text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Front page | Metro | Nova Scotia | Canada | World | News Columns
Halifax, NS | Sun, May 25th, 2008
Version For Persons With Vision Loss
Obituaries | Columnists | Blogs | Lotteries | Horoscope | Sudoku | Crossword | Contests | Contact
Search: n m l k j iToday n m l k j7 Days n m l k jWeb
Scientists starve aspen trees in global warming experiment
By SARA REISTAD-LONG The New York Times Sat. May 24 - 4:32 AM
PELLSTON, Michigan — Chain saws scream in a northern Michigan forest, but it's not the familiar sound of lumberjacks.
This time the tree killers are environmental researchers. They hope that years from now the aspens they remove will be replaced with a healthy mix of maples, oaks, beeches and pines — which should soak up more carbon dioxide from an ever warmer world.
The scientists hope to take a 40-hectare section of the University of Michigan Biological Station research forest closer to the state it was in before logging, when it was dominated by different species of trees instead of the present-day aspens.
They say the experiment is the first they're aware of that involves removing large numbers of trees to promote growth of other species that will boost carbon absorption. It comes as governments and businesses around the world look for economically feasible ways to limit climate change.
Carbon dioxide makes up more than 80 per cent of the human-produced U.S. greenhouse gas emissions that contribute to global warming, the Department of Energy says.
Scientists believe a diverse woodland will hold more carbon because it will be richer in nitrogen and use sunlight more efficiently. Both are key factors in photosynthesis, during which carbon is absorbed, said Christoph Vogel, a University of Michigan forest ecologist.
"We've been managing forests for lumber or pulp, or perhaps as habitat for deer or quail," said project leader Peter Curtis, an Ohio State University forest ecologist. "Many economists think that managing them for carbon will be a fact of life in the not-too-distant future."
Skeptics question forests' long-term reliability for sequestering carbon. They can be cut down, burned or destroyed by disease or insects. Also, it's hard to measure their storage capacity, said Jonathan Pershing, climate and energy program director for the World Resources Institute.
"Are you so sure you can tell us how much carbon is saved from your tree? That's the kind of question that makes people dubious about forest management" as a tool for limiting greenhouse gases, Pershing said.
Curtis and Vogel can't say yet how much carbon the new blend of trees will absorb, but they hope to find out.
The 4,000-hectare research forest has two steel towers, both more than 30 metres high and roughly 1.5 kilometres apart, with devices that measure carbon dioxide flowing into and out of the trees. The towers transmit air samples to computers that track the data.
After the region was clear-cut in the late 1800s and early 1900s, fast-growing aspens sprang up. They became the predominant species in many Northern forests, forming towering canopies that hogged sunlight. That stunted the growth of other varieties.
Walking down a leafy path, Vogel pointed to a scraggly white pine that was about 25 years old, but only 1.83 metres high.
"Looks like Charlie Brown's Christmas tree," he lamented.
Yet the small pine likely will outlive the aspens, most of which will reach the end of their natural life span within two or three decades.
As they die, the forest will welcome a mix of deciduous and conifer, although in different proportions than it held before logging. Curtis and Vogel don't want to wait 30 years to see how much carbon that forest will hold.
Cutting down the aspens would cause new sprouts to multiply, so scientists instead use a technique called "girdling," in which they strip a band of bark from around each tree. It starves the trees by preventing sugars produced by the leaves from traveling to the roots.
http://thechronicleherald.ca/Science/1057967.html
SUBSCRIPTIONS: Newspaper |
MULTIMEDIA CENTRE
TOP VIDEO
RSS - Science stories
TOP VIDEO
TOP SLIDESH0W
Volunteers help flood victims with cleanup
Charest says crucifix in legislature stays
Bluenose Marathon 2008
ANNOUNCEMENTS: Obits | Births | Cards | InMemoriams | Milestones
ADVERTISEMENT
WEEKLY SCIENCE
SCIENCE SLEUTH (2008-05-24)
Scientists starve aspen trees in global warming experiment (2008- 05-24)
Muffin car, anyone? (2008-05-24)
Old brain may be wiser (2008-05-24)
Indy 'example what not to do' (2008-05-17)
Shipboard pests microwaved (2008-05-17)
SCIENCE SLEUTH (2008-05-17)
Two new ways to explore virtual universe (2008-05-17)
5/25/2008
In recent weeks, crews have girdled more than 6,700 trees — mostly aspens, with some birches — near one of the measuring towers. They should die in a year or two, allowing other species to flourish.
"I have little pangs now and then about what we've done . . . even though it's for a good reason," Vogel said. But some of the aspens and birches were already dying, and it was just a matter of time for the others, he said.
The researchers will compare carbon statistics from the woodlands where they've girded trees with data from the woodlands where they haven't. Aspens will remain in the latter area until they die naturally.
It should take seven to 10 years to determine whether the more diverse forest takes in more carbon, Curtis said.
ABOUT US | CHARITIES | CONTACT US | CONTESTS | PRIVACY POLICY | SUBSCRIPTIONS | WORK @ THE CHRONICLE HERALD COMICS | FAQ | FEATURES | HIGHWAY CAMS | HOROSCOPE | LIBRARY SERVICES | LOTTERIES | NIE | TIDES | WEATHER TERMS OF USE | ADVERTISING | CLIENT UPLOAD | MEDIA KITS ETC | SPECIAL FEATURES | WEB ADVERTISING
© 2008 The Halifax Herald Limited http://thechronicleherald.ca/Science/1057967.html
BACK TO TOP
5/25/2008 | <urn:uuid:8c1d39d6-2438-43c9-a7c8-127274eef215> | CC-MAIN-2017-39 | http://www.agriculturedefensecoalition.org/sites/default/files/pdfs/37E_2004_Aspen_Tree_Questionable_Logging_Experiment_in_Michigan_to_Boost_Carbon_Absorption_May_24_2008_Chronicle_Herald.pdf | 2017-09-26T13:02:42Z | crawl-data/CC-MAIN-2017-39/segments/1505818695726.80/warc/CC-MAIN-20170926122822-20170926142822-00043.warc.gz | 376,155,491 | 1,383 | eng_Latn | eng_Latn | 0.996775 | eng_Latn | 0.996921 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
4699,
5866
] | [
2.515625
] | 2 | 0 |
Session 1: What is a Parent?
Introduction
p.a.p.a. stands for Parenting and Paternity Awareness. It's a program from the Office of the Attorney General, the child support agency for the state of Texas, to help you understand some of the important facts you need to know when you make your own decisions about parenthood.
When a child's parents have separated, divorced or never married, the Office of the Attorney General provides a wide range of child support services designed to help make sure that both parents contribute to their child's financial support.
Parenthood is something that most of you and your friends will experience at one time or another in your lives. Most people in our society want to be parents. It's an important and rewarding job…but it's also challenging and expensive. Ideally, parenthood is something that is carefully planned. It makes sense to have things in order in your own life – finish school, start a career, and enter a loving committed relationship such as marriage – before bringing a child into the world. However, sometimes people haven't made a life plan or, if they have, things don't go as planned. In those situations, parenthood may be unexpected or unintentional. Regardless of the circumstances, parenthood can have a tremendous impact on you and the people around you.
Over the next 10 sessions, you'll learn about the rights and responsibilities of parenthood, as well as the realities. Through a series of video clips, you'll hear stories from teen parents who will explain how their lives changed after becoming parents.
Child Support services include:
* Locate absent parents
* Identify the child's legal father, establish paternity
* Establish and modify court orders for child support and medical support
* Collect and distribute child support and medical support payments
* Take enforcement actions against absent parents who fail to pay support
You'll learn about some of the legal and financial issues that parents face, especially fathers, when they are not married to mothers of their children. And you'll learn more about child support and services provided by the Office of the Attorney General. You'll learn about healthy and unhealthy relationships and explore the impact of parents' relationships on their children. Finally, you'll do some thinking about your plans for the future. You'll think carefully about where and when parenthood fits into your life plan. You'll make a lot of decisions in the years ahead, but few will be as important as the decisions you make about parenthood.
Session 1: What is a Parent?
Continued
Do you think you'll ever become a parent? If yes, why?
If no, why not?
Depends? On what?
What things do you want to have in place in your life before having a child (or having additional children if you're already a parent)?
In p.a.p.a. you're going to explore all of these questions, and more. You'll gain information to enable you to make informed choices about parenting and paternity.
Understanding Terminology
Have you ever heard any of the words below to describe parents?
* Biological parent
* Noncustodial parent
* Custodial parent
* Caregiver
Session 1: What is a Parent? Continued
Every baby has two biological parents who may or may not be the baby's caregivers. The biological parents are the people who provided the sperm and the egg to create the baby. Caregivers are the people who provide for the child's needs.
When you're a small child, you need somebody to fix your food, help you get dressed, explain things, and take care of you when you're sick or hurt. It could be more than one person. It could be different people at different times.
All young children need somebody they can count on to be there for them. This is their primary caregiver… their safety net…the person taking responsibility for their daily care.
Sometimes the two biological parents are a child's primary caregivers, but it isn't always that way. Sometimes, for one reason or another, only one biological parent takes care of the child. Sometimes neither biological parent takes care of the child.
A person who adopts a child is both a parent and a caregiver, though not a child's biological parent. Adoption is the legal transfer of parental rights from one parent to another. Adoption is one path to the love, stability, nurturing, and care all children need from their parents.
A child's legal parent is the person legally responsible for providing care the child needs. If something happens to the child or if the child does not receive basic care and protection, the legal parent can be held responsible. This is how our society tries to make sure that every child is cared for.
Both parents are responsible for supporting their child financially. When a child lives with just one parent, that parent is called the custodial parent (the parent with custody).
A parent who does not live with his or her child is called the noncustodial parent. The noncustodial parent is required to provide child support and medical insurance for the child unless the child has been legally adopted by someone else.
ACTIVITY: What's It Been Like?
In this activity, you'll identify what children need from their parents and reflect on your experiences as a child.
Who are your biological parents? Write a brief description for each of your biological parents:
Biological mother:
Biological father:
How close is your relationship with each of your biological parents?
Who took care of you when you were a small child? Probably several adults looked after you and took care of you at different times. They may or may not have included your biological parents. They may have also includ- ed an older sister or brother, an aunt, a grandparent, an adoptive parent or a step-parent.
Who were your caregivers when you were small? In order of importance (name as many or as few as you want):
1.
2.
3.
4.
5.
Put a star by the name of anyone above that you considered a real parent. What did that person do for you?
ACTIVITY: What's It Been Like?
Continued
What was it like when you were a young child?
Describe your family: Were there other children? How many and how old, compared to you? What were their names? How did you get along with them?
We’ve all had times when we were little kids that we needed help from an older person. It feels good when somebody is there. Most of us have also had times when we needed help and nobody was there. That doesn’t feel very good.
Describe a time when you needed something and your parent or caregiver was not there for you. How old were you? What did you need? What happened? How did you feel?
Describe a time when you needed something and a parent or caregiver was there for you. Who helped you and how? How did that make you feel?
Based on your experiences, write down some things children need from their parents:
ACTIVITY: What Makes a Good Parent?
If you were on a committee to select a good parent(s) for an orphan, what kind of person(s) would you look for? Consider the following issues:
* Would you look for an individual or a couple? Why?
* If you did select a couple, what kind of relationship would you want them to have?
* What personal qualities would you want the parent(s) to have?
* What kind of financial resources would they need to have?
Consider the following important parent characteristics:
ACTIVITY: How Ready Are You?
How would you measure up as a parent at this point in your life? Circle "very," "somewhat," or "not at all" after each characteristic to indicate how much of that trait you currently possess.
Dependable
very
somewhat
not at all
Adaptable
very
somewhat
not at all
Self-sufficient
very
somewhat
not at all
Disciplined
very
somewhat
not at all
Resilient
very
somewhat
not at all
Responsible
very
somewhat
not at all
Loving
very
somewhat
not at all
Affectionate
very
somewhat
not at all
Patient
very
somewhat
not at all
Understanding
very
somewhat
not at all
1. Based on this assessment, how ready are you to be a good parent?
very
somewhat
not at all
2. What would your strong points be?
3. What would you have to change?
p.a.p.a.
Student Workbook page • 7 | <urn:uuid:68e729bf-58f9-4aef-9418-27b27d2f44ef> | CC-MAIN-2022-21 | https://texasattorneygeneral.gov/sites/default/files/files/child-support/papa/session%201/one-student-workbook-en.pdf | 2022-05-28T19:29:38+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663019783.90/warc/CC-MAIN-20220528185151-20220528215151-00367.warc.gz | 615,653,926 | 1,745 | eng_Latn | eng_Latn | 0.997541 | eng_Latn | 0.998506 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2563,
3164,
5116,
6019,
6872,
7374,
8207
] | [
3.390625
] | 2 | 0 |
GCSE Foundation (5 – 1)
Mathematical Reasoning Questions
(Angles) – Set 1
The marks shown are for guidance purposes only [Total marks: 15 Marks]
1 Here is a diagram showing angles Q and R
Jessica says,
'Since angles Q and R are on a straight line, they must add up to 180°'. Comment on the accuracy of Jessica's statement.
2 Here is a diagram
[1Mark]
What is the relationship between angle A and angle B
b) Corresponding angles
a) Alternate angles
c) Co-interior angles
d) Vertically opposite angles
3 Answer True or False to the following statements
b) Corresponding angle are equal
a) Alternate angles add up to 180°
c) Vertically opposite angles add up 360°
d) Co – interior angles add up 180°
[1Mark]
[4Marks]
4 The diagram below shows three circles which touch at their circumferences. A, B and C are the centres of the circles The circles with centres at B and C have the same radii
Which of the statements below is true about triangle ABC?
a) It is Equilateral
Choose one answer
b) It is isosceles
d) It must be right angled
c) It is scalene
5 Here is a regular pentagon. Calculate the value of angle
Joanne's Answer
Since the shape is regular, all the angles will be equal.
What mistake did Joanne make?
Therefore, 𝑥𝑥= 360 ÷ 5 = 72
5𝑥𝑥= 360
𝑥𝑥
[1Mark]
[1Mark]
6 Calculate the size of anglexfrom thediagram b
el ow
8 Calculate the size of the largest angle in the diagram below
Choose one answer only
b) 140°
a) 185°
c) 144°
d) 192°
9 Calculate the value of m from the diagram below
Alfie's Answer 4𝑚𝑚−15 = 𝑚𝑚+ 75
[2Marks]
3𝑚𝑚= 90
𝑚𝑚= 30°
{Vertically opposite angles are equal}
Alfie is wrong. Explain why
[1Mark]
10 The diagram below shows two triangles joined at point D
Give the reasons why angle
𝑥𝑥= 29.5°
[2Marks] | <urn:uuid:15723a44-e573-455d-bb26-c14bd47c44e7> | CC-MAIN-2021-39 | https://fluidmaths.co.uk/wp-content/uploads/Reasoning/Foundation/Geometry/Angles-Set-1-F.pdf | 2021-09-27T01:40:18+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058222.43/warc/CC-MAIN-20210926235727-20210927025727-00555.warc.gz | 303,407,227 | 538 | eng_Latn | eng_Latn | 0.95383 | eng_Latn | 0.980107 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
147,
725,
1292,
1348,
1657,
1766
] | [
3.5625
] | 1 | 0 |
Write an equation and use it to solve the problem. Draw a model if you need to.
1. Two professional baseball teams played a four-game series. Attendance for the first three games was 126,503 people, What was the Game 4 attendance if 171,318 people altogether attended the series?
2. In the past, shares of stock were bought and sold in fractions of a dollar. Suppose one share of stock, purchased for 72 1 __ 4 dollars per share, decreased in value to 66 3 __ 8 dollars per share. What was the decrease in value per share?
3. Two shipping containers are being loaded into the cargo hold of a ship. One container weighs 2.3 tons. What is the weight of the other container if the total weight of both containers is 4.15 tons?
4. The heights of horses are often measured in units called hands. Abigail's pony is 13 1 __ 4 hands tall. How much taller is Jermaine's horse if it is 16 1 __ 2 hands tall?
5. Jake plays baseball with two wooden bats—one made from hickory and one made from white ash. What is the weight of his white ash bat if his hickory bat weighs 32.4 ounces, and both bats together weigh 64.33 ounces?
6. Seventeen fewer people attended the second basketball game of the season than attended the first game. One hundred ninety-two people attended the second game. How many people attended the first game?
UNIT 6 LESSON 1
Situation and Solution Equations for Addition and Subtraction
Add or subtract.
=
Copy each exercise. Then subtract.
16. Stretch Your Thinking Garrett wants to buy a new soccer ball, a pair of shorts, and a pair of soccer shoes. The ball costs $12.55, the shorts cost $22.98, and the shoes cost $54.35. Garrett has $85.00. How much more money does Garrett need? Write an equation to solve the problem.
122
UNIT 6 LESSON 1
Situation and Solution Equations for Addition and Subtraction
Solve each problem. Draw a model if you need to.
1. Spectators for a high school football game sit in bleachers along one side of the field. Altogether, the bleachers seat 1,152 spectators in 16 rows of equal length. How many spectators can be seated in one row of the bleachers?
2. How many periods of time, each 1 __ 3 of an hour long, does a 8-hour period of time represent?
3. The area of a rectangular ceiling is 130.5 square feet, and one measure of the ceiling is 14.5 feet. What is the other measure of the ceiling?
4. Sorbet is a frozen dessert that is often made from fruit. How many portions, each weighing 1 ___ 10 of a kilogram, can a French dessert chef create from 3 kilograms of sorbet?
5. The family room floor in Zack’s home has a rectangular area rug that measures 6.5 feet by 9 feet. The floor is rectangular and measures 10 feet by 12 feet. What area of the floor is not covered by the rug?
6. A cargo van is carrying 20 identical steel cylinders. Each cylinder contains compressed oxygen. Altogether, the cylinders weigh 1 __ 2 of a ton.
a. In tons, what is the weight of each cylinder?
b. One ton = 2,000 pounds. In pounds, what is the weight of each cylinder?
UNIT 6 LESSON 2
Situation and Solution Equations for Multiplication and Division
Multiply.
Write an equation. Then solve.
7. There is 1 __ 4 of a peach pie left after a family picnic. Four cousins share the leftover pie equally. What fraction of a whole pie will each cousin receive?
8. Tully has 24 stamps in his collection. This is 1 __ 3 times the number Jordan has. How many stamps does Jordan have?
Write an equation to solve the problem. Draw a model if you need to.
9. Candace jumped 11.45 feet in a long jump competition. What is the length of Maria’s jump if she jumped 1.05 fewer feet than Candace?
10. Stretch Your Thinking Ms. Jackson has $97.00 to spend on games for her classroom. She buys six board games that cost $11.95 each and a video game that costs $24.10. How much money does Ms. Jackson have left to buy more games? Write an equation to solve the problem.
1. 6 __ 7 ⋅ 42 =
4.
1 __
4
⋅28
=
2.
1 __
3
⋅36
=
5. 5 __ 9 ⋅ 81 =
3.
4 __
5
⋅15
=
6.
3 __
8
⋅72
=
124
UNIT 6 LESSON 2
Situation and Solution Equations for Multiplication and Division
Write a word problem for the equation. Draw a model to show the product.
1. 2 __ 3 ⋅ 3 = 6 __ 3
2. 3 __ 4 ⋅ 1 __ 2 = 3 __ 8
3. 2 ÷ 1 __ 4 = 8
UNIT 6 LESSON 3
Write Word Problems
Complete each fraction box.
Solve.
3. A $1,508 award is shared equally by 8 people. What is each person’s share of the award?
4. Felipe has 54 coins in his collection. His brother Pedro has 1,269 coins. The number of coins Pedro has is how many times the number his brother has?
Write an equation to solve the problem. Draw a model if you need to.
5. How many periods of time, each 1 __ 6 of an hour long, does a 10-hour period of time represent?
6. Stretch Your Thinking Write a word problem for the following equation. 4 __ 5 ⋅ 1 __ 4 + 3 __ 5 = 4 __ 5
1.
2.
3 __
4
and
5 __
6
3 __
5
and
8 ___
15
126
UNIT 6 LESSON 3
Write Word Problems
Write an equation to solve the problem. Use mental math or estimation to show that your answer is reasonable.
1. In a speed test, a computer took 12.4 seconds to complete one task, and 37.8 seconds to complete a more difficult task. How much time was needed to complete both tasks?
Equation:
Estimate:
2. To walk to school, Pablo first walks 1 __ 2 kilometer to Tanya’s house. Then Pablo and Tanya walk 3 __ 5 kilometer to school. How far does Pablo walk to school?
Equation:
Estimate:
3. Each Saturday morning, Andy works 4 hours and earns $34. At that rate, what does Andy earn for each hour he works?
Equation:
Estimate:
4. Yuri completed a race in 0.88 fewer seconds than Josie. Josie’s time was 23.95 seconds. How long did it take Yuri to complete the race?
Equation:
Estimate:
UNIT 6 LESSON 4
Reasonable Answers
Date
Write an estimated answer for each problem. Then find and write each exact answer.
Estimated Answer
Exact Answer
1. 41
×
77
≈ × ≈
41
×
77
=
2. 3.8
×
1.9
≈ × ≈
3.8
×
1.9
=
3. 7.3
×
5.01
≈ ×
≈
7.3
×
5.01
=
Divide.
Write a word problem for the equation. Draw a model to show the product.
7. 5 __ 6 ⋅ 4 = 20 ___ 6
8. Stretch Your Thinking Kaley has 2 3 __ 8 yards of fabric. She cuts and uses 1 1 ___ 16 yards from the fabric. She estimates that less than 1 yard of fabric is left over. Is her estimate reasonable? Explain.
4. 45 ⟌ 6,733
_
5. 61 ⟌ 7,892
_
6. 28 ⟌ 3,123
_
128
UNIT 6 LESSON 4
Determine Reasonable Answers
Solve each problem.
1. Michael has 21 T-shirts. One third of them are blue. How many of Michael’s T-shirts are blue?
2. There are 476,092 fish in the city aquarium. That number of fish is 476,070 more fish than Nadia has in her aquarium. How many fish does Nadia have in her aquarium?
3. Anne-Marie has saved 9 dollars for a new coat. That is 1 __ 6 as much money as she needs. How much does the coat cost?
4. Last year it rained on 63 days in Mudville. There were 7 times as many days of rain in Mudville as in Desert Hills. How many days did it rain in Desert Hills last year?
5. Maria wants to buy a new car. She will choose a green car or a silver car. The green car costs $16,898, and the silver car costs $1,059.75 less than the green car. What is the cost of the silver car?
6. At a country-music concert, 48 people played guitars. That number is 6 times as many as the number of people who played banjos. How many people at the concert played banjos?
7. There are 8 apples left on the table. There are 1 __ 4 as many apples as bananas left on the table. How many bananas are there?
UNIT 6 LESSON 5
Language of Comparison Problems
1
Add or subtract.
7. Use the number line to find
2 __
3
⋅ 4 __
5.
Label all the parts above and below.
Write an equation to solve the problem. Use mental math or estimation to show that your answer is reasonable.
8. Terrell runs two timed drills at practice. The first drill takes 33.5 seconds and the second drill takes 28.2 seconds. How much time does it take him to complete both drills?
Equation:
Estimate:
9. Stretch Your Thinking Maverick has a 12 3 __ 4 -foot-long streamer to decorate a hallway at his school. He cuts off 3 __ 8 of a foot from each end to make it fit the hallway. His principal asks him to make another streamer that is 5 __ 6 as long. How long is the new streamer?
1. 6 6 __ 7 + 2 3 ___ 14 __
4. 11 - 5 5 ___ 11 __
2. 1 2 __ 3 - 5 __ 9 _
5. 7 1 __ 5 + 1 2 __ 3 _
3. 12 4 __ 5 - 8 5 ___ 10 __
6. 9 3 __ 4 + 2 5 __ 6 _
130
UNIT 6 LESSON 5
Language of Comparison Problems
Solve. Draw a model if you will find it helpful.
1. A flagpole flying the Ohio state flag is 9 ___ 10 the height of a 30-foot-tall flagpole that is flying the U.S. flag. What is the height (h) in feet of the flagpole flying the Ohio state flag?
2. The number of students in the Period 7 study hall at Jin’s school is 4 times the number of students in Jin’s home room. How many students ( s ) are in the study hall if there are 16 students in Jin’s home room?
3. The enrollment at Roosevelt High School is 1,045 students, which is 5 times the enrollment of Truman Middle School. How many students (s) are enrolled at Truman Middle School?
4. A truck weighs 5,400 pounds. An open-wheel race car weighs 1 __ 4 as much. How much does the race car weigh?
5. Owen and Maya each studied for a test. Owen studied for 90 minutes and Maya studied for 0.5 times that length of time. Who studied more? Multiply to check your prediction.
Prediction:
6. Sonia’s family has 2 children, which is 2 __ 3 the number of children in Zeke’s family. Which family has more children? Divide to check your prediction.
Prediction:
UNIT 6 LESSON 6
Multiplicative Comparison Problems
Copy each exercise. Then add or subtract
Solve.
Solve each problem.
13. A soccer team has 35 soccer balls. One fifth of the balls are made of leather. How many of the balls are leather?
14. There are 56 fifth graders who play basketball. That is 7 times the number of fifth graders who play tennis. How many fifth graders play tennis?
15. Stretch Your Thinking Samantha draws a hopscotch diagram on the sidewalk in front of her house. The diagram is 10 feet long. Her neighbor asks her to draw a 4-foot hopscotch diagram on a canvas mat. In simplest form, what fraction of the length of Samantha’s diagram is her neighbor’s diagram?
1. 22.09
-
17
=
4. 44
+
5.06
=
2. 7
-
0.05
=
5. 0.07
+
0.8
=
3. 4.07
-
0.3
=
6. 0.55
+
0.31
=
7. 0.5
×
0.04
=
10. 0.46 × 80 __
8. 0.3
×
0.7
=
11. 0.06 × 0.8 __
9. 0.07
×
0.2
=
12. 3.2
×
9 _
132
UNIT 6 LESSON 6
Multiplicative Comparison Problems
Write an equation and use it to solve the problem. Draw a model it you need to.
1. The Yukon River is 1,980 miles long, and twice as long as the Platte River. How many miles long (l) is the Platte River?
2. The height of the Empire State Building in New York City is 1,250 feet, and 364 fewer feet than the height of the World Financial Center building in Shanghai, China. What is the height (h) of the World Financial Center building?
3. Olivia is 48 inches tall, and 2 __ 3 as tall as her brother Cameron. In inches, how tall (t) is Cameron?
4. Sydney is shopping for a new television. The cost of a 32-inch LCD flat screen is $149.95. The cost of 46-inch LED flat screen is $280.04 more. What is the cost (c) of the 46-inch LED flat screen television?
5. After arriving home from school, Luis read for 1 __ 3 of an hour. If he reads for 1 1 __ 6 hours after dinner, how many hours (h) will Luis have read altogether?
6. Each morning, Jared needs 60 minutes to get ready for school. Kiara needs 7 ___ 12 as much time as Jared. How many minutes does Kiara need each morning to get ready for school?
7. When compared to Tasha, Liam spent 20 additional minutes doing homework. Liam took 45 minutes to complete his homework. How long did it take Tasha?
UNIT 6 LESSON 7
Types of Comparison Problems
Solve. Draw a model if you will find it helpful.
13. The gymnasium at Audubon Middle School is 5 __ 6 the height of a 30-foot-tall building that is next to the gymnasium. What is the height (h) in feet of the gymnasium?
14. Amiee's karate instructor has 595 students. That is
5 times the number of students that her dance instructor has. How many students does her dance instructor have?
15. Stretch Your Thinking Draw a model that shows 5 ⋅ 3 __ 5 = 3.
134
UNIT 6 LESSON 7
Types of Comparison Problems
Solve each problem if possible. If a problem does not have enough information, write the information that is needed to solve the problem.
1. At the school bookstore, Quinn purchased a binder for $4.75 and 4 pens for $0.79 each. What was Quinn's total cost (c)?
2. A school bus has 12 rows of seats, and 4 students can be seated in each row. How many students (s) are riding the bus if 11 rows are filled with students, and 2 students are riding in the twelfth row?
3. A group of 16 friends visited an amusement park. When they arrived, 3 __ 4 of the friends wanted to ride the fastest roller coaster first. How many friends (f) wanted to ride?
4. Zeke is shipping clerk for a large business. Today he spent 90 minutes preparing boxes for shipping. One box weighed 10 pounds and 7 boxes each weighed 3 1 __ 2 pounds. What is the total weight (w) of the boxes?
5. A middle school faculty parking lot has 3 rows of parking spaces with 13 spaces in each row, and 1 row of 7 spaces. How many vehicles (v) can be parked in the faculty lot?
6. Rochelle's homework always consists of worksheets. Last night, the average amount of time she needed to complete each worksheet was 15 minutes. How much time (t) did Rochelle spend completing worksheets last night?
UNIT 6 LESSON 8
Equations and Parentheses
Write an equation and use it to solve the problem. Draw a model it you need to.
13. Lindsay is shopping for a new CD player. The cost of one CD player she is considering is $56.55. The cost of a higher priced CD player is $14.25 more. What is the cost (c) of the higher priced CD player?
14. Stretch Your Thinking Use the equation below to write a word problem. Leave out one piece of information that is needed to solve the problem and describe the information that should have been included. b = (5 ⋅ 6) + 10
136
UNIT 6 LESSON 8
Equations and Parentheses
Solve each problem.
1. After a deposit of $100, a withdrawal of $125, and a deposit of $24, the balance in a savings account was $27.28. What was the balance (b) before the deposits and withdrawal?
2. The charge for a plumbing repair was $29.60 for parts, 1 1 __ 4 hours for labor at $56 per hour, and a $40 for the service call. What was the total cost (c) of the repair?
3. Ebi, Jose, Derell, and Asami measured their heights. Ebi's height was 2.5 cm greater than Jose's height. Jose's height was 3.1 cm greater than Derell's height. Derell's height was 0.4 cm less than Asami's height. Ebi is 162.5 cm tall. How tall (t) is Asami?
4. A school bus has 22 rows of seats, and 4 students can be seated in each row. Students riding in the bus have filled 19 rows of seats, and 1 __ 2 of the remaining seats. How many seats on the bus are empty (e)?
5. Rosa is 13 years and 6 months old and her brother Malcolm is 11 years and 6 months old. Their great grandfather is 89 years old. How many years (y) older is the great grandfather than the combined ages of Rosa and Malcolm?
6. A riverfront business offers raft trips. The capacity of each raft is 4 people. Suppose 29 adults and 22 children would like to raft. If each raft is filled to capacity, how many people (p) will be aboard the last raft?
UNIT 6 LESSON 9
Discuss Multistep Problems
Solve.
Complete each division. Check your answer. _ _
Write and solve an equation to solve the problem. If the problem does not have enough information, write the information that is needed to solve the problem.
13. Danny has $14.75, Jason has $22.10, and Trey has $87.45. How much more money (m) does Trey have than the combined amounts of the other two boys?
14. Stretch Your Thinking Write a multistep word problem in which the remainder is the solution. Write an equation that will solve it.
1. 500 × 60 __
4. 30 × 10 _
2. 500
×
50 __
5. 200
×
70
__
3. 900
×
40 __
6. 300
×
80
__
7. 7 ⟌ 3,451
10. 5 ⟌ 1,242
_
8. 4 ⟌ 2,155
11. 3 ⟌ 2,114
_
9. 8 ⟌ 4,122
_
12. 9 ⟌
_
5,778
138
UNIT 6 LESSON 9
Multistep Word Problems
Solve each problem.
1. A savings account balance was $135.10 before a withdrawal of $60, a deposit of $22.50, and a withdrawal of $45. What was the balance (b) after the withdrawals and deposit?
2. The charge for a bicycle repair was $9.28 for parts, 1 __ 4 hour of labor at $18 per hour, and a $2 shop fee. What was the total cost (c) of the repair?
3. While shopping at the school bookstore, Ric purchased 4 book covers for $1.25 each, and a pen that cost 2 __ 5 as much as a book cover. What amount of change (c) did Ric receive if he paid for his purchase with a $10 bill?
4. A junior baseball team plays 16 games each summer. Last summer the team scored an average of 3.25 runs per game during the first half of the season. The team scored a total of 29 runs during the second half of the season. How many runs (r) were scored by the team last season?
5. Four family members compared their ages. Terell is 3 years younger than Danny. Danny is 1 year younger than Pablo. Pablo's age is 1 __ 3 Shaniqua's age. How old is Terell ( t ) if Shaniqua is 36 years old?
6. Twenty-four soccer players, four coaches, and one equipment manager are traveling to a game in minivans. The capacity each minivan is 6 people. How many people (p) are riding in the last minivan if the other minivans are filled to capacity?
UNIT 6 LESSON 10
Practice Problem Solvinge
Multiply.
Divide.
1. 495 × 7 __
5. 78 × 21 _
2. 126
×
6 __
6. 68 × 55 _
3. 2,689 × 3 __
7. 41 × 33 _
4. 3,249 × 8 __
8. 92 × 89 _
9. 0.7 ⟌ 49
_
12. 0.09 ⟌ 27
_
10. 0.03 ⟌
_
18
13. 0.5 ⟌
_
172.5
11. 0.4 ⟌
_
0.8
14. 0.06 ⟌
_
8.4
Write an equation to solve the problem.
15. After a deposit of $250, a withdrawal of $312, and a deposit of $15, the balance in a savings account is $67.50. What was the balance (b) before the deposits and withdrawal?
16. Stretch Your Thinking Write an equation that is represented by the following diagram.
140
UNIT 6 LESSON 10
Practice Problem Solving
The data below represent typical weights for five different breeds of adult male dogs. Make a bar graph to display the data. Choose an appropriate scale based on the weights of the dogs.
UNIT 6 LESSON 11
Focus on Mathematical Practices
Compare. Write > (greater than) or < (less than).
Solve the problem.
7. The charge for skating is $6.35 for skate rental, 1 1 __ 3 hours of skating at $18 per hour, and an additional $1 fee. What is the total cost (c) for skating?
1. 0.05 ● 0.5
4. 0.34 ● 0.43
2. 0.61 ● 0.6
5. 0.28 ● 0.29
3. 0.77 ● 0.7
6. 0.981 ● 0.978
8. Stretch Your Thinking Make a table that lists the data from the bar graph.
142
UNIT 6 LESSON 11
Focus on Mathematical Practices | <urn:uuid:c1b99a74-701f-4b6b-82b2-1e3cfce8988c> | CC-MAIN-2018-09 | http://janaorozco.weebly.com/uploads/2/2/6/3/22638780/unit_6.pdf | 2018-02-25T19:17:07Z | crawl-data/CC-MAIN-2018-09/segments/1518891816912.94/warc/CC-MAIN-20180225190023-20180225210023-00195.warc.gz | 183,862,341 | 5,410 | eng_Latn | eng_Latn | 0.901341 | eng_Latn | 0.996252 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"twi_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 | [
1398,
1826,
3102,
4115,
4299,
4960,
5799,
6457,
7605,
8523,
9690,
10618,
11924,
12435,
13734,
14297,
15640,
16392,
17749,
18364,
18603,
19067
] | [
4.34375
] | 1 | 0 |
IIFT 2015 Question Paper
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, or stored in any retrieval system of any nature without the permission of cracku.in, application for which shall be made to email@example.com
Instructions
For the following questions answer them individually
Question 1
Which multilateral development bank has been set up by BRICS as an alternative to the World Bank and the International Monetary Fund?
A The New Development Bank
B The Asian Development Bank
C The Bank for Emerging Nations
D The Economics Cooperation Bank
Answer: A
Explanation:
A new bank dedicated to the emerging BRICS countries opened for business in China's commercial hub of Shanghai on Tuesday, the official Xinhua news agency reported. The so-called emerging BRICS countries are made up of Brazil, Russia, India, China and South Africa, and their "New Development Bank" has been seen as a challenge to the Washington-based International Monetary Fund and World Bank.
Free Mock Test for IIFT
Question 2
Given below are some popular stock indices of the world. Match the stock index with the country and stock market it represents.
A I-d; II-b; III-a; IV-c
B I-b; II-d; III-c; IV-a
C I-a; II-c; III-b; IV-d
D I-c; II-a; III-d; IV-b
Answer: D
Explanation:
The DAX is a blue chip stock market index consisting of the 30 major German companies trading on the Frankfurt Stock Exchange. Prices are taken from the Xetra trading venue.
The Nikkei 225, more commonly called the Nikkei, the Nikkei index, or the Nikkei Stock Average, is a stock market index for the Tokyo Stock Exchange. It has been calculated daily by the Nihon Keizai Shinbun newspaper since 1950.
The Korea Composite Stock Price Index or KOSPI is the index of all common stocks traded on the Stock Market Division —previously, Korea Stock Exchange—of the Korea Exchange. It is the representative stock market index of South Korea, like the S&P 500 in the United States.
The Bovespa Index (Portuguese: Índice Bovespa) best known as Ibovespa is the benchmark index of about 60 stocks that are traded on the B3 (Bovespa: BOlsa de Valores do Estado de São PAulo).
Hence, option D is the correct answer.
The remains of which ancient civilization can be seen at the site of Machu Pichu in Peru?
Explanation:
Although known locally, it was not known to the Spanish during the colonial period and remained unknown to the outside world until American historian Hiram Bingham brought it to international attention in 1911. Machu Picchu was built in the classical Inca style, with polished dry-stone walls.
Question 4
Who is acknowledged as the creator of Chandigarh's Rock Garden?
AE. Sridharan
B Nek Chand Saini
C Charles Correa
D Geoffrey Bawa
Answer: B
The Rock Garden of Chandigarh is a sculpture garden in Chandigarh, India. It is also known as Nek Chand's Rock Garden after its founder Nek Chand, a government official who started the garden secretly in his spare time in 1957.
Download IIFT Previous Papers PDF
Question 5
Which is the first Eurozone nation to exit its bailout package?
Explanation:
In December 2013, after three years on financial life support, Ireland finally left the EU/IMF bailout programme, although it retained a debt of €22.5 billion to the IMF; in August 2014, early repayment of €15 billion was being considered, which would save the country €375 million in surcharges.
Question 6
Match the name of the city with the river on whose banks it is located
AI-d; II-a; III-b; IV-c
BI-b; II-c; III-d; IV-a
CI-c; II-d; III-a; IV-b
DI-a; II-b; III-c; IV-d
Answer: A
Explanation:
Budapest is the capital city of Hungary, made up of Buda and Pest, with the Danube River flowing past them, along a stretch of 28 kilometers.
The city of Baghdad is situated on the bank of river Tigris.
Rome is situated at the banks of 'Tiber River'.
A Center of Asia, Seoul Metropolitan. The history of the city of Seoul dates back approximately 2,000 years, to when Wiryeseong, the capital of Baekje, was located on the banks of the Hangang River in the southeastern part of what is now Seoul.
Hence, option A is the correct answer.
Question 7
What is the motto of the 2016 Summer Olympics to be held in Rio de Janeiro?
A Live Your Passion
BOne World, One Dream
C Friends Forever
D Harmony and Progress
Answer: A
Explanation:
Live Your Passion is the motto of the 2016 Summer Olympics to be held in Rio de Janeiro.
Download IIFT GK PDFs
Question 8
Which film won the 2015 Oscar Award for the "Best Animated Feature Film"?
A Song of the Sea
BHow to train your Dragon 2
C Big Hero 6
D
Answer: C
Explanation:
'Big Hero 6' was directed by Don Hall and Chris Williams, and produced by Kristina Reed and Roy Conli won the 2015 Oscar Award for the "Best Animated Feature Film".
Question 9
Who among the following has won the maximum all time Grand Slam Women's Singles title?
Answer:
A Serena Williams
B Margaret Court
C Steffi Court
D Martina Navratilova
Answer:
B
Explanation:
Margaret Court, also known as Margaret Smith Court, is a retired Australian tennis player and former world No. 1. In tennis, she amassed more major titles than any other player in history.
In 1970, Court became the first woman during the Open era (and the second woman in history) to win the singles Grand Slam (all four major tournaments in the same calendar year). She won 24 of those titles (11 in the Open era), a record that still stands.
Question 10
Match the name of the Multinational Firm with whom the following Indians are/ have been associated as CEO
A I-c; II-d; III-a; IV-b
BI-b; II-a; III-c; IV-d
C I-d; II-c; III-b; IV-a
D I-a; II-b; III-d; IV-c
Answer: A
Explanation:
Anshu Jain is a British Indian business executive who currently serves as president of Cantor Fitzgerald. Jain formerly served as the Co-CEO of Deutsche Bank from 2012 until July 2015. Jain was a member of Deutsche Bank's Management Board.
Shantanu Narayen is an Indian American business executive, and the CEO of Adobe Systems, and president of the board of the Adobe Foundation. Prior to this, he had been the president and chief operating officer since 2005.
Ajaypal "Ajay" Singh Banga is an Indian Sikh American business executive. He is the current president and chief executive officer of MasterCard.
Rakesh Kapoor is an Indian businessman. He is chief executive of Reckitt Benckiser plc, a UK FTSE-listed multinational consumer goods company, a major producer of health, hygiene and home products.
IIFT Free Topic-Wise Important Questions (Study Material)
Question 11
A person with 'AB' blood group is also called a universal recipient because of the
A Lack of antigens in the blood
B Lack of antibodies in the blood
C Lack of both antigens and antibodies in the blood
D Presence of both antigens and antibodies in the blood
Answer: B
Question 12
Who is the Vice Chairman of the NITI Aayog?
A Dr. Rajiv Kumar
B Arun Maira
C Raghuram Rajan
D Arvind Subramaniam
Answer: A
Explanation:
Rajiv Kumar (born 6 July 1951) is an Indian economist and is currently the vice-chairman of the NITI Aayog.
Question 13
The first Export Processing Zone of Asia was set up in
A Singapore
B Kandla
C Shanghai
DDubai
Answer: B
Explanation:
India is one of the first countries in Asia to recognize the effectiveness of the Export Processing Zone (EPZ) model in promoting export. India was inspired by China for setting up of SEZ. Asia's First EPZ was set up in Kandla in 1965.
Top 500+ Free Questions for IIFT
Question 14
Who launched a 'crowd funding' campaign to raise funds for bailing out Greece?
AThomas Feeney
B
Thomas Friedman
C
Thomson Reuters
DThomas Edison
Answer: A
Explanation:
Campaign organiser Thomas Feeney wasted no time in launching the campaign again. A crowdfunding campaign trying to raise €1.6 billion to bail out Greece has ended with contributions just shy of the €2 million mark - or 0 per cent of the total needed to make a difference to Greece.
Question 15
Match the name of the book with its autor.
A I-a; II-b; III-d; IV-c
B I-d; II-a; III-b; IV-c
C I-d; II-c; III-a; IV-b
D I-a; II-d; III-c; IV-b
Answer: B
Explanation:
To Kill a Mockingbird - Harper Lee
A Passage to India (1924) is a novel by English author E. M. Forster.
Globalization and Its Discontents is a book published in 2002 by the 2001 Nobel laureate Joseph E. Stiglitz.
The World Is Flat: A Brief History of the Twenty-first Century is an international best-selling book by Thomas L. Friedman.
Question 16
The U.S. recently announced that its redesigned ten-dollar bill, to be issued in 2020, will include the
A Face of a Lion
B Face of an Elephant
C Face of a Woman
D Face of a Dragon
Answer: C
Explanation:
The U.S. plans to put a woman on the $10 bill, announcing Wednesday that the next $10 bill will feature the likeness of a woman who has played a major role in American history and has been a champion for democracy.
The new note, anticipated to be released in 2020, would be unveiled just in time for the 100th anniversary of the passage of the 19th Amendment, which secured women's suffrage. "America's currency makes a statement about who we are and what we stand for as a nation," Treasury Secretary Jack Lew said on a call Wednesday.
Download IIFT Syllabus PDF
Question 17
The new Centre-State tax sharing model promised a 10% increase in the State's share. This 10% increase will result from increasing the share from
A 32% to 42%
B 22% to 32%
C 42% to 52%
D None of the above
Answer: A
Explanation:
The Narendra Modi government accepted recommendations of the 14th Finance Commission for increasing share of states in central taxes to 42%.
The commission recommended increase in the share of states in the centre's tax revenue from the current 32% to 42%-the single largest increase ever recommended. The recommendation, which the government will likely accept, will give more power to states in determining how they spend this money (it also correspondingly reduces the fiscal resources available to the centre).
Hence, option A is the correct answer.
Question 18
Which of the following countries is not a member of European Union?
Explanation:
The European Union (EU) is a political and economic union of certain European states. At present, it has 28 member states: Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Italy, Ireland, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Spain, Slovakia, Slovenia, Sweden and the United Kingdom (UK).
Clearly, Norway is not a member of EU.
Question 19
As per the monetary policy agreement between RBI and the Finance Ministry, the RBI is required to maintain inflation in the range of:
A 2% to 6%
B 4% to 10%
C 3% to 9%
D 5% to 8%
Answer: A
Explanation:
As per the monetary policy agreement between RBI and the Finance Ministry, the RBI is required to maintain inflation in the range in 4 2 % interval. i.e. 2% to 6% ±
Quant Formulas for IIFT PDF
Question 20
Who discovered 'Pluto' in the year 1930?
A Clyde Tombaugh
B Albert Einstein
C Carl Sagan
D Jacques Cousteau
Answer: A
Explanation:
Clyde William Tombaugh was an American astronomer. He discovered Pluto in 1930, the first object to be discovered in what would later be identified as the Kuiper belt.
Question 21
According to the World Investment Report 2015 published by UNCTAD, which of the following countries was the largest recipient of FDI inflows in 2014?
Answer: A
Explanation:
China received a total sum of 129 billions USD as FDI inflows in 2014 which was the highest for any nation in the world.
Question 22
Euro dollars are
A A currency issued by European Union
B Special currency issued by the Federal Government of USA for Europe
C US dollars held in Europe
D European currencies exchanged for the US dollar in US
Answer: C
Explanation:
Eurodollars are time deposits denominated in U.S. dollars at banks outside the United States, and thus are not under the jurisdiction of the Federal Reserve. Consequently, such deposits are subject to much less regulation than similar deposits within the U.S. The term was originally coined for U.S. dollars in European banks, but it expanded over the years to its present definition. A U.S. dollar-denominated deposit in Tokyo or Beijing would be likewise deemed a Eurodollar deposit. There is no connection with the euro currency or the eurozone.
IIFT Free Preparation App
Question 23
Match the Prime Ministers and Presidents of India who have been contemporaries in Office
AI-a; II-b; III-c; IV-d
BI-b; II-a; III-d; IV-c
CI-a; II-c; III-b; IV-d
DI-b; II-d; III-a; IV-c
Answer: D
Explanation:
Prime Minister President
Indira Gandhi ------------------Sarvepalli Radhakrishnan, Zakir Husain, V. V. Giri, Fakhruddin Ali Ahmed
Rajiv Gandhi -------------------Zail Singh, R. Venkataraman
I K Gujral ------------------------Shankar Dayal Sharma, K. R. Narayanan
Manmohan Singh --------------A. P. J. Abdul Kalam, Pratibha Patil, Pranab Mukherjee
We can see that option D contains all correct matches.
Question 24
Mark the wrong combination
AJames Watt : Steam Engine
BA.G. Bell : Telephone
C J.L. Baird : Television
DJ. Perkins : Penicillin
Answer: D
Explanation:
Sir Alexander Fleming, a Scottish researcher, is credited with the discovery of penicillin in 1928. At the time, Fleming was experimenting with the influenza virus in the Laboratory of the Inoculation Department at St. Mary's Hospital in London.
Often described as a careless lab technician, Fleming returned from a two-week vacation to find that a mold had developed on an accidentally contaminated staphylococcus culture plate. Upon examination of the mold, he noticed that the culture prevented the growth of staphylococci.
Hence, option D is the incorrect answer. Rest of the options contain correct pair.
Mother Teresa, known in the Roman Catholic Church as Saint Teresa of Calcutta was an Albanian-Indian Roman Catholic nun and missionary. She was born in Skopje (now the capital of Macedonia), then part of the Kosovo Vilayet of the Ottoman Empire. After living in Macedonia for eighteen years she moved to Ireland and then to India, where she lived for most of her life.
Download General Science Notes for IIFT PDF
Question 26
In 1985-86, an official policy introduced by Gorbachev in Soviet Union that stressed on honest discussion about the country's social issues and concerns was called
Explanation:
In May 1985, two months after coming to power, Mikhail Gorbachev delivered a speech in St. Petersburg (then known as Leningrad), in which he publicly criticized the inefficient economic system of the Soviet Union, making him the first Communist leader to do so.
This was followed by a February 1986 speech to the Communist Party Congress, in which he expanded upon the need for political and economic restructuring, or perestroika, and called for a new era of transparency and openness, or glasnost. Therefore, option A is the correct answer.
Question 27
The British Cosmologist Stephen Hawing and the Russian entrepreneur Yuri Milner have launched a project to search for the extra terrestrial life. This project is called:
A The Breakthrough Listen Project
B The Cosmic Breakthrough Project
C The Extra Terrestrial Project
D The Edge of the Universe Project
Answer: A
Explanation:
The Breakthrough Listen Project: BLP is US$100-million global astronomical initiative launched in 2015 by Internet investor Yuri Milner and cosmologist Stephen Hawking. It has teams from around the world to find signs of intelligent life in universe. The 10-year programme aims to survey 1,000,000 closest stars to Earth by scanning entire galactic plane of Milky Way. It will listen for messages from the 100 closest galaxies at 10 billion different frequencies originated beyond our galaxy.
Match the name of the organization with the name of the city in which it is headquartered.
A I-d; II-c; III-a; IV-b
BI-a; II-b; III-d; IV-c
CI-c; II-a; III-b; IV-d
DI-b; II-d; III-c; IV-a
Answer: C
Explanation:
International Monetary Fund (IMF) - Washington DC, US
International Olympic Committee - Lausanne, Switzerland
International Labour Organisation (ILO) - Geneva, Switzerland
International Chamber of Commerce - Paris, France
Hence, option C is the correct answer.
Take 3 Free CAT Mocks (With Solutions)
Section II
Instructions
For the following questions answer them individually
Question 29
The internal evaluation for Economics course in an Engineering programme is based on the score of four quizzes. Rahul has secured 70, 90 and 80 in the first three quizzes. The fourth quiz has ten True-False type questions, each carrying 10 marks. What is the probability that Rahul's average internal marks for the Economics course is more than 80, given that he decides to guess randomly on the final quiz?
A12/1024
B11/1024
C11/256
D12/256
Answer: B
Explanation:
Rahul has to score either 90 or 100 marks in the fourth quiz in order to have average more than 80.
So,there will be two cases:
Case 1: If Rahul scores 90 marks
Then 9 out of 10 will be correct and those 9 correct answers can be in any order. So, total ways of arranging them is 9! 10!
And the probability of choosing either a right answer or wrong answer is
2 1
10!
1
Hence, the probability of getting 9 answers correct is:
Case 2: If Rahul scores 100 marks
Then 10 out of 10 will be correct. So, total ways of arranging them is = 1 10!
And the probability of choosing either a right answer or wrong answer is 2 1
Hence, the probability of getting all 10 answers correct is: ( ) 2
1 10
So, the final probability is x + =
9!
10!
2
10
1
2
10
1
1024
11
XAT Previous Papers
Question 30
In 2004, Rohini was thrice as old as her brother Arvind. In 2014, Rohini was only six years older than her brother. In which year was Rohini born?
Answer: C
Explanation:
In 2004, let age of Arvind be x, then age of Rohini will be 3x.
It is also given that in 2014, she is older by 6 years than her brother.
It means that their ages differ by 6 years.
So, 3x - x = 6
2x = 6
x=3.
In 2004, Arvind age is 3 years and Rohini age is 9 years.
Hence, Rohini was born in 1995.
Question 31
If p, q and r are three unequal numbers such that p, q and r are in A.P., and p, r-q and q-p are in G.P., then p : q : r is equal to:
Let us assume the common ratio of k in G.P.
r-q = k(p) Eq -2
q-p = k(r-q) Eq -3
q-p = (p) Eq -4
k
2
Substitute Eq-1 in Eq-3, q-(2q-r) = k(r-q)
r-q = k(r-q)
So, k=1
From Eq -4, we get q=2p
Now substitute q=2p in Eq-1 we get r=3p
Hence, ratio of p:q:r = p:2p:3p = 1:2:3
Question 32
If = a and = b, then the value of is: log 5 25 log 15 25 log 27 25
Answer: C
CMAT Free Solved Previous Papers.
Question 33
During the essay writing stage of MBA admission process in a reputed B-School, each group consists of 10 students. In one such group, two students are batchmates from the same IIT department. Assuming that the students are sitting in a row, the number of ways in which the students can sit so that the two batchmates are not sitting next to each other, is:
A3540340
B2874590
C2903040
DNone of the above
Answer: C
Explanation:
Consider the case where batchmates are sitting together and then subtract those cases from total no. of cases.
When 10 students are arranged in a line, total arrangements possible are 10!
Now considering batchmates sitting together,
B1B2_ _ _ _ _ _ _ _
Then total arrangements possible are 9!*2!
Total ways = 10! - 9!*2!
9!*8 = 2903040
Question 34
The pre-paid recharge of Airtel gives 21% less talktime than the same price pre-paid recharge of Vodafone. The post-paid talktime of Airtel is 12% more than its pre-paid recharge, having the same price. Further, the post-paid talktime of same price of Vodafone is 15% less than its pre-paid recharge. How much percent less / more talktime (approximately) can one get from the Airtel post-paid service compared to the post-paid service of Vodafone?
A4.09% more
B4.7% less
C4.7%more
D2.8% less
Answer:
A
Explanation:
Let the value of pre-paid recharge of Vodafone be 100.
Then the value of pre-paid recharge of Airtel is 79.
Airtel gives 12% more to post-paid, so post-paid value is 79 x 1.12 = 88.48
Vodafone gives 15% less to post-paid than its pre-paid so its value is 85.
Clearly Airtel gives more to its post-paid customers.
Percentage = x 100 = 4.09% Therefore, option A is the right answer. 85 3.48
Question 35
As a strategy towards retention of customers, the service centre of a split AC machine manufacturer offers discount as per the following rule: for the second service in a year, the customer can avail of a 10% discount; for the third and fourth servicing within a year, the customer can avail of 11% and 12% discounts respectively of the previous amount paid, Finally, if a customer gets more than four services within a year, he has to pay just 55% of the original servicing charges. If Rohan has availed 5 services from the same service centre in a given year, the total percentage discount availed by him is approximately:
A16.52
B20.88
C22.33
D24.08
Answer: B
Explanation:
Let the original service charge be Rs. 1000
1st service charge = Rs. 1000
2nd service charge @ 10% discount = Rs. 900
3rd service charge @ 11% discount = Rs. 801
4th service charge @ 12% discount = Rs. 704.88
5th service charge @ 55% = Rs. 450
Total service charge for Rohan = Rs. 1000 + Rs. 900 + Rs. 801 + Rs. 704.88 + Rs. 450 = Rs. 3855.88
Original service charge for 5 services = Rs. 5000
Discount availed = Rs. 1144.12
Discount % = 22.88%
Hence, option B is the correct answer.
MAT Free Solved Previous Papers
Question 36
A tank is connected with both inlet pipes and outlet pipes. Individually, an inlet pipe can fill the tank in 7 hours and an outlet pipe can empty it in 5 hours. If all the pipes are kept open, it takes exactly 7 hours for a completely filled-in tank to empty. If the total number of pipes connected to the tank is 11, how many of these are inlet pipes?
Answer: D
Explanation:
Let the number of inlet pipes be x, then the number of outlet pipes will be 11-x.
The rate of emptying the tank is more than filling the tank if all the pipes are kept opened.
x
- =
5
11−
7
x
7
1
Solving, 12x =72,Hence x = 6
Therefore, the number of inlet pipes is 6.
Question 37
In a certain village, 22% of the families own agricultural land, 18% own a mobile phone and 1600 families own both agricultural land and a mobile phone. If 68% of the families neither own agricultural land nor a mobile phone, then the total number of families living in the village is:
A20000
B
10000
C8000
D5000
Answer: A
Explanation:
22% of the families own agricultural land, 18% own a mobile phone, 1600 families own both and 68% families own none.
P(A B) = P(A) + P(B) - P(A B) ∪ ∩
32 = 22 + 18 - x x=8. Hence, there will be 8% families who own both.
8% =1600 (Given in question)
Total families in a village =>100% = 20000
Question 38
In the board meeting of a FMCG Company, everybody present in the meeting shakes hand with everybody else. If the total number of handshakes is 78, the number of members who attended the board meeting is:
A 7
B 9
C 11
D13
Answer: D
Explanation:
Total handshakes are given by: NC2
N = 78
C2
= 78 2 N∗(N−1)
N=13
Hence, option D is the correct answer.
PGDBA Previous Year Papers (Download PDF)PGDBA Previous Year Papers (Download PDF)
Question 39
A firm is thinking of buying a printer for its office use for the next one year. The criterion for choosing is based on the least per-page printing cost. It can choose between an inkjet printer which costs Rs. 5000 and a laser printer which costs Rs. 8000. The per-page printing cost for an inkjet is Rs. 1.80 and that for a laser printer is Rs. 1.50. The firm should purchase the laser printer, if the minimum number of a pages to be printed in the year exceeds
A5000
B10000
C 15000
D
Answer: B
Explanation:
We have to find for how many pages, the cost of printing including the price of the printer, will be same for both the printers.
Let the number of pages be n
For inkjet printer, the cost is 5000 + 1.80*n
For laser printer, the cost is 8000 + 1.50*n
Equating: 5000 + 1.80*n = 8000 + 1.50*n n=10000
For n>10000, the per page printing cost is lesser for laser printer than inkjet printer.
So, firm should purchase laser printer if number of pages printed are more than 10000.
Hence, option B is the correct answer.
Question 40
If in the figure below, angle XYZ = 90° and the length of the arc XZ = 10π, then the area of the sector XYZ is
A10π
B 25π
C100π
DNone of the above
Answer: C
Explanation:
Length of arc XZ is the perimeter of quarter circle.
πr
= 10
2
π
r=20
Area of sector XYZ = Area of quarter circle =
Area = 100π
Question 41
A chartered bus carrying office employees travels everyday in two shifts- morning and evening. In the evening, the bus travels at an average speed which is 50% greater than the morning average speed; but takes 50% more time than the amount of time it takes in the morning. The average speed of the chartered bus for the entire journey is greater/less than its average speed in the morning by
A18% less
B30% greater
Downloaded from cracku.in
πr
4
C
37.5% greater
D50% less
Answer: B
Explanation:
Distance = Speed x Time
In morning slot, Let speed be S and time taken be T, then distance covered = ST
Then, in evening slot, speed will be 1.5S and time taken will be 1.5T, then distance covered = 2.25ST
Average Speed =
Total distance
covered
Total time
taken
For entire journey, average speed is:
Average Speed =
=
= 1.3S
ST ST
T+1.5T
2.5
+2.25
ST
T
3.25
For morning, Average Speed is S.
Hence, the average speed of the bus for the entire journey is greater than its average speed in the morning by 30%
CAT Previous Papers PDF
Question 42
If a right circular cylinder of height 14 is inscribed in a sphere of radius 8 , then the volume of the cylinder is: cm cm
22
* 15*14 = 660
7
cm
3
Question 43
Seema has joined a new Company after the completion of her B.Tech from a reputed engineering college in Chennai. She saves 10% of her income in each of the first three months of her service and for every subsequent month, her savings are Rs. 50 more than the savings of the immediate previous month. If her joining income was Rs. 3000, her total savings from the start of the service will be Rs. 11400 in:
Explanation:
Seema saved Rs. 900 in the first 3 months. She must saved Rs. (11400 - 900) = Rs. 10500 in the subsequent months.
The sequence will be of the form: 350 + 400 +........... terms = 10500
n
=> [2*350 + ( -1)*50] = 10500
2
n
n
=> [70 + ( -1)5] = 1050
2
n
n
=> + 13 = 420
n
2
n
Solving, we get = 15
n
The savings of Rs. 10500 is done in 15 months. Seema saved Rs. 11400 in 15+3 = 18 months.
Hence, option C is the correct answer.
Question 44
Sailesh is working as a sales executive with a reputed FMCG Company in Hyderabad. As per the Company's policy, Sailesh gets a commission of 6% on all sales upto Rs. 1,00,000 and 5% on all sales in excess of this amount. If Sailesh remits Rs. 2,65,000 to the FMCG company after deducting his commission, his total sales were worth:
A
Rs. 1,20,000
B
Rs. 2,90,526
CRs. 2,21,054
DRs. 2,80,000
Answer: D
Explanation:
Let total sales be 'x'
The commission that Sailesh will get is x - 265000
He gets 6% on sales upto 100000 and 5% on sales greater than that.
Calculating his commission on total sales:
0.06*100000 + 0.05(x-100000)
Equating,
0.05x + 1000 = x - 265000
0.95x = 266000
x= 280000
Take a XAT Free Mock Test
Question 45
Three carpenters P, Q and R are entrusted with office furniture work. P can do a job in 42 days. If Q is 26% more efficient than P and R is 50% more efficient than Q, then Q and R together can finish the job in approximately:
P is doing a job in 42 days. In one day, he does 1/42 of the work.
Q is more efficient than P by 26%.
Then, the part of work that Q does in one day is: x 1.26 = 3/100 42 1
R is more efficient than Q by 50%.
Then, the part of work that R does in one day is: x 1.5 = 9/200 100 3
If Q and R are put together then part of work they will finish in a day is:
3
+ =
100 200
9
200
15
Hence total work can be done in 200/15 = 13.33 days 13 days ≅
Question 46
There are two alloys P and Q made up of silver, copper and aluminium. Alloy P contains 45% silver and rest aluminum. Alloy Q contains 30% silver, 35% copper and rest aluminium. Alloys P and Q are mixed in the ratio of 1 : 4 . 5. The approximate percentages of silver and copper in the newly formed alloy is:
A
33% and 29%
B29% and 26%
C35% and 30%
DNone of the above
Answer: A
Explanation:
Composition of alloy P
Silver:Copper:Aluminium = 45:0:55
Composition of alloy Q
Silver:Copper:Aluminium = 30:35:35
They are mixed in ratio of 1: 4.5
Let us consider alloy P is taken 200 grams and alloy Q is taken 900 grams.
Then for alloy P :-
Silver:Copper:Aluminium = 90:0:110
For alloy Q:
Silver:Copper:Aluminium = 270:315:315
Total weight of P and Q combined is 1100 grams.
When P and Q are mixed, the new combined ratio of
Silver:Copper:Aluminium = 360:315:425
Percentage of Silver in mixture = x 100 33% 1100 360 ≅
Percentage of Copper in mixture = x 100 29% 1100 315 ≅
Question 47
A ladder of 7.6 m long is standing against a wall and the difference between the wall and the base of the a ladder is 6.4 m. If the top of the ladder now slips by 1.2m, then the foot of the ladder shifts by approximately:
The starting position of ladder is AB.
AB = 7.6 cm and OB = 6.4 cm
Applying Pythagoras Theorem in AOB △
+ = OA 2 OB 2 AB 2
OA = 4.10 cm
Now ladder top slips by 1.2 cm, the new position of ladder becomes A'B'
OA' = 4.10 - 1.2 = 2.9 cm
Applying Pythagoras Theorem in A'OB' △
′2
+ =
OA OB
′2
A B
′ ′2
OB' = 7.02 cm
Hence, the foot of the ladder is shifted by approximately OB' - OB = 0.6cm
Take a CMAT free mock test
Question 48
The value of x for which the equation + = 5 + will be satisfied, is: 4x −9 4x + 9 7
This question can be solved with the help of options easily.
We can say that 4x - 9 0. Hence x 2.25. Now we can check option C and D.
≥
≥
Option C: + = + Which is not same as what we have in the question. Hence, this is not the correct answer. 4x −9 4x + 9 3 21
Option D: + = + = 5 + . Which is the same as what we have in the question. Hence, we can say that option D the correct answer. 4x −9 4x + 9 7 25 7
Question 49
4
p
1
×
+ 4
2×
2×2
p
p
The simplest value of the expression(
Explanation:
Simplifying the surds, and writing everything on numerator we get:
=(2)
2p+1/2+1/2+p/2−1+p/2 1/p
=(2 )
3p1/p
= = 8
2
3
Question 50
In a reputed engineering college in Delhi, students are evaluated based on trimesters. The probability that an Engineering student fails in the first trimester is 0.08. If he does not fail in the first trimester, the probability that he is promoted to the second year is 0.87. The probability that the student will complete the first year in the Engineering College is approximately:
A0.8
Downloaded from cracku.in
2
− )
1 p
B
0.6
C0.4
D0.7
Answer: A
Explanation:
The probability that the student passes in the first trimester is 0.92
Now given that if the student passes in the first trimester then probability of moving into second second year is 0.87
Hence, the probability of completing first year is 0.92 x 0.87 = 0.80
Take a free SNAP mock test
Section III part 1
Instructions
Solve the questions based on the information provided in the passage below:
Six engineers Anthony, Brad, Carla, Dinesh, Evan and Frank are offered jobs at six different locations -England, Germany, India, Australia, Singapore and UAE. The jobs offered are in six different branches, and are based on their competence as well as preference. The branches are IT, Mechanical, Chemical, Electronics, Metallurgy and Electrical, though not necessarily in the same order. Their placements are subject to the following conditions:
i.The engineer in the Electrical Department is not placed in Germany.
ii.Anthony is placed in Singapore while Dinesh in UAE.
iii.Frank is not in the Metallurgy Department but Brad is in the Chemical Department.
iv.Evan is placed in the Mechanical Department while Frank is offered a job in Australia.
v.The only department offering jobs in India is the Chemical Department while there are no vacancies for IT in Singapore.
vi. Anthony is interested in IT and Electrical Department while Frank is interested in IT and Mechanical Department.
Both of them settle for the options available based on their interests in the locations allotted to them.
vii. In recent years, UAE has emerged as a hub for metallurgy exports and thus recruitment is done for the same while all mechanical posts are in England.
Question 51
Who joined the Electronics Department?
A Dinesh
B Anthony
CCarla
DBrad
Answer: C
Take a NMAT free mock test
Question 52
The person placed in UAE is in the _____________ Department
AElectronics
BMechanical
C
Metallurgy
DChemical
Answer: C
Question 53
Out of the following, which is the correct combination?
A Anthony-Germany-Electrical
BBrad-India-Chemical
C Evan-England-Electronics
D Frank-Australia-Metallurgy
Answer: B
Question 54
Who joined the IT Department in Australia?
AFrank
BCarla
C
Evan
DBrad
Answer: A
Join MBA Telegram Group
Question 55
Which combination is true for Dinesh?
A India-Electrical
BUAE-Electronics
CEngland-Metallurgy
DUAE-Metallurgy
Answer: D
Instructions
For the following questions answer them individually
Question 56
Based on the given statement, choose the right conclusion: 'If the breakfast doesn't have eggs, I will not go for a walk and will not have lunch.'
AIf I went for a walk and didn't have lunch, the breakfast didn't have eggs.
B If I went for a walk or I had lunch, the breakfast had eggs.
C If I went for a walk and had lunch, the breakfast had eggs.
D If I didn't go for a walk and had lunch, the breakfast had eggs.
Answer:
B
Instructions
Read the details below and answer the questions that follow.
Due to astrological reasons, a mother named all her daughters with the alphabet 'K' as Kamla, Kamlesh, Kriti, Kripa, Kranti and Kalpana.
i.Kamla is not the tallest while Kripa is not the most qualified.
ii.The shortest is the most qualified amongst them all.
iii.Kalpana is more qualified than Kamlesh who is more qualified than Kriti.
iv.Kamla is less qualified than Kamlesh but is taller than Kamlesh.
v.Kalpana is shorter than Kriti but taller than Kranti.
vi.Kriti is more qualified than Kamla while Kamlesh is taller than Kriti.
vii.Kripa is the least qualified amongst the daughters.
Question 57
Who is the third tallest starting in decreasing order of height?
A Kamla
BKamlesh
C
Kriti
DKranti
Answer: B
Explanation:
Let us arrange the daughters in the decreasing order of height first.
Kalpana is shorter than Kriti but taller than Kranti.
Therefore, Kriti > Kalpana > Kranti.
Kamlesh is taller than Kriti.
Kamlesh > Kriti > Kalpana > Kranti.
Kamla is taller than Kamlesh. Kamla is not the tallest. Therefore, Kripa must be the tallest person.
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Let us arrange the daughters in terms of their qualification.
The shortest person is the most qualified.
Therefore, Kranti must be the most qualified person among the 6 daughters.
Kalpana is more qualified than Kamlesh who is more qualified than Kriti.
Kalpana > Kamlesh > Kriti.
Kamla is less qualified than Kamlesh. Kriti is more qualified than Kamla. Kripa is the least qualified among the daughters.
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Height (in decreasing order):
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Qualification (in decreasing order):
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Kamlesh is the third tallest person. Therefore, option B is the right answer.
Subscribe to MBA Exams Youtube Channel
Question 58
Who is the most qualified?
AKamlesh
BKriti
CKripa
DKranti
Answer: D
Explanation:
Let us arrange the daughters in the decreasing order of height first.
Kalpana is shorter than Kriti but taller than Kranti.
Therefore, Kriti > Kalpana > Kranti.
Kamlesh is taller than Kriti.
Kamlesh > Kriti > Kalpana > Kranti.
Kamla is taller than Kamlesh. Kamla is not the tallest. Therefore, Kripa must be the tallest person.
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Let us arrange the daughters in terms of their qualification.
The shortest person is the most qualified.
Therefore, Kranti must be the most qualified person among the 6 daughters.
Kalpana is more qualified than Kamlesh who is more qualified than Kriti.
Kalpana > Kamlesh > Kriti.
Kamla is less qualified than Kamlesh. Kriti is more qualified than Kamla. Kripa is the least qualified among the daughters.
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Height (in decreasing order):
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Qualification (in decreasing order):
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Kranti is the most-qualified among the daughters. Therefore, option D is the right answer.
Question 59
What is the rank of Kriti in increasing order of qualification?
Explanation:
Let us arrange the daughters in the decreasing order of height first.
Kalpana is shorter than Kriti but taller than Kranti.
Therefore, Kriti > Kalpana > Kranti.
Kamlesh is taller than Kriti.
Kamlesh > Kriti > Kalpana > Kranti.
Kamla is taller than Kamlesh. Kamla is not the tallest. Therefore, Kripa must be the tallest person.
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Let us arrange the daughters in terms of their qualification.
The shortest person is the most qualified.
Therefore, Kranti must be the most qualified person among the 6 daughters.
Kalpana is more qualified than Kamlesh who is more qualified than Kriti.
Kalpana > Kamlesh > Kriti.
Kamla is less qualified than Kamlesh. Kriti is more qualified than Kamla. Kripa is the least qualified among the daughters.
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Height (in decreasing order):
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Qualification (in decreasing order):
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Rank of Kriti in the increasing order of qualification is 3. Therefore, option B is the right answer.
Question 60
What is the rank of Kamla in increasing order of height?
Answer:
Explanation:
Let us arrange the daughters in the decreasing order of height first.
Kalpana is shorter than Kriti but taller than Kranti.
Therefore, Kriti > Kalpana > Kranti.
Kamlesh is taller than Kriti.
Kamlesh > Kriti > Kalpana > Kranti.
Kamla is taller than Kamlesh. Kamla is not the tallest. Therefore, Kripa must be the tallest person.
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Let us arrange the daughters in terms of their qualification.
The shortest person is the most qualified.
Therefore, Kranti must be the most qualified person among the 6 daughters.
Kalpana is more qualified than Kamlesh who is more qualified than Kriti.
Kalpana > Kamlesh > Kriti.
Kamla is less qualified than Kamlesh. Kriti is more qualified than Kamla. Kripa is the least qualified among the daughters.
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Height (in decreasing order):
Kripa > Kamla > Kamlesh > Kriti > Kalpana > Kranti.
Qualification (in decreasing order):
Kranti > Kalpana > Kamlesh > Kriti > Kamla > Kripa.
Rank of Kamala in the increasing order of height is 5. Therefore, option B is the right answer.
Free Mock Test for IIFT
Instructions
For the following questions answer them individually
Question 61
Based on the number series given, fill in the missing number. 18, 37, 76, 155, ________, 633, 1272
A322
B314
C341
D250
Answer: B
Explanation:
The logic employed is as follows:
18*2 + 1 = 36 + 1 = 37
37*2 + 2 = 74 + 2 = 76
76*2 + 3 = 152 + 3 = 155
155*2 + 4 = 310 + 4 = 314
314*2 + 5 = 628 + 5 = 633
As we can see, the blank should be filled by 314. Therefore, option B is the right answer.
Instructions
Based on the conditions stated in the passage below, answer the questions that follow.
There are three countries, USA, UAE and UK. An exporter can select one country or two countries or all the three countries subject to the conditions below:
Condition 1: Both USA and UAE have to be selected.
Condition 2: Either USA or UK, but not both have to be selected.
Condition 3: UAE can be selected only if UK has been selected.
Condition 4: USA can be selected only if UK is selected.
Question 62
How many ways countries can be selected if no condition is imposed?
Since there is no condition for the selection of the countries, we can select
USA; UK; UAE, USA & UK; USA & UAE; UAE & UK, USA, UAE& UK
=7 ways
Question 63
How many countries can be selected to meet only condition 1?
How many countries can be selected to meet only conditions 2 and 3?
Question 65
Based on the following relations, which of the given options indicate that W is the niece of X? A+B means that A is the brother of B.
A*B means that A is the father of B.
A-B means that A is the sister of B.
A X+Y+Z-W
B Z-W*Y+X
C X+Y*W-Z
D X*Y+W-Z
Answer: C
Question 66
Alex walks 1 mile towards East and then he turns towards South and walks further 5 miles. After that he turns East and walks 2 miles further. Finally he turns to his North and walks 9 miles. How far is he from the starting point?
Download IIFT GK PDFs
Question 67
From the given statements, choose the conclusions which follow logically: Statements:
i. Some iphones are mobiles ii. Some mobiles are ipads
iii. Some ipads are tablets
Conclusions:
I. Some tablets are iphones
II. Some mobiles are tablets
III. Some ipads are iphones
IV. All iphones are tablets
A Only I & II follow
B Only I, II & III follow
C Only II & III follow
D None of these
Answer: D
Instructions
Read the passage below and answer the questions that follow.
Export cargo of a trader can go through seven cities P, Q, R, S, T, U and V. The following cities have a two way connection i.e., Cargo can move in both directions between them; S and U, P and Q, Q and R, V and T, R and T, V and U. Cargo can move only in one direction from U to Q.
Question 68
If the trader wants the cargo to move from City S to City T then excluding cities S and T, what is the minimum number of cities that the cargo has to cross in transit?
If the trader wants the cargo to go to City U from City P through the longest route, how many cities will he be required to cross (excluding cities P and U)?
IIFT Free Topic-Wise Important Questions (Study Material)
Question 70
To move cargo from City P to City U, which of the following statements will minimise the number of cities to be crossed in transit?
A Connect cities U to R with a two way connection
B Connect cities P to S with a one way connection from cities S to P
C Connect cities U to Q with a two way connection
D Connect cities R to V with a two way connection
Answer: C
Top 500+ Free Questions for IIFT
Section III part 2
Instructions
Read the following information and tables and answer the questions that follow.
Torrent Enterprises sells air conditioners of Eagle Brand in the retail market of Delhi. The month-wise total number of Window Air Conditioner (WAC) units sold by Torrent during April 2014 to March 2015 are shown below in Table A. Table B shows the share of different types of WACs in total monthly sales for the said period.
Table A
Table B
Performance measures are as follows:
Half Yearly Sales Performance:
April 14 to Sep 14 Average Sales Oct 14 to Mar 15 Average Sales - April 14 to Sep 14 Average Sales
Monthly Sales Performance:
Previous Month Sales Current Month Sales - Pervious Month Sales
Sales Volatility:
Average Monthly Sales Maximum Monthly Sales - Minimum Monthly Sales
Question 71
What is the closest average number of 1 1/2 ton Window ACs sold by Torrent Enterprises during April 2014 - March 2015?
A342
B338
C350
D330
Answer: B
Explanation:
Let's calculate the different WAC types during April 2014 - March 2015 and tabulate it as follows
Average number of 11/2 ton Window ACs sold by Torrent Enterprises during April 2014 - March 2015=
=(727.7+1275.12+757.34+1296.24)/12
=338
Hence B is the correct answer.
Download IIFT Syllabus PDF
Question 72
The absolute difference between average annual sales (in units) of which pair of WACs type is the highest
A1 Ton and 1/2 Ton
B1 Ton and 2 Ton
C
2 Ton and 1/2 Ton
D11/2 Ton and 1/2 Ton
Answer: A
Explanation:
Let's calculate the different WAC types during April 2014 - March 2015 and tabulate it as follows
Let's solve the options one by one,
Option A :The absolute difference between average annual sales of 1 Ton and 1/2 Ton = 338.03-281.37 = 56.66 Option B: The absolute difference between average annual sales of 1 Ton and 2 Ton = 329.138-281.37 = 47.768 Option C: The absolute difference between average annual sales of 2 Ton and 1/2 Ton = 352.128-329.138 = 22.99 Option D:The absolute difference between average annual sales of 11/2 Ton and 1/2 Ton = 352.128-338.03 = 14.098 The absolute difference between average annual sales of 1 Ton and 1/2 Ton is the highest.
Hence A is the correct answer.
Question 73
Which type of WAC has performed the second best in Half Yearly Sales Performance?
A 1/2 Ton
B1 Ton
C1 1/2 Ton
D2 Ton
Answer: C
Explanation:
Let's calculate the different WAC types during April 2014 - March 2015 and tabulate it as follows
Let's calculate Half yearly Sales for Various WAC types:
2 Ton:(2141/6)-(1809/6)/(1809/6)= 0.18(approx)
1/2 Ton:(1449/6)-(2777/6)/(2777/6)= -0.48(approx)
1 1/2 Ton: (2236/6)-(1820/6)/(1820/6)=0.23(approx)
1 ton :(2092/6)-(1284/6)/(1284/6)=0.63(approx)
Therefore 1 1/2 Ton WAC has performed the second best in Half Yearly Sales Performance.
Hence C is the correct answer.
Question 74
In which of the months given below, the total WAC Monthly Sales Performance was the highest?
A May 2014
B June 2014
C October 2014
D February 2015
Answer: D
Explanation:
Let's calculate the different WAC types during April 2014 - March 2015 and tabulate it as follows
Monthly Sales Performance in May 2014 =(1268-1266)/1266 = 0.00128 Monthly Sales Performance in June 2014=(1272-1268)/1268 = 0.0032 Monthly Sales Performance in October 2014 =(1298-1296)/1296 = 0.00154 Monthly Sales Performance in February 2015 =(1340-1330)/1330 = 0.0075 So the Monthly Sales Performance in February 2015 is the highest. Hence D is the correct answer.
Quant Formulas for IIFT PDF
Question 75
Which type of WAC has the least Sales Volatility?
Explanation:
Let's calculate the different WAC types during April 2014 - March 2015 and tabulate it as follows
Sales Volatility can be calculated by the formula (Maximum Monthly Sales - Minimum Monthly sales )/ Average Monthly sales
1/2 Ton = 609-207/352.128 = 1.14
1 Ton =459-153/281.37 = 1.09
11/2 Ton = 439-241/338.03 = 0.59
2 Ton = 419-253/ 329.138 = 0.5
Among the different WAC types 2 Ton has the lowest Sales volatility.
Hence D is the correct answer.
Instructions
Read the following information, graph and table and answer the questions that follow.
Ellen Inc. is a Mumbai based company which sells five products branded as A, B, C, D and E in India. Anita looks after entire sales of North India working from regional office in Delhi. She was preparing for annual review meeting scheduled next day in Mumbai. She was attempting to analyse sales in North India for the seven year period from 2009 to 2015. She first calculated average sales in rupees of all the five brands and constructed a table exhibiting the difference between average sales of each pair of brands as shown in the following table:
Average Sales of Product A minus Average Sales of Product B
After taking a print out of the above table, she attempted to look at the trend of sales and plotted a graph in MS Excel. Later she took a print out of the graph and left for a meeting. While on her way she figured out that due to some printer cartridge problem sales of Product A in 2013, Product C in 2010, and Product D in 2012 were not visible in the graph as reproduced below. Anita had to make some quick calculations to arrive at the information outlined in the following question.
Question 76
What are the sales of Product A in 2013, Product C in 2010 and Product D in 2012?
ARs. 550 Crores, Rs. 800 Crores and Rs. 500 Crores
BRs. 500 Crores, Rs. 700 Crores and Rs. 600 Crores
CRs. 500 Crores, Rs. 800 Crores and Rs. 600 Crores
D Rs. 4000 Crores, Rs. 800 Crores and Rs. 600 Crores
Answer: C
Explanation:
Let's tabulate the chart ,
Since difference in average sales is given , Difference in sales can be found by multiplying it by 7
Let the sales of A in 2013 be 'a', C in 2010 be 'c', D in 2012 be 'd' .
Total sales of A by volume = (6800+a)*1000
B = 5800*1000
C = (7400+c)*1000
D = (5700+d)*1000
E = 7000*1000
Hence C is the correct answer.
Question 77
Annual sales average of all products is the least in which year?
Explanation:
On Tabulating the chart , we get
from the previous question value of a=500,c=800,d=600
The product having the least sales value will obviously have the least avg sales value
Sales in the year 2010=4700
Sales in the year 2011=4200
Sales in the year 2012=4500
Sales in the year 2013=4400
Hence in 2011 average of all the products sold is the least
So B is the correct answer
Question 78
IIFT Free Preparation App
Which product has the least average sales for the seven year period 2009-15?
Explanation:
On Tabulating the chart , we get
Since difference in average sales is given
Difference in sales can be found out by multiplying it by 7
Let the sales of A in 2013 be a , C in 2010 be c, d in 2012 be d
Total sales of A by volume = (6800+a)*1000
B = 5800*1000
C = (7400+c)*1000
D = (5700+d)*1000
E = 7000*1000
On evaluating we get value of a = 500,c=800,d= 600 crores
Sales of product A = 7300
Sales of product B = 5800
Sales of product D = 6300
Sales of product E = 7000
Product B has the least average sales.
Hence B is the correct answer.
Question 79
The difference between average sales of products for the period 2009-15 is the least for which pair of products?
A Product A and Product B
B Product B and Product C
C Product C and Product D
D Product D and Product E
Answer: D
Explanation:
On Tabulating the chart , we get
Since difference in average sales is given
Difference in sales can be found out by multiplying it by 7
Let the sales of A in 2013 be a , C in 2010 be c, d in 2012 be d
Total sales of A by volume = (6800+a)*1000
B = 5800*1000
C = (7400+c)*1000
D = (5700+d)*1000
E = 7000*1000
On evaluating we get value of a = 500,c=800,d= 600 crores
On substituting all the values in the tables ,
Option A: The difference between the average sales of products A and B = 7300-5800 = 1500
Option B: The difference between the average sales of products B and C = 8200 - 5800 =2400
Option C: The difference between the average sales of products C and D= 8200 - 6300 = 1900
Option D: The difference between the average sales of products D and E= 7000 - 6300 = 700
The difference between the average sales of products D and E is the least.
Hence option D is the correct answer.
Question 80
If Year on Year (YoY) Growth is {Current Year Sales − Previous Year Sales }/ Previous Year Sales then the YoY growth of combined sales of all products has suffered maximum decline in which year?
A2010
B
2011
C2013
D2015
Answer: B
Explanation:
Let's tabulate the chart ,
Since difference in average sales is given , Difference in sales can be found by multiplying it by 7
Let the sales of A in 2013 be 'a', C in 2010 be 'c', D in 2012 be 'd' .
Total sales of A by volume = (6800+a)*1000
B = 5800*1000
C = (7400+c)*1000
D = (5700+d)*1000
E = 7000*1000
On evaluating we get value of a = 500,c=800,d= 600 crores
On finding the unknown values , we get the below table
Let's evaluate the options one by one,
Option A: YoY growth of combined sales of all products in 2010 = 4700-4900/4900 = -0.0408
Option B: YoY growth of combined sales of all products in 2011 = 4200-4700/4700 = -0.1064
Option C: YoY growth of combined sales of all products in 2013 = 4400-4500/4500 = -0.0222
Option D: YoY growth of combined sales of all products in 2015 = 6000-5900/5900 = 0.0169
Among the above values, it is clear that the YoY growth of combined sales of all products in 2011 had a maximum decline.
Hence B is the correct answer.
Download General Science Notes for IIFT PDF
Instructions
Read the following information and graph and answer the questions that follow.
An international Organisation produces a Competitive Index of countries every two years based on eight factors (Institutions, Infrastructure, Macroeconomic Environment, Higher Education, Market Efficiency, Technological Readiness, Business Sophistication and Innovation). The last three indices were developed in 2010, 2012 and 2014. The scores for all eight factors of XYZ country are shown in the graph below:
Question 81
If Factor performance is measured as 0.30 × Factor Score in 2014 + 0.35 × Factor Score in 2012 + 0.35 × Factor Score in 2010, then which of the following has best Factor Performance?
A Innovation
B Business Sophistication
C Infrastructure
D Macroeconomic Environment
Answer: D
Explanation:
Factor performance is measured as 0.30 × Factor Score in 2014 + 0.35 × Factor Score in 2012 + 0.35 × Factor Score in 2010
Let's calculate Factor performance for each of the given options.
Factor performance For Innovation = 0.3*4.5+0.35*4+0.35*4.75 = 4.4125
Factor performance for Business Sophistication =0.3*5.25+0.35*4.75+0.35*4.5=4.8125
Factor performance for Infrastructure = 0.3*5.25+0.35*4+0.35*4 = 4.375
Factor performance for Macroeconomic Environment =0.3*5.5+0.35*4.5+0.35*4.75 = 4.8875
Factor performance for Macroeconomic Environment is the highest.
Hence option D is the correct answer.
Question 82
If Factor Performance is measured as
Factor Score 2010
Factor Score 2014 - Factor Score 2012
then which of the following has best Factor Performance?
AInnovation
B
Business Sophistication
C
Infrastructure
DMacroeconomic Environment
Answer: C
Explanation:
Factor performance in Innovation =
= 10.53
Factor performance in Business Sophistication =
= 11.11
Factor performance in Infrastructure =
= 31.25
Factor performance in Macroeconomic Environment =
= 21.05
We can see that option C is the correct answer.
× 4.75
4.5 −4
100
× 4.5
5.25 −4.75
100
× 4
5.25 −4
100
× 4.75
5.5 −4.5
100
Question 83
Which of the following factors has the highest average score across indices of 2010, 2012 and 2014?
AInfrastructure
B Institutions
C Technological Readiness
D Market Efficiency
Answer: B
Explanation:
For Infrastructure
Average of the indices = 4+4+5.25/3=13.25/3
=4.4167
For Institutions
Average of the indices =4.25+4.75+4.5/3=13.5/3
=4.5
For Technological readiness
Average of the indices =3.5+3.75+5.5/3=12.75/3
=4.25
For Market Efficiency
Average of the indices =4.25+4.5+4.25/3=13/3
=4.33
The average of the index is highest for Institutions.
Hence B is the correct answer.
Take 3 Free CAT Mocks (With Solutions)
Question 84
Which among the following factors had the least growth rate in 2014 versus scores of 2010?
A Business Sophistication
BInstitutions
CTechnological Readiness
Answer: B
Explanation:
The growth rate in 2014 versus scores of 2010 for Business Sophistication =5.25/4.5 = 1.167
Growth rate in 2014 versus scores of 2010 for Institutions = 4.5/4.25 = 1.058
Growth rate in 2014 versus scores of 2010 for Technological Readiness = 5.5/3.5 = 1.571
Growth rate in 2014 versus scores of 2010 for Infrastructure = 5.25/4 = 1.3125
Among the above values, growth rate for institutions was least.
Hence B is the correct answer.
Instructions
Read the following information and the accompanying graphs to answer the questions that follow.
www.jay.com spent $ 5,57,000 during last 12 months for online display advertisements, also called impressions, on five websites (Website A, Website B, Website C, Website D and Website E). In this arrangement, www.jay.com is the Destination Site, and the five websites are referred to as the Ad Sites. The allocation of online display advertising expenditure is shown in Graph A. The online display advertisements helped www.jay.com to get visitors on its site. Online visitors, visiting the Ad Sites, are served display advertisements of www.jay.com and on clicking they land on the Destination Site (Graph B). Once on the Destination Site, some of the visitors complete the purchase process(Graph C)
Quality traffic = No. of visitors who click the online display advertisement
No. of site visitors who start purchase on destination site
Leakage in online buying = 1 − Start buying on the destination website
Complete buying on the destination website
Efficiency of online display advertising expenditure on an Ad Site =
Amount spent on the Ad Site No. of visitors from the Ad Site who complete the purchase process
Question 85
Which of following Ad Sites provide facility of least cost per advertisement?
A Website A
B Website B
C Website D
D Website E
Answer: C
Explanation:
Let's calculate the Cost per advertisement by using the formula
Cost per advertisement = Advertising expenditure / Impressions made
For website A= 557000 * 0.27/ 240 = 626.625
For website B=557000 * 0.22 / 360 = 340.39
For website D=557000 * 0.13 / 270 = 268.185
For website E=557000*0.20 / 140 = 795.714
So the least cost per advertisement is for Website D.
Hence C is the correct answer.
Question 86
Which Ad Site has provided maximum quality traffic?
Explanation:
Let's calculate the Quality traffic using the formula,
Quality traffic = No. of visitors who click the online display advertisement No. of site visitors who start purchase on destination site
For Website A = 2900/120k =24.167 x 10^(-3)
For Website B = 2400/ 60k =40 x 10^(-3)
For Website D = 2000 /70k =28.22 x 10^(-3)
For Website E = 3400 / 30k =113.33 x 10^(-3)
The quality traffic for website E is the maximum.
Hence D is the correct answer.
XAT Previous Papers
Question 87
Which Ad Site sent traffic to www.jay.com with maximum leakage?
A Website B
B Website C
C Website D
DWebsite E
Answer: D
Explanation:
Let's calculate the Leakage in online buying by using the formula,
Complete buying on the destination website
Leakage in online buying = 1 −
Start buying on the destination website
For Website B = 1-(1200/2400)= 0.5
For Website C = 1-(900/1900)= 0.5263
For Website D = 1-(1400/2000)= 0.3
For Website E = 1-(1600/3400)= 0.5294
For Website E the leakage is maximum .
Hence D is the correct answer.
Question 88
On which Ad Site is the advertising budget spent most efficiently?
A Website A
B Website B
C Website C
D Website E
Answer: A
Explanation:
Website A : 2700/150390 = 0.0179
Website B : 1200/122540 = 0.009
Website C :900/100260 = 0.0089
Website E :1600/111400 = 0.014
Hence for website A the advertising budget was spent efficiently
CMAT Free Solved Previous Papers.
Section IV part 1
Instructions
Read the following passages carefully and answer the questions given at the end of each passage
Because of the critical role played by steel in economic development, the steel industry is often considered, especially by the governments, which traditionally owned it, to be an indicator of economic prowess. World production has grown exponentially, but there were big highs and equally big lows all through the 1990s and up to 2002. Recovery from the two World Wars and the Great Depression of the 1930s caused massive disruption and lay-offs. Over-capacity and low steel prices continued to play havoc through the 1970s and 1980s and politicians began to lose their belief that the wealth of a nation was directly coupled to its steel production.
This led to a wave of privatisations, as state-owned enterprises shed their financial liabilities to hungry capitalists. A whole new breed of steel-makers came into being using a new technology, the mini-mill. This used a smaller electricarc furnace fed that just melts down 'cold' scrap. It was a cheaper process than the traditional 'hot metal integrated mills' with their mountains of ore and coal and monumental machinery, but it was used almost exclusively for lowergrade building and other 'long' products.
By the beginning of 2005, the world steel industry was on a high, after decades of moving from apocalypse to breakeven and then back to apocalypse. Since 2003, when a staggering 960 million tonnes were produced-compared to 21.9 million tonnes for aluminium-there had been unprecedented demand, mainly from China and India. China was both the biggest producer, the first country to exceed 200 million tonnes of crude steel in a year, and also its biggest consumer at 244 million tonnes. The global economy was also booming, but this was creating production bottlenecks for all steel-makers and by 2004 steel had for the first time hit an average of $650 per tonne shipped. Profit margins were better, but where was the growth to come from? In tandem, the costs of essential raw materials for steel-making - iron ore coking coal-had gone through the roof, along with bulk shipping costs. The key to future growth was to secure plants in emerging markets where ore and coal were close to production sites, labour costs were much lower and where technology and investment could spur greater savings.
But the central issue was that globally the industry remained a very fragmented one. No single company was producing 100 million tonnes a year, or 10 per cent of total world production. The name of the game was consolidation into fewer, bigger players. With this would come the chance for steel-makers to gain greater pricing power, increasing their profitability and the value of their shares.
Two groups had begun to move ahead of the pack. One was Mittal Steel with its operational headquarters in London's prestigious Berkeley Square. Mittal Steel was the world's biggest producer of 'long' products. It was young, aggressive, fast, and a big risk-taker, fuelled by its founder Lakshmi Mittal's visionary zeal to consolidate the industry. It's nearest rival, Arcelor- the world's most profitable steel company, focusing on 'flat' products-was headed by the Frenchman Guy Dolle, and was a combination of three former state-owned European steel plantsa: Arbed of Luxembourg, Usinor from France and Spain's Aceralia. These three were now merged, restructured and administered from the grandiose, chateau-like former Arbed headquarters in Luxembourg's Avenue de la Liberte.
Both groups were passionate about steel. Mittal, already dubbed 'the Carnegie from Calcutta', had a clearer vision of the need to streamline steel, but Arcelor was determined to become the biggest as well as the best. Dominating the market would enable either firm to increase its pricing position with customers, the car-makers, ship-builders and construction firms, as well as chasing growth in the new markets of Asia, South America and Eastern Europe.
Guy Dolle could hear the clump of Mittal's feet marching ahead, and it hurt. Arcelor was Europe's reigning steel champion and was arrogantly proud of it. It had a commanding market share of the specialised high-strength steel supplied to European car-makers, and a total overall production approaching 50 million tonnes a year, all with state-ofthe-art technology. The group had repaired its consolidated balance sheet, ravished by decades of downturns and continual restructuring costs. It had invested heavily in the quest for best technology and had also acquired companies in Brazil, set up joint ventures in Russia, Japan and China and now was eagerly eyeing gateways to the North American car market. And to its long-suffering shareholders, starved of decent dividends, Arcelor was at last moving in the right direction, after the blood, sweat and tears of shifting from public to private sector. The Luxembourg group was clearly
Downloaded from cracku.in on a wake-up call, gunning to overtake Mittal Steel and keep it at bay.
By 2005, the battle for supremacy had begun to heat up. Two projected state sell-offs by public auction, in Turkey and Ukraine, were particularly attractive commercially. Both auctions were taking place in October, within three weeks of each other. The first, in Turkey, was for the 46.3 percent of government-owned shares in Erdemir, a steel-maker producing 3.5 million tonnes a year for car-makers and other industrial clients in a country of seventy million people shaping up to join the European Union. Mittal and Arcelor both already owned minitory stakes in the Turkish company and were eager to get majority control.
Question 89
Which of the following statements is true?
A In 2003, China consumed more steel than it produced
B Mittal steel was the world's most profitable steel company in mid 2000s
C Arcelor was a bigger producer of steel than Mittal
D All of the above
Answer: A
Explanation:
Option A: True, In the second paragraph " China was both the biggest producer, the first country to exceed 200 million tonnes of crude steel in a year, and also its biggest consumer at 244 million tonnes." Thus Option A is correct.
Option B: False, In the fifth paragraph "It's nearest rival, Arcelor- the world's most profitable steel company, focusing on 'flat' products-was headed by the Frenchman Guy Dolle" Arcelor was the world's most profitable steel company.
Option C: False, Never mentioned in the passage.
Option D: False
MAT Free Solved Previous Papers
Question 90
Which among the following is the common objective both Mittal and Arcelor had for aspiring to become bigger steel-makers?
A To consolidate the rather fragmented steel industry
B To facilitate privatisation initiatives of the government
C To have 10% of the industry share
D To increase pricing position with customers
Answer: D
Explanation:
In the passage it is given "Both groups were passionate about steel................ Dominating the market would enable either firm to increase its pricing position with customers, the car-makers, ship-builders and construction firms, as well as chasing growth in the new markets of Asia, South America and Eastern Europe. "
Thus both of them wanted to dominate the market to increase their pricing position with customers.
Hence D is the correct answer.
Question 91
From the above passage, it clearly emerges that:
A
Arcelor had delivered good returns to its shareholders
B
Mittal steel was Arcelor's nearest competitor
C By 2005, steel industry was in recession
D A nation's steel production continues to be a good indicator of its wealth
Answer:
B
Explanation:
Option A is false as given in the passage " And to its long-suffering shareholders, starved of decent dividends, Arcelor was at last moving in the right direction, after the blood, sweat and tears of shifting from public to private sector." We can infer that Arcelor had not delivered good returns.
Option B is correct as throughout the latter half it is mentioned that Mittal and Arcelor were the only competitors in the market.
Option C is false as in the second paragraph it is given "By the beginning of 2005, the world steel industry was on a high, after decades of moving from apocalypse to break-even and then back to apocalypse. "
Option D cannot be inferred as "Over-capacity and low steel prices continued to play havoc through the 1970s and 1980s and politicians began to lose their belief that the wealth of a nation was directly coupled to its steel production."
Question 92
What are the plausible reasons for privatization in steel industry?
A Slow growth in world production
B Lobbying by capitalists
C Havoc played by over-capacity and falling steel prices
D Introduction of the 'mini-mill'
Answer: C
Explanation:
From the first two paragraphs we can infer that privatization thrived because of the falling prices and overcapacity.
In the first paragraph "Recovery from the two World Wars and the Great Depression of the 1930s caused massive disruption and lay-offs. Over-capacity and low steel prices continued to play havoc through the 1970s and 1980s and politicians began to lose their belief that the wealth of a nation was directly coupled to its steel production." explained the reason for privatization of the steel industry which is given in the second paragraph
Hence Option C is correct.
PGDBA Previous Year Papers (Download PDF)PGDBA Previous Year Papers (Download PDF)
Instructions
Read the following passages carefully and answer the questions given at the end of each passage:
In the decades that Otlet's papers had sat gathering dust, his dream of a universal knowledge of network had found a new expression across the Atlantic, where a group of engineers and computer scientists laid the groundwork for what would eventually become the Internet. Beginning during the Cold War, the United States poured money into a series of advanced research projects that would eventually lead to the creation of the technologies underpinning the present-day Internet. In 1990s, the World Wide Web appeared and quickly attracted a widespread audience, eventually establishing itself as the foundation of a global knowledge- sharing network much like the one that Otlet envisioned.
Today, the emergence of that network has triggered a series of dramatic - perhaps even "axial" - transformation. In 2011, the world's population generated more than 1.8 zettabytes of data, including documents, images, phone calls, and radio and television signals. More than a billion people now use Web browsers, and that number will almost certainly increase for years to come. In an era when almost anyone with a mobile phone can press a few keys to
Downloaded from cracku.in search the contents of the world's libraries, when millions of people negotiate their personal relationships via online social networks, and when institutions of all stripes find their operations disrupted by the sometimes wrenching effects of networks, it scarcely seems like hyperbole - and has even become cliché - to suggest that the advent of the Internet ranks as an event of epochal significance.
While Otlet did not by any stretch of imagination "invent" the Internet - working as he did in an age before digital computers, magnetic storage, or packet - switching networks - nonetheless his vision looks nothing short of prophetic. In Otlet's day, microfilm may have qualified as the most advanced information storage technology, and the closest thing anyone had ever seen to database was a drawer full of index cards. Yet despite these analog limitations, he envisioned a global network of interconnected institutions that would alter the flow of information around the world, and in the process lead to profound social, cultural, and political transformations.
By today's standards, Otlet's proto-Web was a clumsy affair, relying on a patchwork system of index cards, file cabinets, telegraphs machines, and a small army of clerical workers. But in his writing he looked far ahead to a future in which networks circled the globe and data could travel freely. Moreover, he imagined a wide range of expression taking shape across the network: distributed encyclopaedias, virtual classrooms, three-dimensional information spaces, social networks, and other forms of knowledge that anticipated the hyperlinked structure of today's Web. He saw these developments as fundamentally connected to a larger utopian project that would bring the world closer to a state of permanent and lasting peace and toward a state of collective spiritual enlightenment.
The conventional history of the Internet traces its roots through an Anglo-American lineage of early computer scientists like Charles Babbage, Ada Lovelace, and Alan Turing; networking visionaries like Vinton G. Cerf and Robert E. Kahn; as well as hypertext seers like Vannevar Bush, J.C. R. Licklider, Douglas Engelbart, Ted Nelson, and of course Tim Berners-Lee and Robert Cailliau, who in 1991 released their first version of the World Wide Web. The dominant influence of the modern computer industry has placed computer science at the center of this story.
Nonetheless Otlet's work, grounded in an age before microchips and semiconductors, opened the door to an alternative stream of thought, one undergirding our present-day information age even though it has little to do with the history of digital computing. Well before the first Web servers started sending data packets across the Internet, a number of other early twentieth- century figures were pondering the possibility of a new, networked society: H.G. Wells, the English science fiction writer and social activist, who dreamed of building a World Brain, Emanuel Goldberg, a Russian Jew who invented a fully functional mechanical search engine in 1930s Germany before fleeing the Nazis; Scotland's Patrick Geddes and Austria's Otto Neurath, who both explored new kinds of highly designed, propagandistic museum exhibits designed to foster social change; Germany's Wilhelm Ostwald, the Nobel Prize-winning chemist who aspired to build a vast new 'brain of humanity'; the sculptor Hendrik Andersen and the architect Le Corbusier, both of whom dreamed of designing a World City to house a new, one-world government with a networked information repository at its epicentre. Each shared a commitment to social transformation through the use of available technologies. They also each shared a direct connection to Paul Otlet, who seems to connect a series of major turning points in the history of the early twentieth-century information age, synthesizing and incorporating their ideas along with his own, and ultimately coming tantalizingly close to building a fully integrated global information network.
Question 93
What is the remark that the author of this passage considers a defensible one, rather than a hyperbole?
A That the number of people who will use Internet will increase for the year to come
B That the advent of the Internet is an event of epochal significance
C That millions of people negotiate their personal relationships via online social networks
D That more than a billion people now use web browsers
Answer: B
Question 94
In the above passage, Otlet is being credited with
A Inventing the Internet
B Prophesising the Internet
C
Co-developing the Internet
D
Answer: C
Question 95
What has been said as the common commitment shared by the early twentieth-century figures who imagined and worked for a networked society?
A Designing a World City with a networked information repository at its epicenter
B Achieving social transformation through the use of available technologies
C Building a vast new "Brain of Humanity"
D Bringing world peace through online social networks
Question 96
Otlet's original idea of network can be described as:
AFuturistic
BVisionary
CUtopian
DAll of the above
Answer: D
Instructions
Read the following passages carefully and answer the questions given at the end of each passage:
Every loan has a lender and a borrower; both voluntarily engage in the transaction. If the loan goes bad, there is at least a prima facie case that the lender is as guilty as the borrower. In fact, since lenders are supposed to be sophisticated in risk analysis and in making judgments about a reasonable debt burden, they should perhaps bear even more culpability.
Does it make a difference if we say there is over-lending rather than over-borrowing? The difference in where we see the problem affects where we seek the solution. Is the problem more on the side of the lenders, that they are not exercising due diligence in judging who is creditworthy? Or on the borrowers, being profligate and irresponsible? If we consider the problem to be over borrowing, then we naturally think of making it more difficult for borrowers to discharge their debts, on the contrary, if the problem is over lending, we focus on strengthening incentives for lenders to exercise due diligence.
The political economy of over-borrowing is easy to understand. The current borrowing government benefits and later governments have to deal with the consequences. But why have sophisticated, profit maximizing lenders so often over-lent? Lenders encourage indebtedness because it is profitable. Developing country governments are sometimes even pressured to over-borrow. There may be kickbacks in loans, or even to be influenced by Western businessmen and financiers. They wine and dine those responsible for borrowing as they sell their loan packages, and tell them why this is good time to borrow, why their particular package is attractive, why this is the right time to restructure debt? Countries that are not sure that borrowing is worth the risk are told how important it is to establish a credit rating: borrow even if you really don't need the money.
Excessive borrowing increases the chance of a crisis, and the cost of a crisis are borne not just by lenders but by all of society. In recent years, IMF programs may have resulted in significant further distortions in lenders' incentives. When crisis occurred, the IMF lent money in what was called a 'bail-out'- but the money was not really a bail-out for the country; it was a bail out for western banks. In both East Asia and Latin America, bail-outs provided money to repay
Downloaded from cracku.in foreign creditors, thus absolving creditors from having to bear the costs of their mistaken lending. In some instances, governments even assumed private liabilities, effectively socializing private risk. The creditors were left off the hook, but the IMF's money wasn't gift, just another loan- and the developing country was left to pay the bill. In effect, the poor country's taxpayers paid for rich country's lending mistakes.
The bail-outs give rise to the famous 'moral hazard' problem. Moral hazard arises when a party does not bear all the risks associated with his action and as a result does not do everything he can to avoid risk. The term originates in the insurance literature; it was deemed immoral for an individual to take less care in preventing a fire simply because he had insurance coverage. It is of course, simply a matter of incentives: those with insurance may not set their houses on fire deliberately, but their incentive to avoid a fire is still weakened. With loans, the risk is default, with all of its consequences; lenders can reduce that risk simply by lending less. If they perceive a high likelihood of a bail-out, they lend more than they otherwise would.
Lending markets are also characterized by, in the famous words of former chairman of the U.S. Federal Reserve Alan Greenspan, 'irrational exuberance', as well as irrational pessimism. Lenders rush into a market in a mood of optimism, and rush out when the mood changes. Markets move in fads and fashions, and it is hard to resist joining the latest fad. If only one firm were affected by a mood of irrational optimism, it would have to bear the cost of its mistake; but when large numbers share the mood, in a fad, there are macroeconomic consequences, potentially affecting everyone in the country.
Question 97
The author is trying to find the underlying cause of:
A Financial crisis in the economy
B Under development in the developing world
C Bargaining power asymmetry between lenders and borrowers
D Inequalities in the world economy
Answer: A
Question 98
The moral hazard arises because:
A The insured take less precaution to avoid a risk because the risk is covered by insurance
B The insured takes less precaution to avoid risk because he is unaware about the risk
C The insured takes less precaution to avoid risk because he tends to benefit from the risk
D The amount spent on insurance is seen as a waste because the risk is unlikely or minimum
Answer: A
Question 99
According to the author the IMF bail-outs for the countries in crisis have been in effect:
A The bail-out for the governments of the borrowing countries
B The bail-out for the banks in the borrowing country
C The bail-out for the leading foreign banks
D The bail-out for the governments of the countries of the creditors
Answer: C
Question 100
The author believes that the cost of the crisis is ultimately borne by:
A The leading banks
B The IMF
C The tax payers of the borrowing country
D The rich countries
Answer: C
Instructions
Read the following passages carefully and answer the questions given at the end of each passage:
The mass media have been recognized as politically significant since the advent of mass literacy and the popular press in the late nineteenth century. However, it is widely accepted that, through a combination of social and technological changes, the media have become increasingly more powerful political actors and, in some respects, more deeply enmeshed in the political process. Three developments are particularly noteworthy. First, the impact of the so-called 'primary' agents of political socialization, such as the family and social class, has declined. Whereas once people acquired, in late childhood and adolescence in particular, a framework of political sympathies and leanings that adult experience tended to modify or deepen, but seldom radically transformed, this has been weakened in modern society by values. Abiding political allegiances and habitual voting patterns have thus given way to a more instrumental approach to politics, in which people make political choices according to a calculations of personal self-interest based on the issues and policy positions on offer. This, in turn, widens the scope for the media's political influence, as they are the principal mechanism through which information about issues and policies, and therefore political choices, is presented to the public.
Second, the development of mass television audience from the 1950s onwards, and more recently the proliferation of channels and media output associated with the 'new' media, has massively increased the mass media's penetration into people's everyday lives. This means that the public now relies on the mass media more heavily than ever before: for instance, television is a much more important source of news and current affairs information than political meetings; many more people watch televised sport than participate in it; and even shopping in increasingly being carried out through shopping channels and the internet.
Third, the media have become more powerful economic actors. Not only have major media corporations become more powerful global players, but also a series of mergers has tended to incorporate the formerly discrete domains of publishing, television, film, music, computers and telecommunications into a single massive 'infotainment' industry. Media businesses such as Microsoft, AOL-Time Warner, Disney and Rupert Murdoch's News Corporation have accumulated so much economic and market power that no government can afford to ignore them. Few commentators doubt the media's ability to shape political attitudes and values or, at least, to structure political and electoral choice by influencing public perceptions about the nature and importance of issues and problems, thereby. However, there is considerable debate about the political significance of this influence. A series of rival theories offer contrasting views of the media's political impact.
The pluralist model of the mass media portrays the media as an ideological marketplace in which wide range of political views are debated and discussed. While not rejecting the idea that the media can affect political views and sympathies, this nevertheless suggests that their impact is essentially neutral in that they reflect the balance of forces within the society at large. The pluralist view nevertheless portrays the media in strongly positive terms. In ensuring the 'informed citizenry', the mass media both enhance the quality of democracy and guarantee that government power is checked. This 'watchdog' role was classically demonstrated in the 1974 Washington Post investigation into the Watergate scandal, which led to the resignation of Richard Nixon as US President. Some, moreover, argue that the advent of the 'new' media, and particularly the Internet, has strengthened pluralism and political competition by giving protest groups a relatively cheap and highly effective means of disseminating information and organizing campaigns.
The dominant ideology model portrays media as a politically conservative force that is aligned to the interests of economic and social elites, and serves to promote compliance or passivity amongst the masses. The ownership ultimately determines the political and other views that the mass media disseminate, and ownerships are increasingly concentrated in the hands of a small number of global media corporations.
The elite-values model shifts attention away from the ownership of media corporations to the mechanism through
Downloaded from cracku.in which media output is controlled. This view suggests that editors, journalists and broadcasters enjoy significant professional independence, and that even the most interventionist of media moguls is able only to set a broad political agenda but not the day-to-day editorial decision-making. The media's political bias therefore reflects the values of groups that are disproportionally represented amongst its senior professionals.
The market model of the mass media differs from the other models in that it dispenses with the idea of media bias: it holds that newspaper and television reflect, rather than shape, the views of general public. This occurs because, regardless of the personal views of media owners and senior professionals, private media outlets are first and foremost businesses concerned with profit maximization and thus with extending market share. The media therefore give people 'what they want', and cannot afford to alienate existing or potential viewers and readers by presenting political viewpoints with which they may disagree
Question 101
Which of the following is the most appropriate title for the passage?
A Mass media and political communication
B Mass media and social development
C Mass media and economic development
D Mass media and cultural development
Answer: A
Take a CMAT free mock test
Question 102
Who, according to the author, are the primary agents of political socialization?
AMedia moguls
B The family and social class
C Political parties
D Journalist
Answer: C
Question 103
According to the author the mass media is a powerful political actor because:
A The impact of primary agents of socialization has reduced
B The technology has increased the penetration of mass media in everyday life
C Infotainment industry has emerged as a big economic force
D All of the above reasons
Answer: D
Question 104
Which of the following rival theories discussed in the passage portrays the media in a more positive light in term of its role in the society?
A
B
The Pluralist Model
CThe Elite Values Model
D The Dominant Ideology Model
Answer: C
Section IV part 2
Instructions
The first line (SI) of each question is fixed. Arrange the other four lines P, Q, R and S in a logical sequence.
Question 105
S1: The beginning of the universe had, of course, been discussed for a long time.
P: One argument of such a beginning was the feeling that it was necessary to have a first cause to explain the existence of the universe.
Q: He pointed out that civilization is progressing, and we remember who performed this deed or developed that technique;
R: According to a number of early cosmologies in the Jewish/Christian/Muslim tradition, the universe started at a finite and not very distant time in the past.
S: Another argument was put forward by St. Augustine in his book, The City of God.
AQRSP
BRPSQ
C PSQR
D SQPR
Answer: B
Take a NMAT free mock test
Question 106
S1: I was so eager not to disappoint my parents that I ran errands for anyone.
P: On the way a boy on a bicycle crashed into me and my left shoulder hurt so much that my eyes watered.
Q: Only then did I cry
R: But I still went and bought the maize, took it to my neighbours and then went home.
S: One day my neighbours asked me to buy some maize for them from the bazaar
Instructions
Identify the option which gives the correct meaning of the Idiom/Phrase given below:
Question 107
To drive home
A To find one's roots
B To return to place of rest
C To lose all money in betting
D To emphasize
Answer: D
Explanation:
'To drive home' means to emphasize one's point. Therefore, option D is the right answer.
Question 108
To have an axe to grind
A To have a private end to serve
B To fail to arouse interest
C To have result
D To work for both sides
Answer: A
Explanation:
'To have an axe to grind' means to have a personal interest (gain) in doing something. Option A captures the meaning of the phrase and hence, option A is the right answer.
Join MBA Telegram Group
Instructions
In each of the following options, the same word has been used in different sentences in different ways. Choose the option where the word has been used incorrectly.
Question 109
A He got carried away with the unruly mob and indulged in stone pelting
B She carried on with life in spite of her personal difficulties.
C It will be difficult to carry out the plan now
D If they get carried on with their overspending, they will soon be bankrupt.
Answer: D
Explanation:
'Carried away' means to become excited or to lose sanity (often in a negative sense).
Option A implies that the person joined the stone pelters and indulged in the same. Therefore, the word 'carry' has been used correctly in option A.
'Carry on' means to continue doing something. Also, a point to be noted is that 'carry on' acts as a verb. Option B conveys that the person continued with her life despite the difficulties. Therefore, the word has been used correctly.
'Carry out' means to do or execute something. Option C states that it will be difficult to execute the plan now.
Therefore, the term has been used correctly in option C as well.
As we have seen, 'carry on' should be used as a verb. Option D intends to convey that if they continue with their spending habits, they will be bankrupt soon. Therefore, 'if they carry on' should have been used instead of 'if they get carried on with their spending habits'. The word has been used incorrectly in option C and hence, option C is the right answer.
Question 110
A Hang over for a minute, and I will attend to you
B He decided to hang up his boots after his poor form in the last season.
C Please do not hang around outside our gate.
D She was hanging on to each word I spoke.
Answer: A
Explanation:
Since the phrasal verb'hang over' means hang or suspend something over a place, this is contextually incorrect in statement A. Rather 'Hang on' should be used in statement I which means hold or wait. Hence, option A is the correct answer.
Instructions
Each of the following questions has a sentence with two blanks. Given below in the options are four pairs of words. Choose the pair that best completes the sentence.
Question 111
Not for the last time, the British had grossly __________ the toughness of local fighters, and the very __________ kind of terrain from Europe.
A misrepresented; mild
B underestimated; different
C miscalculated; similar
Dunderstood; hostile
Answer: B
Explanation:
The sentence intends to convey that the British failed to gauge the level of resistance that will be offered by the local rulers and the difference in the terrain.
Let us try to fill the second blank first.
The preposition 'from' has been used after the blank.
'Similar' will take the preposition 'to'. Therefore, we can eliminate option C.
Before the first blank, the term 'grossly' has been used. 'Understood' and 'misrepresented' cannot be used to fill the blank since the term 'grossly' intends to convey that the British were way off the mark. Therefore, 'underestimated' is the correct term to be used. Option B is the correct answer.
Subscribe to MBA Exams Youtube Channel
Question 112
The complicated processes, which often __________ reason, forced us to become very creative in finding ways to work __________ the challenges.
A explained; out
B reflected; over
C defied; around
Dbeyond; about
Answer: C
Explanation:
Let us try to infer what the author intends to convey through the sentence.
The meaningless complicated processes forced the author to find methods to skip the processes.
'Defied' is the correct term to be used in the first blank since the first part should convey that the processes were meaningless.
Also, work 'around' something means to bypass something. From the sentence, we can infer that the author found a way to skip the complex meaningless processes. Therefore, option C is the right answer.
Instructions
Given below are some French words commonly used in English language. What is the meaning of these French words?
Question 113
Milieu
A Millennium
B Century
C Social Environment
D Feudal
Answer: C
Explanation:
A milieu is a term used to describe the social environment. The word is obtained by the combination of the terms mi (from) +lieu (place). Therefore, option C is the right answer.
Question 114
Gaffe
A Blunder
B Loud laughter
C Iron hook
D House
Answer: A
Explanation:
'Gaffe' is a term used to describe a blunder. Therefore, option A is the right answer.
Instructions
In the following sentences, fill in the blank space with the correct word from the options provided.
Question 115
During the winter, many deer become __________ and die because of a food shortage.
Aemancipated
Benunciated
C elevated
Demaciated
Answer: D
Explanation:
Emancipate means to become free from political restrictions.
Enunciate means to pronounce clearly.
Elevated means to raise something.
Emaciated means to become thin and weak.
During winter, the deers become thin and weak and die as a result. Therefore, 'emaciated' is the correct term to be used and hence, option D is the right answer.
Question 116
Though fictional; the story of Shylock is not removed __________ Venetian reality.
A of
Bwith
Cfrom
D through
Answer: C
Explanation:
The author intends to convey that though the story is fictional, it is not detached from reality.
'From' is the correct preposition to be used in this context.
Therefore, option C is the right answer.
Instructions
For the following questions answer them individually
Question 117
Choose the option closest in meaning to the word 'Qualm'
A Concavity
B Misgiving
C Amplitude
D Repute
Answer:
B
Explanation:
'Qualm' is a term used to describe the feeling of uneasiness regarding something. 'Misgiving' also means the same. Concavity: Quality of being concave.
Amplitude: Maximum extent of vibrations.
Repute: reputation, opinion generally held.
Therefore, option B is the right answer.
Download IIFT Previous Papers PDF
Instructions
Choose the correct option to fill in the blank spaces in the given sentences
Question 118
Pipes are not a safer __________ to cigarettes because, though pipe smokers do not inhale, they are still __________ higher rates of lung and mouth cancers than non-smokers.
A option.....likely to
B answer.....responsible for
Calternative.....subject to
Dpreference.....involved with
Answer: C
Explanation:
The sentence intends to convey that pipes are not safer than cigarettes since pipe smokers are exposed to a heightened risk of acquiring lung and mouth cancer.
Let us try to fill the second blank first.
Pipe smokers are not responsible for higher rates of cancer. Therefore, we can eliminate option B.
'Likely to' cannot be used to fill the blank since the sentence will lack structure. If 'likely to' is used, then some other word such as 'acquire' should be used after the blank. We can eliminate option A as well.
'Involved with cancer' is an incorrect expression. Therefore, we can eliminate option D as well.
Option C captures both the points that pipes are not an alternative to cigarettes since pipe smokers are also subject to a higher risk of cancer than non-smokers. Therefore, option C is the right answer.
Question 119
The conspirators met __________ in order to plot a(n) __________ against the oppressive governance of Julius Caesar.
A aggressively.....referendum
B clandestinely.....revolt
C wittily.....upheaval
D wickedly.....invocation
Answer: B
Explanation:
The term 'conspirators' has been used in the first part of the sentence. A conspirator is someone who plots a conspiracy i.e, secretly plot to overthrow the government. 'Clandestine' means to do something secretly. 'A referendum' is a term used to describe a plebiscite.Therefore, 'plot a plebiscite' is an incorrect expression. We can
'Wittily' cannot be used to fill the first blank. The sentence talks about a serious event. Therefore, we can eliminate option C as well.
Among met 'clandestinely' and 'wickedly', clandestinely is a better option since it captures the nature in which a conspiracy is carried out. Therefore, option B is the right answer.
Explanation:
Instructions
Identify the oxymoron
Question 120
A Behave properly
B
Act naturally
C Speak honestly
D Drive slowly
Answer:
B
An oxymoron is a term which contains conflicting ideas or statements.
We have to find the option that contains conflicting ideas.
Behave properly, Drive slowly, and Speak honestly do not have any conflicting meanings in them.
Act naturally - Act means to behave in an artificial way. Therefore, 'act naturally' is an oxymoron and hence, option B is the right answer.
Explanation:
An oxymoron is a term used to indicate a phrase that contains conflicting ideas.
A copy is a duplicate of the original. Therefore, 'a original copy' is an oxymoron as the original cannot be a copy. 'Crowd' means a large gathering. Therefore, 'a small crowd' is an oxymoron.
A secret is something that is supposed to be known by others. Therefore, 'open secret' is an oxymoron as well.
All the given options are oxymorons. Therefore, option D is the right answer.
Instructions
For the following questions answer them individually
Question 122
A part of the following sentence is left unfinished. From the alternatives given to complete the sentence, choose the best alternative.
Although these injuries are not fatal, ___
A they are not ranked among the top causes of death.
B they are certainly incapacitating and tragic.
C there is no proof of the same.
D they do not get reported.
Answer: B
Explanation:
Let us analyze what the author intends to convey through the given sentence.
'Although these injuries are not fatal,......'.
The author acknowledges that the injuries are not fatal. By using the word 'although', the author conveys that he expects something to be done but that is not the case. The part that completes the sentence should capture this point.
Option A:
'they are not ranked among top causes of death'. Had the option been 'they are ranked ...', we could have used this option to fill the blank. The given option cannot be used since it contradicts the term 'although' used in the first part of the sentence.
Option D:
'they do not get reported'. There is nothing peculiar about minor injuries going unreported. This option will also make the usage of although in the first part of the sentence incorrect and hence, option D can be eliminated as well.
Option C:
'there is no proof of the same'. This statement can be used to fill the blank. Let us check the other option and choose the most appropriate one between the two.
Option B:
'they are certainly incapacitating and tragic'. This option aptly concludes by continuing the chain of thought. Though the injuries are not life threatening, they are certainly crippling. Therefore, option B is deemed better than option C and hence, option C is the right answer.
Question 123
The word in the following pair have a certain relationship with each other. Given in the options are four pairs of related words. Select the pair with the same relationship as the given pair.
Cacophony:Euphony
A
Belligerent : Serene
BLoneliness : Peace
C Horrific : Sympathetic
D Nocturnal : Diurnal
Answer: D
Explanation:
Cacophony is a term used to describe a noisy condition. Euphony is a term used to describe sounds that are pleasing to the ears. Therefore, the given pair of words are antonyms.
Belligerent is an adjective used to describe someone who is aggressive.
Serene is a term used to describe a calm situation. Mostly, belligerent is used as an attribute to describe a person and serene is used to describe a situation.
Loneliness and peace cannot be termed as antonyms. The same is the case with horrific and sympathetic.
Nocturnal is a term used to denote animals that are active at night. Diurnal is a term used to denote animals that are active during the day. Therefore, nocturnal and diurnal are antonyms and hence, option D is the right answer.
IIFT Free Topic-Wise Important Questions (Study Material)
Question 124
Choose the option which is the antonym of the word 'Blasphemous'
AAscetic
B Reverent
C Inferior
D Blarney
Answer: B
Explanation:
'Blasphemous' means to commit something sacrilegious (against the religion or God). Ascetic means to renounce worldly pleasures and live as a hermit. Reverent means to hold something (God or elders) in high regard. Blarney is a term used to describe flattery.
'Reverent' is the term opposite in meaning to 'blasphemous'. Therefore, option B is the right answer.
Top 500+ Free Questions for IIFT
Free Mock Test for IIFT
Download IIFT Previous Papers PDF
Download IIFT GK PDFs
IIFT Free Topic-Wise Important Questions (Study Material)
Top 500+ Free Questions for IIFT
Download IIFT Syllabus PDF
Quant Formulas for IIFT PDF
IIFT Free Preparation App
Download General Science Notes for IIFT PDF
Take 3 Free CAT Mocks (With Solutions)
XAT Previous Papers
CMAT Free Solved Previous Papers.
MAT Free Solved Previous Papers
PGDBA Previous Year Papers (Download PDF)PGDBA Previous Year Papers (Download PDF)
CAT Previous Papers PDF
Take a XAT Free Mock Test
Take a CMAT free mock test
Take a free SNAP mock test
Take a NMAT free mock test
Join MBA Telegram Group
Subscribe to MBA Exams Youtube Channel | <urn:uuid:011930b2-7e0e-4165-90d7-2c569b517f26> | CC-MAIN-2019-47 | https://cracku-media.s3.amazonaws.com/blog-downloads/0dde98b7-1ce0-474f-8dba-4afced63a1c1.pdf?Signature=V2ibk13PcTQd0LNL7In022Psm3I%3D&Expires=1574341587&AWSAccessKeyId=AKIAJWZXDEBM4ZT5V4SA | 2019-11-21T12:06:30 | crawl-data/CC-MAIN-2019-47/segments/1573496670770.21/warc/CC-MAIN-20191121101711-20191121125711-00082.warc.gz | 381,403,735 | 25,249 | eng_Latn | eng_Latn | 0.954235 | eng_Latn | 0.991807 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
354,
2318,
3528,
4739,
6643,
7782,
9410,
10988,
12627,
14099,
16090,
17556,
18616,
19488,
21477,
23042,
24347,
25686,
26433,
28055,
29471,
30292,
31624,
33551,
34413,
36220,
37810,
39117,
40587,
41551,
42580,
44116,
44766,
45294,
46153,
46819,
... | [
1.484375,
2.078125
] | 2 | 0 |
This prospectus contains a Concept Plan for the establishment of a watershed interpretive facility to be located on the grounds of Tolley Park near the Mabel Lake Community Hall which sit on the banks of the beautiful Middle Shuswap River. This prospectus contains a Concept Plan for the establishment of a watershed interpretive facility to be located on the grounds of Tolley Park near the Mabel Lake Community Hall which sit on the banks of the beautiful Middle Shuswap River.
Middle Shuswap Watershed Interpretive Centre
Table of Contents
The Goal:
During the winter of 2017 the Mabel Lake Community Club (MLCC) Board decided to make the club more environmentally relevant by including an Interpretive Centre within the park boundaries. The goal of this centre would be to inspire stewardship within the Middle Shuswap River Watershed and to directly engage the community in ensuring the sustainability of the ecosystem. The centre would feature the roles of the local fauna and flora as well as other aspects of the ecosystem worthy of environmental protection. This would concretize the work done by RDNO, concerned citizens, water stewards and biologists over the last years. During the winter of 2017 the Mabel Lake Community Club (MLCC) Board decided to make the club more environmentally relevant by including an Interpretive Centre within the park boundaries. The goal of this centre would be to inspire stewardship within the Middle Shuswap River Watershed and to directly engage the community in ensuring the sustainability of the ecosystem. The centre would feature the roles of the local fauna and flora as well as other aspects of the ecosystem worthy of environmental protection. This would concretize the work done by RDNO, concerned citizens, water stewards and biologists over the last years.
The Vision:
The centre is designed to provide activities for people of all ages and to engage rather than preach. It offers sensory experiences that capture attention and are meant to provoke action. The centre is designed to provide activities for people of all ages and to engage rather than preach. It offers sensory experiences that capture attention and are meant to provoke action.
