms save lives and can cut the risk of dying in a home fire in half. * Be sure that you install smoke alarms in your home and that you maintain and test them regularly. * Install smoke alarms on every level of your home, inside bedrooms and outside sleeping areas. * Make sure everyone in your home knows the sound of a smoke alarm and what to do if it goes off. * Test ALL smoke alarms at least once a month by pressing the test button. More About Smoke Alarms * Smoke alarms with 10-year batteries are good for up to 10 years. * 9-volt smoke alarms should have their batteries replaced at least once a year. * Hardwired smoke alarms often have a backup battery in case your power goes out. Be sure to replace the 9-volt battery if the alarm begins to chirp. * Most smoke alarms, regardless of power source, are effective for 10 years. Replace all smoke alarms once they reach this age. - 10-Year Battery – Replace the entire smoke alarm. - 9 Volt Battery – Replace the battery and check the date of alarm manufacture. Replace if older than 10 years. - Hardwired – Replace the backup battery and check the date of alarm manufacture. Replace if older than 10 years. * Consider installing interconnected smoke alarms. When one sounds, they all sound. * NEVER disable a smoke alarm by removing batteries or removing from the wall or ceiling, even temporarily. It's easy to forget about the alarm and leaves your family at risk. * People who are deaf or hard of hearing are at risk because they may not be able to hear a standard smoke alarm. There are devices available to alert people who are deaf or hard of hearing, including bed shaker alarms and strobe light smoke alarms. * If your alarm is chirping, it means the battery is low. Practice Your 2-Minute Home Fire Escape Plan Make and practice a home fire escape plan with your household so that everyone knows what to do and can escape in less than two minutes: Practice your escape plan twice a year with your entire household. Remind everyone: * Find two paths to the outside from every room. The first path will often be a doorway. The second path may be a window or a second doorway. You need two paths in case your first path is blocked by smoke or flames. * Make sure your escape paths are clear and not blocked by clutter, furniture or equipment. * Choose a safe outside meeting place where everyone will go after they have escaped the fire so that you know everyone is safe. * Account for all those who many need extra assistance in your planning, including infants, small children, older adults and individuals with a disability, access or functional needs. Make sure that someone is assigned to help them, if needed, and that everyone can use the escape routes. First Escape Path Second Escape Path * If a fire starts in your home, you may have less than two minutes to escape safely. * Get out and stay out! Leave everything behind and get out as quickly as you can. NEVER go back into a burning building. * If smoke or fire blocks one of your ways out, use another way out. If you must go through smoke, get low and go under the smoke to escape. * Everyone in your household should plan to meet at your designated outside meeting place. * Call 911 from a safe place outside your home. If windows have security bars, make sure they have a quick release. Make sure everyone knows how to use them. Consider escape ladders for second floor sleeping areas. Multi-Family Homes/High-Rise Buildings: * If there is an outside fire escape, know how to use it in an emergency. Outside Meeting Place Hazard and Protective Actions Icons are used courtesy of FEMA and are available at community.fema.gov/ProtectiveActions/s/protective-actions-icons * Know your building's escape plan. Identify the fire doors and fire-safe stairways on your floor. Practice by counting the number of doors between your apartment and the fire exits. This can help you escape in the dark by feeling your way along the hallway wall. * Never take the elevator during a fire.	<urn:uuid:b67c8d7a-2fc2-4924-99c9-618c8cb76fa2>	CC-MAIN-2023-50	https://ivsolutionsrx.com/wordpress/wp-content/uploads/2023/04/EN_Home-Fire-Safety-Checklist.pdf	2023-12-09T12:39:01+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00679.warc.gz	356,766,849	1,423	eng_Latn	eng_Latn	0.998902	eng_Latn	0.998903	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2970, 6724 ]	[ 3.703125 ]	3	0
2022 Consumer Confidence Drinking Water Quality Report Town of Chase City PWSID NO. 5117200 INTRODUCTION This Consumer Confidence Drinking Water Quality Report for calendar year 2022 is designed to inform you about your drinking water quality. Our goal is to provide you with a safe and dependable supply of drinking water, and we want you to understand the efforts we make to protect your water supply. The quality of your drinking water must meet state and federal requirements administered by the Virginia Department of Health (VDH). If you have questions about this report or want additional information about any aspect of your drinking water or want to know how to participate in decisions that may affect the quality of your drinking water, please contact: Donald Long, Public Works Superintendent at (434) 372-3220 The times and location of regularly scheduled Town Council meetings are as follows: Second Monday of each month at 7:00 p.m. GENERAL INFORMATION Drinking water, including bottled drinking water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (800-4264791), Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ trans-plants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by cryptosporidium and other microbiological contaminants are available from the Safe Drinking Water Hotline (800-426-4791). The sources of drinking water (both tap and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source water include: (1) Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife. (2) Inorganic contaminants, such as salts and metals, which can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming. (3) Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses. (4) Organic chemical contaminants, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and can also, come from gas stations, urban storm water runoff, and septic systems. (5) Radioactive contaminants, which can be naturally-occurring or be the result of oil and gas production and mining activities. In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration limit the amount of certain contaminants in bottled water which must provide the same protection for public health. SOURCE(S) OF YOUR DRINKING WATER The source of your drinking water is surfaced water as described below. On July, 20, 2012 well water was replaced with surface water from the Roanoke River Service Authority (RRSA). DEFINITIONS Contaminants in your drinking water are routinely monitored according to Federal and Stater regulations. The following table shows the results of our monitoring for the period of January 1 st to December 31 st , 2022. In the table and elsewhere in this report you will find many terms and abbreviations you might not be familiar with. The following definitions are provided to help you better understand these terms: Non-detects (ND) – lab analysis indicates that the contaminant is not present. Parts per million (ppm) or Milligrams per liter (mg/L) – one part per million corresponds to one minute in two years or a single penny in $10,000. Parts per billion (ppd) or Micrograms per liter – one part per billion corresponds to one minute in 2,000 years, or a single penny in $10,000,000. Picocuries per liter (pCi/L) – Picocuries per liter is a measure of the radioactivity in water. Action Level (AL) – the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow. Maximum Contaminant Level, or MCL – the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. Maximum Contaminant Level Goal – MCLG – the level a contaminant in drinking water below which there is no know or expected risk to health. MCLGs allow for a margin of safety. Treatment Technique (TT) – A required process intended to reduce the level of a contaminant in drinking water. < - is a symbol meaning less than. "If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service line and home plumbing. The Town of Chase City is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 15 to 30 seconds or until it becomes cold and reaches a steady temperature before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or http://www.epa.gov/safewater/lead." WATER QUALITY RESULTS – TOWN OF CHASE CITY – REGULATED CONTAMINANTS Sodium The sodium concentration of 12.9 mg/L in our treated water as measured in a sample collected in January 2022 by the Roanoke River Service Authority is below the EPA –recommended optimal level of less than 20 mg/L of sodium in drinking water. The level is established for those individuals on a "strict" sodium intake diet. A Source Water Assessment of our system has been conducted by the Virginia Department of Health. The lake/river was determined to be of high susceptibility to contamination using the criteria developed by the state in its approved Water Assessment Program. The assessment report consists of maps showing the source water assessment area, an inventory of known land use activities of concern and documentation of any known contamination within the last 5 years. Additional information is available by contacting your water system representative at the phone number and address given elsewhere in this drinking quality report. WATER QUALITY RESULTS- ROANOKE RIVER SERVICE AUTHORITY – REGULATED CONTAMINANTS footnote #1: Turbidity is a measure of the cloudiness of the water and is used because it is a good indicator of how well the filtration system is functioning at the Water Treatment Plant. Turbidity sample results were taken at the Water Treatment Plant. footnote #2: Total organic carbon (TOC) has no health effect. However, total organic carbon provides a medium for the formation of disinfection byproducts. These byproducts include Trihalomethanes (THMs) and Haloacetic Acids (HAAs). Drinking water containing these produces in excess of the MCL may lead to adverse health effects, liver or kidney problems, or nervous systems effects, and may lead to an increased risk of getting cancer. The Roanoke River Service Authority serves 92 customers, as well as, the Towns of South Hill, La Crosse, Brodnax, Chase City, Boydton and portions of Bracey area as well as the Counties of Mecklenburg and Brunswick. During the calendar year 2020 RRSA supplied a total of 463,330,569 gallons of water to all water systems listed above. We regularly monitor for various contaminants in the water supply to meet all requirements. The table lists only those contaminants that had some level of detection. Many other contaminants have been analyzed but were not present or were not present o were below the detection limits of the lab equipment. Most of the results in the table are from testing done in 2022. However, the state allows us to monitor for some contaminants less than once per year because the concentration of these contaminants do not change frequently. MCL's are set at very stringent levels by the U.S. Environmental Protection Agency. In developing the standards EPA assumes that the average adult drinks 2 liters of water each day throughout a 70-year life span. EPA generally sets MCLs at levels that will result in no adverse health effects for some contaminants or one-in-ten-thousand to one-in-a-million chance of having the described health effect for other contaminants. We are required to monitor your drinking water for specific contaminants on a regular basis. Results of regular monitoring are an indicator of whether or not our drinking water meets health standards. Did any monitoring, reporting, or other violations occur during the year: (X) Yes () No VIOLATION INFORMATION: The Town of Chase City incurred two Failure to Monitor Violation in January 2022. A failure to monitor for bacteriological containments occurred in January 2022. A second failure to monitor for disinfection byproducts (TTHM and HAA5) occurred in August 2022. Bacteriological sampling is conducted monthly and subsequent bacteriological results have all been satisfactory. Disinfection byproducts are sampled quarterly, and these results have also been satisfactory. The health effects of not sampling are unknown. This Consumer Confidence Drinking Water Quality Report was presented by: Donald Long Public Works Superintendent Town of Chase City 17 W. 4 th Street Chase City, Virginia 23924 (434) 372-3220	<urn:uuid:bf9dd3aa-61ce-4d36-ab77-247e58276f26>	CC-MAIN-2023-50	https://mccmeetingspublic.blob.core.usgovcloudapi.net/chasecity-meet-687d5df9aa08492c96ded6e9624d7659/ITEM-Attachment-001-8d0d0f0cc3e64732a8c49bc9767ca3f8.pdf	2023-12-09T11:16:47+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100909.82/warc/CC-MAIN-20231209103523-20231209133523-00678.warc.gz	429,721,925	2,137	eng_Latn	eng_Latn	0.994138	eng_Latn	0.994808	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2924, 5999, 7361, 8788, 10473 ]	[ 2.375 ]	1	0
PROJECT RESULT 2: E-learning toolkit for green and social entrepreneurship Module 1 Definition of the legal framework of Social and Green Entrepreneurship in the partner Countries Developed by Partner 3, Chambre de Commerce Belgo-Italienne TOPIC 5. GREEK LEGAL FRAMEWORK 5.1 The law 5.2 The current situation 5.3 Conclusions Food for thought questions (3 questions) TOPIC 6. CROATIAN LEGAL FRAMEWORK 6.1 The law 6.2 The current situation 6.3 Conclusions Food for thought questions (3 questions) TOPIC 7. BULGARIAN LEGAL FRAMEWORK 7.1 The law 7.2 The current situation 7.3 Conclusions Food for thought questions (3 questions) TOPIC 8. POLISH LEGAL FRAMEWORK 8.1 The law 8.2 The current situation 8.3 Conclusions Food for thought questions (3 questions) Case studies: 1. Law on Social Cooperatives in Italy: Adjustment of an existing cooperative law to support social enterprise development The information presented in this case study is useful to green and social entrepreneurs because the Italian Law 381/1991 on Social Cooperatives is a pioneering legal framework, as it was the first law to specifically recognise and regulate social enterprises in Italy. It has inspired similar laws in Europe and globally such as in Portugal, France, Spain, South Korea and the United States. Ever since, the Law on Social Cooperatives has seen several revisions and facilitated the development of legal frameworks for other areas of the social economy. https://www.oecd-ilibrary.org/sites/c34f18e1-en/index.html?itemId=/content/co mponent/c34f18e1-en#countryli_container4 2. The Brussels 2018 Ordinance on social enterprises (Belgium): An inclusive policy-making process to co-construct a legal framework for social enterprises The information presented in this case study is useful for green and social entrepreneurs because when designing legal frameworks, an inclusive consultation process is fundamental, as it refines how policy makers understand social enterprises and thus ensures that legal frameworks are relevant, appropriate and meet the needs of relevant stakeholders. Finally, co-constructing a legal framework helps avert practical implementation problems, enhances compliance and acceptance of such framework, and increases public trust in government. https://www.oecd-ilibrary.org/sites/0836de2a-en/index.html?itemId=/content/co mponent/0836de2a-en 3 Activities Further reading (list of additional material) Quiz (10 questions) Introduction There is a need in Europe for a greater number of people able to tackle the challenges we face, people with the knowledge, skills and attitudes necessary to turn ideas into action for the betterment of our society. In other words: people with entrepreneurial competence. We need them if we aim to successfully navigate the digital transition, the climate crisis and the recovery after the pandemic. We need them in governments, enterprises, civil society, schools and higher education. To develop the necessary competences, creating the right type of education will be crucial. With this in mind, this module aims to make a contribution in the right direction by providing learners with a general knowledge of the legal framework for green and social entrepreneurship which is currently implemented in the partner countries. The module also delineates the direction in which European policies are moving, their priorities, as well as what the key elements for promoting entrepreneurship education are, within the current legal framework. To fulfill the above mentioned goals, four learning objectives have been developed for this module: participants will gain knowledge of normative sources of social and green entrepreneurship, become able to identify the priorities of the EU in this field, be aware of the European policy for entrepreneurship education, and understand the importance of the role that entrepreneurs play in society at large. Topic 1. EUROPEAN PERSPECTIVE 1.1 What is Entrepreneurship Education Entrepreneurship Education (EE) is fundamentally about problem-solving and the so-called 'four Cs': communication, collaboration, creativity, and critical thinking. It combines experimental learning, competence building and, most importantly, a mindset shift. EE is aimed at all levels of education, from kindergarten all through primary and secondary school, to vocational, higher and professional education. It is not only about starting a business but it can be valuable also for employees and the self-employed. EE is for life-long learning with appropriate contents, methods, and tools on each level. The benefits of EE can be substantial, for example, young people who have received this training are more likely to set up their own companies, and additionally the businesses started by those people were found to be more ambitious 1 . An important piece of knowledge for future entrepreneurs is for example the EU operational definition of social enterprise. According to the Social Business Initiative (SBI) of 2011 2 , a social enterprise is an undertaking: whose primary objective is to achieve social impact rather than generating profit for owners and shareholders; which uses its surpluses mainly to achieve these social goals; which is managed in an accountable, transparent and innovative way, in particular by involving workers, customers and stakeholders affected by its business activity. This definition arranges social enterprise key features along three dimensions: an entrepreneurial dimension, a social dimension, a dimension relative to governance structure. Provided that the pursuit of explicit social aims is prioritized through economic activities, these three dimensions can combine in different ways; it is their balanced combination that matters most when identifying the boundaries of social enterprise. The EU is also devoting its attention to green entrepreneurship. Namely, the European Green Deal is the EU's new growth strategy, and aims to transform the EU into a modern, resource-efficient and competitive economy, with no net emissions of greenhouse gasses by mid-century. In this framework, the new Industrial Strategy for Europe will lead the green and digital transitions by helping industries to reduce their carbon footprint by providing affordable, clean technology solutions and by developing new business models. As a primary vehicle of innovation, small and medium enterprises (SMEs) need to be borne in mind in all actions under this Strategy 3 . This is reflected in a horizontal manner by increased attention to regulatory burdens for SMEs. New actions will strongly benefit SMEs and start-ups, whether it be from a strengthened Single Market, reduced supply dependencies or the accelerated green and digital transitions. 1.2 Key actions to foster EE in Europe The European Commission recognises the importance of Entrepreneurship education, thus, it aims at promoting this practice on the local, regional, national, and European level. The effort must be aimed at all decision makers in governments, schools and higher education, civil society, and business. Thanks to the project "Peer-Learning Activities in Entrepreneurship Education and in Women's Entrepreneurship" the European 1 https://www.oecd.org/cfe/leed/BGP_Entrepreneurship-in-Education.pdf 3 https://ec.europa.eu/info/strategy/priorities-2019-2024/european-green-deal_en 2 https://www.ess-europe.eu/sites/default/files/publications/files/ke-01-20-768-en-n_1.pdf Commission identified 5 main actions that decision makers could take 4 . The first is increasing the EE competence of educators, to this end, a pan-European peer-to-peer network of EE teachers could be useful. Secondly, governmental bodies, education institutions, businesses, and civil society actors could collaborate to develop strategies, policy agendas, and EE curricula, a strong European platform for EE would be helpful. It is also crucial to raise awareness of EE benefits among education institutions, parents, and the wider community. Measuring and comparing EE practice and impact at an European level could allow EE to contribute to key European policy agendas. Finally, sharing EE knowledge and experience by building national and international networks would succeed in enhancing EE teaching and learning. 1.3 Conclusions In recent years, EE has become a significant area of policy development in European countries. At the European level, it is part of the European Skills Agenda. It is closely linked to Europe's green and digital transitions and the post-COVID-19 economic recovery. This can be attributed to the fact that knowledge of entrepreneurship plays a crucial role in today's day and age, in which we are facing serious challenges ranging from climate change to pollution and to an increasing wealth gap. In this context, it will be especially beneficial to focus on developing social enterprises, as they are initiatives created in communities to benefit the communities themselves and often also the environment, because they opt to employ local labor and resources. Food for thought * Are Entrepreneurship Education (EE) courses being taught in your country at the present moment? * Do you think that green and social entrepreneurship should be part of the curriculum? * What other policies should the EU implement to foster social and green entrepreneurship? Topic 2. BELGIAN LEGAL FRAMEWORK 2.1 The laws The concept of social enterprise has not yet been clearly defined in Belgium. The sector's borders are still being determined. In the future, focus is likely to either concentrate on particular emblematic organizational forms and sectors of activity or employ a broad view through a set of distinctive criteria. Consequently, no specific legislation fully embraces the scope of social enterprise in Belgium. Instead, a set of laws, regional decrees and public provisions related to specific legal forms, sectors of activity and social mission types exist. There is a large scope of policies and legal provisions potentially applicable to social enterprises in various sectors and it is impossible to provide an exhaustive list of all these measures. In terms of numbers, most social enterprises operate as associations. Important as well, but less numerous, are foundations, mutuals, and cooperatives and social purpose companies—these latter two categories used to be often combined with each other until the 2019 reform, which has repealed the social purpose company and introduced a social enterprise accreditation that is only available for cooperatives. In the context of the Company Law the social purpose company framework was created in 1995. This framework was not a new legal form; in fact, all types of organizations could adopt the social purpose company status, provided that they were "not dedicated to the enrichment of their members", and their statutes complied with a series of conditions. A very large number of social enterprises have thus developed without using the social purpose company legal framework but rather by adopting an associative (VZW/ASBL), cooperative (without a formal social purpose), mutual or, to a lesser extent, company by share form. The law on associations has been substantially amended in 2019 to strengthen the "entrepreneuralisation" of associations. Contrary to what was permitted before, associations can—like companies—develop economic activities of industrial or commercial nature, even as their main activity. Recent legal changes have also acknowledged cooperatives' inclination to pursue general interest aims. From 2019, only cooperatives can be accredited as social enterprises through a new accreditation scheme, provided that they fulfill a list of nine conditions. Whilst most public policies for social enterprises are now developed at the regional level, it is worth mentioning that the legal provisions for all legal forms (associations, foundations, cooperatives, mutuals and other companies, as well as accreditation as social enterprise) are still regulated at the federal level. For example, the recognition of cooperatives is organized through the National Council for Cooperation. 2.2 The current situation Precise figures are not available due to social enterprise's blurred boundaries, different models and the lack of an overall legal or statutory framework. However, several calculations have been made using two approaches: a "bottom up" approach that sums up the known figures for some of the most easily definable social enterprise types; and an "inclusive" approach, which aggregates populations of organizational forms, including a certain share that could be considered social enterprises according 4 https://eismea.ec.europa.eu/peer-learning-entrepreneurship-education-and-womens-entrepreneurship_en to the EU operational definition. Whereas bottom-up calculations probably underestimate the number of social enterprises, because they only focus on those types that can be easily identified, inclusive calculations probably overestimate the number of organizations. Consequently, the bottom-up and inclusive approaches differ quite strongly when it comes to providing statistics— respectively around 3,000 and 18,000 organizations. Hence, the difference in terms of numbers seems mainly related to different interpretations of the social enterprise phenomenon and different ways to frame it—as either a very specific and distinctive form, or as an "area" of diverse organizations located in between the public and private for-profit spheres. If we refer to the EU operational definition and the broad understanding of an economic activity as the production of goods and services, it is likely that the numbers will lean towards those proposed by the inclusive approach. It is estimated that workers are concentrated mainly in Associations (89%), while the rest is distributed among Foundations (3.7%), Cooperatives and/or social purpose companies (3.6%) Mutuals (3.7%). 2.3 Conclusions An important debate regards the different concepts and visions of social enterprise. For example, the recent emergence of market-based approaches has not been welcomed by established social economy networks. Concerns include: the bias towards appealing communication; the idea that social entrepreneurs can solve all social ills; the focus on market-based discourses, tools and resources; individual "heroic" entrepreneurs instead of collective action; overtly broad definitions; and privatization dynamics that overwhelm public action. In contrast, more recent social entrepreneurship networks are concerned that established actors: present restrictive definitions; are too dependent on public support; are too focused on particular social aims; are too rigid to generate innovative solutions; and are too reluctant to legitimize and enter into dialogue with new approaches. It can also be argued that the structure of political action divides the sector between the "economic" and the "social". Such practice is also reinforced by the media and public opinion. In summary, it can be observed that, in line with the emergence of social investment internationally, a more market-oriented trend has developed in Belgium that translates into the notions of social entrepreneurship and social entrepreneurs rather than social enterprise. Food for thought * Do you think that not being recognised at a national level goes against the interest of social enterprises? * Do you think that dividing the sector in "economic" and "social" goes against the interest of social enterprises? * What policies should Belgium implement to foster social and green entrepreneurship? Topic 3. ITALIAN LEGAL FRAMEWORK 3.1 The law The concept of "social enterprise" was introduced in Italy earlier than elsewhere. In 1991, after more than 10 years of unregulated development, "social cooperatives"were recognised by law as cooperatives operating with the purpose of "pursuing the general interest of the community in the human promotion and social integration of citizens". A more general legal framework was introduced in 2005-2006, creating the legal category of "social enterprise". It enabled a wider set of legal entities to qualify as social enterprise and expanded the permissible fields of engagement. While social cooperatives, associations and foundations involved in the provision of services have carried on growing in terms of numbers, turnover and people employed, the number of registered social enterprises has shown a disproportionately small increase. Thus, with the aim of re-launching social enterprise under the "third sector" umbrella, new legislation was enacted in 2016/2017 introducing some key changes with a view to providing a common framework for both the third sector and social enterprises. While safeguarding the non-lucrative mission of social enterprise, the law is targeted at rendering the social enterprise qualification more attractive both to potentially eligible organizations and to investors. Social enterprises are the exclusive object of decree 112/2017. In line with the EU operational definition a social enterprise is now defined as a "private organization that runs entrepreneurial activities for civic, solidarity and social utility purposes and allocates profits principally to achieve its corporate purpose by adopting responsible and transparent management modalities and favoring the largest possible participation of employees, users, and other stakeholders interested in its activities". 3.2 The current situation When considering the entire range of social enterprises operating in Italy, regardless of their legal form, the phenomenon turns out to be significant in terms of numbers. Based on the available data on social cooperatives, ex lege social enterprises, and associations and foundations with market activity, the estimated number of social enterprises in 2017 amounted to over 102,000 accounting for almost 900,000 paid workers and an annual turnover of 42,700 million EUR. According to a census, in 2017 there were 350,000 NPOs active in Italy, of which 4.5% (15,770) were social cooperatives, 85.1% were associations, 2.1% were foundations and 8.3% were other legal forms (mainly religious entities) (Lori 2019). When considering the distribution of the workforce: 36.4% was employed by organizations running social services; 22.6% by organizations engaged in health services; 11.6% by work integration organizations (i.e. social enterprises), and just 6.3% was employed by organizations delivering cultural, sport and recreational services. 3.3 Conclusions Social enterprises are an important and growing sector of the Italian economy. While the integration of social enterprises into the welfare system has been key in boosting their replication, the strong dependence of social enterprises on public policies, coupled with the growing use of competitive tenders based on the lowest price, has contextually contributed to a constraint on their innovative behavior and future development. This has, on the one hand, slowed down the expansion opportunities for social enterprises. On the other hand, it has created the impetus for social enterprises to diversify into new markets, including new demand from private users. A key challenge for social enterprises delivering general interest services is to experiment with new cycles of innovation in the health and educational domains and increase the delivery of corporate welfare services addressed to enterprises' employees, families and users. As for work integration social enterprises (WISEs), less dependent on public resources from the outset, a key challenge is to switch from domains with a low added value towards operations that can foster higher professional profiles to the benefit of disadvantaged workers who are already employed. Another strategy, which should be exploited further, is to reinforce partnerships with conventional enterprises. Food for thought * Think about the role that financial incentives play in the decision of setting up a social enterprise. * What is your opinion on social enterprises delivering corporate welfare services? * What policies should Italy implement to foster social and green entrepreneurship? Topic 4. ROMANIAN LEGAL FRAMEWORK 4.1 The 2015 law In Romania, the legal recognition of social enterprise took place within the larger context of designing a general legislative framework for the social economy. According to Law 219/2015, "the social economy is the set of activities organized independently of the public sector, the purpose of which is to serve the general interest, the interests of a community and/or personal non-pecuniary interests, by increasing the employment of persons belonging to a vulnerable group and/or the production and supply of goods, the provision of services and/or the execution of work." In Romania, the concept of 'social enterprise' refers to a way of doing business, not to a legal entity. A social enterprise certificate is granted by the County Employment Agencies for a period of 5 years, provided that the legal structure applying for the certificate complies with the principles of social economy and the following criteria: it acts for a social purpose and/or in the general interest of the community; it allocates at least 90% of its profits the pursuit of the social aim and the constitution of a statutory reserve; it undertakes to transfer the assets remaining after liquidation to one or more social enterprises; it applies the principle of social equity towards employees, ensuring fair wage rates. Law 219/2015 lists the types of organizations (cooperatives, credit cooperatives, associations, foundations, mutual-aid associations and other entities that fulfill the social-economy principles) that can be recognised as social enterprises. The law also regulates for the first time a specific form of work integration social enterprise, the "social-insertion social enterprise". Like the social enterprise, the social insertion enterprise is not a legal form of organization, but a status that can be obtained by a private organization carrying out economic activity with the objective of ensuring the socio-occupational insertion of disadvantaged people into the labor market. 4.2 The present situation Because of the degree of bureaucratisation of the certification process and due to the fact that the fiscal and financial rewards attached to it are limited, de facto social enterprises show only limited interest in officially registering as such: by August 2019, only 114 social enterprises had been registered in the National Register of Social Enterprises, of which 12 were work-integration social enterprises. In Romania, the majority of SE initiatives are launched by associations and foundations, which frequently set up business entities under their own control with a view to running economic activities. Most of the Romanian social enterprises are small-sized. Four main types of social enterprise were identified: entrepreneurial non-profit organizations (associations and foundations), mutual-aid associations (mainly retirees' mutual-aid associations), work-integration social enterprises (including two models: sheltered workshops and social-insertion social enterprises), and cooperatives pursuing general-interest goals. Associations and foundations carrying out an entrepreneurial activity are the most dynamic actors in the Romanian social-economy sector. Data from the National Institute of Statistics indicate that, in 2015, there were 42,707 active associations and foundations in the country, employing 99,774 persons. 4.3 Conclusions Romanian legislation on social enterprise focuses almost exclusively on work-integration social enterprises and on the development of externally driven initiatives, stimulated by the existence of generous funding for work-integration projects for disadvantaged groups. The Romanian SE sector deals with several challenges. First, there is a growing demand for general-interest services. The Romanian social-services sector is underdeveloped and underfunded, but the demand for social services is growing fast, particularly in the case of services for the elderly. Secondly, the lack of awareness and poor understanding of the identity and social utility of social enterprises by decision-makers and the general public, who don't relate them to the concept of entrepreneurship, represent a barrier for their development. Finally, public support for SE development remains limited. Beside the support for work-integration social enterprises, public resources to support bottom–up active social enterprises are very scarce, the entrepreneurial activities of associations and foundations are not encouraged or supported by public authorities, and mutual-aid organizations are poorly understood by and almost invisible to policymakers. Food for thought * What are the advantages of understanding the concept of 'social enterprise' as a way of doing business and not a legal entity? * Reflect on the importance of making the public understand the entrepreneurial potential of social enterprises. * What policies should Romania implement to foster social and green entrepreneurship? Topic 5. GREEK LEGAL FRAMEWORK 5.1 The law Law 4019/2011, approved in the year 2011, was the first Greek law regarding social economy and social entrepreneurship. Immediately after, also thanks to a period of social mobilisations, usually referred as the 'movement of the squares', there was a rapid increase in the number of social enterprises. Law 4430/2016, which replaced former Law 4019/2011 does not explicitly introduce the social enterprise as a distinct legal entity. Instead, it recognises three different legal forms that define the country's SSE (Social and Solidarity Economy) sector. Of these, only two fulfill the EU operational definition: social cooperative enterprises (SCEs) and limited liability social cooperatives (KoiSPEs). Law 4430/2016 adopted a more operational, criteria-based logic: there is no need for an entity of almost any legal form to change its status in order to be part of the official SSE spectrum and register on the NRSSE (National Registry of Social and Solidarity Economy). What is required is compliance with a series of operational criteria that concern its aim, governance, economic equity, profit distribution and eligible membership. Notably, Law 4430/2016 set new ground for the development of Greek social enterprise fields of activity, by largely broadening the meaning of 'social aim' to include a series of activities for the general public as opposed to being exclusively focused on vulnerable and/or special social groups. 5.2 The current situation Greek social enterprises are still currently embryonic when compared with other European countries. According to EU criteria, the total number of Greek social enterprises is estimated at 1,148. The vast majority (984) are SCEs for collective and social benefit purposes. Despite their very small size and annual turnover, Greek social enterprises encompass a broad spectrum of economic activities. However, most organizations commonly operate within the food trade and processing, education, general trade and leisure services. Greek social enterprises are also characterized by members with high level educational qualifications and women, who constitute more than 60% of their total workforce. Finally, social enterprises are unevenly spread across Greece. The social enterprise types currently present in Greece are: Social cooperative enterprise (SCE), divided into the sub-categories of Integration SCEs and SCEs for collective and social benefit purposes, Limited liability social cooperatives, Women's agrotourism cooperatives, de facto social enterprises such as Civil cooperatives, Limited liability companies and Agricultural cooperatives. There are also two types of legal forms that cannot be fully regarded as social enterprises according to the EU operational definition: Associations and civil non-profit companies and Fundations. 5.3 Conclusions Despite their recent dynamic development, Greek social enterprises face a series of constraints and barriers regarding their further development. According to a 2017 British Council report, the majority of respondents regard access to forms of finance and administration issues and bureaucracy as the most crucial barriers that hinder social enterprise development across the country. As an example, many announced support measures remain inactive, and most regions have less access to finance, grants and information than those in Attica. There are also some cultural issues, such as a lack of awareness of a tradition of cooperation. Nonetheless, although still in its infancy, the Greek social enterprise ecosystem is very dynamic and could potentially thrive in the future. Food for thought * Why is it important for social cooperatives to not only focus on vulnerable and/or special social groups? * Reflect on the importance for legislation regarding social enterprises to not require an excessive amount of bureaucracy. * What policies should Greece implement to foster social and green entrepreneurship? Topic 6. CROATIAN LEGAL FRAMEWORK 6.1 The law In 2011 the Act on Cooperatives introduced the social cooperative, in order to connect cooperatives to the social enterprise sector. In 2015, the 'Strategy for Entrepreneurship Development' was adopted and its main objective is to create a supportive environment for social enterprises in Croatia, thereby decreasing regional disparities, increasing employment and ensuring a fairer distribution of social wealth. The Strategy defines social entrepreneurship as a "business based on the principles of social, environmental and economic sustainability, in which generated profit or surplus is entirely or largely reinvested for the benefit of the community". The definition is accompanied by nine criteria for the identification of social enterprises. The Croatian definition is very much in line with the EU operational definition of social enterprise, as it is largely based on EU documents and policies, especially the Social Business Initiative. The official definition given in the SE Strategy does not precisely state the legal forms of possible social enterprises, but rather implies that various forms which meet prescribed criteria may be considered as social enterprises. 6.2 The current situation In Croatia there are no de iure social enterprises, which results in no official data about them. The SE Strategy hasn't clarified the situation, and the application of the nine criteria for the identification of social enterprises is too complex and lacking any mechanism of monitoring and control. There are a few legal forms in Croatian legislation that meet at least some of the EU operational definition criteria, and thus may be considered as social enterprises: associations that pursue social entrepreneurship and other general interest activities and undertake economic activities; cooperatives, in particular social cooperatives, veterans social-working cooperatives, but also other cooperatives pursuing social aims, private foundations pursuing relevant general interest activities and economic activities; companies, those funded by associations or and those that pursue social aims, and Institutions founded by associations pursuing relevant general interest activities. Sheltered and integrative workshops are not legal forms per se, but statuses obtained by some companies, cooperatives and institutions which employ persons with disabilities. The estimated number of social enterprises in the year 2018 was: 346 associations, 25 social cooperatives, 35 veterans social-working cooperatives, 33 cooperatives pursuing social aims, 5 fundations, 60 companies, 15 institutions and 7 sheltered workshops. Croatian social enterprises operate mainly in the field of agriculture, followed by social welfare services, production of traditional products and souvenirs, tourism, food processing and catering, waste management and wood processing (Turza 2014). A 2015 study (Simlesa et al. 2015) showed that revenues of mapped social enterprises were 24.6 million EUR in 2013 and 23.3 million in 2014. 6.3 Conclusions Because of a lack of political will, the SE Strategy has been poorly implemented and has to date failed to achieve its objectives of creating a supportive legislative and institutional framework; creating a supportive financial framework; promoting education on social entrepreneurship; and promoting public visibility of social enterprises. A huge constraining factor is the fact that existing legislation around social enterprises lacks coherence. Many stakeholders perceive that a lack of business skills among social entrepreneurs is one of the important constraints in social enterprise development. However, the growth of support programmes, training and skills development in recent years has somewhat overcome this disadvantage. The main challenge facing social enterprises in Croatia is how to give people a clearer understanding of the social enterprise concept. In conclusion, even though some changes have occurred, Croatia should still be identified as being in the 'progressive emergence' stage of social enterprise development. Food for thought * Reflect on the impact that the EU has had on the creation of a legal framework for social enterprises in the member States. * Reflect on the usefulness of monitoring measures for keeping track of social enterprises * What policies should Croatia implement to foster social and green entrepreneurship? Topic 7. BULGARIAN LEGAL FRAMEWORK 7.1 The law The development of social enterprises in Bulgaria has not been driven by a unified strict definition or by a relevant regulatory framework. This has meant that the economic entities that possess some social enterprise characteristics were created on the basis of different laws. This spontaneous development results today in a significant number and wide variety of legal forms of enterprises with (dominantly) social aims. The list of enterprises with social aims includes: associations and foundations carrying out economic activities, chitalishta, which are defined as self-governing community associations, developing and enriching local cultural, social and educational activities, cooperatives of people with disabilities, specialized enterprises for the integration of disabled people. Overall, these basic legal provisions provide opportunities for enterprises with social aims to be identified as social enterprises in accordance with the EU operational definition. The new Act on Enterprises of the Social and Solidarity Economy was adopted by the National Assembly on 18 October 2018 and came into force on May 2 2019. This is the first law that recognises the existence and function of the various actors of the social economy. It aims to provide a clear definition of social enterprises, measures to promote them, along with mechanisms of interaction with the state and other stakeholders. The Act introduces the following principles of the social and solidarity economy: priority of social to economic objectives; cooperation for public and/or collective benefit; publicity and transparency; independence from public authorities; participation of members, workers or employees in managerial decision-making. The new Law on Enterprises of the Social and Solidarity Economy in Bulgaria corresponds to the EU operational definition in reference with the economic, social, and inclusive governance dimensions. 7.2 The current situation Due to the lack of sufficient statistical data and with many reservations, the total number of currently established social enterprises that correspond to the EU operational definition in Bulgaria could be assessed at 3,674. They account for around 1% of all the enterprises in the country, employing about 2% of the employed population. They contribute to about 0.7% of the added value produced in the country. All three figures lie well below the EU averages. Their composition by legal form is as follows: 2,430 associations and foundations; 1,000 chitalishta; 200 specialized enterprises for people with disabilities; and 44 cooperatives of people with disabilities. According to some sources, associations and foundations, including chitalishta, usually provide social, educational, training and health services. Striking regional differences exist and continue to grow. All data confirm the concentration of associations and foundations (excluding chitalista) in the capital and in large cities. 7.3 Conclusions The most visible and frequently mentioned constraining factors of social enterprises development come in the form of: weak governmental funding, insufficient targeted assistance through dedicated financial instruments, lack of adequate support from municipalities and lack of skilled staff. Some suggest the low propensity to innovate also presents a barrier to start or scale up social enterprises. However, it seems that the fundamental constraining factor jeopardizing social enterprise development is the general economic and social situation in the country. Currently social enterprises rely mainly on public (budget) support, but the opportunities of public budgets (national and local) to support social enterprises remain quite limited. This combines with a high level of (income) poverty, which ranks the highest in the entire EU. Therefore, despite large-scale needs for social services, limited public budgets and low incomes reduce the demand for goods and services that social enterprises could provide. Changes in economic and social policies are needed in Bulgaria. The accelerated development of social enterprises is one of the important opportunities for making positive changes. The new Act on Enterprises of the Social and Solidarity Economy is a step in this direction. However, many other steps are needed for the accelerated and effective development of social enterprises. Food for thought * Reflect on the importance of legislation on social enterprises that accounts for the local particularities of each country. * What type of social enterprises should the government invest in in a country like Bulgaria? * What policies should Bulgaria implement to foster social and green entrepreneurship? Topic 8. POLISH LEGAL FRAMEWORK 8.1 The law Poland's entry in the European Union in 2004 has played a key role in boosting social enterprise development. Presently, social enterprises in Poland are regulated by specific legal frameworks for each type. This is due to the fact that no shared legal definition of a social enterprise had been agreed upon until very recently. However, having analyzed various types of organizations that meet the EU operational definition criteria, it can be concluded that four types of social enterprises can be distinguished. These are: social cooperatives, entrepreneurial non-profit organizations (ENPOs), professional activity establishments (zakład aktywności zawodowej – ZAZs) and non-profit companies. Currently, the most significant source regulating social enterprises in Poland is the National Programme for Social Economy Development (KPRES), which was accepted by the Council of Ministers in 2014 and extended (with some novelties) in 2019 for the following four years. According to KPRES 2019-2023, social enterprises are conceived as entities which conduct market activities, including both economic activity (unrelated business activity) and paid mission-related activity aimed at the reintegration of persons threatened by social exclusion, which must make up at least 30% of the workforce. In July 2022, the new Act on Social Enterprises and Supporting Social Economy was passed. The Act introduces a social enterprise status that can be obtained by organizations that fulfill certain conditions, regardless of their legal form. This status will be available to: social cooperatives, non-governmental organizations, labor cooperatives, cooperatives of disabled and blind people, cooperatives of agricultural production. According to the Act on Social and Solidarity Economy, a social enterprise is an entity that—regardless of its legal type— performs economic activities, including paid statutory activity and/or market activity. Social enterprises shall operate in the field of social and professional reintegration of people threatened by social exclusion and simultaneously provide general interest services. The Act envisages specific benefits for registered social enterprises, including subsidies for employees from the disadvantaged groups and tax exemptions. 8.2 The current situation All types of social enterprises in Poland have been growing in number since being officially recognised. Also the number of people employed has been increasing. Social enterprises are still a narrow part of the Polish economy but their significance has been steadily increasing. The analyses conducted in this study have revealed that 29,535 social enterprises existed in Poland in 2019. The most numerous are ENPOs, estimated at 27,600, followed by 1,600 social cooperatives, 226 non-profit companies, and 109 ZAZs. At that time, social enterprises employed 428,700 individuals, but their employment potential, measured in the full-time equivalent (FTE) is much smaller. 8.3 Conclusions There are several problems facing social enterprises in Poland. First, there is conceptual confusion in defining the social enterprise. This is linked to the fact that the social enterprise concept is relatively new, having existed for approximately 15 years in theoretical considerations and in the socio-economic landscape in Poland. Conceptual confusion is also linked to the ambiguity in defining social enterprises' fields of activity. There is a tendency to conflate social enterprises with work integration. Different types of activities undertaken by social enterprises, including for instance local development or general interest service provision, have not been properly recognised in Poland. In addition to this, fragmentation of legal schemes has hindered the building of a common identity of the sector of social enterprises. As a result, Polish organizations that form social enterprises do not recognise themselves as a united sector. These problems are interwoven with a number of barriers encountered by Polish social enterprises. These include reluctance to undertake and carry out economic activities among non-profit organizations; limited demand for goods and services provided by social enterprises from public authorities, market enterprises and individual recipients; and poor managerial skills among managers of social enterprises. At the same time, recent years have witnessed an increase of interest in social enterprises in Poland. They have significantly improved their position, which can be attributed to social enterprises' gradual recognition by citizens, academics, the third sector and public administration representatives. Thanks to the new regulations, the social economy will develop and be an important instrument of active social policy. Food for thought * Reflect on the importance for social enterprises of acting as a united sector * How could social enterprises improve their recognition by citizens? * What policies should Poland implement to foster social and green entrepreneurship? Case studies Title of the case study 1: Law on Social Cooperatives in Italy: Adjustment of an existing cooperative law to support social enterprise development Description of the case study: How the Italian social enterprise law was born The development of social enterprises, largely in the form of social cooperatives, began comparatively earlier in Italy than in most European member states, in the late 1960s and early 1970s. Social cooperatives are prominent drivers of welfare provision, and were created when welfare gaps emerged as certain social needs were not adequately met by either the public or private sectors. An important accelerator for social cooperative development in Italy was the removal of the Crispi Law (6972/1890), which stated that the responsibility of providing welfare services is limited to public entities or to the citizens themselves. However, the Constitutional Court ruling 396 of 1988 declared it unconstitutional, expanding the provision of welfare services to private entities. In 1991, after almost ten years of unregulated development, the Italian Law recognised both new and existing social cooperatives and supported their expansion throughout Italy. Italian law as a basis for other EU countries In 1991, Italy established the Law 381/1991 on Social Cooperatives to legally recognise cooperatives that work with an explicit "aim to pursue the general interest of the community in the human promotion and social integration of citizens." The law regulates two types of social cooperative forms: A-type, i.e. social cooperatives providing social welfare or educational services; and B-type, i.e. social cooperatives integrating vulnerable or disadvantaged individuals into work through agricultural, manufacturing or other commercial activities. B-type social cooperatives should include at least 30% 'disadvantaged workers' among their workforce for whom they are exempted from social security contributions. The Italian Law 381/1991 on Social Cooperatives is the first generation of laws developed to specifically regulate social enterprises, acting as a cornerstone legislation in the promotion of social and solidarity economy ecosystems across Europe in Portugal, Spain, Greece, France, Hungary, Czech Republic and beyond in the United States. This Law provided a model of legislation for social enterprises at the European Union level and at a Global level, leading to the replication and use of A-Type and B-Type forms of social enterprises as defined by the Law such as in South Korea. Impact The Law 381/1991 on Social Cooperatives is a pioneering legal framework, as it was the first law to specifically recognise and regulate social enterprises in Italy. It inspired the development of Law on Social Cooperatives and other legal frameworks to regulate social enterprises. Law 118/2005 and Legislative Decree 155/2006 recognise social enterprises through a legal status, allowing for a wide range of entities (associations, foundations, religious institutions, cooperatives, limited liability and shareholder companies) to conduct economic activities with a social purpose, thereby increasing their share contributed to the GDP of the Italian economy. Key takeaways: e.g. lessons learned, knowledge acquired, reasons for inspiration The case study teaches users of the module about the importance of legislative action at the level of the single country. It can have a revolutionary impact on the legislation that is passed even at an international level. Title of the case study 2: The Brussels 2018 Ordinance on social enterprises: An inclusive policy-making process to co-construct a legal framework for social enterprises Description of the case study: about 1 page (Include text, screenshots, videos, images.) What The Ordinance on the accreditation and support of social enterprises was adopted on 23 July 2018 in the Brussels-Capital Region in Belgium. The adoption of this Ordinance results from a two-year consultation process with various stakeholders, including the Economic and Social Council of the Brussels-Capital Region (CESRBC), the Brussels Employment Office Actiris, the Brussels Social Economy Consultation Platform extended to ConcertES1 and SAW-B (see the steps below). Additional stakeholders, such as academics, federations of social enterprises and social enterprises themselves, also participated in the consultation process, especially to establish the definition of the social enterprise. The ordinance establishes a set of criteria organized in three dimensions – social, economic and governance – and defines 'social enterprise' as private or public legal entities that implement an economic project, pursue a social purpose, and exercise democratic governance. In addition, the legal framework sets out the public support schemes that social enterprises can leverage, including financial and non-financial assistance. Why Until recently, social enterprises and the social economy in the Brussels-Capital Region were largely associated with the work integration field. The objective of this policy-making process was twofold: (1) the revision of the 20042 and 20123 Ordinances on the social economy and the accreditation of work integration social enterprises; and (2) the recognition of social enterprises beyond the work integration field. When designing legal frameworks, an inclusive consultation process may be of fundamental importance as it refines how policy makers understand social enterprises and thus ensures that legal frameworks are relevant, appropriate and meet the needs of relevant stakeholders. Finally, co-constructing a legal framework helps avert practical implementation problems, enhances compliance and acceptance of such framework, and increases public trust in government. Impact As of June 2021, 155 social enterprises were accredited in the Brussels-Capital Region. The 2018 Ordinance had a positive impact on social enterprises as it has strengthened their legal certainty in relation to European State Aid legislation and has thus increased their access to financial resources. It has also allowed social enterprises to improve their internal processes, in particular regarding their governance. In short, the Brussels Ordinance on social enterprises and its policy-making process helped to both build common understanding of social enterprises and structure the overall field, which in turn fostered the development of social enterprises in the Brussels-Capital Region. Key takeaways: e.g. lessons learned, knowledge, reason for inspirations lessons learned, knowledge By starting the consultation process at an early stage of policy development, the Government of the Brussels-Capital Region helped maximize the value of stakeholder engagement. Engaging with a broad range of actors allowed to design a legal framework that is more aligned with the field's needs and realities and that reflects a range of views in a proportionate way, thus avoiding its anchoring in a single ideology of social entrepreneurship. Such an inclusive policy-making process has also facilitated a broader acceptance of the criteria for social enterprises and enabled a common understanding and interpretation of the legal framework. Ultimately, the process has fostered dialogue between policy makers and main actors in the field. The dialogue remains open today and allows to easily gather these main actors around a table when needed. Activities Further reading Quiz Q1. What is Entrepreneurship Education (EE)? (c) a) A course on how to start a business b) A school subject c) A combination of competence building and mindset shift d) All of the above Q2. What does the "inclusive" approach for counting social enterprises in Belgium consist of? (b) a) Counts all organizations involved in social inclusion b) Counts all organizations located in between the public and private for-profit spheres c) Counts all easily definable social enterprise types d) All of the above Q3. What is the most common form of social enterprise in Italy? (a) a) Associations b) Social cooperatives c) Fundations d) All of the above Q4. What is the Romanian "social-insertion social enterprise"? (b) a) A private organization offering services to disadvantaged people b) A private organization carrying out economic activity with the objective of ensuring the socio-occupational insertion of disadvantaged people into the labor market c) A cooperative made up of disadvantaged people d) All of the above Q5. What is one promising sector for social enterprises in Romania? (a) a) Social services b) Fair trade c) Renewable energy d) All of the above Q6. What is the main barrier that Greek social enterprises have to face? (c) a) Lack of support from government and society b) Lack of entrepreneurial skills c) Bureaucracy and lack of founding d) All of the above Q7. Why is it difficult to collect data about Croatian social enterprises? (b) a) There is excessive bureaucracy b) Application of the nine criteria is too complex c) Organizations are not interested in obtaining the social enterprise status d) All of the above Q8. What factor limits social enterprise development in Bulgaria? (d) a) Weak governmental funding b) Lack of skilled staff c) Poor economic and social situation d) All of the above Q9. Why don't Polish social enterprises recognise themselves as a united sector? (c) a) Because they believe that there is a fundamental difference between offering social services and doing business b) Because they prefer to differentiate between the various sectors c) Because legal schemes were fragmented until recently d) All of the above Q10. Why was the Brussels 2018 Ordinance developed by consulting the stakeholders? (d) a) To maximize stakeholder engagement b) To create a legal framework better aligned with the field's needs c) To obtain a broader acceptance of the criteria for social enterprises d) All of the above References Topic 3 - Italian legal framework: Borzaga, C. (2020). Social Enterprises and their Ecosystems in Europe: Country report Italy (Catalog No. KE-02-20-042-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 8 - Polish legal framework: Ciepielewska-Kowalik, A. (2020). Social Enterprises and their Ecosystems in Europe: Country report Poland (Catalog No. KE-02-20-043-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 7 - Bulgarian legal framework: Jeliazkova, M. (2019). Social Enterprises and their Ecosystems in Europe: Country report Bulgaria (Catalog No. KE-03-18-513-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 4 - Romanian legal framework: Lambru, M., Petrescu, C. (2019). Social Enterprises and their Ecosystems in Europe: Country report Romania (Catalog No. KE-07-18-052-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 1 - European legal framework: Lilischkis, S., Tømmerbakke, J., Melleri, M., Volkmann, C., Grünhagen, M. (2021): A guide to fostering entrepreneurship education. Five key actions towards a digital, green and resilient Europe. (Paper No. EA-09-21-266-EN-N). Luxembourg: Publication Office of the European Union. Available at https://eismea.ec.europa.eu/system/files/2022-01/A%20guide%20for%20fostering%20entrepreneurship%20education.pdf Topic 2 - Belgian legal framework: Nyssens, M., Huybrechts, B. (2020). Social Enterprises and their Ecosystems in Europe: Country report Belgium (Catalog No. KE-02-20-039-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 5 - Greece legal framework: Varvarousis, A., Tsitsirigkos, G. (2019). Social Enterprises and their Ecosystems in Europe: Country report Greece (Catalog No. KE-07-18-051-EN-N). Luxembourg: Publications Office of the European Union. Available at https://europa.eu/!Qq64ny Topic 6 - Croatia legal framework: Vidović, D. (2019). Social Enterprises and their Ecosystems in Europe: Country report Croatia (Catalog No. KE-04-19-251-EN-N). Luxembourg: Publications Office of the European Union. 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GEO4CIVHIC SUMMER SCHOOL 2023 Heating and cooling our buildings with green energy CONCEPT NOTE 28 September 2023 - Venice, Italy Rationale Energy is at the core of the 2030 Agenda. As identified by the UN Conference on Sustainable Development - RIO+20, there is a need to address energy as the main and critical driver of sustainable development and the new global climate change deal (the Paris Agreement). Renewable sources of energy are considered to be a powerful solution to increase diversity of energy supplies while reducing environmental impacts and mitigating climate change affects. Their use in place of fossil fuels can substantially reduce greenhouse gases and other pollutants. The diffusion and deployment of newly developed renewable energy technologies into markets are particularly important for renewable energy market acceleration. UNESCO has a specific mandate on science upon which it advocates for renewable energies, giving priority to sustainability within the use of renewable energies and the provision of related policy advice; the Organization develops national and human capacities and disseminates scientific knowledge and technology upon the topic. Given the growing awareness of the role that renewable energies can play in the global energy system, many scientists started developing renewable projects. UNESCO Regional Bureau for Science and Culture in Europe took part in the GEO4CIVHIC project dedicated to developing shallow geothermal energy systems. GEO4CIVHIC (Most easy, efficient and Low Cost Geothermal Systems for Retrofitting Civil and Historical Buildings) is a 4-year lifespan Innovation Action project, funded by the European Union's Horizon 2020 Research and Innovation Programme under the grant agreement № 792355. The project further expands the main outcomes of the previous EU Horizon 2020 project, Cheap-GHSP, which worked to increase the inherent potentiality of shallow geothermal power systems for heating and cooling purposes. This project contributes to the promotion of sustainable development through the achievement of several Sustainable Development Goals, namely SDG 7, 13 and 11.4. The overall technological approach is to reduce cost, increase efficiency and ease installation of each of the main components of the geothermal energy systems. Within the project, innovative new geothermal heating and cooling systems were designed to replace old and inadequate heating systems at the 4 real demonstration sites under different climatic conditions and backgrounds. Three are historical buildings (based in Italy, Ireland and Malta) while the remaining is residential (based in Belgium). To install GEO4CIVHIC systems, drilling machines tailored specifically for the built environment were used. UNESCO Regional Bureau for Science and Culture in Europe is involved in the historical building of Angel's Gate in Ferrara (Italy), a UNESCO World Heritage site, and supports the project which communicates the added value of geothermal heating and cooling systems. Newly developed renewable energy technologies are key solutions for the mitigation of climate change and the promotion of sustainable development. Involving and engaging young students and researchers is vital for the achievement of the Sustainable Development Goals as youth are and will be future actors and leaders. Education and training are a priority for UNESCO to develop the necessary skillset in future experts. Provided with necessary skills and knowledge, young people can be a major driving force for implementing more sustainable and green energy systems. Objectives The summer school for students and young scientists will explore sustainable energy technologies developed within the GEO4CIVHIC project, along with the opportunities and challenges of applying sustainable energy to residential and historical buildings. Therefore, the event is expected to fulfil the following objectives: * Build necessary skills and facilitate knowledge transfer to the youth on renewable energy solutions, including shallow geothermal systems; * Foster youth's engagement in dialogues and discussions on the implementation of geothermal energy technologies by integrating the promotion of renewable energy technologies in their educational practice; * Strengthen UNESCO's regional network of young leaders; * Stimulate and support innovative renewable energy initiatives by showcasing achievements of the GEO4CIVHIC project in enhancing shallow geothermal technology in built environments; * Strengthen the dissemination of information and know-how on sustainable energy potentials in the construction field and in particular for UNESCO designated sites and cultural heritage in general. Methodology and Programme The summer school is composed of 3 sessions: 1. A keynote on renewable energy and geothermal systems, and presentations from experts on geothermal systems and application of solutions; 2. Poster session with GEO4CIVHIC demonstration site managers from Europe; 3. Roundtable discussion on education and career paths and new project ideas. The summer school will bring the experience of GEO4CIVHIC project to the course and will discuss the various technologies developed and their practical application specifically for each demonstration site. A poster session will enhance discussion and allow students to be highly interactive and encourage them to pose questions directly to project members involved in developing each demonstration site, share comments and ideas with them exploring the best approaches to renewable energy implementation. The event envisages group activities (e.g. ice breakers and discussions) to reflect knowledge and skills obtained by students during the summer school. Lectures will include experts and project partners, selected to present a particular subject and drive discussion. The diversity of speakers will ensure overall quality and will motivate the participants to be fully engaged in discussions: the workshop will gather various renewable energy sector stakeholders, including geologists, engineers and technology experts, scientists and professionals actively operating in the implementation of shallow geothermal systems, plus UNESCO officers. The young participants, interested in energy and the environment, will be able to interact with the speakers. Dates and venue The summer school will take place on 28 September 2023 from 9:30 to 17:00 at UNESCO Regional Bureau for Science and Culture in Europe, Palazzo Zorzi, Venice, Italy. The summer school will be organised on the basis of a hybrid model combining on-site meeting with an online webinar. Eligibility The summer school is intended for secondary school students during their last 2 years of their studies, as well as university students (Bachelor's degree) in their first and second year, seeking career paths in geothermal energy. The course is intended for students with a basic understanding of sustainability, clean and renewable energy. Language The workshop will be delivered in English. Organisers This event is organised by UNESCO Regional Bureau for Science and Culture in Europe together with the project coordinator the Institute Of Atmospheric Sciences And Climate – National Research Council (CNR-ISAC) and project partners Universita' Degli Studi Di Padova (UNIPD), the Research And Environmental Devices S.r.l. (RED S.r.l.) and Terra Geoserv Limited (GEOSERV). Application form Interested participants are requested to apply here by 15 September 2023. 