A 4-sided kiosk featuring watershed maps and information will usher visitors in. After following a short walkway through a cedar grove, visitors will arrive at the gazebo where they will explore interpretive panels about the ecology of the watershed and stewardship. The panels will include QR codes (Quick Response) that can be swiped with a hand held mobile device (tablet, phone, etc.) to link to web sites that offer further information. Using this technology will save efforts and money since much of the information planned is already publicly available. A 4-sided kiosk featuring watershed maps and information will usher visitors in. After following a short walkway through a cedar grove, visitors will arrive at the gazebo where they will explore interpretive panels about the ecology of the watershed and stewardship. The panels will include QR codes (Quick Response) that can be swiped with a hand held mobile device (tablet, phone, etc.) to link to web sites that offer further information. Using this technology will save efforts and money since much of the information planned is already publicly available.
As visitors exit the gazebo they will follow an interpretive trail along the edge of the pocket wetland, through the riparian forest and along the river. The trail then loops back past the Salmon Hatchery to reach the grove of trees back to the gazebo. Sign identifying plants and relating stories about the habitat will be strategically placed low to the ground along the trail to not interfere with the viewscape. As visitors exit the gazebo they will follow an interpretive trail along the edge of the pocket wetland, through the riparian forest and along the river. The trail then loops back past the Salmon Hatchery to reach the grove of trees back to the gazebo. Sign identifying plants and relating stories about the habitat will be strategically placed low to the ground along the trail to not interfere with the viewscape.
Additional features include rest areas, viewpoints and a "blind" in the riparian bird sanctuary where Additional features include rest areas, viewpoints and a "blind" in the riparian bird sanctuary where
nature enthusiasts can observe and photograph birds in their element.
The Location:
This proposed Centre is to be located on the grounds of Jack Tolley Park which are also home to the Mabel Lake Community Hall. The park and hall both belong to the Regional District of the North Okanagan Area D (RDNO) and are currently managed by the Mabel Lake Community Club (MLCC). This proposed Centre is to be located on the grounds of Jack Tolley Park which are also home to the Mabel Lake Community Hall. The park and hall both belong to the Regional District of the North Okanagan Area D (RDNO) and are currently managed by the Mabel Lake Community Club (MLCC).
The park is central to the Middle Shuswap Watershed and represents an important viewing area for returning salmon. It borders the Shuswap River and the Department of Fisheries and Oceans Salmon Hatchery and is adjacent to the BC Hydro Recreation Site at Shuswap Falls. The park, hall and the community club itself serve as important cultural functions within the community of Mabel Lake, which is an important segment of RDNO Area D. The park is central to the Middle Shuswap Watershed and represents an important viewing area for returning salmon. It borders the Shuswap River and the Department of Fisheries and Oceans Salmon Hatchery and is adjacent to the BC Hydro Recreation Site at Shuswap Falls. The park, hall and the community club itself serve as important cultural functions within the community of Mabel Lake, which is an important segment of RDNO Area D.
The board recognized that much work had already been done by RDNO and biologists. Research and planning includes the RDNO Sustainability Plan as well as studies done by Helen Davis, and Harry van Oort supported by FWCP. To reach its goal of inspiring stewardship, the interpretive centre will engage rather than preach. It will feature signs and offer experiences that capture attention and provoke action. The board recognized that much work had already been done by RDNO and biologists. Research and planning includes the RDNO Sustainability Plan as well as studies done by Helen Davis, and Harry van Oort supported by FWCP. To reach its goal of inspiring stewardship, the interpretive centre will engage rather than preach. It will feature signs and offer experiences that capture attention and provoke action.
The Audience:
RDNO Area D continues to grow in population, as does the Middle Shuswap area. The demographic is shifting as long time residents retire from farming and logging and a new generation of landowner begins to emerge. It can be anticipated that the population of this area will become much more demographically diversified going into the future. It becomes important that this next generation become engaged with stewardship activities as quickly as possible. It is also important that the torch passes from one generation to another so that existing stewardship efforts can be maintained within a "long view". RDNO Area D continues to grow in population, as does the Middle Shuswap area. The demographic is shifting as long time residents retire from farming and logging and a new generation of landowner begins to emerge. It can be anticipated that the population of this area will become much more demographically diversified going into the future. It becomes important that this next generation become engaged with stewardship activities as quickly as possible. It is also important that the torch passes from one generation to another so that existing stewardship efforts can be maintained within a "long view".
Currently the park has mixed use and since the majority of uses are "local" it is likely that this would hold true for an interpretive centre. This Concept Plan considers the following sketch of use: 70% Area D - 20% Lumby/Vernon - 10% Okanagan and Other Currently the park has mixed use and since the majority of uses are "local" it is likely that this would hold true for an interpretive centre. This Concept Plan considers the following sketch of use: 70% Area D - 20% Lumby/Vernon - 10% Okanagan and Other
It should be considered that a great number of Area D residents would return to the centre with family and friends which would result in an immediate tourism appeal for the centre. As well, since numerous relevant events are planned, the centre will undoubtedly attract more locals to the Community club. It should be considered that a great number of Area D residents would return to the centre with family and friends which would result in an immediate tourism appeal for the centre. As well, since numerous relevant events are planned, the centre will undoubtedly attract more locals to the Community club.
Activities & Events:
It becomes important to scope the nature of stewardship activities that the Middle Shuswap Watershed requires so that adequate recruitment goals can be understood, reached and maintained. The centre will be central to such efforts as educational programming emerges in the future. In the concept and design of this centre it remains important to consider what the stewardship needs are presently, and will be in 10, 20 and 50 years. It becomes important to scope the nature of stewardship activities that the Middle Shuswap Watershed requires so that adequate recruitment goals can be understood, reached and maintained. The centre will be central to such efforts as educational programming emerges in the future. In the concept and design of this centre it remains important to consider what the stewardship needs are presently, and will be in 10, 20 and 50 years.
Just as this centre could not exist without the work done by so many over the years, its goals will not be met unless further action follows in the years to come. This can happen through regular programming of activities offered by the Mabel Lake Community Club and partners. Only this way will the centre truly become an integral part of the life of all who share this watershed. Just as this centre could not exist without the work done by so many over the years, its goals will not be met unless further action follows in the years to come. This can happen through regular programming of activities offered by the Mabel Lake Community Club and partners. Only this way will the centre truly become an integral part of the life of all who share this watershed.
The list below is only an example of the myriad of events, lectures, activities that can be planned to encourage stewardship of the Watershed. Activities should be planned regularly during the 4 seasons and headed as much as possible by local experts in the fields, of which we luckily have many. The list below is only an example of the myriad of events, lectures, activities that can be planned to encourage stewardship of the Watershed. Activities should be planned regularly during the 4 seasons and headed as much as possible by local experts in the fields, of which we luckily have many.
Support and Potential Partners
Letters of support will be requested from the following groups and potential partners:
Monashee Arts Council
Lumby Council
Allan Brooks Nature Centre
First Nations
BC Hydro Fish & Wildlife Compensation Program
Kingfisher Interpretive Centre
SENS
Pacific Salmon Foundation
The North Okanagan Naturalist Club (NONC)
Lumby Water Stewards
Cherryville Water Stewards
Lumby Chamber of Commerce
Lumby and District Fish & Wildlife
Bee SAFE Monashees
Transition Town Vernon
Wildcraft Forest School
Elements Adventures
Pro-River Coalition Upper Shuswap River
Pro-River Coalition Lower Shuswap River
Helen Davis, senior wildlife biologist
Harry van Oort, senior wildlife biologist
Enderby and District Chamber of Commerce (River Ambassadors)
Fish and Game Protective Society - Bernie Moubury
Lower Shuswap Stewardship Society
Middle Shuswap Wild Salmon Society - Randy Raulk
Shuswap Environmental Action Society
Shuswap River Watch
Okanagan College and more as we go…. and more as we go….
The Plan:
It should be noted that this is a "living" conceptual plan that can evolve with input. There are 3 main elements to the Interpretive centre: It should be noted that this is a "living" conceptual plan that can evolve with input. There are 3 main elements to the Interpretive centre:
1. The Entry with its Clock Tower
2. The Centre's Display Stations
3. The Trail, Blind and Bird sanctuary.
Interpretive panels or "display stations" will contain multi media features supported with web-based displays through the use of Quick Response Codes (QR Codes). Physical displays will feature a small graphic that can be swiped with a handheld mobile device, which will then open a URL on the device. The URL will supply further information about the item of interest including photos, reports, links and videos. Interpretive panels or "display stations" will contain multi media features supported with web-based displays through the use of Quick Response Codes (QR Codes). Physical displays will feature a small graphic that can be swiped with a handheld mobile device, which will then open a URL on the device. The URL will supply further information about the item of interest including photos, reports, links and videos.
QR Codes provide a very cost effective and practical way of moving a physical display into a virtual one. The application can also offer simple tracking which would help to gauge interest from display to display. QR Codes provide a very cost effective and practical way of moving a physical display into a virtual one. The application can also offer simple tracking which would help to gauge interest from display to display.
1. The Entry with its Clock Tower:
The entry point to the site is situated among the cedar trees opposite the community hall and the parking lot. It will feature a four-sided Clock Tower showing maps and images of the watershed at different times, introducing visitors to the area and its changes over time. The entry point to the site is situated among the cedar trees opposite the community hall and the parking lot. It will feature a four-sided Clock Tower showing maps and images of the watershed at different times, introducing visitors to the area and its changes over time.
Each side is a satellite image and map with other images that visualizes a specific year in the Shuswap, such as perhaps: Each side is a satellite image and map with other images that visualizes a specific year in the Shuswap, such as perhaps:
Side 1: 1492
Side 2: 1922
Side 3: 1962
Side 4: 2018
The tower is surrounded by large boulders, which present the geology of the region. There is a sculptural feature within the top portion of the tower. From here a walkway moves toward the existing post and beam gazebo, which will contain the sixteen interpretive panels. The tower is surrounded by large boulders, which present the geology of the region. There is a sculptural feature within the top portion of the tower. From here a walkway moves toward the existing post and beam gazebo, which will contain the sixteen interpretive panels.
2. The Centre's Display Stations:
The Main centre building has a total of 16 interpretive panels or "display stations". The building is divided into north and south wings. The north wing has six display stations dedicated towards stewardship. The south wing has ten display stations dedicated towards the ecology found within the watershed. The Main centre building has a total of 16 interpretive panels or "display stations". The building is divided into north and south wings. The north wing has six display stations dedicated towards stewardship. The south wing has ten display stations dedicated towards the ecology found within the watershed.
Each display station will host a QR link, which will open to a web page specific to the display topic. On this web page expanded information can be present and further links to research and news pertinent to the watershed including videos, etc. Each display station will host a QR link, which will open to a web page specific to the display topic. On this web page expanded information can be present and further links to research and news pertinent to the watershed including videos, etc.
The North Wing: Stewardship
The stewardship section aims at providing people with a tangible understanding of the strengths, weaknesses, opportunities and threats facing the Middle Shuswap Watershed. The information about biodiversity in the watershed is meant to provoke protective actions towards this fragile ecosystem. The stewardship section aims at providing people with a tangible understanding of the strengths, weaknesses, opportunities and threats facing the Middle Shuswap Watershed. The information about biodiversity in the watershed is meant to provoke protective actions towards this fragile ecosystem.
It presents tangible actions that individuals, families and groups can carry out to restore and regenerate natural systems. The following gives examples of topics that can be illustrated in various ways under each theme: It presents tangible actions that individuals, families and groups can carry out to restore and regenerate natural systems. The following gives examples of topics that can be illustrated in various ways under each theme:
1. Water: Aquatic plants provide food and cover for aquatic animals, and help maintain good water quality. There is a growing list of invasive species including aquatic species. The Upper ShuswapRiver is rich in native mussel beds. These play an important role by filtering the water (each mussel can filter and clean well over 50 litres of water/day) and they mix and oxygenate the river bottom sediments, increasing the productivity and diversity of life forms. Zebra mussels brought in by boats can kill native mussels. 1. Water: Aquatic plants provide food and cover for aquatic animals, and help maintain good water quality. There is a growing list of invasive species including aquatic species. The Upper ShuswapRiver is rich in native mussel beds. These play an important role by filtering the water (each mussel can filter and clean well over 50 litres of water/day) and they mix and oxygenate the river bottom sediments, increasing the productivity and diversity of life forms. Zebra mussels brought in by boats can kill native mussels.
2. Landscape : The landscape having a varied topography is featured. Healthy rivers have changing water depths, a range of bottom sediments, and diverse physical shapes from shallow riffles to quiet back channels and deep pools. This supports a wide variety of aquatic plants and animals, which in turn contributes to nutrient cycling, stabilizes sediments, provides food and shelter, and helps the ecosystem withstand pressures from pollution, climate change and other human impacts. 2. Landscape : The landscape having a varied topography is featured. Healthy rivers have changing water depths, a range of bottom sediments, and diverse physical shapes from shallow riffles to quiet back channels and deep pools. This supports a wide variety of aquatic plants and animals, which in turn contributes to nutrient cycling, stabilizes sediments, provides food and shelter, and helps the ecosystem withstand pressures from pollution, climate change and other human impacts.
3. Flora and Forest: Forests protect rivers in many ways. With natural robust vegetation, healthy rivers have diverse algal and aquatic plant communities, and well-vegetated side banks. River bank vegetation provides shade for aquatic species in the summer, helps moderate changes in water temperature, which can be lethal to young fish fry, provides habitat for insects and birds that contribute to the food web, and protects against erosion during periods of high water. Cumulative impacts of motor vehicles, logging and other forms of human activity can destroy critical riparian habitat, cause bank erosion, introduce sediments, and impact water quality, all negatively impacting this fragile ecosystem. 3. Flora and Forest: Forests protect rivers in many ways. With natural robust vegetation, healthy rivers have diverse algal and aquatic plant communities, and well-vegetated side banks. River bank vegetation provides shade for aquatic species in the summer, helps moderate changes in water temperature, which can be lethal to young fish fry, provides habitat for insects and birds that contribute to the food web, and protects against erosion during periods of high water. Cumulative impacts of motor vehicles, logging and other forms of human activity can destroy critical riparian habitat, cause bank erosion, introduce sediments, and impact water quality, all negatively impacting this fragile ecosystem.
4. Fauna : This section is designed to feature some of the special fauna of the watershed so that visitors can see how natural systems and species are presently being affected by human interventions. This display outlines a few examples regarding impacts and features fish and mollusks, amphibians, birds, reptiles and mammals of the watershed specifying their habitat needs. 4. Fauna : This section is designed to feature some of the special fauna of the watershed so that visitors can see how natural systems and species are presently being affected by human interventions. This display outlines a few examples regarding impacts and features fish and mollusks, amphibians, birds, reptiles and mammals of the watershed specifying their habitat needs.
5. Human Footprints: The human footprint is examined and how negative actions can damage a watershed. Much can damage biodiversity such as too much water extraction, too many farm animals on the range, use of chemicals and pesticides in agriculture, deforestation, increased motorboat and recreation traffic causing erosion and noise, dumping of poisonous substances and garbage from increased urbanization. Natural systems require a quiet and safe environment in order to thrive. Aquatic species and animals need quiet to sense danger, protect themselves, reproduce, raise their young, and feed. Loud noises disturb birds and other animals' communications and cause stress, making all species vulnerable to sickness. Motorboat wakes can also drown shorebirds' nests. 5. Human Footprints: The human footprint is examined and how negative actions can damage a watershed. Much can damage biodiversity such as too much water extraction, too many farm animals on the range, use of chemicals and pesticides in agriculture, deforestation, increased motorboat and recreation traffic causing erosion and noise, dumping of poisonous substances and garbage from increased urbanization. Natural systems require a quiet and safe environment in order to thrive. Aquatic species and animals need quiet to sense danger, protect themselves, reproduce, raise their young, and feed. Loud noises disturb birds and other animals' communications and cause stress, making all species vulnerable to sickness. Motorboat wakes can also drown shorebirds' nests.
6. Our changing environment and "10 things you can do": climate change along with the reduction of biodiversity are having dramatic effects on the environment including the foods we can grow. Here are 10 actions each of us can do to regenerate and revitalize the environment in which we live: TBD. 6. Our changing environment and "10 things you can do": climate change along with the reduction of biodiversity are having dramatic effects on the environment including the foods we can grow. Here are 10 actions each of us can do to regenerate and revitalize the environment in which we live: TBD.
As well, there are two sub-stations featured in this section and they are laid out within the larger station panels. The first describes "Bioregionalism" and the difference between "management and stewardship" and "sustainable and regenerative". The second describes "biodiversity" and "shadow biodiversity". As well, there are two sub-stations featured in this section and they are laid out within the larger station panels. The first describes "Bioregionalism" and the difference between "management and stewardship" and "sustainable and regenerative". The second describes "biodiversity" and "shadow biodiversity".
The South Wing – Ecology of the Middle Shuswap Watershed
Within the Middle Shuswap Watershed there is a large constituency of people who consider the protection of the river's ecosystems critical to the survival of all species who depend on it. The World Wildlife Fund reports that in the past 40 years freshwater species have declined by 81%. Already the Shuswap River watershed has 62 species, that are considered to be of "special concern". The following represents the themes attached to the ten individual display stations within the South wing Within the Middle Shuswap Watershed there is a large constituency of people who consider the protection of the river's ecosystems critical to the survival of all species who depend on it. The World Wildlife Fund reports that in the past 40 years freshwater species have declined by 81%. Already the Shuswap River watershed has 62 species, that are considered to be of "special concern". The following represents the themes attached to the ten individual display stations within the South wing
1. The Geology of the Shuswap and how it began. Retreating glaciers, climate change and ghost ecosystems. The present topography and where our water begins and flows. 1. The Geology of the Shuswap and how it began. Retreating glaciers, climate change and ghost ecosystems. The present topography and where our water begins and flows.
2. Aquatic Habitat. Plants, plankton, fish and mollusks.
3. Reptiles and Amphibians
4. Forest and Field Habitats. Photosynthesis. Types of trees and understory, forest soils, fungi and mushrooms. 4. Forest and Field Habitats. Photosynthesis. Types of trees and understory, forest soils, fungi and mushrooms.
5. Invertebrates and common bugs.
6. Pollens and Pollination. How natural regenerative systems work.
7. Songbirds, big birds and bats. Migration.
8. Mammal
9. Mammals
10. Messengers in the Forest – Stress and Climate Change
3. The Trail, Blind and Bird sanctuary
As visitors exit the Display Station Centre they will follow an interpretive trail along the edge of the pocket wetland, through the riparian forest and along the river. The trail then loops back past the Salmon Hatchery to reach the grove of trees back to the Display Station Centre. Plant and habitat identification signs will be As visitors exit the Display Station Centre they will follow an interpretive trail along the edge of the pocket wetland, through the riparian forest and along the river. The trail then loops back past the Salmon Hatchery to reach the grove of trees back to the Display Station Centre. Plant and habitat identification signs will be
strategically placed low to the ground to not interfere with the viewscape. Additional features include rest areas, viewpoints and a "blind" for observing bird habitat in the riparian area. strategically placed low to the ground to not interfere with the viewscape. Additional features include rest areas, viewpoints and a "blind" for observing bird habitat in the riparian area.
The blind consists of a low post and beam structure partially dug into the ground. It will serve as a bird-viewing site, which will be of special interest to photographers and students of wildlife biology. The blind consists of a low post and beam structure partially dug into the ground. It will serve as a bird-viewing site, which will be of special interest to photographers and students of wildlife biology.
The Budget:
This Concept Plan considers a phased development approach that can only be delivered if external funding is captured and strategic partnerships are secured for each individual phase of development. It would make sense to start by developing all the information that will reside on the display stations first, and then to get the panels printed and installed so that there would be a core to the Interpretive Centre but this decision will depend on what funds and contributions are secured. This Concept Plan considers a phased development approach that can only be delivered if external funding is captured and strategic partnerships are secured for each individual phase of development. It would make sense to start by developing all the information that will reside on the display stations first, and then to get the panels printed and installed so that there would be a core to the Interpretive Centre but this decision will depend on what funds and contributions are secured.
MIDDLE SHUSWAP INTERPRETIVE CENTRE – DRAFT BUDGET
Tower at entry
Ideas to explore
Verify if path near hatchery
Verify if path near hatchery is OK
is OK
Community event?
Community event?
Blind should only be accessible on demand? Fenced sanctuary to be off limit to dogs Blind should only be accessible on demand? Fenced sanctuary to be off limit to dogs
___________________________________________________________________________________
Blind & songbird sanctuary | <urn:uuid:0f27426f-83bc-4520-8b57-bde64994a47f> | CC-MAIN-2019-13 | http://mlccrc.ca/sites/default/files/attachments/WICProposal.pdf | 2019-03-20T09:41:24Z | crawl-data/CC-MAIN-2019-13/segments/1552912202324.5/warc/CC-MAIN-20190320085116-20190320111116-00171.warc.gz | 136,229,768 | 6,012 | eng_Latn | eng_Latn | 0.978888 | eng_Latn | 0.998126 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
525,
544,
4434,
9096,
11343,
12381,
15458,
19669,
24575,
27983,
29060,
29451
] | [
1.8828125,
2.75
] | 1 | 0 |
review-article
827932 review-article2019
XXX10.1177/1088357619827932Focus on Autism and Other Developmental Disabilities
FOA
Bowman et al.
Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature
Jessica A. Bowman, MEd 1 , John McDonnell, PhD 1 , Joanna H. Ryan, MEd, BCBA 1 , and Olivia Fudge-Coleman, MEd 1
Abstract
Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed.
Keywords
mathematics, instruction, access to the general curriculum, intellectual disability, autism, moderate disability, severe disability, concrete representations, manipulatives, anchored instruction, math stories, in vivo, systematic instruction, technology
The Individuals With Disabilities Education Act (IDEA; 2004) requires that all students with disabilities participate and progress in general education curriculum particularly in the areas of language arts, mathematics, and science. Research over the last decade has shown that students with moderate and severe disabilities (MSD) can acquire a wide range of academic skills when they are provided with explicit and systematic instruction (McDonnell & Hunt, 2014; Spooner, Knight, Browder, & Smith, 2012).
theorem to solve problems using video-based mathematics stories and simultaneous prompting.
Several recent studies have demonstrated that students with MSD can learn complex mathematics concepts and operations using evidenced-based special education practices such as task analytic instruction, response prompting and fading, and visual supports (Creech-Galloway, Collins, Knight, & Bausch, 2013; Heinrich, Collins, Knight, & Spriggs, 2016; Jimenez, Browder, & Courtade, 2008; Root, Browder, Saunders, & Lo, 2017). For example, Jimenez et al. (2008) taught three high school students with MSD to solve for x in an equation using task analytic instruction with time delay. Similarly, Creech-Galloway et al. (2013) taught four adolescents with MSD to apply the Pythagorean
Earlier reviews focused on teaching math to students with MSD had found that the majority of studies focused on a relatively narrow range of core mathematics standards (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008; Spooner et al., 2012). Browder and colleagues (2008) reviewed 68 studies teaching math skills to students with significant cognitive disabilities published from 1975 to 2005. Part of their review focused on the extent to which the mathematics skills taught in these studies aligned with the National Council of Teachers of Mathematics (NCTM) content standards. While they found that all NCTM content standards were represented in the studies, only six of the
1The University of Utah, Salt Lake City, USA
Corresponding Author:
Jessica A. Bowman, Department of Special Education, The University of Utah, 1721 Campus Center Dr., SAEC 2280, Salt Lake City, UT 84112, USA.
Email: firstname.lastname@example.org
https://doi.org/10.1177/1088357619827932 Focus on Autism and Other Developmental Disabilities 2019, Vol. 34(4) 195–204 © Hammill Institute on Disabilities 2019 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1088357619827932 focus.sagepub.com
studies (8%) fell outside of numbers and operations and measurement. Standards receiving limited representation included algebra, geometry, and data analysis/probability. Further-more, the studies that addressed skills described within the numbers and operations and measurement standards focused on basic skills such as counting, matching, money, and time.
The NCTM (2000) asserts that high-quality mathematics instruction requires that all students have access to all content standards in each grade band to cumulatively develop complex conceptual and computational skills as they progress in school. In addition, a fundamental assumption underlying the IDEA (2004) is that students with disabilities will have equal access to instruction on core content standards. This begs the question of what progress has been made in the last decade and a half in developing and validating instructional approaches and strategies that allow students with MSD to access the full range of mathematics concepts, operations, and skills in the core curriculum.
The purpose of the present review is twofold. First, the review will seek to determine whether research studies focused on teaching mathematics to students with MSD since 2005 have broadened the range of skills targeted for instruction to address more of the NCTM content standards. Second, the review will identify the promising practices for teaching complex mathematics content to students with MSD.
Method
Literature Search Procedures
A variety of terms and combinations of terms were used to identify the current research base for teaching mathematics to students with MSD. These terms were obtained from mathematics standards, that is, add*, subtract*, multiply*, divide, division, money, time, probability, graph*, count*, math*, and STEM (science, technology, engineering, and math) as well as terms embedded within the NCTM content standards (i. e. numbers, operations, geometry, algebra, data analysis, probability, and measurement). These terms were then combined with each term that could be used to describe students with MSD in the literature (e.g., intellectual disability [ID], severe disability, autism, and mental retardation). The total number of combinations of terms used to search the electronic database was 76.
This literature review sought to identify research studies focused on teaching mathematics concepts, operations, and skills from the general education curriculum to students with MSD following the passage of IDEA 2004 through March 2017. The electronic database Education Full Text + ERIC and PsycINFO were searched. In addition to electronic searches, hand searches of prominent special education journals were also conducted including Education and
Training in Autism and Developmental Disabilities, Exceptional Children, Intellectual and Developmental Disabilities, Research and Practice for Persons With Severe Disabilities, Remedial and Special Education, and The Journal of Special Education.
Inclusion Criteria
For a study to be included in the review, it needs to (a) be published in a peer-reviewed journal between January 2005 and March 2017; (b) include at least one subject with an IQ of less than 60 or who was reported eligible for the alternate assessment between the ages of 5 and 21; (c) have an intervention designed to improve mathematics skills and report firsthand data; (d) use a single-subject research design demonstrating experimental control; and (e) meet the Horner et al. quality indicators for single-subject research design. The original search of the electronic database and hand searches identified a total of 51 studies. Following the initial search, the study pool was narrowed to single-case studies because of the small number of group design studies (two identified). In addition, seven articles were excluded because they did not report an IQ score or the IQ scores did not fit the criteria of this study (<60); another six assessed skills that were not related to mathematics, the participants did not reach mastery on the mathematics skill, or the mathematics skill was graphed in conjunction with a non-mathematic skill; five included participants who were not school-aged or were focused on the skills of the teacher; four were not experimental (they were either a review or a practitioner article); and one did not demonstrate experimental control. Two articles were included in the review that did not indicate an IQ score for participants only because there were other indications that the participants had MSD (such as eligibility for their state's alternate assessment). Two were excluded because they did not meet minimum quality standards set forth by Horner et al. (2005). Remaining was a total of 24 studies that were included in this review (see a summary of the studies provided in Table 1).
Coding
The NCTM (2000) has developed five content standards to describe the mathematics skills all students should have as a result of high-quality mathematics instruction. The content standards include (a) numbers and operations, understanding numbers, operations, and computing fluently; (b) algebra, understanding patterns, number relationships, and functions; (c) geometry, analyzing characteristics of geometric shapes and their relationships; (d) measurement, understanding the measurable aspects of objects and the units and process of measurement; and (e) data analysis and probability, the ability to develop questions, collect and analyze data to answer those questions, and use data to
Table 1.Studies on Teaching Math to Students With MSD From 2005 to 2017.
Note. MSD = moderate and severe disabilities; IQ = intelligence quotient; NC = not clear; Setting (S = special education; G = general education; C = community, O = other); Content (N = numbers and operations, A = algebra, G = geometry, M = measurement, D = data analysis/probability); CRA = concrete–representational–abstract.
make predictions and understand probability (NCTM, 2000). The target skills from each study were coded to identify the NCTM standards that they would be included.
Individual studies were also coded to identify study characteristics, quality, and systematic instructional components.
Other study characteristics coded included (a) the number of participants, their ethnicity, gender, IQ and special education eligibility category; (b) the setting (E—elementary school, M—middle school, H—high school, S—special education classroom, G—general education classroom,
C—community, and O—other), (c) the NCTM standard addressed (N—numbers and operations, A—algebra, G— geometry, M—measurement, and D—data analysis and probability), (d) the dependent variable, (e) the independent variable, and (f) whether maintenance and generalization were assessed (Y = yes, N = no). The included studies with a summary of their characteristic codes are listed in Table 1.
This review also analyzed the studies to determine the types of instructional format (i.e., in vivo, total task chaining, spaced trial, or massed trial), the methods of prompting and prompt fading (least to most, most to least, time delay, simultaneous prompting, or model-lead-test), and whether systematic error correction strategies were used with students during instruction. A summary of these instructional components is displayed in Table 2.
To determine the quality of the studies, indicators developed by Horner et al. (2005) were utilized. The analysis focused on seven standards including a replicable description of the participants and settings, a replicable description of the dependent variable(s), a replicable description of the independent variable(s), collection of baseline data, demonstration of experimental control of the primary dependent variable(s), demonstration of external validity, and demonstration of social validity. Nineteen studies (79%) met all of the quality indicators (21 out of 21), and five (21%) studies met most of the quality indicators (defined as 20 out of 21).
Interrater Reliability
Interrater reliability was established for the quality indicators and characteristics of five of the 24 studies (21%). The first, third, and fourth authors completed the initial coding for each study, and the second author independently coded the five studies for reliability. Each component of quality and characteristics was compared item by item to determine the rate of agreement. Interrater reliability was calculated by dividing agreements by agreements plus disagreements and multiplying by 100. For study characteristics, interrater reliability was 94% (range = 90%–100%). Systematic instructional components were coded with 96% reliability (range = 90%–100%). Finally, the quality of the studies had 94% interrater reliability (range = 81%–100%). Mean interrater reliability was 94%. Following the ratings, disagreements were noted and discussed between the initial coder and the second author until consensus was reached. The consensus coding was used in the analysis of the studies included in the review pool.
Results
Study Characteristics
The 24 studies included in the review had a total of 67 participants with an IQ less than 60, or who were reported as eligible for their state's alternate assessment. Of the 24 studies, 72% (18) reported the gender of each participant, and 42% (10) reported the race or ethnicity of each participant. Of those who reported, 69% of participants were male and 31% were female. Of the studies who reported race and ethnicity of the participants, 48% (14) were Caucasian, 28% (eight) were African American, 21% (six) were Hispanic/Latino, and 3% (one) was Jordanian. Participants' disability classifications varied, but the most common included moderate ID (36%), ID (21%), and moderate ID and autism (18%). Ten (42%) of the studies were conducted in an elementary setting, eight (33%) in a middle school setting, and six (25%) in a high school setting. The majority of the studies ( n = 18; 75%) occurred in a special education classroom or setting and one (4%) was conducted in a general education setting. Three (13%) were conducted in a combination of settings, one (4%) in a self-contained setting and the community, one (4%) in a computer lab and the community, and one (4%) in a self-contained and general education setting. Three of the studies were done in other settings (i.e., hallway, researcher's home, tutoring room).
NCTM Standards
There were 18 (75%) studies that taught skills related to numbers and operations. Skills taught within the numbers and operations content standard included making change with coins, counting objects, identifying numbers, multiplication facts, one-step word problems, and addition and subtraction with regrouping. Nine (38%) studies taught skills related to algebra, including finding an unknown quantity, identifying patterns, extending ABAB patterns, and solving linear equations. Five (21%) studies taught skills related to geometry, including drawing line segments, identifying shapes, and calculating the unknown side of a triangle. Six (25%) studies taught skills related to measurement, including measuring objects using standard and nonstandard units and telling time. Finally, one (4%) study taught skills related to data analysis/probability, that included skills such as recording data from a story and using data to solve a problem. Eight (33%) studies involved two or more NCTM content standards which contributed greatly to the diversity of the skills represented.
Instructional Strategies
Twenty-three (96%) of the studies were explicit in describing an instructional format (such as in vivo instruction) and 23 (96%) of the studies utilized systematic prompting and fading strategies (such as least-to-most prompting). The format of instruction described within each study varied. Three (13%) studies used in vivo instruction, 18 (75%) used total task chaining, five (21%) used spaced trials, and eight (33%) used massed trial instruction. Systematic prompting
and fading strategies also varied among the studies. Thirteen (54%) used least-to-most prompting, none used most-toleast, eight (33%) used time delay, seven (29%) used modellead-test, and four (17%) used simultaneous prompting (see Table 2).
In addition to the use of commonly accepted evidencedbased instructional practices, a number of the studies also used instructional methods and approaches that sought to make the concepts and operations less abstract and more relevant to students' daily lives. These practices included concrete representations, anchored instruction, and embedding technology. Eleven (46%) of the studies included in the present review included some type of concrete or visual representation to support students in acquiring mathematical knowledge and skills. Concrete representation is defined in this review as the use of manipulatives (i.e., base 10 blocks, counting bears, poker chips) and/or graphic organizers (i.e., part-part-whole chart, arrays, tree diagrams) that enable students to learn mathematics concepts visually. Concrete representations have been a consistent strategy utilized by general education teachers as well as teachers serving students with high-incidence disabilities, including autism (What Works Clearinghouse, 2012; Yakubova, Hughes, & Shinaberry, 2016). This suggests that concrete representations may be beneficial to students with MSD (Thompson, Bethune, Wood, & Pugalee, 2014) who often have difficulties with working memory, symbolic understanding, and abstract thinking.
Two studies (8%) used concrete representations in the context of the concrete–representational–abstract (CRA) approach. This approach uses concrete representations and systematically fades them in favor of symbolic representations to promote conceptual understanding of the mathematic knowledge or skill being taught (Strozier, Hinton, Flores, & Terry, 2015). While this strategy has been widely used for students at risk of failure in mathematics (Flores, 2009), or students with high-incidence disabilities (Harris, Miller, & Mercer, 1995), it appears that researchers are beginning to examine its utility with students with MSD. According to Strozier and colleagues (2015), the CRA instructional sequence includes instruction that begins at the concrete level using concrete manipulatives such as base 10 blocks. Then instruction is provided at the representational level, where semi-concrete methods are used to represent objects, such as drawings. Finally, instruction is provided on the abstract level, where the student will learn use symbols to solve mathematics problems.
Ten (42%) of the studies included in the review used real-world problems to teach mathematics skills from across all NCTM content standards to students across all grade bands (Browder, Jimenez, Spooner et al., 2012; Browder, Jimenez, & Trela, 2012; Creech-Galloway et al., 2013; Jimenez & Kemmery, 2013; Jimenez & Staples, 2015; Root, Saunders, Spooner, & Brosh, 2017; Spooner et al.,
2012). Of the studies that utilized math stories, five (50%) included students with MSD in an elementary setting, three (30%) in a middle school setting, and two (20%) in a high school setting.
Math stories are similar to another well-known strategy used with typical and at-risk students as well as students with disabilities called anchored instruction. Anchored instruction is defined as "a way of situating, or anchoring, the learning of students in problems that seem authentic and meaningful to them, thus motivating them to use and enhance their understandings of math" (Bottge, Heinrichs, Chan, Mehta, & Watson, 2003, p. 6). Integrating mathematics with relevant contexts helps students with MSD engage with mathematical concepts in a meaningful way, while also promoting generalization of mathematics and literacy skills (Courtade, Lingo, Karp, & Whitney, 2013; Van de Walle, Karp, & Bay-Williams, 2015). Discussing anchored instruction, Bottge et al. (2003) state, "a motivating problem context is an important prerequisite to helping all students practice their skills, especially with students who have shown little or no motivation to do so in the past" (p. 20). For students with MSD, it is possible that this motivating context brings about the student engagement necessary to persevere in mathematics problem solving, while also reflecting the natural environment enough for the student to more easily generalize to their everyday environments (McDonnell & Hunt, 2014).
Another emerging strategy that was represented in the literature was modified schema-based instruction (MSBI). Two studies (8%) utilized MSBI to teach problem solving to students with MSD. Similar to the CRA instructional sequence, schema-based instruction is a strategy typically used with students with high-incidence disabilities or students at risk for math failure. It includes explicit instruction in problem structure, using visual representations, and heuristic training linked to problem types and procedural flexibility (Jitendra, Star, Dupuis, & Rodriguez, 2012). To account for the unique learning needs of students with MSD, researchers have begun to implement MSBI, which embeds systematic instruction including error correction and feedback, an interactive read aloud of a math story, concrete representations, providing a student task analysis to self-monitor, and scripted think-alouds to determine problem type (Spooner, Saunders, Root, & Brosh, 2017). While only two studies in this review used MSBI, it is notable that MSBI includes many of the other strategies identified (systematic instruction, math stories, and concrete representations) in conjunction with the self-monitoring task analysis and explicit instruction on problem types.
Eight (33%) studies included in this review utilized technology in some way to teach mathematics skills to students with MSD, although the types of technology and their role in instruction differed in each study. Three (13%) studies in this review evaluated technology-delivered anchored
instruction and concrete representations (Creech-Galloway et al., 2013; Root, Browder, et al., 2017; Sheriff & Boon, 2014). Simulation was evaluated in two (8%) of the studies (Ayres, Langone, Boon, & Norman, 2006; Hansen & Morgan, 2008). Two (8%) studies looked at calculator use (Root, Saunders, et al., 2017; Yakubova & Bouck, 2014), one (4%) evaluated the use of a math game to teach number identification (Everhart, Alber-Morgan, & Park, 2011), one (4%) utilized single-switch voice output devices (Hudson, Zambone, & Brickhouse, 2016), and one (4%) measured generalization from a worksheet to an iDevice (Root, Saunders, et al., 2017).
Technology has shown to be effective in providing anchored instruction. In a study by Creech-Galloway and colleagues (2013), students were taught to solve problems using the Pythagorean theorem. As a part of the instructional package (simultaneous prompting and task analytic instruction), the researchers also utilized an iPad to present real-life scenarios where the Pythagorean theorem was needed, giving the students a motivating problem context to learn a high-level mathematics skill.
In addition to anchored instruction, technology can also provide access to concrete representations. In a study by Sheriff and Boon (2014), researchers used computer-based graphic organizers to teach middle school students with ID to solve word problems. The computer software utilized provided students with a template with the equation and boxes for each number. Students then used a calculator to find the solution. All participants showed marked increases in their ability to solve word problems, including the one participant who had an IQ that fit within this review's inclusion criteria (<60). In addition, in the Root, Browder, et al. (2017) study on using MSBI to teach elementary students with autism spectrum disorder (ASD) and moderate ID how to solve word problems, they found that two out of the three students showed quicker acquisition of the skill using the virtual compared with the concrete manipulatives. Furthermore, all three students showed preference for the virtual manipulatives in the maintenance stage of the study. From providing a means of using virtual manipulatives to active simulation of a real-world environment, technology shows to play many roles in providing effective mathematics instruction for students with MSD.
Generalization
Teaching for generalization is an important consideration for teaching academics to students with MSD (Spooner et al., 2012), who may have difficulty applying knowledge and skills to new settings and materials. Sixteen (67%) out of the 24 studies in this review planned to teach for generalization. Generalization across materials was evaluated in seven studies (29%). Generalization across settings was evaluated in nine studies (38%). Finally, generalization across multiple exemplars was evaluated in four (17%) studies. In addition, some studies showed that technology can increase generalization of skills to real-world settings. In the study by Ayres et al. (2006), researchers reported that the participants who were receiving typical classroombased instruction on purchasing items were not demonstrating these same skills in community grocery stores. They added the use of a computer-based program (Project Shop CD-ROM; Langone, Clees, Rieber, & Matzko, 2003) to provide simulation instruction. The addition of the computer-based program into the students' classroom instruction was effective in supporting students' abilities to generalize skills learned in the classroom to real-world settings.
Discussion
This review sought to determine the extent to which mathematics content taught to students with MSD in single-case research studies conducted since the reauthorization of IDEA 2004 addressed the five NCTM content standards and to describe the practices that were used to teach mathematics to this group of students. Browder et al. (2008) found that roughly one-half of the studies included in their meta-analysis covered numbers and operations, and the other half covered measurement. This review found about three-quarters of the studies covered numbers and operations, with roughly a third of the studies addressing measurement, algebra, and geometry. Data analysis/probability had the lowest representation at 4% of the studies.
These results suggest that researchers have begun to expand the range of math content taught to students with MSD. However, it is also clear that much more research in this area is needed if practitioners are going to ensure that students have equal access to the core curriculum and successfully meet their unique learning needs. In addition, the passage of the Every Student Succeeds Act (ESSA) of 2015 suggests that the expectations for all students to participate and progress in the general education curriculum is likely to remain in place for the foreseeable future. Furthermore, the available evidence suggests that most states currently include all five NCTM content standards as a part of the general curriculum and many states include them in their alternate assessments (Domaleski, Thompson, & Dadey, 2016; Dynamic Learning Maps, 2017). Practitioners will face significant challenges in assisting students to meet these expectations without continued efforts to develop and validate strategies for teaching mathematics content beyond numbers and operations.
All of the studies included in the review employed instructional strategies that have been shown to be effective in teaching academic skills, including mathematics, to students with MSD (Browder et al., 2008; Hudson, Browder, & Wood, 2013; King, Lemons, & Davidson, 2016; Spooner
et al., 2012). However, findings indicated that researchers are increasingly examining instructional approaches that have been found to be effective in teaching mathematics to students without disabilities including the use of the CRA instructional approach, schema-based instruction, anchored instruction, and the use of technology (Bottge et al., 2003; Jitendra et al., 2012; NCTM, 2000; What Works Clearinghouse, 2012; Yakubova et al., 2016). This is a promising finding because it shows that researchers are becoming more cognizant of the need to teach the conceptual processes that undergird the successful use of mathematics in day-to-day activities including problem solving, reasoning and proof, communicating mathematical ideas, making mathematical connections, and representing mathematical ideas (NCTM, 2000). This is especially relevant given the difficulties students with MSD have demonstrated with solving real-world problems (Kearns, Towles-Reeves, Kleinert, Kleinert, & Thomas, 2011). Perhaps taking a more holistic approach to mathematics instruction, teaching both concepts and operations with conceptual processes, will open the door for the development of new approaches to teaching mathematics that have immediate and tangible impact on students' participation in home, school, and community activities.
The findings suggest that technology may provide an important instructional platform to teach mathematical knowledge and skills. Over a third of the studies included in the review incorporated technology into the instructional packages to teach mathematics to students with students in a variety of ways. Clearly, the power and flexibility of today's digital devices allow for the development of instructional formats that include evidenced-based practices (e.g., response prompting and fading, error correction), concrete representations, schema-based learning, and anchored instruction. Unfortunately, the field has little information about the instructional design principles that should drive the development of these instructional platforms for students with MSD (Ayres & Langone, 2005; Butcher & Jameson, 2016; Wissick, Gardner, & Langone, 1999).
Another positive finding was that over 60% of the studies planned to teach and assessed generalization of targeted mathematics skills. These results are consistent with previous reviews that have examined the issue of generalization in studies teaching academic skills (Spooner et al., 2012). Ensuring that students can apply newly learned content across people, settings, materials, and multiple exemplars ensures that the content and skills will be available to the student outside of the exact circumstances in which they learned the skill. However, skills should also be assessed in a way that ensures that the skill taught can be directly applicable within the context of daily living (i.e., budgeting, determining the number of items needed to complete a task, interpreting a basic graph in a newspaper, etc.). If the skills students learn are not directly applicable in the context of daily living, then it should be determined if they are prerequisite skills. If the skills are prerequisite skills, consideration should be made as to how they lead to a direct application and how the progression to the most meaningful generalization will occur. Future research on teaching mathematics content to students with MSD must begin to address how to promote the application of these skills beyond academic tasks and school settings (Ayres, Lowrey, Douglas, & Sievers, 2011; McDonnell & Hunt, 2014; Spooner et al., 2017).
The mandate in IDEA (2004) for all students with disabilities to participate and progress in the general education curriculum presented significant challenges to teachers, schools, and school districts. Research reviews on teaching math at the time (Browder et al., 2008) suggested that while the field was not completely unprepared to meet these challenges, much more work was needed to be done to meet those two goals. This literature review analyzed single-case research studies from 2005 through March 2017. In conclusion, while much more research is needed, the field has made progress in developing instructional approaches and strategies to teach a wider range of mathematics content to students with MSD and has begun to validate new strategies for teaching the underlying conceptual processes that are necessary for students to successfully apply math knowledge in their daily lives.
Authors' Note
The contents of this article were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Support for this research was provided in part by the U.S. Department of Education Office of Special Education Programs grant H325160064, the University of Utah Leadership Education Project (ULEP).
ORCID iD
Jessica A. Bowman https://orcid.org/0000-0002-8597-9371
References
References marked with an asterisk indicate studies included in the meta-analysis.
Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature.
Education and Training in Developmental Disabilities, 40 183–196.
,
*Ayres, K. M., Langone, J., Boon, R. T., & Norman, A. (2006). Computer-based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41, 253–263.
Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can't brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11–21.
Bottge, B., Heinrichs, M., Chan, S., Mehta, Z., & Watson, E. (2003). Effects of video-based and applied problems on the procedural math skills of average- and low-achieving adolescents. Journal of Special Education Technology, 18, 5–22.
*Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60, 24–36.
*Browder, D. M., Jimenez, B. A., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. S. (2012). Early numeracy instruction for students with moderate and severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, 37, 308–320.
*Browder, D. M., Jimenez, B. A., & Trela, K. (2012). Gradealigned math instruction for secondary students with moderate intellectual disability. Education & Training in Autism & Developmental Disabilities, 47, 373–388.
Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A. A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 75, 33–52.
Butcher, K. R., & Jameson, J. M. (2016). Computer-Based Instruction (CBI) within special education. In Computerassisted and web-based innovations in psychology, special education, and health (pp. 211–254). San Diego, CA: Academic Press.
*Cihak, D. F., & Foust, J. L. (2008). Comparing number lines and touch points to teach addition facts to students with autism. Focus on Autism and Other Developmental Disabilities, 23, 131–137.
*Cihak, D. F., & Grim, J. (2008). Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Research in Autism Spectrum Disorders, 2, 716–727.
Courtade, G. R., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. Teaching Exceptional Children, 45, 34–44.
*Creech-Galloway, C., Collins, B. C., Knight, V., & Bausch, M. (2013). Using a simultaneous prompting procedure with an iPad to teach the Pythagorean Theorem to adolescents with moderate intellectual disability. Research & Practice for Persons With Severe Disabilities, 38, 222–232.
Domaleski, C., Thompson, J., & Dadey, N. (2016). An examination of item difficulty by tier, domain, and distribution: NCSC 2015 administration. Retrieved from http://www.ncscpartners.org /Media/Default/PDFs/Resources/ItemDifficultyStudy.pdf
Dynamic Learning Maps. (2017). DLM mathematics year-end assessment model 2017-2018 blueprint. Lawrence: The
University of Kansas: Accessible Teaching Learning and Assessment Systems. Retrieved from http://dynamiclearning maps.org/sites/default/files/documents/Manuals_Blueprints/ math_ye_blueprint.pdf
*Everhart, J. M., Alber-Morgan, S. R., & Park, J. H. (2011). Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive educational needs. Education and Training in Autism and Developmental Disabilities, 46, 556–564.
Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).
*Falkenstine, K. J., Collins, B. C., Schuster, J. W., & Kleinert, H. (2009). Presenting chained and discrete tasks as nontargeted information when teaching discrete academic skills through small group instruction. Education and Training in Developmental Disabilities, 44, 127–142.
*Fletcher, D., Boon, R. T., & Cihak, D. F. (2010). Effects of the TOUCHMATH program compared to a number line strategy to teach addition facts to middle school students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45, 449–458.
Flores, M. M. (2009). Teaching subtraction with regrouping to students experiencing difficulty in mathematics. Preventing School Failure, 53, 145–152.
*Hansen, D. L., & Morgan, R. L. (2008). Teaching grocery store purchasing skills to students with intellectual disabilities using a computer-based instruction program. Education & Training in Developmental Disabilities, 43, 431–442.
Harris, C. A., Miller, S. P., & Mercer, C. D. (1995). Teaching initial multiplication skills to students with disabilities in general education classrooms. Learning Disabilities Research & Practice, 10, 180–195.
*Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education & Training in Autism & Developmental Disabilities, 51, 41–54.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
Hudson, M. E., Browder, D. M., & Wood, L. A. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons With Severe Disabilities, 38, 17–29.
*Hudson, M. E., Zambone, A., & Brickhouse, J. (2016). Teaching early numeracy skills using single switch voice-output devices to students with severe multiple disabilities. Journal of Developmental & Physical Disabilities, 28, 153–175.
Individuals With Disabilities Education Improvement Act of 2004, PL 108-446, 20 U. S. C.
*Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008). Teaching an algebraic equation to high school students with moderate developmental disabilities. Education and Training in Developmental Disabilities, 43, 266–274.
*Jimenez, B. A., & Kemmery, M. (2013). Building the early numeracy skills of students with moderate intellectual
disability. Education & Training in Autism & Developmental Disabilities, 48, 479–490.
*Jimenez, B. A., & Staples, K. (2015). Access to the common core state standards in mathematics through early numeracy skill building for students with significant intellectual disability. Education & Training in Autism & Developmental Disabilities, 50, 17–30.
Jitendra, A. K., Star, J. R., Dupuis, D. N., & Rodriguez, M. C. (2012). Effectiveness of schema-based instruction for improving seventh-grade students' proportional reasoning: A randomized experiment. Journal for Research on Educational Effectiveness, 6, 114–136.
Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, J. O. R., & Thomas, M. K. K. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. The Journal of Special Education, 45, 3–14.
King, S. A., Lemons, C. J., & Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A bestevidence synthesis. Exceptional Children, 82, 443–462.
Langone, J., Clees, T. J., Rieber, L., & Matzko, M. (2003). The future of computer-based interactive technology for teaching individuals with moderate to severe disabilities: Issues relating to research and practice. Journal of Special Education Technology, 18, 5–16.
McDonnell, J., & Hunt, P. (2014). Inclusive education and meaningful school outcomes. In M. Agran, F. Brown, C. Hughes, C. Quirk & D. Ryndak (Eds.), Equity & full participation for individuals with severe disabilities: A vision for the future (pp. 155–176). Baltimore, MD: Paul H. Brookes.
National Council of Teachers of Mathematics. (2000). Executive summary: Principles and standards for school mathematics. Reston, VA: Author. Retrieved from http://www .nctm.org/uploadedFiles/Standards_and_Positions/PSSM _ExecutiveSummary.pdf
*Rao, S., & Kane, M. T. (2009). Teaching students with cognitive impairment chained mathematical task of decimal subtraction using simultaneous prompting. Education and Training in Developmental Disabilities, 44, 244–256.
*Rao, S., & Mallow, L. (2009). Using simultaneous prompting procedure to promote recall of multiplication facts by middle school students with cognitive impairment. Education and Training in Developmental Disabilities, 44, 80–90.
*Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y. (2017). Schema-based instruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial & Special Education, 38, 42–52.
*Root, J. R., Saunders, A., Spooner, F., & Brosh, C. (2017). Teaching personal finance mathematical problem solving to individuals
with moderate intellectual disability. Career Development and Transition for Exceptional Individuals, 40, 5–14.
*Sheriff, K. A., & Boon, R. T. (2014). Effects of computer-based graphic organizers to solve one-step word problems for middle school students with mild intellectual disability: A preliminary study. Research in Developmental Disabilities, 35, 1828–1837.
*Skibo, H., Mims, P., & Spooner, F. (2011). Teaching number identification to students with severe disabilities using response cards. Education & Training in Autism & Developmental Disabilities, 46, 124–133.
Spooner, F., Knight, V. F., Browder, D. M., & Smith, B. R. (2012). Evidence-based practice for teaching academics to students with severe developmental disabilities. Remedial and Special Education, 33, 374–387.
Spooner, F., Saunders, A., Root, J., & Brosh, C. (2017). Promoting access to common core mathematics for students with severe disabilities through mathematical problem solving. Research and Practice for Persons with Severe Disabilities, 42, 171–186.
*Strozier, S., Hinton, V., Flores, M., & Terry, L. (2015). An investigation of the effects of CRA instruction and students with autism spectrum disorder. Education & Training in Autism & Developmental Disabilities, 50, 223–236.
Thompson, J. L., Bethune, K. S., Wood, C. L., & Pugalee, D. K. (2014). Teaching grade-aligned math skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 169–194). Baltimore, MD: Paul H. Brooks.
Van, de, Walle, J., Karp, K., & Bay-Williams, J. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Essex, UK: Pearson Education.
What Works Clearinghouse. (2012). Educator's practice guide: Improving mathematical problem solving in grades four through eight. Washington, DC: Author. Retrieved from https:// ies.ed.gov/ncee/wwc/Docs/PracticeGuide/mps_pg_052212.pdf
Wissick, C. A., Gardner, J. E., & Langone, J. (1999). Video-based simulations: Considerations for teaching students with developmental disabilities. Career Development for Exceptional Individuals, 22, 233–249.
*Yakubova, G., & Bouck, E. C. (2014). Not all created equally: Exploring calculator use by students with mild intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 111–126.
Yakubova, G., Hughes, E. M., & Shinaberry, M. (2016). Learning with technology: Video modeling with concrete-representational-abstract sequencing for students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46, 2349–2362. | <urn:uuid:821f62af-a4c1-45fd-b6df-8bfd933d665e> | CC-MAIN-2023-50 | https://files.eric.ed.gov/fulltext/EJ1233351.pdf | 2023-11-29T11:21:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100081.47/warc/CC-MAIN-20231129105306-20231129135306-00730.warc.gz | 310,354,851 | 9,710 | eng_Latn | eng_Latn | 0.939907 | eng_Latn | 0.990053 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
4157,
9693,
10660,
16165,
22206,
27916,
33496,
39841,
45118
] | [
1.6953125,
2.234375
] | 1 | 0 |
Lesson 20: Estimating a Population Proportion
Student Outcome
[x] Students use data from a random sample to estimate a population proportion.
Lesson Notes
In this lesson, students continue to work with random samples and the distribution of the sample proportions. The focus in this lesson is to derive the center of the sample proportions (or the mean of the sample proportions). Students begin to see how the distribution clusters around the mean of the distribution. This center is used to estimate the population proportion.
In preparation of this lesson, provide students or small groups of students the random number table and the table of data for all 200 students in the middle school described in the exercises. Students use the random number table to select their random samples in the same way they used the random number table in the previous lesson.
Classwork
Students read the paragraph silently.
In a previous lesson, each student in your class selected a random sample from a population and calculated the sample proportion. It was observed that there was sampling variability in the sample proportions, and as the sample size increased, the variability decreased. In this lesson, you will investigate how sample proportions can be used to estimate population proportions.
Example 1 (19 minutes): Mean of Sample Proportions
This example is similar to the data that students worked with in the previous lesson. The main idea is to have students focus on the center of the distribution of sample proportions as an estimate for the population proportion. For some students, the vocabulary can be problematic. Students are still learning the ideas behind samples and population.
Summarize the problems from the previous lesson by asking the following questions:
[x] How many samples are needed to calculate the sample proportion?
The sample proportion is the result from one random sample.
[x] How is the distribution of the sample proportions formed?
The distribution of the sample proportions is a dot plot of the results from many randomly selected samples.
[x] What is the population proportion?
The population proportion is the actual value of the proportion of the population who would respond "yes" to the survey.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
𝟑
𝟐
𝟐
𝟐
𝟐
𝟎
𝟏
Example 1: Mean of Sample Proportions A class of 𝟑 𝟑 seventh graders wanted to estimate the proportion of middle school students who were vegetarians. Each seventh grader took a random sample of 𝟐 𝟐 middle school students. Students were asked the question, "Are you a vegetarian?" One sample of 𝟐 𝟐 students had three students who said that they were vegetarians. For this sample, the sample proportion is 𝟑 𝟐 𝟐 , or 𝟎 . 𝟏 𝟏 . The following are the proportions of vegetarians the seventh graders found in 𝟑 𝟑 samples. Each sample was of size 𝟐 𝟐 students. The proportions are rounded to the nearest hundredth. 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟎𝟎𝟎𝟎 𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟏𝟏𝟏𝟏 𝟎𝟎. 𝟑𝟑𝟑𝟑
𝟎𝟎. 𝟏𝟏𝟏𝟏
𝟎𝟎. 𝟎𝟎𝟎𝟎
𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟏𝟏𝟏𝟏
𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟏𝟏𝟏𝟏
𝟎𝟎. 𝟐𝟐𝟐𝟐
𝟎𝟎. 𝟏𝟏𝟏𝟏
Exercises 1–9
Students work in small groups on Exercises 1–9. Then, discuss and confirm as a class.
Exercises 1–9 1. The first student reported a sample proportion of 𝟎𝟎. 𝟏𝟏𝟏𝟏. Interpret this value in terms of the summary of the problem in the example. Three of the 𝟐𝟐𝟐𝟐 students surveyed responded that they were vegetarian.
students surveyed said that they were vegetarian.
3. Assume you were part of this seventh-grade class and you got a sample proportion of 𝟎𝟎. 𝟐𝟐𝟐𝟐 from a random sample of middle school students. Based on this sample proportion, what is your estimate for the proportion of all middle school students who are vegetarians? My estimate is 𝟎 . 𝟐 𝟐
2. Another student reported a sample proportion of 𝟎𝟎 . Did this student do something wrong when selecting the sample of middle school students? No. This means that none of the 𝟐𝟐𝟐𝟐
𝟎
𝟐.
4. Construct a dot plot of the 𝟑 𝟑 sample proportions.
𝟑
5. Describe the shape of the distribution.
Nearly symmetrical or mound shaped centering at approximately
6. Using the 𝟑𝟑𝟑𝟑 class results listed above, what is your estimate for the proportion of all middle school students who are vegetarians? Explain how you made this estimate.
𝟎𝟎. 𝟏𝟏𝟏𝟏
About 𝟎𝟎. 𝟏𝟏𝟏𝟏 . I chose this value because the sample proportions tend to cluster between 𝟎𝟎. 𝟏𝟏𝟏𝟏 and 𝟎𝟎. 𝟏𝟏𝟏𝟏 or 𝟎𝟎. 𝟏𝟏𝟏𝟏 and 𝟎𝟎. 𝟐𝟐𝟐𝟐 .
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
𝟑
7. Calculate the mean of the 𝟑𝟑𝟑𝟑 sample proportions. How close is this value to the estimate you made in Exercise 6? The mean of the 𝟑𝟑𝟑𝟑 samples to the nearest thousandth is 𝟎𝟎. 𝟏𝟏𝟏𝟏𝟏𝟏. The value is close to my estimate of 𝟎𝟎. 𝟏𝟏𝟏𝟏, and if calculated to the nearest hundredth, they would be the same. (Most likely, students will say between 𝟎𝟎. 𝟏𝟏𝟏𝟏 and 𝟎𝟎. 𝟏𝟏𝟏𝟏.)
𝟏
𝟑
9. Do the sample proportions in the dot plot tend to cluster around the value of the population proportion? Are any of the sample proportions far away from 𝟎𝟎. 𝟏𝟏𝟏𝟏 ? List the proportions that are far away from 𝟎𝟎. 𝟏𝟏𝟏𝟏 . They cluster around 𝟎 . 𝟏 𝟏 . The values of 𝟎 and 𝟎 . 𝟑 𝟑 are far away from 𝟎𝟎. 𝟏𝟏𝟏𝟏 .
8. The proportion of all middle school students who are vegetarians is 𝟎 . 𝟏 𝟏 . This is the actual proportion for the entire population of middle school students used to select the samples. How the mean of the 𝟑 𝟑 sample proportions compares with the actual population proportion depends on the students' samples. In this case, the mean of the 𝟑𝟑𝟑𝟑 sample proportions is very close to the actual population proportion.
𝟎
𝟏
𝟎
𝟑
Example 2 (18 minutes): Estimating Population Proportion This example asks students to work with data from a middle school of 200 students. Although the school is fictitious, the data were obtained from actual middle school students and are representative of middle school students' responses. A list of the entire 200 students' responses is provided at the end of the lesson. The data were collected from the website, http://www.amst at.org/censusatschool/. Details describing the Census at School project are also available on the website of the American Statistical Association, http://www.amstat.org/.
In this lesson, students are directed to analyze the last question summarized in the data file of the 200 students at Roosevelt Middle School. If students are more interested in one of the other questions listed, the exercise could be redirected or expanded to include analyzing the data from one of these questions.
Example 2: Estimating Population Proportion
Two hundred middle school students at Roosevelt Middle School responded to several survey questions. A printed copy of the responses the students gave to various questions will be provided by your teacher.
The data are organized in columns and are summarized by the following table:
𝟏
𝟐
The last column in the data file is based on the question: Which of the following superpowers would you most like to have? The choices were invisibility, super strength, telepathy, fly, or freeze time.
The class wants to determine the proportion of Roosevelt Middle School students who answered "freeze time" to the last question. You will use a sample of the Roosevelt Middle School population to estimate the proportion of the students who answered "freeze time" to the last question.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
There are several options for obtaining random samples of 20 responses. It is anticipated that some classes can complete the exercise in the time frame indicated, but it is also likely that other classes require more time, which may require extending this lesson by another class period. One option is to provide each student a printed copy of the data file. A list of the data file in a table format is provided at the end of this lesson. This option requires copying the data file for each student. A second option would be to provide small groups of students a copy of the data file and allow them to work in groups.
The standards for this lesson expect students to be involved in obtaining their own samples and using the proportion derived from their samples to estimate the population proportion. By examining the distribution of sample proportions from many random samples, students see that sample proportions tend to cluster around the value of the population proportion. Students attend to precision by carefully describing how they use samples to describe the population. MP.6
The number of samples needed to illustrate this is a challenge. The more samples the class can generate, the more clearly the distribution of sample proportions clusters around the value of the population proportion. For this lesson, a workable range would be between 20 and 30 samples.
After students obtain their 20 ID numbers, they connect the ID numbers to the students in the data file to generate a sample of 20 responses. Students work with their groups on Example 2. Then, discuss answers as a class.
Discuss how to obtain a random sample of size 20 from the 200 students represented in the data file. The student ID numbers should be used to select a student from the data file. The table of random digits that was used in previous lessons is provided in this lesson. Students drop their pencils on the random table and use the position of one end of the pencil (e.g., the eraser) as the starting point for generating 20 three-digit random numbers from 001 to 200 . The ID numbers should be considered as three-digit numbers and used to obtain a random sample of 20 students. Students read three digits in order from their starting point on the table as the student ID (e.g., 0– 0– 3 is the selection of the student with ID number 3 ; 0– 6– 4 is the selection of the student with ID number 64 ; 1– 9– 3 is the student with ID number 193 ). Any ID number formed in this way that is greater than 200 is simply disregarded, and students move on to form the next three-digit number from the random number table. Indicate to students that they move to the top of the table if they reached the last digit in the table. If a number corresponding to a student that has already been selected into the sample appears again, students should ignore that number and move on to form another three-digit number.
A random sample of 𝟐𝟐𝟐𝟐 student responses is needed. You are provided the random number table you used in a previous lesson. A printed list of the 𝟐𝟐𝟐𝟐𝟐𝟐 Roosevelt Middle School students is also provided. In small groups, complete the following exercise:
a. Select a random sample of 𝟐 𝟐 student responses from the data file. Explain how you selected the random sample.
𝟐
sample. Generate 𝟐𝟐𝟐𝟐 random numbers between 𝟏𝟏 and 𝟐𝟐𝟐𝟐𝟐𝟐. The random number chosen represents the ID number of the student. Go to that ID number row, and record the outcome as "yes" or "no" in the table regarding the freeze time response.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
b. In the table below, list the responses for your sample.
𝟐𝟐𝟐𝟐 Answers will vary. Below is one possible result.
𝟐
𝟒
𝟏
𝟏
𝟕
𝟏
𝟏
𝟗
𝟏
𝟏
| | Response |
|---|---|
| 𝟏 𝟏 | Yes |
| 𝟐 𝟐 | No |
| 𝟑 𝟑 | No |
| 𝟒 𝟒 | No |
| 𝟓 𝟓 | Yes |
| 𝟔 𝟔 | No |
| 𝟕 𝟕 | No |
| 𝟖 𝟖 | No |
| 𝟗 𝟗 | No |
| 𝟏𝟏𝟏 𝟏 | Yes |
| 𝟏𝟏𝟏 𝟏 | Yes |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | Yes |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟏𝟏𝟏 𝟏 | No |
| 𝟐𝟐𝟐 𝟐 | No |
𝟏
𝟐
𝟏
𝟏
𝟏
c. Estimate the population proportion of students who responded "freeze time" by calculating the sample proportion of the 𝟐𝟐𝟐𝟐 sampled students who responded "freeze time" to the question.
𝟐 𝟐𝟐
proportion of the sampled students who responded "freeze time" to the question. Students' answers will vary. The sample proportion in the given example is 𝟓 𝟐𝟐𝟐𝟐 , or 𝟎𝟎. 𝟐𝟐𝟐𝟐 .
d. Combine your sample proportion with other students' sample proportions, and create a dot plot of the distribution of the sample proportions of students who responded "freeze time" to the question.
An example is shown below. The class dot plot may differ somewhat from the one below, but the distribution should center at approximately 𝟎𝟎. 𝟐𝟐𝟐𝟐. (Provide students this distribution of sample proportions if they were unable to obtain a distribution.)
e. By looking at the dot plot, what is the value of the proportion of the 𝟐𝟐𝟐𝟐𝟐𝟐 Roosevelt Middle School students who responded "freeze time" to the question? 𝟎𝟎. 𝟐𝟐𝟐𝟐
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
f. Usually, you will estimate the proportion of Roosevelt Middle School students using just a single sample proportion. How different was your sample proportion from your estimate based on the dot plot of many samples?
Students' answers will vary depending on their sample proportions. For this example, the sample proportion is 𝟎𝟎. 𝟐𝟐𝟐𝟐, which is slightly greater than the 𝟎𝟎. 𝟐𝟐𝟐𝟐.
g. Circle your sample proportion on the dot plot. How does your sample proportion compare with the mean of all the sample proportions?
The mean of the class distribution will vary from this example. The class distribution should center at approximately 𝟎𝟎. 𝟐𝟐𝟐𝟐.
h. Calculate the mean of all of the sample proportions. Locate the mean of the sample proportions in your dot plot; mark this position with an X. How does the mean of the sample proportions compare with your sample proportion?
Answers will vary based on the samples generated by students.
Closing (4 minutes)
To highlight the Lesson Summary, ask students the following questions:
[x] How is a sample proportion used to estimate a population proportion?
Sample proportions from random samples tend to cluster around the actual value of the population proportion. So, although the sample proportion will not be exactly the same as the population proportion, I can expect it to be close. Therefore, the sample proportion makes a good estimate of the population proportion.
[x] What are some different methods that could be used to obtain a random sample?
Answers will vary. Answers could include using the random number table, placing numbers in a bag, or a computer program that randomly chooses numbers.
Exit Ticket (4 minutes)
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from G7-M5-TE-1.3.0-10.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Name
Date
Lesson 20: Estimating a Population Proportion
Exit Ticket
Thirty seventh graders each took a random sample of 10 middle school students and asked each student whether or not he likes pop music. Then, they calculated the proportion of students who like pop music for each sample. The dot plot below shows the distribution of the sample proportions.
1. There are three dots above . What does each dot represent in terms of this scenario?
0.2
2. Based on the dot plot, do you think the proportion of the middle school students at this school who like pop music is 0.6? Explain why or why not.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Exit Ticket Sample Solutions
Thirty seventh graders each took a random sample of 𝟏𝟏𝟏𝟏 middle school students and asked each student whether or not he likes pop music. Then, they calculated the proportion of students who like pop music for each sample. The dot plot below shows the distribution of the sample proportions.
1. There are three dots above 𝟎𝟎. 𝟐𝟐. What does each dot represent in terms of this scenario? Each dot represents the survey results from one student. 𝟎𝟎. 𝟐𝟐 means two students out of 𝟏𝟏𝟏𝟏 said they like pop music.
No. Based on the dot plot, 𝟎𝟎. 𝟔𝟔 is not a likely proportion. The dots cluster at 𝟎𝟎. 𝟑𝟑 to 𝟎𝟎. 𝟓𝟓 , and only a few dots were located at 𝟎𝟎. 𝟔𝟔 . An estimate of the proportion of students at this school who like pop music would be within the cluster of 𝟎𝟎. 𝟑𝟑 to 𝟎𝟎. 𝟓𝟓 .
2. Based on the dot plot, do you think the proportion of the middle school students at this school who like pop music is 𝟎𝟎. 𝟔𝟔 ? Explain why or why not
Problem Set Sample Solutions
1. A class of 𝟑𝟑𝟑𝟑 seventh graders wanted to estimate the proportion of middle school students who played a musical instrument. Each seventh grader took a random sample of 𝟐𝟐𝟐𝟐 middle school students and asked each student whether or not he or she played a musical instrument. The following are the sample proportions the seventh graders found in 𝟑𝟑𝟑𝟑 samples. 𝟎𝟎. 𝟖𝟖𝟖𝟖 𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟕𝟕𝟕𝟕 𝟎𝟎. 𝟔𝟔𝟔𝟔
𝟎
𝟕
𝟔
𝟎
𝟔
𝟕
𝟎
𝟖
𝟔
𝟎
𝟖
𝟕
𝟎
𝟕
𝟖
a. The first student reported a sample proportion of . What does this value mean in terms of this scenario?
𝟎𝟎𝟎. 𝟕𝟕𝟕 𝟕𝟕
𝟎𝟎𝟎. 𝟔𝟔𝟔 𝟔𝟔
𝟎𝟎𝟎. 𝟖𝟖𝟖 𝟖𝟖
𝟎𝟎𝟎. 𝟖𝟖𝟖 𝟖𝟖
𝟎𝟎𝟎. 𝟔𝟔𝟔 𝟔𝟔
𝟎𝟎𝟎. 𝟔𝟔𝟔 𝟔𝟔
𝟎𝟎𝟎. 𝟕𝟕𝟕 𝟕𝟕
𝟎
A sample proportion of means out of answered yes to the survey.
𝟎𝟎𝟎. 𝟖𝟖𝟖 𝟖𝟖
b. Construct a dot plot of the 𝟑𝟑𝟑𝟑 sample proportions.
𝟎𝟎𝟎. 𝟖𝟖𝟖 𝟖𝟖
𝟐𝟐𝟐 𝟐𝟐
𝟐𝟐𝟐 𝟐𝟐
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This file derived from G7-M5-TE-1.3.0-10.2015
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
𝟎. 𝟔𝟔𝟔 𝟔𝟔
𝟎𝟎𝟎. 𝟔𝟔𝟔 𝟔𝟔
𝟎𝟎𝟎. 𝟕𝟕𝟕 𝟕𝟕
.
c. Describe the shape of the distribution. Nearly symmetrical. It centers at approximately 𝟎𝟎. 𝟕𝟕𝟕𝟕
d. Describe the variability of the distribution.
The spread of the distribution is from to .
𝟑
𝟎𝟎. 𝟔𝟔𝟔𝟔 𝟎𝟎. 𝟖𝟖𝟖𝟖
e. Using the 𝟑 𝟑 class sample proportions listed on the previous page, what is your estimate for the proportion of all middle school students who played a musical instrument? The mean of the 𝟑 𝟑 sample proportions is approximately 𝟎 . 𝟕 𝟕 𝟕 .
𝟑
2. Select another variable or column from the data file that is of interest. Take a random sample of 𝟑 𝟑 students from the list, and record the response to your variable of interest of each of the 𝟑𝟑𝟑𝟑 students.
𝟑
𝟎
𝟕
a. Based on your random sample, what is your estimate for the proportion of all middle school students? Students' answers will vary depending on the column chosen.
b. If you selected a second random sample of 𝟑𝟑𝟑𝟑, would you get the same sample proportion for the second random sample that you got for the first random sample? Explain why or why not.
No. It is very unlikely that you would get exactly the same result. This is sampling variability—the value of a sample statistic will vary from one sample to another.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Table of Random Digits
Row
𝟒𝟒𝟒𝟒
9 9 2 7 1
3 2 9 0 3 9 0 7 5 6 7 1 7 8 7
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
This file derived from G7-M5-TE-1.3.0-10.2015
| ID | Travel to School | Favorite Season | Allergies | Favorite School Subject | Favorite Music |
|---|---|---|---|---|---|
| 1 | Car | Spring | Yes | English | Pop |
| 2 | Car | Summer | Yes | Music | Pop |
| 3 | Car | Summer | No | Science | Pop |
| 4 | Walk | Fall | No | Computers and technology | Pop |
| 5 | Car | Summer | No | Art | Country |
| 6 | Car | Summer | No | Physical education | Rap/Hip-hop |
| 7 | Car | Spring | No | Physical education | Pop |
| 8 | Car | Winter | No | Art | Other |
| 9 | Car | Summer | No | Physical education | Pop |
| 10 | Car | Spring | No | Mathematics and statistics | Pop |
| 11 | Car | Summer | Yes | History | Rap/Hip-hop |
| 12 | Car | Spring | No | Art | Rap/Hip-hop |
| 13 | Bus | Winter | No | Computers and technology | Rap/Hip-hop |
| 14 | Car | Winter | Yes | Social studies | Rap/Hip-hop |
| 15 | Car | Summer | No | Art | Pop |
| 16 | Car | Fall | No | Mathematics and statistics | Pop |
| 17 | Bus | Winter | No | Science | Rap/Hip-hop |
| 18 | Car | Spring | Yes | Art | Pop |
| 19 | Car | Fall | Yes | Science | Pop |
| 20 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 21 | Car | Spring | Yes | Science | Pop |
| 22 | Car | Winter | Yes | Mathematics and statistics | Country |
| 23 | Car | Summer | Yes | Art | Pop |
| 24 | Bus | Winter | Yes | Other | Pop |
| 25 | Bus | Summer | Yes | Science | Other |
| 26 | Car | Summer | No | Science | Pop |
| 27 | Car | Summer | Yes | Music | Pop |
| 28 | Car | Summer | No | Physical education | Country |
| 29 | Car | Fall | Yes | Mathematics and statistics | Country |
| 30 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 31 | Boat | Winter | No | Computers and technology | Gospel |
| 32 | Car | Spring | No | Physical education | Pop |
| 33 | Car | Spring | No | Physical education | Pop |
| 34 | Car | Summer | No | Mathematics and statistics | Classical |
| 35 | Car | Fall | Yes | Science | Jazz |
| 36 | Car | Spring | No | Science | Rap/Hip-hop |
| 37 | Car | Summer | No | Music | Country |
| 38 | Bus | Winter | No | Mathematics and statistics | Pop |
| 39 | Car | Spring | No | Art | Classical |
| 40 | Car | Winter | Yes | Art | Pop |
| 41 | Walk | Summer | Yes | Physical education | Rap/Hip-hop |
| 42 | Bus | Winter | Yes | Physical education | Gospel |
42
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
82
| 43 | Bus | Summer | No | Art | Other | Invisibility |
|---|---|---|---|---|---|---|
| 44 | Car | Summer | Yes | Computers and technology | Other | Freeze time |
| 45 | Car | Fall | Yes | Science | Pop | Fly |
| 46 | Car | Summer | Yes | Music | Rap/Hip-hop | Fly |
| 47 | Car | Spring | No | Science | Rap/Hip-hop | Invisibility |
| 48 | Bus | Spring | No | Music | Pop | Telepathy |
| 49 | Car | Summer | Yes | Social studies | Techno/ Electronic | Telepathy |
| 50 | Car | Summer | Yes | Physical education | Pop | Telepathy |
| 51 | Car | Spring | Yes | Other | Other | Telepathy |
| 52 | Car | Summer | No | Art | Pop | Fly |
| 53 | Car | Summer | Yes | Other | Pop | Telepathy |
| 54 | Car | Summer | Yes | Physical education | Rap/Hip-hop | Invisibility |
| 55 | Bus | Summer | Yes | Physical education | Other | Super strength |
| 56 | Car | Summer | No | Science | Rap/Hip-hop | Invisibility |
| 57 | Car | Winter | No | Languages | Rap/Hip-hop | Super strength |
| 58 | Car | Fall | Yes | English | Pop | Fly |
| 59 | Car | Winter | No | Science | Pop | Telepathy |
| 60 | Car | Summer | No | Art | Pop | Invisibility |
| 61 | Car | Summer | Yes | Other | Pop | Freeze time |
| 62 | Bus | Spring | No | Science | Pop | Fly |
| 63 | Car | Winter | Yes | Mathematics and statistics | Other | Freeze time |
| 64 | Car | Summer | No | Social studies | Classical | Fly |
| 65 | Car | Winter | Yes | Science | Pop | Telepathy |
| 66 | Car | Winter | No | Science | Rock and roll | Fly |
| 67 | Car | Summer | No | Mathematics and statistics | Rap/Hip-hop | Super strength |
| 68 | Car | Fall | No | Music | Rock and roll | Super strength |
| 69 | Car | Spring | No | Other | Other | Invisibility |
| 70 | Car | Summer | Yes | Mathematics and statistics | Rap/Hip-hop | Telepathy |
| 71 | Car | Winter | No | Art | Other | Fly |
| 72 | Car | Spring | Yes | Mathematics and statistics | Pop | Telepathy |
| 73 | Car | Winter | Yes | Computers and technology | Techno/ Electronic | Telepathy |
| 74 | Walk | Winter | No | Physical education | Techno/ Electronic | Fly |
| 75 | Walk | Summer | No | History | Rock and roll | Fly |
| 76 | Skateboard/ Scooter/ Rollerblade | Winter | Yes | Computers and technology | Techno/ Electronic | Freeze time |
| 77 | Car | Spring | Yes | Science | Other | Telepathy |
| 78 | Car | Summer | No | Music | Rap/Hip-hop | Invisibility |
| 79 | Car | Summer | No | Social studies | Pop | Invisibility |
| 80 | Car | Summer | No | Other | Rap/Hip-hop | Telepathy |
| 81 | Walk | Spring | Yes | History | Rap/Hip-hop | Invisibility |
| 82 | Car | Summer | No | Art | Pop | Invisibility |
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
125
| 83 | Walk | Spring | No | Languages | Jazz |
|---|---|---|---|---|---|
| 84 | Car | Fall | No | History | Jazz |
| 85 | Car | Summer | No | Physical education | Rap/Hip-hop |
| 86 | Car | Spring | No | Mathematics and statistics | Pop |
| 87 | Bus | Spring | Yes | Art | Pop |
| 88 | Car | Winter | No | Mathematics and statistics | Other |
| 89 | Car | Summer | Yes | Physical education | Country |
| 90 | Bus | Summer | No | Computers and technology | Other |
| 91 | Car | Winter | No | History | Pop |
| 92 | Walk | Winter | No | Science | Classical |
| 93 | Bicycle | Summer | No | Physical education | Pop |
| 94 | Car | Summer | No | English | Pop |
| 95 | Car | Summer | Yes | Physical education | Pop |
| 96 | Car | Winter | No | Science | Other |
| 97 | Car | Winter | No | Other | Rap/Hip-hop |
| 98 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 99 | Car | Spring | No | Music | Classical |
| 100 | Car | Spring | Yes | Science | Gospel |
| 101 | Car | Summer | Yes | History | Pop |
| 102 | Car | Winter | Yes | English | Country |
| 103 | Car | Spring | No | Computers and technology | Other |
| 104 | Car | Winter | No | History | Other |
| 105 | Car | Fall | No | Music | Pop |
| 106 | Car | Fall | No | Science | Pop |
| 107 | Car | Winter | No | Art | Heavy metal |
| 108 | Car | Spring | Yes | Science | Rock and roll |
| 109 | Car | Fall | Yes | Music | Other |
| 110 | Car | Summer | Yes | Social studies | Techno/ Electronic |
| 111 | Car | Spring | No | Physical education | Pop |
| 112 | Car | Summer | No | Physical education | Pop |
| 113 | Car | Summer | Yes | Social studies | Pop |
| 114 | Car | Summer | Yes | Computers and technology | Gospel |
| 115 | Car | Winter | Yes | Other | Rap/Hip-hop |
| 116 | Car | Summer | Yes | Science | Country |
| 117 | Car | Fall | | Music | Country |
| 118 | Walk | Summer | No | History | Pop |
| 119 | Car | Spring | Yes | Art | Pop |
| 120 | Car | Fall | Yes | Physical education | Rap/Hip-hop |
| 121 | Car | Spring | No | Music | Rock and roll |
| 122 | Car | Fall | No | Art | Pop |
| 123 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 124 | Walk | Summer | No | Computers and technology | Pop |
| 125 | Car | Fall | No | Art | Pop |
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
166
| 126 | Bicycle | Spring | No | Science | Pop | Invisibility |
|---|---|---|---|---|---|---|
| 127 | Car | Summer | No | Social studies | Gospel | Fly |
| 128 | Bicycle | Winter | No | Social studies | Rap/Hip-hop | Fly |
| 129 | Car | Summer | Yes | Mathematics and statistics | Pop | Invisibility |
| 130 | Car | Fall | Yes | Mathematics and statistics | Country | Telepathy |
| 131 | Car | Winter | Yes | Music | Gospel | Super strength |
| 132 | Rail (Train/Tram/ Subway) | Fall | Yes | Art | Other | Fly |
| 133 | Walk | Summer | No | Social studies | Pop | Invisibility |
| 134 | Car | Summer | Yes | Music | Pop | Freeze time |
| 135 | Car | Winter | No | Mathematics and statistics | Pop | Telepathy |
| 136 | Car | Fall | Yes | Music | Pop | Telepathy |
| 137 | Car | Summer | Yes | Computers and technology | Other | Freeze time |
| 138 | Car | Summer | Yes | Physical education | Pop | Telepathy |
| 139 | Car | Summer | Yes | Social studies | Other | Telepathy |
| 140 | Car | Spring | Yes | Physical education | Other | Freeze time |
| 141 | Car | Fall | Yes | Science | Country | Telepathy |
| 142 | Car | Spring | Yes | Science | Pop | Invisibility |
| 143 | Car | Summer | No | Other | Rap/Hip-hop | Freeze time |
| 144 | Car | Summer | No | Other | Other | Fly |
| 145 | Car | Summer | No | Languages | Pop | Freeze time |
| 146 | Car | Summer | Yes | Physical education | Pop | Telepathy |
| 147 | Bus | Winter | No | History | Country | Invisibility |
| 148 | Car | Spring | No | Computers and technology | Other | Telepathy |
| 149 | Bus | Winter | Yes | Science | Pop | Invisibility |
| 150 | Car | Summer | No | Social studies | Rap/Hip-hop | Invisibility |
| 151 | Car | Summer | No | Physical education | Pop | Invisibility |
| 152 | Car | Summer | Yes | Physical education | Pop | Super strength |
| 153 | Car | Summer | No | Mathematics and statistics | Pop | Fly |
| 154 | Car | Summer | No | Art | Rap/Hip-hop | Freeze time |
| 155 | Car | Winter | Yes | Other | Classical | Freeze time |
| 156 | Car | Summer | Yes | Computers and technology | Other | Telepathy |
| 157 | Car | Spring | No | Other | Pop | Freeze time |
| 158 | Car | Winter | Yes | Music | Country | Fly |
| 159 | Car | Winter | No | History | Jazz | Invisibility |
| 160 | Car | Spring | Yes | History | Pop | Fly |
| 161 | Car | Winter | Yes | Mathematics and statistics | Other | Telepathy |
| 162 | Car | Fall | No | Science | Country | Invisibility |
| 163 | Car | Winter | No | Science | Other | Fly |
| 164 | Car | Summer | No | Science | Pop | Fly |
| 165 | Skateboard/ Scooter/ Rollerblade | Spring | Yes | Social studies | Other | Freeze time |
| 166 | Car | Winter | Yes | Art | Rap/Hip-hop | Fly |
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
200
| 167 | Car | Summer | Yes | Other | Pop |
|---|---|---|---|---|---|
| 168 | Car | Summer | No | English | Pop |
| 169 | Car | Summer | No | Other | Pop |
| 170 | Car | Summer | Yes | Physical education | Techno/ Electronic |
| 171 | Car | Summer | No | Art | Pop |
| 172 | Car | Summer | No | Physical education | Rap/Hip-hop |
| 173 | Car | Winter | Yes | Mathematics and statistics | Other |
| 174 | Bus | Summer | Yes | Music | Pop |
| 175 | Car | Winter | No | Art | Pop |
| 176 | Car | Fall | No | Science | Rap/Hip-hop |
| 177 | Car | Winter | Yes | Social studies | Pop |
| 178 | Car | Fall | No | Art | Other |
| 179 | Bus | Spring | No | Physical education | Country |
| 180 | Car | Winter | No | Music | Other |
| 181 | Bus | Summer | No | Computers and technology | Rap/Hip-hop |
| 182 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 183 | Car | Summer | Yes | Music | Other |
| 184 | Car | Spring | No | Science | Rap/Hip-hop |
| 185 | Rail (Train/Tram/ Subway) | Summer | No | Physical education | Other |
| 186 | Car | Summer | Yes | Mathematics and statistics | Rap/Hip-hop |
| 187 | Bus | Winter | Yes | Mathematics and statistics | Other |
| 188 | Car | Summer | No | Mathematics and statistics | Other |
| 189 | Rail (Train/Tram/ Subway) | Fall | Yes | Music | Jazz |
| 190 | Car | Summer | Yes | Science | Pop |
| 191 | Car | Summer | Yes | Science | Techno/ Electronic |
| 192 | Car | Spring | Yes | Physical education | Rap/Hip-hop |
| 193 | Car | Summer | Yes | Physical education | Rap/Hip-hop |
| 194 | Car | Winter | No | Physical education | Rap/Hip-hop |
| 195 | Car | Winter | No | Music | Jazz |
| 196 | Walk | Summer | Yes | History | Country |
| 197 | Car | Spring | No | History | Rap/Hip-hop |
| 198 | Car | Fall | Yes | Other | Pop |
| 199 | Car | Spring | Yes | Science | Other |
| 200 | Bicycle | Winter | Yes | Other | Rap/Hip-hop |
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. eureka-math.org
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. | <urn:uuid:5da9e4ad-e531-4af6-a92f-9dfb5a6098d6> | CC-MAIN-2019-47 | https://www.engageny.org/sites/default/files/downloadable-resources/2019/May/math-g7-m5-topic-c-lesson-20-teacher.pdf | 2019-11-12T16:29:33 | crawl-data/CC-MAIN-2019-47/segments/1573496665575.34/warc/CC-MAIN-20191112151954-20191112175954-00164.warc.gz | 781,415,076 | 10,446 | eng_Latn | eng_Latn | 0.971665 | eng_Latn | 0.997885 | [
"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 | [
2471,
4877,
7976,
11730,
13421,
15379,
16206,
18374,
19799,
20090,
22655,
25495,
27949,
30875,
32978
] | [
4.75,
2.09375
] | 1 | 0 |
Please look in your garden, street or on a local walk and see if you can find these plants and animals. What can you find out about them? If you want to know more click on the links!
Grape hyacinth
Information from our Expert, Senior Gardener Peter Wood:
Latin name: Muscari
armeniacum.
Woodlouse ✓
Where was it?
Blackbird
Scientific name:
Turdus merula
Rose
Where was it?
SILVER AWARD WELL DONE!
... Muscari providing spring colour in an old Rockery bed. These Grape hyacinths thrive on complete neglect and will rapidly naturalise in the right conditions. Often being planted around the edges of rich soiled garden borders, some may say they are too leafy and hang around for too long after the flowers finish. Poor, thin, nutrient-deficient soils are the perfect conditions for them. That dry, dusty patch under a deciduous tree that you struggle to grow the lawn under is probably perfect for a sea of deep blue flowers every spring. My recommendation;keep them out of your flower borders, the soil is probably way too good for them. Grow them in that strip of rubbish dusty soil by the path down to the shed...
Did you know?
* Woodlice have gills (like a sea creature!)
* Female woodlice have a pouch like a kangaroo
* They have lots of names including stinky pig!
* They are brilliant recyclers!
t
Find out more here: https://www.discoverwildlife.com/animal-facts/insectsinvertebrates/facts-about-common-rough-woodlouse/ and here: https://www.dkfindout.com/uk/animals-and-nature/crustaceans/woodlice/
There are many different types of rose. Some are named after people or special occasions. What's your favourite name?
https://
www.countrygardenroses.co.uk/
Find out more about the blackbird by clicking on the link below.
Did you know rose petals are edible? Here you can make crystallised rose petals or rose flavoured cupcakes. Enjoy!
https://www.bakingmad.com/ baking-tips/decoration/how-tomake-crystallised-rose-petals
Listen to the song here. See if you can hear it (or other common birds) in your garden.
i
ht ps://www.woodlandtrust.org.uk/ trees-woods-and-wildlife/animals/ birds/blackbird/
ht ps://www.woodlandtrust.org.uk/ blog/2019/04/ident fy-bird-song/
DRAW A FACE ON THE SUN! | <urn:uuid:f582203b-e325-4fcc-82ce-48a2f8d65498> | CC-MAIN-2024-46 | https://www.plumpton.ac.uk/fileadmin/uploads/plumpton/Documents/OGB_ND_Silver_Level_2_-_info___links.pdf | 2024-11-11T17:02:51+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028235.99/warc/CC-MAIN-20241111155008-20241111185008-00525.warc.gz | 878,080,484 | 542 | eng_Latn | eng_Latn | 0.996564 | eng_Latn | 0.996564 | [
"eng_Latn"
] | false | docling | [
2223
] | [
2.203125
] | 1 | 0 |
Johnston Community School District Standards & Benchmarks
Biotechnology High School
1.0 Understands and applies the skills of scientific inquiry.
1.1 Uses scientific inquiry to design, conduct, and analyze scientific investigations.
1.2 Identifies questions and concepts that guide scientific investigations.
1.3 Understands that different kinds of questions suggest different kinds of investigations.
1.4 Uses appropriate models when necessary.
1.5 Develops hypothesis.
1.6 Identifies controls and variables.
1.7 Designs and executes scientific investigations.
1.8 Selects and uses appropriate tools, technology and techniques to gather data.
1.9 Makes appropriate qualitative and quantitative observations.
1.10 Recognizes the importance of multiple trials with reproducible results.
1.11 Organizes data and observations efficiently, including creating appropriate tables and graphs.
1.12 Analyzes and evaluates the data and observations.
1.13 Integrates data and observations to draw appropriate conclusions.
1.14 Accounts for errors in investigations.
1.15 Uses evidence to infer possible applications or extensions for further inquiry.
1.16 Uses various methods to communicate experimental methods, observations, results, and interpretations.
1.17 Learns how to correctly debate ethical issues.
1.18 Learns to evaluate an ethical argument.
1.19 Uses proper documentation and citing of a lab notebook.
1.20 Uses appropriate safety procedures when conducting investigations.
1.21 Recognizes that safety concerns change with different procedures.
3.0 Understands and applies concepts, principles and theories pertaining to life and its interactions.
3.1 Understands and applies knowledge of the cell and its processes.
3.2 Identifies cell structures.
3.3 Describes protein synthesis.
3.4 Describes transformation.
3.5 Describes DNA replication.
3.6 Describes gene regulation and expression.
3.7 Understands and applies knowledge of the molecular basis.
3.8 Demonstrates restriction mapping in lab.
3.9 Describes the different types of mutations.
3.10 Explains evolution of antibiotic resistant bacteria.
3.11 Understands the identification and structure of living organisms.
3.12 Explains the role plasmids play in genetics.
3.13 Explains the role bacteria play in genetics.
4.0 Understands and applies concepts and theories pertaining to matter, its composition and the forces that govern it.
4.1 Understands and applies knowledge of chemical reactions.
4.2 Understands the difference between solute, solvent and solution.
4.3 Identifies factors that effect solubility (like dissolve likes).
4.4 Determines the concentration of a solution in molarity, ppm, and percent solution.
4.5 Determines the dilution of a solution.
5.0 Understands the nature of science.
5.1 Understands how science develops and changes over time.
5.2 Describes and demonstrates the use of NCIB site.
5.3 Understands the dynamic relationship between science and society.
5.4 Explains how genetic fiber printing has changed society.
5.5 Explains how bioethics influences society. | <urn:uuid:ec298e59-b024-4a90-ae7e-d6ead58a5654> | CC-MAIN-2024-22 | https://johnstoncsd.b-cdn.net/wp-content/uploads/2016/09/science-biotechnology.pdf | 2024-05-21T07:58:46+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058385.38/warc/CC-MAIN-20240521060250-20240521090250-00673.warc.gz | 278,939,859 | 1,844 | eng_Latn | eng_Latn | 0.98741 | eng_Latn | 0.987574 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1820,
3064
] | [
3.984375
] | 1 | 0 |
Johnston Community School District Standards & Benchmarks
Science Fifth Grade
1.0 Understands and applies the skills of scientific inquiry.
1.1 Generates questions that can be answered through scientific investigations.
1.2 Identifies questions that can be answered with scientific questions.
1.3 Asks questions that they can answer with scientific knowledge combined with their own observations/investigations.
1.4 Recognizes that different kinds of questions lead to different types of investigations.
1.5 Designs and conducts scientific investigations.
1.6 Develops hypothesis.
1.7 Designs and execute investigations.
1.8 Uses appropriate equipment for the investigation.
1.9 Performs different kinds of investigations depending on the scientific question.
1.10 Recognizes the importance of multiple trials with reproducible results.
1.11 Summarizes observations.
1.12 Selects and uses appropriate tools, technology, and techniques to gather, analyze, and interpret data.
1.13 Selects and uses a variety of tools to appropriately gather, analyze, and interpret data.
1.14 Uses appropriate tools to measure and record length, weight, volume temperature time, cycles, and area.
1.15 Records data and calculations correctly.
1.16 Organizes data and observations efficiently.
1.17 Creates appropriate data tables with labels.
1.18 Creates appropriate graphs with label.
1.19 Identifies dependent and independent variable on graphs – Appropriately uses X and Y axis.
1.20 Uses evidence to develop and revise descriptions, explanations, predictions, and models.
1.21 Bases explanations on observations.
1.22 Uses evidences to construct a logical argument for their explanation.
1.23 Uses evidence to infer possible applications of extensions for further inquiry.
1.24 Accounts for errors in investigations.
1.25 Identifies cause and effect relationships.
1.26 Identifies the purpose and appropriate use of models.
1.27 Communicates and defends procedures, explanations, and scientific arguments.
1.28 Uses various methods to communicate methods, observations, results and interpretations.
1.29 Communicates, critiques, and analyzes their work and the work of others.
1.30 Recognizes and analyzes alternative predictions, explanations, and models.
1.31 Recognizes, considers, and acknowledges different ideas and explanations.
1.32 Engages in discussion and arguments that result in revision of explanation.
1.33 Uses scientific criteria to find preferred explanations.
1.34 Summarizes how conclusions and ideas change as new knowledge is gained.
1.35 Uses appropriate safety procedures when conducting investigations.
1.36 Recognizes that safety concerns and procedures change with differing scientific procedures.
1.37 Knows the locations and appropriate uses of the safety equipment in the classroom.
1.38 Uses appropriate safety procedures when conducting investigations.
2.0 Understands and applies scientific concepts, principles, and theories pertaining to Earth and the Universe.
2.1 Recognizes the different properties and uses of earth materials (Not assessed at this grade level).
2.2 Understands the processes and changes on or in the earth's land, oceans and atmosphere.
2.3 Demonstrates changes of the Earth's surface due to erosion, weathering, and plate tectonics.
2.4 Compares and contrasts slow (i.e. erosion and weathering) and rapid (i.e. landslides, floods, volcanoes, and earthquakes) changes of the Earth's surface.
2.5 Understands weather and weather patterns (Not assessed at this grade level). 2.6 Understands fossil evidence of past life on Earth (Not assessed at this grade level).
2.7 Understands the properties, movements, and locations of objects in our solar system (Not assessed at this grade level).
3.0 Understands and applies concepts, principles and theories pertaining to life and its interactions.
3.1 Understands and demonstrates knowledge of structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats (Not assessed at this grade level).
3.2 Understands the relationship between living things and their environment (Not assessed at this grade level).
3.3 Demonstrates knowledge of environmental stewardship.
3.4 Understands the necessity of the conservation of natural resources and environmental awareness.
3.5 Knows that human behavior can affect earth processes and systems.
3.6 Understands and demonstrates knowledge of basic human body systems and how they work together (Not assessed at this grade level).
4.0 Understands and applies concepts and theories pertaining matter, its composition and the forces that govern it.
4.1 Understands and applies knowledge of the structure and properties of matter.
4.2 Demonstrates that substances have characteristics properties.
4.3 Uses tools to measure the properties of substances.
4.4 Uses magnifiers to observe properties and parts of materials.
4.5 Describes how a mixture of substances can be separated into the original substances using one or more of the characteristic properties.
4.6 Understands the unique properties of solutions.
4.7 Understands the concepts of conservation of mass/matter.
4.8 Demonstrates that a compound can be made by combining two or more materials and that it has properties that are different from the original materials. 4.9 Understands that many different substances can be made from a small number of basic materials.
4.10 Understands that when something is broken into parts, the parts have the same total mass as the original item.
4.11 Identifies characteristics of a simple chemical change. When a new material is made by combining two or more materials, it has chemical properties that are different from the original materials (burning paper, vinegar and baking soda).
4.12 Compares the characteristics of simple physical and chemical changes.
4.13 Demonstrates knowledge of states of matter and changes in states of matter.
4.14 Observes that matter can exit in all three states (solid, liquid, and gas).
4.15 Describes how matter changes state by heating and cooling (perhaps add) (heating or cooling can change water from one state to another and the change is
reversible).
4.16 Understands and applies knowledge of motion and forces.
4.17 Demonstrates the motion of an object can be described by its position, direction of motion and speed.
4.18 Measures and represents motion of an object on a graph.
4.19 Understands that forces cause changes in speed or direction of movement.
4.20 Describes the forces that directly affect objects and their motion.
4.21 Describes the relationship between mass and applied force (the more massive an object, the less effect a given force will have in changing its motion).
4.22 Understands the characteristic properties of sound, light, electricity, magnetism, and heat (Not assessed at this grade level).
5.0 Understands the Nature of Science.
5.1 Understands how science develops and changes over time.
5.2 Understands that people continue inventing new ways of doing things, solving problems, and getting work done (social studies link: cotton gin).
5.3 Understands the dynamic relationship between science and society.
5.4 Knows that human behavior can affect Earth processes and systems.
5.5 Describe how technology affects human life.
5.6 Describes how technology can extend human abilities (move things and to extend senses).
5.7 Investigates how technology and inventions change to meet peoples' needs and wants.
5.8 Investigates positive/negative impacts of human activity and technology on the environment. | <urn:uuid:c0958d63-7448-4e7e-bb4d-9e59222a3e9e> | CC-MAIN-2024-22 | https://johnstoncsd.b-cdn.net/wp-content/uploads/2016/09/science-5.pdf | 2024-05-21T07:12:45+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058385.38/warc/CC-MAIN-20240521060250-20240521090250-00674.warc.gz | 283,025,523 | 5,148 | eng_Latn | eng_Latn | 0.99192 | eng_Latn | 0.992597 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1764,
4518,
6847,
7560
] | [
4.53125
] | 1 | 0 |
SS332O/ World History 1-2 Syllabus
Course Title------ World History 1-2
Course Number------ SS332O
Grades:------ 10-11
High School Credit Value:------ 0.5
Prerequisites:------
Successful completion of World History 1
(SOC 471).
Course Length:------ Regular courses: 17 weeks
CR: 9-17 weeks.
Course Time:------
Regular courses: 17 week schedule: 75 - 90 minutes per school day (6-7.5 hours per
week)
Credit Retrieval: 75 - 90 minutes per school day (6-7.5 hours per week) until course completion.
{ Course Description }
This course utilizes the Compass Learning Odyssey social studies program and emphasizes relating social studies concepts to the real world to give students perspective and understanding of the world they're about to enter as adults. This one-semester course is a study of the major cultures of the world. It traces the evolution of political, social, cultural, religious, technological, and economic institutions from 1750 to the present.
Key Features include:
* Presents history as a narrative, with components that intertwine
* Emphasizes thematic as well as chronological elements
* Ties social studies concepts to real-world examples to give students perspective and understanding
* Features a toolkit which includes a document set, atlas, glossary, biographies, and a timeline of significant events
Course Materials:
Computer and sound card with speakers and/or earphones are strongly recommended.
State Alignments
Washington State Standards guided the design of the course. Learning expectations are found within the course itself.
World History 2
GRADE(S)/LEVELS SUBJECT Power Standards
| PS 2 Understands and analyzes the organization and reorganization of human societies, 600 B.C.E. – 600 C.E. | Covered in World History 1 |
|---|---|
| PS 3 Understands and analyzes regional and trans- regional interactions, 600 C.E. – c. 1450. | Covered in World History 1 |
| PS 4 Analyzes and understands global interactions c. 1450 – c. 1750. | Covered in World History 1 |
| PS 5 Analyzes and understands industrialization and global integration c. 1750 – c. 1900. | Units 1 and 2 |
| PS 6 Analyzes and understands accelerating global change and realignment c. 1900 to the Present. | Units 3 through 6 |
appropriate arguments.
Course Outline
1750-1914
An Age of Revolution - 2 weeks
Parallel Revolutions -1 week
Industrialization and Imperialism -1 week
The Coming of War -1 week
1914-Present
Revolution in Mexico -1 week
World War I -2 weeks
Between the Wars -1 week
World in Upheaval -1 week
Coming of World War II -2 weeks
World War II -2 weeks
Postmodern Era -1 week
The New Century -2 weeks
Course Work
Course work consists of 4 types of assignments:
1. Study sections come just before each quiz. They are not worth points, BUT act as an interactive textbook for the course.
2 . Activity Quizzes (AQ)-which are worth a possible 5 points(can be retaken three times)
3 . Lesson Quizzes (LQ) - which are worth a possible 20 points (can only be retaken once!)
4 . Chapter Tests -which are worth a possible 40 points (can only be retaken once!).
Grading
Grades are based on successful completion of all assignments. Be sure to check the Online Gradebook weekly to see how you're progressing. The grading scale is listed above. Each assignment may be
revised/resubmitted (under the terms noted above under Course Work) in order to earn additional points.
A = 90 - 100%
B = 80 - 90%
C = 70 - 80%
F = 0 - 69.9%
Occupational Credit:
This course may qualify for *occupational credit. Please consult your school counselor for further clarification.
*Please note that FLA901 (Sign Language) does not qualify for occupational credit.
Copyright Internet Academy (iAcademy.org), Federal Way School District, WA | <urn:uuid:02e21a7e-6c4b-4b9a-9ec2-714238e1c988> | CC-MAIN-2019-43 | https://www.iacademy.org/wp-content/uploads/2014/08/SS332O-World-History-1-2-Syllabus.pdf | 2019-10-16T00:39:29Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00307.warc.gz | 896,944,509 | 916 | eng_Latn | eng_Latn | 0.953025 | eng_Latn | 0.983351 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1634,
2245,
3312,
3771
] | [
2.21875
] | 1 | 0 |
Campaign briefing
Towards a just energy system The struggle to end energy injustice
October 2014
We live in a world of energy injustice. While multinational corporations drive the world towards dangerous climate change, consuming more energy than entire nations, one in five people globally live without electricity because they are unable to access it, and millions more go without because they cannot afford to pay for it. In Africa, only 10 per cent of those living in rural areas have access to electricity.
dependence on dirty fossil fuels that cause displacement, health problems and pollute people's environment.
But it is possible for everyone to access the energy we need while tackling climate change if we have a system where energy is fairly distributed, democratically controlled and managed, recognising environmental limits.
Meanwhile, governments and institutions like the World Bank continue to impose a model of development on impoverished countries that force them to hand control of their energy systems over to multinational companies that prioritise their profits over the needs of people. The result is usually a failure to improve energy access, and continued
There's no one-size-fits-all solution, but around the world people are using systems which give them control over energy. Examples include small-scale hydro-electricity cooperatives in Indonesia, Bolivia's rural electricity cooperative which supplies over 300,000 households, and decisions to bring the electricity supply back into public hands in Hamburg and other German cities.
A world of energy injustice
One in five people globally lack access to electricity, making it extremely difficult to stay healthy or obtain a good education. Lack of energy access often disproportionally affects women and girls because they tend to be responsible for time-consuming fuel collection and cooking where they are exposed to indoor air pollution.
Energy access is political. Like with food, much of the mainstream discourse on energy starts from the assumption that there is 'not enough' of it. This is a fallacy. Energy injustice has many causes but a lack of energy resources is not one of them. Indeed, some of the countries with the lowest energy access rates are the ones most endowed with energy resources.
For example, more than half of people (and 90 per cent of the rural population) of oil-rich Nigeria lack basic access to electricity. Over a quarter of people in Indonesia, the world's biggest exporter of coal, go without electricity, with access rates even lower on the two islands of Kalimantan and Sumatra where most of the coal is mined.
The reality is that there are important structural reasons for why so many people go without basic access to electricity in the 21st century. Lack of infrastructure means that for many people, the means to access electricity does not exist. Many more have connections but are unable to afford the energy they need, as private companies hike energy prices to unaffordable levels.
Privatisation
Around the world, the provision of people's essential energy needs has increasingly become the sphere of profiteering companies. Back in the 1970s, electricity privatisation was almost unheard of, but by 2000, on the back of policies promoted through the World Bank, dozens of countries had privatised their energy sectors. This has put the control of energy in the hands of unaccountable corporations that prioritise their profits over our needs.
Far from introducing greater efficiency, almost everywhere privatisation has taken place has seen energy prices soar to the detriment of the poor who struggle to afford the bills. For example, research has found that privatisation in Nicaragua led to huge price hikes of over 50 per cent despite very little new investment. In the UK, electricity prices have risen eight times faster than earnings in the last three years with the result that increasing numbers of people cannot afford the energy they need.
Rising bills are not the only reason privatisation is a threat. In countries with low connection rates, private companies are less likely to invest in the infrastructure necessary to get energy to impoverished rural communities. This is because privatised energy companies will always prioritise what is profitable at the expense of what is socially necessary. So instead of spending money on infrastructure to reach rural communities that will not consume large quantities of energy, resources tend to be diverted to meet the needs of large energy users who do: big business and heavy industry.
The reason many countries have been privatising their energy sectors partly lies with the 'development' agenda pursued by government aid agencies and development finance institutions. The UK's Department for International Development (DfID) openly states that it seeks to "lobby partners on trade liberalisation [and] deregulation". Sometimes this support for market solutions has extended to direct support for privatisation programmes. For example, in Nigeria, DfID has put £100 million into helping Nigeria sell its electricity system to the highest bidder through the Nigerian Infrastructure Advisory Facility.
Where governments recognise that privatised energy companies have failed to invest in infrastructure and pushed up prices, there is often little they can do to reverse the damage. International trade and investment agreements protect the interests of foreign investors if a country decides to take back control, or even limit price hikes. Argentina was forced to pay huge compensation
Energy injustice in figures
1,300,000,000
The number of people globally living without electricity
99%
The proportion of rural Malawians who don't have electricity
68%
The proportion of people in sub-Saharan Africa without electricity
5 days
How long it takes the average UK resident to emit as much carbon as the average person from Madagascar does in a year
44%
The proportion of South Africa's electricity used by just 36 companies
16%
The proportion of South Africa's electricity used by all of its 53 million people
2,300,000
The number of households in England which live in fuel poverty
Members of the community inspect a hydro-electric turbine in Palanggaran, Indonesia
packages to foreign energy companies by an international tribunal when it froze energy prices, a move that was deemed to have harmed the profits of the company.
produced is being sold at a discounted rate to Walmart.
Energy for big business not people
Another problem is that in many countries of the global south much of the energy that is generated goes to big companies producing products for export. In most cases, this does little or nothing to reduce poverty or enable the majority of the population to meet their energy needs.
Industrial activities such as mining and aluminium production can be very energy intensive. For example, in Mozambique, the Mozal aluminium smelter uses 45 per cent of the country's electricity while 80 per cent of the population has no access. The aluminium is mostly exported, with 13.5 per cent of it coming to the UK.
In South Africa, 15 per cent of the population has no access to electricity and many more cannot afford to pay the bills. Yet just one company, BHP Billiton, uses up as much electricity as two thirds of the population while paying a tariff so low that the South African energy company Eskom makes a 50 per cent loss on power provided to the company.
In Mexico, multinational corporations have been building large wind farms on land belonging to indigenous people without their permission. One of them, the La Mata and La Ventosa wind park, which is partly financed by UK aid money, produces enough electricity to power 160,000 homes. But rather than meeting the energy needs of local people (7 per cent of who do not have any access to electricity), the power
Across the world, a network of huge ports, railways, oil and gas pipelines pump fossil fuels out of impoverished countries to the global north. Every year in Nigeria, where most people don't have electricity, multinational companies like Shell and Exxon-Mobil pump out enough oil to power the country many times over. Now a proposal for the Trans-Saharan Gas Pipeline is being put forward which would stretch 4,128 km through Nigeria, Niger and Algeria to facilitate more energy exports. Major corporations including Shell and Total are vying for a slice of the profits that they can make from supplying European markets through this project.
Impacts of corporate-controlled energy systems
Despite making vast profits from our energy systems, the companies involved are keeping us locked into ways of producing energy that have devastating impacts on our communities and those elsewhere.
Fossil fuel projects in the global south are often resisted because local people have to deal with problems like pollution and the loss of land or livelihoods without gaining access to the energy produced. For example, three huge coal power stations are being built in Mundra, in the Indian state of Gujurat which will cost local fishermen their livelihoods. Much of the energy produced, however, will be going to power a 'special economic zone' for export industries. In Bangladesh, the Phulbari coal mine is being fiercely resisted as it could displace up to 220,000 people, depriving them of
Earthlife South Africa members picket outside Anglo American headquarters in Johannesburg
their land in an area where 80 per cent of local people have land-based livelihoods.
Closer to home, communities across the UK have united to resist plans to develop fracking in their local area. They are contesting local air and water pollution, disruption from the large tankers that service the sites and the contribution to climate change that fracking will cause. And challenging the idea that fracking will provide more equitable energy. The only beneficiaries look set to be landowners and the fracking companies themselves.
Climate change hits the poorest hardest. Around the world, millions are already seeing falling crop yields, increased drought and flooding. These are problems that are only going to get worse.
But it is a problem that the people suffering the effects in the global south have had almost no part in creating. The vast majority of fossil fuels are burned by rich countries like the UK. Germany (population: 81 million) emits more carbon than the whole of sub-Saharan Africa (population: 937 million). What carbon is emitted in the global south is mostly for the benefit of elites there or abroad.
Lack of finance
Providing electricity to a population, especially if it is predominantly rural, is not cheap and some countries simply do not have the resources to do this. This can be compounded in cases where aid money comes with conditions attached that precludes large scale state investment in publically-owned energy infrastructure, instead favouring economic liberalisation and privatisation.
Examples from around the world show that the private sector fails to invest in infrastructure to enable energy access for all. But where it doesn't already exist, such infrastructure could be provided through public investment from progressive taxation (which could include a global tax on aviation and shipping) or climate finance from rich countries.
Industrialised countries like the UK got rich by burning cheap fossil fuels and causing climate change. Impoverished countries bear none of this responsibility but are feeling the effects of the changing climate most acutely. As a result, global justice campaigners demand that rich countries compensate them for the damage they've caused by providing enough climate finance to secure clean energy access for all.
The UK pays lip service to the need to provide climate finance and the principle of 'common but differentiated responsibility' for climate change. However, much of this money has been siphoned off to the private sector through schemes such as the £130 million 'Climate Public Private Partnership' (CP3) fund or put through the World Bank as loans, further increasing the debt burden on southern countries.
Alternatives to corporate energy
The question of what a just and sustainable energy system would look like is complex. There are no easy answers or one-size-fits-all solutions. A range of approaches will be needed depending on the local context and specific needs of different communities.
But social movements and campaigners across the world agree that everyone should be able to enjoy their right to enough energy to meet their essential needs, and that we need to find ways of ensuring this without destroying the planet. There is also broad agreement that the corporate control of energy is usually a bad thing.
Off-grid cooperatives
Small-scale, off-grid, renewable energy cooperatives involve a community owning and maintaining solar panels, wind turbines or other technology to provide energy access for themselves.
They are relatively easy to set up if funding is available and provide true community control over energy. These sorts of projects have an important role to play in bringing electricity to remote areas and small communities.
For example, in Indonesia, villages in the Mount Halimun region of west Java are equipped with micro-hydro turbines that were set up by Indonesian organisation Ibeka and are run and maintained by the community through a cooperative. The energy generated is cheaper than that bought through the national grid and the cooperative is able to be flexible about payment dates if a household doesn't have enough money one month. The electricity provided helps to meet basic needs, like enabling local children to study in the evenings using electric lights.
However, it is far from clear that these sorts of smallscale projects are sufficient to achieve universal energy access. Small-scale solar generation is becoming more cost effective every year, but it remains more expensive than larger scale renewable energy. Off-grid electricity can also be lower quality than grid electricity. The capacity for energy storage is lower and in the more rudimentary projects, relies on individual households charging batteries which they then have to take home. This may be an improvement over having no electricity at all, but it is not enough to fulfil people's right to access enough energy to meet their needs.
Large-scale cooperatives
Costa Rica has achieved 98 per cent energy access through an energy system mostly based on large scale cooperatives.
These cooperatives may produce electricity themselves or purchase it from a state-owned or private sector supplier. The extent to which members have a say in the running of the cooperative depends on what kind of cooperative it is, and the size of the project. Although some of these older examples like CRE use conventional energy, new cooperatives of this type are overwhelmingly based on renewables.
Being connected to the grid often means lower prices and higher quality and reliability of the electricity supply. In most cases the more democratic structure of cooperatives means that they are much better at representing the needs of local people than large-scale institutions.
However, where infrastructure to generate and distribute electricity to all does not already exist, co-operatives like this are not always able to provide it. But in some cases, such cooperatives may form a basis on which access can be scaled-up through public investment.
Nationalisation and large-scale energy infrastructure investment
Energy cooperatives come in many different forms and can be larger urban enterprises connected to the electricity grid. One of the largest energy cooperatives in the world is the Cooperativa Rural de Electrificación (CRE) in Bolivia, which supplies electricity to over 300,000 households.
In most cases, universal energy access has been achieved through public investment in large-scale energy infrastructure. Indeed, that is what happened in most developed countries. There are many who argue that only the state has the capacity and willingness to invest in
Campaigners in Germany supporting the Energiwende or Energy Transition
enough large scale renewable energy infrastructure to secure universal access.
Municipalisation
Some countries such as Venezuela and Bolivia have indeed renationalised much of their energy infrastructure and distribution systems. Others, like Belarus, never privatised energy generation or distribution. Others still, like India, have retained a state-led system alongside limited (but nevertheless damaging) liberalisation allowing private companies to build power infrastructure.
State-led investment programmes, if run well and in the public interest, can certainly work to increase access to clean energy in the global south. One example is Uruguay, which has an ambitious plan to shift away from using fossil fuels while achieving universal energy access.
The risk with the centralised, big-state model of nationalised energy is that it can be distant from and unaccountable to energy users, and in some cases captured by private interests. For example, in South Africa the state company Eskom has built huge coal power stations that provide cheap energy to multinationals while charging high prices to poor consumers. This is an example of a state adopting market principles when running public services. Many argue for democratic principles to replace this marketisation of energy provision.
Increasingly, giving local government a key role is seen as being a positive alternative to both centralised state systems and smaller-scale community-level projects. Remunicipalisation is about local governments taking back control of key services from the private sector thereby increasing democratic control and often improving services.
Remuncipalisation has allowed local governments to take control of services and utilities such as power and water from the private sector. Around the world, cities including Dar es Salaam, Buenos Aires and Paris have reversed water privatisation.
In the UK, the reversal of the part-privatisation of the London Underground is perhaps the most prominent example of remunicipalisation. The continuing (and highly successful) public ownership of Scottish Water could be seen as another example of a municipalised service happening at regional rather than local level.
In Germany, several cities, most notably Hamburg, have taken back control over their electricity supply and others, including Berlin, have held referendums in which a majority of voters have backed remunicipalisation.
There is a risk that local government-controlled utilities that try to emulate the private sector can fall into many of the same traps as large energy corporations – a criticism of the scheme in Berlin. This shows how important the struggle for democratic control is to fair energy provision.
UK banks and coal
The UK financial sector bears a great deal of responsibility for energy injustice around the world. Banks pour billions of pounds into coal, oil and gas companies every year in the form of loans and the provision of investment banking services, while pension funds (with the help of asset managers like Legal & General or Blackrock) invest in the shares of fossil fuel companies listed on the London Stock Exchange.
WDM has been calling for banks to pull out of coal, which devastates communities where it is mined and causes local and global pollution when it is burned. All the major UK high street banks are invested in the coal industry. The Royal Bank of Scotland and Barclays are the world's third and fourth largest supporters of coal respectively. But the banks with smaller investments are also major players considering their comparatively small size.
Subsidies
Energy justice in the UK
Government subsidies can also have a role to play in encouraging universal access to clean energy. For example, thousands of people across the UK benefit from feed-in tariffs for small-scale solar and wind generation, reducing their bills and helping to increase renewable energy production. While better-off households who own their own home have been best placed to benefit from feed-in tariffs, there have been schemes to enable social housing tenants to benefit too.
Germany has seen a huge increase in renewable generation since 2000 when the Renewable Energy Act was passed. Renewables now account for 23.9 per cent of the German energy mix, an almost fourfold increase from the 2000 figure of 6.6 per cent. Most of this capacity is small-scale and not owned by corporations although households pay for the scheme through their bills rather than through taxation, which would be more progressive since it would allow those with lower incomes to pay less.
A number of developing countries, including Indonesia, Thailand and Uganda have introduced forms of national feed-in tariffs but global justice campaigners have been calling for 'global feed-in tariffs'. These tariffs would use climate finance from rich countries with historically high carbon footprints to subsidise communities in developing countries to produce their own renewable energy.
Unfortunately, far from using climate finance to help communities in this way, rich countries continue to promote the corporate interests that undermine energy justice. For example, the availability of cheap Indian solar panels has enabled communities in some places to take matters into their own hands and create their own electricity supply. In Bangladesh, microfinance available through a local nonprofit organisation has allowed local people to purchase their own cheap Indian solar panels. But in response the US has taken India to World Trade Organisation arbitration for subsidising its solar industry.
The fight against energy injustice is global with thriving campaigns here in the UK.
The fight against the big six
The privatisation of the UK's energy system has been a disaster. Those worst affected are the increasing numbers of people who struggle to pay their bills – which rose by 140 per cent between 2004 and 2012. In the UK, over five million households live in fuel poverty, meaning that they have to spend more than 10 per cent of their income on energy to keep warm. This is the highest level of fuel poverty in Western Europe.
Privatisation has also been bad news for the planet, as 64 per cent of our energy is still derived from fossil fuels and a further 20 per cent comes from nuclear sources, which receives large subsidies while producing harmful waste.
Campaigning groups such as Fuel Poverty Action are fighting for an end to the power of the big six energy firms (British Gas, EDF, E.On, Npower, SSE and Scottish Power) and demanding a transition to affordable, green energy. Activists have protested at company AGMs, lobbied the government and fought against misleading corporate propaganda suggesting that green energy is more expensive than fossil fuels. The reality is that wind energy installed now will be cheaper in the long run than coal. But ultimately the issue must go beyond the type of energy to who controls it. Renewables protect our climate but if controlled by big business they can be still be inequitable.
Green energy cooperatives in the UK
Across the UK, people are leading by example in the fight for clean, affordable, community-controlled energy. In London, Brixton Energy has sourced funding from local people to install solar panels on housing estates, generating renewable energy for the community and funding energy efficiency projects. On a larger scale, Westmill Solar Co-op on the Oxfordshire-Wiltshire border produces electricity equivalent to the needs of 1,400 households.
The government should support these kinds of initiatives instead of promoting big corporate-led schemes which perpetuate dependence on imported fossil fuels that cause destruction where they are extracted and burned.
What can we do?
Here in the UK there are many things we can do as part of the struggle for a more just energy system:
Support struggles in the south. People around the world are fighting against privatised energy and huge fossil fuel companies. We can continue to support communities fighting dirty energy extraction in places like Indonesia, Colombia and Bangladesh.
Use our influence to change the behaviour of UK companies and our government, including:
* Demand our government supports energy justice not corporate control. The Department for International Development has supported privatisation of Nigeria's energy system and the Climate Public Private Partnership (CP3) scheme which has been criticised for prioritising profitability for private investors over effectiveness.
* Get the big banks out of dirty energy. The UK financial sector is one of the major driving forces behind energy injustice globally. Getting the big banks to stop funding coal would be a major first step towards changing this – as our Carbon Capital campaign has been pushing for.
Fuel poverty campaigners in the UK take to the streets
Take action
To find out how you can campaign on energy and climate issues, and challenge corporate power visit www.wdm.org.uk/carbon-capital or call 020 7820 4900
The World Development Movement campaigns against the root causes of poverty. Working in solidarity with activists around the world, we oppose injustice and challenge the policies and institutions which keep people poor.
World Development Movement, 66 Offley Road, London SW9 0LS t: 020 7820 4900 e: firstname.lastname@example.org w: www.wdm.org.uk
* Require tougher regulation on London listed extractives firms. The London Stock Exchange is full of companies that trade on exploitation of other countries' energy resources. WDM and other members of the London Mining Network have been arguing for social and environmental criteria to be introduced to stop coal mining companies that abuse human rights gaining a London listing.
* Call for compensation for countries through more and better climate finance. Rich countries have brought the world to the brink of climate catastrophe. We need to get our governments to realise that they need to provide enough money (over and above the aid budget) to compensate poor countries for this and to help them build renewable energy.
Fight the big six energy firms. The UK's energy system is broken. Our consumption of fossil fuels remains high while poor people freeze due to high bills. We are joining up with organisations like Fuel Poverty Action to fight for a more democratic and equitable energy system in the UK. | <urn:uuid:f542b416-ce93-44f5-ba51-dd6e7efeb889> | CC-MAIN-2019-43 | https://www.globaljustice.org.uk/sites/default/files/files/resources/wdm_energy_justice_briefing.pdf | 2019-10-15T23:49:57Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00307.warc.gz | 875,903,258 | 4,967 | eng_Latn | eng_Latn | 0.998927 | eng_Latn | 0.999085 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1571,
6203,
9398,
13253,
16186,
18984,
23808,
26669
] | [
2.28125,
1.515625
] | 2 | 6 |
GRADE LEVEL: 12th with prerequisite of Biology
TEXT SUMMARY: Water covers 72% of our planet and makes up close to 99% of the living space on Earth. However, we know more about the surface of Mars than we know about the ocean floor. Dive into Exploring Creation with Marine Biology 2nd Edition and discover the living waters that God has placed all around us. Journey to the farthest depths of the ocean to explore life that exists in the most unlikely places. Learn how the ocean ecology is essential to our existence. Creation exists on every part of our planet. There is not one space that our Creator has not touched. Even the ocean floor is intelligently designed in order to support life.
SEMESTER I: QUARTER 1
| Module & Major Themes | Timeline/Summary | Main Themes |
|---|---|---|
| MODULE 1 The Oceans of Our Planet | 2 WEEKS Module 1 provides an intro- duction to the earth’s struc- ture and to ocean geography. Module 1 also introduces the properties of water and the forces that act on the oceans. | • The Geography of the Oceans • The Earth’s Structure • Continental Drift and Plate Tectonics • Plate Interactions • Features of the Ocean Bottom • Properties of Water • Seawater • Salinity, Temperature, and Density • Light in the Sea • Pressure • The Motion of the Ocean • Waves • Tides • Vertical Motion |
| MODULE 2 Life in the Sea | 2 WEEKS Module 2 introduces the stu- dent to life under the water. It provides an in-depth look at the essential elements necessary for life and the reproductive processes that enable life to continue. | • The Process of Life • Photosynthesis • Respiration • Cells • Levels of Organization • The Challenge of Life in the Sea • Diffusion and Osmosis • Temperature • Reproduction in the Sea • Asexual and Sexual Reproduction • Reproductive Strategies • Classifying Life in the Sea |
SEMESTER I: QUARTER 1, continued
| | | • Kingdom Monera • Kingdom Protista: The Unicellular Algae |
|---|---|---|
| MODULE 3 The First Four Kingdoms | 2 WEEKS Module 3 provides a de- tailed look at the Kingdoms Monera, Protista, Fungi, and Plantae. | • Diatoms • Dinoflagellates • Kingdom Protista: The Marine Protozoans • Foraminiferans • Radiolarians • Ciliates • • Kingdom Protista: The • Multicellular Algae • Green, Brown and Red Algae • Reproduction of Multicellular Algae • Kingdom Fungi • Kingdom Plantae • The Seagrasses • Salt Water Marsh Plants • The Mangroves |
| MODULE 4 Marine Invertebrates I | 2 WEEKS Module 4 discusses inverte- brates and vertebrates and provides and in-depth look at many marine invertebrates. | • Phylum Porifera • Phylum Cnidaria • Classes Hydrozoa, Scyphozoa, Anthozoa • • Phylum Ctenophora • • The Bilateral Worms • Phylums Platyhelminthes, Nemertea, Nematoda, Annelida • Class Polychaeta • Lophophorates |
SEMESTER I: QUARTER 2
| | | • Phylum Mollusca • Classes Gastropoda, Bivalvia, Cephalopoda, |
|---|---|---|
| MODULE 5 Marine Invertebrates II | 2 WEEKS Module 5 continues the study of marine invertebrates. | Other Classes • Mollusk Biology • Phylum Arthropoda • Class Crustacea • Crustacean Biology • • Other Arthropod Classes • • Phylum Echinodermata • • Classes Asteroidea, Ophiuroidea, Echinoidea, Holothuroidea, Crinoidea • Echinoderm Biology • Phylum Chordata • Subphylums Urochordata and Cephalochordata |
| MODULE 6 Marine Vertebrates I | 2 WEEKS Module 6 provides a study of several marine vertebrates and an in-depth look at their biology and behaviors. | • Classes Agnatha, Chrondrichthyes • Rays and Skates • The Bony Fishes • The Biology of Fishes • Coloration • Locomotion • Feeding and Digestion • • The Circulatory System • • The Gills and Respiratory System • Osmoregulation and Osmosis • The Nervous System • Social Behavior • Migration • Reproduction |
SEMESTER I: QUARTER 2, continued
| | | • Classes Reptilia, Aves • Gulls and Similar Birds • Penguins | |
|---|---|---|---|
| MODULE 7 Marine Vertebrates II | 2 WEEKS Module 7 continues the study of marine vertebrates including reptiles, birds, and mammals. | • Shearwaters and Similar Birds • Pelicans and Similar Birds • • Birds at the Shore • • Class Mammalia • Orders Cetacea, Sirenia, Pinnipedia, Carnivora • Echolocation • Movement in the Water • Behavior • Mating and Reproduction | Dolphin Echolocation What Causes the Bends? |
SEMESTER II: QUARTER 3
| Module & Major Themes | Timeline/Summary | Main Themes |
|---|---|---|
| MODULE 9 The Intertidal Zone | 2 WEEKS Module 9 introduces intertidal communities and breaks down these communities into different intertidal zones. | • Intertidal Communities • The Rocky Intertidal • Rocky Intertidal Abiotic Conditions • Intertidal Feeding and Reproduction • Wave Action • Surviving the Waves • Zonation of the Rocky Intertidal • The Intertidal Zones: Upper, Middle, Lower • The Sandy and Muddy Intertidal • Survival in the Mud |
SEMESTER II: QUARTER 3, continued
| Themes | 2 WEEKS | • The Ice Age • Types of Estuaries • Abiotic Factors in |
|---|---|---|
| MODULE 10 Estuary Communities | Module 10 provides and introduction to estuaries and an in-depth look at different aspects of estuaries. | Estuaries • Estuarine Communities • • Estuarine Habitats • Wetland • Mudflats • Channels • Estuary Production |
| MODULE 11 Coral Reefs | 2 WEEKS Module 11 provides an introduction to coral reefs and the intricate details of their formations, growth, and relationships. | • Coral Reef Requirements and Locations • Reef Composition • Coral Reef Formation and Growth • • Types of Reefs • Coral Reef Ecology • Reef Relationships • Symbiotic Relationships |
| MODULE 12 Continental Shelf Communities | 2 WEEKS Module 12 provides an over- view of the continental shelf and the different communi- ties that exist there. | • Physical Features of the Continental Shelf • Soft-Bottom Shelf Communities • Unvegetated Soft Bottom Environments • • Vegetated Soft-Bottom Environments • Hard-Bottom Shelf Communities • Kelp Beds and Forests • Sea Urchins |
SEMESTER II: QUARTER 4
| | | • The Epipelagic Zone • Life in the Epipelagic • Epipelagic Phytoplankton, | |
|---|---|---|---|
| MODULE 13 The Epipelagic Zone | 2 WEEKS Module 13 provides an in- troduction to the epipelagic zone and an in-depth look at life there. | Zooplankton, Nekton • Staying Afloat in the Epipelagic • • Living in the Epipelagic Zone • • Vertical Migration • The Epipelagic Food Web • Primary Productivity • Nutrients and Productivity • El Niño—Southern Oscillation | Observing Live Microplankton Water Drag |
| MODULE 14 The Deep Ocean | 2 WEEKS Module 14 provides a study of the two zones under the epipelagic zone: the meso- pelagic zone and the deep sea. | • The Mesopelagic • Food Webs • Body Design • • The Deep Sea • The Deep Sea Floor • • Hydrothermal Vents and Other Vent Communities • Deep Sea Photosynthesis | Chemical “Bioluminescence” The Bioluminescence of Plankton |
| MODULE 15 Ocean Resources | 2 WEEKS Module 15 provides a study of living and nonliving ocean resources. | • Food From the Sea • Food Species and Their Locations • • Managing Populations • Mariculture • Other Living Resources • Nonliving Ocean Resources | Mapping Ocean Resources |
| MODULE 16 Effects of Humans on the Sea | 2 WEEKS Module 16 provides a closer look at how the human lifestyle effects all water sources. | • Ocean Habitat Damage • Effects on Coral Reefs • Pollution • Sewage, Fertilizers, Oil, Synthetic Pollutants, DDT • • Other Toxic Chemicals • Metals and Other Toxic Materials • Trash and Other Debris • Our Responsibility | Biomagnification |
ADDITIONAL INFORMATION: This text also includes a study guide at the end of each module which serves to guide a student in studying for the provided module tests. An additional study tool in the text is the module summary. Answers to the study guides, module summaries and the tests are provided for the instructor. | <urn:uuid:156e3ff1-9aa7-419e-b19f-22986c44f24a> | CC-MAIN-2024-42 | https://www.educationalharbor.com/_files/ugd/628a71_a93e162ee59043b0881e18bfd9618d16.pdf | 2024-10-08T02:59:12+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253512.20/warc/CC-MAIN-20241008014115-20241008044115-00090.warc.gz | 632,962,955 | 2,056 | eng_Latn | eng_Latn | 0.996904 | eng_Latn | 0.993387 | [
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
1833,
2784,
3759,
4847,
5960,
7850
] | [
2.5625
] | 1 | 1 |
By the 11th November you need to have completed the tasks set below— a starter, one main course, one dessert and one drink. All work must be handwritten, so make sure you pay attention to your presentation, particularly your spelling, punctuation and grammar—this is partly what your work will be marked on. All participants will receive 25 house points with the best entry from each class receiving a £5 Tesco voucher.
An acrostic poem is when you use the first letter of each line to spell something out. Write an acrostic poem using your first name— try to add adjectives and adverbs that describe you.
S is for someone who always plays football A is for astronaut, something I'd like to become M is for maths, my favourite subject at school. Who is this poem about?
Meat Opt on
i
Vegetarian Opt on
In Science we are studying the Earth and Space. Make a model of at least one of the planets and design a fact sheet to tell us a bit about it. You could list its size, how far away from Earth it is, which planets are near to it amongst other things.
Choice 1— Imagine you were chosen to accompany Tim Peak on his last mission to the International Space Station. Write a diary entry for the week leading up to your launch. How do you think he would feel—would he be nervous, excited worried?
Choice 2— In English you are reading Gangsta Granny. Think about how David Walliams describes granny and how this helps you picture her in your head. If he had written a book called Gangsta Grandpa what would this character have been like. Write a character description of grandpa that tells me everything I need to know about him.
i
In Art we are going to be looking at Still Life—this is when we draw items such as fruit, flowers and artefacts. Arrange some objects and then draw them. You could take a photograph of the items so that we can see what you were drawing or painting. Look at famous artists such as
Van Gogh and Cezanne for some ideas.
SMSC— Choice 1— Online Safety—What are the rules about staying safe online? What are the key facts that we need to remember? Create a poster explaining these rules—make it clear and colourful. We could use it in the IT room.
SMSC—Choice 2— Bonfire Night is coming up soon— what are the rules for staying safe at this time of the year? What are the key rules we need to remember? Think about creating a leaflet that we could use with Key Stage 1 to help them make the right choices on the 5th November. | <urn:uuid:7512862f-5983-460c-adf1-5b3a7b67fab3> | CC-MAIN-2019-43 | https://s3.eu-west-1.amazonaws.com/jotter2.files/10636521?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dproject-homework-yr-5-autumn-2019.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20191016%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20191016T000637Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=23b3112d52dfd2fb06b6fa6abb483d454bed157403099ca1bc46ff95d0cb355b | 2019-10-16T00:06:38Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00306.warc.gz | 661,484,769 | 554 | eng_Latn | eng_Latn | 0.998497 | eng_Latn | 0.998497 | [
"eng_Latn"
] | false | docling | [
2494
] | [
3.0625
] | 1 | 0 |
This leaflet summarises what is currently known about the relationship between fractures and physical abuse and will be of particular interest to paediatricians, general practitioners, radiologists, accident and emergency doctors, orthopaedic surgeons, social workers, police and legal practitioners. The information is based on a systematic review of all the quality work in the world literature about abusive fractures in children; full details are available at www.core-info.cf.ac.uk
Fractures are a normal part of growing up
* Accidental fractures are common in children: up to 66 per cent of boys and around 40 per cent of girls will sustain a fracture by their 15th birthday.
* 85 per cent of accidental fractures are seen in children over five years of age.
However, they can also be indicative of abuse.
* Abusive fractures indicate a serious assault on a child.
What do we know about fractures in child abuse?
* Fractures occur in up to 25 per cent of physically abused children; 80 per cent of these fractures are in children under 18 months.
* Any bone in the body can be broken as a result of child abuse.
* Many abusive fractures are not clinically obvious unless x-rays are taken, especially in infants under two years.
* Fractures, particularly rib fractures, may not be accompanied by bruising.
How do you know if a child has a fracture?
Fractures in very young children may present with non-specific symptoms and may only be revealed by x-ray or other radiological tests. Fractures may not be obvious even on x-ray immediately after the injury; they are easier to identify once the bones show some signs of healing.
How do you find the fractures?
Abused children frequently have multiple fractures and these may be of different ages. Where physical abuse is suspected, specialised x-rays should always be taken of children under two years and may need to be taken of some older children. Two types of x-ray may be used.
Skeletal survey
This is a series of plain x-rays of all the bones in the body; detailed guidelines are available from The British Society of Paediatric Radiology (www.bspr.org.uk). Although acute rib fractures and metaphyseal fractures are particularly difficult to see:
* oblique views of the chest increase the recognition of rib fractures
* a repeat skeletal survey 10–14 days later may show healing fractures not originally visible.
Radionuclide bone scan
* A radionuclide bone scan uses a radioisotope to identify a hot spot, a healing reaction, at the site of a fracture. It is a specialised x-ray which is particularly good at detecting recent fractures and may show additional fractures not evident on the skeletal survey. However, a bone scan will miss skull fractures and may miss metaphyseal fractures.
As either test may miss different fractures, consideration should be given to performing both.
Does a skeletal survey or bone scan lead to an excessive radiation dose for the child?
Any x-ray carries a radiation dose, and this must be balanced against the potential gain from performing the x-ray. A skeletal survey varies in the amount of radiation, but is roughly equivalent to the radiation from seven to 20 transatlantic flights. A bone scan is higher than this but the risk from radiation is still regarded as low. The risk of harm from the x-ray is far outweighed by the benefit of detecting fractures in an infant less than two years of age and protecting them from further abuse.
Can you tell how old a fracture is?
Although a recent fracture can be distinguished from an old fracture radiologists can estimate the age only in weeks, not days. Despite fractures showing predictable x-ray features over time as they heal, dating of fractures in abused children can be difficult if:
* no accurate description of the cause or timing of the injury has been given
* further injury to an already broken bone occurs
* the bone has not been immobilised, which may alter the rate of healing.
When should you be concerned that a child may have been abused?
The following apply in the absence of organic bone disease.
* Rib fractures are highly indicative of abuse in children who have not been in a major accident.
* A femoral fracture in a child who is not walking can be suggestive of abuse. A spiral fracture is the commonest fracture of the femur in abused children younger than 15 months; in all other age groups, a transverse fracture is the commonest accidental or abusive femoral fracture.
* Metaphyseal fractures in very young children are more likely to be due to abuse than to accidental causes.
* A spiral or oblique fracture of the humerus is more likely to be due to abuse than accidental causes in a child less than 15 months of age, but a supracondylar fracture is highly suggestive of accidental injury.
* In infants, skull fractures are likely to be accidental as to result from abuse. The commonest type of fracture in both is a simple linear fracture.
* Multiple fractures are frequently seen in abused children; these may show different stages of healing.
In the literature there are examples of abusive fractures to the vertebrae, pelvis, hands and feet, scapula, clavicle and first rib. Skeletal surveys and bone scans must therefore be carefully scrutinised to exclude the possibility of such fractures.
Implications for practice
A fracture, like any other injury, should never be interpreted in isolation. It must always be assessed in the context of the child's medical and social history, developmental stage and explanation given. Any child with unexplained signs of pain or illness should be seen promptly by a doctor.
In the following situations there should be a careful evaluation to exclude child abuse:
* children under 18 months with a fracture
* children whose fracture is inconsistent with their developmental stage
* multiple fractures, particularly of different ages, in the absence of an adequate explanation
* rib fractures in children with normal bones and no history of major accidents
* a fractured femur in a child who is not yet walking.
Should all brothers and sisters of an abused child have a skeletal survey?
There is insufficient evidence in the literature to give clear guidance on this at present. The risk to each child must be assessed, and decisions regarding skeletal surveys taken accordingly.
Glossary
Complex skull fracture
Metaphyseal fracture
Radionuclide dye
Spiral fracture
Supracondylar fracture of humerus
Transverse fracture
This is variously defined as:
G a depressed fracture (where the skull is pushed in)
G two or more fractures of the skull
G fractures that cross the sutures (natural joining edges of skull bones) or those that are widening.
Also known as a bucket handle, chip or corner fracture, this occurs at the growing end of the bone and only in children. Recent fractures are very difficult to see but become more obvious after 11 to 14 days. They are thought to happen when the baby has been pulled or swung violently and the relatively weaker growing point of the bone breaks, although there may be no outer sign of a fracture. They may occur accidentally following birth injuries, or physiotherapy to neonates.
This is a radioactive dye that the body disposes of rapidly and causes no harm. On a radionuclide bone scan a hot spot is an area of bone where more dye is taken up than expected. This may be due to a fracture, which would then be confirmed with a conventional x-ray.
This refers to the direction in which the bone is fractured. It implies that there has been a twisting force to cause the fracture. Spiral fractures can also occur accidentally in the femur once the child is walking.
This refers to a fracture of the upper arm, immediately above the elbow.
This is a straight-line fracture across the bone.
This leaflet is based on the work of the Welsh Child Protection Systematic Review Group who are engaged in a rolling programme of systematic reviews of published research literature on aspects of physical child abuse.
The information is based on reviews last updated in April 2007. This is a collaborative project between the Department of Child Health – Cardiff University and the NSPCC.
Information about this and the project's other systematic reviews can be found at the CORE-INFO website www.core-info.cf.ac.uk
If you are worried about a child who is at risk of abuse or in need of help or if you are a child who needs help, the NSPCC Child Protection Helpline is here to help, 24 hours a day, seven days a week.
G Call 0808 800 5000 to speak to a Helpline advisor.
You can order up to five free copies of this leaflet by sending an A5 selfaddressed envelope plus £1.30 in stamps to NSPCC Publications. For more than five copies, the price is 20p per copy (including postage and packing).
For more information about NSPCC Child Protection Learning Resources visit:
www.nspcc.org.uk/learningresources
NSPCC Publications
Weston House, 42 Curtain Road, London, EC2A 3NH
Tel: 020 7825 7422 Fax: 020 7825 2763
You can order online at www.nspcc.org.uk/inform
The leaflet can also be downloaded
from NSPCC informwww.nspcc.org.uk/inform
and from the CORE-INFO website
www.core-info.cf. ac. uk | <urn:uuid:6a3299ef-532b-42d1-ab6a-655282260598> | CC-MAIN-2019-43 | https://panlancashirescb.proceduresonline.com/pdfs/nspcc_fractures.pdf | 2019-10-16T00:40:53Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00307.warc.gz | 613,332,028 | 1,926 | eng_Latn | eng_Latn | 0.998452 | eng_Latn | 0.999021 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1948,
5051,
6333,
7798,
9204
] | [
2.078125
] | 1 | 5 |
Vermont Envirothon – 2019 Current Issue
Agriculture and the Environment: Knowledge and Technology to Feed the World
Welcome to the 2019 VT Envirothon Current Issue, Agriculture and the Environment: Knowledge and Technology to Feed the World.
While exploring this year's topic, you will learn about many of the connections between agriculture and the environment and how innovative technologies are being implemented to make the quality and quantity of our food safer while maintaining or improving the environment. You'll dig a bit deeper into what's happening in your local area to find out if some existing technology could be implemented nearby or if new technology could be created. We all want to enable farmers to work in ways that are more sustainable -- for them, for us and for the natural resources we all depend on. Maybe you'll dream up the next technological advance to make farmers' lives easier and all our lives better!
l. Introduction and Challenge
We've got a problem: The planet has a growing population but a finite set of natural resources. Add to that an increasingly erratic climate. The outlook for sustaining human populations while maintaining a healthy, resilient ecosystem is a bit unnerving. Farmers are trying to make sure we have enough food and that it's safe and nutritious. Meanwhile, we are expecting them to produce it with less impact on the environment. Seems like a daunting situation.
Many people are pinning their hopes on technology – current and future – to help solve these issues. Farmers have long used new ideas to develop practices and tools to make their task easier, whether it was the John Deere steel plow that helped midwestern farms turn over prairie soils in the mid-1800's or the milking parlor nearly a century later. Many technological advances have occurred in the past century, and in the past decade alone, there have been huge changes in equipment, technique, systems and thinking. Modern technology is being applied widely to agriculture, food safety and natural resources, as well as on how they impact each other. Technology is being utilized in ways not dreamed of only a few years ago. A word of caution, however. First of all, technology isn't always the best or only solution; sometimes returning to past practices could be the answer. And sometimes our ability to invent technology gets ahead of our scientific understanding; what seems like a solution may itself become a problem. It's important for us to think carefully about possible repercussions and side effects of new technologies before we utilize them rather than quickly latching onto them as silver bullets. We've implemented the use of agricultural chemicals like DDT and Alar only to later ban them. We used to advocate digging out and straightening stream channels to promote rapid drainage; now we've realized that natural debris is important for fish habitat and winding streams help prevent flooding. In some places, farmers have attempted to maximize yield by plowing as much of a field as possible. As a result, vegetated buffers between fields and streams or roads are minimal. This frequently leads to increased soil loss and decreased water quality, wildlife habitat and wildlife corridors. One way to respond to these impacts is to look for technology to solve them; another way is to replant the buffers and make them as large as feasible. However, when "old school agriculture" just doesn't work, technological advances may help solve big problems surrounding agriculture in its relationship to a growing population and a fragile ecosystem. Just as there seems to be no end to the real and potential problems in this regard, there seems to be no end to potential solutions. What is required is thoughtful science-based knowledge, know-how, and imagination.
Just like everywhere else, Vermont's agriculture and natural resources are linked. A decrease in water quality, the loss of soil through erosion and flooding, and a decline of pollinators are among the issues that impact Vermont farmers and are impacted by them. Harmful microbial contamination of the food supply is also a big concern. Agricultural regulations have been put into place to help insure food safety and better protect the environment but these regulations also may increase a farm's operating costs. At the same time, many farmers, especially dairy farmers, are getting less money for their products. Also, farmers are having to change long-used systems and practices to cope with Vermont's changing climate: warmer temperatures, fewer but stronger rain events and late frosts.
Technological innovations have enabled farms throughout Vermont to adopt more efficient, safer, and seemingly more environmentally friendly systems. Precision agriculture is the overarching term for new methods of implementing and monitoring many different practices on farms. Precision agriculture on cropland, for example, uses equipment fitted with GPS/GIS systems. Tools equipped with these systems let farmers collect and manage a wide variety of data in the field, allowing them to understand variability throughout their farm and also within a field. This helps them make management decisions for growing the best crops at the least cost to the farm and the natural resources around it. One benefit of precision agriculture is more accurate nutrient and pesticide applications with less potential loss to the environment. Another is the ability to monitor the quality and quantity of crops from field to store.
Technology is being employed by agriculture all around Vermont. The list below mentions one type of technology being used in one area of the state although most of these uses are widespread. We hope the list will give you a sense of how extensive the use of technology is already and get you ready to explore many of the ways it's being utilized near you:
* Precision feed-management in Grand Isle County
* Precision crop-management in Washington County
* Robotic milkers in Franklin County
* New sugaring technologies such as variable frequency drive, in Essex County.
* Drone field assessments in Rutland County
* Mobile applications and software for record keeping on farms in Chittenden County.
* New rinse technology systems (for produce) in Windham County
* Methane digester in Orange County
* Modern temperature-relative humidity sensors in Orleans County
There are plenty of gaps in the technology, plenty of farms that don't have access to what's available and plenty of problems that still need tackling. That's where we hope you'll step in. Can you come up with an idea to help farmers address these challenges?
Your Challenge:
1. Research some of the connections between agriculture and the natural resources we all depend upon: soils, aquatic systems, forest resources and wildlife.
A. Classroom research:
2. Spend some time learning about food safety, food borne illness, and the federal Food Safety Modernization Act, especially the Produce Safety Rule. (More on this in the background information section.)
4. As agriculture expands and changes to feed more people at less cost, are the connections between it and the above topics strained? Are there old methods that could be used to ease the problems?
3. Learn about some of the impacts climate change is having on agriculture and the environment.
5. Find out what technologies are being employed by farmers to help mitigate some of these issues. Get a sense of the situation globally, nationally and broadly in Vermont.
Note: Although this write-up doesn't contain any information about gene technology, Genetically Modified Organisms (GMOs), or how this technology is being applied to agriculture, your group may include that area if you want, as long as you consider it in light of protecting natural resources, food safety and/or climate change. The same is true for sugaring. While not really covered in this write-up, sugaring is considered agriculture (as well as forestry,) so if you'd like to look at sugaring as agriculture and explore the technologies being developed, please do so. Once again, you must consider it and any technologies you work on in light of protecting natural resources, food safety and/or climate change.
B. Personal Interview(s):
Interview one or more people in your area who are involved in agriculture, an agricultural business, an agricultural related technology or someone from an agency with knowledge of what's happening in agriculture in your area. The focus of your research can be narrow (one farm) or broad (a couple of farms or your community.) You can limit it to one of the three key areas (natural resources, food safety, and climate change) or you can include more than one idea/area.
1. What are the major natural resource concerns for farmers in your area?
2. Are there farms nearby who have to follow new practices due to the Food Safety Modernization Act Produce Safety Rule?
3. How is the changing climate affecting farmers locally? What are they doing to deal with it?
5. What are the local technology gaps – either existing technology that isn't being used or places where a new technology would help?
4. What kinds of agricultural technologies are being used locally to assist farmers?
6. What resources are available for farms when trying to incorporate new technologies into their current management?
7. Are there non-technological methods that might help?
C. Based on these conversations and your classroom research:
2. If no technology currently solves the problem you identified, can you imagine what such technology might do and look like?
1. What local farm issues seem like they could have a technological fix but don't at the moment? Is the gap because the technology doesn't exist, or because it does exist but hasn't yet made it to your area or "your" farm? If it already exists elsewhere, what's delaying its use here? Is there technology that was created for another purpose that could be applied? How would the technology help farmers address the natural resources, climate, or food safety issue you identified above? What are the pros and cons of using it? Think about these seriously.
3. Can you take your ideas further?
On the day of the Envirothon…
On the day of the Envirothon, your team will have 20 minutes in front of a panel of judges. 15 minutes is for you to present your work and the last five minutes are to answer questions from the panel. Everyone on your team should help present your work and be able to answer questions. Although you can't use any electronics during the main part of your talk, because of this year's topic, if you want to, you may use electronics for the last few minutes of your presentation, before the questions. That way, you can use technology to show the judges what technology you are researching or inventing. (You will have to set this all up before you start your presentation so you can go seamlessly into it from the main part of your talk.) (At a later date, we'll tell you what equipment we will have on hand and what you'll need to bring yourself.) As in the past, you may use electronics at school to prepare a map and/or any other displays. A month or two before the Envirothon, your team will receive a copy of the rubric the judges will use to assess your work. This will help you fine-tune your efforts – but don't wait for it to get started!
Your presentation should include:
A. Information from your research on the impact of today's agriculture on the four Envirothon natural resource areas: soils, aquatic systems, forest resources and wildlife as well as your research on the Food Safety Modernization Act Produce Safety Rule and risks to our food supply. Also include information on the impact a changing climate is having on agriculture.
B. Information from the conversation(s) you had with people involved in local agriculture, agricultural business or agriculture-related technology. Did you talk in person or interview them by phone?
2. How are farmers in your area employing technology to help them in their work, especially in regards to these issues?
1. What are the natural resource, climate and/or food safety issues that farmers in your area are most concerned about?
3. What resources are available to farmers to assist in getting and using agricultural technologies?
5. What technologies are missing? What would they like someone to invent to help them do their work?
4. What existing technologies would they like to employ but haven't yet? What's keeping them from doing so? What resources are available to them to help them take that next step?
C. Your ideas to help solve some of these problems.
2. What natural resources would be improved or protected with these technologies or how would our food supply be safer?
1. Are there old methods you think could be used rather than relying on a technological fix? If not, what types of technology would you design or bring to a local farm? You can limit your focus to one of the three areas (natural resources, climate change and food safety) or you can include more than one idea/area.
3. What are the pros and cons of using these technologies?
D. A visual aid – The type of visual aid you use will really depend on the direction your research takes.
4. Have you taken your ideas further? If so, present what you've done so far.
* If you decide to create some new technology, provide a sketch/design plan or a prototype of your invention.
* If you have talked with someone about agricultural technology in your broader community, rather than on one farm, your map should show multiple farm locations and what is happening on them.
* If you are not creating a new technology, and you interviewed a farmer, make a map that shows that farm in relation to your community and to the issue you focused on. Indicate how/where a technological innovation is helping or would help to address that issue. For example, if the issue is water quality, show the farm in relation to nearby wetlands, streams, ponds etc. If you've focused on pollinators, include the areas of good pollinator habitat that do exist or would exist.
There is a lot of leeway as to what your visual aid is so if you have questions about what you should produce, ask at Training Day or before.
ll. Background
The following three sections describe in more depth the three areas of exploration for this Envirothon: natural resources, climate change and food safety. All are considered in relationship to Vermont agriculture and some of the problems farmers face. Following the descriptions are some examples of technology being used to solve or mitigate some of these problems. Remember that the science and our knowledge continue to change. There are pros, cons and many unknowns to using every technological solution. There are many other issues and unfulfilled needs – that's where we hope you will step in and step up. We're counting on you!
A. Major natural resource issues
Vermont's agricultural community faces many natural resource issues. This section focuses on managing cropland and farmsteads to protect soils, nearby waters and pollinators and the technological innovations that are already helping farmers to do so. Two types of systems you'll hear a lot about in the course of your research are Global Positioning Systems (GPS) and Geographic Information Systems (GIS). Very briefly, GPS is a satellite-based navigation system developed by the Department of Defense. It uses satellites to find and track the positions of GPS receivers, one of which is in your cellphone. GPS is what allows you to use your phone for getting directions and finding nearby businesses etc. It has many, many other uses, many applicable to agriculture. GIS is a way to visualize and analyze geographic data from maps. It's like looking at an area through layers of maps. You might have a road map superimposed on a topographic map and then another layer that shows the vegetation and another with soils. You can add layers with natural and/or human features; you can use GIS on a small scale or a large scale. Like GPS, the uses of GIS are vast. You'll want to learn more about them on-line or by talking with experts.
Although this year's Current Issue focuses on technology, it's worth remembering that non-technological methods can also help farmers. For example, reducing field size and increasing forested land can improve water quality, wildlife habitat, soil health and resiliency. The importance of forested buffers should not be overlooked. However, smaller fields may not be cost-effective in today's agriculture so in addition to advocating for larger buffers, people are looking for other ways to mitigate or prevent some of these natural resource issues.
1. Water Quality
Clean water is crucial to Vermont, its natural resources, its agriculture and our quality of life. Many factors help determine the quality of our waters; the most important is the quantity of nutrients such as phosphorus and nitrogen that get into them. Agriculture is a big contributor of these nutrients but the problem is shared by forestry, industry, municipal sewage treatment plants, parking lots, roads and even our own yards and
a. Background
driveways. There is evidence that, at least in many areas, pollution is rising and water quality decreasing.
Phosphorus and nitrogen, in fertilizers and also occurring naturally in manure, bind to soil particles in our fields, lawns, forests and dirt roads. When there is run-off and erosion, some of the soil ends up in waterways releasing the nutrients it carries. In water, as on land, these nutrients spur plant growth – but we don't want extra plants/algae growing in our rivers and lakes. They decrease water clarity, change the usual composition of species, and can disrupt the habitat and health of many things, including people and our pets. Certain types of algae, like blue-green algae, produce toxins that can be dangerous to us in high concentrations. The blue-green algae blooms in numerous lakes are caused, at least in part, by phosphorus-laden runoff.
Vermont's 2015 Clean Water Act was enacted to help enhance water quality and to help meet the goals of a federal program, a "pollution budget" called Total Maximum Daily Load (TMDL). As a result, there have been revisions and updates of regulations for many sectors, including roads, wastewater treatment facilities, developed lands including paved roads, forestlands, unpaved roads, river corridors and floodplains, wetlands and agricultural lands. The regulations that impact the agricultural community are called the Required Agricultural Practices (RAPs. reducing erosion and reducing runoff of manure and fertilizer from agricultural fields and barnyards are among their aims; the RAPS will help decrease the amount of phosphorus and nitrogen entering our waterways. Many farms are already implementing Best Management Practices (BMPs) to comply with or exceed these requirements to address water quality concerns on their farms.
b. Examples of Technology and Innovations for Water Quality
Below are just a few examples of technologies and innovations farmers are using to protect and improve water quality in their watersheds. Water quality practices often have indirect benefits to a variety of natural resources, such as soil health and climate change. The technologies being utilized are expansive, but gaps do remain for our local farmers.
* Precision Nutrient Management: Many farms are adopting computer software and mobile technology to implement precision nutrient management on their crop fields. This includes flow meters on manure spreading equipment that records the volume of manure being applied, record keeping and GPS tracking software in equipment that can record and map data such as crop yields, and mobile applications that allow farmers to update crop information in real time. This software and technology can help farmers better utilize their nutrients, improving crop yields and reducing application of excess nutrients beyond crop needs which may contribute to nutrient runoff.
* Precision Manure Management: Many farmers are investing in modern manure spreading equipment, such as drag lining, subsurface injection, and highly specialized manure sensing systems, to reduce the risk of manure runoff from crop fields to surface waters. Drag lining systems apply manure directly and more uniformly to crop fields, reducing compaction from heavy equipment and allowing farms to be more precise with application rates and locations. Subsurface injection systems use shallow discs to first create an opening for manure to be injected and then close the opening after. This method applies manure directly into the soil, allowing nutrients to be more readily available to the crop and reducing manure runoff from the surface of the crop field to surface waters. A highly specialized manure sensing system has been developed and uses near infrared (NIR) sensors that are mounted on a slurry tanker to achieve precise control of manure application rates. The NIR sensors would be able to measure nutrient content of the manure as it is being field applied. Using computer technology mounted in the tractor, the manure analysis information is combined with yield, soil, and N-Sensor nitrogen management technology, and the required manure application rate can be calculated. Once the information is available the manure application system adjusts the manure slurry flow to deliver the exact quantity of nutrient required.
* Precision Feed Management: Precision feeding (PFM) is all the buzz in the dairy industry as it works to combine feed management and environmental sustainability. Farmers use forage analysis, computer systems, and technical service providers to develop and feed animals a diet that meets their nutritional requirements exactly preventing excess nutrients from being brought onto the farm. Radio control collars, precise equipment scales, and often NIR technology are used to make these precision diets for the cows!
* Phosphorus Removal Technology: In Vermont, farms and agricultural companies have started to explore phosphorus removal and remediation systems. Although phosphorus remediation technologies are not widely utilized currently, Vermont has a Phosphorus Innovation Challenge (VPIC) designed to identify and develop technologies to capture phosphorus prior to reaching our state's surface waters while also creating a business opportunity.
* Whole Farm Mass Nutrient Balances: Farmers are managing a complex ecosystem and require a diverse set of knowledge and tools to do so in an economically and environmentally sustainable way. Understanding nutrient flows onto and from the farm is a critical component to managing their farms. Farmers are starting to develop whole farm nutrient balances using computer software to allow them to track and monitor if nutrients are in excess or shortage on the farm as a whole. Managing nutrient build-up on the farm is a critical component to managing soil, water, and animal health.
2.Soil Health
Soil health is a building block in food production around the world so improving and managing it is an important part of agricultural systems. Unhealthy soils lead to poor crop production, soil erosion, lack of biodiversity, and disease and pest problems. Unhealthy soils can also increase the need for fertilizers and pesticides. There are many practices and technologies that can help build and maintain a healthy soil on farms.
a. Background
Managing and improving soil health is one of the ways farms of all sizes, from large scale corn fields to small vegetable fields, improve and protect the environment, increase crop productivity and profitability, and protect other natural resources such as air, water, and wildlife habitats. Healthy soils hold more water, decreasing the need for irrigation and increasing availability of water during droughts and reducing runoff and erosion. Healthy soils also have good infiltration systems and other physical properties as well as increased biological activity and diversity. As a result, healthy soils need fewer fertilizers and pesticides which in turn reduce the risk of nutrient loading in groundwater, rivers, lakes, and ponds. Also, fields with healthy soils often need fewer passes of a piece of equipment, reducing air emissions. Building high functioning soils can also help farmers mitigate and adapt to a changing climate.
Overall, healthy soils are an important natural resource providing benefits to farmers, ranchers, gardeners, and environmental benefits to everyone. It is important to improve and protect soil health throughout our communities.
b. Examples of Technologies and Innovations for Soil Health
* Conservation Tillage: No Till corn planting and other conservation tillage practices are examples of innovations that are gaining popularity in Vermont to improve soil health. These practices work to improve soil health by reducing soil erosion, maintaining crop residue, and minimizing or eliminating soil disturbance to build organic matter. With no-till planting, farm equipment plants seed directly into the existing residue. Benefits include increasing soil organic matter, improving water retention, and reducing soil erosion.
Below are just a few examples of technologies being utilized to protect soil health. Soil health practices often have indirect benefits to a variety of natural resources, such as water quality and climate change. The technologies being utilized are widespread, but gaps do remain for our local farmers.
* Cover Cropping: Cover cropping is another example of an agronomic practice that can benefit soil health. Cover cropping is not a new practice, but the means of establishing and managing a cover crop have evolving innovations and technologies – such as new equipment technology for establishment and
management, genetic and/or species variety, and mobile apps to calculate and plan cover crops all with the aim to improve soil health.
* Drone Technology: Some farmers in Vermont are adopting drone technology to check on the health of their crops, identify problem areas and monitor grazing cows. Drones provide farmers with an efficient way to check all their crops and assess harvest dates, crop needs, and livestock needs, which can help guide management decisions.
* Crop Management: Technology and new innovations can also help improve crop harvests. New software and mobile applications paired with soil testing can provide farmers with a full picture of their soil health, guiding management decisions such as nutrient applications and harvest dates. Some software and mobile applications can track soil type, weather, soil moisture, growing degree-days, and much more. Accessibility to this information can help guide crop management decision-making.
3. Pollinator Protection
Pollinators, such as birds, bees, butterflies, and many other insects, are a crucial part of our environment. Many of them are also crucial to our agricultural system; about 35 percent of the world's food crops depend on animal pollinators. However, within the last decade certain types of pollinators have declined both in North America and throughout Europe. Honey bees, the most widely used managed agricultural pollinator in the United States, have declined from a high in 1947 of about 6 million colonies to about 2.5 million managed hives in 2012. There are many reasons behind the drop in these numbers, including a change in the way colonies are counted, social changes and pollinator health. Other pollinator populations have had recorded declines as well. The development of millions of acres of land that was vital wildlife habitat has contributed to negative impacts on pollinators like bees and monarch butterflies. Protecting and restoring these areas is critical to the survival of the insects that ensure our crops are pollinated. These pollinators are vital to our food supply.
a. Background
The following factors, in some combination, are suspected to be influencing the decline of pollinators and what's known as Colony Collapse Disorder (CCD.)
o Nutrition issues
o Pollinator pests (e.g., mites) and diseases
o Loss of habitat (agricultural practices, urbanization)
o Pesticide exposure
o Management practices of beekeepers
o Change in methodology of counting of colonies in the US
Vermont's pollinators, honeybees as well as wild pollinators, face these same issues. Although there has been an increase in annual honeybee losses, Vermont beekeepers are trying to stay ahead of the decline by splitting up their hives and by purchasing more bees. Since pollinators and the agricultural community have a close-knit relationship, pollinator decline is a natural resource issue on the farm. Below are two examples of how pollinators are affected by agriculture.
Habitat:
As agricultural and other land uses have changed in Vermont over the past century, so has the available nutrition and habitat for honeybees. Available habitat has declined due to urbanization of former farms, increased acreage planted in corn and harvesting pastures before flowering. This decrease is being somewhat offset by initiatives such as solar-friendly pollinator habitat, increases in farm field buffers and no-till agriculture which can protect habitat of ground burrowing pollinators.
Pesticides:
Pollinators are exposed to pesticides in a variety of ways. Sometimes, it's intentional, for instance when the hives are treated with pesticides to kill parasitic mites. More often, the exposure is unintentional and is due to the nature of pollinator activities. When pollinators forage in an area that has been treated with a pesticide, they come in contact with treated plants, soil, nectar, pollen and water. Additionally, sometimes, pesticides migrate off treated application sites in the form of application drift by dust from seed planter lubricant having direct contact with treated seed, or particles of windblown soil or run-off from fields planted with treated seeds. Also, new classes of registered pesticides pose further problems for pollinators.
Native pollinators are vital to Vermont's agricultural community, so providing healthy habitats for both managed and native pollinators should be considered wherever possible, including in agricultural conservation practices.
b. Examples of Technologies and Innovations for Pollinator Protection Different technologies, innovations, or new ways of thinking are important for pollinator protection. Below is just one example. Continued research and monitoring in Vermont is important to help guide best practices for pollinators.
* Pesticide Drift: Many commercial controllers have been developed to deliver agrochemicals on a site-specific basis using GPS guided prescription maps within a field. New technology is being developed that does not use prescription maps, but relies on sensors to provide real-time sensing information which is used to dispense the agrochemical at the correct target within the field. These types of variable rate sprayers consist of ultrasonic sensors and/or "seeing eye" digital color cameras that sense or feel pests (i.e. weeds) and release chemicals in a precise manner. This reduces over application and misplacement of chemicals.
* Pollinator Habitat: Like innovations and new practices being implemented by landowners and farmers to protect water quality and soil health, farm field practices can also protect and restore important pollinator habitat. Innovative buffer designs, crop management such as no-till planting, and harvest timing are just a few examples of management shifts and strategies to protect pollinator habitat.
B. Climate Change Resiliency
In 2017, Vermont created the Vermont Climate Action Committee because of the observed and projected impacts of climate change. In 2018, the committee released a report containing strategies and recommendations to help build climate change resiliency throughout the state. Four main sectors identified by this Committee as contributing to climate change in Vermont are: transportation, building thermal (heating), electricity, and agriculture. Based on the Vermont Greenhouse Gas Emissions Inventory, agriculture, apart from its energy use, is responsible for about 10% of Vermont's greenhouse gas emissions (GHG). The agricultural sector was also identified as being quite vulnerable to the impacts of climate change. Therefore the Climate Action Committee suggested two strategies for the agricultural community: mitigating the amount of greenhouse gases produced on the farm and adapting to the altered weather patterns.
1. Climate Change Resiliency Through Adapting to Altered Weather Patterns a. Background
Since our climate helps determine the types of crops, crop productivity, and agricultural economy in Vermont, changes in Vermont's climate will result in various changes throughout the agricultural community and food systems. Vermont studies and research projects of weather patterns over the last century observe more frequent, heavier rainstorms and temperature increases.
Projected impacts of climate change on the agricultural community include:
* Increased likelihood of damaging floods
* Reduced yield and quality of cool season crops
* Increased soil erosion and runoff from fields
* Wet soils leading to reduced yield or sub-optimal timing of crop
* Increased need for irrigation
management, e.g. delayed plantings due to wet fields
* Increased risk of heat stress in livestock
* New opportunities and crops with extended growing seasons
* Increased risk of spring frost damage to fruit growers
As climate patterns change, farmers are starting to explore and implement new practices to adapt to the changing weather patterns. Due to fewer but more intense rain events, farmers have to think about drought as well as storm run-off and flooding. Storm run-off can mean loss of soils and also pollution of local watersheds due to the nutrients that the eroded soil carries. These farmers might shift to more grass-based agriculture and use farm agronomic practices to retain soil and improve its health. Farmers whose land is subject to flooding and inundation have another set of problems and potential solutions. They may consider using better riparian buffers and different crops in those areas to reduce crop loss and runoff. Some farms are increasing their tile drainage systems to get rid of standing water, however when that water is moved rapidly by the drains from field to nearby waterbodies, it can increase their nutrient load. In some instances, tile drainage may solve one problem but lead to another. Drought is also now an issue, especially in certain parts of Vermont and especially on farms that rely on cool season perennial forages, an important feed source. These plants become dormant during dry and hot weather conditions. Without them, farmers are at significant risk of losing their operation. As a result, irrigation systems are being deployed more frequently, however it is difficult to "fit" standard irrigation systems into small and often remote fields. Farmers are already adapting practices to improve soil health, which can help to retain water within the soil. They may also need to consider plant varieties that can handle a July drought. Increased risk of heat stress in livestock is also a projected issue. Farmers will need to protect animals, especially pregnant and lactating livestock, from the heat. Another impact farmers may face from climate change is shorter winters. Due to shorter cold periods and a longer growing season, insect and disease pressures on crops will be higher. Types of infestations normally found in southern New England may shift to different crops or varieties in Vermont. Farmers may have to anticipate and adapt management practices for these insects and diseases. In all these situations, improving soil health is a primary means to help farmers become more resilient to changing climate.
b. Examples of Technologies and Innovations for Climate Change Resiliency through Adaptation Many strategies are being researched to allow farmers to adapt to the demands of a changing climate. UVM and UVM Extension are working with farmers to cope with these altered conditions.
* Irrigation systems: Pod irrigation systems are gaining in popularity and tend to be more cost effective and water efficient than standard systems.
* Crop Management: Like new practices being implemented to protect other natural resource issues, farm field practices can also provide climate change resiliency. Practices such as no-till cover cropping and crop rotations can improve soil health, crop health and crop resiliency to adapt to changing weather patterns.
* Crops more suited to the altered conditions: Understanding crops that can thrive in a "new" Vermont climate is an ongoing process. We must first understand how current crops will be impacted by increased precipitation and warmer temperatures. Understanding if we can adapt our practices to still grow the same crops is important. Will new varieties perform in a new climate? Will there be new pests to manage and can we do so in a realistic means that doesn't harm the environment? It is true that new crops may be a part of how farmers adapt to climate change. Will warm season grasses replace cool season grasses? Will farmers be able to grow longer season crops as the climate warms? Of significant concern is the maple industry and if these prized VT trees will be able to adapt quickly enough to overcome the pressures of a changing climate.
2. Climate Change Resiliency: Mitigating some of Agriculture's Impacts a. Background
Most greenhouse gas emissions (GHG) from farms come from cows' belching and flatus. Many farms are researching or have already implemented practices to help reduce these and other GHGs. Farmers are experimenting with and changing feed to improve their cows' digestion. Unfortunately, wet weather makes it difficult to get the feed harvested in time so devising methods to speed up the process will be important. Optimization of milk production may also lower the GHG per gallon of milk produced. Many farms in Vermont are capturing and burning emissions of gasses from manure pits in methane digesters or even just covering manure pits. With crop management, farms can implement better manure management and soil health to reduce nitrogen emissions from soils. Carbon loss can be reduced by using cover crops (vegetated fields all the time) and by decreasing or eliminating tillage.
Overall, the agricultural community can more than offset its emissions through conservation practices. The Climate Commission recommendations show how various conservation practices improve not only climate change resiliency, but also water quality, environmental stewardship, and the viability of farming.
b. Examples of Technologies and Innovations for Climate Change Resiliency through Mitigation. Below are just a few examples.
* Methane Digesters: Many large-scale dairy farms in Vermont have installed anaerobic digester technology on their farms. Anaerobic digestion is a natural process that creates biogas. Digester technology on farms help capture methane gas from livestock manure and convert it to energy. Digesters can also reduce odor and pathogens, and separate solids that can be recycled as livestock bedding.
* Milk Production: Some farms are experimenting with and implementing innovative practices to change livestock feed to improve cows' digestion. Farms are also working on practices to optimize milk production. If successful, these innovations would lower GHG emissions per gallon of milk produced.
* Crop Management: Changes in crop management can also help build climate change resiliency through mitigation. For example, drag lining can reduce carbon emissions by reducing the amount of passes the tractor needs to make across the field.
C. Food Safety Modernization Act – Produce Safety Rule
While agricultural producers work to produce enough food for our growing population and protect our natural resources, an important component to the system is food safety. The U.S. Food and Drug Administration (FDA) Food Safety Modernization Act (FSMA) is the most comprehensive reform of our federal food safety laws in over 70 years. Its intent is to ensure a safe food supply by shifting the focus from responding to microbial contamination to preventing it.
One part of FSMA is the Produce Safety Rule (PSR.) The PSR will affect Vermont produce growers who have more than $25,000 in annual produce sales. The rule includes tiered compliance dates based on their annual produce sales. Farms with more than $500,000 in produce sales had to comply with the new rule in January of 2018; those selling $250,000 to $500,000 have to comply by Jan. 2019; smaller farms have an additional year. Based on 2012 census figures, Vermont had about 1,444 farms selling produce. Of these, about 10% would be affected by this new regulation. The Vermont Agency of Agriculture, Food & Markets (VAAFM) expects that the PSR will have an even greater impact when the data is updated.
The PSR sets new standards for growing, harvesting, packing, and holding produce to reduce the risk of microbial contamination. The standards apply to fruits and vegetables normally consumed raw, such as, but not limited to, apples, carrots, lettuce, onions, strawberries, and tomatoes. The rule does not apply to produce that is considered "rarely consumed raw", such as winter squash, eggplant, pumpkins and potatoes, or produce grown for personal consumption.
The Produce Safety Rule establishes standards for:
* Biological Soil Amendments of Animal Origin: This part of the rule hasn't been finalized yet but it will specify types of treatment, methods of application, and time intervals between application of certain soil amendments - including manure and composted manure - and crop harvest. These requirements are currently under review and are subject to change.
* Agricultural Water: Farmers must ensure that water that is intended to or is likely to contact produce or food-contact surfaces is safe and of adequate sanitary quality, with inspection and periodic testing requirements.
* Health and Hygiene: Farm personnel must follow hygienic practices, including hand washing, not working when sick, and maintaining personal cleanliness.
* Equipment, tools, and buildings: This sets requirements for equipment and tools that come into contact with produce, as well as for buildings and other facilities.
* Domesticated and Wild Animals: With respect to wild animals, farmers must monitor for wildlife intrusion and not harvest produce visibly contaminated with animal feces. Domesticated animals are not prohibited in the FSMA Produce Safety Rule, however, their presence should be monitored and a corrective action plan established for their presence. Again, produce visibly or likely contaminated with animal feces must not be harvested.
* Training: This requires training for supervisors and farm personnel who handle produce covered by the rule.
* Sprouts: This establishes separate standards for sprout production, including treatment of seed before sprouting and testing of spent irrigation water for pathogens.
Produce farms that are covered under the PSR will need to invest time, money, and resources to ensure they are in compliance with the rule. The produce industry has not had a mandatory federal rule like this before, and significant challenges are expected including, but not limited to, infrastructure and equipment, agricultural water testing, cleaning and sanitizing routines, and recordkeeping.
Produce Industry Equipment & Tools. Currently, wooden barrel washers and harvest bins are common industry tools. However, wood poses a greater risk for microbial contamination because it can be difficult to adequately clean and sanitize. The implementation of equipment and tools, such as stainless-steel washing systems that can be effectively and efficiently cleaned and sanitized, will be encouraged on farms.
Farm Recordkeeping. The PSR requires farms covered under the rule to keep records of Worker Training, Cleaning and Sanitizing practices, and Water System analysis. Meanwhile, many farms are also involved in voluntary audit programs such as Vermont Organic Farmers Certification, Good Agricultural Practices, Good Handling Practices, and the Vermont Vegetable and Berry Growers Association Community Accreditation for Produce Safety. These programs have recordkeeping requirements that often don't align with one another, nor with the requirements of the PSR. This means growers need to juggle a handful of different recordkeeping documents.
b. Examples of Technologies and Innovations for Food Safety
* FarmOS, a project that aims to help with the multiple record keeping requirements. Learn more: http://blog.uvm.edu/cwcallah/produce-tracking-and-traceability/
Below are a few examples of where technology is helping out already. These are "home-grown" solutions to local problems. Someone saw a need and figured out how to fill it. There is plenty of room for additional innovations in these applications as well as others you identify through your research.
* AZS Rinse Conveyer This is a new technology produced by UVM Extension's Agricultural Engineering team as they investigate materials to make cleaning and sanitizing equipment easier and more effective.
* The DewRight RH sensor, developed by a UVM professor, and its associated Vesta environmental control system, developed by Vermont Energy Control Systems. These help farmers with accurate temperature and relative humidity measurements. The information can help reduce spoilage while increasing yield and quality, thus saving farmers money and effort. | <urn:uuid:704b60ae-f8c6-4bdc-aab0-fe5786781fb8> | CC-MAIN-2019-43 | https://www.vacd.org/wp-content/uploads/2018/12/2019-Current-Issue.pdf | 2019-10-16T00:36:13Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00311.warc.gz | 1,088,246,751 | 8,803 | eng_Latn | eng_Latn | 0.997857 | eng_Latn | 0.998478 | [
"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 | [
3821,
6407,
9445,
14162,
14305,
17257,
23120,
26917,
28929,
31785,
36108,
37708,
40107,
43411,
45947
] | [
3.515625,
2.515625
] | 1 | 0 |
VERMONT ENVIROTHON KEY POINTS 11.13
Each of the Envirothon's five topic areas contains a variety of activities and content that can be identified as being addressed in the Vermont Framework of Standards and Learning Opportunities. For each of the Key Points, the applicable Vermont standard is identified by the standard number.
About Overarching Concepts
In the Vermont Envirothon competition, each of the topic areas is weighted equally, except for the Current Issue – which is scored as double that of the other topics.
Each topic area features Overarching Concepts. These broad concepts are indicative of the depth of investigation that could take place under each topic area, and are designed to help teachers apply a broad, but deep, approach to each topic. The concepts are designed to indicate interconnections between standards and the depth of understanding needed for full achievement of the standard, and to stimulate discussion during the teaching/learning process.
TOPIC AREA: AQUATICS
1. Define and illustrate the water cycle. 7.15
2. Describe the process of eutrophication, including what time of day oxygen and carbon dioxide levels would be the highest in a pond and why. 7.13
3. Identify the life cycles and habitats of common fish, amphibians, aquatic macroinvertebrates, and aquatic plants found in Vermont, native and exotic. 7.13
4. Explain the functions and values of wetlands and riparian areas. 3.9
5. List the sources of point and non-point source pollution and detail their prevalence in Vermont. 3.9, 7.16
Overarching Concepts
[x] Understanding the water cycle and its many ramifications is essential to understanding the role of water in the natural world.
[x] Water can be affected by many factors including temperature, dissolved organic and inorganic matter, suspended materials, and the presence of various living organisms.
[x] Aquatic ecosystems can be impacted by human activities such as agriculture, industry, introduction of invasive species, and others.
[x] Damage to wetlands and riparian areas can create profound effects on ecosystems.
6. Determine which federal and state regulations assist
citizens in managing aquatic resources. 3.9
7. Depict the aquatic food web and its interconnections with the terrestrial food web. 7.12, 7.13
8. Distinguish between a cold-water and warm-water fishery and give an example of a fish species that commonly inhabits each. 3.9, 7.13, 7.16
9. Delineate the watershed boundary of a small water body. 7.15, 7.16
10. Use a dichotomous key for identifying plants and animals. 2.2, 7.13,7.16
11. Understand what parameters to sample based on the purpose of the monitoring. 7.1, 7.2
12. Identify aquatic macroinvertebrates common to Vermont to the level of order and correlate their presence to the water quality condition. 7.13, 3.9
13. Identify common fish species in Vermont (e.g., trout, salmon, bass, and walleye). 7.13
TOPIC AREA: FORESTRY
1. Be able to use a 10-factor glass prism to determine the basal area of a given plot and discuss the various other measurements that could be accrued with this tool. 7.18
2. Be able to use a scale stick for determining tree height and diameter, standing board foot volume, and log volume on the ground. 7.18
3. Be able to identify from a tree section all of the component parts and their functions. Be able to explain how these functions work collectively to keep the tree alive and allow the tree to interact with the rest of the forest. 7.13, 7.11
4. Be able to identify by common name 30 of our most common forest trees. 7.13
Overarching Concepts
[x] Forests are important ecosystems affected by climate, elevation, soils, precipitation, air quality and human activities – both past and present.
[x] Forests function as communities over time and change constantly as these communities grow. The longer the time, the greater the collective change.
[x] The tree is the basic forest building block and is a complex structure with multiple functions. How it grows and its relationship within the forest environment determines the condition of the forest.
[x] Forests are an important natural resource in Vermont, providing a variety of forest products, clean air and water, soil stability and habitat for wildlife.
[x] Forest management requires measurement, data collection, and forest evaluation before changes can be made.
5. Be able to identify the various Vermont forest types (northern hardwood, oak-hickory, etc.) and their Vermont locations. 7.13
[x] Forest management is built on understanding of how forests respond to change, both natural and human directed.
6. Be able to explain how soils and nutrient cycling affect trees and forests. 7.13, 7.15
7. Be able to explain how and why forests change over time. 7.13
8. Be able to explain how stress, both natural and human induced, influences trees and forests over the short and long term. 3.9, 7.15
9. Have a basic understanding of the relationship between stocking and density and how they affect tree growth. Be able to explain a stocking chart. 7.15
10. Be able to describe the purpose of silviculture and the reasons for implementing it. 7.15
11. Be able to describe, compare and contrast the various silvicultural systems used in forest management. 7.15
12. Have an understanding of the difference between a forest management objective and a silvicultural prescription. 7.15
13. Be familiar with some of the similarities and differences between the rural and urban forest. 7.15
TOPIC AREA: WILDLIFE
Overarching Concepts
[x] Wildlife is only a part of ecosystems – complex interactive systems of living and non-living things.
[x] Changes to ecosystems, whether natural or human-made, cause changes in wildlife populations.
[x] Wildlife populations are dynamic; they can be growing, static, or shrinking depending on the ecosystem.
[x] Some wildlife populations are regulated when they exist side-by-side with humans.
[x] Positive changes in ecosystems can help restore endangered or threatened species.
[x] Some wildlife species are managed as a renewable natural resource.
1. Identify wildlife species from silhouettes, mounted specimens, or pictures (part of an animal may be shown instead of the whole animal). Keys will be used for more extensive identification. 7.13
2. Identify wildlife species based on wildlife sound or sign. Sign can include animal fur, hair, feathers, gnawings, rubbings, pellets, and scat. 7.13
3. Answer questions concerning the natural history and management of wildlife species occurring in Vermont. 7.13
4. Identify basic survival needs of wildlife. 7.13
5. Describe specific wildlife adaptations and their role in the ecosystem. 7.13
6. Describe predator/prey relationships and be able to identify examples. 3.9
7. Describe food chains and food webs and be able to identify examples. 3.0, 7.13
8. Describe factors that limit or enhance population growth. 3.9
9. Understand the historical and present connection of people and wildlife, including hunting, trapping and wildlife watching. 3.9
10. Identify habitat requirements for specific species. 3.9
11. Evaluate a given habitat and select or list species most likely to live there. 3.9
12. Describe ways habitat can be improved for special species by knowing their requirements. 3.9
13. Discuss concepts of carrying capacity and limiting factors. 3.9
14. Discuss how forestry practices can enhance wildlife habitat. 3.9
15. Answer questions concerning hunting regulations and how they pertain to wildlife management. 3.9
16. Describe various ways each person can help in the protection, conservation, management and enhancement of wildlife populations. 3.9 & 7.19
17. Identify agencies responsible for providing the protection and management of wildlife resources. 3.9
18. Identify wildlife species that are listed as endangered or threatened and describe the main causes that led to the depleted populations. 3.9 & 7.13
19. Describe major consequences of wetland destruction on wildlife. 3.9
20. Identify non-native species that have been introduced into Vermont. 7.13
21. Identify the most common carriers of rabies and Lyme disease. 7.13
22. Describe the cause, transmission and symptoms of rabies and Lyme disease in people and wildlife. 7.13
TOPIC AREA: SOILS
1. Understand the five factors of soil formation. 7.15
2. Identify and be familiar with basic soil properties, including physical, chemical and biological properties, and be able to identify basic soil horizons and soil textures and other characteristics from an actual soil pit. 7.15
Overarching Concepts
[x] Soil has physical, chemical and biological properties and can be studied, classified and mapped based on these properties.
[x] Soils are a functionally important part of the environment and interact with other major factors in the environment, including the atmosphere and the hydrosphere.
3. Understand the relationship of soils to each year's Special Topic, which focuses on pressing environmental issues, including soil erosion, non-point source pollution, and broader issues such as biodiversity and climate change. 3.9
[x] Environmental relationships between the soil and other factors can be interrupted and influenced by human activities, such as development, agriculture, waste disposal, resource extraction and pollution.
[x] Global sustainability for humans is highly dependent on managing and conserving soils for multiple uses including crop production, forestry, and habitat diversity.
4. Understand the role of soils in land use issues such as building site development, prime farmland and wetland preservation, septic system siting, and recreation development. 3.9
5. Recognize the importance of soils for agricultural production and forestry and the importance of managing soils sustainably on a global level in the face of mounting population pressure and urban sprawl. 3.9
6. Use the Natural Resources Conservation Service (NRCS) Web Soil Survey website (http://websoilsurvey.nrcs.usda.gov/app/) to learn about soil types and other information about the soils in Vermont and understand how this information can be used. 1.8, 1.10, 7.1
TOPIC AREA: CURRENT ENVIRONMENTAL ISSUE AND ORAL PRESENTATION
Overarching Concepts
[x] Developing an in-depth understanding of specific natural resource issues is the foundation of informed natural resource management and decision making.
[x] Developing oral presentation skills strengthens the ability to communicate with others.
1. Gain an in-depth understanding of a specified natural resource issue.
2. Understand the ecological, social, and economic implications of the specific issue.
3. Use references and resource personnel to get information appropriately.
[x] Working as a team yields the best results.
4. Develop and interpret data.
5. Use reasoning and problem-solving skills to define the problem, develop alternative solutions, determine which solution is most feasible, and develop a plan for that solution.
6. Read and interpret various types of maps such as topographic maps, soils maps, and landuse maps.
7. Adapt what is learned about this issue to the format of an oral presentation.
8. Create a map of the area and information studied.
9. Apply the information on the natural resource issue to create and deliver a well-organized oral presentation with a clear introduction and strong conclusion that lasts a specific amount of time.
10. Speak in front of an audience.
11. Answer questions logically and concisely.
12. Clearly state and support a plan for the specific issue.
13. Enhance the presentation with good eye contact, gestures, inflections, skits, originality etc.
14. Use appropriate visual aids to make major points and show conclusions.
15. When working as part of a team each student should demonstrate that they contribute to the planning process, have a strong role during the oral presentation, and are able to answer questions. | <urn:uuid:0a13f6a9-1d55-4e97-9727-f00d8d9b58d4> | CC-MAIN-2019-43 | https://www.vacd.org/wp-content/uploads/2017/09/vermontenvirothonkeypointsupdatednov2013.pdf | 2019-10-16T00:36:59Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00309.warc.gz | 1,106,124,680 | 2,582 | eng_Latn | eng_Latn | 0.990385 | eng_Latn | 0.991986 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2908,
5482,
8237,
10122,
11892
] | [
4.25
] | 1 | 0 |
FG401O/ German 2-1 Syllabus
Course Title------ German 2-1
Course Number------ FG401O
Grades:------ 09-12
High School Credit Value:------ 0.5
Prerequisites:------ Successful completion of first year German
Course Length:------ Regular courses: 17 weeks
CR: 9-17 weeks.
Course Time:------
Regular courses: 17 week schedule: 75 - 90 minutes per school day (6-7.5 hours per
week)
Credit Retrieval: 75 - 90 minutes per school day (6-7.5 hours per week) until course completion.
{ Course Description }
COURSE DESCRIPTION:
This is an intermediate level course that will introduce the student to a variety of areas of language learning. In this course, the student will continue to learn listening, speaking, reading and writing skills through activities that are based on pedagogically proven methods of foreign language instruction.
Throughout the five units of material (Daily Routine, Animals, Pastimes, Body, Description), students learn to express themselves using an ever increasing vocabulary, past-tense verbs, demonstrative articles, and adjectives. Grammar is introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Culture is sprinkled throughout the course in an attempt to help the learner focus on the German speaking world and their culture, people, geographical locations and histories. The course is aligned to the American Council on the Teaching of Foreign Language standards.
Course Materials:
Students need headphones/ microphone for recording oral assignments. Also needed for online assessments where they recite oral lessons directly to the teacher.
State Alignments
Washington State Standards guided the design of the course. Learning expectations are found within the course itself.
This course is centered on the American Council of Teaching Foreign Language Standards. The Foreign Language Standards are broken up into 5 categories: Communication, Cultures, Connections, Comparisons, and Communities, also known as the "5 Cs". The Standards can be found
on the ACTFL: National Standards for Foreign Language Education site as well as below.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language
for personal enjoyment and enrichment.
Course Outline
Unit 1: Der Tagesablauf
Section A – Cognates
Section B - Reflexive Verben
Section C - Bavaria
Unit 2: Die Tiere
Section A - Animal Names
Section B - Negation and Demonstratives
Section C - Berlin
Unit 3: Die Freizeit
Section A – Hobbies
Section B – Superlative
Section C - Die Alpen
Unit 4: Der Körper
Section A - Body Parts
Section B - Indirect Objects
Section C - Vergangenheit
Unit 5: Die Beschreibung
Section A – Nationalitäten
Section B - More Past Tense
Section C - Kennen oder Wissen
Semester 1 Exam
Course Work
The course will include writing, speaking, listening and reading assignments; Online Deutsche Stunde (German Hour) discussions with the teacher and fellow German students; assessments, quizzes and exams.
The course must be worked through in order and all activities must be done. Many of the self-check 'Practice' activities can be repeated and practiced which will serve very beneficial to the student who is motivated to use this course as an effective delivery system. The student needs to read all of the information in the Orientation area of this course before getting started.
Most of your homework will be submitted directly to your teacher in the online lessons. If you have a question about the content, email the teacher. If you have a technical question, you may ask the help desk. There will be some oral work that may be recorded using a microphone, saving as a .wav or .mp3 file, or student may attend online office hours. If you have any questions of how to turn in your work please ask your teacher before you turn it in.
Grading
Occupational Credit:
This course may qualify for *occupational credit. Please consult your school counselor for further clarification.
*Please note that FLA901 (Sign Language) does not qualify for occupational credit.
Copyright Internet Academy (iAcademy.org), Federal Way School District, WA | <urn:uuid:03e1edd6-b632-4b3a-adb0-0cadbcdb3290> | CC-MAIN-2019-43 | https://www.iacademy.org/wp-content/uploads/2014/08/FG401O-German-2-1-Syllabus.pdf | 2019-10-16T00:11:09Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00310.warc.gz | 903,310,147 | 1,210 | eng_Latn | eng_Latn | 0.972398 | eng_Latn | 0.985661 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2039,
3925,
5479,
5784
] | [
2.546875
] | 2 | 0 |
Computers and Computing
A Personal Perspective
Niklaus Wirth, December 2015
The Era Before
Historians date the origin of computing far back almost in the middle age. Here we prefer to start when computers became commercially available and started to play a role in business and science. This was around 1960 or even slightly before. Only a few inventions had caused this development.
On the physical level, it had been the advent of electronics that made computers objects of interest. Electronics offered the necessary speed. Up to these times, the active elements of electronic circuits were vacuum tubes. Heated cathodes emitted electrons, sucked up by the surrounding anode. In between a grid allowed to control the flow of electrons by applying a negative field. Early computers contained thousands of such tubes which, due the cathode heating and the high voltage at the anode consumed a considerable amount of energy, a few Watts every tube. With their numerous tubes and heavy power supplies, these early computers were quite monstrous and filled entire rooms.
On the logical level, the innovation of John von Neumann (1944) made computers into what they are. Before, they typically consisted of a control unit and a separate arithmetic unit. The former fetched instructions from an instruction store one after the other, the latter interpreted them and accordingly altered data in the data store.
control
data processing
control unit
arithmetic unit
control store
data store
Von Neumann introduced two fundamental concepts. First, the two stores were united. This allowed the computer to generate data and then interpret them as instructions. Thereby, the computer mutated from a special purpose device (with always the same program) to a universal machine, the programmable computer. And this is what distinguishes the computer from all other technical devices up to this day.
The second fundamental idea was the conditional instruction. It has a different result depending on previously computed values, i.e. the state of the machine.
Experimental computers developed as prototypes, usually at universities, between 1945 and 1960, all adopted these fundamental ideas.
Pioneering Years
It was in 1959 in Québec, Canada, when I first dealt with a computer. I had registered in a course on Numerical Analysis, taught by Prof. Goodspeed. But the computer was not up to the professor's name. In fact, it was not only slow, but "down" whenever we had concocted a small program as part of an exercise. Hence, my first encounter with a computer was dismal and discouraging. I cannot explain how I kept up my interest in computing. But I sensed it would be important in the future.
The available computer was an Alwac III-3E. It rested on several thousands of electronic tubes, mostly double triodes, and it occupied a full room. A tube had typically a life-time of 10'000 hours. Hence, you could reckon that one - and thereby the entire system - would die every few hours. And it did! Programming was done by constructing tables of instructions in hexadecimal code. I thought there was potential for improvement.
My second go at computers was a year later in Berkeley. There was a large IBM 704 computer, one of the first built with transistors instead of tubes, and therefore much more reliable. It was accessible only via punched card decks delivered to the Computing Center. Card decks from various customers were piled up by operators, and the system automatically processed one deck after another. This was called batch processing. Results could be fetched several hours or even days later on endless paper as texts consisting of digits and capital letters. Programming was in the new language Fortran (formula translation). This was a definite improvement over hexadecimal code, but I could no longer understand how the computer operated. Again, I felt that there was room for improvement.
In the years 1960-1965 large, remote computers dominated the computing world. They became called main frames and filled large, air-conditioned rooms. All brands were more or less the same, differing by word-size, memory size, and, of course, execution speed. They typically featured one or two accumulator registers. Three innovations deserve being mentioned. The first is the index register, whose value is added to an operand address during the fetch cycle.
As a representative of these main frames, we very briefly outline the IBM 704. It featured a memory (store) of 32768 (= 2 15 ) words of 36 bits each. At the time, character sets consisted of 64 (= 2 6 ) characters; hence, computers featured word sizes which were multiples of 6 (6-bit bytes!). Numbers were stored in the signmagnitude form, a single bit for the sign, 35 bits for the absolute value. The 704's core consisted of the 36-bit accumulator register (in which supposedly sums were to be accumulated), the MQ register (holding the multiplier for multiplications or the quotient for divisions), and 3 15-bit index registers. There existed two instruction formats:
prefix decrement
tag
address
A
opcode
tag
address
B
3
15
3
15
Typical type-B instructions were LDA, STA, ADD for loading, storing and adding a variable (in memory) to the accumulator. The effective address was computed as the sum of the address field and the index register specified by the tag field. There were only a few type-A instructions. An example is TIX, implying a transfer to the given address, and subtraction of the decrement from the specified index register. This complex instruction was designed to implement fast loops with consecutive index values.
The second innovation was the interrupt, implemented in the later 7090 model. Here an external signal from an input/output device may cause the interruption of the current instruction sequence and issue a call of a subroutine, a so-called interrupt handler. The consequences for programming were considerable.
The third innovation were floating-point numbers. There had occurred many heated discussions on how to represent fractional (real) numbers. The options were fixedpoint and floating point In the latter case, a (real) number x is represented by two integers packed into a single word, say e and m, with x = B e * m. and 1.0 <= m < B. Typically B = 2. The 704 took about 80 µs for a floating-point addition, and 8 µs for an integer addition.
The most numerable main frames were the IBM 704, 7090, 7094, the UNIVAC 1108, and (a bit later) the CDC 1604 (with 48-bit words and 6 index registers).
Apart from the 704, I encountered in 1961 a much smaller computer available at the institute led by Prof. Harry Huskey. This was a Bendix G15, designed by Huskey based on "Turing's computer" at the NPL in England. It was a stand-alone machine, and one had to sign up time on it by the hour and a few days ahead. It was an ingenious design with few tubes and a magnetic drum store. It used a serial adder, essentially with a single tube. Programming consisted of constructing tables of encoded instructions What made programming particularly intriguing, or rather cumbersome and tricky, was that their placement on the drum tracks was of crucial importance for execution speed. Any word appeared under the reading head only once during a drum revolution, i.e. about every 40 ms in the worst case. Evidently, the G15 was an interesting device for puzzle-minded guys, but no pointer to the future. However, I could now fully understand how such a machine functioned. This is what constitutes progress.
Analog vs. digital, binary vs. decimal
In the 1960s, the computing world consisted of two camps: the analog and the digital world. It was by no means clear to which the future would belong. Typically, mathematicians belonged to the digital, electrical engineers to the analog camps. Digital computers were exact, but required very many expensive components, whereas engineers were used to live with approximate results, correct to perhaps 3 or 4 decimal digits. In the analog world, only addition and integration (over time) is easily achieved, whereas multiplication and division are difficult or almost impossible. Today, the then heated controversy over analog vs. digital has completely vanished. This is not only due to the enormous reduction in price of digital circuitry, but primarily because analog values were very hard, if not
impossible, to store. Computers are now not so much used to compute, but rather to store data. As a consequence, analog computers have died out.
Remains to be noted that digital is actually an illusion. The physical world is analog except deep down on the atomic level of quantum physics. Even stored values are often not digital (not binary). Modern memories (2016) consist of cells capable of distinguishing between 8 (analog) values.
As an aside, the adjective digital stems from the Latin word digis (digitis) meaning finger. This suggests that digital computers count by holding up fingers like first year pupils. The adjective analog reflects the fact that a computed value is represented by an analogous quantity, typically a voltage. It would be much more sensible to distinguish between discrete and continuous, rather than digital and analog.
Within the digital community, there existed a further schism. It divided the world into binary and decimal camps. Binary computers - which are the rule today represent integers as binary numbers, i.e. as a sequence of binary digits (bits), the one at position n with weight 2 n . Decimal computers represent them as sequences of decimal digits, the one at position n with weight 10 n , each decimal digit being encoded by 4 bits. Large companies offered both kinds of computers at considerable expense, although evidently the binary representation is definitely more economical. The reason behind this separation lay in the financial world's insistence that computers produce in every case exactly the same results as calculation by hand would, even if erroneous. Such errors may happen in the case of division.
The dilemma was "solved" in 1964 by IBM's System 360 by offering both number representations by a large instruction set.
First Programming Languages (1957-62)
Constructing long sequences of instructions had been a tedious and error-prone activity. A remedy was first presented by IBM with the language Fortran, standing for Formula Translator. The translator, a program later to be called compiler, was developed by a group under the guidance of John Backus in 1957. The goal was to replace assembler code by mathematical formulas, by variables and expressions. Whereas in assembler code every single instruction had to be listed, now this could be expressed more appealingly in a single line (punched card). For example, the instructions to add two variables and store the result
LOD X
ADD Y
STO Z
this would be expressed in Fortran as
FORTRAN was oriented to input from punched cards. They postulated a line of 80 characters (capital letters only), with columns 73-80 reserved for card numbering (useful if you dropped the card deck!). A C in column 7 meant that the card
contained a comment. There were no declarations and no data types, except that a variable's name beginning with I, J, ..., N denoted an integer, all others floatingpoint (real) numbers. FORTRAN featured subroutines. They were to be compiled independently, and no checking of parameter consistency was performed. Fortran introduced the notion of program libraries (mostly for mathematical functions).
Fortran proved to be a remarkable feat. The techniques of translation had to be invented from scratch. Fortran remained the Standard tool for decades to come. Particularly research laboratories and universities, where numeric calculations were dominant, stuck to Fortran for decades to come, although more powerful languages had emerged. As time went on, they had amassed huge amounts of programs, now called software, and invested so much effort, that it seemed impossible to depart from Fortran. This led to the phenomenon legacy software.
The first alternative to Fortran was presented in 1958 by a group of European scientists. Their language was called Algol, standing for Algorithmic Language. It was revised by a group of 13 European and American scientists and was announced at the IFIP (International Federation of Information Processing Societies) Congress in Paris in 1960. This language became known as Algol 60 and was supposed to become the international standard. It was felt that such an important concept was not to be left to a single commercial company. The following highlights were the hallmark of Algol 60:
1. The language was defined by a concise report, edited by Peter Naur. The basis was a formal notation to specify the structure (syntax) of the language.
2. The notation for program texts was in a free format, merely as sequences of characters, or rather basic symbol of the language. These symbols constituted its vocabulary. There was no reference to 80-column punched cards.
3. Programs were given a structure by the grammar (or syntax) of the language. This syntax was defined by a set of productions (or derivation rules), based on a strictly defined meta-notation called BNF (Backus-Naur form).
4. The vocabulary consisted of (capital and lower-case) letters, digits, and special symbols (such as + - < > ; etc.), and reserved words (such as begin, end).
5. Every variable was to be declared in a declaration.
6. Every variable, constant, or expression was given a type. The standard data types were Integer, Real, and Boolean.
7. The type Boolean specified the two logical values True and False, and logical operators.
8. Expressions could contain sub expressions. Their syntax was recursive.
9. Procedures (in Fortran called subroutines) could be recursive.
10. A sequence of statements could be expressed as a begin-end block with declarations. Variables declared within a block were considered as local to this block. The concept of locality proved to be of utmost importance in programming methodology.
11. The language definition was machine-independent.
It was the structured description of the language, the syntax, that promoted the term language, although it is actually a misnomer. A language is spoken, a programming language is not. The term formalism would have been more appropriate, but the term language persists to the present day.
Algol, just as Fortran, was oriented to the needs of numerical computation. This in contrast to commercial applications such as accounting and book-keeping. But while the continuing growth of the user community was assured for Fortran due to the support of a mighty industrial player, that of Algol never became large. Algol remained confined to the academic communities, mainly in Europe, and remained largely unknown in the US, although it was far superior
To cater for the needs of the commercial world, the language Cobol was invented in 1962 (Common Business Oriented Language, Jean Sammet of IBM) and promoted by the US Department of Defense (DoD). By academics it was considered as far too verbose, trying to accommodate users disinclined to mathematical conciseness. Cobol obtained a very large user community. Just as computers with binary vs. decimal arithmetic had separated the academic from the commercial world, so did now the languages.
Another notable development, was the language Lisp (List Processing, McCarthy, 1962). In contrast to all others, this language was very terse. Not repetition but recursion was its distinctive property. All elements of data were nodes of a dynamic data structure. These nodes were either numbers or (short) names, or pairs referencing two descendant nodes. Thereby (recursive) structures, such as lists or trees of arbitrary complexity could be generated during program execution (i.e. dynamically)
The amazing property of Lisp was its utmost simplicity. There existed only a single data type, appearing in two variants. The first was a pair of pointers to two other elements. The second was a value, typically a number or a few letters. There existed only a few basic functions allowing to construct arbitrary lists and trees. A Lisp-program was a single function application, which in turn called other (programmer-defined) functions Lisp was therefore said to be a functional language:
CONS (x, y)
generates a new element pointing to the pair x and y.
CAR(x)
the first element of the pair x
CDR(x)
the second element of the pair x
ATOM(x)
telling whether x is a pair or an atom (number)
This property brought attention to the problem of storage allocation and, mainly, storage reclamation to the foreground. The solution lay in automating storage recovery (reuse of storage of no longer accessible data). It was soon to become known as garbage collection.
Oddly enough, Lisp became known as the language of artificial intelligence, a subject that came up during this time, encompassing many applications that were of a non-numerical nature. But there was no "artificial intelligence" in the language itself. Nevertheless, the artificial intelligence community staunchly adhered to Lisp. One distinctive feature may be accountable for this fact: LISP-code itself was represented by LISP data structures, and therefore a generated structure could be regarded as an interpretable program. Hence, LISP programs could extend and alter themselves, a rather dangerous facility.
Although Algol never became a widely used language, its influence was profound in the fields of language design and implementation. This was due to its precise, formal definition. A flurry of activities started in academia, and languages proliferated in all directions. They were mostly local developments that soon vanished from the scene again. The new subject of computer science emerged mostly due to language design and programming. Languages hardly fitted into mathematics nor electrical engineering departments. Of particular relevance was the subject of parsing formal texts, the substance of compilers. Parsers could now be derived directly from the syntax specifications of a language, and were no longer ad-hoc, empiric algorithms. The two principles of top-down and bottom-up parsing became heavy competitors. Unfortunately, it was believed that a syntax could well be defined without giving consideration to parsing, and as a result rather sophisticated parsing schemes emerged. This was unfortunate, because with few exceptions a language could be given a syntax that could be treated by a simple and efficient parser.
Some efforts attempted to formalize not only the syntax, but also the semantics (meaning). The formal definition of semantics, however, is an elusive subject, and therefore these efforts were condemned to fail. Still, all these activities gave computer science a touch of academic respectability and maturity, counteracting the view that CS was primarily an arena of practitioners.
The first Reduced Instruction Set Computer (RISC) (1962)
From 1950 to 1970 the National Laboratories promoting the development of atomic weapons (Los Alamos, Livermore) came up with insatiable demands of computing power. Their calls for faster computers presented massive challenges to computer designers, and their financial resources promised enormous challenges. The goal was, simply speaking, to develop a super-computer.
The company that first picked up the challenge was CDC (Control Data Corporation, Minneapolis), and its chief designer Seymour Cray. After the CDC 1604, he undertook a radical departure from the ongoing trend, which had led to computers with more and more complicated and large instruction sets. His idea was to provide only a few, basic instructions, all executable with greatest speed. Apart from this, he relied on the new component family with ECL-technology (emitter-coupled logic), which provided very fast transistors, but with the disadvantage of requiring large amounts of current (energy). As a consequence, his main challenge became not designing logic, but cooling the heated transistors. This computer was built before integrated circuits (chips) had become available.
The CDC 6000 architecture is briefly sketched as follows. The memory consists of 262144 (= 2 18 ) 60-bit words, and the processor contains three sets of 8 registers.
The data registers X0 - X7 are 60 bits wide, the address registers A0 - A7, and the index registers B0 - B7 are 18 bits wide. Instructions are either 15 or 30 bits long, 2, 3, or 4 fitting into a 60-bit word.
The computer used 1-complement representation of integers. This allowed faster sign inversion, but provided two forms for zero, giving rise to several unpleasant problems.
A clever oddity is the rule that assignments to an A-register have a side-effect on the corresponding X-register. Assigning an address to an A-register was the only way to transfer data from and to memory. (This "feature" was loved by compiler builders).
Compiler construction (1960 -)
Around 1962 language design and compiler implementation had become important topics in Computer Science. The publication of Algol in 1960 with its rigorous definition of its syntax gave rise to strong efforts in the development of parsing methods. It was recognized that compilers must be driven by their parser, decomposing the text into its structural entities, and that then code was to be generated for the individual entities. Given a complex syntax, parsing was to be efficient.
Soon two basically different methods emerged, the top-down and the bottom-up methods. The direction is that of the traversal of the syntax tree of the text to be parsed. Hence, the top-down method always starts with "program" as the parsing goal, and then subdividing this goal into sub goals.
This intuitively obvious method is somewhat limited and unsuitable for certain kinds of grammars. A more powerful method is the bottoms-up parsing, which simply reads text and recognizes structural units, and then composes higher units out of subunits, until the goal "program" is reached. This method is table-driven. The tables can be generated automatically from the given syntax.
Whereas early compilers were essentially, but not systematically top-down parsers, subsequent developments favored the bottom-up method, because it admitted more complex grammars, which seemed to be advantageous for the ever growing complexity of new languages such as PL/1 (IBM) and Pascal.
But the argument is a fallacy. As the language designer has many freedoms, he must not ignore the problems of parsing, but choose the syntax so that parsing is a simple as possible. Evidently, this recommendation was gallantly ignored,
particularly after parser generators had become available. A syntax seemed to be God-given, and it was up to the implementers to cope with possible difficulties.
However, the real crux of compiler construction lies in code generation which resists systematization until the present days. What made the task so difficult was the evident mismatch of given computer architectures and language features. Computers had been designed with Fortran in mind, and their instruction sets were oriented towards the language elements that Fortran carried. But Algol 60 and PL/1 changed the scene drastically. A few example must suffice.
The first, and perhaps minor challenge was the handling of complicated expressions with only 1 or 2 registers available. This topic became easier with the later advent of computers with banks of registers, and much effort went into optimizing the code. A much greater challenge was the handling of procedures with local variable. These allowed the reuse of storage without the programmer's having to be aware of it. The admission of recursion in Algol made it possible that several incarnations of local variables had to be allocated (dynamically, at runtime). Therefore variables had to be addressed via a register designating the relevant set. All this gave rise to the use of a stack (of local variable frames) supported by dedicated registers holding base addresses. But such were not available of the prevalent computers.
Therefore, these facilities had to be implemented by software, sharing the few registers for different purposes, and thereby reducing execution speed. As a result, Algol with its generality and with recursion was said to be intrinsically inefficient and inferior to Fortran. And then, numeric computations did not require recursion. Hence, Fortran was for "the real world", whereas Algol appeared as a luxury for tinkerers.
The B-5000 (1963)
It was to be hoped that the innovative design of Algol would extend its influence on computer development. And it did. Algol turned out to be difficult, if not impossible, to implement efficiently and to make it competitive with Fortran concerning execution speed. Already in the early 1960s some computers appeared that catered to Algol's specific features, emphasis given to the implementation of general expressions and of recursive procedures.
In order to translate expressions of Algol's generality into sequences of simple instructions, they are typically converted from infix to postfix form:
This allows a straight-forward evaluation, if operands can be stacked (pushed onto a first-in-last-out stack). Then operators simply replace operands by the result. Computer designers therefore accommodated compiler designers by providing a push-down stack in place of a register array. Effectively, the stack is an array with implied up-down counter used as index, and the net effect is that register numbers can be omitted in the code. This leads to denser code.
The idea of a (hardware) stack appeared as very attractive, and both the British GE KDF9 and the Dutch Electronica X8 implemented it. The Burroughs B5000 also adopted the concept, implementing the top two elements as registers. Transfer of lower elements of the stack to and from memory was automated by a fairly complex scheme.
It is noteworthy that the B5000 used the same encoding for integers and real numbers with a 39-bit mantissa, a 6-bit exponent, and a base B = 8, integers with exponent = 0. The program code consists of 12-bit syllables, 4 to a word.
In the long run, the idea of the expression stack did not catch on and disappeared form the scenery. Direct register numbers in the code seemed preferable, and sophisticated optimization algorithms make the best of it.
The most challenging feature of Algol, however, were recursive calls of procedures. Consider
```
PROCEDURE P(x: INTEGER); BEGIN IF x > 0 THEN P(x-1) END END P
```
For every (recursive) call of F a new incarnation of x is created and must be allocated. The same would hold for local variables. The evident solution is a stack of frames, each holding parameters, local variables, and the return address. As a consequence, every variable cannot be accessed by a simple, static address, but by an address, to which the base address, the address of the containing frame, is added. This base must be available from an index register, to be initialized upon call of the procedure (and restored on exit).
A nasty problem with existing main frame computers was the acquisition of the return address (also to be deposited in the frame). The worst solution was that of the CDC 6000 super computer. Its call instruction deposited the return address in the memory location preceding the call address (i.e. in front of the procedure's first instruction. This scheme writes into the program, and thereby makes the code nonreentrant. Clearly an unacceptable solution.
The efficient and elegant implementation of recursion requires a suitable addressing mode with specific address registers (stack pointer, frame pointer). The B5000 offers these ingredients. As a result, however, a call instruction constitutes a fairly complicated scheme with several accesses to memory, requiring complex circuitry and time.
But Algol had some further hard nuts in store. A major stumbling block was its socalled name-parameter. It postulated the literal replacement of the formal parameter by the actual parameter. The best example for its use is the following procedure (here translated into the syntax of Pascal):
```
PROCEDURE Sum(i, n: INTEGER; x REAL): REAL; VAR s: REAL: BEGIN s := 0; FOR i := 0 TO n-1 DO s := x + s END ; RETURN s
```
END Sum;
Given further variables k: INTEGER;
a: ARRAY 100 OF REAL;
the sum of the elements of a can be expressed by the function call
Sum(k, 100, a[k])
rendering the FOR statement into
FOR k := 0 TO 100-1 DO s := a[k] + s END
This implies that for every addition the actual parameter a[k] must be evaluated, and that therefore it must be called like a (parameter-less) function. The feature complicates compilation of procedure calls enormously. The B-5000 pushed this complication from the compiler (software) into hardware: Instructions for fetching a value must first inspect (at run-time) whether an operand is a variable or a function call. Discrimination was based on a bit in every operand, indicating whether it is a simple variable or a descriptor (of the function).
The B5000 introduced the concept of descriptors and is said to have a descriptor architecture. In particular, every array is represented by an array descriptor, just as procedures are represented by procedure descriptors. The array descriptor also contains the array index bounds, and an array access tests the index to be within these bounds. The net effect of the descriptor scheme was that almost every variable access required an indirection, and therefore more time.
In most cases, computer engineers had little notion about languages and compilers, and language designers had little knowledge about hardware design and even less about compiling. They were even proud of this and believed that true innovation could occur only by ignoring technical constraints. The result was a gap between software and hardware. The B5000 designers tried to bridge this gap courageously. But in hindsight they went too far. They implemented language features that proved to be not quite realistic, nor truly needed. As a consequence, the B5000 computer, delivered in 1964, one of the first to Stanford University, became a very complex, costly device. It could efficiently handle sophisticated Algol features, but it could hardly compete with conventional machines for everyday applications.
The notion of a family, and the 8-bit byte (1964)
IBM's System 360 was announced in 1964. It brought two other innovations. The first was the notion of a computer family. Up to this time, every computer had its own structure and performance; it was sort of unique. Now System 360 consisted of many incarnations of one and the same instruction set. Each incarnation, called model, had its distinct performance figures, size and price. But all of them looked the same to the programmer. In this sense they formed a family; they featured the same architecture. This is where the word architecture in connection with computers appeared.
It goes without saying that the different models had very different implementations of the hardware, although they were handling the same software. For the first time, the technique of emulation was used extensively. The smaller models used the novel technique of micro-programs. The genuine hardware always interpreted the same program, namely an interpreter of the 360 instruction set. The interpreter was defined in so-called microcode. This micro-code rested in a small but very fast microcode memory, typically a read-only memory implemented in a proprietary technology. The consequence was that some of the 360's instructions were fast, others slow in comparison. It was possible to include some very complex and hard to understand instructions. Some of them even included loops in the micro-code.
The second novelty was that the smallest individually addressable unit in memory was not the word, but the byte, and that this byte consisted of 8 bits. So far, that unit was considered as consisting of 6 bits, and the word length of all computers were multiples of 6. An immediate negative consequence had been the limitation of character sets (ASCII and IBM's EBCDIC) to 64 characters. The extension to 256 characters was a welcome benefit.
This revolutionary step also dispensed with "variable length data computers", such as the ubiquitous IBM 1401, which featured string instructions, which operated on sequences of 9-bit bytes, the 9th bit acting as a string termination indicator.
Minicomputers, and a time-sharing system (1965)
In the shadow of the large main frame monsters a new generation of computers emerged around 1965: Mini computers. The first was the PDP-1 of DEC (Digital Equipment Corp.), later to be followed by the very popular PDP-8. They were mounted on standard 19" racks for typical use in laboratories, and they were built with discrete bipolar junction transistors and magnetic core memories. Their wordlength was 18 bits (PDP-1), 12 bits (PDP-8) and 16 bits (HP 2116). Their cycle time lay around 2 us. Every instruction needed 1 or 2 cycles. For the time, this was considered very fast. Their instruction sets contained load and store instructions, logical operations, single-bit shifts, and add and subtract. Multiplication and division was to be programmed. Their memory sizes being small, typically 4K or 8K words, compilers for high-level languages were out of the question. They were connected to a typewriter (teletype) for input and output.
The minicomputers' distinct attraction was their direct accessibility. They were not hidden in computation centers, but allowed interactive use. The old scheme of sign-up hours had returned which, inherently, is inefficient.
As an example, we sketch the structure of the popular PDP-8. Its memory consisted of magnetic cores, 4096 words, 12 bits long. The computational unit contained the accumulator, also 12 bits long. Instructions came in (essentially) two variants. Memory reference instructions and operators in micro-instruction format.
The memory reference instructions include loading, storing, adding, logical and, and jumps. This description makes it clear that such minicomputers were apt to be coded "by hand" with the aid of an assembler. Compilers were out of the question; the resulting code would be too long and inefficient. The memory was small enough to ensure that only small programs could be loaded, typically for controlling equipment and data acquisition.
A most remarkable novelty was the first time-sharing system with the goal of allowing fully interactive use without monopolizing the computer. This system was developed by Dennis and van Horn at MIT. In cooperation with DEC they devised an augmented PDP-1. It was beefed up by a drum store with 16 tracks of 4K words in each. Furthermore, the main store was enlarged to 3 blocks of 4K words. The first section was used for a small "operating system" .The system allowed 16 programmers to work on the single computer quasi-simultaneously. It operated in time slices of 33 ms duration. In every slice, three actions occurred: A track was read alternately from the drum into main store section 2 (or 3) , the same main store section was dumped onto the appropriate drum track, and the processor executed the program in main store section 3 (or 2). This allowed every programmer to obtain the impression that a regular PDP-1 was at his exclusive disposal. The scheduling of the processor, i.e. its allocation to an individual user, was quite simple. Users being statically given a place in a ring, the next time-slice was given to the next user in the ring, except, if he was waiting for input or output.
Probably the first such system was installed at Stanford University in 1964 in an experimental lab for teaching programming (Prof. Suppes). In order to facilitate textual input and control features, a special key was included in the keyboard of each station. It later became ubiquitous and called the CTRL-key.
This idea of time-sharing was simple and fascinating. Soon such systems became a normality. Manufacturers of main frames caught on to the idea and extended their products accordingly (IBM 360/67, GE 645). But they believed that software was omnipotent, and did not restrict themselves to a fixed time slice scheme, nor to fixed memory allocation for every user. Individual, dynamic resource allocation was their vision, memory sizes according to every user's needs, and scheduling individually according to priorities and resource availability. A side-effect was the emergence of memory management units in the hardware of these multi-user computers. This was pioneered by the giant Atlas computer in Manchester.
These were high-flying goals. Nobody had ever designed systems of this complexity. The difficulties had been vastly underestimated, Yet, delivery times had been promised to eager customers. The dire situation was met by employing huge crowds of system programmers, resulting in overwhelming management and communication problems. It ended in what was (in 1968) called the software crisis, documented very aptly by Fred Brooks' book "The mythical man month", culminating in the wise insight that "adding man power to a late project makes it later".
Compilers together with OS/360 became what was (perhaps) the first of the software giants, systems that did not rest on coherent design elements, built by armies of programmers, and in their entirety understood by nobody, and as a result of questionable reliability. Failures had been pre-programmed. Updates became a monthly routine.
Software, that is operating system, compilers, and libraries, were delivered by the computer manufacturers like an accessory. As software grew to huge dimensions and generated large cost, the process of "unbundling" started. Software became an object of its own, and its pricing was separated from that of hardware. This occurred not without intervention from legal courts. Software companies emerged. They generated programs usable on many different brands of computers and founded a market of its own.
Second generation languages, and Pascal (1965-1970)
The first of what I call second generation languages was PL/1 created by IBM, or rather a consortium of user organizations. What IBM had done to hardware, was to be done also to software: The unification of the scientific and the commercial computing communities by merging Cobol and Fortran. This would have to be an enormous undertaking with very many actors inserting their concepts and ideas. The result was published in 1965 soon after the announcement of the 360 computer family, when implementation of PL/1 was already under way.
While the Fortran, Cobol, and now PL/1 bandwagons were picking up speed, the academic community with its idea of a clean language resting on solid principles formed a group of scientists under the auspices of IFIP, forming the Working Group 2.1 in 1963. Its goal was to promote the discipline of programming in
general and of designing a successor of Algol 60 in particular. This group of about 40 people met about every half year at various places spread over Europe and the USA.
Obviously, such a large group was ill-suited to produce a coherent design. There were long and irksome debates about various language features and constructs to be deleted from or added to Algol 60. There were obviously questionable, illdefined items in Algol 60, but although agreement on their deletion was unanimous, their replacement would cause long arguments. The principal "speakers of the house" were Aad van Wijngaarden from the Mathematisch Centrum in Amsterdam and Fritz Bauer from the Technical University in Munich. In heated discussions the emotions flew high and the antagonists even tore their collars.
A particular source of lengthy arguments were procedure parameters. Algol 60 featured two, the value and the name-parameter. Some argued that the nameparameter was a distinctive feature, even a hallmark of Algol 60, others that it inherently degraded the efficiency of any implementation and was of little use (see chapter on B5000).
There were other peculiarities of Algol 60 that caused puzzlement and heated discussion. Only one of them is exhibited by the following pathological but legal piece of program:
```
PROCEDURE P (q, b); BOOLEAN b; PROCEDURE q; BEGIN INTEGER n; PROCEDURE Q; n := n + 1; n := 0; IF b THEN q(~b, Q); Write(n) END ;
```
Which sequence of numbers would the statement P(P, TRUE) generate? 0, 1 or 1, 0?
After several meetings it became evident that on one side there were "theorists" intent on proposing a design satisfying everybody, based on powerful, generalized foundations, and on the other side "practitioners" with experience in implementing languages, fearing that if a sensible agreement could not be found soon, grounds would be lost forever. After several years, the Group split. The "theorists" pursued what became called Algol Y, while the "practitioners" headed for a more modest Algol X. The latter was implemented on a IBM 360/50 under the guidance of this writer at Stanford University. It became known under the name Algol W in 1966, and used at many universities in Europe and the US. It was less than a monster, but still too heavy.
The Algol Y faction continued its work (mainly in Amsterdam and Vancouver), hoping for a release in a few months. But the difficulties remained, and what was cautiously called Algol 68 was finally implemented in 1972. As far as the computing world at large was concerned, it proved to be a still birth. What was supposed to become another milestone (after Algol 60), had become a millstone.
Liberated from the burden of reaching compromises within the Group. this writer went along on his own. He designed the language Pascal , published in 1970. It gained world-wide acceptance due to its relative completeness and simplicity. Still being a language without the facility of separate compilation of parts of systems and of linking them when needed, it nevertheless satisfied the basic needs of structured programming and was ideally suited for teaching this discipline. Efforts to facilitate the porting the compiler to many other (non-IBM) computers helped the spreading of Pascal.
Already around 1966 E.W. Dijkstra (also a member of WG 2.1) published a document entitled Structured programming. He had been the designer of the first Algol compiler that implemented Algol fully, including recursion, a hot topic at the time, as recursion was believed to inherently lead to inefficient implementations. Pascal was to implement structured programming, to be the exponent and natural tool to express this metaphor. It extended the concept of structure from statements to data.
Algol 60 featured the conditional statement (if-then-else) and (for repetitions) the for statement with a large variety of options. Still, it was the only way to express iteration, except by explicit jumps, by go to statements. These were the major facility for concocting unintelligible programs. They had been the target of an arduous indictment by E.W. Dijkstra in his famous letter titled Goto statements considered harmful. As a reaction, Pascal featured a while- and a repeat statement (and a case statement) catering to this critique. But the go to remained; it would have been a shock to programmers at large to have to cope without jumps. Or so it was believed.
In the realm of data structures, Algol offered only the array, a structure with all elements of the same type. Pascal added the record, a unit with elements of possibly different types called fields, the set, and the file (sequence). The key property was that such structures could freely be nested. Not only arrays of arrays (matrices) were possible, but also array of records, and records with array structured fields. These structures were declared as types in harmony with integers, real numbers, and Boolean values.
Yet, the wide-spread acceptance of Pascal occurred only six years after its publication. Then Pascal was riding on the back of the new wave of microcomputers, whose cost had come down to be affordable by schools and homes. In order to facilitate porting the compiler to other computers, a hypothetical computer was postulated, and our compiler generated code, so-called P-code, for it. An emulator was simple to program in assembler code for any other architecture. This method contributed significantly to the spread of Pascal.
Our compiler had been sent to (among many others) the University of San Diego (UCSD), and to W. Kahn, who had founded the Borland company. Both embedded the compiler in a system for PCs with a simple "operating system", text editor, and a debugger. Together these components allowed for a very fast "turn-around"
cycle of writing, compiling, testing, and debugging. Apart from this, the system was sold on a floppy disk for some $50. This was the key to its success.
Thus Pascal reached masses of people who had not been "corrupted" by complex industrial products; who did not first have to "un-learn" old ideas. Only later the impact became apparent that Pascal had exerted in countries outside Europe and USA, particularly in Russia and China.
At the same time as Pascal (1970), the language C was designed by D. Ritchie at Bell Labs. When he once confided to me that Pascal and C had come out surprisingly similar, in many ways identical. I could hardly agree, and I still consider C to be an assembler code embellished by a certain, less than elegant syntax. It claimed to attach data types to variables. But what is their usefulness, if compilers do not check for consistency, if type information is treated like comments that may simply be disregarded? I did and still do consider the language C as a (Turing Award -sanctified) curse of computing. C may have been necessary at the time of Fortran dominance; the curse was its world-wide, indiscriminate adoption.
In fact, we had implemented the (second) Pascal compiler in Zurich using a similar language as C (Scallop by Max Engeli). After completion of a workable part, the compiler was translated by hand (by R. Schild) to Pascal itself for boot-strapping, The auxiliary initial version was thereafter happily discarded for ever. C, however, gained world-wide attention.
Micro Computers (1975)
Microcomputers mentioned in the preceding paragraph were the visible result of the immense progress made in semiconductor technology, in particular of the efforts on miniaturization. Discrete transistors had been replaced by integrated circuits containing themselves many transistors, all produced in the same manufacturing step in a silicon foundry. Fairchild was leading the way, followed by Intel, National Semiconductor, Motorola, and others. First, there was the (shortlived) RTL technology (Resistor-Transistor Logic), soon to be super ceded by TTL technology (Transistor-Transistor Logic). Packages of ICs successfully became standardized founding the era of TTL chips, the series 74xxx. (Only the military had their own, more expensive cookies, the 54xxx series). Also, a single supply voltage of 5V belonged to the standard (only at the beginning augmented by -5V and 12V for memory chips). This was definitely one of the most successful standardization efforts in industrial history.
The building blocks of circuits were no longer transistors and resistors (and occasionally a capacitor), but elementary circuits, such as gates, multiplexers, decoders, adders, register arrays, and buffers. The heart of these micro computers was a single chip of a novel dimension of complexity, a complete, small computer, incorporating a simple arithmetic/logical unit, a set of data registers, an instruction register and a program counter, that is, a complete control unit.
The (not quite) first microprocessor chips featured a data path of only 8 bits. The prominent samples were the Intel 8080, the Motorola 6800, and the Rockwell 6502. Memory chips became available, first with 1K bits, then followed soon by 4K,
16K and even 64K (1980). As a result of this development it became relatively easy to design and build small computers for modest amounts of money. Upgrades of microprocessors followed soon, in particular the Motorola 6809 with a 16-bit internal ALU.
A special line of microcomputers appeared soon thereafter (1975). They were complete computer systems on a single chip, and they became known as microcontrollers, to be used mostly in embedded systems. They consisted of a simple ALU, a control unit, and a small amount of static memory (SRAM). They also contained on-chip (programmable) program memory. In early versions, this memory was writable only once (PROM), later versions contained erasable memory (EPROM). The most successful ones came from Intel (8048, 8051) and they were soon manufactured by the millions, driving down the cost to the order of a dollar and entering cars, refridgerators, and television sets.
Correctness concerns
The tremendous increase of computing power clearly resulted in rapidly growing demands on software which became larger and more intricate, but still being produced by old methods and teams. Gradually it became admitted that programming was a difficult intellectual activity, and that sometime had to be done to curtail difficulties, that a discipline was required.
The leading voice in this new insight was E.W. Dijkstra, well-known for his slashing of the Go to statement, leading to undisciplined program structures. His first contribution was to establish a style of structured programming, implying go-to-less programs. But he also tackled the and categorized problems arising with the new discipline of concurrent programming, where several programs run at the same time, communicating via shared variables. He showed that these problems could not be handled using assignments present in established languages. He presented his famous scenario of two (or more) sequential processes, each with a critical section, and with the rule that never more than one process was to execute its critical section. At first sight an obvious solution is the following, using two state variables:
```
VAR q0, q1: BOOLEAN; (*qi means: Process Pi is in its critiacl section*) PROCESS P0; REPEAT ... IF ~q1 THEN q0 := TRUE; CS; q0 := FALSE END ; ... END P0 PROCESS P1; REPEAT ... IF ~q0 THEN q1 := TRUE; CS; q1 := FALSE END ; ... END P1
```
A long controversy ensued, alternating with new proposals how to solve the problem and proves that the proposals were wrong. It became clear that a new instruction was needed that offered a test and an assignment in an atomic fashion. i.e. without letting another process interfere. Dijkstra postulated his semaphores with primitives
P(s) wait until s > 0, then decrement s
V(s) increment s
After it became fully recognized that programming was a difficult activity, it also became clear that programming languages, being the basic, mathematical formalism, had to be specified with rigor and accuracy. Algol had been the first language defined with a rigorous syntax specification. But its semantics were less clear, and sometimes even diffuse, certainly not appropriate for the application of formal, logical proofs.
The first step towards formally defined semantics was made by R. Floyd at Stanford in 1968. He created the notion of assertion. These are predicates involving the program's variables, conditions that were to hold whenever program execution reached the place where the assertion stood. Every statement S was to be preceded by an assertion P (precondition) and followed by an assertion Q (post condition) satisfied after S was executed. It was thought that Q could then be computed from P and S by a program analyzer or theorem prover. The semantics (meaning) of a statement S was defined by the triple {P} S {Q}. Assignment can now be formally specified by
Soon afterwards, C.A.R. Hoare published his seminal paper entitled "Axiomatic definition of programming languages". Here the key idea was that the semantics of composite statements could be derived from the semantics of their components. As an example, the semantics of the while statement for repetitions were specified as follows:
Given {P} S {P}, where P is a predicate, then for the while statement
holds. P is called its loop invariant . The second part of a proof about repetitive statements must show that progress is guaranteed, that is, that the repetition will ultimately terminate by invalidating b.
E.W. Dijkstra then refined the theory and introduced the notion of predicate transformer. Given a statement S and a predicate P, S would transform P into Q, i.e. Q = F(P, S), where F is a Boolean function. It turned out that it was more useful to define the transformer as P = F'(S, Q), i.e. to work backwards from the result to the precondition when proving program correctness: Postulating a desired result, and then working backwards to find out which states would be acceptable as starting points of the computation.
Dijkstra was a leading member of the WG 2.1. and an ardent advocate of a scientific, mathematical, rigorous approach to programming. He was a strong critic of empirical approaches, of designing by trial and error, and an emphatic advocate of programming as mathematical engineering. Well-known remains his skepticism about program testing. He noted that testing can show the presence of errors, but never prove their absence. Another harsh dictum of his was "Do not give industry what it wants, but what it needs". He also chided that many people mix up conventional with convenient.
Although it was soon realized that correctness proving was an arduous task, the influence of this development was strong on the discipline of programming. It was an incentive to keep languages simple and to proceed in programming always with correctness concerns in mind. But all his statements did not win Dijkstra admirerers only.
The problems with correctness proofs are three-fold. First, the proofs become equally long, tedious, and perhaps error-prone as the programs themselves. Second, specifications of a program's pre-condition and post-condition are usually very complex, almost as complex as the programs themselves, or even worse. Third, most programmers lack the facilities to reason about formal logic to a degree required here. Nevertheless, this work on correctness proving exerted a distinct influence on how programs are now developed: With their proof in mind.
Meanwhile, programming, or rather software engineering as it became called, had become a business of its own, independent of hardware on which programs rested. The term unbundling, created in legal disputes in the 1970s, had become the way of life. Companies like Microsoft were the visible result.
The beginning of the computing age (1975)
Micro computers quickly spread into homes and schools and made computing a "household activity". Still, they had to be considered as toys. They were insufficiently powerful for the task of serious work. The first truly useful personal computer I encountered during a sabbatical year at the Palo Alto Research Center (PARC) of Xerox, was the Alto (B. Lampson, Ch. Thacker, E. McCreight).
The Alto did not use one of these 8-bit microprocessors, but was built with discrete components of the 74Sxx series of chips. The ALU's heart were 4 ALU chips 74S181 with a propagation delay of less than 100 ns. The data paths were 16 bits wide, and the memory had a capacity of 64K 16-bit words. The Alto was equipped with a 2-MByte cartridge disk store. It featured a bit-mapped display, 808 bits high and 606 dots (bits) wide, and a novel pointing device called mouse with three buttons. This latter combination allowed to directly program every dot on the entire display field. This was in stark and visible contrast to the conventional displays with fixed character sets, 80 characters per line and 25 lines on the page. Texts could be displayed with individually designed character patterns, the basis for the use of many fonts in regular, italic, and bold styles. Arbitrary graphics could be displayed mixing texts, line graphics, and small pictures. These features opened an entirely new world for programmers and computers. The fundamental innovation was interactivity.
Equally important was the fact that the memory size was sufficiently large to accommodate compilers for high-level languages for system programming. At Xerox, the language Mesa covered these needs. It represented a big extension of Pascal with several features deemed necessary to express particular facilities of the Alto hardware. Mesa definitely belonged to the second, if not third generation of programming languages. Like the Alto and its mouse, it was Xerox-proprietary.
The implementation of Mesa rested on Mesa byte code. The compiler generated byte code (similar to Pascal's earlier P-code) and the Alto was micro-programmed to interpret its byte code. This interpreter resided permanently in a special, very fast microcode memory. This scheme allowed for a rather dense program code, and only through this design large programs could be fitted into the still rather limited main memory.
Another hallmark of the Alto was that all workstations were connected through a network, the 3-MHz Ethernet, a single wire bus. The concept of servers emerged. There was a server, a dedicated Alto, for a first laser printer, and one for a large, common file store.
What so far had been possible only on large-scale mainframes, was now feasible on a personal, that is, not shared computer. The new scheme was such a radical departure from the common computing environment that it is fair to call it the beginning of the (modern) computing era. After all, every one of the millions of computer users now use personal computers (laptops) whose ancestor is the Alto. Hardly anybody remembers or imagines the way computers were used before 1975, namely through card decks or slow lines connected to terminals. The difference between then and now is enormous.
Lilith (1978)
Recognizing this difference, I simply could not imagine how to return from my sabbatical to the conventional computing environment, in which one communicated with a main frame computer over a thin wire with 300 b/s sitting in front of a dumb terminal. But how could I avoid this dire fate? As a workstation of this caliber was unique, and because it could not be bought, the only way out was to build one. But this was a difficult decision to make. I had to build up a team and a workshop with electronic equipment. I was lucky in succeeding in both endeavors, and within only two years in 1978 a prototype of a workstation was in operation. We called it Lilith, according to Adam's first wife, who, after having been kicked out of paradise, seduced men at night, just as our Lilith seduced researchers to stay at work in the evenings and over weekends. It was a truly exciting project with concurrent development of hardware and software by a team of only 4 - 7 people.
The hardware of Lilith was a 16-bit computer built (mostly) of Shottky TTL parts. Lilith consisted of about 8 boards in a 19" rack. The heart was the processor (board) with 4 bit-slice chips Am2901. They constituted the ALU with 16 registers and the usual arithmetic and logical operations. We augmented them with an external stack memory and a barrel shifter. Lilith was to be a computer with a short stack for the evaluation of expressions. This fast memory was built of 4 74S189 chips, 16x4 RAMs. The barrel shifter was an essential feature, necessary to perform fast bitmap operations, placing data at any bit position rather than at word boundaries within only one clock tick. The shifter consisted of 8 Am 25S10 chips. The main memory was built with 64 16K-bit DRAM chips.
Like the Alto, Lilith was micro-coded. That is, the externally visible computer was represented by a single program interpreting M-code, code generated by the
Modula compiler. This microcode consisted of 40-bit micro-instructions residing in the microcode memory consisting of five 2K x 8 EEPROMs (2716). In every clock cycle (7 MHz, 140 us), one micro-instruction is decoded and executed by the Am2901 processor chips. The control unit, generating the address of the next instruction consisted of 3 Am2911 sequencer chips, accommodating addresses of 12 bits. Microcode was the most convenient solution to implement a relatively complex instruction set with a modest amount of hardware. The instruction set of Lilith was indeed quite complex. This was due to the need of M-code being dense, again in order to store complex programs in a relatively small main memory (64K words). One contribution to the density of M-code came from Lilith's expression stack organization, but the other, more significant contribution came from load and store instructions with different address lengths or operand (constant) lengths. They came in versions with addresses of lengths 4, 8, and 16. Extensive program analysis had shown that about 80% of instructions had addresses less than 16 (4 bits), because they referenced local variables. Analysis also showed that our Mcode was much shorter than code for then popular microprocessors, shorter by a factor of 1.5 against the NS32000, of 2 for the Motorola 68000, and of 2.5 for the Intel 8086. After all, this was significant, because at the time memory was (still) a scarce resource.
A particular advantage of micro-processing was that instructions could be of very different complexity. The shortest and fastest ones, like load and store, took only two or three micro-cycles (i.e. less than half a microsecond), whereas others, such as those for display operations for drawing lines and characters, were themselves short programs including loops. As a result, Lilith showed a fantastic performance in displaying lines and characters on the bit-mapped display.
However, this had only been achieved with some trickery. With 1 bit/pixel (no color!) a display page consisted of 808x606 = 489648 pixels = 30603 words. With a refresh frequency of 50 Hz, this left an access time of (less than) 0.65 us per word, which would have (more than) monopolized the memory by the display. The trick consisted of providing aside of the regular 16-bit read port, a second read port of 64 bit width for the display processor. With this solution, the display would block the memory for only about 25% of time.
Second generation of microprocessors
In hindsight it is staggering what extra efforts and complications had to be devised and endured, because the current technology was not quite sufficient. Also the engineers at Xerox underwent the same fate, but knowingly and willingly. They knew that in a few years much more powerful technology would be available. If they succeeded in building an advanced personal computer (although at high cost) that would be much cheaper in the foreseeable future, they could develop advanced system technology and appropriate software at the present time, gaining a distinct advantage over competitors later on.
This "philosophy" stood behind the computer Dorado, built with ECL technology in 1984/5. Emitter-coupled logic was very fast, but consumed a very large amount of power, requiring extensive cooling. But circumstances changed, and the famous
Dorado never delivered what the designers had hoped. A consequence was the departure from the concept of your own, personal computer on or under the table, pioneered at PARC. All Dorados had to be stuffed into an air-conditioned room and were connected with individual cables throughout the building - not a bus like Ethernet - to the users.
However, while Alto, Dorado, and others were designed at Xerox, the rest of the world also moved forward. The companies which had pioneered the 8-bit microprocessors had now moved to 16-bit, and soon even to 32-bit processors on a single chip. They did not follow the path to faster, higher-current semiconductor technologies, but rather to the low-power CMOS FET technologiy. Thus emerged in 1978 the 8086 processor chip by Intel (whose successors dominate the market until today), and the 68000 by Motorola.
8086 register set
SP Stack pointer
BP Base pointer
SI Source Index
CS Code segment
DS Data segment
SS Stack segment
DI Destination Index
ES Extra segment
In particular the Intel part suffered severely under the scarcity of on-chip resources, resulting in a large variety of special-purpose registers and addressing tricks. The latter was due to the restriction of 16-bit word and the demand for 20-bit addresses. This gave rise to the horrid scheme of memory segments and segmented addressing, a pain for compiler designers and a source of many inefficiencies. The later 68000 was a much cleaner design, but the Intel part had already gained the market. The 68000 became the core of the famous Apple Macintosh, the toy with the small display that looked like a toaster.
Modula-2 (1979)
Towards 1975 a distinct need for an update of Pascal lay in the air. I felt so in particular upon encountering Mesa. Hence, just as Mesa was the language for the Alto, I designed Modula-2 for the Lilith. The main inspiration came from Mesa. But Mesa was already far too complex. I felt that Modula should be closer to the spirit of Pascal, and in particular should be suitable for teaching and use in courses on system design.
For this purpose, it had to offer facilities for low-level programming, i.e. for dealing with hardware entities and machine-dependent features. This notion was greatly facilitated by the new concept of modules, already present in Mesa. Modules allow to hide local variables and procedures, prohibiting access from other modules, i.e. to encapsulate them. Systems would now consist of a hierarchy of modules, client modules at a higher level importing service modules at lower levels. It was no longer tolerable that programs would be described in one piece of monolithic text. Development by teams of programmers had become mandatory, and languages had to cater for this. The heading of modules constituted an interface specification, revealing which objects would be accessible form client modules. Of crucial importance was that these objects would be checked for type consistency, just as it was done for local entities.
To implement these new requirements proved to be a significant challenge. A simple solution was to "include" the source of a module B by the source of module A, if A was to be compiled. But this was not only considered inefficient, but also insecure, because B could have undergone alterations since A had been designed. Nevertheless, commercial systems adopted this deficient solution. Our solution was to let the compiler not only generate a code file, but also a symbol file, containing the compiled specifications of the exported entities.
However, Modula had grown into a language of considerable size and complexity. This appeared to be the inevitable alley that languages and systems would have to pass in order to meet the growing number of demands and expectations. The world was doomed to become more complicated.
Another language emerging from C underwent the same fate: C++. Its ominous name already hints at an over-sized monster. It passed through various versions as time went on, each time including new feature, and each time becoming bigger and heavier and more difficult to master. However, like C it gained wide-spread acceptance and became the favorite for industrial software managers. Instead of being leaders, educational institutions followed blindly. Along with this went the emergence of huge software "libraries", mutating programming into the art of selecting (more or less) appropriate packages to be fitted together into a (more or less) coherent whole. The excuse for big libraries was that programmers must no longer stand on the others' feet, but on their shoulders.
Reduced Instruction Set Computers (RISC) (1985)
Also on the hardware front, the world became more complex. Semiconductor technology had made vast progress. It had become possible to place several millions of transistors on one chip. Reduced size led to less signal propagation time, and to higher speed. Designers were seduced to make use of the armies of available transistors and include features that previously had been deferred to software. A direct consequence were more on-chip registers, virtual addressing, memory management units, and floating-point units. Apart from this, also memories became bigger and faster, up to 1 MB per chip around 1985. Another way to use up transistors was to offer a complex instruction set including string instructions and those for decimal and for floating-point arithmetic. And yet another was to offer a selection of addressing modes. The most advanced in this trend was the 32000 series of National Semiconductor. Not only did it offer a set of address
length (similar to Lilith), but a large set of modes, including one for linking modules. Besides, it was the first processor with 32-bit data paths. But compared to conventional design with discrete components, computers based on these modern chips (also Intel 80286 and Motorola 68000), were considered slow. The question to which technology the future would belong was an open one.
The decision was made by the advent of Mosfet: Metal oxide semiconductor field effect transistor. The gate is made conductive by electrons. In bipolar junction transistors they are inserted by current injected into the gate layer between source and drain, in FETs by applying a voltage to a layer isolated from the source-drain channel, i.e. by a field effect. Today (2015) practically all transistors are FETs, and the bipolar era has come to its end.
On the side of architecture, a complete revolution was taken shape. The trend towards ever higher complexity was stopped. The new RISC excelled by simplicity. Typically a processor now consisted of a set of registers (32 bits), and the instruction set was minimized to simple logical and add/subtract instructions. Even multiplication and division were left out. The rationale behind this departure from conventions was that every instruction should require a single clock cycle and be very fast. Code density became of negligible importance, because memory was available in large amounts. If every instruction took a single cycle only, it became possible to execute several instructions concurrently, each one in 4 - 5 steps: Fetching, address computation (an addition), execution, and storing the result. This concept was known as pipelining, and it promotes speed substantially.
| fetch | adr | exec | store | store exec store | | |
|---|---|---|---|---|---|---|
| fetch adr fetch time | fetch | adr | exec | store | | |
| | | fetch | adr | exec | store | |
| | | | fetch | adr | exec | store |
This scheme was proposed in academia (J. Hennessey at Stanford and D. Patterson at Berkeley) around 1985. Start-up companies were the result: MIPS and SPARC. In England similar developments evolved: Acorn at Cambridge, leading to the ARM architecture. The ARM was the proponent that survived. best However, as time went on, new versions appeared, each featuring new facilities such as miniaturization of transistors would allow. Surprisingly, it could retain its label even after its instruction set was practically replaced (by 16-bit "thumb" instructions).
A new paradigm of computing (1985)
When micro-computers emerged around 1975, they were still used in the old way: batch processing: Programs were activated one after another. A new paradigm was pioneered in the Xerox Palo Alto Reserach Laboratory. The new facility of high-resolution, bit-mapped displays called for a more flexible use of the screen. So-called viewers, later windows, became available, and it was evident, that an individual process should be attached to every viewers. The computer now allowed the user to switch with every command from one viewer (process) to another. The availability of a pointing device (mouse) facilitated this new paradigm: A mouse click would replace the typing of an entire command.
Typing as such became less important. It was recognized that what was hitherto typed, appeared somewhere in a viewer already. Thus, pointing at this text made re-typing superfluous. One may claim that the viewer concept revolutionized computer usage. It was a direct consequence of the new paradigm of objectoriented programming: procedures (processes) can be attached to data structures This paradigm had already been introduced in the language Simula (1965), and later by Smalltalk (1976), and the viewer concept is its most famous application. It was perfected in Xerox' Cedar System and taken over in the Oberon system. Here the notion of textual unit of program (the module) became clearly separated from the unit of program execution (the procedure) contributing significantly to conceptual clarity.
Type program name
Load program
Execute program
Type or click
procedure name
Dispatch control
Execute procedure
Batch processing
Multi processing
central loop
This entire progress was ultimately possible only due to the enormous increase in memory size. When a procedure had been executed, it was not disposed from memory, as was done in batch processing, but it was kept in memory to be quickly accessible in a later call.
Oberon, the result of simplification
This brings us into the 1990 years. I felt that continued complexification had reached an alarming state. To curtail this cancerous growth had become more and more urgent, as systems had reached a size and weight under which they might soon collapse, as nobody would fully understand these monsters, but rather equate complex with powerful
Reduction of complexity was the guiding principle behind the design of the language Oberon . Quite obviously, Modula-2 was too complicated, and therefore laborious to implement. Also, it had not quite reached the goal of being truly computer-independent, a prerequisite for any language that claimed to be "higherlevel". Oberon marked a significant step towards this difficult, but crucial and unique goal. The key to achieving it was the rigorous restriction to essential features, and the discarding of all "bells and whistles", a genuine exercise towards simplicity. But despite frugality, Oberon was to be a powerful, general-purpose language in the tradition of Pascal and Modula. The result was a surprisingly small language (which, in 2007) was revised again to become even more frugal.
This guideline, however, was not just an esoteric idea. It was a necessity. It was decided to implement not only a compiler, but also an entire, self-contained operating system along the lines of Cedar, existing at the Xerox PARC facility in Palo Alto, a system that marked a radical departure from conventional, batchprocessing systems.Oberon was to be catering for full interactivity with a highresolution, bit-mapped display and a mouse. Compiler and operating system were implemented by two people only (this author and J. Gutknecht) in their spare-time over almost two years. Naturally, we were forced to concentrate on what was considered essential. The successful implementation of the entire system in its own language proved that the remaining features were sufficient, and that actually a simple language is more suitable for a complex system than one which is part of the problem rather than of the solution.
However, a single feature not present in Modula was added to Oberon: Type extension. The Algol - Modula line represents static typing. The type of a constant, variable, or function is visible from the program text alone, without executing the program. Type inconsistencies can therefore always be checked by the compiler. This rigid scheme was to be slightly relaxed. Through type extension it becomes possible to declare hierarchies of types, and to construct at run-time data structures with elements of different, although related types. This is the key to object-oriented programs; Oberon contains all the ingredients for object-oriented programming, but no more. Type checking at run-time could be realized very efficiently.
Object-orientation had become the one popular innovation in the realm of software. It had taken a long time since its origin was laid by the language Simula (Dahl & Nygaard) in 1967. It became better known (in the US) by the languages Smalltalk (Kay) in 1976 (implemented on the Alto), and Object-Pascal (Tesler, 1980). Smalltalk went all the way: everything was to be an object. You cannot add two numbers x and y. The proper way of looking at this problem is to consider x as an object which contains a method to add y to itself. Genius or perversion?
In 1995 Sun Microsystems presented its language Java, fully 6 years after Oberon. It incorporated much of the "philosophy" of Oberon, but, alas, chose the style and syntax of C. Around 2000 Microsoft released its language C# as a strong competitor of Java, and Google followed in 2007 with its language Go, even more strongly following (the 18 years old) Oberon. The crux with these languages, which all became wide-spread due to strong industrial support, is their size and complexity. The ambition to provide everything to everybody prevailed and let them grow into complex bodies difficult to master.
On the hardware front, the development was similar. The multitude of processor architectures of earlier decades has vanished. Only a few architectures prevail, mainly those of Intel and ARM. Engineers are pushed to make use of the abundance of available transistors. One way is to provide several, even many, processors on the same chip, another to include large cache memories, and yet another to provide interfaces to external devices, such as to networks, or digital to analog and analog to digital converters. Also here complexity grows without bounds. It becomes harder and harder to recognize the original core and to identify the basic principles among the myriad of gadgets and gismos.
The unbelievable success of computers is mostly due to the incredible advances in semiconductor fabrication. Processors are now available with immense power, and memories with vast capacity. As in every other field of endeavor, abundance at low cost invariably leads to wasteful design. This entails not only waste, but poor products of declining quality. In particular software engineering now seems to be the eldorado of splashing and wastefulness.
Dijkstra once claimed that it is the foremost duty of the software engineer to fight (home-grown) complexity like the devil every minute. The same is now true also for the hardware engineer. | <urn:uuid:65be8a3c-f097-45f7-b71e-a59532f1e990> | CC-MAIN-2019-43 | https://inf.ethz.ch/personal/wirth/Miscellaneous/ComputersAndComputing.pdf | 2019-10-15T23:31:34Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00312.warc.gz | 511,769,876 | 16,166 | eng_Latn | eng_Latn | 0.998664 | eng_Latn | 0.998818 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Lat... | false | docling | [
2206,
5120,
8371,
11122,
14069,
17452,
20347,
22715,
25681,
28385,
31089,
34121,
36073,
39080,
41747,
44872,
48134,
50849,
53714,
56888,
60093,
63448,
66452,
69056,
72293,
74699,
78206,
78850
] | [
2.515625,
1.0078125
] | 3 | 7 |
Kindergarten
English Language Arts
Key Instructional Activities
- Retelling familiar stories and talking about stories read to them using details from the text
- Asking and answering questions about key details in stories or other information read aloud
- Identifying words that rhyme
- Matching letters to sounds and using other methods to figure out unfamiliar words when reading and writing
- Using a combination of drawing, dictating, and writing to describe an event, including his or her reaction to what happened
- Taking part in shared reading, writing, and research projects
- Asking and answering questions about a story the teacher reads out loud
- Taking part in classroom conversations and following rules for discussions (e.g., learning to listen to others and taking turns when speaking)
- Naming upper- and lower-case letters, matching those letters with their sounds, and printing them
- Reading common words such as the, of, you, are, she, and my
- Identifying characters, settings, and major events in a story
- Comparing the adventures and experiences of characters in familiar stories, such as fairy tales and folktales
- Understanding and using question words (e.g., who, what, where, when, why, how) in discussions
- Stating an opinion or preference about a topic or book in writing (e.g., "My favorite book is . . .")
- Learning to recognize, spell, and properly use those little grammatical words that hold the language together (e.g., a, the, to, of, from, I, is, are)
- Learning new language skills is a hallmark of kindergarten. Your student will learn about the alphabet and its role in reading. Your student will practice rhyming, matching words with beginning sounds, and blending sounds into words. Practice with these types of activities is a powerful step toward learning to read and spell correctly. The size of your child's vocabulary is another key factor in his or her ability to read and comprehend books and stories.
By the end of Kindergarten, all students are expected to:
- Understand that print carries meaning;
- Understand sound/letter relationships and patterns in words such as consonant and vowel sounds, consonant blends, and word families (for example, -ed, -am, -it);
- Apply grade-appropriate phonics, language, and word analysis skills in writing and reading;
- Acquire the skills to become lifelong readers and writers, such as self-selection of books, self-monitoring to correct errors when reading and writing, and talking with and listening to peers about one's reading and writing; and
- Use reading and writing to communicate through listening, speaking, and drama.
Helping Your Student in Kindergarten ELA
Learning does not end in the classroom. Students need help and support at home to succeed in their studies. Try to create a quiet place for your student to study, and carve out time every day when your student can concentrate on reading and writing uninterrupted by friends, brothers or sisters, or other distractions. Sit down with your student at least once a week for 15 to 30 minutes while he or she works on homework. This will keep you informed about what your student is working on, and it will help you be the first to know if your student needs help with specific topics. By taking these small steps, you will be helping your student become successful both in and outside the classroom.
[x] Read, read, read! The amount your student reads independently is directly connected to his or her success in school. Read to your student and have him or her read to you every day for at least 15 minutes. Pick out words that might be new to your child or words that have multiple or complex meanings. Discuss those words and how they add to what the writer is saying.
[x] Visit a library or bookstore together and ask the librarian or bookseller to recommend young adult books. To find popular young adult books for your student to read, visit https://tinyurl.com/y3rjcelh.
[x] Act out stories together from books, television, or your child's imagination.
[x] Play word games like I Spy, sing songs like Itsy Bitsy Spider, and make silly rhymes together.
- Ask your child to retell a story in his or her own words by telling what happened first, second, third, etc.
- Encourage your child to tell you about his or her day at school. Keep paper, markers, or crayons around the house for your child to write letters or words or draw a picture about his or her day. Have your child describe the picture to you.
[x] It is also helpful when your child sees other people reading at home. You could share what you have read.
[x] Visit museums, zoos, theaters, historical sites, aquariums, and other educational places to help increase your student's exposure to new knowledge and vocabulary.
[x] Use technology to help build your student's interest in reading. There are several websites where students can read books or articles online. The computer will help with words the student cannot read independently. Libraries also have computers students can use to access those sites. Feel free to ask a librarian or teacher for suggestions.
You can easily change the formatting of selected text in the document text by
Kindergarten ELA System Pacing Overview
This guide provides an overview of what your student will learn in his or her Kindergarten English Language Arts course. It focuses on the key skills your student will learn, which will build a strong foundation for success in the other subjects studied throughout elementary school. This guide is based on the state-adopted Georgia Standards of Excellence.
August - September
Reading Focus
We Are Readers
Writing Focus Launching the Writing Workshop
Performance Goals: To read using pictures and begin to teach others through drawing and labeling.
We Are Readers supports students in both understanding routines as well as beginning reading. This unit sends the message to student that they ARE readers! First, students read high-interest nonfiction to learn about the world. They learn how to read the visuals for information as well as different purposes for reading. The last part of the unit focuses on reading emergent storybooks. Students learn to approximate reading by retelling emergent books.
This unit exposes students to both information writing and narrative writing. The initial goal is to do whatever it takes to get students to write- to give students the confidence to hold their pens, make marks on the page, and shout, "We are authors!"
- Demonstrate understanding of the organization and basic features of print.
Follow words from left to right, top to bottom, and page-bypage.
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, identify the main topic and retell key details of a details.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, describe the relationship between illustrations and the story.
September - October
Emergent Reading: Looking Closely at Familiar Texts
Show and Tell: From Labels to Pattern Books
Performance Goals: To read using the pictures with a mix of oral storytelling and story language and to write pattern books.
In this unit, students will outgrow themselves, returning to old favorites (emergent storybooks), along with fresh new ones as they build their oral storytelling skills to help them understand the books better. Children will read and reread these cherished stories, moving closer to the actual language of the book to make their reading sound more and more beautiful. This unit will focus primarily on the emergent storybook reading, but students will have access to a few different types of texts as well: Shared Reading Texts (familiar books, songs, poems, etc.) and concept books (alphabet books, colors, shapes, etc.). In addition, teachers will support kindergarteners with stamina, reading for longer stretches of time by engaging them with various reading materials.
One of its biggest purposes of this unit is to get kids to write words using inventive spelling as they transition from writing labels to also writing sentences. That is, a main goal is to help children apply their phonics/word study knowledge to write letters and words on the page. This work provides youngsters with absolutely vital opportunities to work on phonemic awareness—on segmenting and blending and manipulating sounds. As children work to record sounds, they practice and learn letter-sound correspondence. Drawing and storytelling are also important parts of this unit. They will learn to put a reproduction of their image onto their page, striving to capture their subject with enough accuracy and detail that someone else, reading what they've put on the page, can conjure up the intended subject.
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- Write a letter or letters for most consonant and short-vowel sounds.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, settings, and major events in a story.
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, ask and answer questions about unknown words in a text.
- Read emergent-reader texts with purpose and understanding.