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March 12-14, 1998 The Hopes of Our Ancestors: The Impact of Immigration on America Grade Level: 6th grade Presented by: Judy Quest, language arts; Van Mitchell, math; Tamara Herring, social studies; Debborah Backes, science; Rebecca Freeman, students with learning disabilities; Three Oaks Middle School, Ft. Meyers, FL Length of Unit: Approximately 5 weeks I. ABSTRACT Learn how to develop an interdisciplinary unit on immigration (1830-1940), basalize trade books used in teaching, and present successful, exciting lessons in social studies, language arts, reading, science, and math. Detailed lessons and suggestions are included which will help teachers to guide students and help them to develop an understanding of immigration. Included are necessary materials and worksheets. II. OVERVIEW B. In math, the students will study statistics, graphing, and metrics. They will also research famous A. In language arts, students will read Journey to America by Sonia Levitin and create a journal reflecting student feelings as they read. They will also complete activities which develop vocabulary and analyze literary devices and elements. Enrichment activities will be included for the advanced and gifted students. mathematicians and build a scale model of the statue of liberty. D. In science, students will study diseases - viruses, bacteria, communicable diseases. They will also learn about famous immigrants in science. C. In social studies, students will study the history of immigration. The focus will be on Ellis Island. There will be a final group project which involves research and presentation. E. In reading, students will read several books and complete a variety of activities which will enhance the comprehension of the the learning disabled student, enabling them to more fully grasp the concept of immigration. III. BACKGROUND KNOWLEDGE 1. What is an immigrant? Why do people leave their home countries to make a new home in America? What is it like to be a newcomer in America? What hardships have immigrants faced? What joys and opportunities have they experienced? A. Immigration and cities introduced in second grade 2. America perceived as "land of opportunity." 4. Millions of newcomers to America: waves of new immigrants from 1830 onward. 3. Ellis Island and the significance of the Statue of Liberty. 5. Large populations of immigrants settle in major cities: New York, Chicago, Philadelphia, Detroit, B. Immigration and American civilization developed in sixth grade. Cleveland, Boston, San Francisco. 1. Develop waves of new immigrants from 1830 onward. b. From 1880 on, immigrants arrive from southern and eastern Europe. a. Great migrations from Ireland (potato famine) and Germany. 2. Ellis Island: "The New Colossus" by Emma Lazarus. 4. The forces that pushed immigrants from their country and those that pulled the immigrants to America. 3. Large populations of immigrants settle in major cities including New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, San Francisco. a. The metaphor of America as a "melting pot." IV. RESOURCES 1. Hirsch, E. D. What Your 6th Grader Needs to Know. Doubleday, 1993. A. Books 2. Sonia Levitin. Journey to America. Scholastic Inc. New York. 1970. 4. Science Interactions, sixth grade text. Glencoe/McGraw Hill. 1995. 3. Stein, R. Conrad. Cornerstones of Freedom: Ellis Island. Children's Press. 5. Immigration Thematic Units, Teacher Created Materials, Inc. Huntington Beach, California. Volume TCM 234 California. Volume CTP 2461 6. Immigration, Literature-Basic Activities for Thematic Teaching, Creating Teaching Press. Cypress, 7. Hands-on Geography: World History. Nystrom, 1992. 9. When, Where, Why & How It Happened. Reader's Digest, 1993. 8. The Rise of Industrial America. Teachers' Curriculum Institute. 10. America's Past and Promise. McDougall Littell, 1998. 12. World Geography. Merrill, 1989. 11. Compton's Interactive Encyclopedia. Compton's NewMedia, 1995. 13. Theme Series - Immigration. Creative Teaching Press. 1. "Immigration to the U.S.: American History for Children," time: 25 minutes. Statue of Liberty and Ellis Island, Chinese Immigration, Races of Immigration Today. B. Video Tapes 2. "Witness to History: Turn of the Century America," time: 16 minutes. Change of life during the 20th century, Immigration from Southern and Eastern Europe. (Additional resources listed under individual lesson Reading Units.) V. LESSONS: Language Arts 1. Objectives : Student will learn organizational skills by setting up booklet, so student work is neat and orderly. A. Lesson One: Set Up Immigration Unit 2. Materials : Overhead of table of contents and student booklet. a. Have students write Journey to America, and their name and period on cover. 3. Procedures/Activities b. On the first page have students make a Table of Contents as follows: Papa Leaves 2 Journal Entries Page Leaving Germany 3 Hungry in Zurich 5 The Train Ride to Zurich 4 The Orphan's Camp 6 Waiting to Go to America 8 The Werfel's Home 7 On Our Way to America 9 Characterization of Frau Strom - Web 11 Literary Elements and Devices 10 Character Sketch of Frau Strom 12 Comparison Paragraph of Ruth and Lisa 14 Venn Diagram of Ruth and Lisa .13 Vocabulary Word Bank/Word Webs 15 - 18 c. Have students number the pages in their booklets from 1 to 19 starting with the first page. A Book Review of Journey to America 19 d. Have students write each title in the Table of Contents at the top of the appropriate page. B. Lesson Two: Prereading Strategies. 3. Evaluation/Assessment: Student product. 1. Objectives a. Students will identify feelings and difficulties faced when families relocate to a new country which has different language and customs. b. Students will relate to immigrants who can only take a few of their possessions with them when they move. a. Have students write journal entries reflecting on what it would be like to move to a foreign country where they didn't know the customs or the language. 2. Procedures/Activities b. Have students write journal entries deciding which five possessions they would take with them if they could only take five. 3. Evaluation/Assessment: Student Product. c. Have students write journal entries discussing whether or not stealing is ever acceptable. C. Lesson Three: Student Ancestry: All Different, All American a. Students will create a bulletin board which shows the ancestry of the class. 1. Objective b. Students will appreciate the heritage that is their very own by creating a Family Coat of Arms. 2. Procedures/Activities c. Students will explore their country of origin by making a doll dressed in the native clothing of that country. a. Instruct students to bring in a picture of themselves and a brief family history explaining their ancestry. Put pictures and family ancestry on bulletin board. c. Assign students the task of learning about the clothing of their country of ancestry. Then have them make a doll of oak tag, dressing it in the native clothes of their country. Fabric, paper scraps, markers, crayons, yarns, buttons, glue, etc. may be used. b. Have students create a Family Coat of Arms. Family name should be written across the top. A picture or pictures to illustrate special aspects about their family such as the country of origin, special traditions, favorite activity or vacation pets, hobbies, etc. should be drawn in the four bottom sections. A picture or pictures should be drawn in the middle section to represent the students. d. Have students share their Family Coat of Arms, Ancestor Dolls. D. Lesson Four: Journey to America by Sonia Levitin. 3. Evaluation/Assessment : Student Product. 1. Objectives b. Students will demonstrate comprehension of Journey to America by writing journal entries reacting to the main events of each chapter. a. Students will learn key vocabulary. c. Students will develop an understanding of Literary Elements, setting, conflict, characterization, and resolution, through notes, discussion. 2. Materials d. Students will develop an understanding of Literary Devices, point of view, simile, metaphor, and flashback, through notes, discussion. a. Journey to America c. overheads b. student booklets 3. Key Vocabulary : Introduce at the beginning of each chapter. Chapter 1, Good-bye to Papa concealing- hiding smuggle - bring secretly sacrifice - give up something valued for the sake of something else ritual - ceremony oath - solemn promise Chapter 2, Promises to Keep comrades - friends rigid - inflexible janitor - custodian passports - travel documents allowing a person to leave one country and enter another infection - disease Chapter 3 and 4, The Sacrifice, The Last Barrier rummaging - searching reproach - blame vibrate - shake barricaded - blocked retorted - replied Chapter 5, Zurich - City of Refuge refugees - people who flee from a place to find refuge or safety incessantly - steadily sponsor - person who formally endorses or supports someone rabbi -religious leader of the Jewish faith aroma - smell Chapter 6 and 7, New Faces, Ways Through the Woods robust - strong and healthy sultry - oppressive hot and humid ravenous - very hungry incredulously - in a manner showing disbelief Chapter 8, Erica hysterical - excited or emotional engrossed - so busy as not to notice what is going on around reprimanded - scolded undernourished - not well-fed, lacking in good nutrition contagious - something you can catch from another person Chapter 9, Questions and Quotas hesitant - tending to hold back imps - mischievous children composure - a calmness of mind or appearance synagogue - a Jewish house of worship sullen - resentfully silent Chapter 10 and 11, Passport to Freedom, Are You My Papa? wistfully - in a manner full of longing or desire perplexed - puzzled radiant - glowing vengeance - revenge laden - burdened 4. Procedures/Activities: reunion - gathering of persons who have been separated a. Have students copy notes on literary elements and devices on appropriate page. Setting: The time and place in which a story is set. Literary Elements: Conflict: The struggle between opposing forces which creates the story's dramatic tension, and moves the plot forward. Resolution: The part of the plot that presents the final outcome. Characterization: This is developed by what characters say and do what people say about them. Literary Analysis: different in others. Character Comparison : Use the Venn Diagram to compare characters who are alike is some ways and Literary Devices: Simile: A figure of speech in which a comparison between objects is stated directly using like or as. i.e. Lisa is like a jewel. Point of View: The voice telling the story. Metaphor: A figure of speech also comparing two unlike objects, but without using like or as. i.e. Lisa is a jewel. b. Begin reading Journey to America orally with students. After students read each chapter, have them write a journal entry for each chapter, reacting to the events of that chapter, and then illustrate their entry. Flashback: A scene or series of scenes showing events that happened at an earlier time. ( Note the flashback that begins on page 44.) Chapter 1, Good-bye to Papa, pages 3-15. Chapter 2, Promises to Keep, pages 16-28. Students should entitle the entry, "Papa Leaves," and write about the events leading up to Papa leaving for America. Students should entitle the entry, "Leaving Germany," and write about what Lisa's family has to do before it can leave Germany. Students should entitle the entry, "The Train Ride to Zurich," and write about the train ride and how it felt to be searched. Chapter 3 and 4, The Sacrifice, The Last Barrier, pages 29-53. Chapter 5, Zurich - City of Refuge, pages 43-65 Students should entitle the entry, "Hungry in Zurich," and write about what happened since Lisa, her mother and sisters arrived in Zurich, Switzerland. Students should entitle the entry, "The Orphan's Camp," and write about the situation at the orphan's camp. Chapter 8, Erica, pages 95-108. Chapter 6 and 7, New Faces, Through the Woods, pages 66-94. Students should entitle the entry "The Werfel's Home" and write about Lisa's experience at the Werfel's home, and her mother's illness. Students should entitle the entry, " Waiting to Go to America," and write about Lisa's feelings while she is waiting to go to America. Chapter 9, Questions and Quotas, pages 109-123. Chapter 10, 11, Passport to Freedom, Are You My Papa, pages 124-150. 5. Evaluation/Assessment Students should entitle the entry,"On Our Way to America," and write about Lisa's experiences on the train and the ship and how she felt when she arrived in America, seeing Papa again. a. A book review written by student, giving a brief summary of the novel, describing two scenes, and giving their opinion as to whether other students would like reading the book. E. Lesson Five: Core Knowledge Sayings and Phrases b. A new cover for Journey to America, designed by student, depicting a scene from the novel, using watercolors, markers, or crayons. 1. Objective: Students explain the meaning of Core Knowledge sayings and phrases. a. student-made booklets 2. Materials b. list of Core Knowledge sayings and phrases. a. Students will design and draw cover for booklet. 3. Procedure b. Students will be given a list of 20 sayings and phrases, from which they will choose 10 to write, explain, and illustrate. F. Lesson Six: "The New Colossus" 4. Evaluation: Student product. 1. Objective b. Students will choose three lines to write and illustrate. a. Students will read and be able to explain "The New Colossus." c. Students will memorize and recite last 6 lines of the poem. a. a copy of the poem. 2. Materials b. paper, crayons, markers, colored pencils, or water colors. a. Read poem together with class and discuss. 3. Procedure b. Have students work with a partner to write a brief paragraph explaining the meaning of the poem. d. Assign student the job of memorizing the last six lines.. c. Have students choose three lines to write and illustrate. 4. Evaluation: b. Student will recite the last six lines. a. Student illustrations. F. Lesson Seven: Enrichment Activities for Advanced and Gifted Students. 2. Students will select one of the following companies: railroad, factory, or mining and develop a 30-second commercial convincing immigrants to work in one of the above companies. Other requirements are the same as above. 1. Students will select a State, City or Area in the United States and create a 30-second commercial convincing immigrants to settle in that area. The commercial should have voice (words) and musical background. The commercial should be historically and factually correct and made into a video or slide show. 3. Students will write a 30-second commercial for a cruise line company that will carry immigrants from Europe to the United States. The commercial should convince the immigrants to use their ships. Again, other requirements are the same as above. 2. Materials: pencil and paper, worksheet #56 Volume TCM 234. 4. Key vocabulary: 3. Prior knowledge: rounding numbers and finding factors and multiples. a. plane c. coordinate b. graph d. data 6. Evaluation: teacher and class will self-check and discuss possible answers. 5. Procedures: TLW Graph Ancestry Groups (who immigrated to the U.S.) on a coordinate plane. VI. LESSONS: Math: "They Immigrated in Numbers" A. Day One: Immigration Statistics 1. Objective: TLW round numbers and find factors and multiples of numbers. B. Day Two: Graphing Ancestry Groups 2. Materials: Pencil and paper, ruler and worksheet #59. 1. Objective: TLW graph data on a coordinate plane. 3. Prior knowledge: graphing, coordinates, use of ruler a. plane 4. Key vocabulary: b. graph d. data. c. coordinate 5. Procedures: TLW graph ancestry groups who immigrated to the U.S. on a coordinate plane. C. Day Three: Statue of Liberty Math 6. Evaluation: Teacher and class will self-check and discuss possible answers. 1. Objective: TLW convert metrics from one unit to another. a. Pencil and paper 2. Materials: b. metric unit conversion sheet d. worksheet #59. c. worksheet 3. Prior knowledge: b. general arithmetic. a. metric system. 4. Key vocabulary: b. metric units. a. metric 5. Procedures: TLW answer questions on pg. 59 and convert metric data: grams and kilograms. meters into decimeters and centimeters and metric tons into 6. Evaluation: teacher and class will self-check and discuss possible answers. 1. Objective: D. Day Four: Immigration Information a. TLW research information on famous mathematicians b. TLW list their names and countries of origin. who have immigrated to the USA. 2. Materials: b. access to library. a. pencil and paper 3. Prior knowledge: a. scientist 4. Key vocabulary: b. mathematician d. classify c. immigrant 5. Procedures: b. TLW graph this information, using a bar graph showing countries of origin and numbers of mathematicians. a. TLW research information and list mathematicians and countries of origin. 6. Evaluation: TLW present graph to class. E. Day Five: Liberty of Scale. 1. Objective: TLW build scale model of Statue of Liberty. 2. Materials: a. balsa wood research skills. b. modeling clay d. shaping knife c. glue e..scissors 3. Prior knowledge: f. measuring instrument. a. dimensions of Statue of Liberty 4. Key vocabulary: b. clay sculpting. a. scale model 5. Procedures: TLW use balsa wood and ;modeling clay to build a scale model of the Statue of Liberty. b. modeling. 6. Evaluation: Teacher will judge statues as to exactness, neatness, and creativity. VII. LESSONS: Social Studies: "The Impact of Immigration on America" 1. Objectives/Goals A. Lesson One: Where did we come from? (3 days) a. Students will identify reasons why people immigrated to the United States. c. Students will analyze a graph depicting the waves of immigration to the United States. (See "A Nation of Immigrants") b. Students will locate the homelands from which many emigrated between 1815 and 1914. 2. Materials b. index cards and glue a. world map and stickers c. poster board and markers e. World Geography, Merrill. d. Handout: " A Nation of Immigrants" f. Nystrom World Desk Map 3. Prior knowledge for students g. Hands-on Geography: "The Great Migrations" a. Industrial Revolution 4. Key vocabulary: b. familiarity with world geography a. immigrant c. voluntary b. emigrate d. ancestor f. region e. indentured servant g. forced 5. Procedures/Activities h. migration (Prior to the start of the lesson, students will have obtained background information on the history of their families as part of their Language Arts requirements.) b. The teacher distributes the Hands-on Geography lesson titled "The Great Migrations." Students work in pairs and share a desk map and marker. Within this exercise, students explore and trace some of the migrations in history, particularly the Europeans, Africans, and Asians. a. Using a world wall map, students place a sticker on the countries from which their ancestors came. Discussion will follow to identify regions with the most stickers. The class will make a pie graph depicting the information. c. At the conclusion of the activity, a comparison will be made to the wall map to identify if students' ancestors were a part of those migrations. Given this new information, students will be asked to list on an index card three reasons why a family would leave their homeland. d. The teacher records several reasons on a poster board, including both voluntary and forced migrations. The students will then attach their index cards to the edges of the poster board. This will be displayed in the room, used as a reference throughout the unit, and become the base and trunk of the class "Immigration Tree". e. The class will read together the short fact sheet titled "A Nation of Immigrants." This will also introduce the students to the term "Melting Pot" and what it means. A series of short-answer questions will follow requiring students to analyze a graph with immigration data and check for reading comprehension. B. Lesson Two: The Push-Pull of Immigration 6. Evaluation/Assessment : "A Nation of Immigrants" worksheet 1. Objectives/Goals (2 days) a. Students will identify the factors that caused people to leave Europe, and the factors that attracted them to the United States. 2. Materials b. Students will understand the conditions under which the immigrants came. a. Reading selection from America's Past and Promise, pgs. 383-385. 3. Prior Knowledge for Students b. A slide of immigrants crowded on a steerage deck, and slide projector. a. idea of freedom 4. Key Vocabulary b. basic understanding of disease from science a. steerage c. opportunity . b. famine d. persecution 5. Procedures/Activities e. war a. Students will create blank webs titled "Push" and "Pull". c. Class discussion will follow about the means of transportation most immigrants used in the century before the first world war. Students will differentiate between first and steerage class, and conclude that steerage class was the most affordable, but the least comfortable. b. Class will read together orally the section of text listed above, listening for possible answers to fill in their webs. Students will recognize wars, famine, religious persecution and overpopulation as the factors that "pushed" people out of Europe, and the opportunities for jobs, land and freedom as the factors that "pulled" them to the United States Examples of Irish and German immigration will be used to illustrate the concepts. d. Students will be shown a slide of immigrants jam-packed on the steerage deck of the U.S.S. Permland, and asked to respond to the following questions: Who are these people? What are some of the hardships of their voyage? From what economic class might they have come? How can you tell? How do you think these immigrants are feeling now? Why? f. A group of 5-6 students will be asked to "step into" a small square in front of the slide. The teacher will move the slide projector back and forth slowly to simulate the rocking of the boat. Students will be asked to role-play and describe the scene around them through response to the following questions: Did you expect these crowded conditions? How long do you think the trip will last? How are the children holding up? Why aren't you below deck? e. The teacher will remind the students that many of these people have spent their life's savings and had to leave family members behind. Steerage usually contained a wide diversity of people, and the conditions below deck were extremely unsanitary and often bred disease. g. As a wrap-up activity, all students will respond to the lesson by silently writing a journal entry describing some of the feelings (fear, excitement, apprehension, hope) that they might have felt had they been steerage class passengers on the way to America. a. Completion of webs 6. Evaluation/Assessment b. Journal response entry 1. Objectives/Goals C. Lesson Three: Island of Hope, Island of Tears (4 days) a. Students will outline the importance of Ellis Island as the gateway to America for more than 16 million immigrants who arrived during its operation. 2. Materials b. Students will understand the physical, mental, and legal inspections that each immigrant had to endure to be granted access to America. a. Class set of Cornerstones of Freedom: Ellis Island c. Student information packets from Compton's Encyclopedia regarding mental, medical, and legal inspections b. Video: "Immigration to the U.S.: American History for Children" d. Slides of immigrants being checked by an inspector and waiting in the main hall on Ellis Island. e. Name tags 3. Prior Knowledge for Students f. Ellis Island word puzzle a. Geography of New York Harbor 4. Key Vocabulary b. Port cities processing, gateway, detention, lameness, trachoma, literacy, passport a. As a springboard to the lesson, students will view the video, taking notes on key points. Class discussion will follow. 5. Procedures/Activities b. Class will read together orally pages 3-23 of Cornerstones of Freedom. d. Students will view next the slide of tagged immigrants in holding pens in the main hall. Students will be told that they have been tagged according to the language they spoke. Six volunteers will "step into the slide" and quickly act out the following scenario: Five of the students will act as a group of Poles who have been put together (they will have on Polish name tags). They are discussing what has happened to them so far. Then, the immigration officer comes up to them and demands to see their passports. c. The teacher will then show the slide of immigrants being checked by an inspector and pose the following questions for class discussion: What is happening in this slide? Why are the immigrants being inspected? How do you think they feel? Is the treatments they are receiving fair? He struggles with their names, and eventually gives up and assigns them English versions of their names (student will choose from pre-made name tags). f. Students will complete the Ellis Island word puzzle for extra practice with terms and spellings. e. Students will receive the information packets describing the inspections in detail, and be asked to create a graphic organizer outlining the details of the mental, medical, and legal inspections. They will also write a journal entry in response to the previous activities. 6. Evaluation/Assessment b. Completion of inspections outline a. Video notes c. Journal response D. Lesson Four: The Impact on America (4 days) d. Word puzzle 1. Objectives/Goals b. Students will analyze a series of political cartoons that express a variety of attitudes towards immigrants and immigration. a. Students will explore the attitudes held towards immigrants, and the reasons for those attitudes. 2. Materials b. Video: "Witness to History: Turn of the Century America" a. Masking tape c. Student packets of reproduced political cartoons e. Class set of Cornerstones of Freedom: Ellis Island d. Map of concentrations of immigrants in major U.S. cities 3. Prior Knowledge for Students b. Use of the press to influence people a. America as a "Melting Pot" 4. Key Vocabulary 5. Procedures/Activities segregation, nativism, tradition, tenements, tolerant, intolerant a. For warm-up, the class will read the remainder of the text, pages 24-31 of Cornerstones of Freedom. Brief discussion will follow about the working and living conditions mentioned that new immigrants had to endure. c. The class will watch the video "Witness to History" that will show the change in the quality of life in the early 20th century. It will show the conditions that immigrants lived in, such as tenement housing, and discuss working conditions (long hours, little pay). Using a map that depicts settlement patterns of immigrants in major cities, students will deduce the reasoning behind that and understand the need to b. Students will be then be engaged in the following experiential exercise: The ` room will be divided in half by a strip of masking tape, creating imaginary borders. 10-12 volunteers will come forward and half of them will be placed on either side of the tape. One group then emigrates across the border. Each "immigrant" will be interviewed as to why he or she left their country. Then the other group of students will be asked how they are affected by this immigration and what their attitudes are towards them. To conclude the activity, the entire class will discuss what the activity helped to reveal about immigration. maintain their cultural identity. 6. Evaluation/Assessment d. Students will be grouped into mixed-ability pairs and given a set of 4 political cartoons. They are to draw a quick representation of each cartoon and then analyze the cartoon by answering several questions about it. Then, as a class, students will see an overhead of each cartoon and discuss its meaning. At the end of the activity, students decide which cartoons represent a tolerant view of immigration and which represent an intolerant view. They then place the cartoons along a political spectrum, ranging from tolerance to intolerance, in front of the classroom. a. Evaluation of political cartoon analysis E. Lesson Five: Group Research on Immigration (6 days) c. Demonstration of awareness of tolerance/intolerance 1. Objectives/Goals b. Students will plan a presentation of this research. a. Students will research a variety of topics related to a specific ethnic group. 2. Materials b. Arrange for reference materials to be brought to the class from the Media Center including books and encyclopedias a. Task cards on the following topics: Dress, Legends & Folk tales, Music & Dance, Customs & Home Life, Holidays, Food, Flags & Geography, and Language. c. Guest speaker - A recent immigrant customs, legends, folk tales, culture, discrimination 3. Key Vocabulary 4. Procedures/Activities which ethnic group they will research. They may generate a list of countries and draw one at random, or they may choose a country based on their own backgrounds. Each group will receive the eight task cards and create a research plan defining each of their responsibilities. a. Divide the class into four-person groups. Each group will then decide together b. The class will spend the next day gathering research. The following day in class will be used to pull together all of their information and plan the presentation. d. Each group will then be matched with another and the students will interview each other about their respective research countries. Questions should focus on the following three areas: 1) what expectations people from their countries might have and how they would make a living, 2) what types of problems might they encounter learning the language and dealing with discrimination, 3) what they feel it means to be an American and still retain their cultural traditions. c. The teacher will then bring in a guest, a recent immigrant to the country, and interview them. Good interviewing techniques will be highlighted. Students will have an opportunity to question the guest about his or her experiences since they arrived. The responses from these interviews will be turned in to the teacher. 5. Evaluation/Assessment e. Over the final two days, each group will be given 5-7 minutes to present their research creatively to the class. During each presentation, the groups will be required to submit one word or phrase from their country to finish off the class Immigration Tree as "leaves". a. Research task cards c. Group presentation b. Student interviews V. LESSONS: Science 1. Objectives A. Lesson One: Describing the Living World a. Determine the characteristics of living things 2. Materials b. Apply the characteristics of living things to determine if something is alive or not. mustard seeds, gravel, jars, water, soil, paper towels, marker organism 3. Vocabulary 4. Procedures/activities something alive. What do living things do that nonliving things don't do? Put answers an chart paper. a. Discuss with the students what they think are characteristics that make b. Question if water, sand, seeds, and gravel are alive according to their list of characteristics. c. In small groups examine some mustard seeds and gravel. d. Describe the seeds and gravel in a journal. Write, based on their observations and our discussions, whether the seeds and gravel are alive. f. Set up their experiment and predict what will happen. e. Given the above materials, have each group of students design an experiment to show whether the seeds and gravel are alive. g. Observe for the next two days and write in journal observations. a. Journal entry-descriptions and observations 5. Evaluation b. Group cooperation 1. Objective B. Lesson Two: Cell structures- 5th grade Core Knowledge a. Students will be able to identify basic structures of a cell and describe their functions. colored pencils 2. Materials 3. Vocabulary 4. Procedures/activities cell, nucleus, nuclear membrane, cytoplasm, cell membrane, vacuoles, mitochondria, cell wall, chloroplasts a. Draw and label basic parts of an animal and plant cell in journal. This is a review from fifth grade Core Knowledge. Correctly drawn and labeled diagram of a plant and animal cell. 5. Evaluation C. Lesson Three: Traits of Living Things Determine characteristics of living things 1. Objectives 2. Vocabulary 3. Procedure/activities organism, stimulus, environment, adaptation a. Observe experiment from lesson one. c. What signs of life do either show? b. In journal draw observations of the mustard seeds and gravel. d. Based on your observations, what are some differences between living and nonliving things. Answer questions in journal. f. Outline in their journals six traits of living things. Text p.220-221 e. Define organism-a living thing (1) Made up of cells (3). Reproduce (2) Use water and food and produce wastes (4) Grow and develop (6) Adapts to their environment (5) Responds to stimulus g. Determine if mustard seeds and gravel are living or nonliving according to the traits. In groups, determine if sand, water and coral are living or nonliving. Prove the answers from the traits in their journals. 4. Evaluation D. Lesson Four: Classifying Living Things- 5th grade Core Knowledge a. Recognize how a classification system allows scientists to communicate information. 1. Objectives b. Describe the levels of the system used to classify organisms. 2. Materials c. Explain the characteristics that make up of the five kingdoms. An assortment of leaves, pictures of animals, classification key classification, kingdom, phylum, class order, family, genus, species 3. Vocabulary 4. Procedures/activities b. Give each group an assortment of leaves from your area. a. Review from fifth grade Core Knowledge: Why do we classify? How does classification help us understand the natural world? c. Work in your group and determine traits of the leaves that will help you classify them into two or more groups. d. Write your classification system in your journal. e. Explain your system to the class and discuss other classification systems. g. Using a key, classify an animal in your area. f. Review the classification system used by scientists: kingdom, phylum, class, order, family, genus, species. 5. Evaluation Using a key, identify another animal. 1. Objectives E. Lesson Five: Monerans Describe the major characteristics and activities of monerans milk, spoiled milk, microscopes, slides, coverslips, methylene blue stain 2. Materials 3. Vocabulary 4. Procedure moneran, bacteria, microorganism a. Ask students if there is a difference between room temperature milk and milk that is not refrigerated. c. In journal, draw a picture of your observations and write what you observed about the spoiled milk what you did not observe with the refrigerated milk. What do you think caused the difference between the two samples? b. Observe a sample of refrigerated milk and a sample of spoiled milk under a microscope. (Add a drop of methylene blue stain to the milk.) d. Discuss where the organisms come from that cause food to spoil. f. Using the traits of living things check list, determine if bacteria are living. e. Define bacteria- one-celled organisms that have no nucleus. They have a cell wall. They are found in every possible place on earth. They are classified and named like other organisms. g. Discuss the fact that bacteria can be both helpful and harmful. 1. Objectives F. Lesson Six: Viruses Recognize the difficulty of determining whether or not viruses are living. pictures of viruses 2. Materials 3. Vocabulary 4. Procedure microorganism, DNA, RNA, virus (Latin word for poison) a. Have the students find the kingdom that includes viruses. c. Tell the students that viruses were not observed until 1939 with the invention of the electron microscope. b. Discuss why they are not included in a kingdom: cannot grow, respond to a stimulus, or break down food to release energy. It does use materials in the cell to reproduce. d. Look at pictures of viruses. f. Draw a diagram in journal of viral reproduction. e. Discuss how viruses behave, What your Sixth Grader Needs to Know, p.340. g. Name some viruses: common cold, chicken pox, rabies, polio, AIDS. Pretend you are a scientist and give your reasons why you think a virus should or should not be considered living. 5. Evaluation G. Lesson Seven: The Immune System and Disease a. Distinguish between communicable and noncommunicable diseases. 1. Objectives b. Explain the treatment for a bacterial and viral disease. 2. Materials c. Explain why after some diseases, you do not get the disease again. Video- Bill Nye the Science Guy, "Germs" antibodies, antigens, immunizations, communicable, noncommunicable, epidemic, antibiotics 3. Key Words 4. Procedures/activities b. Discuss the difference between a communicable and a noncommunicable disease. a. Tell how the immune system operates - What Your Sixth Grader Needs to Know, p.337-338 c. Review from the Middle Ages the term epidemic and Black Death. if it was communicable or noncommunicable. Ask the students if it was a virus or bacteria that caused the disease and d. Discuss with the students treatments and prevention of diseases: the use of antibiotics and immunizations. e. Have the students give examples of times they have gone to the doctor: What was t the diagnosis and what was the treatment? d. Do the lab: "Microbes are Everywhere," What Your Sixth Grader Needs to Know, p.339 Keep data in journal. c. Show the video Bill Nye the Science Guy, "Germs" 5. Evaluation b. Data in journal from lab. a. Quiz on the vocabulary words- give an example of a communicable and a noncommunicable disease. Give an example of a disease caused by a virus and a bacteria. What is the treatment for each? H. Lesson Eight: Immigration and Disease- (Core Knowledge Grade 6: American Civilization) a. List medical conditions that could prevent an immigrant from entering America through Ellis Island. 1. Objective b. Determine if diseases that the immigrants were inspected for were bacterial or viral and communicable or noncommunicable. examination, typhus, trachoma, smallpox, leprosy, hernia, yellow fever, favus, TB, cholera, measles, pneumonia, epilepsy, diphtheria, mental illness, deformity 3. Key Vocabulary 4. Procedures/activities b. Answer the following questions: a. Read excerpts from: Coming to America and Ellis Island New Hope in a New Land. see bibliography Rebecca Freeman, reading unit. Were you examined before you left your country? What diseases or conditions were the doctors looking for? Who examined you at Ellis Island? What happened if the doctors found something wrong with you? What kinds of mental tests were you given? Were you separated from your family? c. List the diseases or conditions mentioned in the books. e. Determine if the disease is bacterial or viral, communicable or noncommunicable. Is there a treatment ? d. Work in groups and read a short description of each disease. Get information from the internet, encyclopedias, etc. f. As a class discuss the answers and put the information on large chart paper. Display in the room. f. Could the procedures used in examinations actually have caused the diseases to spread, like the eye disease Trachoma? g. Ask the students why they think people with these conditions were denied entry? 5. Evaluation I. Lesson Nine: New Discoveries in the Field of Medicine Pretend you are immigrating to the United States with your family. When you get to Ellis Island you are examined and are found to have a disease. Write a short story about what disease you have, (symptoms, cause, treatment) and what will happen to you and your family. Discuss your feelings. 1. Objective 2. Materials a. Given all the information on the diseases discussed in the immigration unit, the student doctors will find a new disease and share their findings at a medical conference. test tube germs, data sheets bacteria, virus, communicable, noncommunicable, symptoms, treatment, prevention 3. Key Vocabulary 4. Procedures/activities b. Work in small groups and pass out the "test tube germ." a. Tell the students they are doctors that have just found a new germ. c. Examine the germ and determine if it is a bacteria or virus. e. List symptoms of the disease. d. Determine a name for the bacteria or virus and the disease it causes. f. Determine the treatment for the disease. h. Put all the information on the data sheet (allow a couple of days). g. Determine what will prevent this disease from spreading. i. Call the doctors together for a conference. 5. Evaluation j. Have each group of doctors to present their findings. (I put lab coats on the students) The presentation of the new disease and the data sheet. J. Lesson Ten: Immigrants that Made Contributions in Science 1. Objective 2. Materials Name immigrants who have made contributions in the field of science. colored paper, lined paper, world map contribution, origin 3. Key Vocabulary 4. Procedures/activities b. List some immigrants that contributed in the field of science: a. Discuss with the students that all immigrants contributed to American culture after they arrived. (1) Albert Einstein-6th grade Core Knowledge (3). Alexander Graham Bell-3rd grade CK (2) Elizabeth Blackwell-4th grade CK (4) Edward Jenner- 1st grade CK (6). John Audubon (5) Louis Pasteur- 1st grade CK (7) Enrico Fermi (9) John Muir- 6th grade CK (8) Chieng-Shiug Wu c. In small groups research one scientist. Find their country of origin, and the contribution they made in the field of science. Look for three more interesting facts about the scientist. e. Have each group present their information. Locate the country of origin on world map, tell about the scientist's contribution, and give some more interesting information. d. Write the information in paragraph form and include a picture of the scientist. f. Bind all the paragraphs in a class booklet. Research done on the scientist, paragraph, and presentation 5. Evaluation VI. LESSONS: Reading Unit for 6th Grade Specific Learning Disability Students 1. Betsy Maestro. Coming To America The story of Immigration. Scholastic Inc., New York, 1996. A. Resources/Non Fiction 2. Ellen Levine. Ellis Island New Hope in a New Land If Your Name was Changed at Ellis Island. Scholastic Inc., New York, 1996. 4. Immigration - Thematic Unit, Teacher Created Materials, Inc. 1993. 3. Immigration - Theme Series, Creative Teaching Press, 1992. 5. Karen Baicker. Immigration Then and Now. Scholastic Professional Books, New York, 1997. 1. Joan Sandin. The Long Way To A New Land, Harper & Row, Publisher, 1981. B. Resources/Fiction 2. Ellis Island coloring book. 4. Barbara Cohen. Molly's Pilgrim. Yearling Books, New York, 1986 3. Eve Bunting. How Many Days to America A Thanksgiving Story, Clarion Books, New York, 1988. 5. Riki Levinson. Watch the Stars Come Out. Puffin Unicorn Books, New York, 1985 C. Lesson One: Set Up Immigration Unit 2. Materials 1. Objectives: Students will organize booklet so materials will not be lost and work will be readily accessible. Individual student booklets overhead of Table of Contents page a. Students will write Immigration Unit, name and period on cover. 3. Procedures/Activities b. On the first page students will make a Table of Contents as follows: Vocabulary Words for Unit 2 Page Web of The Melting Pot of American and Time Line 3 Web of reasons for immigration 5 K-W-L Chart 4 Cause and Effect Worksheet 6 Sequencing Worksheet for The Golden Door 8 Worksheet for Watch The Stars Come Out 7 Web of feelings Molly's Pilgrim 9 Worksheet for How Many Days to America? 10 Information about Ellis Island 11 Picture of Statue of Liberty and Poem 14 Pictures to color 12-13 The New Colossus 15 Worksheet of Puzzles 17 Worksheet of words from other languages 16 Recipes 18 c Students will number pages in their booklets from 1-19 starting with Table of Contents as page 1 Tug of War 19 d. Students will write title of each page on the Table of Contents page with corresponding page number D. Lesson Two: Background information, overview 4. Evaluation/Assessment: student product 1. Objective: Students explore reasons why people emigrated and when. a. Textbook Coming To America Betsy Maestro 2. Materials b. Web of America is "Melting Pot" 3. Key Vocabulary c. Time line of groups of immigration immigrants, nomads, Native Americans, descendants, civilization, worship, slavery, pioneers, poverty, regulate, limit, inspectors, entry, refugees a. Teacher will read orally to class Coming To America by Betsy Maestro. 4. Procedures/Activities b. Students will brainstorm reasons why people left their homeland to travel to America by creating a web. d. Students start family K-W-L chart and complete at home with help of family. c. Students will make a timeline of waves of immigration from native American Indian onward. 5. Evaluation Student products: webs, timelines 1. Objective: Students will consider why a Swedish family emigrated. C. Lesson Three: A New Land 2. Materials b. Worksheet Cause and Effect a. Story The Long Way To A New Land c. Identity bag/bundle quilt, emigrants, agent, baggage, huddled, languages, examined, vaccination, passengers, hatch, deck, memorized questions 3. Key Words 4. Procedures/Activities b. Students brainstorm items which they would take to America and make a bundle of them to take to America using pictures. a. Read story The Long Way To A New Land. c. Students use story to answer cause and effect questions. 5. Evaluation d. Students web reasons family left Sweden. a. cause and effect worksheet D. Lesson Four: Immigrants Sail To America b. identity bundle 1. Objective: Students will identify five or six items immigrants brought with them to America. a. Textbook Watch The Stars Come Out 2. Materials b. Web, worksheet of locating information 3. Key Vocabulary c. Venn diagram steerage, bundles, statue, ferry, examined, trolley, palace a. Students will describe steerage conditions of immigrants using web after reading Watch The Stars Come Out. 4. Procedures/Activities b. Students will brainstorm items which grownups would take with them to America and compare items children would take using Venn diagram. Worksheet 5. Evaluation 1. Objective: Students will consider the many reasons immigrants might be stopped at Ellis Island. E. Lesson Five: Ellis Island 2. Materials b. Web of conditions a. Play "The Golden Door or Island of Tears"? c. List of questions which inspectors may ask immigrants on Ellis Island 3. Key Vocabulary d. Worksheet on sequencing process, examination, voyage, shiver, disease, luggage, deposit, baggage, labored, deformity, trachoma, contagious, procedure, interpreter, translate, detained, passage a. Students will read short play "The Golden Door or Island of Tears?" 4. Procedures/Activities b. Students will web conditions which would prevent an immigrant from entering America. d. Students will design an identity card to enter the U.S. c. Students will brainstorm questions which inspectors may ask an immigrant going through Ellis Island. e. Students complete worksheet on sequencing. a. Worksheet on sequencing 5. Evaluation b. Student products 1. Objective: Students will learn about an immigrant named Molly. F. Lesson Five: Immigrants adjustment to a new life in America 2. Materials b. Web of Molly's feelings a. Text Book Molly's Pilgrim c. Worksheet/locating information apartment, shaynkeit, yiddish, Malkeleh, tenement, synagogue, paskudnyaks, magnificent, religious freedom 3. Key Vocabulary 4. Procedures/Activities b. Students will web Molly's feelings and reactions to living in America. a. Students will read Molly's Pilgrim orally. 5. Evaluation: Web of feelings 1. Objective: Students compare different immigrant tales. G. Lesson Six: What is a refugee? 2. Materials b. Venn diagram a. Story How Many Days To America? c. Postcard peer, whisper, silently, bob, quay, garnet, bundle, buried, bucket, anxious 3. Key Vocabulary 4. Procedures/Activities b. Students compare How Many Days To America? to Molly's Pilgrim using Venn diagram. a. Students will read orally How Many Days To America? c. Students make postcard and write to a friend they left behind. 5. Evaluation d. Students brainstorm reasons why a group of people would flee country of their birth. H. Lesson Seven: Foreign words which are part of our English language. : Student product 1. Objective: Students will identify foreign words which have been incorporated into our English language. Worksheet of Americanized words from 2. Materials Created Materials, Inc. Immigration Treasure Chest Teacher 3. Procedures/Activities I. Lesson Eight: How immigrants have affected what we eat. Students complete worksheet, of identify country of origin of English words 1. Objective: Students will compile a cookbook of favorite ethnic dishes. a. Index cards 2. Materials b. Recipes Students write favorite dishes from country of origin and write on index cards to compile into ethnic 3. Procedure/Activities cookbook Student product 4. Evaluation VI. CULMINATING ACTIVITY: (all subject areas) Students will participate in Heritage Day. They dress in the clothing of their ancestors for the day and carry immigration cards. They will reenact coming to Ellis Island, passing through simulated check points to begin their day. When they have successfully entered America, students split into two groups. One group plays games, and the other group eats. Then they will switch places. Students who are sent to the hospital or back to their country, will be detained temporarily and before being sent on to games or food. At the next check point, doctors will examine them. One doctor will ask the students their names to see if they can hear and speak. Next, they will be examined for illness. If the doctor thinks there is a possible mental problem, he will put an "X" in chalk on the shoulder or back of their clothes. If there is a possible back problem, a "B" will be written. In the same manner, a doctor will write "E" for eyes, "P" for physical, "Sc" for scalp, " L" for lameness, and CT" for trachoma. All students' head and nails will be examined for lice and a favus. If students have a chalk mark, and the sickness is curable, they will be detained and sent to the hospital until they are better. If the disease is contagious and/or incurable,they will be sent to special hospital until a boat can take them back to their native counties. At the first check point, the student will be asked their name, country of origin, where they plan to locate, who their sponsor is, and if they have money. If the students meet these qualifications, they will be passed on. If they don't, they will be detained until the qualifications are met. Students will also engage in playing games which originated in European countries. They will also partake of special ethnic foods which students, parents, and teachers will prepare or buy. Home \| About Core Knowledge \| Schools \| Bookstore \| Lesson Plans \| Conference Contact us © 1997 Core Knowledge Foundation.	<urn:uuid:0f7041aa-bef9-44fb-a107-89bb2c736ac6>	CC-MAIN-2018-34	https://3o83ip44005z3mk17t31679f-wpengine.netdna-ssl.com/wp-content/uploads/2016/11/The-Hopes-of-Our-Ancestors-The-Impact-of-Immigration-on-America.pdf	2018-08-16T23:19:51Z	crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00443.warc.gz	635,111,989	11,446	eng_Latn	eng_Latn	0.984759	eng_Latn	0.996068	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3084, 6034, 8853, 11824, 15476, 17351, 20248, 23876, 27783, 31972, 34591, 37729, 41212, 44073, 46724, 49549, 51602 ]	[ 4.71875, 4.59375 ]	4	0
INTELLIGENT LIVES (WORKING TITLE) A new documentary film project by filmmaker Dan Habib, creator of Including Samuel and Who Cares About Kelsey? www.intelligentlives.org Watch the film preview at: When Micah Fialka-Feldman (above) was 11 years old, he scored 40 on an IQ test. His parents insisted he be included in general education classes, and Micah developed a strong circle of friends and earned a regular high school diploma. Micah graduated from high school, attended college, and is now a co-teacher at Syracuse University. He is featured in Intelligent Lives. The perception of intelligence is a powerful force in the systematic segregation, maltreatment, and unfulfilled potential of hundreds of millions of individuals with disabilities in the U.S. and worldwide. The documentary film project Intelligent Lives (working title) explores how the segregation of people with intellectual disabilities became the norm, why this segregation is slowly being dismantled, and how some people with intellectual disabilities are blazing a bold new path. Intelligent Lives will explore three central themes: * The history and legacy of intelligence testing, which was used to justify the forced sterilization and institutionalization of tens of thousands of Americans during the 20th century * How narrow perceptions of intelligence continue to disproportionately limit people with disabilities, leading to the isolation and unfulfilled potential of millions of people in the U.S. and worldwide * An emerging paradigm in which people with intellectual disabilities participate in general education classes, college, meaningful employment, relationships, and other aspects of community life Intelligent Lives will include: CURRENT STATISTICS * A preview film (14 min.) * A nationally broadcast feature-length film (approx. 80 min.) and educational DVD * A companion documentary (approx. 40 min.) focusing on national best practices in transition for youth with disabilities from high school to college and career * Extensive educational and outreach resources, including a website, educational guide, and social media components Intelligent Lives will be an essential educational and public awareness resource for preschool through college educators and specialists, employers, disability advocates, public policy decision makers, non-profit organizations, young people, families, and the general public 17% of students with intellectual disabilities are included in general education classrooms alongside their nondisabled peers 40% of students with intellectual disabilities received a regular high school diploma 24% of adults with intellectual disabilities are employed FILM PRODUCTION TEAM DAN HABIB, PRODUCER/DIRECTOR, is the creator of the award-winning documentary films Including Samuel, Who Cares About Kelsey?, Restraint and Seclusion: Hear Our Stories, and many other short films on disabilityrelated topics. Habib is a filmmaker at the University of New Hampshire's Institute on Disability. Including Samuel, which features Habib's son Samuel who has cerebral palsy, was broadcast nationally on public television stations in the fall of 2009, has been translated into 17 languages, and is used as a teaching tool worldwide. Who Cares About Kelsey? was broadcast nationally on public television in the fall of 2013. In 2012, Habib received the Champion of Human and Civil Rights Award from the National Education Association, and in 2013 he received the Justice for All Grassroots Award from the American Association of People with Disabilities. In 2014, Habib was appointed by President Barack Obama to the President's Committee for People with Intellectual Disabilities. MELANIE PERKINS McLAUGHLIN, CONSULTING PRODUCER, is a documentary filmmaker with over 20 years in film production. She has worked on films for HBO, PBS, ABC, A&E, The Discovery Channel, and The History Channel. Perkins McLaughlin's independently produced 2007 film Have You Seen Andy? was broadcast on HBO and won a National Emmy Award for Best Investigative Journalism. That same year, Perkins McLaughlin received a prenatal diagnosis: her third child had Trisomy 21 (Down syndrome) and a congenital heart defect. Perkins McLaughlin is in development on a feature length documentary (work in progress) Accepting Grace, that shares the experience of life with Down syndrome from a family perspective — including prenatal diagnoses. JAMES RUTENBECK, EDITOR, has over 50 editing credits, including films for PBS, BBC, Discovery Channel, and Showtime. They include the Emmy award-winning Siamese Twins for NOVA, American Denial for Independent Lens, and People of the Shining Path for Britain's Channel Four. His feature-length film Scenes from a Parish was broadcast on the PBS series Independent Lens in 2009. Rutenbeck was the recipient of the DuPont Columbia Journalism Award for his work as producer on the PBS series Unnatural Causes. Rutenbeck recently produced, directed, and edited two half-hour films for The Raising of America, about the social ecology of child development in the U.S. He is currently Executive Producer of Class of '27, a series of three short films about the lives of very young children in remote parts of rural America. He is the parent of an adult son with autism. CHRIS COOPER, ACTOR, will narrate the historical portions of Intelligent Lives. Cooper won the 2003 Best Supporting Actor Academy Award for his 2003 role in Adaptation. He has been an actor on stage, screen, and television for three decades, with notable roles in Lone Star, American Beauty, Seabiscuit, The Bourne Identity, October Sky, August Osage County, Lonesome Dove, and dozens of other films. In 1987, Cooper and his wife, Marianne Leone, had their son, Jesse. Jesse loved to windsurf and write poetry, and he also had cerebral palsy and epilepsy. Cooper and Leone became advocates for inclusive education, and Jesse became a high school honor student. In 2005, Jesse died suddenly from a seizure at age 17. Leone wrote the 2010 book Knowing Jesse, and she and Cooper continue to volunteer their time and resources for non-profits focused on disability rights. Lead Supporter: FOR MORE INFORMATION, PLEASE CONTACT: Major Supporters: American Federation of Teachers • Center for Community Inclusion and Disability Studies at the University of Maine • Center for Disabilities at the University of South Dakota • Center for Disability Resources at the University of South Carolina in partnership with the SC Developmental Disabilities Council • Center for Leadership in Disability at Georgia State University • Institute for Community Inclusion at the University of Massachusetts Boston • New Hampshire Charitable Foundation • North Dakota Center for Persons with Disabilities at Minot State University • Strong Center for Developmental Disabilities at the University of Rochester Additional Supporters: John P. Hussman Foundation • National Association of School Psychologists • New Hampshire Association of Special Education Administrators Dan Habib email@example.com 603.228.2085 x 46 Institute on Disability/UCED	<urn:uuid:42eae6eb-74b0-432c-93b9-38dfd8c27fdd>	CC-MAIN-2018-34	http://scddc.state.sc.us/documents/Intelligent_Lives_Quick_Glance.pdf	2018-08-16T23:19:50Z	crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00445.warc.gz	355,978,671	1,430	eng_Latn	eng_Latn	0.994944	eng_Latn	0.99494	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2685, 7131 ]	[ 2.59375 ]	2	0
September 16 Upland Primary School Behaviour Policy 1. Introduction This policy was developed in consultation with staff, governors and parents. It follows the recommendations and principles set out by the Department of Education: http://www.education.gov.uk/schools/pupilsupport/behaviour/f0076803/a dvice-forheadteachers-and-school-staff-on-behaviour-and-discipline The policy primarily relates to children, but it is important to note that the principles set out here relate to positive relationships and behaviour of the whole school community. The school's mission is to develop children's active and creative minds through fun and inspiring opportunities. We will develop confident life long learners with skills to tackle the present and the future. Aims As a school we aim to: * Provide for our pupils emotional well being * Keep our pupils safe in the school environment * Work closely with parents and carers to support their child * Provide our pupils with opportunities to be active and healthy * Foster a love for learning * Develop confident and self-motivated learners * Equip our pupils with the skills needed to succeed in our ever changing economic environment * Develop, model good behaviour and encourage respect responsibility and empathy towards all Rules The children have devised the following rules for our school. We will always … 1) Try to do our best 2) Tell the truth 3) Listen when we are spoken to 4) Be eager to learn 5) Respect each other and the environment 6) Treat others like we would like to be treated 7) Manage our distractions 8) Let other people learn 9) Mind our language 10) Keep our hands and feet to ourselves 11) Walk sensibly around the school 12) Put our rubbish in the bin 13) Be happy positive and successful Overview The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. The policy is designed to promote good behaviour, not merely deter anti-social behaviour. Central within the policy is choice: we refer to good choices, (which lead to good consequences) and choices which are bad (which lead to negative consequences, usually based around our system of warnings). There are two key reasons for using the language of 'choice': it promotes selfmanagement of behaviour and enables some reflection of what behavioural choices exist(ed) i.e. there are always different behavioural options (we don't accept / expect that some children will always behave in such a way), and it avoids labelling children – instead, we refer to the choices we all make and that we should always try to make good choices. See Appendix 2. Praise is key to nurturing motivated, engaged children who make good choices and consequently build positive relationships. Throughout school, all stakeholders (not just staff, but pupils, parents and visitors) should aim to 'catch' good behaviour. If we become complacent, many good choices could be taken for granted and many children who always make good choices could become 'invisible'. Roles and Responsibilities Pupils It is the responsibility of pupils to make good choices at all times. This will lead to pupils behaving well and building up and maintaining good relationships. Pupils should follow the schools behaviour system that is displayed and actively used in each classroom. See appendix 1 Behaviour Plan for the Whole School Staff All staff in our school must have high expectations of the children in terms of their relationships, choices and behaviour. A key priority is to reward and praise good choices in order to reinforce good behaviour and positive relationships – 'catching' pupils behaving well is vital, explaining about how well a pupil has behaved and not becoming complacent. Specific responsibilities of the whole school staff are to: - Praise children on individual / group basis (public praise is very powerful), making explicit what rule they have followed, - Always record the incidents - Make it explicit what rule children have broken or what choice they have made follow our warnings system, making explicit why: always state what rule they have broken - Display in the classroom the consequences of their choices (both positive and negative; see appendix 1) - Be a positive role model by demonstrating positive relationships with everyone in school - Be consistent with all consequences. Treat each child fairly and with respect and understanding. Apply this policy with their own class and around school. - Keep a record of stage 2 or final's applied - Staff must be responsible for carrying out the sanctions at stage 1 - Where behaviour is persistent within Stage 2, or a child regularly moves to the final stage of the Behaviour Plan, the Inclusion Manager should be consulted. This may result in the involvement of external agencies, as necessary, to support and guide the progress of each child, for example, discuss the needs of a child with the education social worker or LA Behaviour Support Service, Head Teacher In addition to the above, it is the responsibility of the head teacher to: - Support the staff by implementing the policy and by setting the standards of behaviour. - Ensure the health, safety and welfare of all children in the school. - Ensure consistency of the policy throughout the school and report to governors, when requested, on its effectiveness (under the School Standards and Framework Act 1998). - Maintain records of all reported serious incidents of misbehaviour. - The head teacher may permanently exclude a child. - Issue fixed-term suspensions to individual children for serious acts of misbehaviour and for repeated or very serious acts of anti-social behaviour. - Where a member of staff has been accused of misconduct, and pending an investigation, the head teacher should draw on the advice in Dealing with allegations of abuse against teachers and staff. This sets out the pastoral support school staff should expect if they are accused of misusing their powers. Parents / Carers When their child joins the school parents are asked to complete a "Home School Agreement" that includes the School Behaviour Policy. The school works collaboratively with parents and carers so children receive consistent messages about how to behave. We aim to build a supportive dialogue between the home and the school. We inform parents and carers immediately if we have concerns about their child's welfare or behaviour. We expect parents / carers to: - Be aware of the school rules (which will be frequently communicated to them) and to support them. - Co-operate with the school. - Support their child's learning. - Support the school's decision when applying consequences to deal with any specific incident or issue. - Ensure their child attends school regularly and is on time - Be responsible and ensure that their child is behaving appropriately when they are on the school premises before and after school and when attending school events. - If parents or carers have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the head teacher. If this discussion does not resolve the issue parents or carers should put their complaint in writing to the head teacher and the formal complaints procedure will be followed. - http://publications.teachernet.gov.uk/eOrderingDownload/DCSF00960-2009.pdf - "Working together for good behaviour in schools" is a helpful document for parents / carers, available on the following website (reference to this will be made to parents / carers when appropriate): Governors The governing body is responsible for setting down these general guidelines on standards of discipline and behaviour, and for reviewing their effectiveness. The governors support the head teacher in implementing this policy. The head teacher has the day-to-day authority to implement this school behaviour, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour. Consequences Positive consequences All children follow the behaviour system set out in this policy at all times during the school day. Some of the positive consequences for the good learning, good choices and good behaviour that children show are: * Regular verbal feedback to reinforce positive behaviour * Reference to good role models * Children are congratulated * Stickers or other small prizes / treats * Certificates: usually at least one based on learning, awarded during Friday assembly and at least one based on a social, moral or emotional standard awarded during Monday assembly * Sweets are occasionally used as rewards in school competitions. * Attendance is also rewarded. The school awards weekly and termly certificates for good attendance and at the end of the year there is a reward for all children who have attained outstanding attendance. Negative consequences Staff at Upland Primary School employ a hierarchy of negative consequences if a child does not follow the Whole School Behaviour Plan at any point in the school day. This is to ensure a safe and effective environment in which positive, happy and healthy relationships flourish. Low-level, on-going disruptive or uncooperative behaviour (e.g. not following instructions straight away, talking in class, interrupting) are small issues but over time may stop a child and others from learning or feeling settled. Please refer to Appendix 1 Whole School Behaviour Plan. We aim to encourage and support the children to reflect on and change their behaviour- make the right choices. Using this system is a way of developing children's ability to make the right "good" choices and amend their behaviour appropriately. Variation from the warning system is rare in order to maintain its effect and avoid personal judgement. But we allow for differentiation of sanctions where appropriate to reflect the different social, emotional and behavioural needs of pupils. The following sanctions are carried out if a child reaches the following stages. * Stage 1– 5 minute playtime detention with class teacher or teaching assistant * Stage 2– 10 minute lunchtime with phase leader. * Stage 3 (Final) – Head teacher or Senior Leadership Team involvement Serious Misbehaviour Disrespect to staff, property or cultures, swearing, fighting, racism, sexualised behaviour and homophobic behaviour are taken very seriously at Upland Primary School. Such behaviour would mean warnings are automatically by-passed and taken to the final stage of our behaviour system. The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour. (Refer to Anti-Bullying Policy) The number of sanctions issued are monitored weekly and analysed termly. We aim to spot patterns when warnings occur. The following stages are followed to reduce such behaviour: * A letter to parents informing them of 5 separate Stage 1 levels of behaviour within a week. * A letter to parents informing them of 3 separate Stage 2 levels of behaviour within a week. * Parents will be informed immediately of Stage 3 and will be required to meet with the head teacher or SLT. Behaviour Outside of School This policy applies when a child is representing the school at any extracurricular events or school visits. The head teacher will respond to any notification of unacceptable behaviour of our pupils within the community. The head teacher will liaise closely with parents and carers, acting supportively and advising parents or carers on the behaviour of their child whilst wearing school uniform. Screening, Searching and Confiscation The information below relates to advice that can be found in the following documents * Education Act 1996; * Education and Inspections Act 2006; * The Schools (Specification and Disposal of Articles) Regulations 2012; * The School Behaviour (Determination and Publicising of Measures in Academies) Regulations 2012; and * Health and Safety at Work Act 1974 * If the school feels that it is appropriate the following can be applied * School staff can search a pupil for any item if the pupil agrees . (The ability to give consent may be influenced by the child's age or other factors.) * Head teachers and staff authorised by them have a statutory power to search pupils or their possessions, without consent, where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited items are: o knives or weapons o alcohol o illegal drugs o stolen items o tobacco and cigarette papers o fireworks o pornographic material (including digital material, even when these are on a personal electronic device) o any article that the member of staff reasonably suspects has been, or is likely to be used: to commit an offence or cause personal injury to, or damage to the property of, any person (including the pupil) Confiscation * School staff can seize any prohibited item found as a result of a search. They can also seize any item, however found, which they consider harmful or detrimental to school discipline. Staff should exercise caution when deciding to search a pupil in circumstances where they expect to find a weapon or item that could injure them or other pupils. Under such circumstances, the school recommends seeking an appropriate amount of assistance, either from other staff members or the Police before commencing a search or even making the pupil aware that such suspicions are held against them. The Use of Force All school staff and any person that the Head Teacher has temporarily put in charge or pupils such as sports coaches, unpaid volunteers or parent helpers have the power to use force. The Head Teacher and Governing Board will support members of staff who lawfully exercise this power and no member of staff will be routinely suspended from work for doing so, even if the school receives complaints connected to the incident afterwards that require investigation. Force and restraint may be used in a wide variety of circumstances. The following represents a list of possible occasions that force or restraint may be used. The list is not exhaustive: 1) To prevent a person from harming themselves 2) To prevent a person from harming another person 3) To prevent damage to or destruction of property 4) To remove a pupil from a class that s/he is disrupting, having already issued an instruction to the pupil to leave that was refused or ignored 5) To prevent a pupil from entering or leaving a room, area or building where doing so would conceivably allow them to come to harm 6) To prevent a pupil from causing disorder 7) To prevent the commissioning of a crime The use of force must always be 1) Necessary 2) Proportionate 3) Reasonable An person making the decision to use force does so lawfully when they act on a 'honestly held belief' about the circumstances they are presented with, even if this later turns out to have been a mistaken belief. The use of force cannot ever be used as a punishment. This is illegal. The school has zero tolerance of physical chastisement and anyone known or suspected to have used it will be immediately reported to the Police and suspended from work. Training Senior leaders and middle leaders will be trained in techniques to restrain and control pupils. All staff will receive a legal briefing about their rights and responsibilities at appropriate intervals determined by need and staff turnover. Staff members do not need to be trained in order to use force. The school anticipates that trained leaders will carry out planned interventions. The distribution of leadership around the school means that trained persons will be able to respond quickly to urgent incidents. Where immediate intervention is required any member of staff can and should act according to the circumstances with a mind for the following procedures. Normal Procedures for the Use of Force Any person making the decision to use force should first consider their own health and safety and that of other pupils around them. Whilst sometimes unavoidable, single person interventions are risky and any person should consider their ability to manage the situation before doing so. While it may be safe and necessary, for example, to prevent a pupil from running into the road or touching a hot surface single handedly, It would be en error in judgment to attempt to restrain a violent or emotional pupil without the proper assistance, especially when in most ordinary circumstances assistance will be very close by. Wherever possible and practicable, planned interventions should normally be carried out by 2 trained persons in accordance with the Safer Handling Training Manual and the training they have received. Persons using force against a pupil are expected to treat the pupil respectfully, with as much dignity as the circumstances allow and with consideration for their emotional wellbeing. Persons considering the use of force should make reasonable adjustments to meet the needs of a pupil with special educational needs or a disability. Any use of force must be recorded on the school's behaviour log. It is good practice to consider informing parents about the use of force on a pupil. The decision to inform or otherwise will be made on a case-bycase basis by the head teacher. Any injuries must be reported as soon as practicably possible to a senior leader. No assumptions will be made about the use of force based on a report of an injury. The concern is for the wellbeing, health and safety of pupils and staff exposed to such circumstances and to ensure that prompt first aid or medical treatment is administered where it is required. Equal opportunities The school expects every member of the school community to behave in a considerate way towards others. We treat all children fairly and apply this policy without prejudice in a consistent, non-judgemental way. See Ethos, Mission Statement and Appendices. Exclusion We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance, Improving Behaviour and Attendance: Guidance on Exclusion from School and Pupil Referral Units (DCFS, September 2007). We refer to this guidance in any decision to exclude a child from school. The relevant Internet address is: http://www.education.gov.uk/schools/pupilsupport/behaviour/exclusion/a 0076478/exclusion-guidance Only the Head Teacher (or the acting Head Teacher) has the power to exclude a child from school. The Head Teacher may exclude a child for one or more fixed periods, for up to 45 days in any one school year. In extreme and exceptional circumstances the Head Teacher may exclude a child permanently. It is also possible for the Head Teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. If the Head Teacher excludes a child, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the Head Teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. The Head Teacher informs the LA and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. The governing body itself cannot either exclude a child or extend the exclusion period made by the Head Teacher. The governing body has a discipline committee, which is made up of between three and five members. This committee considers any exclusion appeals on behalf of the governors. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the child was excluded, consider any representation by parents and the LA, and consider whether the child should be reinstated. If the governors' appeals panel decides that a child should be reinstated, the Head Teacher must comply with this ruling. Record Keeping Any person applying a sanction of Stage 2 or worse must record this on the school's behaviour log. The behaviour log must be completed promptly and fully in order to support monitoring and strategic improvement of behaviour. Exclusions and the use of force must also be recorded here. Racial incidents must be reported to the local authority; homophobic incidents are also recorded separately. Monitoring The head teacher monitors the effectiveness of this policy on a regular basis. The head teacher reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements. It is the responsibility of the governing body to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly and consistently. Review The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved. Appendix 1: Whole School Behaviour Plan Behaviour Plan for the whole school. All members of staff will follow the list of behaviours and the sanctions involved. This is within the classroom and at playtime. The behaviour described below are examples. Head Teachers Award (recognition of excellence in class the child has produced an excellent piece of work that highlights many leaning skills ) 5 team points (Recognition of working well during the school day. A role model to the class by being an efficient learner and following school rules consistently ) 1 team point (Recognition for working well during a session, supporting peers and completing the work set to the best of their ability) Well done I am proud of you. It has been recognised that you are following school rules and contributing well to the lessons. WARNING!! The teacher/TA has had to stop/pause in the teaching and learning because the child is causing a distraction. Low level behaviours Fidgeting Calling out Prodding others Rocking on chairs Talking when an adult is talking. This warning equates to standing on the line during the lunch break Stage 1 Class teacher or staff who moved name to this stage must carry out a 5 min playtime detention. If warning behaviours continue automatic move to stage 1 Inappropriate shouting/ calling out or noise making Throwing equipment Breaking equipment Refusal to do work Not cooperating Not following school rules Defacing work or equipment Disturbing others whilst learning. 5 incidents over the week will result in a letter home. Stage 2 Once a child has reached this stage they will automatically have a lunchtime detention carried out by a phase leader across the school. It will be for 10mins. Repeated stage 1 behaviours lead to stage 2 Swearing Acts of deliberate violence Leaving the classroom Destroying of equipment Climbing on equipment Consistent refusal and non-cooperation Inappropriate use / unsafe use of classroom equipment. Seeking to upset the same individual or group / persistently displaying behaviour that has the potential to be classed as bullying. Inappropriate hand gestures Intentionally defacing equipment, or work belonging to others All stage 2s issued will be recorded on the school's behaviour log. 3 logged in a week will result in letter home from a member of SLT. 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Intensive Core French Grade 6 Interim Curriculum Guide 2010 Table of contents Acknowledgements The Department of Education wishes to thank the members of the Intensive Core French working group for their contribution to this guide: Gennita Bartlett Program Development Specialist, Department of Education Catherine Phillips Teacher Eastern School District Melanie Stone Teacher Eastern School District Shelley Stead Teacher Eastern School District The Department of Education wishes to thank the departments of education of Saskatchewan, New Brunswick and Nova Scotia for their contribution towards the production of this document. The Department of Education also wishes to thank the researchers, Dr. Claude Germain and Dr. Joan Netten for their contribution to the development of Intensive Core French in Newfoundland and Labrador. Rationale Being able to communicate in both French and English, Canada's official languages, is desirable for all students in Newfoundland and Labrador. Learning French as a second language and learning about francophones promote an awareness of linguistic and cultural diversity. This helps foster an openness toward others, essential for full participation in today's bilingual, multicultural Canada and in the larger global, multilingual community. In Canada and elsewhere, the ability to communicate in a second language is an asset in finding employment. Most importantly, the study of a second language is an enriching educational experience, long recognized for its contributions to the social, emotional and intellectual development of learners. It fosters the development of problem-solving and creativity, and it prepares students for opportunities to learn a third or fourth language. Throughout the world, second language education is offered as part of a regular school program. Intensive Core French began as a research project in 1998, in two school districts, and is now available as a provincial option to students in grade 6. The program is defined as an enrichment of the Core French program by the creation of a period of intensive exposure to French which enables students to receive in one school year up to four times the number of hours of instruction normally devoted to Core French. In Core French, and similarly in Intensive Core French, students participate in a language development program, emphasizing many of the skills found in English Language Arts. French as a second language study offers important opportunities to students in their quest to become literate, articulate, effective communicators in English and in French. The Department of Education has identified a set of essential graduation learnings for all students graduating from high school. These learnings describe the knowledge, skills and values which prepare students for lifelong learning. The Intensive Core French program, as outlined in this curriculum guide, links Intensive Core French with the Essential Graduation Learnings. In addition to information on an outcomes-oriented approach, this document provides guidance on instruction, evaluation and resources. The resources, both suggested and recommended, and the suggested strategies for instruction and assessment, help teachers plan effective learning experiences for students. Intensive Core French: A Curriculum Guide Grade 6 is available online at www.gov.nl.ca/edu/. The online version makes the guide more accessible to parents, publishers and curriculum developers, and to colleagues. Overview In Newfoundland and Labrador, Grade 4 is the entry point to the authorized Core French program and the beginning of French instruction for most students. The program is an introductory one. More time is devoted to oral language development than to reading and writing. With an emphasis on communication, learners engage in experiences that help them explore relevant, interesting themes. In all three elementary years, the program reﬂ ects the interests of the learners, and includes topics such as friends and family, animals and environment, food, sports and leisure, and school life. In Grade 4, students are introduced to the language by means of listening and speaking. Since elementary students bring with them a knowledge of their ﬁ rst language, including reading and writing, some written communication is also possible. At Grade 5, students develop both oral and written communication through the reinforcement of introductory concepts of the previous year, the study of new themes, and the completion of new tasks. In Grade 6, the ﬁ nal year of the elementary cycle, there is continued consolidation and growth of student knowledge and skills as students prepare for the transition to the intermediate program. Throughout all three elementary grades, 80% of the program is devoted to oral communication and 20% to written communication. In Intensive Core French, offered at Grade 6, students are provided additional opportunities to meet and surpass the outcomes of elementary Core French. French is the language of instruction, and communication is the focus of the program. Students are challenged to meet second language curriculum outcomes normally expected of grades or courses they would experience later in their schooling. Cooperative learning and technology integration are common elements of the project-based approach used in Intensive Core French. Definition of Terms The following terms are used throughout this document : Text - any language event, whether oral, written or visual; a conversation, a poem, a poster, a video, are all examples of texts. Authentic text or document - a document intended for a francophone audience (i.e. menu, newspaper, product label, advertisement, television or radio broadcast, map, brochure). Language modes - listening and speaking; reading and viewing, writing and other ways of representing. Program - the provincially authorized curriculum set out in this guide. Essential Graduation Learnings and Intensive Core French The Essential Graduation Learnings describe the knowledge, skills and values expected of all students who graduate from the school system of Newfoundland and Labrador. The Essential Graduation Learnings provide the framework for the development of prescribed school programs. Aesthetic Expression Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts. Aesthetic expression encourages learning in and about the arts and highlights the contribution of the arts to society. Intensive Core French learners use various art forms to express their ideas and feelings. Drawing, painting, sketching, songs, rhymes, short plays, cartoons, poems and other types of art are included in the Intensive Core French program. Citizenship Graduates will be able to assess social, cultural, economic and environmental interdependence in a local and global context. Language and culture are linked to citizenship. The Intensive Core French program promotes recognition of the multicultural nature of our country and encourages learners to develop respect for others. Learning French and learning about francophones help students gain a better understanding of Canada's bilingual identity. In Intensive Core French, students learn about Canada's ofﬁ cial languages, identify aspects of children's culture and discover elements of francophone culture in Newfoundland and Labrador. Communication Graduates will be able to use the listening, viewing, speaking, reading and writing strands of language(s), and other ways of representing, as well as mathematical and scientiﬁ c concepts and symbols to think, learn, and communicate effectively. Communication is the main focus of the Intensive French program. Students in Intensive French classes explore, express and reﬂ ect on ideas, knowledge, perceptions and feelings. Elementary students use all modes of language to explore topics of interest. Curriculum outcomes, especially those which focus on language learning strategies, enable students to strengthen their communication skills in English. Personal Development Graduates will be able to continue to learn and pursue an active, healthy lifestyle. Learning a language is a social activity which develops personal and interpersonal skills. The Intensive Core French program promotes responsible decision-making, healthy lifestyles, intellectual curiosity and risk-taking. The program assists students to develop lifelong learning strategies which promote independence in new situations. Problem Solving Graduates will be able to use the strategies and processes needed to solve a variety of problems, including those requiring language, and mathematical and scientiﬁ c concepts. Problem solving is the basis of second language learning. In the Intensive Core French program, students use strategies and processes to access information, to clarify and negotiate meaning, to give opinions and to cope effectively in unfamiliar situations. Working alone and with others, students apply critical, analytical and creative thinking skills to communicate in different ways in a variety of situations. Technological Competence Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems. Technological competence is an essential element of schooling. In Intensive Core French at Grade 6, students see and use many forms of technology. They use the Internet to access information and to communicate. French keypals, the use of French software, videos and websites are all examples of how computer, audio and video technolgy may be integrated in the Intensive Core French learning environment. Spiritual and Moral Development Graduates will demonstrate understanding and appreciation for the place of belief systems in shaping the development of moral values and ethical conduct. In the Intensive Core French program, students explore another culture. They come to appreciate the traditions and values of others, as well as those of their own cultural community. Students identify ways in which they are similar to, and different from, francophones. For example, elementary students learn the songs, rhymes and games of their peers in other parts of Canada. They also recognize the beneﬁ ts of living in a bilingual, multicultural country. An OutcomesOriented Approach Program Design An Outcomes-Oriented Approach Essential Graduation Learnings provide the framework for curriculum outcomes. Curriculum outcomes articulate what students are expected to know, value and be able to do. General curriculum outcomes link subject areas to the essential graduation learnings and provide an overview of the expectations of student performance. Keystage outcomes identify what is expected of students at the end of a level of schooling. Speciﬁ c curriculum outcomes set out what is expected of students by the end of a grade or course. Curriculum outcomes inform teachers, parents and students. Outcomes guide educators in selecting resources and instructional strategies and they provide a framework to monitor student progress and achievement. Keystage outcomes for Core French Grades 4 to Grade 12 are included in Appendix A. Outcomes and Language Learning Language learning is a cumulative process; thus, outcomes overlap from theme to theme, unit to unit and year to year. From grade to grade, language notions and patterns become more complex. The progression in language learning is communicated by the depth of treatment, the level of difﬁ culty, and by the nature of the task. Concepts and outcomes introduced at the elementary level are further developed in the intermediate and high school years. Program Design In the Intensive Core French program, as in the Elementary Core French program, outcomes are organized around strands: * communication * culture * general language education Intensive Core French Intensive Core French possesses essential characteristics which contribute to effective second language learning: * a period of intensive study * a focus on language learning * an emphasis on the development of literacy skills * the use of the target language as a means of authentic communication * an emphasis on project based pedagogy linked to student interests * an emphasis on interactive activities * an emphasis on spontaneous communication Communication In Intensive Core French, students participate in meaningful tasks designed to help them learn to communicate in French. Meaningful tasks are the starting point for learning. These tasks and projects are presented through themes linked to the life experiences, interests and abilities of the learners. Learning a second language shares many similarities with learning a ﬁ rst language: the emphasis is on communicating a message. Students bring life experiences and prior language knowledge to the second language learning process. In a communicative approach, language is a tool for communication. The task or activity determines the language elements required by students and these elements are introduced accordingly. At an early stage, students need to develop the abilities to acquire and use information from authentic French-language sources. Teachers select resources for this purpose, and ensure these resources are appropriate to the interests and age of the students. Students need to experience and enjoy language through creative expression - songs, poems, drama, music, and illustrations. In the Intensive Core French program, students have opportunities to listen to, view and read creative works, and to respond to them personally. Culture Students need to understand the links between language and culture, both in their own lives and with respect to francophone groups in Newfoundland and Labrador, Canada and elsewhere. In Intensive Core French, students explore aspects of culture that touch everyday life. They become aware of the presence of French in Newfoundland and Labrador, throughout Canada and around the world. General Language Education Students need to know how to learn. In Intensive Core French, they identify and use language learning strategies, learn how to work independently and with others, and reﬂ ect on their progress. Elements of general language education, as identiﬁ ed by the National Core French Study (1990), enable students to link learning a second language with other aspects of their schooling. Program Content Using this Curriculum Guide Program Content The strands of communication, culture and general language education in Intensive Core French are developed through topics. These topics may include: * family, friends, self * hobbies, interests, sports, adventures * clothing * animals, pets, nature, environment, weather, seasons * music, arts * school, community * holidays, special events, celebrations, calendar * health, food, nutrition * travel and transportation * Canada and the world These topics can be organized under the following themes: * Moi * Les animaux * La technologie * Autour du monde * C'est l'hiver Teachers are encouraged to use these and/or other themes according to the interests of their students. Vocabulary such as numbers, classrooms expressions, colours and greetings should be incorporated as appropriate and reviewed often. Speciﬁ c language structures are introduced, as they are needed for the student to complete a task. Grade level outcomes, and suggestions for teaching, assessment, and resources are intended to assist teachers with planning and organizing an effective Intensive Core French program. While teaching and assessment suggestions accompany each outcome, in practice, several outcomes are often addressed together through an activity, project or process. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. * a dramatization of a scene Make anecdotal comments in student journal Note the level of difﬁ culty of books read by a student and recommend more difﬁ cult or less difﬁ cult titles, as appropriate General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. Assessment Resources Peer-assessment Journal writing Assessment of student projects Classroom resources: books, videos, magazines Authorized Art resources, elementary level Have students keep a portfolio Classroom resources: books Use rubrics When students represent a story, note if they captured the main idea and used appropriate vocabulary and expressions to do so Assess oral and written presentations using rubrics Authorized resources for Art, elementary level Texts from authentic sources Classroom library General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Communication Students will use French to establish and maintain relationships, to share ideas and to get things done. General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. Assessment Resources Record teacher observations with respect to participation Record teacher observations Complete a peer-assessment checklists Use teacher created rubrics Canadian ﬂ ag www.cpf.ca Guest speakers Videos Websites Posters Proud of Two Languages - www.cpf.ca (Ofﬁ ce of the Commissioner of Ofﬁ cial Languages) Lyrics of "O'Canada" Recording of "O'Canada" General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. Assessment Resources Record teacher observations Use rubrics Record teacher observations Use a rubric to assess written and oral presentations Guest speakers Videos Websites Posters Lire davantage Society for Educational Visits and Exchanges in Canada (SEVEC) Grade 6 Social Studies Curriculum Multicultural calendars Les Symboles du Canada Maps of Canada and the world Have students complete a self-assessment of their knowledge and appreciation of the francophone contribution to Canadian culture and history Minutes du patrimoine - www.histori.ca www.pch.gc.ca and other government sites (for teacher reference) Record observations of the discussions Record teacher observations Classroom collecitons: music, books, songs Internet General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. 2.7 demonstrate an awareness of and the use of cultural idioms and nuances in spoken French (il fait beau/ il est beau; j'ai un chat dans la gorge) Maintain a log of new idiomatic phrases and expressions Create humourous posters or bookmarks for idiomatic phrases (avoir un chat dans la gorge) Integrate common idiomatic expressions where possible General Curriculum Outcome - Culture Students will demonstrate a knowledge of francophone cultures in Newfoundland and Labrador, Canada and other countries and an understanding of the links between language, culture and identity. Record teacher observations of class discussions Record spontaneous, unsolicited use of idioms and proverbs in general discussions Use teacher- and self-assessments for the idiomatic phrase poster General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. Assessment Resources Record teacher observations of student comprehension by means of periodic questioning and checking Selected posters Record teacher observations of student language usage in class including spontaneous, unsolicited efforts Conference with students to discuss performance Record teacher observations of student strategies and attempts to negotiate meaning Record teacher observations of spontaneous, student-initiated use of these techniques Teacher-made and commercially available checklists and rating scales General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. General Curriculum Outcome - General Language Education Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. Assessment Resources Plan student/teacher conferencing to discuss the assessments Monitor student use of self-assessment instruments Assess student writing using pre- and post-revision samples Guiding Principles Classroom Environment Department of Education documents are available online at www.gov.nf.ca/edu/ In Intensive Core French, the instructional process is founded on the following principles : * French is the language of the classroom. * Authentic communication is the focus of the program. * Students develop the ability to communicate by engaging in interactive experiences organized around themes which are relevant and meaningful to the learner. * Meaningful experiences include varied media for language learning (arts, music, poetry, literature, film, and theatre). * Curriculum outcomes determine instruction and assessment. * Emphasis is on development of literacy skills. Oral, reading and writing skills are connected. * The classroom is learner-centred; learner needs, abilities (including first language experiences), and interests provide a starting point for instruction. * Instruction follows a project-based pedagogy. It is planned to be both sequential and spiral, providing for a gradual increase in students' knowledge and skills, and allowing for the meaningful re-entry of knowledge gained through previous use. For additional reading on this approach, teachers may refer to either of the following documents: a) La Revue de l'AQEFLS vol. 21, nos. 1 et 2, 1999 "Une expérience de français en 6 ième année" par Joan Netten et Claude Germain b) "Intensive Core French Project in Newfoundland and Labrador". June 1998, section 9.3 - Pedagogy The learner The elementary school curriculum expands to provide for the widening interests of elementary school children. The introduction of Intensive Core French to the school is also a part of this expansion. This experience provides richness, variety and fluency at this key developmental age. The elementary years are a time when students begin their initiation into the world of adult reasoning, concepts, communication, and symbolism. Although there are some teaching strategies specific to this level, many are the same as those of the primary grades. An approach emphasizing the child as a thinking, doing, and feeling learner is essential. Intellectually, elementary children are moving from a concrete level of reasoning to more abstract reasoning. Many may continue to require significant concrete experiences before gradually moving to more abstract concepts. Intensive Core French offers an opportunity for individual interests and abilities to be explored in a second language through individual, paired and group projects. Implications for Intensive Core French Elementary children are curious about other languages and cultures. They are enthusiastic and want to learn French. These children need opportunities to be physically active through action songs, games, and dramatizations. Recognizing the constraints of time and resources placed on the regular Core French program, Intensive Core French is meant to provide a 20 week "enriched" period of study of French at the Grade 6 level. The intensity and concentration of time allows for greater in-depth exploration of individual needs, interests and abilities. Each instructional period should be varied, with a balance between the introduction of new material and the use of previously learned topics, all with the focus continually and primarily on communication. Group and individual work require clear, structured tasks that yield concrete results. In every elementary classroom, there are varying levels of physical and emotional maturity. As they get older, students often become more sensitive to the reaction of their peers. This may be particularly evident in Grade 6. Some students become inhibited and are reluctant to participate actively in certain situations. Teachers respond to these changes through the creation of a "supportive, nonthreatening, risk friendly" environment; the careful selection of activities; the provision of choices (video taping a role play versus doing an improvisation); and the encouragement of different types of expression (creating a poem, a poster or a model). It is also very important that the teacher give frequent positive feedback. Such practices demonstrate respect and sensitivity, and help ensure active participation. Classroom Atmosphere In a warm, supportive environment students feel at ease, and they know that their attempts at communicating are valued. Good language learners take risks. Students need to know that taking risks and making and correcting errors are a natural part of experimenting with language, and of learning. This principle should guide teachers in the way they handle student errors. Teachers should demonstrate to students that even the teacher makes mistakes, needs correction or uses the dictionary. "Students should learn how their previous language knowledge can help in new situations." Errors that occur often and block comprehension may need to be corrected, but communication should not be interrupted in order to make corrections. Errors may be brought to the attention of students through reflection and self-correction, through a small or large group activity, or on an individual basis, depending on the purpose of the activity or lesson. The focus in the Intensive Core French classroom is always on communication rather than language form. By the strategic selection of activities and the careful planning of the teacher, the French language becomes transparent, as the atmosphere encourages students to share personal experiences and ideas. The teacher should provide frequent positive feedback and evidence of progress. Elementary students need a very concrete sense of their improvement. Overall, the classroom atmosphere of Intensive Core French is one of fun, comfort and security in the second language. Since Grade 4 is the introduction to second language learning for most students, teachers need to help students come to terms with the difference between their first language and their second language skills. At the beginning of the Intensive Core French program, teachers should devote time to reviewing students' previous experiences in French (most students will know some words or phrases); to establishing French as the language of the classroom; and to setting classroom routines. Students should learn how their previous language knowledge can help in new situations. For example, French and English share many words, the printed alphabet is the same, and punctuation is similar. To help ensure success, new experiences and tasks should build on what students already know and can do. Classroom Organization The organization of the classroom enhances student motivation and learning. The Intensive Core French classroom needs an area to display student work, student created "le mur de sons", and "le mur de mots". A listening centre in the classroom is an asset, especially for multi-age groups. Ready student access to French resources reinforces participation and supports communication. A display area fosters cultural awareness through the presentation of postcards, maps, calendars, photos and other authentic items. Communication is also enhanced by flexible seating plans and group arrangements. Since much of the Intensive Core French day will involve frequent changes in grouping and seating arrangements, flexibility becomes essential. Organizing for Instruction Use of French Research indicates that key factors affecting success in second language learning are the time devoted to it and the strategies used by the teacher. This has implications for the Intensive Core French environment. French is the language of instruction in the classroom. Every effort should be made to encourage communication, and convey meaning directly without recourse to English. The use of French, the projectbased activities, the student-centered strategies and instructional time all affect student proficiency. Communicating successfully in French in the Intensive Core French program helps students develop a positive attitude toward themselves, toward learning, and toward learning French. Planning Planning is an essential part of the instructional process. Teachers need to plan for the year and for the Intensive Core French term, for each unit or theme and for the daily lesson. Long Term Planning Teachers must organize the instructional year based on the outcomes of the prescribed grade 6 curriculum, related or complementary themes and instructional time. The long term plan includes the sequencing of units, a student assessment plan, and an anticipated schedule. The teacher allocates instructional time and monitors approximate start and end dates for each theme. Inherent in this planning is a knowledge of curriculum integration and the outcomes to be covered in the Intensive Core French block. Teachers need to analyse outcomes for curriculum overlap and take advantage of the incidental learning done by students during the course of the year. During the Grade 6 year transitional planning - to ensure students are able to make a smooth transition to the intermediate program is important. Specific outcomes for Intensive Core French provide guidance to teachers, as do the specific curriculum outcomes for Grades 7 - Grade 12. Unit/Theme Planning The teacher highlights the curriculum outcomes, estimates the time needed to complete a unit, selects and adapts materials and resources, and organizes activities, including planned assessments. Resources may be modified and elements such as pace and choice of activities adjusted to ensure a focus on outcomes, while taking into account individual student or class interests and needs. Flexibility in lesson planning and the developement of each theme is essential. Intensive Core French allows for student reflection and input into theme, unit and lesson planning. The teacher may also prepare an overview for students to help guide and record progress. Instructional Strategies Daily Lesson Planning During the Intensive Core French block, students develop skills leading to an established communicative goal. The daily plan blends new elements with familiar ones. In the introduction of new concepts or skills, students use their previous experiences to anticipate what they are to see, hear, read, say, or write. At the end of the lesson, students review what they have learned. They reflect on the process of learning and on what remains to be accomplished. A key to effective and successful daily planning in Intensive Core French is to ensure that each day includes a variety of frequently changing activities that reflect the interests and abilities of the class. Each day includes a beginning warm-up routine, opportunities for speaking, listening, reading and viewing, writing and representing. The teacher chooses instructional strategies that enable the learners to meet the curriculum outcomes. The following strategies are recommended for the Intensive Core French classroom. Modelling Modelling provides learners with concrete examples and support. Modelling may take many forms. The teacher, students and classroom visitors are language models for the students in the demonstration of strategies, technologies, new content and skills, the animation of texts, and the preparation of work samples to guide students. Teachers model listening, speaking, reading and writing strategies. For example, the teacher and one student may role play a pair interview. All students would follow this model to complete the task. Models may also include sample projects, writing and oral samples. Cooperative Learning In cooperative learning, students work toward a common goal, with the group's success depending on the contribution of each member. Students work collaboratively; they have clearly defined roles; and they learn how to organize to complete a task. Cooperative learning is further characterized by group interaction; the teaching and development of social skills; and opportunities for reflection. The Intensive Core French teacher describes the task, explains the role of each member, monitors and observes. Cooperative learning is most effective when: * Students know the purpose of the activity and understand the instructions. * Group member roles are clear. * Groups are organized according to the purpose of the activity - the size of the group and the membership change often. * Time lines are established and respected. * Social skills such as using quiet voices, sharing materials, and taking turns are also taught. The Interview The interview develops listening and speaking skills and is an opportunity for students to communicate ideas, likes and dislikes, and feelings. Interviews are used to collect and share information. In the Intensive Core French class, interviewing is frequently used and often informal, encouraging spontaneous communication. Examples include: * teacher and student role playing a pair interview * students interviewing each other * students conducting oral surveys * classroom imitation talk shows * students interviewing classroom visitors * interviews between students and classes of former Intensive Core French students * teachers interviewing students In preparation for a formal interview, the teacher should explain the process to students. A friendly, encouraging manner is best. Questions should be posed as they would be in everyday situations, with one question leading to the next. The interview should be a positive experience for the student. Throughout the preparatory process students should be encouraged to "take a lead: in the interview by initiating the questions themselves and by leading the conversation in directions that interest them. (Ask the interviewer some questions) Teachers may wish to consult the Elementary Core French CriterionReferenced Test Report (1996) for more detailed information on the use of interviews. Teaching for Communication Role Playing In role playing, students try to speak, feel and behave like a character they portray. Role playing may be spontaneous or practised, and be part of a game or simulation. It encourages language use by providing a purpose and an audience for communication. When organizing role playing, teachers give clear instructions about the purpose of an activity, the situation to be portrayed and the role of the audience. To encourage active listening, groups may be asked to record specific information during each activity. Models should be provided and students should have opportunities to practise before the role play is presented. Role playing may be done "live", with video tape or for another class or audience. Brainstorming Brainstorming draws on student experiences to help establish a meaningful context for learning a wide range of ideas. Suggestions are usually recorded. If these ideas are recorded on chart paper, they can become effective classroom posters and contextual clues for students during a unit. Students may use items from brainstorming as a basis for a personal list or record. A brainstorming activity should be brief; usually not more than 2 - 3 minutes. All ideas are noted; little attempt is made to edit or evaluate the suggestions. Brainstorming may be a preparation for oral and written tasks. It helps build and review vocabulary. Brainstorming is also effective to summarize at the end of an activity or to draw conclusions about a lesson or topic and help students see their progress. In a classroom focussing on communication, the language skills of listening and speaking, reading and viewing and writing, and other ways of representing are interconnected. However, it is important that teachers, during their planning, provide opportunities for students to learn specific skills or combination of skills as appropriate. In Intensive Core French, the emphasis is on authentic communication and the development of literacy skills. This orientation must be reflected in both instruction and evaluation. Teachers must strive to ensure an equal balance among the language skills. At any point in time, depending on the theme and the related activities, the focus on one skill could be much greater. Listening (Refer to Stratégies d'enseignement de l'oral - Intensive Core French Support document - July 2009) Listening is an intensive activity, requiring a high level of concentration. To develop listening comprehension, students need frequent opportunities to listen to and view a variety of oral texts, including authentic sources. Through frequent, varied experiences, students learn to accept and deal with ambiguity, an essential skill in learning a second language. Students listen for a purpose; they focus on the main ideas of a text, and use information to complete tasks. Pre-listening preparation helps students to be focused. Students respond in various ways to demonstrate their comprehension, as follows: * Carry out classroom commands and follow instructions. * Draw pictures based on oral instructions. * Answer comprehension questions. * Complete a table or chart. * State an opinion. * Tell stories in their own words. * Ask questions about the text. * Request opinions from the teacher or other students, in relation to a text. * Give information related to a topic from other authentic sources. Speaking (Refer to Stratégies d'enseignement de l'oral - Intensive Core French Support document - July 2009) In Intensive Core French, students develop oral communication skills through conversations, interactions, and presentations. Students interact individually with the teacher, in pairs and in small and large groups with the teacher. Presentations may include activitites such as personal introductions, or brief descriptions of projects such as making a greeting card, poster or other visual. When talking, a student searches for vocabulary and language patterns to communicate a message. At the elementary level, students need time to formulate responses. Technology in Instruction Recommended oral production activities include: * songs * games * role playing * conversations * interviews * shared story-telling * dramatic readings * theatrical productions * oral presentations * improvisations Reading (Refer to Stratégies d'enseignement de la lecture - Intensive Core French Support document - July 2009) Writing (Refer to Stratégies d'enseignement de l'écriture - Intensive Core French Support document - July 2009) Technology in Instruction During the past decade, access to technologies suitable for teaching and learning has increased tremendously. Audio and video players and recorders are essential, and are used by students as well as teachers. Equipment can be used to record student presentations, interviews and other oral communications; to share student accomplishments with parents, other classes, community groups or keypals; to incorporate video and audio components into instruction; and to present student work. In the Intensive Core French program, computer technologies enhance the learning environment in the areas of communication, professional development, global communication, authentic peer linkages, and resources. Canadian Association of Second Language Teachers www.caslt.org Technology and Communication Technology serves as a communication tool for both teachers and students. Internet or intranet capabilities enable students to communicate with each other and with the teacher. As they begin to read and write, students may use electronic mail to communicate with francophone students. The teacher and class could design a model and pattern phrases to support this authentic language learning experience. Word processing, presentation software and graphics may enhance communication for both teachers and students. Technology and Resources Technology provides access to reference materials. Websites are a source of current authentic information for teachers and students. The teacher can access relevant sites and arrange for students to have online virtual visits. For example, students may tour websites of elementary schools in francophone regions and countries, make virtual cultural visits to sites such as museums and visit theme-related areas around the world. As well, the Canadian Association of Second Language Teachers, and Canadian Heritage, are sources of current authentic information for teachers and students. Technology and Professional Development The teacher has access to professional supports through technology. These include cultural information, dictionaries and reference materials, and professional organizations. Principles guiding the use of technology are the same as those for other resources and activities: * Outcomes and themes determine the task. * Resources are appropriate for the task and the age and abilities of students. * Teachers adapt resources to meet learner needs. * Instructions are clear. * At the end of the task, especially when it involves a new resource or process, the teacher and students reflect on what has been accomplished. Individualizing Instruction Learner Needs The Intensive Core French class includes learners of differing abilities and interests. The teacher should consider learner needs and interests when planning instruction. At the beginning of the year in particular, teachers assess oral and written strengths and areas of need. Teachers respond through the careful selection and adaptation of resources, and through a variety of instructional strategies and assessments. A supportive second language learning setting is critical at all times. Classes may have students needing additional supports and students capable of surpassing the prescribed outcomes. Supports to help students attain outcomes include varying the pace, assigning a variety of concrete tasks, utilizing many types of group/ cooperative learning activities, and providing extra time to complete work (including evaluation tasks). Short term interventions should be noted on a Pathways pre-referral form. Individual Support Services Plans If accommodations and adaptations become student specific, ongoing, and long-term the student is being supported (through Pathway 2). The French teacher consults with the special education teacher or guidance counsellor, or follows the established procedures to refer a student. A student needing support(s) for extended periods of time may need an Individual Support Services Plan (ISSP), involving a team response. Documentation may already be part of a student's file. An individualized plan may include recommended (Pathway 3) modifications to the French program, depending on the nature of an exceptionality. (For example, a Grade 6 student with a writing difficulty may be capable of success in a pre-dominantly oral Core French classroom without program modifications, but the student may require accommodations/adaptations.) Where extensive accommodations or modifications are needed, French teachers serve as members of individual support services program planning teams to determine the best instructional program for each student. Documentation for teachers include: * Pathways to Programming and Graduation: A Handbook for all Teachers and Administrators; * Co-ordination of Services to Children and Youth in Newfoundland and Labrador - Individual Support Services Plans (ISSP) - Profiling the Needs of Children/Youth Informing Others Canadian Parents for French www.cpf.nfld.net www.cpf.ca Intensive Core French in Multi-Age Classrooms Multi-age classes consist of two or more grades receiving instruction from the same teacher in the same scheduled class time. Intensive Core French can be successfully implemented in this setting. It is recommended that teachers who organize instruction for multi-age groups: * Develop a long-term plan based on grade combinations, gradelevel and keystage outcomes. * Organize learning in order to respect outcomes. * Keep records of long-term, multi-year plans. * Select activities and resources to respond to individual and group needs, including enrichment. There are many combinations of multi-age classes. In a school, the combinations may change from year to year. There are however, some strategies that seem to work well in all arrangements. These include: * grouping * learning centres (especially a listening centre) * a thematic approach to program delivery * common topics with differentiated projects or tasks for each grade * projects with differentiated tasks for each student * peer assessments * shared reading * common tasks but differentiated assessment criteria for each grade Informing Others Intensive Core French, like all French Second Language programs, needs the support of the school community, including students, parents, teachers, school councils, school administrators and the school board for maximum success. Teachers should provide opportunities for everyone to become informed about Intensive Core French and to observe the students. Students can prepare items for a school concert or assembly, make big books for display or use by other classes, or invite parents to a special celebration. Community groups should be encouraged to involve Intensive Core French students in events. Displays of student work, communication with parents, program information on the school's website, and talks on the value of the French program at school or district meetings help promote a better understanding of the Intensive Core French program. Evaluation "Evaluation provides key information to students, teachers, parents and administrators." Evaluation is the process of analyzing assessment data and making decisions about student progress and instruction based on the results. Evaluation provides students, teachers, parents and administrators with essential information. In the Intensive Core French program, student evaluation is based on the following principles: Evaluation is an integral part of the learning process. Assessment tasks reflect the outcomes of the program and the types of learning activities in regular use in the classroom. Evaluation is criterion-referenced; students are assessed on their achievement of the outcomes. The emphasis of the Intensive Core French program is on the development of literacy skills. The balance among these skills (speaking and listening; reading and viewing; writing and representing) needs to be maintained. There should be an opportunity for students to reflect upon and provide feedback on the following: * their perspective on the learning experience * their preference of the methodologies used * their views on themes and topics * their perception of relevancy of themes * their suggestions of other themes * their preferred classroom resources * their preferred types of evaluation * their progress Evaluation is both planned and ongoing. Students should know when, how, and on what they are being evaluated; the evaluation plan should be communicated to students and parents at the beginning of the year. Students play an essential role in evaluation (peer evaluation of group work, self-evaluation, suggestions for evaluation). Evaluation should be flexible, accounting for student progress over the year but also providing a clear picture of how students will be assessed. The Canadian Association of Second Language Teachers (CASLT) has developed formative evaluation instruments and activities for elementary Core French: French as a Second language Formtive Assessment Package, Beginner Level (CASLT) Evaluation requires both formative and summative components. Formative Formative evaluation improves student performance by means of feedback that is precise, clear and directly related to the task. Formative evaluation assists the teacher and student by identifying areas where students need help. Teachers then adjust instruction to accommodate these needs. When one considers the student-centred nature of Intensive Core French, rubrics comprise some of the most effective tools for formative evaluation. It is essential that students view the rubric prior to its use in the evaluation of a project or similar piece of work. A well designed and tested rubric serves several purposes: * It clearly shows the students the expectations of a particular evaluation. * It serves as a working guide for the student(s) throughout the project. * Upon completion of a particular piece of work, it serves as a precise and effective way to identify specific strengths and challenges of individual students. * It provides for meaningful student/teacher/parent conferencing about the evaluation process. * For the purposes of evaluation, it provides to students, parents and teachers a precise and clear picture of required needs and useful strengths. Summative Summative evaluation involves making a judgment based on data. Reporting may be anecdotal or reflect a letter or number grade. Schools and school districts have policies and procedures on reporting and other aspects of evaluation. The teacher should consult these when developing an evaluation plan. Evaluation includes a variety of assessment techniques. Assessment is the systematic process of gathering information on student learning and performance. To obtain a complete picture of student performance, a variety of assessment techniques is recommended. Assessment Techniques Assessment Techniques Assessment techniques for inclusion in an evaluation plan follow. Projects (Refer to Principes Fondamentaux - Intensive Core French Support Document - July 2009) Communicative/experiential projects are used to assess outcomes. Students engage in a series of activities during the unit that help them complete a task. The project is based on selected outcomes and encourages students to link their life experiences to their second language learning. For example, a birthday card or arranging a birthday party might be experiential projects in a theme related to friends and celebrations. Sometimes projects may require that students work cooperatively. Teacher Observation Observation provides information on student performance. The teacher establishes criteria for the observing and provides feedback to a student as soon as possible following the activity. For example, in observing a role play, the teacher would establish criteria for the task, and at the end of the activity, provide feedback to students based on the observation of those criteria. The teacher may use a checklist or rating scale to assist in recording information. Interviews Interviews are exchanges of information, usually a conversation. Formal interviews are used to assess Intensive Core French students at the end of the intensive period. It is also common to hold a formal interview late in the academic year, to assess overall progress in French. Informal interviews occur on a regular basis during class time. The teacher may also observe students as they interview each other. Interviews should be related to the topics studied and involve the use of known vocabulary and language. Portfolios A portfolio is a file of work samples, including projects, writing pieces, workbook pages, journal entries and audio or video recordings. Items may be kept in an exercise book, or the portfolio may be a folder or binder. A portfolio may be for a unit, for the Intensive Core French period, or the school year. If the portfolio is compiled over a long period students may select pieces they wish to include for the next year. Portfolios allow teachers, parents and students to see, almost at a glance, the progress that the student has made over time. Using Rubrics Self and Peer Assessment Self and peer assessment are important components of formative evaluation. Peer-assessment helps students develop a sense of community and responsibility. It gives learners a variety of responses to their work and, like self-assessment, provides the teacher with information on how activities might be improved. Peer-assessment is used to help assess group performance. For example, other students might select from a given list the aspect of a presentation they liked best (gestes, vocabulaire, couleurs, dessins). This encourages active listening and close observation by all students. Self-assessment encourages students to: * reflect on their learning * identify what they have accomplished * focus on areas needing improvement * plan and organize to accomplish a task * suggest changes to the project or instructional methodology For self and peer assessment, students need models of the responses expected of them. For example, the teacher needs to review the statements on a rating scale or a checklist before starting the task. For beginning students, rating scales may be a series of images, numbers, or one-word descriptions. Rubrics Rubrics give clear performance criteria and are used for scoring or rating student work. Rubrics benefit teachers, students and parents. For teachers, using rubrics leads to greater consistency and accuracy in assessment. Students benefit from understanding the expectations and receiving specific feedback on the task. Parents are able to closely monitor student progress. Rubrics range from simple to complex. For example, checklists, rating scales, and scoring grids can be used as rubrics. Rubrics are often used with other assessment techniques. Students can be taught to effectively use various rubrics to evaluate their own work or that of their peers. Resources on Evaluation Further information on student evaluation is contained in the recommended resources and bibliography sections of this guide, as well as in the Department of Education publication: The Evaluation of Students in the Classroom: A Handbook and Policy Guide (1990). Suggested Resources ``` Bandes Dessinées Aquila Communications 2642 Diab Street St. Laurent, PQ H4S 1E8 Les Histoires de Napoléon The Resource Centre P.O. Box 190 Waterloo, ON N2J 3Z9 Matt Maxwell Series Poster Pals P.O. Box 487 Smithville, ON L0R 2A0 Jacquot Poster Pals P.O. Box 487 Smithville, ON L0R 2A0 Ma famille Poster Pals P.O. Box 487 Smithville, ON L0R 2A0 A collection of Children's Literature from Scholastic Les éditions scholastic - http://www.scholastic.ca/editions 123, Newkirk Rd. Richmond Hill, ON L4C 3G5 Lire davantage - mini pact 1,2,3 The Resource Centre P.O. Box 190 Waterloo, ON N2J 3Z9 Collection Alizé - solo Bleu & Solo Vert Éditions du Renouveau Pédagogique Inc . 5757, rue Cypihot Saint-Laurent, QC H4S 1R3 ``` ``` Collection GB+ Contes et théatre Chenelière Éducation 7001, boulevard saint-Laurent Montréal, QC H2S 3E3 Les séries - Vent Léger 1-4 Éditions du Renouveau Pédagogique Inc . 5757, rue Cypihot Saint-Laurent, QC H4S 1R3 Petits Curieux Éditions du Renouveau Pédagogique Inc . 5757, rue Cypihot Saint-Laurent, QC H4S 1R3 Collection - Rat de bibliothèque Éditions du Renouveau Pédagogique Inc . 5757, rue Cypihot Saint-Laurent, QC H4S 1R3 Collection Alpha - Jeunes Scholastic Canada Ltd. 175 Hillmount Road Markham, ON L6C 1Z7 Collection GB+ Chenelière Education 7001, boulevard Saint-Laurent Montréal, QC H2S 3E3 Zap Sciences Chenelière Education 7001, boulevard Saint-Laurent Montréal, QC H2S 3E3 ``` Des Aventures de Partout Postal Pals 2680 Clifford Road P.O. Box 487 Smithville, ON L0R 2A0 GB+ en action Chenelière Education 7001, boulevard Saint-Laurent Montréal, QC H2S 3E3 Lire et Découvrir Scholastic Canada Ltd. 175 Hillmount Road Markham, ON L6C 1Z7 Apprentis Lecteurs - Sciences Scholastic Canada Ltd. 175 Hillmount Road Markham, ON L6C 1Z7 Collection Coup d'Oeil Chenelière Education 7001, boulevard Saint-Laurent Montréal, QC H2S 3E3 DVD - Québec City - The Experience Tralco Lingo Fun ISBN# 1-55409-114-4 DVD - Une Visite à Québec Tralco Lingo Fun DVD - Montréal - The Adventure Tralco Lingo Fun ISBN# 1-5549-094-6 DVD - Paris - The Experience Tralco Lingo Fun ISBN# 1-55409-192-6 DVD - From Acadien to Cajun Tralco Lingo Fun ISBN# 1-55409-074-1 At the time of printing of this guide, these websites were checked for their educational content. Teachers are advised to visit each site to ensure that the sites are still available and appropriate before classroom use. DVD - Carnaval de Québec Tralco Lingo Fun ISBN# 1-55409-090-3 Tralco Hamilton, ON 1030 Upper James Street, Suite 101 L9C 6X6 O Canada - Notre hymne national Picture essay of Canada - ISBN# 9-78-439-974462 Scholastic Le Courage de Terry Fox par Maxine Trottier - ISBN# 9-780439-948890 Scholastic Fun French Plays Matt & Wendy Maxwell Tralco-Lingo Fun 1030 Upper James Steet, Site 101 Hamilton, ON L9C 6X6 http://www.caslt.org Activities incorporating technology into the French Second Language Curriculum www.cpf.ca Canadian Parents for French Teacher References L'apprentissage intensif du français: Rapport final Joan Netten and Claude Germain ; 2002 Intensive Core French Activity Report various related articles on Intensive Core French Joan Netten and Claude Germain ; March 2000 La coopération au fil des jours co-operative learning activities Jim Howden and Huguette Martin Chenelière/McGraw Hill 7001, boul. Saint-Laurent Montréal, QC H2S 3E3 Structurer le succès: un calendrier d=implantation de la coopération cooperative learning techniques for the entire school year Jim Howden and Marguerite Kopiec Chenelière/McGraw Hill Mosaic - A Journal for Language Teachers published four times per year Éditions Soleil Publishing Inc. (Welland, Ontario) P.O. Box 847 Welland, ON L3B 5Y5 Réflexions The Journal of the Canadian Association of Second Language Teachers (CASLT) Nepean, Ontario http://www.caslt.org The Canadian Modern Language Review University of Toronto Press North York, Ontario published four times annually Appendix A CURRICULUM OUTCOMES (Key stage - Grade 6) COMMUNICATING: Students will use French to establish and maintain relationships, to share ideas and opinions, and to get things done. By the end of Grade 6, students will be expected to: * cope in a classroom where French is the language spoken * participate in classroom routines conducted in French: - using phrases and expressions that are useful in many different situations (e.g., asking for repetition, clarification, position, direction) * share personal information by using partial sentences, and by asking and answering simple questions * identify and describe objects, animals, people, events, and places that are part of their environment * make simple requests (e.g., ask questions related to time, family) * share their tastes, preferences, interests and feelings * use gestures, appropriate tone of voice and rhythm of speech in developing fluency * use brief, simple sentences to express facts, emotions and ideas about pictures, common life experiences, as well as short oral and written texts: - using learned vocabulary - emphasizing ideas in the present tense - orally and in written form - following a model * respond personally to creative works through song, mime, drawing and drama * read a variety of classroom resources independently for information and pleasure (e.g., bilingual dictionaries, brochures, telephone directory, menus, etc.) * read to identify the main ideas and supporting details in simple texts containing familiar and unfamiliar vocabulary * read orally with good pronunciation and intonation short passages of previously learned vocabulary and structures * use literary forms to reflect creatively upon personal experience (e.g., songs, comptines) CURRICULUM OUTCOMES (Key stage - Grade 6) UNDERSTANDING CULTURAL INFLUENCES: Students will demonstrate a knowledge of Frenchspeaking cultures in Newfoundland and Labrador, Canada, and other countries and an understanding of the links between language, culture and identity. By the end of Grade 6, students will be expected to: * demonstrate an awareness of the daily life, institutions and the arts in French Canada and other francophone regions of the world. For example, they will know: - that English and French are Canda's two official languages - that there is a French-speaking population in Newfoundland and Labrador - that French-speaking children play games and like many things that English-speaking children like - that French is present in our daily lives (labels, TV, etc.) - that French-speaking people have their own newspapers, magazines, TV and radio channels and movies * identify elements of their own cultural background (e.g., list celebrations important to their families) * identify elements of francophone cultures which are different from their own (e.g., prepare and eat French breakfast, celebrate feast days as well as birthdays) * demonstrate awareness of the French cultural heritage of Newfoundland and Labrador * demonstrate an awareness of Canada's cultural mosaic * identify benefits of speaking more than one language CURRICULUM OUTCOMES (Key stage - Grade 6) GENERAL LANGUAGE EDUCATION: Students will use language learning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. By the end of Grade 6, students will be expected to: * apply prior knowledge of how their own language works such as: - recognizing cognates and root word families - guessing meaning from contextual, visual, non-verbal clues - tolerating ambiguity of meaning when unable to fully understand the meaning * use textual clues to anticipate and understand a text (for example, pictures, graphic representations, page layout, listening to key words and context) * view and read selectively focusing on key information on familiar topics * distinguish sound and language patterns that convey the speaker's intention and meaning (e.g., ending of past, present and future tenses) in controlled situations * recognize the importance of their role in the learning process and their responsibilities toward others, for example, by cooperation, interaction, reflecting on what is being taught, risk taking * begin to adapt writing to audience (e.g., writing a post card, a friendly note) * participate in group process of generating ideas for writing when given extensive support * use a variety of tools, for example, dictionaries and technology, to create texts * engage in self-evaluation CURRICULUM OUTCOMES (Key stages - Grades 9, 12) COMMUNICATING: Students will use French to establish and maintain relationships, to share ideas and opinions, and to get things done. By the end of Grade 9, students will be expected to: * participate in short conversations for a variety of purposes when given some support * ask for specific information/objects (e.g., time, drink of water) * share information about activities, interests * use features of voice and gestures to help clarify meaning when talking, making presentations, telling stories * take part in familiar activities (real or simulated) using simple French: - using a range of vocabulary; - linking statements in past, present and future time; - orally and in written form. * write for a variety of purposes in routine classroom situations using the stages of the writing process when given support (e.g., write a description of a person, place or scene; prepare a school announcement; create a poster; prepare and conduct a survey) * describe events and experiences in logical progression (e.g., discuss current events, write journal) * ask for information, assistance, and service * communicate needs, desires and emotions * adapt vocabulary, sentence structures and rate of speech to suit the audience and purpose * interact effectively and with some spontaneity, in French, in common life situations (e.g., job interview, witness to an accident): - using a range of vocabulary - in past, present and future tens - orally and in written form * use the stages of the writing process to produce writing of high quality, drawing from a variety of resources (e.g., dictionaries, models, grammar texts) By the end of Grade 12, students will be expected to: CURRICULUM OUTCOMES (Key stages - Grades 9, 12) ACQUIRING INFORMATION: Students will acquire information from French language resources. By the end of Grade 9, students will be expected to: * listen attentively and understand the intention and meaning in oral texts delivered by a variety of speakers in familiar situations * extract information from French materials in order to complete an authentic task (e.g., examine different sections of a newspaper and produce a class news presentation, research life of a favourite personality, etc.) * select and read simple material on familiar topics for information and personal enjoyment * extract information from French resources (e.g., informational magazines, atlas, pamphlets, etc.) and epresent the knowledge gained through charts, time lines, collages, etc. * understand key messages and supporting details in simple media texts on familiar topics and produce simple media texts * read orally with good pronunciation and intonation short texts containing recombined materials of learned and new vocabulary * process and adapt information from various French materials to complete an authentic task (e.g., prepare a questionnaire based on current information; react to a news item) * research a chosen topic and analyse relevant information to complete an authentic task (e.g., a class debate; an oral presentation, a written summary) * read for enjoyment and information and respond to such texts in ways that involve general knowledge, personal experience and knowledge of the media By the end of Grade 12, students will be expected to: CURRICULUM OUTCOMES (Key stages - Grades 9, 12) EXPERIENCING CREATIVE WORKS: Students will demonstrate their understanding of creative works inFrench by responding to them personally, critically and creatively. By the end of Grade 9, students will be expected to: * view, listen to and to some extent, read creative works with visual and contextual support (e.g., a poem, legend, music video, story), and respond to them in a personal way (e.g., poem, song, collage, skit, publicity poster, commercial, etc.) * use samples of literature, media and music to reflect creatively and critically upon issues and experience relevant to themselves and their peers * identify the main ideas in an extract, article, story, poem. * summarize a story, write an appropriate ending or create a cartoon based on a story line * predict global meaning by identifying clues from the context (e.g., title, illustrations, opening paragraph, etc.) * describe emotions evoked by a picture, a character, an idea, an action or an author * make simple comparisons between fictitious events and actions to real life ones * share and discuss their personal responses to events, characters, ideas through a variety of means (e.g., murals, short responses to questions, time lines, poetry, role play) * identify messages used in publicity and recognize the link between ideas and attitudes in visuals * identify examples of how music, sound effects, and voice create different effects in the media * view, listen to and read creative works (e.g., short films, poems, short stories, articles, songs) and respond to them through role playing, inventing a story ending, interpreting a poem * use various features of media texts (e.g., pace, timing) to interpret and produce a variety of such texts and to detect bias * distinguish fiction from non-fiction By the end of Grade 12, students will be expected to: CURRICULUM OUTCOMES (Key stages - Grades 9, 12) UNDERSTANDING CULTURAL INFLUENCES: Students will demonstrate a knowledge of Frenchspeaking cultures in Newfoundland and Labrador, Canada, and other countries and an understanding of the links between language, culture and identity. By the end of Grade 9, students will be expected to: * identify the importance of French as an official language and the contribution of francophones to Canada's national heritage. For example, they will: - identify similarities between their daily lives and those of their French-speaking peers - recognize common stereotypes - identify prominent French-speaking Canadians and their accomplishments * identify and share own family, school, community customs and behavioural patterns (e.g., present photo reports, interview senior citizens in community and present a short report) * identify some similarities and differences between their own customs and behavioural patterns and those of francophone cultures (e.g., compare a typical holiday dinner menu from Quebec and one from their own home) * provide examples of how French language materials reflect francophone cultures (e.g., read a series of magazine advertisements and identify similarities and differences in content and language use) * provide examples of cultural idiom and nuance in spoken French (e.g., list common expressions, such as j=ai un chat dans la gorge), and role play situations in which such expressions might be used appropriately; keep a personal dictionary of idiomatic expressions * demonstrate an awareness of major news events in Frenchspeaking regions or countries of the world as reported in the print or electronic media * demonstrate some understanding of the use of social conventions in English as well as French (e.g., contrast between colloquial and formal speech; differences between spoken and written language) * develop an awareness of the multicultural nature of presentday Canada By the end of Grade 12, students will be expected to: * describe changes in behavioural norms that are appropriate to adopt when visiting a francophone culture (e.g., role play a cultural faux pas in their community) * examine their own family, school or community customs and behavioural patterns and discuss similarities and differences when compared to francophone cultures (e.g., read a French magazine survey about teen views on dating and compare these views to their own) * assess the behavioural patterns and values that define their own culture and analyse how these patterns and values influence the way they personally view the world (e.g., analyse the status symbols and celebrity role models, discuss the impact of the media on popular youth culture) * identify countries and regions where the French language is spoken and describe a variety of contributions of individuals from these countries and regions to Canada and the world CURRICULUM OUTCOMES (Key stages - Grades 9, 12) USING LANGUAGE LEARNING STRATEGIES: Students will use language lerning strategies that enable them to access information, clarify and negotiate meaning and cope effectively in unfamiliar situations in English as well as in French. By the end of Grade 9, students will be expected to: * apply additional strategies, mostly at the receptive level such as: - recognizing known French in new and unfamiliar contexts - using gesture, writing, visual clues and occasionally English words to cope with unknown expressions and avoid breakdown of communication * in addition to previous strategies students negotiate meaning by using questions and synonyms in French in order to clarify meaning * identify useful patterns in pronunciation, spelling, structure of phrases, questioning techniques that unlock the code of the French language * demonstrate understanding of key messages and supporting details in simple media texts on familiar and new topics and produce simple media texts * distinguish sounds and language patterns that convey the intention and meaning in oral texts delivered by a variety of speakers in familiar situations * use all available cues as well as personal experience to make sense of short oral and written texts on a variety of topics * communicate using a variety of verbal (e.g., ask questions, rephrase statements) and non-verbal strategies (e.g., gestures), even at the risk of error * generate ideas and organize information in a variety of forms alone or in groups * make revisions to written texts (e.g., clarifying content, changing paragraph structure, etc.) using the stages of the writing process By the end of Grade 12, students will be expected to: * compare conventions of the English language (e.g., word order, verb tenses, gender) with parallel conventions in the French language * use previously acquired language learning techniques and strategies to expand their knowledge of French (e.g., cognates, prefixes, suffixes, word families, synonyms) * use reference materials with increasing skill (e.g., unilingual dictionaries, grammar references) * explore the production process (e.g., operate simple equipment, participate actively in a group production) * demonstrate understanding of the writing process: prewriting, drafting, revising, editing and publishing Appendix B Curriculum Integration: Intensive Core French Intensive Core French Intensive Core French is an enhanced form of Core French in which students receive three to four times the number of hours usually devoted to Core French at the grade six level. Intensive Core French is not French Immersion. Like French Immersion programs, the target language is used as the means of communication in the classroom. However, while French Immersion focuses on the learning of subject matter (content), Intensive Core French focuses on language learning. Any learning of content in Intensive Core French is incidental. In order to accommodate Intensive Core French, the school year is reorganized. The intensive period is scheduled between September and January with students completing part of the prescribed program, and in February to June students complete the remainder of the prescribed Grade 6 curriculum. The amount of time that students spend in the intensive setting may vary from 60% to 80% of the school day. It follows that if students are spending an increased amount of time studying French, the amount of time spent in other subject areas must be decreased. Therefore other prescribed curriculum areas at Grade 6 are compacted to enable students to achieve the outcomes of all prescribed Grade 6 subject areas. This section is under revision. Curriculum Integration Administrative Issues in Curriculum Integration The successful implementation of an Intensive Core French program requires planning and organization. It involves two main components: a modification of the schedule and a reorganization of the prescribed curriculum. The challenge to administrators implementing Intensive Core French is to ensure the attainment of the prescribed outcomes for Grade 6. This is accomplished by a significant reorganization of the curriculum. Time allocated to Intensive Core French The percentage of the school day devoted to Intensive Core French is an important factor. It is generally accepted that a minimum allocation of sixty percent is required to realize the benefits of Intensive Core French. The organization of Intensive French is dependant on a number of factors including scheduling, teacher availability and expertise, parental interest, and school level support. The inclusion of Intensive Core French in a school program builds on and enhances a well-established Core French program. Its implementation must not have a detrimental effect on the Core French program available to most students in a school. Staffing It is advisable to have as few teachers as possible involved in the delivery of the Intensive Core French curriculum. The ideal would be to have a single teacher teaching Intensive Core French from September to January and the remainder of the prescribed Grade 6 curriculum from February to June. In this way, the teacher would have a clear understanding of the outcomes covered in all subject areas and this would facilitate the curriculum compacting. Teachers involved in curriculum Integration must have an in-depth knowledge of the elementary curriculum and more specifically, the Grade 6 curriculum, the prescribed outcomes and the learning resources. They must understand curriculum integration. Administrators must also understand curriculum integration and the recommended process. Guiding Principles Transfer Although the focus of Intensive Core French is language development, language is learned in context. In other words, in order to use the French language, students must be involved in situations significant to them in which they have to use the language. The Intensive Core French program is presented through a series of themes. Through these themes students incidentally learn content from other subjects in the prescribed program. Students bring this incidental knowledge to their other subjects, thus reducing the effort required to learn it. For example, a theme in Intensive Core French is travel. This knowledge is directly applicable to the prescribed curriculum of Grade 6 Social Studies, thus facilitating the achievement of Social Studies outcomes. The following principles of curriculum integration are intended to guide the implementation of an Intensive Core French program in schools. * Intensive Core French is an enhancement of the regular Core French. Its implementation should not result in less time being allocated to the regular Core French program at Grade 6 and at all other levels. * Both Core French and Intensive Core French are important second language options. Administrators should promote learning in both Core French and Intensive Core French. * The school staff, parents and students play a major role in the success of Intensive Core French. They must be implicated in the decision-making process from the start. Administrators should provide information sessions for parents and students on Intensive Core French and the local school council should have a role in the decisions regarding implementation of this option. * Instructional time in Intensive Core French determines the amount of compacting of the prescribed Grade 6 curriculum. Instructional time should be set before beginning the compacting process. * Staffing is an important consideration in Intensive Core French. Schools should ensure they respect the minimum allocation of 60% and maintain current levels of instruction in Core French. * The ideal in Intensive Core French is a single teacher delivering the Grade 6 curriculum. This will greatly facilitate curriculum compacting. In the case of more than one teacher, it is important that curriculum compacting be done collaboratively. * Professional development is an essential part of the successful implementation of Intensive Core French. Administrators should support professional development opportunities for Intensive Core French teachers. * Transfer of language arts skills learned in French enables integration of English Language Arts. An independent reading program, such as a novel study, as well as journal writing in English, during the Intensive French period, helps keep students focused on English Language skills and helps achieve English Language Arts outcomes. Extra work should be limited to the independent reading program. To gain the maximum benefits of the intensive experience, students need to focus on the Intensive Core French program. * Compacting should be done in a formal and systematic manner prior to the commencement of Intensive Core French. Teachers responsible for curriculum compacting should have an in-depth knowledge of the entire Grade 6 English program as well as the Intensive Core French program. They should use provincial curriculum guides, authorized teacher guides and manuals for specific subject areas. Periodic meetings should be held throughout the year to assess progress and monitor or modify compacting plans. * Curriculum integration anticipates thematic linkages and complementary or similar outcomes. Teachers should organize cross-curricular thematic units whenever possible. This should facilitate compacting and ensure the attainment of prescribed outcomes. * Students are knowledgeable, have skills and know how. They bring life experiences, prior knowledge, cognitive processes, and factual content to Intensive Core French. In integrating the curriculum, teachers should build their instructional plans to capitalize on these attributes. * Formal and informal assessments provide useful information to teachers when they are teaching compacted courses. In curriculum integration each subject in the prescribed Grade 6 curriculum is analysed with respect to the attainment of outcomes. This analysis enables teachers to make instructional decisions to ensure students have the opportunities necessary to attain the prescribed outcomes. The Curriculum Compacting Process Three types of curriculum compacting are identified: * skills compacting (e.g. language arts skills such as spelling, paragraph development, writing process etc.) * cognitive processes compacting (e.g. comparing, contrasting, drawing inferences, problem solving, analyzing etc.) * content compacting (e.g. content information in science, social studies, literature etc.) The following steps are recommended to a teacher or a team of teachers in curriculum compacting: * Analyze the outcomes of all prescribed Grade 6 curriculum areas. * Identify linkages and areas of overlap across subject areas. * Choose a subject area. * Start with an instructional unit. * Analyze the outcomes of the unit. * Answer the following questions: - What is important in this unit? - Which outcomes for this unit link to other units or courses? - What do students know or are able to do? (Some pretesting may be necessary.) - hat new learning is required? - Which activities are likely to achieve the outcomes or develop the skills? - Which activities can be omitted? - What activities meet outcomes in two subjects or more? * Repeat this procedure for each subject area to be compacted. * Keep written records of your plans. * Re-visit and re-evaluate the plans periodically to assess progress and to make necessary modifications. Compacting should be a formal process and result in plans to ensure attainment of the outcomes of the prescribed Grade 6 program. These plans may evolve and be refined over time, to address specific situations. Generally, they provide assurance to parents that participation in Intensive Core French is well planned and is likely to be a positive, worthwhile part of their children's schooling. Sample Timetables Following are two sample timetables for the implementation of Intensive Core French. The first reflects an allocation of approximately 60% of time to Intensive Core French from September to January and the second reflects an allocation of 80% of class time. Sample 1 Percentage of Class Time Per Subject Area Notes: * In the above example, students receive approximately 330 hours of French instruction in the school year. * Although no class time is allocated to English Language Arts or Art from September to January, these subject areas can be integrated from September to June. Sample 2 Percentage of Class Time per Subject Area Notes: * From September to January where no time has been allotted, these subject areas can be integrated from September to June. * Students receive 418 hours of French instruction over the school year. Actual percentages in a school are contingent on a number of factors including scheduling, staffing, parental support, and related organizational factors. The instructional time allocations outlined in the Program of Studies, published by the Department of Education, are an essential guide in scheduling.	<urn:uuid:c26c6b20-b101-42ab-97b3-d09d194234b6>	CC-MAIN-2018-34	https://www.ed.gov.nl.ca/edu/k12/curriculum/guides/corefrench/elementary/Intensive-Core-French.pdf	2018-08-17T00:21:48Z	crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00454.warc.gz	879,326,283	16,416	eng_Latn	eng_Latn	0.941588	eng_Latn	0.996651	[ "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn"...	false	docling	[ 60, 79, 848, 3506, 5391, 5953, 8132, 10444, 12477, 14549, 15875, 16025, 16175, 16325, 16676, 16826, 17507, 17657, 17807, 18039, 18651, 18883, 19872, 20456, 20888, 21142, 21396, 21650, 22443, 22697, 23148, 25283, 27894, 30476, 33057, 35124, 3702...	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The M.A.N. Online: http://www.MolokaiAdvertiserNews.com HC01 Box 770 K'Kai email: email@example.com Molokai, HI 96748 ph. 808-558-8253 Mail To: Aloha: it's FREE! States United vs Communism The 56 men who signed our Declaration of Independence on July 4, 1776, knew the only way they ever would be successful in their audacious plan for independence from the King of England was if they stood together. As Benjamin Franklin said at the signing, "if we do not hang together, we shall surely hang separately." Their names signed are the source of the political power of Individual Sovereigns, and made them targets for death for treason against the King, but they signed: "...And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. signed by GEORGIA: Button Gwinnett, Lyman Hall, George Walton; NORTH CAROLINA: William Hooper, Joseph Hewes, John Penn; SOUTH CAROLINA: Edward Rutledge, Thomas Heyward, Jr., Thomas Lynch, Jr., Arthur Middleton; MARYLAND: Samuel Chase, William Paca,Thomas Stone, Charles Carroll of Carrollton; VIRGINIA: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton; PENNSYLVANIA: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross; DELAWARE: Caesar Rodney, George Read, Thomas McKean; NEW YORK: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris; NEW JERSEY: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark; NEW HAMPSHIRE: Josiah Bartlett, William Whipple, Matthew Thornton; MASS. : John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry; RHODE ISLAND: Stephen Hopkins, William Ellery; CONNECTICUT: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott. These founders of our American Nation shared a unified vision, that unity of the 13 American States was necessary to uphold the sovereignty of the individual and the fundamental, unalienable rights to life, liberty and the pursuit of happiness. To ensure the sovereignty of each individual American, our Founding Fathers knew the country would have to be unified on certain principles and values: a limited constitutional government, a free market, a respect for "the Laws of Nature and of Nature's God" and a strong national defense. Sadly, we are in danger of squandering the precious gift of Individual Sovereignty and a Republic that those 56 rebels gave us 236 years ago. We have become a nation of "special interests" instead of the freedoms of all American citizens. We have politicians who would rather divide us based on income, gender or race than unite us as Americans. They want citizens to believe that "all men were created equal" really means "all men are entitled to an equal share" of the wealth created even if they did not share in the labor of creating the wealth. Those same politicians build their careers and re-election on the promise to redress these differences and guarantee equality of achievement - an impossible task unless we are all reduced to mindless, computerized robots. "Equality of achievement" is a seductive and dangerous promise that ultimately will lead to the destruction of our nation. As Alexis de Tocqueville repeatedly observed, "The majority always votes for the candidates promising the most benefits from the public treasury with the result that a democracy always collapses over loose fiscal policy, always followed by a dictatorship." [ Say, Obama-Nation ?] We cannot allow this to happen. We cannot continue to foment and cultivate the divisive rhetoric that threatens to rend the very fabric of our nation. We will not survive with leaders who parade before a cacophony of groups, submitting to their whims in return for their electoral support. The freedom for individuals to live however they choose is fundamental to our nation. But the balkanization by gender, race, sexual orientation or income in these United States will lead us on a path to ruin. America must have leadership that reflects her foundational principles. We need leaders who do not seek to divide, but rather unite all under the Constitution for which our founders so courageously fought, and for which the men and women of our military have taken an Oath to fight to this very day. In 1955, social philosopher Will Herberg described the "American Way of Life" as "individualistic, dynamic, pragmatic. It affirms the supreme value and dignity of the individual; it stresses incessant activity on his part, for he is never to rest but is always to be striving to 'get ahead'; it defines an ethic of self-reliance, merit and character, and judges by achievement: 'deeds, not creeds' are what count. The American Way of Life is humanitarian, 'forward looking,' optimistic." Herberg's description was as fitting in 1955 as it was when our founders inscribed their names on the Declaration of Independence in 1776. Will it be accurate beyond 2012? I hope so, for America cannot continue to exist unless we all live as Americans in "the American way." Freedom and Liberty for All ! Congress Votes to REPEAL Obamacare 244 to 185 Barack Obama boasted about Obamacare, "the law I passed is here to stay." Despite today the House voted 244-185 to repeal Obama;s Obama's obscene 2700 page socialist healthcare law that is projected to raise the cost of U.S. health care dramatically and incite doctors to quit, and hit all Americans with the largest tax increase in history, Obama says he will not sign the repeal bill if it gets past the Senate controlled by his Democrat supporters. Democrat Senator Harry Reid vowed he would not let the Repeal Bill get a Senate vote. The Supreme Court ruling of last week, an Opinion written by justice Roberts and supported by anti-Constitution socialist justices Ginsberg, Bryer, and Obama appointees Kagan and Sotomayor, declared the law constitutional as a TAX. Given, the repeal Obamacare effort will likely die in Obama's Democrat-controlled Senate; but, the Republican Senate-minority is working to force a vote on the record before the November elections, as evidenced by Senator Mitch McConnell's vow to push for a repeal vote against the "worst piece of legislation … in modern times." House Speaker John Boehner added that the House vote to repeal gives the Senate another chance for repeal. "For those who still support repealing this harmful healthcare law, we're giving our colleagues in the Senate another chance to heed the will of the American people," Boehner said. "And for those who did not support repeal the last time, it's a chance for our colleagues to reconsider." The Senate voted on a repeal measure in February 2011. All Democratic senators supported keeping the law, while all Republicans voted to repeal it. The Obama administration said on Monday that it would veto the bill if it somehow made it through the Senate. "The administration strongly opposes House passage of H.R. 6079 because it would cost millions of hardworking middle-class families the security of affordable health coverage and care they deserve," the White House said in a statement. "It would increase the deficit and detract from the work the Congress needs to do to focus on the economy and create jobs." Despite the June Supreme Court ruling upholding the law, the veto threat from Obama and Reid's vow to kill a repeal effort in the Senate, the House vote came down as expected. The five Democrats who supported repeal were Reps. Dan Boren, Larry Kissell, Jim Matheson, Mike McIntyre and Mike Ross . Matheson voted against the original Obamacare bill. In a statement after the vote, Matheson said he had voted against the healthcare bill "at every opportunity", and he cited statistics showing that healthcare costs are still projected to rise at a greater rate than the economy. Barack Obama's so called Fundamental Change to America is socialist's dream coming true right now, unless We The People of this Republic put him to prison. 3-FINALISTS SELECTED FOR KAMEHAMEHA SCHOOLS TRUSTEES In March 2012, the Probate Court appointed a Trustee Screening Committee to nominate three candidates from whom the Court will select one Trustee for Kamehameha Schools. For the past four months, the Screening Committee solicited applications from interested individuals, screened 46 candidates, reviewed each candidate's vision statement and goals for the Trust Estate and conducted lengthy personal interviews with semi-finalists. After diligent review, the Screening Committee has determined that the following three finalists best meet the Court's requirements for a Kamehameha Schools Trustee. They possess a deep sense of commitment and the ability to ensure Princess Bernice Pauahi Bishop's vision and legacy are perpetuated into the future. Anton C. Krucky Robert Kaleookalani Witt Nobriga T. Aulani Wilhelm The Court required candidates to demonstrate expertise in one or more of the following areas: Business administration Finance and investment Strategic planning and policy setting General areas of interest including education, law or governance As well as possess the following: A recognized reputation of integrity and good character The capacity to fulfill the responsibilities of a fiduciary under trust law Respect for and from the community Consistent and active leadership in the community with specific emphasis on issues impacting the well-being of the people of Hawaii A formal education Outstanding personal traits including Hawaiian values The public is invited to submit written comment and/or expressions of support for the candidates before 4:00 p.m. on August 14, 2012 to the address below. All public comments will be submitted to the Court for its consideration in choosing one Kamehameha School Trustee. Trustee Screening Committee c/o Inkinen & Associates 1003 Bishop Street, Suite 477 Honolulu, Hawaii 96813 Phone: (808) 521-2331 · Fax: (808) 521-2380 E-mail: firstname.lastname@example.org DMV Closes Molokai Office July 16/17 DMVL Upgrades Its Revenue Management System Maui County DMV satellite offices will be closed during system installation and staff training scheduled for July 16, 17, and 18, 2012 as follows: * The Moloka`i and Pukalani Satellite offices will be closed on Monday, July 16 and Tuesday, July 17. * Hana, Lana`i, Kihei, and Lahaina satellite offices will be closed on Tuesday, July 17 and Wednesday, July 18. The main DMVL Service Center Office located at Maui Mall will remain open for regular customer service hours from 8:00 a.m. – 4:00 p.m. "Our present cashiering system is more than 12 years old, is not supported on Windows 7 and has become increasingly difficult to find compatible peripheral receipt printers", said Lito Vila, Motor Vehicle & Licensing Administrator. "This upgrade also offers an opportunity to enhance and integrate new technologies which will improve processing and expand payment options for the community." Customers with questions may call the DMVL Call Center at (808)-270-7363. The Moloka'i Advertiser-News S us an George G & S Enterprises.....Publisher............George Peabody....Editor email to email@example.com Patriot-guerrilla journalism web page: http://www.MolokaiAdvertiserNews.com Phone: 558-8253.....Call The M.A.N. online Published Every Wednesday Made on Molokai for theWorld Subscriptions....FREE Online MolokaiAdvertiserNews.com Published Weekly. Founded in 1984...Contents © 2012 All Rights Reserved REPEAL Obamacare, Top 5 Reasons Barack Obama boasted about Obamacare, "the law I passed is here to stay." However, Americans know the Top 5 Reasons to Repeal Obamacare: 1. It's a crooked tax scheme 2. It's unconstitutional mandate; violates 2nd Amendment, too. 3. It was originated by Senate Democrats 4. It was passed behind closed doors 5. It was 2700 pages, never read before voting for it, now 15,700 pages. Here is a longer version: 5. To stop adding to the U.S. deficit and debt. Medicare and Medicaid is pushing the federal budget to the breaking point. Obamacare makes the problem much worse by adding to the entitlement crisis in the form of a massive Medicaid expansion and a new entitlement subsidy for households with incomes up to 400 percent of the federal poverty level. These two spending entitlement programs will add at least 35 million Americans to the government rolls at an expense of more than $200 billion annually by the end of the decade. 4. To help stop Taxmageddon. In addition to being a massive federal power grab, Obamacare contains a massive tax increase on the American economy—at a time when job growth should be the nation's number one priority. In total, the Congressional Budget Office estimated the Obamacare tax hikes would raise about $800 billion in new revenue over a decade. Taxmageddon—the unprecedented, $494 billion tax hike scheduled to hit Americans on January 1, 2013 —includes just five of Obamacare's 18 new taxes. 3. To preserve freedom, including religious freedom, gun rights for Americans. Obamacare tramples on individual freedom and religious liberty. One of the first examples is the especially controversial provision of the HHS preventive services mandate that takes effect in a few short weeks on August 1. After that, as employers renew their health plans in the coming year, they will have to comply with the HHS mandate's coercive requirement to cover abortion-related drugs, contraception and sterilization—regardless of religious or moral objections. This is one of the first chilling examples in Obamacare that shows how Americans will lose their individual liberties. 2. To keep health care decisions with patients and their doctors. Obamacare is a massive intrusion in the doctor-patient relationship, micromanaging how health care should be delivered to patients. When the government is given this much authority and discretion, it does not result in higher-quality care for patients. Rather, it leads to price controls and one-size-fits-all regulations that misallocate resources and will lead to headaches for doctors and problems for patients trying to access health care. 1. To make way for real, patient-centered, market-based health care reform. Health care reform that preserves American liberty is possible and is direly needed. The Heritage Foundation's Saving the American Dream provides such a plan and would put us on a course toward a truly consumer-based health care system. A starting point should be setting commonsense insurance rules for those who buy their own insurance—individuals and small businesses outside the large group market. Congress should combine sensible individual health insurance market reforms with appropriate tax and Medicaid reforms for a fair and fiscally sound strategy to expand coverage to the currently uninsured. Thanks to ObamaCare you're going to be slapped with a tax if you choose not to carry health insurance—and it will be the largest tax in American history. So guess who is going to police the health care tax delinquencies? None other than the I.R.S.—the most despised government agency in the land that already abuses its power—as well as other shocking entities no one knew anything about, including your local police force. Worried? You should be considering his royal highness just gave police power to the I.R.S. for starters. These government enforcers can and will use and abuse their police power to collect taxes for Obama and to seize your assets—even levy civil or criminal penalties against you. The failure of Obamacare is not only a matter of the public's continued opposition to it; the law is also a major policy failure. It is based on the false premise that more government, more regulations, and more mandates are the right solution to America's health care problems. Obamacare falls short of genuine reform because its alleged benefits increase not only government spending, but also the cost of private health insurance—on the backs of taxpayers. It is truly frightening. Obama has maliciously seized and now holds the full power of the I.R.S., Treasury Department, State Police forces, Federal Agencies—and in the event of civil unrest, the National Guard—in his bloody socialist police state hands. This is nothing more than the forcible conversion of a Free Enterprise Republic to a dictatorship. Congratulations America, Obama is making you a number filed with the state, under his boot. A shocking look at who Obama can empower to enforce his ObamaTax: Local Police Officers, State Police, Federal Bureau of Investigation, National Guard, Treasury Agents, Internal Revenue Service agents, All agents of the court, All authorized members of the Department of Justice, Special deputized members of ObamaTax Task Force, Homeland Security, TSA, DEA, ATF, FDA, FCC, etc. While Obama continues to lie to the American people, pass-off fraudulent birth certificates, use multiple social security numbers and carry out a host of other boldfaced frauds amd Constitutional violations, he is now creating an "Army of Muscle" to squeeze the taxes out of the American people. Pump them dry. The I.R.S. Army is being built under the watchful eye of the 21st Century's most notorious criminal….Barrack Hussein Obama The Obamites are calling ObamaTax an "Enlightened Care Package for the Poor" when it is nothing more than a rip-off of the American people. Molokai's Forum For Freedom Individual's Sovereignty vs Slavery by George Peabody ph. 558-8253 email: "We have staked the whole of all our political insti- tutions upon the capacity of mankind for self-govern- ment, upon the capacity of each and all of us to govern ourselves, to control ourselves, to sustain ourselves according to the Ten Commandments of God."— Bill of Rights 2nd Amendment: "A well regulated militia being necessary to the security of a free State, the right of the people to keep and bear arms shall not be infringed." Wake up militia! Use it , or lose it ! Got your gun, yet? "...with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, or fortunes and our sacred honor." (Unanimous Declaration.of Independence) If you will not fight for the right when you can easily win without bloodshed, and, if you will not fight when your victory will be sure and not too costly, you may come to the moment when you will have to fight with all the odds against you and only a precarious chance of survival. There may even be a worse case. You may have to fight when there is no hope of victory, because it is better to perish than live as slaves. "The people cannot delegate to government the power to do anything which would be unlawful for them to do themselves."- John Locke "Those who make peaceful change impossible, make violent change inevitable." -- Robert F. Kennedy "Rebellion against tyrants is obedience to God." T.J. Enforce the Bill of Rights ! ———————————— "And how we burned in the camps later, thinking: What would things have been like if every Security operative [insert your favorite alphabet Gang DEA, BATFE, H.S., TSA, FBI, IRS, NSA, CIA, LEOs etc. here], when he went out at night to make an arrest, had been uncertain whether he would return alive and had to say goodbye to his family? Or if, during periods of mass arrests, as for example in Leningrad, when they arrested a quarter of the entire city, people hadnot simply sat there in their lairs, paling in terror at every bang of the downstairs door and at every step on the staircase, but had understood they had nothing left to lose [neither do you now] and had boldly set up in the downstairs hall an ambush of half a dozen people with axes, hammers, pokers, or whatever else was at hand. The Organs would very quickly have suffered a shortage of officers and transports and, notwithstanding all of Stalin's thirst; the cursed machine would have ground to a halt!" -- The Gulag Archipelago, Aleksandr Solzhenitsyn Obama & Clinton Will Sign U.N. Arms Treaty July 27 THIS IS ALREADY UNDERWAY: 193 COUNTRIES ARE meeting at the U.N. creating an anti-2nd Amendment anti-U.S. Constitution TREATY TO BE SIGNED ON THE 27TH OF JULY. OBAMA WILL PUSH TO HAVE THIS PASSED BY THE Democrat controlled Senate before END OF THIS YEAR. The U.N. Arms TREATY already includes the following, international gun registry base, international licensing requirements and international ban on all private sales. YOUR gun rights are toast after Obama-Senate votes for it, and Obama declares Martial Law to take guns from all American Citizens. July 27, 2012. If you want a one world order or just don't care, sit back and do nothing. Obama gangsters will remove your guns. If you're against them removing your right to bear arms, write, call, fax your Reps and tell them NO TO THE UN ARMS TRADE TREATY! Where are our Congressional Republican patriots?? why aren't they doing everything they can to stop this action?? The treaty will be voted on by the lame duck senate in November, even if Obama is gone. TRAITORS in Senate will vote for it. House lawmakers voted yesterday to repeal Obama's anti-gun rights health care law by a 244-185 vote -- with five Democrats crossing over to vote against Obama. Obviously, there is much more to ObamaCare than a "back door" gun ban, but the experience of more than 150,000 military veterans teaches us that centralizing medical records will be used to strip constitutional rights from law-abiding Americans. UN Arms Trade Treaty (ATT) threatens gun rights says former UN ambassador John Bolton. He says there is no doubt that the real agenda is domestic firearms control." The Treaty will create a U.N.-based Implementation Support Unit (ISU) which will become an engine of gun control around the world -- yes, the very same UN which helped disarm the Tutsi's in Rwanda, and then sat idly by while the Hutus subsequently massacred them in 1994. The ATT requires countries to set up their own government agencies to track all guns. Considering the fact that our own federal government couldn't track the guns going south of the border as part of Obama/Holder/BATF Operation Fast & Furious, what makes anyone think that a UN agency can do any better? More importantly, we DON'T WANT the UN or the USA tracking our American guns! Senator Jerry Moran (R-KS) is still seeking to get fellow Senators to sign on a letter he plans to send to President Obama and Hillary Clinton. While both of these recipients will probably ignore his letter, the key reason for sending it is to lock in the needed 34 votes to kill the Treaty in the Senate. Currently, he has 20 signatories. Obama/Clinton and Congress should consider the plight of good people in countries like the Sudan, where it's impossible for a citizen to legally own a firearm for self-defense against heavily armed gangs of rapists, murders in tribal battles in which unarmed people, men, women, children, are being kidnapped, beaten, mutilated, raped, and sold into slavery, or murdered.. Without guns they have no defense. TAKE ACTION: Send a prewritten letter urging your Senator to cosign the MoranATT letter. http://capwiz.com/gunowners/issues/alert/?alertid=61557936 Please prepare to defend yourself ! Gun Rights Refresher 1. An armed man is a citizen. An unarmed man is a subject. 11. Know guns, know peace, know safety. 2. A gun in the hand is better than a cop on the phone. 3. If guns cause crime, then pencils cause misspelled words. 4. "Free" men do not ask permission to bear arms. 5. If you don't know your rights you don't have any. 6. Those who trade liberty for security have neither. 7. What part of "shall not be infringed" do you not understand? 8. The Second Amendment is to enforce the other 9 Amendments. 9. 64,999,987 firearms owners killed no one yesterday. 12. No guns, no peace, no safety. 13. You don't shoot to kill; you shoot to stay alive. 14. 911 - government sponsored Dial-a-Prayer. 15. Assault is a behavior, not a gun device. 16. Criminals love gun control -- it makes their jobs safer. 17. If guns cause crime, then matches cause arson. 18. Only a government that is afraid of citizens prohibits guns. 19. You only have the rights you are willing to fight for. 10. Guns only have two enemies; rust and politicians. 20. Remove the people's right to bear arms, you create slaves. 21. The American Revolution was about gun control. Crimes of Politicians Must Be Stopped by The People (You are The Militia) The crime on our streets is a tiny fraction of the crime in the offices of our politicians and bureaucrats - the massive majority of crime is committeed by the criminal classes in power. Just look at the constant abuse of power in our State government offices and you will realize the extent of crime in Government. Just consider just how many BILLIONS of dollars a day Government extorts from the people and how little WE get in return; and just how comfortable the politicians make themselves at the expense of the peoples they extort! The goal of the founders of America was to restrict government within severe limits and to protect the rights of soverign individuals. Government has NO rights! Judges are impeachable. Furthermore, judges may be removed immediately for violating oaths of office, involvement in conspiracies, extortion, and failing to uphold their duty to the common law. Judges can also be arrested, they are not exempt from this nor are any other officials, including the President of the United States. Do the people have the power to do this? Yes, the people have the power to do everything to defend our country against all enemies foreign or domestic politician, and government has no power to say otherwise. Fascist bureaucrats might send out its armed marauders, but a huge group of The People (Militia) armed with guns as guaranteed their Right to keep and bear arms by the 2nd Amendment is likely to stop them unless the governments decide that it is time to begin mass killings of all people who believe in the rights of Man. Wake up ! Enforce the Bill of Rights ! S A F E T Y ! Call 558-8253 Private Lessons; Livefire Practice Bill of Rights 2nd Amendment: "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed." Use it or lose it ! FREDOM Obama's TSA Army Expanding it's Terrorism In OBAMA-TSA will place undercover TSA agents and police officers on buses. They will perform bag searches, watch for "suspicious activity" and interrogate passengers in order to "curb crime and terrorism," according to a Metropolitan Transit Authority of Houston (METRO) press release. Short of any meaningful political action on the part of the public and their supposed representatives, the government will continue to move its Constitution violating "suspicionless searches" and sexual molestation of women and children from the confines of airports to bus and train stations and every other mode of public and eventually private transportation. The point is not to save us from phantom terrorists or even gang-bangers, but to condition us to accept the outward manifestations of Obama-tyranny. Obama/Holder Against Voter I.D. law in Texas, but requires ID to attend NAACP meeting in Texas to hear Holder's speech Earlier today, Attorney General Eric Holder addressed the NAACP Nation Convention at the George R. Brown Convention Center in Houston, Texas. What did media need in order to attend? That's right, government issued photo identification (and a second form of identification too!), something both Holder and the NAACP stand firmly against when it comes to voting. Holder's DOJ is currently suing Texas for "discriminatory" voter ID laws. From the press release: All media must present government-issued photo I.D. (such as a driver's license) as well as valid media credentials. Members of the media must RSVP to receive press credentials at http://action.naacp.org/page/s/registration. For security purposes, media check-in and equipment set up must be completed by 7:45 a.m. CDT for an 8:00 a.m. CDT security sweep. Once the security sweep is completed, additional media equipment will NOT be permitted to enter and swept equipment will NOT be permitted to exit. Obama/Clinton's UN Gun Law ATT proponents and the U.N. say the initiative will not affect domestic gun ownership, but Second Amendment advocacy groups are adamantly opposed to the treaty, which Gun Owners of America calls "a backdoor attempt by the Obama administration to impose radical gun control on America citizens." National Rifle Association vice-president Wayne LaPierre accused Obama of working behind the scenes with the U.N. on a "treaty that could effectively ban or severely restrict civilian ownership of firearms worldwide." "I've been around long enough to know that the U.N. has little regard for our Constitution and none at all for the Second Amendment," LaPierre said. "But I never thought I'd see the day when an American White House would tolerate a proposal that would literally gut one of our most fundamental freedoms in this country." l Da Kine Ads l SERVICES OFFERED Architectural Drafting Office Ph. 553-9045 email: firstname.lastname@example.org LICENSED ARCHITECT ~~~~~~~~~~~~~~~~~~~~~~~~~~~ House for Rent 2-bdrm house, newly renovated, fully furnished. Carport, storage, laundry $1250/mo. min. 6 mos. Lease. Non-smokers only. No pets. Last house Seaside Place Koheo Wetland email@example.com or phone 1-808-553-5992. Rich Young - Custom homes Portfolio available online at www.richyoungarchitect.com 553-5992 firstname.lastname@example.org ~~~~~~~~~~~~~~~~~~~~~~~~~ 2012 ELECTION IS APPROACHING You can now purchase your Presidential T-shirt online. Visit www.votenow2012.org Free Shipping. Allow 7-14 days ~~~~~~~~~~~~~~~~~~~~~~~~~~~ COLORADO 5 acres, $7,500! $100 down, $100 monthly. High mountain valley, level land near mountains, rivers and streams. Surveyed, good road access. Owner anytime 806-376-8690. email@example.com ~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~~~~~~~~~~~ 40 Acres COLORADO $28,500! Near small town, mountains, and Rio Grande River. $300 down, $300 monthly. Surveyed. Owner 806-676-0304 Tree Trimming-recyclechips eastend call 558 8253 for appointment/ estimate FORMER UH STUDENT ASKS NEW CHANCELLOR: RELEASE DIPLOMA Dear Chancellor Apple: Injustice looms large globally. We need look no further than our own backyard where capital punishment is administered discriminatorily and disproportionately against minorities and socially disadvantaged individuals. We all must do our part--no matter how small--to work for justice. As the newly appointed chief executive officer of the University of Hawaii at Manoa campus, you are charged with the task of not merely managing the daily details of the university but also stewarding the spirit of the universitas. Occasionally, the operational spirit will transcend the literal letter of operations causing an antithetical tension which you as the senior administrator must reconcile--popular or unpopular. For nearly two decades, the University of Hawaii at Manoa senior-level administration has unjustly withheld David A. Mihaila's college diploma. In 2000, the Western Association of Schools and Colleges made an official recommendation in favor of disgorging Mr. Mihaila's diploma. However, for personal and legal reasons, the University of Hawaii at Manoa executive administration refused to follow the accrediting association's recommendation. Next month, Archbishop Desmond Tutu, the 1984 Nobel Peace Prize winner and advocate for global justice, is scheduled to visit Hawaii. Would not it be the ideal time to find a synthesis to the above protracted conflict and let peace and justice ring in your chancellorship? Yours sincerely, David A. Mihaila, J.D. 300 Wai Nani Way, Penthouse 5 Honolulu, Hawaii 96815 808.649.9276 CITIES GOING BROKE NATIONALLY The city of Central Falls, Rhode Island says they are so broke they had to give their retirees a dreaded ultimatum — give up 50% of your pension or risk losing it all. As the size of government across the nation continues to spiral out of control countries and states across the nation are finding it increasingly difficult to pay their builds Central Falls, Rhode Island has been forced into giving their retirees a dreaded ultimatum According to a CNN report, Judge Robert Flanders who appointed by the state to work out a solution to keep the the city from going bankrupt said the choice is limited to the pensioners to either volunteer to a 50% pension cut or risk losing it all in bankruptcy court. The ultimatum has been given as part of an overall restructuring plan for the city in which broad sweeping sacrifices and deep budget cuts are being made across the board in order to close the gap on the city's $80 million dollar budget shortfall. Obama SS# Fraud Lawsuit Is About I.D. Criminal Fraud An unequivocally falsified Social Security number may prove Obama's undoing as a presidential candidate within the next five months. According to Hawaii DOH authorities, Barack Obama II was born in Hawaii. So how did he get a SS# from Connecticut that belonged to a dead man in 1977 ? With "042" as the prefix numbers for his SS#, Obama should have been a resident of Connecticut. He never lived in that state, which is the only way he could have gained that number on his Social Security card, but his grandmother worked at a Social Security office and the growing evidence shows that she "borrowed" a dad man's SS# because her grandson Barack also known as Barry Soetoro could not produce a valid birth certificate from the United States. Recently Dr. Jack Cashill, an Emmy-award winning writer and producer wrote a book: Deconstructing Obama. He finds many trouble aspects to the identity of Barack Obama. Cashill said, "If Barack Obama has an immediate eligibility problem, it is more likely to derive from the Social Security Number he has been using for the last 25 years than from his birth certificate. Ohio private investigator Susan Daniels has seen to that. On Monday, July 2, she filed suit in Geauga County (Ohio) Common Pleas Court demanding that Jon Husted, Ohio secretary of state, remove Obama's name from the ballot until Obama can prove the validity of his Social Security Number. Daniels has done her homework. In her filing, she thoroughly documents her contention "that Barack Obama has repeatedly, consistently, and with intent, misrepresented himself by using a fraudulently obtained Social Security Number." At no time in American history has one man so blatantly distorted himself with a false social security number. It's not his, it's not legal, it's not original and it's not valid. Yet the main stream media chooses to ignore it. Most of the American public remains oblivious as to their own president's lack of eligibility for the office of president of the United States. Since 2009, Daniels has questioned the "042" prefix in that it could not possibly belong to Obama because it belonged to a dead man. The fact remains that only a person living in Connecticut could register and be given that particular prefix from that state. "When Daniels ran the numbers immediately flanking Obama's, she came to the firm conviction that Obama's number was issued in March 1977 in Connecticut," said Cashill. "By all accounts, as Daniels thoroughly documents, Obama was then a 15 year old living in Hawaii. There is no record of him even visiting Connecticut in or near this time frame. To have gotten a Social Security card at this time Obama would have had to show up for a "mandatory in-person interview."" What concerns me stems from the fact that the mainstream media refuses to follow up on Obama's lack of eligibility to serve as a US president. No other person in the 21st century could escape such scrutiny. Daniels has filed suit to gain access to more records. "Defendant Husted, through this filing," she argues, "has been made aware that the Democratic Candidate has been using a fraudulent Social Security Number, which would render Barack Obama ineligible under both the Ohio and U.S. Constitutions." ObamaCARE; FIVE LAWLESS JUDGES; "TAXING CLAUSE," By Publius Huldah NewsWithViews.com Our federal Constitution is one of enumerated powers only. This means that WE THE PEOPLE, who ordained and established the Constitution, listed therein every power We delegated to the federal government. If We didn't list a power, the federal government doesn't have it.[1] Furthermore, we delegated only a very few powers to the federal government. Accordingly, Congress has strictly limited legislative powers over the Country at large. These powers are listed primarily at Art. I, §8, clauses 3-16, and are restricted to war, international commerce & relations; and domestically, the creation of an uniform commercial system: weights & measures, patents & copyrights, a monetary system based on gold & silver, bankruptcy laws, mail delivery & roads. Several Amendments delegate to Congress some power over civil rights. These enumerated powers are the only areas where the federal government has lawful authority over The States and The People in The States. In all other matters [except those listed at Art. I, §10] the States and The People retain supremacy, independence, and sovereignty. Go here for a complete list of all of Congress' Enumerated Powers. Obamacare is altogether unconstitutional because it is outside the scope of the legislative powers We granted to Congress. Nothing in Our Constitution authorizes the federal government to control our medical care (or to exercise the other powers in the Act). I challenge those five (5) lawless judges on the supreme Court [Roberts, Kagan, Sotomayor, Ginsberg, & Breyer], all other totalitarians, mushy liberals, gullible fools, and parasitic humans who support obamacare, to point to that clause of The Constitution where We delegated to the federal government power to control our medical care. Article I, §8, clauses 1-16: What it Really Means. Those five (5) lawless judges on the supreme Court looked at Art. I, §8, cl.1, and found power in Congress and the Executive Branch to take over our medical care – even to decide whether we will receive medical treatment or be denied medical treatment.[2] And how did The Lawless Five do this? I'll show you. But first, let's see what the Constitution really says. Article I, §8, clauses 1 & 2 read: Clause 1: "The Congress shall have Power To lay and collect Taxes, Duties, Imposts and Excises, to pay the Debts and provide for the common defense and general Welfare of the United States; but all Duties, Imposts and Excises shall be uniform throughout the United States;" [boldface added] Clause 2: "To borrow Money on the credit of the United States;" Immediately after Clauses 1 & 2 follows the list of enumerated powers WE delegated to Congress: * Clause 3: To regulate "commerce" [For the Truth about the "commerce clause", go here]; * Clause 4: To establish uniform laws on Naturalization and on Bankruptcies; • Clause 5: To coin money & regulate its value, and fix the standard of weights & measures; * Clause 6: To punish counterfeiting; * Clause 7: To establish Post Offices and post Roads; * Clause 8: To issue Patents and Copyrights; * Clause 9: To set up federal courts "inferior" to the supreme Court [one may well ask how any court can be "inferior" to the supreme Court]; * Clause 10: To punish Piracies & Felonies on the high seas and offenses against the Law of Nations; * Clause 11: To declare War, grant Letters of Marque & Reprisal, and make rules for Captures; * Clause 12: To raise and support Armies; * Clause 13: To provide and maintain a Navy; * Clause 14: To make Rules for the land and naval Forces; * Clause 15: To call forth the Militia; and * Clause 16: To provide for organizing, arming, disciplining the Militia. Add to this short list of enumerated powers; the "housekeeping powers" itemized in the paper linked here; the salaries authorized by Art. I, §6, cl. 1; Art. II, §1, next to last clause; Art. III, §1, cl. 1, and others on the civil list; together with the Amendments addressing civil rights; and you have the sole purposes for which Congress is authorized to levy and collect taxes, borrow money, and spend money for the Country at Large. And this is precisely what James Madison, Father of Our Constitution, says in Federalist Paper No. 41 (last 4 paras). Madison addresses the objection that: "…the power 'to lay and collect taxes, duties, imposts, and excises, to pay the debts, and provide for the common defense and general welfare of the United States,' amounts to an unlimited commission to exercise every power which may be alleged to be necessary for the common defense or general welfare. (4th para from end). shall one part of the same sentence be excluded altogether from a share in the meaning; and shall the more doubtful and indefinite terms be retained in their full extent, and the clear and precise expressions be denied any signification whatsoever? … Nothing is more natural nor common than first to use a general phrase, and then to explain and qualify it by a recital of particulars. But the idea of an enumeration of particulars which neither explain nor qualify the general meaning … is an absurdity…" (2nd para from end) In the final paragraph, Madison says Art. I, §1, cl. 1 does not vest in Congress a power to legislate in all cases whatsoever: Clause 1 is merely a "general expression", the meaning of which is ascertained and limited by the clauses which immediately follow it. To put Madison in modern English: Clauses 1 & 2 grant to Congress the power to raise money; clauses 3-16 enumerate the objects on which Congress may appropriate the money so raised, thus limiting clauses 1 & 2. THAT is the Constitution We ratified. What the Lawless Five Assert it Means: See where it says in Clause 1, "To lay and collect Taxes"? The Lawless Five assert that this phrase authorizes Congress to lay & collect taxes for any purposes whatsoever. They IGNORED the "specification of the objects [Clauses 3-16] alluded to by these general terms" [Clauses 1 & 2] - the "enumeration of particulars" which "explain and qualify" "the general phrase." In effect, they repealed Clauses 3-16. In a nutshell, the Lawless Five asserted that Congress and the President may do whatever they want to us. Just call it a "tax." What can WE Do? First, we must disabuse ourselves of the monstrous lie that the federal government created by the Constitution is the exclusive and final judge of the extent of the powers delegated to it; and that the opinion of five judges, not the Constitution, is the sole measure of its powers.[3] This is an evil ideology antithetical to our Founding Documents and Principles. Once you understand that, our remedies are readily apparent: 1. Impeach Federal Judges who violate their Oaths of Office. The supreme Court is merely a creature of the Constitution and is completely subject to its terms; and when judges on that and lower federal courts – who serve during "good Behaviour" only (Art. III, §1, cl. 1) – usurp power, they must be removed from office. Alexander Hamilton writes in Federalist No. 81 (8th para) of: "… the important constitutional check which the power of instituting impeachments in … [the House] … and of determining … them in the … [Senate] … give[s] to … [Congress] … upon the members of the judicial department. This is alone a complete security. There never can be danger that the judges, by a series of deliberate usurpations on the authority of the legislature, would hazard the united resentment of the body intrusted with it, while this body was possessed of the means of punishing their presumption, by degrading them from their stations…"[4] We must elect Representatives and Senators who will support our Constitution by impeaching & removing usurping federal judges. We must elect people who will rid of us The Lawless Five. 2. Elect Representatives and Senators who will also repeal obamacare and dismantle everything which has been implemented so far. 3. Elect Ron Paul or Mitt Romney. They have promised to "repeal" obamacare. His Oath of Office – which is "to preserve, protect and defend the Constitution" - requires him to refuse to implement obamacare. By Executive Order, he must refuse to implement it, he must reverse all implementation in effect when he takes office, and he must rescind the unconstitutional rules [see, e.g., Art. I, §1] made by the baby-killing totalitarians who presently infect the Department of Health & Human Services. 4. States must nullify obamacare. Here are model Nullification Resolutions for State Legislatures. These can be easily amended to specifically address obamacare and the HHS rules. State officials, legislators, and judges all take The Oath to support the federal Constitution (Art. VI, cl. 3); and that Oath requires them to nullify obamacare. 5. We the People must stop deceiving ourselves about the motives of people such as obama and the Lawless Five. They are not 'basically decent people who just have different opinions". They are determined to reduce us to abject slavery. "Rebellion against tyrants is obedience to God." T.J. Guns Preserve YOUR Sovereignty ! Enforce the Bill of Rights! Madison says one would be grasping at straws to stoop to such a silly "misconstruction": "Had no other enumeration or definition of the powers of the Congress been found in the Constitution, than the general expressions just cited, the authors of the objection might have had some color for it; though it would have been difficult to find a reason for so awkward a form of describing an authority to legislate in all possible cases. A power to destroy the freedom of the press, the trial by jury, or even to regulate the course of descents, or the forms of conveyances, must be very singularly expressed by the terms "to raise money for the general welfare." (3rd para from end) "But what color can the objection have, when a specification of the objects alluded to by these general terms immediately follows, and is not even separated by a longer pause than a semicolon? If the different parts of the same instrument ought to be so expounded, as to give meaning to every part which will bear it, Obama-light Freedom Liberty	<urn:uuid:2d58e5dc-85df-4d23-94ef-246cc8def0d4>	CC-MAIN-2018-34	http://molokaiadvertiser-news.com/MAN_7-11-12_.pdf	2018-08-16T23:18:34Z	crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00452.warc.gz	266,606,289	10,162	eng_Latn	eng_Latn	0.997756	eng_Latn	0.997953	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 8182, 17604, 26607, 36495, 46718 ]	[ 2.171875, 1.25 ]	4	0
Undoing the Damage Done As the weeks went by in the Dupré family's home, gradually a transformation was taking place in my ability to communicate with them and, unbeknownst to me, in the very way in which I thought as I spoke French. Returning to the example of how one could politely turn down another helping of food without eliciting hooting and laughter from the family, gradually I was making my loss of appetite known in a more accurate, natural and fluent manner. How was this learning taking place? No, Mme. Dupré did not nightly tell me my options for expressing the state of my stomach, and she certainly did not write them down and post them on the wall by my place at the table. Rather, I observed and listened. I recognized that the meal was moving along toward its conclusion. I saw the puffed-out cheeks and the hands placed, one on the stomach and the other extended toward Mme. Dupré in a gesture clearly indicating "Stop!" The context clues were all in place. Then I would hear either "Non, merci. C'était délicieux, mais cela me suffit." (No, thank you. It was delicious, but that's enough for me.) Or possibly I would hear, "Merci beaucoup, mais j'ai déjà très bien mangé." (Thank you very much, but I've already eaten very well.) No one needed to show me a chart of the conjugations of the imperfect or passé composé tenses, nor a diagram of the position of the indirect object pronoun. The context was clear and repetition reinforced the proper structure of the statements day after day, until responding to a food offering with one of those comments was the most natural thing in the world. The statements just rolled fluently off my tongue without any conscious thought. Little by little, context, repetition and seeing Mme. Dupré's comprehension were transforming the way that I thought as I spoke French. I didn't see text in my head, nor was I translating my remarks word-for-word from English. Whereas, during the first two weeks in the Dupré family's home, I would go to bed each night with a headache as a result of the convoluted five-step mental gymnastics I had to perform all day long in order to interact with them, now my conversation began to flow smoothly. Instead of disjointed sounds that I had to parse and translate, one at a time, I was starting to hear the music of the language by which entire thoughts are absorbed increasingly effortlessly. This transformation was officially recognized by the family's head on a trip we took to a campground on the Mediterranean coast near the city of Cannes. Valérie, my 11 year old almost constant companion that summer, loved to play cards. Under the wilting heat of Provence, one moved about as little as possible at mid-day, which made a game of cards the ideal pastime. Valérie tended to win more than her share of games and I suspected that all was not taking place "according to Hoyle". One day, tired of being whipped by my diminutive exchange sister, I raised my voice a little too much and bellowed: "Mais tu triches, Valérie! C'est pas juste ce que tu fais!" (You're cheating, Valerie! It's not fair what you're doing!) My host father, awakened from his nap, came to remonstrate with me, informing me that one shouldn't talk like that. Then, having put me in my place, with a wry smile he added: "Mais quand même, il faut dire que ton français s'améliore pas mal." (All the same, I have to admit that your French is getting a good deal better.) What was happening? I was listening, hearing statements made repeatedly in context, and without any recourse to printed text or to my native language, and then trying them out for myself. In the bigger scope of things, my stay with the Dupré family was gradually undoing the damage done over the course of five years of traditional French studies back in the U.S. in junior high and high school.Pity the students who sincerely want to learn a language, but who receive a traditional text-based foundation and never have the privilege of an experience such as I enjoyed that summer by which to reshape their teacher-damaged thought process! *** All right! Enough! Maybe you are growing weary of the derogatory comments about premature text-based instruction? The harm caused by teaching via translation is obvious enough, but just what is so damaging about an early exposure to the written language? After all, by middle and high school, students are already generally very effective readers of their native language. Surely a foreign language teacher can make use of their facility with reading one language in order to move their knowledge base ahead more rapidly in the second with the convenient tool of the written word! Isn't that true? Of course, there is a place for reading and writing in the world language classroom. But I have been bad-mouthing only the premature exposure to it. The question is what constitutes premature exposure? Simply put, premature exposure to the written word occurs when teachers introduce a word's written form prior to "symbolization" having transpired in the students' minds and before its authentic pronunciation has become the norm in the students' speech. Now, what is "symbolization"? Symbolization refers to the process by which our brain associates a word with its meaning. Let's take the verb "to sled" as an example. Likely, when we were very young children, we were exposed to this word while standing in the cold near the foot of a sledding hill. (We may have heard it said prior to that moment, but it was devoid of meaning for us.) Our parents said to us, "Do you see them sledding?" Depending upon how young we were, they may have repeated the statement in modified form. "They're sledding down the big hill!" Then we heard the infinitive form when we were asked, "Would you like to sled?" We saw the sled start its descent at the top of the hill, build up momentum as it hurtled downward, flash past us in an instant and then glide slowly to a stop. Through repetition of the experience, as more and more sleds flew by us, and as our parent repeated the word in its context-laden environment, its identity, meaning and pronunciation were reinforced, and even more so when we took our first sled rides that day. In the following weeks, we ourselves began using the verb "to sled", likely to incite our parents to let us repeat the experience. At first, before speaking, we may have hesitated while we recalled an inner video of our initial exposure to its meaning, inwardly seeing the entire descent of a sled and its rider from the top of the hill to our left until they glided to a stop to our right. However, as we began using the word in speech, you can be assured that our mind did not replay that entire inner video before bringing the word to our lips. Instead, it assigned a key still image from that inner video sequence to forever represent for us the idea of sledding, probably the most exciting moment when the sled first flew past us. Symbolization, therefore, is the impression we retain from a stimulus experienced (something we saw, touched, smelled, tasted or even felt inwardly) and on which we draw when expressing ourselves in words or receiving verbal input from others. It is, in essence, a representative memory, drawn from a single impactful slice in time, which allows us to think, speak, read or write about the subject of that memory without being obliged to replay in our minds the entire stimulus that gave it meaning to us in the first place. How do we know this transpires? When that three-year-old first heard and then began using the word "sled", could he read or had he ever written? Did the pace of his or her speech allow time for the entire inner video to be replayed before uttering the word "sled"? Of course not, on both counts. Above you see the ULAT's presentation of the concept "to wash" in Spanish. The approach used in the ULAT respects the symbolization process. In presenting a verb, for example, the student first sees a brief video clip of an action with associated sound. (Click to watch.) Next, a gesture is performed that represents that action. (Click to watch.) Finally, a key still image from the video is extracted which will thereafter always represent the verb when the student is led to use it in speech. Is symbolization only an activity that occurs with elementary concepts during our youngest days of childhood? What happens when a more sophisticated word, such as "quizzical", is first introduced to us in printed form later in our adolescence or young adulthood? Once an adult explains the word's meaning to us or once context makes it clear, for that explanation to have any meaning, we are obliged to view inwardly the image of something we can understand, namely, the somewhat twisted facial features of a person who is intrigued by something that he or she does not yet know or fully grasp. The absence of such a clear image means that the explanation we received, or our comprehension of that explanation, was insufficient. (As a consequence, we may find ourselves using "quizzical" as a synonym of "confused", "troubled", "pensive" or any number of other words for which it is not an exact match.) Part of a lesson created by the ULAT's author early in his teaching career. This is precisely the wrong way to introduce students to a language's structure: teaching beginners via translation and the printed word, removing the opportunity for symbolization to take place and training students to explain a language, not to speak it. Provided that our comprehension of "quizzical" is sufficiently clear, our inner processing of the word occurs in one of two forms - either from inner symbol to outward expression (speaking or writing) or from outside stimulus to an inner vision of the symbol (listening or reading). Of course, the almost inconceivable capacity of the brain causes these processes to occur at such a speed that we are not naturally cognizant of our use of symbolic thought until a lack of clarity or familiarity obliges us to slow down the process and consciously envision the word's meaning in symbolic form. In speech, remembering the description of a quizzical face, we are able to reproduce the word orally at a rate of speed directly proportionate to the clarity of our inner symbol (the face and its twisted features), plus the frequency of our experience with the active (speaking and writing) and passive (listening and reading) use of the word, plus our particular intellectual capacity to formulate speech. When listening, the same factors impact the speed at which we process meaning. The only difference from speech is that the initial stimulus comes from without, as opposed to being initiated by an inner desire to be heard and understood. When reading, we first see the letters and then, at a rate once again dictated by the above-mentioned formula (clarity of symbol + experience with the word + intellectual make-up), we arrive at a comprehension of the printed word. When writing, our mind moves from the symbolic concept we want to convey, to the word we are about to transcribe in printed form. Removing or impeding the symbolization process by replacing stimuli perceived by the senses with text that represents those stimuli, and by adding the supplementary complication of the need for translation, results in slow, stilted, awkward speech and sometimes even embarrassing miscommunication. In all four cases (listening, speaking, reading and writing), our mind makes use of symbolization. Were that not the case, our native speech would approximate the halting, stilted efforts of foreign language learners in most world language classrooms. Aha! Now we are starting to "revenir à nos moutons" (get back to the question at hand). What does all of this talk of symbolization have to do with our methods of foreign language instruction? Everything. Remember our definition of "premature" exposure to the written word - introducing a word in written form prior to symbolization having transpired in the students' minds and before its authentic pronunciation has become the norm in the students' speech. The use of printed text to introduce words and their meaning lies at the very heart of failed language teaching methodology. Its antithesis, making use of symbolization and the development of "linguistic reflexes", which will be explained in the next chapter, is the critical key that unlocks the path to student success and teacher satisfaction. Why is this? First, let's look at the undesirable approach. One must recognize that the written word is frozen in time. This means that students can look at and consider it at their leisure. This reality stands in stark contrast to how authentic oral communication takes place. While standing on an urban sidewalk, waiting for the next bus to come, if one is approached by a man holding a cigarette who asks: "Vous avez du feu?" (Have you got a light?), such a situation calls for a reflex response and not a leisurely consideration of the vocabulary and syntax the man has employed. Such a pathetically academic approach to communication as the latter one would result in the man walking away in disgust. Better to respond with less than grammatical perfection, yet in a comprehensible and instantaneous fashion, than to be paralyzed by the need to analyze. Yet, such paralysis is the very response we set students up for when text-based instruction occurs prematurely. Why do I say this? When a word is first presented to them in written form, students can analyze the word at great length, being free to come up with associations with their native language to aid in its retention. Not willing to forget it, particularly if they know they will soon be held accountable to reproduce it in written form on a test, they repeat it to themselves over and over, either aloud or in their minds. They return time and again to the word association they have created with English so as to be sure not to forget it. For example, at the very beginning of their first year of French studies, they learn the verb "habiter", which means "to live". If they are native speakers of English, the first thing they do, when they are told what it means, is obviously to associate it with the verb "inhabit". Next, they roll it around on their tongue or in their mind. If this occurs before sufficient oral repetition has taken place, or very extensive phonics instruction (unlikely at that point of their studies), they will inevitably make use of the English phonics system. They will pronounce the "h". (For the non-French teachers among you, I hasten to add that the "h" should be mute.) They will incorrectly pronounce the "a" as one does in the English word "hat". They will make a dipthong in pronouncing the letters "er" whereas the verb ending should be pronounced as a single vowel sound. In short, they will establish their own norm for the word's pronunciation, on the basis of the English phonics system, thus deepening the native speaker's disdain and amusement at their efforts to speak. Consequently, when the time comes to try to use "habiter" in conversation, three very negative things take place. First of all, to recall its identity, the students short-circuit the natural form of thought, which involves an unspeakably rapid flow of images in the brain, by picturing in their minds the letters of the English word "inhabit". Secondly, they are slowed by having to envision the printed translation of the word "inhabit" in the target language: h..a..b..i..t..e..r. (I can hear some of you saying to yourselves right now, "Oh, that's but a trifling matter. That takes place so fast!" That is like saying that the TGV, traveling at 200 MPH, is really "fast" just like a spacecraft leaving earth's atmosphere at 25,000 MPH is really "fast". The halting way in which traditionally taught language students speak, when obliged to speak extemporaneously - if that ever occurs - is incontrovertible proof that there is quite a difference between "fast" and "lightning fast".) Thirdly, as mentioned above, students apply the English phonics system to the word, since no other normative pronunciation has first been established. Once these undesirable patterns of thought and practice are established in beginning students, they become the faulty foundation on which the rest of the students' linguistic edifice will precariously repose. Now, let's look at the desirable approach and its outcome. When we present the meaning of words to our students by means of sensory stimuli - the most common being sight - they are largely delivered from the danger of word associations with their native language and are not tempted to employ the English phonics system in trying to imitate your verbalization. Provided that the word's meaning is made sufficiently clear by the expressive and uninhibited world language teacher and that its corresponding pronunciation is sufficiently drilled to the point of forming in them a linguistic reflex (see the next chapter), their speech is free to increasingly replicate that of the native speaker, because they have been trained to think in the three-step process (inner desire to inner verbalization to outward expression) that typifies authentic native speech. *** Language Teachers' Topics for Reflection 1. When did you first become aware that you were thinking in your second language and what were the signs? 