- Demonstrate understanding of the organization and basic features of print.
Follow words from left to right, top to bottom, and page-by-page.
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- Write a letter or letters for most consonant and short-vowel sounds.
- Print many upper- and lowercase letters.
October – November
Super Powers: Reading with Print Strategies and Sight Word
Writing for Readers
Power
Performanc
e Goals: To begin conventionally reading and writing books in ways others can read them.
In this unit, kids begin to read more conventionally, pointing to the words as they read. The unit begins with a rallying cry that readers have superpowers and use these superpowers to read everything they can. Children will read and reread familiar texts while working on one-to-one matching. Readers will learn more super powers and have multiple opportunities to draw on this repertoire of powers that they have acquired. All of this work is an effort to help readers learn to be flexible and independent problem solvers as they read.
In this unit, students become accustom to thinking of a story, capturing it in drawings and words that span pages, and doing all this in ways that they, and others, can read. One big goal of this unit is to help children put actual words and sentences onto the page. They also begin working on one-to-one matching as they name the things they see on the page and read the labels under each of those items.
- Demonstrate understanding of the organization and basic features of print.
-
Follow words from left to right, top to bottom, and page-by-page.
- Recognize that spoken words are represented in written language by specific sequences of letters.
- Understand that words are separated by spaces in print.
- Demonstrate understanding of spoken words, syllables, and sounds.
- Know and apply grade-level phonics and word analysis skills in decoding words.
- Read common high-frequency words by sight; read emergentreader texts with purpose and understanding.
- Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- Write a letter or letters for most consonant and short-vowel sounds.
- Print many upper- and lowercase letters.
- With prompting and support, ask and answer questions about unknown words in a text.
December - January
BiggerBooks, Bigger Reading Muscles
How-to Books: Writing to Teach Others
Performance Goals: To read with greater independence, using their knowledge of letters and sounds as they read and write books to teach others.
During this foundational unit, readers will strengthen their reading super powers that they used during the prior unit and add more strategic actions to tackle the difficulties of new and harder books with greater agency, independence, and gusto. As their books change—as they become more complex—they will learn that the way they think, talk, and problem-solve needs to change— to grow—too, and that they have the reading muscles to assume this challenge!
This unit will continue to nudge children to draw on their knowledge of letters, sounds, and high-frequency words to make their writing easier to read as they create how-to booklets. To aid with this, students will orally rehearse steps of what they are describing and touch each page before they write. They will move into elaboration and development using mentor texts and drawing on multiple strategies repeatedly.
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, setting, and major events in a story.
- With prompting and support, ask and answer questions about unknown words in a text.
- With prompting and support, describe the relationship between illustrations.
- Demonstrate understanding of spoken words, syllables, and sounds
- Know and apply grade-level phonics and word analysis skills in decoding words.
- Read common high-frequency words by sight; read emergentreader texts with purpose and understanding.
February - March
Becoming Avid Readers
Persuasive Writing for All Kinds: Using Words to Make a Change
Performance Goals: To build reading stamina, comprehension, and ability to talk about books and to write opinion texts to different audiences.
This unit builds upon the earlier units, especially Super Powers and Bigger Books, Bigger Reading Muscles. It revisits many of the strategies from those units in new, more student-centered ways. The unit also builds children's reading stamina, comprehension, and their ability to talk about books with a partner, and then in reading clubs. A big goal of this unit is transfer and showing kids how they can apply the reading skills they are learning to all sorts of situations and under all types of conditions. The first part of the unit invites children to fall in love with characters by becoming the characters in their books, acting out little scenes, and recognizing and naming the types of feelings these characters have. During the next part of the unit, students become avid readers also love reading and learning from nonfiction books. The last part celebrates poetry and songs in order to develop fluency and to strengthen phonological awareness, a foundation that must be rock-solid before kids leave kindergarten.
Students will first look locally, for personal problems in their classroom and school, and then use their opinion writing skills to make a change in the greater community, neighborhood, and world! The unit focuses on solutions rather than problems to empower students to write in order to bring real change! They will choose from a menu to write booklets, songs, petitions, letters, signs, lists, and more each day in the first part of the unit. Then, they will focus on writing letters to lots of different audiences and end with speaking off their writing.
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, setting, and major events in a story.
- With prompting and support, ask and answer questions about unknown words in a text.
- With prompting and support, identify the main topic and retell key details of a text.
- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- Know and apply grade-level phonics and word analysis skills in decoding words.
- With guidance and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
March - April
| Growing Expertise in Little Books: Reading for Information | |
|---|---|
| | Performance Goals: To read information books to learn and write information books about topics they are experts in. |
| This nonfiction unit teaches children to read, think, and gain information about the world. Children will learn to ponder | |
- Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are "writing" about and state an opinion or preference about the topic or book.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
what their books are about and to read closely, searching for new ideas, information, and vocabulary on every page. Children will tackle big kindergarten reading questions like: What was this book about? What did it teach me? What can I teach someone else about this book? At the end of the unit, children will learn to think and talk about a topic across books
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, identify the main topic and retell key details of a text.
- With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- With prompting and support, ask and answer questions about unknown words in a text.
- With prompting and support, describe the relationship between illustrations and the text.
- Demonstrate understanding of the organization and basic features of print.
- Know and apply grade-level phonics and word analysis skills in decoding words.
April - May
Readers Get to Know Characters By Performing Their Books
Crafting Stories Using All We Know About Narrative
Writing
Performance Goals: To read and become the characters in books and write true stories about their lives.
In this unit, students learn to notice how their books tell a story with both detailed pictures and words, and how the actions, talking, and feelings in their books help them get to know the characters. This unit capitalizes on children's natural inclination for imitation and role-playing by inviting them to do this same sort of pretending with the characters in their books. During the final portion of the unit, students will give each other the gift of reading by preparing a text to perform.
In this final unit, teachers return to narrative writing with kindergartners, who have grown in tremendous ways this year—both as writers and readers. Now the class will study the connections between the work they can do as readers and the work they can do as writers, as they write true stories of moments from their lives. They will revisit many of the strategies taught to write compelling true stories that are also easy to read. Writers will learn to include detailed pictures in their stories, along with sentences that narrate the actions and make people talk and feel—thereby helping their own audience get to know the people in their stories.
- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, setting, and major events in a story.
- With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
- Read common high-frequency words by sight.
- Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
- Demonstrate a command of standard English grammar and usage when writing or speaking.
- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
topics and this unit helps them harness that knowledge into writing books about things they know a lot about. Throughout this unit, students will continue to practice moving through the stages of the writing process as they produce a high volume of books, working to plan, write, revise, and edit. Students will learn more ways to be brave spellers, reaching for stronger word choices and domain-specific vocabulary, and using all they know to spell those words well.
- Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | <urn:uuid:be282480-459d-4d6b-ba2d-0b493104cb84> | CC-MAIN-2019-43 | http://images.pcmac.org/Uploads/HoustonCS/HoustonCS/Sites/DocumentsCategories/Documents/Kindergarten%20Parent%20Brochure%204-25_%7BSIS6d7753e3653d%7D.pdf | 2019-10-16T00:05:36Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00313.warc.gz | 83,733,319 | 4,557 | eng_Latn | eng_Latn | 0.998004 | eng_Latn | 0.998324 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2631,
5186,
10964,
14353,
18977,
23142
] | [
4.75,
5.03125
] | 2 | 1 |
HELPING SOMEONE TO THE TOILET
This video in the AARP Home Alone Alliance SM series on managing incontinence (reduced control of urination or bowel movements) is in two parts. Rushing to the bathroom creates a serious risk of tripping and falling, so the first part talks about preventing falls in the home. The video reviews some basic steps to prevent incontinence and shows how to clean the perineal area after using the toilet.
The video also reviews some advice from the first video in the series. For example, remember that your family member should follow a regular schedule of going to the toilet after meals and every two hours in between. Also drinking 6–8 glasses of water or other noncaffeinated drinks per day keeps the person's fluid level stable.
Preventing Falls
Even if your family member has incontinence only once in a while, it's a good idea to make sure the home is as safe as possible to prevent falls. Two videos in the mobility series produced by the AARP Home Alone Alliance offer guidance on this topic. The first video, "Preparing Your Home for Safe Mobility," is available at http://videos.aarp.org/detail/video/533001 8190001/family-caregiving-series:-preparing-yourhome-for-safe-mobility---aarp. A resource guide is available at https://www.aarp.org/content/dam/ aarp/ppi/2017/10/preparing-your-home-for-safemobility.pdf.
These are the key steps to removing safety hazards:
> > Keep hallways and stairways clear of clutter.
> > Remove area rugs or attach them to the floor with double-sided tape.
> > Make sure all electrical cords are placed where no one can trip on them.
> > Clean up spills immediately.
> > Add handrails and grab bars.
> > If the person's home has stairs, make sure there are handrails on both sides of the stairs.
> > Grab bars in bathrooms are very important because wet surfaces can be dangerous.
The second video is called "What to Do When a Person Falls." It's available at http://videos.aarp.org/detail/ video/5327211325001/family-caregiving-series:what-to-do-when-someone-falls. A resource guide is available at https://www.aarp.org/content/dam/aarp/ ppi/2017/10/what-to-do-when-someone-falls.pdf.
Good Toileting Hygiene and Skin Care
The video uses a plastic model to show good toileting hygiene.
> > Set up the person's bedroom and bathroom so that everything is in within easy reach.
> > You'll need disposable gloves, cleaning wipes, and skin care products such as ointments or moisturizing lotions recommended by your health care provider. You may also want to have deodorizers.
> > Be gentle but thorough.
> > If the person is male, use a washcloth and warm water to gently clean the skin of the perineal area, moving from front to back. Do not move from back to front due to the risk of introducing germs from the anal area into the urethra, a primary source of urinary tract infection.
> > If the person is female, separate the labia (outer folds of the vagina) and clean front to back using downward strokes.
> > When you're finished washing, dry the area thoroughly to prevent skin from becoming chapped.
> > If there are sensitive spots or a rash, use protective ointment or cream that contains zinc oxide or petroleum jelly.
> > Dispose of gloves and wash hands thoroughly.
> > Help the person move to a comfortable position.
Handling Used Linens and Supplies
> > Never reuse linens used to clean the perineal area or any other part of the body. Use a clean washcloth to minimize the spread of germs.
> > Use a mattress protector on the bed.
> > If bed linens are soiled or become wet during the cleaning process, replace them as quickly as possible.
> > Place used linens in a special container.
> > Throw away all used incontinence products in a special waste container.
> > To maintain skin health, change soiled garments and products frequently and report new areas of redness or breakdown in the area to your health care provider.
After you have done this several times, is will become easier and more comfortable for you and your family member.
Other Resources
For more information about managing incontinence, visit the National Association for Continence at www.nafc.org. Remember to take care of yourself as you help your family member. Find someone to talk to about your own feelings about handling this care. Look for support groups and message boards where people in similar situations share their experiences and suggestions. You are not alone!
AARP Public Policy Institute Prepared by Carol Levine, United Hospital Fund | <urn:uuid:12cfda32-75f7-45cd-9402-88920ea80e08> | CC-MAIN-2019-43 | https://www.aarp.org/content/dam/aarp/ppi/2019/04/helping-someone-to-the-toilet.pdf | 2019-10-15T23:21:51Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00312.warc.gz | 746,531,490 | 1,004 | eng_Latn | eng_Latn | 0.996015 | eng_Latn | 0.997635 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2984,
4519
] | [
2.03125
] | 2 | 2 |
STRANDED IN MALTA
Myriam Thyes, 2008, video DV Pal, 11:04, color, stereo.
The video connects three ways and times of stranding and living in Malta: St. Paul's believed shipwreck in Malta 2000 years ago (celebrated till today); the Knights Hospitaller's naval battles in the Mediterranean (15 th till 18 th century); today: immigrants from Africa reach Malta in small boats and live in refugee centres. A journey into Europe's (repressed) memories and collective unconscious ...
2000 years ago: St. Paul was shipwrecked on his way to Rome and stranded on a Mediterranean island. The Maltese are convinced it was Malta, where St. Paul immediately began to evangelize the Maltese population. Up tp now, every year in February they celebrate „St. Paul's Feast", a large religious holiday, which culminates with the statue of St. Paul being carried out of St. Paul's Shipwreck Church and through the streets of Valetta.
15 th to 18 th century: Installed in Malta, the Order of the Knights of St. John were Christian Europe's Mediterranean police, who, on behalf of their member kingdoms and the Pope, defended Christianity and the coasts of the western Mediterranean against the Ottoman Empire (Turks and Arabs) and Islam. This was the time of naval battles and galley-slaves – and whenever a galley sank, all chained rowing slaves drowned.
Today: Immigrants from Africa reach southern Europe (if they survive the journey in the Mediterranean in their small boats). Many of them strand in Malta, and those who are allowed to stay, have to remain in Malta, because the larger countries of „fortress Europe" don't allow them to immigrate. For years, they live in Malta in provisional refugee centres, sometimes tent villages. Since the times of the Knights Hospitaller, Malta has got many fortresses, but to the refugees it means staying outside the wall.
CREDITS
All video and sound recordings: Myriam Thyes, Malta and Gozo 2006 + 2007. Most photographs by Myriam Thyes, shot in Malta + Gozo
2006 + 2007, and at the Venice Naval History Museum, 2007. Thyes has used reproductions of drawings + paintings of ships from the magazine "Sacra Militia" (2002 + 2005) and the book "Navi Venete" (1983).
Script, graphics, animation, editing: Myriam Thyes, 2008.
Sound mix: Denis Rosen, Dusseldorf.
Use of 7 photos, courtesy of:
© José Palazun Osma / Asociacion pro derechos de la Infancia Prodein, Melilla (http://es.geocities.com/prodeinorg01)
© Chiara Tamburini, Brussels (www.flickr.com/photos/clarecita1)
© Dougald Hine, Sheffield (www.dougald.co.uk)
Thanks:
Norbert F. Attard + Marisa, Gozo Contemporary, Gharb, Gozo, Malta
Jesuit Refugee Service, Malta inhabitants of the refugee centre (tent village) in Hal Far, Malta, and centre manager Mick Quinn
inhabitants of the refugee centre Dar Il Kenn in Balzan, Malta, and centre manager Joe Cardona
Pro Asyl, Frankfurt, and Alessandra Sciurba, Venice
Swiss Federal Office of Culture (BAK), Bern www.thyes.com/video/stranded-in-malta | <urn:uuid:920c4377-ba51-42c2-aa10-0a4d07d946a4> | CC-MAIN-2019-43 | https://archiv.thyes.com/text-press/pdf/stranded-in-malta-en.pdf | 2019-10-16T00:31:53Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00314.warc.gz | 367,658,171 | 743 | eng_Latn | eng_Latn | 0.968016 | eng_Latn | 0.968016 | [
"eng_Latn"
] | false | docling | [
2991
] | [
2.125
] | 1 | 12 |
Personal, Social and Health Education Policy
The importance of PSHE
PSHE helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity; diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. (Curriculum 2013)
The development of PSHE in our school can have a direct impact on attainment and can contribute to school improvement. It aims to benefit all pupils by;
* Developing their personal skills
* Helping them learn more about themselves
* Helping them learn to play an effective part in the class or group
* Developing their understanding about the members of the class group and how the group functions
The National Curriculum has two clearly stated aims:
1. The school curriculum should aim to provide opportunities for all pupils to learn and to achieve.
2. The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
These aims clearly extend beyond the acquisition of knowledge, skills and understanding in subject areas. Both of the aims refer to the learning environment and ethos in the school and in the classroom. By ensuring that we are teaching PSHE we will be meeting these aims.
Pupils need to feel good about themselves, they need to feel valued and to support one another and they need to work in a positive learning environment where success is
recognised and rewarded. All pupils need to be treated as individuals with potential and talent to be developed. All of these aspects of learning form part of the PSHE framework for Foundation Stage, KS1 and KS2.
Effective teaching of PSHE across the curriculum is essential to the effectiveness of an inclusive education. When planning for PSHE we need to be conscious of the fact we are promoting inclusion. The PSHE guidelines can also help in redressing the balance between content and process. The guidance indicates recognition of the importance of self-esteem, pupils feeling good about themselves, recognising their own strengths and being able to motivate themselves and others.
How children are learning about PSHE
Aspects of the framework are addressed through;
* Values-based Education (see Appendix I)
* Dimensions Curriculum (KS1 and KS2)
* Circle times
* Assemblies
* Lambeth Healthy Kids schemes of work – Sex and Relationships Education and Drugs, Alcohol and Tobacco Education.
* Other subjects
* Off-timetable events and specialist days/weeks such as Walk to School Week, Science/Arts Week, environmental projects, residential visits, school trips.
* Travel awareness initiatives (School Travel Plan)
* The children's active participation in the life of the school through School Council, links with other schools, school website, involvement in community initiatives – charitable organisations, fairs, functions such as International Evening and other social events.
* After school clubs and activities.
Record keeping and assessment
Assessment is an essential part of the learning process. Teachers will assess children in order to:
* Identify the needs of individual children
* Recognise achievement
Various forms of record keeping will be used in line with the whole school policy. Samples of children's work may include:
* Quotes
* Observations
* Written accounts
* Drawings
* Mind maps
* Needs assessments
For reference purposes, each class teacher will keep a class book with evidence of children's work.
Resources
There is a wide range of books in the Library. There are teaching resources, leaflets, and other information in the photocopying room. Classrooms have their own class packs on Sex and Relationship Education and Drug, Alcohol and Tobacco Education. For any other resources, please see PSHE co-ordinator.
May 2018 Review May 2020
Appendix I
Value-based Education
Streatham Wells has six core values:
* Pioneering
* Respect
* Excellence
* Resilience
* Courage
* Happiness
Each value is the focus for PSHE each half term.
Fundamental British values are taught alongside other values and are the focus for assemblies at specific points during the year i.e. election of the school council.
According to Ofsted, 'fundamental British values' are:
* Democracy
* The rule of law
* Individual liberty
* Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
The benefits of Values-based Education
Values-based Education creates a school climate for teaching and learning that fosters the development of academic standards.
* It develops the qualities that are predispositions for learning.
* It fosters a school ethos that emphasises quality holistic education and high personal moral and academic standards.
* It fosters the development of thinking skills, language and discursive skills.
* It creates a calm and purposeful environment in which everyone feels valued.
* It enables everyone to feel valued in a culture of care and support.
* It helps pupils to understand themselves, through an awareness of their inner selves, so that they grow to be self-disciplined, having the ability to observe and determine their own positive behaviour.
* It creates personal and school harmony by introducing a moral vocabulary through the explicit and regular consideration of value words such as peace, cooperation, care and respect which is learned hearing, reading, reflecting on, writing about, discussing and practising.
* It supports the development of good quality relationship between all who work in the school.
* It helps pupils to be in touch with their inner world of thoughts, feelings and emotions.
* It encourages pupils to develop their positive dispositions and to choose their attitudes.
* It promotes self-knowledge and thinking skills (of adults and pupils) through reflective silent sitting in assemblies and lesson time.
* It encourages the skill of active listening.
* It develops emotional intelligence: by talking about their feelings, pupils learn to express themselves more clearly, to control their behaviour and empathise with others.
* It gains the positive support of parents and the community. | <urn:uuid:7436524a-49e6-4909-bfde-41b1f114f386> | CC-MAIN-2019-43 | https://www.streathamwells.lambeth.sch.uk/wp-content/uploads/2018/06/PSHE-Policy-2018-2020.pdf | 2019-10-16T01:52:07Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00313.warc.gz | 1,042,816,938 | 1,358 | eng_Latn | eng_Latn | 0.996689 | eng_Latn | 0.997293 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2364,
4220,
4749,
5910,
7089
] | [
3.71875
] | 1 | 1 |
Crestview Forest Garden
707 Crestview Drive, Farmington, New Mexico Beverly Todd firstname.lastname@example.org 6/2017
When we moved into our home in 2001 my goal was to plant as wide a variety as possible of fruit bearing and medicinal plants and trees. Inspired by the concept of the Permaculture Forest Garden (or food forest), I was thinking in terms of guilds, so I planted fruit trees in wide basins in a scattered pattern, surrounding them with companion plants - herbs, flowers and fruit bushes. These were watered by hand with a hose using (expensive) city water.
My early plantings were not very successful and the trees struggled with full exposure and sandy, quick drying soil. I continued to plant trees, bushes and herbs of all kinds, constantly filling in any empty spaces.
While some species died, others did very well and started to spread. I replanted with species that I was learning did well, though I gave many species multiple tries in different microclimates. Some did well, others not. Every year I added new species and filled in all the available spaces, overplanting in many cases.
My approach gradually changed from thinking in guilds to thinking in layers. Rather than a single fruit tree surrounded by companion plants, I just filled all the spaces (layers) with as many species as would take root.
My focus has been on building soil – keep the ground covered by plants or mulch, retain and add as much compostable material as possible like autumn leaves and all prunings, adding rabbit and chicken droppings.
Another goal was to let the garden be as "wild" as possible, mostly taking care of itself. I plant and water, do minimal pruning and weeding, scatter seeds, spread rabbit turds all around, allow most weeds to grow, allow most plant debris to remain on the ground or move it to a compost pile and harvest as needed. Nobody gets fussed over. I do not use any pesticides, herbicides or artificial fertilizers.
A possible misconception when seeing this forest garden is to think that all permaculture has to be this random and untidy. That is not true – you can follow permaculture principles and use permaculture methods with straight rows and tidy pathways. Another misconception might be that you must plant the unconventional food plants that I am growing. That is also untrue, though there is often a trade-off to be made (in the way of chemical inputs, structural protections, pest and disease control, etc) when trying to force production of standard varieties of unblemished fruits and vegetables in areas where they may not be well adapted.
Through the years I added chickens for eggs and fertilizer, rabbits for fertilizer and cuteness, redworm bins for fertilizer, honeybees for pollination and honey, fish in the greenhouse for fun and a box turtle in the greenhouse for pure personality and a daily reminder to slow down.
Another goal is to be as self sufficient as possible in feeding the chickens and rabbits (and myself) by cutting alfalfa and grasses through the summer to feed the rabbits in winter, to feed the rabbits fresh foods from the forest all summer, and to gather greens and dropped fruits for the chickens. I would also like to grow the grains to feed the chickens, but haven't achieved that yet.
I saw a difference when the ditch water became available seven years into the project. I started watering with sprinklers and was able to provide more water. The plants really took off then. My current watering practice is to make the rounds with the sprinklers every 7 to 10 days, letting the water soak deeply everywhere. When it rains I delay the next round of watering. I pay close attention to new plantings and make sure they get more frequent water until they are established.
In the beginning the limiting factors for the plants were limited expensive water and too much exposure to sun and wind. The sandy soil soaked in the water and dried out quickly. The wind blew away any mulch on the ground. All of the plants were in full sun all day.
Now the excessive shade seems to be a limiting factor. I allowed too many siberian elms to grow in the beginning because they were so hardy and willing to grow and the fruit trees were struggling from so much exposure.
Things I would do differently:
Instead of letting the siberian elms grow, I would plant locust, mulberry and hackberry as nurse trees.
Plant fewer grafted trees and more seedling trees, scatter more seeds.
Be more patient and allow more space between trees.
Reconsider vines in the trees.
Plan the overall structure better, including swales and pathways.
Consider a drip irrigation system.
Integrate the house into the system using gray water and cisterns to collect rainwater from the roof.
What I like best about the forest garden:
The diversity and daily discovery of new things.
The wildlife – native bees, honeybees, bumblebees, wasps, earthworms, snails, spiders, beetles, dragonflies, lacewings, ladybugs, praying mantis, lizards, garter snakes, robins, doves, hawks, skunks, squirrels, racoons.
The shade in summer, the framework of the leafless trees in winter.
Watching the way it all changes and grows through each season and year to year.
Being able to ask a tree question or an insect question or a soil question and then go out into the forest garden and find the answer.
Knowing the trees like I know people – memories of planting them, how they grew, when the bore fruit, worries I had for them, joys and disappointments.
Being able to eat a variety of fruits when they are ripe, leaves that are young and tender, flowers as they open, roots straight out of the ground.
All of the aromas and flavors I can experience just walking among the trees.
Much of what I grow that is edible (such as dock, serviceberries, sunroot) is not readily recognized as food to our conventional "grocery store eyes." Neither does it taste as expected. It takes time and commitment to make some of these foods a regular part of the diet. But they are richer in nutrients and are exposed to far fewer chemicals and pollutants than food from the grocery store. Many of these sorts of foods are gaining recognition, one by one, as "super foods" and have potential for market.
This forest garden is a good model of what can be done in our area in 16 years with an ample amount of water. (I think it could be achieved with less water using drip irrigation.) It is not a good model for what can be done in our local area with primarily native plants using limited water. (That would be my next project.)
What is next for this forest garden:
Keep on planting, though focusing on using more seedling trees (fewer grafted trees) and scattering more flower and herb seeds (rather than transplanting).
Reduction of the siberian elm overstory to let more light in for the fruit trees. This will involve some experimentation – I want to maintain much of the standing dead wood for bird habitat, nesting for native bees and to suspend hives for wild honeybee colonies. I will attempt to kill trees by girdling and using elm oyster mushrooms. Other elms will be kept pruned to let in light and others coppiced for firewood.
More enjoyment and less work over time.
Add ducks. Steward a rare rabbit breed. Focus on growing seeds for a local seed library.
Timeline: 2001 summer – began planting
2005 autumn– greenhouse built
2008 spring – ditch water piped in | <urn:uuid:0e1dbb6c-60e2-4dbc-8608-e29a565233d0> | CC-MAIN-2019-43 | https://d3n8a8pro7vhmx.cloudfront.net/thegardenprojectswcolorado/pages/528/attachments/original/1499719645/crestviewforestgardenbyBevTodd2017.pdf?1499719645 | 2019-10-16T01:01:41Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00315.warc.gz | 422,762,323 | 1,608 | eng_Latn | eng_Latn | 0.998946 | eng_Latn | 0.99897 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3766,
6579,
7436
] | [
2.875
] | 1 | 0 |
Migrating mule deer don't need directions: study
24 August 2019
Mule deer move across a sagebrush-covered basin in western Wyoming. New University of Wyoming research shows that deer navigate in spring and fall mostly by using their knowledge of past migration routes and seasonal ranges. Credit: Joe Riis
How do big-game animals know where to migrate across hundreds of miles of vast Wyoming landscapes year after year?
Among scientists, there are two camps of thought. First is that animals use local cues within their vicinity to determine where to migrate. Animals might move up to areas with greener forage—often termed green-wave surfing—or move down from mountains with deeper snow. The second idea is that animals develop memory of the landscape where they live and then use that information to guide their movements.
Recent research from the University of Wyoming has found that memory explains much of deer behavior during migration: Mule deer navigate in spring and fall mostly by using their knowledge of past migration routes and seasonal ranges.
The study found that the location of past years'
migratory route and summer range had 2-28 times more influence on a deer's choice of a migration path than environmental factors such as tracking spring green-up, autumn snow depth or topography.
"These animals appear to have a cognitive map of their migration routes and seasonal ranges, which helps them navigate tens to hundreds of miles between seasonal ranges," says the lead author of the paper, Jerod Merkle, assistant professor and Knobloch Professor in Migration Ecology and Conservation in the Department of Zoology and Physiology at UW.
The findings recently were published in Ecology Letters, a leading journal within the field of ecology. Co-authors of the paper included Hall Sawyer, with Western EcoSystems Technology Inc.; Kevin Monteith and Samantha Dwinnell, with UW's Haub School of Environment and Natural Resources; Matthew Kauffman, with the U.S. Geological Survey Wyoming Cooperative Fish and Wildlife Research Unit at UW; and Gary Fralick, with the Wyoming Game and Fish Department.
Scientists had long presumed that migratory behavior was dictated by availability of food resources and other external factors. Where you find resources, you will find species that exploit them, the theory went.
The UW team found it is not that simple. Without the intrinsic factor of landscape memory to guide deer between seasonal ranges, the long-distance corridors of western Wyoming's Green River Basin, for example—exceeding 300 miles round-trip in some cases—would not exist in their present form.
"It appears that green-wave surfing helps them determine when to move within a kind of 'map' in their brain," Merkle says. "The timing of spring green-up determines when an animal should migrate, but spatial memory determines where to
1 / 3
migrate."
The finding has important conservation implications. Because landscape memory so strongly underlies mule deer migratory behavior, the loss of a migratory population also will destroy the herd's collective mental map of how to move within a landscape, making it very difficult to restore lost migration routes. Patches of potential habitat likely will go unused.
"This is yet another study that makes clear that animals must learn and remember how to make these incredible journeys," say Kauffman, who leads the Wyoming Cooperative Fish and Wildlife Research Unit, where the research was conducted. "This is critical for conservation, because it tells us that, to conserve a migration corridor, we need to conserve the specific animals who have the knowledge necessary to make the journey."
The study bolsters the findings of a 2018 paper in the journal Science by a UW-led team that found translocated bighorn sheep and moose with no knowledge of the landscape can take anywhere from several decades to a century to learn how to migrate to vacant habitats.
Similarly, strategies such as off-site restoration or mitigation may be unsuccessful if restored habitats are not "discovered" and integrated into the memory of individuals.
The study further makes a case that biologists will not be able to successfully predict migration corridors—or optimally manage populations—based on environmental information or range quality alone. Managers will find it difficult to evaluate potential conservation actions without directly gathering movement data, crucial information that reveals the migration knowledge that animals carry around in their heads.
Moreover, the research shows that migrants can obtain greater forage benefits during spring migration using memory of a vast landscape, compared to migrants that rely simply on foraging cues in their local area.
This suggests that the migratory routes we see today are optimized across generations for greenwave surfing in large landscapes. These learned migration corridors are not readily discoverable by animals if they cannot access the memories established by past generations.
More information: Jerod A. Merkle et al, Spatial memory shapes migration and its benefits: evidence from a large herbivore, Ecology Letters (2019). DOI: 10.1111/ele.13362
Provided by University of Wyoming
2 / 3
Powered by TCPDF (www.tcpdf.org)
APA citation: Migrating mule deer don't need directions: study (2019, August 24) retrieved 15 October 2019 from https://phys.org/news/2019-08-migrating-mule-deer-dont.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3 / 3 | <urn:uuid:e68f5ebd-8a46-49fe-9cf6-be0bdf619c9e> | CC-MAIN-2019-43 | https://phys.org/pdf485830522.pdf | 2019-10-16T01:11:59Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00314.warc.gz | 620,895,722 | 1,103 | eng_Latn | eng_Latn | 0.990196 | eng_Latn | 0.997636 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2874,
5235,
5676
] | [
2.359375
] | 1 | 0 |
Determining the Scriptural 1st Month of a New Year
There is a lot of controversy regarding the determination of the beginning of the scriptural year...but there is a simple solution to the problem that would bring harmony and uniformity to this important subject.
If the scriptural method isn't the standard there are a number of problems. All CONFUSION is eliminated when hwhy (Yahuah)'s simple instructions are followed ... Year (shaneh) - Month (kodesh) - Day (yom), i.e. Spring Equinox, New Moon of Abib, 14th of Abib (Passover), 25 th Abib Feast of unleavened bread. Simple as A-B-C!
If you are not using Jerusalem as the focal point for the sighting of the Vernal Equinox and the 1 st New Moon then there will be errors, and you will not be observing the same set of Kadosh (Holy) feast Days as outlined by scripture.
The year is an astronomical event determined by the Sun! It is the point at which the Sun comes to complete it's yearly cycle. The Sun determines the year! And that returning point is the Vernal Equinox.
Determining the (1 st ) first new moon after the Vernal Equinox begins the new year (shaneh), i.e. after the Vernal Equinox is Abib Exodus 13:4. It was called "Nisan" by the later Hebrews (Jews), and normally corresponds with our April. The Israelites are directed to take Abib henceforth as the beginning of the year. It was this month which was now made by hwhy (Yahuah)'s command, the first month of the Hebrew year; but it did not have the name Nisan: it was called Abib (Exodus 13:4), the month of "greenness." Henceforth the Hebrews had (2) two new years, a civil and a Scriptural. The civil year began with Tishri, in the autumn, at the close of the harvest season; the Scriptural year began with Abib (called later Nisan), (6) six months earlier.
The Gregorian calendar is part of the problem here. Julius Caesar (who accepted January 1st as the beginning of the civil year), or Hillel III (who changed Abib calculation), or Pope Gregory (who set January 1st as the beginning of the year according to Hillel's unscriptural changes) who were the arbiters of time? Starting the year on the (1 st ) first day of the (1 st ) first month (January) was an inheritance from pagan Rome (both civil and ecclesiastical) influenced by Hillel's Talmudic changes to ancient scriptural practices. These changes made Abib 1st completely dependent on Passover, rather than having Passover dependent on Abib.
For example, if the spring equinox is to fall on March 20th, then Abib can't be any earlier than March 7th. Why? Because Passover is (1 st ) first to be calculated and must be in a New Year? If, then, the Vernal Equinox marks the beginning of the "shaneh" (i.e. year), why is Passover calculated (1 st ) first (in relation to the new year) to determine which month is Abib? That is just wrong!
It shouldn't be hard to understand that the great light that determines years is the Sun, because years are made of days, and the Sun obviously rules the day. Nowhere does scripture mark the beginning of the year with the moon. The year is from spring to spring, from Vernal Equinox to Vernal Equinox. There can only be (1) one Abib 1st and (1) one Passover per year (not including the 2 nd chance Passover), so the (1 st ) first New Moon after the Vernal Equinox is the New Moon of Abib. Remember, the Torah (law) shall go forth from Yerusalem, so the (law of the) new moons as well as the barley harvest, shall also be set from that location, and will be the same when Messiah returns.
hwhy (Yahuah) plainly says that we are to use both the Sun and the Moon for determining the days, feasts and years. Those who truly love hwhy (Yahuah) will not blatantly disregard hwhy (Yahuah)'s Kadosh (Holy) Word!
Genesis 1:14 And Alahym said, Let there be lights in the firmament of the Shamyim (Heavens) to divide the day from the night; and let them be for Signs, and for Seasons, and for Days, and Years:
These "lights" (ma'owr), correspond to the Sun, the Soon, and the Stars (constellations). The question is, how are they used? An in-depth examination of the above highlighted words will help make the meanings clear.
SIGNS indicate a signal or beacon. From Strong's # 226. 'owth, oth; prob. from H225 (in the sense of appearing); a signal (lit. or fig. ), as a flag, beacon, monument, omen, prodigy, evidence, etc. :--mark, miracle, (en-) sign, token.
SEASONS indicate a returning point or gathering point. From #4150. (mow'ed, moade'; Mo'ed mo-ade'), mow'adah (H2 Chronicles 8 : 13), mo-aw-daw'; from H3259; prop. an appointment, i. e. a fixed time or season; spec. a festival; conventionally a year; by implication, an assembly (as convened for a definite purpose); technically the congregation; by extension, the place of meeting; also a signal (as appointed beforehand):--appointed (sign, time), (place of, solemn) assembly, congregation, (set, solemn) feast, (appointed, due) season, solemn (-ity), synagogue, (set) time (appointed).
DAYS 3117 (yowm, yome); from an unused root mean. to be hot; a day (as the warm hours), whether lit. (from sunrise to sunset, or from one sunset to the next), or fig. (a space of time defined by an associated term), [often used adv. ]:--age, + always, + chronicles, continually (-ance), daily, ([birth-], each, to) day, (now a, two) days (agone), + elder, X end, + evening, + (for) ever (-lasting, -more), X full, life, as (so) long as (. . . live), (even) now, + old, + outlived, + perpetually, presently, + remaineth, X required, season, X since, space, then, (process of) time, + as at other times, + in trouble, weather, (as) when, (a, the, within a) while (that), X whole (+ age), (full) year (-ly), + younger.
YEARS 8141 (shaneh), (in plur. only), shaw-neh'; or (fem. ) shanah, shaw-naw'; from H8138; a year (as a revolution of time):-- + whole age, X long, + old, year (X -ly). Year: 365 ¼ days = 365 days (8760 hours) +5 hours 49 minutes 12 seconds.
While there are a wide range of meanings for the words individually, when used together in certain ways the choices become more focused. In the case of Genesis 1:14, it is clear that the Sun and the Moon and the Stars (Constellations) are working in harmony for the establishing of the yearly cycle as well as the various seasons and the annual Kadosh (Holy) Feast Days, or "appointed times. " That certainly includes determining "shaneh"(years), as well as "mo'ed" (appointed times), which is also a time of assemblage or gathering.
What Determines When A New Year Begins?
We must remember that there are (3) three things to observe:
a. The Sun
b. The Moon
c. The Barley
"As hwhy (Yahuah) set His calendar to begin in the Spring (Exodus12:1-2) the Vernal Equinox is regarded as the beginning of the year. The days then begin to grow longer, the earth stirs to new life and the new year begins.
Exodus 12:2 This month shall be unto you the beginning of Months: it shall be the (1 st ) first Month of the year to you.
Historical Evaluation of Ancient Calendars
A. From ancient Babylon and Summarian times, the Vernal Equinox marked the beginning of the year. The early Hebrews also observed this process.
VERNAL EQUINOX: When the Sun enters the northern hemisphere, (March 1922) and when there is approximately equal amounts of day and night (John. 11:9).
From an astrological viewpoint, this time is when the Sun is in the constellation Aries.
ARIES: An astronomical division of time corresponding to about March 19-22 to April 19/20. The (1 st ) first sign of the Zodiac (i.e. the (1 st ) first on or after the vernal Equinox)
While the Hebrews didn't possess a highly developed astronomical calendar of their own, they were familiar with the calendars of those around them, making them knowledgeable of certain astronomical regularities, such as the equinox and solstice.
Although it is obvious from numerous Tanakh (Old Testament) passages that the ancient Hebrews possessed at least a roughly calculated calendar (or calendars), they have not given us a complete account of their system.
1. The lunar-solar calendar. In all likelihood the early Yisraelites followed a Canaanite calendar. . . . Calendars combining both solar and lunar reckoning were however, widely used throughout the Near East even in very ancient times, and the Hebrews probably always had a lunar-solar calendar. . . . The Babylonians gave Semitic names to the months, but in most other respects this calendar was substantially the Summarian calendar of Nippur as observed in the (3 rd ) third dynasty of Ur (ca. 2180-1960BCE). This calendar reckoned the year from one vernal equinox to the next, while counting months from new moon to new moon, with an added month when this was needed to make up the discrepancy.
2. The year. It is fairly certain that in historical times the Yisraelites determined their year, not by the fluctuating agricultural and pastoral cycles, even though these natural phenomena must have influenced them deeply, but by observing the annual circuit of the Stars and the Sun. . . . We do know that the new year began at one of the equinoxes, at the dividing point between winter and summer or between summer and winter. The Babylonians chose the vernal equinox as the beginning of their year, since spring is the time of new growth. The Hebrews, however, appear to have observed at different periods (2) two new-year dates, one at the spring and the other at the autumn equinox.
It is striking that wherever the Hebrew months are mentioned by number - and this is the predominant method used in the Tanakh (Old Testament) - they are always counted from the (1 st ) first month in the spring after the Vernal Equinox .
It was the observation of the Vernal Equinox, the demarcation between winter and spring, which determined the beginning of the New Year; thus, the next new moon was the beginning month of Abib, thus always occurring in the spring. If the 12th month of the year (Adar) fell early enough to allow another new moon to occur before the Vernal Equinox, it necessitated adding a 13th month and waiting until the vernal equinox was observed as the beginning of spring and the new year. This addition of an intercallary month always kept the 1st month of the year on or after the Vernal Equinox!
By OBSERVATION!! Since inaccuracies of calendars caused by the Vernal Equinox varying as much as (4) four days, it was impossible to establish the new moon of Abib prior to the Equinox, because of the possibility of misjudging the Equinox and having Passover before it.
When there are deviations from this method of reckoning the beginning of Abib, there arises confusion and conflict. Eusebius wrote of the mathematician Anatolius of Alexander's condemnation of the changed Hebrew calendar:
"Hence, also, those that place the (1 st ) first month (Abib) in (Pisces) [ie. BEFORE THE VERNAL EQUINOX] and that fix the (14 th ) fourteenth of the month by it, commit, as we think, no little or common blunder. But neither is this our opinion only, but it was also known to the Hebrews anciently, and before [Messiah], and was chiefly observed by them, as we may learn from Philo, Josephus, and Musaeus; and not only from these, but also from those still more ancient, i. e. the (2) two Agathobuli, commonly called the master, and of Aristobulus, that most distinguished scholar, who was one of the (70) seventy that translated the Kadosh (holy) scriptures from the Hebrew. These. . . say that all ought to sacrifice the Passover alike after the vernal equinox, in the middle of the (1 st ) first month." Ecclesiastical History Popular Edition. p. 313
It wasn't just whether Passover should fall after the vernal equinox, but whether the New Moon of Abib came before or after the vernal equinox! Anatolius said that at the time of Messiah and before, THE NEW MOON OF ABIB was never allowed to occur BEFORE
the Vernal Equinox!
Regarding the use of a calendar during this scriptural period, the Jewish Encyclopedia says, ". . . rested purely on the observation of the Sun and Moon.
This is also confirmed by The International Standard Bible Encyclopedia (vol I, p. 541) speaking of the original or "pre-exilic" method of determining their calendar, ". . . rested on observation merely. . . . In the (1 st ) first period the priests determined the beginning of each month by the appearance of the new moon and the recurrence of the prescribed Feasts FROM THE VERNAL AND AUTUMNAL EQUINOXES. "
While the Hebrew civil year may have had to do with the autumnal equinox, it was the scriptural new Year, which was determined from the Vernal (Spring) Equinox!
The Hebrew historian Josephus stated that Yisrael had (2) two New Years—the Commercial New Year, which began in the fall (7 th ) Seventh month, and the Religious New Year, which began in the Spring (1 st ) first month" [Biblical vs Jewish Calendar, p. 22]
The "Religious" New Year begins in the spring. . . not winter! The (1 st ) first month necessarily begins AFTER the YEAR BEGINS. i.e. the Vernal Equinox which marks the beginning of spring. This does not say that the (1 st ) first month of Abib begins the new year, but rather the "Religious (Scriptural) New Year", i.e. the new moon of Abib!
hwhy (Yahuah) said to OBSERVE! When man attempts to calculate he has changed hwhy (Yahuah)'s rules, then becomes confused. Usurping hwhy (Yahuah)'s authority and headship.
The simple observation of the Vernal Equinox which is the beginning of the new year tells us that the next new moon is the head (the beginning) or the (1 st ) first new moon of hwhy (Yahuah)'s set apart calendar. If calculation could not be achieved with absolute accuracy, then observance was the only guarantee!
Anyone with a rudimentary knowledge of a sundial can easily determine the Vernal Equinox because it is easily observable. When the Vernal Equinox is observed, the next new moon begins Abib.
The sincere seekers of truth will follow hwhy (Yahuah)'s directives. (1 st ) First, the Equinox is observed, then the new moon is observed. We must remember that today it is possible to calculate with exact precision both the Vernal Equinox and the "New Moon". But the calculated new moon is about a day in advance of the visible new moon. New moon observers have no problem with disregarding the scientifically calculated new moon in favor of the visible sighted new moon. Why can't the same procedure be used for the Vernal Equinox? Or is it that human reasoning is interfering with hwhy (Yahuah)'s scriptural directives?
"The ancient Hebrews could only have celebrated the season AFTER the equinox." Why? because they were correctly OBSERVING the Vernal Equinox to determine the beginning of the year, and maintaining the proper monthly order of a single Abib 1 per solar year!
It is recognized that the calendar followed during the time of [cwhy (Yahusha) HaMashiach (the Messiah) was regulated by the priestly linage who scrupulously adhered to the AFTER VERNAL EQUINOX reckoning of Abib. (For proof please refer to When is the New Moon of Abib & the Real Passover? page 14)
THE SHAMYIM (HEAVENS) DECLARE
The scriptures themselves point to the combination of the heavenly bodies for the establishment of the appointed times, as we have previously seen in Genesis 1:14.
We also see in the 19th Psalm that there is more to determine the proper observation of time than just the new moon.
Psalm 19:1-6 To the chief Musician, A Psalm of David. The Shamyim (heavens) declare the esteem (glory) of Alahym; and the firmament show his handiwork. Day unto day utters speech, and night unto night shows knowledge. There is no speech nor language, where their voice is not heard.
Their line is gone out through all the earth, and their words to the end of the world. In them has he set a tabernacle for the Sun, Which is as a bridegroom coming out of his chamber, and rejoices as a strong man to run a race. His going forth is from the end of the Shamyim (heavens), and his circuit unto the ends of it: and there is nothing hid from the heat thereof.
The question of exactly what the connection is between the times and the seasons may well be understood in the term for line, which denotes connection, and certainly would include more than a simple Sunrise/Sunset repetition, particularly in the light that is Their line, the line of the Shamyim (heavens) and firmament, not just the line of the Sun.
The returning of the Sun each year to the same point at the Vernal Equinox is the greater connecting circuit. From the earliest times there was an understanding of the geometry of the earth, and that the sun in its transit across the equatorial line created the equinoxes'. This astronomical event precludes any artificial man-made directives.
This prevented hwhy (Yahuah)'s Times from receding through the seasons. They foretold of the coming of the (1) One Who was to crush the serpent and restore righteousness. That an elaborate method of recounting this theme of Salvation may be surmised in the naming of the stars and constellations. Once, however, this theme was set down in writing about 1500 BCE by Moshe (Moses), there was no longer the need to continue the verbal traditional teaching as handed down for more than 2500 years! The special observance of Annual Sabbaths became a codified ritual apart from the knowledge they originally imparted.
The "tkufah", or a revolution, a course, a circuit" shows that there is a definite beginning and ending point for determining the measurement of a year in relation to the Sun.
(Psalm 19:6) Therefore, there must be a single astronomical event that marks this event, and can be readily observed. We also know that this event has a connection to the month of 'Green Ears', i.e. Abib, which occurs in the spring. Therefore, the completing of the Sun's cycle in the spring does have a direct effect on determining the (1 st ) first month, Abib. This astronomical event is what we call the "Vernal Equinox". Understand that it is not the 'definition' of 'Vernal Equinox', or Spring Equality, that determines anything, but the observance of the completion of the Sun's circuit that marks the beginning and ending of the year.
(1 st ) First, we must determine THE EQUINOX, then "Abib" and the date of Passover to see whether "Passover" might fall before or after THE EQUINOX! This shows us which new moon is closer to THE EQUINOX. If Passover falls after THE EQUINOX then the new moon of Abib must be the new moon closest to THE EQUINOX, but if Passover would occur on or before THE EQUINOX then it would be too early and the new moon after THE EQUINOX would then become the new moon of Abib. (1 st ) First we must determine THE EQUINOX and calculate which new moon is closest to THE EQUINOX (without placing Passover before THE EQUINOX), and the one closest to THE EQUINOX allowing the Passover to be after THE EQUINOX will be the new moon of Abib.
The confusion is easily swept away when we understand: What heavenly light is used in determining a year? – The Sun. Used for signs, including astronomical events, the division of seasons, that incorporate a full year.
What is the astronomical event determining the beginning and ending of the year? – The Vernal Equinox.
What heavenly light is used in determining a month? – The Moon.
What is the astronomical event determining the beginning of the month? – The (1 st ) first visible (Jerusalem) sighting of a new crescent. - It ought to be apparent that 'lights' refer to luminations. Therefore, a visible lunar sighting is what is seen for the establishing of a new moon.
There can never be any question or confusion regarding an early Passover if the (1 st ) first new moon after the vernal equinox is the new moon of Abib! Moreover, there is also no question whether there will be grains of barley for the wave sheaf offering by always keeping Abib 1 st after the vernal equinox, because this always places the barley season in its proper place.
The learned men of old understood that Abib 1 st always fell AFTER the vernal equinox is crystal clear. The debate of when Passover and the Feast of Unleavened Bread were properly kept hinged on this single event.
"'Peter, the Bishop of Alexandria, mentions that the Hebrews had kept the Passover properly up to the destruction of Jerusalem in 70 C.E. But after the destruction of the city they 'err in reckoning the beginning of the month, which is (1 st ) first amongst the months of the year, on the (14 th ) fourteenth day of which, being accurately observed, AFTER the equinox, the ancients celebrated the Passover according to the Divine Command: whereas the men of the present day now celebrate it BEFORE the equinox, and that altogether through negligence and error, being ignorant how they celebrate it in their season…" Anti-Nicene Fathers, Vol. VI, p. 280.
Those who fail to recognize the scriptural importance placed on new moon observance, which was on a par with Sabbath and Feast Day observance, would also fail to see the significance of keeping Abib 1 st in it's proper yearly position as head of months, and always in the spring - never in the winter which ends at the equinox.
The plain and simple truth of the scriptures is that once the year begins, being determined by the Vernal Equinox, the next visible new moon is Abib 1 st , and the 14 th day is Passover.
From what vantage point should the New Mood be observed?
What if a person lives in an area where the new moon can't be seen? Should there be confusion with some observing one day, and others another? This would mean different Passovers and different High Days for the Days of Unleavened Bread in many locations, plus, It could also mean different fall Kadosh (Holy) Days as well. Should there be confusion over this? Of course not... "For Alahym is not the author of confusion, but of Shalum (Peace), as in all assemblies of the chosen believers." 1 Corinthians 14:33
The solution is simple: Where does hwhy (Yahuah) say His Torah (Law) shall be administered from? And many people shall go and say, you Come , and let us go up to the mountain of hwhy (Yahuah), to the house of the Alahym of Yaqob (Jacob); and he will teach us of his ways, and we will walk in his paths: for out of Zion shall go forth the Torah (law), and the word of hwhy (Yahuah) from Yerusalem. Isaiah 2:3
And many nations shall come, and say, Come, and let us go up to the mountain of hwhy (Yahuah), and to the house of the Alahym of Yaqob (Jacob); and he will teach us of his ways, and we will walk in his paths: for the Torah (law) shall go forth of Zion, and the word of hwhy (Yahuah) from Yerusalem. Micah 4:2
If we correctly observe scriptures, we will understand that the Torah (laws) pertaining to the Kadosh (Holy) Days, and hence the New Moon observances, are set from Yerusalem, not from our heart, or where ever someone happens to be. hwhy (Yahuah) has chosen Yerusalem! [1Kings 11:36; 2Kings 21:7; 2Chronicles 6:6; Zechariah 3:2] And even though He has temporarily turned His back on His people, thus fulfilling 2Kings 23:27, make no mistake...when [cwhy (Yahusha) returns, He returns to... and rules the earth from Yerusalem! This clearly shows that everyone is expected to be observing the same New Moons, and the same Kadosh (Holy) Days that [cwhy (Yahusha) will observe! If it will be wrong to set the Torah (law) from every location after He returns, it is wrong to do so before He returns. Observing hwhy (Yahuah)'s
Torah (laws) correctly means not being wrong when He returns! Today, it seems that every person is right in his own eyes! Obedience to hwhy (Yahuah)'s command to observe the lights, including the Sun, not just the new Moon's, provides the solution to the problem, thus creating Shalum (Peace).
Barley (Harvest) Season
While one may make an argument for the 'green ears' of barley, a careful study of the barley growing cycle and what is necessary for the wave sheaf offering reveals that the barley harvest always began after April 4th and as late as early May! Except, of course, in years of drought when there may be no barley to harvest. But I imagine that would make it rather difficult to find 'green ears' to begin Abib, wouldn't it? No 'green ears', no Abib?
Barley Harvest
In determining the month of Abib we must understand a few things about the ancient agricultural practices pertaining to Barley. When was barley planted and harvested, and were the ancient Israelites harvesting barley in early to mid-March?
BARLEY
The Semitic name was derived from the word for "hair," probably because of the long awns which project from the seeds to form the characteristic bearlike heads.
Barley ripened earlier than wheat. Exodus 9:31
The barley harvest began as early as late April (especially in the lowlands; Joshua
3:15) or early May, preceding the wheat harvest by about (2) two weeks (Ruth 2:23). The beginning of the barley harvest was marked by the bringing in of the FIRST FRUITS as a consecration of the harvest Leviticus 23:10.
Agriculture
The Yisraelite farmer could look forward to a hot, dry season from the middle of May to the middle of October. . . .
It (ie. wheat) was planted in the fall when the winter rains had started, sometime in late October or early November, and harvested in May-June. Barley was also widely grown but may have been at times considered a second-class food. Barley was planted at about the same time as the wheat but harvested about a month earlier.
By reckoning the (1 st ) first new moon after the Vernal Equinox to be the New Moon of Abib, the ancient Yisraelites were always in harmony with the season as well as having sufficient grains of barley for the wave sheaf offering during the Feast of Unleavened Bread.
Exodus 9:31 And the flax and the barley was smitten: for the barley was in the ear, and the flax was bolled.
We should note that the etymology of the word "barley" indicates something course or rough. This would be a mature plant rather than a green sprout!
Strongs #: 8184. se'orah, seh-o-raw'; or se'owrah, seh-o-raw' (fem. mean. the plant); and (masc. mean. the grain); also se'or, seh-ore'; or se'owr, seh-ore'; from H8175 in the sense of roughness; barley (as villose):--barley.
The term, in the ear, also denotes "grain" as well as "ears", as shown in Strong's Exhaustive Concordance of the Bible.
Strongs #:24. 'abiyb, aw-beeb'; from an unused root (mean to be tender); green, i. e. a young ear of grain; hence the name of the month Abib or Nisan:--Abib, ear, green ears of corn.
In Exodus 12:2 hwhy (Yahuah) points out that Abib is to be the beginning of months.
Exodus 12:2 This month shall be unto you the beginning of months: it shall be the (1 st ) first month of the year to you.
Deuteronomy 16:1 Observe the month of Abib, and keep the Passover unto hwhy (Yahuah) your Aluah: for in the month of Abib hwhy (Yahuah)your Aluah brought you out of Egypt by night.
Shamar, or "observe", has the general connotation of protecting. From Strongs # 8104. shamar, shaw-mar'; a prim. root; prop. to hedge about (as with thorns), i. e. guard; gen. to protect, attend to, etc. :--beware, be circumspect, take heed (to self), keep (-er, self), mark, look narrowly, observe, preserve, regard, reserve, save (self), sure, (that lay) wait (for), watch (-man).
While Exodus 12:2 states that it is both the head month and the (1 st ) first month. Abib is the "head" month because of its importance in determining the proper sequence for the Annual Kadosh (Holy) Sabbaths. In addition, it is the "(1st) first" month of the year in the yearly cycle. The importance of correctly preserving the month of Abib cannot be underestimated. What is it that we should guard and protect about this very import month of the year?
Exodus 23:15 You shall keep the feast of unleavened bread: (you shall eat unleavened bread (7) seven days, as I commanded you, in the time appointed of the month Abib; for in it you came out from Egypt: and none shall appear before me empty. Exodus 13:4, 34:18; Deuteronomy 16:1
Leviticus is even plainer in its language!
Leviticus 2:14 And if you offer a meat offering of your first fruits unto hwhy (Yahuah), you shall offer for the meat offering of your first fruits green ears of corn dried by the fire, even corn beaten out of full ears.
Plainly there is sufficient mature grain in the "green ears", ie. Abib, to be "beaten out of full ears", ie. the mature pod!
The account of Ruth and Naomi also confirm the fact that "green ears" is a mature and ripened grain.
Ruth 1:22 So Naomi returned, and Ruth the Moabitess, her daughter in law, with her, which returned out of the country of Moab: and they came to Bethlehem in the beginning of barley harvest.
Ruth 2:2-3 And Ruth the Moabitess said unto Naomi, Let me now go to the field, and glean ears of corn after him in whose sight I shall find grace. And she said unto her, Go, my daughter. And she went, and came, and gleaned in the field after the reapers: and her hap was to light on a part of the field belonging unto Boaz, who was of the kindred of Elimelech.
Ruth 2:17 So she gleaned in the field until even, and beat out that she had gleaned: and it was about an ephah of barley.
Ruth 2:23 So she kept fast by the maidens of Boaz to glean unto the end of barley harvest and of wheat harvest; and dwelt with her mother in law.
Ruth 3:2 And now is not Boaz of our kindred, with whose maidens you was? Behold, he winnoweth barley to night in the threshing floor.
Ruth 3:15-17 Also he said, Bring the veil that you have upon you, and hold it. And when she held it, he measured (6) six measures of barley, and laid it on her: and she went into the city. And when she came to her mother in law, she said, Who are you, my daughter? And she told her all that the man had done to her. And she said, These (6) six measures of barley he gave me; for he said to me, do not go empty unto your mother in law.
It is clearly evident that what was being harvested at the beginning of the barley harvest was fully matured grain that required winnowing. We should be reminded that the usual barley harvest occurred in late April to early May. This is evidently ONE of the things we are to be carefully guard.
Conclusion
hwhy (Yahuah)'s Word states that His Torah (Law) is administered from Yerusalem, and that observing the New Moon of Abib is part of that Torah (law).
The Sun marks the beginning of the YEAR [Shaneh] at the Vernal Equinox
If the new moon of Abib always follows the Equinox, the barley is harvested well after the Sun entering Aries, ie the Vernal Equinox , then the harvest is assured to produce grain by April 3rd, the earliest date for Passover, Because the barley IS IN THE EAR, ie kerneled, at the time of the new moon after the Equinox, it is the month of Abib.
The earliest possibility that the wave sheaf offering could be held would be the 15th of Abib, when Passover would occur.
All nations are to observe hwhy (Yahuah)'s Set Apart Time as He determines, which is not adjusted for local conditions.
Therefore, concerns over Passover being too early, to late, at the wrong time of the year, or not at all...is totally eliminated if the New Moon of ABIB occurs when the Sun is in Aries, i.e. AFTER the Vernal Equinox, and the sighting is from Yerusalem, hwhy (Yahuah)'s chosen city.
Thus in the year 2017 the Vernal Equinox happened on March 20th and the 1st New Moon was sighted in Yerusalem on March 29th, which would mark Passover (14th of Abib) to be on the 12th of April, 2017 and the Feast of unleavened Bread (15th of Abib) on the 13th of April 2017. 17th of Abib is the 7th day Sabbath, which is also Day 3 of unleavened bread and also the 3rd day/night after being put to death, also being the day when Yahusha was Raised from the Grave (Sheol), as the 1st Fruit and is the beginning of the feast of weeks. We also stat our Omer count per scripture that leads us to Shavuot (Pentecost). Wow what a fulfillment of scripture through the scriptural calendar of Yahuah. HalaluYAH!!! | <urn:uuid:3499ccd2-2afd-4df0-bc44-a77809b32eb4> | CC-MAIN-2019-43 | https://assemblyofyahuah.com/wp-content/uploads/sites/43/2019/04/PDF_Determining-the-Scriptural-1st-Month-of-a-New-Year-_Assembly-of-Yahuah.pdf | 2019-10-16T00:33:41Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00316.warc.gz | 380,474,408 | 8,000 | eng_Latn | eng_Latn | 0.996799 | eng_Latn | 0.997898 | [
"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 | [
3520,
6471,
9431,
11865,
14776,
17533,
20828,
23455,
25843,
28427,
31044,
32035
] | [
2.5625,
1.7265625
] | 2 | 3 |
Implementation Strategies
Southeast Fountain Elementary School, Southeast Fountain School Corporation
Veedersburg, IN
Grade(s): K − 6
Scenario: Computer Lab
Purpose: Enrichment/Gifted and Talented, After−School, At−Risk Students, Supplement
ALEKS Portion of Curriculum: 40%
Time Spent in ALEKS: 3 hours per week, 135 hours per term
ALEKS Course: Mathematics − LV 3 (with QuickTables), Mathematics − LV 4 (with QuickTables), Mathematics − LV 5 (with
QuickTables), Middle School Math Course 2, Middle School Math Course 3, Pre−Algebra, Algebra 1
Hope Conrad, Teacher
ALEKS has been wonderful for my students! It pushes the higher ability students and gives them the enrichment they need. It also helps the lower ability students feel successful; I have seen students who typically struggled in math score a lot higher on tests. The students are very excited to come back to the classroom and tell me what they have mastered. We had a couple of students who moved in to our district this year who were not having any success in math. Once they saw that they were mastering concepts on ALEKS, their confidence soared and their attitude has done a complete 180. We are lucky to have a 90−minute math block. Forty−five minutes are spent on classroom instruction and 45 minutes are in the ALEKS lab.
Scenario
What challenges did the class or school face in math prior to using ALEKS?
It was difficult to challenge all students and provide them with math at their level. Now it is a breeze.
How many days per week is class time dedicated to ALEKS?
4 days per week.
What is the average length of a class period when ALEKS is used?
45 minutes.
Implementation
How do you implement ALEKS?
We divide the blocks in half. Half have classroom instruction while the other half does ALEKS.
Do you cover ALEKS concepts in a particular order?
No.
How do you structure your class period with ALEKS?
My students are in three blocks. Within the blocks, they are divided into two groups. One group stays with me for class instruction, while the other group goes to lab. Then we switch in the middle of the block.
How did you modify your regular teaching approach as a result of ALEKS?
I would keep track of which pieces of the pie most were struggling with and really focus on those during the school year.
How often are students required or encouraged to work on ALEKS at home?
It is not required.
How do you cultivate parental involvement and support for ALEKS?
The parents receive a letter at the beginning of the school year with information about ALEKS. Then it is up to them if they want to push it at home.
Grading
Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it?
No.
How do you incorporate ALEKS into your grading system?
ALEKS progress is 15 percent of their grade.
Do you require students to make regular amounts of progress in ALEKS?
Each nine weeks, they should complete 25 percent of the level they are on. Most complete a lot more. I'm lucky to have a teacher in the lab that keeps track of this for me.
Learning Outcomes
Since using ALEKS, please describe the learning outcomes or progress you have seen.
I have seen students who typically struggled in math score a lot higher on tests. The students are very excited to come back to the classroom and tell me what they have mastered.
Best Practices
Are there any best practices you would like to share with other teachers implementing ALEKS? ALEKS should not be your entire curriculum. Use it as a resource only. | <urn:uuid:45aeb8c7-0379-444d-bc11-25981d2b1db7> | CC-MAIN-2019-43 | https://www.aleks.com/k12/implementations/popup_pdf?_form_=true&parse_list=e*245&parse_request=true&cmscache=parse_list:parse_request | 2019-10-16T00:57:25Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00315.warc.gz | 756,421,466 | 797 | eng_Latn | eng_Latn | 0.999162 | eng_Latn | 0.999062 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2620,
3584
] | [
2.875
] | 1 | 0 |
2017 Eclipse: Research-Based Teaching Resources
Lecture Tutorial: Modeling the Sun-Earth-Moon System
Description: This guided inquiry paper-and-pencil activity helps students to understand in detail the motion of the three-body system that consists of the Sun, Earth, and Moon. This resource is designed to supplement Lecture-Tutorials for Introductory Astronomy for lecture-style classrooms.
Prerequisite:
* Understand the orbital frequency of the Earth and Moon.
Learning Sequence:
I. Plotting the positions of the Earth and Moon over the course of one year
In this tutorial we explore in detail the motion of the three-body system that consists of the Sun, Earth, and Moon. We begin by constructing a diagram mapping the motion of the Earth and Moon during the course of a year. To start with, we will make theses simplifying approximations:
* The Sun-Earth distance remains essentially constant, as does the Earth-Moon distance. (That is, we ignore the eccentricities of Earth's orbit around the Sun and the Moon's orbit around Earth.)
* The Moon completes 12 revolutions around Earth during a single year. (The synodic month is actually fewer than 30 days long.)
* The Sun, Earth, and Moon are always located in the imaginary plane containing the Earth's orbit around the Sun. (In actuality, the Moon's orbit around Earth is "tilted" by about 5° relative to the ecliptic plane.)
A. Figure 1 on the enlargement provided shows a large circle divided into 12 sections. The center of the circle will represent the location of the Sun. The circle itself will, for now, represent the Earth's orbit.
With your partner(s), plot the locations of the Earth and Moon at half-month intervals, with each plot showing the relative positions of the Moon and Earth during either (i) a full moon phase or (ii) a new moon phase.
B. Using the points you have plotted, sketch as best you can what must be the path taken by the Moon over the course of a year. How would you describe the shape of this path in your own words?
Please STOP HERE to check your work thus far with an instructor before continuing on.
II. Refining our model of the Sun-Earth-Moon system
Your sketch of the Moon's path around the Sun may surprise you! In the remainder of this tutorial we will examine the Moon's behavior in greater detail. To do so, we will need the following data:
Mean distance Sun-Earth distance: RE = 1.50 × 10 11 m
Mean distance Earth-Moon distance: RM = 3.84 × 10 8 m
Mass of Sun:
MSun = 1.99 × 10 30 kg
Mass of Earth:
MEarth = 5.98 × 10 24 kg
Mass of Earth:
MMoon = 7.36 × 10 22 kg
Universal gravitational constant:
G = 6.67 × 10 -11 N-m 2 /kg
2
A. Figure 1 from the enlargement included a circle of about 8.0 cm in radius to represent the Earth's orbit. How many centimeters must we use for the (mean) Earth-Moon distance if we were to redraw that diagram to scale? Show all work. (Would drawing the diagram to scale even be possible?)
B. Let's now apply Newton's Second Law and Newton's Law of Gravitation to consider some details regarding the shape of path you sketched in Section I above.
1. Using the astronomical data shown above, compute the net force exerted on the Moon— magnitude and direction—for the case in which:
* the Moon is in a full moon phase
* the Moon is in a new moon phase
2. Now go back to the enlargement (used in Section I) on which you and your partners plotted the positions of the Earth and Moon for several instances of full moon and new moon.
Consider a point along the Moon's path when it undergoes a full moon phase. On the basis of your results in part 1 above, what can be said about the curvature of that part of the path? (That is, does that part of the Moon's path curve "toward" or "away from" the Sun?) Explain.
Now answer this same question for a new moon phase: Does that part of the Moon's path curve "toward" or "away from" the Sun? Explain your reasoning.
3. Turn the enlargement over to have Figure 2 showing. This figure shows an arc length of approximately 30° representing part of the Earth's orbit around the Sun. The two small dots along the arc (about 15° apart) represent the location of Earth along its orbit at consecutive new moon and full moon phases.
With your partners, summarize your results from this part of the tutorial by carefully sketching a more refined diagram showing the path of the Moon. Be sure that your sketch takes into account as best you can:
* the relative sizes of the (mean) Sun-Earth and Earth-Moon distances
* the curvature of the Moon's path
Please STOP HERE to check your work thus far with an instructor before continuing on.
C. Finally, we can make one further refinement to our model when considering the Earth and Moon together as a unit.
1. Use the astronomical data from p. 1 to determine the location of the center of mass of the system consisting of the Earth and Moon. Discuss your reasoning with your partners and show all work.
Is the center of mass of this system located at the exact center of the Earth? If not, is it located somehwere within the interior of the Earth? (Use 6.37 × 10 6 m for the mean radius of the Earth.)
2. Reflect upon the work you and your partners did on both Fig. 1 and Fig. 2 of the enlargement. Given your results here in part C, is it accurate to say that the circle on Fig. 1 (or the circular arc on Fig. 2) should represent the path taken by Earth as it travels around the Sun?
* If so, explain why.
* If not, explain why not, and decide with your partners what the circle (and circular arc) in Fig. 1 (and Fig. 2) should represent.
Figure 1: Plotting the positions of the Earth and Moon over the course of one year (Section I)
Figure 2: Refining our model of the Sun-Earth-Moon system (Section II.B) | <urn:uuid:dd8c0045-7da8-4990-b812-e21481974545> | CC-MAIN-2019-43 | https://www.aapt.org/Resources/upload/0FinalUDSystemTutorial-1.pdf | 2019-10-16T01:13:58Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00320.warc.gz | 748,247,912 | 1,373 | eng_Latn | eng_Latn | 0.9318 | eng_Latn | 0.997735 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
468,
2111,
3322,
4650,
5605,
5701,
5775
] | [
4.21875
] | 5 | 5 |
The Role of the Federal Government in Public Education, Part 4
HISTORICAL PERSPECTIVES
By Carolyn Jefferson-Jenkins and Margaret Hawkins Hill
Defining League Positions in Public Education The League of Women Voters United States (LWVUS), through its positions on equality of opportunity, supports public education and a range of federal education programs. Areas where specific positions were developed are: integration, quality education, tuition tax credits, federal programs and education financing. Some programs are designed to meet the needs of special education students as well as the economically disadvantaged and ethnic minority students. The League worked for the passage of Title IX of the Education Amendment of 1972 that prohibits sex discrimination in educational institutes that receive federal aid. Historically, many state Leagues have their own positions that speak to equality, to funding, and to assessments and standards at the state level. Additionally the League, under its position on early intervention for children at-risk addresses issues related to the federal role in public education.
To understand and reach consensus on the present and future role of the federal government in public education, it is important that we have some understanding of the history of the federal government's role in education activities. This paper and the links provided on the LWVUS website (www.lwv.org) delineate the materials that support this study.
Where Have We Been?
From the very beginning of our Republic, a well-educated citizenry was thought to be essential to protect liberty and the general welfare of the people. Even before the Constitution of the United States was established, the Land Ordinance of 1785 and the Northwest Ordinance of 1787 included responsibilities of the nation for an education system.
Education has long been considered a national concern by the federal government. Through federal action, education has been encouraged and financially supported from the first Northwest Ordinance in 1787 to the present. Article 1, Section 8, of the Constitution granted Congress the power to lay and collect taxes to provide for the general welfare of the United States. It is under this ―general welfare‖ clause that the federal government has assumed the power to initiate educational activity in its own right and to participate jointly with states, agencies and individuals in educational activities.
During the first century of the new nation, Congress granted more than 77 million acres of the public domain as an endowment for the support of schools through tracts ceded to the states for the support of public schools. In 1841, Congress passed an act that granted 500,000 acres to eight states and later increased grants to a total of 19 states. The federal government also granted money to states, such as distributions of surplus federal revenue and reimbursements for war expenses. Though Congress rarely prescribed that such funds be used only for schools, education continued to be one of the largest expenses for state and local governments, so the states used federal funds whenever possible.
Two Constitutional Amendments played an important role in public education. In 1791, the 10th Amendment stated, ―The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.‖ Public education was not mentioned as one of those federal powers, and so historically has been delegated to the local and state governments.
In 1868, the 14th Amendment guaranteed rights to all citizens by stating ―all persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens in the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the law.‖
From colonial times through the early 19th century, before common schools became an established part of society, children were educated in an assortment of institutions and arrangements mostly supported by local entities.
During the 19th century the federal government involvement in education included vocational training, land grants, and the establishment in 1867 of the Office of Education. The purpose of this office was to collect information on schools and teaching that would help states establish effective school systems.
The passage of the Second Morrill Act in 1890 gave the Office of Education responsibility for administering support for the original system of land-grant colleges and universities.
Vocational education became the next major area of federal aid to schools with the 1917 Smith-Hughes Act followed by the 1946 George-Barden Act focusing on agriculture, industrial arts and home economics training for high school students.
World War II led to a significant expansion of federal support for education. The Lanham Act of 1941 and the Impact Aid laws of 1950 eased the burden on communities affected by the presence of military and other federal installations by making payments to school districts. In 1944 the GI Bill authorized postsecondary education assistance that would ultimately send nearly 8 million WWII veterans to college.
The Supreme Court handed down the landmark decision Brown v. Board of Education in 1954, declaring state laws that established separate public schools based on race unconstitutional. In 1958,
Congress passed the National Defense Education Act (NDEA) in response to the Soviet launch of Sputnik. This legislation included support to teachers through graduate fellowships to improve the teaching of science, mathematics and foreign languages.
The anti-poverty and civil rights laws of the 1960s and 1970s dramatically increased the role of the federal government in public education. Laws passed included Title VI of the Civil Rights Acts of 1964, Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973 prohibiting discrimination based on race, sex and disability.
How Did We Get Here?
In 1965 the Elementary and Secondary Education Act (ESEA Pub.I.89-1- Stat 27, 20 U.S.C. ch 70) launched a comprehensive set of programs including Title I program of federal aid to the disadvantaged. The Act funds primary and secondary education, while explicitly forbidding the establishment of a national curriculum. As mandated in the Act, the funds are authorized for professional development, instructional materials and resources to support educational programs and parental involvement promotion.
The Act was originally authorized through 1970; however, the government has authorized the Act every five to ten years since its enactment. The current reauthorization of ESEA is called the No Child Left Behind Act of 2001 (NCLB). NCLB also allows military recruiters to access 11th and 12th grade students' names, addresses and telephone listings when requested.
In 1980, Congress established the Department of Education as a Cabinet level agency. Then, for the next 12 years under Presidents Ronald Reagan and George H.W. Bush, education was a priority issue. The religious and private sectors were involved as well, with introductions of tax credits, parental involvement and vouchers.
Additionally, in 1982, twenty-five bills were introduced to improve math and science instruction, but all failed in Congress. The tuition tax-credit was proposed for mainly religious schools but broadened to private school tuition in 1983. This too, failed. In 1983, the publication of A Nation At Risk brought the competitive nature of education to the forefront, warning that the United States no longer held the education edge when compared to the rest of the world.
In 1989, President George H. W. Bush signaled public school choice to be a ―high priority.‖ He also formed a task force to study Hispanic education and called for an ―Indian education bill of rights‖ to help improve education for Native Americans. Drug education also came to the forefront during his Administration.
In 1991, President Bush formed the National Education Goals Panel to create a national assessment system to measure progress toward the national education goals for 2000. In that same year, Congress passed a bill to create a national council on education standards and testing, the purpose of which would be to study the feasibility and desirability of creating national standards and a national examination system for students.
During President Bill Clinton's administration, education achievement focused on the Goals 2000 competitive grants. School districts realized significant gains by using these funds. However, the grants were only awarded to those districts that had the resources to write the grants and study their implication.
President George W. Bush made education issues a priority. NCLB, as described above, was one of the first bills passed by Congress during his Administration.
Where Are We Now?
The United States has changed dramatically since the early debates on the role of public schools and the role of the federal government in supporting and sustaining them.
The importance of education for the common good has shifted from primarily local control to state and national control, with national attention from the Federal government and national organizations. Congress is currently embroiled in a debate and stalemate over the reauthorization of ESEA, the 2001 NCLB. Major issues include the purpose and role of the federal government in education, funding, and the extent to which the federal government should play a role in public education. Areas for national debate involve school choice, accountability, teacher quality, goals, standards and above all, funding. Federal funding currently averages about 10 percent of local school budgets.
During the coming year, local and state Leagues across the United States will discuss the role of the federal government in public education with the goal of coming to consensus on a number of questions.
References Books
Darling-Hammond, L., (2010). The flat world and education: How America's commitment to equity will determine our future. New York: Teachers College Press.
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.
Theobald, P. (2009). Education now: How rethinking America's past can change its future. Boulder, Colorado: Paradigm Publishers.
Online links
National Commission on Excellence in Education. (1983). A Nation at Risk. Retrieved from www2.ed.gov/pubs/NatAt Risk/risk.html
National Governors Association Center for Best Practices and Council of Chief State School Officers (2010). Common Core Standards. Retrieved from http://www.corestandards.org
U.S. Department of Education (2002). Elementary and Secondary Education Act. Retrieved from www.ed.gov/policy/elsec/leg/ esea02/index.html
U.S. Department of Education (2010). Reauthorization of the Elementary and Secondary Education Act. Retrieved from www.ed.gov/blog/topic/esea-reauthorization.
The Role of the Federal Government in Public Education, Part 5
LEGISLATION AND FUNDING FOR THE EDUCATION OF CHILDREN WITH SPECIAL NEEDS
In 1965, the Elementary and Secondary Education Act (ESEA) was passed by Congress. ESEA was the center of President Johnson's War on Poverty and was influenced by the Civil Rights Act of 1964. The children who were covered by ESEA in 1965 included those who were disabled and covered by an amendment to the original ESEA (Title IV – Aid to handicapped children).
Within the next decade, the education of disabled children was funded by a separate law: the Education for All Handicapped Children Act of 1975 (EAHCA). Over a 35year span, the law was reauthorized and became the Individuals with Disabilities Education Act (IDEA), the latest of which was reauthorized in 2004 and called the Individuals with Disabilities Education Improvement Act (IDEIA). The upcoming reauthorization of ESEA will also influence how IDEIA is administered and practiced.
The federal government demands that states submit plans for the distribution of monies to local agencies for direct instructional programming that adhere to federal mandates. Under each state's laws, an Individualized Educational Program (IEP) is constructed for each child receiving services. The purpose of an IEP is to assure the student of a FAPE, as ensured by law. The child is to be placed in the Least Restrictive Environment (LRE) for education.
IDEIA has four sections that cover the Free and Appropriate Education (FAPE) of 6.6 million disabled children who are age 0-21.
Part A (General Provisions)
Part B (Assistance for Education of All Children with Disabilities)
Part C (Infants and Toddlers with Disabilities)
Part D (National Activities to Improve Education of Children with Disabilities)
Mandates in Special Education Funding
Funding requires adherence to the federal mandates. The most important mandate is the zero-reject policy, under which no child is turned away from educational services. To qualify for special education service, a student must be classified with one (or more) of 13 disabilities now covered by IDEIA. The definition of "a child with a disability" is found in the United States Code, Title 29 1401(3) (A):
3) The term 'child with a disability' means a child— (i) with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this chapter as "emotional disturbance"), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and (ii) Who, by reason thereof, needs special education and related services.
In order to qualify for federal funds, state and local agencies are bound to federal guidelines to specify identification procedures and the placement of disabled children. State grant applications for federal funds must include a plan for distribution of the funds to local education agencies (LEAs), as well as sufficient time for the general public to review and comment on the state plan. LEAs receive allotments from the state for their district special education needs. The shortfall in funding then needs to be addressed by the local education agencies.
Current Funding Challenges
Federal Underfunding: The Education for All Handicapped Children Act (1975) included legislation for funding local programs through state distribution of 40 percent of the cost. "Full funding" (40 percent) has never happened; the actual amount has varied. There were federal funds covering from 8 to 10 percent of the cost to states ten years ago, according to Katsiyannis, et al. (2001). The FY 2012 U.S. Department of Education Budget lists 17 percent as the current figure, with an estimated $1,765 cost per pupil. The allotment has increased 1.7 percent in the FY 2012.
Increasing enrollment: Special education enrollment has grown, from 3.8 million in 1973 to 6.6 million in 2011. Federal special education support increases for FY 2012 are held at 1.7 percent over FY 2011.
Maintenance of effort: Because of severe financial straits, more states are applying for waivers to the spending requirement by the federal government for special education funding. The waiver, called a Maintenance of Effort (MOE) has not been easily obtained and involves holding a spending pattern based on the previous year. Waivers were given to Iowa, West Virginia, and Kansas last year; waivers are pending for New Jersey, South Carolina and Alabama (Shah, 2011).
Inclusion and training: Currently, ninety-five percent of disabled children are educated in inclusive classrooms, the rest being educated in separate classes, institutions or at home. An increase in inclusion practices is a strong possibility for fund-strapped districts (Shah, 2011). The balancing act – attention to finances, while providing for children's needs – continues to be precarious, and it is also critical to provide teachers with quality in-service training.
References
Katsiyannis, A., Yell, M. & Bradley, R. (2001). Reflections on the 25th anniversary of the Individuals with Disabilities Education Act. Remedial and Special Education, Vol.22, (6), 324-34.
special education funding waivers. Education Week. Retrieved from: www.edweek.org/ew/articles/ 2011/02/09/20speced.h30.html.
U.S. Department of Education. Fiscal Year 2012 Budget Overview. Supporting Individuals with Disabilities. Retrieved from: www2.ed.gov/about/overview/budget/ budget12/summary/edlite-section2b.html
U.S. Department of Education, National Center for Education Statistics. Digest of Education Statistics. Chapter 2, Table 45. Children 3 to 21 years served under Individuals with Disabilities Education Act, Part B, by type of disability: Selected years, 1976 through 2008-09. Retrieved from: nces.ed.gov/programs/digest/ d10/tables/ dt10_045.asp?referrer=list
Shah, N. (2011, February 14). States expected to seek
U.S. Department of Education (2004). Retrieved from www.ed.gov/policy/speced/guid/idea/idea2004.html.
Special Education Legislation Milestones
| DECADE | CASE/LEGISLATION |
|---|---|
| 1950 | 1954: Brown v. Board of Education |
| 1960 | Bureau of Education for Handicapped - Created. 1965: Elementary and Secondary Education Act became law. |
| 1970 | 1972: PARC v Pennsylvania and Mills v. Board of Education 1973: Section 504 of the Rehabilitation Act became law. 1974: Family Educational Rights and Privacy Act (FERPA) became law. 1975: Education for All Handicapped Children Act (EAHCA) became law. |
| 1980 | 1986: Addition of Handicapped Children’s Protection Act to EAHCA. |
| 1990 | 1990: EAHCA amended and called Individuals with Education Disabilities Act (IDEA). 1996: I DEA reauthorized. |
Study Documents available online at: www.lwv.org/AM/Template.cfm?Section=Public_Education&Template=/TaggedPage/ TaggedPageDisplay.cfm&TPLID=191&ContentID=17596 | <urn:uuid:4073a2a4-52af-4e6d-a6bd-2cd7090fc437> | CC-MAIN-2019-43 | https://lwv.corvallis.or.us/newsletters-archive/2011_National_Education_Study4.pdf | 2019-10-16T00:14:22Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00318.warc.gz | 560,493,988 | 3,783 | eng_Latn | eng_Latn | 0.969622 | eng_Latn | 0.995277 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5673,
11349,
15923,
18301
] | [
2.796875
] | 4 | 2 |
Sense of smell is key factor in bird navigation
29 August 2017
A Scopoli's shearwater. Credit: Miguel McMinn
How do birds navigate over long distances? This complex question has been the subject of debate and controversy among scientists for decades, with Earth's magnetic field and the bird's own sense of smell among the factors said to play a part.
Now, researchers from the universities of Oxford, Barcelona and Pisa have shown in a new experiment that olfaction – or sense of smell – is almost certainly a key factor in long-distance oceanic navigation, eliminating previous misgivings about this hypothesis.
The research is published in the journal Scientific Reports.
Study leader Oliver Padget, a doctoral candidate in Oxford University's Department of Zoology, said: 'Navigation over the ocean is probably the extreme challenge for birds, given the long distances covered, the changing environment, and the lack of stable landmarks. Previous experiments have focused on the physical displacement of birds, combined with some form of sensory manipulation such as magnetic or olfactory deprivation. Evidence from these experiments has suggested that removing a bird's sense of smell impairs homing, whereas disruption of the magnetic sense has yielded inconclusive results.
'However, critics have questioned whether birds would behave in the same way had they not been artificially displaced, as well as arguing that rather than affecting a bird's ability to navigate, sensory deprivation may in fact impair a related function, such as its motivation to return home or its ability to forage.
'Our new study eliminates these objections, meaning it will be very difficult in future to argue that olfaction is not involved in long-distance oceanic navigation in birds.'
In this new experiment, the researchers closely followed the movements and behaviour of 32 freeranging Scopoli's shearwaters off the coast of Menorca. The birds were split into three groups: one made temporarily anosmic (unable to smell) through nasal irrigation with zinc sulphate; another carrying small magnets; and a control group. Miniature GPS loggers were attached to the birds as they nested and incubated eggs in crevices and caves on the rocky Menorcan coast. But rather than being displaced, they were then tracked as they engaged in natural foraging trips.
All birds went out on foraging trips as normal, gained weight through successful foraging, and returned to exchange incubation periods with their partners. Thus, removing a bird's sense of smell does not appear to impair either its motivation to return home or its ability to forage effectively.
However, although the anosmic birds made successful trips to the Catalan coast and other distant foraging grounds, they showed significantly different orientation behaviour from the controls during the at-sea stage of their return journeys. Instead of being well-oriented towards home when they were out of sight of land, they embarked on curiously straight but poorly oriented flights across the ocean, as if following a compass bearing away
1 / 2
Powered by TCPDF (www.tcpdf.org)
from the foraging grounds without being able to update their position.
Their orientation then improved when approaching land, suggesting that birds must consult an olfactory map when out of sight of land but are subsequently able to find home using familiar landscape features.
Senior author Tim Guilford, Professor of Animal Behaviour and leader of the Oxford Navigation Group in Oxford's Department of Zoology, said: 'To the best of our knowledge, this is the first study that follows free-ranging foraging trips in sensorily manipulated birds. The displacement experiment has – rightly – been at the heart of bird navigation studies and has produced powerful findings on what birds are able to do in the absence of information collected on their outward journey.
'But by its nature, the displacement experiment cannot tell us what birds would do if they had the option of using outward-journey information, as they did in our study. This heralds a whole new era of work in which careful track analysis of freeranging movements, with and without experimental interventions, can provide inferences about the underlying behavioural mechanisms of navigation. Precision on-board tracking technology and new analytical methods, too computationally heavy to have been possible in the past, have made this feasible.'
More information: O. Padget et al. Anosmia impairs homing orientation but not foraging behaviour in free-ranging shearwaters, Scientific Reports (2017). DOI: 10.1038/s41598-017-09738-5
Provided by University of Oxford
APA citation: Sense of smell is key factor in bird navigation (2017, August 29) retrieved 15 October 2019 from https://phys.org/news/2017-08-key-factor-bird.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | <urn:uuid:ccd8fb4d-7068-472a-81be-51381708abcb> | CC-MAIN-2019-43 | https://phys.org/pdf423217491.pdf | 2019-10-16T00:38:38Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00322.warc.gz | 635,682,479 | 993 | eng_Latn | eng_Latn | 0.996655 | eng_Latn | 0.997879 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3099,
5066
] | [
2.25
] | 1 | 0 |
SPOT THE SAFETY VIOLATION: Would You Drink This Water?
It’s important for workers to stay hydrated in the hot weather but should their drinking water look like this?
Heat stress is a serious safety hazard for many workers in the summer (and for others, year-‐ round). In the heat and humidity, the body sweats to cool itself, which can use up a significant amount of fluid. This fluid must be replaced continuously. If it isn't regularly replaced, workers can become dehydrated and thus more vulnerable to heat-‐related illnesses, such as heat exhaustion and heat stroke.
So yes, drinking fluids to stay hydrated is one way workers can keep from getting overheated. But the water in this picture fromCal/OSHA doesn't look particularly clean or safe to drink.
It's critical for employers to ensure that workers have cool water available on the worksite if heat stress is a safety hazard. And this watermust be fit to drink. For example, water containers shouldn't be filled from non-‐potable water sources, such as irrigation wells or sprinkler or firefighting systems. And you should take steps to prevent contamination of the drinking water you provide.
7 Hydration Tips
Here are seven hydration tips for workers who work in hot environments:
2. Drink about two glasses or ½ litre of water before starting work.
1. Drink water (without added salt)before as well as during and after the workday.
3. During the workday, drink one glass about every 20 minutes.
5. Don't wait until you're thirsty to replace your fluids.
4. If the environment is very hot or humid or if you sweat profusely, drink even more water.
6. In addition to water, you can also drink fruit juice or sports drinks—but nothing containing alcohol or caffeine, which increase dehydration.
7. Eat salty foods to replace salt lost through sweat but don't use salt tablets.
10 Ways to Protect Workers from Heat Stress
The OHS laws in every jurisdiction either directly or indirectly require employers to protect workers from heat stress. Here are some basics safety measures you can include in aheat stress plan to protect your workers if they're exposed to this safety hazard:
2. As mentioned above, provide workers with cool, fresh water to drink;
1. Train workers on the dangers of heat illness and how to recognize the signs and symptoms of the various types of heat stress (For example, post thisinfographic on summer health and safety hazards in the workplace.);
3. Give workers tools such as hoists and lifts to make work less strenuous;
5. Allow workers to take more frequent breaks;
4. Provide a shaded area for workers to cool down in—but not one located below heavy machinery;
6. Give workers time to get acclimated to the heat;
7. Try to limit outside or especially rigorous work to the cooler times of day, such as early morning and evening;
8. Vent heat or steam from the workplace or cool it with air conditioning;
9. Provide fans for better air circulation; and
10. Make sure workers wear appropriate clothing for the conditions, such as lighter colours, lighter weight, short sleeves, etc.
Heat Stress Resources
AtOHSInsider.com, go to the Heat Stress Compliance Centre for information and tools on heat stress, including:
> A model humidexbased heat stress response plan
> Yourlegal obligation to protect workers from heat stress
> A heat stress awareness tool
‐
> The role of heat stress monitors
> Aninfographic on summer health and safety hazards
> A hand out for workers on the danger signs of heat illnesses
> Several videos on heat stress.
OnSafety Smart, you can download asafety talk on hot work and another on keeping cool in hot weather. You can also learn about a study by NIOSH that hopes to design protective clothing that doesn't overheat workers in warm conditions. | <urn:uuid:493a502d-8195-42bd-aa90-c695501a10ec> | CC-MAIN-2019-43 | https://ohsinsider.com/wp-content/uploads/2014/05/SPOT-THE-SAFETY-VIOLATION-Would-You-Drink-This-Water_.pdf | 2019-10-15T23:49:40Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00321.warc.gz | 621,089,499 | 2,780 | eng_Latn | eng_Latn | 0.997755 | eng_Latn | 0.999073 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
166,
2906,
3783
] | [
2.640625
] | 1 | 0 |
How are Special Education services obtained?
Students thought to have a disability are brought to the attention of the local school district, either through the school the student attends or directly through the Special Education department. Referral may come from parents, school personnel, physicians, or other persons and agencies who have contact with the student.
Once a referral is made, the district develops an evaluation plan to determine if the student is disabled and, if so, the nature and severity of the disability. (Written permission is necessary before the evaluation can begin).
For more information about county or special education services in general, call the Special Education at Lane Education Service District, 541-461-8308.
Do you know a child in Lane County who needs Special Education services and who is not receiving help?
Child Find
Produced by Lane Education Service District
1200 Highway 99N Eugene, Oregon 97402 541-461-8308 www.lesd.k12.or.us
What is Special Education?
It is educational instruction specially designed to meet the unique needs of the disabled student. It is provided at no cost to parents or guardians.
Special Education may include placement in a special classroom, instruction in a resource room, specially adapted physical education, or any related service that is necessary for the student to benefit from education services.
Related services may include transportation, speech and language therapy, audiology (hearing), psychological services, physical therapy, and occupational therapy.
Who qualifies for Special Education?
To qualify for Special Education services, a student must be individually evaluated by a team of professionals and found eligible. As a result of this assessment, a student may be found to have mental retardation, hearing impairments including deafness, speech and/or language impairments, visual impairments including blindness, emotional disturbance, orthopedic impairments, autism,
traumatic brain injury, other health impairments or specific learning disabilities.
All children with disabilities residing in the state, including children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services are identified, located, and evaluated and a practical method is developed to determine which children with disabilities are currently receiving needed special education and related services.
What happens if a student is eligible for Special Education?
If a student does have a disability and is in need of Special Education, an Individualized Family Service Program (IFSP) Individualized Education Program (IEP) for the student is prepared. The IEP is developed by a team including parents, professionals, and when appropriate, the student.
At least once a year the student's IEP or IFSP is reviewed and revised with parent participation. Placement of the student is also reviewed when the IEP is revised.
Placement decisions are made on an individual basis, with the most important consideration being the educational benefit of the student.
How do I find out about the services available to children with disabilities in my district?
Call the Special Education administrator in your local school district:
Produced by Lane Education Service District | <urn:uuid:5c88962b-447c-4ac0-8f5e-7c630d7e2c41> | CC-MAIN-2019-43 | http://lesd.k12.or.us/se/forms/Child%20Find.pdf | 2019-10-16T00:42:46Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00326.warc.gz | 111,410,827 | 620 | eng_Latn | eng_Latn | 0.995829 | eng_Latn | 0.996162 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
986,
3364
] | [
2.765625
] | 1 | 8 |
New pterosaur species named after political cartoonist Gerald Scarfe
22 November 2011
(PhysOrg.com) -- A new species of pterosaur, discovered by a University of Portsmouth palaeontologist, has been named after the artist famous for his notorious and iconic caricatures of Margaret Thatcher.
The pterosaur is named Cuspicephalus scarfi after Gerald Scarfe, the political cartoonist whose pen demonised Mrs Thatcher as a pointy nosed 'torydactyl'. The new discovery was so-called because of its extremely long pointy head, which is most unusual for a pterosaur.
The species was found by fossil collector Steve Etches in Kimmeridge Bay, Dorset, and identified by palaeontologist Dr David Martill. The specimen is 155 million years old from the Late Jurassic period and is the most substantial pterosaur skull to be found in the UK for nearly 200 years. It is now on display in Dorset's Museum of Jurassic Marine Life.
Mr. Scarfe said: "I'm thrilled and flattered - I never thought Mrs. Thatcher would do anything for me even if it is to be immortalized as a 155 million year old fossil. I have spent many holidays in Kimmeridge and to think my namesake was buried beneath my feet is wonderfully bizarre."
The pterosaur skull was found compressed in a slab of dark grey mudstone and although some bones had been removed by marine erosion much of it is still intact. The specimen is the first significant remains of a pterosaur found in Kimmeridge Bay, despite the area being part of the Jurassic Coast World Heritage Site and renowned for its wide diversity of fossil vertebrates.
Dr. Martill from the School of Earth and Environmental Studies said: "This discovery is unique because pterosaur remains are so rare in the late Jurassic period in the UK and the skull is extraordinarily slender. It is also remarkable to find such a complete skull, allowing us to identify the species more easily.
"I've always been a fan of Gerald Scarfe because he's so cruelly funny. The pterodactyl, a type of pterosaur, is a trademark of his caricatures so I decided to name this specimen in his honour. I didn't seek his permission to use his name as he doesn't gain permission to depict the characters he has inked, but thankfully, I've since found out, he's absolutely thrilled.
"Although the new pterosaur discovery has a strong resemblance to his caricature of Margaret Thatcher , pterosaurs were never as divisive as Thatcher!"
Pterosaurs are flying reptiles that lived at the same time as dinosaurs, between 210 million and 65 million years ago. The skull of the new species Cuspicephalus scarfi is 326 mm long - similar in
1 / 2
Powered by TCPDF (www.tcpdf.org)
size to a stork or heron.
Dr. Martill said: "Although we've not yet carried out an analysis of the evolutionary relationships of Cuspicephalus scarfi, we believe this discovery is evolutionarily significant because it seems to be filling a gap between primitive, small, long-tailed pterosaurs evolving into more advanced shorttailed forms.
"Short-tailed pterosaurs differed hugely from their primitive long-tailed counterparts. Some were gigantic in size compared with the earlier forms and they had larger wings, enabling them to glide farther, faster and higher. Cuspicephalus scarfi appears to fill this large, tantalizing gap between the two forms."
The research is published in the journal Acta Palaeontologica Polonica.
Provided by University of Portsmouth
APA citation: New pterosaur species named after political cartoonist Gerald Scarfe (2011, November 22) retrieved 15 October 2019 from https://phys.org/news/2011-11-pterosaur-species-political-cartoonistgerald.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | <urn:uuid:cfe812da-c197-4b4e-a17f-da839e230da5> | CC-MAIN-2019-43 | https://phys.org/pdf241178173.pdf | 2019-10-16T01:00:41Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00323.warc.gz | 635,752,638 | 856 | eng_Latn | eng_Latn | 0.998003 | eng_Latn | 0.998986 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2629,
3880
] | [
2.1875
] | 3 | 0 |
Name: __________________________
Period: _____
Quadrilaterals:
1) Fill in the blank. Choices:
RECTANGLE RHOMBUS SQUARE TRAPEZPOID
A quadrilateral with all congruent is a
__________________ or a _________________.
2) Name all the quadrilaterals that are parallelograms (opposite sides are parallel).
a) Parallelograms b)
c) d)
3) A square is also a ________________________
since all its angles are right angles.
A square is also a ________________________
since all its sides are congruent.
4) If a quadrilateral has only one pair of parallel sides then it is a _____________________.
5) The base angles in an ____________________
trapezoid are __________________.
6) If the quadrilateral is a parallelogram then…
a) The opposite angles are ________________.
b) The opposite sides are _________________.
c) The consecutive angles are _____________.
d) The diagonals _____________ each other.
7) If the quadrilateral is a _______________ then the diagonals are congruent.
8) If the quadrilateral is a ________________ or a
_______________ then diagonals are
perpendicular.
9) DEFG is a parallelogram. Find the the value of x and y.
10) Find the values of x and y that will make the quadrilateral be a parallelogram.
11) ABCD is a parallelogram. Find the value of x and y.
12) The figure shown is a rhombus. If 116 m C fill in the measure of all other angles.
13) Find the mesasure of the numbered angles and give the name of the quadrilateral.
14) The figure is an isosceles trapezpoid. Find the measure of the numbered angles.
15) Name each quadrilateral. Choose one unique name for each.
(a) (b) (c) (d) (e) (f) (g)
1
2
Similarity, Pythagorean Theorem and Special Right Triangles
16) Quad JKLM ~ Quad PQRS
a) Find the scale factor.
17) Determine if each pair of triangles are similar. Justify.
b) Find the value of z
c) Find m S , m L and m J
a) AB AC BD
b) BC DE AD
21) Find the value of x and y.
a) b)
19) RSQ ~ RTP. Write and solve a proportion to find the value of each variable.
22) I'm 6 feet tall and my shadow at noon today was 4 ft 6 inches. If the shadow of the goal post was 22 ft, how tall is the goal post?
24) Find the area of the triangle.
27) Find the value of each variable.
25) If the diagonal of a rectangle is 13 cm and one side is 5 cm, what is the perimeter of the rectangle. Draw the figure and label the given information
Exact Answers:
28) The height of an equilateral triangle is 18. Find the perimeter of the triangle.
29) The perimeter of an equilateral triangle is 24. Find the area.
30) The perimeter of a square is 24, find the length of the diagonal.
23) Use the Pythagorean Theorem to find the missing lengths. Exact answers. a) b)
26) Fill in the missing side length on each special right triangle.
31) Find the area and perimeter of the figure. Exact answers. | <urn:uuid:dc366727-3b9a-4b18-9de9-1db2b781b17d> | CC-MAIN-2019-43 | https://www.tamdistrict.org/cms/lib/CA01000875/Centricity/Domain/306/Review%201%20of%203.pdf | 2019-10-16T01:12:57Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00324.warc.gz | 1,060,671,470 | 768 | eng_Latn | eng_Latn | 0.992152 | eng_Latn | 0.993934 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1762,
2950
] | [
4.25
] | 2 | 0 |
Outreach Education
Grade 4, Post-Field Trip Activity, Discover the Pinyon-Juniper Forest
Name___________________
Remember all the parts of a plant? Roots, stems, leaves, and flowers or seeds all have a function that helps the plant. Create a plant that has an adaptation (a tool) that helps it survive in the desert. Maybe it has unique roots for gathering water or maybe the leaves do something special to avoid the heat. Be creative. Imagine a plant that will thrive in the high desert of Colorado National Monument. Draw a picture of your plant and explain one adaptation it has.
Draw a line to match the plant with the adaptation clue.
I have hairy leaves which keep moisture inside. I give off a strong smell, which warns animals not to eat me.
Juniper Tree
Sagebrush
Prickly Pear Cactus
I have deep roots which break apart rocks as I search for water. My scale-like leaves keep moisture inside.
I have shallow roots that absorb water quickly after a storm. I store water in my stem (pads). My spines provide shade and direct rain water down to my roots.
Adaptation Clues
Outreach Education
Grade 4, Post-Field Trip Activity, Discover the Pinyon-Juniper Forest
Answer Key
Draw a line to match the plant with the adaptation clue.
Juniper Tree
Sagebrush
Prickly Pear Cactus
Adaptation Clues
I have hairy leaves which keep moisture inside. I give off a strong smell, which warns animals not to eat me.
I have deep roots which break apart rocks as I search for water. My scale-like leaves keep moisture inside.
I have shallow roots that absorb water quickly after a storm. I store water in my stem (pads). My spines provide shade and direct rain water down to my roots.
Remember all the parts of a plant? Roots, stems, leaves, and flowers or seeds all have a function that helps the plant. Create a plant that has an adaptation (a tool) that helps it survive in the desert. Maybe it has unique roots for gathering water or maybe the leaves do something special to avoid the heat. Be creative. Imagine a plant that will thrive in the high desert of Colorado National Monument. Draw a picture of your plant and explain one adaptation it has.
Answers will vary. Encourage students to explain how and why their adaptation helps the plant survive. | <urn:uuid:b6ab2c03-a2fb-45ac-934b-5f0f7e9e10e7> | CC-MAIN-2019-43 | https://www.nps.gov/colm/learn/education/classrooms/upload/4th-grade-plants-Post-and-Answer-Key-8-2009.pdf | 2019-10-16T01:40:41Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00326.warc.gz | 989,903,299 | 513 | eng_Latn | eng_Latn | 0.998533 | eng_Latn | 0.998456 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1095,
2282
] | [
4.28125
] | 1 | 0 |
Vocabulary Building & Comprehension: Learning with VOCABULARY SNAPSHOTS
Activity Overview
Since ELL students must know approximately 93% of the words they hear in order to learn new words from oral input, visual scaffolding is essential in making instruction more comprehensible. Vocabulary Snapshots are supplementary activities designed to provide instructional support for ELL students. Using images breaks vocabulary instruction into steps that allow linguistically diverse students to make connections between what they see and what they hear. This process contributes to language development as well as increased student participation.
The Vocabulary Snapshots activity introduces ELL students to image-supported key words from the unit text and guides them to write, or draw, a description of the word. This is a three-step process in which students move from vocabulary introduction to application of vocabulary knowledge (see below).
Vocabulary Snapshots are recommended as pre-teaching activities. The sidebars on the first pages of Lessons 13, 5, 7, 9, and 11 suggest targeted vocabulary relevant to stories and art in those lessons. Timing for these activities will vary based on students' English language proficiency levels and content knowledge. The 1-2-3 Steps format can be followed for the words in any lesson. A sample lesson using 1-2-3 Steps with a Vocabulary Snapshot is provided on the next page.
Vocabulary Building & Comprehension: VOCABULARY SNAPSHOTS – A Sample Lesson
STEP 1: BUILDING BACKGROUND: "THIS IS…"
Process: Start the activity by writing the vocabulary words for a new text one at a time and displaying the visual icons, using a document camera and/or interactive unit image/word wall. For each word provide a descriptive definition, appropriate for the students' English language proficiency level, using the visual icons.
Displaying and labeling vocabulary in both English and students' native language will contribute to content and language comprehension.
Suggested Dialogue:
Before we begin today's lesson, we are going to learn some new words that will help us read the next story in the Arts for Learning unit. We are going to be looking at pictures to help us understand these new words and later we are going to write (or draw pictures) about them.
Show the first image and provide a descriptive definition.
This is a cellar…a cellar is the lowest part of a house or building and is below ground. Sometimes the cellar is the place where we store boxes, bicycles or things we don't need all the time, like winter clothes.
Sample of native language vocabulary for cellar:
— подвал -Russian
— keller-German
— sótano- Spanish
— 地下室 –Chinese
Continue introducing the rest of the lesson's vocabulary words following the same process with appropriate wait time between words.
STEP 2: CHECKING MEANING: "SHOW ME THIS…"
Process: Distribute the Unit 4 Texts. Have students open to Vocabulary Snapshots for Kim, page 18 The Vocabulary Snapshots in the Unit 4 Texts have the same vocabulary as here in Resources (starting on page 44), with the addition of spaces in Unit 4 Texts for students to write or draw definitions (in Step 3).
.
Using a document camera and/or interactive unit image/word wall, cover all vocabulary labels and randomly display each of the images, one at a time. Ask students to identify each image orally ("This is…") and in their Vocabulary Snapshots by drawing a circle around the vocabulary word ("Show me…").
Suggested Dialogue:
Let's continue to learn about these words. I am going to show you each picture again, but this time you are going tell what I am showing you by saying the word aloud and then finding its picture and drawing a circle around it. Open your Unit 4 Texts to Vocabulary Snapshots for Kim, page 18.
Show the first image and request "This is…" and "Show me this…"
What is this? (Students respond "This is…" with vocabulary word for the image.) Now find this image on your Vocabulary Snapshots page and draw a circle around it. Show me... (Check for understanding as students circle the image on their Vocabulary Snapshots page.)
Continue displaying the vocabulary words following the same process with appropriate wait time between words.
STEP 3: MAKING CONNECTIONS: "WHAT IS THIS…?"
Process: Replace all vocabulary labels and randomly display each of the images. Ask students to write and/or draw a description of the word/image on the Vocabulary Snapshots page in their Unit 4 Texts.
Suggested Dialogue:
I am going to show you each picture again, and you get to show me what you have learned by describing – in writing (or drawing) – each word.
Show the first image and request "What is this…?" for students to describe the image.
What is this? (Show image.) Think for a moment. Now find this image on your Vocabulary Snapshots page and describe this word by writing (or drawing) about it in the box below the picture. (Check for understanding as students describe the image on their pages.)
Continue displaying the vocabulary words following the same process with appropriate wait time between words.
STEP 4: CONTINUE VOCABULARY CONNECTIONS DURING THE UNIT
Process: Keep the vocabulary labels and images posted in the room as you explore the poems, so students can refer to them to reinforce understanding and increase participation. | <urn:uuid:22d2892b-e443-4cfd-a325-a6bf7f5a2ed8> | CC-MAIN-2023-50 | https://artsforlearning.com/sites/default/files/Unit%204%20Resources%20Vocabulary%20Building%20%26%20Comprehension.pdf | 2023-12-04T14:05:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00594.warc.gz | 139,772,021 | 1,115 | eng_Latn | eng_Latn | 0.99717 | eng_Latn | 0.997594 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1424,
3491,
5357
] | [
4.6875
] | 4 | 0 |
Live Your Life Free from Chemicals Harming Your Health and Nature
Advances in science and technology have improved our lives no end, giving us extensive choice as consumers. But with a free market economy and reduced government regulation, can you trust the products you're buying?
Some products that you might expect to be more natural contain ingredients that are unrecognizable to those found in nature. Looking at food, household cleaning products, and personal care products, how can you be sure businesses have your interests at heart as well as their own?
Chemicals in Your Food
Highly processed foods contain artificial preservatives, colorings, and flavorings to give them a long shelf life and addictive taste. The more extensive the ingredients list, the more removed the food is from nature. So while corn on the cob is sweetly delicious and good for you, your body doesn't need high-fructose corn syrup, maltodextrin, and all the other corn derivatives.
Unhealthy chemicals aren't just found in packaged foods. Our ancestors might have survived well enough eating meat, but the meat on our plate today is poisoning us. Processed meats that are salted, smoked, cured, and fermented have been classed as carcinogenic by the International Agency for Research on Cancer (IARC), the World Health Organization cancer agency.
As well as chemicals in our food, the packaging can also contain harmful substances, such as Bisphenol A (BPA) used to coat the lining of cans. BPA can leach into food contents, acidic foods like tomatoes in particular, and has been linked to cancer, infertility, and obesity. To reduce the risk of food contamination, look for glass or Tetra packaging.
Chemicals in Your Household Cleaning Products
There seems to be a cleaning product for any cleaning task you can think of, with a wide choice of brands helping you keep your home clean and hygienic. But while these products may leave mirrors gleaming and work surfaces germ-free, what about the impact of indoor pollution on your family's health?
The air in your home can be contaminated with chemical fumes and residues that can cause cancer, hormone disruption, mood changes, reproduction problems, and breathing-related illnesses.
While it's generally known that household cleaning products can trigger asthma, a new study suggests women who regularly clean at home or who work as cleaners inhale toxins that can cause lung damage over time on the same level as smoking 20 cigarettes a day.
Babies and children are especially vulnerable to the harmful effects of chemicals, including parabens, triclosan, and phthalates, on their brain and reproductive systems. Classified as a pesticide, triclosan is used in the U.S. as an antimicrobial agent in toothpaste, hand soap, and deodorant. Phthalates are used to make synthetic fragrances found in household as well as personal cleaning products.
Chemicals in Your Personal Care Products
Research suggests that our skin absorbs up to 60 percent of topical substances into the bloodstream? How much attention are we paying then to the ingredients of creams that marketers claim will treat skin dryness, rashes, and wrinkles, or shampoos to make hair tangle-free or make-up to last 24 hours?
The Environmental Working Group (EWG) scientists have set up a Cosmetics database to inform people about product safety. As well giving you a safety rating, EWG link to studies showing possible organ toxicity, reproductive issues or carcinogenic impacts for the ingredients in the product.
Buy Natural Products or Make Your Own
To protect your family's health, choose products that are eco-friendly and free from poisonous or corrosive substances. In contrast to fake fragrances, pure essential oils found in organic products are natural fragrances that won't disrupt your body's normal functions or cause allergic skin reactions.
Alternatively, make your own household cleaners and personal care products from natural ingredients like baking soda, vinegar, oats, lemon, and organic pure essential oils. And don't forget to open your windows daily to let stale air out and fresh air in! | <urn:uuid:96ee79f7-28a0-482e-95d5-94d1b5fce9f4> | CC-MAIN-2023-50 | https://tracybrightenwriter.com/wp-content/uploads/2018/09/Live-Your-Life-Free-from-Chemicals-Harming-Your-Health-and-Nature-.pdf | 2023-12-04T12:22:57+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00594.warc.gz | 666,701,727 | 822 | eng_Latn | eng_Latn | 0.997324 | eng_Latn | 0.99795 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2892,
4128
] | [
2.78125
] | 1 | 2 |
Starting your PExpo Project
Step 1: Brainstorm
CATEGORIES
Read the PExpo Categories for inspiration
Consider what sports you play or follow:
What do you want to know more about?
What issues do you or others face in the sport?
Look up sports issues in the news controversies, advancements etc.
Research sports people and their particular skills.
Check out previous winners (on the PExpo website) for ideas.
Page 1
Physical, Psychological and Tactical Demands of Performance 1.
Power of Sport- Culture, History and Inclusion 2.
Well-being- Physical, Mental and Social 3.
Technology and Media 4.
Nutrition and Diet 5.
Olympic Ideas and Values 6.
My favourite Olympian (First years only) 7.
pexpoireland.com
Starting your PExpo Project
Step 2: Research
Look up articles, studies, books and documentaries to check there is enough information available to make your project viable.
Gather your sources in a document or save them as bookmarks in your browser.
Consider what research methods you will implement e.g. interviewing classmates, using sports statistics or conducting scientific experiments.
SOURCES:
RESEARCH METHODS:
pexpoireland.com
Page 2
Starting your PExpo Project
Step 3: Organise
Make a list of all tasks needed to complete your project such as:
Creating a spreadsheet to record data.
Gathering and printing images.
Proof-reading.
If you're working with a team, divide the tasks. (Teams can have up to five students.)
Make the best use of particular skills e.g. assigning a classmate who is good at maths to analyse data or an artist to design the overall appearance of the project.
TASKS:
K
TEAM MEMBERS:
Page 3
pexpoireland.com
Starting your PExpo Project
Step 4: Timetable
Make a detailed timetable for completing your project.
Will you meet a few times a week or work on your tasks separately and meet up once a week?
Set intermediate deadlines for tasks.
Decide on a final deadline, ideally a week before PExpo!
Task Timetable
| | TASK | DUE DATE |
|---|---|---|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |
| 7 | | |
| 8 | | |
| 9 | | |
| 10 | | |
| 11 | | |
| 12 | | |
| 13 | | |
| 14 | | |
Page 4
pexpoireland.com | <urn:uuid:b0f13b59-46fb-4b67-b6be-a44b497fd660> | CC-MAIN-2023-50 | https://www.pexpoireland.com/_files/ugd/8f85e0_34dbd69428924acc9249a2e03010e48d.pdf | 2023-12-04T12:33:04+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00594.warc.gz | 1,075,701,641 | 598 | eng_Latn | eng_Latn | 0.992377 | eng_Latn | 0.993831 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
709,
1160,
1670,
2219
] | [
3.765625
] | 2 | 0 |
Respecting the Online Rights of Children and Young People
Commissioner for Children & Young People February 2021
When it comes to dealing with young people's personal information it is important to be mindful that the most valuable commodity in the evolving world is data. More than this, data is inextricably linked to the individual identity of its owner. We therefore have absolute responsibility to ensure that when young people share their data with us, we treat it with the care and respect it warrants.
We want children and young people to embrace the internet to learn, share, collaborate and participate in civic life, with free expression. Simultaneously, we need to protect the rights of children and young people to ensure they benefit from all that the internet offers them, without coming to any harm.
While there are many places online, which require us to educate children and young people to be particularly wary, dealings with South Australian agencies, organisations and industry should never be amongst them.
It is imperative that these agencies, organisations and industries consistently adopt best practice policies and procedures that ensure children and young people can visit safe online places they know they can trust and confidently access.
Responsibility for children's online rights
We all have some degree of responsibility when it comes to respecting young people's rights in South Australia:
Federal and State governments have primary obligation to protect children's rights to both privacy and freedom of expression while online. Legislation and policy has been designed to enshrine these principles of protection so that they can be uniformly communicated to relevant organisations and bodies whose compliance is monitored against the standards set.
In South Australia, organisations, agencies and businesses that interact with children and young people, must develop and implement a Child Safe Environments Policy and associated set of policy and procedures. This includes local councils and private businesses that work directly or indirectly with children and young people.
Adopting child safe principles means asking what is in the best interests of the child and acting to put in policies and procedures in place that support this. It also means ensuring that children and young people can interact safely with staff and resources as well as be given opportunities to provide feedback in a secure, non-threatening manner.
Organisations who invite children and young people to voluntarily interact with them, must ensure that they are kept safe at all times. Upholding a child's right to participate, means putting stringent guidelines in place to ensure their protection while they are doing so; particularly those organisations that conduct research directly with children and young people themselves (see https://www.childethics.com/)
Parents need to speak with children about their rights, and explain what they can expect when participating and interacting with organisations, businesses and service providers in the online environment. They should also speak about what not to expect and how to communicate their concerns around 'interactions that don't feel right'.
By encouraging age-appropriate 'street-smart' behaviour, without overemphasising risk, or taking a fear-based approach, children will be able to navigate their online world more confidently.
The challenge for adults is to strike the right balance, using common sense and an even-handed approach; one that shows respect for the rights of child and young person concerned to participate, while simultaneously ensuring they are kept safe and protected while doing so.
Children and young people have a right to know whether someone is holding or making money from collecting their personal information, as well as what their information is or will be used for, including whether it is being copied, sold, or traded to third parties.
Children and young people need to know upfront that they have a right to privacy and that if or when they do not wish to provide personal data there is no requirement to do so. Or when they do decide to provide their personal data, that it is being protected.
To safely interact with children and young people online organisations should look at incorporating the following tips:
Ensure good data collection and storage policies that protect children's privacy are put in place.
Organisations should ensure they have a clear privacy policy that includes how children's data will be used and how it will be protected.
Children and young people should be provided with an option that enables them to quickly, and without question, retract any information they decide they do not want to remain in the public realm at any time.
Top tips include:
— Agencies / organisations should make it clear they will not publicly share personal data about children who have engaged with them without genuine informed consent. This means agencies/organisations wishing to use information provided by children need to publish child and youth friendly terms and conditions so that a typical young person is realistically able to read them all and fully understand them. Alternatively, a policy ensuring that when or if information of a personal nature is collected, that it will only be shared with those the young person has genuinely granted consent to do so.
— Industry should not collect or monetise children's data.
— Parents should not intrude on children's privacy without their consent. This includes not using invasive third-party monitoring features currently available on some social media accounts.
FS0158-2021-04-29
CPSN
Agencies / organisations should offer simple ways for children and young people to retract, delete, or remove any information they have supplied.
Top tips include:
— Make it clear to children and young people at the start of any online survey, consultation, or other type of engagement, that they can opt-out at any time.
— Provide multiple ways for children and young people to contact an organisation with whom they interact online. This could include building in a mechanism where a child or young person can ask to opt-out without any questions asked, and without any requirement to talk to someone about their decision.
— Parents exercise care and caution when engaging in the practice of 'sharenting'. (Access CCYP's factsheet on Sharenting: https:// www.ccyp.com.au/wp-content/ uploads/2020/03/202002-FactSheet-Sharenting-V3-1.pdf)
Being mindful of the long-term repercussions of a child or young person's digital footprint
Agencies and organisations should not store a child or young person's digital footprint in any way that could identify them. This means examining the ways in which information about children and young people is collected and distributed within an organisation or agency. Just as with adults, collecting and storing information obtained via a child's digital usage and interactions, always increases the risk of it being shared. It also heightens potential for third-parties to access and use this personal data in ways that may result in inappropriate contact being made, or inappropriate content being sent to the child or young person whose digital footprint was tracked and stored. | <urn:uuid:150b8856-5664-452d-a15f-89801bae2ba3> | CC-MAIN-2023-50 | https://www.ccyp.com.au/wp-content/uploads/2022/01/Respecting-the-Online-Rights-of-Children-and-Young-People-Tips-for-Organisations-and-Parents.pdf | 2023-12-04T13:25:53+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00594.warc.gz | 795,837,964 | 1,335 | eng_Latn | eng_Latn | 0.997037 | eng_Latn | 0.997531 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1273,
4216,
7300
] | [
2.96875
] | 2 | 1 |
OCD Obsessive Compulsive Disorder
Obsessive Compulsive Disorder (OCD) is an anxiety disorder dominated by obsessions (intrusive thoughts, images) and compulsions (rituals, urges and behavioural responses to the thoughts).
A lot of people with OCD feel very responsible for preventing a terrible thing from happening (e.g. I must keep bacteria away from my family otherwise they might become ill or die and it will be my fault"). Others do not have these catastrophic thoughts, but might feel very uncomfortable and become increasingly anxious and distressed if they don't do what their head is telling them to do.
Compulsions can be 'overt' or obvious behaviours (cleaning, touching, moving things), or 'covert' hidden mental rituals such as counting, repeating things, questioning or checking. A few people only experience obsessions, and a small minority only compulsions.
There are some other variants of OCD, such as perfectionism, trichotillomania (hair pulling), compulsive skin picking, and Body Dysmorphic Disorder (BDD) in which the person believes a particular part of their body is defective and they constantly check, scan, and plan, or make attempts to hide or change the 'defect'.
Example of a vicious cycle of OCD
Cognitive Behaviour Therapy for OCD focuses on challenging the unhelpful thoughts and beliefs, and learning to resist the urge to act: Exposure & Response Prevention (ERP).
www.get.gg/ocd.htm © Carol Vivyan 2015. Permission to use for therapy purposes. www.getselfhelp.co.uk
Self Help for OCD
Firstly, we can learn about how any anxiety affects our body:
- Read Alarming Adrenaline
In order to break the vicious cycle of OCD, we need to change the way we think (and think about thoughts) and change what we do.
We can make positive changes in each small cog in this "vicious cogs of OCD" diagram. Each small cog plays a major part in keeping the OCD going. Slowing down or stopping each cog, will slow down and stop the OCD's control of you. By acting on each cog, you will be taking back control of your life, from the OCD.
THINKING DIFFERENTLY
Involves challenging the thoughts and thinking about thoughts in a completely different way. These techniques will help you change these "cogs":
- Believing the intrusive thoughts
- I'm responsible
- I must act on these thoughts
- Trying to stop the thoughts
The OCD Bully
Let's think about an imaginary playground bully in a school. This particular bully isn't violent, but he taunts, teases, laughs and criticises. Cruel words. Imagine this bully picks on 3 victims this playtime. He approaches each victim with the same taunts: "Hey you! You're so stupid - www.get.gg/ocd.htm
© Carol Vivyan 2015. Permission to use for therapy purposes. www.getselfhelp.co.uk
give me your lunch money NOW or else I'll tell everyone how stupid you are!" How does each victim react?
1. Victim number 1 believes the bully, becomes upset and hands over the money.
3. Victim number 3 hardly reacts at all. He looks at the bully to acknowledge him, then turns around to go and play football with his friends.
2. Victim number 2 challenges back - "I'm not stupid, I got 8/10 in my spelling test this morning, you only got 4. Get lost!"
How does the bully react to each? He's probably going to come back to victim 1 most days. He might have another go at victim 2, but he'll soon give up. The bully's probably not going to bother victim 3 much.
Our own OCD bully is just like that playground bully, and instead of reacting like victim number 1, believing the bully and doing as he says, we can choose to react like victim number 2. We can learn to:
- Challenge our OCD bully
- Simply acknowledge the bully, then let the thought go and shift our focus of attention by doing something else.
Thinking Differently - Challenging Thoughts
If we can change the way we think about a situation, then we will not feel so anxious. We can learn to challenge those anxiety-provoking thoughts. Thoughts are not statements of fact. Don't believe everything you think!
- Learn more About Automatic Thoughts
- Learn about The Mind Bully
- Learn Fact or Opinion skill
What we believe deep down about ourselves, others and the world, influences and distorts the way we make sense of everyday life. Just because we think something bad might happen, doesn't mean that is how it really is! We are looking at life and situations through those very distorted lenses.
- Read: Different Perspectives
One of the features of OCD is an inflated sense of responsibility. For example: "Something awful will happen if I don't do this compulsion, and it will my fault if it happens", "If I think about this happening, it will happen if I don't prevent it by doing this compulsion".
- We can challenge these responsibility beliefs in the same way as we challenge other OCD thoughts, using the OCD Thought Record Sheet
- Use the Responsibility Pie to calculate the real responsibility
Learn to challenge the unhelpful and distorted thinking:
- Use the Vicious Cycle & Alternatives to map out your own thoughts, feeling and behaviours, and generate some healthier alternative thoughts and behaviours.
- Use this OCD Thought Record Sheet to help you challenge the thoughts
- Use the Helicopter View Worksheet
- Use the Judge worksheet to look for evidence for and against the thoughts
- Use the Positive Coping Statements worksheet
www.get.gg/ocd.htm © Carol Vivyan 2015. Permission to use for therapy purposes. www.getselfhelp.co.uk
Thinking Differently - Letting the thoughts go
Another way of looking at The Mind Bully is this. We tend to react to thoughts by fighting with them, because they are so upsetting, we just want to get rid of them. The best thing to do seems like fighting them away or trying to stop them, but maybe that's not so helpful. If you try NOT to think about a green elephant right now, for 30 seconds - DO NOT think about a green elephant and DO NOT imagine seeing a green elephant. Try it for 30 seconds.
What happened? You thought of a green elephant? That's how the mind works. When we're on a diet, all we can think about is food, right? The more we try NOT to think about something, the more it keeps popping up into our heads. Like trying to push a beach ball down under the water. We have to keep the pressure up and keep pushing down, but it just keeps popping back up into our face. If we let it go, the ball would just drift about. It might nudge us from time to time, but that's ok, we can just let it be.
See The Mind Bully handout - we pull the rope in a tug-of-war with the bully, but we could just let the rope go.
- Acknowledge the OCD bullying thought
- Switch focus and do something else
- Let the thought go
Thinking Differently – Control Focus of Attention
We easily get caught up in our thoughts and discomfort. It is very helpful to learn to change our focus of attention, so that the distressing thoughts and feelings, whilst still there, fade a little into the background. It is easiest and most effective to start with our breathing as that will also calm down the body's adrenaline response to anxiety.
Practise Mindful Breathing
Mindfulness of everyday activity
- Choose an activity to do mindfully throughout the day, for one, two or five minutes. For example: Drink a cup of tea. Walk. Wash the dishes.
- Simply notice whenever other thoughts and sensations come to mind, then re-focus on your chosen mindful activity.
- Be in that moment, right now. See, hear, smell, touch, feel, breathe.
- Be patient and compassionate with yourself.
- It is as it is.
- Describe… rather than judge good or bad, pleasant or unpleasant.
Use theNOWacronym for mindful moments during the day
- Notice where your attention is right now
- Observe what you are doing: "I am sitting", "I am looking", "I am breathing"
- Wise Mind: What shall I do now? Continue being mindful? Do something else?
See the Mindfulness handout for more examples
Other strategies to help you think about thoughts differently
- NOW: Mindfulness for Busy People
- Mindfulness: The Visitor
www.get.gg/ocd.htm © Carol Vivyan 2015. Permission to use for therapy purposes. www.getselfhelp.co.uk
Doing Differently
Doing the compulsion in response to our thoughts serves to keep the OCD anxiety going because we never learn that NOT doing it wouldn't result in the feared consequence. Not doing the rituals or checking is therefore going to provoke anxiety initially, but we can use our coping strategies to tolerate that discomfort, and we will learn that just because we had a thought, we don't have to do the compulsion and the feared event does not happen.
Doing Differently: Exposure & Response Prevention
Exposure and Response Prevention (ERP) is the type of behavioural therapy for OCD. It simply means being exposed to the thought or situation that makes you feel anxious, and NOT responding to it by doing the compulsion.
- The easiest way to start is to keep a diary of your rituals / compulsions for one week using the OC Rituals Diary.
- After identifying what you do (when, how long for etc) you can list them all using the Hierarchy of Feared Situations and rate them according to how distressing each one is or would be if you couldn't do what you feel compelled to do.
- Then start with the situation or compulsion that is the LEAST distressing. You will need to decide what is achievable for the first week - to stop doing it altogether, to restrict how many times or for how long you do it, or to delay doing it for a certain period of time. If you decide to delay, then you can use this sheet: Delay, Distract, Decide
- Decide what you will aim to do for one week, and practise that one thing all week, several times a day or however many times it comes up. Keep track with this ERP Practice Record
- Gradually, as you overcome each compulsion, you can start to move up the hierarchy, moving onto a more difficult/distressing item each time until you have overcome the most distressing one.
As you practise these techniques, you are still going to feel the anxiety and physical discomfort that goes with it when you don't immediately respond to the thought by doing the compulsion. However, you can practise strategies to help you cope with this discomfort:
- STOPP
- Fact or Opinion?
- Distraction
- Mindful Breathing
- Positive Coping Statements
- Colour Breathing
- Defusion Exercises
- Relaxation
- Soothe or Emergency Bag / Box
- Reminder Cards: 8 cards of various skills
- Safe Place Imagery
- Using Music Therapeutically
- Imagery Self Help
Each time you do NOT do the compulsion, your mind finds out that the thing you feared happening, didn't happen, which will help you to challenge that same thought when it happens again. It takes a while for that information to sink in, but eventually your mind realises you just don't need to believe or take notice of these thoughts any more - so they lose their power over you. The thoughts may not stop happening, but you don't have to believe everything you think!
www.get.gg/ocd.htm © Carol Vivyan 2015. Permission to use for therapy purposes. www.getselfhelp.co.uk | <urn:uuid:daf08712-572a-49d0-8be5-8164da190859> | CC-MAIN-2019-43 | https://midnottspathways.nhs.uk/media/2036/ocdselfhelp.pdf | 2019-10-16T01:04:19Z | crawl-data/CC-MAIN-2019-43/segments/1570986660829.5/warc/CC-MAIN-20191015231925-20191016015425-00327.warc.gz | 583,787,323 | 2,526 | eng_Latn | eng_Latn | 0.997399 | eng_Latn | 0.997772 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1513,
2768,
5508,
8214,
11174
] | [
2.734375
] | 3 | 19 |
In early childhood services that cater for multiple food allergies, having one low allergy menu is often the most practical choice. This means that the low allergy menu may not include cow's milk, soy, eggs, wheat and nuts, and as a result, many commercial food products will not be suitable.
The low allergy menu will need to be based on foods such as fresh fruit and vegetables, lean meat and alternatives, calcium fortified rice milk and rice and corn products.
It is not appropriate to combine a low allergy menu with a vegetarian menu, as this limits the types and variety of foods provided for both vegetarian children as well as children with food allergies.
Restricting certain foods or food groups unnecessarily can impact on children's growth and development.