2. What brought about your ability to think in that language? 3. How does your current methodology in teaching your students differ from the process by which second language thought became possible in your life? 4. Did you need to overcome any obstacles erected by your own training in grade school or college to become fluent in your second language? 5. According to the author, what constitutes "premature exposure to the written language"? Do you agree? 6. Explain what the author means by "symbolization". 7. What evidence does he suggest demonstrates that symbolization is a reality? 8. The formula "fluency = clarity of symbol + experience with a word + intellectual make-up" deals with the rapidity with which we can recall and employ vocabulary. Why is it so important to allow the symbolization process to take place, rather than to short-circuit it via introducing vocabulary in written form? 9. The author refers to written text as being "frozen in time". What does this mean and in what three ways does a premature exposure handicap the beginning language student's pursuit of fluency? 10. Do you think there comes a point in a student's studies when introducing vocabulary merely in writing is sufficient? If so, when would that point be? 11. Contrast the 5-step thought process of second language learners trained by means of the written word with the 3-step process used by native speakers. 12. How do you introduce new vocabulary to your beginning students? 13. How might you do it otherwise, if need be, and what will be required of you? 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A program of the National Center for Appropriate Technology • 1-800-346-9140 • www.attra.ncat.org Herbs: Organic Greenhouse Production By Katherine L. Adam NCAT Agriculture Specialist Published 2005 Updated July 2018 By Andrew Coggins NCAT Sustainable Agriculture Coordinator ©NCAT IP164 This publication discusses various marketing channels for organic herbs and assesses the economic factors to consider for small-scale organic greenhouse production of fresh-cut herbs. It also addresses production methods, including potential for hydroponic production. Contents ATTRA (www.attra.ncat.org) is a program of the National Center for Appropriate Technology (NCAT). The program is funded through a cooperative agreement with the United States Department of Agriculture's Rural BusinessCooperative Service. Visit the NCAT website (www.ncat.org) for more information on our other sustainable agriculture and energy projects. Introduction Organic herbs are grown for a wide variety of diff erent markets, including the medicinal, ornamental, and culinary markets (in either fresh-cut, ready-to-eat form or as live plants). Th is gives producers many exciting options and markets to choose from. Th is publication aims to help the small-scale producer make decisions about pursuing those markets, using the extended-season growing opportunities that greenhouses off er. Th is publication also looks at organic small-scale production of herbs grown within a greenhouse and discusses marketing outlets, economic considerations, production methods, and tips for insect-pest and disease control. Marketing and Economics Small Producers in a Big Market Growers are usually advised to "research any niche market carefully" before investing in it. Finding A crop of mint. Photo: wikimedia.org reliable statistics and information can be diffi cult, however, for a limited-resource landowner. Now, given the rise in large-scale domestic herb production and an increasing amount of cheap imports supplying supermarket chains across the country, the small-scale producer's market research should concentrate on visiting local restaurants, farmers markets, local breweries, and businesses. Th e good news could be that as one market opportunity closes, more opportunities can open up at the local level. Wherever you research the Web, there is increasing awareness in the United States of the potential health benefi ts and superior taste of fresh, locally produced food, especially in sustainable or organic systems. Th e Organic Trade Association's (OTA's) 2017 Organic Industry Survey showed recordsetting growth in the organic sector Related ATTRA Publications www.attra.ncat.org Direct Marketing Ecological Pest Management Database Food Hubs: A Producer Guide Integrated Pest Management for Greenhouse Crops Herb Production in Organic Systems Organic Standards for Crop Production: Excerpts of USDA's National Organic Program Regulations Potting Mixes for Certifi ed Organic Production Season Extension Techniques for Market Gardeners Solar Greenhouses Resource List Sustainable Small-scale Nursery Production continuing during 2016: Organic sales in the U.S. totaled around $47 billion in 2016, refl ecting new sales of almost $3.7 billion from the previous year. Th e $43 billion in organic food sales marked the fi rst time the American organic food market has broken through the $40-billion mark. Organic food now accounts for more than fi ve percent—5.3 percent to be exact—of total food sales in this country, another signifi cant fi rst for organic. Organic food sales increased by 8.4 percent, or $3.3 billion, from the previous year, blowing past the stagnant 0.6 percent growth rate in the overall food market. Sales of organic non-food products were up 8.8% in 2016, also handily surpassing the overall non-food growth rate of 0.8 percent. (OTA, 2017) Translate this trend to local restaurants, farmers markets, community markets, school and institutional food-health-awareness programs, plus the explosion of micro-breweries across the country and, in theory, there has never been a better opportunity to sell fresh produce locally. As of 2016, there were 5,300 breweries registered in the United States, with craft brewers and breweries in various forms representing 12.3% of the market share, producing 24.6 million barrels with an estimated retail dollar value of $23.5 billion. Together with existing and established breweries and brewpubs, craft brewers provided an estimated 129,000 jobs in 2016 (Brewbound, 2017). Th e National Restaurant Association (2017) states that there are currently more than 1 million restaurants in the United States, employing 14.7 million people, which is estimated to rise by a further 1.6 million by 2027. An increasing number of restaurants are serving ethnically diverse food, meaning that they acquire a more diverse range of raw ingredients from producers, and this off ers another potential market for the organic herb producer. Th ere are numerous websites that can help you fi nd restaurants in any area of the country; one of the best general search sites is tripadvisor.com, with other sites available, such as organicrestaurants.com. Many states and communities also compile local food guides featuring restaurants that buy and serve local produce. One example of such a guide is Farm to Table Western PA (https://farmtotablepa.com), a website serving the Pittsburgh area. With the rise in healthy and local eating and awareness, any organic greenhouse-herb producer within reasonable distance of a city or large town has a good chance of locating an organic retailer, restaurant, microbrewery, or similar outlet that will buy local, fresh produce. Anyone considering raising herbs in a greenhouse for commercial sale should do a cost-benefi t analysis fi rst. It's not possible to raise every crop in every location at a reasonable return for the producer. Premium pricing can be critical to the viability of organic greenhouse operations. Organic production costs are often higher than those for conventional greenhouses, with pest control, weed control, soil-nutrient additives, and certifi ed organic seed often being more expensive than their conventional counterparts. Higher labor costs need to be considered for organic production, too, such as weed removal by hand versus chemical herbicides. To achieve a satisfactory return on investment, organic growers must be prepared to develop innovative production and marketing strategies. However, fi rst and foremost, a successful grower must develop markets in which the price for organic produce adequately compensates for all production costs. Additionally, the marketing process must be compatible with the grower's personality and business skills. When new producers have established their production costs and the minimum acceptable profi t margin, they will need to spend time researching the area where they plan to market. For instance, take note of local supermarket prices for both conventional and organic herbs, the type of produce being sold generally, and, if labelled 'local,' the type of produce that is grown in the area. Similar useful information can be obtained by visiting local farmers markets, community markets, and producers selling direct to the public. In addition, though perhaps of secondary importance, is research into national trends and prices through websites such as USDA Agricultural Marketing Service (AMS). AMS reports current wholesale prices for conventionally grown culinary herbs (on a weekly basis) from the main terminal produce markets across the United States, as well as from a select number of farmers markets across the country. In addition, this site off ers price-comparison tables between local and national produce, as well as between selected organic produce and conventional produce. Unfortunately, compiling price comparisons between organic and conventional culinary herbs requires cross-referencing information on this site with websites such as the Maine Organic Farmers and Gardeners Association Price Report (see Further Resources section), or one of the many suppliers of fresh certifi ed-organic culinary herbs across the country. Once you know your production costs and your business and marketing ability, marketing strategies could include promotional samples, price (and therefore profi t) reduction if necessary to maintain sales, the ability to extend your growing season, and the space to grow specialty crops for specifi c retailers—to name a few examples. As mentioned previously, with many supermarkets expanding their organic and specialized food ranges with supplies from large-scale domestic and foreign producers—in addition to off erings via mail order and home delivery—the smallscale producer has to work hard and be creative to establish a niche market. Th is does not mean trying to compete with supermarket prices and availability (though local year-round production of herbs and produce would be a defi nite bonus), but emphasizing the local farm to table link. Locally grown food is likely to be the freshest and most nutritious. Find local health/organic food shops, local food stores, restaurants, microbreweries, and markets that share this philosophy. Contracting with these buyers can still pose a challenge, as many retailers will only commit to buying from producers who can ensure regular, consistent supplies throughout the year (hence the bonus of greenhouse production improving a grower's ability to supply produce year-round). A producer who wants to supply these markets, but cannot individually guarantee the supply or quantity of produce required, could join or create a local cooperative of producers who also wish to access these markets. Th e advantage of this is that a collective group of producers is more capable than one individual alone of producing the quantity, quality, and consistent supply demanded by some retailers. At the cost of losing some independence as a producer, and with less control of produce pricing, the advantages could include new markets, possible machinery- and equipment-sharing opportunities, and savings in bulk purchases of seed, fertilizer, and other variable costs. For more information on ways to cooperate with other producers, see the ATTRA publication Food Hubs: A Producer Guide. Other key factors that could aid success include growing a wide variety of herbs—to reduce the risk of individual crop failure—and developing a network of buyers, if possible, to avoid dependence on one or two purchasers. Other strategies include further diversifying product off erings (e.g., micro green production) or marketing valueadded products such as ready-mixed salad packs. Overview of the U.S. Market Today Th ere has been a continual expansion of the domestic greenhouse-herb industry in recent years. One such example has been the rise of Shenandoah Growers, which was founded in 1989 as a family-owned herb farm in Virginia and has since become one of the leading providers of fresh herbs, living herbs, and micro greens across the United States. In addition to Virginia, they now operate out of Michigan, Georgia, Arizona, Colorado, Washington, Texas, and Hawaii, and are certifi ed organic, producing some 30 million plants per year at time of this writing. Th ey are arguably now the largest supplier in the country, employing the hub-and-spoke system of centrally based production and reaching out in all directions to retail markets. An expansion of their West Coast operation is due for completion in 2018 (Shenandoah Growers, 2017). In addition to the above example, other companies have both a large domestic presence and a global presence in the herb marketplace. Packaged organic herbs. Photo: Shenandoah Growers Although demand for fresh herbs is growing steadily in the United States, much of this demand is being met by large-scale domestic producers and low-cost imports of fresh and dried herbs. In some markets, this limits the opportunity for greenhouse growers to compete, particularly in There are many diff erent categories of herbs: fresh culinary herbs, dried culinary herbs, herb plants, decorative and fragrant herbs, medicinal herbs, and herbs for essential oils and dyes. areas with high population densities and low-cost distribution chains for imported produce. As a current example, basil trading at terminal markets at the time of this writing has been imported from Colombia, Israel, and Mexico (USDA-AMS, 2018). Herbs Suited to Organic Greenhouses Which herbs are best suited to organic greenhouse production is really an open-ended marketing question, as most herbs will grow anywhere if you are prepared to factor artifi cial light and heating into your production costs. For the new producer, therefore, the best approach is to contact local restaurants, food stores, micro-breweries, and other businesses and ask which herbs they would be willing to buy, in what quantity, and for what price. In addition, explore the local community and farmers markets to see what herbs are being sold there, and which are not. Many herbs can be grown either within a greenhouse or outside in the garden; however, the tender plants such as basil, cilantro, dill, parsley, and chamomile thrive more in a controlled environment. Look for other factors, too, such as herbs that don't require specialized lighting systems or a lot of light, such as cilantro, parsley, lemon balm, chives, ginger, and mint (Marquand, 2017). In addition, research shows that even within rural areas of the country, the three traditional staples of U.S. ethnic cuisine—Italian, Chinese, and Mexican food—are accessible to a degree, with Japanese and Indian cuisine increasing in popularity too. Th is opens up potential new markets in many areas for herbs such as turmeric, cardamom, cumin, ginger, fenugreek, and saff ron. Th ere are many good reference points and growing guides for these herbs and others too, such as Kaffi r lime, Shiso herb, Th ai basil, black cumin, and marjoram (Grant, 2016). Finally, with some experience and success behind you, start to look at other types of markets and the herbs to supply them. Th ere are many diff erent categories of herbs: fresh culinary herbs, dried culinary herbs, herb plants, decorative and fragrant herbs, medicinal herbs, and herbs for essential oils and dyes. With the rise of mail-order certifi ed-organic seed producers across the country, supplies of certifi ed-organic herb seeds should be relatively easy to obtain. However, if organic seed is not available, conventionally produced, non-GMO, untreated seed may be used for an organic annual herb crop, according to section 205.204 of the National Organic Standards. Reading the whole document is advisable, but two points of note within the description are listed below: 4.1 Sourcing of Seeds, Annual Seedlings, and Planting Stock 4.1.2 Certifi ed operations may use non-organic seed and planting stock only if equivalent organically produced varieties of organic seeds and planting stock are not commercially available. a. Commercial availability is defi ned at §205.2 and refers to the ability to obtain a production input, in this case seed or planting stock, in an appropriate form, quality, or quantity to fulfi ll an essential function in organic production. For the purposes of this exception, an "equivalent variety" is a variety of the same "type" (e.g., head lettuce types versus leaf lettuce types) or has similar agronomic or marketing characteristics needed to meet site specifi c requirements for an operation. These characteristics may include, but are not limited to: number of days until harvest; color, fl avor, moisture, chemical, or nutrient profi les of the variety of the harvested crop; vigor or yield of harvested crop; regional adaptation, disease and pest resistance, or the plant's utility in a crop rotation. b. Price cannot be a consideration for determination of commercial availability. It is important to note here that the defi nition of "not commercially available" is summarized by a lack of organic seed form, seed quality, or seed quantity, "to fulfi ll an essential function in organic production." As stated previously, given that most certifi ed-organic seed is now obtainable by mail order at a price (see 4.1.2.b above), and that quality should not be an issue with certifi edorganic seed, the only factors likely to justify purchasing non-organic seed are seed form and seed quantity. Th is will still be subject to interpretation by the accredited certifi er for a given operation. For propagated perennial herbs, greenhouse herb producers often take cuttings from their own "mother plants." Th is gives producers that are already certifi ed a decided advantage over startup businesses because they can procure organic starts at any time without a waiting period and at little cost. Growers seeking fi rst-time organic certifi cation or switching to a new certifi er, as well as individuals planning to construct greenhouses for organic production, would do well to secure their perennial herbs early in the mandatory three-year transitional period. After certifi cation of a greenhouse operation, any new perennial stock must come from a certifi ed-organic source or be raised for at least one year under an approved organic management system before products derived from these plants can legally be sold as organic. Th is applies to foundation stock for potted-plant production, as well as perennials for fresh-cut herb production. Production Methods Greenhouse production methods for herbs are similar to those for greenhouse-grown vegetables. Th ere are some practices, however, that are specifi c to herb production. Fertility and irrigation, for example, must be managed somewhat differently. Too much water or fertilizer may result in poor establishment of slow-growing seedlings or semi-woody cuttings. Th is can also lead to excessive growth rates (especially basil, chives, and dill), or lower essential-oil content, resulting in diminished aroma or culinary value. Greenhouse temperatures for herbs are about the same as for bedding plants: day temperatures of 70 to 75°F and a night temperature of 60°F. In addition, low light and overcrowding will cause plants to 'stretch' for the light, reducing culinary quality and oil content. It is important to provide maximum light in late winter and early spring in greenhouse herb production. Although it can be done, few producers raise herbs in soil inside greenhouses. More often, herbs are raised in a soilless medium (i.e., a potting mix) within pots or as plugs for transplanting. To be certifi ed organic, greenhouse-grown herbs must be raised in a certifi ed-organic potting mix. Commercial potting mixes typically contain wetting agents and synthetic fertilizers that are not allowable in organic production, requiring organic growers to either mix their own or purchase a certifi ed-organic mix. Most organic potting mixes are based on good-quality compost amended with peat moss and perlite or vermiculite and supplemented with organic fertilizers like bone meal, feather meal, and kelp. Such a mix would be suitable for herb production, with one variation. Because most herbs are native to regions having neutral or slightly alkaline soils, the optimum pH for herbs is 6.0 – 7.0. Most soilless mixes have a pH somewhere between 5.0 and 6.0, so they have to be amended with lime before use. Th e ATTRA publication Potting Mixes for Certifi ed Organic Production provides more information. In addition to the ATTRA publication Herb Production in Organic Systems, other points of reference include these publications (more information is available in the Further Resources section): The New Organic Grower by Eliot Coleman (1989), which has a chapter on "winter gardening" that provides information for USDA Hardiness Zones 3 to 6 on technologies helpful in modifying a home–garden system for commercial production. The Winter Harvest Handbook (2009), also by Eliot Coleman, and The Year-Round Vegetable Gardener by Niki Jabbour (2011) provide easy-to-follow seasonal guides, useful tables including daylight hours at diff erent latitudes, construction projects, and good planting guides. Table 1: Herb Production Guide. Data compiled by NCAT from various sources. Propagation Start seeds Minimum soil Herb Seed Method spacing Indoors before temperature Harvest Uses Type Hydroponic Production Hydroponics is the production of plants in a soilless medium, in which all of the nutrients supplied to the crop are dissolved in water. Such systems are commonly used in the production of greenhouse herbs. Hydroponic systems come in many diff erent forms, but can be categorized into six main types (see Table 2). Some of these systems can be adapted to aquaponics too, as illustrated in Figure 1. Basil in a hydroponics system using baskets and clay pellets to stabilize the root system. Photos: NCAT Most conventional hydroponic systems are highly specialized, controlled-environment production systems, and both organic and conventional systems work on the same principles of supplying nutrients in solution to grow out plants. Th e principal diff erence between the two is that the conventional systems provide chemical compounds for nutrient supply and the maintenance of soil pH levels, while in the organic system, compounds are derived from organic fertilizers that will dissolve in water, such as fi sh meal, dried Table 2: Principal Types of Hydroponics Systems Source: Nosoilssolution.com Figure 1: Hydroponic Production Adaptations to Aquaponic Systems Source: Buzzle.com Cultural control within an IPM program starts with keeping work areas clean, tidy, and uncluttered whenever possible. blood, and guano. Th e micro-organisms within them help regulate both the soil pH and the availability of nutrients. Hydroponics in a very controlled environment has the advantages of minimal water use, more-controlled plant production, and a more uniform produce, helping the producer to guarantee regular supplies of standard produce to vendors and markets. For the smaller producer, the greater income potential of a hydroponics system that is less automated, and has limited climate control, over organic greenhouse production of herbs in potting mixes, pots, or in soil beds is more questionable. Th ere could be substantial capital investment in a fully automated, climatecontrolled hydroponics system, which may only make sense economically above a certain scale of production. In November 2017, the National Organic Standards Board (NOSB) narrowly passed a vote recommending that the USDA's National Organic Program certify hydroponic systems that meet organic standards. Some major producers had received certifi cation ahead of this decision, but the majority of growers producing herbs in hydroponic systems up to this point have been producing conventional herbs with synthetic nutrients, or producing herbs grown to organic standards using approved natural nutrients. Th e NOSB decision could signifi cantly change the organic greenhouseherb production market in the near future. Integrated Pest Management Insects and diseases are a major challenge to greenhouse production. Integrated Pest Management (IPM) is an important tool in the management of these pests. Th e primary goal of IPM is to optimize pest control in an economically and ecologically sound way. IPM involves the integration of cultural, physical, biological, and chemical practices to grow crops with minimal use of pesticides. Monitoring, sampling, and recordkeeping are used to determine when controls are needed to keep pests below an economically damaging threshold. One of the principles of IPM is to provide a continuum of options for pest control, starting with cultural controls, physical controls, biological controls and, as a last resort, chemical controls (within the chemical group approved for organic production). Get to know the specifi c pests likely to be encountered in your area that are relevant to the herbs you plan to grow. Cultural Control Cultural control within an IPM program starts with keeping work areas clean, tidy, and uncluttered whenever possible. Th is helps prevent insect pests from establishing permanent colonies within the production area and overwhelming any control measures once plant production resumes. Remove irrigation lines if not needed over winter, maintain clean walkways, and weed non-cropped areas, both in and around buildings. If producing crops over winter, keep stored equipment clean, and clear unused beds of vegetation—either removing it or incorporating it into the soil as green manure. Insects such as spider mites and thrips tend not to move much during the winter, and therefore removal of vegetation that could protect populations in cold weather will help to control them. Similarly, a greenhouse that can be left empty and clean for a week between crops in the summer, and sealed to create hot dry conditions, can help to control mite infestations. Ventilation mesh screens need to be kept clean at all times, too (see below). Physical Control Physical control methods are employed to prevent pests gaining access to the plants, or the building itself, where possible. Th is is challenging, as summer production aligns with both peak insect activity and the need to maximize airfl ow through greenhouses to prevent excessive heat buildup. High tunnels and temporary structures are usually equipped with roll-up sides to ventilate them, which limits the eff ectiveness of pest control, though an increasing number of high tunnels are being fi tted with extractor fans, screens, and roof vents more commonly found in greenhouses, to provide controlled airfl ow while keeping the building sealed. Screening can greatly reduce the entrance of common greenhouse pests such as thrips, aphids and whitefl ies, as well as some less-common pests, such as plant bugs and various moth pests, that can become major pest problems when pesticide use is reduced or not an option. Screens provide airfl ow through a greenhouse, either as a supplement to extractor fans, or as a stand-alone system. Th ere are concerns as to whether screens can provide suffi cient airfl ow, particularly when using fi ne-mesh screens to exclude smaller insects such as thrips. Th erefore, growers will need to compromise by using a mesh size that will provide both reasonable airfl ow and some control of airborne pests, as part of an IPM plan. Physical control of pests within IPM programs also includes various forms of trapping, and there are many products on the market that are approved for certifi ed organic production, such as pheromone traps for moths and roaches, blue sticky paper traps for thrips and leaf miners, and yellow sticky-paper traps for aphids and whitefl ies, as well as general purpose traps for insects. Th ere are many options for humane trapping of mice, voles, rabbits, and other vertebrate pests, too. Th ese traps also serve to identify the type of pest you have and the estimated level of infestation, which is an important part of the biological control program described below. Th ey can also aid in deciding which predator insects need to be released to eradicate the pest problem. Biological Control Biological control of pests within an IPM program involves the introduction of predatory organisms—usually insects—that will prey on specifi c pests. However, predatory organisms can also include arthropods and microbial control agents such as the examples listed below. A cornerstone of this method of control is pest monitoring and identifi cation, as described in the physical control section above, with insect trapping being a means of both eradication and identifi cation for the biocontrol measures described here. Here are some examples of diff erent classes of biocontrol organisms and modes of action: * Arthropods, which include spiders, mites, scorpions, and woodlice, for instance, as well as all insects * Flies, such as predatory midges, hunter fl ies, and hover fl ies * Beetles, such as ladybugs and ground beetles, which control aphids, mites, cutworms, slugs, and cabbage fl ies * Predatory mites, midges, lacewings, and beetles, which feed on prey including thrips, whitefl ies, spider mites, aphids, and fungus gnats, but otherwise live independently from their prey * Parasitoids, such as microscopic parasitic wasps, which control stink bugs, caterpillars, and aphids by laying their eggs in the host insect * Microbial biological control agents such as nematodes, fungi, bacteria, and viruses that kill pest insects by entering the body and releasing bacteria, or by infection, as in the case of pathogenic fungi. Many of these naturally occurring fungi and bacteria are the basis of pest-control products and have to be registered in many countries in the same way as pesticides. Another tip to aid biological control, is to add fl owers to areas of herb production within greenhouses. Doing this provides a habitat for predatory insects and prevents them from migrating out of the greenhouse after the initial pest infestation has been eradicated. Th is prevents the expense of having to buy a second set of predators to release if the pest infestation reoccurs. It can also help add biodiversity to the area and balance the ecosystem, attracting other natural predators, such as spiders, and pollinating insects, such as bees. Chemical Control As mentioned previously, the last-resort control method within an IPM program is chemical control using pesticides allowable by the National Organic Standards. One reason this is the fi nal option is the extra care needed in selecting products that are specifi c enough to avoid harming benefi cial insects—particularly if you have invested in biocontrol predators as part of your IPM program. Look for products with the Organic Materials Review Institute (OMRI) seal, which is the sign a material has passed this organization's technical review and is compliant with current organic certifi cation. Remember that any pesticide product used in organic production must be listed in your operation's Organic Systems Plan, even if the product is OMRI-listed. This seal appears on products that have been found by the Organic Materials Review Institute to comply with the regulations for organic production. Graphic: OMRI this website and others host Q&A threads, as well as many supported articles and videos on current topics and issues related to IPM. Other sites to reference include the ATTRA Ecological Pest Management Database, at attra.ncat.org/attra-pub/ biorationals/, and OMRI. Diseases Th e most common diseases in greenhouse herb production are fungal diseases, including botrytis, damping-off , powdery mildew, and root rots. Vascular wilts are also common in herbs. Th ese diseases can cause tremendous plant loss in just a few days if conditions are favorable and no control is in place. Open beds, raised beds, and temporary structures such as hoop houses can prevent disease buildup from year to year due to weather exposure, whereas greenhouses—with poor air circulation, dense plant canopies, plant crowding, and high humidity— can increase the incidence of disease. Preventing disease buildup in greenhouses is very similar to the cultural control part of the IPM plan mentioned earlier to control pests: i.e., remove diseased plants, keep walkways and exterior areas weed-free, keep equipment clean, and maintain good air circulation through the structure. In addition to these basics, there are additional practices that may help: A good website for viewing the current range of commercially available organic materials is planetnatural.com/product-category/organicgardening. It off ers a comprehensive list of OMRIlisted fertilizer, soil amendments, and pest-, weed-, and disease-control products. In addition, * Use irrigation techniques that minimize leaf wetness. Avoid late afternoon and nighttime irrigation. * For herbs grown in ground beds, rotate plant families. * Use only clean stock for propagation. * Control insects that vector disease. Powdery mildew. Photo: David. B. Langston, insectimages.org Botryosphaeria canker, white rot. Photo: University of Georgia, insectimages.org Scott Bauer, insectimages.org Spider Mites. Photo: Charles Olsen, insectimages.org Table 3: Some Key Pests and Diseases of Potted Herbs Grown in the Greenhouse Source: Pundt and Smith, 2010. References Brewbound. 2017. Brewers Association Releases 2016 Statistics for Craft Category. www.brewbound.com/news/ brewers-association-releases-2016-statistics-craft-category Grant, Bonnie L. 2016. Asia herb garden: information on Asian herbs to grow in gardens. Gardening Know How. www.gardeningknowhow.com/edible/herbs/hgen/ growing-an-asian-herb-garden.htm Marquand, Molly. 2017. Six absolute easiest herbs to grow. Rodale's Organic Life. January 9. www.rodalesorganiclife. com/garden/6-absolute-easiest-herbs-to-grow-indoors National Restaurant Association. 2017. State of the Industry 2017, Facts at a Glance. www.restaurant.org/ News-Research/Research/Facts-at-a-Glance Organic Trade Association. 2017. Robust organic sector stays on upward climb, posts new records in U.S. sales. https://ota.com/news/press-releases/19681 Pundt, L. and T. Smith. 2010. Herb Tables, Table 1: Some key pests and diseases of potted herbs grown in the greenhouse. http://ipm.uconn.edu/documents/raw2/Herb%20 Tables/Herb%20Tables.php?aid=210 Shenandoah Growers. 2017. www.freshherbs.com/our-roots USDA-AMS. 2018. Specialty crops, Basil. March 9. www. ams.usda.gov/market-news/fruit-and-vegetable-terminal Further Resources Market Price Information Online Market News: Specialty Crops. USDA Agricultural Marketing Service. www.ams.usda.gov/market-news/ fruits-vegetables Maine Organic Farmers and Gardeners Association Price Report. www.mofga.org/Publications/OrganicPriceReports/ tabid/260/Default.aspx Production Information Th e New Organic Grower. 1989. By Eliot Coleman. Chelsea Green Publishing, White River Junction, VT. Th e Winter Harvest Handbook. 2009. By Eliot Coleman. Chelsea Green Publishing, White River Junction, VT. Th e Year-Round Vegetable Gardener. 2011. By Niki Jabbour. Storey Publishing, LLC, North Adams, MA. Information on Products Approved for Organic Production OMRI Products List. Organic Materials Review Institute. www.omri.org/omri-lists Washington State Brand Name Material List. Washington State Department of Agriculture. https://agr. wa.gov/foodanimal/organic/materialslists.aspx#BNML Herbs: Organic Greenhouse Production By Katherine L. Adam, NCAT Agriculture Specialist Published 2005 • Updated July 2018 by Andrew Coggins NCAT Sustainable Agriculture Coordinator ©NCAT Tracy Mumma, EditorAmy Smith, Production This publication is available on the Web at: www.attra.ncat.org IP164 Slot 56 Version 07018	<urn:uuid:b8d587d1-3b7b-4fad-9a37-4da2f5c1972a>	CC-MAIN-2018-34	https://attra.ncat.org/attra-pub/download.php?id=53	2018-08-17T00:15:23Z	crawl-data/CC-MAIN-2018-34/segments/1534221211316.39/warc/CC-MAIN-20180816230727-20180817010727-00453.warc.gz	623,704,224	7,195	eng_Latn	eng_Latn	0.96401	eng_Latn	0.99465	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2633, 7966, 12090, 16870, 20312, 20506, 21719, 26477, 29566, 32490, 32599, 35057 ]	[ 1.34375, 2.0625 ]	2	0
Standards: CCSS.ELA-Literacy.RI.6.1 CCSS.ELA-Literacy.W.6.1 CCSS.ELA-Literacy.SL.6.1 CCSS.ELA-Literacy.L.6.1 Procedures Followed: * lesson activities may be carried over based on the needs of the students Statement of Objectives: SWBAT: - choose a position and develop main reasons to defend position - support reasons with a variety of techniques such as statistics, quotations, and anecdotes. - write an argument in the form of an essay or letter. Review of Previously Learned Material/ Lesson Connections: We have spent time getting to know the animals in our classroom. We have followed the rules for spending time with the pets (ask for volunteers to share some of the rules; answers should include: handling them gently, talking softly, taking turns). Now that we have established bonds with the pets – they trust us and will allow us to handle them – we will spend time reading about them and researching their needs. We will use our coding sheets to organize our knowledge. Class Starter: We are going to spend time observing the guinea pigs and hamster, reading about them, discussing them and writing about them. You will use your knowledge to decide which rodent makes the best pet. You will have to back up your choice with good reasons and evidence for those reasons. ______________________________________________________________________________ Presentation of New Material: New/unfamiliar words/Key terms Rodent: small mammals that have a pair of front teeth that keep growing; they must gnaw on things to grind these teeth down. The name Rodentia comes from the Latin word "rodere" which means "to gnaw." Nocturnal: animals that are active at night, rather than during the day Pouches: large cheek pockets used to carry food from place to place Pop-corning: guinea pigs jump straight up in the air when they are particularly "happy." Procedures: I. Students will gather and record information using graphic organizers - Observation using the senses - Class Pet Press magazine: read, gather information, transfer to graphic organizer - Websites/video clips - Books/brochures II. Students will share the information they have gathered III. Students will choose "which pet to get" and be prepared to share their reasons based on the facts/evidence they have gathered IV. Students will be introduced to the concepts involved in writing a persuasive essay: A persuasive essay is shaped to persuade or convince the reader of the writer's opinion. Special writing elements - examples, facts, incidents - pinpoint reasons and evidence that support the writer's opinion. Special transition words/phrases (for one thing, as a result, for this reason) emphasize the arguments that the writer wants to present to support a specific point of view. V. Persuasive Writing Topic You will write a letter to your parents to convince them to let you get a _______________ State your opinion, give your reasons and back up the reasons with evidence you have organized Connecting lessons will lead you through the process: writing a powerful persuasive essay _____________________________________________________________________________ Guided Practice with Corrective Feedback: Discussion: opinions, reasons, evidence ______________________________________________________________________________ Assessment: Questions and answers during discussions Graphic Organizers Persuasive essays (letters) ______________________________________________________________________________ Lesson Review/Re-teach/Closing: Gathering information to back up your opinion is very important if you want to convince someone to share your opinion. Pets are like people! The same in some ways and different in others – remember our vocabulary word – diversity! Whatever pet we choose, our pets need us to take care of them and love them for who they are! ______________________________________________________________________________ Extensions: Adjectives: choose adjectives for each pet Sentences: use the adjectives you chose in a sentence Digging deeper/resources to explore: pet stores, books, magazines, websites Students may research and prepare a power point to share with the class on a pet of their choice ______________________________________________________________________________ Transition materials: word finds, games ______________________________________________________________________________ Exit tickets: One cool thing you learned today ______________________________________________________________________________ Resources/Materials: Guinea Pigs A Complete Owner's Manual, Katrin Behrend Hamster Care, T.F.H. Publications Petsmart Care Guides ______________________________________________________________________________ Teacher Notes/Reflection: * lesson activities may be carried over based on the needs of the students Guinea pigs; Fig and Oreo: shy, but friendly, they play during the day and sleep at night; they like to be together; they like to eat treats from our hands; they can be very loud; when they are happy, they jump straight up in the air – pop-corning. Students may feed leaves: rub the leaves to release their scent; lemon balm and mint Students may pet the guinea pigs: be aware of different textures (smooth/rough; silky/coarse) Students may listen to guinea pig sounds- website – Metropolitan guinea pigs Hamster; Snowball: supposed to be nocturnal, playing at night and sleeping during the day - but he seems to have "adapted" (past vocabulary word) somewhat to our schedule. However, he might be cranky on Mondays when we wake him up. If we watch him eat, we would see him "pouch" his food, sticking it in his cheeks, then hiding it to eat later. He likes to roll in a ball. He does not like to have a companion. Report Form Graphic Organizers on the board: Whole class discussion – fill in as a group Video Clips: Guinea Pig Bridge Mix Hampton the Hamster: The Hamster Dance Song with Singing Hamsters – Alan Chapman Venn diagram on the board; guinea pigs and hamsters Fill it out as a class: what is the same and what is different. Use the knowledge we have gained through observation and our reading; be prepared to show the evidence in the text Answer this question: What Pet to Get? Which rodent makes the best pet? Be prepared to support your choice with evidence. Use the Venn Diagram and your coding sheet as resources Guess the Pet: Using their knowledge, organized on the coding sheets and Venn diagrams, students will guess what's in the box, giving reasons for their guess Review the rules for meeting new pets Reveal the pets in the box Literature Connection/modeled fluency: read and discuss What Pet to Get? By Emma Dodd _____________________________________________________________________________ Music for Guinea Pigs - Relaxing Music for Guinea Pigs! PetTunes - Music for Pets ELA Literacy RI 6.1 – 6.6, 6.8 -10; ELA-Literacy Writing 6.1, 6.4 - 6.8, 6.9.b, 6.10 ELA-Literacy Speaking & Listening 6.1 – 6.6 ELA-Literacy Language 6.1 – 6.6	<urn:uuid:d6064f2f-4ef2-4ead-b3f3-b23ab4980046>	CC-MAIN-2018-51	https://www.petsintheclassroom.org/wp-content/uploads/2016/08/Bastin-6th-8th-Small-An.pdf	2018-12-14T15:48:24Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00152.warc.gz	998,336,532	1,465	eng_Latn	eng_Latn	0.992888	eng_Latn	0.999045	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1872, 4071, 4892, 7077 ]	[ 4.71875 ]	1	0
2 3 The elan Updating Young Minds www.gardencity.university 5 Films Every Kid Must Watch Before Turning 12 Visual experiences lead to Vasudhaika Kutumbam The Visionary Superhero behind All Superheroes 4 16 November 2018 GCU - End Semester Exams Tips to beat the Exam Blues Bangalore Comic Con The National Summit on Technology and Entrepreneurship Celebrating Childhood and education, addiction to e-media can ruin the talent of the kids. Playing gives children, a chance to practice. Whereas e-media makes them lazy and sluggish. While throwing and catching a ball, the child develops grasping skills, eye Childhood is about playing, learning, action, adventure, exploration, discovery and connecting. Children use all their senses to observe and explore everything in front of them. Set some basic boundaries and let the children explore. Playing is what makes children more creative and articulate. Playing not only allows a child's imagination to run freely but also strengthens their motor, cognitive, social, emotional and language development skills. Parents play an important role in their child's social learning. Today parents are worried about the safety of their kids and the end result is that they shut their children in the little cage of electronic media. While e-media can provide entertainment - hand coordination and master individual gross motor skills. Playing with peer group is like a therapy for the children. They learn to socialize, solve problems and stabilize their emotional skills. Toddlers are given a crayon or a pencil only once they turn 15 months old. But these days, kids are exposed to electronic media from the very first month they are born. Instead of giving a car or a doll, the Fashion is something which is accepted by all. Fashion is thriving due to its creativity and uniqueness but at its foremost reins the concept of acceptance. Acceptance is paramount in fashion. When talking about kid's fashion, the concept of acceptance is overwhelming. Anything and everything worn by kids are admired. Kids have the liberty to try anything and there lies the key for fashion wonders. Kids are provided with the opportunity to try several combinations. Garments for kids are made with style along with comfort at its helm. Style which is for adults look great when tried over kids as they are obviously filled with cuteness. Various styles like stripes, solids, punk, hip - hop, beach wear, casuals etc suit them. Generally, kids prefer light parents gift a tab or a mobile phone to the child to play with. Electronic media may ensure physical safety of the child but what about the mental health of the child? They are filled with enthusiasm and curiosity and try out anything they see. We could always find kids indulging in crazy activities. They put on everything eccentric like hats, watches, chains, hand wear, neck wear etc. So kid's fashion can be pretty outlandish as they are the one who actually enjoys fashion at its most. They try all combinations with joy and without hesitation. It's this joy and happiness that fashion provides to all. It is enjoyed at its utmost by the kids. Kid's fashion is the most crazy and quirky and it's from them that we can learn to be a little more open and acceptable to newness and change. This children's day, let's teach them to play with colours and clay instead of swiping and scrolling in mobile phones and laptops. Let us give them a safe and healthy society to play in, and pave the way for them to enjoy the beauty of nature, and indulge in outdoor games, art and crafts and household activities. Prof. Nikita Mariam Joseph, Dept of Media Studies Childhood in the Digital Era of information that can be found digitally, learning has become a lot easier for children. One can find help in the most common or most obscure of areas. If a child needs help with math, spelling, languages or otherwise, online educational assistance always comes to the rescue. It is no surprise that children today are more attracted to video games than comic books and there is no doubt about this fact that digital age is here to stay. Not only are we enthralled by the ability of a digital medium to send and receive information, but children are also equally smitten. Very often we hear parents lament the fact that they are not able to get back their iPad or laptop from their young child who is busy browsing the web, watching videos or playing games on the device. We surely love the pool of possibilities that modern technology has bestowed us with. There is also little doubt that different technologies, led by the internet are influencing our children's ability to think. But like everything, there are always two sides to every coin. For example, before the inception of internet, when reading was more prevalent, a child was encouraged to be focused and imaginative. In contrast, the rise of the internet is strengthening a child's ability to gather information rapidly and quickly. Good or bad, digital is here to stay, and stay in the lives of our children as well. Prof. Babli Shome Dept of Fashion and Apparel Design GARDEN CITY UNIVERSITY GARDEN CITY UNIVERSITY Here are a few ways in which digital technology is changing childhood – The Good and the Bad 1) Attention Span–In this era of digital technology, patience is increasingly being lost. We live in the era of "click and go". If we need to wait for more than a second, we get angry. This isn't just a state of affairs for adults, but kids too are losing tolerance due to too much exposure to internet at a very young age. 2) Spelling, Grammar & Language– There is a general decline in kid's ability to spell and use grammar correctly. Chatting, texting and online shortcuts have contributed to the trend. Kids' as young as six and seven are using cell phones and texting like it's the norm. 3) Easy Learning – With plenty 4) A World of Opportunity –The digital era has truly made the world a child's oyster. At the touch of one's fingertips via mobile phone, tablet, laptop or otherwise, a kid can be transported to the farthest reaches of the planet or beyond. "World travel" has become possible with the help of images, video, language support and more. 5) Interactivity –The development of the internet has transformed the level of communication and interactivity amongst the younger generation. From simple online games and multi-platformed gaming to video and real-time involvement on various levels, options for children of the digital age are more than ever. With the advent of digitalization, we might have been opened to a whole new world, a world that has boons and banes. It is up to us to teach our children to make use of it in such a way that it helps them to become more enlightened, creative and imaginative. Prof. Anosua Chakraborty Dept of Media Studies NEWS NEWS KID'S FASHION 5 Films Every Kid Must Watch Before Turning 12 friend eventually walk off into the sunset together. Children will adore the slapstick in this movie. Families can discuss in what way a silent film is different from a "talkie"? How do the characters in Modern Times demonstrate integrity and perseverance? Why are these important? TOY STORY MODERN TIMES This is an adaptation of E.B. White's 1952 Newbery Award-winning book. Barnyard animals are reluctant to befriend Wilbur, who's fated to be served up as the humans' Christmas dinner. But Wilbur (voiced by 10-year-old Dominic Scott Kay) is so sweet, curious, and affable that they're soon won over. And Charlotte A. Cavatica, the spider who spins her webs in the barn doorway, decides to find a way to save Wilbur's life. Families can discuss the importance of words and their role in Charlotte's Web. How are words important for communicating, even between species? How do they help shape our impressions of others? TOY STORY follows the adventures of the toys that belong to a boy named Andy. His favourite is a sheriff named Woody, who acts as the leader of the rest of Andy's toys. All is going well until Andy gets a very special birthday present: a toy spaceman named Buzz Lightyear. Woody gets jealous, and, in an effort to keep Andy from taking Buzz with him on an excursion, accidentally knocks Buzz out the window. Feeling very bad about what he's done, Woody follows, determined to bring Buzz back home to Andy. There's plenty of cleverness throughout this film, and the story keeps moving at a great pace. Families can talk about friendships, loyalty, and rivalry in Toy Story. Young kids are exploring all these issues, and the movie has great models. The Lion King is the story of Simba, the cub of Mufasa, the king of the jungle. Simba "just can't wait to be king." But his evil Uncle Scar, bitterly jealous of Mufasa, wants to be king, so he arranges for Mufasa to be killed in a stampede and makes Simba think he's responsible. Simba runs away and finds friends in Pumbaa the warthog and Timon the meerkat, who advise him that the best philosophy is "hakuna matata" (no worries). Simba grows up thinking that he has escaped his past, but his childhood friend Nala finds him and tells him that, under Scar's leadership, the tribe has suffered badly. Families can talk about facing problems instead of running from them. Why doesn't the idea of "hakuna matata" always work? Can anyone get through life without a little worry and conflict? Visual experiences lead to Vasudhaika Kutumbam SOUND OF MUSIC The beloved musical The Sound of Music tells the fictionalized love story of Maria von Trapp, who does not fit into the abbey where she lives. While she means well, she's constantly in trouble. The wise abbess sends her away to be the governess for the seven children of stern widower Captain von Trapp. The children are uncooperative until Maria wins them over, sharing her love of music and teaching them to sing. In the end, he chooses Maria, and entering the singing contest turns into an escape from the Nazis. Talk about the songs in the movie. What does the song, "Climb Every Mountain" mean? What about "My Favourite Things"? If you were going to write the song, what would be on your list of favourite things? Dr. Shiba Daveshar Dept of Media Studies Eyes of a Child (2010), the value of establishing young book-lovers with opportunities to respond to literature promote their own tradition as well as those of others; build up their EQ, creativity, personality, life skills and social skills. As children develop their own opinions through analysis and evaluation of what they've read, their cognitive skills are strengthened. Nortan recommends wordless picture books as excellent stimuli for acquiring oral and written language skills. When a child is born, parents dream that he would be the best human being in future. The child, when introduced to books, becomes so. When books have an essential role in the lives of children, their vocabulary, language skills, learning experiences, social skills enrich, endowing them with personal taste and aesthetic sense in the very early phase. Teachers, parents, guardians and community members should encourage children to read Indian literature in English/Regional languages/Global literature for carving their all-round personality. This is true for any child in the world and no less true for an Indian child. Children should be careful in selecting which books to read, which genre to follow and which writer to love. To return to the favorite writer means as Mari Evans says in Clarity as Concept: "This is who we are, where we have been, where we are. This is where we must go. And this is what we must do." Once our children develop a passion for reading which has been vital in developing their cognitive skills to be active, it would be a hobby shaping them not only as book-lovers but also as high achievers. As identified by writer, Donna Norton in Through the Let us Gift our Children a Human Life to live Humanely and Happily Digitalization has changed the way a child programmes, right from the womb of the mother. Gone are the days when pregnant women used to take rest for the complete nine months to take care of the child in the womb by providing them physical nutrition through balanced food and mental nutrition through personal interaction with the baby and exposing to natural sounds of the earth. Nowadays, some mothers can be seen working till the 9th month and delivering the baby right after the first day of the maternity leave or sometimes in the workplace. The globalization and freedom to enjoy equal rights between men and women might have provided employment and economy to women but it has spoiled the positive human behavior of the children. Before the child turns three months, children lose the warmth of love and care of mothers and they are forced to be dependent on baby sitters or play schools. Working mothers are forced to report back to work after three months of maternity leave. Is it more important to earn when you GARDEN CITY UNIVERSITY GARDEN CITY UNIVERSITY know your children are not going to value your hard earned money? In the 21st Century, god has gifted one additional organ to the human being, "Smartphones". The era of playing with toys in the ground and playing with other children is coming to an end. Technology might have helped to do things faster in our lives but it has taken away the values, culture, personalization experience, and ethics in our lives and in our children's lives, resulting in deterioration of the health and behavior. Inhuman behaviors such as rape, robbery, sexual harassment, suicide, and terrorism etc. are rampant these days due to negative mental health. Diseases such as Diabetes, Heart attack and Obesity is encountered by the children as young as five years of age. The solution to gift our children a Human life is to review the way we connect the hearts between the parent and children positively to live humanely and happily. Dr. D.P. Sudhakar Dept of Hotel Management NEWS NEWS Child book-lovers naturally develop positive attitudes towards their culture and other cultures as and when they read stories, poems, folktales encouraging them acceptance of cultural differences depicting culture and homeland as an important piece to be treasured and valued. Reading nurtures them to reflect on the realities around them and be the best empathetic souls. Let our children create a community where true happiness thrives! Dr. S.D. Sasi Kiran Dept of Indian And Foreign Languages MODERN TIMES is about two people struggling with the isolation of the industrial era. Charlie Chaplin is an assembly line worker who loses his job after a work accident. Soon he finds himself leading a communist parade while just trying to return a red flag to a man who dropped it, and is sent to prison. When he comes upon an attempted escape, Chaplin captures the prisoners and releases the guards, and is pardoned because of his heroism. Chaplin soon is determined to go back to jail, and finds his chance when he sees a poor girl stealing bread, and confesses that it was he who stole it. But a witness identifies her. After a series of missteps and trips through jail, Chaplin and his The Visionary Superhero behind All Superheroes fast writer, he attended DeWitt Clinton High School in the Bronx. Dept of Media Studies NEWS NEWS UPCOMING EVENTS GCU - End Semester Exams Tips to beat the Exam Blues Examinations are designed to test a student's ability to synthesis information and to organize their thoughts on paper. Examinations are important but it increases the stress level of students. The word examination itself creates anxiety among the students. When exams knock at the door, it is common to go paranoid. There is a constant worry on how your performance will be and whether you are preparing right is a major concern. As the students of GCU are preparing for their upcoming endsemester exams, here are stress buster tips that can help the students to calm them a bit during this time. fun game etc. * Have some realistic target. Always it is advisable to students to have some realistic revision targets every day. This would not squeeze your brain in a single day and doing a bit of revision in regular basis would help to reduce stress. level. Students, who study for long time, need to have some protein. A 10 minute walk will not only keep your body fit and active, but will also refresh your mind. * Have a proper balance diet during this time. Intake of sugar should be avoided and opt for some snacks or ample fruits and veggies to maintain blood sugar * Ignore all kind of procrastination. Any kind of social media platform can be notorious mode of procrastination which needs to be avoided before exam. Once you have completed your study for the day, you can certainly think of going online and spending a few minutes to refresh your mind Nidhi Kunjilwar Dept of Media Studies * Take small breaks in between. Whenever you plan to study, always make it a point to take a 10 minutes break in every hour. This would allow you to refresh your mind and once your brain has a few minutes rest it can function well. You can spend this break time to listen to your favorite music, talking with a friend, playing some small The National Summit on Technology and Entrepreneurship Research and Innovation Council (RIC), Entrepreneurship Club & the Department of Commerce & Management of Garden City University is organizing The National Summit on "Technology and Entrepreneurship" on 24th November 2018, for the Corporate delegates, Research Scholars and students. Date Corporate connect through Research and technology National Summit on Technology and Entrepreneurship Organized by Research and Innovation Council (RIC) & Entrepreneurship Club & Department Commerce & Management Garden City University, Bengaluru th 24 November 2018 Venue Garden City University Objective To enhance knowledge of participants in latest Technology developments and start up opportunities To provide analytical knowledge on the recent developments in Internet of Things (IOT) and Artiﬁcial Intelligence(AI) and Robotics Facilitating the Acquisition of Managerial , Technical skills,Leadership and corporate communication best practices It is platform to facilitate Experts to share the best practices in Research and technology advancements Content Who can participate? Track-I Track-II Track-III Leadership and Enterpreneurship Operations and Supply Chain Management Fusion Technologies Track-IV Technology Developments: Internet of Things (IOT), Track-V Infrastructure and Smart cities AI and Robotics Track-VI Expert Speakers Seminar Chair Dr.Y.V.Rao, Dean-R&D Convenor Garden City University Prof. Thomson Thomas Garden City University Head of the department, Commerce and management Coordinator Mr.Anand Hangal E-mail: anand.hangal@garden city.university Experience sharing by participants Corporate Industry Experts Academicians Research Scholars Students Registration Rs 1000 for Research scholars/Students for Corporate/Academicians Rs 500 Registration: (Incldes working lunch, Tea and snacks) BEANSPROUT AND BANANA RELISH Recipe of the Week Dr. D.P.Sudhakar, Dept. of Hotel Management Sprouts are packed with multiple nutrients essential for the mental and physical wellness of the human body. Bananas are free from fat, cholesterol and sodium. In addition, Bananas provides instant happiness and energy. Let us celebrate Children's Day 2018 with Beansprout and Banana Relish, Ingredients: 1. Country Style Ripe Banana-2 Nos 2. Beansprouts- 200 grams 3. Coconut- 200 grams 4. Brown Sugar- 100 grams 5. Cardamom – 2 Pearls Method of Preparation: 1. Wash the Beansprouts in Luke warm water and strain. 2. Add the sprouts in a blender and add 150 ml of cold water. Blend well and strain the beansprout milk. 3. Rinse the blender, add beansprout milk, sliced banana, grated coconut, brown sugar and cardamom. Blend well until the mixture is creamy. 4. Take a Toll Collins glaass and rim with brown sugar. 5. Add the Creamy Mixture in the glass and garnish with a slice of Banana studded with fresh Beansprout. PUBLISHER Garden City University Publications PATRON IN CHIEF Dr. Joseph V G (Chancellor – Garden City University) EDITORIAL BOARD PATRONS Dr. V B Coutinho (Vice Chancellor – GCU) Dr. C.P Alexander (Pro Vice Chancellor) Mr. Christo Joseph, FRSA (Director – Strategy & Planning) Prof. Sibi Shaji (Principal) Dr. Sarit Kumar (Dean- Acadamics) Mr. Pradeep Seraphim (Registrar, GCU) STAFF EDITORIAL BOARD Dr. Shiba Daveshar (HOD-Media Studies) Prof. Anosua Chakarborty DESIGNER Jismon James STUDENT EDITOR Nisha Mukherjee CONTRIBUTORS Nidhi Kunjilwar Dr. D.P.Sudhakar Dr. S.D. Sasi Kiran Dr. Shiba Daveshar Prof. Anosua Chakraborty Prof. Babli Shome Prof. Nikita Mariam Joseph This program will be unique in nature to bring diversified background of participants to facilitate expert sharing sessions and panel discussions to understand the best practices and innovations to be adopted in the corporate and academic leadership. The prime objective of this program is to develop and strengthen the corporate and academic leadership through best research practices. This program will help in developing Industry Institute interaction and to facilitate incubation activities in the University. Nisha Mukherjee Dept of Media Studies GARDEN CITY UNIVERSITY GARDEN CITY UNIVERSITY NEWS NEWS	<urn:uuid:4b035e2d-92bf-4737-8d68-094331585ab3>	CC-MAIN-2018-51	https://www.gardencity.university/downloads/GCU-Elan-27-edition-2018.pdf	2018-12-14T15:06:50Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00153.warc.gz	885,869,319	4,602	eng_Latn	eng_Latn	0.990441	eng_Latn	0.997815	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 6885, 15199, 15349, 21523 ]	[ 2.25, 1.6328125 ]	1	0
6 TO 12 MONTHS Safety for Your Child Did you know that hundreds of children younger than 1 year die every year in the United States because of injuries — most of which can be prevented? Often, injuries happen because parents are not aware of what their children can do. Your child is a fast learner and will suddenly be able to roll over, crawl, sit, and stand. Your child may climb before walking, or walk with support months before you expect. Your child will grasp at almost anything and reach things he or she could not reach before. Falls Because of your child's new abilities, he or she will fall often. Protect your child from injury. Use gates on stairways and doors. Install operable window guards on all windows above the first floor. Remove sharp-edged or hard furniture from the room where your child plays. Do not use a baby walker. Your child may tip it over, fall out of it, or fall down the stairs in it. Baby walkers allow children to get to places where they can pull hot foods or heavy objects down on themselves. If your child has a serious fall or does not act normally after a fall, call your doctor. Burns At 6 to12 months children grab at everything. NEVER leave cups of hot coffee on tables or counter edges. And NEVER carry hot liquids or food near your child or while holding your child. He or she could get burned. Also, if your child is left to crawl or walk around stoves, wall or floor heaters, or other hot appliances, he or she is likely to get burned. A safer place for your child while you are cooking, eating, or unable to provide your full attention is the playpen, crib, or stationary activity center, or buckled into a high chair. If your child does get burned, put cold water on the burned area immediately. Keep the burned area in cold water for a few minutes to cool it off. Then cover the burn loosely with a dry bandage or clean cloth. Call your doctor for all burns. To protect your child from tap water scalds, the hottest temperature at the faucet should be no more than 120˚F. In many cases you can adjust your water heater. Make sure you have a working smoke alarm on every level of your home, especially in furnace and sleeping areas. Test the alarms every month. It is best to use smoke alarms that use long-life batteries, but if you do not, change the batteries at least once a year. (over) Downloaded From: http://patiented.solutions.aap.org/ on 08/11/2015 Terms of Use: http://solutions.aap.org/ss/terms.aspx Drowning At this age your child loves to play in water. Empty all the water from a bathtub, pail, or any container of water immediately after use. Keep the door to the bathroom closed. NEVER leave your child alone in or near a bathtub, pail of water, wading or swimming pool, or any other water, even for a moment. Drowning can happen in less than 2 inches of water. Knowing how to swim does NOT mean your child is safe in or near water. Stay within an arm's length of your child around water. If you have a swimming pool, now is the time to install a fence that separates the house from the pool. The pool should be fenced in on all 4 sides. Most children drown when they wander out of the house and fall into a pool that is not fenced off from the house. Be prepared — install a fence around your pool now, before your child begins to walk! Poisoning and Choking Your child will explore the world by putting anything and everything into his or her mouth. NEVER leave small objects or balloons in your child's reach, even for a moment. Don't feed your child hard pieces of food such as hot dogs, raw carrots, grapes, peanuts, or popcorn. Cut all of his or her food into thin slices to prevent choking. Be prepared if your child starts to choke. Learn how to save the life of a choking child. Ask your doctor to recommend the steps you need to take. Children will put everything into their mouths, even if it doesn't taste good. Many ordinary things in your house can be poisonous to your child. Be sure to keep household products such as cleaners, chemicals, and medicines up, up, and away, completely out of sight and reach. Never store lye drain cleaners in your home. Use safety latches or locks on drawers and cupboards. Remember, your child doesn't understand or remember "no" while exploring. If your child does eat something that could be poisonous, call the Poison Help number at 1-800-222-1222 immediately. Do not make your child vomit. Strangulation and Suffocation Place your baby's crib away from windows. Cords from window blinds and draperies can strangle your child. Use cordless window coverings, or if this is not possible, tie cords high and out of reach. Do not knot cords together. Plastic wrappers and bags form a tight seal if placed over the mouth and nose and may suffocate your child. Keep them away from your child. And Remember Car Safety Car crashes are a great danger to your child's life and health. Most injuries and deaths caused by car crashes can be prevented by the use of car safety seats EVERY TIME your child is in the car. All infants and toddlers should ride in a rear-facing car safety seat until they are at least 2 years of age or until they reach the highest weight or height allowed by their car safety seat's manufacturer. A rear-facing car safety seat should NEVER be placed in front of a passenger air bag. Your child, besides being much safer in a car safety seat, will behave better so you can pay attention From Your Doctor to your driving. The safest place for all infants and children to ride is in the back seat. Do not leave your child alone in a car. Keep vehicles and their trunks locked. Children who are left in a car can die of heat stroke because temperatures can reach deadly levels in minutes. Remember, the biggest threat to your child's life and health is an injury. The information in this publication 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 the individual facts and circumstances. Downloaded From: http://patiented.solutions.aap.org/ on 08/11/2015 Terms of Use: http://solutions.aap.org/ss/terms.aspx	<urn:uuid:797dedb6-3412-4a00-9487-efd933ed4436>	CC-MAIN-2018-51	http://www.brightstepspediatrics.com/wp-content/uploads/2015/08/6-to-12-Months-Safety-for-Your-Child.pdf	2018-12-14T14:14:35Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00154.warc.gz	342,770,294	1,359	eng_Latn	eng_Latn	0.999178	eng_Latn	0.999247	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2476, 6196 ]	[ 2.953125 ]	13	0