For example, children with allergies benefit from the protein and other nutrients found in lean meats and alternatives. Similarly, vegetarian children benefit from the nutrients provided in milk, eggs and wheat in particular.
Low allergy menu
The following table summarises types of foods that may be suitable to include in a low allergy menu, as well as foods that are most likely to contain common allergens (which should be avoided in a low allergy menu).
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Fruit and vegetables | Fresh, dried and canned fruits and vegetables Fruit and vegetable juices |
| Grain (cereal) products | Corn or rice-based breakfast cereals (e.g. Freedom Foods corn flakes and rice puffs |
| | Plain baby rice cereal |
| | Pure rye bread (if tolerated) Rice based breads |
| | Corn and rice based pasta and noodles Rice Oats (if tolerated) |
| | Rice flour, corn flour, potato flour, arrowroot, chickpea flour, buckwheat flour |
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Milk, yoghurt, cheese and alternatives, and dairy desserts | Specialised infant formula Calcium fortified rice drink Coconut milk yoghurt |
| Meat, poultry, fish, eggs, legumes and nuts and alternatives | All fresh and frozen meat, chicken and fish Canned fish in brine, oil or spring water Canned or dried beans and legumes Tofu Plain baked beans |
| Cakes and biscuits | Homemade muffins, cakes, biscuits and pancakes using milk free margarine, wheat / soy free flour, rice milk and egg replacer Plain corn or rice based crackers and biscuits |
| Category | Suitable items free from milk, soy, egg, wheat and nuts |
|---|---|
| Salad dressings and sauces | Homemade soup without milk, soy, egg, wheat and nut products |
| Soups | All fresh and frozen meat, chicken and fish Canned fish in brine, oil or spring water Canned or dried beans and legumes Tofu Plain baked beans |
| Jams and spreads | Honey, jams, marmalade, golden syrup, Mighty Mite spread (avoid crumb contamination in jars and dairy free spreads) |
| Fats and oils | Sunflower, safflower, olive oil, canola oil Milk free margarines such as Nuttelex, Becel |
| Other | Tomato salsa dip Stock cubes Herbs and spices |
Shopping for allergy friendly products
Many allergy friendly products can be found in supermarket health food aisles. These products may also be available directly from the supplier. Allergy friendly products change regularly, but this list is a handy starting point.
Adapted with permission from Cow's milk, soy, egg, wheat and nut free diet, Department of Allergy and Immunology, Royal Children's Hospital Melbourne, November 2007. | <urn:uuid:e8f55419-218e-425b-86d3-3effa53e116d> | CC-MAIN-2023-50 | https://heas.health.vic.gov.au/wp-content/uploads/2023/03/Low-allergy-items-to-stock-the-pantry-1.pdf | 2023-12-04T13:25:08+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00595.warc.gz | 345,252,545 | 788 | eng_Latn | eng_Latn | 0.998287 | eng_Latn | 0.99883 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn"
] | false | docling | [
999,
1773,
2404,
3041,
3478
] | [
2.890625
] | 1 | 0 |
Teaching for Success
Continuing Professional Development (CPD) Framework for teachers
The British Council's Continuing Professional Development (CPD) Framework for teachers is for teachers of all subjects. It enables you to understand and plan your own professional development.
This booklet shows you:
* the four stages of development
* the 12 professional practices and the elements which describe each professional practice.
For more information about the CPD framework, and resources to help your development in the professional practices, go to www.teachingenglish.org.uk/ teacher-development/continuing-professional-development
Stages of development
1. Awareness
You have heard of this professional practice.
2. Understanding
You know what the professional practice means and why it's important.
3. Engagement
You demonstrate competency in this professional practice at work.
4. Integration
You demonstrate a high level of competency in this professional practice and this consistently informs what you do at work.
Professional practices
Planning lessons and courses
Understanding learners
Managing the lesson
Knowing the subject
Managing resources
Assessing learning
Integrating ICT
Taking responsibility for professional development
Using inclusive practices
Using multilingual approaches
Promoting 21st-century skills
Understanding educational policies and practice
Planning lessons and courses
Planning lessons and courses involves the following elements:
Describing my learners in relation to their learning needs.
Describing how my learners' understanding will be checked or assessed.
Defining aims/learning outcomes that meet my learners' needs and the course objectives.
Selecting and developing the activities, resources and materials which engage my learners and correspond to the aims of the lesson.
Dividing lessons into coherent stages with realistic estimates of timing.
Planning board work.
Selecting and describing interaction patterns for different activities during the lesson.
Planning the grouping of learners.
Planning for differentiated learning (e.g. for different ability levels or early finishers).
Anticipating problems that may arise during the lesson, and planning how to respond to these.
Describing when and how feedback on my learners' performance will be provided.
Planning activities that help my learners to develop learning strategies.
Describing how a lesson is linked to those before and after it.
Planning a broad outline for a sequence of lessons, including the recycling of learning content.
Reflecting on the approach and effectiveness of my lesson planning, incorporating learner feedback and other evidence.
Understanding learners
Understanding learners involves the following elements:
Making decisions about teaching and assessment by applying an understanding of the following learner characteristics:
Exploring theories of learning and applying them to my context and learners.
* level of attainment
* age
* interests
* preferred ways of learning
* group dynamics
* motivation to learn, both generally and in relation to specific subjects
* educational, social, cultural and linguistic background
* any special educational needs
* level of autonomy
* personality.
Conducting needs analyses and applying the results.
Applying an understanding of the impact of the learning environment on my learners.
Reflecting on my approach to understanding my learners and the impact this has on their learning.
Managing the lesson
Managing the lesson involves the following elements:
Controlling the pace and timing of activities.
Signalling transitions between stages of the lesson.
Adjusting the classroom layout to support learning.
Responding to unexpected classroom events.
Making effective use of resources and equipment.
Giving instructions effectively.
Explaining learning aims and content appropriately.
Checking understanding.
Using language appropriate to my learners' level.
Making appropriate decisions about which languages are used by the teacher and learners.
Monitoring learner engagement in order to maintain motivation.
Establishing and maintaining classroom discipline.
Setting up classroom activities that include a variety of interaction patterns.
Adjusting plans to take advantage of opportunities for learning that emerge during lessons.
Establishing and maintaining a positive learning environment.
Reflecting on my lesson management, identifying strengths and weaknesses, and making adjustments as needed.
Knowing the subject
Knowing the subject involves the following elements:
Developing and demonstrating proficiency in the target language in order to provide a good model for my learners.
Developing an awareness of language systems in my learners.
Selecting appropriate methodology and resources for introducing and practising specific areas of the target language and language skills, including:
* grammar
* lexis
* phonology
* speaking, listening, writing and reading skills
* register
* genre
* communication strategies
* sociolinguistic skills
* learning strategies
* varieties and standards of English
* contrastive analysis with other languages.
Having an awareness of the range of reference materials relevant to the subject and using these to support teaching and learning.
Having an awareness of theories of language acquisition and how these relate to specific teaching contexts.
Reflecting on my strengths and weaknesses in relation to my subject knowledge and its application.
Managing resources
Managing resources involves the following elements:
Selecting resources with an awareness of:
* a range of available sources from which to select materials
* a range of media (e.g. digital, audiovisual, print) relevant to learner needs and context
* a range of tools which facilitate the collaborative production of classroom materials
* a range of tools which facilitate learnergenerated content
* clear criteria for the selection of materials and resources based on my learners' needs and syllabus fit.
Developing and adapting materials and resources:
* using a range of authoring tools, where available
* which fit with my learners' needs and the syllabus
* which are professional, attractive and accessible
* which conform to copyright regulations and acknowledge sources
* which are culturally appropriate
* by sharing and collaborating with colleagues.
Using materials effectively in the classroom with appropriate pedagogical strategies.
Making effective use of stationery, equipment and technology to support learning.
Developing and maintaining a system for storing and retrieving materials.
Articulating the rationale for the resources I use to my colleagues, learners and others.
Evaluating the effectiveness of the materials and resources I use.
Reflecting on my approach to developing and managing materials and resources to meet learner outcomes.
Assessing learning
Assessing learning involves the following elements:
Applying the principles and practice of assessment to design tasks for measuring my learners' progress.
Utilising a range of different types of assessment and feedback.
Using assessment at different points in the learning process to monitor my learners' understanding and inform subsequent teaching.
Defining appropriate assessment criteria and/or applying assessment criteria consistently.
Analysing my learners' errors and providing constructive feedback.
Engaging my learners in self- and peer assessment and develop their self- and peer assessment skills.
Preparing my learners for formal assessment.
Administering, grading and keeping records of assessment.
Sharing assessment data appropriately with parents, guardians, learners and others.
Reflecting on the effectiveness of my assessment of my learners' progress.
Integrating ICT
Integrating ICT involves the following elements:
Developing effective strategies for locating appropriate digital content.
Following guidelines for e-safety.
Evaluating the potential effectiveness and appropriacy of digital content, tools and platforms for achieving desired learning outcomes.
Using technology in the production of teaching and learning materials.
Setting up activities that support learning by exploiting appropriate digital content, tools and platforms.
Developing effective strategies for resolving potential technical issues.
Using technology for administrative tasks in accordance with data protection guidelines.
Promoting autonomous learning by exploiting digital content and technologies inside and outside of the formal learning environment.
Promoting collaborative and participatory learning by exploiting online communities, tools and platforms.
Reflecting on the effectiveness of my integration of ICT into the teaching and learning process.
Taking responsibility for professional development
Taking responsibility for my own professional development involves the following elements:
Understanding my professional needs, interests and learning preferences in order to identify areas for development.
Being aware of, selecting and engaging in, appropriate professional development opportunities and resources to inform my classroom practice, including:
Defining my short-, medium- and long-term career goals.
Understanding the developmental pathways available to reach my specific career goals.
Using technology to facilitate my professional development.
Staying up to date with developments in education in teaching and learning.
* collaborating with colleagues and other professionals
* reflective practice
* teacher research and other forms of classroom inquiry
* attending and presenting at conferences
* participating in training
* reading and publishing
* joining teachers' associations
* observing other teachers and being observed.
Reflecting on and evaluating the benefit of my continuing professional development and its impact on my classroom practice and my learners' achievements.
Using inclusive practices
Using inclusive practices involves the following elements:
Recognising and valuing diversity among my learners in relation to areas which include:
* language background
Being aware of my beliefs and how they can impact on establishing and maintaining an inclusive learning environment.
* cognitive ability
* academic ability
* physical ability
* social background
* behavioural differences
* disability
* age
* gender
* race and ethnicity
* sexual orientation
* religion and belief.
Using pedagogical strategies that encourage inclusive education within a supportive learning environment.
Supporting my learners in identifying, addressing and assessing realistic individual learning goals based on reasonable adjustment.
Assessing individual learners in a variety of ways that allow them to demonstrate the progress they are making.
Treating all my learners equitably and with respect.
Developing positive attitudes towards diversity in my learners.
Involving parents, learners and other relevant individuals in creating an inclusive learning environment.
Reflecting on how inclusive my learning environment is and taking steps to improve it.
Using multilingual approaches
Using multilingual approaches involves the following elements:
Recognising and valuing the multilingual nature of societies, schools and classrooms.
Using pedagogical strategies that encourage inclusive education within a supportive multilingual learning environment.
Being aware of beliefs about speakers of other languages and how they can impact on establishing and maintaining an inclusive learning environment.
Assessing individual learners in a manner that takes their linguistic background into account.
Giving my learners appropriate opportunities to use their home languages to support and demonstrate their understanding of learning content.
Making pedagogical choices that respect and capitalise on my learners' linguistic diversity.
Reflecting on how effective my implementation of multilingual approaches is in promoting learning.
Promoting 21st-century skills
Promoting 21st-century skills involves the following elements:
Developing an awareness of and proficiency in:
* critical thinking and problem solving
* collaboration and communication
* creativity and imagination
* citizenship
* digital literacy
* student leadership and personal development.
Selecting appropriate methodologies and resources for introducing, developing and evaluating my learners' skills in the above areas.
Demonstrating the value and importance of 21st-century skills to and for my learners.
Reflecting on my strengths and weaknesses in relation to my own proficiency in 21st-century skills and my ability to develop my learners' proficiency in these areas.
Understanding educational policies and practice
Understanding educational policies and practice involves the following elements:
Locating up-to-date and relevant information about national, regional and institutional educational policies.
Locating up-to-date and relevant information about international, national, regional and institutional educational practice.
Employing professional and pedagogical practices that are consistent with applicable policies related to areas including:
* the goals of education
* educational governance
* learner empowerment
* educational reform
* inclusive education
* literacy
* access
* equality, diversity and inclusion
* language policy
* post-compulsory education pathways
* child protection
* the curriculum, syllabus and methodologies
* assessment
* teaching standards
* ICT
* 21st-century skills.
Reflecting on the impact of educational policies and practice on my decision making, professional behaviour and my learners' outcomes.
© British Council licensed under CC-BY-NC-ND
If you want to adapt the material or use the material for commercial purposes, please contact the British Council for written permission.
British Council 2015 / E632
The British Council is the United Kingdom's international organisation for cultural relations and educational opportunities. | <urn:uuid:733c9ee1-bb4e-41c6-9af5-328ee65a8c85> | CC-MAIN-2023-50 | https://www.teachingenglish.org.uk/sites/teacheng/files/CPD%20framework%20for%20teachers_WEB.PDF | 2023-12-04T13:40:02+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00595.warc.gz | 1,150,461,642 | 2,409 | eng_Latn | eng_Latn | 0.973341 | eng_Latn | 0.990253 | [
"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 | [
86,
638,
1034,
1401,
2700,
3502,
4541,
5538,
6930,
7835,
8834,
9995,
11177,
12060,
12775,
13756,
14096
] | [
3.515625
] | 3 | 18 |
Storytelling is my super power what's yours? By Richard O'Neill
The author Ursula Leguin wrote 'there had been cultures without the wheel but none without storytelling.' And being brought up in a traditional nomadic family with a strong indigenous storytelling tradition I can identify with that.
Many of the older people I grew up with had little formal education, but were able to teach us about a number of quite complex issues including history, nature, community and our place within it. Whatever the subject they always made it entertaining and as such the information and the stories they were wrapped up, in stayed with us. Storytime was also an opportunity for all ages to get together and share their stories past and present, it truly was an intergenerational expereince.
So what can this ancient art of communication do for us in the 21st century?
Quite a lot is seems; although we are a sophisicated technological connected society we are also an increasingly diverse one; whether that be in the workplace where it's not uncommon to find three or even four generations working together, or in our communities where there is a growing number of people feeling isolated and suffering from loneliness through exclusion including that fuelled by ageism.
There is an increasing need to have positive interactions with the people around us, and storytelling is an excellent medium for doing that because it's so inclusive. It builds bridges between communities and individuals, it focuses on similarities rather than differences and anyone can do it regardless of age or background. Story allows us to connect to other people's joy, pain, and varied life experiences, which in turn helps to foster understanding.
Although stories are unscientific there is plenty of evidence to show the positive effects they have on our brains particularly in releasing the chemical dopamine, a hormone related to happiness. Storytelling allows you to communicate authentically as listeners can see and hear that you mean what you say, as the old people used to tell me 'story allows you to speak heart to heart.'
There's been a growing interest from professionals and community volunteers to learn storytelling skills, one such opportunity was created recently by the Reading Agency's 'Reading Friends' project at Bolton central library. Delegates from a variety of ages and backgrounds learned about the theory and practice of nomadic storytelling including how to use their voices, their bodies and their experiences to tell some of their old stories and also how to create new ones.
Richard storytelling with Oldham Dementia Group
Creating new empowering stories is a huge part of the nomadic style of storytelling as it shows us positive ways forward, this has many benefits for our communities. Stories can be therapeutic too as people feel really listened to, I know from family expereince and now with my work in dementia just how useful it can be at those times when people find it too difficult to reminicse, so instead of going over the past we create new stories together in the present. Sharing stories like this can be truly transformative for the teller and the listener.
As a manager or team leader storytelling allows you to communicate much more effectively than email, notes or powerpoint ever can as it speaks to head and heart and is much more memorable as a result. That's why people swap stories at work and down the pub and not powerpoint presentations!
There is so much to gain from using storytelling personally and professionally, it improves your confidence and the confidence of others it also makes you a better listener and it's by nature very inclusive.
We musn't forget that storytelling is also about having fun and being playful with words when this happens people of all ages connect and reconnect, there are few things more lovely than watching the generations laugh together. As one of my previous delegates, and now one of my colleagues, said after learning storytelling skills 'when I realised you could have fun my whole mindset changed for the better.'
I'll leave you with a comment from one of the attendees at our storytelling in the community event on what it had taught them to do; "have fun" "bring the people into the story - make connections" "Go with the flow" "Vocal dynamics"
Richard at Hay Festival
So go on do all of those things and share a story with someone today!
_
Richard O'Neill is a multi-award winning master storyteller and workshop leader, he delivers sessions in a wide range of settings across Europe. He has a particular interest in using storytelling to promote inclusion and social change.
Website www.richardthestoryteller.weebly.comTwitter @therroneill | <urn:uuid:f1512d6a-1883-4303-a2ce-31402ad61de3> | CC-MAIN-2023-50 | https://www.ageofcreativity.co.uk/news/editorials/pdfs/STORYTELLING%20by%20RICHARD%20ONEILL.pdf?no_cache=1700551315 | 2023-12-04T14:08:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00599.warc.gz | 713,224,162 | 919 | eng_Latn | eng_Latn | 0.998858 | eng_Latn | 0.998809 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3192,
4741
] | [
2.0625
] | 1 | 13 |
BRUNEAU RIVER
History - Prior to the construction of downstream dams in Idaho, the Bruneau River in Nevada was home to Chinook Salmon and Steelhead making their journey all the way from the Pacific Ocean. Today, Redband Trout and Mountain Whitefish are the only native salmonids present.
Pertinent Information - The Bruneau is roughly 50 miles in length, 29 miles of which are fishable. Gamefish include Redband Trout (a subspecies of Rainbow Trout) and Mountain Whitefish. Dace, shiners, suckers, and other native endemic fish are also found. Anglers generally catch an average of eight trout per day and the best times of year to fish are in July, following run-off, through October. Fish can easily be caught on flies, lures, and bait such as worms or salmon eggs primarily along the lower section between Copper Creek downstream to McDonald Creek. There is primitive camping opportunity on Forest Service land and at the Bruneau River Wildlife Management Area.
Stocking - Redband Trout and the Mountain Whitefish have self-sustaining populations, and no stocking occurs.
Regulations - Season is open year around any hour of the day or night. Limits are 10 trout and 10 mountain whitefish. The capture, possession, or use of fish as bait, whether dead or alive or parts thereof, including commercially prepared and preserved baitfish is prohibited other than preserved salmon eggs. Aquatic bait may be used only in the water from which it is taken.
Biologist Forecast for 2023 –The Bruneau River watershed is 105% of average near the end of the 2022-2023 winter. Above average stream flows and extended run-off could negatively impact angler opportunity early in the year. Fishing will likely be slower than historic averages, as the fishery was impacted from the prior two years of severe drought causing low flows and high-water temperatures above 70°F. It will likely take several good water years to restore the Bruneau River fishery to its former prominence. Fishing later in the spring through fall should remain fair for Redband Trout and Mountain Whitefish; with a large portion of fish being caught in the 5"-10" size class, and a few top end fish breaking the 12"-14" range.
Access - A dirt road parallels a majority of the Bruneau River from Charleston Reservoir downstream to the McDonald Creek confluence. The Bruneau River road can be accessed from a 24-mile-long road (Gold Creek Road) northeast of State Route 225 at Wildhorse Reservoir or by exiting State Route 225, 55 miles north of Elko at the Charleston-Deeth Road and driving east 21 miles on the maintained dirt road to Charleston Reservoir.
DO YOUR PART – Stop Aquatic Hitchhikers
Clean – Remove all mud, plants, and animals from every part of your boat, trailer, and equipment (waders, boots, landing nets, gloves, etc.).
Drain – Before you leave the recreation area, eliminate all water from your equipment and boat including live-wells, ballast, hull, and engine-cooling water.
Dry – Allow time for your equipment (waders, boots, landing nets, gloves, etc.) and boat to dry completely before you enter or launch in any other waters. | <urn:uuid:e9c7c382-ea72-44df-b815-51145b8b3df1> | CC-MAIN-2023-50 | https://www.ndow.org/wp-content/uploads/2023/05/Bruneau-River-AIG-2023_ADA.pdf | 2023-12-04T13:14:57+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00599.warc.gz | 1,021,597,087 | 691 | eng_Latn | eng_Latn | 0.996303 | eng_Latn | 0.996397 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2633,
3132
] | [
2.375
] | 1 | 0 |
Mind The Gap Mathematics Grade 12
As recognized, adventure as competently as experience virtually lesson, amusement, as skillfully as settlement can be gotten by just checking out a book Mind The Gap Mathematics Grade 12 moreover it is not directly done, you could take even more going on for this life, approximately the world.
We manage to pay for you this proper as with ease as easy mannerism to get those all. We allow Mind The Gap Mathematics Grade 12 and numerous ebook collections from fictions to scientific research in any way. in the midst of them is this Mind The Gap Mathematics Grade 12 that can be your partner.
Mind The Gap Mathematics Grade 12 2023-08-29
BRENDA JAYLEN
From Mines and Wells to Well-Built Minds National Academies Press Research in Mind, Brain, and Education cuts across and unites areas of Mind, Brain, and Education (MBE) to introduce foundational and emerging topics in the field. With chapters written by leading scholars, this book offers empirical research on specific topics including autism, math, reading, and emotion, as well as conceptual guidance on the role of models and epistemological considerations relevant to MBE. Each chapter seeks to provide a platform for exploring questions, tools, and models central to current work in MBE by emphasizing investigative focus and influences. Designed both as a supplementary text for advanced undergraduate or early graduate training and as an introduction for educators, researchers, and policy makers, Research in Mind, Brain, and Education showcases the collaborative, innovative, and dynamic approach to research that is fundamental to the discipline. Mathematical Reasoning Beginning 1 Springer Nature A revised edition of a popular resource builds on the authors' findings that key problems in teaching methods are causing America to lag behind international academic standards, outlining a program for administrators, instructors, and parents
that incorporates solutions based on current research. Reprint. A Book of Abstract Algebra Courier Corporation This intriguing book makes a powerful case for a sorely needed U.S. educational improvement that has been almost entirely overlooked. During the last two decades, philanthropists and education reformers have made urgent efforts to pull weak students up to levels of basic competency. Though that vital work is incomplete, there is evidence of progress among low achievers. Meanwhile, though, children at the other end of the achievement spectrum have gotten lost in the shuffle. Programs and funding once aimed at stimulating high-potential
students to make the most of their talents have withered, and we are now doing a poor job of stimulating our quick learners. When the particular needs of highpotential students are not met by schools, that is a moral failure—because every child deserves to be stretched and challenged. It is also a threat to our national interests—since high achievers will be crucial to America's future ability to compete internationally. This is a field where donors have wide-open opportunities to lead. In the pages of this fresh, practical guidebook, savvy schoolreform philanthropists will be introduced to scores of programs and institutions that can pull talented students of all ages, races, and income levels up to their full natural capabilities. International Handbook of Research on Environmental Education Routledge Sub-Saharan Africa's natural resource-rich countries have poor human development. Children in these countries are more likely to die before their first birthday, more likely to be stunted, and less likely to attend school than children in other countries
with similar income. Despite the current price downturn, extractives will remain an important part of Sub-Saharan Africa's growth story—using resource rents wisely remains a long term challenge. Governments must choose how to allocate resource rents between spending, investing in human or physical capital, or investing in global financial assets. The return to investing in physical and human capital will be high in countries where the capital stock is low. Moreover, higher levels of human capital make investments in physical capital more productive, which suggests that the optimal portfolio will involve investing in both. Human capital should be prioritized in many of SubSaharan Africa's resourcerich countries because of the low starting point. Investing effectively in human capital is hard because it involves delivering services, which means coordinating a large number of actors and activities. Three dimensions of governance are key: institutions, incentives and information. Decentralization and leveraging the private sector are entry points to reforming institutional structures. Revenues from natural resources can fund financial incentives to strengthen performance or demand. Producing information, making it available, and increasing social accountability helps citizens understand their rights and hold governments and providers accountable. Improving the quality of education and health services is central to improving human capital. Two additional areas are promising. First, early child development—mother and newborn health, and early child nutrition, care, and education—improves outcomes in childhood and later on. Second, cash transfers—either conditional or unconditional—reduce poverty, increase household investments in child education, nutrition, and health, and increase the investment in productive assets which foster further income generation. Methods and Materials for Teaching the Gifted Corwin Press Study & Master Mathematics has been specially developed by an experienced author team
2
Mind The Gap Mathematics Grade 12
2023-08-29
to support the Curriculum and Assessment Policy Statement (CAPS). The innovative Teacher's Guide includes: * a detailed daily teaching plan to support classroom management * teaching tips to guide teaching of the topics in the learner material * worked out answers for all activities in the Learner's Book * photocopiable record sheets and templates. Also provides a comprehensive Learner's Book.
Subtracting Fractions W. W. Norton & Company Minds-on Mathematics explains the core elements of math workshop and provides detailed strategies for implementing the workshop structure, including Lesson Openers that engage students,Minilessons that model thinking and problem solving.
Culturally Responsive Teaching and The Brain
Corwin Press This collective book results of several meetings since 2006 between European historians of science and technology. Regularly, the six editors (and most of the authors present in this publication) organized symposia inside international conferences about the role of history of science and technology in science education and teacher training. The principal objectives of this book are: i) to enlighten and to discuss different research problems concerning HST (History of Science and Technology) and ICT (Information and Communication Technology), HST and IBST (Inquiry Based Science Teaching), HST and Science Education. In this way, it is dedicated to scholars, ii) to offer teachers and teacher trainers different ways to explore HST by using digital resources online, using a new teaching method and to become more familiar with the method in HST. As historians, the six editors develop research in the following fields: history of mathematics (O. Bruneau, M. R. Massa-Esteve and T. de Vittori), history of physics, chemistry and technology (P. Grapi, P. Heering, S. Laube). As teacher trainers at the university, they are also involved in research in science education about the role of HST to teach science at primary and secondary schools. Resources in Education Prometheus Books This book takes a fresh
3
look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Understanding, Grades
Mine the Gap for Mathematical 6-8 Routledge This volume brings
together many of South Africa's leading scholars of education and covers the full range of South African schooling: from financing and policy reform to in-depth discussions of literacy, numeracy, teacher development and curriculum change. The book moves beyond a historical analysis and provides an inside view of the questions South African scholars are now grappling with: Are there different and preferential equilibria we have not yet thought of or explored, and if so what are they? In practical terms, how does one get to a more equitable distribution of teachers, resources and learning outcomes? While decidedly local, these questions resonate throughout the developing world. South Africa today is the most unequal country in the world. The richest 10% of South Africans lay claim to 65% of national income and 90% of national wealth. This is the largest 90-10 gap in the world, and one that is reflected in the schooling system. Two decades after apartheid it is still the case that the life chances of most South African children are determined not by their ability or the result of hard-work and determination, but instead by the colour of their skin, the province of their birth, and the wealth of their parents. Looking back on almost three decades of democracy in South Africa, it is this stubbornness of inequality and its patterns of persistence that demands explanation, justification and analysis. "This is a landmark book on basic education in South Africa, an essential volume for those interested in learning outcomes and their inequality in South Africa. The various chapters present conceptually and empirically sophisticated analyses of learning outcomes across divisions of race, class, and place. The book brings together the wealth of decades of research output from top quality researchers to explore what has improved, what has not, and why." Prof Lant Pritchett, Harvard University "There is much wisdom in this collection from many of the best education analysts in South Africa. No surprise that they conclude that without a large and sustained expansion in well-trained teachers, early childhood education, and adequate school
resources, South Africa will continue to sacrifice its people's future to maintaining the privileges of the few." Prof Martin Carnoy, Stanford University "Altogether, one can derive from this very valuable volume, if not an exact blueprint for the future, then certainly at least a crucial and evidence-based itinerary for the next few steps." Dr Luis Crouch, RTI Engaging Minds in Science and Math Classrooms Vintage Canada Accessible but rigorous, this outstanding text encompasses all of the topics covered by a typical course in elementary abstract algebra. Its easy-to-read treatment offers an intuitive approach, featuring informal discussions followed by thematically arranged exercises. This second edition features additional exercises to improve student familiarity with applications. 1990 edition. Engaging Education: Developing Emotional Literacy, Equity And Coeducation Courier Corporation The fundamental mathematical tools needed to understand machine learning include linear algebra, analytic geometry, matrix
4
Mind The Gap Mathematics Grade 12
2023-08-29
decompositions, vector calculus, optimization, probability and statistics. These topics are traditionally taught in disparate courses, making it hard for data science or computer science students, or professionals, to efficiently learn the mathematics. This selfcontained textbook bridges the gap between mathematical and machine learning texts, introducing the mathematical concepts with a minimum of prerequisites. It uses these concepts to derive four central machine learning methods: linear regression, principal component analysis, Gaussian mixture models and support vector machines. For students and others with a mathematical background, these derivations provide a starting point to machine learning texts. For those learning the mathematics for the first time, the methods help build intuition and practical experience with applying mathematical concepts. Every chapter includes worked examples and exercises to test understanding.
Programming tutorials are offered on the book's web
site.
Research in Mind, Brain, and Education National Academies Press As the only text of its kind, this book provides in-depth information neo-Vygotskians' findings, and strategies that instruct teachers how to influence student learning and development. Key changes to this edition include a new chapter on dynamic assessment, separate and expanded chapters on developmental accomplishments of infants and toddlers, preschool/kindergarten, and primary grades and on supporting those accomplishments, and about Vygotsky's theories, and concrete explanations elaborations of Vygotsky's ideas from neoVygotskians from Russia. FEATURES Written for the beginning student, the book provides a clear discussion of Vygotskian principles including...a historical overview and a complete chapter on the "Zone of Proximal Development," (ZPD). Each section of the book builds on the other...framework, strategies, and applications of the Vygotskian approach. The work of Vygotsky is compared in a fair and
balanced way with the
5
work of Piaget. Examples and activities have been class-tested in a variety of classroom environments including a Head Start program, private preschool, and in the Denver Public Schools.
South African
Schooling: The Enigma of Inequality Routledge Foreword by Nobel Laureate Herbert A. HauptmanDesigned as a combat to math phobias, this guide tells how to make math intriguing and fun. -The Bookwatch Midwest Book Review library newsletterI love this book. I made the mistake of starting to read it late one evening, only to find I could not put it down. It is as engrossing and as exciting as a good mystery. This is an extraordinary accomplishment for a book about mathematics. - Arthur Levine, President, Teachers College, Columbia UniversityDr. Posamentier has spent a lifetime making the subject of mathematics come to life for students and their teachers. This book is another fine tribute to the work that is possible when a brilliant mind is led by a wonderful heart. How lucky we are to add this new work to an outstanding life of achievement. - Merryl H.
Tisch, Member, New York State Board of RegentsProfessional mathematicians often speak of the beauty of mathematics and the elegance of its solutions. Yet the esthetic appeal of math is rarely conveyed to students at the elementary, secondary, or even college level. Instead, most of us develop phobias in school about math's elusive logic and then pass these negative impressions on to our children. What a shame, says math professor Alfred S. Posamentier. We should all be having fun with math and helping our kids to do better in life by encouraging them to appreciate not only its usefulness but especially its charm. That's just what Posamentier sets out to do in this delightful exploration of math's many intriguing, interesting, and fun qualities.Beginning with the beauty of the number system, Posamentier doesn't just talk mathematics; he entices readers to do math and discover for themselves just how stimulating the process can be! Brief and entertaining introductions to each chapter invite readers to try their hands at arithmetic marvels, surprising solutions, algebraic entertainments, geometric wonders, and fun mathematical paradoxes, among other topics.Presented in a reader-friendly, conversational tone, the text is very accessible and the examples are geared to a beginner's level, so that even the most mathphobic individual will discover the hidden joy and inherent appeal of doing math.This is the ideal book for adults looking for a way to turn their kids on to an important subject or discover for themselves what they might have missed in their own math education.Alfred S. Posamentier, Ph.D. (New York, NY), is dean of the School of Education and professor of mathematics education at The City College of the City University of New York. He has published more than 40 books in the area of mathematics and mathematics education, including The Fabulous Fibonacci Numbers, Pi: A Biography of the World's Most Mysterious Number, and Math Charmers: Tantalizing Tidbits for the Mind. Mathematics, Grade 4 Heinemann Educational Books Children are already
learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who
support and oversee
6
Mind The Gap Mathematics Grade 12
2023-08-29
these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The
recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. Tools of the Mind McGrawHill Education (UK) Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students have —through various media and their lived experiences— a more visceral experience of social, economic, and environmental injustices. However, when people think of social justice, mathematics is rarely the first thing that comes to mind. Through model lessons developed by over 30 diverse contributors, this book brings seemingly abstract high school mathematics content to life by connecting it to the issues students see and want to change in the world. Along with expert guidance from the lead authors, the lessons in this book explain how to teach mathematics for self- and communityempowerment. It walks teachers step-by-step through the process of using mathematics—across all
7
high school content domains—as a tool to explore, understand, and respond to issues of social injustice including: environmental injustice; wealth inequality; food insecurity; and gender, LGBTQ, and racial discrimination. This book features: Content crossreferenced by mathematical concept and social issues Downloadable instructional materials for student use User-friendly and logical interior design for daily use Guidance for designing and implementing social justice lessons driven by your own students' unique passions and challenges Timelier than ever, teaching mathematics through the lens of social justice will connect content to students' daily lives, fortify their mathematical understanding, and expose them to issues that will make them responsive citizens and leaders in the future.
The Teaching Gap Frontiers Media SA The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are
being met. NAGC Pre-KGrade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing HighQuality Services details six standards that address the areas critical to effective teaching and learning, along with suggestions for implementing each one. The Gifted Education Programming Standards are focused on student outcomes that address both cognitive and affective areas. Aligned to each of the outcomes are research- and practicebased strategies known to be effective for this special population of students. The book includes sample assessments of student products and performances, which will assist schools in developing program and service evaluation benchmarks. This book is a must-have for school leaders and gifted education professionals who want to offer the most effective services for gifted and advanced students.
Math Charmers NYU Press Study & Master Mathematics has been specially developed by an experienced author team to support the Curriculum and Assessment Policy
Statement (CAPS). The innovative Teacher's Guide includes: * a detailed daily teaching plan to support classroom management * teaching tips to guide teaching of the topics in the learner material * worked out answers for all activities in the Learner's Book * photocopiable record sheets and templates. Also provides a comprehensive Learner's Book.
Mathematical Reasoning Level B (B/W) Routledge Identify, understand, and engage the full range of gifted learners with practical, braincompatible classroom strategies! The updated edition of Sousa's bestseller translates the latest neuroscientific findings into practical strategies for engaging gifted and talented learners. Individual chapters are dedicated to talents in language, math, and the arts, and offer instructional applications for both elementary and secondary classrooms. This reader-friendly guide uncovers: How the brains of gifted students are different How to gauge if gifted students are being adequately challenged How to identify students who are both gifted and learning disabled How to better identify gifted minority students Mine the Gap for Mathematical Understanding, Grades 3-5 ASCD Being an effective math educator is one part based on the quality of the tasks we give, one part how we diagnose what we see, and one part what we do with what we find. Yet with so many students and big concepts to cover, it can be hard to slow down enough to look for those moments when students' responses tell us what we need to know about next best steps. In this remarkable book, John SanGiovanni helps us value our young learners' misconceptions and incomplete understandings as much as their correct ones—because it's the gap in their understanding today that holds the secrets to planning tomorrow's best teaching. SanGiovanni lays out 160 high-quality tasks aligned to the standards and big ideas of grades K-2 mathematics, including counting and representing numbers, number relationships and comparison, addition and subtraction within 100 and 1000, money and time, and multiplication and division. The tasks
8
Mind The Gap Mathematics Grade 12
2023-08-29
are all downloadable so you can use or modify them for instruction and assessment. Each big idea offers a starting task followed by: what makes it a high-quality taskwhat you might anticipate before students work with the task 4 student examples of the completed task showcasing a distinct "gap" commentary on what precisely counts for mathematical understanding and the next instructional steps commentary on the misconception or incomplete understanding so you learn why the student veered off course three additional tasks aligned to the mathematics topic and ideas about what students might do with these additional tasks. It's time to break our habit of rushing into re-teaching for correctness and instead get curious about the space between right and wrong answers. Mine the Gap for Mathematical Understanding is a book you will return to again
9
and again to get better at selecting tasks that will uncover students' reasoning—better at discerning the quality and clarity of students' understanding—and better at planning teaching based on the gaps you see. Mathematics for Machine Learning Corwin Press This book is brimming with ideas and activities that are aligned with standards and high expectations to engage and motivate all learners in STEM classrooms. | <urn:uuid:5ddffdc0-968b-4373-bd17-a6cc5c74df83> | CC-MAIN-2023-50 | https://wrbb.neu.edu/File?docid=V28i023&source=Mind_The_Gap_Mathematics_Grade_12.pdf | 2023-12-04T12:44:02+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00599.warc.gz | 699,896,934 | 4,943 | eng_Latn | eng_Latn | 0.997223 | eng_Latn | 0.99747 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2586,
5731,
8768,
12001,
15081,
18294,
21344,
24473,
25744
] | [
1.3359375,
2
] | 1 | 0 |
12Therefore, as God's chosen people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness and patience. 13Bear with each other and forgive whatever grievances you may have against one another. __________ as the Lord __________ you. 14 And over all these virtues put on love, which binds them all together in perfect unity.
15Let the peace of Christ rule in your hearts, since as members of one body you were called to peace. And be thankful. 16 Let the word of Christ dwell in you richly as you teach and admonish one another with all wisdom, and as you sing psalms, hymns and spiritual songs with gratitude in your hearts to God. 17 And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him. Colossians 3.1-17
What RIGHTEOUSNESS is expected in the lives of Christian?
How is this possible in such a sin filled world?
Define in your own words: I believe in the forgiveness of sins.
Preparing for Prayer
A doration______________________________________
____________________________________________ ____________________________________________
C
onfession____________________________________
___________________________________________ ___________________________________________
T hanks_______________________________________
___________________________________________ ___________________________________________
S
upplication____________________________________
____________________________________________ ____________________________________________
The Apostles Creed Lesson SEVEN
© 2022 Rev. Bob Highlands III
THE APOSTLES' CREED
I believe in God, the Father Almighty, the Creator of heaven and earth,
and in Jesus Christ, His only Son, our Lord:
Who was conceived of the Holy Spirit, born of the Virgin Mary,
suffered under Pontius Pilate, was crucified, died, and was buried.
He descended into hell.
The third day He arose again from the dead.
He ascended into heaven and sits at the right hand of God the Father Almighty,
whence He shall come to judge the living and the dead.
I believe in the Holy Spirit, the holy catholic church, the communion of saints, the forgiveness of sins, the resurrection of the body, and life everlasting. Amen.
Defining SIN
Therefore no one will be declared righteous in his sight by observing the law; rather, through the law we become conscious of sin. Romans 3.20
Why will 'observing the law' never be considered righteousness?
Defining how FORGIVEN people live Colossians 3.1-17
1Since, then, you have been raised with Christ, set your hearts on things above, where Christ is seated at the right hand of God. 2Set your minds on things above, not on earthly things. 3For you died, and your life is now hidden with Christ in God. 4 When Christ, who is your life, appears, then you also will appear with him in glory.
What is the RELATIONSHIP of the Christian to Christ Jesus?
According to Paul what is the purpose of the Law?
Why is this important for us to understand?
What is the RELATIONSHIP of the Christian to the world?
What has happened to make this possible?
5Put to death, therefore, whatever belongs to your earthly nature: sexual immorality, impurity, lust, evil desires and greed, which is idolatry. 6 Because of these, the wrath of God is coming. 7You used to walk in these ways, in the life you once lived. 8But now you must rid yourselves of all such things as these: anger, rage, malice, slander, and filthy language from your lips. 9 Do not lie to each other, since you have taken off your old self with its practices 10 and have put on the new self, which is being renewed in knowledge in the image of its Creator. 11 Here there is no Greek or Jew, circumcised or uncircumcised, barbarian, Scythian, slave or free, but Christ is all, and is in all.
What is the RESPONSIBILITY of the Christian as they live their lives for Jesus?
How does this change the way we relate to each other?
How can a person help their own forgiveness?
Fill in the chart below from Exodus 20.1-17
How can a person hinder their own forgiveness?
Why would forgiving other be important to God?
Read John 8.1-11 The woman caught in adultery:
Define adultery: Why is it a sin?
Who has sinned in the incident listed here?
Who is forgiven here? Why?
Who is not forgiven? Why?
Why were there two stone tablets for the 10 commandments?
How do the 10 commandments define a relationship with God?
How do the 10 commandments define the relationship between different people?
How do the 10 commandments serve as an example showing how the Law makes a person conscious of sin?
Defining RIGHTEOUSNESS
Teacher, which is the greatest commandment in the Law?"
Jesus replied: “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’ All the Law and the Prophets hang on these two commandments.” Matthew 22.37-40
Why would someone want to know which is the greatest commandment?
The law was long and complicated, how did Jesus statement here redefine the Law? See Romans 13.9-10
3
How should knowing this change the way people live?
Why is each one important or necessary?
1. _______________________________________________
Defining FORGIVENESS
In him (Jesus) we have redemption through his blood, the ____________ of sins, . . . Ephesians 1.7
What does the word ‘redemption’ mean.
What did Jesus have to do to deal with our sins?
Why was the shedding of blood necessary? See Hebrews 9.22
If we confess our sins, he is faithful and just and will __________ us our sins and purify us from all unrighteousness. 1 John 1.9
What do we need to do about our sins?
Why is Jesus the only one who can help us with our sins?
What two things does Jesus do for us that changes our lives?
1. _____________________________________
2. _____________________________________
___________________________
2.
_______________________________________________
___________________________
“Their sins and lawless acts I will remember no more.” And where these have been ___________, there is no longer any sacrifice for sin. Hebrews 10.17-18
When we give our sins to God, how does HE deal with them?
Why is there no longer any sacrifice for sin?
Defining the need to FORGIVE people
"This, then, is how you should pray:
"'Our Father in heaven, hallowed be your name, your kingdom come, your will be done
on earth as it is in heaven.
Give us today our daily bread.
__________ us our debts,(that which we owe)
as we also have __________ our debtors. (what is owed
us)
And lead us not into temptation, but deliver us from the evil one.’
For if you __________ men when they sin against you, your heavenly Father will also __________ you. But if you do not __________ men their sins, your Father will not __________ your sins. Matthew 6.9-15
4 | <urn:uuid:660a2f07-3ba7-445e-a515-fa11907db51f> | CC-MAIN-2023-50 | https://sonrisechurch.com/files/Bible-Study--Basic-Christianity-Lesson-07-forgiveness-of-SIN.pdf | 2023-12-04T13:26:37+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00602.warc.gz | 615,644,491 | 1,618 | eng_Latn | eng_Latn | 0.998745 | eng_Latn | 0.999623 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2290,
4002,
5227,
7004
] | [
2.296875
] | 2 | 0 |
20/20 Teacher Notes
Introduction
These notes are intended to help guide teachers into finding innovative ways to use elements of this poetry collection in the classroom. Though not selected with the classroom in mind, the poems in the 20/20 Collection, released to celebrate the 20 th anniversary of Phantom Billstickers National Poetry Day, provide an interesting opportunity to add to a teacher's repertoire and invite reflection on how poetry is used in the secondary classroom. These poems are considered broadly in terms of how the ideas and aspects of crafting might be used as well as how they might serve to engage students in their own writing.
When thinking about how you might use these particular poems it would be worth taking a moment to reflect on how poetry is currently used in your classroom and in your school. Traditionally poetry appeared almost exclusively in English classrooms as objects for analysis – specifically as training for some kind of final examination. Not only does this use severely limit the range of work that might be suitable, it also severely limits a student's understanding of the many purposes poetry might have. More recently there have been more cases of poetry, or a poet, serving to provide a 'studied text' – again, largely for the purposes of an examination. Though it is encouraging to see students lingering with a poem this still provides strong limitations on the types of poems they might be introduced to.
I believe the poems in this collection can offer an opportunity to think beyond the limits of using poetry as an aid to 'doing assessment'. These notes hopefully demonstrate what that might look like in your classroom.
Using ideas from the poems
Best practice English teaching utilises a thematic approach to help students gain sound understandings of sophisticated and complex ideas. In developing work around an idea it is ideal to have a range of texts which offer different, or interesting, viewpoints. This is where poetry can find an important place in class. Thematic teaching gives the opportunity in include a range of texts to prompt student thinking and understanding – they don't need to be exhaustively analysed (or, as Billy Collins put it, beaten with a hose) to offer great material for discussion and comparison. The range of poems here, for example, includes several which in some way deal with growing up and understanding the past. Alison Wong's There's Always Things to Come Back to the Kitchen For talks of 'children who sail out on long elliptical orbits' while Lynley Edmeades' Contained tells us that 'the years felt so long as a child'. Both link to scientific principles and phenomena to offer ideas on time passing. Specific childhood memories are documented by Paula Green in Josephine waits in a queue, Simone Kaho in Prey, Leilani Tamu in Avaiki Rain and John Dennison in Sleepers. This grouping could be used to exemplify another aspect of sound pedagogy: student choice. Offering students a range of poems (with differing levels of accessibility) would allow you to use all these poems in a lesson. Students could choose one and all complete the same task. They could all contribute to a discussion of the ideas based on their own choice.
Other pairings or groupings that could work well on their own or within a larger selection:
Family relationships: This Paper Boat (Gregory Kan), There's Always Things to Come Back to the Kitchen For (Alison Wong)
Identity: haka (Apirana Taylor), Deuteronomy (Andrew Johnston)
Understanding culture: haka (Apirana Taylor), Hine Rangi (Kiri Piahana Wong)
Loss and longing: Sleepers (John Dennison), Miscarriage (Ish Doney)*, Avaiki Rain (Leilani Tamu)
Influence of landscapes: Flying across Australia (Kevin Ireland), At Frankton Supermarket, Queenstown (Richard Reeve)
Conflict: I cannot write a poem about Gaza (Tusiata Avia) is a poem which would work superbly in thematic studies looking at a range of conflicts and alongside many studied texts.
* This is strong and accessible poem but I would use it advisedly – there are a number of situations where it might not be appropriate.
Learning how to craft
Another way these poems might be used is to focus on aspects of crafting. As noted above, this need not involve an exhaustive analysis but more zooming-in on features or characteristics of the poem which are well exemplified in the work. This would not only build students' awareness of, and appreciation of, some of the subtler methods of writers but also give them tools to use in their own writing (some examples of this are given in the next section). When students are required to stocktake and comment on every iamb and past-participle they often do an admirable job of finding 'stuff' but do not necessarily come away with an enhanced understanding of their use. Looking at a poem to focus on a particular technique could form an interesting part of a lesson – again it provides the opportunity to broaden the range of poems a student encounters. Full understanding of the poem is not required to gain insights into crafting from some quality examples.
Here are some ways these poems could help focus on useful crafting tips for students to see and emulate:
Providing specific details: teachers are often repeating the message to students that their writing would benefit from being less vague and more specific. These poems have wonderful examples of closely observed detail and how saying something general (friends) is made more powerful by the specific (naming those friends).
* At Frankton Supermarket, Queenstown (Richard Reeve)
'snowburnt, sunscreen-sweet, children/ in the back, beer up front, note foxgloves, rabbits, the odd poplars…'
* I cannot write a poem about Gaza (Tusiata Avia)
'my friends: Tamar, Shira, Yael, Michal, Noya…'
* Josephine waits in a queue (Paula Green)
'Someone stands on a ladder dressed as the statue and doesn't blink'
* There's Always Things to Come Back to the Kitchen For (Alison Wong) 'a bowl of plain steamed rice/ a piece of bitter dark chocolate/ a slice of crisp peeled pear'
Using active words and making reading a sensory experience:
* haka (Apirana Taylor)
'flashes, rolls, flick, dance, rising, shaking'
'eeeee aaa ha haaa'
Effectively using the first person:
* Hine Rangi (Kiri Piahana Wong)
'My bones are still there, but I am/ gone now'
Fun with sound (assonance/ alliteration/ rhyme):
* The Whys and Zs (Bill Nelson)
'who's who in a who-dunnit' 'wrinkle, weather, waterskiing, wallpaper, whist, whispers'
Shifting scale from the domestic to the cosmic:
* This Paper Boat (Gregory Kan)
from 'my father and I both/ blow our noses' to 'brown-paper covers of books grow out around your father'
* There's Always Things to Come Back to the Kitchen For (Alison Wong)
'rice, chocolate, pear' to 'elliptical orbits, comets, moons'
Use of narrative:
* Prey (Simone Kaho)
'The first time I remember being scared was not at home…'
Using punctuation (or minimising punctuation)/ enjambment/ line length to control pace and intensity:
* Josephine waits in a queue (Paula Green)
'the classical green folds look like stone and next the bronze figures/ stuck on the pier that might twitch or blink or be there for an eternity/ one knee-deep in water with fingers outstretched missing the rescue/ always…'
* Flying across Australia (Kevin Ireland)
'I mean/ all those parched patched bolts of crumpled scenery unrolling/ for what could be ever-and-ever…'
* Avaiki Rain (Leilani Tamu)
'…the way/ she used to rock/ me to sleep// cradle me/ in her midnight/ embrace…'
Repetition of structure and phrases:
* Fear of Flying (in broken Gilbertese) (Teresia Teaiwa)
Three line stanzas with longer lines bracketed by 'I maaku'
* I cannot write a poem about Gaza (Tusiata Avia)
'I cannot write a poem…'
Inspiration for writing
A piece of writing can often be a packet of seeds – in the right conditions more will grow from it. There is great scope to use the poems in this selection to help students learn about, and create, their own writing. In some instances this might generate a whole draft but more often they will be short exercises which develop understanding and, hopefully, encourage young writers to be playful and take risks. It is important that students are not always asked to write 'complete' pieces but get plenty of opportunities to experiment and have fun.
Here are some simple writing exercises that could follow-on from a reading of these poems. As with the crafting aspects, it's not necessary for students to have done a lot of analysis or to even have a good grasp of the original text to use it as their own starting point.
Hine Rangi (Kiri Piahana Wong)
This poem considers an important cultural story but does it as a first-person narrative. Students could choose their own story – from their own culture or another – and explore it in a similar way – a first-person narrative. Students could be anyone from Papatuanuku to Thor.
This Paper Boat (Gregory Kan)
This poem links together mundane domestic observations ('After lunch my mother walks into the dining room') and almost surreal natural images ('I see in their faces strange rivers and waterfalls, tilted over with broom'). A game could be made of this where students collectively write a set of details (basic domestic observations, for instance) and then a set of images based on a common concept (water, nature, music, rugby etc.). They then randomly select a set number of each and have to combine them in the best way they can: 'She fed the cat, I heard electric guitars being shredded'. Activities like this encourage experimenting and having fun with images. In amongst the fun and nonsense there are always some surprising and brilliant images thrown up and a lot of laughter. There is good scope to discuss why some of the images 'work' and others do not.
There's Always Things to Come Back to the Kitchen For (Alison Wong)
This poem would make a great writing frame for an exercise to encourage students to link together the everyday and the cosmic – to learn how to extrapolate from fine detail to big ideas. In this case a domestic poem which touches on parent/ child relationships.
a _________ of ___________________ a _________ of ___________________ a _________ of ___________________
a mother or father who understands
_____________________________ is the centre of the universe
children who _________________________________________________
sometimes like __________________________, sometimes like __________________________.
Josephine waits in a queue (Paula Green)
Writing about memories is a common ask of students. The take in this poem is a child waiting in a queue in the midst of action and vibrancy. Getting students to choose a time when they were waiting – to see a doctor, to have a ride on something, for someone to return, for adults to start or stop doing something, to arrive somewhere – and then doing a creative visualisation exercise to explore the details of what was happening around them could help them towards their own version. Closing their eyes and remembering back – visual details, aural etc. Colours, textures, comments made, other people waiting, other people going by, animals wandering past, details to show passing of time. A list of these details could provide the basis for a great piece of observational writing.
I cannot write a poem about Gaza (Tusiata Avia)
How do we write about issues we feel strongly about but have not experienced? Young people often want to write about world issues but struggle with a lack of direct experience. This poem gives a structure for doing that. By engaging with why they cannot write about the issue (child soldiers for instance) students could explore the issue without having to make claims or document experiences they cannot easily speak for. At the same time they can still take a strong stand and make their viewpoint heard.
haka (Apirana Taylor)
This poem highlights important cultural concepts such as wairua, tipuna and mauri ora. It gives a very sensory account of an intense moment and this is something students could have a go at. If they can think of a moment when they have similar feeling – it might be a haka, the opening chords of a song, walking on-stage, hearing the bagpipes… – then they could explore the different senses they are aware of in that moment. Using the same length as this poem (63 words) or fewer would help encourage editing choices and prevent it from running away and losing its intensity.
(In which the author interviews light) Chris Tse
This poem would generally be regarded as too obscure to do much with in the classroom but the concept in the title is an intriguing one and provides a challenge some students may be eager to take up – to interview light or some other intangible or abstract concept. In which the author interviews rain? In which the author interviews frustration? In which the author interviews a specific chord?
Flying across Australia (Kevin Ireland)
Students are often asked to write about place and this poem gives a very good example, conveying how overwhelming some experiences of landscapes and places can be. Using the poem as an example, students could be set the task of brainstorming a large number of specific details of a place they know well (say 40-50) and then using that to try and create a density or deluge of detail which creates a similar intensity.
Deuteronomy (Andrew Johnston)
Using the idea of bringing a mythical character into your own world, students could choose a figure from myths, legends, or a saint, or a character from page or screen, and have them encounter something in their own life. Alternatively, they could look at a range of these different personas and choose one that reminds them of someone they know. They could then write combining the stories of both into the one character.
The whys and Zs (Bill Nelson)
There is great fun to be had with the sound here. Students could take some groupings of words from a rhyming dictionary (say 8 -12 words) and then try to use them all in a piece of writing. The reciting of them afterwards could lend itself to a good and very fun competition.
Miscarriage (Ish Doney)
While this poem may not be suitable to use in its entirety, the stanza beginning 'Autumn is the season/ for' could be used on its own as a template for a list poem about any season which focuses on the actions of the season (rather than the colour of the leaves).
At Frankton Supermarket, Queenstown (Richard Reeve)
This poem is critical of developments in the landscape but is a great example of showing and not telling. Students could practice writing about something they do not like with the aim of showing disapproval through their descriptions and never overtly passing judgement.
Prey (Simone Kaho)
This is a very accessible, short narrative poem drawing together related memories. Using 'the first time you remember being scared', or 'the first time you remember not being able to stop laughing', could be a way into writing some lovely short narrative snapshots.
Final thoughts
Resources like the 20/20 Collection can be an excellent way for teachers to find new poetry texts to use. It is easy for assessment to lead what happens in the classroom and this can often result in poetry being marginalised or only used in circumstances which are unlikely to endear it to many students. English teachers need to actively resist this. Though finding ways to integrate poetry into a teaching programme can be a challenge when there seems so much to get through and so little time, including a wider range of local poems, like the ones included here, should be seen as a priority. Engaging with these poems can hopefully be highly rewarding for both students and teachers.
The 20/20 Collection, released to celebrate the 20 th anniversary of Phantom Billstickers National Poetry Day, is available for free download here: http://www.nzbookawards.nz/national-poetryday/20-20-collection/. Copyright in the poems remains with the poets and publishers. | <urn:uuid:57dc3a45-5e73-47f6-87e6-b53708cbe4a2> | CC-MAIN-2023-50 | https://www.nzbookawards.nz/Images/Assets/24113/1/2020%20Collection%20Poetry%20Teacher%20Notes%20(002)FINAL.pdf | 2023-12-04T12:27:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00602.warc.gz | 1,059,054,528 | 3,411 | eng_Latn | eng_Latn | 0.997831 | eng_Latn | 0.998555 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1691,
4149,
6608,
8700,
11425,
14556,
16153
] | [
3.3125
] | 1 | 2 |
Defining Spirit of Place for Canada's National Historic Sites
Meryl Oliver, Status of Designations Coordinator Parks Canada Agency Government of Canada
Abstract. This paper will focus on Parks Canada's recent initiative to clarify "designated place" and "commemorative intent" for existing national historic sites. Management of these sites is situated in the broad context of "values based conservation". The values, or reasons for the importance of each national historic site, are identified through a statement of commemorative intent and physically tied to a designated place. Commemorative intent provides the foundation for a site's presentation, interpretation and management.
Many national historic site designations, especially those with few visible resources, have strong associational values. Understanding commemorative intent can guide visitors to appreciate the spirit of place expressed through these values. Two Canadian national historic sites, Jasper House and Athabasca Pass, are examined to illustrate this relationship.
Organizations charged with managing historic sites for visitors, are challenged with providing a valuable experience while meeting administrative requirements. In Canada, nationally recognized historic sites must be clearly delineated with a legally defined boundary. But within this boundary, one must also protect significant cultural resources (archaeological, landscape features etc.) to capture that elusive "spirit of place" and help visitors understand the historical significance of the place and why it must be preserved into the future.
Around the world, most countries have developed systems to identify important aspects of their shared heritage. National governments have codified and institutionalized this initiative with legislation and bureaucratic support. Canada is no exception.
In 1919, the Historic Sites and Monuments Board of Canada was created as an advisory body to the federal government charged with identifying national historic sites. The activities of the Board were further defined in 1953 by the Historic Sites and Monuments Act. The members of the Historic Sites and Monuments Board are formally appointed to provide recommendations to the responsible federal minister, currently the Minister of the Environment. Staff support for the activities of the Board are partly the responsibility of the Parks Canada Agency which also manages and interprets federally owned historic sites across the country.
Since its establishment almost 90 years ago, the Board has designated close to 2,000 sites, persons and events of national significance. The choice of subjects for designation has evolved, reflecting changes in what is considered nationally significant, consistent with the evolution of Canada's population and culture as well as global changes in historical interpretation. For example during the Board's first decade, designations related primarily to ancient Aboriginal sites, in existence prior to the arrival of Europeans, and the history of French and English settlement. Specific interests included French migration and settlement (from the establishment of New France to the Treaty of Paris in 1763 when the French government ceded French territory to Britain), Loyalist settlement (the migration of colonists from the United States to Canadian territory following Britain's loss in the American Revolution), the War of 1812 (between Britain and the United States, fought between 1812 and 1814) and sites relating to the fur trade.
The evolution of national designations has been dictated in part by Parks Canada's National Historic Site System Plan. This document identifies five broad themes: Peopling the Land, Developing Economies, Governing Canada, Building Social and Community Life, and Expressing Intellectual and Cultural Life. Within these frameworks, almost every aspect of Canadian life can be found, from Canada's earliest inhabitants, to labour history and social movements. The System Plan also covers the range of Canada's current multicultural population while recognizing the full depth of the history of First Nations. The traditional foci of architectural history and military history are not forgotten and continue to be recognized within these categories (Parks Canada 2000).
Formal legal protection of heritage is linked to property law which is under provincial jurisdiction according to Canada's constitution, established when the national government was formed in 1867. As a result, the federal government's role with respect to heritage property has generally been commemorative rather than protective. The Historic Sites and Monuments Board of Canada had, and continues to have, a clear focus on public education. The subjects identified of national significance are presented on bronze commemorative plaques. This commemorative programme is one of the better-known initiatives of the Board with hundreds of bilingual bronze plaques located across the country. Moreover, at some sites, larger, more elaborate interpretive panels have been erected to provide more detailed information. On occasion the Board has recommended the acquisition of sites. The Quebec Citadel and the reconstructed Fortress of Louisbourg in Nova Scotia are two well-known tourist attractions among the 158 federally owned sites.
In recent years, an initiative has been undertaken to standardize the documentation available for each national historic designation and Parks Canada staff are in the process of clarifying the commemorative intent (the reasons for designation) and the designated place (the precise location and boundaries) for such sites. The latter concern specifically applies only to national historic sites.
Information about location and significance is not always apparent in the Board's records. However, the current review process is dedicated to identifying the intent of the Board at the time of designation. Interpretation of history changes over time, but this retrospective process ensures that the records will be consistent with how that site was interpreted at the time of designation. Recognition of historical revisionism has its place in the process but identification at the time of designation is an essential first step.
In order to create consistency in the records, guidelines were developed and a hierarchy of information for consultation established. The principal source of commemorative intent must be the Board's minutes, the official record of decision. However, when it wasn't an administrative priority to clearly record the reasons for national significance, this information did not always appear in the Board's minutes. Other sources, which may be used to establish intent at the time of designation, are the briefing notes provided before a Board meeting, discussions concerning the text of the commemorative plaque, recommendations for interpretative programming, and a research report prepared by staff for the Board's consideration. The assumption relating to all the above sources is that the information used should reflect the Board's interest in the site and reflect why it was considered to be of national significance.
The definition of designated place for a national historic site follows a similar process. Again, a formal guideline document provides a starting point. The guideline defines designated place as: "a geographically definable location which is circumscribed by boundaries" (Parks Canada 2000, VII-1).
Even with this extensive list of permitted sources, there are designations for which no indication of the historic values or location can be uncovered even after all the sources are exhausted. Here the project requires some more serious detective work including sleuthing expeditions to the national archives in order to search the prolific correspondence between Board members to glean their intentions.
Despite the emphasis on the historical accuracy of the Board's intent at the time of designation, realistically establishing commemorative intent and designated place must be more than a straight bureaucratic exercise, and offer meaning in today's world.
It is at this point we turn to the theme "Spirit of Place". How is it possible to meet the administrative requirements of a national programme while ensuring that the site is adequately and fully represented and interpreted to the public? The answer will be illustrated through case studies of two national historic sites: Jasper House National Historic Site of Canada and Athabasca Pass National Historic Site of Canada.
Both sites are located in Jasper National Park, established as a national park in 1907 when a large tract of land was set aside in order to protect the natural environment. Jasper is the largest and the most northerly of four adjoining national parks (Jasper, Banff, Yoho and Kootenay) and three provincial parks located in British Columbia (Mount Robson, Hamber and Mount Assiniboine) that together form the Canadian Rocky Mountain Parks, a World Heritage Site designated in 1984.
Jasper House and Athabasca Pass are both related to the fur trade, one of the most important economic activities connected with early European exploration. The importance of the fur trade extends beyond the export of furs to European markets and includes the role of fur traders in exploring, mapping and opening up the country. The lucrative fur market in Europe drove the early frontier economy and was the root of alliance-building with the local population as well as wars between rival companies and countries. The continuing search westward for fresh supplies of furs drew Europeans across the North American continent, motivated not just by economic forces but also by the passion to explore new lands and fulfil spiritual goals. Many Christian missionary outposts were established in or near fur trade posts.
Transcontinental travellers followed well-established routes. The most frequented fur trade route originated at Prince of Wales Fort on the southern shore of Hudson Bay and extended westward along major waterways interrupted by portages and longer overland treks, ending at the Pacific Ocean. Simple fur trade posts or "forts" dotted the route. These posts helped establish dominance over a region, against rival companies by providing a location where local Aboriginal populations could bring wares and a place where travellers could rest and replenish supplies.
Jasper House served as one component of this intricate series of fur trade posts. Located on the bank of the Athabasca River, Jasper House was occupied for more than half a century (1830 – 1884). It served as a transfer point for traders going farther inland, leaving the river highways to continue to the Pacific Ocean through the Rocky Mountains by one of two transmountain passes, the Yellowhead Pass to the northwest and the Athabasca Pass to the southwest. The area had been frequented by Aboriginal peoples travelling along these routes prior to European arrival. Archaeological evidence indicates human occupation in this region for at least 10,000 years (Murphy et al. 2007, 29).
The Statement of Commemorative Intent for Jasper House identifies the reason for designation to be "that for half a century it
was a main support point for all persons journeying through the Yellowhead and Athabasca passes" (Parks Canada 2005, 14).
Trading posts were often temporary constructions and were frequently relocated within a region. Historical records indicate that between 1813 and 1828 Jasper House was originally situated about 25 kilometres (16 miles) away from the current national historic site on Brûlé Lake. However the precise location of this site has never been identified despite an extensive search. Any vestiges were likely destroyed with the construction of the railway early in the 20 th century.
A natural clearing on the river flats provided the setting for the post. Baseline studies of the archaeological record indicate that in addition to its use by Europeans, this site had several layers of early Aboriginal occupation. Contrary to the suggestion conjured up by its name, Jasper House was not a "house" or even a single building. During its heyday, the post was comprised of a number of simple buildings, three of which have been identified by archaeology, historical paintings and photographs. Horses were raised at the post to supply the overland trekkers.
Today there is little remaining of the post. Even at the time of designation, in 1924, the buildings had disappeared. A number of graves sit in a corner of the site and faint reminders of the buildings exist in the landscape. There are two historic trails that converge at this point, leading overland to the Yellowhead and Athabasca passes. The trail leading out of the clearing towards the mountains has been clearly marked by fur traders from the past (figure 1).
The extent of the clearing has likely remained relatively consistent over time. Monitoring of forest edges indicates that there is little encroachment by the forest. This is likely due to a combination of environmental factors including wind-blown sediment, grazing and drainage. The designated place of the historic site has been identified as the clearing, approximately 1.5 hectares (3.7 acres) in size measuring 110 metres along the Athabasca River and 150 metres in depth (HSMBC, December 2004).
For visitors, the site is not easily accessible. Although located only a few kilometres from the town of Jasper, the major community in the national park, the site is not on a main road. The Canadian National Railway line is located west of the site but no public hiking trails or roads are connected with the rail corridor. Because of its isolation, there is no extensive interpretation on the site. The official Historic Sites and Monuments Board of Canada plaque is across the river at a pull-off on the main road through the national park.
Most visitors arrive at the site as the fur traders did, paddling along the mighty Athabasca River. Today, a small sign on the riverbank identifies this as a historic site. Parks staff created a miniature visitors' centre; a box containing some history on the site and interpretive material as well as a visitors' book that provides a record of visitation. Entries in the book indicate that visitors absorbed the "spirit of place", the solitude of the clearing and the isolation in the landscape. The lack of interpretation and difficulty in accessing the site perhaps aids visitors in understanding the isolation experienced by the early travellers. The sense of place for visitors is inextricably linked to the landscape, the Athabasca River and the historic trails.
The second case study is the Athabasca Pass National Historic Site of Canada. This pass is only one of several passages through the Rocky Mountains crossing the Continental Divide. The height of land also forms the provincial boundary between Alberta and British Columbia. On the Alberta side, the Athabasca Pass lies entirely within Jasper National Park and like Jasper House is owned and managed by Parks Canada.
The pass served as the primary artery through the mountains for 40 years (1811–1850). It was one component in a transcontinental trip, approximately 3,500 kilometres long, which typically took about 3 _ months. 1
Typically two transcontinental treks went though the area annually, one from the east and one from the west. Seasonal changes in the Athabasca Pass dictated the timing. The westbound group would begin at York Factory, on Hudson Bay, in July in order to arrive at the pass in October and avoid the deep snow. The group travelling in the opposite direction would leave Fort George, on the mouth of the Columbia River near present day Portland, Oregon in the U.S.A. Eastbound travellers generally left in March with the goal to cross the pass when it was still snow covered and before the spring thaw made the ground too soft for easy travel.
The trip was made primarily along the network of inland rivers and dotted with a series of fur trade posts. The most difficult part of the journey was "La Grand Traverse", the overland trek through the mountains following the Athabasca Pass. Once through the Athabasca Pass, travellers continued west down the Wood River to the mighty Columbia and on to its mouth at Fort George in the present American state of Oregon.
Figure 2. The general route taken by the fur traders during the 19 th century indicating the approximate locations of Jasper House and Athabasca Pass.
United States
Hudson Bay
Athabasca
Pass
Jasper
House
In contrast to the location of Jasper House with its clearly defined clearing, determining the boundaries for the national historic site of the Athabasca Pass was more challenging. The designated place recognized that the pass was not defined by a single trail but by a
1 Comparable in length to the better-known Pony Express which ran about 2,900 km between Missouri and California but operated for only two years, 1860 and 1861 (Murphy et al. 2007, 71).
series of paths whose use varied depending on the season (the depth of the snow, the height of the rivers) and the weather. Ascending from the east, travellers followed the course of the Whirlpool River and tributaries to the summit and then descended along Pacific Creek to its junction with the Wood River (HSMBC, July 2005).
The commemorative intent for Athabasca Pass states that for almost half a century, the Athabasca Pass was part of the main fur trade route between Canada and the Oregon Country (HSMBC, July 2005).
While access to Jasper House is limited, access to the pass is even more so. A trek covering the 65-kilometre (40-mile) pass generally takes six days today, more or less the same time it took the fur traders two centuries ago. On the practical site, today's travellers heading west leave vehicles in a parking lot at the entrance to the pass. There are no formal camping areas or supplies en route requiring travellers to be self-sufficient.
Visitors who undertake the trip are rewarded at the summit with spectacular scenery, featuring three small mountain lakes, surrounded by mountains. The central lake is called the Committee's Punch Bowl, so named by George Simpson, the Governor of the Hudson's Bay Company, after the "committee", his employers back in London, England. In 1825, during an overland journey Governor Simpson and his travelling companions drank to the committee's health. This toast has become one of the intriguing legends of this secluded spot.
Like Jasper House, the pass has few visible resources associated with the fur trade. The reward for the visitor is an amazing landscape. It is this that provides the experience; the "spirit of travellers gone past" ("Athabasca Pass Log Book" entry, August 28, 2007) captures the imagination of visitors. Another visitors' box is available to present interpretive material, and a logbook invites them to comment on their experience. Comments reflect that many are moved by the legend of David Thompson, one of the best-known fur traders and explorers and the first European to cross the pass. Many travellers express the sense they are walking in the footsteps of the determined explorers who have gone before. The story of the famous toast at the Committee's Punch Bowl is legendary; many visitors recorded that they have repeated this ritual with a symbolic toast, as a prize for obtaining the summit and stopping in a spectacular place.
These two examples are perhaps not typical national historic sites due to the challenge of access. Other sites owned and operated by Parks Canada are accessible by automobile and provide programming for a variety of age groups and mobility levels. Access to Jasper House and Athabasca Pass is not simple: a regular motorboat service does not shuttle visitors to Jasper House and neither does a helicopter fly the length of the pass providing a stop for a symbolic toast at the Punch Bowl. While tourist initiatives like these might substantially increase the sites' visibility and tourist dollars, the privilege of experiencing the site in an "authentic" manner, close to that of the original visitors, would be substantially reduced.
In interpreting historic places that have few resources, perhaps in particular those that are remote, commemorative intent can guide the visitor's understanding of spirit of place. The tourist industry all too
Meryl Oliver
often provides a passive visitor experience that can dilute rewards for the visitor and eliminate any authentic spirit of place. In the case of Jasper House and Athabasca Pass, visitors are given the framework for understanding. The information in the visitors' box provides historical background and presents commemorative intent. The visitor is then challenged to put it together and find meaning in the site, a personal "spirit of place".
REFERENCES
Historic Sites and Monuments Board of Canada. Minutes. 1919–2008. Unpublished.
Murphy, Peter J., Robert W. Udell, Robert E. Stevenson and Thomas W. Peterson. 2007. A Hard Road to Travel: Land, Forests and People in the Upper Athabasca Region. Hinton, Alberta: Foothills Model Forest.
Parks Canada, Jasper Field Unit. 2007. "Athabasca Pass Log Book". Unpublished.
Parks Canada. 2000. System Plan.
Parks Canada. 2005. "Jasper House National Historic Site of Canada Commemorative Integrity Statement". Unpublished. | <urn:uuid:28e33063-d3f7-412a-8e96-d22e0a94ee6e> | CC-MAIN-2023-50 | http://openarchive.icomos.org/id/eprint/75/1/77-k5g8-13.pdf | 2023-12-04T14:09:52+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00601.warc.gz | 31,993,057 | 4,100 | eng_Latn | eng_Latn | 0.994968 | eng_Latn | 0.997896 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3524,
5723,
8562,
11245,
13386,
15118,
17058,
18555,
20442,
21428
] | [
1.7734375,
2.390625
] | 1 | 9 |
MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY AND VOCATIONA TRAINING THEMI HILL PRE AND PRIMARY SCHOOL HOLIDAY PACKAGE MAY 2020 SCIENCE GRD III
NAME:.................................................................DATE:............................ CLASS.................
TIME: 1:00HOURS
INSTRUCTIONS
- This paper consists of section A and B with a total of five(5) questions
- Answer all questions
- Answers must be written in the spaces provided
- Cellular phone and all materials concerning with this subject are not allowed in the examination room.
- Remember to write your name, stream and date.
SECTION A
1. Choose a letter of the correct answer from the choices given then write in the box provided.
i) Which of the following are security animals
b) Dogs and cats
a) Donkeys and camels
c) Lion and hyenas
d) Guards and police
ii) Which of the following is a source of most forms of energy on earth.
b) Potential energy
a) Kinetic energy
d) Gravitational energy
iii) Reflected sound is called
b) Noise
c) Solar energy
a) Music
c) Echo
d) Sound
iv) Energy stored by an object due to its position is called
b) Mechanical energy
a) Thermodynamic energy
c) Kinetic energy
d) Potential energy
v) How do living organism increase in number
b) By growing
d) By movement
a) By reproduction
c) By breathing
2. Matching the question in LIST A with the answer in LIST B write the letter of the
3. Fill in the blanks by using the words in the box
Vacuum, habital, mechanical energy, excretion, sound, potential energy i)
A process of all living thing to remove unwanted material from the body is known as ii)
.......................................................
....................................................
A form of energy which is produced when an object is made to vibrate is called
iii) The sum of both kinetic and potential energy possessed by an object is called
.....................................................
iv) A natural environment in which an animal or plants live is called ........................................
v) A place where sound do not pass through is called ....................................................................
4. Read the following passage and answer the question that follow
Sound is a form of energy produced by vibration. Vibration are produced by both natural and artificial sources. A vibration is a to and fro motion which is continually repeated. Sound can be produced by natural sources such as animals e.g cow and goats. Sound can also be produced by artificial sources such as guiter, drum etc.
Questions
i)
A form of energy produced by vibration is ..............................................................................
ii) Two sources of sound are natural source of sound and .....................................................
iii) To and fro motion which is continually repeated is called ................................................
iv) Natural source of sound comes from animals such as ...........................................and
v)
Sound waves can not travel through.............................................
................................................
5. Observe the following diagram
Prepared by E. A. KADOKADO | <urn:uuid:842a71f4-795a-477c-81f6-e07a0a72f9ca> | CC-MAIN-2023-50 | https://themihillschools.sc.tz/wp-content/uploads/2020/06/SCIENCE-III.pdf | 2023-12-04T12:53:41+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00603.warc.gz | 624,187,521 | 636 | eng_Latn | eng_Latn | 0.966228 | eng_Latn | 0.976475 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
1310,
3169,
3231
] | [
3.4375
] | 1 | 1 |
Introduction
T his book is for teachers who would like to do more for advanced stu dents but feel unequipped to do so. This may be because of time con straints, a perceived lack of information on gifted education, or the loss of funding that once provided helpful resources for teachers. Whatever situ ation you face, this book offers quick and immediate help in supporting your efforts to assist students who need more than the regular curriculum can provide. The idea for the book emerged because we kept seeing the struggles of teachers who wanted to assist these students but felt over taxed by their other responsibilities. Frequently, in workshops or seminars or in private emails, we would hear such comments as the following:
"What can I do right now in the class I've planned for tomorrow?"
"What do I do about this kid who finishes everything in half the time as everyone else?"
"How can I be expected to adjust every single thing we're doing?"
"Do you have anything we can use in this school that doesn't require reading a long textbook with complicated instructions that only someone with no other responsibilities could possibly do?"
"We're desperate in this school. We lost our funding for gifted kids, and because parents are upset, the principal is now pushing us all to differentiate more. Is there a way to simplify this?"
"I'm not an expert in gifted, and I don't have time to become one so I can help the three kids in my class who need it."
While we are not suggesting that an entire field can be conveniently boiled down to a few tips, we feel there is a great need today for some simply stated principles that any teacher can use without having to take
2 • Teaching Advanced Learners in the General Education Classroom
a course in gifted education, redesign a curriculum, or attend multiple workshops to understand. This volume has a far less ambitious goal: to offer a guide of proven strategies that teachers can tailor to the needs of their advanced students in a way that is both manageable and appropriate to their circumstances. In many cases, particularly those that involve creative processes, these strategies have the added benefit of extending the education of all students, not just those who learn quickly.
The book assumes that readers have little time, few funds in their schools for gifted education, and might have little training as well. It further assumes that readers care not only about children struggling to keep up but also about those on the other end of the spectrum—the ones who seem eager to do more but rarely have the chance to develop their gifts. The benefits of this volume are the following:
*• Its brevity! Each chapter is short and to the point to accommodate the schedule of busy teachers.
*• It challenges the deficiency mentality of "not enough money, time, or expertise." So what? Some things you do well, and you can assist advanced learners in your class.
*• It starts with you, the teacher—your unique abilities, your circum stances, your students—rather than forcing you to reach goals that, for the present at least, are not realistic or practical.
*• It helps you create a reasonable and workable plan that will benefit not only your fast learners but everyone else as well.
*• It helps you focus on what you would like to do in your classroom. In an ideal world, what would you like to do? The book helps you take a small piece of that ideal and do what you can.
*• It provides simple ways that you can engage students, vary levels of challenge for different ability levels, and find appropriate resources.
*• It demonstrates how effective and inspiring creative strategies can be—how well they integrate into existing lessons, relate to curricu lum standards, and benefit children at all levels.
*• It also shows how to tackle more ambitious projects for advanced learners in manageable ways. Doing independent studies, reader's theater productions, or any other long-term endeavors need not demand an inordinate amount of planning and organizing.
*• It offers examples of strategies from classroom teachers that stimu late advanced learners to think more critically and apply their abilities in new ways. Subjects include language arts, social studies, math, science, and the arts.
Credit for this book is due to the teachers who shared their lives with us—not only those who explained what they do for advanced students but also those who reported some frustrations they faced. "So much of what I read or learn in a workshop could only work in an ideal setting," one told us. This sentiment surfaced repeatedly, and brought us to this question: Is it possible to provide ways to support the advanced students without studying long treatises on the subject, without workshops (which schools cannot always provide), without major reorganizing of one's classroom? The answer is yes. However, this brings us to another question: What does it mean to support advanced students?
The eight chapters in this book attempt to answer this question. The first three look at the immediate circumstances of classroom teachers— both the challenges they face and the resources and possibilities at their fingertips. Chapter 1, "Understanding Advanced Learners" provides practical insight into the needs of advanced learners and how we, as teachers, can respond to them, despite limited human and material resources, planning time, and other challenges. Chapter 2, "Making the Most of Your Resources" focuses on what we already have (rather than what we lack) and on how we can use existing resources to expand learning opportunities for those who most need them. Coming from the classroom, these strategies can immediately meet, at least, some needs of advanced students, can often enrich the classroom for all students, and can do this without causing undue stress on our time and resources. Chapter 3, "Creating Appropriate Goals for Advanced Students," explores how we can determine reasonable and workable goals for helping advanced students. Examining the different educational needs these learners have, the chapter guides us in deciding what we can reasonably do for them in our present circumstances.
Chapter 4, "Meeting the Needs of Advanced Students: Strategies to Begin," and Chapter 5, "Meeting the Needs of Advanced Students: Strategies to Extend Learning," clearly delineate the progression from simpler to more complex adjustments for advanced learners. The goal is to show how, through the simplest adjustment in a source or thinking process, we can immediately create more challenge for gifted students. From these simpler changes, we develop the confidence and flexibility to attempt larger projects that can potentially benefit all our students. Being able to shift between simpler to more complex strategies is an important skill today. Teachers quickly need to be able to determine how they can tailor an assignment for more advanced learners in one lesson and then, in another, develop a more ambitious plan (e.g., an independent study or an integrated arts process). These strategies become more evident in Chapter 6, "Teaching Advanced Students in Language Arts and Social Studies," and Chapter 7, "Teaching Advanced Students in Science and Mathematics."
The book concludes with Chapter 8, "Keeping Yourself Inspired." We wanted to include this chapter because, in the stories shared by teachers,
4 • Teaching Advanced Learners in the General Education Classroom
we found so many were challenged to find time to replenish themselves. Many said that the students fed them, gave them energy and inspiration. Nevertheless, the daily demand to prepare students for standardized tests and ensure that they all achieve a prescribed level of competence in all subjects wore on their spirits. This chapter suggests some helpful ways for teachers to step back from the fray and consider the things in their lives that revive and inspire them. Returning periodically to these sources keeps their imaginative powers alive and nurtures their growth in the classroom.
We hope this book will be a helpful guide for teachers, not a stern taskmaster requiring that they give up their peace of mind to find a path they can follow. All educators who care for the untapped talent in our schools and feel the tragedy of its loss in the hurried pace of defensive schooling want to do something. Yet they also have to "be real," as one teacher put it, about their circumstances and responsibilities not only to the other students but also to administrators and parents. This book acknowledges the realities that many teachers face but also asks, Where are the opportunities? Where are the cracks in the window, the little open doors, and the sparks of interest that can ignite the imaginations of young minds? It offers what we hope will be helpful responses to two pertinent questions: What can we reasonably do? And are we doing it?
Theodore Roosevelt put it aptly when he said,
"Do what you can, with what you have, where you are." | <urn:uuid:ca109d9f-f6b4-4732-a62b-1cb0de1b1211> | CC-MAIN-2023-50 | https://in.sagepub.com/sites/default/files/upm-assets/43429_book_item_43429.pdf | 2023-12-04T12:57:56+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00603.warc.gz | 344,774,475 | 1,742 | eng_Latn | eng_Latn | 0.998889 | eng_Latn | 0.999146 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1687,
4966,
7401,
9022
] | [
2.8125
] | 1 | 6 |
2017 - 2018 6 th Grade Math – Unit 1 Dates: July 31-Sept.18
Topic A-D
- 6.NS.8: Interpret, model, and use ratios to show the relative sizes of two quantities. Describe how a ratios shows the relationship between two quantities. Use the following notations: a/b, a to b, a:b.
- 6.NS.10: Use reasoning involving rates and ratios to model real-world and other mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).
- 6.AF.9: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane.
- 6.NS.5: Know commonly used fractions (halves, thirds, fourths, fifths, eighths, tenths) and their decimal and percent equivalents. Convert between any two representations (fractions, decimals, percents) of positive rational numbers without the use of a calculator.
- 6.NS.9: Understand the concept of a unit rate and use terms related to rate in the context of a ratio relationship.
- GM.2: Convert between measurement systems (English to metric and metric to English) given conversion factors, and use these conversions in solving real-world problems. (Not covered in Eureka Math lessons.) Consider teaching 6.GM.2 alongside of 6.NS.9 Measurement conversions are taught in Lessons 21 and 22, but does not include English to metric.
6
th
Grade Math – Unit 2
Dates: Sept.19 th - Nov. 8 th
Topic A-D
- 6.C.4 Compute quotients of positive fractions and solve real-world problems involving division of fractions by fractions. Use a visual fraction model and/or equation to represent these calculations.
- 6.NS.7 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers from 1 to 100, with a common factor as a multiple of a sum of two whole numbers with no common factor.
- 6.C.2 Compute with positive fractions and positive decimals fluently using a standard algorithmic approach.
- 6.NS.6: Identify and explain prime and composite numbers (Prime and Composite Numbers) can be found in Grade 4 Module 3 Lesson 25
- 6.C.3: Solve real-world problems with positive fractions and decimals by using one or two operations
- 6.C.1: Divide multi-digit whole numbers fluently using a standard algorithmic approach. Will also be instructed in Module 6
6
th
Grade Math – Unit 3
Dates: Nov. 9- Dec.18
Topic A-C
- 6.NS.2: Understand the integer number system. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself (e.g., –(–3) = 3), and that 0 is its own opposite.
- 6.NS.1: Understand that positive and negative numbers are used to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge). Use positive and negative numbers to represent and compare quantities in real-world contexts, explaining the meaning of 0 in each situation.
- 6.NS.3: Compare and order rational numbers and plot them on a number line. Write, interpret, and explain statements of order for rational numbers in real-world contexts.
- 6.AF.6: Write an inequality of the form x > c, x ≥ c, x < c, or x ≤ c, where c is a rational number, to represent a constraint or condition in a real-world or other mathematical problem. Recognize inequalities have infinitely many solutions and represent solutions on a number line diagram.
- 6.NS.4: Understand that the absolute value of a number is the distance from zero on a number line. Find the absolute value of real numbers and know that the distance between two numbers on the number line is the absolute value of their difference. Interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
- 6.AF.7: Understand that signs of numbers in ordered pairs indicate the quadrant containing the point; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Graph points with rational number coordinates on a coordinate plane.
- GM.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate; apply these techniques to solve real-world and other mathematical problems.
- 6.AF.8: Solve real-world and other mathematical problems by graphing points with rational number coordinates on a coordinate plane. Include the use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
th
6 Grade Math – Unit 4
Dates: Dec. 19- March 7
- Topic A - H
- 6.C.6 Apply the order of operations and properties of operations (identity, inverse, commutative properties of addition and multiplication, associative properties of addition and multiplication, and distributive property) to evaluate numerical expressions with nonnegative rational numbers, including those using grouping symbols, such as parentheses, and involving whole number exponents. Justify each step in the process.
- 6.C.5 Evaluate positive rational numbers with whole number exponents.
- 6.AF.2 Apply the properties of operations (e.g., identity, inverse, commutative, associative, distributive properties) to create equivalent linear expressions and to justify whether two linear expressions are equivalent when the two expressions name the same number regardless of which value is substituted into them.
- 6.AF.1 Evaluate expressions for specific values of their variables, including expressions with wholenumber exponents and those that arise from formulas used in real-world problems.
- 6.AF.5 Solve equations of the form x + p = q, x - p = q, px = q, and x/p = q fluently for cases in which p, q and x are all nonnegative rational numbers. Represent real world problems using equations of these forms and solve such problems.
- 6.AF.6: Write an inequality of the form x > c, x ≥ c, x < c, or x ≤ c, where c is a rational number, to represent a constraint or condition in a real-world or other mathematical problem. Recognize inequalities have infinitely many solutions and represent solutions on a number line diagram.
- 6.AF.4 Understand that solving an equation or inequality is the process of answering the following question: Which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
- 6.AF.10 Use variables to represent two quantities in a proportional relationship in a real-world problem; write an equation to express one quantity, the dependent variable, in terms of the other quantity, the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
- 6.GM.4: Find the area of complex shapes composed of polygons by composing or decomposing into simple shapes; apply this technique to solve real-world and other mathematical problems.
- 6.AF.3 Define and use multiple variables when writing expressions to represent real-world and other mathematical problems, and evaluate them for given values.
- 6.GM.5: Find the volume of a right rectangular prism with fractional edge lengths using unit cubes of the appropriate unit fraction edge lengths (e.g., using technology or concrete materials), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find volumes of right rectangular prisms with fractional edge lengths to solve real-world and other mathematical problems.
*When practicing formulas, use 6.GM.4 and 6.GM.5 (area and volume) to target this critical standard prior to ISTEP part 1. These standards are also taught in Module 5.
6 th
Grade Math – Unit 5
Dates: March 8- April 25
Topic A - D
- 6.GM.4: Find the area of complex shapes composed of polygons by composing or decomposing into simple shapes; apply this technique to solve real-world and other mathematical problems.
- 6.GM.6: Construct right rectangular prisms from nets and use the nets to compute the surface area of prisms; apply this technique to solve real-world and other mathematical problems.
- 6.GM.5: Find the volume of a right rectangular prism with fractional edge lengths using unit cubes of the appropriate unit fraction edge lengths (e.g., using technology or concrete materials), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V = Bh to find volumes of right rectangular prisms with fractional edge lengths to solve real-world and other mathematical problems.
- 6.GM.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate; apply these techniques to solve real-world and other mathematical problems.
- 6.GM.2: Know that the sum of the interior angles of any triangle is 180° and that the sum of interior angles of any quadrilateral is 360°. Use this information to solve real-world and mathematical problems. (Not covered in Eureka Math lessons.) (Supplement using lessons from TenMarks 7.G.2. or other teacher resources.)
th
Dates:
6 Grade Math – Unit 6
April 26- May 31
Topic A - D
- 6.DS.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for the variability in the answers. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
- 6.DS.3: Formulate statistical questions; collect and organize the data (e.g., using technology); display and interpret the data with graphical representations (e.g., using technology).
- 6.DS.2: Select, create, and interpret graphical representations of numerical data, including line plots, histograms, and box plots.
- 6.DS.4: Summarize numerical data sets in relation to their context in multiple ways, such as: report the number of observations; describe the nature of the attribute under investigation, including how it was measured and its units of measurement; determine quantitative measures of center (mean and/or median) and spread (range and interquartile range), as well as describe any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered; and relate the choice of measures of center and spread to the shape of the data distribution and the context in which the data were gathered.
- 6.C.1: Divide multi-digit whole numbers fluently using a standard algorithmic approach. | <urn:uuid:e4016a26-df10-4635-8363-c0e060071f30> | CC-MAIN-2018-43 | https://prd-mp-docs.azureedge.net/89f31777-9698-4d36-b567-760130ea613f/document/83cd0ba5-95cb-4db1-b847-2b1541e755f2/6thgrademathcombined.pdf | 2018-10-19T06:26:02Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00550.warc.gz | 784,278,493 | 2,412 | eng_Latn | eng_Latn | 0.99179 | eng_Latn | 0.993063 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1413,
2493,
4911,
8156,
9660,
11113
] | [
4.0625
] | 1 | 0 |
Single Equality Policy
Bushbury Nursery School Single Equality Policy
This Equality Policy replaces the;
* Race Policy
* Disability Equality Scheme
* Gender Equality Scheme
* Equal Opportunity Policy
This policy should be read in conjunction with;
* Schools Guidance and Framework on the Public Sector Equality Duty 2011
* Education and Inspections Act 2006
* Ofsted Inspection Schedule 2019
* Wolverhampton City Council Religious and Cultural Dress and Symbols Guidelines
* Monitoring Racist and Bullying Incidents Guidance 2010
* School community cohesion audit
* Accessibility Policy and Plan
Purpose
The purpose of this policy is to set out Bushbury Nursery Schools commitment to equality and inclusion. In addition, it details how Bushbury Nursery School intends to comply with the Equality Act 2010.
1. Mission statement
At Bushbury Nursery School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, disability, sex, sexual orientation, gender reassignment, religion or belief, pregnancy and maternity, and age for staff. We will adhere to the legal definitions of these protected characteristics as set out by the Equality and Human Rights Commission (EHRC) code of practice which can be found in annex A.
We aim to develop a culture of inclusion and diversity, in which all those connected to the school feel proud of their identity and able to participate fully in school life.
The achievement of pupils will be monitored by race, sex, age and disability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
2. Mainstreaming equality into policy and practice
Whilst the school operates equality of opportunity in its day to day practice which is highlighted throughout this policy, specific actions are set out in accessibility plan and School Improvement Plan
Teaching and learning
We aim to provide all our pupils with the opportunity to succeed, and to reach the highest level of personal achievement. To do this, we will:
* Use contextual data to improve the ways in which we provide support to individuals and groups of pupils;
* Monitor achievement data by ethnicity, gender and disability and action any gaps, including providing targeted support where appropriate;
* Take account of the achievement of all pupils when planning for future learning and setting challenging targets;
* Ensure equality of access for all pupils and prepare them for life in a diverse society;
* Use materials that reflect the diversity of the school population and local community without stereotyping and expose pupils to a range of thoughts and ideas;
* Promote attitudes and values that will challenge racist and other discriminatory behaviour or prejudice;
* Provide opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures;
* Seek to involve all parents in supporting their child's education;
* Encourage classroom and staffroom discussion of equality issues which reflect on social stereotypes, expectations and the impact on learning;
* Include teaching and classroom-based approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.
* Seek to involve the community around the school in the celebration and raising awareness of cultural issues.
Admissions and exclusions
Our admissions arrangements are fair and transparent, and do not discriminate on the protected characteristics or socio-economic factors.
Exclusions will always be based on the school's Behaviour Policy. We will closely monitor exclusions to avoid any potential adverse impact and ensure any disproportionality is identified and dealt with.
3. Equal opportunities for staff
This section deals with aspects of equal opportunities relating to staff at Bushbury Nursery
We are committed to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment.
All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. However we are concerned to ensure wherever possible that the staffing of the school reflects the diversity of our community.
Employer duties
As an employer we need to ensure that we eliminate discrimination, victimisation and harassment in our employment practice and advance equality across all groups within our workforce.
Equality aspects such as age, sex, race, disability, sexual orientation, gender re-assignment, pregnancy and maternity and religion and belief are considered when appointing staff and particularly when allocating Teaching and Learning Responsibilities (TLR) or re-evaluating staff structures, to ensure decisions are free of discrimination.
Actions to ensure this commitment is met include:
* Monitoring recruitment and retention including bullying and harassment of staff;
* Continued professional development opportunities for all staff, which are monitored
as part of the performance management process;
* Senior Leadership Team support to ensure equality of opportunity for all.
4. Equality and the law
Bushbury Nursery School will ensure it does not unlawfully discriminate against its pupils, prospective pupils, staff, job applicants, or parents / carers in the performance of its duties, policies and practices.
Discrimination means treating someone less (or more) favourably than a "comparator". Harassment (which is one form of discrimination) means violating someone's dignity, or creating an intimidating, hostile, degrading, humiliating or offensive environment for them. Victimisation means discrimination because of a previous complaint. We recognise that discrimination can occur in the following ways and will actively work to alleviate it;
- Direct discrimination
- Indirect discrimination
- Discrimination arising from disability including failure to make reasonable adjustments and provide auxiliary aids and services.
- Harassment
- Victimisation
Accessibility
Bushbury Nursery will comply with the Building Regulations and the Education (School Premises) Regulations 1999 and should be physically accessible to disabled pupils. We will plan to
* Increase the extent to which disabled pupils can access the school curriculum;
* Improve the physical environment of the school to increase the extent to which disabled pupils can access education and associated services; and
* Improve access to written information which is provided to disabled pupils. This will be done within a reasonable period of time and in formats which take account of the views expressed by the pupils and parents / carers about their preferred means of communication.
We will review our accessibility targets at least every three years. The targets can be found in the School Building Plan
We will work actively to anticipate the needs of disabled staff and pupils and will ensure the inclusion of disabled people by making reasonable adjustments. We will consider the following in deciding when a reasonable adjustment request can be met;
- How effective the change will be in assisting the disabled person
- Its practicality
- The cost
- The resources and size of school
- The availability of any financial support and
- Any safety issues
5. The general equality duty and public sector equality duty
From April 2011, The Equality Act 2010 introduced a single equality duty on all public bodies, including schools, which is extended to all protected strands – age, sex, sexual orientation, gender reassignment, race, disability, pregnancy and maternity, religion or belief. This combined equality duty, which replaces the three previous public sector equality duties, has three main elements. In the discharge of our functions, we will have due regard for the need to:
* Eliminate discrimination, harassment and victimisation and other conduct prohibited by the act;
* Advance equality of opportunity between people who share a protected characteristic and those who do not;
* Foster good relations between people who share a protected characteristic and those who do not.
Bushbury Nursery will tackle discrimination by:
(a) recording and reporting all racist incidents and prejudice related bullying incidents
Bushbury Nursery is committed to advancing equality of opportunity by:
(a) removing or minimising disadvantages
(b) taking steps to meet the needs of pupils, parents / carers and staff
(c) encourage participation in any activity in which participation of protected groups is disproportionately low
Bushbury Nursery will foster good relations by:
(a) tackling prejudice and harassment including bullying, and
(b) promoting understanding between pupils from different backgrounds
In order to comply with the requirements of the public sector equality duty (PSED) we will;
1. Collect and publish school equality information annually (by 6 th April 2012)
Bushbury Nursery undertake routine equality monitoring of our pupils by race, gender, age and disability across a number of areas including admissions, exclusions, progress and attainment.
Bushbury Nursery also undertakes routine equality monitoring of our staff. We will collect the following workforce information;
- The number of part-time / full-time staff and the race, gender, disability, and age distribution
- An indication of likely representation on sexual orientation, religion and belief, providing that individuals cannot be identified
- An indication of any issues for transsexual staff, based on our engagement with transsexual staff, providing that individuals cannot be identified, and voluntary groups
- Gender pay gap information
- Grievances and dismissals
2. Identify and publish school equality and accessibility objectives by 6 th April 2012
Bushbury Nursery will develop specific and measurable equality and accessibility objectives based on the evidence gathered and published and the engagement in which we have been involved. Objectives will meet the three aims of the general duty.
The equality and accessibility objectives will be reviewed on September 2016
Every three years, accordingly, we will draw up an action plan within the framework of the overall school improvement plan and process of self evaluation, setting out the specific equality and accessibility objectives we shall pursue.
We will report annually on progress towards achieving them.
3. Undertake equality analysis on the effects of school practices and policies
Bushbury Nursery School will undertake equality analysis on all relevant school policies and decisions, as part of the school policy review process.
6. Roles and Responsibilities
The role of governors
The governing board has set out its commitment to equal opportunities in this policy and it will continue to do all it can to ensure that the school is fully inclusive to pupils, and prospective pupils, and responsive to their needs..
The governing board seeks to ensure that people are not discriminated against when applying for jobs at our school on grounds of the protected characteristics and will take all reasonable steps to ensure that the school environment gives access to people with disabilities, and strive to make school communications as inclusive as possible for parents, carers and pupils.
The governors welcome all applications to join the school, whatever a child's socio-economic background, race, sex, disability, sexual orientation, religion or belief, gender reassignment, or pregnancy.
The governing body ensures that no child is discriminated against whilst in our school on account of any of the protected characteristics, and ensures that all reasonable adjustments are made for disabled pupils.
The governing body is liable for any breaches of the legislation. It is also liable for the actions of its employees and agents of the school, unless it can show that it took all reasonable steps to prevent discrimination, harassment or victimisation taking place.
The role of the Head teacher
It is the head teacher's role to implement the school's Equality Policy and she is supported by the governing body in doing so.
It is the head teacher's role to ensure that all staff are aware of the Equality Policy and their responsibilities within it, and that teaching and non teaching staff are given appropriate training and support to apply this Policy fairly in all situations.
The head teacher ensures that all appointment panels give due regard to this Policy, so that noone is discriminated against when it comes to employment or training opportunities.
The head teacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people and equal opportunities to participate in all aspects of school life.
The head teacher treats all incidents of unfair treatment and any incidents of bullying or discrimination, including racist incidents, with due seriousness.
The role of all staff: teaching and non-teaching
All staff will ensure that all pupils and members of staff are treated fairly, equally and with respect, and will maintain awareness of the school's Equality Policy.
All staff will strive to provide curriculum material that gives positive images and challenges stereotypical images.
All staff will challenge any incidents of bullying, prejudice, racism or homophobia, and record any serious incidents, drawing them to the attention of the head teacher.
Teachers support the work of ancillary or support staff and encourage them to intervene in a positive way against any discriminatory incidents.
Staff are personally responsible for their own acts of discrimination, harassment or victimisation carried out during their employment, whether or not the employer is liable. However, an employee is not liable in relation to disability discrimination in schools.
7. Review of progress and impact
This policy has been agreed by our Governing Body. We have a rolling programme for reviewing our school policies and their impact. In line with legislative requirements, we will review progress against our Equality Policy annually and monitor our equality and accessibility objectives annually as part of school improvement planning.
We make regular assessments of pupils' learning and use this information to track pupil progress. As part of this process, we regularly monitor achievement by ethnicity, gender and disability, to ensure that all groups of pupils are making the best possible progress, and take appropriate action to address any gaps.
Annex A: Protected characteristics
The protected characteristics for the schools provisions are:
* Disability.
* Gender reassignment.
* Pregnancy and maternity.
* Race.
* Religion or belief.
* Sex.
* Sexual orientation.
Age and marriage and civil partnership are NOT protected characteristics for the schools provisions, but do apply to staff.
Disability
A person is a disabled person (someone who has the protected characteristic of disability) if they have a physical and/or mental impairment which has what the law calls 'a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities'. There is no need for a person to have a medically diagnosed cause for their impairment; what matters is the effect of the impairment not the cause. In relation to physical impairment:
* Conditions that affect the body such as arthritis, hearing or sight impairment (unless this is correctable by glasses or contact lenses), diabetes, asthma, epilepsy, conditions such as HIV infection, cancer and multiple sclerosis, as well as loss of limbs or the use of limbs are covered.
* HIV infection, cancer and multiple sclerosis are covered from the point of diagnosis.
* Severe disfigurement (such as scarring) is covered even if it has no physical impact on the person with the disfigurement, provided the long-term requirement is met (see below).
* People who are registered as blind or partially sighted, or who are certified as being blind or partially sighted by a consultant ophthalmologist, are automatically treated as disabled under the Act.
Mental impairment includes conditions such as dyslexia and autism as well as learning disabilities such as Down's syndrome and mental health conditions such as depression and schizophrenia. The other tests to apply to decide if someone has the protected characteristic of disability are:
* The length the effect of the condition has lasted or will continue: it must be long term. 'Long term' means that an impairment is likely to last for the rest of the
person's life, or has lasted at least 12 months or where the total period for which it lasts is likely to be at least 12 months. If the person no longer has the condition but it is likely to recur or if the person no longer has the condition, they will be considered to be a disabled person.
* Whether the effect of the impairment is to make it more difficult and/or timeconsuming for a person to carry out an activity compared to someone who does not have the impairment, and this causes more than minor or trivial inconvenience.
* If the activities that are made more difficult are 'normal day-to-day activities' at work or at home.
* Whether the condition has this impact without taking into account the effect of any medication the person is taking or any aids or assistance or adaptations they have, like a wheelchair, walking stick, assistance dog or special software on their computer. The exception to this is the wearing of glasses or contact lenses where it is the effect while the person is wearing the glasses or contact lenses, which is taken into account.
For example:
Someone who has ADHD might be considered to have a disability even if their medication controls their condition so well that they rarely experience any symptoms, if without the medication the ADHD would have long-term adverse effects.
Progressive conditions and those with fluctuating or recurring effects are included, such as depression, provided they meet the test of having a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities.
Gender reassignment
Gender reassignment is a personal process (rather than a medical process) which involves a person expressing their gender in a way that differs from or is inconsistent with the physical sex they were born with.
This personal process may include undergoing medical procedures or, as is more likely for school pupils, it may simply include choosing to dress in a different way as part of the personal process of change.
A person will be protected because of gender reassignment where they:
* make their intention known to someone – it does not matter who this is, whether it is someone at school or at home or someone like a doctor:
- once they have proposed to undergo gender reassignment they are protected, even if they take no further steps or they decide to stop later on
- they do not have to have reached an irrevocable decision that they will undergo gender reassignment, but as soon as there is a manifestation of this intention they are protected
* start or continue to dress, behave or live (full-time or part-time) according to the gender they identify with as a person
* undergo treatment related to gender reassignment, such as surgery or hormone therapy, or
* have received gender recognition under the Gender Recognition Act 2004.
It does not matter which of these applies to a person for them to be protected because of the characteristic of gender reassignment.
This guidance uses the term 'transsexual person' to refer to someone who has the protected characteristic of gender reassignment.
Pregnancy and maternity
The Act lists pregnancy and maternity as a protected characteristic. Pregnancy and maternity discrimination is covered in Section 2.
Race
Race means a person's:
* colour, and/or
* nationality (including citizenship), and/or
* ethnic or national origin
and a racial group is composed of people who have or share a colour, nationality or ethic or national origins.
A person has the protected characteristic of race if they belong to a particular racial group, such as 'British people'.
Racial groups can comprise two or more racial groups such as 'British Asians'.
Religion or belief
The protected characteristic of religion or belief includes any religion and any religious or philosophical belief. It also includes a lack of any such religion or belief.
A religion need not be mainstream or well known to gain protection as a religion. It must, though, be identifiable and have a clear structure and belief system. Denominations or sects within religions may be considered a religion. Cults and new religious movements may also be considered religions or beliefs.
Belief means any religious or philosophical belief and includes a lack of belief.
'Religious belief' goes beyond beliefs about and adherence to a religion or its central articles of faith and may vary from person to person within the same religion.
A belief which is not a religious belief may be a philosophical belief, such as humanism or atheism.
A belief need not include faith or worship of a god or gods, but must affect how a person lives their life or perceives the world.
For a belief to be protected by the Equality Act:
* It must be genuinely held.
* It must be a belief and not an opinion or viewpoint based on information available at the moment.
* It must be a belief as to a weighty and substantial aspect of human life and behaviour.
* It must attain a certain level of cogency, seriousness, cohesion and importance.
* It must be worthy of respect in a democratic society.
* It must be compatible with human dignity and not conflict with the fundamental rights of others.
Sex
A person's sex refers to the fact that they are male or female. In relation to a group of people, it refers to either men or women or to either boys or girls.
Sexual orientation
Sexual orientation means the attraction a person feels towards one sex or another (or both), which determines who they form intimate relationships with or are attracted to.
* Some people are only attracted to those of the same sex (lesbian women and gay men).
* Some people are attracted to people of both sexes (bisexual people).
* Some people are only attracted to the opposite sex (heterosexual people).
Everyone is protected from being treated worse because of sexual orientation, whether they are bisexual, gay, lesbian or heterosexual.
Sexual orientation discrimination also covers discrimination connected with manifestations of that sexual orientation. | <urn:uuid:75379cf5-1927-4aef-9027-b414f74538bb> | CC-MAIN-2023-50 | https://www.bushburynursery.co.uk/_files/ugd/81ffab_c8445dcee42a42f7a209298bd7b63beb.pdf | 2023-12-04T12:33:36+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00604.warc.gz | 746,736,519 | 4,255 | eng_Latn | eng_Latn | 0.992868 | eng_Latn | 0.997888 | [
"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"
] | false | docling | [
22,
834,
3303,
5376,
7549,
9487,
11308,
13657,
15023,
16962,
19335,
20860,
22683,
23016
] | [
1.3984375,
2.078125
] | 45 | 0 |
Bradford K-8 Grades 6-8 Parent and Student Handbook
Welcome to Bradford Grades 6-8! We believe a teacher/parent/student partnership is the key to success for students at Bradford. As teachers, we work with students to promote both their academic success and social/emotional well-being. To accomplish this we will use the ten Expeditionary Learning (EL) principles. It is our belief that these ten principles will prepare your child to be successful for high school and beyond.
* The Primacy of Self-Discovery
* The Having of Wonderful Ideas
* The Responsibility for Learning
* Empathy and Caring
* Success and Failure
* Collaboration and Competition
* Diversity and Inclusion
* The Natural World
* Solitude and Reflection
* Service and Compassion
The Bradford 6-8 teachers have created this handbook for you to refer to during the school year. Included are our policies and procedures so you can be an integral part of "the team." Thank you for joining us in this partnership and we look forward to a positive and successful school year.
Home/School Partnership
As a team of teachers, we follow four of the EL principles above in a successful home/school partnership: Responsibility for Learning, Empathy and Caring, Success and Failure, Solitude and Reflection. We assist the students with new learnings and offer scaffolds to help them become more independent and self-sufficient.
We work with students and offer them scaffolds for managing classwork, homework, and technology. It is important for our students to continue to work toward increased responsibility as the workload becomes more challenging. We strive to achieve a large measure of independent, self-managed behavior in our students that will serve them well in their high school years and beyond.
As a home/school partnership, we hope that you can be a part of the team of support that helps guide your child through a successful middle school experience. The school scaffolds below are only half of the picture. In order for students to be successful, it is essential that parents understand their role in their student's education. Below is the list of scaffolds that we use at school and a list of things parents and students can do at home.
School Scaffolds This is what we do at school
Home Scaffolds Here are some things you can do at home
* Teach students to use classroom technology tools (school website, teacher websites, Schoology, Google Classroom, Google Calendar, Kahn Academy, Infinite Campus)
* Keep updated class calendars and web pages with assignments and deadlines
* Follow a team-wide late work policy
* Update grades and assignments on Parent Portal/Infinite Campus frequently
* Daily verbal and visual reminders of homework and assignment deadlines
* Time for students to record in Google Calendars daily assignments
* Crew meetings with students Monday through Thursday
* Teacher availability for extra support when needed
* Contact parents when necessary
* Help students manage their Google Drive folders
* Verbal/visual reminders to stay on task
* Daily check for understanding with students
* Give constructive feedback through the use of rubrics for large assignments
* Design and plan expeditionary learning opportunities that develop the 10 EL principles
* Connect with each student to ensure a safe and successful learning environment
* Make sure your student is classroom ready (getting enough sleep, eating breakfast, prepared for class daily with materials etc.)
* Ensure that students know how to log on to their School Google Account (attachments, calendars etc. will not be viewable unless the student is logged into their jeffco schools Google account)
* Review classroom guidelines and expectations
* Bookmark each teacher's website, Schoology, Khan Academy etc.
* Play around with the technology to get familiar with it as a parent
* Encourage students to email teachers when they need assistance. Teachers will try to get back to students within 24 hours during the school week...or during the next class period
* Hold your student accountable at home for their educational performance
* Check student Google Calendars and help students plan ahead for busy weeks and long-term assignments
* Help students stay organized
* View class calendars and websites with your student
* Check in with students regarding grades, assignments and needed materials
* Help your student develop a plan for printing assignments, preferably at home
How to Access Teacher Websites/Schoology/Parent Portal
Teacher websites, Schoology and Parent Portal, are important resources for 6-8 students as this is where teachers upload assignments, record classroom learning goals and due dates on calendars, and make important announcements to students regarding upcoming events. Students who use their teacher's websites and/or Schoology daily are more likely to be successful during their middle school years. Teachers will work with students so they can learn how to access the various forms of technology used in classes.
Teacher Websites: Please follow the directions below to learn how to access your teacher's websites:
- Log into your internet browser. (We recommend Google Chrome if you want to be able to view the teacher's Google Calendars).
* Go to the Bradford K-8 homepage
* Click on the classroom websites tab
* Select the Middle School tab
* From Middle School page you can access the team calendar and individual teacher websites
(You may want to bookmark the Bradford K-8 home page for future use, as Bradford K-8 uses this as a key communication tool.)
Note: Each teacher has their own, unique way of communicating with students within their website. It is important that you learn where each teacher places information with their website. Therefore, it is important that students learn to use each teacher's site and where to find classroom resources.
Schoology and Google Classroom: Your student will be trained in the classroom to access/use Schoology and Google Classroom in and out of the classroom. If you would like to see what this looks like ask your student to show you. Both Schoology and Google are accessible from your home computer or any device with internet access.
Infinite Campus / Parent Portal: Infinite Campus is the online gradebook that parents and students should use to monitor the student's progress as well as other information. Please look at the linked document to find out all of the ways Infinite Campus/Parent Portal can help your student be successful as well as basics on how to navigate this tool.
Using the gradebook
Grading Policy
Student success requires that classwork and homework must be completed by the assigned deadline (due date). Assignments are due when the bell rings at the beginning of class. This means that if an assignment needs to be printed, it should be printed at home (preferred) or printed before the school day begins. Assignments turned in after class starts will be considered late. Students should plan ahead to avoid printing issues.
Grading Scale:
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 59% and below
Late work:
* Work turned in within two days of the deadline will earn 80% of the student's total score on the assignment.
* Work turned after two days past the deadline will earn 50% of the student's total score on the assignment.
* Work not turned in will be recorded as Missing in the gradebook and the score will be calculated as a zero.
* When a student turns in late work, Late will be indicated in the gradebook.
Make up work due to absences:
* Follows the district policy of two days for make up for every day a student misses school.
* It is the student's responsibility to look at the teacher calendars and meet with the teachers upon return to school in order to get the make up work.
* Make up work not turned in within the district required days will be counted late and/or missing based on the team late work policy.
* If a student is absent on a day that an assignment is due, the assignment is due the day they return.
Academic Integrity
At Bradford academic integrity is important. Sometimes students aren't sure when the line has been crossed between plagiarism or cheating and authentic work products, especially when technology is involved. We will work with students during the year on ways to maintain the level of integrity expected of Bradford students. At home, you could also help your student with academic integrity and, hopefully, the line will get less blurry.
Some of the topics we will discuss and teach students include:
* Turning in any work that is not the student's own work
* Using electronic devices to look up, photograph, record or text information when it is not allowed
* Copying another student's or author's work or class assignment
* Allowing another student to copy your work or your assignment
* Putting your name on another student's paper/project/work
* Using a "cheat sheet" or any unauthorized piece of writing on a quiz/test
* Giving another student help on an individual quiz/test
* Using any material from the internet without proper citation and appropriate credit, this includes copying and pasting materials from the Internet to your own work
Technology Expectations
Technology is an important part of 21st Century education. Because electronic devices will be used for academic purposes, it is important for students to follow the Bradford Technology Contract. Throughout the year, we work with students on appropriate device use and when it's time to put electronics away. It would be helpful if you would review this policy with your student as well. Contact the Digital Teacher Librarian at Bradford North with questions.
Class Information
Students at Bradford Middle School will have four core classes. In 6th grade these classes are math, ELA, science, and social studies. Nonfiction reading strategies will be addressed in the science and social studies classrooms. Fiction reading strategies will be addressed in the ELA classroom In 7-8, the core classes are math, writing, science/social studies, and an access/reading class (advisement). The 7-8 the science/social studies classes will rotate every 6-8 weeks, dependent on the expedition students are conducting in the class. This allows for a deeper understanding of the content and possible field study opportunities. The 7-8 access/reading class will be a year long class. During this class students will work to develop study skills, organization techniques, and be instructed in reading strategies to support their learning in science/social studies. Though there may be some opportunities to complete homework in this class, THIS IS NOT SOLELY A "HOMEWORK/STUDY HALL CLASS". All core classes, crew, and exploratories are graded.
Crew Time
Crew time provides each student a one-to-one relationship with an adult advisor (crew leader) at the school, as well as a consistent and ongoing small-scale peer community. Crew leaders monitor and support student progress, serve as the student's advocate in difficult academic and social situations, and act as the primary contact point between parents and the school for administrative business. Student administrative business is generally accomplished during crew meetings under the guidance of the crew leader (i.e. permission slips). Crew meetings are frequently used for team building exercises and for group discussions on topical issues. These exercises and discussions help establish crew identity and a positive school culture.
| Instructors | Academic Subject | Room # | Contact Information |
|---|---|---|---|
| Melissa Gonring | Writing | 9 | email@example.com |
| Alisha Lindsey | Social Studies/Access | 14 | firstname.lastname@example.org |
| Tonia Marino | Math | 18 | email@example.com |
| Sean Stevinson | Science/Access | 17 | firstname.lastname@example.org |
| Lisa Prentiss | Social Studies | 10 | email@example.com |
| Jerilyn Suster | Science | 16 | firstname.lastname@example.org |
| Whitney Millikin | Literacy/ELA | 15 | email@example.com |
| Eddie Rodriguez | Math | 13 | firstname.lastname@example.org |
This year in writing we will…
* hone our writing skills with narrative, informational, and argument writing units
* complete interdisciplinary learning activities with science and social studies
* learn and practice complex convention skills
* practice our group skills through guided collaborative work
This year in science we will…
* use the scientific method, setting up labs, collecting data, interpreting data and observations and basing conclusions on evidence collected.
* study: cells and organisms, energy transfer in living things, mixtures and substances, adaptations of life over time, earth systems and geological events through time and health and decision making.
* complete interdisciplinary learning activities
This year in social studies we will…
* study the world and its people
* learn many concepts of Geography, History, Civics, and Economics
* pay attention to world news and discuss various topics in school as well as at home
* complete interdisciplinary learning activities
This year in math we will…
* develop an understanding of rational and irrational numbers
* model expressions and linear relationships
* study geometry
* model proportional relationships
* write and solve equations and inequalities
* study probabilities and statistics
* engage in problem solving activities
Supplies you will need in class EVERY DAY…
* iPad or Chromebook
* notebook paper
* supply bag with pens, pencils, highlighters
* homework folder
* binder with dividers
* college-ruled paper
* 2 spiral notebooks
* 1 set earbud headphones
How to be classroom ready...
* come to class on time with supplies and be prepared to learn
* treat others with respect and courtesy
* stay on task and complete work
* turn work in on time
* contribute to class discussions
* work with assigned classroom partner to solve problems
* follow procedures
* respect other students' thinking
Miscellaneous
* Water bottles are permitted in classrooms (filled only with water).
* Snacks are encouraged. Follow each teacher's class rules.
* Birthdays:
- No treats are allowed per district regulations
- During Crew Time, student birthdays will be celebrated with kindness notes
* Student phones should be off and out of sight throughout the school day.
* No devices are allowed at recess/lunch time.
* We encourage students to keep all valuable items at home.
* School information will come home in the students' Homework Folders. There will not be "Friday Folders" for middle school students. | <urn:uuid:badad447-b424-41b0-87a8-e4b6f9960975> | CC-MAIN-2018-43 | http://bradfordk8.jeffcopublicschools.org/UserFiles/Servers/Server_674921/File/Bradford%20Docs,PDFs/Bradford%20Middle%20School%20Parent%20Handbook%202018-19.pdf | 2018-10-19T06:35:46Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00551.warc.gz | 56,470,697 | 3,035 | eng_Latn | eng_Latn | 0.997554 | eng_Latn | 0.998495 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
51,
1048,
4466,
6606,
8661,
11575,
13230,
14447,
14689
] | [
2.625
] | 1 | 1 |
WYRE FOREST, CUCKOOS AND THE SECRET
Neville Wilde
In the first years of the twenty first century we sadly find our forest of Wyre with a number of its notable species of wildlife missing or reduced to a hitherto unknown scarcity. The vagaries of both global and local climatic changes and the ever increasing levels of airborne pollution have inevitably taken their toll. Although most wildlife is adaptable there is a limit to the rate of change with which many species can cope and for a number this appears to have now been exceeded. Wyre has always been a working forest producing timber and other products and as such has always been in a state of change. Felling of trees has benefitted some species by creating temporary open spaces and caused others to migrate to other less disturbed parts of the forest, generally there has always been a suitable refuge within the forest bounds. However when the changes which occur affect the whole forest at the same time the result is all too frequently a loss of species.
A newcomer to the forest, walking through the woodlands in summer now, can appreciate the wonderful diversity of wildlife which still abounds. They could only guess however at the abundance which would have surrounded them in times past. For example the richness and variety of the birdsong they might hear now is a mere echo of that which filled the air only two or three decades ago. There are still a few people that can remember the forest as it was in the early part of the twentieth century but memories become unreliable and for a clearer picture of the forest in those days we have to rely on the written record or on what has been related to us in conversations long past and noted down at the time. Unlike the present day, now that they have become so scarce in the forest, in those days the purring of turtle doves (Streptopelia turtur (L)) accompanied by the calls of Cuckoos (Cuculus canorus (L.)) filled the air through the long summer days of June. Dawn choruses were deafening, nightingales (Luscinia megarhynchos (Brehn)) still inhabited the forest, nightjars (Caprimulgus europaeus (L.)) churred through twilight hours and hedgerows and meadows were filled with nesting birds in their season. Bird life was abundant everywhere and the horse a common animal on the roads as well as the on the farm. Following in the wake of the parties of men felling trees with axes and crosscut saws, charcoal burners tended their earth covered kilns converting the branch wood left behind.
gathered through keen observations over the years by a number of ornithologists and oologists who were usually gentlemen of independent means or clergymen. Much of the anatomical information had been obtained by the Victorians through the expediency of taking specimens for examination usually by shooting.
Unsolved bird mysteries however still existed and caused much heated debate among the experts of the day both in the British Isles and in Europe. Principal among these was the procedure adopted by the Cuckoo when depositing her eggs in the nests of other birds. How such a large bird could place an egg in for example a wren's (Troglodytes troglodytes (L)) domed nest without demolishing it? had caused observers to speculate that the Cuckoo laid her egg on the ground then transferred it into the nest of her chosen fosterer using her beak. Cuckoos had frequently been seen perched and in flight with eggs in their beaks and this was taken to be the proof.
We now know that the eggs of Cuckoos are laid directly into the fosterer's nest and have evolutionary adaptations regarding size, colour and incubation period. They are very small for a bird as large as an adult Cuckoo to lay being only slightly larger than the eggs of a song thrush (Turdus philomelos (Brehn)). They are however significantly larger than those of most of the species they parasitise. The eggs have comparatively thick shells and are thus robust enough to survive rough treatment during laying. The colour is often rather similar to the eggs of the chosen fosterer and the incubation period of about twelve days is the same or shorter than that of the fosterer. The female Cuckoo is able to retain the egg in her body for a considerable time and then is able to expel it in a matter of seconds. The bird books published before 1922 contained a variety of explanations regarding the laying habits of the Cuckoo but the true facts remained the Cuckoo's secret.
Investigations In The Forest
Accumulated knowledge about the habits and the anatomical details of birds was well advanced at the beginning of the century and already published in many beautifully illustrated books. Details of bird behaviour, particularly at the nest had been
It was the dedication and persistence of a keen amateur ornithologist and his many helpers that first unlocked the Cuckoo's secret and provided the proof necessary to convince the sceptics of the day. The locality where these important facts were revealed was Wyre Forest, the site where most of the painstaking observations took place was at
Pound Green Common.
Edgar Chance was a wealthy business man and a member of the family who owned the Chance Glass works in Birmingham famous among other things for the manufacture of lenses for lighthouses. As an
executive of the company as well as birding on evenings and weekends, he found himself able on occasion to spend additional time pursuing his hobbies. In addition to ornithology his predominant interest seems to have been oology. Despite its destructive consequences, the collecting of bird's eggs for study at this time was commonplace although disapproved of by some bird enthusiasts. Some observations published over a number of years regarding the laying behaviour of the Cuckoo persuaded Edgar Chance to believe that he might be able to devise a method by which he could reliably study individual Cuckoos.
In 1892 Dr. Eugene Rey of Leipzig wrote in his monograph, (Edgar Chance had this translated into English) that his studies of the Cuckoo over many years showed that - remainder by orchards, and here and there are trees placed as if on purpose to provide ideal observation posts for Cuckoos. The configuration of the ground is of a gently undulating nature supporting a growth of young gorse and bracken varied by barer patches where at one time and another the common has been set on fire by mischievous village children. Greatest advantage of all is that it is an isolated breeding ground of Meadow Pipits, the chosen fosterers of the Cuckoos in occupation. There is no other breeding ground of this species within a nearer distance than three miles, and this became a source of particular gratification to me, for I was quickly impressed with the evidence of female Cuckoos occupying particular territories in which they are, so far as circumstances permit, parasitic upon a single species.".
"As there is an immense difference between the eggs of different female birds in the case of the Cuckoo, the correspondence between the eggs of each individual bird furnishes us with an excellent means of studying the life habits of the individual, because its eggs serve us as proof of identity. And such an aid to identification is especially valuable in the case of the Cuckoo, which shows local and individual differences in its habits very much greater than those observed in the case of any other bird."
Further in 1915 Mr. E.E. Pettitt writing in "Wild Life" noted that his study of Reed warblers parasitised by a Cuckoo showed that by examination of her eggs he could determine that she occupied a breeding area of no great extent and did not lay elsewhere.
Subsequently when Edgar Chance made contact with his friend Mr. O.R. Owen of Knighton he received the information that in the 1916 season Owen had found a number of eggs of several Cuckoos in the nests of Meadow Pipits (Anthus pratensis (L.)) in a certain area. This last piece of information proved to be vital in the investigations which were to follow because it pinpointed the area in Wyre Forest called Pound Green Common which on examination turned out to be ideally suited for Edgar Chances Cuckoo studies.
The First Season 1918
Towards the end of May of the 1918 season Edgar Chance found himself listening to the calls of several Cuckoos on Pound Green Common. He had been searching there on evenings and at weekends for the nests of Tree Pipits (Anthus trivialis (L.)). Although he had no definite plans for a close study of the Cuckoo during the 1918 season, it dawned on him that here was an ideal place to begin his investigations. In his own words,
"For here I had a small and comparatively open piece of ground under a mile in circumference. On most of three sides it is bordered by forest, on the
reward of five shillings for any complete nest containing undamaged the egg of a Cuckoo and the
This article is an extract from the Wyre Forest Study Group annual Review 2001
In this first season between June 3rd and July 6th 1918, Edgar Chance and his companions collected all the eggs of the two Cuckoos which had territories on the common and noted any young Cuckoos that had already hatched when found. They referred to these birds as Cuckoo A which laid eleven eggs, two of which were found already hatched, and Cuckoo B which laid four eggs. All were in the nests of Meadow Pipits except for one of Cuckoo A's which was found in a Skylark's nest. All of the eggs laid by each Cuckoo were found to be alike and had a coloration, size and pattern unique to the bird. This fact formed the basis for the reliable identification between the various Cuckoos met with throughout the investigation.
The Second Season 1919
As might be expected Edgar Chance and his companions eagerly awaited the 1919 season. Both Cuckoo A and Cuckoo B returned to the common and as far as could be ascertained by diligent searching, between May 18th and July 5th eighteen eggs were laid by Cuckoo A and two by Cuckoo B. Two of Cuckoo A's eggs had already hatched when found all the other eggs of both Cuckoos were collected to estimate their state of incubation and hence their date of laying. All of the eggs had been laid in the nests of Meadow Pipits. The eggs of three more Cuckoos ( C, D and E) which had laid in other nests on the common were also found C's in a Hedge Sparrow's (Prunella modularis (L.)) nest, D's in a Pied Wagtail's (Motacilla alba (L.)) nest and E's in a Tree Pipit's nest. Another egg of Cuckoo D was found on June 1st in a Pied Wagtail's nest some half a mile from the common. I am reminded here of a conversation I had with my late friend George Jeffs on 7th July 1979. He had known the forest all his life and had been a schoolboy at the time that Edgar Chance was carrying out his Cuckoo studies. George told me that Edgar Chance became a well known figure in the area and that he had offered the local children a
eggs of its fosterer. Five shillings was a considerable sum of money in those days and it encouraged too great a predation on the local bird's nests so the reward was soon halved to two shillings and sixpence, still a significant sum and apparently more than enough to achieve the desired result at a time when a bag of sweets could be bought for a penny.
The conclusions drawn from the 1918 and the 1919 season's work were that female Cuckoos could not lay eggs more frequently than on alternate days. As far as was possible providing one at a suitable stage of development was available she would prefer to lay in the nests of her chosen fosterer which she had previously observed being built. The fosterer chosen was probably the species by which she herself had been reared.
The Third Season 1920
The aims drawn up for the 1920 season were to prove absolutely the theories of the previous seasons and in addition to determine if possible how many eggs a Cuckoo was capable of laying in a season under "ideal" conditions. In order to do this it was necessary to find every egg as it was laid by the Cuckoo and to arrange that there was always a nest at the right stage of development to provide the Cuckoo with an incentive to lay. In the anticipation that Cuckoo A would return it was therefore going to be essential to locate and maintain under daily observation throughout the season, every Meadow Pipit's nest on the common. Fortunately Cuckoo A did return. In the anticipation of this event Edgar Chance was anxious to prevent any Meadow Pipits on the common from hatching young before Cuckoo A might return. Preliminary searches of the common were made on the 2nd, 5th and 9th of May during which six clutches of Meadow Pipit's eggs were found and taken. On the 15th May the first egg of Cuckoo A was found in a Meadow Pipit's nest. Once the Cuckoo had started laying, observation of its behaviour revealed that there were in fact nine Meadow Pipit's nests on the common. It was recognised as a "well established fact", presumably as a result of egg collecting, that in the breeding season small birds like Meadow Pipits, whose eggs had been taken or whose nests had been destroyed, would immediately begin to rebuild somewhere nearby in their territory. A period of only five days or so would elapse before a new nest was completed and by the eighth day it would contain one or two eggs, the stage at which a Cuckoo would instinctively lay into if it was her host species that she had under observation. During his investigation
Edgar Chance referred to the taking of the whole clutch of eggs to promote rebuilding as "restarting" the nest. During the laying period of the Cuckoo, a systematic "restarting" of each of the nests built and rebuilt by the nine Meadow Pipits in residence on the common was undertaken. The nests were "restarted" in rotation at two day intervals with the anticipation that only one nest at a time would be in a receptive condition for a Cuckoo to lay into. Using this method during the 1920 season Edgar Chance and his band of helpers induced Cuckoo A to lay twenty one eggs, twenty laid as predicted in the nests of the Meadow Pipits, only one egg going astray, this being laid in the nest of a Tree Pipit. This meant that some Meadow Pipits had to rebuild their nests five times. The twenty one eggs laid in the 1920 season by a single Cuckoo exceeded the record of seventeen held at the time by Dr. Eugene Rey of Leipzig, an ornithologist whom Edgar Chance seems to have held in very high regard. There had been some predation on the Meadow Pipits during the season by Kestrels but eventually all the remaining pairs of Meadow Pipits on the common were allowed to hatch their own broods which they reared successfully. During the same period Cuckoo B laid one egg in the nest of a Linnet. After some practice the method proved so accurate that by the time Cuckoo A had laid her tenth egg it was possible to predict when and in which nest she would lay next. This made it possible for Edgar Chance to provide mobile hides and to invite a number of interested observers to witness and photograph the Cuckoo laying her egg. The most significant conclusions drawn from the 1920 season, therefore, were that the female Cuckoo kept the nest of her chosen host under close observation from favourite elevated vantage points while it was being built until it was completed. At the commencement of egg laying by the owners of the nest a visual cue was provided which caused the Cuckoo to involuntarily initiate ovulation. The Cuckoo was stimulated instinctively, probably to the point of exhaustion, to lay eggs at intervals of two days, the minimum period required for the Cuckoo to produce an egg, for as long as she was confronted by host nests at the appropriate stage of development.
An observation of ornithological interest was revealed at the time by a resident of one of the cottages local to the common, who, knowing that Edgar Chance had an interest in birds, reported that his little boy had found a Wryneck's (Jynx torquilla (L.)) nest containing ten eggs on 6th June 1920.
The 1920 season had been very successful in providing proof for Edgar Chance's theories with many visitors having witnessed for themselves the egg laying activities of the Cuckoo.
The Fourth Season 1921
With the approach of the 1921 season Edgar Chance decided that the success achieved in the previous season justified making a film of the operations on the common. With this in mind he entered into a contract with the Commercial and Educational Film Co. He arranged that during the Cuckoo's nesting season the services of an expert "kinematograph" operator should be placed at his disposal and put on standby to come to the common at very short notice. In order to facilitate observations and filming, during the Winter Edgar Chance commissioned the construction of half a dozen specially designed "hides" made of wickerwork covered with heather. These hides were placed about the common early in the season so that birds and animals would accept them as part of the scenery. Unfortunately in early March village boys had started serious fires on the common which ruined some of the best Meadow Pipit breeding grounds for the whole season. Consequently only six pairs of Meadow Pipits bred in the 1921 season compared with the nine pairs of the previous year.
By the end of April the burden of locating, identifying and manipulating the nests of the various Meadow Pipits was such that Edgar Chance and his band of helpers were forced to be almost in constant attendance at the common. On April 27th a male Cuckoo was heard and on April 30th a female seen. On the 12th May the first Cuckoo egg was laid on the common. To the delight of Edgar Chance when he retrieved the egg he discovered that it was identical to the forty six eggs he had collected from Cuckoo A in the three previous seasons and that she therefore had survived her migration to Africa and back yet again and had returned to the common for a fourth season. With the commencement of laying of Cuckoo A Edgar Chance telephoned to London on 13th May to notify the "kinematograph" operator he had on standby, Mr. E. Hawkins, to come to the common which he duly did arriving that evening. As before manipulation of the Meadow Pipit's made it possible to predict with a fair degree of accuracy when and in which nest Cuckoo A would deposit her next egg. Filming began with the laying of her second egg on 14th May and continued, when predictions proved to be correct, up to egg number seven laid on 26th May. At this point Mr. Hawkins returned to London to process the film so far obtained. Numerous visitors were invited to observe the Cuckoo's activities first hand and on one day eleven people were accommodated in the hides. Among the visitors invited was Mr. H. F.
books on birds. Mr. Hawkins returned in time for the laying of egg number twelve on 7th June. Edgar Chance had planned that Cuckoo A should be stimulated to lay only fifteen eggs in the 1921 season to support his theory that she would cease laying when there were no Meadow Pipit nests being built. The fifteenth egg was laid on the 13th June in the last remaining controlled nest. The remaining Meadow Pipits, on the common with clutches of eggs which were still being laid, had their clutches made up to the full complement with eggs of other Meadow Pipits brought in from a distance away. These completed clutches were allowed to hatch and as expected, with the supply of fosterers cut off, Cuckoo A ceased to lay. Edgar Chance's activities were mainly concentrated on the common at Pound Green throughout the 1920 and 1921 seasons. However on another common three miles distant a number of his friends had been recruited to manipulate the nesting birds there in order to confirm his findings with other Cuckoos. This common was densely covered with heather and had more than two dozen Meadow Pipits in residence. On alternate days when Cuckoo A was not laying at Pound Green he was able together with Mr. E. Hawkins to observe and film at the second common.
The Cuckoo's Activities On Film
At Pound Green Common the best film was obtained during the laying of the second, third, fourth, twelfth, thirteenth and fourteenth eggs and the best approach glide of the Cuckoo to the fosterer's nest filmed prior to the laying of the seventh egg. The completed film which resulted from all this effort clearly depicted the typical behaviour of the female Cuckoo at the fosterer's nest and was subsequently shown in an edited version to a wide audience. As Edgar Chance explained in his own words;
"This film was exhibited to the members of the
Zoological Society, Regent's Park, London, on Tuesday, November 8, 1921, and, by the courtesy of that Society, on the following evening to the British Ornithologists, Union. The following Wednesday (November 16) at the New Gallery Kinema, Regent Street, selections from the film, profusely interspersed with explanatory titles, were exhibited to members of the Film Trade, Press, and general public - an enthusiastic audience numbering nearly 700 people."
Witherby the publisher of a number of important
This edited version is the film known as "The Cuckoo's Secret" a copy of which is held in the
National Film And Television Archive.
Thus came to an end four years of intensive investigation into the behaviour and parasitic habits of the Cuckoo. Part of the incentive to carry out the work was without doubt the opportunity it provided to an ardent oologist like Edgar Chance to add a remarkable series of Cuckoo eggs to his existing collection, sixty one over the four seasons from Cuckoo A alone. It appears that in this age of abundant wild life in the British Isles, egg collecting like butterfly collecting was not regarded as a threat to their survival. Some species were protected and in April 1926 Edgar Chance was fined Thirteen Pounds Ten Shillings for unlawfully taking Crossbill eggs.
The major contributions made to ornithological knowledge by Edgar Chance's Cuckoo studies in Wyre Forest have perhaps never received the acknowledgement they deserve. They provided for the first time definitive answers to questions which until then had been open to speculation and debate and added considerably to the accumulated Behaviour. Following on the success of the film Edgar Chance published a detailed account of his investigations in understanding of the Cuckoo's his book "The Cuckoo's Secret".
On the afternoon of June 21st 1978 I was using my car as a hide to study a pair of Great Spotted Woodpeckers that were nesting in Longdon Orchard. At about 4.00 p.m., the movement of a large bird some distance away drew my attention and I observed a Cuckoo making a long glide down to the ground from a high vantage point in an oak tree. Some thirty seconds or so later the Cuckoo rose from the ground and flew rapidly away. Edgar Chance had described this purposeful "glide" in detail and I felt sure that, as the time of day was in agreement with his observations, I had witnessed the laying of one of the Cuckoos eggs. I noted the point from which the Cuckoo had flown up as accurately as I could from where I was situated. When I had completed my work with the woodpeckers I moved my vehicle as near as I could to where the Cuckoo had flown up and leaving the cover of my vehicle walked carefully to that point. There were no agitated birds in evidence as I approached which would have indicated a nest nearby and after a diligent search of the area I failed to locate any nest. The ground cover was quite dense in places and I realised that if there was a nest there I was likely to damage it by trampling on it before I would find it. At this point I began to wonder if the Cuckoo's glide had been a false alarm.
Cuckoo Behaviour Photographed In The Forest
In 1978
From my previous survey of this compartment of the wood I was fairly certain that the only birds nesting on the ground in this particular area were Woodwarblers and Tree Pipits.
From Edgar Chance's work we can appreciate how common the Cuckoo was in the years of his study. Cuckoos still return to the forest each year but sadly by the beginning of the twenty first century in ever decreasing numbers. In part of my study area some mile or so South of Pound Green Common Cuckoos parasitise Tree Pipits in some years. The type of habitat chosen by this ground nesting species and the extremely cautious nature of the Tree Pipit makes its nest one of the most difficult to find. The Tree Pipit approaches its nest stealthily along the ground where the evolutionary adaptations of long sturdy legs and extended hind toe and claw have, compared with most passerines, endowed it with an enhanced ability for walking. From the landing some yards away, the route taken to the nest is nearly always circuitous and only rarely direct. Invisible from above the Tree Pipits push their way through the plants of the herb layer for all the world like miniature explorers pushing their way through a dense jungle. The walk is accompanied by piping calls repeated every second or so to maintain contact between the male and female Pipit all the time they are out of sight of each other.
Pinpointing a nest, when only the approximate location is known, is rarely simple. With a knowledge of the bird's nesting requirements one can search every likely nest site in the area. Alternatively the sitting bird can sometimes be flushed from the nest and then watched as it returns. In practice the first method is time consuming and tends to draw the attention of predators to the site. The second method is not as easy as it sounds especially if, as I suspected, the Cuckoo's victim might be a Tree Pipit. As already described the Tree Pipits approach to the nest is very cautious and the birds are usually hidden from view by the ground cover. In addition, when disturbed the Tree Pipit leaves its nest in an equally stealthy manner often when the intruder is still some way off. Although rather time consuming the surest method of locating Tree Pipit nests in my experience has been to erect a hide in the area and then listen to the birds returning to the nest. Although they may be out of sight the noise they make walking over dead leaves and pushing their way through the herbage gives away their position. The nest area is reached when the noise ceases suddenly and if hatched the young can be heard begging for food. Alternatively
if the bird is incubating the noise ceases suddenly and a period of quiet follows as it settles down on the eggs. Once the approximate locality of the nest is known the position of the hide can be adjusted until the nest site is pinpointed. Having caused sufficient disturbance in the area I resolved to return equipped with a suitable hide. The following day I returned to the vicinity but before assembling my hide I walked purposefully from the ride towards the area where, I expected to find the nest, hoping to see a bird rise ahead of me to indicate approximately where to start my search. I had almost reached the point where I thought the Cuckoo had landed the previous day when to my surprise and satisfaction a Tree Pipit rose directly from a nest only three feet from me. The nest which was very well concealed among the ground vegetation was positioned between two tussocks of grass growing close together. It contained three eggs two belonging to the Tree Pipit which were a warm stone colour with dark purple brown freckles and the Cuckoos egg, larger and browner but with similar freckles. The Cuckoo's egg was in fact a reasonable match in colour with those of the Tree Pipit which in any case are usually very variable. I suspected that as she had been sitting on an incomplete clutch that the Tree Pipit had probably just laid one of her eggs. As Cuckoo's eggs are not much larger then those of the song thrush they are relatively small compared with the considerable size of the bird. Despite having found several before there is still a certain thrill in discovering a Cuckoo's egg in another birds nest. I made a careful note of the exact location of the nest with respect to three nearby trees which I marked inconspicuously with a black felt tipped pen. I left the nest area and watched from a distance to make sure that the Tree Pipit returned. Within a minute it had flown into the lower branches of one of the trees I had marked and after looking around for a further minute it dropped to the ground a few yards from its nest. Making an allowance for the Tree Pipit to complete its clutch of normally five eggs, the Cuckoo having taken one, I estimated that a further two days would elapse before incubation would commence on the 24th June. This would mean that if the nest was not predated the eggs would hatch about twelve days later around the 4th July. The chances of survival of a brood in an individual nest in the natural woodland with its full complement of predators, both winged and four footed, is not very high. However on average I have found that the Tree Pipit, having a cautious nature, stands a better chance of rearing a brood to maturity than many other woodland species providing that the natural enemy of ground nesting birds, heavy rain followed by cold, does not intervene. I returned to the site on the 5th July with the expectation that I would be able to locate the nest without difficulty having first
made sure as before that I was unobserved by predators, the human variety at least. I was greatly encouraged when I saw a Tree Pipit rise from the nest area in its usual cautious manner when I was still ten yards distant. It flew to a nearby tree giving its repetitive chirping alarm call which brought the other parent bird to join it. The pair were clearly agitated and obviously had young to rear. I quickly located the nest and found two recently hatched Tree Pipits still alive on the ground outside the nest. Inside the security of the nest cup lay the hatchling Cuckoo. It was blind and naked but its skin was turning from the dark pink it would have been on hatching to black which meant that it must have been at least two days old. The Tree Pipits had obviously not completed their clutch after being raided by the Cuckoo and incubation must have commenced on the day that I found them. I left the area quickly and when I was perhaps thirty yards from the nest, and still in full view, saw both Tree Pipits drop to the ground. I visited the site again while I was passing the following day and found the young Cuckoo flourishing and now almost black but the young Tree Pipits, of course, dead. Freshly hatched Cuckoos are surprisingly large considering the size of the egg from which they have emerged. They are squat ugly little creatures with long oar like wings and once recovered from the exertions of hatching from the thick shelled egg are strong and active. Although blind they are intolerant of anything sharing the nest with them and manoeuvre the object, egg or hatchling, into a special hollow in their back and then using their primitive wings outspread to stabilise themselves they clamber backwards up the side of the nest cup and eject the offending object well out of the nest. Watching this procedure, which is often repeated several times at a nest if there are several objects to be ejected, is one of the one of the most remarkable sights in nature.
The Dedication Of The Cuckoo's Foster Parents
So far so good, the Cuckoo had survived to the hatchling stage would it survive to fledging? I returned to the nest site again on the 16th July only to find the scene drastically changed. The majority of the trees including the three which I had marked had been felled, cut up and removed and during these operations much of the ground flora had been severely disturbed. Survival of the nest in these circumstances seemed impossible for the forest workers, having no knowledge of the presence of the nest, would have taken no precautions to protect it. There seemed at first little chance that the nest would have remained unharmed but I was heartened by the fact that a pair of Tree Pipits were giving alarm calls nearby. An instant later, still chirping their alarm calls, the two Tree Pipits
alighted on the top twigs of the pile of branches left over from the felled trees and both were carrying food in their bills. A few yards away I heard the unmistakeable subdued trilling of a hungry young Cuckoo. It had survived but it had narrowly escaped being crushed. Despite the major upheaval and the presence of several forest workers around the nest the Tree Pipits had not deserted their charge and this demonstrates how strong the attachment is between the fosterers and the young Cuckoo. In the chaotic conditions of the disturbed ground I experienced some difficulty in locating the nest but when I found it, there was the young Cuckoo thriving and filling it to overflowing. The trunk of one of the felled trees had fallen just a foot from the nest and a pile of chain saw chips showed that one of the cuts made when it had been sawn into lengths was actually inches behind it. A number of small branches and a quantity of leaves had fallen across the nest between the tussocks of grass almost trapping the young Cuckoo, which was by now of course a large well feathered bird.
During the next absence of the Pipits I left the hide and cautiously approached the young Cuckoo. I have found that from an early age young Cuckoos are very aggressive in the nest. As I approached it opened its bill wide displaying the enormous crimson gape and hissed loudly like a snake. Many young birds especially ground nesters like Tree Pipits and Woodwarblers make this noise as a defence mechanism but of course not as loud as the Cuckoo.
I carefully cleared away the branches and leaves from the nest site, the young Cuckoo reacting typically as I carried out the task, as will be explained later. I returned to the forest very early on the morning of the 19th July equipped with a hide and ready to prepare the site for some photography of the Cuckoo now that it was well grown.
I checked that the Cuckoo was still thriving then left the immediate area and erected my photographic hide thirty yards from the nest. Concealed inside the hide I watched to make sure that the Tree Pipits continued to feed the Cuckoo. Over a period of time I gradually moved the hide yard by yard nearer to the nest until it was nine feet away. Throughout this operation the Tree Pipits continued to feed the Cuckoo quite unconcerned. I think in this case that the recent felling operations by the nest had partially conditioned the Pipits to accept humans near the nest. With shyer subjects bringing a hide up to the nest might take days. Now that the hide was in position, at the correct distance from the nest and had been accepted by the Pipits the camera and flash leads could be introduced ready for taking photographs. With the reflex camera and telephoto lens focused on the nest I had my first really close view of the Pipits feeding the young Cuckoo which proved to be a incredible sight.
One task remained, some "gardening" around the nest, in other words the temporary tying back of foliage interfering with a clear view of the nest. In this case three or four long straggling grass stems were all that needed to be moved.
As I gently put my hand down to the nest to bend back the offending grass stems the young Cuckoo brought its second line of defence into play. It retreated back into the nest as far as its size would still allow, and hissing, it puffed up its feathers making it appear twice its actual size. Then suddenly without warning it launched itself forward like a jack in the box viciously pecking my hand but leaving its tail inside the nest. It repeated this action until my hand was out of reach. Such violent behaviour must aid survival considerably as I am sure some ground predators would be deterred by this display.
With the "gardening" completed I was able to return to the concealment of the hide for the rest of the day. During this time I took a successful series of photographs of the Tree Pipits feeding the Cuckoo.
As I had observed earlier the Tree Pipits piped to each other as they approached the nest along the ground in their usual cautious manner. As soon as either of the Pipits was sighted the Cuckoo became very excited. It lay on its side with its upper wing raised and quivering showing the pale axillary feathers. With its bill open wide displaying to the Pipits the irresistible feeding stimulus of the crimson gape, it trilled continuously until the food they were carrying had been pushed down its throat. When the young Cuckoo saw no more food being presented it turned and pecked viciously at the breast of the Pipit as if to say "go and get some more and hurry up." A varied diet was brought to the nest including spiders, harvestmen, large and small larvae of various colours and several species of moths including a large number of Yellow Underwings. Faecal sacs were produced every two or three feeds and were carried away by the Pipits. I returned to the nest for a second photographic session with the Cuckoo on the 22nd July. Now near to fledging it was fully feathered but still had the short tail of a nestling Cuckoo though it had gained in confidence and mobility. In between feeds it exercised its bright yellow feet and legs by making short waddling journeys for a few feet round the back of the nest. It then flew back to perch on the top of the nest from where it could see
the Pipits returning from a long way off, trilling loudly and impatiently as soon as they approached. The young Cuckoo left the nest when it was twenty one days old and gradually made its way up into the nearby trees from where it could still be heard trilling for food on the 30th July. That was my last contact with this Cuckoo.
I feel sure that having survived the near disaster during its early life in the nest that eventually, like its true parents before it, this Cuckoo migrated back to Africa, hopefully to return to the forest to breed the following year. Spring would not be complete in Wyre without the evocative call of the Cuckoo echoing through the woods.
Neville Wilde
Before the truth was revealed it was thought that Cuckoos placed their eggs in the domed nests of birds like Wrens with their beaks. | <urn:uuid:ca649b7e-197d-4724-af39-0145204908bb> | CC-MAIN-2023-50 | http://www.wyreforest.net/wp-content/uploads/Bird_Articles/2.-Cuckoos2001_optimize.pdf | 2023-12-04T12:15:23+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00604.warc.gz | 87,283,307 | 8,194 | eng_Latn | eng_Latn | 0.9991 | eng_Latn | 0.999169 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5296,
10920,
16227,
21135,
26438,
32218,
37552,
38374
] | [
2.078125,
1.015625
] | 2 | 2 |
Water-Saving Ideas to Use at Home
Make a commitment to do at least one thing a day to save water!
IN THE KITCHEN
u Limit dishwasher use to full loads. Let really dirty dishes/pans soak to speed washing. Soak dishes instead of letting the water run while you scrape them. Cut back on rinsing if your dishwasher is new because newer models clean more thoroughly than older ones.
u Use one glass each day for your drinking water thus cutting down on the number of times you use the dishwasher.
u Store drinking water in refrigerator to keep cold instead of allowing the tap to run when you want cool water.
u When washing by hand, fill one sink with wash water and the other with rinse water.
u Don't use running water to thaw food; defrost in refrigerator or microwave.
u When washing your hands, don't let the water run when you lather.
u Install an instant water heater near the kitchen sink to avoid running the water while it heats up thus reducing energy costs.
IN THE BATHROOM
u Take a five-minute (or less) shower instead of a bath.
u If you do take a bath, plug bathtub before turning water on, then adjust temperature as the tub fills up.
u Install a water-saving shower head.
u Fix all running toilets. Make sure toilet flappers do not stick open after flushing.
u Drop tissue in the trash instead of in the toilet to eliminate unnecessary flushing.
u Turn off the water while you shave and/or while you are brushing your teeth.
AROUND THE HOUSE
u Limit your laundry to full loads
u Make sure there are aerators on all of your faucets.
u Water plants thoroughly but less frequently.
u Only install a water-softening system when minerals in water will damage your pipes. Turn softener off when on vacation.
OUTSIDE ACTIVITIES
u Select plants and shrubs appropriate for the local climate.
u Check your sprinkler system frequently and adjust sprinklers so only your lawn is watered not the house, sidewalk or street. Check sprinkler valves for leaks and keep the heads in good shape.
u Minimize evaporation by watering during the early morning hours, when temperatures are cooler and winds, lighter. Only water when necessary. Avoid watering on windy days.
u Divide watering cycle into shorter periods to reduce runoff and allow for better absorption.
u Only use sprinkler on large areas. Water small patches by hand.
u Set a timer when watering your lawn or garden with a hose.
u Choose a water-efficient drip irrigation system for trees, shrubs and flowers. Watering at the roots is effective. Don't over water.
u Put down a layer of mulch to slow moisture evaporation and discourage weed growth.
u Weed regularly. Weeds compete with other plants for water, nutrients and light.
u Wash your car, bathe your pet or let your kids run under the sprinkler on the lawn in an area in need of water.
u Use a hose nozzle and turn off water while you wash your car.
u Check outdoor faucets, pipes, sprinklers and hoses for leaks. A leak check should be conducted at least twice a year on all faucets.
u Sweep sidewalk and driveway with broom instead of using a hose.
u Cover pools and spas to reduce water evaporation.
HOME MAINTENANCE
u Read your water meter before and after a two-hour period when no water is being used. There is a leak if the meter does not read the exact same each time.
u Install a rain shut-off device on your automatic sprinklers to eliminate unnecessary watering.
u Check your sprinkler system valves periodically for leaks to keep the heads in good shape.
u Know where the master shut-off valve is located which is necessary if the pipes burst.
u Winterize outdoor spigots when temperature dips below 20 degrees to prevent pipes from bursting or freezing.
u Insulate hot water pipes.
u Check your water meter and bill to track your water usage.
u Consider replacing old toilet(s) with a water efficient model.
And remember to contact a professional plumber for any expert advice and service.
For a list of specialists in your area, visit the "Find a Contractor" section at www.phccweb.org, or call (800)533-7694. | <urn:uuid:72c6f418-8622-4dc0-a1a3-33abe5c5fb91> | CC-MAIN-2018-43 | http://easternmechanicalinc.com/wp-content/uploads/2014/02/WaterSavingTips.pdf | 2018-10-19T07:04:21Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00551.warc.gz | 104,851,852 | 881 | eng_Latn | eng_Latn | 0.994627 | eng_Latn | 0.994756 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1725,
4064
] | [
3.90625
] | 2 | 0 |
Michelle's Earth Foundation
Guide to: EATING LOCALLY!
Introduction: Why Local Foods?
The movement towards eating locally-grown food is one of the fastest-growing environmental movements today. The oft-cited statistic that the average vegetable travels 1,500 miles to get to a dinner table is simply the jumping-off point for a larger debate about what and how we eat, and how it effects our planet. Organizations like Slow Food USA, Sustainable Table, and Local Harvest have begun preaching a doctrine of sustainable eating to increasingly larger audiences. As a Michelle's Earth Foundation activist, we encourage you to get involved in this movement. You can use this toolkit as a guide for what you can do, in your daily life, to make sure that you are eating locally.
But first, what does it mean to eat local foods, and why is it so important?
The generally accepted definition of what it means to 'eat locally' is to support your local community both socially and economically by eating only food that is grown or raised within 100 to 200 miles from where you live. An extremely important aspect of this practice is the related idea of 'seasonality': making an effort to purchase fresh fruits and vegetables as they are in season in your area, and doing without them when they are out of season. Seasonality is an important part of the eating local movement because although it is possible today to buy foods grown virtually anywhere in the world all year round, doing so is not at all sustainable.
The reasons for eating locally and seasonally are numerous.
1.) Economic reasons: According to a study by the New Economic Foundation in London, "every £10 spent at a local food business is worth £25 for the local area, compared with just £14 when the same amount is spent in a supermarket. That is, a pound (or dollar) spent locally generates twice as much income for the local economy. The farmer buys a drink at the local pub; the pub owner gets a car tune-up at the local mechanic; the mechanic brings a shirt to the local tailor; the tailor buys some bread at the local bakery; the baker buys wheat for bread and fruit for muffins from the local farmer. When these businesses are not owned locally, money leaves the community at every transaction."
Simply put, by purchasing local foods in-season, your money goes directly to the farmer and in turn to your local economy. This is a powerful economic incentive to eat locally: if a dollar spent locally generates twice as much money for the local economy as a dollar spent sent to a far-away farm or gobbled up by a global or national food-distributor, then we can double our buying-power by purchasing only locally-grown food. Therefore, eating locally can help us to harness our individual economic power to counter the extreme globalization of the food industry. Consider this statistic: $70,000 of California pistachios are sent annually to New York, then travel by ship to
Italy, while California imports $50,000 of pistachios from Italy annually. If more Californians were to make a conscious effort to buy only locally-grown pistachios, then much of this wasteful trade could be prevented.
2.) Environmental reasons: There are various environmental benefits to eating locally. First of all, you eliminate the environmental damage caused by pollution from transporting foods thousands of miles. Not only do ships, trucks, and airplanes burn fossil fuels, which emit carbon particles into the atmosphere and exacerbate global warming, but spills of fossil fuels from these transport vehicles also damage the environment. There is even some evidence that eating only local food helps improve air quality and limit pollution even more than eating only organic (grown without pesticides) food. While pesticides and herbicides sprayed on non-organic food are very harmful pollutants it was found that the miles that organic food often travels to our plate creates environmental damage that outweighs the benefit of buying it (Food Policy journal, March 2005).
Secondly, locally grown food most often comes from small farms, whose business practices are far better for the environment than those of the enormous "agri-businesss" or "factory farms" where most supermarket goods are grown. On unsustainable factory farms, thousands of animals excrete millions of gallons of waste every week, much of which is held untreated in openair pools that pollute the surrounding air, land and water. According to the Environmental Protection Agency, hog, chicken and cattle waste polluted 35,000 miles of rivers in 22 states and contaminated groundwater in 17 states during the 1990's. Raising animals on factory farms also uses up a very large amount of oil – to grow and harvest the crops that feed the animals, to fuel the ventilation systems and electricity in the barns in which they're held, and to fuel the transport vehicles which move the animals the long distances they travel. Even huge agri-busines famrs that do not raise animals, but only grow plants, are bad for the environment. Most of them spray crops with chemicals that act as pesticides and herbicides, but can also pollute the air and seep into the water supply, sickening humans and animals. Small farms, by contrast, are much more likely to be organic or produce 'light-spray' crops; and are more likely to manage their animals in a more environmentally friendly manner.
Thirdly, supporting local providers supports responsible land development, because when you buy local, you give those with local open space - farms and pastures - an economic reason to stay open and undeveloped. Although farmland is cultivated, it is still a much better environment for wildlife than housing subdivisions or strip-malls.
3.) Social reasons: One of the most compelling social reasons to eat locally is that it supports small, sustainable family farms which are an integral part of rural communities, and where money made on the farm is filtered back into local businesses. When huge factory farms move in, consolidating land holdings and replacing human workers with machines, it can tear apart rural communities both economically and socially. Workers on factory farms are more likely to face dangerous conditions on the job, and are often immigrants who are paid minimum wage without benefits and have little or no rights or say in their job. Employees on small farms are much more likely to be paid a fair wage and are treated with respect. Stats show that small farms are rapidly disappearing all over the United States. By buying locally, even if you live in the city, you are strengthening the rural community closest to you, and supporting an institution that is a big part of our cultural heritage – the small, independent family farmer.
Another important benefit of eating locally is that it builds and strengthens your community, even if it is in the middle of a large city. By talking to farmers at your local market, working alongside your neighbors at a food co-op, or swapping seasonal recipes with your friends, you are building community and forming integral social bonds which can enrich your life and the lives of others.
4.) Health reasons: Another important group of reasons to eat locally is so that you and your family can enjoy the health benefits of eating fresh, unprocessed fruits and vegetables. Buying food from farms close to you cuts down on the length of time between when the food is harvested or processed and when you eat it. After being harvested, food begins to lose nutrients, so the less time between the farm and your dinner plate, the more nutritious the food is for you. While produce that is purchased in the supermarket or a big-box store has been in transit or cold-stored for days or weeks, produce that you purchase at your local farmer's market has often been picked within 24 hours of your purchase. Eating local also protects you from getting sick, since food with less distance to travel from farm to plate has less susceptibility to harmful contamination.
Beyond fruits and vegetables, health benefits have also been found from eating sustainable, local meat. If you are a meat-eater, you have an additional reason to buy from small-farms. While factory-farmed animals are often crammed together in cruel and disgusting conditions, where they get very sick, sustainably-raised animals are treated humanely and are apt to be more healthy before they are processed into meat.
There are many more hidden benefits to eating locally grown food. Many people claim that local food simply tastes better. This might be because locally grown fruits and vegetables do not have to be "rugged" to stand up to the rigors of shipping, and so they are allowed more time to ripen and hence, become deliciously flavorful. There are also holistic benefits to eating local food. By doing so, we not only build community with our fellow human beings, but we grow closer with nature by respecting and keeping track of her nature cycles, the seasons.
By now you hopefully understand that by taking just a few small actions – making the effort to recognize, get, and prepare local food -- we can make a lifestyle change which has innumerable benefits. One of the primary goals of Michelle's Earth Foundation is to embody the idea that small actions by individuals can equal a big change for the health of the planet overall. We hope that you will look through the rest of this toolkit to find out how you can make small changes in the way you eat, and in doing so, help make a big difference for the environment, the community, and yourself.
How to Recognize Local Foods:
Seasonal foods
The first step to eating local is to know which foods are in season, when, in your local area. Seasonal eating calls for the complete opposite kind of meal planning than what most people do. Instead of picking a recipe you like, and then going shopping for the ingredients, you should buy what's in season and then look for recipes to match what you have. It is ok to purchase foods a few weeks before and after their prime availability (when they are harvested), but be aware that they will taste the absolute best during the peak season.
You can go to this website to click on your state and find what products are in season in your area: http://www.sustainabletable.org/shop/eatseasonal/
Here is an example of the seasonal availability of foods in an area:
CALENDAR OF MARYLAND / VIRGINIA / D.C. HARVESTS
| Feb. 7-21 | maple sap (sugar, syrup) | July 10-Nov. 1 |
|---|---|---|
| April 25-June 15 | asparagus | July 15-Aug. 30 |
| May | spinach | July 15-Sept. 15 |
| May 15-June 20 | strawberries | July 20-Aug. 30 |
| June 1-July 1 | peas (green) | July 20-Sept. 1 |
| June 1-Sept. 15 | cabbage | July 21-Sept. 20 |
| June 10-July 10 | cherries (sweet) | July 25-Aug. 25 |
| June 10-Sept. 15 | beans (snap) | July 25-Sept. 10 |
| June 15-July 10 | raspberries (black & red) | July 25-Sept. 15 |
| June 15-July 15 | cherries (sour) | July 25-Oct. 1 |
| June 20-Aug. 1 | blueberries | Aug. 1-Sept. 10 |
| June 25-Aug. 30 | beans (pole) | Aug. 1-Sept. 30 |
| June 25-Sept. 1 | squash (summer) | Aug. 15-Sept. 20 |
| June 25-Sept. 15 | corn (yellow & white) | Aug. 15-Oct. 15 |
| July 1-Aug. 1 | cucumbers (pickles) | Aug. 15-Nov. 1 |
| July 1-Sept. 1 | cucumbers | Aug. 15-Nov. 5 |
| July 1-Sept. 30 | potatoes | Aug. 31-Sept. 25 |
| July 1-Oct. 30 | honey | Sept.-Oct. |
| July 4-Sept. 1 | beets | Sept. 5-Dec. 15 |
| July 4-Sept. 15 | tomatoes | Sept. 10-Nov. 30 |
| July 5-Aug. 1 | blackberries | Oct.-Nov. |
| July 5-Sept. 20 | peaches | December |
| July 10-Sept. 15 | carrots | |
There are many other great resources out there with lists of foods that are good for you. Here are a few:
Organic food listing (interactive map):
http://www.localharvest.org/
List of Foods with/without Genetically Engineered (GE) Ingredients:
http://www.truefoodnow.org/shoppersguide/guide_printable.html
How to Get Local Foods:
Farmers Markets
A farmers market is a market where growers/producers from a given region gather to sell their goods to residents of the local community. Most farmers markets are outdoor and seasonal (usually in the spring, summer, and fall), but some are inside and year-round. Many farmers markets sell more than just fruits and vegetables, including meats, cheeses, flowers, herbs, baked goods, canned goods, wines, wool, and hand-crafted goods. Many vendors at farmers markets will offer free samples so that you can taste the goods before purchasing them. In general, vendors at farmers markets take only cash, so be sure to bring small bills.
Farmers markets are a wonderful way for people living in cities to buy inexpensive, regionallygrown produce and also to make the larger food system sustainable. When you buy fresh, local food from farmers markets, you also help small family farms stay in business, which in turn protects land from development. Thus, farmers markets provide a direct link between the farmer and the consumer, building community.
In the spirit of this community, it's a good idea to ask questions of the growers at a farmers market. Not all goods sold at farmers markets are organic, so it's best to ask the sellers about their growing methods - what chemicals they use, and how much of them they use – before purchasing. Feel free to also ask when the crops were harvested, the methods of raising the animals, (if you are buying meat), and even suggestions for recipes and ways to cook the food you are buying. If you'd like to conduct research ahead of time, many farms now have comprehensive websites with everything from foodie philosophy to photos of the living conditions of farm animals.
Some tips for a successful trip to the farmers market, from 100milediet.org, include:
~ Come early to get the best quality food – farmers markets can get very crowded, especially on weekend. Mid-week markets are quieter, but weekenders often have the best selection.
~ To be sustainable, try to bike, walk, or take public transportation to the farmers market, and bring your own sturdy cloth bags, a backpack, cooler, or basket to carry food home in.
~ In order to save money, walk up-and-down the entire market to check prices before you buy anything. Also, look for foods at their peak of seasonal abundance, or see if you can make arrangements with market farmers to buy bulk at a discount. Finally, be aware that the size and quality of farmers market food is not always equivalent to supermarket food: a head of farmers' market lettuce can appear higher priced than at the megamart, but may also be much larger, and/or more flavorful.
To find a farmers market near you, go to the USDA Farmer's Market listing interactive map, at: http://www.ams.usda.gov/farmersmarkets/map.htm
Community Supported Agriculture collectives:
A CSA, (for Community Supported Agriculture) is like a subscription for a group of eaters (usually a family) to a farm. By making a financial contribution to a farm, people become "members" (or "shareholders," or "subscribers") of the CSA, and in return for their investment they receive a weekly basket of fresh produce, flowers, fruits, eggs, milk, coffee, or any sort of different farm products, throughout the growing season.
CSAs thus create mutually-supportive relationships between local growers and community: while members are assured high-quality, fresh produce, often at below retail prices, growers also benefit from being guaranteed a reliable market for a diverse selection of their crops. This system makes a CSA is a very comprehensive solution to problem of eating environment-friendly: by joining, not only are you able to eat local on a day-to-day basis, but you are also helping to create economic stability for a small farm operation.
A CSA season typically runs from late spring through early fall. The number of CSAs in the United States was estimated at 50 in 1990, and has since grown to over 1000, (according to Local Harvest).
Most CSA farmers prefer that members pay for the season up-front, but some farmers will accept weekly or monthly payments. Some CSAs also require that members work a small number of hours on the farm during the growing season.
According to the Community Supported Agriculture of North America at University of Massachusetts Extension, the way it works is this:
A farmer or grower must first draw up a "yearly operating budget" which reflects the production costs for the year. This includes all labor costs, distribution costs, and costs for seeds, fertilizer, land payments, water, equipment maintenance, etc. The budget is then divided by the number of people for which the farm will provide, and this determines the cost of each share of the harvest. One share is usually designed to provide the weekly vegetable needs for a family of four. Flowers, fruit, meat, honey, eggs and dairy products can also be made part of a CSA agreement.
Next, community members sign up and purchase their shares, thereby making a commitment to support the farm throughout the season, and assuming the costs, risks and bounty of growing food along with the farmer or grower. The payment can be made either in one lump sum before the seeds are sown in early spring, or in several installments throughout the growing season.
Then, once crops start coming in, the food is harvested either the morning of pick up or the day before, ensuring fresh, great-tasting produce. The grower arranges to have bags of crops delivered to CSA members, typically once a week from late spring through early fall, and occasionally to members' doorsteps, to a few pre-determined spots in the city, or in some instances, members pick up the share from the farm directly. Crops are planted in succession in order to provide a continuous weekly supply of mixed vegetables. As crops rotate throughout the season, weekly shares vary by size and types of produce, reflecting local growing seasons and conditions.
To find an existing CSA near you, go to The CSA Center listing, at: http://www.wilson.edu/csasearch/search.asp
Co-Ops
A co-op is a group of people or organizations that come together voluntarily for each person or group's mutual benefit. Co-ops are like businesses, except that they are owned by the members themselves and are not-for-profit, so that any extra money that is earned is shared among the member/owners. Coops are democratic, meaning that each member gets one vote on matters of how to run the organization. There are many types of co-ops, including babysitting co-ops, health care co-ops, and, for our purposes, local food co-ops.
Food co-operatives, often simply called co-ops, are usually formed by members of a given community with the goal of providing low cost, healthy food primarily to members of the co-op, though some also sell to the public. Most food from co-ops is organic, though some is "natural" -produced with a minimum of processing with little or no additives or preservatives. All food coops are committed to consumer education, product quality, and member control, and most, with some exceptions, are committed to supporting their local communities by selling only locally-grown food.
There are generally two types of food cooperatives: co-operative grocery (retail) stores and buying clubs.
Co-op retail stores are usually similar to regular grocery stores, in that they are enclosed structures with a large variety of different foods available at one time. If there is a co-op retail store in your local community, simply walk in and ask how you can become a member. The rules of each are different: some co-ops have new members play a flat fee to join, while others ask for flat payments in monthly or weekly installments, or else individual payments based on the amount and types of foods you take away. Again, before joining it is wise to make sure that most or all of the food sold at the co-op is locally grown.
Food buying clubs, or co-ops, are a bit more informal. A food buying club is simply an association of people who get together in order to purchase food in bulk. Most are groups of people who already know each other – groups of friends, members of church groups, neighborhood groups, etc. As a group, people's purchasing power increases and allows them to access the cheaper wholesale marketplace, which is usually prohibited to individuals.
The food buying club coordinates to place pre-orders with wholesale food distributors for its members' own consumption. Food is generally ordered from a natural foods regional distributor, a food co-op warehouse, or a local farm. Each distributor has its own unique policy and terms: some require vendor permits or other official documentation, while others only require that you fill in an application in order to start an account. The food-buying club is responsible for working out the details of delivery of the bulk order, as well as the division of the food into individual household orders and delivery or pick-up by members.
If you can't find a food buying club already existing in your community, you may want to consider forming a club yourself.
First, simply round up enough people who are willing to volunteer their time and energy in order to purchase high quality, healthful foods at affordable wholesale prices. Seven-ten households, or 25-75 people, is usually the right amount. Talk up the idea with family, friends neighbors, and co-workers. It's a good idea for at least one person in the group to have some organizing experience, such as with another buying club.
The next step is to hold a meeting! Invite all of those people who are interested in the buying club idea. This gathering is an opportunity to emphasize the cooperative nature of a buying club. Members must be committed to working and making decisions together, each taking on a role, and ensuring that their tasks are completed.
Choose a name for your club. Then, as a group, or if you so choose, within a smaller organizational committee, discuss and divide up the following aspects of administration of the club: overall coordination, price guide and sales flyer distribution, price negotiation with distributors, ordering, money collection from members, supplies and equipment, bookkeeping, new member requirements and orientation, and unloading, sorting, and cleanup at the delivery/distribution site(s).
When identifying a location for deliveries and distribution, possibilities can include local churches, town halls, public buildings, fire houses or county fairgrounds. The site needs include accessibility for tractor trailer trucks, enough space for the order to be sorted out, and flexible hours of availability. Optional, but nice to have, is a sink for washing and clean up, a refrigerator, a freezer, and a phone.
To find a co-op in your area, go to Sustainable Tables listing at:
http://www.coopdirectory.org/directory.htm , or Local Harvest's interactive map at: http://www.localharvest.org/food-coops/
Farms
More and more farms, especially small, family-owned ones, are starting to grow organic, that is, without spraying their crops with pesticides, herbicides, or any other chemicals. "Organic" usually means that the farms do not use genetically modified plants, but not always, so it's best to ask to be sure. Organic farms can be another great way to get access to healthy local foods. If you live in a rural area, or close enough to one that it would be fuel-efficient to drive, you may want to try to purchase your local foods right from the source.
There are several different ways to do this. First, there are "pick your own" farms. Some farmers, berry and orchard growers in particular, allow consumers to pick their own produce. Usually for a set price by the bushel or pint, you can go into the farmer's fields and pick your own crops. This is good for individuals interested in freezing or canning.
Second, some growers set up farm stands, usually in the summer months, in rural or exurban areas, which they sell their crops from. Some farm stands are tiny operations, just a bench with zucchinis alongside a road, while others, especially those belonging to large farms, are enclosed structures that are more like stores, and sell many types of produce, meats and even baked and processed foods. These large farm stands do not always sell local goods – be sure to check the labels or ask if you aren't sure.
Gardens
Gardening is almost essential for would-be local eaters. Although many of us will claim that we don't have the gift of a "green-thumb", gardening is really the easiest and most economic way to get access to local foods, so if you have access to any plot of ground, it's really silly not to use it to plant a garden.
There are two primary types of gardens: individual and community.
Individual gardens are the ones that families or households grow on their own land. They are very easy to start, even if you don't have the aforementioned "green thumb". Here is an easy guide to "How to Grow an Organic Garden" from MEF member Alison Bell:
The first step is to pick a location for your garden. Start small, since small gardens are easy to manage, and by starting on a small scale you'll quickly learn gardening basics such as weed control, pest and disease control, watering requirements, and so on without being overwhelmed. For the best success, a vegetable garden should be well planned out in advance. A spot near the house in full sunlight is normally the most convenient spot; however, drainage, soil quality, and shade from buildings or trees may mean the garden must be located in an area farther from the house. A good vegetable garden must have at least six hours of full sun each day in order for your food crops to mature properly. No amount of fertilizer, water, or care can replace needed sunshine.
In planning your garden, consider what and how much you will plant. It is better to have a well maintained, small garden than a large one neglected and full of weeds. Usually, the garden should be surrounded by a sufficiently high fence with close mesh to keep out dogs, rabbits, and other animals. A fence also can serve as a trellis for beans, peas, tomatoes, and other crops that need support. Fertile, well-drained soil is also necessary for a successful garden. Good soil is well drained, well supplied with organic matter, reasonably free of stones, and moisture retentive. The subsoil also is very important. Hard shale, rock ledges, gravel beds, deep sand under the surface may make the development of garden soil extremely difficult or impossible. Moreover, soils should not be plowed or worked while it is very wet.
Different types of vegetables require varying degrees of soil acidity. The acidity or alkalinity of the soil is measured by pH. You can buy an inexpensive pH test kit at most nurseries, and many good garden centers will gladly test a soil sample for you. Once you have determined the pH you can amend the soil as needed.
The next step is planting your garden. If you are planning to grow vining plants, create mounds on which you will put them for example, cucumbers, pumpkins and melons. Also, establish pathway in your garden early so that you won't be walking across areas which will be planted. Be sure to water your garden thoroughly the day before you intend to plant.
Then sow your seeds, and to put in your vegetable bedding plants. Planting depths and spacing are critical, so don't crowd to many plants into the allotted space or you may end up with spindly plants and no food. Be sure to place a tag or marker on each row or area so that you will know what to expect will sprout there and when! Set the depth to the recommended requirements on the seed packet; again this will vary according to what you intend to plant. Open the seed package off and as you move down the row, carefully distribute the seeds evenly. Larger type seeds may be placed individually in the row.
Cover the seeds with fine soil (no clods or rocks) and firm the soil over the seeds to insure good moisture contact, and to help retain the moisture in the soil. Water thoroughly using a gentle spray so you don't disturb or uncover the seeds: seeds need moisture to germinate, so it is important to keep the soil moist until the seedlings are up. It is best to thin while the seedlings are still small, so that you aren't disturbing the roots of the plants which will remain.
The last step is to maintain your garden as it grows:
! During dry periods, vegetable gardens need extra watering. Most vegetables benefit from an inch or more water each week, especially when they are fruiting.
! Mulching between the rows will help to control weeds, conserve moisture in the soil, and provide you with pathways to access your plants. Black plastic may be used, or you can utilize grass clippings, straw, wood chips, or garden debris.
! Throughout the growing season be vigilante against Discovering a bug problem early will make it much easier to take appropriate action.
! Weeds rob your vegetables of water, light and root space. Keep them pulled out regularly (try to get the entire root). If they are allowed to go to seed, you may be dealing with thousands of weeds instead of a just a few.
! Once you have harvested your crop, put the spent plant and other vegetable matter into your compost pile so that it can be recycled into your garden again, next spring.
If you don't have the space for an individual garden, you may want to consider a community garden as a source of locally grown foods instead. Community gardens are plots of land that are usually but not always in urban areas that are cultivated for gardening by a group of people. Some community garden grow flowers, vegetables, or other crops. Some are organized as one big community plot, some are divided into many individual plots. Some can also be a series of plots dedicated to "urban agriculture," where produce is grown for a market. Community gardens can be located on abandoned city lots, on public lands such as parks, or on the land of hospitals, schools, or community centers, and many other places as well.
Besides being a wonderful local way to get local foods, the American Community Gardening Association (ACGA) lists the following benefits that community gardens provide:
* Improves the quality of life for people in the garden
* Stimulates Social Interaction
* Provides a catalyst for neighborhood and community development
* Encourages Self-Reliance
* Produces Nutritious Food
* Beautifies Neighborhoods
* Reduces Family Food Budgets
* Creates opportunity for recreation, exercise, therapy, and education
* Conserves Resources
* Preserves Green Space
* Creates income opportunities and economic development
* Reduces Crime
* Reduces city heat from streets and parking lots
* Provides opportunities for intergenerational and cross-cultural connections
To find a Community Garden in your area, go to the ACGA's listing:
http://acga.localharvest.org/
Restaurants and Supermarkets
Believe it or not, even some restaurants and mainstream supermarkets are realizing that consumers want to eat local, sustainable, and organic food, and are starting to offer more of it. There's really no one good web resource or guide to identifying these sources, so it's best just to ask many questions when you see "local food" advertised at a restaurant or grocery store. Ask to talk to the manager, and don't be afraid to grill them about how far away the farms are that grow the food: if it's more than 200 miles away, that shouldn't really count. In general, it's a good idea to talk to the managers at chain groceries to let them know that you're more likely to purchase food at their store if it was local.
On the web, The Eat Well Guide is a good search-engine for "wholesome, fresh, sustainable food in the US and Canada. Find food in your neighborhood and when you travel that is healthful, humane, better for the environment, and that supports family farmers":
http://www.eatwellguide.org/index.cfm
Also, according to Sustainable Table, these chain restaurants also serve sustainable, if not always local, food:
Chipotle: The fast-food, burrito chain restaurant serves Niman Ranch pork in its burritos, which meets AWI Animal Husbandry standards that require animals to be raised both humanely and sustainably.
Song: Delta's low-price airline, Song, includes meals that are made from organic ingredients, with some from small, family farms. (Food is not included with the price of a ticket.)
TGI Friday's: The huge American-food chain serves hamburgers from antibiotic-free, hormone-free source verified Angus cattle.
How to Prepare Local Foods:
Cooking
Here are few recipes that MEF members use to prepare seasonally available local food:
FROM THE KITCHEN OF DIANE GARDNER:
PESTO
1 & 1/2 cup of basil tightly packed
1/2 C. virgin olive oil
1/3 C. of pine nuts
2 cloves of garlic peeled
1/2 C. grated parmesan cheese
Whirl all ingredients in the blender until smooth. Serve over fresh pasta.
BROCHETTE
Toasted, sliced bread of choice Finely dice tomatoes and basil leaves
Drizzle balsamic vinegar and olive oil on tomatoes and basil
Slice garlic and rub on bread
Spoon marinated tomato and basil mixture onto bread. Serve
MOZZARELLA AND TOMATO SALAD
Slice some tomatoes
Slice fresh mozzarella
Place one slice mozzarella on a slice to tomato
Garnish with mint or basil leaves
FRENCH POTATO SALAD
Boil cubed potatoes and eggs
Cut up some tomatoes
When potatoes and eggs are cooked, peel eggs, dice them & mix with the potatoes
Mix tomatoes into the mixture
Finely dice red onions and place into mixture
Pour olive oil into mixture until moist
Juice one lemon and pour into mixture and mix up well.
Seasoning to taste
SLICED EGGPLANT
Slice an eggplant, brush with olive oil and grill. Easy and delicious!
PEAR AND PARSNIP SOUP
3 ripe pears, peeling, cored & chopped
3 to 4 med. parsnips, peeled and chopped
Combine pears, parsnips in 2 & 1/2 cups of stock on med. heat. Bring to boil. Turn down heat to simmer and let cook, partially covered until the parsnip pieces are tender about 15 min. Drain, reserving the liquid and the solids separately. Puree the solids with little of reserved stock. Return pureed mixture and reserved stock to the soup pot. Add remaining stock. Season to taste and simmer 15 minutes.
FROM THE KITCHEN OF LAURA HUENNEKENS:
Spring: This is a season of pears, scallions, and the long-awaited asparagus!
SPRING VEGGIE MEDLEY
1 pound asparagus ½ pound green beans
4 stalks bok choy or celery
2 cloves garlic
¼ pound fresh spinach
Salt, pepper, crushed pepper flakes, sesame seeds to taste
Wash and trim asparagus and slice into diagonal 2-3 inch pieces
Wash green beans and trim the ends, cut in half
Wash and trim bok choy stalks and discard the leafy portion. Cut into 1 inch diagonal pieces.
Wash spinach by soaking in cold water for ½ hour or more, then draining. Chop into good sized chunks.
Heat up 2 T. olive oil and sauté the minced garlic for one minute.
Add the beans and asparagus and sauté at medium heat for 4 minutes.
Add spinach and sauté 4 more minutes, stirring occasionally.
Sprinkle with salt, pepper, 2 shakes of pepper flakes and 1 T. toasted sesame seeds.
Heat on low 3 more minutes or until heated through.
Serves 4-6. Serve with new potatoes and a fruit salad with walnuts.
Summer: A bountiful season of peaches, berries, and later: green peppers and squash.
SUMMER GARDEN SOUP
2 t. olive oil
1 large onion, chopped
4 cups vegetable broth
2 medium zucchini or yellow squash, sliced thinly
1 red and/ or yellow pepper, minced
3 ripe tomatoes or
2 cloves garlic
Salt, pepper, fresh herbs such as thyme or oregano
In a large saucepan, heat oil over medium-high heat.
Sauté onion, cook 5 minutes or until soft. Add broth, zucchini, peppers, garlic, salt and pepper and heat to boiling. Reduce heat and cook for 1 hour or until veggies are soft.
Remove herbs with a slotted spoon. Puree 4 cups of the soup in a food processor, blender or with an immersion blender, doing 1-2 cups at a time.
Reheat soup and taste for salt and pepper.
Autumn: In the fall, we have an abundance of apples, yams, and all kinds of squash.
GRANDMA H'S RATATOUILLE:
2 medium onions, minced
2 cloves garlic, minced
2 small zucchini
3 tomatoes, peeled and diced
1 small eggplant, peeled and cut into cubes
1 large green pepper, cut into strips
¼ cup minced fresh parsley
1 ½ tsp. salt
½ tsp. basil
1/8 tsp pepper
2 T. olive oil
Heat oil in a heavy pot or Dutch oven. Sauté onion and garlic until soft but not brown.
Add other vegetables and spices. Cover and cook over medium heat for 15 minutes, then uncover and cook 10 more minutes.
Serves 8. Can be sprinkled with goat cheese or feta before serving;
Winter: It gets more challenging to eat "local" food during this season. But there is still wellpreserved potatoes and hardy cauliflower.
COUSCOUS WITH WINTER VEGGIES:
1 ½ cups couscous, preferably whole grain
2 T. live oil
1 c. veggie broth
1 large onion, minced
2 carrots, peeled and chopped into small pieces
1 turnip, peeled and chopped
1 sweet potatoes, peeled and chopped finely
½ tsp. each cinnamon, turmeric, cumin, black ground pepper
2 tomatoes chopped if available
1 can garbanzo bean, drained
Heat oil, sauté onions for five minutes, and then add other veggies.
Reduce heat, and add broth, simmer for 30 minutes. Add couscous and cover until liquid is absorbed.
Alternative cooking method: Sauté veggies, add 2 cups broth and couscous, cook in crock pot for 5-6 hours.
There are also lots of fabulous resources for local food recipes on the web:
http://www.animalvegetablemiracle.org/Recipes.html http://www.sustainabletable.org/kitchen/recipes/
http://www.ferryplazafarmersmarket.com/seasonality/recipes/
Local food cookbooks are also widely available. This website is a good resource for reviews of local food cookbooks: http://www.sustainabletable.org/kitchen/cookbooks/
Preserving
Another facet of preparing local foods is to find ways to preserve them during the wintertime. There are three basic methods of preserving food in its natural form - freezing food, drying or dehydrating it and canning foods.
According to Kanika Goswami in an excellent article on buzzle.com, in most foods the high content of water makes them vulnerable to spoilage because of the combination of the growth of microorganisms in it and the reactions of other food enzymes with oxygen. In some cases, the loss of moisture also contributes to spoilage and decay. So the secret of good food preservation is to ensure that there is zero presence of bacteria and other microorganisms in the food.
If you are freezing meat, it is advisable to chill it immediately. Meats should be kept below a temperature of 40 degrees Fahrenheit. Even at this temperature, it is not a great idea to keep it refrigerated for long periods. Simply cut the meat into small pieces, put it into some type of airtight wrapping (plastic, aluminum, or a natural material), and freeze it. Frozen meat should be neatly packed in compact bags and kept with some space between the bags.
Freezing fruits and vegetables is a little less straightforward. Some should be blanched while others can be frozen raw. Fruits such as berries can be frozen as they are, packed in airtight bags. Other fruits can be preserved in syrup or their own juices. Apples, pears, peaches, and apricots discolor if frozen and thawed, unless some ascorbic acid is mixed in. Fruits such as cooking apples can be steamed before freezing, which kills the bacteria, but since this also softens the fruits, it is not a great option for fruits which will be consumed whole later on. Foods like tomatoes can be frozen raw or pureed or steamed, but raw cherry tomatoes, which can be frozen whole. Except for peppers, scallions and herbs, most other vegetables – peas, cauliflower, carrot – require blanching before they are frozen. Blanching is simple: the veggies are dipped in boiling water for a few seconds, then plunged in ice cold water to retain freshness, and then frozen. Always remember to cool down the vegetables before freezing them.
Another great way to preserve your fresh local food is by drying. The science behind this method is to remove moisture from the food, so the growth of bacteria can be completely controlled. This method seems to be better than any other because it is faster, requires minimum equipment and the food still tastes good and is as nutritious. It also requires little storage space. The process of drying drains out their excess fat.
But the trick is to make sure that the food is completely dried, or else spoilage may still occur. Drying can be done indoors or outdoors, in the sun. The fresh fruits and most veggies should be peeled, cut into quarters or halved, depending on the size, and then dried. In some cases, they may be blanched, cooked or dipped in salts before drying.
A final complex method of preserving food is canning. Canning works well at keeping veggies delicious throughout the winter, but it necessitates a little prior planning, and you will need to look up specific instructions on how to can different types of foods, since different foods require different preservative materials. In general, however, here are some basic instructions on how to can, from preservefood.com:
First, before you begin, make sure you have all the ingredients on hand before you begin. Also be sure you have sufficient lids and jars and wash them all thoroughly. In most cases, your jars will be sterilized in the canners with the food, however if this is not the case, be sure to sterilize them beforehand by boiling them for 15 minutes. Wash the fruits and vegetables.
Then, place the food in jars. There are two methods for doing this. In the hot pack method you heat the food first in a separate pot. In the raw pack method the raw fruit is added directly to the jars. It is okay to prepare many foods using the raw pack method, but for some foods, the heat process will not be sufficient.
Next, pour boiling water, broth, juice or syrup over the food in the jar. When packing the food and adding water, be sure to allow for expansion by leaving some space in the neck of the jar. The amount of space to leave varies from a fraction of an inch for jams to slightly over an inch for low acid fruits and vegetables. Then use a paper towel to wipe off the sealing edges of the jars and place lids on top of them; remember to leave enough give to let air escape during the sterilization process.
Next comes the most crucial part of canning: heat sterilization. There are two methods for doing this, boiling water canning and pressure canning. You will need a small machine called a canner at this point, to help with the sterilization. While following the specific canner directions, you must wait for the required time period, which varies.
Once heat sterilization is complete, you remove the jars from the boiling water or pressure machine, and set them aside to cool for about 12 to 24 hours. Then you want to test your seals. The lid should be concave and not move when pressed. You can also try tapping them with a spoon. A clear ringing sound means that the seal has set properly. A dull thud may be bad news, but might also mean that food is touching the lid. Also turn jars on sides and roll to check for leakage. If within the seals have not set, you have can either refrigerate or freeze the food and use it before it spoils, or try to re-sterilize it.
When the jars have finished cooling, it is time to store the canned food. Ideally the best place to store canned food is a cool (not freezing) dark, dry place.
A great website with how-tos on preserving food is: http://www.preservefood.com/
Conclusion: How to Build a Local Food Movement
Once you've gotten the hang of it, it's easy to eat local! An additional piece of the puzzle, however, is how to share your new knowledge about why to, and how to, eat local, with others in your community. While Michelle's Earth Foundation believes that small actions = big changes, part of the translation of eating locally into a big change for the environment is the effort that we all can make to include our friends, family, coworkers, neighbors, and fellow human
beings in the sustainable practices we have adopted. Our challenge is to not only make sure that we eat local, but ultimately, to see to it that others do as well.
One way to approach this challenge is to be an organizer: why not be the driving force in bringing the eat local movement directly to your community? Whether you organize your own regional food co-op, or simply a local food pot-luck dinner with a few of your friends, you are actively helping to bring the eat local movement into the lives of others.
There are many great events and activities that you can plan to educate others about local foods. Here are a few ideas:
* open community garden nights - open gardens up to the public. Arrange for one of the gardeners to give a short talk about the garden and their own participation in it, and provide visitors with entertainment, snacks, wine, or even, if there is a surplus of crops, allow them to pick some foods.
* local-only challenges – organize a "challenge" for a group of people to eat only local foods for a period of time – one or two weeks and give out prizes. See if you can get some creative prizes donated, like farmers market gift certificates.
* local food pot-luck meals – plan a communal potluck meal at your school, house of worship, or other group, inviting people to bring dishes made from local ingredients. It's a great idea to encourage them to bring the recipes they used for swapping later on.
* farm visits – get a group of people together to visit a local (or not so local, if you are in the city) farm. Make a day trip of it, and see if you can either visit a pick-your-own farm or at least one with a friendly farmer willing to give you a tour and explain his/her growing and animal rearing methods.
* "invite a farmer" dinners – arrange for a farmer to come to a local-food meal with a group of people and discuss the types of foods that are eaten, how and when they are grown, and where they come from originally.
If you plan one of these events or an even more creative one of your own, make sure that you let the news media know about it, so that your eat-local message can reach even more people. Call local TV networks and newspapers and ask for the newsdesks or editors, explaining that you are a local person planning a fun community event. Invite reporters to come and participate. AM talk-radio stations are also a good bet if you are a vocal spokesperson for the cause of eating local, so feel free to call them, tell them about the event, and offer yourself for an interview if they can't make it physically there. Be sure to tell MEF about your event by emailing us at email@example.com, and we'll be happy to help you in any way we can.
If organizing other people is not your style, there are many national initiatives, such as the Slow Food movement and the Eat Local Challenge, which you can get involved in as an individual. Check out the resources listed below for more links to these websites and others, which have a wealth of information on eating local. Happy munching!
Resources:
Sustainable Table:
http://www.sustainabletable.com
Slow Food USA:
http://www.slowfoodusa.org/
Local Harvest:
http://www.localharvest.org/
100-Mile Diet:
http://www.100milediet.org
Eat Well Guide:
http://www.eatwellguide.org/index.cfm
American Community Garden Association:
http://www.communitygarden.org/learn/
September 2007 Eat Local Challenge:
http://www.eatlocalchallenge.com/2007/08/the-september-2.html
Ethicurean blog:
http://www.ethicurean.com/ | <urn:uuid:208db645-d8a5-430b-929e-d1ecc395e1c4> | CC-MAIN-2018-43 | http://www.michellesearth.org/local/Eat-Local-Rachele-Huennekens.pdf | 2018-10-19T07:38:22Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00551.warc.gz | 510,914,230 | 10,536 | eng_Latn | eng_Latn | 0.982567 | eng_Latn | 0.998878 | [
"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 | [
2955,
7189,
10444,
11985,
14834,
18132,
21621,
24479,
28498,
31063,
33202,
35490,
37691,
41083,
43920,
47506,
47987
] | [
3.171875,
3.3125
] | 2 | 0 |
7 th GRADE
Standard 1 - Number Sense
Students understand and use scientific notation* and square roots. They convert between fractions and decimals.
7.1.1 Read, write, compare, and solve problems using whole numbers in scientific notation. Example: Write 300,000 in scientific notation.
7.1.2 Compare and order rational* and common irrational* numbers and place them on a number line. Example: Place in order: -2, 5 8 , -2.45, 0.9, π, -1 3 4 .
7.1.3 Identify rational and common irrational numbers from a list.
Example: Name all the irrational numbers in the list: -2, 5 8 , -2.45, 0.9, π, -1 3 4 .
7.1.4 Understand and compute whole number powers of whole numbers. Example: 3 5 = 3 × 3 × 3 × 3 × 3 = ?
7.1.5 Find the prime factorization* of whole numbers and write the results using exponents. Example: 24 = 2 × 2 × 2 × 3 = 2 3 × 3.
7.1.6 Understand and apply the concept of square root. Example: Explain how you can find the length of the hypotenuse of a right triangle with legs that measure 5 cm and 12 cm.
7.1.7 Convert terminating and repeating decimals* into reduced fractions. Example: Write 0.95 as a fraction.
*scientific notation: a shorthand way of writing numbers using powers of ten (e.g., 300,000 = 3 ≤ 10 5 )
*rational number: a real number that can be written as a ratio of two integers* (e.g.,
1
2,
5
6,
239
)
*integers: …, -3, -2, -1, 0, 1, 2, 3, …
*irrational number: a real number that cannot be written as a ratio of two integers (e.g., π, 3 , 7π)
*prime factors: e.g., prime factors of 12 are 2 and 3, the two prime numbers that divide 12 *terminating decimals: decimals that do not continue indefinitely (e.g., 0.362, 34.1857)
Standard 2 - Computation
Students solve problems involving integers*, fractions, decimals, ratios, and percentages.
*integers: …, -3, -2, -1, 0, 1, 2, 3, …
Mathematics: Grade 7 June 2010 Page 2 of 10
Standard 3 - Algebra and Functions
Students express quantitative relationships using algebraic terminology, expressions, equations, inequalities, and graphs.
7.3.1 Use variables and appropriate operations to write an expression, a formula, an equation, or an inequality that represents a verbal description.
Example: Write in symbols the inequality: 5 less than twice the number is greater than 42.
7.3.2 Write and solve two-step linear equations and inequalities in one variable and check the answers.
Example: Solve the equation 4x – 7 = 12 and check your answer in the original equation.
7.3.3 Use correct algebraic terminology, such as variable, equation, term, coefficient*, inequality, expression, and constant.
Example: Name the variable, terms, and coefficient in this equation: 7x + 4 = 67.
7.3.4 Evaluate numerical expressions and simplify algebraic expressions by applying the correct order of operations and the properties of rational numbers* (e.g., identity, inverse, commutative*, associative*, distributive properties*). Justify each step in the process. Example: Simplify 3(4x + 5x – 1) + 2(x + 3) by removing the parentheses and rearranging. Explain each step you take.
7.3.5 Solve an equation or formula with two variables for a particular variable.
Example: Solve the formulaC= 2πrforr.
**
7.3.10 Identify and describe situations with constant or varying rates of change and know that a constant rate of change describes a linear function. Example: In the last example, how will the graph be different if the plant's speed of growth changes?
** REVISED 2010: Standards 7.3.6, 7.3.7, and 7.3.8 (slope) and 7.3.9 (compare linear and nonlinear functions) were removed from the grade 7 standards. These pre-algebra standards are now included in the grade 8 standards.
*coefficient: e.g., 7 is the coefficient in 7x
*rational number: a real number that can be written as a ratio of two integers* (e.g., 1 2 , 5 6 239 )
,
*integers: …, -3, -2, -1, 0, 1, 2, 3, …
*commutative property: the order when adding or multiplying numbers makes no difference (e.g., 5 + 3 = 3 + 5), but note that this is not true for subtraction or division
*associative property: the grouping when adding or multiplying numbers makes no difference (e.g., in 5 + 3 + 2, adding 5 and 3 and then adding 2 is the same as 5 added to 3 + 2), but note that this is not true for subtraction or division
*distributive property: e.g., 3(5 + 2) = (3 × 5) + (3 × 2)
Mathematics: Grade 7 June 2010
Page 4 of 10
Standard 4 - Geometry
Students deepen their understanding of plane and solid geometric shapes by constructing shapes that meet given conditions and by identifying attributes of shapes.
7.4.1 Understand coordinate graphs and use them to plot simple shapes, find lengths and areas related to the shapes, and find images under translations (slides), rotations (turns), and reflections (flips).
Example: Draw the triangle with vertices (0, 0), (3, 0), and (0, 4). Find the lengths of the sides and the area of the triangle. Translate (slide) the triangle 2 units to the right. What are the coordinates of the new triangle?
7.4.2 Understand that transformations such as slides, turns, and flips preserve the length of segments, and that figures resulting from slides, turns, and flips are congruent* to the original figures. Example: In the last example, find the lengths of the sides and the area of the new triangle. Discuss your results.
7.4.3 Know and understand the Pythagorean Theorem and use it to find the length of the missing side of a right triangle and the lengths of other line segments. Use direct measurement to test conjectures about triangles. Example: Use the length and width of your classroom to calculate the distance across the room diagonally. Check by measuring.
7.4.4 Construct two-dimensional patterns (nets) for three-dimensional objects, such as right prisms*, pyramids, cylinders, and cones.
Example: Draw a rectangle and two circles that will fit together to make a cylinder.
*congruent: the term to describe two figures that are the same shape and size
*right prism: a three-dimensional shape with two congruent ends that are polygons and all other faces are rectangles
Standard 5 - Measurement
Students compare units of measure and use similarity* to solve problems. They compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less regular objects.
7.5.1 Compare lengths, areas, volumes, weights, capacities, times, and temperatures within measurement systems. Example: The area of the school field is 3 acres. How many square yards is that? Explain your method.
7.5.2 Use experimentation and modeling to visualize similarity problems. Solve problems using similarity. Example: At a certain time, the shadow of your school building is 36 feet long. At the same time, the shadow of a yardstick held vertically is 4 feet long. How high is the school building?
7.5.3 Read and create drawings made to scale, construct scale models, and solve problems related to scale. Example: On a plan of your school, your classroom is 5 cm long and 3 cm wide. The actual classroom is 10 m long. How wide is it? Explain your answer.
7.5.4 Use formulas for finding the perimeter and area of basic two-dimensional shapes and the surface area and volume of basic three-dimensional shapes, including rectangles, parallelograms*, trapezoids*, triangles, circles, right prisms*, and cylinders. Example: Find the surface area of a cylindrical can 15 cm high and with a diameter of 8 cm.
7.5.5 Estimate and compute the area of more complex or irregular two-dimensional shapes by dividing them into more basic shapes. Example: A room to be carpeted is a rectangle 5 m × 4 m. A semicircular fireplace of diameter 1.5 m takes up some of the floor space. Find the area to be carpeted.
7.5.6 Use objects and geometry modeling tools to compute the surface area of the faces and the volume of a three-dimensional object built from rectangular solids. Example: Build a model of an apartment building with blocks. Find its volume and total surface area.
*similar: the term to describe figures that have the same shape but may not have the same size
*parallelogram: a four-sided figure with both pairs of opposite sides parallel
*trapezoid: a four-sided figure with one pair of opposite sides parallel
*right prism: a three-dimensional shape with two congruent ends that are polygons and all other faces are rectangles
Standard 6 - Data Analysis and Probability
Students collect, organize, and represent data sets and identify relationships among variables within a data set. They determine probabilities and use them to make predictions about events.
7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots* and justify the choice of display. Example: You survey the students in your school to find which of three designs for a magazine cover they prefer. To display the results, which would be more appropriate: a bar chart or a circle graph? Explain your answer.
7.6.2 Make predictions from statistical data. Example: Record the temperature and weather conditions (sunny, cloudy, or rainy) at 1 p.m. each day for two weeks. In the third week, use your results to predict the temperature from the weather conditions.
7.6.3 Describe how additional data, particularly outliers, added to a data set may affect the mean*,
median*, and mode*. Example: You measure the heights of the students in your grade on a day when the basketball team is playing an away game. Later you measure the players on the team and include them in your data. What kind of effect will including the team have on the mean, median, and mode? Explain your answer.
7.6.4 Analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results. Example: On a bar graph of a company's sales, it appears that sales have more than doubled since last year. Then you notice that the vertical axis starts at $5 million and can see that sales have in fact increased from $5.5 million to $6.2 million.
7.6.5 Know that if P is the probability of an event occurring, then 1 – P is the probability of that event not occurring. Example: The weather forecast says that the probability of rain today is 0.3. What is the probability that it won't rain?
7.6.6 Understand that the probability of either one or the other of two disjoint events* occurring is the sum of the two individual probabilities. Example: Find the probability of rolling 9 with two number cubes. Also find the probability of rolling 10. What is the probability of rolling 9 or 10?
7.6.7 Find the number of possible arrangements of several objects using a tree diagram. Example: A state's license plates contain 6 digits and one letter. How many different license plates can be made if the letter must always be in the third position and the first digit cannot be a zero?
* stem-and-leaf plot: e.g., this one shows 62, 63, 67, 71, 75, 75, 76, etc.
Mathematics: Grade 7
June 2010
Page 7 of 10
* mean: the average obtained by adding the values and dividing by the number of values
* median: the value that divides a set of data, written in order of size, into two equal parts
* mode: the most common value in a given data set
* disjoint events: events that cannot happen at the same time
Mathematics: Grade 7 June 2010
Page 8 of 10
Standard 7 - Problem Solving
Students make decisions about how to approach problems and communicate their ideas.
7.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. Example: Solve the problem: "The first three triangular numbers are shown in the diagram below. Find an expression to calculate the nth triangular number."
Decide to look for patterns.
7.7.2 Make and justify mathematical conjectures based on a general description of a mathematical question or problem. Example: In the first example, notice that three dots make an equilateral triangle for the number 3 and six dots make the next equilateral triangle.
7.7.3 Decide when and how to divide a problem into simpler parts.
Example: In the first example, decide to make a diagram for the fourth and fifth triangular numbers.
Students use strategies, skills, and concepts in finding and communicating solutions to problems.
7.7.4 Apply strategies and results from simpler problems to solve more complex problems. Example: In the first example, list the differences between any two triangular numbers.
7.7.5 Make and test conjectures by using inductive reasoning. Example: In the first example, predict the difference between the fifth and sixth numbers and use this to predict the sixth triangular number. Make a diagram to test your conjecture.
7.7.6 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work. Example: In the first example, use words, numbers, and tables to summarize your work with triangular numbers.
7.7.7 Recognize the relative advantages of exact and approximate solutions to problems and give
answers to a specified degree of accuracy. Example: Calculate the amount of aluminum needed to make a can with diameter 10 cm that is 15 cm high and 1 mm thick. Take π as 3.14 and give your answer to appropriate accuracy.
7.7.8 Select and apply appropriate methods for estimating results of rational-number computations. Example: Measure the dimensions of a swimming pool to find its volume. Estimate an answer by working with an average depth.
7.7.9 Use graphing to estimate solutions and check the estimates with analytic approaches. Example: Use a graphing calculator to find the crossing point of the straight lines y = 2x + 3 and x + y = 10. Confirm your answer by checking it in the equations.
7.7.10 Make precise calculations and check the validity of the results in the context of the problem. Example: In the first example, check that your later results fit with your earlier ones. If they do not, repeat the calculations to make sure.
Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.
7.7.11 Decide whether a solution is reasonable in the context of the original situation.
Example: In the first example, calculate the 10th triangular number and draw the triangle of dots that goes with it.
7.7.12 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.
Example: Use your method from the first example to investigate pentagonal numbers.
Mathematics: Grade 7 June 2010
Page 10 of 10 | <urn:uuid:c46421e1-499a-4e25-b6df-24d1095090c7> | CC-MAIN-2018-43 | https://www.stanthonyschooldc.org/documents/ADW%20Standards/Math/Math_Grade7.pdf | 2018-10-19T07:39:26Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00552.warc.gz | 1,072,972,985 | 3,462 | eng_Latn | eng_Latn | 0.939923 | eng_Latn | 0.996349 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1664,
1868,
4319,
4365,
6071,
8345,
10974,
11315,
13847,
14693
] | [
4.40625
] | 6 | 4 |
ROAD SAFETY ORIENTATION AND ISSUES
1. SAFETY is the #1 issue when riding.
2. THE BRAIN: Your best piece of safety equipment.
1. Anticipate, think ahead, then react
3. BIKE ISSUES: MIRROR, bell, good tires, lights, rear flasher, check your bike before and after each ride (cuts in tires, frayed cables, brake pads). Keep tired properly inflated. Is anything loose? ON BIKE: extra tube, pump, water bottle
4. CLOTHING and HELMETS: Hi-Viz clothing (no black, dark blue/purple); gloves, glasses, make sure helmets "fit" properly (across the forehead, not covering the nape of the neck).
5. DMV LAWS: They apply to all cyclists, follow the 'rules of the road' and motorists are more likely to respect cyclists. There are 5 times more accidents for cyclists who do not follow the "rules of the road".
1. Hand signals – turns, slowing down
2. Unlicensed Cyclists: young riders who may not 'know the "Rules of the Road"
3. Ride a straight line (4-6" wide) – no weaving – be predictable!
4. RFL: No authority to stop / control traffic
6. GROUP RIDING:
1. Personal Comfort Zone (spacing) btwn bikes (front/back/side)
2. "Escape Route" – what is it and it will change moment to moment
3. Speed going downhill
4. Braking: increased distance with rain/gravel
a. "Tapping brakes" while riding in a group
5. Left Turns as a group:
7. MUSIC TO YOUR EARS:
DMV: One ear bud only! NOT allowed on RFL!
Cell-phones & GPS (Keep your eyes on the road)
Cellphones – take 'em, use 'em (when you're stopped)
8. CAR ISSUES:
1. Getting 'doored' (3' distance from cars)
2. If the wheels are moving, the vehicle is moving.
3. Cars making right hand turns in front of riders
4. Cars that "zoom" past and then brake to turn right. The bike often 'catches up' to the car before or as they turn.
5. Road Rage – get the license plate/description of the car and report to police.
6. Don't pass on the right hand side (if cars are stopped for lights).
7. Bikes will "lose" against a car!
8. Truck or car "wash" from being passed
9. ROAD ISSUES:
1. RR tracks (dew in NH, popping tires)
2. Gravel – potholes – glass – shoulder / broken pavement
3. "Taking the Lane" – Ride defensively, but assertively
4. Proper Gear to 'start up' at red lights or to "escape" a dangerous situation.
5. Avoid Blindspots for cars!
6. Ride Defensively, but Assertively
7. Scan the Road – see what's ahead and behind.
8. Rider Fatigue: Don't 'over-ride', rest stops – 100 miles
9. Know and always have an "Escape Route"
10. Communicate with other riders: "Car Back, On Your Left, Clear Back"
11. Dogs: stop pedaling and coast or 'out run em' if you can.
12. Scan the Road:
Scenarios:
1. Left turn from N. Meadow onto W. Buffalo @ Byrne Dairy / Joe's Restaurant: turn
right into Buffalo and turn around to cross Meadow.
2. Left turn from Taughannock Blvd by the Jewel Box: left lane to left lane (if going straight to Meadow) or right lane (if going to S. Fulton)
10. HYDRATE OR DIE:
1. Food and fluids – eat/drink before you're hungry or thirsty.
a. Keep some type of food "on the bike" – 6 ppl shared a Clif Bar
b. A 10% loss of fluids can be life threatening!
c. Cognitive and physical impairment – dehydration
d. Eating/drinking for a 100 mile ride is vastly different than a 25 or 50 mile ride.
e. Post-Ride Nutrition – Hydration = VIP
11. RIDE LIFE LIFE SPECIFIC ISSUES:
a. Motorcycles "Dudes and Dudettes" on route - Thumbs up (if OK) or down (if help is needed)
b. Bike Techs:
c. Seneca Falls: Road Marshalls
12. BE SAFE – HAVE FUN – SUPPORT OTHER RIDERS/VOLUNTEERS!
RIDE ROUTE OPTIONS:
42 Miles – Rider is bused to the Seneca Falls Community Center, you bicycle rides on a separate truck.
85 & 100 miles – begin at Stewart Park, follow route on the East lake side around to Cass Park
Indoor Cycling – new and growing in popularity! See | <urn:uuid:a5912423-6431-4583-8e37-5787856b1197> | CC-MAIN-2018-43 | http://aidsrideforlife.org/admin/resources/road-safety-1.pdf | 2018-10-19T06:40:37Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00553.warc.gz | 12,972,190 | 1,041 | eng_Latn | eng_Latn | 0.991814 | eng_Latn | 0.994117 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2006,
3814
] | [
2.46875
] | 3 | 3 |
Anxiety is something that everyone experiences to some extent in any stressful situation. For students, one of the most frequently stressful or anxiety-provoking experiences is test-taking. Many students will feel some form of anxiety when taking exams. Anxious feelings can occur before the test, while reviewing for the test, during the test, or after the test, and can range from nervousness sweating, to forgetfulness and blanking out, to actually becoming physically ill.
While all of these are symptoms of anxiety, most people don't experience anything worse than nervousness. In fact, a slight amount of anxiety often results in improved test performance. However, anxiety becomes a problem when it begins to adversely affect a person's performance on the exam.
There are three main areas students can work on to reduce test anxiety when it begins to interfere with test performance.
1. MENTAL PREPARATION
Before the exam the student can do several things:
Be thoroughly prepared. A confident know ledge of course materials is the first step in reducing test anxiety.
Review the material. Review is fine but trying to cover tw o months of material in two hours is not an effective way to prepare for an exam. Begin your review process early. This also reduces last minute anxiety.
Arrive at the exam location early . Tardiness only causes more stress! Relax and don’t talk about the test with friends or other students- frantic review is often more confusing than helpful. Also, do not sit near anyone who seems anxious, as it will only serve to make you more anxious.
In the exam a student should be test-wise and have a plan for taking a test:
Some initial tension is normal . Generally w hen you receive a test, stop for a moment, take several deep breaths, relax, and then start reviewing direc- tion and test items.
In a times test, make a schedule for answering questions . Allow more time for a higher point question. Pace yourself to get as many questions as pos- sible answered. Knowing how well you are progressing will eliminate anxiety over whether or not you will finish the exam.
Don’t speed too much time on any question . If you can’t come up with the answer, move on. You can always come back if you have time. Higher scores will usually result from trying all items.
If you get stumped on a question or series of questions, move onto questions you can answer . This w ill get your mental process and con- centration ready for more difficult questions.
This tool brought to you by The Learning Corner @ Oregon State University, This tool brought to you by The Learning Corner @ Oregon State University, success.oregonstate.edu/learning
success.oregonstate.edu/learning
I know I can do this. I practiced, explained, made connections...
I’m taking a deep breath. I feel my feet on the floor. I’m ready.
2. PHYSICAL PREPARATION
Before the exam students should develop good study habit and techniques. Adequate food and rest are important to any part of the study program, especially before an exam. When people are tired they become frustrated more easily and experience more anxiety.
During the exam find a place where you will have some privacy, one that is well lit and comfortable. Bring those supplies necessary for the exam such as a calculator, pens, etc. avoid sitting near the door or other high distraction places.
3. RELAXATION
In connection with mental and physical preparation, relaxation before and during the exam can aid in retention and improve test performance. When a person is anxious, his/her body becomes physically tense. Relaxation removes tension and thus reduces anxiety- the deeper the relaxation the greater the reduction in anxiety. There are several things you can do to achieve a state of relaxation prior to an exam.
Go for a walk. Allow adequate time prior to the exam to go for w alk. Clear your mind as you walk and enjoy the sense of relaxation.
Avoid discussing the test with anyone - especially fellow classmates as that only serves to fuel anxiety.
Take a series of 10 deep breaths, holding each breath for 10 seconds. Slowly release your breath.
While sitting or lying down, tense all the muscles in your body. Hold the tension for seconds. Release, let your muscles relax completely. Repeat, as needed until you feeling feel less anxious and deeper sense of relaxation.
Stretch. Stretching your muscles invigorates the body and is a great pick me up, especially if you are groggy.
success.oregonstate.edu/learning success.oregonstate.edu/learning | <urn:uuid:76bd2109-385c-4118-8010-142324472d64> | CC-MAIN-2018-43 | https://success.oregonstate.edu/sites/success.oregonstate.edu/files/test_anxiety.pdf | 2018-10-19T06:46:42Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00552.warc.gz | 811,684,421 | 971 | eng_Latn | eng_Latn | 0.998747 | eng_Latn | 0.998809 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2715,
4547
] | [
3.234375
] | 2 | 1 |
SILVER SPRINGS EDIBLE GARDEN GROUP
"A garden requires patient labour and attention.
It thrives because someone expended effort on it." Liberty Hyde Bailey
At the time this article was written spring equinox had just passed and we were seeing changes occurring in the garden. Several plants seemed to be behaving differently. Growth had increased tremendously for many vining plants, shrubs, and perennials, while others, such as leafy greens, were suddenly going to seed! The technical term for this is called 'BOLTING'.
Bolting is a response to temperature and day length, or other root stress. It should not be confused with plants that simply become mature and bloom. Now all seeds have an inherent entitlement to make seeds, but they use different approaches as they react to changes in the seasons. As the days get longer and the average soil temperature increases, becoming quite hot at mid-day, some vegetables, mostly leafy salad greens such as spinach, lettuce and Asian greens (pac choi, arugula, mustard greens), as well as parsley and cilantro, are triggered by the longer warmer days to produce seed; they 'bolt'. It seems that almost overnight these plants send up a flower stem, go into bloom, and then produce seeds. Once this process starts, it is irreversible. Breaking off the stem only encourages more stems, not leaves, to form. As the energy then goes into flower production, the leaves may become unpleasantly bitter or spicy. Essentially, a bolted plant is no longer good for eating.
The experienced gardener learns to plant these seeds very early spring when the weather is cool, then remove them once bolted, and perhaps replant again early fall for a second crop as the weather again cools off. These plants all thrive in cool soil. The best advice for new gardeners is to plan on growing 'cool-season' plants in the cool season (April/May). Observe your plants every day. When they look their best, don't delay, harvest immediately at their peak freshness. [Above excerpt was condensed from an article from West Coast Seeds website: https://www.westcoastseeds.com/garden-resources/articles-instructions/bolting/ ]
June brought heat and rain to the garden and we saw increased growth in both edibles and perennials. The new shrubs are adapting well and show new growth. The recently rejuvenated strawberry beds look healthy and new growth is appearing on the plants.
The last Garden Speaker Series presentation on Trees, Shrubs and Perennials with Laurel and
Teresa on June 20 th proved to be very worthwhile; an informed guided tour of the gardens and tree groves areas. We couldn't have asked for a more beautiful evening for the walk and many people expressed their thanks and enjoyed the whole event complete with carrot cake and iced tea on the patio at the end.
The GARDEN SPEAKER SERIES has completed for this year. It was very successful with interesting topics and good attendance. Planning for next year's garden talks will soon begin. We welcome your ideas and suggestions on garden topics that would be of interest to you. Email: email@example.com Don't miss out next year! Look for the article in the SSCA 'Spirit' in early 2019 to see what exciting garden talks are being offered. | <urn:uuid:ce05caaf-09bb-4add-911e-3462acf12d55> | CC-MAIN-2018-43 | http://sscacalgary.weebly.com/uploads/9/2/6/6/92667618/egg_aug_2018_spirit_final.pdf | 2018-10-19T07:29:47Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00552.warc.gz | 354,945,477 | 681 | eng_Latn | eng_Latn | 0.999037 | eng_Latn | 0.999013 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2146,
3242
] | [
2.15625
] | 1 | 0 |
INTERJECTION:
Examples:
IDENTIFYING PARTS OF SPEECH
VERB: A word denoting action, occurrence, or existence.
Examples: ran, jump, shout, sweat, thinks, feels, sleeps, eat, laugh, are, is, was, has
The Presidentmetwith foreign diplomats on Tuesday.
NOUN: A word that names a person, place, thing, idea, animal, quality, or action. Nouns function as the subject of the sentence. They also function as objects, complements, appositives, and modifiers, as well as in direct address. Examples: child, John, New York, books, pizza, love, pony, generosity
Edwin, my brother, is a professional musician.
PRONOUN: A word that takes the position of a noun and functions as nouns do.
Examples: he, she, it myself, me, theirs, ours, we, you, yours
He attended a luncheon in his honor on Wednesday.
ADJECTIVE: A word that modifes, qualifies or describes nouns and pronouns. Generally, adjectives appear immediately before the words they modify.
Examples:
pretty girl,
talented doctor,
young athlete,
blue book
The small child begged for a bedtime story.
ADVERB: A word that modifies verbs, adjectives and other adverbs. An "ly" ending almost always changes an adjective to an adverb.
Examples: spoke quickly, ran hastily, worked frantically Kelly reluctantly agreed to serve on my committee.
Many adverbs do not end in "ly." However, all adverbs identify when, where, how, how far, how much, etc.
Examples: hang low, stand straight, added wrong, study hard
Kelly never
loses her temper.
PREPOSITION: A word that establishes a relationship between its object and another word in the sentence.
The relationship can be one of time, space, direction, place accompaniment, cause, or manner.
Examples: on, between, down, in, of, since, to (not a complete list)
Jack sat beside
Jill on
the bus.
CONJUNCTION: A word that functions as a connector between words, phrases, and clauses. There are coordinating, correlating, and subordinating conjunctions.*
Examples: for, and, nor, but, or, yet, so (coordinating)
when, until after, before, although (subordinating)
I work part-time although I don't need the money.
ARTICLE: A word that is used before a noun and functions as an adjective
Examples: The (definite article), a and an (indefinite articles)
The bees that were on the flowers stung Kaye.
A man gave us directions to the airport.
[A is used before a noun beginning with a consonant sound]
An article in the paper caught my attention.
[An is used before a noun beginning with a vowel sound]
An exclamation expressing emotion.
Wow! Help! Stop! Ouch!
Wow! Look at all the snow.
TIPS TO HELP YOU RECOGNIZE PARTS OF SPEECH
VERB
NOUN
The word is probably a verb if:
! You can use will, shall, can, could, may, might, must, should, or would in front of the word. Examples: will come, could go, would miss
The word is probably a noun if:
! You can make it plural or singular (one book, two books)
! You can make it possessive (book, book's pages; girl, girls' dresses)
! It can follow a prepositional phrase such as to the, with the, from the.
! You can place the word a, an, or the in front of it.
PRONOUN The word is probably a pronoun if:
! You can substitute the word for a noun
Examples: me, mine, you, he, her, it, we, these, one, everybody (not a complete list)
ADJECTIVE The word is probably an adjective if:
! You can add er or est to the word (happy--happier--happiest)
! You can use more or most in front of it (beautiful--more beautiful--most beautiful)
! You can use the words very or quite in front of it (she wore a very bright, daring costume)
ADVERB The word is probably an adverb if:
! There is an ly suffix (happily)
! The word or phrase can be moved to another place in the sentence and still make sense
Examples: He usually goes to school. -or-
Usually, he goes to school. -or-
He goes to school usually.
PREPOSITION
These words must be followed by a noun object. Prepositions only occur in prepositional phrases.
(This is not
a complete list)
CONJUNCTION The word is probably a conjunction if:
! The word serves as a connector between words, phrases, or clauses. (There are coordinating correlating, and subordinating conjunctions.*)
Example: He was not handsome, yet he was a very successful actor.
The young boy ran quickly down the street, and he yelled, "Help!"
art.
adj. noun verb adverb prep. art. noun conj. ∴verb interjection
pronoun
*See handouts "How to Recognize Parts of Speech" and "Coordination/Subordination" | <urn:uuid:db5c5593-75a2-4ca9-9416-4eae3fd816b8> | CC-MAIN-2018-43 | http://meant4teachers.com/wp-content/uploads/2013/09/Tips-for-Identifying-Parts-of-Speech.pdf | 2018-10-19T08:07:29Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00552.warc.gz | 241,412,233 | 1,131 | eng_Latn | eng_Latn | 0.998075 | eng_Latn | 0.998416 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2655,
4567
] | [
3.84375
] | 3 | 8 |
RUSEKERE SECONDARY SCHOOL P.O BOX 52 FORT PORTAL, UGANDA SCHOOL PROFILE
LOCATION
Rusekere Secondary School is situated in Kabarole District, Western Uganda, East Africa. It is located North East of Fort Portal 25 kms on Fort Portal – Kijura Murrum Feeder road that links the area to the major commercial and administrative town of Fort Portal. It is found in Hakibaale Sub County, Burahya County, Kibasi LC II Kabarole District.
HISTORICAL BACKGROUND
Rusekere S.S was born 1982, named so by tracing the ancestral area of the location so called "Rusekere". The greater need for having an institution of higher learning in the locality prompted the initiators of the idea to start a senior secondary school with the least available local resources. Attaining secondary education was the monopoly of the privileged few who had to travel greater distances in urban centres where the schools were located. Schools like St. Leos College, Nyakasura School, Kyebambe Girls, Mpanga and others were all far away over 25 kms in Fort Portal. Not withstanding this fact is that these schools could not be afforded by the peasantry. Some influential politicians of the time including religious leaders and other community elders, decided to advance the idea of founding a secondary school which could enable the daughters and sons of the peasantry to also access secondary education. The first school site was established at the sub county Headquarters – Hakibaale where by the courtroom, the Community Development Hall acted as classrooms, Headteachers' office and staffroom. After, 1 year a semi-permanent mud & wattle grass thatched structure was put in place by the community to accommodate the ever increasing numbers of the students' population. The political instability of the time could not allow the school to hold a firm ground and not until 1986 when the school acquired a new site near Kyairumba Primary School. The Primary School which is Catholic Church founded and on whose land it stands apportioned a piece of land to the now Rusekere SS where the parents since 1986 continued adding structures for classrooms.
Todate, the enrollment stands as follows:-
| CLASS | BOYS | GIRLS |
|---|---|---|
| S.1 | 132 | 88 |
| S.2 | 136 | 78 |
| S.3 | 78 | 55 |
| S.4 | 50 | 31 |
| TOTAL | 396 | 252 |
N.B: S.I has 04 streams
S.2 has 03 streams
S.3 has 02 streams
S.4 has 02 streams
Rusekere S.S has a catchment area of a sub – county with a total population of about 70,000 people in Hakibaale sub county of Kabarole District. There are 9 government primary schools from where most of the students who enroll with the school do come from. A few students also come from the neighbouring district of Kyenjojo and neighbouring sub counties of Busoro and Kichwamba and a negligible number from Fort Portal Municipality.
THE SCHOOL'S LOCALITY
Based on its locality, the community from which the students do come from is a peasantry class living on land practicing subsistence agriculture with a minimal surplus left for sell. Many others pick tea in the Tea Plantations. As such, the income base of the people is quite poor. This goes to advance the cause for support of the poor parents to enable them obtain assistance in form of text books, scholastic materials for their children and personal effects for the very needy students.
CHALLENGES
The students and the school in general face several challenges some of which include:
1- There are child-headed families. Children loose both their parents and there are no close relatives willing to take on the responsibility of looking after them. The eldest takes over the duty. Naturally, the challenges met are grave.
3- There are categories of students who live alone in their family houses. Who drop out of school when the challenges over power them.
2- There are total orphans living with their ailing parent(s). Provision of necessities is difficult since the elderly grand parents do not have the energy to work.
4- Some poor parents prefer to have their children married at an early age to dodge the expenditures!
5- The school. Though established in 1982 is still backward in terms of infrastructure and other scholastic materials. | <urn:uuid:72fd57c1-ab46-420e-8997-97439bb85a98> | CC-MAIN-2018-43 | http://www.austria-uganda.at/dokumente/Rusekere%20Background%20pdf.pdf | 2018-10-19T07:47:08Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00555.warc.gz | 416,502,791 | 941 | eng_Latn | eng_Latn | 0.998111 | eng_Latn | 0.998398 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2384,
4192
] | [
2.25
] | 2 | 1 |
BE A GOOD NEIGHBOR. BE BEAR SMART!
HELPING PEOPLE AND BEARS COEXIST
Quick Tips for Effective Electric Fencing for Bears
A properly constructed electric fence is safe for people and pets and has proven to be effective at deterring bears from chicken coops, beehives, fruit trees, gardens, livestock pens, compost and more. Proper design, construction and maintenance will determine the effectiveness of your fence.
Before you start: Is your need for an electric fencing system temporary (seasonal) or permanent (year round)? How big is the area you want to fence? Will you need a gate, on/off throw switch, etc?
Minimum Requirements for Bears
Minimum Joule Rating: 0.7 joules
Minimum Voltage: 6,000 volts
Minimum Number of Wires: 3
Minimum Fence Height: 4 feet
The primary electric fence components are: energizer, grounding system, wire, posts and fence tester.
ENERGIZERS: The joule rating is most important when choosing an energizer. Plug-in energizers are recommended over battery operated, where power is available. Pulse rates of modern energizers are so quick that they cannot generate enough heat to start vegetation on fire.
GROUNDING: Grounding is the second most important component. Hot-ground systems are best for dry, rocky soil. All-hot is best for damp, or often-watered, soil. You'll need one ground rod, (galvanized steel is recommended), for every joule of energizer output. Grounds rods should be driven 6 feet deep.
WIRE: Aluminum wire (14Ga or more) is easier to use and more conductive. Steel (12Ga or more) is more durable. (Note that 12 Ga is thicker than 14 Ga). Poly wire should be at least 9-stranded. Cattle or hog panel can be used in addition to, or instead of, traditional wire. Poly tape is not recommended for bears. Wire should be placed so bears cannot go under, through or over wires. A 3-wire system is recommended for existing structures and 5-wire for stand-alone perimeter fences.
POSTS: Treated wooden posts are preferred for permanent systems. Common post types available for electric fencing are wooden, T-posts, fiberglass and plastic.
MAINTENANCE IS KEY: Use an electric fence voltage meter, (fence tester), weekly to check the amount of current passing through wires, not just if voltage is passing through. Check that hot wires are not grounded out by tall vegetation, fallen branches, or broken insulators, etc. Check for poor wire connections in locations of spliced wire or where wire has become loose.
In addition:
* For protecting fruit trees, all fruit should fall within the electrical fence instead of outside it.
* Electric fences should be placed away from structures, so bears first encounter the fence.
* Place highly-visible electric fencing signs around the perimeter of your fence as a precaution.
* Bait an electric fence only for an individual bear that has previously accessed attractants.
Bear Smart Durango • 970-749-4262 • email@example.com • www.bearsmartdurango.org | <urn:uuid:7da296cc-2afa-4ff8-b1eb-e5d16e3fe229> | CC-MAIN-2018-43 | http://bearsmartdurango.org/wp-content/uploads/2017/04/electric-fencing-quick-tips.pdf | 2018-10-19T06:39:51Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00555.warc.gz | 35,012,406 | 693 | eng_Latn | eng_Latn | 0.994669 | eng_Latn | 0.994669 | [
"eng_Latn"
] | false | docling | [
2969
] | [
2
] | 1 | 4 |
THEME: LAND TRANSPORT
--------------------------------------------------------------------------------------------
About the Challenge:
There are three parts to the Challenge – Parts A, B & C. Each part consists of 1 to 2 questions. The weighting for each question indicates its contribution to the final score. It also serves as a guide on the amount of time and effort your team should spend on the question.
Written Report Requirements:
1. Your report should not exceed 10 pages. It will be read by judges. Present the main results and ideas only. You may omit details such as the steps of computations. However, you should be able to explain the details of your work during the oral presentations, if requested by the judges.
2. Teams should acknowledge all sources used.
3. Your report must:
- Be saved in PDF format.
- Be single spacing with font size 12. Do not try to squeeze in the details by reducing the spacing between lines, or the margins.
- Include your school name in FULL, on the first page of your report.
Oral Presentations:
1. Each team has 20 minutes to present their solutions to the judges. This will be followed by a 5-minute Question & Answer session.
2. Each team has to present 3 times – each presentation covers all three parts.
There are 10 printed pages (excluding the pink cover page).
1
--- Blank Page ---
2
Part A: Tourist in a hurry
You are a tourist. You have a list of attractions that you are going to visit. You have set aside a certain amount of money for local transportation. There are three modes of transport – on foot (free but slow), public transport (cheap), and taxi (fast but expensive). Your goal is to figure out the optimal route: you always begin at your hotel and come back to it, but you can choose the order in which you visit the attractions and how you travel to the next attraction. You want to minimise the total time you spend travelling between attractions and stay within your transport budget.
Question 1 (20%)
You do NOT have to implement any of the algorithms as computer programs.
(a) Exhaustive enumeration. Suppose that you are given all the data: the budget, the list of attractions, and the tables of costs and times needed to travel between locations. One algorithm to find the optimal route and the associated transport modes is to enumerate all the possible routes and transport modes exhaustively, and select the one with the minimal total time that is within your transport budget. Given a list of n locations (attractions and hotel), what is the time complexity for this exhaustive algorithm to solve the problem? In other words, how many candidate solutions must be examined? [For information on the time complexity of an algorithm, refer to http://en.wikipedia.org/wiki/Time_complexity.]
(b) More effective exact solver. Propose another algorithm that can work out the optimal route and the associated transport modes, but is slightly faster than the naïve algorithm in (a). State and explain your algorithm and state its time complexity.
(c) Fast approximate solver. What if there are many attractions? The algorithms in (a) and (b) are too ineffective (i.e. they take far too long to be of any practical use). You need a much more effective algorithm, i.e., one that runs fast and gives an answer that is close to the optimum. In particular, the algorithm must be effective enough that you can perform by hand, without implementing a computer program. Your algorithm does not need to find the optimal route in this case, but it should still find a reasonably good one (i.e., the total travelling time is close to the minimum, and the transport cost is within the budget constraint). State and explain your algorithm, justify your design (i.e. explain why your algorithm usually finds a reasonably good solution), state its time complexity and explain why it is effective. [Please turn over
Apply your 'fast approximate' algorithm to the following data, stating the route and transport modes found by the algorithm. State the total transport time and cost.
* Budget for transportation – 20 dollars.
*
Locations (Attractions and hotel):
(1) Your hotel, Marina Bay Sands. You should begin and end your journey at the hotel.
(2) Singapore Flyer
(3) Vivo City
(4) Resorts World Sentosa
(5) Buddha Tooth Relic Temple at Chinatown
(6) Singapore Zoo
Three tables of travelling times and costs for all the three modes of transport are as follows (Pages 3 - 5):
Travelling Time Required and Cost of Transportation
Travel by Public Transportation
| To: From: | Marina Bay Sands | Singapore Flyer | Vivo City | Resorts World Sentosa | Buddha Tooth Relic Temple | Zoo |
|---|---|---|---|---|---|---|
| Marina Bay Sands | | $0.83 17 min | $1.18 26 min | $4.03 35 min | $0.88 19 min | $1.96 84 min |
| Singapore Flyer | $0.83 17 min | | $1.26 31 min | $4.03 38 min | $0.98 24 min | $1.89 85 min |
| Vivo City | $1.18 24 min | $1.26 29 min | | $2.00 10 min | $0.98 18 min | $1.99 85 min |
| Resorts World Sentosa | $1.18 33 min | $1.26 38 min | $0.00* 10 min | | $0.98 27 min | $1.99 92 min |
| Buddha Tooth Relic Temple | $0.88 18 min | $0.98 23 min | $0.98 19 min | $3.98 28 min | | $1.91 83 min |
| Zoo | $1.88 86 min | $1.96 87 min | $2.11 86 min | $4.99 96 min | $1.91 84 min | |
* The public transportation from "Resorts World Sentosa" to "Vivo City" is free-of-charge.
Travel by Taxi
| To: From: | Marina Bay Sands | Singapore Flyer | Vivo City | Resorts World Sentosa | Buddha Tooth Relic Temple | Zoo |
|---|---|---|---|---|---|---|
| Marina Bay Sands | | $3.22 3 min | $6.96 14 min | $8.50 19 min | $4.98 8 min | $18.40 30 min |
| Singapore Flyer | $4.32 6 min | | $7.84 13 min | $9.38 18 min | $4.76 8 min | $18.18 29 min |
| Vivo City | $8.30 12 min | $7.96 14 min | | $4.54 9 min | $6.42 11 min | $22.58 31 min |
| Resorts World Sentosa | $8.74 13 min | $8.40 14 min | $3.22 4 min | | $6.64 12 min | $22.80 32 min |
| Buddha Tooth Relic Temple | $5.32 7 min | $4.76 8 min | $4.98 9 min | $6.52 14 min | | $18.40 30 min |
| Zoo | $22.48 32 min | $19.40 29 min | $21.48 32 min | $23.68 36 min | $21.60 30 min | |
Travel on Foot
| To: From: | Marina Bay Sands | Singapore Flyer | Vivo City | Resorts World Sentosa | Buddha Tooth Relic Temple | Zoo |
|---|---|---|---|---|---|---|
| Marina Bay Sands | | 14 min | 69 min | 76 min | 28 min | 269 min |
| Singapore Flyer | 14 min | | 81 min | 88 min | 39 min | 264 min |
| Vivo City | 69 min | 81 min | | 12 min | 47 min | 270 min |
| Resorts World Sentosa | 76 min | 88 min | 12 min | | 55 min | 285 min |
| Buddha Tooth Relic Temple | 28 min | 39 min | 47 min | 55 min | | 264 min |
| Zoo | 269 min | 264 min | 270 min | 285 min | 264 min | |
Part B: Bus stops
Bus is the most popular type of transport in Singapore, averaging over 3.3 million passenger-trips daily. Therefore, planning new bus routes and optimising existing ones are of top priority. Each individual bus route can usually be represented by a line of a fixed length with a certain number of bus stops located between its start and end. The commuters want the bus stops located so as to minimise their travel time. So the quantity to be minimised is the average journey time of all the commuters.
The model is as follows. There is a street of length say L km. The commuter population is distributed uniformly along the street. We need to find the number of bus stops and the optimal positions for them to minimise the average time a commuter spends on the way from a random point along the street to another random point. In order to get from a point P to a point Q, a commuter always walks to the bus stop nearest to P, then takes a bus ride to the bus stop nearest to Q, and then walks to Q. If two bus stops are at the same distance from P, then the commuter chooses either one randomly (and similarly if two bus stops are the same distance from Q). The walking speed is W km/h, the speed of a bus is B km/h, and a bus spends an additional S hours per stop to load and unload passengers. We shall use the notation T(P,Q) for the time the commuter spends travelling from P to Q.
Example
Consider the following street layout:
There are five bus stops and 3 sample points here. In this example, all distances between them are whole numbers. In general, the distances might be any real numbers. Let us find some timings:
* To get from P to R, the commuter walks 1 km to bus stop 2, then travels two stops and 14 km by bus to bus stop 4, then walks 1 km to R. We have then S. S T 2 14 2 1 2 14 1 R) (P,
* S. B W W T T 2 14 3 1 R) (P, R) (Q,
* To get from P to Q, the commuter walks 1 km to bus stop 2 because it is the nearest bus stop to P, then travels by bus to the same bus stop 2 which means he does not do anything, then walks to Q: . W W S B W T 3 2 0 0 1 Q) (P, (Note: This is clearly not realistic.)
Let us fix some notations. There is always a bus stop at either end of the street. Let the positions of the bus stops be . 0 1 2 1 0 L x x x x x n n . We write A for the complete arrangement of bus stops. Thus A may be described either by the vector ) , , , ( 1 2 1 n x x x or, equivalently by the vector ), , , , ( 2 1 n d d d where 1 i i i x x d for all . , 1,2, n i
Let E(A) be the expected (i.e. average) time of travel from a random point to another random point if the arrangement A of bus stops is fixed.
Question 2 (15%)
(a) Let n be fixed. Neglecting the time needed for a bus to drop and pick passengers (i.e., assuming that 0 S ), prove that the optimal arrangement of the bus stops is when they are equidistant from each other – that is, the function E(A) attains its minimum value when n d d d 2 1 (or, equivalently, when n iL x i for all i). You may assume that such an optimal arrangement actually exists.
(b) Now let 0.05 20, 5, 20, S B W L . Find the value of n that minimises E(A), where A is the equidistant arrangement with n+1 stops and n intervals between them. (Since S is now non-zero, there is no assertion that the equidistant arrangement is the optimal one for a given value of n.)
Question 3 (25%)
The model proposed here has limitations. For instance, it does not take into account the fact that people can walk directly to the destination, that commuters go to certain places (like shops) more often than to other places and the commuter distribution is not uniform etc. Suggest ways to enrich the model to make it closer to reality and explain how similar problems like (a) and (b) could be solved in the new models.
Part C: Traffic junction
Question 4 (15%)
(a) Consider a traffic junction as shown in Figure 2. Car C, which is travelling in the vertical direction, has come to a stop at the junction. It gives way to cars that are travelling in the horizontal direction. The problem is to determine the smallest possible spacing d between the cars travelling on the horizontal road such that it will be possible for car C to cross the junction without slowing down any of the cars on the horizontal road.
The assumptions are:
(i) The spacing between consecutive cars on the horizontal road is d.
(ii) The condition for no slowing down is that the centres of any two cars must be at distance at least s. (So in particular we must have d s.)
(iii) All cars on the horizontal road travel from left to right at speed v, and Car C also travels at speed v. When Car C starts to move it accelerates instantly to speed v.
(iv) All cars travel in a straight line, either horizontally or, for Car C, vertically. No car changes direction.
Express your answer in terms of the variables s and/or v.
If you are a road planner, who is tasked to decide if this junction requires a traffic light, how may the information computed above be used?
(b) The assumptions made in (a) are of course over-simplified. In reality, the cars on the horizontal road will be arriving not at regularly-spaced times but at random times. To model this, we assume that the arrival rate at the junction of cars (on the horizontal road) is what is called a 'Poisson process of rate λ '.
What this means is that, in a very short time-interval δ , the chance that a car arrives is about λ . It follows from this (you can just believe this or else you can look it up) that, in a time interval of length, the number of cars X that arrive during this interval satisfies
for each 0,1,2, k . It also follows that, once a car has appeared, the waiting time Y until the next car appears satisfies
for each . 0 r
What is the expected (i.e. average) waiting time for Car C before it can cross the junction? If you need to make extra assumptions about the traffic flow then state them clearly.
(c) Now suppose that, as well as the number of cars arriving on the horizontal road being a Poisson process of rate λ , the number of cars arriving on the vertical road is also a Poisson process, of rate v λ .
As before, each car on the vertical road must wait until there is a suitable break in the horizontal traffic before crossing. On average, how many cars (on the vertical road) are queueing at the junction?
Question 5 (25%)
Actual traffic junctions are rarely uni-directional as they were in Question 4. Let us now consider a junction where cars travel in opposite directions along each branch, as shown in Figure 3.
In this case, it often becomes virtually impossible for a waiting car to move off. Therefore, traffic lights are required to regulate the flow of traffic along the two roads. Formulate a model to design the timings of the traffic lights, such that the average queue length and waiting time along both roads are minimised. Feel free to propose any other criteria for the optimisation of a traffic junction.
(Note: You may assume more realistic conditions for the traffic flow. For example, the flow rate, vehicle density and other factors may vary according to the time of the day, etc. Any such considerations may result in bonus marks.)
[END] | <urn:uuid:3516b370-fa81-4819-9877-330eb68d5e24> | CC-MAIN-2018-43 | https://www.nushigh.edu.sg/qql/slot/u90/file/SIMC2014challengequestions.pdf | 2018-10-19T07:19:48Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00553.warc.gz | 1,010,035,573 | 3,745 | eng_Latn | eng_Latn | 0.994404 | eng_Latn | 0.998758 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1327,
1350,
3893,
4459,
5377,
6133,
6718,
8549,
10549,
11771,
13112,
13976
] | [
3.046875
] | 2 | 4 |
Brigance Inventory of Early Development III: Standardised
Author(s): Curriculum Associates
Date Available: 11 June 2014
ISBN:
978 1 76001 200 7
Code/SKU:
CA14288
RRP:
$200.00
Format/Page No.: A4, 242 pages
Age Group:
Early Learning–6
Topic:
Activities and Exercises;
Gifted & Support
Learning Area: Cross-curricular
Summary:
The BRIGANCE Inventory of Early Development III Standardised, or IED III Standardised, is a selection of 55 key assessments that span the critical domains of child development and learning. The valid, reliable and well-researched developmental assessments of the IED III Standardised have been standardised and validated on a normative sample of children from birth to seven years of age.
The IED III Standardised produces a complete range of information about a child's early developmental and academic skill mastery.
Results from administered assessments of the IED III Standardised produce a variety of scores, including standard scores, percentiles and age equivalents in the following domains:
* Physical development (gross motor and fine motor)
* Language development (receptive and expressive)
* Academic skills/cognitive development (literacy and mathematics)
* Adaptive behaviour (daily living)
* Social and emotional development (interpersonal and self-regulatory)
Because the skills within assessments are sequenced from the earliest mastered skills to more difficult ones, a child's present level of performance can be pinpointed along a skill continuum. Results from administered assessments allow professionals to identify a child's strengths and needs within and across these domains (skill areas). And because the IED III Standardised is norm-referenced, professionals can compare a child's mastery of skills to that of other children of the same age across these skill areas. Therefore, the IED III Standardised meets common assessment requirements and can be used as the educational and developmental portion of a battery that identifies children with potential developmental or learning delays, language impairment, advanced development and other exceptionalities.
Supporting Resources:
* Brigance Inventory of Early Development III: Standardised Record Book (CA14289)
* Brigance Inventory of Early Development III: Early Childhood Edition (CA14278)
* Brigance Inventory of Early Development III: Special Education Edition (CA14274)
* Brigance Inventory of Early Development III: Box of Materials (CA9562)
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au Email: email@example.com | <urn:uuid:5ef6b098-cb2d-46d0-ad98-98c571d15bfb> | CC-MAIN-2018-43 | http://files.hbe.com.au/infosheets/CA14288.pdf | 2018-10-19T07:28:48Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00555.warc.gz | 123,489,830 | 532 | eng_Latn | eng_Latn | 0.935054 | eng_Latn | 0.935054 | [
"eng_Latn"
] | false | docling | [
2562
] | [
2.390625
] | 1 | 1 |
bites and stings
About 36 children* under the age of 14 are treated each week at a Queensland emergency department for venomous bites or stings. 1
Across Australia, six children under the age of nine are admitted to hospital each week due to a bite or sting, 2,3 while a third of hospital treatments for bites and stings are for spider bites. 1,3
The risks
Children are more vulnerable to stings and bites because they are less cautious than adults and more likely to get close to venomous creatures, 1 and boys are more likely than girls to receive a bite or a sting. 3 Because children have smaller bodies and weigh less than adults, they are more susceptible to the effects of venom. 2
Injuries
Spiders: Children are mostly bitten on the upper arm or lower leg. Serious spider bites in Australia are most commonly due to redback spider bites, and less frequently, funnel-web spiders. 5 Pain and discomfort occurs in all spider bites, and red marks and itchiness occur in most spider bites. However, most spider bites are not dangerous. Symptoms of serious spider bite may
Deaths from bites and stings: Most deaths are from anaphylaxis, a severe allergic reaction that can cause parts of the body to swell up (usually face or throat), preventing a child from breathing. In severe cases, children may go into shock within a few minutes and the heart can stop. 4
In Queensland, spider bites are the most common type of bites and stings, closely followed by stings from bees and wasps. Bites and stings from snakes, jellyfish, ants and ticks are also common. 1
The most severe bites and stings involve jellyfish, snakes or spiders. 1
Most often, children are bitten or stung around the home, garden or garage, 1,2 and bites and stings are more common in the warmer months of the year. 1,2,6 Snakes are more commonly seen and are more aggressive during the warmer weather, when they are hunting for a mate (often in January).
include redness and itching, sweating, pain, headache, nausea, tiredness and muscular spasms. 4,6 If your child has thess symptoms and you suspect that they have been bitten by a spider, seek medical attention urgently. 4
Snakes: Dangerous snake bites in Australia are usually due to five main species – brown snakes, tiger snakes, black snakes, taipans, and death adders. 7 In Queensland, snake bites requiring hospitalisation are mostly due to brown snakes. 8 Children are mostly bitten on the lower leg or foot. 1 Symptoms include pain and swelling at the bite site, muscle tenderness/weakness, drooping eyelids, change in vision, paralysis and difficulty in breathing. 7 It can be difficult to identify poisonous snakes from non-poisonous varieties, so if your child is bitten by any snake, seek urgent medical care.
continued >
Bee/wasps: Pain and swelling at the site of the sting are common. 4 Stings from bees and wasps are not usually serious, but an allergic reaction to the sting may occur, which can be life-threatening. See the panel on anaphylaxis.
Ticks: Tick bite smostly occur on the face, head or neck, but can be found elsewhere. Tick bites are usually harmless but if the tick remains in the body, paralysis can occur. Symptoms include general unsteadiness, drowsiness, blurred vision, and muscle weakness (arms, legs or face). 4
Ants: Ant bites are common on the arms and legs. 1 Redness, pain and swelling at the bite site are the most common effects of an ant bite. 4
First Aid 4
Spiders: Keep the child calm. If you suspect that your child may have been bitten by a redback spider or a funnel-web spider, call 000.
Snakes: Treat any snake bite as serious. Keep the child calm and still, apply a firm bandage over the bite area and bandage the whole limb. Use splints to prevent movement of the limb. Do not attempt to catch the snake and do not wash the wound. A sample of the venom is required to
For 24-hour advice on poisonings, bites and stings, call the Poisons information Centre – 13 11 26.
Jellyfish: Most hospitalisations from jellyfish stings are due to the irukanji jellyfish. 3 In Queensland, stings from box jellyfish and bluebottles are also common. 1 Stings from jellyfish are painful and can cause a rash or welts, while stings from box and irukandji Jelly fish can be life-threatening. Symptoms may include severe backache, chest and abdominal pain, nausea, vomiting and sweating. 4,9
Prevention
* Check around your home for snakes and spiders.
* Remove leftover building materials and rubbish.
* Keep grass and weeds short and advise your local council of overgrown and hazardous blocks nearby.
* Supervise your children when outdoors.
* Teach children to avoid snakes and spiders and to tell you if they see a snake or spider.
* Recognise symptoms of bites and stings – learn first aid.
*Note: this figure is an extrapolation from Queensland Injury Surveillance Unit (QISU) data – at the time, it was estimated that QISU data captured 25 percent of injuries treated at emergency departments in Queensland.
Sources
1. Krahn D, Barker R, Pandie Z, Hockey R, Spinks D and Pitt R. March 2007. 'Envenomation', Queensland Injury Surveillance Unit Injury, Bulletin No.95.
2. Cripps R and Steel D. October 2006. 'Childhood poisoning in Australia', Australian Institute of Health and Welfare (AIHW) National Injury Surveillance Unit. Research Centre for Injury Studies, Flinders University, South Australia. No.5.
3. Australian Institute of Health and Welfare: Bradley C 2008. 'Venomous bites and stings in Australia to 2005'. Injury research and statistics series number 40. Cat no. INJCAT 110. Adelaide: AIHW.
4. Queensland Government Poison Information Centre health.qld.gov.au/poisonsinformationcentre.
5. Isbister GK, Gray MR. 'A prospective study of 750 definite spider bites, with expert spider identification'. QJM 2002;95:723-31.
6. Isbister G. 2006. 'Spider Bite: A Current Approach to Management'. Australian Prescriber: 29:156-8
7. Isbister G. 2006. 'Snake Bite: A Current Approach to Management'. Australian Prescriber: 29:125-129.
8. Queensland Trauma Review. 'Venomous Snake Bite'. Queensland Trauma Registry. March 2010.
9. Isbister G. 2007. 'Managing injuries from venomous sea creatures in Australia'. Australian Prescriber. 30: 117-121.
Other resources
avru.org health.qld.gov.au/PoisonsInformationCentre/ access.health.qld.gov.au/hid/AccidentsInjuriesandPoisonings/BitesAndStings/ bitesAndStings_is.asp identify the snake. Seek urgent medical attention. Bee/wasps: Remove the sting by scraping it off with a fingernail without sqeezing. Do not squeeze or pull. Wash the area and apply ice to
reduce pain and swelling. Seek medical attention if an allergic reaction occurs.
Ticks: Using fine-tipped tweezers, grip the tick behind the head as close as possible to the skin. Gently pull the tick straight out with steady pressure. Do not squeeze or attempt to kill the tick. Seek medical advice.
Ants: Apply ice to the affected area.
Jellyfish: Bluebottle stings should be doused with warm (not hot) water. If your child is stung by a box or irukandji jellyfish, wash the area with vinegar and seek urgent medical atention.
© Kidsafe Queensland 2012 – kidsafeqld.com.au | <urn:uuid:c7dfb117-914b-436b-9f32-fc80695bac86> | CC-MAIN-2018-43 | http://kidsafeqld.com.au/images/stories/pdfs/Factsheet%20bites%20and%20stings.pdf | 2018-10-19T06:30:59Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00556.warc.gz | 191,790,483 | 1,708 | eng_Latn | eng_Latn | 0.996026 | eng_Latn | 0.997593 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2770,
7184
] | [
3.109375
] | 1 | 6 |
Claiborne deBorda Pell
Senator Claiborne deBorda Pell was born in New York City on November 22, 1918. He served as United States Senator from Rhode Island from 1961-1997. He was elected in 1960 and re-elected in 1966, 1972, 1978, 1984 and 1990 and was the longest serving Senator in Rhode Island history.
He served as Chairman of the Committee for Foreign Relations; Chairman of the Subcommittee on Education, Arts and Humanities; Member of the Committee on Labor and Human Resources; Chairman of the Committee on Rules and Administrations; Member of the Democratic Policy Committee; and served on the Executive Committee of the Environmental and Energy Study conference.
He was an honorary Vice President of the American Bible Society, an honorary trustee of St. George's School and trustee emeritus of Brown University. He served as a member of the Board of Visitors of both the United States Naval Academy and the United States Coast Guard. He was director of the Society of Friends of Touro Synagogue of Newport and attended Trinity Episcopal Church in Newport. Senator Pell was also a trustee of Save the Bay. He wrote two books, Power and Policy: America's Role in World Affairs (1972) and Megalopolis Unbound (1966) and coauthored of a third, Challenge of the Seven Seas (1966).
Claiborne Pell was born in New York City into a family with a long history of public service. His father, Herbert Claiborne Pell, was a Congressman, a Democratic State Chairman, and later, U.S. Minister to Portugal and Hungary. His ancestors include five Members of Congress, one of whom, George M. Dallas, also served as Vice President of the United States under President James Polk.
A graduate of St. George's School in Middletown, R.l., he earned his A.B. degree (summa cum laude) in history from Princeton University in 1940 and his M.A. degree from Columbia University. He received honorary doctorates from 51 colleges and universities.
He received 20 decorations, including the Presidential Citizens Medal, the second highest non-military award of the United States, and was awarded medals by both the Kingdom and the Republic of Italy, four by Portugal, two by the Netherlands, and by France, Sweden, Greece, Liechtenstein, Austria, Luxembourg, Lebanon, Pakistan, the Knights of Malta and by Cardinal Koenig of Austria.
He enlisted in the Coast Guard four months before the attack on Pearl Harbor and started his Coast Guard career as a ship's cook. He received a commission while aboard ship and served in the North Atlantic and in Sicily, where he helped rebuild the fishing industry. After the war's end, he continued in the Coast Guard Reserve, from which he retired in 1978 with the rank of Captain. Claiborne Pell was arrested three times by Fascist governments and three times by Communist governments.
After the war, he participated in the San Francisco Conference that created the United Nations. He then served seven years as a State Department official and Foreign Service Officer. He is the only member of the Senate to have been a Foreign Service Officer. During his diplomatic career, he held posts in Czechoslovakia following the Communist takeover.
After resigning from the Foreign Service, Pell spent eight years in business and political activities. During that time he also was Vice President of the International Rescue Committee for which he directed Hungarian refugee activities in Austria following the Hungarian Revolution.
In 1960, he sought the Democratic nomination for the Senate seat of retiring Senator Theodore Francis Green and became the first unendorsed candidate in Rhode Island history ever to win a state-wide primary. He was elected in the general election by the largest plurality in Rhode Island history up to that time.
Pell was the principal sponsor of a 1965 law establishing the National Endowment for the Arts and the National Endowment for the Humanities and was the Senate author of the National Sea Grant College and Program Act of 1966, a program funded at about $40 million annually - including about $1.5 million that goes to the University of Rhode Island.
On the Senate Foreign Relations Committee, Pell was an early and outspoken opponent of United States military involvement in Vietnam and has been a vigorous supporter of arms control agreements, including a mutual, verifiable nuclear freeze. He took the lead in proposals to ensure peaceful uses of the oceans and international cooperation in protection of the environment.
His leadership, both in the Committee and on the Senate Floor, helped secure overwhelming ratification of the Intermediate Nuclear Forces (INF) treaty to reduce nuclear weapons. He also fathered a treaty prohibiting the use of environmental modification techniques as weapons of war.
Claiborne Pell also took a leading role in eliminating financial barriers to higher education. His legislation created the Basic Educational Opportunity Grants which Congress named Pell Grants in 1980.
A member of the Presidential Commission on Drunk Driving, he was the original Senate advocate behind the federal legislation to help crack down on drunk driving. A set of tough drunk driving measures, initially proposed by Claiborne Pell, was signed into law in 1982.
He was also the originator behind the High Speed Ground Transportation Act to improve rail passenger service and his efforts were instrumental in the implementation of the downtown Providence railroad relocation project and the construction of the new Providence AMTRAK Station.
His legislation resulted in the establishment of a career service for Foreign Service Information Officers. Another of his bills authorized the creation of a National Police Memorial, dedicated to local, state, and federal law enforcement officials who lost their lives in the performance of duty.
He was the primary sponsor of specialized bills dealing with such areas as environmental education, libraries, historic preservation, education for the handicapped, and amendments to cushion the economic impact of severe defense cutbacks on Rhode Island.
He was appointed by President Eisenhower as a delegate to the initial meeting of the International Maritime Consultative Organization in 1959 and was a delegate to the 25th United Nations General Assembly in 1970. He served often as a Senate advisor to the U.S. delegation to the United Nations Conference on the Law of the Sea. He also was the first Senate advisor appointed to the Strategic Arms Limitation Talks (SALT) and has served as a member of the Commission on Improving the Effectiveness of the United Nations.
He was a Senate representative at the first environmental conference in Stockholm in 1972. He was the only Senator who participated in the Stockholm meeting who also was a Senate representative at the follow-up United Nations Conference on Environment and Development (UNCED) held in Rio de Janeiro in 1992.
Claiborne Pell was appointed by President Clinton as a Representative of the United States of America to the 51st Session of the General Assembly of the United Nations in 1996.
In 1997, he was granted the status of Distinguished Visiting Professor at Salve Regina University, Newport, Rhode Island.
Claiborne Pell suffered from Parkinson's disease, and passed away on January 1, 2009. He is survived by his wife, the former Nuala O'Donnell, three children - a son, Christopher, and two daughters, Dallas Pell Yates and Julia Pell – and five grandchildren. Their son Herbert III passed away in 1999. | <urn:uuid:ba2123c9-9eb1-4bd3-889f-429ad9f7a3be> | CC-MAIN-2018-43 | http://www.pellinstitute.org/downloads/history-Claiborne_deBorda_Pell_Biography.pdf | 2018-10-19T07:47:47Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00557.warc.gz | 522,961,548 | 1,496 | eng_Latn | eng_Latn | 0.997307 | eng_Latn | 0.997588 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3166,
6080,
7513
] | [
2.015625
] | 1 | 10 |
Wind Energy: STEM Road Map for Primary School
Editor(s): Carla C. Johnson, Janet B. Walton & Erin Peters-Burton
Date Available: January 2018
ISBN:
978 1 76056 597 8
Code/SKU:
NST5978
RRP:
$35.95
Format/Page No.: A4, 230 pages
Year Level:
F–4, Teachers and
Administrators
Focus Area:
Activities and Exercises,
Classroom Practice and
Direct Instruction
Key Learning
Area:
Cross-Curricular,
Mathematics, Science,
Technologies
Summary
What if you could challenge your primary school students to develop an economical, eco-friendly wind farm? With this volume in the STEM Road Map Curriculum Series, you can!
Wind Energy outlines a journey that will steer your students toward authentic problem-solving while grounding them in integrated STEM disciplines. The series is designed to meet the growing need to infuse real-world learning into F–12 classrooms.
This book is an interdisciplinary module that uses project- and problem-based learning to investigate the interactions of Earth's systems, including geography, weather and wind. Your students will do the following:
* Learn how Earth's spheres – including the lithosphere, hydrosphere, atmosphere and biosphere – interact and how to observe and measure them.
* Study US geography, weather patterns, the economics of wind energy and issues about the use of wind turbines as an energy source.