Unit 3 Chapter 3: Science Domain Getting Ready for the Unit and Connecting to Experience Course: Introduction to Curriculum Student Learning Outcomes: * Recognize developmentally appropriate teaching strategies and apply them in supervised settings with young children. * Use the ongoing cycle of curriculum development to plan, implement, and evaluate early childhood activities and environments. Objectives: * Identify and evaluate teaching behaviors for research!based best practices. * Observe and document children at play and propose appropriate activities and possibilities for expanding children's learning in a variety of curriculum areas. * Identify ways in which development in all domains and learning in all content areas can be integrated across the curriculum. Content and Topics: * Observation and assessment strategies as they apply to curriculum planning and evaluation. * Innovative and best practices in teaching * Program models and approaches (Reggio, Montessori, High Scope, Creative Curriculum, Waldorf, Bank Street, etc.) Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Interpret best and promising teaching and care practices as defined within the field of early care and education's history, range of delivery systems, program types and philosophies and ethical standards. * Examine the value of play as a vehicle for developing skills, knowledge, dispositions, and strengthening relationships among young children. Objectives: * Identify components of a play-based curriculum which is developmentally, culturally and linguistically appropriate and supports the development of all young children. * Investigate various foundations and theories in the field of early childhood education as a basis for forming a personal philosophy of teaching and developing professional goals. Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 3 Student Learning Outcomes (SLOs) for Unit 3 Course: Principles and Practices of Teaching Young Children – Continued Objective: * Demonstrate basic observational skills. Content and Topics: * Addressing the needs of the "whole child" (physical, cognitive, social!emotional) * Characteristics and roles of an effective teacher in an early childhood setting Course: Observation and Assessment Student Learning Outcomes: * Compare the purpose, value and use of formal and informal observation and assessment strategies. * Complete systematic observations using a variety of methods of data collection to assess the impact of the environment, interactions, and curriculum on children's development and behavior. Objectives: * Identify and apply basic quantitative and qualitative observation and recording techniques. * Use observation tools to identify quality in play!based environment, curriculum, and care routines, and to detect trends and anomalies in individuals and groups. Content and Topics: * Historic and current tools of observation and assessment * Utilization of observation and assessment data to create appropriate curricula and environments * Observation as part of the on!going process of curriculum and planning that support all children. Course: Practicum-Field Experience Student Learning Outcomes: * Apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults. * Critically assess one's own teaching experiences to guide and inform practice. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Analyze classroom space and daily routines in terms of their effect on the behavior and interactions of children and teachers. * Analyze classroom space and daily routines in terms of their effect on the behavior and interactions of children and teachers. Course: Practicum-Field Experience – Continued Content and Topics: * Authentic assessment and documentation * Self reflection and self-assessment through team collaboration and portfolio documentation * Ongoing Curriculum Development Cycle a. Observation b. Planning c. Implementation d. Evaluation e. Documentation * Content Areas: * California State Learning Standards and tools o Science Key Topic 1 – Organization and Rationale of the Science Domain Course: Child Growth and Development Student Learning Outcomes: * Describe major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive, and language development. Objectives: * Demonstrate knowledge of the physical, social/emotional, cognitive and language development of children, both typical and atypical, in major developmental stages. * Demonstrate knowledge of current research as it applies to child development. Content and Topics: * Major current and historical theoretical frameworks of child development * The role and influence of family and caregivers Course: Child, Family and Community Student Learning Outcomes: * Describe effective strategies that empower families and encourage family involvement in children's development. Objectives: * Describe contemporary social issues and their effects on families and children. Content and Topics: * Interrelatedness of family, school and community as agents of socialization * Teachers' and caregivers' influences on children and families Course: Introduction to Curriculum Student Learning Outcomes: * Identify play-based curriculum models and approaches, standards for early learning, and indicators of quality. Objectives: * Identify and evaluate teaching behaviors for research-based best practices. * Identify ways in which development in all domains and learning in all content areas can be integrated across the curriculum. Course: Introduction to Curriculum – Continued Content and Topics: * Innovative and best practices in teaching * Strategies for family involvement * Use of current research * Content areas (science) Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families. Objectives: * Investigate various foundations and theories in the field of early childhood education as a basis for forming a personal philosophy of teaching and developing professional goals. * Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families, and colleagues including the importance of collaboration. Content and Topics: * Characteristics and roles of an effective teacher in an early childhood setting * Collaboration and partnerships with families, colleagues, and health care professionals Course: Practicum-Field Experience Student Learning Outcomes: * Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Analyze classroom space and daily routines in terms of their effect on the behavior and interactions of children and teachers. Content and Topics: * Self reflection and self!assessment through team collaboration and portfolio documentation * Content Areas: o Science * Family involvement in early childhood programs * California State Learning Standards and tools Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 3 Student Learning Outcomes (SLOs) for Unit 3 Key Topic 2 – Getting to Know Environmental Factors That Support Science Course: Child, Family and Community Student Learning Outcomes: * Describe effective strategies that empower families and encourage family involvement in children's development. Objectives: * Identify how the child develops within a system and is influenced by numerous factors of socialization including the role of the family, childcare, schooling and the community. Content and Topics: * Interrelatedness of family, school and community as agents of socialization * Teachers' and caregivers' influences on children and families Course: Introduction to Curriculum Student Learning Outcomes: * Recognize developmentally appropriate teaching strategies and apply them in supervised settings with young children. * Demonstrate an understanding of the many aspects of the teachers' role in early childhood programs. * Identify play-based curriculum models and approaches, standards for early learning, and indicators of quality. * Use the ongoing cycle of curriculum development to plan, implement, and evaluate early childhood activities and environments. Objectives: * Identify and evaluate teaching behaviors for research!based best practices. * Identify ways in which development in all domains and learning in all content areas can be integrated across the curriculum. * Demonstrate ability to select safe and appropriate materials and equipment. Content and Topics: * Developmental theory as it applies to curriculum development. * Effective use of learning centers and integrated curriculum * Innovative and best practices in teaching * The effect of environment on behavior * Content areas (math, science, literacy, social studies, creative arts) Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 3 Student Learning Outcomes (SLOs) for Unit 3 Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families. * Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development. Objectives: * Identify components of a play-based curriculum which is developmentally, culturally and linguistically appropriate and supports the development of all young children. * Identify children's developmental processes and describe adaptations to curriculum and environments needed to support all children. * Describe the relationship of observation, planning, implementation, and assessment in effective programming. Content and Topics: * Addressing the needs of the "whole child" (physical, cognitive, social!emotional) * The influence of environment on behavior and learning (environment as third teacher) * Characteristics and roles of an effective teacher in an early childhood setting * Quality indicators of programs (e.g., accreditation, assessment tools) Course: Observation and Assessment Student Learning Outcomes: * Complete systematic observations using a variety of methods of data collection to assess the impact of the environment, interactions, and curriculum on children's development and behavior. Objectives: * Use observation tools to identify quality in play!based environment, curriculum, and care routines, and to detect trends and anomalies in individuals and groups. Content and Topics: * Utilization of observation and assessment data to create appropriate curricula and environments * Observation as part of the on!going process of curriculum and planning that support all children. Course: Practicum-Field Experience Student Learning Outcomes: * Integrate understanding of children's development and needs to create and maintain healthy, safe, respectful, supportive and challenging learning environments for all children. * Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Analyze classroom space and daily routines in terms of their effect on the behavior and interactions of children and teachers. * Integrate content areas and opportunities for development across the curriculum. Content and Topics: * Organization of physical environment, routine/schedule, and materials * Content Areas: * Positive interactions with children and adults o Science * California State Learning Standards and tools * Environment as a teaching and learning tool Key Topic 3 – Getting to Know Interactions and Strategies That Support Science Course: Introduction to Curriculum Student Learning Outcomes: * Recognize developmentally appropriate teaching strategies and apply them in supervised settings with young children. * Demonstrate an understanding of the many aspects of the teachers' role in early childhood programs. Objectives: * Identify and evaluate teaching behaviors for research!based best practices. * Identify ways in which development in all domains and learning in all content areas can be integrated across the curriculum. Content and Topics: * Developmental theory as it applies to curriculum development. * Innovative and best practices in teaching * Planning for diverse learning styles, motivations, interests, and abilities * Components of effective learning environments * Content areas (science) Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Assess early childhood settings, curriculum, and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families. * Examine a variety of guidance and interaction strategies to increase children's social competence and promote a caring classroom community. Objectives: * Identify components of a play-based curriculum which is developmentally, culturally and linguistically appropriate and supports the development of all young children. Content and Topics: * Addressing the needs of the "whole child" (physical, cognitive, social-emotional) * The importance of developmentally, culturally, linguistically appropriate practice. * Characteristics and roles of an effective teacher in an early childhood setting Course: Practicum-Field Experience Student Learning Outcomes: * Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children. * Critically assess one's own teaching experiences to guide and inform practice. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Analyze classroom space and daily routines in terms of their effect on the behavior and interactions of children and teachers. * Analyze student teaching experiences to inform and guide future teaching and collaborative practices. Content and Topics: * Application of developmentally, culturally, and linguistically appropriate practices o Science * Content Areas: * California State Learning Standards and tools Key Topic 4 – Universal Design, Individualizing, and Family Partnerships Course: Child Growth and Development Student Learning Outcomes: * Differentiate characteristics of typical and atypical development. Objectives: * Examine and evaluate the importance of the early years. * Examine and evaluate the role of family in facilitating children's development. Content and Topics: * The role and influence of family and caregivers * The role and influence of cultural and societal impacts Course: Child, Family and Community Student Learning Outcomes: * Describe effective strategies that empower families and encourage family involvement in children's development. Objectives: * Describe contemporary social issues and their effects on families and children. * Develop appropriate strategies to assist families experiencing stress. Content and Topics: * Role of family in children's developmental outcomes. * The influence of teachers' and caregivers' personal experience and family history on relationships with children and families. * Teachers' and caregivers' influences on children and families Course: Introduction to Curriculum Student Learning Outcomes: * Recognize developmentally appropriate teaching strategies and apply them in supervised settings with young children. * Demonstrate an understanding of the many aspects of the teachers' role in early childhood programs. Course: Introduction to Curriculum – Continued Objectives: * Identify and evaluate teaching behaviors for research!based best practices. * Demonstrate how curriculum and environment can be designed and adapted for children's unique and individual ages, stages, and needs. Content and Topics: * Consideration of cultural, linguistic, ethnic, economic, ability and gender diversity including the acquisition of English as a second language in planning for young children * Planning for diverse learning styles, motivations, interests, and abilities * Planning for children with special needs * Innovative and best practices in teaching Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Interpret best and promising teaching and care practices as defined within the field of early care and education's history, range of delivery systems, program types and philosophies and ethical standards. Objectives: * Identify components of a play-based curriculum which is developmentally, culturally and linguistically appropriate and supports the development of all young children. * Identify children's developmental processes and describe adaptations to curriculum and environments needed to support all children. Content and Topics: * Attention to developmental needs of children of different ages (infant/toddler, preschool, school!age) * The importance of developmentally, culturally, linguistically appropriate practice. * Applying developmentally!appropriate practices to normative and atypical development Course: Health, Safety, and Nutrition Student Learning Outcomes: * Discuss the value of collaboration with families and the community. Objectives: * Compare and contrast various methods of collaboration with teachers and families to promote health and safety in settings for all children. * Plan early childhood curriculum on the topics of health, safety, and nutrition in accordance with culturally, linguistic and developmentally sound practice. Course: Health, Safety, and Nutrition – Continued Content and Topics: * Respecting the cultural, linguistic, and developmental differences of families, teachers and children * Collaboration with families and health care professionals Course: Teaching in a Diverse Society Student Learning Outcomes: * Critically assess the components of linguistically and culturally relevant, inclusive, age-appropriate, anti-bias approaches in promoting optimum learning and development. Objectives: * Compare the historical and current perspectives involving diversity and inclusion and their impacts on children's identity development and learning. * Evaluate inclusive classroom environments, materials and approaches for developmental, cultural, and linguistic appropriateness. * Investigate and develop strategies to create partnerships with families on issues of bias and injustice through building mutual, collaborative relationships. Content and Topics: * Culturally and developmentally appropriate classrooms: curriculum, environment; human relationships * Environments and curriculums that respectively reflect children's cultures and experiences and that expose children to the larger communities in which they live * Teachers and families: teacher responsibility to assess power dynamics; and commitment to co!creation of anti!bias approaches Course: Practicum-Field Experience Student Learning Outcomes: * Integrate understanding of children's development and needs to create and maintain healthy, safe, respectful, supportive and challenging learning environments for all children. * Apply a variety of effective approaches, strategies and techniques supporting positive relationships with children and adults. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Analyze student teaching experiences to inform and guide future teaching and collaborative practices. Course: Practicum-Field Experience – Continued Content and Topics: * Application of developmentally, culturally, and linguistically appropriate practices * California State Learning Standards and tools * Adaptations for children with diverse abilities, learning styles, and temperaments * Family involvement in early childhood programs Key Topic 5 – Exploring the Research Highlights of the Science Domain Course: Child Growth and Development Student Learning Outcomes: * Apply developmental theory to child observations, surveys, and/or interviews using investigative research methodologies. Objectives: * Demonstrate knowledge of current research as it applies to child development. * Identify and describe biological and environmental factors that influence children's development from conception to adolescence across domains Content and Topics: * Contemporary social issues that impact children's development * The role and influence of cultural and societal impacts Course: Introduction to Curriculum Student Learning Outcomes: * Demonstrate an understanding of the many aspects of the teachers' role in early childhood programs. Objectives: * Identify and evaluate teaching behaviors for research!based best practices. Content and Topics: * Developmental theory as it applies to curriculum development. * The development of the whole child (physical, cognitive, and social/emotional development, including socialization, self!regulation, self!help skills for all children) * Use of current research Course: Principles and Practices of Teaching Young Children Student Learning Outcomes: * Interpret best and promising teaching and care practices as defined within the field of early care and education's history, range of delivery systems, program types and philosophies and ethical standards. Course: Principles and Practices of Teaching Young Children – Continued Objectives: * Investigate various foundations and theories in the field of early childhood education as a basis for forming a personal philosophy of teaching and developing professional goals. Content and Topics: * Current and historic models, influences, and approaches in the field of early childhood * Characteristics and roles of an effective teacher in an early childhood setting Course: Teaching in a Diverse Society Student Learning Outcomes: * Critique the multiple societal impacts on young children's social identity. Objectives: * Compare the historical and current perspectives involving diversity and inclusion and their impacts on children's identity development and learning. Content and Topics: * Anti!bias approaches to all curriculum arenas, materials, activities, goals, assessment * Teachers and families: teacher responsibility to assess power dynamics; and commitment to co!creation of anti!bias approaches Course: Practicum-Field Experience Student Learning Outcomes: * Integrate understanding of children's development and needs to create and maintain healthy, safe, respectful, supportive and challenging learning environments for all children. * Evaluate the effectiveness of early childhood curriculum, classrooms, teaching strategies and how teachers involve families in their children's development and learning to improve teaching practices for all children. Objectives: * Incorporate current research and understanding of developmental theories into the selection of learning materials and experiences for young children. * Present and evaluate a variety of developmentally, culturally and linguistically appropriate play!based learning experiences. Content and Topics: * Self reflection and self-assessment through team collaboration and portfolio documentation * Professional development skills * California State Learning Standards and tool Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 3 Student Learning Outcomes (SLOs) for Unit 3 CDE/Child Development Division and WestEd Center for Child and Family Studies	<urn:uuid:feb1fd3d-3228-4d68-bf67-8aa0317c5fc8>	CC-MAIN-2018-51	https://facultyinitiative.wested.org/wp-content/themes/fip-genesis-child/Instructional-Guides/PCFv3/slos/002-units/FIP_IG_PCFv3_Unit3_SLOs_0415.pdf	2018-12-14T15:55:04Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00154.warc.gz	608,847,381	4,302	eng_Latn	eng_Latn	0.946233	eng_Latn	0.987787	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2014, 3934, 4328, 5870, 7935, 9830, 11740, 12845, 14620, 15568, 16967, 18973, 20966, 21305, 22787, 24986 ]	[ 4, 3.515625 ]	1	0
Kennen und Wissen Theorie problem The problem is that there are two words in German for the word "know". To avoid missunderstanding it's necessary to know the difference between "wissen" and "kennen". 1.) "Kennen" is used to express that we are familar with a person or a place. examples: * Ich kenne Nelson. Ich habe ihn letzte Woche getroffen. (I know Nelson. I met him last week.) * Wer bist du? Ich kenne dich nicht. (Who are you? I don't know you.) * Kennst du die Stadt Nideggen? (Do you know the city Nideggen?) 2.) "Wissen" is used to express that you know a fact. You've got knowledge about something. examples: * Ich weiß, wann du geboren bist. (I know when you was born.) * Er weiß die Antwort nicht. (He doesn't know the answer.) * Weißt du, wie spät es ist?. (Do you know what's the time?) Unfortunately, these two easy rules don't explain all situations. Therefore, you should consider these additional rules as well: 3.) "Kennen" is always used if you can answer a question just by one noun or pronoun. examples: * Kennst du das Lied? (Do you know the song?) * Ja, ich kenne das Lied. / Ja, ich kenne es. (Yes, I know the song. / Yes, I know it.) * Kennst du den Unterschied zwischen "wissen" und "kennen"? (Do you know the difference between "wissen" and "kennen"?) * Ja, ich kenne den Unterschied. / Ja, ich kenne ihn. (Yes, I know the difference. / Yes, I know it.) 4.) "Wissen" is always used if your answer requires a whole phrase, not just one word. The answer "Ich weiß es." or "Ich weiß es nicht." doesn't count. Answer the question in another way and you know if it has to be "kennen" or "wissen". © Thomas Höfler 2005 – 2009 1 Kennen und Wissen Theorie examples: * Weißt du, wo ich wohne? (Do you know where I live?) * Ja, ich weiß, wo du wohnst. (Yes, I know where you live.) * Wissen Sie, wann Zug kommt? (Do you know when the train arrives?) * Nein, ich weiß nicht, wann er kommt. (No, I don't know when it arrives.) A last hint: A sentence with "wissen" is usually followed by a subordinate clause which starts with "wie, wann, wo, wer, warum ...". conjugation of "kennen" and "wissen" We spoke already about the conjugation of "kennen" and "wissen". I'd like to refresh it, however. © Thomas Höfler 2005 – 2009 2	<urn:uuid:3ab72e59-1f52-4db4-854a-05d7f8297bad>	CC-MAIN-2018-51	http://www.deutschseite.de/vokabeln/kennen_und_wissen/kennen_und_wissen_theorie.pdf	2018-12-14T15:18:16Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00153.warc.gz	346,080,281	642	eng_Latn	eng_Latn	0.968331	eng_Latn	0.972046	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1669, 2270 ]	[ 2.984375 ]	2	0
Unit 4 – California Preschool Curriculum Framework as a Resource for Planning and Integrating Curriculum: Key Topic 4: Exploring Key Elements of the Curriculum Framework Across Domains Focus Statement Students review the environments and materials and interactions and strategies in the nine domains of the three volumes of the California Preschool Curriculum Framework and identify ways that the environments and materials or interactions and strategies from one domain can support learning in one or more of the other domains. Curriculum Alignment Project (CAP) Student Learning Outcomes The Curriculum Alignment Project's (CAP) lower division eight courses and student learning outcomes are mapped onto each instructional guide learning experience. See Appendix A for the specific student learning outcomes, objectives, and examples of course content and topics for the courses listed below. * Introduction to Curriculum * Principles and Practices of Teaching Young Children * Practicum-Field Experience Instructional Methodologies * Class discussion * Development of a resource tool * Jigsaw reading * Pairs or small groups * Panel/guest speaker * Reflective discussion California Preschool Curriculum Framework as a Resource for Planning and Integrating Curriculum: Key Topic 4 – Exploring Key Elements of the Curriculum Framework Across Domains California Early Childhood Educator Competency Areas to Consider The Faculty Initiative Project will undertake a comprehensive process in the future to map the content of the instructional guides to the California Department of Education, Early Education and Support Division's California Early Childhood Educator Competencies. The "Competency Areas to Consider" below are listed in this instructional guide as a preliminary exploration of how particular competency areas might be addressed through these learning experiences. * Child Development and Learning * Culture, Diversity, and Equity * Relationships, Interactions, and Guidance * Family and Community Engagement * Dual-Language Development * Special Needs and Inclusion * Learning Environments and Curriculum * Leadership in Early Childhood Education * Professionalism Unit 4 – California Preschool Curriculum Framework as a Resource for Planning and Integrating Curriculum: Key Topic 4: Exploring Key Elements of the Curriculum Framework Across Domains Before You Start The Preschool Curriculum Framework, Volume 3 completes the publication of the preschool curriculum framework for all nine preschool learning and development domains of California's Early Learning and Development System. These nine domains parallel the nine domains of the preschool learning foundations. Volume 3 of the curriculum framework provides guidance in planning and implementing curriculum that supports children as they progress in their learning and development in the two domains of this volume—history–social science and science. It will be important to have access to all three volumes of the curriculum framework so that students can use them as resources in responding to the questions and information presented in this key topic. These volumes can be downloaded from the Faculty Initiative Project Web site at http://facultyinitiative.wested.org. This key topic can be used either as a unifying experience following work with other key topics in this instructional guide or in the guide for earlier volumes. It can also work well as an overall view of the curriculum framework. The active learning in this key topic provides students with some processes and resources for working across all nine domains and becoming familiar with some key elements that are common to all domains. It is designed to familiarize students with the environments and materials and interactions and strategies that are presented in each of the nine domains. For a complete list of recommended environments and materials for all nine domains, reference Appendix C in this instructional guide. Likewise, for a complete list of recommended interactions and strategies for all nine domains, reference Appendix D in this instructional guide. Students will work individually, in pairs, or groups of three or four. Each student, pair, or group initially will be responsible for the environment and materials in one domain and for the interactions and strategies in one or more strands. Students will then work with other students, which will give them opportunities to become familiar with these key elements across a few domains. They will gain an understanding of how to continue exploring these elements across domains using Appendix C or Appendix D in this instructional guide. Organizing students in this key topic will take some forethought, and two tables are presented in the "Active Learning" section. One lists the number of suggested environments and materials for each domain, and the other table lists the number of interactions and strategies for each strand and domain. Determining grouping will require fitting the number of students to the number of domains or strands and then determining how to move students among groups. Some suggestions are provided in the "Getting it started" and "Keeping it going" segments. To work with interactions and strategies, it is recommended that students be organized by strand, even though interactions and strategies are presented for each substrand. For either of these learning experiences, if faculty are printing environments and materials and interactions and strategies for each strand so that students can work with the printed versions, copying each domain in a different color might help keep students organized. Key Topic 2 in Unit 7 of the Faculty Initiative Project's Instructional Guide for the California Preschool Curriculum Framework, Volume 1 provides an introduction to the framework in the context of the overall early learning and development system. This instructional guide is also available on the Faculty Initiative Project's Web site. Before beginning this key topic about exploring key elements across domains, it might be helpful to review Key Topic 2, Unit 7 as an overview of how the curriculum framework fits into this system. Information Delivery Begin by developing an understanding of where the curriculum framework fits in California's Early Learning and Development System. Remind students that there are nine learning and development domains in the system: Slides'2)3' * Social-Emotional Development * Language and Literacy * English-Language Development * Mathematics * Visual and Performing Arts Slides'4)5' Slide'6' * Physical Development * Health * History–Social Science * Science For each domain, there are learning foundations and a curriculum framework. Remind students of the following key distinctions: * The learning foundations are the what—goal-like statements that describe what children typically learn and develop with optimal learning opportunities and support. * The curriculum framework is the how—guidance for how teachers can intentionally support children's learning and development. ". . . the curriculum framework does not prescribe activities that teachers are expected to follow. It is flexible and designed to foster respect for the diversity of preschool children, teachers, communities, and programs in California" (California Preschool Curriculum Framework, Volume 1, p. 32). The curriculum framework contains two important elements for each domain: * Environments and materials, which are presented for each domain * Interactions and strategies, which are presented for substrands within each strand of each domain The environments and materials and interactions and strategies are suggestions and recommendations that are presented as ways to support children's learning and development. They are intended to support integration across curriculum domains, in recognition of the integrated nature of early development. Let students know that they will have an opportunity to explore suggested curriculum approaches by looking closely at the environments and materials and at the interactions and strategies. They will be using the same process for these two explorations and Active Learning some of the same questions. This is intended to give them a consistent process of inquiry to use not only in this key topic but also whenever they approach the interactions and strategies and environments and materials in the framework. Getting it started Begin by letting students know that they will be working first with environments and materials. Depending on the number of students in the whole group, assign each student or pair of students to one domain. The following table lists the number of environments and materials for each domain. Faculty might want to assign more than one domain to students based on these numbers. Even though environments and materials are available in Appendix C, it is suggested that students locate them in the framework to gain understanding of how the framework is organized and to find the discussion for each of the suggested environments or materials. The numbers in the following table are provided so that faculty can decide how to assign domains or strands so that they are distributed as evenly as possible among students. Environments and Materials Slide'7' Slide'8' * The science domain includes 20 suggestions in the "Environments and Materials" section of the California Preschool Curriculum Framework, Volume 3 for both the physical and social environment. The physical environment has 13 suggested environments and materials and the social environment has 7 suggested environments and materials. Give students time to use Appendix C to become familiar with the environments and materials in their domain. Suggest that they take notes, either hard copy or electronically, as they move through these domains and consider the following questions as they work: * Are there recommended environments and materials that you have seen in early care and education settings? Can you describe some examples of these? If not, ask your peers for examples during further discussions. * What did you see within this domain that suggests an integrated curriculum? Then ask each student to pair with a student who was assigned a Online Options Students could post their responses to the two questions for their assigned domain. Then each student could choose the responses to another domain to answer the second set of questions about the integration of the environments and materials across those two domains. If an online-discussion forum is available, faculty could facilitate a discussion based on the last four questions in the "Getting it started" segment. different domain. If they have been working in pairs, assign two pairs with different domains to get together. Ask them to briefly look at the environments and materials in both domains and to answer these questions as they compare these two domains: * Which suggested environments and materials have you seen examples of in early care and education settings? Slide'9' Slide'10' * What in these two domains suggests ways to integrate environments and materials? That is, are there suggested environments and materials that would support early learning and development in both of these two domains? * Are there some suggested environments and materials that seem relevant only to the domain in which they appear? * What does this suggest about intentional planning of environments and materials? Continue grouping students with different domains as much as possible. This might mean splitting up pairs so that individual students can meet with other students from more domains. This might work as a round robin, with one student for each domain staying in place and others circulating around to a certain number of or all other domains. This could also work with pairs if there are two pairs for each domain. Whenever they encounter a new domain, ask them to again consider the questions. As they increase their exposure to more domains or when they come together as a whole group, facilitate a discussion with these questions: * Where did you see strong similarities? * Where did you see something that was really unique? * What does this suggest about the integrated nature of early learning and development? * Overall, what did you discover in this learning experience? Keeping it going Now tell students that they will be working with interactions and strategies, using the same process. There are many more interactions and strategies than environments and materials. Faculty might be able to use the same organization of students as they did with the environments and materials, or this might require a new way of organizing students. To work with interactions and strategies, it is recommended that students work with strands, even though the interactions and strategies are presented for each substrand. Working with an entire strand will provide a cohesive approach for seeing integration across the strand and will help students see where interactions and strategies can be supportive across the entire strand. The following table will help faculty decide how to assign the 34 strands to students. This will depend on the number of students in the class. It will work best if, as much as possible, any student has strands that are in one domain. Even though interactions and strategies are available in Appendix D, it is suggested that students use the table of contents for each volume of the framework to find the location of each strand and substrand. The interactions and strategies can be found within the pages of each substrand. This will give them more exposure to the organization of the framework and build their familiarity with it. The numbers in the following table are provided so that faculty can decide how to assign domains or strands so that they are distributed as evenly as possible among students. Interactions and Strategies Slide'11' Give students time to use Appendix D to become familiar with the interactions and strategies in their strands. Ask them to consider the following questions as they do this: * Are there recommended interactions and strategies that you have seen in early care and education settings? Can you describe some examples of these? If not, ask your peers for examples during further discussions. * What did you see in your assigned strand(s) that suggests an integrated curriculum? Again ask each student to pair with a student who was assigned a different strand or set of strands. If they have been working in pairs, ask two pairs with different strands to get together and explore the interactions and strategies in both domains. As they compare these strands, ask them to consider the following additional questions: Slide'12' Slide'13' * Are there suggested interactions and strategies that would support early learning and development in your assigned strand(s)? * Are there some suggested interactions and strategies that seem relevant only to the strands in which they appear? * What does this suggest about intentional planning of interactions and strategies? About looking for teachable moments? Continue grouping students with different strands as much as possible. This might mean splitting up pairs so that individual students can meet with other students from more strands. This might work as a round robin, with one student for each strand or set of strands staying in place and others circulating around to explore as many other strands as possible. Whenever they encounter a new strand or set of strands, ask them to again consider the questions. Putting it together As they increase their exposure to more strands or when they come together as a whole group, facilitate a discussion with the following questions: * Where did you see strong similarities? * Where did you see something that was really unique? * What does this suggest about the integrated nature of early learning and development? * What did you discover about the framework as a resource for curriculum planning? * Overall, what did you discover in this learning experience? Encourage students to see the environments and materials and interactions and strategies as a rich part of the framework that they can return to repeatedly for support and ideas. Ensure that students see that the framework is not a set of activities for teachers to follow but is a resource where they can find ideas and approaches that will support children in progressing toward achieving the foundations. Taking it further Remind students that one rationale for becoming familiar with the contents of the curriculum framework is to be able to use it as a resource for planning curriculum. Now that they have spent some Slide'14' Slides'15)16' Reflection Reflection Slide'17' time becoming familiar with some of the content of each domain and with how the domains provide support for integrated curriculum, ask students to think of some ways that the framework could be used regularly for planning. Ask them to think about these questions: * What would be some ways of incorporating the curriculum framework as a resource into the curriculum planning cycle of an early care and education setting? * If any students are currently working in an early care and education setting, where in the planning process of the program could they bring in the framework? Alternatively, some guest program directors or other staff of early care and education programs could be invited to a class session to discuss these questions and any others the students can generate. * Is there a regular time for planning that could incorporate routine consulting of the curriculum framework? * Are there times during program planning that specific domains could be incorporated into the reflection and discussion done by staff? * Are there sessions regularly scheduled for professional development within the setting that could be devoted to features of the framework? * Are there other ways that the framework could become a regular piece of curriculum planning, reflection, and discussion? After students have had an opportunity to look across domains with important elements of the framework, ask them to reflect on their experience with the following questions: * What stood out for you? * What surprised you? * Where did you feel most comfortable? * Where did you feel most challenged? Deeper Understanding Slide'18' * What does this suggest about your work in early care and education? * What do you still want to learn about? * How can you do that? Along with environments and materials and interactions and strategies, other elements in each domain in the framework are important to consider. One of these is the section in each domain of guiding principles for that domain. These principles are researchbased and follow guidelines for developmentally appropriate practice. One way to continue developing students' understanding of the framework would be to bring their attention to these guiding principles. Students could develop their own resource to parallel the resource provided in Appendix E. Ask them to develop their own lists of the guiding principles. Assign each domain to one or more students and ask them to provide a list for that domain. When they have done this, ask them to circulate as they did in the "Getting it started" and "Keeping it going" sections and for this exploration review the guiding principles across several domains. Again ask them to look for similarities and uniqueness for as many domains as they have time to share and review. One way to end this key topic would be to direct students' attention to the eight overarching principles that guided the development of the entire framework. These are contained in the introduction to each volume of the framework and provide an understanding of how these frameworks reflect important issues for early care and education in California. When this exploration has been completed, instructors may choose to distribute Appendix E of this instructional guide for an overview of each domain's guiding principles and the eight overarching principles.	<urn:uuid:a0e5b48b-eaa0-49e9-82be-747150bfe2ea>	CC-MAIN-2018-51	https://facultyinitiative.wested.org/wp-content/themes/fip-genesis-child/Instructional-Guides/PCFv3/unit4/001-kts/KT4/FIP_IG_PCFv3_U4_KT4_0415.pdf	2018-12-14T14:21:26Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00153.warc.gz	589,708,991	3,611	eng_Latn	eng_Latn	0.993288	eng_Latn	0.998497	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1359, 2190, 4399, 6585, 8203, 9323, 11096, 13110, 14004, 14830, 16801, 18459, 20210 ]	[ 3.890625, 3.703125 ]	1	0
Good2MeGood4MeGood4Earth: How to Make it Earth Day EVERYDAY By Renee Lea-Currie, Ph.D. April 7, 2018 Since 1970, Earth Day has been a global movement to make environmental friendly choices on April 22 each year. The goal is to stop our poisoning of the earth God gave us. Since CREATION, God has mandated that man (humans) take care of the earth as an example of good stewardship of our environment. The theme for 2018 Earth Day is to End Plastic Pollution. Did you know that China, the largest receiver of recyclable products has banned receipt of recyclable materials ("foreign waste) since January 2018? This means that the majority of the recyclables from the US, Canada, Ireland, Germany now have no home. Does this mean we stop recycling? NO! NO! NO! It means we must be better stewards of the earth and REDUCE our use of plastic and live as if we have been charged with stewardship of our planet until Jesus returns. It means we must support US companies that use recyclable materials to produce the products such as reusable grocery shopping bags, toothbrushes, bottles, paper. Why should I care? If you love the beach (as I do) you will want a clean natural environment and not one laden with plastic waste or high bacteria levels. In 2016 and 2017 Myrtle Beach, SC had several unsafe swimming warnings issued due to high bacteria levels caused by storm water waste. Less than 23% of plastic waste is recyclable. This means the majority does not break down and remains in our landfills and oceans for hundreds of years. But Jesus is coming soon so why should I care? I do not wish to be like the servant given the 1 talent who wasted his time using fear as an excuse and not being a good steward to use that talent to do good for his master. Stewardship begins with the belief that God wants me to care for the planet he so lovingly made. Caring for the Earth is also Good2Me and Good4Me - In 2016, world plastics production totaled around 335 million metric tons. - 4 trillion (1,000,000,000,000) plastic bags are used worldwide each year but only 1% are returned for recycling. - It is estimated that by 2050, there will be more plastic than fish in the world's oceans - There are 3,091 active landfills in the U.S. However landfills liners can leak and spread waste and bacteria into our oceans and water sources. How can I start making a change that is Good2Me (convenient), Good4Me Good4Earth? 1. Bring your own reusable bags to the grocery store. 2. Return your plastic grocery bags to recycling centers. Some are available at grocery stores such as Food Lion. 3. Make sure to properly recycle and sort products if required by your area 4. Use recycled products such as recycled paper when making purchases for office of home use 5. Use reusable containers such as glass, ceramic, stainless steel for food storage 6. Buy and use a good reusable bottle for water. Glass and stainless steel are great affordable convenient options in a variety of sizes -even ones suitable for lunchboxes. 7. Find reusable alternatives for food items that are individually wrapped or packaged. Those 100-calorie packs are terrible for the environment, even though they help with portion control. (www.beezero.com) 8. Buy in bulk and store in reusable containers 9. Reuse containers. My washed and cleaned empty ketchup squirt bottle makes a great toilet bowl cleaner container (baking soda, natural soap, salt, essential oil) to clean 10. Make your own natural cleaners using inexpensive items such as vinegar, baking soda, salt, soda ash to reduce not only the toxic effects in your home but also in our water supply 11. Purchase reusable strong inert plastics such as one with recycling code #5 (polypropylene:PP) 12. Clean your recyclable containers before placing in your recycling bin 13. Compost your food scraps. 14. Start a garden. If space is limited, use a container garden 15. Use heirloom or organic seeds when possible to avoid GMO in your garden. 16. Start a Terracycle fundraising project to recycle and make money for your group Good2MeGood4Me Earth Day 2018 Word Search Check out the Earth Day Plastic calculator to see where you use the most plastic. This will help give you a starting point to reduce use. https://www.earthday.org/plastic-calculator/ CERAMIC GARDEN GROCERY BAG OCEANS RECYCLE REUSE TERRACYCLE Resources https://www.weforum.org/agenda/2016/10/every-minute-one-garbage-truck-of-plastic-is-dumped-into-our-oceans/ https://www.earthday.org/earthday/toolkits/	<urn:uuid:6ae83227-bee9-4dfe-b18d-535a09aa846e>	CC-MAIN-2018-51	http://www.thetakebacktour.com/uploads/2/1/3/8/2138124/2018_april_how_to_make_it_earth_day_everyday.pdf	2018-12-14T15:43:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00154.warc.gz	484,396,024	1,048	eng_Latn	eng_Latn	0.993966	eng_Latn	0.997828	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3439, 4507 ]	[ 3.265625 ]	1	0
2016 - 2019 Technology Plan Gahanna Jefferson Local Schools Prepared by Dr. Tom Fry DYNAMIX LLC Table of Contents ................................................................................................................................................... 6 Executive Summary The Gahanna Jefferson Public Schools Technology Plan was developed to guide district decision-making. The district had previously outsourced technology support. As we transitioned into an in-district technology department, the need for a clear technology plan became evident. The plan is an evolving living document that can be revised or adjusted as necessary. The plan will serve as a guide in decisionmaking and allocating resources, both human and financial, over the next three years. The plan was created by a dedicated committee of parents, community members, teachers, and administrators who were passionate about providing the best instructional technology program for each and every student. A steering committee of parents, community members, teachers and administrators met over two months to develop the plan. They learned about each of the key areas (Instructional Support, Curriculum, and Professional Development). Each member provided key words to help create the definitions for each area. The committee reviewed draft goals and action steps and provided input. Based on this input, the draft was revised and shared with students, staff, and the community through a survey. Final adjustments were made based on these survey results. The Technology plan is organized by the following key areas: * Instructional Support * Curriculum * Professional Development Committee Members A steering committee was created to help develop the technology plan. The following parents, community members, teachers, and administrators served on the committee. Each of the following sections includes a definition of each key area, related goals, and initial action steps. Instructional Support Technology provides students with multiple pathways to learning. Adequate research and stakeholder input is required to ensure the district purchases the appropriate technology tools (including devices and educational systems) to meet student needs and can be supported effectively. The district currently manages and supports over 8000 unique technology devices, many well past their useful life span. To manage these devices the district is investing in supports and systems to ensure the effective and appropriate use of these devices to ensure student success in the classroom and beyond. As the number of technology tools and instructional use increases in the classrooms, there will be an increased need for these instructional supports. The technology must work appropriately for teachers to effectively utilize it in the classroom environment and to improve student learning. The technology director and technology staff visits buildings and classrooms regularly to ensure that technology tools are working appropriately and issues are being addressed by the department. The district utilizes an online work request system to ensure timely monitoring of technology support issues and to track issues for analysis. The system monitors and documents the status of each work request. Definition: The selection of devices, methods and learning environments in order to provide an optimum educational experience Goals: * The district will research and select multiple technology methods and options for student learning focused on delivering an integrated, individualized learning experience. Initial Actions Steps: * Review and select a learning management system (a software application for the administration, documentation, tracking, reporting and delivery of electronic educational technology). * Identify current instructional technology practices and methods e.g. software use. * The district will research and develop a plan for equitable distribution of current and future technology devices throughout the district. Initial Actions Steps: * Device inventory process. * Review current policies (e.g. Bring Your Own Device). * Survey staff and community (e.g. One Computer for Each Student). * The district will develop and implement a plan to ensure the proper functioning of current and future technology devices. Initial Actions Steps: * Identify and review current repair process. * Develop process and structures for reporting and repair of technology issues. Curriculum A key reason for developing a technology plan is to identify ways to effectively integrate technology into the curriculum. The committee realized that simply adding technology to the classroom itself does not ensure that it will be integrated effectively. The committee members believe that technology should promote problem solving, critical thinking skills, collaboration, and creativity within and across all curricular areas. This plan will help improve the level of technology integration in classrooms for all students. We want to see a measurable impact of technology on student learning with students becoming better readers, writers, and mathematicians with the support of technology integration in the classroom. For this to occur we have identified the initial actions steps listed below. Definition: Provide content designed to ensure our students are informed digital citizens. Integrate learning standards from all contents areas through technology. Goals: * The district will clearly define the skills and outcomes expected at each level for digital citizenship (a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately). Initial Actions Steps: * Review current technology instruction. * Develop a curriculum for Digital Citizenship. * Implement an integrated Digital Citizenship curriculum. * The district will support the integration of technology methods across the curriculum in order to provide an individualized student learning experience. Initial Actions Steps: * Identify current integration practices. * Identify existing best practices. * Develop a process for review and purchase of instructional curricular resources. Professional Development For technology integration to be effective, it will require teachers having a level of comfort and competence in using technology to support student learning in the classroom. We want student learning to be assisted by their interaction with classroom technology. This will encourage teachers to use technology tools to assist in making targeted instructional decisions for their students. Therefore, training staff in the effective use of technology is critical for its successful integration into the curriculum. The following goal will be our focus over the next three years to help ensure teachers are prepared to support the curricular needs of students. The district will research current professional development structures and best practices from across the state and nation. Training will address how teachers can integrate technology into their classroom instruction to improve student learning. As teachers become more comfortable with the effective use of technology tools they will become a regular part of how students and teachers work on learning. This focused adult learning will help improve the student learning experience with classroom technology. Definition: Provide ongoing adult learning that is customized to meet individual needs and is directly linked to improving the student learning experience. Goal: * The district will identify and implement a wide variety of differentiated options for support and training. Initial Actions Steps: * Identify current professional development structures and practices from the district, state and nation. * Survey staff about desired professional development options. * Develop and implement plan and structures for professional development. * Provide professional development opportunities for parents.	<urn:uuid:ae5ee81f-9438-4a3a-bc77-f32e2a8760e8>	CC-MAIN-2018-51	http://gahannaschools.org/Uploads/Documents/Technology/Technology_Plan_Final%20(2).pdf	2018-12-14T14:59:48Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00155.warc.gz	109,595,670	1,318	eng_Latn	eng_Latn	0.941188	eng_Latn	0.997491	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 98, 268, 1966, 4477, 6249, 8051 ]	[ 3.140625 ]	2	0
Academy for Classical Education High School Elective Course Offering 2018-2019 Note: These are courses being offering; the number of students registered for each course will determine if it is actually taught during the 2018-2019 school year. from English? In Introduction to Linguistics, students will learn the essentials of the science of linguistics, including the building blocks of language, sociolinguistics, historical linguistics, the linguistic history of English, and theories on the origin of language. Linguistic principles will be studied through examination of specific unique and unusual languages. Students will also study invented languages (e.g. Klingon, Dothraki, and Elvish) and will create their own invented language using what they have learned in the course. Literary Types and Composition (9-12) This course focuses on the major forms of fiction and nonfiction: short story, folktale, poetry, drama, essay, biography, autobiography, memoir, and editorial. A thorough study of the elements of each literary genre is critical (e.g. plot, characterization, purpose, structure, evidence, etc.). Writing is a critical component of this course, emphasizing the following writing genres: argumentative, expository, and narrative. Organizational structures (e.g. cause and effect, definition, and comparison and contrast) are emphasized. Since conventions are essential for reading, writing, and speaking, instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking. The students observe and listen critically and respond appropriately to written and oral communication in a variety of genres and media. VISUAL ARTS Visual Art (9-12) Let's get creative! Come use your imagination as we learn different processes and techniques to create art. In this class, scholars will learn a variety of art techniques including but not limited to, drawing, painting, color theory, design principles, shading, realism, abstract, and nonobjective art. Knowledge is gained through demonstration, lecture, application, and vocabulary. The majority of work in this class involves hands-on creations that allow scholars a creative outlet to express themselves artistically. Ceramics & Pottery I (10-12) Prerequisite: Visual Art. Were you passionate and enthusiastic about Ceramics I? Then challenge yourself with Ceramics/Pottery II. In this course you will take what you learned in Ceramics I and raise it to a whole new level. Ceramics & Pottery II (11-12) Prerequisite: Ceramics & Pottery I. Were you passionate and enthusiastic about Ceramics I? Then challenge yourself with Ceramics/Pottery II. In this course you will take what you learned in Ceramics I and raise it to a whole new level. Ceramics & Pottery III (12) Prerequisite: Ceramics & Pottery II. Designed for students who have taken Ceramics I and II, this course allows students to continue developing their own personal expression in clay. Because this class is designed to further the students' personal artistic expression, students may sometimes have the option to direct their own projects with the guidance of the instructor. There is also a stress on craftsmanship, discipline, and originality in this course. Drawing & Painting I (10-12) Prerequisite: Visual Arts. This class introduces scholars to the skills required to accurately render what they see and apply that image to paper. For the more advanced artist, drawing class will provide them with visual and creative practice that will enhance their artistic skills. Scholars will learn the tools necessary to draw with pencil, oil pastels, chalk pastels, and colored pencils. Scholars will gain the confidence needed to further develop their artistic endeavors as they learn to express their own individual creativity. Drawing & Painting II (11-12) Prerequisite: Drawing & Painting I Are you ready to channel your inner Picasso? Are you drawn to detailed, creative works of art? In this class you will use the techniques and knowledge gained in Drawing/Painting I to create your own masterpieces. AP Studio Art (11-12) Students must have approval by Ms. Minton to take this class. This class is designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written exam. Instead, students submit portfolios for evaluation at the end of the school year. The AP Studio Art Program consists 3 portfolios: 2D Design, 3D Design, and Drawing. They are graded by college, university and secondary school art instructors using rigorous standards. Students may receive college credit depending on the score of their portfolios. SOCIAL STUDIES U.S. History in Film & Print (9-11) History versus Hollywood. "Fake" News versus "Real" News. Historical events have long been the subject of many film productions and mass media. Many pay great attention to detail making use of historical accuracy in their films while others misrepresent or alter histories for the sake of creating a more interesting or exciting story. It will be your assignment as young historians to evaluate films and mass media for accuracy. The larger goal of this course is to teach students to critically analyze and evaluate films and other methods of mass communication for accuracy and truth. We will critically analyze how American cultural and social conflicts are portrayed and worked out in popular films and other forms of mass media. By watching, discussing, and writing about these media, we will examine how motion pictures and mass communication create a window into modern American society. We will learn how to use popular American films to understand competing perspectives on American history, culture, and society. If you disagree with an argument or perspective, or find it biased or limited, then say so and be able to say why! Individual and the Law (9-12)- The course strives to empower young people to be active, engaged citizens by equipping them with the knowledge and skills they need to successfully participate and create change in their communities. The course teaches young people about law that is practical and relevant to their lives. We will touch on broad and specific legal topics to give students a better understanding of law and how it affects you in real life. We will use case studies, individual research, group discussion/debate, guest speakers and mock trials throughout the course in order to reach our goal. We will also venture out into the Macon legal community to see law in action. Dueling opinions and lively debate should be the norm in this course making the class fun, enriching, and meaningful. AP European History (10-12) Join us as we learn about the history of Europe from 1450 to the present day! Learn about Napoleon, the French Revolution, the Renaissance, Reformation, Scientific Revolution, World War I and World War II, the Russian Revolution, Communism, the Cold War between the USSR and the US, the European Union, and much more! Travel to the High Museum in Atlanta to view important European Art, sample European food, see modern films on all the great events in European history! We could even plan a trip to any part of Europe including but not limited to: England, Ireland, Scotland, Wales, Germany, Italy, Greece, Austria, Poland, or Switzerland! Come join the adventure that is AP European History! Holocaust Studies (11-12) This course will be listed as World Area Studies on the course request. The Holocaust is a multidisciplinary field. It is not merely a lesson in history course. It involves aspects from history, sociology, psychology, philosophy, politics, theology, literature, art, music and others. In its madness, its thoroughness, its methods, and its underlying ideology, the Holocaust seems so unreal that you will ask yourself, "How could this happen?" Yet the Holocaust did happen and is one of the most important events in human history. In our course, we will study how this happened in Germany during the 1930's and World War II, Anti-Semitism, the fate of the Jews and their responses to that horror, the heroic non-Jews who saved Jews, often risking their lives, and the rescuers. Because the Holocaust is important in all of human history, it has had a significant impact on Religion, Art, Literature, and Film. We will see many of the most recent and important films on the Holocaust and other genocides of the 20th century such as The Pianist, Life Is Beautiful, The Boy in the Striped Pajamas, Hotel Rwanda, The Devil's Arithmetic, Defiance, Schindler's List and many more. We will have guest speakers, and the class will include a Field Trip to the Breman Museum of Jewish History in Atlanta where we will meet a survivor of the Holocaust in person and hear their story. We will also travel to the Anne Frank exhibit in Marietta. We will also examine other genocides throughout World History including those in Darfur and Rwanda. In the second semester, we will study the Modern Middle East with all of its problems in our modern world and conduct a Model Arab League! Hopefully, we will visit Mercer University to watch and participate in their Model Arab League! Current Issues and Philosophy (10-12): Is climate change real and if so, who is responsible for causing it? Should the United States continue to offer foreign aid for humanitarian crises or should it focus its efforts on addressing domestic issues? Why does North Korea want nuclear weapons and why is the United States so opposed to North Korea procuring these weapons. These are some of the questions that students will explore in Contemporary Issues and Philosophy (other topics include international trade, China on the World Stage, Confronting Genocide, Immigration and U.S. Policy, Terrorism, the U.S. in the Middle East, and other interesting topics). In this course students will have an opportunity to examine and answer the questions of the World's major issues. Students will examine case studies, videos, and personal accounts to obtain a better understanding of the various perspectives surrounding each issue. From there, students will have the opportunity to develop and debate potential solutions to these issues and identify political personas whose platform aligns with those solutions. Introduction to Philosophy (9-12) This course will be listed as Constitutional Theory on the course request. This course will provide an introduction to the study of philosophy from antiquity to modern times. Students will study the great philosophers of Ancient Greece, including Plato and Aristotle; medieval philosophers such as St. Thomas Aquinas; and later philosophers such as Thomas Hobbes, John Locke, David Hume, Jean-Jacques Rousseau, Voltaire, Montesquieu, and Immanuel Kant. Areas of study will include ethics, logic, political philosophy, free will and determinism, and epistemology (the study of knowledge and rationality of belief). SCIENCE Environmental Science (9-12) The Environmental Science curriculum is designed to extend student investigations that began in grades K-8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Instruction focuses on student data collection and analysis. Some concepts are global; in those cases, students will interpret global data sets from scientific sources. Some major concepts and skills that this course focuses on includes, but is not limited to: the flow of energy and cycling of matter, interconnection of all life, the stability and change in an ecosystem, conservation and resource allocation and the evaluation of human activity and technology. Anatomy and Physiology of the Human Body (10-12) This course is designed to continue student investigations that began in grades K-8 and high school biology. This curriculum is extensively performance and laboratory based. It integrates the study of the structures and functions of the human body, however rather than focusing on distinct anatomical and physiological systems (respiratory, nervous, etc.) instruction should focus on the essential requirements for life. Areas of study include organization of the body; protection, support and movement; providing internal coordination and regulation; processing and transporting; and reproduction, growth and development. Some major concepts and skills that this course focuses on includes, but is not limited to: the relationship between structure and function within cells, growth and development, homeostasis, heredity, interdependence of systems, hormonal interactions, and transportation, absorption, excretion, protection, support and movement. Forensic Science (9-12) How realistic are those "CSI" TV shows? Find out in this course, which explores the ways that science applies to criminal law. Topics include crime scene examination, fingerprints, firearms, arson, blood typing, illegal drugs, autopsies, and DNA. Advanced Placement Biology (12) The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The result will be readiness for the study of advanced topics in subsequent college courses — a goal of every AP course. This AP Biology course is equivalent to a two-semester college introductory biology course and has been endorsed enthusiastically by higher education officials. The key concepts and related content that define the AP Biology course and exam are organized around a few underlying principles called the big ideas, which encompass the core scientific principles, theories and processes governing living organisms and biological systems. Big Idea 1 is Evolution; Big Idea 2 is Cellular Processes: Energy and Communication; Big Idea 3 is Genetics and Information Transfer; Big Idea 4 is Interactions. This class is designed to challenge students as they develop the study habits and skills necessary to be successful in college. Students should expect college-level material which might be more rigorous than they have experienced in their previous classes. Advanced Placement Environmental Science (12) The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. The following themes provide a foundation for the structure of the AP Environmental Science course: Science is a process, energy conversions underlie all ecological processes, the Earth itself is one interconnected system, humans alter natural systems, environmental problems have a cultural and social context, and human survival depends on developing practices that will achieve sustainable systems. Some major concepts and skills that are addressed in this course include, Earth's systems and resources, the living world, populations, land and water use, energy resources and consumption, pollution and global change. As an Advanced Placement course, this class is designed to challenge students as they develop the study habits and skills necessary to be successful in college. Students should expect college-level material which might be more rigorous than they have experienced in their previous classes. Advanced Placement Physics 1 (12) AP Physics 1 is designed as an introductory physics course for advanced high-school students. The course emphasizes development of critical thinking skills through solving a variety of physics problems focused on motion, forces, momentum, energy, electricity, and waves. Students will use math on a daily basis. To succeed in this class students need a solid grasp of algebra, geometry, and trigonometry. The course also includes a hands-on laboratory component similar to the experience the students will gain in a college-level physics course. As an Advanced Placement course, this class is designed to challenge students as they develop the study habits and skills necessary to be successful in college. Students should expect college-level material which might be more rigorous than they have experienced in their previous classes. Advanced Placement Chemistry (12) AP Chemistry is designed as an introductory chemistry course for advanced high-school students. The course is built around various topics of introductory chemistry such as fundamental particles, physical and chemistry properties of structured matter, the making and breaking of bonds between atoms, energy and thermodynamics, rates of reactions, and intermolecular forces. There is an emphasis on learning laboratory and experimental design to compliment the knowledge gained in class. Students should have a strong grasp of algebra and physical science in order to succeed in the class. The class is designed to teach students what they would learn in a first-year chemistry course in college, so the students should expect college-level material and the work might be more rigorous than they have experienced previously. MATHEMATICS AP Statistics (11-12) Prerequisite: Algebra II The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. PHYSICAL EDUCATION Personal Fitness (9-12) This course is required of all students for high school graduation. However, some 8th graders are allowed to take this course for credit. Personal Fitness will cover aspects of fitness, health, and wellness. Students will work in the classroom and participate in a variety of fitness activities. Students will gain an awareness of what exercise is and does scientifically. Students will learn what determines good health and fitness. Students will know healthy habits, healthy nutrition, and discover their own fitness level. Students will set short and long term goals regarding their personal fitness. Weight Training (9-12) Prerequisite: Personal Fitness In this class students will learn the basic skills and safety techniques needed to lift weights with the goal of maximizing their strength and conditioning. This class will allow students to develop their own weight lifting plan to meet their individual goals. Advanced Weight Training (10-12) Prerequisite: Weight Training This class will allow students to expand their knowledge of proper lifting and nutrition. The goal of this class is for students to learn how to develop a lifting program that best meets their fitness