* Be challenged to develop a wind farm. Working in teams, students will analyse the wind energy potential of a possible location. Then, they will create a proposal that considers the wind farm's cost, energy production and environmental impact.
* Deliver their presentations to garner support from the wind farm's surrounding community and potential investors.
The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards and the Framework for 21st Century Learning. In-depth and flexible, Wind Energy can be used as a whole unit of in part to meet the needs of districts, schools and teachers who are charting a course toward an integrated STEM approach.
Other Resources
* Transportation in the Future: STEM Road Map for Primary School (NST5961)
* Harnessing Solar Energy: STEM Road Map for Primary School (NST5954)
* Amusement Park of the Future: STEM Road Map for The Middle Years (NST5923)
* Construction Materials: STEM Road Map for the High School (NST5938)
Moorabbin VIC 3189
Tel: +61 3 8558 2444 Fax: +61 3 8558 2400 | <urn:uuid:30ae8e6e-dfe1-4fe4-bcc4-841a593b724c> | CC-MAIN-2018-43 | http://files.hbe.com.au/infosheets/NST5978.pdf | 2018-10-19T08:09:26Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00558.warc.gz | 136,583,006 | 535 | eng_Latn | eng_Latn | 0.987806 | eng_Latn | 0.987806 | [
"eng_Latn"
] | false | docling | [
2457
] | [
3.578125
] | 1 | 0 |
Asbestos Tabs
* What is Asbestos?
* How does Asbestos exposure occur?
* How can Asbestos effect health?
* Is there a treatment for Asbestos exposure?
* Can Asbestos exposure be diagnosed?
* How can Asbestos exposure be prevented?
Medical References
Asbestos Tabs
What is Asbestos?
Asbestos is the name given to a group of six naturally occurring fibrous minerals. Asbestos minerals are mined in nations around the world, notably Canada, Russia, South Africa and Brazil.
Asbestos is a remarkable material. It does not burn, it has great tensile strength, and it provides excellent thermal and acoustic insulation. For these reasons, it was used widely in building construction in the United States, especially in the 1950s and 1960s, and it is still used extensively today in many developing nations.
Unfortunately, asbestos is also an extraordinarily dangerous material, a powerful human carcinogen.
Because of its hazards to human health, virtually all new use of asbestos has ceased in the United States. A combination of government regulation and market pressures brought about the end of asbestos. These actions stemmed in large part from the landmark studies on asbestos conducted at Mount Sinai School of Medicine by the late Dr. Irving J. Selikoff and his colleagues.
Millions of tons of asbestos are still present today in schools, homes and other buildings - a legacy of the past.
How does Asbestos exposure occur?
Despite the recent decline in new use, enormous amounts of asbestos remain in buildings throughout the United States and pose as future threats to health. Public health officials have been challenged to develop a systematic approach to asbestos control that enables parents, pediatricians, and school officials to take care of the problem in a sensible, non-alarmist manner.
In 1988, the EPA surveyed public and commercial buildings and found that asbestoscontaining materials were present in at least 700,000 public and commercial buildings in all areas of the Untied States. About 500,000 of these buildings contain at least some damaged asbestos.
Asbestos in American schools and other buildings is a major environmental hazard. As building materials containing asbestos age, they become increasingly fragile and friable and release fibers into the air. These microscopic airborne fibers can remain suspended in the air for hours or even days and are readily inhaled. Spray-on asbestos that was applied as insulation to ceilings and beams is the form most likely to become friable.
Any disturbance will increase the release of asbestos fibers. The source of these disturbances include routine building maintenance, water damage, renovation, reconstruction, or demolition. Today, as tens of thousands of buildings in the United States containing asbestos age, and as plans are made for their renovation and demolition, grave potential exists for the widespread exposure of children and adults.
Table 1: Sources of Asbestos Exposure in Schools, Public Buildings, and Homes*
| Uses in Schools and Public Buildings | Residential Uses |
|---|---|
| Boilers and heating vessels | Duct insulation |
| Cement Pipe | Fire-protection panels |
| Clutch, brake, and transmission components | Artificial logs or ashes for fireplaces |
| Conduits for electrical wire | Furnace-insulating pads |
| Corrosive chemical containers | Fuse-box liners |
| Electrical Motor components | Heat – register tape and insulation |
| Heat-protective pads | Joint compounds |
| Laboratory furniture | Patching plaster |
| Paper Products | Pipe or boiler insulation |
| Pipe covering | Sheet vinyl or floor tiles |
| Roofing products | Shingles |
| Sealants and coatings | Textured acoustical ceiling |
| Textiles | Underlayment for sheet flooring |
| Theater curtains | |
* Data from the Agency for Toxic Substances and Disease Registry, U.S. Public Health
Service, 1990.
How can asbestos effect health?
A proven human carcinogen, asbestos can cause a number of different types of cancer. Any exposure involves some risk; no safe threshold level of exposure has been established. Parents should, however, be reassured by the fact that the degree of risk is directly correlated with the degree of exposure. The risk associated with low levels of exposure or with brief, one-time encounters is much less than that resulting from regular or pro-longed exposures.
The two most important cancers caused by asbestos are malignant mesothelioma, a cancer of the inner lining of the chest or abdomen, and lung cancer. Asbestos can also cause cancer of the throat, larynx, and gastrointestinal tract.
A strong interaction has been found between asbestos and cigarette smoking in the causation of lung cancer. Persons who are exposed to asbestos and who do not smoke have five times the rate of lung cancer when compared to an unexposed individual. By contrast, people who are exposed to similar levels of asbestos and who also smoke have more than fifty times the rate of lung cancer (see figure 1). This powerful interaction is another reason why children and adolescents should not begin to smoke cigarettes.
Exposure to large doses of asbestos can also lead to asbestosis, a progressive, fibrotic disease of the lungs. Asbestosis is normally seen among workers exposed occupationally and is rarely seen in children who generally experience much lower levels of exposure.
Children are at increased risk of developing disease after asbestos exposure when compared with adults. Because of their long life expectancy when compared with adults, children have many years in which to develop cancers triggered by early exposures. They also tend to be much more physically active than adults, and therefore breathe at higher rates and more often through their mouths. Finally, they spend much of their time close to the floor, where dust and asbestos fibers accumulate. These factors combine to make children uniquely vulnerable to asbestos exposures.
How is an Asbestos exposure diagnosed?
Since there are no acute symptoms of asbestos exposure it is often impossible to diagnose at the time an exposure occurs. Medical screening of children who have been exposed to asbestos in schools and other buildings is not recommended, because asbestos exposure (except for very heavy exposure in an occupational setting) does not produce any detectable physical damage or X-ray changes until twenty, thirty, forty or more years after exposure.
What treatments are available for Asbestos exposure?
Since asbestos exposure does not result in acute symptoms, there is no treatment for asbestos exposure. There is also currently no treatment for the removal of asbestos fibers from the lungs. If diseases such as lung cancer or mesothelioma develop as a result of asbestos exposure later in life, these diseases should be treated by an oncologist. There is currently no treatment for asbestosis.
It is important to recognize that exposure to small amounts of asbestos is unlikely to lead to the development of disease. Prolonged exposure to asbestos increases the risk that these diseases will develop. If an exposure is discovered early and terminated, it is probable no disease will result.
If you suspect that your child has been exposed to asbestos, the most effective method of preventing the development of asbestos-related disease is to deal with the source of exposure. Direct any further energy towards teaching your child the importance of not becoming a smoker. As Figure 1 (in the How does asbestos effect health? section) indicates, smoking can lead to a 50-fold increase in the chance of developing asbestos-related lung cancer.
How can asbestos exposure be prevented?
How does a parent determine whether a building contains asbestos? How do you ascertain whether the asbestos in a building poses a hazard to your children? And if asbestos is found, what can parents, school officials, and pediatricians do to minimize the risk to children?
The first point to bear in mind is that you are not alone. The medical community across the United States, the EPA, state health departments, and Congress have directed enormously detailed attention to the problem of asbestos in schools and other buildings. They have considered the risks most carefully, and they have developed blueprints for assessing and then minimizing the hazard. Together these agencies and organizations have worked together to come up with a unified plan based on one principle: all efforts to control asbestos should focus on the prevention of exposure.
To this end, in 1984 Congress passed the Asbestos Hazard Emergency Response Act (AHERA). The fundamental principle behind AHERA is that as long as asbestos in a building is kept from becoming airborne, it poses no threat to human health. Under AHERA, schools are required to conduct visual inspections of school facilities searching for any sources of asbestos-containing materials. These inspections must be undertaken by properly qualified professional inspectors. AHERA lays down specific requirements for the training and certification for these inspectors. Any findings during these inspections must be made public as must plans indicating how the school will deal with the source of exposure.
If asbestos-containing materials are found in a building (school, municipal or otherwise), AHERA requires the development of a written plan to deal with the source and prevent exposure. A qualified consultant is responsible for developing this plan, the goal of which is to prevent any asbestos exposure. Any plan will include one of three options for dealing with asbestos, Removal, Enclosure, or Operations and Maintenance (O&M).
Removal: The most obvious and direct approach for dealing with asbestos in buildings, removal provides a permanent solution to an asbestos problem. It is important, however, to emphasize the fact that removal is often not the appropriate mechanism for dealing with asbestos materials. If removal is not done properly, it can result in the wide dispersal of previously contained asbestos fibers, producing a significant health hazard not only to the workers removing the materials, but also to building occupants. Asbestos removal, if not done properly, can do more harm than good. If asbestos removal is required because the asbestos-containing materials are friable, easily accessible, or about to be disturbed, it is essential that the removal be done by a properly certified contractor.
Enclosure: Enclosure of asbestos in a building involves the construction of airtight walls or drop ceilings over asbestos surfaces. All enclosure of asbestos-containing materials must proceed under the strict supervision of a certified professional. It is important that the performance of enclosure work be noted in the building log, so that in the future, workers and school or building officials will know that asbestos is present beneath the enclosure barrier.
Operations and Maintenance (O&M): An O&M program is used to manage asbestos that does not pose an immediate hazard. In an O&M program, no immediate action is taken with regards to the asbestos-containing materials, but a plan is enacted to carefully monitor the materials moving forward. Special precautions must be taken to ensure that the day-to-day management of the building is carried out in a manner that minimizes release of asbestos fibers into the air. The EPA has developed strict guidelines for O&M programs, including instructions for the cleaning, maintenance, renovation, and general operation of buildings containing asbestos. While O&M programs do not remove the source of asbestos, when properly implemented they can lead to the smallest risk of asbestos exposure.
Asbestos is not found as commonly in private homes in the US as it is in schools, apartment buildings, and public buildings. Nevertheless, asbestos is present in many homes in the as a legacy of the past. If you are concerned about an asbestos exposure in your home, contact a certified contractor to do an evaluation. Make sure to ask any prospective contractors for proof of their certification. The contractor will examine your house for sources of asbestos exposure and test any questionable materials. If he or she finds a source of exposure, they will deal with the source in one of the three ways detailed above.
I. References.
Landrigan PJ, Needleman HL, Landrigan M. Raising Healthy Children in a Toxic World Emmaus, PA; 2001
Etzel RA, ed. Pediatric Environmental Health. 2 nd ed. United States: American Academy of Pediatrics; 2003 | <urn:uuid:22b2b37e-c683-4706-8671-e92d3cf76021> | CC-MAIN-2018-43 | http://ribbet.org/images/Asbestos_paper.pdf | 2018-10-19T09:57:49Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 297,746,679 | 2,456 | eng_Latn | eng_Latn | 0.997941 | eng_Latn | 0.998132 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1815,
4625,
6470,
9715,
12618
] | [
2.9375
] | 1 | 3 |
Dragon speech recognition
Principles
– To click a button or other interface item, say its name preceded by "click" (see the Commands tab of the Options dialog).
– Pause before and after commands but not within them.
Control the microphone
Edit text
Go to sleep | Stop listening
Wake up
Microphone off
Get help
Give me help
What can I say
Dragon Learning Center
Search Dragon Help for…
Search the computer
Search the computer for...
Search documents for...
Search email for...
Working with the web
(Dragon Web Extensions must be enabled in
Internet Explorer, Google Chrome or Firefox)
Go to Address Bar, Press alt d
Click Go, Press Enter
Refresh page, Press F5
Open new tab, Press control t
Find on this page, Press control f click <link name>
click link click text field or click edit box
click [radio] button click checkbox
click image click list box then show choices
– If more than one match: choose <n> or hide numbers or cancel
Select text
Select all
Select <xyz>
Select next <n> words
Select <start> through <end>
Select previous paragraph
Select document
Unselect that
Correct Dragon's errors
Correct <xyz>
Correct that
Resume with <xyz>
Delete line
Delete last <n> words
Scratch that <n> times
Backspace <n>
Undo that
Cut that
Paste that
Quote that
Show Dictation Box
Spell out
Spell that
Spell <cap b a hyphen 5>
Spell <space Charlie alpha papa>
Switch to Spell mode
Move the insertion point
Insert before <xyz>
Go back
Go to top | bottom
Move down <n> lines
Go to end of line
Move left <n> characters
Page up | down
Add lines and spaces
New line
New paragraph
Press Enter
Press Tab key
Tab <n> times
Move in a list
Move down <n>
Go to bottom | top
Press Enter
Press right arrow
Format
Bullet selection, Unbullet that
Bold the previous line
Underline <xyz>, Capitalize <xyz>
Make this uppercase, Uncap that
All caps on | off
Work with windows
Switch to <window name>
Minimize window
Show Desktop
Restore windows
List all windows
List windows for <program>
Start and close items
(see the options for Start menu and Desktop)
Click Start
Start DragonPad
Start <item name>
Start Microsoft Word
Start Mail
Start Internet Explorer
Open Control Panel
Close window, Press alt F4
Move the mouse
Move mouse up
Move mouse right
Move mouse down slower
Stop
Position the mouse
MouseGrid
MouseGrid window
MouseGrid <1 to 9><1 to 9>
Cancel
Click the mouse
Mouse click
Mouse double click
Mouse right click
Drag the mouse
Drag mouse down faster
Mouse drag lower right very fast
Mouse drag up very fast
Dragon speech recognition
Nuance Dragon NaturallySpeaking 13
| Search the Web (default search engine) | “Search the Web for Italian restaurants in Boston.” |
|---|---|
| Search specifci Web sites | “Search eBay for maternity clothes.” |
| Open the top Web site from Google’s “I’m feeling lucky” for given keyword(s) | “Open top site for local weather forecast.” |
| Search the Web with a specifci search engine | “Search Google for 53 divided by 12.” |
| Search the Web for a specifci type of information | “Search video for JFK inaugural address.” |
| **Post to Facebook | Post to Facebook “Looking forward to a fun night with friends” |
Dragon speech recognition
Nuance Dragon NaturallySpeaking 13
– Quote that
Add quotes or brackets.
– Empty Quotes
– Empty Brackets
– Bracket that
**Can be disabled on the Commands tab of the Options dialog.
About Nuance Communications, Inc.
Nuance Communications is reinventing the relationship between people and technology. Through its voice and language offerings, the company is creating a more human conversation with the many devices, electronics, apps and services around us. Every day, millions of people and thousands of businesses experience Nuance through intelligent systems that can listen, understand, learn and adapt to your life and your work. For more information, please visit www.nuance.com. | <urn:uuid:0d150666-eae4-4225-b064-b9aaab47c634> | CC-MAIN-2018-43 | https://www.nuance.com/content/dam/nuance/en_us/collateral/dragon/command-cheat-sheet/ct-dragon-naturally-speaking-en-us.pdf | 2018-10-19T06:32:59Z | crawl-data/CC-MAIN-2018-43/segments/1539583512332.36/warc/CC-MAIN-20181019062113-20181019083613-00558.warc.gz | 1,025,877,544 | 937 | eng_Latn | eng_Latn | 0.926882 | eng_Latn | 0.943597 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2608,
3250,
3968
] | [
2.109375
] | 20 | 17 |
SEX AND RELATIONSHIPS EDUCATION POLICY
An academy within:
"Learning together; to be the best we can be"
Sex and Relationship Education Policy At Abbey School (Part of NEXUS MAT)
1 Introduction
Our school's policy on sex and relationship education (SRE) is based on the requirements of the Education Act 2002 and the DfE document 'Sex and Relationship Education Guidance' (DfES 0116/2000). This continues to be the recommended SRE guidance under the current government (2015).
In the DfE document, SRE is defined as 'learning about physical, moral and emotional development'. The guidance states, 'It is about understanding the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health'.
The purpose of this policy is to set out the ways in which the school's provision for sex and relationships education will support pupils through their spiritual, moral, social, emotional and physical development, and prepare them for the opportunities, responsibilities and experiences of life.
Staff are fully aware that the delivery of SRE lessons for some of our children may trigger experiences of past childhood trauma. This alone or in addition to a lower developmental age and understanding mean that when teaching SRE; close partnerships with the school's wellbeing team, parents, carer's, social workers and virtual schools may be called upon to support the SRE work with the child/ young adult.
2 Aims and objectives
We teach children about:
- scientific anatomical names
- puberty and the physical development of their bodies as they grow into adults;
- having respect for and being in control of their own bodies;
- the importance of sexual activity as part of a committed, long-term, and loving relationship between adults;
- the way humans reproduce;
- that there are different types of families, all of which have equal value;
- moral questions;
- respect for the views of other people;
- relationship issues including keeping safe online and seeking help;
- recognising the role of human rights in preventing violence against girls and women;
- sexual abuse and what they should do if they are worried about any sexual matters.
3 Context
High quality sex and relationships education helps create safe school communities in which pupils can grow, learn and develop positive, healthy behaviour for life. We teach SRE on the understanding that:
- it is taught in the context of family life;
- it is part of a wider process of social, personal, spiritual and moral education;
- children should be taught to have respect for their own bodies;
- it is important to build positive relationships with others, involving trust and respect, both in person and online;
- children should learn about their responsibilities to others, and be aware of the consequences of sexual activity;
- it makes a significant contribution to our duty to safeguard and protect all children;
- it plays a key role in improving health outcomes for children and young people such as reducing teenage pregnancy and risk taking behaviour
Our SRE programme is one of the most important ways we act on our responsibility to safeguard and protect our children, as set out in our Safeguarding/Child Protection policy. We also refer to guidance from the government and expert organisations on specific safeguarding issues, which are relevant to our cohort of children, as listed in Keeping Children Safe in Education. To safeguard children effectively it is vital that opportunities are created in the curriculum to teach about healthy behaviour, caring relationships, online safety and when and how to get help. At our school we encourage children to develop skills in these areas so that they are equipped with strategies to help themselves in preventing or reporting harm or abuse.
In accordance with the principles of the Equality Act (2010), we believe that every child is entitled to receive SRE regardless of ethnicity, gender, religion, age, cultural heritage, disability, sexuality, language needs or special educational needs. We use an inclusive, whole school approach to ensure SRE can be accessed in an age-appropriate way throughout a child's school career.
4 Organisation and Content
We teach about sex and relationships through different aspects of the curriculum. While we carry out the main SRE in our PSHE curriculum, we also deliver some SRE through the statutory science curriculum and other subject areas, such as ICT and PE. We believe all these contribute significantly to children's knowledge and understanding of their own bodies, and how they are changing and developing.
In PSHE, we use the Rotherham Healthy Schools Scheme of Work programme of study for PSHE to inform our curriculum. We teach children about relationships, and we encourage children to discuss the changes that happen as they grow up. We teach about the parts of the body, including the private parts, inappropriate touching, why males and females are different, and we explain to the children what will happen to their bodies during puberty. We encourage the children to ask for help if they need it. We ensure that both boys and girls know why children's bodies change during puberty, how to manage puberty when it happens, and how babies are made and born in the
context of an adult sexual relationship. We always teach this with due regard for the emotional development of the children.
Under the science curriculum, teachers inform children about males and females and how a baby is born. We teach children that animals, including humans, produce offspring, which grow into adults, and we also teach them about the main parts of the body .Alongside this we teach about life processes including reproduction and the main stages of the human life cycle, in greater depth.
5 The role of parents
The school is well aware that the primary role in children's SRE lies with parents and carers. We therefore wish to build a positive and supporting relationship with the parents of children at our school, through mutual understanding, trust and cooperation. To promote this objective, we:
- inform parents about the school's SRE policy and practice;
- take seriously any issue that parents raise with teachers or governors about this policy, or about the arrangements for SRE in the school;
- answer any questions that parents may have about the SRE of their child;
- encourage parents to be involved in reviewing the school policy, and making modifications to it as necessary;
- inform parents about the best practice known with regard to SRE, so that the teaching in school supports the key messages that parents and carers give to children at home;
- make the SRE resources used in our lessons available for viewing.
We believe that through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities.
We acknowledge that parents have the right to withdraw their children from all or part of the sex and relationship education taught in the school except for those parts included in the statutory National Curriculum: all children are expected to learn the content of the national science curriculum (see Appendix 1).SRE key questions and stages document (Appendix 2)
Parents are encouraged to establish exactly what is covered in the SRE lessons relevant to their child's year group and discuss any concerns about lesson content with staff at the earliest opportunity. This is posted as a link on the school's website and has each class learning outlined linked to questions and themes. If a parent wishes their child to be withdrawn from any part of our SRE lessons, they are able to fill in the reply slip on the letter informing them of the SRE week .The PSHCE lead is available as first point of call should the need arise to discuss aspects of the programme and any concerns they might have. The school always complies with the wishes of parents in this regard.
6
The role of other members of the community
We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education. In particular, members of the local health authority, such as the school nurse and other health professionals, and our local community police officer, can give us valuable support with our SRE programme.
7 Confidentiality
Teachers conduct SRE lessons in a sensitive manner, and in confidence. However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will deal with it as a matter of safeguarding/child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. They will not try to investigate, but will immediately inform the named person for child protection issues about their concerns. The Designated Safeguarding Lead will then deal with the matter in consultation with health care professionals and other relevant agencies, as set out in our Safeguarding/Child Protection policy.
8 The role of the headteacher
It is the responsibility of the headteacher to ensure that both staff and parents are informed about our SRE policy, and that the policy is implemented effectively. It is also the head teacher's responsibility to ensure that members of staff are given sufficient training, so that they can teach about sex and relationships effectively, and handle any difficult issues with sensitivity.
The head teacher/PSHE Lead liaises with external agencies regarding the school SRE programme, and ensures that all adults who work with our children on these issues are aware of the school policy, work within its framework and reports to governors, when requested, on the effectiveness of the policy.
9 Monitoring and review
The governing body is responsible for monitoring the delivery of our SRE policy. Governors give due consideration to any comments from parents about the SRE programme, and require the head teacher to keep a written record of parents' comments.
Jayne Leversidge PSHCE LEAD
Policy to be reviewed in: 2 years
Appendix 1 SRE Elements of the National Science Curriculum
Pupils should be taught to:
identify, name, draw and label the basic parts of the human body and say which
- part of the body is associated with each sense
Pupils should be taught to:
- notice that animals, including humans, have offspring which grow into adults
- describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene
Pupils should be taught to:
- describe the changes as humans develop to old age
- describe the life process of reproduction in some plants and animals
Pupils should be taught to:
- recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Department for Education, September 2013
Appendix 2 SRE Ages and stages and questions from the SRE Forum
SRE @3-6 Class L1 L2
At this age children are interested in the differences between boys and girls, naming body parts, where babies come from, and friends and family. What areas of the body are private and should not be touched and who they can talk to if they are worried are also important.
Questions to help you understand what children want to learn about are listed in themes below.
Relationships
- Who is in my family?
- How are other families similar or different to mine?
- What does my family do for me?
- What do I like about my friend?
- What does my friend like about me?
- What can other people do to make me feel good?
- Who do I look after?
- Why shouldn't I tease other people?
My body
- Why are girls' and boys' bodies different?
- What do we call the different parts of girls' and boys' bodies?
Life cycles
- Where do babies come from?
- How much have I changed since I was a baby?
- How are other children similar and different to me?
Keeping safe & looking after myself
- Which parts of my body are private?
- When is it OK to let someone touch me?
- How can I say 'no' if I don't want someone to touch me?
- Who should I tell if someone wants to touch my private parts?
People who help me
- Who can I ask if I need to know something?
- Who can I go to if I am worried about something?
SRE@7-8 Class L3
At this age children are interested in the changing nature of friendships, the emotional and physical changes of growing up, similarities and differences between boys and girls, coping with strong emotions and how babies are made from eggs and sperm. How to look after our bodies and how to be safe and healthy are also important.
Questions to help you understand what children want to learn about are listed in themes below.
Relationships
- How have my relationships changed as I have grown up?
- Why do friendships change?
- How can I be a good friend?
- Why can it be fun to have a friend who is different to me?
- What are some of the bad ways people can behave towards one another?
- How do I know when I am being bullied?
- What do I do if I am being bullied?
- How can I make up with my friend when we have fallen out?
- Why are some parents married and some not?
My body
- How has my body changed since I was a baby?
- Why is my body changing?
- Why are some children growing quicker than others?
- Why are some girls in my class taller than the boys? How do girls and boys grow differently?
- Why are we all different? Is it ok to be different?
- What are similarities and differences between boys and girls?
- Should boys and girls behave differently?
Feelings
- What makes me feel good?
- What makes me feel bad?
- How do I know how other people are feeling?
- Why are my feelings changing as I get older?
- How do I feel about growing up and changing?
- How can I cope with strong feelings?
Life cycles
- Why does having a baby need a male and a female?
- What are eggs and sperm?
- How do different animals have babies?
- How do different animals look after their babies before and after birth?
- What happens when people get older?
Keeping safe & looking after myself
- What are good habits for looking after my growing body?
- What do I do if someone wants me to do something dangerous, wrong or makes me feel uncomfortable?
- When is it good or bad to keep secrets?
People who help me
- Who can I talk to if I feel anxious or unhappy?
- Where can I find information about growing up?
SRE@9-10 Class L4
At this age children are interested in knowing about love and the different kinds of families, they will be curious about puberty and sexual feelings and changing body image. They will want more details about conception, how babies develop and are born and why families are important for having babies. They will be interested in knowing about how people can get diseases including HIV, from sex and how they can be prevented. They will also want to know who they can talk to if they want help or advice and information about puberty and sex.
Questions to help you understand what children want to learn about are listed in themes below.
Relationships
- What are the important relationships in my life now?
- What is love? How do we show love to one another?
- Can people of the same sex love one another? Is this ok?
- What are the different kinds of families and partnerships?
- What do the words 'lesbian' and 'gay' mean?
- Why does calling someone 'gay' count as bullying?
- What should I do if someone is being bullied or abused?
- Are boys and girls expected to behave differently in relationships? Why?
- Can some relationships be harmful?
- Why are families important for having babies and bringing them up?
My body
- What is puberty?
- Does everyone go through it? At what age?
- What body changes do boys and girls go through at puberty?
- Why are some girls 'tomboys' and some boys a bit 'girly'?
- Is my body normal? What is a 'normal' body?
- How will my body change as I get older?
Feelings and attitudes
- What kinds of feelings come with puberty?
- What are sexual feelings?
- What are wet dreams?
- What is masturbation? Is it normal?
- How can I cope with these different feelings and mood swings?
- How can I say 'no' to someone without hurting their feelings?
- What should I do if my family or friends don't see things the way I do?
- What do families from other cultures and religions think about growing up?
- Can I believe everything I see on the TV about perfect bodies/ relationship/girls and boys.…to be true?
Lifecycles/ human reproduction
- What is sex?
- What is sexual intercourse?
- How many sperm does a man produce?
- How many eggs does a woman have?
- How do sperm reach the egg to make a baby?
- Does conception always occur or can it be prevented?
- How do families with same-sex parents have babies?
- How does the baby develop?
- How is the baby born?
- What does a new baby need to keep it happy and healthy?
Keeping safe & looking after myself
- How can I look after my body now I am going through puberty?
- How can girls manage periods (menstruation)?
- How can people get diseases from sex and can they be prevented?
- What is HIV, how do you get it and how can you protect yourself from it?
People who help me/getting help and advice
- Who can I talk to if I want help or advice?
- Where can I find information about puberty and sex?
- How can I find reliable information about these things safely on the internet?
SRE @11-13 Class U1 U2
At this age most young people will be entering puberty and will be interested in hormones, how they will be affected by them, the menstrual cycle, wet dreams, erections, fertility, pregnancy - how it can be avoided, and safer sex. They may also be wondering if their physical development is 'normal'. They will want to know about the difference between sexual attraction and love and whether it is normal to be attracted or in love with someone of the same gender. Young people will be asking questions about relationships, when is the right time to have sex, how to avoid pressure and where they can get more information if they need it, including the best websites, confidential services etc.
Questions to help you understand what young people want to learn about are listed
in themes below.
Relationships
- What makes a relationship happy or unhappy?
- Why do relationships change during adolescence?
- How can I cope with changing relationships with my family and friends?
- Why do people get married or have a civil partnership?
- What can I do about family and friendship break-up?
- What are the qualities I should look for in a partner?
- Should everyone have a boyfriend or girlfriend at my age?
- At what age is it legal to have sex? At what age is it legal to get married/ or have a civil partnership?
- How do I know when I am ready to have sex/be intimate with my boyfriend/girlfriend?
- Do males and females have different expectations in relationships?
- What does it mean to be gay, lesbian, bisexual or transgender?
- What is the difference between transvestite and trans-sexual?
- What is acceptable touching and behaviour amongst my peers?
My body
- Am I normal? What is normal for my age? If I am a late-developer, will I catch up?
- Why do the media show so many pictures of thin/muscley/perfect celebrities? Should we all look like this?
- People say our hormones are raging during adolescence - what effect do they have on the body?
- How do hormones affect boys and girls differently?
- What is the menstrual cycle and how does it affect fertility?
- Why do boys get erections?
- What is the menopause, when does it happen in a woman's life and do men go through it too?
- What is happening to my body when I get sexually excited?
- What is an orgasm and how can I have one?
- Do males and females experience orgasm in the same way?
- What are normal bodily fluids secreted from penis and vagina?
Feelings and attitudes
- What is the difference between sexual attraction and love?
- How will I know if I am in love?
- Is it normal to be attracted or in love with someone of the same gender? Does this mean I am gay or lesbian?
- Do you have to have sex to show someone you love them?
- What should I do if I feel I am being pressured into having sex? Is everybody doing it?
- In my community being a teenage parent is acceptable- is this wrong?
- My religion says that being gay or having sex before is marriage is wrong, what should I think?
Keeping safe and looking after my sexual health
- What is safer sex?
- Should everyone who is sexually active carry condoms?
- What infections can be caught from having sex? What are the symptoms?
- What is the impact on your health?
- What is HIV and AIDS, how do you get it? Is it always through sex?
- How do women get pregnant and how does the baby develop?
- Does sex always lead to pregnancy? How can conception be prevented?
- Are there ways of enjoying sex that don't risk pregnancy or infection?
- What are the different methods of contraception? Are some easier to use than others?
- When should emergency contraception be used?
- Who should be responsible for contraception/safer sex in a relationship?
- If someone is on the pill, why do they have to use a condom as well?
- Does drinking alcohol or using drugs affect my decisions about behaviour?
People who can help me/Sources of help and advice
- If I think I have a sexually transmitted infection, where can I get it treated?
- If a woman gets pregnant, what choices does she have?
- What are the best websites on sex and relationships for young people?
- How can I find out about local contraception and sexual health services, and what should I expect from them?
- Can I see a nurse or doctor in private?
SRE@14-16 Class U3 U4
At this age some young people will either be sexually experimental or know friends who are. They will be interested to know what they should expect of a partner and how to talk to them. They will need more information on contraception, sexual health and how to access services. They will want to know about different types of relationships and homophobia. They may want to know about how to cope with
strong feelings and how to cope with the pressures to have sex. They will start to ask questions about parenthood and may like to know how they can talk to their own parents or a trusted adult. They will also be interested in other influences on sexual decision making such as the law, different cultures and religious beliefs, pornography, the media and the effects of drugs and alcohol.
Questions to help you understand what young people want to learn about are listed in themes below.
Relationships
- What should I expect of my partner in a sexual relationship?
- What can I do to make a sexual relationship more enjoyable?
- Do people try to control or exploit one another through sexual relationships?
- How can I recognise when this might be happening and respond to it?
- What is the most effective way to resist pressure from friends or partner to do things I don't want to do?
- How can I help a friend in an abusive relationship
- What is homophobia, what effect does it have on people and what can I do if I or a friend experiences it?
- What is most important to me in my relationships with friends, family and sexual partner?
- What are the causes of conflict in young people's relationships with friends, family and peers and how can we deal with it?
- What communication skills would help me in my relationships?
- When is the right time to become a parent?
- What responsibilities do parents have and what skills do they need?
- How can young people cope with family break-up, divorce and bereavement and who can provide support?
- What are the challenges of being a single parent? What help is available to single parents?
- What is the best way to challenge bullying and prejudice
Feelings and attitudes
- How can I cope with strong feelings such as anger, sadness, desire and love?
- What are the biggest influences on me and my friend's sexual behaviour and health?
- What do different cultures and religions believe about sex and relationships?
- How does how I feel about my body affect my self-esteem and my
relationship with others?
- Pornography is easy to access on the internet - does it show what real sexual relationships are like/should be like?
- Why do people stereotype gays and lesbians/ male, females and transgender/ and stigmatise people with STIs such as HIV?
Keeping safe and looking after my sexual health
- What are the different types of contraception, their advantages and disadvantages, and how can I choose between them?
- Are all methods of contraception also protection against sexually transmitted infections including HIV? What are the risks of different sexual activities?
- Should I be responsible for contraception in a relationship? Can I negotiate this with my partner or should I trust them?
- I know that alcohol and drugs may affect sexual choices and behaviour - how can I reduce the risks from this?
- How do I use a condom and does it affect sexual performance?
People who can help me/sources of help and advice
- What are my rights as a young person to information, sexual health services and confidentiality?
- What is the full range of services, help and information available to me, where can I find out about them and how can I make the most of these services?
- I'd like to talk to my parents or a trusted adult about sex and relationships what is the best way to go about this?
- If a woman gets pregnant, what choices does she have and what influences these choices?
- What are the laws on sexual offences?
SRE@16+
At this age young people are at the legal age of consent and many, but not all, will be in intimate relationships and will be interested to know about the challenges of long-term commitments and the qualities needed for successful loving relationships. They will be interested in what issues can be difficult to talk about in intimate relationships, for example sexual pleasure and contraception and how this can be addressed.
They will be interested to know more about being gay, lesbian, bisexual or transgender. Young people at this age will need more information on sexual risk, pregnancy, sexual health, fertility and infertility. They will be keen to discuss gender stereotyping, violence, exploitation, the law, and discrimination. Learning about the
relationship between self- esteem and body image and how to challenge negative messages from peers, the media and society is also important.
Questions to help you understand what young people want to learn about are listed in themes below.
Relationships
- What are the challenges of long-term commitments and the qualities needed for successful loving relationships?
- What issues can be difficult to talk about in intimate relationships for example sexual pleasure and contraception and how can this be addressed?
- What is the psychological and emotional impact of relationships breaking up, loss, grief and death? What help and support is available?
- How can I be assertive in communicating with others?
- How can I be a better listener?
- What is the experience like of 'coming out' about being gay, lesbian or bisexual to family and friends?
- What is the experience like of disclosing positive HIV status to a sexual partner, family and friends?
- What are some of the challenges of parenting?
- How can parents and wider families support children in their social and emotional development?
- How do I think children should be educated about sex and relationships?
- How can power in a relationship be affected by gender?
Feelings and attitudes
- What are realistic and unrealistic standards for bodily appearance?
- How can bodily appearance be changed and what is the impact of plastic surgery?
- How are bodily appearance, self-esteem and behaviour linked?
- How can I recognise depression and mental health problems linked to poor self-esteem?
- Is there such a thing as self-esteem that is too high?
- What are gender norms and attitudes to gender equality in different cultures?
- What are my personal values about gender roles and gender equality?
- What does transgender mean and how can I challenge transphobia?
Influences on behaviour
- What is the impact of culture and law in determining what is considered acceptable and unacceptable sexual behaviour in society and how has this changed over time?
- Do peer norms impact on the use of condoms and contraceptives?
- What is the impact of the media on self-esteem and expectations about our bodies, sex and relationships?
- How can negative messages from our peers, the media and society be challenged?
- Does pornography present particular values in relation to power, gender and sexual behaviour?
- What forms of pornography are illegal?
- What protection does the law offer in protecting against discrimination on the grounds of gender and sexual orientation?
Keeping safe and looking after my sexual health
- What is the difference between efficacy and effectiveness of contraceptive methods?
- What are the pregnancy, STI and HIV risks of anal and oral sex and of nonpenetrative sexual activity?
- What are the dangers of erotic asphyxiation?
- How does sexual functioning and reproductive capacity vary across our lives?
- What are some of the causes and impacts of infertility and what fertility treatment options are available?
- Is it problematic to use alcohol and drugs to increase sexual confidence and reduce sexual inhibitions?
- What are some of the key signs of sexual exploitation?
People who can help me/Sources of help and advice
- Do I know how to access sexual health services in my local area including services for contraception, abortion and counselling?
- How can I stand up for the right to affordable and confidential health services?
- How can I confidently give information to peers about sexual health and services available to them? | <urn:uuid:5f65eb7b-7898-4a1d-a1c9-4e908a3ae4eb> | CC-MAIN-2018-43 | http://abbeyschool.co/wp-content/uploads/2015/06/Sex-and-Relationships-Education-Policy.pdf | 2018-10-19T09:07:58Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 6,257,750 | 6,150 | eng_Latn | eng_Latn | 0.995278 | eng_Latn | 0.998457 | [
"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 | [
105,
2466,
5359,
8088,
10251,
11816,
13284,
14569,
16450,
18283,
20136,
22269,
24451,
26524,
28358,
30068
] | [
3.390625,
2.875
] | 2 | 0 |
Dept. Computer Science
Computer Networks
Always explain your answers concisely
1a Explain the benefits of the layered architecture of network protocols ?See the book
1b Name at least one case discussed in class in which the layer separation has been violated. Discuss the reasons behind this choice and the possible consequence in the near future
NAT violates the most fundamental rule of protocol layering: layer k may not make any assumptions about what layer k + 1 has put into the payload field. This implies that if a new transport protocol was to be deployed, the NAT would be unable to handle it.
1c Briefly characterize the main difference between packet-switched networks and circuit-switched networks, highlights pros and cons of each solution
See the book.
1d Based on the answer to the above question motivate why telephone networks and the Internet are designed differently
Phone companies were mainly interested in offering high QoS to their customer and charging them for the time they spent on-line. This was much easier to achieve with a circuit-switched model. On the other hand, Internet designers were mainly concerned about the reliability of the Internet and so they aimed at ensuring that communication was still possible even in presence of massive failures (e.g., a rocket attack). Therefore, the redundant paths of a packet-switched network offered more guarantees.
2a Referring to the figure below, explain the basics of the MACA protocol and show how it can effectively solve the hidden station and exposed station problem (give also a concise description of the two phenomena).
C is within range of A but not within range of B. Therefore, it hears the RTS from A but not the CTS from B. As long as it does not interfere with the CTS, it is free to transmit while the data frame is being sent. This solves the exposed station problem. In contrast, D is within range of B but not of A. It does not hear the RTS but does hear the CTS. Hearing the CTS tips it off that it is close to a station that is about to receive a frame, so it defers sending anything until that frame is expected to be finished. This solves the hidden station problem
2b IEEE 802.11 exploits a variant of the MACA protocol, called MACAW. Describe the main difference and discuss why MACAW suffers from the exposed station problem
MACAW introduces data link layer acknowledgments to enable retransmission of lost frames. Therefore, since A has to listen for the ack from B, C cannot speak until the ack is received, thus leaving the exposed station problem unsolved.
2c Bridges and switches are part of the infrastructure of modern LANs. They operate at data link layer and are therefore unable to handle network addresses. Explain how they can still properly deliver messages to the intended nodes.
They use data link layer addresses, i.e., MAC addresses. The conversion from IP addresses to MAC
addresses is made by the LAN router, using the ARP protocol.
5pt
5pt
5 pt
5 pt
5pt
5pt
5pt
3a Explain why different protocols are used for inter-AS and intra-AS routing
The need for different protocols comes from the fact that within an AS only efficiency (i.e., shortest paths) matters while in routing between different ASes policies and business deals are often the critical factor.
3b Suppose a router has built up the routing table shown below. The router can deliver packets over interfaces 0 and 1 or it can forward packets to routers R2, R3, or R4. Describe what the router does with a packet addressed to each of the following destinations:
1. 22.214.171.124
2. 126.96.36.199
3. 188.8.131.52
4. 184.108.40.206
5. 220.127.116.11
1. → Interface 0
2. → R2
3. → R4
4. → Interface 1
5. → R3
3c Briefly describe how MobileIP and DHCP provide two different solutions for nomadic user and motivate why DHCP enjoyed larger diffusion than MobileIP
MobileIP enable the user to maintain the same IP address while moving to different locations by tunnelling messages through her home agent. DHCP, instead, is a protocol to dynamically assign an IP address when a host is connected to the network. Actually, it turns out that DHCP is more than enough in most cases as very few mobile users need a stable IP addresses. What they often need is just a connection to the Internet.
4a Assuming a typical client-server interaction (e.g., fetching a page from a web-server), consisting of a client request and reply, explain how many packets respectively are sent if TCP or UDP are used.
If TCP is used, ten messages are exchanged: three for establish a connection (SYN, SYN-ACK, and ACK). Four to transfer and acknowledge data and finally three to release the connection (FIN, FINACK, and ACK). With UDP, only two messages are needed.
4b Beside reducing the number of packets sent, is there any other reason why sometimes UDP is preferred?
If real-time is needed, there is no need to recover lost messages so the TCP overhead is useless and a lightweight protocol like UDP is preferable. In other cases, instead, the application may want to employ different flow control mechanism and hence TCP is not an option. Finally, UDP is used to implement multicast and broadcast services as these are not supported by TCP.
4c When downloading large files from a host, some applications open more than one TCP connection to the host. Why ? [Hint: compare what would happen if you had a congestion window of 10 Mb and a packet gets lost every minute against the case in which you have ten TCP connection with 1 Mb congestion window each and, again, only a single packet is lost per minute (regardless the connection it belongs to)]
If we use a single connection with a congestion window of 10 Mb, as soon as a packet gets lost, the TCP congestion control mechanism will reset the window to the MTU size. Instead, if we have ten connections, each with a congestion window of 1 Mb, a packet loss will impact only one of them so the overall congestion window will be (9 Mb + MTU size).
| SubnetNumber | Subnet Mask | NextHop |
|---|---|---|
| 18.104.22.168 | 255.255.254.0 | Interface 0 |
| 22.214.171.124 | 255.255.254.0 | Interface 1 |
| 126.96.36.199 | 255.255.254.0 | R2 |
| 188.8.131.52 | 255.255.252.0 | R3 |
| 0.0.0.0 | 0.0.0.0.0 | R4 |
5pt
5pt
5pt
5pt
5pt
4d Assume that two host A and B are connected though a 10 Gbps fiber connection with a one-way speed-of-light-delay of 50ms. If TCP is used, with a window size of 64KB, what is the actual throughput?
Before the sender can transmit a second bunch of messages, it must wait 100 ms for the first acknowledgment to get through. This means that the actual data rate is:
5a Provide a short description of the mechanism adopted by BitTorrent to incentive users to share their upload bandwidth and explain why it prevents selfish behaviors.
BitTorrent leverages off a strategy called Tit-for-tat. This scheme requires that every user exhibit a cooperative approach: a user optimistically start uploading bandwidth to another user but it will stop as soon as the other party does not reciprocate. This way, in order to obtain high download speed, users are obliged to provide high upload rate as well.
5b Consider the network depicted below in which host are identified by their symbolic name, IP address and MAC address. Suppose that a user connected to fluits wants to access the homepace located at http://www.vu.nl. Fill the table with all the messages exchanged on the network, indicating for each of them the protocol used and the addresses used in the Ethernet, IP and TCP header. X means that a given address cannot be known, while n/a indicates that the specific protocol is not used ((e.g., TCP for an ARP packet). For simplicity, assume that the ARP table is empty and no DNS or HTTP cache is used.
5pt
| MAC Src | MAC Dest. | IP Src | IP Dest. | TCP/UDP Src | TCP/UDP Dest. | Protocol |
|---|---|---|---|---|---|---|
| MAC-A | Broadcast | n/a | n.a | n/a | n.a | ARP |
| MAC-B | MAC-A | n/a | n.a | n/a | n.a | ARP |
| MAC-A | MAC-B | 184.108.40.206 | 220.127.116.11 | X | 53 | DNS (UDP) |
| MAC-B | MAC-A | 18.104.22.168 | 22.214.171.124 | 53 | X | DNS (UDP) |
| MAC-A | Broadcast | n/a | n.a | n/a | n.a | ARP |
| MAC-W | MAC-A | n/a | n.a | n/a | n.a | ARP |
| MAC-A | MAC-W | 126.96.36.199 | 188.8.131.52 | X | 80 | HTTP |
6a Many firewalls preclude any incoming connections while opening TCP connections to outside host is allowed. Nevertheless, clients behind the firewall are still able to receive replies from outside servers (e.g., html pages). How is that possible?
5pt
TCP connections are full-duplex. Hence, once a connection has been established, communication can occur in both directions.
6b In the SSL protocol, the public key is used only at the begininning to exchange a session key. Why is the latter needed ? Would it be possible to use the public key encryption throughout all the session?
In theory yes but asymmetric encryption is much more expensive than symmetric one. Therefore, it is more efficient to use asymmetric encryption only to exchange the session key and then rely on symmetric key to encrypt the rest.
Grading: The final grade is calculated by accumulating the scores per question (maximum: 90 points), and adding 10 bonus points. The maximum total is therefore 100 points.
5pt
5pt
5pt | <urn:uuid:b2c44fde-8ee7-4ce5-932d-2a4f638f5a4f> | CC-MAIN-2018-43 | http://pcosta.azurewebsites.net/cn_slides/cn_20080626-sol.pdf | 2018-10-19T09:55:09Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 267,857,737 | 2,269 | eng_Latn | eng_Latn | 0.998897 | eng_Latn | 0.998969 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2998,
6256,
9276
] | [
2.125
] | 2 | 0 |
Decades ago, the minute school was over, children would dash outdoors to play. In the Internet Age, however, children can more commonly be seen glued to their tablet computer screens or hunched over a book in a tuition centre.
Not surprisingly, this has been accompanied by a surge in the number of children becoming shortsighted. This is especially so in Singapore, which has, unfortunately, been dubbed the myopia capital of the world. In the West, fewer than 5% of children aged eight years or younger were found to have myopia (or shortsightedness) compared to the 9–15% of preschool children and 29% of primary school children here.
Myopia is the most common human eye disorder in the world. It affects 85–90% of young adults in Asian countries such as Singapore and Taiwan, and 25–50% of older adults in the US and Europe.
The incidence of myopia in children is especially high in Asian countries such as in children is especially high in Asian countries such as
PARENTS' GUIDE TO MYOPIA '
HOW TO DELAY OR SLOW DOWN THE ONSET AND PROGRESSION OF MYOPIA IN YOUR CHILD. ND
Of the pharmacological and optical devices investigated so far, atropine eyedrops are the most promising treatment for progressive myopia in children.
Singapore and China. Among the general population, incidence of the disease has also been increasing; it is now two-thirds higher than it was between 1971 and 1972.
WHAT CAUSES MYOPIA?
In most cases, the cause is a combination of genetic and environmental factors. Family history is a high-risk factor for developing myopia. Children whose parents are myopic are more likely to become shortsighted themselves. Studies have shown that the Chinese are genetically predisposed towards myopia.
While genes play a part, current studies show that environmental factors, particularly reduced outdoor time, may be propelling the alarming rise of myopia in our region. The top environmental risk factors are excessive reading and writing, computer use and lack of time spent outdoors. Current studies show that time outdoors is important as exposure to high light levels may cause the release of dopamine in the retina and prevent or slow down the onset and progression of myopia.
Becoming shortsighted at an earlier age increases the susceptibility to complications in adulthood. The earlier the childhood myopia starts, the worse it will become before it stabilises. The worse the myopia, the greater the lifelong risk of blindness due to associated eye problems such as glaucoma, retinal detachment, macular degeneration, and premature cataracts.
Myopes have an increased risk of developing macular choroidal neovascularization (development of abnormal leaking blood vessels in the retina), ranging from two times for patients with 1D–2D of myopia, to four times with 3D–4D of myopia, and nine times for 5D–6D.
HOW DO I TELL IF MY CHILD IS SHORTSIGHTED?
Most often, young children with shortsightedness may move closer to objects to see clearly. If your child has to edge closer to the TV, he or she may be trying to see the screen better. This could be a sign of shortsightedness.
Many times, children won't speak up when they can't see the board in school. They may not want to admit that they need glasses or they may be so accustomed to blurry vision that they don't realise they should be able to see the board clearly.
WHAT CAN I DO TO PREVENT MYOPIA IN MY CHILD?
Practising good habits is essential to prevent myopia in
What you can do about your child's unhealthy eye habits
Problem: My child watches TV seated too close to the set. Solution: The bigger the TV screen, the further away your child should sit. TV time and computer/tablet use should be limited. Recent evidence suggests that the intensity of near work such as sustained reading at a closer distance (less than 30cm) with fewer breaks may have a greater impact on eye health than total hours of near work.
Problem: How bright should the screen be? Solution: Brightness and resolution must be properly adjusted so that the eyes are comfortable.
Problem: My child reads with a torchlight or phone light in the dark.
Solution: Adequate lighting is essential to maintain good eyesight. You need to ensure your child reads under a proper light source.
your child. Parents should teach their children to take frequent breaks and rest the eyes when doing near work such as reading, watching TV or using the computer.
One of the best things you can do for your child is to encourage him or her to go out and play more often. This is a good way to delay, if not prevent, the occurrence of myopia.
so far, atropine eyedrops are the most promising treatment for progressive myopia in children.
A daily dose of atropine 0.01% is an effective first-line treatment in children with progressive myopia. This is pertinent, especially in children with a family history of retinal detachment, retinal holes or high myopia.
Another step you can take if you see your child showing signs of myopia is to ask your doctor or an eye specialist about atropine. Of the pharmacological and optical devices investigated
The eyedrops do not cure but slow down the myopia's progression by at least 50%. Thus, a shortsighted child whose eyesight would normally worsen by 100 degrees a year could experience only a 50-degree increase or less. In some
One of the best things you can do for your child is to encourage him to go out and play more often. This is a good way to delay, if not prevent, the occurrence of myopia.
cases, the myopia stabilises totally, and this continues till the eyeball stops growing. Atropine, a plant extract, seems to stop the eyeball from growing longer, a hallmark of myopia. The low concentration of atropine means patients don't need to wear sunglasses when they are outdoors, and won't experience difficulty in near vision. They can go about their lives as usual.
DR LEO ADULT & PAEDIATRIC EYE SPECIALIST PTE LTD
www.drleoeyespecialist.com
3 Mount Elizabeth #10-04 Mount Elizabeth Medical Centre Singapore 228510 Tel (65) 6737 8366 Fax (65) 6737 5366 Email firstname.lastname@example.org Emergency (65) 9668 2229
Dr Leo Adult & Paediatric Eye Specialist Pte Ltd is a one-stop eye treatment centre equipped with a comprehensive range of advanced ophthalmic machines, and supported by a full team of eye care professionals.
SERVICES
* Cataract surgery including femtosecond laserassisted procedures
* Complete eye screening
* Atropine treatment
* Retinal screening and disease management
* Screening, diagnosis, treatment and management of myopia, strabismus, lazy eye, glaucoma, diabetic retinopathy and age-related macular degeneration
* Presbyopia correction
* Treatment of eyelid and eye problems, external eye diseases, including infection and allergies | <urn:uuid:734e77a4-07c9-4c33-bd01-a7838437006d> | CC-MAIN-2018-43 | http://www.drleoeyespecialist.com/eng/pdf/inside-2016.pdf | 2018-10-19T09:09:46Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 428,873,318 | 1,487 | eng_Latn | eng_Latn | 0.998224 | eng_Latn | 0.99849 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1080,
4261,
6784
] | [
2.875
] | 1 | 3 |
Lions Facts: Past and Present Quiz
1. What year was the first convention of Lions Clubs International held?
a) 1912 b) 1917 c) 1922
2. Circle the statistic that comes closest to the current figures of Lions Clubs International.
b) 39,000 clubs with 1,200,000 members in over 165 countries and geographical areas.
a) 29,000 clubs with 1,100,000 members in over 130 countries and geographical areas.
c) 44,000 clubs with 1,300,000 members in over 195 countries and geographical areas.
3. The LION magazine, which first appeared in 1918, is now printed in how many
a) 11 b) 15 c) 22
languages?
4. A Lion may transfer to any club in the world providing the new club accepts him or her.
a) True b) False
5. Since a club follows the principles of the association and the international constitution, it may not adopt its own club constitution to suit its particular requirements.
a) True b) False
6. What is the major international service commitment of Lions?
a) Sight First b) Youth Exchange c) Lions-Quest
7. A majority of districts are composed of a minimum of 35 clubs with a total of
a) True b) False
1,250 members.
8. In which country was the first club formed outside of the United States?
a) Mexico b) Canada c) England
9. In which country was the first club formed outside of North America?
a) China b) England c) Brazil
Lions Facts: Past and Present Quiz
10. A multiple district is:
b) A district, which extends into several states or countries.
a) An unusually large district.
c) Made up of two or more sub-districts
11. Funds raised from the general public at a fund-raising activity can be used to fund a club member to the international convention.
a) True b) False
12. In what year did the international constitution eliminate the word "male" as a condition for membership, encouraging women to become Lions?
a) 1967 b) 1978 c) 1987
13. The basic concept of a Leo club is:
b) To support Lions clubs projects.
a) To develop youth as responsible citizens of both community and the world.
c) To provide a social and recreational outlet for youth.
14. The association's headquarters is located in
_________________________.
15. The official colors of Lions clubs international are _________ and ____________?
16. Symbolically the two lions on our emblem face both __________________.
17. Fill in the missing word from our slogan: “Liberty, _____________, Our Nation’s Safety.”
18. The association's motto is _____________.
ANSWERS
1b 2c 3c 4a 5b 6a 7a 8b 9b 10c 11b 12c 13a 14 Oak Brook, Illinois USA 15 gold and purple 16 past and future 17 intelligence 18 "We Serve" | <urn:uuid:9a08dce6-ab8b-4463-a3d3-553da0b96c5d> | CC-MAIN-2018-43 | http://www.lionsclubs.org/resources/EN/pdfs/historyquiz.pdf | 2018-10-19T09:56:48Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 483,068,998 | 664 | eng_Latn | eng_Latn | 0.993889 | eng_Latn | 0.994748 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1338,
2598
] | [
2.390625
] | 1 | 0 |
Issues Paper
An issues paper is a formal argument that seeks to persuade an audience of an academic claim. While this handout is a general resource for writers, always tailor your work to your specific assignment and audience.
Understand the Differences
The Issues Paper is distinct from other assignments in the Writing 150 course, being less personal than the Opinion Editorial while relying on more sources than the Rhetorical Analysis. It also emphasizes provable statements more than personal opinions or individual experience (e.g. "The NIH predicts that Americans spend over $30.2 billion on alternative medicine" versus "A lot of people spend money on useless medicine"). The Issues Paper isn't, however, an informative research paper. While it should incorporate plenty of reliable research, its purpose is to convince the reader of a specific argument.
Choose a Topic
Choose to write about a topic that you find interesting, relevant, or important. Issues Papers more often involve rigorous academic discussions on a variety of topics, from environmental policies to sociology.
Example: The Catholic Church's condemnation of birth control practices is an ineffective policy for maintaining marital and financial stability in the Northern Region of Uganda.
Find Your Sources
Persuading your audience of an argument on a complex issue involves bringing up credible sources. These sources can vary in their form, from peer-reviewed reports on experiments to governmental surveys. These are easiest to find through databases or peer-reviewed journals. While searching for them, keep these tips in mind:
* Consider the keywords you could use to find relevant documents.
* Look for sources that are more recent—a study from 2016 may be more credible than one from 1983.
* Study the information presented in the source; are the methods, data, and conclusions understandable?
* Organize your evidence to form a cohesive argument supported by reliable experts and studies.
Create a Thesis
Keeping your research in mind, try to form an arguable thesis. Remember that narrowing a topic may help expand the depth that your paper can take: writing a 10-page paper about U. S. foreign policy, a broad field, may be more daunting than writing one about U. S.–Saudi Arabian relations during the Iraq War. Keep these tips in mind as you work on your thesis:
* Narrow your topic to a specific assertion and form unified arguments to support it.
* Write an arguable thesis statement. If no one disagrees with your thesis, you will need to rewrite it because an undisputed thesis statement is a fact, not an arguable assertion.
* Think about possible objections to your thesis. If you think of numerous, reasonable counter arguments and solid rebuttals for those counter arguments, your thesis is arguable.
Example: You have read about free higher education in other countries, and you think the United States should also adopt it. Focus this general question to a specific assertion: More subsidized higher education will generate more job opportunities for Americans and improve the global economy.
Questions to consider about your thesis: Is my thesis arguable? Are there at least two sides to the issue? Am I taking a clear stance? Why might my opponents disagree with my thesis, and how will I address opposing viewpoints?
Form Your Paper
With your thesis now crafted, start on organizing your paper. For the issues paper, this involves ordering the structure:
* State the main points in the topic sentences of your body paragraphs.
* Write body paragraphs with specific evidence that supports your thesis.
* Transition from one main takeaway to another.
.
* Conclude by tying each argument together, showing why your thesis is now believable
Example: Suppose you are arguing that Scientology should not obtain a tax-exempt status. You might support this thesis by using reliable sources to prove that the organization doesn't fit the required standards for U. S. law. This can include tax-law documents from the IRS, court records of the blackmailing of IRS officials, and other countries barring the organization from tax-exemption status. Write a paragraph or more about each of these issues, explaining why each point should convince your audience to support your claim.
Counter the Counterarguments
In researching and writing on this topic, you should come across sensible arguments that disagree with yours. Address these in your paper, and show why your proposition is still correct. If you find yourself commonly agreeing with those who oppose your original thesis, consider changing your argument to more accurately reflect your understanding. Keep these tips in mind for counterarguments:
* Imagine what your "opposition" would say after reading each of your paragraphs.
* Consider the core of both sides—where does one argument fail? What makes the other succeed?
* Understand your detractor's differences. Do they value something else or trust other sources?
Example: If you were writing a paper about the usefulness of vaccinations, it would be important to address the recent arguments of anti-vaccination organizations. For instance, it would be helpful to argue against the claim that vaccinations can cause autism, both by citing medical officials who deny any logical causation of the condition from inoculation and by highlighting the errors in papers that purportedly show correlations with autism.
There are plenty of spots where you can add your counterarguments, but be consistent. Either group them all together, keeping them close to the introduction or the conclusion, or spread them out evenly so that each main point has a strong rebuttal for its own counterpoints.
Learn from Other Assignments
Remember that the Issues Paper does have similarities to other Writing 150 assignments. Look at the handout for the Opinion Editorial to see more about defining your audience, supporting your thesis, and reevaluating your argument. While the Issues Papers has its differences, you will still need to form a strong thesis, back up claims, smooth out transitions, and leave readers convinced—or at the very least, more accepting towards—your argument. Keep these in mind as you look over your writing:
* This paper should have strong support from credible sources.
* Your argument should address and refute serious counterarguments.
* This assignment generally involves a thorough, academic inspection of the thesis and its accuracy. | <urn:uuid:e361f5fc-cee0-4e85-b8cf-a1a15a96971f> | CC-MAIN-2018-43 | http://writingcenter.byu.edu/files/2017/11/Issues-Paper.pdf | 2018-10-19T09:39:04Z | crawl-data/CC-MAIN-2018-43/segments/1539583512382.62/warc/CC-MAIN-20181019082959-20181019104459-00000.warc.gz | 383,366,734 | 1,219 | eng_Latn | eng_Latn | 0.998583 | eng_Latn | 0.99862 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
3471,
6477
] | [
2.171875
] | 2 | 0 |
Year 6 Curriculum Overview Summer Term 2018 Classes 6T, 6M & 6K
This information tells you what your child will be learning this term in school. We really value your support and the help that you can give your child with their learning:
- Please remember that SAT week is the week beginning Monday 14 th May. It is essential that your children arrive on time and are in school every day. Make sure they are getting plenty of sleep and avoid making any appointments during the mornings that week.
- Make sure your child finds time to complete their homework every week – please provide support as necessary and encourage independence. NB They will have maths and English work set every Thursday which should be returned on Monday. After SATs, children will be asked to learn lines for the production.
- Your child will be given a set of spellings to learn at the start of every English unit – they need to practise these often. Tests will take place every few weeks.
- Ensure your child reads every day for at least 15 - 30 minutes and attends Everyone Reads on Fridays.
- Support your child to be organised and make sure they have everything they need in school on the right day e.g. homework books, PE kit and swimming bag.
THE CURRICULUM:
Our writing outcomes this term in English:
Suspense writing: Children will read a selection of short mystery/suspense stories and use these as a stimulus for their own writing.
Explanatory: Children will be writing an explanation text about how a machine or process works.
Anecdote/Memoir: Children will write about memories of their lives or those of others
Instructions: Children will focus on imperative verbs and sequencing, before writing their own set of instructions as part of their DT project.
Persuasion: Children will study advertising techniques and create posters and leaflets to advertise for their fund-raising sale as well as their end of year performance.
In Maths we will be learning to:
- Solve decimal calculations using formal column methods and solve problems using these methods.
- Draw, compare and classify 2D and 3D shapes, describe the position of shapes.
- Interpret and construct pie charts and line graphs, including working out the modal number.
- Identify compass points and use a compass.
- Use and create ordnance survey maps of the UK and the local area.
The topic this term is Journey of Life.
In Science children will:
- Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
- Learn how the body changes during puberty and how humans reproduce.
- Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
In Art & DT children will be taking part in a project win which they will:
- Create their own business plans.
- Design a product.
- Advertise and market the product.
- Make the product and packaging.
- Sell the product.
Children will also be taking part in an art project with the RAF Museum where they will be creating 3D sculptures of animals.
In Geography children will be learning to:
- Use the eight points of a compass, four and six figure grid references, symbols and key (including Ordinance Survey maps).
- Use fieldwork to observe, measure, record and present the human and physical features in the local area.
In PHSCE children will be learning about:
- Road safety.
- Transition to their secondary schools.
- Relationships and Sex Education.
In RE children will be learning about:
- Different religious views on life and death.
- Festivals and rites of passage in different religions.
- Comparing the views of a variety of different religions and faiths on life and death.
End of Year 6 Production – Pirates of the Curry Bean
In order to put on a high quality production the children will be:
- Learning and performing songs.
- Designing and making scenery.
- Learning lines and performing in character.
- Making programmes advertising their production.
Other information:
PE:
PE kits must be brought to school on a Monday and remain in school throughout the week and taken home on a Friday.
PE lessons:
6T – Thursday
6M – Thursday
6K – Friday
Each week PE will be taught by Michael who is part of Woody's team of PE coaches.
Last week of term:
Monday 16 th July – Southend trip (8am-6:30pm)
Tuesday 17 th July – 6K production at 2pm (6K parents are invited)
Wednesday 18 th July – 6T production at 2pm (6T parents are invited)
Thursday 19 th July – 6M production at 2pm (6M parents are invited)
Friday 20 th July – Graduation ceremony at 10am-11:30am (All parents are invited)
We are looking forward to having a productive and enjoyable term with you and your child. If you have any queries please do not hesitate to contact a member of the Year 6 team.
Miss Thompson, Mrs Martinez, Mr Kaffel, Ms Collins, Ms Fletcher, Mrs Shirmohammadi & Mrs Robertson | <urn:uuid:d10c7d3a-e83b-4053-b36f-68263ccbc218> | CC-MAIN-2019-04 | https://46qlo23ly5s54dfzmf16je6n-wpengine.netdna-ssl.com/wp-content/uploads/Year-6-Summer-2018-Curriculm-Overview.pdf | 2019-01-20T07:23:57Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00395.warc.gz | 415,223,269 | 1,053 | eng_Latn | eng_Latn | 0.998437 | eng_Latn | 0.998667 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2341,
3704,
4905
] | [
2.921875
] | 1 | 0 |
The value of water
The story of how village residents revive a well and nurture a tree.
The village is a small habitat of about 122 people and is off a National Highway by a kilometer in parched Kolar district of Karnataka. The water situation is difficult and the summer heat causes people to quarrel near the supply points as the volume is meager. The borewells have reached 1,000 ft. and the drinking water has to be pumped a kilometer to the village. An overhead water tank stands in mute testimony to an infrastructure designed for better times while the water has run out.
Inspired by Grama Vikas an NGO, Gunashekhar of the village of Doddaganahalli has taken up the de-silting of two old open wells. Overtime they had fallen into disuse with people throwing rubbish into it since the source for water had shifted to borewells. Now, in desperate times, the village was looking to its old friends for help. After the de-silting both the wells have started to yield water.
Cleaning process
About 5,000 liters a day, enough for the domestic needs of the population. The villagers are busy adding limestone to the waters to clean it, they say. It is an old practice around open wells forgotten but being revived.
Women gather and joke that they had forgotten the exercise of lifting water and anyway it was better than paying and joining a gym. Schoolgirls are washing clothes around the well using the water carefully and judiciously. It is vacation time from schools.
The clothes wash water drops from the well platform into a small pit near a tree trunk and collect in a pool. Here is old Narayanappa, all of 85 years, thin and bent with age scooping the water into two small containers. He then walks about 300 meters to a few saplings he has planted and pours the wash water carefully around the root zone. He has mulched some of the area to prevent evaporation loss. The saplings have green leaves and are surviving the summer heat thanks to a person who cares and does not allow any water to go waste.
The young girls washing the clothes seem oblivious to the work of the old man and he also does not talk much. By hauling water about 60 feet the young ones have learnt the value of it. As they observe the well seeping slowly and filling up gradually they are forced to use the water as it comes and becomes available.
Those who are privileged to get water when they open the tap unfortunately seem to lose all information on how scarce water actually is. How do we regain this communication? One small way seems to price water so as to capture its scarcity value. Are our institutions up to it? Unlikely when you see how subsidised water is and how wastefully it is used by those who can afford it.
Meanwhile, true water heroes like Narayanappa continue to use it carefully and nurture trees. His one wish is to get a coconut sapling so that he can take care of the Kalpavriksh. A humbling experience it is to meet such good people. We must learn from them for only then will we be able to cope with the great water crisis that is upon us. That would be water wisdom.
The above story was written by Vice-President of Grama Vikas Shri.S.Vishwanath which was published in THE HINDU news paper.
Doddaganahalli is ChildFundIndia sponsored village.
Mr.Gunasekhar is a parent of a Sponsored child called Pavithra. | <urn:uuid:280d0c4e-1b07-46ad-a306-d63f19eb68a9> | CC-MAIN-2019-04 | http://www.gramavikas.org/Pdf%20files/About%20WATER.pdf | 2019-01-20T07:58:55Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00395.warc.gz | 299,736,958 | 745 | eng_Latn | eng_Latn | 0.998957 | eng_Latn | 0.99901 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
583,
2350,
3353
] | [
3.109375
] | 1 | 5 |
MOANA MOVIE REVIEW
BY ELLEN SINGER , C.A.S.E. SENIOR THERAPIST, LCSW-C
This latest Disney movie has received rave reviews by both fans and critics. I would suggest to all parents that they view sites like www.fandango.com and www.commonsensemedia.org for more information about this movie. I've written this brief movie review especially to warn parents about one particular
aspect of the movie that is potentially quite upsetting for foster and adopted children.
One of the lead characters, Maui, is a demi-god, who shares his life story with Moana. Paraphrasing some, he states that his "human parents took one look at me and decided they didn't want me and tossed me into the water (the sea) like I was nothing." Maui has tattoos all over his body and one picture shows a person tossing a baby into the sea. He was saved by "the gods" and given the power to be a demi-god. With that power, he strives to give humans wonderful gifts. Moana notes, "You did everything for them so they'd love you?" Maui replies: "It was never enough." Fortunately, Moana makes two important points in response to Maui's story: 1) The gods saved Maui because he was worthy – of being saved (that he was NOT nothing) – 2) The gods are not responsible for Maui's desire to do good things – he is – meaning he is good. However, the
movie also shows Maui's internal struggle with doing the right thing and helping Moana versus being disillusioned with himself and "others", and choosing to look out only for himself and run from danger. Of course, Maui does the right thing in the end and risks his life and his power to help Moana.
While Maui's back story is a very small part of the movie, it obviously can have big triggers for foster and adopted children. As I suggest in all of my movie reviews, parents will need to decide if they believe their child will be alarmed by some of the themes presented in the movie, or whether viewing the movie would provide a good opportunity for parent-child dialogue about adoption. At the very least, parents are urged to prepare any foster or adopted child or teen or adult! – no matter what age – about this aspect of the movie.
Copyright © 2016Center for Adoption Support and Education
. All rights reserved. No part of this fact sheet or series may be reproduced or utilized in any form or by any means, without permission in writing from the publisher. | <urn:uuid:3bbb7272-4c4c-4f08-a618-af874bdfb988> | CC-MAIN-2019-04 | https://adoptionsupport.org/wp-content/uploads/2016/11/MOANA-Movie-Review.pdf | 2019-01-20T06:54:48Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00396.warc.gz | 445,062,380 | 532 | eng_Latn | eng_Latn | 0.999332 | eng_Latn | 0.999332 | [
"eng_Latn"
] | false | docling | [
2393
] | [
2.078125
] | 1 | 7 |
1. Mission Statement
Building resilience through connection by creating opportunities for children, families and teachers to learn within nature.
2. Vision
Through our programs, Educated by Nature (the Company) aims to increase the mental, emotional and physical health of children and in doing so, foster stewardship and a deep love for the natural environment.
Building the personal resilience of children, families and teachers through interaction within nature and community.
Safeguarding the health of our natural world, forming strong relationships through natural learning.
Revitalising community through childhood play, meeting instinctive needs for connection and childhood freedom.
3. Policy Scope
This policy applies to:
Staff (directors, permanent, temporary or casual employees)
Volunteers;
Organisations/individuals who are contracted to facilitate, lead or assist with a program;
Organisations/individuals who are contracted to produce images and other communications or marketing material for our programs;
Program participants, including parents and guardians of minors.
4. Policy Statement
Educated by Nature is a social enterprise with a mission to connect families and schools with nature in order to build individual, community and environmental resilience.
Educated by Nature believes that allowing children to face risk and challenge increases their ability to push themselves to their limits, to find those limits and then develop ways to expand them. Children need risk in their lives to allow opportunities for learning, self-development, resiliency building and excitement. Nature provides opportunities for children to experience risk and manage themselves in risky situations.
"Children need and choose exciting places to play, which inevitably means managing situations that are inherently risky. Play – and particularly play outdoors – teaches young people to deal with risk. Without this awareness and learning they are ill equipped to deal with adult life. Outdoor play and learning is an important part of our children's education" Robin Sutcliffe, Chair of the Play Safety Forum.
Educated by Nature's programs will operate in most weather (including hot and wet weather).
We believe this builds a child's connection to climate and builds resiliency and knowledge of weather. However, where weather conditions become extreme, Educated by Nature will make program changes or cancelations to ensure children and families are not placed in situations which are unnecessarily and knowingly hazardous.
Educated by Nature is committed to managing situations and environments so as to not cause foreseeable undue harm or injury to a child.
Safety is the responsibility of all staff, parents/guardians and children. Safety awareness and education is the responsibility Educated by Nature Staff.
5. Version Control
| Version Number | Approval Date | Approved by |
|---|---|---|
| 1 | April 2016 | Directors |
6. Convention: Risk Assessment & Analysis
6.1. Benefit Risk Assessment
6.1.1. Benefit Risk Assessment - Site
Educated by Nature Directors will conduct a site inspection prior to the commencement of each program series and identify potential risks. A site will be deemed appropriate if the benefits of the space exceed the risks and if control measures are able to be applied. Facilitators are required to familiarise themselves with the benefit-risk assessments and control measures.
6.1.2. Benefit Risk Assessment - Program
Educated by Nature Directors will conduct a program analysis prior to the delivery of each program series and identify potential risks. A program will be deemed appropriate if the benefits of the activities included in the program exceed the risks and if control measures are able to be applied. Facilitators are required to familiarise themselves with the benefitrisk assessments and control measures.
6.1.3. Benefit Risk Assessment - Activity
Educated by Nature Directors will conduct activity specific analysis prior to the delivery of a program or series of programs and identify potential risks. An activity will be deemed appropriate if the benefits of the activities included in the activity exceed the risks and if control measures are able to be applied. Facilitators are required to familiarise themselves with the benefit-risk assessments and control measures.
6.1.4. High Risk Activities
Educated by Nature will conduct specific activity benefit-risk assessment and hazard assessment for those activities deemed as high risk and will provide staff with additional training to supervise and facilitate these activities. Programs that involve water based activities that are considered high risk will include staff who have relevant water safety training such as Bronze Medallion.
6.2. Hazard Assessment
Educated by Nature facilitators will conduct a site inspection prior to the commencement of each program and remove hazards. A hazard is deemed as something that could cause harm that a child would not see, such as broken glass or unseen sticks in high-foot traffic area.
Where the hazard cannot be removed, such as an unclean waterway, staff will acknowledge the hazard and then discuss and educate participants of how the situation will be managed.
6.3. Self- Risk Assessment
Nature provides experiences of risk and management of risky situations. At Educated by Nature we believe risk encourages learning, self-development, resiliency building and excitement.
Each child is unique and will encounter experiences and opportunities within our programs differently. As such, we encourage and educate children (and their parents/guardians) to use the fear in risk taking to self-assess danger.
Facilitators will discuss situations, interact with and guide participants in the self-assessment process. We know that children are capable learners and that when children are independently successful, it contributes to building a strong self-identity.
7. Convention: Incidents
7.1. Injuries
Educated by Nature acknowledges that in encouraging children to experiment, explore and expand their abilities, there may be occasions where an incident or injury will occur.
7.2. Participation Agreements
All Educated by Nature's drop and leave programs require parents/guardians to acknowledge the inherent risks involved with participation in particular programs.
Acknowledgement and consent is given by parents or legal guardians either at the time of child drop off prior to a program or within the booking process.
7.3. First Aid
All Educated by Nature adult facilitators hold current First Aid Certificates and a wilderness first aid kit is always present on location at Educated by Nature programs.
In the event of an incident or injury, staff will administer first aid as required.
7.4. Incident Reporting
The Incident and Injuries Procedure provides detailed information regarding specific processes.
7.5. Insurance
Educated by Nature maintains Public Liability, Professional Indemnity, Worker's Compensation and Volunteer Insurance.
1. Related
8.1 Related Documents
People Policy
Incidents and Injuries Procedure
Children Well-being and Protection Policy
Benefit Risk Assessments
Participation Agreement Forms
8.2. Authority
Occupational Safety and Health Act 1984 https://www.commerce.wa.gov.au/worksafe/occupational-safety-and-health-act-1984
8.3. Resources
Occupational Safety and Health Regulations 1996
Occupational Safety and Health Codes of practice and guidance notes https://www.commerce.wa.gov.au/worksafe/occupational-safety-and-health-act-1984
Benefit Risk Assessment Toolki t https://inspiredec.com.au/product/benefit-risk-assessment-toolkit-digital-download/ | <urn:uuid:f574ff17-8539-449f-8a2c-41f1ab3973c8> | CC-MAIN-2019-04 | https://educatedbynature.com/wp-content/uploads/2017/11/27-5310-pp_gallery/Risk-Management-OHS-Policy.pdf | 2019-01-20T07:22:12Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00397.warc.gz | 494,734,617 | 1,469 | eng_Latn | eng_Latn | 0.930363 | eng_Latn | 0.995484 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2125,
2950,
5253,
5953,
7048,
7695
] | [
2.5625
] | 3 | 0 |
Table of Contents
Notes to the Facilitator
Th e purpose of this workshop is to provide of professional learning communities (PLCs) with specifi c strategies and skills to manage confl ict productively. Th e workshop is intended to help school and district leaders move beyond fi ght-or-fl ight strategies when confronted with opposition to the principles and practices of the PLC culture. It is based on the work of Richard DuFour, Rebecca DuFour, and Robert Eaker and infl uenced by the writings of Kerry Patterson, author of Crucial Conversations: Tools for Talking When the Stakes Are High and Infl uencer: Th e Power to Change Anything, as well as Howard Gardner's Changing Minds: Th e Art and Science of Changing Our Own and Other People's Minds.
2. Strategies for Dealing With Confl ict—Th is segment introduces strategies that PLC leaders can use to address confl ict productively. Some of these strategies encourage an honest and respectful dialogue, while others are designed to change people's minds. Th ey are designed for use within the framework of a diffi cult but crucial conversation.
Th is workshop presents an example of confl ict in a PLC culture, outlines and illustrates strategies to lead diffi cult but crucial conversations related to this confl ict, and provides participants with opportunities to practice leading conversations dealing with confl ict using the fi ve key elements of a crucial conversation explained and portrayed in the video: 1. Assume good intentions. 2. Ask the other person to share assumptions and thoughts. 3. Find common ground. 4. Build shared knowledge. 5. Share your own assumptions and thoughts. Th is workshop is divided into eight components: 1. Welcome and Opening —Th is segment identifi es the context in which confl ict is likely to occur as a traditional school is transformed into a PLC. It also explores the consequences of not handling confl ict. © Hawker Brownlow Education
3. PLC Culture Is Loose and Tight—Th e PLC culture is both loose and tight; that is, it encourages individual autonomy and creativity (loose) within well-defi ned parameters and priorities that must be honored (tight). When individuals fail to honor the parameters and priorities, eff ective leaders address the issue rather than ignore it. Th ey recognize that the culture of their school is determined to a large extent by the worst behavior they are willing to tolerate, because failing to confront the behavior sends the message to the rest of the staff that the behavior is acceptable. It is impossible to foster the simultaneous loose and tight culture of a professional learning community
if leaders are unwilling to engage in diffi cult conversations with staff who consistently ignore what is intended to be tight.
4. A Confl ict About Grading—Th is segment introduces a confl ict scenario related to grading practices as an example of the confl ict that is likely to arise in a PLC culture.
5. A Diffi cult Conversation—In this segment, participants view and analyze a simulated diffi cult but crucial conversation. Th e simulation involves a teacher, played by Rebecca DuFour, who defends her traditional grading practices and a principal, played by Richard DuFour, who hopes to persuade her to refl ect on and ultimately change these practices.
6. Analyzing a Diffi cult Conversation—Th is segment presents a preliminary analysis of the simulated conversation and gives participants an opportunity to share their analyses of the conversation.
7. Practicing Diffi cult Conversations—In this segment, participants work in a large group and in small groups to practice and observe diffi cult but crucial conversations.
8. Closing—In this segment, participants refl ect on what they have learned in the workshop and plan for next steps.
Conducting the Workshop
Th is workshop is designed to last about eight hours. It can be scheduled for a single day consisting of two sessions or be scheduled over two days. All the professional development materials you need to conduct this workshop—the facilitator's guide with detailed teaching suggestions, and the video resources—are provided in this package.
To conduct a successful learning event, please consider the important issues that follow:
* Preparation—Please view the entire video program, read all materials, and complete all activities yourself before leading the workshop.
* Location—Th e workshop should take place in an area that is large enough for individual, team, and whole-group work.
* Equipment—You will need a DVD player, a projector, and one or more monitors. You will also need an overhead projector or computer projector to show transparencies.
* Masters—Reproducible masters are included with this guide (starting on page 12, and on the CD). Th e handouts should be duplicated before the workshop begins and be distributed to participants according to the workshop instructions. A master for the overhead transparency is also included in this guide (on page 10 and on the CD). Th ey should be duplicated before the workshop begins, or you may project the page from your computer onto the screen.
* Additional Equipment—You will also need fl ip charts, chalkboards, or whiteboards with appropriate writing materials to conduct the workshop.
Workshop Overview at a Glance
| Time (in minutes) | Section |
|---|---|
| 45–60 | Welcome and Opening |
| 45–60 | Strategies for Dealing With E Conf ilct w |
| 20–30 | o l n PLC Culture is Loose and Tight |
| 10–15 | w o A Conf ilct About Grading r |
| 60–90 | B A Diff icult Conversation r |
| 45–60 | e k Analyzing a Diff icult w Conversation |
| 90–120 © | a H Practicing Diff icult Conversations |
| 30–45 | Closing |
- How does using this grading practice impact student learning, in your opinion?
- Do you think that grading based on promptness is inconsistent with the three big ideas of PLCs? Why or why not?
- Do you think a school leader should initiate a dialogue with a teacher who routinely assigns zeros to students who fail to complete their work on time? Why or why not?
- If you believe the leader should initiate a dialogue in this instance, how should the leader prepare for this diffi cult conversation?
A Diffi cult Conversation
1. Indicate that participants are about to see a simulated conversation between a principal, played by Richard DuFour, and a teacher, played by Rebecca DuFour. Th e principal will lead a diffi cult but crucial conversation with the teacher about her grading practice of giving students a zero for not handing in assignments. Th is practice, he feels, is not consistent with PLC principles. Ask participants to:
- Identify what the principal wants to accomplish from the conversation ➤ Use the fi ve strategies for honest and respectful dialogue that appear in Elements of Diffi cult but Crucial Conversation handout together with the seven strategies from the Strategies for Changing Minds handout as a guide for watching the segment Have them keep track of the strategies that the principal uses as they watch. 2. Play the A Diffi cult Conversation chapter of the DVD. (It is about 30 minutes in length.) Note: You may need to stop the video or show portions of the chapter again to give participants time to identify the strategies being used. Analyzing a Diffi cult Conversation 1. Indicate to participants that they will soon have an opportunity to share their analyses of the simulated conversation. But fi rst, they will have a chance to see a preliminary analysis of the conversation. Show the fi rst segment of the Analyzing a Diffi cult Conversation chapter of the DVD. Pause the DVD when the question "What are some other examples of strategies that the principal used to engage in honest and respectful dialogue with the teacher?" appears on the screen. © Hawker Brownlow Education
2. After showing the video segment, ask the participants to respond to the following questions, as a group: "Do you agree that the segments of dialogue selected from the simulated conversation were, in fact, good examples of the strategies identifi ed in the segment? Why or why not?" Th en have participants answer the question posed on the screen: "What are some other examples of strategies that the principal used to engage in honest and respectful dialogue with the teacher?" Encourage them to not only identify strategies used to engage in honest and respectful dialogue (for example, assume good intentions, ask the person to articulate assumptions and thoughts, fi nd common ground, build shared understanding, share your own assumptions), but to also identify the dialogue in the conversation that demonstrated the use of these | <urn:uuid:75dc3060-d31b-4e44-8d04-452c52860fd6> | CC-MAIN-2019-04 | http://files.hbe.com.au/samplepages/SOT1946.pdf | 2019-01-20T07:11:54Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00398.warc.gz | 79,449,572 | 1,784 | eng_Latn | eng_Latn | 0.997955 | eng_Latn | 0.998008 | [
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | docling | [
17,
2642,
5277,
5701,
8667
] | [
2.8125
] | 1 | 0 |
Mindscapes Volume # 3 Edition III November 2018
WHAT IS STRESS
'Stress is the body's reaction to a challenge. Though stress is often perceived as bad, it can actually be good in some respects. The right kind of stress can sharpen the mind and reflexes. It might be able to help the body perform better, or help you escape a dangerous situation.'
From:
ttps://www.learnpsychology.org/st udent-stress-anxiety-guide/
FOOD FOR THOUGHT
"When you are feeling anxious, remember you are still you. You are not your anxiety."
Deanne Repich
TYPES OF ANXIETY
Students can develop several types of anxiety. Some of them are;
1. Social anxiety
2. Seperation anxiety
3. Generalised anxiety
4. Selective mutism
ANXIETY
Dear Parents,
This edition of Mindscapes will focus on the factors that cause anxiety in students. We will also share some practical ways of managing stress and anxiety related issues. We hope this will help students and parents manage anxiety as well.
SIGNS AND SYMPTOMS ANXIETY
1. Inattention and Restlessness
One of the subtle signs of anxiety can be lack of focus and inability to remain on task. Students who may be unable to follow a disucssion or may feel the need to move frequently may be suffering from anxiety.
2. Clinginess or absence from school
Students suffering from seperation anxiety may find excuses of not going to school very frequently. They may also exhibit clingy behaviors as they don't want to separate from their caregiver and would like to talk to them several times in a day.
3. Disruptive behavior
Students who exhibit behaviors that are ususally related to negative feelings may also be suffering from anxiety of some sort. Kicking, biting, shouting or excessive repetetive questioning can be some of the expresssions of their uncertainity related with anxiety.
4. Avoidance in class/homework
Students suffering from anxiety may show resistance towards answering questions in class or doing their homework at home. They may even complain about not making any sense of certain concepts or subjects only while they excel in others.
5. Avoding social settings
Students with anxiety may avoid tasks and activities which may demand social mingling like going for shopping or movies with peers or relatives, giving out a presentation or working in a group.
2
TIPS FOR MANAGING ANXIETY
This section will provide some tips for students and parents to help manage anxiety.
1. Get enough sleep. As the body is undergoing stress it is important that students get plenty of sleep. This is specially important during exams when students strectch their revision hours compromising their sleep.
2. Positive self-talk. Talking to ones' self about the positives in a situation is very important. Highlight the strengths and previous accomplishments and don't focus on the challenge factors out of proportion.
3. Vent it out. Have a venting out system for maning anxiety. Quality dinner time as a family, walking or jogging in a park or playing some game with the kids can be ways of providing positive energy. Students should have access to a grown-up who can understand their emotions and guide them accordingly.
4. Enagage in relations. A bit of mindfulness or yoga can be an easy of calming oneself down. If arts and music is something that students enjoy then let them be enagaged in that to destress themselves.
Further Reading:
https://www.learnpsychology.org/student-stress-anxiety-guide/ https://childmind.org/article/classroom-anxiety-in-children/ | <urn:uuid:06ca1d43-de8a-4206-a484-1c78502b5a2a> | CC-MAIN-2019-04 | http://apple.sch.ae/wp-content/uploads/sites/3/2017/11/newsletter-november.pdf | 2019-01-20T07:11:02Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00400.warc.gz | 14,661,569 | 742 | eng_Latn | eng_Latn | 0.997108 | eng_Latn | 0.998447 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
970,
2313,
3505
] | [
3.03125
] | 1 | 0 |
Globe Lesson 2 - Distance - Grade 6+
Distance on a Globe
How far is it from Chicago, Illinois, to Moscow, Russia? The answer to this depends upon how far you travel to get there. Most long trips are now by airplane. While you might have to vary your route, most air travel moves in straight lines.
In this lesson we are interested in line straight-line distances. We will study the shortest distances between places and measure that distance in miles. Your globe and globe mounting can help us measure distance.
Below is a picture of a part of the scale that appears on the Horizon Ring Mounting. Look at your Horizon Ring globe mounting. The inner ring is yellow and shows miles. The red line is the starting point for this mileage scale. It is divided into 1,000 mile sections. Each section is further divided by 100-mile marks. There is a darker mark at 500 miles. The total amount of miles is shown in the lower right corner of each 1,000mile section.
This is called a graphic scale. You will use this graphic scale as you measure the straight-line distance between two locations on the globe. The example used to get started is to find the great circle route between Chicago and Moscow.
Circle Chicago, Illinois, and Moscow, Russia. Place one of your thumbs on Chicago and the other on Moscow. With your thumbs in this position, rotate the globe until both thumbs touch the Horizon Ring. Take your thumbs away. Be sure the two cities line up with the ring. This is called the great circle route.
Lesson 2 - Distance (continued)
Measuring the Distance
Turn the globe so Chicago is exactly over the red line on the Horizon Ring. Rotate the globe until the line is exactly along the Horizon Ring. Read the miles from the red line, around to your right until you reach the point where Moscow is located. Your answer should be about 5,000 miles. This is the approximate distance if you travel a straight line. Any figure between 4,800 and 5,200 is acceptable.
Using this method, find the distance between the following pairs of cities:
1. San Francisco, California to New York, New York
_________________________________
2. New York, New York to Honolulu, Hawaii
_________________________________
3. Denver, Colorado to London, United Kingdom
_________________________________
4. Seattle, Washington to Tokyo, Japan
_________________________________
5. Chicago, Illinois to New Delhi, India
_________________________________
© Copyrighted Property Of George F. Cram Company, provided by 1-World Globes & Maps: www.worldmapsonline.com | <urn:uuid:d47d33b3-a7ad-483c-a696-e43dd6ad0f66> | CC-MAIN-2019-04 | https://www.worldmapsonline.com/LESSON-PLANS/6-distance-globe-lesson-2-print.pdf | 2019-01-20T07:54:10Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 989,294,488 | 552 | eng_Latn | eng_Latn | 0.996231 | eng_Latn | 0.999264 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1521,
2575
] | [
4.0625
] | 2 | 0 |
CHSPC Summer Math Requirements
All students are required to have math enrichment over the summer. Each student is required to play IXL. Students can play IXL on a computer, I-pad, or cellphone. All students have a username and password from the 2017-2018 school year. The requirements are listed according to the grade/subject the student will take next school year.
Website: www.ixl.com/signin/catholicpc
Requirements:
- All students are required to complete all topics listed with correct percentage score to get credit.
- The assignment is worth 50 points (only receive the 50 points if assignment is complete in full, if not a 0 will be given. No partial credit!)
- Assignment starts Monday, June 4th and August ends Tuesday, August 8 th at 11:59 p.m.
- Recognition for 100% on each topic will be awarded at the beginning of school.
If you have any questions, please email Candice Kennedy at email@example.com.
CHSPC Summer Math Assignment 7 th Grade Regular and Honors Math
(6 th Grade students going to 7 th grade)
Instructions to access assignments on iXL after you sign in: Choose Math then click on 6 th Grade tab scroll down to find indicated topic number and name.
| Topic #: | Topic Name: |
|---|---|
| F.4: | Covert decimals to mixed numbers |
| J.3: | Add/Subtract fraction with unlike denominators |
| K.10: | Multiply mixed numbers and whole numbers |
| L.7 | Divide fractions and mixed numbers |
| N.2: | Adding Integers |
| N.4: | Subtracting Integers |
| N.5: | Adding/Subtracting Integers: Find the sign |
| N.9: | Multiply Integers |
| N.11 | Divide Integers |
| X.2: | Graph points on coordinate plane |
| Z.11: | Solving equations involving with integers |
If you have any questions, please email Candice Kennedy at firstname.lastname@example.org.
CHSPC Summer Math Assignment 8 th Grade Pre-Algebra
(Students going from 7 th grade regular Math into 8 th grade Pre-Algebra)
Instructions to access assignments on iXL after you sign in:
Choose Math then click on 7 th Grade tab scroll down to find indicated topic number and name.
| Topic #: | Topic Name: |
|---|---|
| C.3: | Add and Subtract Integers |
| C.7: | Multiply and Divide Integers |
| G.1: | Add and Subtract Fractions |
| G.9: | Multiply Fractions |
| G.10: | Multiply Mixed Numbers |
| G.12 | Divide Fractions |
| L.2: | Convert between percents, fractions, and decimals |
| S.5: | One-Step equations |
| S.6 | Two-Step equations |
| T.4: | One-step inequalities |
If you have any questions, please email Candice Kennedy at email@example.com.
CHSPC Summer Math Assignment 8 th /9 th Algebra I
(7 th grade Honors students going to 8 th grade Algebra I and 8 th grade Pre-Algebra students going to 9 th grade Algebra)
Instructions to access assignments on iXL after you sign in:
Choose Math then click on 8 th Grade tab scroll down to find indicated topic number and name.
| Topic #: | Topic Name: | Percentage Complete: |
|---|---|---|
| C.3: | Adding/Subtract Integers | 100% |
| C.7: | Multiply/Divide Integers | 100% |
| E.2: | Add and Subtract Rational Numbers | 75% |
| E.5: | Multiply and Divide Rational Numbers | 75% |
| N.1: | Coordinate Plane Review | 100% |
| W.7: | Solve two-step equations | 75% |
| W.8: | Solve Multi-step equations | 75% |
| X.2: | Graph inequalities on number lines | 75% |
| Y.1: | Find the slope of a graph | 75% |
| Y.2: | Find the slope from two points | 75% |
| Y.4: | Find the slope of a linear equation | 75% |
If you have any questions for 8 th Algebra 1 Honors, please email Candice Kennedy at firstname.lastname@example.org or for 9 th Grade Algebra 1 email Angie Davis at email@example.com
CHSPC Summer Math Assignment 9 th /10th Geometry
(8 th grade Honors students going to 9 th grade Geometry and 9 th grade Algebra 1 students going to 10 th grade Geometry)
Instructions to access assignments on iXL after you sign in:
Choose Math then click on Algebra Grade tab scroll down to find indicated topic number and name.
| Topic #: | Topic Name: | Percentage Complete: |
|---|---|---|
| B.1: | Adding/Subtract/Multiply/Divide Integers | 100% |
| B.4: | Add and Subtract Rational Numbers | 75% |
| B.5: | Multiply and Divide Rational Numbers | 75% |
| C.3: | Unit Rates | 75% |
| F.1: | Perimeter | 100% |
| F.2: | Area | 100% |
| F.14: | Pythagorean Theorem | 75% |
| G.1: | Coordinate Plane Review | 100% |
| G.2: | Midpoints | 75% |
| J.3: | Solve One step linear equations | 75% |
| S.14: | Compare linear functions: graphs, tables, equations | 75% |
If you have any questions, please email Angie Davis at firstname.lastname@example.org.
CHSPC Summer Math Assignment
10 th Algebra II Honors
(9 th grade honors students going to 10 th grade Algebra II Honors)
Instructions to access assignments on iXL after you sign in:
Choose Math choose Topics, then click on Algebra click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| E | O.4: Solve for the variable: addition, subtractions, multiplications, and divisions |
| E | O.5: Write variable equations to represent word problems |
| H | Y.10: Multiply using distributive property |
| H | Y.11: Factor using distributive property |
| H | Y.15: Identify equivalent expressions |
| H | BB.7: Identify graph of an equation |
| I | B.5: Compare and order integers |
| I | F.6: Compare and order fractions |
| I | G.18: Evaluate numerical expressions involving fractions |
| I | R.7: Identify terms and coefficients |
| I | R.14: Add, subtract, and multiply linear expressions |
| I | S.8: Solve equations involving like terms |
| I | V.6: Write a linear functions |
If you have any questions, please email Lillian Reyad at email@example.com.
CHSPC Summer Math Assignment 11 th Algebra II
(10 th grade students going to 11 th grade Algebra II)
Instructions to access assignments on iXL after you sign in:
Choose Math choose Topics, then click on Algebra click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| E | O.4: Solve for the variable: addition, subtractions, multiplications, and divisions |
| E | O.5: Write variable equations to represent word problems |
| H | Y.10: Multiply using distributive property |
| H | Y.11: Factor using distributive property |
| H | Y.15: Identify equivalent expressions |
| H | BB.7: Identify graph of an equation |
| I | B.5: Compare and order integers |
| I | F.6: Compare and order fractions |
| I | G.18: Evaluate numerical expressions involving fractions |
| I | R.7: Identify terms and coefficients |
| I | R.14: Add, subtract, and multiply linear expressions |
| I | S.8: Solve equations involving like terms |
| I | V.6: Write a linear functions |
If you have any questions, please email Lillian Reyad at firstname.lastname@example.org.
CHSPC Summer Math Assignment
11 th Advanced Math Honors
(10 th grade Honors students going to 11 th grade Advanced Math Honors)
Instructions to access assignments on iXL after you sign in: Choose Math choose Topics, then click on Algebra click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| M | A.1—Evaluate variable expressions involving |
| | integers |
| M | A.2—Evaluate variable expressions involving rational |
| | numbers |
| M | A.3—Simplify variable expressions using properties |
| M | B.1—Solve linear equations |
| M | B.3—Solve absolute value equations |
| M | B.5—Solve multi-variable equation |
| M | J.4—Solve a quadratic equation using square roots |
| M | J.5—Solve a quadratic equation using the zero |
| | product property |
| M | J.6—Solve a quadratic equation by factoring |
| M | J.9—Solve a quadratic equation using the quadratic |
| | formula |
| N | I.1—Solve a system of equations by graphing |
| N | I.4—Solve a system of equations using substitution |
If you have any questions, please email Cody LeBlanc at email@example.com.
CHSPC Summer Math Assignment 12 th Advanced Math
(11 th grade students going to 12 th grade Advanced Math)
Instructions to access assignments on iXL after you sign in: Choose Mathchoose Topics, then click on Algebra click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| M | A.1—Evaluate variable expressions involving integers |
| M | A.2—Evaluate variable expressions involving rational numbers |
| M | A.3—Simplify variable expressions using properties |
| M | B.1—Solve linear equations |
| M | B.3—Solve absolute value equations |
| M | B.5—Solve multi-variable equation |
| M | J.4—Solve a quadratic equation using square roots |
| M | J.5—Solve a quadratic equation using the zero product property |
| M | J.6—Solve a quadratic equation by factoring |
| M | J.9—Solve a quadratic equation using the quadratic formula |
| N | I.1—Solve a system of equations by graphing |
| N | I.4—Solve a system of equations using substitution |
| N | I.6—Solve a system of equations using elimination |
If you have any questions, please email Cody LeBlanc at firstname.lastname@example.org.
CHSPC Summer Math Assignment 12 th Algebra III
(11 th grade students going to 12 th grade Algebra III)
Instructions to access assignments on iXL after you sign in: Choose Math choose Topics, then click on Algebra click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| M | A.1—Evaluate variable expressions involving integers |
| M | A.2—Evaluate variable expressions involving rational numbers |
| M | A.3—Simplify variable expressions using properties |
| M | B.1—Solve linear equations |
| M | B.3—Solve absolute value equations |
| M | B.5—Solve multi-variable equation |
| M | J.4—Solve a quadratic equation using square roots |
| M | J.5—Solve a quadratic equation using the zero product property |
| M | J.6—Solve a quadratic equation by factoring |
| M | J.9—Solve a quadratic equation using the quadratic formula |
| N | I.1—Solve a system of equations by graphing |
| N | I.4—Solve a system of equations using substitution |
| N | I.6—Solve a system of equations using elimination |
If you have any questions, please email Cody LeBlanc at email@example.com.
CHSPC Summer Math Assignment
12 th Calculus Honors
(11 th grade Honors students going to 12 th grade Calculus Honors)
Instructions to access assignments on iXL after you sign in: Choose Math choose Topics, then click on Algebra--> click on Level indicated below scroll down to find indicated topic.
| Level | Topic Name |
|---|---|
| N | A.1—Domain and range |
| N | A.3—Evaluate functions |
| N | A.12—Composition of functions |
| N | A.13—Identify inverse functions |
| N | A.16—Find inverse functions and relations |
| N | B.1—Function transformation rules |
| N | B.2—Translations of functions |
| N | B.3—Reflections of functions |
| N | B.5—Transformations of functions |
| N | H.5—Operations with rational exponents |
| N | H.6—Simplify radical expressions with variables |
| N | H.7-nth roots |
| N | H.8—Simplify expressions involving rational |
| | exponents |
If you have any questions, please email Cody LeBlanc at firstname.lastname@example.org. | <urn:uuid:9347cee7-bc37-4788-bd6a-ff7e91b9fa2f> | CC-MAIN-2019-04 | https://4.files.edl.io/1a12/05/31/18/151930-39fd162b-9136-4ecb-ba52-5fe35d36db5f.pdf | 2019-01-20T07:16:31Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00400.warc.gz | 418,400,253 | 3,085 | eng_Latn | eng_Latn | 0.982542 | eng_Latn | 0.987658 | [
"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,
1783,
2554,
3649,
4597,
5706,
6794,
7916,
9045,
10171,
11131
] | [
2.96875
] | 1 | 0 |
JOYFUL LIVING SERVICES
MAILING ADDRESS:
TELEPHONES: 530-878-1119 or 800-704-9800, FAX
Joyful Living Services' News
E-MAIL: email@example.com
WEB SITE: http://www.joyfullivingservices.com
P.O. Box 485 Weimar, CA 95736-0485
: 530-878-1119
SEPTEMBER 2007
From The Author
WOW! That's what I have to say about how fast this summer has gone! Amazing isn't it – it's September already and what that means to us is "Back to School" both for my kids and for
JLS students. Josephine is going into 1 st grade. Amazing! A lot of you have been with us for years and were around before Josephine so it's amazing to me to realize that's she's 6 years old. Joshua seems like he was just born and now he's 4 and next year he will be going to kindergarten. Once again, WOW! It's amazing how "fast" time flies. I was reading a newsletter that was talking about our "perception" of time and how our lives have become faster and faster. Isn't it true? Seems just about everyone I speak to these days is spinning like a top and they don't seem to know which end is up. Not only do our days fly by but we have all the tools to help us move even faster including super fast computers, fast lanes on the highways, cell phones, e-mail, and a whole load of other technologies created to help make our lives easier living at the fast pace that we live at. Luckily for me I still have a little bit of slowness around me since I live in the foothills surrounded by oak and pine trees and I still can see the milky way at night and the big dipper. At least I have a little bit of "country" to see out my window while I'm busy working on these newsletters! Moving so fast has become second nature to most of us. Even retired people are saying that they are going all the time and they're busier than they were when they were working when they were younger? Even the earth is supposedly turning faster. Where does all this "fastness" lead us? Does this mean we are a more efficient society? Or is this something we are all in denial about? I do know that people are "burning the candle at both ends" and burning out their adrenals. I see it every time I look into someone's iris in the adrenal areas and the pupils. Because of this Starbucks is making billions while people drive up to their window hoping for a way to wake up in the morning before their day begins. There has to be a better way don't you think? How about Kneipp baths? Those will certainly stimulate the circulation and wake you up in the morning without the added caffeine. How about a liquid vitamin, an adrenal supporting supplement, and even Ginseng or Spirulina. How about some daily meditation to help us center and relax or even a calming bath with some catnip tea. There are so many ways to calm down and unwind. Soft music, a good book, or a good movie can do the trick. Finding a way to wind down after a crazy day is a must. Spending time with plants that don't talk to me and listening to the chickens talk while they eat is my soothing comfort. I hope you find your soothing comfort. Brenda
1
VOL. 16, NO. 2
Shop Online
We are continuously updating our online shopping cart. You can order all our products online using PayPal. PayPal is a secure system that requires your e-mail address. It's free to use and was created by Ebay. To find out about PayPal go to http://www.paypal.com. To access our online shopping cart, go to http://www.joyfullivingservices.com/products.html. We look forward to doing online business with you!
VitaWave Liquid Vitamin/Mineral (Helping Your Body Stay Healthy)
Not only do I notice issues with the adrenals when I look into
the irises of our clients, but I also find very low vitamin and mineral counts through muscle testing. VitaWave has been the only product I've found so far that seems to reverse these issues. When following up with clients I see their counts come up pretty rapidly once they begin the VitaWave. Liquid vitamins and minerals are absorbed very quickly whereas tablets and capsules take time.
Benefits:
*Provides vital nutritional support.
*Tastes great with natural black raspberry flavor.
*Convenient, in an easy-to-take liquid form.
*Contains minerals that support the body at a cellular level.
A number of people today do not get optimal levels of essential vitamins and minerals. NSP VitaWave provides 100 percent or more of the Daily Value of 17 important vitamins and minerals. It is flavored with natural black raspberry, which also offers strong antioxidant protection.
The 17 essential vitamins and minerals are found in a base of healthful herbs, an amino acid blend, plant-derived trace minerals and a body-supporting blend of healthful nutrients like lutein and lycopene, two proven antioxidants.
The Herbal Blend contains 320 mg Asian ginseng root, damiana leaf, oat straw aerial parts, stevia leaves, saw palmetto fruit, stinging nettle leaf, green tea leaf extract, bilberry fruit extract and grape seed extract.
The Amino Acid Blend contains 220 mg taurine, alanine, arginine, aspartic acid, cysteine, glutamic acid, glycine, histidine, isoleucine, leucine, lysine, methionine, phenylalanine, proline, serine, threonine, tyrosine, and valine.
The Body Support Blend contains 95 mg Vitamin C (ascorbic acid), alpha-lipoic acid, citrus bioflavonoids, inositol, paminobenzoic acid, choline bitartrate, lutein, lycopene (from tomato powder), vitamin D3 (cholecalciferol) and folic acid; plus Dead Sea salt, plant-derived trace minerals (10 mg) and boron (from boric acid) (2 mg).
Other ingredients include purified water, natural fruit flavoring (blackberry, raspberry, orange and mango), citric acid, potassium benzoate and potassium sorbate as preservatives, xanthan gum and natural coloring.
Adults: Take 2 tablespoons (1 oz.) daily with a meal.
Children: Take 1 tablespoon (1/2 oz.) daily with a meal.
Each serving of VitaWave contains:
If you think this product may help you with energy and rebuilding and maintaining your health, contact us at 800-7049800 or 530-878-1119. The Stock Number = 3332-3.
2
Vagus Nerve
Either of the tenth and longest of the cranial nerves, passing through the neck and thorax into the abdomen and supplying sensation to part of the ear, the tongue, the larynx, and the pharynx, motor impulses to the vocal cords, and motor and secretory impulses to the abdominal and thoracic viscera. Also called pneumogastric nerve.
'Vagus' means 'wanderer' — and that is indeed what these nerves are. Attached to the brain stem, and emerging through the base of the skull into the neck, the right and left vagus nerves innervate through their branches a widespread range of body parts, from the head down to the abdominal organs.
These nerves contain fibres that are both incoming to the central nervous system (the majority) and outgoing from it. Sensory information comes from the external ear and its canal, and from the back of the throat (pharynx) and upper part of the larynx. Longer fibres travel in the branches of the vagi from the organs in the chest and in the abdomen: from the lungs and the heart, and from the alimentary tract, including the oesophagus and right down to half way along the colon. The incoming signals lead to many reflex responses, mediated at cell stations in the brain stem, and entailing either autonomic or somatic motor responses. For example: irritants in the airways stimulate vagal sensory nerve endings and lead to a cough reflex; information on the state of inflation of the lungs causes modification of the breathing pattern; distension of the stomach leads to reflex relaxation of its wall.
The outgoing, motor fibres in the vagus nerves represent most of the cranial component of the parasympathetic division of the autonomic nervous system. Vagal stimulation slows the heart beat, and excessive stimulation can stop it entirely. When Otto Loewi first showed, in 1921, that stimulation of the vagus nerve to a frog heart caused something to be released that could slow down another heart that was linked to the first only by fluid perfusion, he called the unknown factor Vagusstoff. We know now that vagal nerve endings act on the heart's pacemaker by the release of the transmitter acetylcholine; this modulation of the heart rate is continuous, counterbalancing the action of the sympathetic nerves at the same site. The vagus nerves also provide a pathway for reflex reduction of the cardiac output if the blood pressure tends to rise. In the lungs, they stimulate the smooth muscle in the wall of the bronchial tree, tending to increase the resistance to airflow (by causing bronchoconstriction), again counterbalancing the sympathetic effect which tends towards relaxation. In the alimentary tract they stimulate smooth muscle in the walls of the stomach and of the intestines, acting through the nerve networks between the layers of smooth muscle, but they have the opposite action on the smooth muscle sphincter that tends to prevent the stomach contents from moving on. They stimulate glandular secretions of stomach acid and of the digestive enzymes that are released into the stomach and intestine, and the ejection of bile from the gall bladder. They also influence the release from the pancreas of the hormones that promote the storage of absorbed nutrients. All these effects add up to support of activity in the alimentary system during and after eating, when the parasympathetic effects predominate over the opposite quietening effects of the sympathetic nerve supply.
The term 'vaso-vagal' attack refers to fainting, when — from a variety of causes ranging from emotional shock to the pain of injury — there is a strong parasympathetic outflow in the vagus nerves, causing slowing of the heart that leads to a fall in blood pressure sufficient to cause unconsciousness.
Cellular Energy
Cellular Energy [Vital Nutrition, Glandular] contains vitamins, minerals, amino acids and other co-factors involved in vital processes that are important for normal energy production and cellular metabolism.
In addition to their nutritional value, the ingredients in Cellular Energy exert reasonable antioxidant effects that may help address some of the metabolic issues that affect energy production.
The B vitamins in Cellular Energy perform important biochemical functions in cellular energy metabolism.
Manganese and magnesium support muscular and skeletal systems, while zinc universally supports all body systems either as an integral part or as a component of enzymes and hormones.
People who experience fatigue, reduced stamina, feelings of weakness or who need an energy boost for prolonged physical activity could benefit from supplementing their diets with Cellular Energy.
It provides highly absorbable forms of the vitamins and minerals needed to boost cellular metabolism.
Cellular Energy contains generous amounts of:
Vitamin B1
Vitamin B2
Vitamin E
Niacin
Pantothenic Acid
Zinc
Manganese
Ferulic Acid
Alpha Lipoic Acid
Alpha-ketoglutaric Acid
L-carnitine
Coenzyme Q10
Dimethyl glycine
Adults: Take 1 capsule twice daily with a meal.
If you think this product may help you with energy and rebuilding and maintaining your health, contact us at 800-7049800 or 530-878-1119. The Stock Number = 1879-6.
Anatomy & Physiology
This month we are starting an anatomy & physiology section in our newsletter. We plan to write something about anatomy and physiology in each newsletter. This month is about the nervous system to go right along with the busy lives we all seem to lead. The following is taken from our anatomy & physiology course.
The nervous system is the major controlling, regulatory, and communicating system in the body. It is the center of all mental
activity including thought, learning, and memory. Together with the endocrine system, the nervous system is responsible for regulating and maintaining homeostasis.
Through its receptors, the nervous system keeps us in touch with our environment, both external and internal.
3
Like other systems in the body, the nervous system is composed of organs, principally the brain, spinal cord, nerves, and ganglia. These, in turn, consist of various tissues, including nerve, blood, and connective tissue. Together these carry out the complex activities of the nervous system.
The various activities of the nervous system can be grouped together as three general, overlapping functions:
1. Sensory
2. Integrative
3. Motor
Millions of sensory receptors detect changes, called stimuli, which occur inside and outside the body. They monitor such things as temperature, light, and sound from the external environment. Inside the body, the internal environment, receptors detect variations in pressure, pH, carbon dioxide concentration, and the levels of various electrolytes. All of this gathered information is called sensory input.
Sensory input is converted into electrical signals called nerve impulses that are transmitted to the brain. There the signals are brought together to create sensations, to produce thoughts, or
to add to memory; Decisions are made each moment based on the sensory input. This is integration.
Based on the sensory input and integration, the nervous system responds by sending signals to muscles, causing them to contract, or to glands, causing them to produce secretions. Muscles and glands are called effectors because they cause an effect in response to directions from the nervous system. This is the motor output or motor function.
Nerve Tissue
Although the nervous system is very complex, there are only two main types of cells in nerve tissue. The actual nerve cell is the neuron. It is the "conducting" cell that transmits impulses and the structural unit of the nervous system. The other type of cell is neuroglia, or glial, cell. The word "neuroglia" means "nerve glue." These cells are nonconductive and provide a support system for the neurons. They are a special type of "connective tissue" for the nervous system.
Neurons
Neurons, or nerve cells, carry out the functions of the nervous system by conducting nerve impulses. They are highly specialized and amitotic. This means that if a neuron is destroyed, it cannot be replaced because neurons do not go through mitosis. The image below illustrates the structure of a typical neuron.
Each neuron has three basic parts: cell body (soma), one or more dendrites, and a single axon.
Cell Body
In many ways, the cell body is similar to other types of cells. It has a nucleus with at least one nucleolus and contains many of the typical cytoplasmic organelles. It lacks centrioles, however. Because centrioles function in cell division, the fact that neurons lack these organelles is consistent with the amitotic nature of the cell.
Dendrites
Dendrites and axons are cytoplasmic extensions, or processes, that project from the cell body. They are sometimes referred to as fibers. Dendrites are usually, but not always, short and branching, which increases their surface area to receive signals from other neurons. The number of dendrites on a neuron varies. They are called afferent processes because they transmit impulses to the neuron cell body. There is only one axon that projects from each cell body. It is usually elongated and because it carries impulses away from the cell body, it is called an efferent process.
Neuroglia
Neuroglia cells do not conduct nerve impulses, but instead, they support, nourish, and protect the neurons. They are far more numerous than neurons and, unlike neurons, are capable of mitosis.
Axon
An axon may have infrequent branches called axon collaterals. Axons and axon collaterals terminate in many short branches or telodendria. The distal ends of the telodendria are slightly enlarged to form synaptic bulbs. Many axons are surrounded by a segmented, white, fatty substance called myelin or the myelin sheath. Myelinated fibers make up the white matter in the CNS, while cell bodies and unmyelinated fibers make the gray matter. The unmyelinated regions between the myelin segments are called the nodes of Ranvier.
Tumors
In the peripheral nervous system, the myelin is produced by Schwann cells. The cytoplasm, nucleus, and outer cell membrane of the Schwann cell form a tight covering around the myelin and around the axon itself at the nodes of Ranvier. This covering is the neurilemma, which plays an important role in the regeneration of nerve fibers. In the CNS, oligodendrocytes produce myelin, but there is no neurilemma, which is why fibers within the CNS do not regenerate.
Functionally, neurons are classified as afferent, efferent, or interneurons (association neurons) according to the direction in which they transmit impulses relative to the central nervous system. Afferent, or sensory, neurons carry impulses from peripheral sense receptors to the CNS. They usually have long dendrites and relatively short axons. Efferent, or motor, neurons transmit impulses from the CNS to effector organs such as muscles and glands. Efferent neurons usually have short dendrites and long axons. Interneurons, or association neurons, are located entirely within the CNS in which they form the connecting link between the afferent and efferent neurons. They have short dendrites and may have either a short or long axon.
4
Schwannomas are benign tumors of the peripheral nervous system which commonly occur in their sporadic, solitary form in otherwise normal individuals. Rarely, individuals develop multiple schwannomas arising from one or many elements of the peripheral nervous system. Commonly called a Morton's Neuroma, this problem is fairly common benign nerve growth and begins when the outer coating of a nerve in your foot thickens. This thickening is caused by irritation of branches of the medial and lateral plantar nerves that results when two bones repeatedly rub together.
Organization of the Nervous System
Although terminology seems to indicate otherwise, there is really only one nervous system in the body. Although each subdivision of the system is also called a "nervous system," all of these smaller systems belong to the single, highly integrated nervous system. Each subdivision has structural and functional characteristics that distinguish it from the others. The nervous system as a whole is divided into two subdivisions: the central nervous system (CNS) and the peripheral nervous system.
The Central Nervous System
The brain and spinal cord are the organs of the central nervous system. Because they are so vitally important, the brain and spinal cord, located in the dorsal body cavity, are encased in bone for protection. The brain is in the cranial vault, and the spinal cord is in the vertebral canal of the vertebral column. Although considered to be two separate organs, the brain and spinal cord are continuous at the foramen magnum. Click here to learn more about the CNS.
The Peripheral Nervous System
The organs of the peripheral nervous system are the nerves and ganglia. Nerves are bundles of nerve fibers, much like muscles are bundles of muscle fibers. Cranial nerves and spinal nerves extend from the CNS to peripheral organs such as muscles and glands. Ganglia are collections, or small knots, of nerve cell bodies outside the CNS.
The peripheral nervous system is further subdivided into an afferent (sensory) division and an efferent (motor) division. The afferent or sensory division transmits impulses from peripheral organs to the CNS. The efferent or motor division transmits impulses from the CNS out to the peripheral organs to cause an effect or action. Click here to learn more about PNS.
Finally, the efferent or motor division is again subdivided into the somatic nervous system and the autonomic nervous system. The somatic nervous system, also called the somatomotor or somatic efferent nervous system, supplies motor impulses to the skeletal muscles. Because these nerves permit conscious control of the skeletal muscles, it is sometimes called the voluntary nervous system. The autonomic nervous system, also called the visceral efferent nervous system, supplies motor impulses to cardiac muscle, to smooth muscle, and to glandular epithelium. It is further subdivided into sympathetic and parasympathetic divisions. Because the autonomic nervous system regulates involuntary or automatic functions, it is called the involuntary nervous system.
Please let us know if you are interested in our anatomy and physiology course. It costs $300 and can be taken online or on CD-ROM. Contact us with questions and/or to place an order.
The Study of Iridology
We make it a point to put some type of iridology information in each of our newsletters. This month we are discussing the various constitutions. Please let us know if you have any questions about these items.
Constitution is important because it gives an indication of the overall "strength" of the body. Persons with poorer constitutions have a greater amount and degree of inherent weakness in their body. Generally speaking, they need to care for themselves more than others do with stronger constitutions in order to stay well. They find that they cannot abuse themselves and get away with it. They have to pay more attention to what they eat, perhaps what they wear, the climate in which they work and live, etc. Usually, the poorer the constitution, the more difficult it is to get well and stay well.
5
People with a very strong constitution often grow up abusing themselves physically because they find they can get away with it and suffer no ill consequences. They don't think about their health very much because they aren't forced to do so by feeling badly. When they do become ill, they usually have little patience with their problem and they tend to recover rapidly. Sometimes they are not always too considerate of the health problems of others with weaker constitutions who perhaps are ill more frequently or take longer to recover.
Persons with the weaker constitutions are frequently more sensitive. They know what it is like to be ill and not to recover so quickly and thus tend to have a greater sympathy with others who are not well. They are often the people found in jobs where they care for the ill. Both those with strong and those with weaker constitutions can be well and stay well. A person with a weaker constitution just needs to take a little extra care. Most people, of course, have a constitution which falls somewhere in between these extremes.
To find out more about iridology and/or to take our courses, please contact us. Courses are $200 each (beginning, intermediate, and advanced) or $450 if all 3 are ordered together.
Important Notice - The information contained in the Joyful Living Services' newsletter is for educational purposes only and should not be used to diagnose or treat diseases. If you have a disease, the author suggests that you contact a health practitioner, and do not treat the disease yourself. | <urn:uuid:45ec95cb-1581-4ccc-ae0b-7a316855bc68> | CC-MAIN-2019-04 | http://www.joyfullivingservices.com/uploads/1/3/7/9/13798116/september2007newsletter.pdf | 2019-01-20T07:48:50Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 305,782,422 | 4,989 | eng_Latn | eng_Latn | 0.997914 | eng_Latn | 0.998419 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
5231,
9849,
14798,
18935,
23023
] | [
0.9921875,
2.25
] | 2 | 1 |
Guided Reading at Home, a Two-Part Series by Cathy Puett Miller, The Literacy Ambassador®
Part I: Figuring Out Words
Reading is one of the things that every child must possess to be successful in life. Like walking, it is a skill that is learned, with lots of practice. It isn't a natural ability that we are born with. This two-part series by literacy expert Cathy Puett Miller is designed to give parents simple tools they can use at home to complement their child's school work, and offer additional one-onone practice that is rewarding for everyone.
Today's parents often say, "They just don't teach reading the way I learned it." Yet, research overwhelmingly reports that parent involvement in children's learning is critical. So, what's a parent to do? How can you help your child get off to a strong start and succeed as a reader?
Today, many classroom teachers use an instruction method called guided reading. The ideas used in guided reading help children make sense of what they read, at first with help, and later on their own. Teachers often pick books that are just the right reading level for your child so he can have a lot of success in these activities. Although teachers are the experts, you can use a few of the same techniques at home with great results.
Guide Point #1: Don't give your child the answer.
Guided reading is about equipping your child. Think about teaching him to tie his shoes; you want him to eventually do it on his own. When she is reading to you, it may seem positive to just tell him the word she's struggling with. Instead, try asking questions to help your child do it on her own:
Do you know any part of this word? If a child knows the word at, he can read cat, hat, sat, flat, splat. He just adds or changes the beginning sound. Sometimes he can split the word into two words he knows like pan and cake make pancake. He knows sock, he can figure out stock by adding the "t" sound.
Does it follow a rule you learned from class? Here is a common sense rule in beginning phonics: When you see a word with the pattern consonant-vowel-consonant (see box for definitions), the vowel sound is usually short. This is true for words like bit, sack, test, dog, Fred.
When you see a word with the pattern of two consonants and two vowels, the first vowel usually says its name (is long); the second vowel is quiet. Some children learn the rule this way: "the first one does the talking; the second one does the walking." Examples include cake, greet, tire, spoke, tune.
What are vowels and consonants?
Vowels in English are the letters a, e, i, o, u and sometimes y when it sounds like an "i."
The consonants are all the rest of the letters in our alphabet.
EXTRA TIP: There are a few exceptions, so if your child tries the pattern and it doesn't sound like a word she knows, switch the sound from long to short or short to long. The word give, for example, has a short "i" sound when the pattern says words like this usually have a long "i" sound. Try saying g-i-v-e with the long sound and you get a word that isn't a word. Switch the sound and you've got it!
Does it look kind of like a word you already know? This builds on the first tip. If you know cake, you can read rake, snake, bake, quake, flake, and many more. I always tell children "big words are just little words you already know put together."
What are the beginning, middle, ending sounds? If your child is just beginning to read, he is learning to sound out words from the letters or blends within the word. Sometimes looking at a whole unknown word scares children and they are afraid to try. If they break it down into familiar parts, they can get it right. If you have questions about how the individual letters or blends should be pronounced, ask your child's teacher. One of the most common confusions is between the short "e" and short "i" sounds.
Guide Point #2: Enjoy the reading experience by being conversational and supportive. Praise their efforts and celebrate their successes.
Just because you are helping with homework or reading doesn't mean you have to turn your house into a classroom. Relax and make your questions conversational, a natural part of the reading process. Be positive and encouraging to your youngster and reward him whenever he tries hard.
Guide Point #3: Be consistent; practice makes perfect.
Choosing to spend time reading with your child every night (both letting them read to you and you reading to them) takes a commitment. When you weigh the benefits, however, you'll soon see that carving out this time is well worth it. Also remember that frustration for young children can kick in within 5-10 seconds so never allow your child to struggle for longer than that without using one or more of these suggested prompts. Taking a break and coming back to the task may also help children with limited attention spans.
Whatever your approach, be confident that you can make a difference in your child's reading abilities and his attitude toward reading in general. Your influence and interest will have a tremendous impact.
Guided Reading at Home, a Two-Part Series for Parents by Cathy Puett Miller, The Literacy Ambassador
Part II: What Does This Mean?
Reading is one of the things that every child must possess to be successful in life. Like walking, it is a skill that is learned, with lots of practice. It isn't a natural ability that we are born with. This two-part series by literacy expert Cathy Puett Miller is designed to give parents simple tools they can use at home to complement your child's school work, and offer additional one-onone practice that is rewarding for everyone.
Good readers use specific tools to make sense of words, paragraphs and text. In the first article in this series, we focused on helping your child figure out unknown words. Now we will concentrate on helping our children make sense of what they read: the whole reason we read in the first place. When you read a mortgage contract or the newspaper, you automatically use some of these tools but our children may not have mastered those ideas yet.
Guided reading helps your child think about those tools and build a personal toolbox. Once they've practiced using those tools with help, they can become skillful at using them to understand what they read on their own.
Try these prompts with your child when they are reading:
Put on your thinking cap. Reading is an active process and, to get the most out of it, children must concentrate, think about what they are reading, and as themselves from time to time if they understand what the author is saying. k
A good way to start is to ask the child to predict or make their best guess as to what the story or text will be about. They can look at the title or caption and the pictures to start thinking about what they will read. Your child may also have a purpose for reading (to find out more about mountain loins.) Ask her what that purpose might be.
ned?" Recall, re-read, retell. As your child reads, stop from time to time and ask, "What is has happened so far?" Help him focus on the most important parts of the story, not every detail. If he starts to give you too much information, ask "can you just tell me the three main things that have happe
If he doesn't know, ask him to re-read the section. Sometimes when children struggle at figuring out words, they put so much effort into that part of reading that their understanding suffers. Once the "figuring out" has happened, re-reading can help them get the meaning.
Relate. Another way we understand what we read is to relate the material to our own experiences, our world, or something we've read elsewhere. While we are reading, we are thinking about how it relates to us, our world, and perhaps other texts. Help your child do that by asking questions like:
"What would you do next if you were this character?"
"Why do you think he made that choice?"
"Doesn't that puppy look like our dog, Joey?"
"Does this remind you of another story?"
"I'd like to know what happens next, would you?"
Share your thoughts and what you wonder about. "I think that's really funny. Why would she do that?" Listen carefully to what your child says. That will help him learn AND bring the two of you closer.
Monitor and self-correct. If you come across a word your child can pronounce but she doesn't know the meaning, what should you do? You can explain the meaning to her in your own words or you can look it up in a dictionary together.
You can also continue to read to see if the rest of the sentence helps you understand the word's meaning. For example, perhaps you don't know what the word "admonished" means in this sentence:
"Elizabeth felt as though she had been sent to the doghouse when Amanda admonished her for running at the pool."
If your child understands what "sent to the doghouse" means, or that no one should run around a pool, then she can probably figure out that admonished means scolded. Finally, you can look at the pictures in a picture book (perhaps your child knows what a giraffe is but has never seen the word).
Teaching your child to listen to herself when she reads and stop when she mispronounces a word or when something doesn't make sense is very important. Prompt her from time to time: "Did you hear what you just said; it didn't make sense to me. Will you read that again?" or "Did you realize what you just read didn't make sense; what can you do to fix that?" Praise her when she uses that tool on her own. Encourage her to always stop when she gets confused. Before long, you'll see her voluntarily re-read, puzzle over a section, or ask a question on her own.
Process and rethink. When you've finished reading together, ask questions that can not be answered "yes" or "no" and questions that require more than just spitting back one-word answers. Here are a few to try:
"What did you learn from this book?"
"What was your favorite part and why?"
"Is there something more you'd like to know after reading this piece?"
You can also revisit retelling and recalling. Sometimes books include questions at the back or the teacher may provide questions for your child to answer. If he doesn't know the answer, go back to the 're-read" activity and let him look for the answer rather than pointing it out.
As they say, "this is just the tip of the iceberg." Still, these simple techniques can give you confidence in helping your child. Ask your teacher if they are working on specific strategies during guided reading at school and whether you can help with those at home. Most teachers will be happy to give you a quick explanation. You don't have to use all of them at once; try out a few and add to them as you enjoy the reading experience together.
Known as the "Literacy Ambassador," Cathy Puett Miller is a practicing children's and family literacy consultant. Her writing appears in such print publications as Atlanta Our Kids, Omaha Family, and The Georgia Journal of Reading, and online at Literacy Connections, Parenthood.com, Education World, and babyzone.com. She works nationally to promote the value and pleasures of reading with schools, PTA/PTO groups, and non-profit family friendly agency. Visit Cathy's Website Reading is for Everyone – Home of the Literacy Ambassador® for information about her services and to read her articles. You can also get great information and reading tips at Parents and Kids Reading Together, her blog. | <urn:uuid:b93a55be-565f-4ba7-a186-232d4cfa81b9> | CC-MAIN-2019-04 | https://thereadingtub.org/app/uploads/pdfs/our_guided_reading_set.pdf | 2019-01-20T07:04:16Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 649,750,007 | 2,477 | eng_Latn | eng_Latn | 0.99812 | eng_Latn | 0.99933 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2707,
5088,
7838,
10762,
11460
] | [
4.375
] | 1 | 0 |
Precise, personal and professional
Backpack Safety
Backpacks are a popular and practical way for children and teenagers to carry schoolbooks and supplies. When used correctly, backpacks can be a good way to carry the necessities of the school day. They are designed to distribute the weight of the load among some of the body's strongest muscles of the body.