goals. Body Sculpting (11-12) Prerequisite: Advanced Weight Training Provides methods to redefine body shape through specific exercises. Covers weight training, conditioning exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall condition of the body and increase energy levels. Based on the American College of Sports Medicine guidelines for fitness and conditioning programs. WORLD LANGUAGES Latin I (9-12) In Latin I, students will immerse themselves in the Latin language by reading and translating stories about a man and his family living in ancient Rome. Students will see and use grammatical structures throughout the stories as well as a multitude of vocabulary words to assist in increasing one's English vocabulary. Students will make connections to today's society through the vocabulary as well as dive deeper into the Roman culture while recognizing similarities among past and present cultures. Although spoken Latin is not the main objective, students will use the language to answer simple questions and to create simple sentences of their own. Popular Roman and Greek mythological stories will also be included in the course. Latin II (10-12) Prerequisite – Latin I In Latin II, students will develop the skills learned in Latin I. Students will continue to add to their repertoire of Latin reading strategies as well as discover new grammatical structures found in Latin. Students will encounter more historical events in Roman history and observe more aspects of the Roman culture. Vocabulary will again be emphasized as in Latin I, and students will relate Latin vocabulary as well as Roman culture to today's society. Although spoken Latin is not the main objective, students will use the language to answer questions and to create sentences of their own. Roman and Greek mythological stories will be shared, and students will discover similarities between those two cultures as well as relate the stories to those told in today's society. Latin III (11-12) Prerequisite: - Latin II In Latin III, students read from authentic Latin prose or poetry texts. Students are introduced to more complex syntactical and grammatical structures. Through the reading selections and class discussions, students learn about the literary and stylistic devices appropriate for either prose or poetry. Concentration is also focused on the philosophic, historic, and cultural aspects relevant to these selections. Students make connections between the ancient strands of mythology, history, literature, and art to those same classical allusions in the modern world. AP Latin (11-12) Prerequisite: LATIN III The AP Latin course is designed to give students the experiences needed to be successful on the College Board AP Latin exam. The course's goals are to develop the students' abilities to translate the required passages from Caesar's De bello Gallico and Vergil's Aeneid into English as literally as possible, to help them under- stand the context of the written passages (including the political, historical, literary, and cultural background of each author and text), and to help them understand the reasons behind the particular style of writing and the rhetorical devices employed. The course should also help students to be successful in analyzing Latin passages to understand how and why the author uses the language in a particular way and the effects he is hoping to produce. Students will learn to analyze the text and draw their own logical conclusions. This course should give students tools to read Latin prose and poetry aloud and with accurate comprehension and appreciation. French I (9-12) The first year of French study is designed to develop language proficiency through the use of listening, speaking, reading, and writing skills at a beginner's level. In other words, students will be able to understand and communicate in basic spoken and written French. Additionally, students will examine the target cultures to develop a cross-cultural understanding and appreciation. French II (10-12) Prerequisite- French I The second year of French study is designed to expand language proficiency through the use of listening, speaking, reading, and writing skills. Additionally, students will continue to examine the target cultures to develop a crosscultural understanding and appreciation. French III (11-12) Prerequisite: French II The third year of French study is designed to continue the challenge of expanding language proficiency through the use of the listening, speaking, reading and writing skills at a substantially higher level. Students taking French III will have the ability to communicate confidently in the target language. Additionally, students will continue to build on their knowledge of the target cultures to develop a cross-cultural understanding and appreciation. AUDIO/VIDEO & FILM Audio/Video/Film I (9-12) Student must be able to be photographed and videotaped. Lights, Camera, Action! Do you enjoy movies or have a favorite television show? Do you want to know how it all comes together to get on the big or small screen? The Audio/Video & Film class is just what you need to spark your creativity and bring your ideas to life. Learn about the different camera angles and use the ACE campus as your subject to demonstrate those angles. Do you know the difference between a director and producer? The AVF 1 class will allow you to explore the many areas of film and video learning about scripting, videography, and everything in between. Student work is stored on the program website via the Internet in accordance with the ESE Audio/Video Grant requirements. Audio/Video/Film II (10-12) Prerequisite: Audio/Video/Film I Student must be able to be photographed and videotaped. Did you know that Georgia is a state that has a large amount of movies and television programs being filmed here? Did you know that the film industry has other careers besides those that are seen on screen? AVF 2 is the follow-up course of AVF 1 and continues the momentum of learning all about video and film, just kicked up a notch! The AVF2 course will start a student run student information show that will be online for viewing from anywhere. Also, in AVF 2 there will be opportunities to film outside of class and opportunity to learn about studio shooting with green screens. Student work is stored on the program website via the Internet in accordance with the ESE Audio/Video Grant requirements. Audio/Video/Film III (11-12) Prerequisite: Audio/Video/Film II *Student must be able to be photographed and videotaped. The final course in the AV pathway. This course will be completely project-based and student driven coursework. Students will be able to capture live events, gain experience streaming video, produce a newscast, and much, much more. Level III AV Students will work as the producer/director of filming events and gain experience as the "in charge" person on the set or in the studio. The course is a hand-on course that will culminate the pathway. Student work is stored on the program website via the Internet in accordance with the ESE Audio/Video Grant requirements. GRAPHIC DESIGN Introduction to Graphics (9-12) Do you want to create a hand that looks like it's popping out of a picture? What about designing a magazine cover or a movie poster? Graphic design is found all around you in everything you see, all day long! In the introduction course you will learn how to use the software to change pictures and many other images to something absolutely amazing. Don't worry if you can't draw a stickman, you can do graphics! And if you are creative and artistic, graphics will allow you to enhance your creations through technology. Graphic Design & Production (10-12) Prerequisite: Introduction to Graphics Design IT! Using the skills from the introduction class, you will heighten your skills using the software and tools to create graphics. During the year-long course you will create projects for customers and also, create digital graphics such as avatars and web banners. Graphics are found all day, every day in everything we touch. Advanced Graphic Design (11-12) Prerequisite: Graphic Design & Production In the third and final course of the Graphic Design pathway, students will explore in an increasingly independent manner, the principles of design and layout procedures relating to the field of graphic design. Using cameras, software, school-based learning opportunities and various outlets of technology the students will gain more experiences that simulate the graphic design industry. MARKETING Marketing Principles (9-12) Do you like to make money? What if you knew the formula of how to make more money? In Marketing Principles, you will learn that formula. Businesses use the formula everyday with their Marketing team. Marketing is so much more than just a billboard, commercial, or magazine advertisement. Marketing researches, plans, organizes and then comes up with the appropriate way to get your attention to buy something and spend money. Introduction to Sports & Entertainment Marketing (10-12) Prerequisite – Marketing Principles Imagine yourself at a sporting event or a concert…Look around, what do you see? Besides the sport or entertainment, you see advertising! Not just any advertising, a thought out plan to market products to you…the consumer! Sports and Entertainment Marketing is so much more than just advertising. Marketing plans things such as the sponsors, games and contests during time-outs and what type of t-shirt to shoot out of the t-shirt shooters. Marketing at these events thinks about what you want and what you need to be a fan. In this class you will learn what it takes to plan, organize, research, and produce what people want at sports and entertainment events. Advanced Sports & Entertainment Marketing (11-12) Pre-requisite - Marketing Principles and Introduction to Sports and Entertainment Marketing What do LeBron James, Carrie Underwood, Tom Brady and Beyoncé have in common? What do products like Nike, Verizon, Apple, and Coca Cola have in common? The answer…RECOGNIZABLE! These celebrities and brands have an image that is marketable…meaning people want whatever the celebrity is selling and want everything that brand has to offer. Whether its product placement, celebrity endorsement, or social media these celebrities and brands know what their consumers want. Star Power…Brand Power…that is Sports and Entertainment Marketing! WORK-BASED LEARNING Work-Based Learning (12th grade only) Applications will be outside of Mrs. Turner's room (805). Applications are due by Friday, April 13th. Do you want to start building your resume while still in high school? Work Based Learning (WBL) WBL is great opportunity to start gaining some real world work experience – and get school credit! WBL is an educational strategy that provides students with real-life work experiences where they can apply academic and technical skills and develop their employability. To qualify for WBL, student must be a rising senior and have a defined pathway. This is especially important for successful completion of a student's pathway in that their job placement is directly related to the curriculum of the pathway classes they have completed or in which they are concurrently enrolled. There are several opportunities for students to participate in work-based learning. These opportunities include employability skill development, Cooperative Education, Internship, Youth Apprenticeship, and Employability Skills Development (ESD). PERFORMING ARTS Theatre Arts I (9-12) Interested in learning how to step outside your comfort zone? Want to see what it takes to be a performer? Interested in what goes on behind the scenes of a movie or stage production? Then Drama is the place for you. Through taking Drama courses scholars will learn about empathy through character study, work as a team and ensemble, learn about the different elements of theatre including technical and design aspects, develop good diction, poise, and stage presence, and more. Students do not need any performance or theatre experience to take Drama I. Students will have the opportunity to attend a professional theatre production in Atlanta. Theatre Arts II (9-12) Prerequisite: Theatre Arts I Students who have taken the yearlong Theatre Arts I course can move up and take Advance Drama. Through this course students will deepen their knowledge on performance skills, technical theatre elements, and the production process. Students will have the opportunity to take a script from conception to stage through discovering the playwriting process and learning how to workshop and produce a production. Students in this course will be involved in a One Act Play under the GAHS criteria to take to the Region One Act Play competition. Costs for this course may include fees to cover costumes for the One Act and transportation costs to competition as well as an optional field trip fee to see a professional theatre production in Atlanta. Theatre Arts III (11-12) Prerequisite: Theatre Arts II Students who have taken the yearlong Theatre Arts II course can move up and take Advance Drama. Through this course students will deepen their knowledge on performance skills, technical theatre elements, and the production process. Students will have the opportunity to take a script from conception to stage through discovering the playwriting process and learning how to workshop and produce a production. Students in this course will be involved in a One Act Play under the GAHS criteria to take to the Region One Act Play competition. Costs for this course may include fees to cover costumes for the One Act and transportation costs to competition as well as an optional field trip fee to see a professional theatre production in Atlanta. Intermediate Band (9-12) Beginning Band is design for the ACE scholar who has never played a band instrument before or for those who have played a band instrument but would like to swap to another instrument. Beginning Band is separated into 6 th grade beginning band and, if the need is there, 7 th – 10 th grade beginning band. Scholars will audition all the instruments and, with the band director's help, pick the instrument they feel they would be the most successful on. It will be the scholar's responsibility to rent or purchase an instrument for the class if the school cannot provide one for them. This is a class that is part of the class schedule every day. There will be after school band opportunities to further their learning, performances throughout the year, and possible trips in the community and beyond to showcase their abilities. Parents will need to rent or purchase an instrument. Advanced Band (9-12) Advanced band is for those band scholars who have been selected by the director for the skill level of playing and have 3 or more years' experience. Each class is designed to continue building on previous years' experience in playing and theory. This is a performance based class, so there are some after school rehearsal requirements and concert performances throughout the year. There will be many opportunities for individual musicians to play and audition for different District and State ensembles as well as solos and small ensembles within the band program. We also offer Marching Band and hopefully Jazz band as extracurricular ensembles. There are possibilities of trips with the band throughout the year. Those scholars new to ACE may be allowed in this class once they have interviewed with Mr. Tyner about their playing experience. Parents will need to rent or purchase an instrument. Percussion Ensemble: Intermediate & Advanced (Marching Band; Jazz Band) (9-12) Intermediate percussion is for those band scholars who have been in the ACE Band program for 2 or more years. Advanced Percussion Ensemble is for those band scholars who have been in the percussion section for 2 or more years. Each class is designed to continue building on previous years' experience in playing and theory. This is a performance based class, so there are some after school rehearsal requirements and concert performances throughout the year. There will be many opportunities for individual musicians to play and audition for different District and State ensembles as well as solos and small ensembles within the band program. We also offer Marching Band and hopefully Jazz band as extracurricular ensembles. There are possibilities of trips with the band throughout the year. Those scholars new to ACE may be allowed in this class once they have interviewed with Mr. Tyner about their playing experience. Students will have the opportunity to purchase stick bags and such. Beginning Women's Chorus (9-12) This organization is the entry-level choir for female students interested in vocal music performance. It is also an outlet for the student who enjoys singing for her own pleasure. The following musical skills for ensemble singing will be stressed: proper breathing, pleasant vocal production, blend and balance, expansion of range, good intonation, ear training, and sight- reading. Students will explore various styles of choral literature. Participation in various performances is a requirement of the class. Outof-school performances and activities are part of the course grade. These activities are integral elements that support and extend learning in the classroom. Students will also be given an opportunity to participate in the spring competition trip, Large Group Performance Evaluation field trip, honor choir, and will be better prepared for opportunities in the intermediate and advanced choral ensembles. Advanced Men's Chorus (9-12) The Advanced Men's Chorus is the top ensemble for male students interested in vocal music performance. It is also an outlet for the student who enjoys singing for his own pleasure. Scholars in this group will explore proper breathing, pleasant vocal production, blend and balance, expansion of range, good intonation, ear training, and sight-reading. Students will experience singing various styles of choral literature. Participation in various performances is a requirement of the class. Out-of-school performances and activities are part of the course grade. These activities are integral elements that support and extend learning in the classroom. Students will also be given an opportunity to participate in the spring competition trip, Large Group Performance Evaluation field trip, honor choir, and will be better prepared for opportunities in the intermediate and advanced choral ensembles. Advanced Women's Chorus I (9-12) The Advanced Women's Chorus is the top ensemble for female students interested in vocal music performance. It is also an outlet for the student who enjoys singing for her own pleasure. Scholars in this group will explore proper breathing, pleasant vocal production, blend and balance, expansion of range, good intonation, ear training, and sight-reading. Students will experience singing various styles of choral literature. Participation in various performances is a requirement of the class. Out-of-school performances and activities are part of the course grade. These activities are integral elements that support and extend learning in the classroom. Students will also be given an opportunity to participate in the spring competition trip, Large Group Performance Evaluation field trip, honor choir, and will be better prepared for opportunities in the intermediate and advanced choral ensembles. Advanced Women's Chorus I is specifically designed for incoming freshmen. Advanced Women's Chorus II (10-12) The Advanced Women's Chorus is the top ensemble for female students interested in vocal music performance. It is also an outlet for the student who enjoys singing for her own pleasure. Scholars in this group will explore proper breathing, pleasant vocal production, blend and balance, expansion of range, good intonation, ear training, and sight-reading. Students will experience singing various styles of choral literature. Participation in various performances is a requirement of the class. Out-of-school performances and activities are part of the course grade. These activities are integral elements that support and extend learning in the classroom. Students will also be given an opportunity to participate in the spring competition trip, Large Group Performance Evaluation field trip, honor choir, and will be better prepared for opportunities in the intermediate and advanced choral ensembles. Advanced Women's Chorus II is specifically designed for sophomores and juniors. AP Music Theory (10-12) Students in AP Music will be introduced to the elements of music theory and composition, and will learn how these elements are used in music. The emphasis will be on rules of theory and composition, ear training, sight singing, analysis, and keyboard skills. The course is designed both for students who desire to prepare for music as a career as well as those who desire it for personal enrichment. While the main emphasis is placed on music of the Common Practice Period (1600-1750), music of other stylistic periods will also be studied. Students will be prepared for, and encouraged to take the AP Music Theory Exam in May. Orchestra (9-12) Students continue the study of violin, viola, cello or bass. Students in this course have already played their instrument and are ready for more advanced musical literature. String students learn and apply advanced string playing skills as outlined in the Georgia Performance Standards for advanced high school orchestra. Orchestra students perform frequently at school and in the community. Weekly practice is required for this course. Students are required to attend school performances and LGPE. Students will need to rent or purchase an instrument and purchase a method book. There will also be a fee of $40 to cover such costs as bus transportation for LGPE, an orchestra t-shirt for informal performances, and the concert uniform. Optional performances/ trips are also possible with this course.	<urn:uuid:680a31f7-d926-417b-9a9c-32332c41a1b6>	CC-MAIN-2018-51	https://1.cdn.edl.io/FDDgIiTxUZaEp3pgQLqIB2l2jK3oN9SpMYcM64Tiyoo0jbl9.pdf	2018-12-14T14:46:23Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00153.warc.gz	500,879,344	7,924	eng_Latn	eng_Latn	0.997711	eng_Latn	0.99815	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 245, 5884, 12762, 18971, 25482, 29527, 36754, 41194 ]	[ 2.328125, 2.125 ]	1	0
My AquaFarm™ Aquaponics System Model JER 17.7,8_16 By Hughey Aquafarm Aquaponic Basics and Operation Manual The purpose of this manual is not to make you an instant expert on Aquaponics but rather to give you a basic overview in layman's terms to help you succeed with this amazing food production system. Not very many people know every detail on the theory and science behind the car they drive but are able to drive it to work every day. Some will know how to do routine maintenance and some even are able to do repairs as needed. Just the same I hope to get you to be able to "drive" this system and additionally help you with the skills to know when "the engine sputters" and how to fix it. I have found that once you've made it through the critical "New Tank Syndrome" (learning to drive) stage of things, it pretty much is smooth sailing in a general way. Where all the fancy science comes in is when you want to max out every parameter much like a person involved in racing. We're not interested in racing here. Think of this system as the family sedan. Keep it simple, reliable and good looking. Maintenance must be kept to a tolerable degree and it must be efficient on fuel. With that being said. Let's "drive" in. What is Aquaponics Most people with a bent toward gardening will know what hydropopnics is. It's the growth of plants in a soil-less medium using chemical fertilizers to provide the nutrients the plants need to grow and bear fruit. Aquaponics is very similar except we use the natural bio conversion of ammonia to nitrates and mineralization of solid waste to provide those nutrients for good plant health. I know I just used some fancy terms but, using the automobile analogy let me explain. You put fuel in your car – we feed the fish. Good fuel is essential for good performance – Quality fish feed is essential for good performance of this system. The fuel and air are mixed and ignited in the engine to power to turn the wheels. - The Nitryfying bacteria convert ammonia waste from the fish into nitrate (plant food). The plants use this "fuel mix" to make the structures that not only are used as food but do the conversion of CO2 to O2 in the process. Bacteria and other organisms complete the breakdown of solid waste into soluble components able to be absorbed by the plants. Using the power from the engine you drive down the road to get where you need to go – We harvest the vegetables and fish to make the power in our bodies for good health. The basics of aquaponics are really not any more complicated than that as far as basic concept goes. Where it get's more complicated is in the details, much like in your car making sure the timing is correct so the engine fires at the proper time to make power and the need for constant supply of clean quality fuel and maintenance for your engine to operate for a long time. Let's talk a little bit about the fuel. The "fuel" for your aquaponics system is fish feed. Just like in the automobile analogy, quality fuel equates to quality performance and reliability. Since we're talking about the family sedan scenario, I'm not going to go into specific feed selection for each species. There is a lot of information on the internet and you can go as far as you want into the science of feed and how it related from many College and University extension sources. Personally, for an all around feed you want the protein content to be somewhere in the 32% - 35% range. We have found Purina Game Fish Chow to be a good choice for our tilapia, catfish, Grass carp, Goldfish, Bream and Koi in our systems. Think of it as running your car on Regular grade fuel from a reliable good brand. Other brands may work well, this is just what we use on our farm. Organically certified fish feeds are becoming more available to the purists among us who want to ensure their system is as totally "organic" as possible. Think of this as using biofuels in your engine. They work well but are expensive though and not commonly found as easily as those you can purchase from your local farm and feed store. When it comes to feeding and feeding rates, each species may have a few differences but here's the basics. Feed twice a day, in the morning and afternoon. Feed only as much as the fish will eat in 10 minutes or so. Uneaten feed will decompose and can raise ammonia levels drastically. Adjust your feed schedule to fit your fish, don't try to force them to eat more thinking they will grow faster. They can only hold so much and the rest will go bad. Now that we've talked about the fuel a bit let's talk about the "engine" of the system. Just like the engine in your car needing the interaction of several parts at the right time and place to produce power, so does the "engine" of an aquaponics system. The interaction of the fish, bacteria, plants and yourself is what produces the "power", or in this case "produce". I'll bet you never thought of yourself as a part of an engine before but in this case you are a vital part of it. Since everyone seems to gravitate to the fish let's start with them. Once again, I will stress I am using very basic terms here and concepts, so for the scientist's among you who are screaming "he hasn't mentioned this or that!!" stick with me, I'm just needing to get people,to drive, not develop new space age technologies. Almost everyone thinks of the waste utilized in this system as fish feces or commonly referred to as "fish poop". The honest truth is most of a fishes waste is in the form of ammonia. You've never seen it but it's there nonetheless. It's the same stuff that takes your breath away when using it as a cleaner (hopefully in a well ventilated area). In high concentrations you can smell it if the system has an imbalance (fish are dying in this case). Think of it as the exhaust emitting smoke when the engine isn't running right. Ammonia's is one atom of Nitrogen and three atoms of Hydrogen that make up a molecule who's chemical formula is NH3. Just as ammonia is toxic to you, it is to fish as well. This becomes a problem in a closed loop aquaculture system such as your new My AquaFarm™ Aquaponics System. It doesn't take long for ammonia to build up to a toxic level. If it's not converted to a less harmful and more useful form. This is why many fish die in a new fish tank when they have plenty of oxygen in the water. They simply were poisoned to death. This is what's commonly referred to in the aquarium community as "New Tank Syndrome". Fortunately there is a natural solution to the problem. Bacteria to the rescue!!! Many bacteria interact in this process but for conversation sake and to try to keep this simple we are mainly going to talk about two types in particular. The first bacteria we are going to mention are Nitrosomonas spp. These little guys (they really have no gender) metabolize (a fancy word meaning "convert what you can, to make what you need to live") ammonia, CO2 and the water as the components to make the cell walls and cytoplasm (the goo inside the cell walls) they need to thrive and grow and split in two (it's their way of reproduction which I would think would be somewhat painful, but I digress). As their waste they give off nitrite which has the chemical formula as NO2 and excess Hydrogen (which can drive the pH down somewhat as it acidifies (makes acid) the water, more on that in "water quality"). This nitrite is unfortunately almost as toxic as as ammonia to the fish in this system and causes the hemoglobin in the fishes blood to not be able to attach O2 molecules to it and essentially the fish suffocate from the inside. We need another hero and there is one available and ready to get on the job. It's another bacteria named Nitrobacter spp. This little guy is only more than willing to gobble up the nitrite and use it as food to make it's cell walls, cytoplasm (I really like saying that word, it sounds so scientific) and reproduce. It's waste is Nitrate which has the chemical formula NO3. Nitrate is not nearly as toxic to the fish (though can be at very high levels). How do we get rid of Nitrate? I'm glad you asked. Seems this just happens to be the primary component of …..... drum roll please..... Plant food!! Yes, plants readily take up Nitrate as plant food and is why in a healthy aquaponics system one can experience (well, not you, but the plants) accelerated plant growth over conventional basic soil methods. This can be a problem though as the vegetation can get quite overgrown. This is where you come into the equation. Much like the ECM (Electronic Control Module,the computer) in your car engine that takes in information from sensors and tells the various components on your engine when and how to function, you are the primary "ECM" in this system. You determine how much to feed the fish by looking at how much they eat and how much feed is left over (after you feed them too much). You determine when the plants have grown too much and need pruning to keep good airflow through your plants. You make sure the pump is running. You monitor water quality and make changes to keep it good in need be. You pick the fruit and greens when they're ready and keep the system harvested and replanted and operating in a manner that it continues to produce for you and maintain the health of all the organisms involved. You are the manager and consumer of the goods. The system can get out of balance if not maintained and monitored properly. You are needed (now doesn't that make you feel warm and fuzzy). Oh, by the way, you just got a basic biology lesson on the Nitrification Cycle in aquatic systems!! That wasn't too painful, was it?	<urn:uuid:f15934f0-0a38-45d0-935e-bd7e0f4ed3bc>	CC-MAIN-2018-51	http://www.myaquafarm.com/basic/My_AquaFarm_Basics.pdf	2018-12-14T15:08:19Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00154.warc.gz	440,886,090	2,172	eng_Latn	eng_Latn	0.999092	eng_Latn	0.99906	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2923, 9724 ]	[ 2.234375 ]	1	0
Exercises 1. Match each term with its definition: a. ____________________: a strategic approach to attract, engage and ultimately convert your target audience into customers through the valuable, relevant content you create and publish. b. ____________________: every activity that's targeted toward adding new subscribers to your email list. c. ____________________: the art of re-arranging words to make things sell better. It is the process of writing advertising promotional materials. d. ____________________: a marketing term for a free item or service that is given away for the purpose of gathering contact details e. ____________________: a statement designed to get an immediate response from the person reading or hearing it. It's used in business as part of a marketing strategy to get your target market to respond through action. f. ____________________: a standalone web page, created specifically for the purposes of a marketing or advertising campaign. It's where a visitor "lands" when they have clicked on an ad or similar. It is designed with a single focused objective – known as a Call to Action (CTA). g. ____________________: sending emails with the purpose of enhancing the relationship of a merchant with its current or previous customers and to encourage customer loyalty and repeat business h. ____________________: a place on your website where the visitor opts in with their name and email address in order to receive something in return. Your opt in "gift" could be a variety of things such as a free e-book. 2. Why does your blog exist? Complete these statements: I educate/help/inspire _________________________________ who want to _________________________________________. I show ______________________________________________ how ________________________________________________. Once you have plugged in these pieces, you know why your blog really exists and who you are helping. This is you blog's purpose or value proposition. 3. Your blog as a driver of change. Compare your readers´ "before" and "after" against these three components: a. What are your readers going through? b. What do your readers feel? c. What thoughts run through their minds? 4. Content buckets. Think of your content in terms of buckets. Each content category is a bucket and you can have up to 7 content buckets. Your content categories will support your blog's overall message. And within each category you have sub-categories and topics. CATEGORY------- SUB-CATEGORY-------BLOG POSTS Determine your main content buckets, i.e. your core blog categories: 5. Lead magnets Think of 3 possible lead magnets you could create for your ideal reader/client: 4 Some interesting articles: - http://inksights.rep-ink.com/2017/09/7-steps-to-developing-a-law-firm-contentmarketing-strategy/ - https://marketinginsidergroup.com/content-marketing/how-law-firms-get-startedcontent-marketing/ - https://good2bsocial.com/law-firm-lead-magnets/ - https://www.smartgrowthlabs.com/law-firm-lead-magnets/ - https://www.jamesattorneymarketing.com/2016/online-legal-marketing-tactic-uselead-magnets-for-targeted-leads/ - http://lawfirmmarketingmatters.com/lead-magnets-law-firms/	<urn:uuid:3b20dbdf-bef0-4d20-9413-e4959619e501>	CC-MAIN-2018-51	https://www.jurismus-meeting.net/wp/wp-content/uploads/2018/06/Lola-Gamboa_Content-is-King_Exercises.pdf	2018-12-14T15:30:06Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00156.warc.gz	911,259,401	663	eng_Latn	eng_Latn	0.951661	eng_Latn	0.998864	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1020, 2206, 2689, 3198 ]	[ 2.34375 ]	1	0
The Abbey became home to Benedictine Nuns in 967 AD when it was refounded by King Edgar the Peaceable. The nuns that lived there were very powerful women in Romsey which is unusual for women of this time. They were devoted to living a holy life and provided for the community through charity work and teaching. The Abbey was very important as a learning centre. The nuns came from rich backgrounds, some of them were daughters and future wives of Kings, such as: Christina, sister to Margaret, Queen of Scots, who joined the Abbey 1086, Mathilda, became Queen of England in 1100 when she married King Henry I, and Princess Mary, daughter of King Stephen, who became Abbess in 1160. 'The Nuns of Romsey Abbey' A fact sheet for younger people Who were the nuns? Can you draw a face on the nun? Rule of St. Benedict: * Nuns must obey the Abbess (most important nun) at all times * Nuns were expected to be silent during the day and night * Nuns were expected to pray seven times a day, even during the night! * Nuns were not allowed to own personal possessions * Nuns were expected to work every day, as well as pray Rule of St. Benedict: The Rule of St. Benedict is a simple guide for monks and nuns. The Rule makes suggestions for daily life such as: what to wear, where and when to sleep, what to eat and drink, how to care for the sick and when they were allowed to leave the Abbey. It also teaches religious ideas, such as: (read from the scroll) A Day in the Life: 2am: Wakeup call for choir practice, then back to bed 6am: Wake up and thenunswere given tasks to do Afternoon/evening: Teaching and reading 7pm: Curfew (some of the nuns would stay up late into the night and gossip, which was not allowed) The nuns seemed to drink lots of beer, but it was much weaker than alcohol is today. Their eating habits consisted of a light breakfast and a heavy dinner with some extra treats around feast days, but this was only for abbesses (most important nuns)! St. Ethelflaeda – one of our patron saints Ethelflaeda was the daughter of one of King Edgar's nobles called Ethelwold. When Ethelwold died, King Edgar married his widow Elfrida who was Ethelflaeda's stepmother. The king sent the orphaned girl in the care of Abbess Merwenna at Romsey. Some people think that the nunnery was founded with Ethelflaeda in mind and that she should become Abbess when she was old enough. A 14th century document describes Ethelflaeda's holy life. When she thought she had done wrong she used to slip outside at night and stand in a running stream where she prayed many times to God. A number of stories are about miracles which Ethelflaeda performed: for example, when darkness fell, she was able to read the Scriptures by light which glowed from her fingertips; as Abbess, she once gave away all the Abbey money to the poor, but after she prayed the Abbey had their treasury refilled. These stories were told to show Ethelflaeda's character, which is described as: "abundant in virtues, generous in alms, constant in watches, in speech vigilant, in mind humble, of joyful countenance and kindly mannered to the poor." Ethelflaeda did become abbess sometime in the 990s. She died on October 23 in a year around 1016 and later she was made a saint for her good works. Nuns who misbehaved Over time, some of the nuns did not go to Romsey Abbey by choice so they had less interest in the church, and would sometimes get bored and misbehave. It was strictly forbidden to keep pets in the Abbey, but evidence shows that some nuns broke the rules by having pets, such as rabbits, birds, hunting dogs and even monkeys! On other occasions, they would sneak out late at night with their friends to eat and drink, which was also against the rules. Bishops of Winchester came to visit Romsey Abbey, and recorded things that some of the nuns were doing wrong and made suggestions for how they could improve. An example: In March 1311, Bishop Brother Henry recorded all of the ways in which the nuns of Romsey should improve their behaviour. The nuns were told to: * Wake up earlier to get to mass on time, at 9am * Not to spend time out in town during the night * Younger nuns to obey and show respect to older nuns and the abbess Abbess Elizabeth Brooke, who lived in the Abbey from 1472-1502, is one of the most badly behaved nuns at Romsey Abbey. She broke the Rule of Benedict many times and was found guilty – for example, she admitted to Archbishop Morton that the Abbey owed £80 that they hadn't repaid yet. Overall, it may seem like the nuns were always misbehaving but this was not true! Apart from a minority of cases like Elizabeth Brooke, the nuns were committed to providing for their community. Most nuns acted in the same way as St. Ethelflaeda through living a holy life and helping the poor.	<urn:uuid:19eca443-b418-4e72-8ff6-4956b5dfe1d4>	CC-MAIN-2018-51	https://www.romseyabbey.org.uk/wp-content/uploads/The-Nuns-of-Romsey-Abbey-A-Fact-Sheet.pdf	2018-12-14T14:19:51Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00156.warc.gz	1,008,900,393	1,162	eng_Latn	eng_Latn	0.999065	eng_Latn	0.999017	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2976, 4817 ]	[ 3.265625 ]	1	0
Families at the Center of Faith Formation Presenters: Leif Kehrwald and John Roberto Email: firstname.lastname@example.org VibrantFaith.org LifelongFaith.com FamiliesattheCenter.com The Families at the Center of Faith Formation conference is guided by the conviction that families are at the center of Christian faith formation; that parents and the family are the most powerful influence for virtually every child and youth outcome—personal, academic, social, and spiritualreligious; and that parents are the most important influence on the social and religious lives of children, youth, and emerging adults. The Conference will address key questions facing family faith formation: * What does a vibrant and vital family faith look like in a 21 st century world? * How do we meaningfully engage/connect with today's families? * How do we empower/equip/resource families to transmit faith at home—to practice a vital and vibrant faith? * How do we reach families who are not involved in a faith community or feel religion is not important? The Conference will help the participants to: * Identify trends in the contemporary family and how these trends impact family life and the way churches and schools engage families. * Discover a new narrative about families and how schools, parishes, and communities can embrace new approaches to families. * Learn about approaches and practices that Catholic schools and parishes can use for connecting with families, developing strong parents and family life, and nurturing the faith of parents and the whole family. * Explore how to use digitally enabled and digitally connected strategies to develop strong families and promote family faith. * See examples and illustrations of the "families at the center" approach at work. Friday Session 1. Transforming Our Narratives about Families in the 21st Century Session 2. Approaches and Practices for Engaging Families Session 3. Examples of the "Families at the Center" Approach to Engaging Families Session 4. Application to Your School and Classroom Saturday & Sunday Session 1. Transforming Our Narratives about Families and Faith Formation for the 21 st Century Session 2. Eight Strategies for Family Faith Formation in the 21 st Century Session 3. Designing Family Formation—Creating a Parish Plan for Family Faith Formation Part 1. Theological Reflections on Family and Faith Moments of Meaning Family living at home is filled with moments of meaning. Most are ordinary and mundane centered around the ordinary things that have to be done at home: sleeping, waking, eating, cleaning, leavetaking, returning, working, relaxing, tending. These moments often provide a rhythm and pattern to daily and weekly family living that lend healthy consistency and predictability amidst the often tumultuous and chaotic lives lived "out there" in the world. It is through mundane patterns and routines that family members can rest, replenish, and truly feel "at home" when at home. Recognizing God's presence amidst the mundane and routine of family living requires intention and spiritual discipline. The peaceful presence of the Holy Spirit can be revealed when the family member gives full awareness to the basic activities of human living: folding clothes, doing dishes, tending a child's wound, saying goodnight, reciting a meal or bedtime prayer, listening to a teenager's woes, making eye contact with one's beloved, and so forth. But, of course, too much of the mundane becomes tedious, makes people stir-crazy and difficult to live with. Fortunately, they can almost always count on and anticipate occasional moments that lift them out of the mundane: a birthday, an anniversary, a holiday, a vacation, a time of separation, a time of reunion, etc. They know these events are coming; they anticipate them and plan for them. And hopefully, they live into them well. Recognizing God's presence in the anticipated moments of celebration also requires intention, and the acknowledgement that God is part of the proceedings. Here, ritual plays a helpful role in the proper celebration of the moment. Happy occasions call for joyful rituals, and sad occasions call for solemn rituals. Either way, God can be acknowledged as an invited guest. Amidst the mundane peppered with anticipated moments that suspend the ordinary routine, every so often the family is confronted with unanticipated significant moments of meaning that stop them in their tracks, focus their complete attention in a direction unseen and unheard of a minute ago: a death, a birth, a new job, an accident, an unexpected guest, an extraordinary accomplishment, an unexpected failure. For good or ill, these moments shake the family to the core and test their ability to come together as loved ones and fully embrace one another's feelings and emotions. Recognizing God's presence in the unanticipated moments that interrupt their lives and shake them to the core can at times be so obvious that all involved will readily proclaim "That was a God moment!" At other times, however, the interruption is so devastating that it seems impossible that God was anywhere nearby. Still, it is their lasting faith that helps them through the aftermath. If families can learn to recognize God's gracious presence in the moments of their lives together, particularly at home, then surely they will grow in faith together. It's All About Relationships In family living, throughout the stages of life, we each cry out for our basic, developmental needs: care, growth, support, power, and possibility. These are essential to our development—not just as children and youth, but for the whole of life. And those who meet these needs for us form our network of developmental relationships. If 'family' was a verb it would be used to describe the relational process that the Spirit uses to create and sustain us in life and faith. It would describe the formative experiences that occur in the family, and therefore help us think of family as a living, relational process, rather than a structure or form. We can't emphasize enough that faith practices take place in the midst of these key formative relationships, and yet much of this has been lost or forgotten in our culture. We so often focus on the implementation of faith practices and forget that we all need fundamental relationships across the generations with whom to engage these practices. How do we actually create space and opportunity for these relationships to form as a first thing? Each of us has our blood family, yes. Most of us have our household family, yes. And ideally, all of us have our essential network of relationships that does "family" for us—to one degree or another, and for good for ill. We all know, however, that many people do not have that essential network of relationships. We believe the parish must intentionally help people establish fundamental faith relationships with people outside/alongside their blood family and household family. We believe this process reflects what it means to live the Gospel. We believe . . . * It can happen anywhere—in or outside blood family, in or outside household, in or outside of a church building—anywhere! * It is the result of a vital, lively connection with God. * It happens organically when people live out their faith with one another. * It reveals to us the person of Jesus. * It is the foundation of discipleship. * It can begin in the context programs, but if it's authentic it will not stay there. We recognize that these may be extraordinary claims, but we're confident we can make a case to support them today and tomorrow, and therefore we're hopeful and confident that you will join us in our conviction that the church's (parish and school) highest priority with respect to faith formation—of children, of youth, of adults—must be to become intentional about family. The Developmental Relationships Framework Imagine what would happen if we could surround young people – in their families, schools, programs and neighborhoods – with the kinds of relationships through which they develop character strengths such as positive identity, agency, and commitment to community. That is the objective of the Developmental Relationships Project, a multiyear initiative through which Search Institute is conducting research and developing solutions that will help organizations that serve young people start and strengthen close connections in their lives. The Project began in 2013 with the creation of the Developmental Relationships Framework, which has since been the basis of several quantitative and qualitative studies and has been shared with thousands of practitioners and parents across the country. Based on that research and feedback, we have revised the Framework, which is summarized below. July, 2016 Changing the Narrative What's Your Parish's Approach to Families? Identify your parish's approach with families using the following questions. (See Chapters 1 and 3 in Families at the Center of Faith Formation for background.) For each question, identify your congregation's current practice with parents and/or families using the rating scale: 1 = not at all 3 = often 5 = a lot Part 2. The View from Research: The Importance of Family Faith Key Factors in Family Faith Transmission When Christian Smith and his colleagues in the National Study on Youth and Religion looked for the factors that produced highly religious emerging adults, they focused on parents and the family as the primary (but not only) influence. They reported that through the processes of religious socialization young people with seriously religious parents are more likely that those without such parents to have been trained in their lives to think, feel, believe, and act as serious religious believers, and that that training "sticks" with them even when the leave home and enter emerging adulthood. Research studies over the past twenty years continue to affirm this truth. We know the factors that make a significant difference in promoting faith in children and adolescents: * parents' personal faith and practice * a close and warm parent-child relationship * parent modeling and teaching a religious faith * parent involvement in church life and Sunday worship * grandparent religious influence and relationship * family conversations about faith * family faith religious practices including praying, reading the Bible, serving others, and celebrating holidays and rituals. In a recent study, Nothing Less: Engaging Kids in a Lifetime of Faith, Lifeway Research asked 2,000 Protestant and nondenominational churchgoers—of all whom attend services at least once a month and have adult children ages 18 to 30—what parenting practices pay off over the long haul when it comes to spiritual health. They asked parents to think about their children today (18-30 years old) and what proved to be significant in developing their faith and spiritual life. They discovered nine things parents do to influence the long-term spiritual condition of their young people (not ranked in order). 1. Parents participated in mission trips as a family as their kids were growing up. 2. Parents participated in service projects with their kids as they were growing up. 3. Parents frequently shared Christ with unbelievers as their kids were growing up. 4. Parents personally read the Bible several times a week or more as their kids were growing up. 5. Parents encouraged their teen to serve in the church. 6. Parents typically asked for forgiveness when they messed up as their children were growing up. 7. Parents encouraged their children's own unique talents and interests as they grew up. 8. Parents attended churches that emphasized what the Bible says as their kids were growing up. 9. Parents taught their children to tithe as their kids were growing up. Christian Smith and Justine Bartkus develop ten key conclusions about the importance of Catholic families in a research study on Catholic parents (as reported in A Report on American Catholic Religious Parenting, University of Notre Dame, 2017): 1. The crucial location where youth's religious outcomes are largely decided is not the congregation or the parish, but the home. 2. The primary mechanisms by which Catholic identity becomes rooted in children's lives are not Catholic schooling or sacramental preparation, but rather the day-to-day religious practices of the family and the ways parents model their faith and share it in conversation, collaboration, and exposure to outside religious opportunities. 3. This is all to say that the definitive causal agents in the religious and spiritual outcomes of American youth are neither clergy nor youth ministers, neither educators nor the voices of popular culture and media, but parents. 4. The single most powerful force in a child's religious formation is the spiritual personality of the parent. 5. Effective transmission of the Christian faith is completely possible for parents who genuinely intend this goal. 6. Parents by the power of their personality, practices, and way of being, model and generate the culture of the household (both explicitly and implicitly). 7. Parents produce, induce, and interpret the household's experiences of Christian faith. 8. Parents are one influence among others - they are nevertheless the dominant influence which orders and shapes the way children experience other influences, i.e. they constellate children's experiences of various cultural currents, including religion.. 9. Both parents and churches need to understand the cultural and psychological centrality of parents' role in religious transmission. 10. The faith of the household is a common fund from which all draw freely. To be effectively handed on to children, such faith cannot be perceived as "belonging" only to parents, even if parents must often coerce children into participating in religious activities. They also identified three primary roles parents play in transmitting religion: 1. Sponsor of the Catholic Faith. Parents are the point of access between the Church and their children. To differing degrees, neighborhoods, ethnicities and mainstream cultural attitudes toward religion have all declined as cultural "carriers" of Catholic belief. If children are not initially exposed to the Catholic faith by their parents, they usually will not be exposed to it at all. 2. Gatekeeper of the Catholic Faith. Parents have nearly total control over how much and what sorts of religious content their children encounter—whether children attend Catholic school; whether prayer, reading the Bible, or receiving Communion and going to Reconciliation will occur regularly in their lives; whether they will be exposed to relationships and communities that have a religious dimension, and so forth. Parents are thus the "gatekeeper" of religious content for their children. To use another metaphor, parents are like a faucet, determining whether religious content will arrive in children's lives at an occasional drip or in a regular flow. 3. Interpreter of the Catholic Faith. Parents do not act as a neutral medium, a mere channel, between Catholicism and their children. Rather, they are definitive role models, mentors, who embody a specific manner of being Catholic. They teach children how to apprehend the world, how to understand what is good and what is evil, how one ought to affectively, intellectually and practically engage with the world, and so on. They do not just "represent" the faith; in many cases, they are the only meaningful embodiment of that faith in the lives of children. Parents render faith a matter of flesh and blood rather than a lifeless mishmash of doctrines and teachings. If children do not "see" Catholicism in the "face" of their parents, they will likely never gain sufficient familiarity with it to commit to practicing the faith in the long run. "Ultimately, the decisive question our interviews suggested to us was this: had children been initiated into a cultural worldview where they perceived that being Catholic mattered, where faith had been so thoroughly and convincingly modeled, lived and shared that children either perceived no alternative to embracing Catholicism, or far preferred being Catholic to any other path? Had children been initiated into a lived template for carrying on a Catholic way of life, for navigating the twists and turns of growing up with their faith as a guiding resource?" One of the most basic suggestions of our findings is that young adults arrive at a sense of their fundamental identity and worldview not by weighing all possible intellectual arguments for and against a proposed way of life, but rather by roughly adopting the worldview of those mentors who left the deepest impression upon them—and who loved them and cared for them the most. It should come as no surprise, then, that the emergence of the new generation of dedicated young Catholics will rise and fall with the choices of their parents. Changing Profile of Religious Practice We can discern at least four "religious-spiritual identities" in our young people and their parents around which we can fashion faith formation. 1. People with a vibrant faith and relationship with God who are engaged in the faith community. For these people religious faith is central to their lives. These are parents who are transmitting this faith to their children and are actively engaged as a family in a church community. These are children, adolescents, and parents who are spiritually committed and growing in their faith. They have found their spiritual home within an established Christian tradition and a local faith community that provides ways for them to grow in faith, worship God, and live their faith in the world. They are practicing their faith at home as a family. 2. People who participate occasionally in the faith community and whose faith is not central to their lives. These are people who participate occasionally in church life—Sunday worship, seasonal celebrations, community events, and age-group programs. For parents transmitting a religious faith often means bringing their children to educational programs at church, and participating because of their children. Their spiritual commitment is not central to the way they live their live and their connection to the church is more social and utilitarian than spiritual. While receptive to an established church, they do not have a faith commitment that would make their relationship with God and participation in a faith community a priority in their lives. Their occasional engagement in church life does not lead them toward spiritual commitment. 3. People who uninvolved in a church but spiritual. These are people who are often called "spiritual but not religious." They have left participation in an established church. Many believe in God and have a relationship God, and are growing spiritually. Many practice their Christian faith unattached to a faith community or tradition. Parents, though not involved in a church, may send their children to church programs; and the parents may participate at times with their children. 4. People who unaffiliated and have left involvement in organized religion. These are the "Nones." They no longer believe religion is not important in their lives. Many parents are "first generation Nones" and are raising their children in religiously uninvolved and unaffiliated homes creating a "second generation of Nones." Many parents left organized religion because they stopped believing in the religion's teachings (usually a top reason) or because their family was never that religious when they were growing up or because of their experience of negative religious teaching about or treatment of gay and lesbian people (Exodus, 2016). Part 3. Strategies for Family Faith Formation The research makes it clear: family-centered faith formation, parent engagement, and parent formation need to be central in faith formation with children and adolescents. To act on these research insights we need to embrace several key pastoral practices: * Believing that God is actively present in family life, and that the family is the first community and the most basic way in which God gathers us, forms us, and acts in the world. * Seeing the home as the essential and foundational environment for faith nurture, faith practice, and the healthy development of young people. * Reinforcing the family's central role in promoting healthy development and faith growth in children and youth, and enhancing the faith-forming capacity of parents and grandparents. * Building faith formation around the lives of the today's families and parents, rather than having the congregation prescribe the programs and activities that families will participate in. * Addressing the diversity of family life today by moving away from "one size fits all" programs and strategies toward a variety of programs and strategies tailored to the unique life tasks and situations, concerns and interest, and religious-spiritual journeys of parents and families. * Overcoming the age-segregated nature of church and its programming by engaging parents and the whole family in meaningful intergenerational relationships and faith formation that involves all ages and families. * Building upon the assets, strengths, and capacities present in parents and families, rather than focusing on their deficits and solving problems. * Partnering with parents in working toward shared goals and aspirations for their young people by supporting, equipping, and resourcing them. Strategies #1. Nurturing Family Faith Practices #2. Celebrating Milestones #3. Celebrating the Seasons of the Year #4. Reading the Bible through the Year #5. Family & Intergenerational Programming #6. Equipping Parents and Grandparents as Faith Formers A Framework for Planning #1. Nurturing Family Faith Practices Equipping and resourcing families to practice their faith at home through prayer, devotions, reading the Bible, rituals, milestone celebrations, service, learning, and more. The family at home is the community where Christian faith practices are nurtured and practiced. We have discovered through research that certain faith practices make a significant difference in nurturing the faith of children and adolescents. 1. Reading the Bible as a family and encouraging young people to read the Bible regularly 2. Praying together as a family and encouraging young people to pray personally 3. Serving people in need as a family and supporting service activities by young people 4. Eating together as a family 5. Having family conversations 6. Talking about faith, religious issues, and questions and doubts 7. Ritualizing important family moments and milestone experiences 8. Celebrating rituals, holidays, and church year seasons at home 9. Providing moral instruction 10. Being involved in a faith community and participating regularly in Sunday worship as a family Faith practices are learned and practiced as they woven seamlessly into the fabric of daily life. They can become "habits of faith." Consider this when you woke up this morning, what did you do first? Did you hop in the shower, check your messages, put on your sneakers and workout or go for run, or have breakfast? Did you tie the left or right shoe first? What did you eat for lunch? What did you do when you got home in the evening? Most of the choices we make each day may feel like the products of well-considered decision making, but they're not. They're habits. Charles Duhigg, in The Power of Habit, writes that at the core of every habitual pattern is a habit loop. The habit loop can be broken down into three basic steps. First, there is a cue, a trigger that tells your brain to go into automatic mode. The cue can be internal, such as a feeling or thought, or external, such as a time of day or the company of certain people (which is why it's easier to exercise among our running buddies, but harder to study when our friends are in the library).The second part of the habit loop is the routine, the behavior that leads to the reward. The routine can be physical (eating a donut), cognitive ("remember for the test"), or emotional ("I always feel anxious in math class"). The third part is the reward. Not surprisingly, the reward can also be physical (sugar!), cognitive ("that's really interesting"), or emotional ("I always feel relaxed in front of the TV."). The reward determines if a particular habit loop is worth remembering. Here is the process of creating a habit, drawn from Charles Duhigg's The Power of Habit The Cue: Every habit has a trigger. * What time will this habit occur? * Where will you be? * What else will be around? * What will you have just finished? * What emotion do you think you will be feeling? People do not need all these to create a habit. Only one of them is needed to become a cue. But the more people test out, the faster the habit takes hold. The Reward * What reward will you give yourself at the end of the behavior? * Do you actually enjoy this reward? After a few days, ask: Do you crave this reward when you are exposed to the cue? After two weeks ask: Do you crave the intrinsic reward of the habit (how it makes you feel) more than the extrinsic reward (what you give yourself as a treat)? * If yes, people have created a powerful habit. If not, people need to choose a new reward. The Routine: This is the behavior you want to become a habit. . Studies show that the easiest way to implement a new habit is to write a plan: "When ____(cue)_______, I will ____(routine)______ because it provides me with _____(reward)_____. People should post their plan where they will see it. Try it for a week. Eventually, studies say the new behavior will become automatic) We can help families integrate the faith practices into their daily routine by designing activities that present the faith practices in a way that will lead toward making the practice a habit. We can design activities for a particular practice (like reading the Bible) that only take 5 or 10 minutes, suggest a variety of ways to integrate the activity into daily life, have people create a plan, and invite people to reflect on the benefits of the practice after their experience. Application 1. Incorporate formation in faith practices for the family and/or parents into existing programming, such as sacramental and milestones celebrations, age group programming (develop several family programs as part of age group sessions), Sunday worship (after worship programming), vacation Bible school, service projects and mission trips, retreats, and more. 2. Make a faith practice the focus of a each month or the seasons of the year through family or intergenerational learning, worship and preaching, and service/action. For example, during the Lenten season the congregation and family can focus on one or more practices that reflect the theology and liturgies of the season, such as forgiveness, discernment, prayer, and service. Combine the at-church experience with activities for families to do at home. 3. Develop a family faith formation website that features the "practice of the month" with engaging activities—print, audio, video, apps, and more—tailored to families with young children, older children, young adolescents, older adolescents, and the whole family. In "how to" information and videos for parents. The website can serve as a resource center with content and activities and as a portal to curated family activities on other websites. 4. Create family immersion experiences on faith practices. Design extended time programs (half-day, full day) that teach faith practices through immersion experiences—at church or in the community—where families can experience a practice first hand, such as hospitality at a homeless shelter or serving a meal at a soup kitchen or caring for creation by planting a garden. Combine the at-church experience with activities for families to do at home. One example of helping families form "habits of faith" comes from Traci Smith who proposes a 7-day start up plan for integrating faith practices into daily life using the activities in her book Faithful Families: Creating Sacred Moments at Home. This approach provides an immersion experience for families out of which habits can develop. Explore the other programming ideas at the end of this section. #2. Celebrating Milestones Celebrating one-time milestones and annual milestones through experiences at home and in the congregation that activities of naming, equipping, blessing, gifting, and reinforcing A milestone is a an action or event marking a significant change or stage in development. These life and faith markers can provide important times for engaging families when they are most open to change and growth. Milestones are significant moments in life's journey that provide the opportunity for families to experience God's love and grow in faith through events in the life of the church community and family life. Milestones faith formation provides a natural opportunity to create a partnership between the congregation and the home. Here are suggested milestones from 0 to 19 years old (See Milestones Ministry at https://milestonesministry.org) * Birth and Baptism * Anniversary of Baptism: Remembering our way of life * Prayer: Relationships with God and family * Welcoming young children to worship: An intentional invitation * Beginning faith formation at church: First steps for a young child * Kids and money; Good stewards of God's gifts * Blessing of the backpacks: A Fall milestone for all ages * Communion: learning more about the Lord's Supper * Bible: Placing Scripture in hands and homes * My Body, God's Gift: Sexuality as God's good gift * Middle school: Created in God's image * Beginning confirmation: Walking with youth in their faith journeys * Confirmation: An evening of honor * Driver's License: Driver's license as rite of passage * Mission trip: Community blessings at home and away * High school graduation: Equipping graduates for the journey Milestone faith formation can be developed around five elements: naming, equipping, blessing, gifting, and reinforcing. 1. Naming the sacred and ordinary events that take place in daily life—beginnings, endings, transitions, achievements, failures, and rites of passage, and creating rituals and traditions that shape our identities and give us a sense of belonging to the family of Jesus Christ. 2. Equipping brings people together for learning, builds community, invites conversation, encourages storytelling, and provides information. A family or intergenerational learning program—at church or home or in the community—prepares the individual and the whole family for the milestone and for living faith at home. 3. Blessing the individual and marking the occasion in a worship service and in the home says that it is all about faith. God is present in all of daily life, making the ordinary sacred. Offer a prayer to bless the lives of those involved in the milestone moment: a prayer during worship for those participating in the milestone moment and a prayer at a small group or with family at home. 4. Gifting offers a tangible, visible item that serves as a reminder or symbol of the occasion being marked as well as a resource for the ongoing nurture of faith in daily life. 5. Reinforcing the milestone with a follow-up gathering of those involved in the milestone moment to help it gain deeper roots in the life of faith of those who participated. Application Here is a simple guide for developing a plan for milestones faith formation. 1. Identify and describe the milestones at each stage of life. 2. Develop an annual calendar that designates specific Sundays or months of the year for each milestone celebration. Preparation programs for a milestone also need to be included in this annual calendar. 3. Use the five elements of milestones faith formation to develop the plan for each individual milestone: naming, equipping, blessing, gifting, and reinforcing 4. Develop the at church and at home activities. 5. Develop the parent formation/involvement activities for the milestone. 6. Schedule a family gathering (parents, children, grandparents) for milestone as a time to connect, learn, and pray together, as well as learn how to share, practice, and live faith at home. Sometimes this gathering is planned several weeks before the milestone celebration and at other times it happens on the same day as the milestones celebration. Here is an example of a yearlong plan for milestones. August: Blessing of the backpacks September: Beginning faith formation at church October: Bible: Placing Scripture in hands and homes November; Kids and money—being good stewards of God's gifts February: My body, God's gift March: Drivers license (for those who have and are about to receive a license) April: Communion May: High school graduation June: Mission trip #3. Celebrating the Seasons of the Year Celebrating church year seasons and calendar seasons at home, at church, and in the community Calendar events and the feasts and seasons of the church year provide a natural rhythm for faith formation at home throughout the year. The church year seasonal celebrations can engage families in the intergenerational life of the church, providing a natural way to connect church and home in faith formation. Consider some of the opportunities that occur each year. Calendar Year Events: New Year's Eve and Day, Martin Luther King Jr. Day, Valentine's Day, St. Patrick's Day, Earth Day, Mother's Day, Memorial Day, Father's Day, Independence Day, Labor Day, Start of School, Halloween, Thanksgiving Church Year Feasts and Seasons: Advent, Christmas, Epiphany, Ash Wednesday, Lent, Holy Week, Easter, Pentecost, St. Francis Day–Blessing the Animals (October 4), All Saints and Souls (November 1–2) Every church year feast and season provides an opportunity to connect home and church, and to explore more deeply the theological and spiritual meaning of the feast or season. The content and activities for the home can include rituals, learning activities, prayers, Bible reading, and ideas for action (serving, working for justice). There are an abundance of print, audio, and digital content for most feasts and seasons of the church year. Let's take the example of the Lent season from Ash Wednesday through Easter Sunday. Imagine providing a forty-day Lenten experience for the home that connects the theology and spirituality of Lent and Lent events at church with home life through a variety of activities for experiencing and practicing Lent at home—delivered online through the congregation's faith formation website. Lent activities and resources for the home can include daily Lenten prayer, serving ideas, reflections on the Sunday readings, daily Bible readings, Lent devotions, Lent study resources and videos, Lent children's activities, and much more. A calendar year event provides a way to connect the family with the church and/or the wider community. Calendar year events provide a way to engage in missional outreach to parents and families. Imagine hosting a blessing of the animals at church for the whole community on a weekend close to the Feast of St. Francis on October fourth. An event like Martin Luther King Jr. or Earth Day can involve a family activity but also engaged in a community-wide action project and a prayer service at church or in a neighboring congregation. Consider Earth Day: Earth Day in the community: community-wide cleanup, planting a community garden, planting trees in the community, and more. Earth Day at church: all-ages workshop on caring for creation, story time at the public library focused on environmental awareness books, an ecumenical prayer service for caring for creation, an intergenerational program on the theological and biblical foundation of caring for creation, a church energy audit, adopting a global project to address the effects of climate change, recycling activities. Earth Day at home: planting a family garden, mealtime creation prayer, daily Bible verses on caring for creation for April, children's activities to explore and experience caring for creation, storybooks and videos on caring for creation, home energy and recycling audit. Application 1. Seasonal family festivals and gatherings: Develop family gatherings or festivals around the fours seasons—fall, winter, spring, and summer—or around the church year—Advent-Christmas, Lent, Easter, Pentecost. Select a theme for each gathering such as a faith practice and/or seasonal event and/or Scripture readings. Schedule these as part of the annual calendar. Connect Sunday worship with the family festival. 2. Develop a monthly seasonal event: The seasons of the year offers a variety of opportunities for families to celebrate, learn, and have fun together. Select one family activity for each month of the year, reflecting the calendar seasons and the church year seasons, and publish the activity on the family website. #4. Reading the Bible through the Year Encountering God in the Bible through the year in Sunday worship and developing the practices of reading and studying the Bible with children, adolescents, and the whole family. One way a congregation can implement this idea is through lectionary-based faith formation programming that explores the Sunday readings in family or intergenerational settings. Churches who do not use a lectionary-based approach can adopt a multi-week sermon series that focuses on a theme connected with Biblical teachings. Programing can include whole family activities, as well as age appropriate learning activities. A second way to implement this idea is to focus on family resources that flow from the Sunday worship experience. The key is to extend and deepen the experience of Sunday worship at home through activities, practices, and resources. This includes providing a variety of age-appropriate and whole family digital content on the church's website. Determine a focusing theme or topic that emerges from the scripture readings and make that the lens you use to select resources. Many churches now provide weekly online faith formation for families and age groups centered on Sunday worship, the readings, and the sermon. A family faith formation plan designed around the theme from Sunday worship can include the following elements: * family conversation questions on the theme of the Sunday readings. * activities for the church year feast or season (when appropriate). * weekly table ritual. * a podcast or video of the sermon with a study guide for the parents, children's creative Bible activities, storybooks, video presenting the Bible story. * daily prayer, weekly family devotion. * short Bible reading for each day of the week, online resources for studying the Bible (print, audio, video). * ideas for living the biblical teaching in the family or in the community. #5. Family & Intergenerational Programming Intergenerational Service Models Intergenerational service provides many benefits to the whole church community. Intergenerational service helps narrow the generation gap between older and younger church members; recognizes that all people in the church, regardless of age, have talents to contribute that are valuable and important; assists young people in feeling a part of the church today, not just the church of tomorrow; connects the generations and builds relationships as they serve God by serving their neighbor; and communicates that it is the responsibility of all Christians, regardless of age, to serve people and work for justice as a follower Jesus Christ. Here a several ideas for creating new programming that engages all ages in serving those in need, caring for creation, and working for justice. There are so many local, national, and global organizations that provide educational resources and action projects your church can use to create new intergenerational programming. An Annual Church-Wide Service Day Mobilize the whole faith community through an annual church-wide justice and service project. Create a four-week, church-wide campaign that culminates on a Sunday where the entire congregation engages in service projects in and with the community. As an individual church or with churches in your area, select a local and global project already developed by a justice or service organization. Then develop an annual theme, such as poverty, care for creation, peacemaking. Prepare the whole community for the service engagement, utilizing the resources developed by the partner organizations. Include 1) worship and prayer experiences focused on the particular theme or project; 2) educational sessions including social analysis of the issues and reflection on the teachings of scripture and the Christian tradition; 3) household activities on the theme or project such as prayers, learning resources, and action suggestions; 4) a website with the resources, activities, action projects, and features to allow people to share what they are doing; and 5) special presentations by experts on the issues and by people engaged in action on the issue. A Monthly Intergenerational Service Project Using the same design as the church-wide service day, a congregation can develop a monthly service project that addresses one particular need or issue (local and/or global) each month. Each month's project can include a short educational program of the topic, an action project, and reflection on the project. Themes for the service projects can correspond with calendar events and seasons, as well as church year seasons. Examples include Back to School (September) and school kits for students, Thanksgiving (November) and feeding the hungry, Lent (February or March) and serving the poor, and Earth Day (April) and caring for creation. Intergenerational Service Nights at Church Service Nights are simple, self-contained programs at church that feature five to ten service activity stations that engage all ages in doing a simple project for the benefit of a group in need. At one station people might create greeting cards for the elderly or for sick church members. At another booth they might make blankets for a homeless shelter. At another booth they might bake cookies or make sandwiches for a soup kitchen. Many organizations provide the organizational logistics a church needs to a service project, for example Feed My Starving Children provides the resources for people to pack food that will be shipped to people in need. Intergenerational Learning Models For more than 20 congregations from a variety of Christian traditions have been developing and implementing new models of intergenerational faith formation and learning. Intergenerational learning provides a way to educate the whole community, bringing all ages and generations together to learn with and from each other, build community, share faith, pray, celebrate, and practice the Christian faith. The key is that everyone is learning together—young and old, single and married, families with children and empty-nest families, and it involves the whole family—children, parents, grandparents, in a shared experience of the Christian faith. We know from the research findings that one of the most significant features of intergenerational faith formation is the way it builds community among people, and relationships across ages and generations. Central to building relationships and community is creating an atmosphere of hospitality and welcoming at intergenerational learning sessions where everyone feels a sense of belonging, acceptance, and respect. This welcoming spirit is as important as the content being taught. The intergenerational learning model creates the environment and experiences where people of all ages learn from each other and grow in faith together. Adults gain meaningful insights from their interaction with children and youth; and children and youth experience meaningful support from non-parental adults. Intergenerational learning creates an environment in which participants feel safe to learn, ask questions, and grow in faith on a deeper level. We know from the research that intergenerational learning strengthens parental and family faith by encouraging the whole family to participate—children, teens, parents, and grandparents. It equips parents (and grandparents) to be faith formers of their children by developing their competence and confidence through such faith-forming experiences as sharing stories, celebrating rituals, praying together, reading the Bible, and more. Intergenerational learning provides activities that model the practices that churches want parents and families to live at home. The research findings also revealed that families enjoy opportunities to pray, learn, and be together (even if parents may resist participating initially). Model #1. Generations of Faith The Generations of Faith intergenerational model is based on the work of James White in his book Intergenerational Religious Education (Birmingham: Religious Education Press, 1988). White identified four patterns of relationships that shape the four components of an intergenerational religious education learning experience: 1) in-common experiences, 2) parallel learning, 3) contributive occasions, and 4) interactive sharing. The model created by the Generations of Faith Project used White's four components in the following way. This model can be used for all ages intergenerational faith formation or for family faith formation with children, adolescents, and their parents (and grandparents). 1. Gathering and opening prayer 2. All-ages learning experience: intergenerational learning begins with a multigenerational experience of a theme that all generations can share together. 3. In-depth learning experience: through structured learning activities each generation—families with children, adolescents, and other adults—explores the biblical and theological understanding of the topic, using one of three possible formats: * The Age Group Format provides parallel, age-appropriate learning for groups at the same time. Though age groups are separated, each one is focusing on the same topic—utilizing specific learning activities that are designed for their life cycle stage: families with children or children alone, adolescents, young adults, and adults. * The Whole Group Format provides a series of facilitated learning activities for everyone at the same time using intergenerational or age-specific small groups or table groups. * The Learning Activity Center Format provides structured intergenerational and age-specific learning activities at a variety of stations or centers in a common area. 4. Sharing learning reflections and application: in intergenerational groups participants share what they learned and prepare for applying their learning to daily life using resources and activities provided in print or online. 5. Closing prayer service Congregations are using the intergenerational model of learning in a variety of ways: 1. To develop a faith formation curriculum for the whole community using intergenerational faith formation as the primary learning model, supplemented by age-specific and affinity group faith formation models 2. To extend a topic featured in the faith formation program for children or teens, to the whole community through intergenerational learning 3. To replace a topic in the children or adolescent program with intergenerational learning on the same theme 4. To add intergenerational learning to milestone and sacramental preparation and celebrations 5. To conduct intergenerational faith formation around church year feasts and seasons, such as Advent-Christmas, Lent, Holy Week, Pentecost, and more 6. To add intergenerational learning experiences into a vacation Bible school, camp, or summer program 7. To conduct intergenerational learning in preparation for service projects and actions for justice 8. To sponsor an intergenerational retreat for the whole community. Churches that make intergenerational learning their core faith formation experience for all ages conduct monthly, bi-weekly, or weekly intergenerational programs, and then offer a variety of age-group or affinity-group programs throughout the month or year to address specific age-appropriate needs. These churches replace or modify their age group programming to place the emphasis on all ages learning together. They develop a multi-year curriculum for the whole community built around themes from the Bible, the cycle of Sunday lectionary readings, church year feasts and seasons, Christian practices, service and social justice, prayer and spiritual disciplines, core Christian beliefs, and moral teachings. Model 2. Logos A second model of intergenerational (and family) learning has been created by GenOn Ministries (www.genonministries.org) and includes weekly intergenerational experiences for children and/or youth that creates an intentional arena where all ages can learn about and practice the art of Christian relationships. In these cross-generational gatherings, everyone eats together, plays together, studies together, and prays together. These four parts, plus weekly congregational worship, make up the whole, providing everyone involved a cross-generational arena in which to have a complete, holistic experience of Christian nurture. In addition, young people also lead in congregational worship on a regular basis. The four-part learning model includes: 1. Bible study: A time for each grade or a combination of grades to study the Bible as the model for Christ-centered living. Churches can use a non-denominational curriculum developed by GenOn for LOGOS or their own curriculum. 2. Worship skills: Choir, drama, bells, or other arts are rehearsed at LOGOS and then presented regularly in corporate worship. Each church decides the best fit with its own liturgy and worship style. 3. Family Time: The shared meal is a time to gather regular "table families" of various ages who eat together each week for the entire program year. Kitchen teams prepare dinners that are served family style, using table settings and serving dishes practicing the art of serving one another. 4. Recreation: All have great fun in a cooperative atmosphere, often drawing on the hobbies and interests of adults in the congregation willing to share their passions on a one-time basis or longer. Model 3. Messy Church A third model of family/intergeneration learning is Messy Church (http://www.messychurch.org.uk, http://messychurchaustralia.com.au) started in 2004 in the UK with a simple question: "How can our small church reach the many families in our community?" Messy Church was created for those outside the church, and became church for them, not a stepping stone to Sunday morning church. Messy Church is church for families who may not find other forms of church appealing and who don't yet belong to a church. There are now thousands of Messy Churches all around the world in most denominations. A typical Messy Church meets monthly and includes four parts: 1. A flexible, relaxed arrival time with drinks and snacks 2. Creative exploration of a Bible story or theme through many creative experiences for people of different learning styles and of all ages. Children and adults are not separated and are encouraged to explore the story or theme together 3. A short but explicit time of worship with story, music and prayers that builds on the creative exploration that has already occurred. 4. A generous welcome and hospitality is expressed through an invitation to share a delicious home-cooked, sit-down meal with others The key values which define Messy Church are Christ-centeredness, creativity, and joyful celebration in a spirit of generous, inclusive hospitality. Messy Church tries to focus on people as they are and form relationships with whole families, no strings attached. Model 4. Intergenerational Vacation Bible School A fourth, emerging model is family/intergenerational vacation Bible school. Congregations have begun to re-think vacation Bible school, redesigning a child-only experience into a family or intergenerational experience. One approach to intergenerational VBS has all ages participating for three or four evenings in the summer with food, fun, music, learning, and games. The program incorporates typical VBS Bible content and interactive learning, but everything is intergenerational. A typical evening design (3 hours) could look like this: registration, light meal, opening /music, Bible story, outdoor activity/inside craft, and snacks and closing. A second approach begins each evening with a family-style meal. Then the children participate in Bible stories and activities, while the adults (parents, grandparents) participate in an adult-themed session. Families then reunite in the church for music and prayer to close the evening. Other Models For additional models of intergenerational faith formation check out the case studies in the two volumes of Let's Kill Sunday School and Birth Cross+ Gen Ministries from Faith Inkubators. #6. Equipping Parents and Grandparents as Faith Formers Equipping parents and grandparents with the knowledge and skills necessary for faith-forming: how to transmit faith and values to their young people, how to become a Christian role model, and how to build a community of faith at home that nurtures faith growth in the young. Marcia Bunge has identified practices from the Christian tradition that describe how parents can fulfill their duties as Christian parents. These eight practices are often mentioned in the Christian tradition as ways to strength a child's moral and spiritual development. These practices resonate well with the research on faith transmission and can serve as the basis of programs and resources for equipping parents and grandparents as faith formers of their young people. 1. Reading and discussing the Bible with children. 2. Participating in community worship, family rituals, and traditions of worship and prayer. 3. Introducing children to good examples and mentors. 4. Participating in service projects with parents or other caring adults and teaching financial responsibility. 5. Singing together and exposing children to the spiritual gifts of music and the arts. 6. Appreciating the natural world and cultivating a reverence for creation. 7. Educating children and helping them discern their vocations. 8. Fostering life-giving attitudes toward the body, sexuality, and marriage (14–17). Christian Smith and Justin Bartkus identify three primary roles parents play in transmitting religion. These three roles can provide a framework and content for developing the faith forming roles and practices of parents and grandparents. 1. Sponsor of the Faith: Parents are the point of access between the church and their children. If children are not initially exposed to the Christian faith by their parents, they usually will not be exposed to it at all. 2. Gatekeeper of the Faith. Parents have nearly total control over how much and what sorts of religious content their children encounter—whether prayer, reading the Bible, or receiving Communion will occur regularly in their lives; whether they will be exposed to relationships and communities that have a religious dimension, and so forth. Parents are thus the "gatekeeper" of religious content for their children. To use another metaphor, parents are like a faucet, determining whether religious content will arrive in children's lives at an occasional drip or in a regular flow. 3. Interpreter of the Faith. Parents are definitive role models, mentors, who embody a specific manner of being Christian. They teach children how to apprehend the world, how to understand what is good and what is evil, how one ought to affectively, intellectually and practically engage with the world, and so on. They do not just "represent" the faith; in many cases, they are the only meaningful embodiment of that faith in the lives of children. Parents render faith a matter of flesh and blood rather than a lifeless mishmash of doctrines and teachings. If children do not "see" the Christian faith in the "face" of their parents, they will likely never gain sufficient familiarity with it to commit to practicing the faith in the long run. (Adapted from Smith and Bartkus, 15) Content for Parent Programming There are three major content areas of a parent and grandparent strategy: 1) promoting spiritual and religious growth, 2) developing faith forming skills, and 3) equipping with the knowledge and skills for parenting today. Use this content in developing and curating programming and resources for parents. Adult spiritual and religious growth. This content needs to be tailored to the four spiritual-religious identities of parents—active, occasional, spiritual/uninvolved, and unaffiliated; and to the traditions, beliefs, and practices of the particular Christian tradition. This content includes the ten characteristics of faith maturing, presented in developmentally appropriate ways for parents. 1. Developing and sustaining a personal relationship and commitment to Jesus Christ 2. Living as a disciple of Jesus Christ and making the Christian faith a way of life 3. Reading and studying the Bible—its message, meaning, and application to life today 4. Learning the Christian story and foundational teachings of the Christian faith (Trinity, Jesus, creed, morality and ethics) and integrating its meaning into ones life 5. Praying—together and by ourselves, and seeking spiritual growth through spiritual disciplines 6. Living with moral integrity guided by Christian ethics and values 7. Living the Christian mission in the world—serving those in need, caring for God's creation, and acting and advocating for justice and peace. 8. Worshipping God with the community at Sunday worship, ritual celebrations, and the seasons of the church year 9. Being actively engaged in the life, ministries, and activities of the faith community 10. Practicing faith in Jesus Christ by using one's gifts and talents within the Christian community and in the world Faith-forming skills and practices. Based on research findings and the wisdom of the Christian tradition we can identify important skills and practices for faith forming. This content includes, but is not limited to: * having family conversations about religious topics * reading and discussing the Bible with children and teens * prayer as a family and encourage children and teens to pray * participating in Sunday worship as a family * celebrating family rituals and milestones * celebrating holidays and seasons as a family * engaging in actions of service, justice, and care for creation as a family and encouraging children and teens to serve * talking about faith and the religious tradition, and providing moral instruction and discussing moral issues with children and teens Knowledge and skills for parenting. Based on the Developmental Relationships research from the Search Institute we can identify important practices for effective parenting. This content includes, but is not limited to: * expressing care to young people by listening to them, being dependable, encouraging them, and make them feel known and valued * challenging young people by expecting them to do their best and live up to their potential * providing support for my young people by encouraging their efforts and achievements and guiding them to learn and grow * treating young people with respect, hearing their voice, and including them in decisions that affect them inspiring young people to see possibilities for their future, expose them to new experiences and * places, and connect them to people who can help them grow * demonstrating a warm and affirming parenting approach * creating a warm, caring supportive family environment. * practicing effective communication skills * managing "screen time" and social media use * learning effective discipline practices * creating a warm, caring supportive family. Ideas for Parent Programming Here are a variety of ideas for developing programming around the three content areas of parent and grandparent formation. 1. Parent website. A parent or family faith formation website can provide online learning experiences (workshops, webinars, courses, audio podcasts, video programs). A website can provide parents with resources in all three content areas in a variety of media. The website can also extend learning from gathered parent programs. The website can include original programming created by the congregation and curated programming from other sources. Digital initiatives, such as the website or webinars, provide a way to reach a wider audience of parents in the community. A great example of a website designed for parents is ParentFurther (http://www.parentfurther.com). 2. Parent programs. In gathered settings (large group or small group) or online (webinars, online courses, video programs) parent programs can be created and/or curated using the content suggested earlier. * Incorporate parent formation and education into congregational events that already engage parents, such as parent preparation programs for baptism, first communion, or confirmation, as well as the celebration of milestones * Add a parent-only component to family-intergenerational learning programs that addresses parent faith formation or skills development while their children are participating in childfocused activities. Gather the groups together for a shared experience to put into practice what they learned. * Add a parallel parent program to the existing children and adolescent program where parents can gather occasionally while their children are in age-specific programs. * Add a parent component to vacation Bible school in the evenings or online. 3. Laboratory experiences. Immerse parents in hands-on experiences—with or without their children—that teach knowledge and skills for faith-forming and parenting. A family-centered worship experience can be an opportunity to teach parents about worship, reading the Bible, and how to do these things at home. A church-wide service day can be an opportunity to teach parents about the biblical basis of service and how to integrate service into family life. A church year seasonal celebration can be an opportunity to teach about ritual and how to celebrate rituals and church year seasons at home. These immersion experiences can be supported with online content for parents and for the whole family. 4. Parent mentors. Provide guidance and support for parents and the whole family at each stage of life with mentors drawn from the grandparent generation who are actively engaged in church and bring decades of parenting and family life experiences. Congregations can identify and provide training for mentors (mentoring skills, understanding today's family, learning how to access online resources and activities, and more). Developing relationships between parents and mentors can begin with birth/baptism. Mentoring can be life-cycle specific with mentors who focus on children or adolescents. Churches can also identity mentors (spiritual guides) who attend to people's spiritual life, guiding them in growing in their relationship with God and learning more about the Christian faith. 5. Life cycle or affinity groups for parents. Create gathered settings (church, home, community) and in online groups (such as a Facebook parents group) that provide opportunities for parents with children in the same age group to talk about parenting, get information and encouragement, discuss family life issues and challenges, and more. Congregations can also sponsor support groups for divorced parents, parents in blended families, parents of children with special needs, and other affinity groupings. An example of a life cycle support group is MOPS (Mothers of Preschoolers). 6. Have parents practice new skills with their own children during program sessions. This is in contrast to training programs where no practice takes place or where parents are asked to role-play with another parent or the group leader. 7. Design programs that engage parents in the learning experience. Parent programs need to have content that is relevant to parents and processes that help parents learn and want to participate in new learning. Here are several tips for designing and leading effective educational experiences for parents. * Create a supportive, caring environment for learning. Greet parents, provide time for them to get acquainted with one another, and encourage mutual support during and after the experience. * Actively engage parents in the learning. The amount they learn will be in direct proportion to how much they put into the experience. * Let parents be the experts. Show that you value their knowledge and experience by giving them opportunities to contribute to the learning experience. * Tie the learning activities around the parents' experiences and values so they know "this is for me and about my family." * Focus the content on real needs, issues, and concerns, not just on content that parents ought to know. If, for example, you want to help parents teach their child/teen about healthy concepts of right and wrong, first identify the ways this connects with parents' needs or concerns regarding moral values, then develop the experience to reflect those concerns. * Include information and skills parents can put into action immediately. Such application reinforces and helps parents internalize what they learn. * Demonstrate how to use skills and practices during the program so that parents have a direct experience of how to use the skills or practice at home. * Provide resources that parents can use for their own personal growth and with their family. Consider developing a parent website with resources and links to websites to enhance and expand the learning experience. 8. Use a variety of environments and methods to engage all parents, anytime and anywhere. Use a variety of settings—independent, mentored, at home, in small groups, in large groups, churchwide, in the community, and in the world—to offer a diversity of programs as well as to offer the same program content in multiple learning environments. This provides parents with more options to participate and broadens the scope of parent formation and education offerings. 9. Use online platforms and digitally enabled strategies. Utilize the abundance of digital media and tools for parent formation and education—to engage parents anytime, anyplace, and just-in-time— and extend and expand faith formation from physical, face-to-face settings into their daily lives through digital content and mobile delivery systems. Online platforms for parents (websites) integrate the content (programs, activities, resources), connect people to the content and to each other, provide continuity for people across different learning experiences, and make everything available anytime, anywhere, 24-7-365. Digital media tools and resources—social media (Facebook, Twitter, Instagram, and more), webinars and online learning, video conferencing, videos, audio podcasts, and much more—provide more features in designing parent programs, more methods for delivering programs, and more ways to connecting parents to each other. 10. Give parents a plan. Reggie Joiner and the Think Orange team emphasize how important it is to give families a plan. "When parents show up at church, they are often asking silent questions that we must answer; questions they don't even know they're asking. To begin looking at parents through a different filter, imagine that every time a parent walks through the door, he or she is asking you to do three things: * Give me the plan. Most parents are parenting reactively, yet many of them desire to be proactive. They want a plan that will give them a system of support, consistent influence, and a steady flow of relevant information. In essence, what they need from the church is a partner. * Show me how it works. Parents need to be influences as much as children do, and they desire to be engaged in the process in a way that prompts them to take the best next step. Church leadership has the potential to challenge them collectively and give them a network of families to connect with personally. * Tell me what to do today. If we are going to truly partner with parents, we have to give them specific instructions or resources to use this week. Sometimes parents have a lack of vision, but often they just don't know where to start. Give parents a map and a schedule. (Joiner 2010, 89– 90) Part 4. Digital Strategies for Faith Formation We need to design faith formation with digital strategies embedded in them. We need to design faith formation that is mobile; that takes advantage of the abundance of content so we can personalize faith formation; that provides an activity or program in multiple formats so that people can learn in the way they learn best; that utilizes a website as a hub for faith formation and online classrooms for programming; and that provides micro-faith forming activities/experiences that connect together into a seamless faith formation program. Design faith formation that is digitally-enabled—blending gathered community settings with online learning environments and utilizing the abundance of digital media and tools for learning and faith formation; and digitally-connected—linking intergenerational faith community experiences, peer experiences and programs, and daily/home life using online and digital media and/or reaching people at home and in daily life with online faith formation content and experiences. Here are five strategies for using digitally enabled strategies in faith formation. 1. Extend Programming: We can extend gathered events and programs into people's daily lives by providing online content that helps people to go deeper. For example, we can extend Sunday worship into the home and daily life with daily Bible readings, prayer activities, learning activities, faith conversations, and more. We can extend an age group program with online activities that deepen knowledge and provide application activities or projects. We can extend intensive programs like VBS or camp or retreats with regular online content and activities. 2. Flip Programming: We can "flip the classroom or program" by creating a digital platform to provide the content that people would learn in the gathered setting in an online learning space using print, audio, video, and more. And then transform the gathered program using interactive activities, discussion, project-based learning, and practice and demonstration. We can redesign children's faith formation so that children and their parents are learning online at home and doing activities together, and then refocusing "class time" to engage children in creating projects and activities that demonstrate their learning. We can design a high school confirmation program that provides the content that used to be taught in the weekly sessions in an online platform for individual learning—watching videos, reading short materials, and writing a reflection journals; engages the young people in small groups during the month to discuss their online learning; and then meets monthly in a large group gathered session for discussion, interactive activities, and application of the content to living as a Christian today. During the year retreats, worship, and service projects offer additional gathered sessions. One example of the type of video content for adolescents is the Video Catechism, produced by the Catholic Diocese of Wheeling-Charleston, WV (vcat.org), that provides short videos for the major teachings in the Catholic Catechism. There are similar types of video program in all Christian traditions. 3. Online Programming: We can develop a complete online faith formation experience with faith forming content and experiences. For example we can build an online "forty-day Lenten curriculum" that connects the Lent events at church with online content for experiencing and practicing Lent in daily and home life. We can include prayer activities, daily Bible readings, daily devotions, Lent study resources, videos, service activities, and more. We can use video conferencing with services like Zoom.us to create webinar programming for adolescents, parents, and the whole family. For example we can create a monthly one-hour parent formation webinar program delivered to parents at home using a video conferencing program like Zoom. We can build the program around the knowledge, skills, and practices for effective parenting and for parent as faith formers. Invite a guest presenter and invite parents to participate online. Sponsor two or three parent dinners during the year (with babysitting) for parents to gather inperson to meet each other, discuss the webinars, etc. We can also set up online faith formation centers with resources for people to access 24x7. For example, we can providing an online prayer and spirituality center where people can access daily prayer reflections and devotions, offer prayer intentions, pray for others, learn about spiritual practices, download prayer activities for the home, and more. 4. Multiple-format Programming: We can develop multiple formats for gathered programs by video and/or audio recording programs and then developing small group and independent programming using the video or audio content. Produce a webpage with the video or audio content and the programming for small groups and independent learning. Use social media (like a Facebook group) or an online classroom to facilitate online interaction and discussion. This provides a great way to offer other ways for people who cannot participate in the fixed time program to access the content and engage in learning at a time that works best for them. 5. Prepare and Follow-Up Programming: We can utilize online formats to prepare people for an event or program, such as the celebration of a sacrament or milestone, or participation in a mission trip. This is an especially helpful process when it is difficult to gather people for the preparation and/or follow-up. Use the online platform to prepare people for the event with the appropriate content (experiences, activities, video/audio, and resources). Engage people in the event or program. Use the online platform to sustain and apply the learning and growth with appropriate content (experiences, activities, video/audio, and resources). Use social media (like a Facebook group) or an online classroom (like Edmodo or Google Classroom) to facilitate online interaction and discussion. Part 5. Personalizing Faith Formation There are two ways to design a personalized plan for faith formation. The first utilizes a Pathways Guide to help people discern their faith growth needs and then provides Playlists of content, experiences, and activities to address those needs. The second approach personalizes a congregation's faith formation offerings by tailoring them to distinct faith growth needs through a variety of Playlists and inviting people to select the activities that best address their spiritual and religious journey. Approach One: Personalize the Faith Pathways for People A Pathways Guide is a process for helping people discern where they are in their faith journey and to chart a path for faith growth—to get from where they are to a closer relationship with Jesus and a deeper practice of the Christian faith.. People should be able to clearly understand where they are in their faith journey and their next steps in faith growth. They don't have to do everything, they just need to do the one next thing. A Pathway focuses on faith maturing. The goal of a Pathway is to develop disciples and promote faith growth. A Pathway is created around the church's vision of discipleship and maturing faith—identifying characteristics of faith maturing that can be used for people to discern their faith journey and chart a path for growth. Approach One uses the ten faith maturing characteristics (or similar characteristics from your Christian tradition) to create a Pathways Guide to help people discern their faith growth needs, and then design Playlists of content and experiences that address each characteristic. The Pathways Guide incorporates a rating scale for discerning faith growth needs, for example: Getting Started, Growing, Going Deeper. Playlists of content and experiences are developed for each characteristic with activities targeted to each rating on the discernment continuum (getting started, growing, going deeper). There are Playlists for each "level" on the continuum. Playlists incorporate a variety of programming including gathered programs at church, small groups, online learning and resources, mentoring, and more. The Playlists are published on a digital platform to make it easy for people to access them. They can also be connected to an online classroom like Google Classroom or Edmodo. Approach One works well around major milestones and sacrament preparation, providing a way to connect with people where they are in their faith journey and personalizing their preparation experience. Create a Pathways Guide for Christian initiation and new member formation, marriage, baptism, first communion, confirmation. A Pathways Guide can be used at the beginning of a new year of gathered faith formation programming to provide a more personalized experience for people. A Pathways Guide can be used with parents to discern the growth needs of parents and the whole family at parent meetings and family-centered programming. It works best in an environment where you can guide people in discerning their faith growth needs and connecting them to Playlist that is designed for them. Design Process 1. Identify a target audience(s): children, adolescents, parents, and/or the whole family. 2. Identify how and where you will use the Pathways Guide. 3. Develop the characteristics of faith growth you want to use in your Pathways Guide. Use the ten characteristics of maturing faith or use characteristics of faith growth specific to the content of the event or program (such as preparing for confirmation). 4. Develop a 'discernment continuum" that gives people a way to reflect on their current growth. Use a faith growth continuum: Getting Started, Growing or Making Progress, Going Deeper; or a rating scale: How true is each statement for you: 1= not true from me , 3=somewhat true for me, 5=very true for me. Approach Two: Personalize the Faith Formation Offerings A second approach to personalizing faith formation, when you cannot use a Pathways Guide with people, is to offer a variety of content, experiences, and activities developed around the ten characteristics or the program's content, and tailored to the different faith growth needs of people (getting started, growing, going deeper). In Approach Two the Playlists provide the way to personalize faith formation. For example, to help children, adolescents, parents, or the whole family read and study the Bible, we can offer three different types of Bible content and experiences for those who are getting started, growing, and going deeper. These activities can be online, gathered, small group, family-centered, and more. All of the content and experiences are published on a digital platform for people to access. Faith Formation Playlists A faith formation playlist is a curated group of digital (online, video, audio, print) and gathered (church, home, small groups, etc.) faith forming experiences and resources that are tailored to the specific faith growth needs of people around a particular characteristic of faith maturing or theme/topic. Playlists are developed for each "stage" on the discernment continuum, such as Getting Started, Growing, Going Deeper. Each playlist provides a variety of ways for people to learn and grow in faith. Playlists incorporate intergenerational, family, age group, and online/digital faith forming content, experiences, and activities. In Chapters Two through Four you identified an abundance of current and new programming that can be utilized in creating Playlists of content, experiences, programs, and activities for children, adolescents, parents, and the whole family. Here's a checklist for designing Playlists. Design Process 1. Develop Playlists for a target audience: children, adolescents, parents, or the whole family. 2. Select content and experiences to address each faith maturing characteristic with activities for each "level" of discernment, e.g., Getting Started, Growing, Going Deeper. Use the four types of content and experiences in your Playlists as appropriate: intergenerational, family age-specific, and online and digital. Some of the resources and programming will apply to multiple "levels" of faith growth needs. Review the "Curating Resources" section to develop a process for finding, reviewing, and using resources, especially digital resources, in designing your Playlists. 3. Using a variety of settings or environments for faith growth: independent, mentored, at home, small group, large group, intergenerational /whole church, and world. 4. Address the ways people learn through a variety of activities: verbal-linguistic (word/book smart), logical-mathematical (number/logic smart), visual-spatial (art/picture smart), bodilykinesthetic (body/movement smart), musical-rhythmic (music/sound smart), naturalist (nature/environment smart), interpersonal (people/group smart), intrapersonal (self/introspection smart). 5. Use a variety of methods: reading; writing/keeping a journal; storytelling and creating stories; watching feature films, TV shows, videos; creating a media project or video; viewing or creating art; viewing or taking photographs; watching drama or acting; listening to or creating a podcast; listening to or creating music; conducting a demonstration or exhibit; experiencing games, simulations, video games; analyzing or creating a case study; developing an apprenticeship or internship; experiencing prayer and rituals; creating prayer experiences; taking a field trip; participating in a mission trip; engaging in or creating a service/action project; developing a mentor relationship; and more. 6. Publish the Playlists on a digital platform and use social media for connection, interaction, and sharing learning reflections. You can add the playlists to your existing church website or create a website just for faith formation and link it to your church website. Building a website is made much easier today by the availability of online website builders that provide predesigned website templates, drag-and-drop features to create webpages, and hosting for the website. Three popular website builders to explore are Weebly, Wix, and Squarespace. All three have easy to use features and very reasonable subscription fees. For advanced users WordPress provides thousands of predesigned templates, lots of customization features, and ready-to-use apps. WordPress does require an understanding of web design and some programming ability. Part 6. Curating Resources for Faith Formation One of the essential skills for developing Playlists of rich content and experiences is learning how to curate high quality faith formation content in all forms and media that can engage people in learning and growing in developmentally appropriate ways targeted to their faith growth needs. Curation may be a new word for many, but it has a long history. The term curator comes from the Latin word curare meaning "to care for." Every time we visit a museum we experience the work of museum curators who acquire, care for, develop, display, and interpret a collection of artifacts or works of art in order to inform, educate, and entertain us. Museum curators are subject-matter experts who guide a museum's overall art collection. Librarians have a similar curation task—they curate books and media in a variety of forms, including digital—to inform, educate, and entertain us. Like museum curators, librarians have done this for centuries. The Library of Alexandria (Egypt) in the ancient world have had curators over two thousand years ago! A content curator is someone who continually finds, groups, organizes, and shares the best and most relevant content on a specific subject to match the needs of a specific audience. Content curators provide a personalized, high-quality selection of the best and most relevant content and resources available. They do not create more content, but make sense of all the content that others are creating. How does curation apply to faith formation? When faith formation was a matter of selecting the right print resource or program from the right religious publisher, there was little need for curation. Leaders simply selected the right resource. But even in the era of "the resource is the curriculum," many faith formation leaders were curators. To design home-grown programming they would search through print resource, films, and music to design a retreat or a youth meeting or an adult topical series or a parent workshop. They never thought of themselves as curators, but that is what they were doing—searching through a variety of resources, selecting the most appropriate resources to match with the needs of the people and the program, and then using the resource in the program design. We now live in a era where there is an abundance of religious content in digital form—audio, video, apps, e-books, websites—and in print form. We are benefiting from the rise of online resource centers with freely accessible, high quality religious content and experiences that congregations, families, and individuals can access. In the new digital world of abundant resources, the role of the faith-formation leader is shifting from providing religious content and programming to curating religious content and experiences for all ages. So what is a faith formation curator? A faith formation curator is a trusted guide who continually finds, groups, organizes, and connects the best and most relevant content and resources on a specific subject to match the needs of a specific audience. The resources can come in many forms: people resources, programs at church and in the community, and media resources (print, audio, video, online, digital). Curation is the way that faith formation leaders connect programming with high quality resources. We can identify three steps in the process of curating faith formation: 1) research and organize resources, 2) evaluate resources, and 3) connect the resources to programming. The research and organize phase of the process is continuous. Good curators are always searching for new resources and organizing them for future use. Step 1. Research and Organize the Resources The first step in the curation process is researching and reviewing resources. This is the collection phase. There's no need to select or evaluate resources at this stage—the key is to collect as many highquality resources for faith formation for children, adolescents, parents, and families. It is helpful to develop a list of trusted expert curators to assist you in researching and evaluating resources. We all know people in faith formation who make it part of their work to stay current with the best resources. Make a list of these people and invite them to be part of the curation support system. It is also helpful to develop a list of high-quality online resource centers with high-quality content. Be selective—this does not have to be a long list of websites. Select resource centers with well-produced content. Review websites from national and regional denominational agencies, religious publishers, churches, and religious organizations online faith formation content for children, adolescents, parents, and families. For a list of online resources for faith formation go to the "Curation" section of the LifelongFaith.com website. Be sure to subscribe to faith formation blogs and newsletters that review faith formation resources to make it easier for you to keep up-to-date on what's new. Blogs and newsletters are produced by individuals, denominational offices, seminaries, religious organizations, and religious publishers. A good example of a faith formation blog (and online resource center) is Building Faith (www.buildfaith.org) from Virginia Theological Seminary. Here is a checklist of the types of resources to research: * People: teachers, mentors/guides, program leaders, small group leaders, guest presenters * Community programs: churches, agencies, organizations, * Educational institutions: colleges, seminaries, educational organizations * Retreat and spiritual life centers, monasteries * Regional and national denominational programs, events, and websites * Museums * Books (with study guides) * E-books * Apps * Audio podcasts * Audio learning programs * Videos, feature films, and TV shows * Video learning programs * Online courses * Online activities One of the easiest ways to develop a library of faith formation resources is to create homegrown resources by saving and archiving church programming. Develop a plan for recording presentations and programs at church in audio/and or video format. Think of all of the opportunities throughout the year for recording program that can be used in other learning formats such as self-study or small group study. Consider weekly sermons, presentations, special events, concerts, and more. Develop a YouTube channel for the congregation to store and categorize all of the video recordings. Step 2. Evaluate Resources Every faith formation curator needs standards for evaluating faith formation resources that reflect their Christian tradition and the needs of their congregation. A set of evaluation standards needs to be developed locally. Consult denominational resources for evaluating curriculum resources. Most denominations have evaluation standards for assessing educational resources or textbooks. This can serve as a basis for developing the congregation's evaluation standards. Here are ten categories for developing a resource evaluation checklist. Add one or more focusing questions to each category. Try to keep the checklist short so that it is easy to use. Use the evaluation criteria to review potential resources. 1. Biblical content and interpretation 2. Theological content and emphasis 3. Developmental appropriateness 4. Ethnic-cultural appropriateness 5. Inclusive of diversity 6. Respect for diverse ways of learning 7. Appearance and visual appeal 8. Ease-of-use 9. Quality of experience 10. Ability to be incorporated into daily and home life Step 3. Select Resources for Playlists Select the best resources for your target audience—children, adolescents, parents, and the whole family to match with each faith maturing characteristic on your Pathways Guide and with the different "levels" of faith growth. Select content and experiences for your Playlists that include intergenerational, family age-specific, and online and digital. Example: Parent Faith Growth Pathway Here is an example of a Parent Pathways Guide to help them identify their strengths and areas of growth in their faith life, and as faith formers of their children and adolescents. All of the items are based on the ten characteristics of faith maturing. Parents respond by answering the question: "How true each statement is for you" using the rating scale: 1 = Rarely true of me, 2 = Sometimes true of me, 3 = Occasionally true of me , 4 = Almost always true of me, 5 = Always true of me. Areas Where I Need to "Get Started" (look at the 1 and 2 rating) Areas Where I Need to "Grow" (look at the 2 and 3 ratings) Areas Where I Want to "Go Deeper" (look at the 4 and 5 ratings) Example: Family Practices Pathway Here is an example of a Family Pathways Guide for parents to help identify their strengths and areas of growth as a family. All of the items are based on the ten characteristics of faith maturing. Parents respond by answering the question: "How true each statement is for you" using the rating scale: 1 = Rarely true of me, 2 = Sometimes true of me, 3 = Occasionally true of me , 4 = Almost always true of me, 5 = Always true of me. Areas We Are Strong as a Family (Review ratings of 4 and 5.) . . . . Areas We Need to Grow as a Family (Review ratings 1, 2, and 3) . . . . Part 7. Designing Family Faith Formation 1. Describe the target audience (one or more): Families with Young Children, Families with Older Children, Families with Young Adolescents, Families with Older Adolescents, Parents * Who is your target audience? Develop a profile of your target audience by describing the life stage & religious-spiritual characteristics of your target audience. What are their greatest needs or interests? * What challenges are you trying to address in reaching/engaging your target audience? 2. Develop creative responses: * What are you currently doing with the target audience - programs, activities, etc.? How is your target audience currently engaged in parish life? * What do you need to strengthen in your current approach? * What do you need to eliminate or redesign in your current approach? * What do you need to create? How can you creatively address the needs and interests of your audience? Imagine the types of experiences, programs, activities, resources you could offer. * How will you use the six family faith formation strategies: #1. Nurturing Family Faith Practices #2. Celebrating Milestones #3. Celebrating the Seasons of the Year #4. Reading the Bible through the Year #5. Family & Intergenerational Programming #6. Equipping Parents and Grandparents as Faith Formers 3. Identify potential directions: * Review your list of what to strengthen, redesign, and/or create: Which ideas, strategies, programs, activities have the most promise? * Do your ideas respond to the challenges you are trying to address in reaching/engaging your target audience. * Select the ideas you would like to develop. 4. Design for the four religious-spiritual identities: * People with a vibrant faith and relationship with God who are engaged in the faith community. * People who participate occasionally in the faith community and whose faith is not central to their lives. * People who are uninvolved in a church but spiritual. * People who are unaffiliated and have left involvement in organized religion. 5. Personalize the process and the faith formation offerings with a variety of content, methods, times, and formats designed to engage all people. 6. Use digitally enabled and connected strategies to enhance and expand faith formation. Design a website platform and a social media strategy. 7. 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Preparation for T287-Compassion September begins our "Year of Cherishing". Some of the goals for this year are to learn to cherish life, become a more expressive people in terms of cherishing, and to expand the field of who and what we cherish. "Compassion" is the monthly theme for September 2012. All month on Sunday morning we will be exploring compassion. For more resources based on this month's theme, see the September 2012 Journal (first newsletter of the month) on our church website. 1. Take some time to read the compassion practices on the back of this sheet. Choose one of the compassion practices and try it. 2. Which do you find comes most naturally? Compassion for yourself, or others, or the world? Give examples of a time when you practiced each type of compassion. 3. Think about someone your struggle to have compassion for. Why do you think that is? 4. Now mentally substitute someone you cherish (offspring, parent, close friend) for the person you stuggle with having compassion for? How does that change things. 5. Think of someone you cherish. Was there ever a time you didn't feel compassion? How did that affect your relationship? 6. The shadow side of compassion may be pity. To take pity on someone means we are helping them from our superior position; or in a condescending way. We might ask, "Is it compassion or just making myself feel good?" We might also ask how we distinguish compassion from self-righteousness, "do-goodism", codependency, and guilt-based giving or helping? 7. What would compassionate curiosity look like in your life? Taking It Home: Make Your Own "School for Compassion"! Last year ministerial candidate Christy Baker and Senior Minister Nancy Palmer Jones led a hearty group of learners through a six-month course called the School for Compassion. Adapted from Karen Armstrong's book, Twelve Steps to a Compassionate Life, participants explored ways to deepen their compassion for themselves, for others, and for the world. Compassion takes practice. Here are a few of the practices we used in our School for Compassion. We suggest you pick one or two and try them on your own or with family and friends. Let us know what you discover! General Suggestions for the Practices That Follow 1. Set aside a special place and time for your spiritual practice, a few days a week if possible. 2. Sit for a while, considering one or more of the questions that follow. Journal about these questions and the thoughts, memories, and imaginings that arise in response to them. 3. Take up the questions at a pace that feels right for you. A single question may offer a goldmine of discovery. Which questions are you most drawn to? Allow those to guide your practice. 4. Reflect on this spiritual practice around compassion. How is it going? When and how is it difficult? Do you notice any changes in your patterns of thought, feeling, and behavior? 1. Compassion for Yourself Some of these questions come from the "Vook" (video book) of Karen Armstrong's Twelve Steps to a Compassionate Life. Some are Rev. Nancy's own suggestions. Feel free to modify them to suit who you are and where you are in your life. - Make a list of all your good qualities. Ask a friend or partner what he or she values most in you. What qualities do you like best about yourself? - Remember times when you have helped someone—a family member, a friend, a community member, a stranger. What are the kind things that you have done, whether or not anyone has noticed them? Make a list of these memories, either in your mind or in a journal. - What life experiences do you need to mourn? Are there painful memories that still make you wince or that bring tears to your eyes? Can you give yourself some loving care about these feelings—the kind of care you wish someone else had given you or would give you now? - Gently, affectionately, take a look at your growing edges. Do you notice times when you "want more"—such as more control over others? More control over life? Do you notice times when you really want to be "right"? Times when it's hard to listen to another's point of view or pain because you need something for yourself? Observe these times without judgment—just notice, with gentle loving curiosity, what happens and how you feel. Applaud yourself for noticing! Breathe in peace and breathe out love toward your own growing self. 2. Compassion for Others The first exercises here help us to bring compassionate curiosity to difficult conversations. - The next time you catch yourself beginning to debate something with another person, or the next time you find a conversation becoming contentious, ask yourself, "If this person were a guest in my home, how would I treat her or him? Or (if this person is already part of my family/home) how would I treat this person if she or he were my honored guest?" - If you find yourself becoming defensive or feeling a need to make a point and correct others in a conversation, attempt to shift to a place of asking questions rather than making statements. Express curiosity. Inquire about another person's particular view and what informs it. Curiosity can open our hearts to see something from a different perspective than our own. Ask openended questions to shift from a debate to a dialogue. We can practice compassion for others in the midst of our most mundane activities. The following suggestions invite us to take a moment in the midst of our daily lives to send compassion to strangers. - "If you see on the evening news a person who moves you by his [or her] distress, just breathe it in and breathe out to [that person] love and strength." — Andrew Harvey in The Direct Path To Practice This Thought: Send love to a stranger you notice is in need. - "Sharon Salzberg suggests we practice 'guerrilla compassion'—silently blessing people on line at the bank, at the supermarket, in the cars next to us in traffic. Each blessing is a tiny Sabbath, a secret sanctuary offered to a hurried and unsuspecting world." — Cited in Wayne Muller, Sabbath: Finding Rest, Renewal, and Delight in Our Busy Lives 3. Compassion for the World Pick one of the following quotations. Read it slowly. Let a word or phrase, an idea or image arise from the reading. Let your mind and heart dwell with this word, phrase, idea, or image as you go about your day. What do you hear, and what do you see, as a result? What do you learn, and what do you now want to do? - "True compassion does not come from wanting to help those less fortunate than ourselves but from realizing our kinship with all beings." (Pema Chödrön in Start Where You Are) - "As we feel the pain that all people feel in facing an uncontrollable world, compassion naturally arises—even for our 'enemies.'" (Ezra Bayda in Saying Yes to Life) - "We are always beginners in the art of compassion. No matter how advanced or refined we believe our understanding to be, life is sure to present us with some new experience or encounter with pain we feel unprepared for. Your partner betrays you, your teacher disappoints you, some event of unimaginable cruelty happens in the world, and once more you are asked to open your heart and receive it. 'This also, this also' is the essence of compassion. Over and over you are asked to meet change, loss, injustice, and over and over you are asked to find the strength to open when you are most inclined to shut down." (Christina Feldman in Compassion: Listening to the Cries of the World)	<urn:uuid:8c686e9a-ca90-49f5-a1c4-24b3877d8817>	CC-MAIN-2018-51	http://sanjoseuu.org/sgm_content/T-Theme%20Sessions/T287-Compassion/Adobe%20PDF/T287-PR-Compassion-20120813.pdf	2018-12-14T14:32:37Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00159.warc.gz	258,035,571	1,624	eng_Latn	eng_Latn	0.998402	eng_Latn	0.998476	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1587, 5150, 7484 ]	[ 3.15625 ]	1	0
Name ______________________________________________ Due September 27 Use Chapter 6 in the MLA Handbook to complete the following questions. (If you have the 8th Edition, read pages 54-58 to help you. Reference the notes in the margins if you need to look up specific sections in Part 2.) 1. Which sentence would be incorrect in a research paper? a. Steve Jobs was a technological genius (Isaacson 3). b. Isaacson considered Steve Jobs to be a technological genius. c. Steve Jobs was a technological genius. 2. Which sentence would be correct in a research paper? a. Steve Jobs was a visionary creator who co-founded Apple in 1976 (Isaacson 5.) b. Steve Jobs was a visionary creator who co-founded Apple in 1976. (Isaacson 5) c. Steve Jobs was a visionary creator who co-founded Apple in 1976 (Isaacson 5). 3. Which sentence would be correct in a research paper? a. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight" (7). b. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight." (7) c. Isaacson said Wozniak was an equal partner in Apple but "stayed out of the limelight" (Isaacson 7). 4. Read the following passage and circle what is incorrect. Write the correction on the line. Steve Jobs was a pioneer in the computing world, and his list of credits stretches from movie screens to the first handheld MP3 player. (Isaacson 45) With the support of his family and a team of engineers, Jobs built a billion dollar company with products used by millions of people around the world. _______________________________________________________________________ 5. Place the parenthetical reference at ________________________________ to avoid disrupting the flow of your writing. 6. Which sentence would be incorrect in a research paper? a. Isaacson asserts that "Jobs wasn't a religious person" but instead deeply spiritual and reverent (65). b. "Jobs wasn't a religious person," according to Isaacson, but he was deeply spiritual and reverent (65). c. Isaacson asserts that "Jobs wasn't a religious person." Instead he was deeply spiritual and reverent (65). 7. When an entire paragraph is based on research from one source, it is useful to define the source at the start of the paragraph. True/False 8. What is the proper way to cite a source in the text when information is from two seperate pages? a. (Isaacson 45, 62) b. (Isaacson 45, Isaacson 62) 9. If a work has more than three authors, which is the proper way to cite the source in the text? a. (Isaacson, Proffer, and Teal 45) b. (Isaacson/Proffer/Teal 45) c. (Isaacson et al. 45)	<urn:uuid:22aa92e7-9252-4d65-82b7-6eb60a53ce15>	CC-MAIN-2018-51	https://jenniecreates.com/wp-content/uploads/2018/09/MLA2FMechanics-5.pdf	2018-12-14T14:37:32Z	crawl-data/CC-MAIN-2018-51/segments/1544376825916.52/warc/CC-MAIN-20181214140721-20181214162221-00156.warc.gz	639,082,839	634	eng_Latn	eng_Latn	0.995975	eng_Latn	0.998715	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1757, 2620 ]	[ 3.109375 ]	1	0
Brown Shrimp Investigation Student Sheet Lesson 3 > Part 3 > Changing Ecosystems Expert Group 1: How Opening the Spillway Impacts the Fishing Industry Read the article on page 20 and answer the questions below. 1. What is the one main problem identified in the article? Why was the spillway opened, and what problems does this cause? 2. What are two questions that you have after reading the article? 3. Write three words that you feel sum up the message of this article (they do not have to form a sentence). 4. How does this article relate to the investigation question for today: How are brown shrimp impacted by the changing coastal environment? How does this affect the people of Louisiana? PROJECT > RESILIENCE > Lesson 3 19 Letters: Seafood industry hampered by spillway opening Gulf seafood harvesters need federal disaster recovery funding to ease the suffering caused by the opening of the Bonnet Carre Spillway. The freshwater from this year's recordshattering flooding has harmed our fishing communities just as hurricanes and the BP drilling disaster have devastated our fisheries in years past. In a letter to the U.S. secretary of commerce, Mississippi Gov. Phil Bryant stated that 70% of the Mississippi Sound's already imperiled oyster population is estimated to be dead, with the crab catch down by 35%. Shrimp season in Mississippi, which usually begins in June, will also be affected. According to a news release from the Louisiana Department of Wildlife and Fisheries, oyster landings have declined by 80% from the average for the year-to-date and are 89 % below the average for March-April. Statewide shrimp landings declined by 36% for the month of March, and 63% for the month of April, when compared to the five-year average. Statewide blue crab landings have decreased by 33% for the month of March, and 45% for the month of April when compared to the five-year average. The opening of the Spillway is also reportedly affecting tourism. While we support immediate mitigation and disaster relief, we also recognize the need for long-term solutions. The Bonnet Carre Spillway has now opened four times in the past four years. It will likely open with more regularity as upstream wetlands continue to be filled and climate change increases the volume of water circulating from the Gulf into rainfall events across the Mississippi River and Pearl River watersheds. The United States Army Corps of Engineers should be required to produce salinity modeling that can anticipate water quality impacts in the Mississippi Sound from these massive freshwater injections. For 25 years, Healthy Gulf has been advocating for better water and wetlands management throughout the entire Mississippi River basin. Only by reestablishing floodplain wetlands at a large scale throughout the watershed will we be able to prevent regular catastrophic freshwater releases into the Mississippi Sound. Kendall Dix June 16, 2019 - 6:00pm The Advocate Workers open bays of the Bonnet Carre Spillway, to divert rising water from the Mississippi River to Lake Pontchartrain, upriver from New Orleans, in Norco, La., Friday, May 10, 2019. Torrential rains in Louisiana brought such a rapid rise on the river that the Army Corps of Engineers is opening the major spillway four days earlier than planned. Spokesman Ricky Boyett says the river rose six inches in 24 hours, with more rain expected through the weekend. (AP Photo/Gerald Herbert) When the Bonnet Carre Spillway opens at this intensity, it connects the Mississippi Sound with the Mississippi River watershed. This connection brings all the problems associated with the river, including nitrogen and phosphorus pollution, microplastics, and other industrial waste from upriver states. This is a national problem because the Mississippi River drains 41% of the continental United States. It's time for the rest of the country to step up for Gulf fishers. We need immediate federal disaster dollars for our coastal communities harmed by this year's flooding, but we also need the rest of the country to start doing its part to manage the water upriver. We're all in this together. 20	<urn:uuid:c53fc41e-d846-4f1d-8c43-6a69b201ee3e>	CC-MAIN-2024-22	https://scied.ucar.edu/sites/default/files/media/documents/lesson3_part3_expert_1.pdf	2024-05-25T08:44:03+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058789.0/warc/CC-MAIN-20240525065824-20240525095824-00492.warc.gz	427,575,799	865	eng_Latn	eng_Latn	0.997259	eng_Latn	0.997938	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 743, 4160 ]	[ 3.421875 ]	2	0

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