Choose the right backpack. Look for the following:
Wide, padded shoulder straps. Narrow straps can dig into shoulders. This can cause pain and restrict circulation. Backpacks with one shoulder strap that runs across the body cannot distribute weight evenly. Try and have padded straps each at least 2 inches wide
Padded back. A padded back protects against sharp edges on objects inside the pack and increases comfort.
Waist strap. A waist strap can distribute the weight of a heavy load more evenly. This is especially for smaller children
Lightweight backpack. The backpack itself should not add much weight to the load.
Rolling backpack. This type of backpack may be a good choice for students who must tote a heavy load. Re member that rolling backpacks must be carried up stairs.
Always use both shoulder straps. Slinging a backpack over one shoulder can strain muscles.
Tighten the straps so that the pack is close to the body. The straps should hold the pack around two inches above the waist.
Pack lightly. The backpack should never weigh more than 15 percent of the student's total body weight.
Organize the backpack to use all of its compartments. Pack heavier items closest to the center of the back. There, your larger back and trunk muscles can manage the load easily.
Stop often at school lockers and remove items you don't need, if possible. Do not carry all of the books needed for the day.
Bend using both knees, when you bend down. Do not bend over at the waist when wearing or lifting a heavy backpack.
Learn back-strengthening exercises from your physiotherapist to build up the muscles used to carry a backpack.
Overloading also causes the muscles of the back to work so hard, that they become strained and fatigued. This makes the back more susceptible to injury and pain.
Putting The Backpack On
A student should be aware of using proper body mechanics when lifting the backpack and putting it on. They should face the backpack and bend at the knees to grab it, hold it close to them, and then lift it using their legs. One strap should be put on at a time.
Parents also can help in the following ways
Encourage your child or teenager to tell you about pain or discomfort that may be caused by a heavy backpack. Pain that is persistent is a warning that something is wrong. Seek assessment and advice from a physiotherapist. It is always easier to correct problems at an early stage than to be treating real injury later on. | <urn:uuid:8070d561-aaca-4888-a2a5-a0994663b562> | CC-MAIN-2019-04 | http://www.west4thphysio.com/wp-content/uploads/2010/02/Backpacks-for-children.pdf | 2019-01-20T07:23:09Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00400.warc.gz | 402,414,325 | 612 | eng_Latn | eng_Latn | 0.999248 | eng_Latn | 0.999317 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
1789,
2838
] | [
3.234375
] | 1 | 3 |
Newdigate (Endowed) C.E. Infant School Policy for Religious Education
Updated February 2017
National Curriculum Requirements for Key Stage 1
In line with legal requirements, Voluntary Aided Church of England Schools must ensure that they provide RE in accordance with the teachings of the Anglican Church. In accordance with this we follow the Guildford Diocesan Guidelines for RE and the Agreed Syllabus for Religious Education in Surrey Schools.
The National Curriculum requires that Religious Education has equal standing in relation to the core and foundation subjects within a school's curriculum.
In KS1 pupils should study 72 hours across the key stage (36 hours per year), or approximately ¾ hour per week (5% of the teaching time.)
RE can be delivered weekly, or in a block themed approach or cross curricular.
We are required to introduce the study of Christianity and aspects of Judaism and Islam.
Philosophy/Aims
Children come to school with a natural curiosity about their world and existence.
Our aim is to develop an understanding of the meaning of faith and its social, moral and personal significance by:
- Nurturing the children from families of Christian faiths
- Challenging the children from families of no faith
- Informing the children from families of other faiths
Ethos
As a Church of England Aided school, we promote a Christian foundation and ethos which underpins and runs through all aspects of school life.
Our code of behaviour is based on Christian values and ethics and it is expected that every adult and child will try to be kind, considerate, honest and truthful, helpful and sympathetic to the feelings of others. The school has 6 Christian values - 'love', 'peace', 'thankfulness', 'trust', 'forgiveness' and 'hope'.
This Christian ethos provides the framework for education, including religious education, in the school and underlies the whole curriculum.
Delivery
The Early Years Foundation Stage
In accordance with the Development Matters in the EYFS children are taught to know about similarities and differences between themselves and others, and among families, communities and traditions. This is delivered in a variety of methods and cross curricular, using the Guildford Diocesan guidelines. This includes the experiences, festivals and stories of other faiths.
Key Stage 1
In Key Stage 1 we follow the Diocese of Guildford Guidelines for Religious Education.
The Guildelines provide Units on:
- Christianity (not less than 80% of RE time is spent on Christianity)
- Judaism and Islam (not more than 20% of RE time is spent on other faiths).
- Teaching can be cross curricular.
Planning
Long term planning for RE is undertaken in the context of the school's overall curriculum plan which reflects the needs of all the children. The staff agree which parts of the programme of study are drawn together to make coherent, manageable teaching units. We have agreed a two yearly long term plan for KS1 and a yearly plan for the EYFS. This includes the compulsory Diocese units, Pause Days and Optional Study Units.
Medium term planning identifies the area of a specific topic that will be focused upon each week.
Short term planning is the responsibility of individual teachers who build on the medium term plan by taking account of the needs of the children and identifying ways in which ideas might be taught to the children. The lessons reflect the principles of enquiry-based learning.
Guidelines
Progression
Progression will be ensured by using the Unit Planning information and looking at assessments. Each class has an RE learning journey book which records the children's comments and samples of work, which illustrates the children's learning journey through each unit.
Differentiation
A range of methods are used - this could be targeted by outcome, differentiation through setting different tasks, questioning or the use of different resources.
Assessment Recording and Reporting
There are ongoing assessments made by the teachers. Teachers use the assessment sheet, provided at the end of the unit to assess the children in both the EYFS and KS1. In the EYFS the children's progress is also assessed and monitored throughout the year in a number of areas, primarily 'People and Communities', but also 'Making Relationships' and 'Self-confidence and Self-awareness'.
Resources
Resources are kept in the staffroom. Labelled boxes with appropriate artefacts, DVDs and books are available.
Equal Opportunities
This relates to the Equal Opportunities and Inclusion Policies. All pupil groups will be provided for according to needs identified. We ensure equal access to the RE curriculum for all regardless of ability, sex, race or disability.
In accordance with the Education Act of 1944 and 1988, parents have a right to withdraw pupils from RE lessons. However, we encourage them, where possible, not to do this as we promote inclusion.
Health and Safety Issues
Children should be taught to use materials and artefacts in accordance with health and safety requirements. Equipment should be stored and handled correctly and with respect.
Computing
There are a variety of Internet sites, CDs and programmes to support the teaching of RE.
The children are given the opportunity to plan, design and record work using a variety of programmes on the computer.
RE Leader Role
The Leader is responsible for drawing up the elements of the policy and guidelines. This is discussed and agreed with the staff and Governors. The Leader will plan time to evaluate and monitor the teaching of RE in each year group.
Quality Assurance
The policy and practice will be evaluated by Mrs Gayle Priestley, RE Leader. | <urn:uuid:5778fa9d-0b73-41c5-84e0-b9068970de0f> | CC-MAIN-2019-04 | https://www.newdigateschool.org.uk/wp-content/uploads/2015/08/RE-Policy-February-2017.pdf | 2019-01-20T07:25:24Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 862,839,253 | 1,133 | eng_Latn | eng_Latn | 0.997816 | eng_Latn | 0.997947 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1920,
4359,
5708
] | [
3.4375
] | 1 | 0 |
Proposal
On
lncome Generation Activities in the context of supporting continued education of indigenous children
Cultivation stages:
Cutting and cleaning jungles tilling the land
Crop collection Crop Zinger
Prepared by:
Hill Child Home
Bandarban Sadar,
Bandarban Hill District,
Bangladesh
E-mail:firstname.lastname@example.org
Project Proposal
1. Project Title: lncome Generation Activities in the context of supporting continued education of indigenous children
2. Funding period: Two years (April 2011 –March 2013)
3. Project Address: Hill Child Home, Tongkhang para, Kuhalong, Bandarban Sadar, Bandarban Hill District, Bangladesh E-mail:email@example.com
4. Implementing organization: Hill Child Home (detailed description-Annexed)
5. Total cost of the project and the amount requested from the donor:
The total cost of the project is
a) Purchase of land Tk 250,000 including registration
b) Zinger cultivation Tk 585,000/
c) Turmeric cultivation Tk 241,250/
Totaling Tk 1,076,250 (Euro 1=Tk 90/). Refer to the budget annexed for details
6. Introduction to CHT (Chittagong Hill Tract):
Bangladesh is one of the world's poorest countries, with an estimated population of 160 million people, which makes it the world's most densely populated country. Moving into the new millennium, Bangladesh faces many challenges but also have many hopes. The people of Bangladesh are her greatest assets. Human resource development therefore becomes the key to survive and succeed in the next century.
The Chittagong Hill Tracts Region of the country is an area of 13,148 kms, where most of the indigenous people live in mainly hilly terrain. The total population of CHT is 974,445 (as per 1991 census). CHT is situated in the extreme southeast part of Bangladesh and comprises the three administrative districts of Rangamati, Khagrachhari and Bandarban. Approximately one million people live in this region. According to the 1991 census 51% are tribal and 49% non-tribal. Tribal groups include the Chakma, Marma, Tanchangya, Tripura, Mro, Bawm, Khyang, Pankhu, Khumi, Lushai, and Chak. They are mainly Buddhists, Hindus, animists and Christians, while the non-tribal groups are predominantly Bengali-speaking Muslims. Each community belongs to its own traditional culture and custom, language and lifestyle, roles and rituals, which distinguishes from one another. They have learnt Bengali language for communicating with the mainstream population, but they speak in their own language among themselves.
The construction of the Kaptai Dam over the Karnaphuli River during 1959 – '63 resulted in the inundation of 54,000 acres of much of the best agricultural land in the Chittagong Hill Tracts, displacing nearly 100,000 people, mostly Chakmas, from their lands and homes. There was inadequate compensation and insufficient rehabilitation of these internally displaced persons, which created lot of discontent and conflict. At the same time government forestry programmes put about 24% of the total area of the CHT under reserve forest, limiting the indigenous people from practicing their traditional forms of agriculture, locally known as Jhum(slash and burn practices).
To aggravate the situation, government sponsored settlement programs between 1979 and 1984 and encouraged people from the plain lands to settle in the CHT causing increased pressure on scarce land and leading to tension and conflicts between the settlers and the indigenous people over land rights. Due to this situation, the indigenous people fled to the remote areas of CHT. Many violent clashes resulted and thousands of tribal/ indigenous people fled to India as refugees. The violence turned into armed conflict with the government, and military and para-military camps were set up all over the CHT. The tribal/indigenous people organized themselves into armed groups.
After a two-decade armed conflict a peace accord was signed in December 1997, and the tribal/indigenous rebels who fought a campaign of resistance in the CHT for over 20 years, surrendered their arms. The Shanti Bahini then became the Parbatya Chattagram Jana Sanghati Samity (PCJSS) a new political party in the CHT. Most of the refugees who had fled to India during the conflict returned to Bangladesh.
The people of CHT face major constraints in several aspects of livelihood security, including health, food, income, and community participation, as well as education. Sever food shortage occurs for certain periods in the year – especially during the rainy season – when food stocks finish and employment opportunities are scarce. During these lean periods people eat less, consume wild food from the forest, and at times even face starvation. Many families are then forced to borrow money from the money lenders at very high interest rates to buy food. As they have very few assets, they have nothing to sell, except their labour and crops in advance.
Food scarcity is linked to low productivity from the traditional sources of livelihood in the CHT - `jhum' – and collection of forest resources. Conflict over land and forest resources with the larger Bengalee community and the armed conflict with the government have limited people's access to productive lands and forest areas.
The conflict has been a major cause of deprivation in the region, leading to stagnation in the development process. Compared to other regions of Bangladesh, the CHT population has access to very few modern amenities such as hospitals, schools, or institutions. Roads and other infrastructures are in very poor condition, making the villages inaccessible for normal transport. Villages do not have electricity. Health land administrative services are far from the villages, and there are no functional extension services. Many of the communities are very remote and practically isolated. Walking over kilometers of hilly terrain is the only way to reach some of these villages.
The villages in general are in very poor condition. They do not have proper sanitation systems or any safe drinking water. Most households do not have latrines. Most of the people do not have registered cultivable lands. In most villages, even the homesteads are not registered in people's names. Generally, very few people own property or
assets.
Low level of literacy in the region is another major constraint. People have very little formal education. Although enrollment among the younger generation has increased, attendance is very irregular and there is a high drop-out rate, especially for girls. The low levels of basic and higher education is a major underlying cause for the lack of knowledge, skills and practice required to uplift the communities into modern functioning societies. Rapid development in this sector is critical for changing this grim situation in the region.
7. Rationale/Reasons for the project:
Indigenous children are among the most vulnerable and marginalized groups in CHT. The education is a dream to them. The transport system is very tough to attend the educational institutions. They live in the remotest places of hilly areas from where it is difficult to attend the schools. They have to cross many bushes and forests. The girl children face many difficulties. Many a times they are sexually harassed on their way to attend schools. Many discontinued. Hence they have little access to education. Many are reported and many remained unreported.
When indigenous children are allowed to live in peace and security and free from discrimination, they have an enormous potential to contribute not only to their own communities but also to national and global society.
It is now all concern that in today's world, every one must read and write, calculate, think critically and be able to acquire and use knowledge to compete in an increasingly knowledge based society. Access to education is a human right and absolutely a fundamental right in overcoming the vicious cycle of poverty and social injustice.
Realizing the importance of education, the organization, Hill Child Home has managed to set up an orphanage for students of classes 1 to X with accommodation, coaching and other facilities with financial assistance of some well -wishers of the ethnic communities.
Among them students of classes 1- V attend nearby Govt. Primary School, students of classes VI to VIII attend Hill Child Home School (Junior High School) under management of Orphanage) while students of classes IX to S. S. C attend school at
Bandarban sadar schools . All the expenses are borne by the Orphanage.
The community has also donated land (two acres) for orphanage and schools. The poor families of some kids contribute a little in cash and kinds. There are 90(girls-29) students now and five teachers (female-2). The figure is gradually increasing More parents are placing their request to enroll their kids to the orphanages. Last year (2010) it was 70. It started its journey with 30 students in the year 2006.
Gradually the expenses are at incremental rate. We do not get required amount of money to meet the expenses. It becomes difficult to feed the children with required amount of food and to meet up other expenses. We are trying our best to collect contribution from other sources. In our Management meeting and community sharing sessions the issues were raised many times formally and informally. It was ventilated if we can undertake some income generating activities to contribute the earnings against the total budget of the institution and gradually lessen the burden from the donors' shoulders and meet the increased demand of the poor communities. The undertakings like zinger, turmeric, fish cultivation of local varieties and the like were some of the examples and these are much produced locally, feasible and profit making.
In formulating the project, there were Focus Group Discussions with local people; some of them are directly involved in such activities. The return on investment has been prepared in a participatory process (referred to the budget).It may be a beginning with zinger, and turmeric cultivation.
For this purpose the organization will buy a piece of land (five acres) for Taka 2.5 lac (0.25 million). It will be an asset for the organization with gradual increase of its price.
The calculation (refers to the enclosed budget) made shows that zinger cultivation in the first year incurs an expense of Tk 585,000/ and sales proceeds of Tk 1, 250,000/
That is, the return on investment without deducting the cost of the land is Tk 665, 000/
For cultivation of turmeric in the second year the calculation shows that it accounts for an expense of Tk Tk241, 250/ and sales proceeds of Tk 625,000/ That is, the return on investment is Tk Tk383, 750/.
The return on investment without deducting the cost of the land (3-2) =Tk383, 750/
Local experiences reveal that cultivation of the same crop in the consecutive years does not bring much return compared to the expenses made. So is the rotation. Thus such practice of cultivation will continue in upcoming years.
8. Project Objectives:
Long term:
To make the institution self- sustained and to meet the ever increasing demand of education of indigenous children (education is a fundamental right)
Short term:
To partially contribute to the total expenses of the institution.
9. Project Staff: There will be no extra staff required for the purpose. The Executive Director and other teachers will supervise the project activities by turn.
10. Impact of the project:
As a result of this intervention, it is ensured that the institution (orphanage and the school) will continue its activities and thus the children of the indigenous community will have the opportunity to prosecute their studies. Through the project the Hill Child Home expects to see the following impact in the life of target people:
* The target people will have opportunity to get their children educated.
* They can bring good days for their families by enhancing their living standard
* As a result of their knowledge, the mortality rate of the target people is expected to be reduced.
* They will be more visible in management and leadership roles, and will be elected to more representative positions and become members in the local Power Structure-Union Parisad, School Committee, etc.
* Being educated, they will be more able to contribute to the economic viability of their family. And their status will be enhanced.
* Women enjoy more gender equity and their voice is heard in the family and in the society and they are able to speak for others, within the community.
* Unjust activities reduced in the society.
11. Project Management:
* Hill Child Home understands that the Project Management is the key to implement the project. The project will be implemented by a 5-member Project Implementation Committee (PIC) consisting of the Executive Director and community leaders, (Gender balance will be maintained). The PIC will hold fortnightly meeting and take necessary action to achieve the expected results.
* To keep the project in right track, the committee will make regular visits to the project site.
* For collection of information of project activities on regular basis a reporting format will be developed based on which reports will be prepared to send to the donors
* Monitoring will be thus a continuous or periodic review and surveillance by the project management to ensure that input deliveries, work-schedules, targeted outputs and other required actions are proceeding according to the plan.
.
Annexure
Implementing Organisation
Hill Child Home
Full name of the organization:
Address: Tongkhang para, Kuhalong, Bandarban Sadar, Bandarban Hill District, Bangladesh E-mail:firstname.lastname@example.org
Name of the Executive Director and contact person: Mr. Mongyeo Marma
Cell: 01556546375
Organizational Structure, working method and areas of work of the project holder:
Legal status of the organization: Registered with Social Welfare Department, Government of Bangladesh Bandar No: 221 dated 17/7/2008
Vision: The organisation visualizes a society free from discrimination, illiteracy, hunger, and socio-economically self reliant and is conscious about basic rights of the people.
Mission: Uplift of socio- economic conditions of indigenous community through formal and non formal education, undertaking income generating activities and turn the organization self sustained.
Values: The organization is guided by some values and principles as under:
Spirit of humanity,
Uphold the dignity of the person.
Belief about power among the powerless,
Flexibility
Empowerment
Transparency and Accountability
Learning organization
Respect people
Origin and development of the organization
Hill Child Home is a non –profit indigenous organization located in Badarban district under Chittagong Hill Tracts (CHT).It came into being in 2006 with constant initiative of some local social leaders under the leadership of the present Executive Director, Mr. Mongyeo Marma and through contribution of land by a local person, Mr. Apai Marma. The CHT is situated in southeastern part of Bangladesh. It is topographically, demographically, geographically and socio-culturally different from other parts of the country. The entire CHT is divided by three districts-Rangamati, Khagrachari and Bandarban. It has been suffering due to lack of food security, proper education, health, water and sanitation, etc
The prime objectives are
* To take care of the poor orphans
* To create opportunities for their general and religious education
* To create self confidence to become self dependent in their lives.
* To raise mass awareness against violence against women and children
* To establish rights of the children
* To embark upon income generating activities (fish culture, poultry and livestock, cultivation of rice, zinger, turmeric, and other on farm and off farm undertakings).
* To manage water and sanitation facilities
* To give attention to mother and child health care
* To undertake massive afforestation, and aware mass people to protect environment and climate change adaptation and mitigation
* To promote and protect the culture of the indigenous communities
* To create employment opportunities for poverty reduction through human resource development
* To take necessary measures for the victims of man made and natural disasters
It is committed
* to initiate a holistic development approach in building a hunger free, human resourceful and just society
* to enrich the status of lives of the poor ethnic minority, destitute women and children, unemployed youth etc.
* to undertake non-directive, bottom-up, integrated and participatory development framework.
Implementation strategies:
* Ensure community participation and involvement.
* Emphasis on regular income to sustain the organisation.
* Effective management (regular supervision, monitoring, evaluation and follow-up and reporting.
* Capacity building of staffs and School Management Committees.
* Utilization of local and available resources for implementation of development activities.
* Strong linkage and coordination with all related potential stakeholders.
* Coalition building, mobilization and advocacy.
* Encouraging research and innovation.
* Facilitating and learning from community.
* Embark of on previous experience and expertise.
All development activities will be designed and implemented as per local context having direct participation of community people/ beneficiaries
Areas of Work: Hill Child Home works for
* Poverty Reduction, Human Resource Development through formal and nonformal education, religious and cultural education,
* Elimination of violence against women and children and other forms of injustice
* Environment and Climate Change
* Mother and Child Health Care.
* On farm and Off farm activities
* Gender and Development
Governance: Hill Child Home operates through a General Council (policy makers), Executive Council (decision makers) and an Advisory Committee
General Council: It is drawn from a cross section of people with limited number. The GC at the Annual General Meeting (AGM) makes organizational policies, approves annual budget/ project budget and audit, appoints auditors and elects the Executive Council. It is the supreme body.
Executive Council: Consists of seven members. As an overreaching role, the EC members have a stake in the administrative and financial affairs, besides policymaking and strategic management, which ensures financial transparency and accountability of the organization. The EC approves and reviews the projects and annual plan. The Council guides the Executive Director for smooth and proper implementation of projects. Advisory Committee: Consists of three members to guide the above committees and key staffs to run the organization effectively
Executive Director: The ED is the head of the organization and exercises authority over all works and activities and provides assistance to staffs by giving supervisory, coaching, counseling and intellectual supports. .The ED also maintains necessary liaison with different donors, Govt. Officials, Civil Society and others for development of the organization. The ED is accountable and reportable to the EC.
Above all, the committees and the organisation are guided by the approved constitution of the organisation.
The particulars of the Executive Director and Management Board are as follows:
| Name | Position |
|---|---|
| Mr. Osara Mohathero | President- |
| Mr. Othesa Prio Vikku | Vice President |
| Mr. Mongyeo Marma | Secretary /Executive Director |
| Mr. Afro Mong Marma | Asst. Secretary |
| Mr. Okumura Vikku | Treasurer |
| Mr. Reaung Marma | Member |
Involvement of staff and the target group in decision –making processes in the organization:
The Organisation, Hill Child Home practices democracy in the organisation and maximizes its effort to involve its staff, students of the orphanages and community people in participatory process in decision –making to create ownership with an attempt for the sustainability of the organization.
There are different forums of opinion seeking of staffs and the beneficiaries who are considered as subjects and objects of the organization. There are periodical meetings held with them, annual workshop where organizational policy issues are discussed. They feel proud to ventilate their opinion for the welfare of the organization. The organisation then places the suggestions to the Executive Council and subsequently to the General Council for final decision.
Financial Management
* The project along with its budget sanctioned by the donor to the Executive Council for discussion and to recommend for fund receipt. The project places fund requisition to the donor along with planned activities followed by submission of previous statement of expenses and activity report.
* The project follows financial guidelines strictly in line with the specific requirements of the donor.
* All financial transactions are well documented and supported by the necessary memo/bills/voucher
* All procurements are made well transparent with price and quality competitive. The project follows the procurement policy.
* The project account is operated by three signatories- while the signature of the ED is compulsory.
* All the books of accounts (cash book, general ledger, petty cash register) are maintained.
* The project maintains other documents, viz cheque register, stock register/inventories, asset register and others as per suggestion of the donor agency.
* A petty cash is maintained to meet small expenses
* The project submits financial statement as per the format given by the donor.
* The organisation prepares periodical financial and activity report and sends the same to the donors.
Budget:
1) Purchase of land (five acres/ 500 decimals including registration (property of the organization): Tk 250,000/
A) Zinger cultivation, Ist Year (7-8 months):
2) Expenses in 40 decimals (one kani in local language) of land:
I:
| S.No | Cost of items | Calculation basis | Amount in Bangladesh Taka |
|---|---|---|---|
| 1 | Prepare land for cultivation(cutting jungles, weeding cleaning, to plough land, etc) | labours-40xTk250 | 10,000/ |
| 2. | Purchase of seeds | 200 kgsxTk75 | 15,000/ |
| 3. | Fertilizers and pesticides | lump sum | 4,000/ |
| 4. | Plantation of seeds and cleaning of weeds | labours-30xTk250 | 7,500/ |
| 5. | Collection of zinger | labours-30xTk250 | 7,500/ |
| | Total | | 44,000/ |
Total expenses in 40 decimals (one kani) =Tk 44,000/
2.1 Therefore, expenses in 500 decimals (5 acres) =Tk 550,000/
2.2 Guards: Two people @ Tk 2,500 per month. For seven months =Tk 35,000/
3. Total expenses (2.1+2.2) Tk 585,000/
4. Sales Proceeds:
Production -2000 Kgs per 40 decimals (one kani)
In 500 decimals (five acre): 25,000 Kgs
Sales Proceeds@Tk50/ =Tk1, 250,000/
Return on Investment (ROI) without deducting the cost of the land (4-3) from the first crop=Tk 665, 000/
B) Turmeric cultivation, 2nd year (7-8 months):
1. Expenses in 40 decimals (one kani ) of land:
:
| S.No | Cost of items | Calculation basis |
|---|---|---|
| 1 | Prepare land for cultivation | labours-7xTk250 |
| 2. | Purchase of seeds | 160 kgsxTk50 |
| 3. | Fertilizers and pesticides | |
| 4. | Plantation of seeds and cleaning of weeds | labours-12xTk250 |
| 5. | Collection of turmeric | labours-15xTk250 |
| | Total | |
1.1 Cultivation Expenses in 500 decimals =Tk206, 250 /
1.2 Guards: Two people @ Tk 2,500 per month
For seven months =Tk 35,000/
2. Total Expenses (1.1+1.2) Tk241, 250 /
3. Sales Proceeds:
Production – 2000 Kgs per 40 decimals (one kani) In 500 decimals of land (five acres) production is 25,000 Kgs Sales Proceeds @Tk 25/ =Tk 625,000/
TheReturn on Investment (ROI) without deducting the cost of the land
(3-2)=Tk 383,750/
Total ROI Tk 1,048,000/
END | <urn:uuid:d65add2a-4ecc-42f5-9564-4cd922a9defd> | CC-MAIN-2019-04 | http://www.tuntuni.org/bonusmaterial/PPBD%20Zinger%20Project.pdf | 2019-01-20T07:48:39Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 380,958,603 | 5,074 | eng_Latn | eng_Latn | 0.939233 | eng_Latn | 0.996693 | [
"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 | [
276,
2584,
4335,
6338,
8553,
10818,
12715,
14514,
16477,
18398,
19909,
21898,
23111,
24001
] | [
2.21875,
1.5625
] | 2 | 0 |
Soft Skills Module 13
Customer Service Standards
Soft Skills Module 13
Customer Service Standards
| | Summary | |
|---|---|---|
| Goals: Develop and cultivate knowledge of professionalism in meeting customer needs and expectations. SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive By the end of this module, students should be able to: SS13.1 Know the meaning and fundamentals of poor, good, and great customer service. SS13.2 Be familiar with the skills involved in developing business/professional relationships with customers. SS13.3 Understand and clarify expectations with customers/prospective customers leading to effective decision making. SS13.4 Describe and/or exhibit suitable personal image and presentation. | | Instructor: |
| | | Delivery Method(s): Discussion Video/You-Tube Role play |
| | | Length: Four Topics Total length: 5 hours |
| | | Any Applicable Business and/or Soft Skills? Business Skills: Professionalism Marketing Soft Skills Should come after Communication Module |
| | | Corresponding NLS Lesson # |
| Take Away Message(s): Students will be able to develop and cultivate professional relationships, make effective decisions and present as a competent, capable expert braille transcriber when they are knowledgeable about customer service needs and expectations. | | |
Instructor Preparation
Title of Module: Customer Service Standards
Instructor:
This module is a critical one, in that it brings two functional elements of business development – customer service and personal image. Businesses lacking in one or both have a very low chance of survival.
Instructors should not assume that good customer service is an understood concept; even if it can be described expertly, it is still frequently very difficult to put into practice.
Good customer service combines a number of skills that are not regularly practiced in the prison environment due to the nature of the institutionalization. Many of these skills have been covered in the prior soft skills modules as well as in the braille transcribing curriculum.
All too often, the background and experience of students has not presented adequate opportunities to be exposed to, learn, understand and/or employ good customer service skills.
Good customer service is built on attitude and relationships. Good customer service anticipates customer expectations/needs and strives to meet those using wise and well thought-out decision making skills. Good Customer services means exhibiting suitable personal image and presentation skills.
Agenda – topics to be covered in the module and length of each item
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: Customer Service Personal Opinion Survey (13.A.1), Building Professional Customer Service Relationships My Way (13.B.1), Skills that Promote Business and Professional Relationships with Customers (13.B.2), APIE Strategy for Building
Professional Relationships (13.B.3), Mind Mapping (13.B.4), Practicing Introductions and Small Talk (13.B.5), Observation Guide for Speaking Clearly (13.B.6), Anticipating Customer Expectations (13.C.1), Personal Presentation – Customer Service Communication (13.D.1), Exhibiting a Suitable Personal Presentation and Image (13.D.2), The Do Not Do's and the Do's (13.D.3)
2. PowerPoints: – Customer Service PowerPoint (13.A.2), Developing Business Relationships PowerPoint (13.B.7)
3. Access to Module 5 - Communication - Effective Communication Listening, Speaking, Writing, Interpreting (Module 5)
Classroom Preparation – steps to follow when setting up the learning environment
1. PowerPoint presentation set-up or copies of PowerPoint and document reader
2. Flip chart/pad with markers for participants; board/markers for instructor
3. Students will need their reflection journals
4. Students configured to facilitate group work and discussion
5. Anticipating Customer Expectations (13.C.1) enlarged copy for tallying or a document reader
6. Phonebooks, pre-printed lists, newspapers, resource lists for mind mapping activity
Curriculum Content
A. Customer Service – What Is It and What Does It Look Like? (1.5 hours)
Objective SS13.1: Know the meaning and fundamentals of poor, good, and great customer service.
PREINSTRUCTIONAL ACTIVITIES
Have the students work through the Customer Service Personal Opinion Survey (13.A.1).
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Show the Customer Service PowerPoint (13.A.2) and have students complete the embedded activities.
Slide 2 Customer Service is not a department or area in a micro-enterprise. It is an attitude!
- In your opinion, what does this mean in the business of braille transcribing?
- Write two statements that explain this statement…
Slide 3 Lead a discussion about this aspect of today's marketplace and the delivery of good customer service skills.
Slide 4 Review each of the operational definitions and have a brief discussion using the questions on the left of the slide.
- Which of these do you agree with?
- How would you define Customer Service?
- Are there any that you disagree with?
Slide 5 Review the seven good customer service skills.
- Have students divide into 7 groups
- Put seven pieces of chart paper around the room, each having one of the skills as a heading
- Assign each group one skill area from the slide
- Groups should put major points for each scenario on chart paper and then present their thoughts to the whole group
- Have each group think about being a micro-enterprise, expert braille transcriber and as such identify one scenario the depicts poor customer service and one scenario that demonstrates good customer service
Slide 7-8 Talk about taglines.
- Have students write their own tagline depicting good customer service
Reflection and Journal
Have students reflect and journal about their thoughts regarding customer service strategies and approaches when they are set up as a micro-enterprise. What will be important to them; how will they define their customer service strategies?
B. Developing Business/Professional Relationships
(1.5 hours)
Objective SS13.2: Be familiar with the skills involved in developing business/professional relationships with customers.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Begin the Developing Business Relationships PowerPoint (13.B.7). Students should follow along slides 2-8 using Building Professional Customer Service Relationships My Way (13.B.1) worksheet and write their responses. Remind them that their responses should mirror their thinking and belief systems.
Distribute the Skills that Promote Business and Professional Relationships with Customers (13.B.2) worksheet to students and discuss the concepts.
Next show slide 9 of the Developing Business Relationships PowerPoint. Students should follow along with the APIE Strategy for Building Professional Relationships (13.B.3) handout. Explain to students each step of the strategy:
Assess - Connections I should make… (Whom do they know? Whom do you want as customer and what you want to say and how should I say it?)
Plan - How will I approach them; what will my plan look like? (Plan your strategy including how you might evaluate your plan during and after implementation.)
Implement - What will my implementation strategy be; what is my timeline for implementing my strategy? (Evaluate your success using the criteria set when planning; make adjustments as needed.)
Evaluate - What measurements will I use to evaluate whether my relationshipbuilding plan is working? (Lead back to the evaluation criteria set during planning.)
Show slides 10 and 11. Help students create a Relationship Networking Mind Map of places they want or think they want to make connections to build relationships. Using Mind Mapping – Business/Organizations Relationship-Building Identification (13.B.4) as a template, lead students through the process of relationship development using the brainstorming mind mapping approach.
Provide phone books, pre-printed lists and other resources available for reference/research
Show slide 12 of the PowerPoint. Guide the students in a Think Aloud activity (see notes at end of this topic) – modeling how to think about this scenario:
If you do not have a connection or name at a place/resource, what would you do/say to get the name and resource?
Next, students should review their Building Professional Customer Service Relationships My Way (13.B.1) worksheet; they may also want to review the module and lessons on Communication - Effective Communication Listening, Speaking, Writing, and Interpreting (Module 5).
Have students review the two scenarios presented in Practicing Introductions and Small Talk (13.B.5) and consider how they would introduce themselves and what kind of small talk they would carry out. Students should write a few notes about what they might say in preparation for practice and can use the Observation Guide for Speaking Clearly (13.B.6) as a guide for self-evaluation.
Close the activity with students participating in role play of the two scenarios to practice their introductions and small talk. During the role-play the observing students can give feedback using the Observation Guide for Speaking Clearly (13.B.6).
When giving feedback, students should give two to three positive comments and then one or two points for improvement.
Another activity that may be useful to students is the Think Aloud Design. The Think Aloud Design allows the instructor to explicitly model how a student might think about achieving success given the scenario posed: If you do not have a name or connection at a place/resource, what would you do/say to get the name and resource?
While the process is fairly simple, instructors are advised to practice a few times prior to using this method with students. In this scenario, the instructor should begin by telling students what a think aloud is (a moment or two of how I might think about the scenario and how to approach) and that they should just listen, not make suggestions, comments, or in any way participate. The instructor then begins, stating aloud the thoughts and decision-making processes that are typically internal.
"Hmmm, I don't have a name or contact position for this resource that might have some work for me; wonder how I can get that. Let's see… I could go on the internet and look for the company but I'm not sure I would get the name and phone number of the right person. I could look in the phone book, but I don't even know where my phone book is at this moment. I could call 411 (information) and get the main number for the company – I think I'll do that. Okay – I've got the number; dialing; person answers… Good afternoon, my name is Ms. Instructor and I am a braille transcriber. Could you please tell me the name of the person I would contact in your company who contracts for this type of work? Oh thank you. Before you connect me with Mr. Thomas, can you give me his direct number? Thanks – now would you mind connecting me?"
This explicit modeling will help students make accurate predictions, visualize, link information to things they already know, and improve their understanding of the process. Occasional explicit modeling will benefit all the students as they strive to be professional when approaching a customer with whom they are not familiar.
After instructor modeling, students should practice with partners.
C. Customer Expectations and Decision Making
(1 hour)
Objective SS13.3: Understand and clarify expectations with customers/prospective customers leading to effective decision making.
PREINSTRUCTIONAL ACTIVITIES
Begin the lesson by writing the following statement on the board:
"Customer complaints are the schoolbooks from which we learn."
Ask the students to discuss what this metaphor means when owning a microenterprise.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Explain that understanding customer expectations is central to customer services; the role of a braille transcriber is to work and communicate with customers in a positive manner and to satisfy customer expectations to the best of their ability, making appropriate and conscientious decisions along the way.
Divide students into groups of four or five and ask them to brainstorm some general ways they can satisfy customer expectations…
Have them write their responses on the flipchart paper, post on walls of the classroom.
Here are some prompts to help stimulate the brainstorming…
Do customers have needs?
What if you gave more than a customer expected? What would happen? How could you surprise your customers by going beyond what they expect?
Have students independently work through the worksheet Anticipating Customer Expectations (13.C.1). After all students have completed, tally the selections using an enlarged copy or a paper copy on a document reader. Next, students should discuss the highest needs and expectations selected, giving a rationale for their selections.
D. Personal Image and Presentation
(1 hour)
Objective: SS13.4: Describe and/or exhibit suitable personal image and presentation.
CONTENT PRESENTATION AND LEARNER PARTICIPATION
This lesson is designed to help students think about themselves as microenterprise contractors and as such, assess their personal image and presentation factors. In order to create a strong relationship and trust level with the customer, students will need to present themselves as competent, capable individuals who are expert braille transcribers.
In the beginning, potential customers make decisions based on appearance, nonverbal behaviors verbal skills, and personality. The quality of the work, timeliness and other customer service elements come as secondary.
Have students complete the Personal Presentation – Customer Service Communication (13.D.1) worksheet; then compare their responses to another student's to see differences of approach.
Next, provide students with information about appropriate dress and hygiene as they become microenterprise business people. Have students focus first on what they know, their opinions, by completing the two sections using the Exhibiting a Suitable Personal Presentation and Image (13.D.2) handout:
Make a list of things you should not do/wear when dressing and preparing to meet a customer or prospective customer…
Make a list of things you should do/wear when dressing and preparing to meet a customer or prospective customer…
Then have students look at the lists on The Do Not Do's and the Do's (13.D.3) handout and compare them with their lists. Ask students about differences of opinion and help clarify where needed.
Diversity in the workplace
What is meant by the term "diversity" in the 21 st Century? The following definition provides a conceptual and concrete definition.
"Diversity refers to human qualities that are different from our own and those of groups to which we belong; but that are manifested in other individuals and groups. Dimensions of diversity include but are not limited to: age, ethnicity, gender, physical abilities / qualities, race, sexual orientation, educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, work experience, and job classification."
Foothill-De Anza Community College District The Human Resources & Equal Opportunity Office
As an independent braille transcriber, it is important to take some time to think about diversity as a concept that has a focus, broader than race and gender. From the perspective of the contractor – the microenterprise owner – respecting diversity means owning a business that values and recognizes the distinctive contributions of people with many types of differences and working to create relationships that foster such.
Retrieved August 2011. http://hr.fhda.edu/diversity/
Soft Skills Module 13
Customer Service Standards Handouts
Customer Service Personal Opinion Survey (13.A.1)
Read each statement and determine whether you agree, disagree or are neutral. Be prepared to defend your answers.
| Statements | Agree | Disagree |
|---|---|---|
| 1. Long term customers are easier to satisfy than new. | | |
| 2. The customer is a single thing or entity; easy to target. | | |
| 3. The customer is your “boss.” | | |
| 4. Treat the customer right & he/she will always come back. | | |
| 5. Right or wrong, the customer is always right. | | |
| 6. The customer is always wrong. | | |
| 7. The customer should be treated like you would treat a member of your family. | | |
| 8. If you learn how to “put up with customers,” business can be great! | | |
| 9. A happy customer will tell 3 friends; an unhappy customer will tell the whole world. | | |
| 10. Some people are just naturally good at customer service. | | |
| 11. Treat your customers as you would want to be treated. | | |
| 12. Good customer service is just plain common sense. | | |
| 13. People deliver the best customer service when they like what they do. | | |
| 14. The customer perceives “good customer service” in his or her own terms. | | |
| 15. Put yourself in your customer's place should be the golden rule for every business person. | | |
| 16. Customers always expect perfection. | | |
| 17. Comment cards and surveys measure customer service accurately. | | |
| 18. The term “good customer service” means the same thing to everyone. | | |
| 19. “Good customer service” is not good enough. | | |
| 20. If you discover how to “put up with customers,” business can be great. | | |
| 21. The customer comes first. | | |
| 22. Customers do not care about great service; they just want the lowest price possible. | | |
| 23. People buy from those they like; not whether they get good customer service. | | |
| 24. Always give customers more than they expected. | | |
Customer Service Personal Opinion Survey (13.A.1 cont.)
What other phrases have you heard? List them and choose whether you agree, disagree or are neutral. Again, be prepared to defend your answers.
| Statements | Agree | Disagree |
|---|---|---|
Building Professional Customer Service Relationships My Way (13.B.1)
What do you pack to pursue a professional relationship and what do you leave behind?
What does it take to create productive professional working relationships?
What does it mean to understand the culture of the customer you are serving?
What are the critical features of a well-developed relationship?
How do you find out about the business customer?
What are your best attributes that you can use to create solid relationships?
What Core Principles do you want to establish as anchors to building your relationships and customer service strategy?
Skills that Promote Business and
Professional Relationships with Customers (13.B.2)
- Know the customer business vision for the future.
- Recognize who your contacts are.
- Understand the customer mission and purpose in life (or business).
- Comprehend the customer management and delivery style.
- Ensure your Core Principles include Equity, Transparency, and Mutual Benefit.
- Know how to engage the customer; understand the etiquettes of small talk.
- Relationship building can be complex; be true to your ethics and values.
- Keep relationships solid.
- Networking is a critical component.
- Keep your mission and intent at the forefront of everything you do.
Strategy for Building Professional Relationships – APIE (13.B.3)
Assess
Connections I should make… Who do you know?
Plan
How will I approach them; what will my plan look like?
Implement
What will my implementation strategy be; what is my timeline?
Evaluate
What measurements will I use to evaluate whether my relationship-building plan is working?
Mind Mapping – Business/Organizations Relationship-Building Identification (13.B.4)
Create a Mind Map of those places you want or think you want to make connections with to build relationships.
Use phone books and other resources available for reference/research.
13.B.4
Practicing Introductions and Small Talk (13.B.5)
Think About:
If you do not have a connection or name at a place/resource, what would you say to get the name and resource?
Review your module and lessons on Communication - Effective Communication Listening, Speaking, Writing, and Interpreting.
Introductions & Small Talk
Scenario: Think about yourself as a braille transcriber looking for new customers; how would you introduce yourself and what small talk would you engage in on the first meeting?
Scenario: You are meeting with a returning customer who was only moderately pleased about the work done last time. How would you introduce yourself and what small talk would you engage in with this customer who has already used your services? Write a few notes about what you might say and in what order; use the Observation Guide for Speaking Clearly as a guide for self-evaluation.
Write a few notes about what you might say and in what order; use the Observation Guide for Speaking Clearly as a guide for self-evaluation.
Observation Guide for Speaking Clearly (13.B.6)
- Rate – speed fast to slow
13.B.6
Anticipating Customer Expectations (13.C.1)
Underline the words you think reflect the needs and expectations of the customers you will have when you are in business as a braille transcriber. As you select, think about customer skills and customer relationship building. (Clue – think about what you would want if you were purchasing your services.)
A starter sentence to help you might be: Customers needing a contracted braille transcriber will need/will have the expectation that I am…
Personal Presentation – Customer Service Communication (13.D.1)
On the left are poor responses to customer needs and expectations. Write what might be a better or more positive response on the right side.
Poor Customer Service Statement Good Customer Service Statement
I did what you said you wanted…
That appointment is too early for me…
Braille transcribers don't do that…
I'm really busy right now…
Can you call back tomorrow…
Those mistakes you found; those are not my fault…
I don't know…
You want it by the end of the week (chuckle, chuckle)…
Calm down…
I'll be off my cell in a minute…
Exhibiting a Suitable Personal Presentation and Image (13.D.2)
When you are getting ready to meet a customer or potential customer, the image you present is very important even before you have a chance to say a word or shake a hand. That image is the first thing your customers or potential customers are going to notice about you.
What is Your Opinion?
To help organize your attire and decide what reasonable dress/preparation in most situations might be, identify you think would be acceptable and unacceptable.
Make a list of things you should not do/wear when dressing and preparing to meet a customer or prospective customer…
Make a list of things you should do/wear when dressing and preparing to meet a customer or prospective customer…
| 1. | 9. |
|---|---|
| 2 | 10 |
| 3 | 11 |
| 4 | 12 |
| 5 | 13 |
| 6 | 14 |
| 7 | 15 |
| 8 | 16 |
Tip: If you have questions about what you should wear, check out similar environments and observe what people are wearing. You can also visit the customer workplace to see what the people coming in and out of the building are wearing.
Look at the lists on the next pages and compare them with your lists. What is different? Are there things you agree or disagree with on the provided lists? Why? 13.D.2
Soft Skills Module 13-23
The Do Not Do's (13.D.3)
| Things Not To Do for Women/Men… | | agree |
|---|---|---|
| Wear flip flops or sneakers | | |
| Wear shorts | | |
| Wear jeans | | |
| Wear pants that are too low, rise up or are too tight | | |
| Wear social/fun clothes for work-related functions | | |
| Wear perfume or cologne (people may have sensitivities/allergies) | | |
| Wear an outfit that is trendy | | |
| Chew gum | | |
| | Use your cell phone or take a call while waiting for your | |
| | customer | |
| | Take a call during your appointment with your customer | |
| | Listen to your IPod while waiting for your customer | |
| | Arrive with coffee, soda, or food to your appointment | |
| | Things Not To Do for Women Only… | |
| | Have underwear (bras, bra straps, briefs, boxers, etc.) that is | |
| | visible; even bra straps that match your top | |
| | Wear skirts that are too short | |
| Wear blouses too low cut that show cleavage or too short that show belly | | |
| | Wear a thong that shows above your pants | |
| Wear dangling earrings or arms full of bracelets; no jewelry is better than cheap jewelry | | |
| | Things Not To Do for Men Only… | |
| | Wear shirts that are too tight or pull at the buttons when | |
| | sitting | |
| | Wear pants that are too tight or too big | |
| | Wear t-shirts | |
13.D.3
The Do's (13.D.3 cont.)
| Things To Do for Women/Men… | | agree | disagree |
|---|---|---|---|
| Professional hairstyles | | | |
| Cover tattoos and take out body rings | | | |
| Check your attire before leaving the house and make sure everything fits correctly | | | |
| Wear an outfit that is standard business casual attire | | | |
| Get your clothes ready the night before, so you do not have to spend time getting them ready on the day of your appointment | | | |
| Check to make sure your clothes are clean and wrinkle-free | | | |
| Polish your shoes | | | |
| Have breath mints and take one before you enter the building of your appointment | | | |
| Put your cell phone on vibrate | | | |
| Carry portfolio and business items in briefcase or nice folder | | | |
| Things To Do for Women… | | | |
| Wear sports jacket with coordinated pants or skirt (casual is most likely appropriate) | | | |
| | Skirts should be long enough so you can sit down comfortably | | |
| | Wear a coordinated blouse | | |
| | Wear professional stockings or pantyhose; neutral colors | | |
| Wear conservative shoes | | | |
| Not too much jewelry (necklace/bracelet/earrings); | | | |
| Light make-up | | | |
| | Neatly manicured clean nails | | |
| Things To Do for Men… | | | |
| Wear sports jacket with coordinated pants (casual is most likely appropriate) | | | |
| Wear long sleeve shirt (white or coordinated with the jacket) | | | |
| Wear a belt or dress suspenders | | | |
| Wear dress socks in appropriate color (no tube or sport) | | | |
| Avoid too much jewelry (little or none is better) | | | |
| | Keep facial hair shaved or trimmed | | |
| | Limit the aftershave and cologne | | |
| Have neatly trimmed, clean nails | | | |
Retrieved August 2011: http://jobsearch.about.com/od/interviewattire/a/interviewnot.htm
13.D.3 | <urn:uuid:a4ebf9b5-70af-420b-87f6-9cd584f6372a> | CC-MAIN-2019-04 | http://profitt.gatech.edu/drupal/sites/default/files/curriculum/Soft%20Skills%20Track/Soft%20Skills%20Module%2013%20Customer%20Service%20Standards/Soft%20Skills%20Module%2013%20Customer%20Service%20Standards.pdf | 2019-01-20T06:26:05Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00399.warc.gz | 171,796,873 | 5,938 | eng_Latn | eng_Latn | 0.957157 | eng_Latn | 0.995639 | [
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",... | false | docling | [
49,
1354,
2992,
4125,
5760,
7664,
9760,
11975,
14300,
15937,
15997,
17951,
18202,
18434,
18628,
18827,
19494,
19851,
20126,
21158,
21244,
21738,
22345,
23629,
24994,
26904
] | [
3.9375,
1.3203125
] | 1 | 1 |
Year 7 – Summer term learning program
Depending on your current level of maths some students will need to review the KS2 lessons first.
More able students should complete additional lessons within each topic to extend themselves.
| Lesson Number | Subject - Algebra | Complete |
|---|---|---|
| | Topic - Introduction to Algebra | |
| 1 | Introduction to Basic Algebra Part 1 | |
| 2 | Introduction to Basic Algebra Part 2 | |
| | Topic - Simplifying Expressions | |
| 3 | Simplifying Expressions Part 1 | |
| 4 | Simplifying Expressions Part 2 | |
| 5 | Simplifying Expressions Part 3 | |
| | Topic - Simplifying Powers | |
| 6 | Multiplying Powers | |
| | Topic - Substituting Numbers into Formula | |
| 25 | Substituting numbers into formula, part 1 | |
| 26 | Substituting numbers into formula, part 2 | |
| 27 | Substituting numbers into formula, part 3 | |
| | Topic - Sequences | |
| 37 | Introduction to sequences | |
| 38 | Finding the Terms of a Sequence when you`re given the nth term rule - Part 1 | |
| 39 | Finding the Terms of a Sequence when you`re given the nth term rule - Part 2 | |
| 40 | Finding the nth term | |
| 41 | Finding a number in the sequence using the nth term rule | |
| | Topic - Solving Equations | |
| 50 | Solving equations, part 1 | |
| 51 | Solving equations, part 2 | |
| | Topic - Solving Equations Using Number Machines (Easier method) | |
| 56 | Solving equations, using number machines | |
| | Topic - Inequalities | |
| 63 | Introduction to inequalities | |
| | Subject - Geometry and measures | |
| | Topic - Angles | |
| 50 | Proving angles on a straight line add to 180 | |
| 51 | Angles on a straight line | |
| 52 | Angles on a straight line - Common Mistake | |
| 54 | Proving the angles around a point add up to 360 | |
| 55 | Angles around a point | |
| 57 | Finding angles in quadrilaterals | |
| 58 | Finding angles in a triangle | |
| 60 | Finding angles in Isosceles triangles |
|---|---|
| 62 | Introduction to Equilateral triangles |
| 63 | The 4 types of Triangles |
| 64 | Vertically opposite angles |
| | Topic - Angles on Parallel Lines |
| 67 | Alternate angles on parallel lines |
| 68 | Corresponding angles |
| | Topic - Measuring Angles |
| 71 | Introduction to the parts of a protractor |
| 72 | How to use a protractor |
| 73 | Exam tip for measuring difficult angles |
| | Topic - Polygons |
| 74 | Introduction to polygons | | <urn:uuid:bba9855c-9408-4ed7-9c2d-5154d3c329ff> | CC-MAIN-2019-04 | https://www.bigbrainmaths.com/_material/learning-programmes/y7/y7-summer-learning-programme.pdf | 2019-01-20T07:59:44Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00401.warc.gz | 700,429,397 | 716 | eng_Latn | eng_Latn | 0.998719 | eng_Latn | 0.998719 | [
"eng_Latn",
"unknown"
] | false | docling | [
1936,
2448
] | [
3.640625
] | 1 | 1 |
Hanwell Fields Community School – Food Policy & Procedures- Sept 2015
Introduced:
The school is dedicated to providing an environment that educates pupils around healthy eating and enables pupils to make informed choices about the food they choose eat. This will be achieved by the whole school approach to food and nutrition documented in this whole school food policy. That reflects our school' values and ethos: Educate, Enrich and Equip
The policy was formulated through consultation between members of staff, governors, parents, and pupils.
The nutritional principles of this policy are based on the School Food Trust and School Food Standards 2014.
- Food Policy and Procedures
This school food policy and healthy eating strategy is co-ordinated as part of a group of volunteers & supported by Wendy Craig Catering Manager and the Leadership Team of the school.
FOOD POLICY AIMS
The main aims of our school food policy are:
- To enable pupils to make healthy food choices through the provision of information and development of appropriate skills and attitudes
- To provide healthy food choices throughout the school day
These aims will be addressed through the following areas:
- EQUAL OPPORTUNITIES
In healthy eating, as in all other areas of the curriculum, we recognise the value of the individual and strive to provide equal access of opportunity for all.
- CURRICULUM
Food and nutrition is taught at an appropriate level throughout each key stage, through their curriculum and other areas of the school educational provision e.g. Enrichment and PSHE
This is addressed through:
Teaching methods
Effective teaching requires pupils to develop their understanding of healthy eating issues and appropriate skills and attitudes to assist them in making informed decisions. Teaching methods adopted in the classroom offer a rich variety of opportunities for participatory learning and include debating issues, group discussions and role-play. These decisions are made at teachers planning.
Examples of curriculum areas that focus on healthy eating and understanding:
Science:
Primary production of food, added sugar and chemicals in the manufacturing stage etc.
Religious Studies:
Awareness of different cultures & religious beliefs that may prohibit certain types of foods
Sports/PE:
Awareness of correct nutrition required enhancing performance and keeping healthy
Cookery:
Awareness of different types of foods, benefits, how to cook them, country of origin etc.
The above details will be directed in relation to the schools curriculum requirements
- Leading by example and staff training
The teachers, catering staff and school nurses have a key role in influencing pupils' knowledge, skills and attitudes about food, so it is important that they are familiar with healthy eating guidelines. To facilitate this the school food trust and food standards for schools will be shared with all staff to raise their awareness of expectations.
All staff should lead by example and be aware that children within the school environment may observe their food choices during school hours.
- Visitors in the classroom
This school values the contribution made by visitors in supporting class teachers and appreciates the valuable contribution of outside agencies. We believe it is the responsibility of the school to ensure that the contributions made by visitors to the classroom reflect our own philosophy and approach to the subject. The status of visitors to the school is always checked ensuring that the content of the visitor's talk is suitable for the ages of the pupils along with safeguarding procedures.
Where there are visitors to the classroom, which involve helping children with food ingredients, then documented procedures and practices should be made available or relayed to ensure dietary and medical needs are met.
- Evaluation of pupils learning
Discussion of the suitability of resources and methodology at team meetings and shared through a collaborative approach, monitored by the Future Curriculum Innovator's.
Consultation with pupils through the School Council about existing programmes of study and special events.
Questionnaires for pupils as part of the school are monitoring ad evaluation procedures.
The formation of task groups or focus groups of pupils to look at existing provision and to make recommendations for the future, as part of the consultation process of the policy and review of practices.
3. FOOD AND DRINK PROVISIONTHROUGHOUT THE SCHOOL DAY
- Breakfast
Breakfast is an important meal that should provide 25% of a child's energy requirement and contribute significantly to their vitamin and mineral requirements.
The school operates a breakfast club that provides a meal for any pupil before the school day from 8:30am. The Bridges Wrap Around Care provides breakfast from 7:30am.The breakfast menu includes drink, toast and cereals.
- National Nutritional Standards for School Lunches
National Nutritional Standards for school Lunches became compulsory in 2015. The Government has announced new standards for school food. There are three parts, to be phased in from September 2014. Though the Academy has no statutory duty due to the date of conversion, HFCS will adopt these standards. Together they cover all food sold or served in schools: breakfast, lunch and after-school meals; and tuck, mid-morning break and after-school clubs.
Food prepared by the school catering team meets the National Nutritional Standards for School Lunches.
School Menus can be found on the weekly newsletter. The school has the right to make alterations to the published menu, when ingredients from suppliers are unavailable.
- Break time SNACKING
The school understands that snacks can be an important part of the diet of young people and can contribute positively towards a balanced diet. The school discourages the consumption of snacks high in fat and sugar at break-time. To achieve this the school has committed itself to providing fruit for all at break time. This fruit is available in all classrooms and is daily refreshed.
- Use of food as a reward
The school does not encourage the regular eating of sweets or other foods high in sugar or fat, especially as a reward for good behaviour or academic or other achievements. Other
methods of positive reinforcement are used in school; please see below the reward table for children in school.
Special events such as reward evening dinners are only used to celebrate specific achievements such as Yr6 Graduation Ceremony or food events related to curriculum enrichment.
- Drinking Water
The National Nutritional Standards states that drinking water should be available to all pupils, everyday, and free of charge. The school also has the option of semi-skinned milk available for pupils at lunchtime and in the Early Years Setting. Pupils are encouraged to bring in water bottle fresh daily and the school has several water fountain machines to support healthy consumption of water throughout the day.
4. FOODS AND DRINK BROUGHT INTO SCHOOL
- Packed Lunches
Packed lunches prepared by the school caterers adhere to the National Standards for Healthy School Lunches.
The school encourages parents and carers to provide children with packed lunches that complement these standards. This is achieved by promoting healthy packed lunch options. The school discourages sweets and crisps and chocolate in children's pack up's and would also like parents to support the aim of being a nut free school. Through the school year, lunch box health weeks will be run to raise awareness of healthy eating.
For advice:
A balanced packed lunch should contain:
- Starchy foods – these are bread, rice, potatoes, pasta, and others
- Protein foods – including meat, fish, eggs, beans, and others
- A dairy item – this could be cheese or a yoghurt
- Vegetables or salad, and a portion of fruit
Starchy foods are a good source of energy, and should make up a third of the lunchbox. But don't let things get boring. Instead of sandwiches, give kids bagels, pitta bread, wraps and baguettes. Use brown, wholemeal or seeded bread, not white bread . Source www.NHS.uk
- Parent Food Offerings:
As a school, we ask that if parents want to offer sweets or cake such as a birthday treat for the class, that they inform the class teacher. Our procedures will then be that we will offer to the parents to take for their children at the end of the day, no treats will be administered by the school. We ask that parents are sensitive to this policy and the dietary requirements of our community.
If a child is unable to have a parent food offering it be reasonable for the school or the parent to provide an alternative item. If a child is transitioning to Bridges or Ladybirds these treats will as much as possible be handed to staff to give to parents upon collection.
5. SPECIAL DIETARY REQUIREMENTS
For religious and ethnic groups:
The school provides food in accordance with pupils' religious beliefs and cultural practices, to support the school, we ask that parents contact either the school office or Wendy Craig (Catering Manager). All staff will be made aware of pupils and their identification through documentation, which is available throughout the school. Alternatives will be available where possible.
Vegetarians and Vegans:
School caterers offer a vegetarian option at lunch every day.
Food Allergy and Intolerance
Individual plans will be created for pupils with food allergies. These document symptoms and adverse reactions, actions to be taken in an emergency, and emergency contact details. All staff will be made aware of pupils and their identification through documentation that is available throughout the school. We ask that School caterers are made aware of any food allergies/food intolerance and requests for special diets are submitted to the school office with medical evidence as soon as diagnosis is made.
- Food Safety
Appropriate food safety precautions are taken when food is prepared or stored. These vary depending on the food on offer and include: ensuring that adequate storage and washing facilities are available; that food handlers undergo appropriate food hygiene training; and that suitable equipment and protective clothing are available. Any food safety hazards are
identified and controlled. We consult our local Environmental Health Department about legal requirements. The school kitchen currently has a 5/5 star status.
- Food Environment
HFCS has one main catering kitchen for whole school catering and 3 min subsequent kitchen/food areas to support the curriculum and wrap around care for pupils. These areas are regularly checked by Wendy Craig and are cleaned by the school cleaning service as well as users. Any staff using these areas hold appropriate food hygiene and safety certificates.
The main hall of the school is a multi-functional hall and is set up and cleared to cater for school lunches and Bridges hot tea. The environment is made to represent to best fit a 'home from home '. Pupils are expected to sit and socialise through lunch and staff join them to role model expected behaviours. The school appreciates that this is a social time for pupils that work hard through the school lessons.
Our pupils are encouraged to build independence around eating and service to empower them with their relationship with food.
The environment will be reviewed as part of pupil, parent and staff voice.
- Monitoring and Evaluation
Parents are invited to an annual review of the healthy eating policy and to contribute to a healthy eating approach where appropriate, though the parent council parent voice events.
Date policy implemented:
Review Date: | <urn:uuid:82de9ed7-9caa-4598-a995-a9284e92e4ef> | CC-MAIN-2019-04 | http://www.hanwellfieldscommunityschool.org.uk/Portals/0/Library/New%20polices%202015/HFCS_Food%20Policy_Sept%202015.pdf | 2019-01-20T06:27:26Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00401.warc.gz | 305,792,101 | 2,229 | eng_Latn | eng_Latn | 0.998661 | eng_Latn | 0.998854 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
659,
2189,
4269,
6322,
8196,
10350,
11758
] | [
3.484375
] | 4 | 0 |
JUST THE
FACTS…
Information provided by The International
DYSLE
I
A
Association
®
Attention-Deficit/Hyperactivity Disorder (AD/HD) and Dyslexia
AD/HD and dyslexia are distinct conditions that frequently overlap, thereby causing some confusion about the nature of these two conditions. AD/HD is one of the most common developmental problems, affecting 3–5% of the school population. It is characterized by inattention, distractibility, hyperactivity and impulsivity. It is estimated that 30% of those with dyslexia have coexisting AD/HD. Coexisting means the two conditions, AD/HD and dyslexia, can occur together, but they do not cause each other. Dyslexia is a language-based learning disability characterized by difficulties with accurate and fluent word recognition, spelling, and reading decoding. People with dyslexia have problems discriminating sounds within a word or phonemes, a key factor in their reading and spelling difficulties. (See IDA fact sheets "Definition of Dyslexia" and "Dyslexia Basics.")
(DSM-IV) identified three primary subtypes. These subtypes are
1. AD/HD predominantly inattentive type is characterized by distractibility and difficulty sustaining mental effort and attention.
2. AD/HD predominantly hyperactiveimpulsive type is characterized by fidgeting with hands and feet, squirming in one's chair, acting as if driven by a motor, interrupting and intruding upon others.
3. AD/HD combined type meets both sets of inattention and hyperactive/impulsive criteria.
Dyslexia is diagnosed through a psychoeducational evaluation. (See IDA fact sheet: "Testing and Evaluation.")
Is AD/HD overdiagnosed?
The American Medical Association and the Centers for Disease Control and Prevention have concluded that AD/HD is not overdiagnosed; however, increased awareness has resulted in an increase in the number of individuals diagnosed with AD/HD. Girls and gifted children are actually underdiagnosed or may be diagnosed late. Girls often have AD/HD predominantly inattentive type where the essential feature is inattention. This subtype of AD/HD can easily be overlooked because the more obvious characteristics of hyperactivity and impulsivity are not present. Gifted children may be identified late because their strong intellectual abilities help them to compensate for these weaknesses in attention.
How are AD/HD and dyslexia diagnosed?
AD/HD and dyslexia are diagnosed differently. An evaluation for AD/HD is carried out by a physician or a psychologist. This evaluation should include the following:
1. complete medical and family history
2. physical examination
3. interviews with parents and child
4. behavior rating scales completed by parents and teachers
5. observation of the child
6. psychological tests to measure intellectual potential, social and emotional adjustment, as well as to assess for the presence of learning disabilities, such as dyslexia.
Although AD/HD has been given numerous names since it was first identified in 1902, the Diagnostic and Statistical Manual, 4 th Edition
AD/HD and Dyslexia – Page 2
Can individuals inherit AD/HD and dyslexia?
Both AD/HD and dyslexia run in families. Genetics play a role in about half of the children diagnosed with AD/HD. For the other half, research has yet to identify a cause. Regarding dyslexia, about one third of the children born to a dyslexic parent will also likely be dyslexic.
Are there characteristics that individuals with AD/HD and dyslexia have in common?
Dyslexic children and children with AD/HD have some similar characteristics. Dyslexic children, like children with AD/HD, may have difficulty paying attention because reading is so demanding that it causes them to fatigue easily, limiting the ability to sustain concentration. People with dyslexia and those with AD/HD both have difficulty with reading. The dyslexic person's reading is typically dysfluent, with major problems with accuracy, misreading both large and small words. The person with AD/HD may also be a dysfluent reader, but his or her reading is not characterized by misreading words. The AD/HD reader may skip over punctuation, leave off endings, and lose his or her place. The dysfluency of both the ADHD person and the dyslexic reader may negatively impact comprehension. Both may avoid reading and derive little pleasure from it. Both the person with dyslexia and the person with AD/HD typically have trouble with writing. The typical dyslexic writer has significant problems with spelling, grammar, proofreading, and organization. The AD/HD writer often has difficulty with organization and proofreading. Both the dyslexic writer and the AD/HD writer may have handwriting difficulties.
Individuals with dyslexia and AD/HD may be underachieving in school even though they are often bright and motivated. The goal for them, as it is for all children, is to meet their potential. It is critical that children with these disorders be carefully evaluated because treatment for one disorder is different from the other. Inaccurate diagnosis can lead to inappropriate intervention and a delay in timely, effective intervention.
Have neurological studies shown functional and/or anatomical differences in the brains of people with AD/HD as compared to dyslexia?
The scientific community has been attempting to define the exact changes in the human brain that lead to AD/HD and dyslexia. There have been pathologic studies of a few brains from people with dyslexia after they died. While some changes in the brain have been found between the brains of people with dyslexia and people who do not have dyslexia, no consistent pattern has emerged that allows the exact "dyslexic center" to be determined. More promising techniques have been developed, which can be performed in living persons. These include imaging studies, as well as physiologic studies. Once again, interesting leads have been found, but none has given us a definitive answer regarding the underlying mechanisms of these disorders. It should also be mentioned that these tests are research tools. There are currently no biologic tests routinely available that allow an objective diagnosis of dyslexia or AD/HD.
What is the outlook for children with dyslexia and AD/HD?
If dyslexia and AD/HD are identified and treated early, children with these disorders are more likely to learn to overcome their difficulties while maintaining a positive self-image. Even though children with dyslexia do not outgrow their disability, they can learn to adapt and improve their weak skills. With proper remediation and needed accommodations, students with dyslexia can go on to be very successful students in colleges and universities, as well as in professional and adult life. After puberty, about 40–50% of children with AD/HD will improve
AD/HD and Dyslexia – Page 3
and develop enough coping skills so that their symptoms no longer have a negative impact on their quality of life; however, the other 50–60% will continue to exhibit symptoms of AD/HD through adolescence and adulthood that will negatively affect their lives. It is important to remember that many students with AD/HD with appropriate support and accommodations can be very successful with higher level academic work and in their professional lives. It is never too late to diagnose these disorders. It is not uncommon for a gifted person in college or graduate school to be diagnosed with dyslexia or AD/HD. Such individuals can learn to develop their personal strengths and become not only successful students, but happy and productive adults, as well.
References
Dakin, K. E., & Erenberg, G. (2005). Questions about attention-deficit/hyperactivity disorder and dyslexia. Baltimore: The International Dyslexia Association.
Tridas, E. Q. (2007). From ABC to ADHD: What parents should know about dyslexia and attention problems. Baltimore: The International Dyslexia Association.
The International Dyslexia Association (IDA) thanks Karen E. Dakin, M.Ed., and Gerald Erenberg, M.D., for their assistance in the preparation of this fact sheet.
The International Dyslexia Association · 40 York Road · Fourth Floor · Baltimore · MD · 21204
Tel: 410-296-0232 · Fax: 410-321-5069 · E-mail:
* Website: http://www.interdys.org | <urn:uuid:472f55ee-a83a-4f31-a770-c2cb387eae46> | CC-MAIN-2019-04 | https://nebula.wsimg.com/37f5b6658a16361978f7bda827ddb015?AccessKeyId=AEDF5E95787314AB865D&disposition=0&alloworigin=1 | 2019-01-20T07:18:57Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00402.warc.gz | 607,254,502 | 1,751 | eng_Latn | eng_Latn | 0.994748 | eng_Latn | 0.997444 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
3037,
6791,
8248
] | [
2.84375
] | 8 | 15 |
Pollinator Conservation
Conserve pollinator habitat with this specialized seed mix. Over two pounds of wildflowers per acre offer pollen and nectar sources while the native bunch grasses provide nesting habitat for bees and other beneficial insects.
#NP1 Mesic to Dry
Full Sun to Part Sun 5.00 PLS LBS/Acre 64.00 Seeds/ Sq. Ft
| | Wildflowers | Oz/Acre |
|---|---|---|
| Aquilegia canadensis Wild Columbine 1.50 | | |
| Asclepias tuberosa Butterfly Weed 4.00 | | |
| Aster laevis Smooth Blue Aster 1.50 | | |
| Aster novae-angliae New England Aster 1.00 | | |
| Chamaecrista fasciculata Partridge Pea 8.00 | | |
| Dalea candida White Prairie Clover 2.00 | | |
| Dalea purpurea Purple Prairie Clover 2.50 | | |
| Desmodium illinoense Illinois Tick Trefoil 1.00 | | |
| Eryngium yuccifolium Rattlesnake Master 1.50 | | |
| Liatris pycnostachya Prairie Blazing Star 2.00 | | |
| Penstemon digitalis Foxglove Beard Tongue 1.50 | | |
| Potentilla arguta Prairie Cinquefoil 0.50 | | |
| Ratibida pinnata Yellow Coneflower 1.50 | | |
| Rudbeckia hirta Black-Eyed Susan 2.00 | | |
| Solidago rigida Stiff Goldenrod 1.50 | | |
| Solidago speciosa Showy Goldenrod 1.00 | | |
| Tradescantia ohiensis Ohio Spiderwort 2.00 | | |
| Zizia aurea Golden Alexanders 1.00 | | |
| | Grasses, Sedges, & Rushes | Oz/Acre |
| Bouteloua curtipendula Side Oats Grama 16.00 | | |
| Koeleria cristata (macrantha) June Grass 4.00 | | |
| Schizachyrium scoparium Little Bluestem 16.00 | | |
| Sporobolus heterolepis Prairie Dropseed 8.00 | | |
Agrecol Native Seed & Plant Nursery
Page 29 | <urn:uuid:d2ba0a18-8953-4a3e-9f1c-95e17c340253> | CC-MAIN-2019-04 | http://www.agrecol.com/assets/images/Seed%20Mix%20PDF/NP1%20-%20Pollinator%20Conservation.pdf | 2019-01-20T07:05:15Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00402.warc.gz | 261,611,448 | 571 | eng_Latn | eng_Latn | 0.974491 | eng_Latn | 0.974491 | [
"eng_Latn"
] | false | docling | [
1610
] | [
2.46875
] | 1 | 0 |
2004
3rd Grade Gompers Elementary School Ms. Andrade
GRANDMA MARTHA DOMINGUEZ (1936)
My Grandmother was born and raised in Torreon, Mexico. She lived there until she was eighteen years old. Then she came to Texas to work and find a better place to live. That is where she married my Grandpa Abel and raised her older children.
My Grandpa and Grandma worked hard and very long hours on a farm. They decided to move to New Mexico to work on a bigger farm. After working so hard, my Grandma talked my Grandpa into moving to Southern California. They wanted a better life for their family.
In 1965, my Grandma was nervous to move her whole family to Los Angeles with only eighty-five dollars. My Grandma found a good paying job, but she made sure she always had time for her children. She always told them that a good education was the key to a good future. She also told them if they worked hard they would be able to help others.
In 1976, my Grandma and her family moved to Long Beach to be closer to their work. By now my Grandma had five children. My Grandma believed the best schools are in Long Beach. I guess she is right because I sure am smart. Three of her children graduated from Jordan High and one from Poly High. Three attended Long Beach City College. One went to UC Riverside and another to Cal State Long Beach.
Long Beach has brought a lot of happy memories but also sad ones. Her oldest daughter was in the Marines. She died while serving in 1977. In 1993, my Uncle Abel was working as a Long Beach Police Officer. Uncle Abel was shot in the head by a gang member. My Grandma prayed he would not die, and he didn't. My uncle is now a sergeant and still serving the community. My Grandma is so proud of him.
I learned so much about Grandma Martha when I interviewed her. She loves family gatherings and feeding us. She encourages us to study hard and serve our community. She says the only way to change unjust situations is with education. I guess that is why her kids are in medicine, justice, and education. My Grandma Martha is one of the people who came to California for a better life and found it. No wonder she doesn't want to move away from Long Beach.
(This third grade sample has been slightly edited. The story treats Long Beach as a community with good job and education opportunities. It is an example of migration from rural to urban life as well as migration from Mexico to Texas to New Mexico to California. It reveals urban expansion in Southern California history. The essay is an excellent example of a biographical narrative and language fluency.)
2006 3 rd Grade Fremont Elementary Ms. Nancy Clanton
Dottie Frazier (1921)
From the first moment I met Dottie Frazier she had so many things to show and tell me. She has shark jaws, crustaceans she stuffed herself, a divers' helmet, scuba diving pictures and awards; things from the Queen Mary, and a fifty foot wall outside covered with things from boats and the sea. There were steering wheels, anchors, spears, floats, lots of shells, buoys, signs, fishing lures, portholes, and lots of memories. I don't think anyone loves the ocean as much as Dottie. (Except maybe for me)
Dottie was born in Long Beach on July 16, 1921 as Dorothy Reider. She lived in a tent city that her father built on the beach before the breakwater was built when there were giant waves.
When Dottie was three years old she swam across Alamitos Bay by herself while her father crossed the bridge above. She did her first skin dive when she was six years old. She was on her father's boat in Catalina. He accidentally dropped a coffee pot over the side of the boat. Dottie's father asked her to go get the coffee pot. He handed her a small anchor to hold on to and she jumped into the water and brought it up.
Dottie attended Lowell, Rogers, and Wilson. She left Wilson and went to Poly because there were more science classes. She took every "ology" she could find. She even milked rattlesnakes! Every morning before high school at 5:00 a.m. she would take her gopher snake around her neck and body surf and swim three blocks.
Dottie had some interesting pets. She had fifty-four snakes in cages all around her bedroom. She also had a lot of rats.
Her chores were cleaning the bottom of the boat, wiping the hulls down, and cooking. She had her won rowboat and knew how to sail. Later on she even had a dog that surfed with her on her surfboard.
Right after the 1933 earthquake, the army set up kitchens but there was no water or gas, so she and her father went to live on their boat.
After she graduated high school she applied to the County of L.A. to become a dive instructor. She got a letter of denial and was told that women don't teach scuba diving. Dottie had won almost every scuba diving and surfing contest she has ever entered and so had her dive buddy, Big Jim Christianson. He was a very famous scuba diver. When Dottie told him she couldn't to the class he said he would take her with him. When she arrived at the class, Big Jim convinced them to let her stay.
When she graduated from her class she was the first woman scuba diver instructor in the world! When she went to teach her first class, she was very excited, but when she got there they were surprised and said we don't want to be taught by a woman. She convinced them to let her try, she proved herself, really worked them hard, and they all loved her.
Later on, she even taught dive classes to doctors. She learned a lot about medicine from them. They learned a lot from each other. She also designed and made wetsuits for forty-eight different dive shops and did underwater fashion shows. Dottie went on to be one of the only woman commercial divers. She had to wear a dry suit, a metal helmet and weighted boots. The equipment was so heavy that they had to lower her in the water on a platform. The boots were so heavy that she could walk on the bottom of the ocean.
Dottie applied to the Coast Guard but was turned down because she was a woman, even though she was qualified. Dottie went on to work at Douglas Aircraft as a "Rosie the Riveter" building planes during World War II. In the years that followed, she got married, worked on fishing and dive boats, gave lectures and raised four boys. She was also president of the Herbalogical Society and later was inducted in to Woman Divers Hall of Fame!
In 1971, while she was surfing in San Blas, Mexico, she met an Australian musician named Cyril May. They are married and live in Long Beach. Over the years, they have had boa constrictors, iguanas, lizards and various other reptiles as pets. They sing, give lectures and take trips to Baja every year in their motor home, towing a boat and motorcycles. They still snorkel, fish, ride motorcycles and explore.
At 84, Dottie still loves the water as much as she always has and has helped everyone enjoy it too! | <urn:uuid:11a4c920-2a88-464e-ad58-59f1bde899ca> | CC-MAIN-2019-04 | https://hslb.org/wp-content/uploads/2012/01/TELL-ME-YOUR-STORY-SAMPLES.pdf | 2019-01-20T06:29:41Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00401.warc.gz | 519,878,510 | 1,602 | eng_Latn | eng_Latn | 0.999583 | eng_Latn | 0.999598 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2618,
5457,
6938
] | [
3.375
] | 1 | 7 |
THE IVYMOUNT SOCIAL COGNITION INSTRUCTIONAL PACKAGE (IvySCIP)
What is the IvySCIP?
The Ivymount Social Cognition Instructional Package (IvySCIP) offers comprehensive, web-based support for social and emotional learning in elementary and middle school-aged students with high-functioning autism spectrum disorders. The IvySCIP is being developed by Ivymount School and 3C Institute with fiscal support from the U.S. Department of Education. Creators of the IvySCIP bring a wealth of expertise in autism spectrum disorders and social learning technologies to this innovative project.
Why is social and emotional learning so important?
Over the past few decades, there has been increasing emphasis placed on the importance of children's social and emotional learning (SEL). Studies show that an emphasis on SEL results not only in improved behavior and social interactions, but also improved rates of academic success. Recent legislation such as the Academic, Social and Emotional Learning Act of 2015 reflects growing recognition that SEL instruction should be an integral part of education from preschool through high school.
How does SEL impact students with high-functioning autism?
Although SEL plays a significant role in the academic success of all children, curriculum and instruction emphasizing SEL is especially critical for children on the autism spectrum, most of whom – including those with high-functioning autism – demonstrate profound social cognition deficits such as self- and other-awareness, emotion regulation, perspective taking, flexibility, joint attention, and problem solving. Failure to effectively address these SEL challenges contributes to almost universally poor post-school outcomes for this population, including high rates of unemployment, lack of independent living, social isolation, and mental health problems including anxiety and depression.
How does the IvySCIP fill a gap within the field?
The IvySCIP is designed in response to a clear need within the field for high-quality, user-friendly SEL resources. Materials for supporting the SEL needs of students with high-functioning autism are extremely limited, students' needs are often intense, and teachers and related service providers are frequently overwhelmed by how to begin the complex process of planning for individual and group SEL instruction.
How will the IvySCIP support educators?
The IvySCIP addresses each of these concerns. Not only will the IvySCIP help educators assess students' SEL strengths and needs, it will also help identify instructional priorities, set meaningful IEP goals, identify evidence-based curricular materials for social skills groups, and keep track of data collection. Furthermore, it is the only product on the market that is accessible via an easy-to-use electronic format, and will do all of the following:
- Focus on children with high-functioning autism;
- support progress monitoring over time;
- take a skills-based approach as opposed to the just focusing on the elimination of negative behaviors;
Track Data
Use tracking forms to monitor students' progress toward achieving goals
- take a social cognitive approach by teaching both discrete social behaviors (or the "how" of SEL) and the underlying social purpose of these behaviors (or "why" of SEL);
- promote data-based decision making;
Identify Curricular Resources
- help educators prioritize; and
- aggregate scores across students.
Identify Instructional Priorities
Use reporting options to identify priority areas for individual and/or groups of students the
Develop IEP Goals Use SEL goal bank to customize IEP goals
Direct users to appropriate SEL resources based on identified IEP goals
Who is currently supporting the development and testing of the IvySCIP?
In addition to receiving a highly competitive SBIR Award from the U.S. Department of Education to further develop and test the IvySCIP, our supporters include DC Public Schools, Fairfax County Public Schools, Montgomery County Public Schools, KIPP DC Charter Schools, Kennedy Krieger School at Johns Hopkins University, the Maryland National Capital Area Autism Speaks, Center for Autism Spectrum Disorders at Children's National Medical Center, Association of Nonpublic Special Education Facilities (MANSEF), the DC Association for Special Education (DCASE), the National Association of Private Special Education Centers (NAPSEC), the Center for Applied Developmental Science and Neuroeducation at George Washington University, and nationally recognized experts in autism and SEL including Dr. Brenda Smith Myles, Dr. Peter Gerhardt, Dr. Scott Bellini, and Dr. Lauren Kenworthy. In response to recent pilot testing of the IvySCIP, feedback from 40+ users has been incredibly positive. The Ivymount Foundation and Eshel Street Foundation have both committed funds to support commercialization of the IvySCIP, and the Life Science Angels and SmartEd Tech have committed to helping us identify potential investors and/or selling our product.
Assess Skills
Use skill assessment to identify students' strengths and needs | <urn:uuid:775540c6-37c6-4833-8abc-7ddfc2b182a2> | CC-MAIN-2019-04 | http://ivymount.org/UserFiles/Servers/Server_121672/File/Resources/Project%20Description%20-%20IvySCIP.pdf | 2019-01-20T07:11:01Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00402.warc.gz | 123,278,787 | 953 | eng_Latn | eng_Latn | 0.987566 | eng_Latn | 0.994361 | [
"eng_Latn",
"eng_Latn"
] | false | docling | [
2847,
5099
] | [
2.953125
] | 1 | 5 |
TURNAROUND FOR CHILDREN POVERTY, STRESS, SCHOOLS: IMPLICATIONS FOR RESEARCH, PRACTICE, AND ASSESSMENT
BY ERIC YU AND PAMELA CANTOR, M.D.
Contents
I. Background
Today, one in four children in the United States grows up in poverty. These children do not leave the circumstances of their upbringing at the schoolhouse door. They often bring adverse childhood experiences into schools and classrooms in the form of significant traumatic stress. This type of stress, especially in its severe forms, has unique and often profound effects on a child's developing brain. Individually, this stress can cause children to be tuned out, preoccupied, impulsive, unable to concentrate, distrustful, and nervous. These outward signs vary from distraction to dysfunction but inevitably interfere with children's ability to focus, interact with others, and progress in school successfully. Now imagine a whole classroom filled with children who experience severe stress, or even a whole school. The profound impact of extreme stress on a child's developing brain can have huge implications for the way children learn, the design of classrooms, the preparation of teachers and school leaders, and what is measured as part of the school improvement effort as a whole. This issue has been under-recognized in education reform thus far but has been Turnaround for Children's focus since it was founded more than a decade ago.
Turnaround for Children believes that many children growing up in poverty face profound but predictable cognitive, social, and emotional challenges that stem directly from the effects of stress and trauma in their lives. These stresses impact the development of the brain centers involved in learning. It is because these challenges are knowable and predictable that it is possible to design an intervention to address them. Collectively, they represent a pattern of risk—risk to student development, risk to classroom instruction, and risk to school-wide culture—each of which is capable of derailing academic achievement. Until high-poverty schools have universal practices and supports that specifically address these risks, they will continue to underperform and millions of children will never reach their full academic and personal potential.
Turnaround's work is grounded in years of academic and scientific research on the effects of stress and trauma on student development. In addition, the organization has over a decade of experience developing principles and implementing practices through work with 84 high-poverty schools. Turnaround was founded by Pamela Cantor, M.D., whose nearly two decades of experience as a physician practicing child psychiatry has infused the organization's work with a focus and an awareness of the effects of stress and trauma on the development of children growing up in poverty.
Today, the organization's goals are to continue to develop and refine proof of this work in individual schools and school districts, and to capitalize on growing research and policy opportunities to bring Turnaround's approach to teaching and learning to more schools, more districts, and the broader education reform movement. There are few organizations that know the science around chronic stress, trauma, and child brain development while also putting the science to practice in the field in highpoverty schools. This knowledge lends essential credibility to the organization's efforts to inform, debate, and ultimately convince, federal, state, and district decision makers to consider these issues central to the improvement of America's struggling schools, most of which are concentrated in highpoverty communities. Turnaround seeks to influence the design and practices of every school serving high concentrations of students growing up in poverty so that schools establish fortified teaching and learning environments that are able to address these challenges, provide rigorous content, and promote achievement as national standards become more demanding. Without this, genuine equity and opportunity in our education system will not happen for all of our nation's children.
A Perspective on America's Struggling Schools
There is a tremendous concern that the historic investment that is being made to fix America's failing schools has missed something. Reformers do not want poverty to be an excuse for school failure, yet all observers realize that the reality of poverty is a tremendous challenge to children and the adults who strive to educate them successfully. Tens of thousands of schools continue to underperform despite enormous effort and significant investment, and generations of America's most vulnerable students fail to reap the benefits promised by the public education system. Although many children growing up in poverty are resilient in the face of adverse circumstances, many are not and go on to develop toxic stress responses.
One likely explanation for this failure is emerging from a scientific understanding of toxic stress and its effects on children's neurological development and behavior. Recent literature on allostatic load, such as How Children Succeed by Paul Tough (2012), has brought the science of toxic stress to mainstream audiences. A growing body of literature is demonstrating that exposure to Adverse Childhood Experiences (ACEs) such as chronic insecurity, sudden unexpected loss of a loved one, or exposure to violence, can affect the physiological development of critical brain structures that house attention, working memory, and ultimately the learning process itself. Children's brains undergo a steep, complex trajectory of development that continues through adolescence with much of the cortex shaped in response to interpersonal and environmental factors. Children growing up in poverty are vulnerable to a variety of adverse experiences that can negatively impact their development especially if buffering caretaking relationships are not available (Shonkoff et al., 2012):
- Traumatic stress: Stress activates the release of stress hormones, particularly cortisol, triggering a "fight or flight" response to perceived threats. Temporary increases in stress hormones are protective and even helpful, but frequent and prolonged stress—from abuse, neglect, or other significant hardships—can produce a toxic stress response, one that can impact the developing architecture of critical brain structures including those that house executive functioning, impulse control, and working memory. Individuals may more readily experience fear and anxiety, and may find it difficult to regulate their responses 1 .
- Unstable adult attachment: Children can moderate and adapt their stress reactions with the consistent support of a caring, responsive adult who fosters a sense of protection, coping, and control enabling the child to return to a state of calm. This is how children develop resilience in the
1Author's Note: The authors recognize that stress for children growing up in poverty exists on a continuum with toxic stress representing the most extreme response. Further, the authors believe that much more research needs to be done to better understand the categories along this continuum and correlate those with educational functioning. With this knowledge, the possibility exists for greater and greater definition of "fortified educational environments," deeper integration of trauma informed practice and SEL that includes the specific knowledge and skills that these environments must have to mitigate risk and build resilience on behalf of learning.
face of adversity. Without this type of buffering connection to an adult, adverse experiences can generate prolonged stress, or potentially a toxic stress response compounding the negative impacts on social, emotional, and cognitive development.
- Environmental challenges: Children growing up in poverty are more likely to experience environmental factors such as lead poisoning, poor nutrition, higher incidence of infections, and prenatal drug/alcohol exposure. These factors can further contribute to the body's dysregulation of stress hormones such as cortisol.
A growing number of studies on ACEs have attempted to determine the long-term medical, cognitive, social, and emotional impact of these events into adulthood (Hillis et al., 2010; Chapman et al., 2007; Anda et al., 2006; Dong et al., 2005; Felitti et al., 1998; Foege, 1998; Weiss & Wagner, 1998). One recent study showed that children experiencing four or more ACEs were at exponentially higher risk of learning and behavioral problems—51% likelihood vs. 3% for children with no ACEs (Burke et al., 2011). The picture that emerges is one of children facing negative life-shaping experiences, often without reassuring adult support, that hinder the development of their capacity for attention, working memory, impulse control, and other attributes critical to learning. The result is a repetitive cycle of disappointment and failure that undermines motivation, will, and persistence. The impact of these realities affects a child's set of beliefs concerning his or her potential and the value of education itself.
The developing brain is exquisitely sensitive. Ultimately, its fully expressed potential is a complex interaction among genetics, environmental factors, and interpersonal experience. All of these issues, which are central to who and what children become, have been seriously under-recognized in the education debate thus far.
The good news—also emerging in scientific literature and practice—is that children's stress levels can be mitigated by positive, caring environments where strong, trusting bonds between adults and children are not only possible but are deliberately created through knowledge, skills, and practices. Academic growth mindsets, self-regulation, and many other learning attributes are both highly malleable and responsive to practices targeting these and other resilience building traits, especially when accompanied by meaningful, supportive connections to adults (Farrington et al., 2012; Durlak et al., 2011; Patrick et al., 2007; Kaplan & Maehr, 1999; Dweck et al., 2011; Pintrich & DeGroot, 1990). Research from a number of groups demonstrates the power of intentionally designed approaches to "brain centered teaching," "growth mindsets," and social and emotional learning that reduce the impact of stress on children, classrooms, and schools (Hardiman, 2012; Duckworth et al., 2005; Farrington et al., 2012). Environments designed with care can indeed shape and influence the functioning of the brain. Herein lies both a cautionary tale about managing critical periods of development (Johnson et al., 2013) as well as reason for optimism about the promise of creating developmentally oriented learning environments.
The implication for the education reform debate is that high-poverty schools have the potential to serve as critical, constructive environments for the development of children. With the right structures and practices in place, schools can identify and address intense social and emotional risk factors while mitigating stress for all students by creating safe, supportive, engaging, and effective classrooms embedded in a rigorous culture for learning and growth. With the right skills in place, schools, leaders, and teachers can mitigate prior negative impacts, promote readiness for learning, and unlock
children's curiosity, willingness to take risks, and belief in a future through education. Struggling schools can become high-performing teaching and learning environments, providing real opportunity for academic growth and equity for all children.
II. Turnaround's Approach to Struggling High-Poverty Schools
Rather than search for a silver bullet that will turn failing schools into successful schools, Turnaround has developed a school-wide intervention grounded in its knowledge of child development and targeting the most important factors driving stress and chronic failure. Turnaround's intervention is aimed at key challenges observed in every school with which the organization has worked over the course of more than a decade:
- Adverse childhood experiences and stresses stemming from poverty result in a small but significant number of students—typically 15% of the population—who are disruptive and often charismatic such that they absorb the lion's share of staff time and derail the learning environment for everyone. If schools do not get real help to this group—a group that systematically eludes help due to behavior, absenteeism, and lack of family engagement—schools and classrooms become so chaotic that teaching and learning are all but impossible. Consequently, student support and mental health systems must not only provide high quality services, they must also overcome barriers including stigma, consent, and use of Medicaid that prevent high-risk students and families from accessing the supports that could help them.
- An additional 40-50% of students require more than what a regular classroom provides them to be successful. These students often come to school with concerns and needs that can easily escalate into more serious problems if day after day they are exposed to a negative classroom and school environment.
In this context, Turnaround views each school's classroom as more than an instructional environment— it is also an important and ongoing source of reinforcing experiences that have the potential to enhance each child's development and performance. Children growing up in poverty must have a very different kind of classroom—a fortified environment that reduces stress, fosters positive connections with adults and peers, and promotes noncognitive attributes, such as academic mindsets, motivation, selfregulation, and social efficacy (Farrington et al., 2012). Such classrooms can truly change the course of children's cognitive, social, and emotional development, laying the foundation for rigorous, productive, and successful learning.
The Specifics of Turnaround's Intervention
Turnaround works simultaneously at the student, classroom, and school levels to: 1) build systems of direct support for the highest need students, 2) strengthen skills for managing student behavior, instructional capabilities, and developmental understanding of all teachers, and 3) support school leaders in driving the creation of an optimized culture for learning and growth. This multi-year work (3-5 years) establishes the enabling conditions for successful teaching, productive engagement and learning, and positive youth development. These conditions serve as the foundation for core elements of
education reform targeting college and career readiness, the use of personalized and blended learning strategies, and, perhaps most of all, the successful implementation of the new Common Core State Standards (CCSS)—content that will demand much more motivation, risk-taking, and persistence in students' approach to learning.
Model Element 1: A High-Capacity Student Support System
Turnaround creates a high-capacity system, operating inside and outside the school, designed to address the volume and diversity of student needs in a high-poverty setting. Students with the most intense needs receive rapid treatment from community mental health partners, while those with more moderate needs are triaged towards appropriate in-school trauma-informed services and ongoing monitoring. The core components of this system include:
- A school-based social worker trained by Turnaround's Social Work Consultant;
- Interdisciplinary Student Intervention Teams in each school that are trained and coached by Turnaround's Social Work Consultant to guide and track interventions for high-need students;
- Linkage to a nearby mental health provider (Community Mental Health Agency Partner) put in place and monitored by Turnaround; and
- Structures for ongoing collaboration with juvenile justice, child protective services, and/or other available social services.
The school-based social worker coordinates the interdisciplinary teams that meet regularly to triage student cases. These regular case discussions of students who are struggling behaviorally or academically lead to action plans and intensive follow-up for each child. The established linkage with a local mental health provider ensures that students with the most urgent or intense needs receive prompt care; intake occurs within 72 hours, instead of the typical waiting period of weeks or months.
Model Element 2: Teacher Capacity to Engage and Motivate All Students
Turnaround supports every teacher in every partner school to build a set of specific behavioral and instructional skills with demonstrated effectiveness in confronting the classroom challenges (e.g., inattention, impulsive behavior) that arise from the stress of poverty. These practices, which are often deployed separately in schools, are combined into a powerful, integrated teacher development curriculum that targets dramatic improvements in culture, effectiveness of classrooms, and student connection by building proficiency in:
- Constructive approaches to disruptive behavior as an alternative to punitive discipline;
- Practices and routines that foster a safe, supportive, predictable classroom environment with high behavioral expectations, caring student-teacher relationships, and improved time-on-task;
- Learning structures that promote interaction and engagement of students at widely varying levels of academic achievement focusing on continuous improvement (i.e. mastery versus performance relating to content); and the development of key noncognitive attributes such as motivation and self-regulation; and
- Student-centered exercises that promote student agency, social efficacy, and goal orientation.
Turnaround's Instructional Coaches—each a seasoned master teacher—train all teachers in all schools through weekly, small group learning sessions, followed by ongoing classroom observation, coaching, and facilitated self-reflection to drive learning and change in teachers. Turnaround's teacher development curriculum is also closely aligned with a number of key reform initiatives. It is explicitly mapped to the Charlotte Danielson Framework for Teaching and lays the groundwork for the implementation demands of the CCSS. The components of Turnaround's teacher training curriculum include:
- Developing and Using Classroom Rules and Procedures: Teachers develop the capacity to create, implement, and sustain behavioral expectations in their classroom, ensuring learning environments for children that are predictable, safe, and enable engagement in more rigorous content;
- Defusing Disruptive Behavior: Teachers develop proficiency in strategies to defuse and manage a range of behaviors, from mild rule infractions and limit-testing to severe disruptions, keeping the lesson on track and maintaining time-on-task;
- Cooperative Learning Structures: Turnaround collaborates with Kagan Publishing and Professional Development on instructional strategies that enliven the interaction between students and teachers, promote continuous use of language and engagement with lesson content, and enhance student self-esteem and identity; all aimed at continuous skill-building and growth in confidence; and
- Student-Involved Assessment: Teachers engage students in assessing their own progress emphasizing learning as a process toward explicit goals, with mastery over time. This approach enables students to tackle more challenging content and has been shown to build resilience, persistence, and increased will to learn.
All of these practices are contextualized to intentionally support and potentiate a buffering, trustful relationship between teachers and students.
Model Element 3: Leadership Capacity to Drive Improvement
Turnaround works with school leaders to build and maintain a high-performing culture that engages every adult in the school building and encourages parents to participate actively as partners. A Program Director manages the partnership with each school and works directly with school leadership to ensure quality implementation of the Turnaround model. Turnaround also works with school leadership to develop a well-defined improvement plan that makes extensive use of data, including leading indicators on school culture and classroom efficacy, to drive progress towards academic achievement. Turnaround is also experienced in aligning leadership improvement plans with district requirements previously mentioned such as the CCSS, the Charlotte Danielson Framework for Teaching, and other district guidelines and mandates.
III. Research Evidence
Turnaround's work and beliefs are grounded in over two decades of academic and scientific research on child development and learning in the context of poverty. Over time, the organization has drawn upon knowledge from varied disciplines—neuroscience, child development, and high-performing education practice—to lend insight to its perspective on struggling schools. Increasing awareness of this research is driving a belief among education stakeholders that although the problems of high-poverty schools are often reflected in low test scores, they are deeply rooted in the impact that stress has on learning. Truly effective education reform efforts must recognize and address these basic underlying challenges.
Research on the impact of poverty-related stress on child development, neural functioning, and behavior includes:
- How emotional and physical stressors that are more prevalent among children living in poverty impact the brain's HPA axis and stress hormone regulation, leading to overreliance on and default pathways to reactive, impulsive areas of the brain (e.g., the amygdala), and less usage of calm, learning-oriented areas (the hippocampus and prefrontal cortex). Studies 2 provide important overviews on the impact of toxic stress during childhood (Johnson et al., 2013; Shonkoff et al., 2012), while others discuss how the traumatic experience of abuse and neglect profoundly alters brain development (Perry, 2008);
- Extensive research indicates the importance of secure adult attachment and its role in the development of self-control, self-esteem, self-efficacy, and other elements necessary for children's healthy growth and success (Ainsworth & Bowlby, 1991); and
- Demonstration and quantification of the link between poverty's high incidence of ACEs and subsequent risk of behavior and learning problems. As previously noted, research efforts from Nadine Burke Harris, M.D. are at the vanguard of this effort, a recent study noting that 12% of students in a low-income community sample had experienced four or more ACEs, and that this group had 51% likelihood of learning/behavior problems versus 3% for students with no ACEs (Burke et al., 2011). Further research has highlighted similarly dramatic findings (Blodgett et al., 2012; Matsuura et al., 2013), with some having identified a link between ACEs and negative health outcomes (Felitti et al., 1998).
The consequences of children's exposure to severe stress associated with poverty are also welldocumented:
- Relationships between low socioeconomic status and negative life outcomes (Evans et al., 2011; Brooks-Gunn and Duncan, 1997; Hackman et al., 2010);
- How stress and trauma drive numerous mental health issues, including attention deficit hyperactive disorder (ADHD) (Famularo et al., 1996; Malmberg et al., 2011), depression (Ford et al., 2009), and obsessive compulsive disorder (OCD) (Mathews, 2008). Upwards of 20% of students in high-poverty schools present significant mental health needs and social/emotional issues and exhibit behaviors that can be confused with ADHD (Howell, 2004; Keenan et al., 1997; Hoven et al., 2005);
2 See Appendix
- Stress and anxiety's impact on students' executive functioning, including attention, problem solving, working memory, and other processes essential for learning (Raver et al., 2013; Blair et al., 2012; DePrince et al., 2009); and
- Links between poverty and chronic absenteeism (Balfanz & Bynes 2012; Applied Survey Research, 2011) and poverty and negative school culture (Hopson et al., 2011; Chen et al., 2008).
At its most basic level, Turnaround's model is an integrated set of practices and supports designed to reestablish what the stress of poverty has interrupted in the form of a fortified environment for teaching and learning:
- Efficient and effective treatment for high-need students: Turnaround's student support systems are designed to drive dramatic improvements in what is typically poor delivery—over 80% of high-need students do not receive appropriate services or treatment—and low persistence of mental health treatment in high-poverty schools (Kataoka et al., 2002; Kazdin et al., 1996; Yeh et al., 2003). In addition to addressing intense student needs, Turnaround recognizes that getting treatment to the most disruptive students is critical to establishing a positive learning culture in classrooms for the benefit of all students.
- Enhanced teacher practice leading to more effective classrooms: Turnaround's teacher training curriculum begins by laying the groundwork of classroom management strategies that enable teachers to provide a steady routine of safe, supportive interactions, leading students towards strong buffering connection and attachment with teachers and pro-social behavior with peers. Numerous studies have demonstrated the value of this approach in improving student behavior, motivation, achievement, and even reduced levels of cortisol (Hatfield et al., 2013; Bryant et al., 2002; Weinstein & Magnano, 2003; Lew et al., 1986; Woolfolk et al., 2006; Brophy, 1988; Doyle, 2006). Other portions of Turnaround's teacher training curriculum build upon improved classroom environments with practices that cultivate academic mindsets and learning behaviors in students. This content includes Cooperative Learning Strategies that drive improved behavior and achievement (Caprara et al., 2000; Slavin, 1995; Johnson & Johnson, 1999; Kagan & Kagan, 2009) and Student Involved Assessment that promotes student engagement, agency in learning, mastery, and achievement (Stiggins & Chapuis, 2005; Black, 1998; Crooks, 1988; Koch & Shulasmith, 1991). Like the Gates Foundation's Measures of Effective Teaching project, Turnaround's evaluation framework on teacher and classroom efficacy relies on two dimensions for observation: 1) observations using the CLASS (Classroom Assessment Scoring System) rubric and 2) student surveys that include measurement of noncognitive attributes but also include students' perception of classroom and teacher efficacy (Measures of Effective Teaching Project, 2013).
- Leadership engagement to oversee execution of and drive improvement: A Turnaround Program Director partners with school leadership to ensure quality implementation of the Turnaround model, integration with other improvement initiatives, and alignment with district, state, and federal mandates. Turnaround also works with school leadership to develop a well-defined improvement plan that makes extensive use of data, including leading indicators on school culture, classroom efficacy, and student support to drive progress towards academic achievement.
Turnaround's Research & Metrics team collects and analyzes data that track progress towards positive school culture, effective classrooms, and noncognitive learner attribute development. This formative evaluation framework captures a much richer picture of factors that support and drive improved academic achievement and student development:
- Indicators of improved school culture, such as reduced absenteeism, improved student-teacher relationships, and positive attitudes towards school contribute significantly to academic achievement (Voigt, WestEd et al., 2013, Battistich et al., 1997, Applied Survey Research, 2011) as well as better health/life outcomes (Hawkins et al., 2001);
- Systematic measures of classroom efficacy in areas such as emotional support, student engagement, classroom management, and instructional support are strong predictors of improved achievement (Howes, Burchinal, Pianta et al., 2008; Mashburn, Pianta et al., 2008); and
- Noncognitive learner attributes such as motivation, self-regulation, and social efficacy have been linked to improved learning and achievement (Duckworth et al., 2005; Dweck et al., 2011).
Turnaround has developed and refined its approach to school improvement around this body of proven research about the damaging effects of severe stress and the practices and supports that can address them. Recovery from the impact of prolonged and severe stress requires a supportive learning environment and trustful, positive relationships with teachers and peers, adult and peer academic and social support, goal orientation, and high academic expectations. Taken together, these provide a foundation for academic growth and restore children's belief in themselves, their future, and the value of learning.
IV. Conclusion
Turnaround for Children's work is pioneering a child development-centered perspective on and solution to persistent underperformance in high-poverty schools. Turnaround's principles and approach are grounded in several extremely important and emerging threads of knowledge and practices, drawn from neuroscience, child development, and high-performing schools that have beaten the odds, all of which are highly relevant to the education reform debate as a whole. Turnaround defines the principles and approach to its work as follows:
- Poverty is more than just a context for underperforming schools. A growing body of research is documenting and quantifying how the disproportionate exposure to stress and trauma among children living in poverty directly damage a child's development, leading to significant learning and behavioral problems as well as academic underachievement.
- As many underperforming schools continue to struggle, standards for content and achievement are rising nationwide, and educators face the challenge of bringing students from all backgrounds and levels of knowledge and skills to higher standards of learning. For these more academically demanding content standards to be successful, students will require greater engagement, persistence, and sense of academic identity, while schools will need a positive culture, classroom strategies, and measurement tools to bring this about.
- Educators and students in high-poverty schools cannot reach these standards without reshaping the public education system to provide students with a safe, supportive, and highly skilled environment
where children can experience consistent, positive interactions with adults and peers, can develop positive learning attributes, and can reestablish their belief in their own value and the value of learning.
- With appropriate capacities, practices, and supports in place inside schools integrated with services, community-based supports, and families outside schools in high-poverty neighborhoods can become caring, constructive, and challenging environments where deep attachments are formed, development is nurtured, and lasting student academic growth is possible.
With the knowledge Turnaround has today, it is easier to understand why there are so few successful high-poverty schools in the United States. Now this knowledge can be put to good use, to help those committed to improving public schools recognize what has been missing, and to build it into the system with urgency, clarity, and precision. Turnaround's voice is a vital one in this effort because the organization has synthesized the knowledge of many researchers into practices that address the very real stress that poverty inflicts upon schools, classrooms and the development—social, emotional, and cognitive—of children. Turnaround and many others understand that such practices are not only beneficial, they are a necessary prerequisite to effective teaching, successful learning, and overall student growth.
V. APPENDIX | <urn:uuid:3b4075ee-855a-4c70-9544-45390bb3f777> | CC-MAIN-2019-04 | http://www.turnaroundusa.org/wp-content/uploads/2016/05/Turnaround-for-Children-Poverty-Stress-Schools.pdf | 2019-01-20T07:50:13Z | crawl-data/CC-MAIN-2019-04/segments/1547583700734.43/warc/CC-MAIN-20190120062400-20190120084400-00402.warc.gz | 407,766,971 | 5,954 | eng_Latn | eng_Latn | 0.916991 | eng_Latn | 0.996733 | [
"dan_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | docling | [
137,
147,
4118,
7557,
11395,
14637,
17694,
20648,
23819,
27315,
30705,
32092,
32105
] | [
2.90625,
1.59375
] | 1 | 3 |
Senior English Summer Reading 2017
Mrs. Snyder firstname.lastname@example.org
The two summer reading books for Senior English are Tuesdays with Morrie, a novel by Mitch Albom, and The Metamorphosis, a novella by Franz Kafka. A novella is a short novel which is a fictional prose narrative that is longer and more complex than a short story.
You will read both books this summer and complete the assignments listed below. When we get back to school, we will discuss the books, present projects, and complete a group activity. There will be a test on each novel as well as an in class essay for both.
Both books share a common theme.
CHALLENGE: Can you name a common theme for both of the summer readings?
1. Tuesdays with Morrie – Mitch Albom
Maybe it was a grandparent, teacher, or friend. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it.
For Mitch Albom, that person was Morrie Schwartz, his college professor from nearly 20 years ago.
Maybe, like Mitch, you lost track of this mentor as you made your way, and the insights faded, and the world seemed colder. Wouldn't you like to see that person again, ask the bigger questions that still haunt you, receive wisdom for your busy life today the way you once did when you were younger?
Mitch Albom had that second chance. He rediscovered Morrie in the last months of the older man's life. Knowing he was dying, Morrie visited with Mitch in his study every Tuesday, just as they used to back in college. Their rekindled relationship turned into one final "class": lessons in how to live.
If you watch ESPN, you may know Mitch Albom. In addition to being an internationally renowned and best-selling author, journalist, screenwriter, playwright, radio and television broadcaster and musician, Mitch Albom appears regularly on ESPN Sports Reporters and SportsCenter.
(http://mitchalbom.com/d/books/3856/tuesdays-morrie)
Assignment 1
Part 1: Read the novel.
Part 2: After you finish, choose one of the following topics and write a one-paragraph response for each. You will write a total of one paragraph for this part of the assignment. Make sure your paragraph contains: 1) a topic sentence (the main idea of the paragraph and your opinion of the topic), 2)
supporting details (this should consist of at least three supporting detail sentences and at least three sentences that elaborate those details), and 3) a closing sentence. The entire paragraph should be at least 8 sentences long. See the attached Paragraph Writing Rubric to clarify expectations. Remember choose only one and not all of the following:
* Write a paragraph about a favorite teacher you have had and tell what made him/her special.
* If you knew you had only a year to live and that toward the end you would be greatly incapacitated, how would you spend that year, month-by-month? What would you do the same? What would you do differently?
* If you were to have a living funeral for yourself as Morrie did, what would it be like?
* Mitch's hero from childhood was his uncle. Who was your childhood hero and why?
* Would you rather die suddenly or, like Morrie, have a long time to prepare for it? Explain.
* When Mitch asked Morrie what he would come back as if reincarnated, Morrie replied, "A gazelle." What would you come back as if it were possible?
* Morrie's choice for his tombstone was "A Teacher To The Last". Explain what you would choose for yourself and why?
Part 3: As you approach your senior year in high school, you will be considering potential areas of interest for college and career.
Choose one activity from the following list. After you choose your area of interest, research the topic and put together an oral report that includes a visual presentation. Your presentation should use some type of technology such as PowerPoint, animation software, video, audio, podcast...Be creative! If you want, you may include demonstrations or skits with your project. Each presentation should be 3-5 minutes long, so make sure you have researched enough information! Cite your sources in writing. See the Multimedia Project: Tuesdays with Morrie Research Presentation rubric for expectations.
Anthropology
* Choose another culture, past or present, and research how they view death.
Art
* Create a picture or a sculpture depicting a scene from your "perfect day." Be prepared to describe it, explain the medium that you used, and present it to the class.
Biology
* What happens to the body during the progression of a terminal disease such as ALS?
Child Development
* Imagine that a child you know has a grandparent with ALS or some other terminal disease. How would you explain it to the child? How would you suggest the child act around the grandparent?
Computer Information Science
* Find at least two websites on ALS. Evaluate the information and compare and contrast the way it is presented on each.
Dance
* Morrie loved to dance the lindy and the tango. Research these dances. Demonstrate one or both if you want, or teach the dances to the class and have them do it.
History
* Research one or more famous teachers from another time, such as Annie Sullivan or Socrates.
Mathematics
* Find some of the colleges and universities in the Boston area and make graphs comparing them as to student/faculty ratio, undergraduate/graduate ratio, tuition and fees, percentage of applicants accepted, etc. Evaluate the schools based on your findings.
Music (choose only one)
* Morrie liked to do the lindy to Jimi Hendrix. Research Jimi Hendrix and the lindi (you can demonstrate the lindi if you want and/or teach it to the class).
* Choose two pieces of music to share with the class, one that evokes Morrie's momentary selfpity upon awakening and the other his feeling lucky to be alive. Explain their significance.
Health Care (choose only one)
* What can health professionals do to help terminally ill patients preserve their dignity? Do you believe this is possible?
* Create a timeline for the usual progression of ALS.
* Investigate ALS and find out what current research being done about the disease.
Philosophy (choose only one)
* One year during the Vietnam War, Morrie gave all his male students A's to help them keep their student deferments. Do you think that this was this right or wrong?
* Morrie said, "Everyone knows they're going to die, but nobody believes it. If we did, we would do things differently." What would you do differently?
* Morrie quoted the poet W.H. Auden, "Love each other or perish." What do you think the poet meant?
* Imagine that you have the chance to write your own obituary. What would you like it to say? What changes can you make in your life to achieve that?
Physical Education/Health (choose only one)
* Research the value of massage in the care of the terminally ill.
* Research Lou Gehrig.
* Research the professional sports teams in Detroit (football, basketball, baseball, and hockey).
* Mitch's senior honors thesis was about how football has become almost a religion in America. Try your hand at the same topic.
Physics
* Stephen Hawking, physicist, also suffers from ALS. Research Hawking and his struggle with ALS. Psychology (choose only one)
* Morrie would have agreed with the Barbra Streisand song, "People who need people are the luckiest people in the world." Do you agree? Why?
* Dr. Norman Cousins believed that a patient's attitude determined to a great extent whether he would survive a devastating illness. Who was Dr. Cousins and how was he viewed by the medical community?
* Morrie said that we are brainwashed about materialism. Do you agree? Why or why not?
* Morrie said, "People are only mean when they are threatened, and that's what our culture does. That's what our economy does." Do you agree? Find examples to support your opinion.
Sociology (choose only one)
* Does our society value older people? Why or why not? Compare our society with another country as to how we treat our elders.
* What qualities do older people have that transcend the age barrier?
Foreign Language
* In writing or orally, tell about a favorite teacher you have had and why he/she was special.
Travel and Tourism
* What would be Mitch's options (airlines, times, fares) today in going from Detroit to Boston and back again?
2. The Metamorphosis – Franz Kafka
This novella is available in various formats including audio books, paperback books, and also on free websites including:
https://records.viu.ca/~johnstoi/stories/kafka-e.htm http://www.gutenberg.org/files/5200/5200-h/5200-h.htm
"As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect. He was laying on his hard, as it were armor-plated, back and when he lifted his head a little he could see his domelike brown belly divided into stiff arched segments on top of which the bed quilt could hardly keep in position and was about to slide off completely. His numerous legs, which were pitifully thin compared to the rest of his bulk, waved helplessly before his eyes."
This is the bizarre yet humorous opening of Kafka's The Metamorphosis. (Congratulations! You have just started your summer reading!)
It is the story of a young man who, transformed overnight into a giant beetle-like insect, becomes an object of disgrace to his family, an outsider in his own home, a quintessentially alienated man. A harrowing – though absurd and comic – reflection on the feelings of inadequacy, guilt, and isolation, The Metamorphosis is one of the most widely-read and influential works of 20 th century fiction.
(http://www.goodreads.com/book/show/485894.The_Metamorphosis)
As we will be studying world literature in Senior English, a great way to start your summer reading is with Franz Kafka (1883-1924), one of the most influential fiction writers of the early 20th century. He was a novelist and short story writer whose works, only after his death, became regarded as one of the major achievements of 20th century literature.
Kafka was born to middle class German-speaking Jewish parents in Prague, Bohemia, now part of the Czech Republic, in what was then the Austro-Hungarian Empire. His work – novels The Trial (1925), The Castle (1926) and Amerika (1927), as well as The Metamorphosis (1915) and In the Penal Colony (1914) – is now collectively considered to be among the most original work in modern Western literature. Much of his writing was unfinished at the time of his death but was published posthumously.
(http://www.amazon.com)
Assignment 2
Part 1: Read The Metamorphosis.
Part 2: As you read, keep a Graffiti Journal. The journal can be completed by hand or using images from the internet or other sources.
Your journal will have three sections containing two pages for each of the following:
A. Section 1 Images of Fiction: Two pages of graffiti – drawings, shapes, symbols, and colors that help you remember and identify the elements of fiction - plot, character, setting, point of view, style, tone, and language, theme, and symbolism, allegory, and image.
B. Section 2 Images of Your Thoughts: Two pages of words and phrases that come to your mind while you read the novella. These words should be things you think of when you are reading about plot, character, setting, point of view, style, tone, and language, theme, and symbolism, allegory, and image.
C. Section 3 Direct Quotations: Two pages of direct quotations from the novella that stand out to you and reveal your thoughts on the setting, characters, plot structure, point of view, themes, and symbols developed in the story.
Please see the attached Graffiti Journal Rubric for guidance and expectations.
When we return to school, you will use your journal to complete a group Graffiti Wall project. Each group will be assigned a section of the book to complete a visual and prepare an oral presentation. | <urn:uuid:d4cc0857-bf0c-42c8-b973-3f7efc84e36c> | CC-MAIN-2018-43 | http://bishopwalsh.org/assets/files/Senior-English-Summer-Reading-2017-Instructions.pdf | 2018-10-15T11:17:17Z | crawl-data/CC-MAIN-2018-43/segments/1539583509170.2/warc/CC-MAIN-20181015100606-20181015122106-00057.warc.gz | 57,056,064 | 2,623 | eng_Latn | eng_Latn | 0.998215 | eng_Latn | 0.998465 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
2361,
5281,
8148,
10678,
11980
] | [
3.828125
] | 1 | 1 |
Citizenship Education as a
Cross-curricular Educational Principle
General Ordinance 2015
Circular no 12/2015
Mailing list: Regional Education Boards, Vienna Education Board, Pedagogic Universities
Subject area: pedagogical issues
Content: citizenship education
Validity: unlimited
Citizenship education in Austrian schools rests on three pillars. It
1. is included in curricula as an independent subject or as a combined or cluster subject;
2. takes effect in the frameworks of school partnership and legal student representation;
3. is an interdisciplinary teaching principle and as such an important contribution to shaping society as well as to bringing about and developing democracy and human rights.
The general ordinance "Citizenship Education in Schools" describes the content and implementation of this cross-curricular educational principle. It is also intended as a guideline for training and
continued education, and constitutes a recommendation for other measures of citizenship education. The 1978 general ordinance is thus brought up to date in terms of a modern didactics of
politics.
All teachers as well as school supervisory boards and administrations are invited to promote an effective implementation of citizenship education by disseminating this basic text and by
implementing suitable accompanying measures.
BMBF-33.466/0029-I/6/2015
Citizenship Education +43 1 531 20-2545
www.bmbf.gv.at/politische-bildung www.politische-bildung.at
www.politik-lernen.at
Minoritenplatz 5
1014 Vienna – Austria
T +43 1 531 20-0
F +43 1 531 20-3099 www.bmbf.gv.at
DVR 0064301
Federal Ministry of Education and Women's Affairs
Citizenship Education as a Cross-curricular Educational Principle in Schools General Ordinance 2015
Foundations
In 1978, "citizenship education" was introduced as a cross-curricular educational principle for all school types, grades and subjects. This broad mandate and the goals of citizenship education in schools are key elements for Austrian schools to fulfil their tasks pursuant to § 2 of the School Organization Act (SchOG).
Citizenship education is a precondition for individual development as well as the development of society as a whole. It actively contributes to shaping society and to putting democracy into practice; it addresses the problem of what makes society recognize government and authority as legitimate. In a democracy, free appointment, control and impeachability of the governing by the governed legitimate government and authority. Citizenship education is committed to this conception of democracy. The more this notion of democracy is embedded at all levels of society, the more successful democratic government systems will work and the better society will be able to organise itself according to the concept of democracy.
Since the ordinance was first issued, schools, society, and politics have evolved. Political communication, media coverage and channels of information have also been transformed. Not least, in 2007 the active voting age was lowered to the age of 16. These changes need to be addressed by new methods of teaching and through up-to-date political references.
Besides the tasks of Austrian schools listed in § 2 SchOG, this cross-curricular educational principle is based on international recommendations and guidelines emphasizing the significance of citizenship education and young people's right to it. These are in particular the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education [Circular no 15/2012, BMUKK 33.466/0119-I/6a/2012] 1 and the UN Convention on the Rights of the Child. The Recommendation of the European Parliament and of the Council on Key Competences for Lifelong Learning 2 also establishes a clear link to citizenship education.
Goals
Citizenship education
- offers an important contribution to the stability and development of democracy and human rights;
- empowers individuals to recognize social structures, power relationships and the potential for further development, and to examine underlying interests and values, as well as to evaluate and to change them if need be in terms of their own opinions;
1 www.bmbf.gv.at/politische-bildung
2 http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:32006H0962
- demonstrates democratic means of participation on all social and political levels and enables individuals to take an active part as individuals, as members of social groups, or as a part of society;
- promotes an interest in social issues and the readiness to participate in political life in order to advocate one's own interests, the concerns of others, and matters of general welfare;
- addresses fundamental political questions, e.g. the legitimation of political power and its control, a just distribution of resources, a responsible and resource-friendly approach to nature and the environment, the equality of political rights, etc.;
- enables individuals to recognize, understand and evaluate different political concepts and alternatives, and leads to a critical and reflected engagement with one's own values and the political beliefs of others;
- is based in democratic principles and values such as peace, freedom, equality, justice and solidarity; in this context, overcoming prejudice, stereotypes, racism, xenophobia and antisemitism as well as sexism and homophobia is a specific aim;
- highlights the role of Austria in Europe and globally, and communicates an understanding of existential and global relationships and problems of humanity;
- shows that a just order of peace and a fair distribution of resources are necessary for humanity's survival, and that these demand a global, concerted effort, but also need to be understood as a personal obligation.
Implementation
Citizenship education aims to introduce learners to subject-specific competences of citizenship education (expert knowledge, methodological competence, competence in judgement and agency) (cf. Krammer et al.: Kompetenz-Strukturmodell Politische Bildung, Wien, 2008 3 ). Its aim is for students to acquire a repertoire of approaches and key political concepts (for instance democracy, law, gender) to be applied to different situations. On this basis, it aims to promote an interest in political events and the willingness to actively participate in politics through concrete experience. Competence-oriented citizenship education thus enables individuals to form and to articulate their own opinions – but also teaches them self-reflection and respect for controversial views. Students learn to critically evaluate the opinions of others and the media presentation of content, and how to (responsibly and) consciously deal with the new media in particular.
High-quality and accessible citizenship education is oriented towards
- the lives, interests and previous experience of students;
- current political problems and events;
- different forms of political communication in the media;
- its scientific background, in particular regarding the development of educational pedagogics and didactics of politics.
Citizenship education needs to be an essential part of school from the moment a child enters the education system, and to play a key role in all subjects and activities at the school itself from the beginning of compulsory schooling – in particular in the context of school democracy. School should be a place of democratic action as an everyday practice. This allows children and young people to experience at an early age that they not only have a right to participate, but also that each and every individual can bring about change through active commitment. This presupposes a sustainable cooperation within the school partnership (framed by the legal mandates of the bodies of the school community: class forum, school forum, school community committee, students' representatives) as well as an active participation of children and young people in shaping their school and classroom teaching. For a successful implementation of citizenship education, a democratic organization of everyday life at school is an essential precondition.
In implementing citizenship education, it is particularly important for learners to meet individuals who are actively engaged in politics and political institutions (politics, special interest groups, NGOs, civic action groups, media, etc.). Involving external agents or providers of citizenship education brings significant added value, as school is no hermetic sphere, but always part of a concrete social environment.
Freedom of opinion and a democratic culture of debate in class bring special responsibilities for pedagogues. In addition to the necessity of presenting controversy within politics and society in class and of developing a didactic format to do so, it also requires that teachers allow and stimulate opposing points of view and their reasoning (controversy imperative), as well as an occasional open presentation of personal views. On no account, teachers may use the occasion of citizenship education to promote their personal political opinions or attitudes (prohibition of indoctrination), even though it seems admissible for a teacher to make his or her own political judgement known in some situations. Teachers have to pay close attention to the ability of students to form independent judgements (analytical capability), to maintain a critical, balanced distance, and to avoid any discrediting of dissenting statements or opinions.
Citizenship education is no finite process, as its objects of scrutiny – politics and society as a whole – are always changing. Therefore, an essential task in implementing citizenship education is the training and further and continued education of the teaching staff.
Vienna, 22 June 2015 The Federal Minister: Gabriele Heinisch-Hosek | <urn:uuid:96a6dea2-d3cd-4634-ab70-d664a31a9326> | CC-MAIN-2018-43 | http://aktionstage.politische-bildung.at/dl/KnkoJKJKoNlkkJqx4kKJK/Grundsatzerlass_Politische_Bildung_2015_BMBF_33.466_0029_I_6_2015_v._22.6.2015_EN_1.pdf | 2018-10-15T10:26:49Z | crawl-data/CC-MAIN-2018-43/segments/1539583509170.2/warc/CC-MAIN-20181015100606-20181015122106-00056.warc.gz | 12,356,850 | 1,886 | eng_Latn | eng_Latn | 0.991177 | eng_Latn | 0.996182 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1656,
4296,
6921,
9843
] | [
2.75
] | 3 | 8 |
Coping with Stress and Anxiety
My stress of anxiety
During the last summer holiday, I found myself was under a high pressure. I often hardly fall asleep at night and I felt my heart was beating abnormally. I began to realize my emotion was not in a healthy mode. It would affect my daily life as well. I tried to figure out why would this happen. Here were some of reasons which may cause my unhealthy feelings. Sometimes, I thought myself is a useless person because I failed the HKAL and failed to take a degree course in university. Since this is my final year of studying this course, I was anxious about the future career of myself. I was fear of unemployed after my graduation. Before attending the EQ lessons, I did not know that these thinking may have positive effects. I just wondered why I would be so upset; I could not deal with my emotion well.
Daily Mood Log
After some presentations from my classmates, I was much more familiar with my feelings. And I also learnt a few methods to change the way I felt. First of all, I use the daily mood log to change my mind. I wrote down my negative feelings on a paper then I also wrote down some substituted thoughts as well. Taking my fear of unemployment as an example, my substituted thoughts were this pressure is very usual among the university student or I could transform this fear to push myself work hard. Hence, when I reviewed it, I felt better than before.
Relaxation exercises
Despite of practicing the daily mood log, I would use some other skills to cope with my different emotion. When I was dealing with the assignments or quiz, I felt stressed. And every assignment has done in a slow rate because of my frustration. When I encountered these difficulties, I would close my eye and take a deep breath.
Besides, I tried to release my stress by relaxation. For example, if I could not fall asleep at night, I would be slowed down my breath and counted backward. After that, I discovered I could sleep in a better way.
Replacing negative thoughts
With other examples in school, recently I had a first quiz on Finance management. I didn't have any concept on finance as I have learned neither economy nor account in college. Consequently, I have started the revision early. I prepared a lot before the quiz. However, the result was no as good as I predicted. I was totally disappointed. I wondered that if I was really so stupid that even I study hard on it, but I still got a bad result. I was so upset at that moment. I immediately had an idea was to give up the next quiz of Finance management. And this was the symptoms of unhealthy feelings of depression. After I have cooled down myself, by using the techniques of twisting negatives feelings, I started to establish some positive thoughts. I thought that this was only the first quiz; I could have other chance to try my best to get a good grade. In addition, I thought that the quiz only contributes about 10% of my whole course, so that I can work hard on the other 90% in order to retain the mark.
Reality Testing
Besides, I have other daily life examples on distorted thinking. After taking the enneagram test, I found out myself was type two – helper. This type of people has a basic fear of being unloved and unwanted themselves to be alone. I was totally agreed with that. I am a person, who is extremely afraid of being alone or neglect by everyone. Thus, I would like my friend to find me frequently and like to feel their love. If my friend didn't call me for a period, I may think that they don't care me anymore. According to distorted thinking approach, I find that this may be one symptoms of jumping to conclusion. After I had calm down myself and think it deeply, I just felt that I had made too many assumptions which most of them may not be true. Therefore, I thought I should be more realistic, I can't affect by those assumptions frequently, and it will make me being tired. Then I tried to call them first instead of waiting for their call. Their sound made me feel warm afterwards and I was released.
Positive handling of strength and weakness
By understanding I am a type two person. I could be more clear my own strength and weakness. Then I had tried to enhance my strength in my daily life, such as when I have got a part-time job interview, I tried to show my extrovert and active personalities. I also knew one of the weaknesses of type 2 person, which is unwilling to being seen as needy. I was quite agreed with that. Although I would think of my own badness, I was not willing to disclose my badness in front of the other people. However, I knew that it is not health for my emotion. Thus, I tried to share my feelings with my friends.
Self-disclosure – an important strategy to keep friends
According to the first presentation - getting your allies, it has talked about keeping friends. Since self-disclosure is one of the strategies of keeping friends. Before this presentation, I do not understand the importance of self-disclosure. Nevertheless, I understand that we should treat our friends with our genuine feelings; we should tell them what is in our mind. This can let the other know deeply about us.
Social support
As a result, I have tried to share my feelings to my trusty. I told my friend that I was depressed and also told them about the reasons for my depression. Then they have supported and encouraged in many different ways. I was pleased to know that my friends would be beside me whatever happens. After that, I realized I should do something to change myself back to be genuine happy girl. I tried to think about that gathering with friends are valuable so I should treasure the chance being with them. At the next gathering, I made myself pay attention to them and enjoyed every moment. Thus, recently I have got a good relation with my friends.
4
Conclusion
Every people would have emotion, and this is a very common issue. But I think it is essential to learn how to handle our emotion, it is quite hard indeed. And even some people would feel confused about their feelings. After these 13 lessons of EQ, I knew that I had many misunderstands about emotion before. After I learned some ways to handle the negative feelings, and made those feelings to be health feelings, I think I am now less likely to be frustrated because of my emotion.
The End
5 | <urn:uuid:e5ab6c9f-9f49-478a-858b-1ad73586d163> | CC-MAIN-2018-43 | http://yipsir.com.hk/Znd_order/EQ_Handouts/Pdf/Coping_with_stress_&_anxiety.pdf | 2018-10-15T10:41:50Z | crawl-data/CC-MAIN-2018-43/segments/1539583509170.2/warc/CC-MAIN-20181015100606-20181015122106-00055.warc.gz | 591,459,852 | 1,330 | eng_Latn | eng_Latn | 0.998462 | eng_Latn | 0.999139 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | docling | [
1427,
3034,
4704,
5843,
6351
] | [
2.03125
] | 2 | 1 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.